6 TEXTBOOK Growing Up English

T
nglish
English
E ih
Textbook
MUESTRA PARA
EVALUACIÓN
PROHIBIDO SU VENTA
The English 6 textbook, part of the Growing Up Series,
is a collective effort conceived, designed, and created
for Ediciones Santillana, Inc. by the following team:
Content Director:
Mayra L. Méndez Barreto
Executive Editor:
María Victoria Ratcliff Tirado
Editor:
Stella Ramírez
Proofreading:
Isabel Batteria Parera
Institutional Collaborations:
Federación Protectora de Animales de Puerto Rico, Inc.
Acknowledgements:
From HOW TÍA LOLA CAME TO VISIT/STAY. Copyright ©
2001 by Julia Alvarez. Published by Dell Yearling and in
hardcover by Alfred A. Knopf Children’s Books, a division
of Random House, New York. By permission of Susan
Bergholz Literary Services, New York, NY and Lamy, NM.
All rights reserved.
This Is Your Book
Hi, there!
Our English 6 textbook invites you to explore the world through the learning of the
English language. It proposes a commitment to reading, which serves as the center
for the development and progress of reading comprehension, vocabulary, grammar,
and oral and written communication skills.
Take a look at the sections we have prepared for you. That way, you can get to know
your textbook and learn from each of its pages.
Have a great school year!
Santi, Ana, Roco, Lala, and Macu
I’m Ana and I’ll guide

you through the content Hi, I’m Santi, and our pets, Roco
and activities that and Lala, as well as Macu, will be
Santillana has to offer. with us during this journey. With
their presence, we wish to promote
respect and love for animals.
Opening Share Your Knowledge
1 The students n the image are work ng together n a group Have you worked n
a g oup befo e? How d d it make you feel? Did you feel l ke everyone contr buted
equally? Wr te your answe s below
Each chapter opens with an illustration related to the

reading selection and main topic.
2 C rcle the sentence that expresses con l ct Underl ne he sentence that describes a
plot or a sto y l ne
a The pretty pr ncess kissed the frog which turned into a p ince and they lived
happ ly ever a ter
b Suddenly a huge bear appeared beh nd the tree and chased everyone
Explore • This activity provides you with an

nto he r ver
c t s beginn ng to a n
3 For each wo d w ite a synonym or a word that has he same meaning and an
opportunity to explore and discuss both the main topic

antonym or a word that has the opposite mean ng
a nice
b big
of the chapter and the illustration. 4 Change the underlined word so that it makes sense w th the sentence
a I have two co n in my pocket
b The e is one b b n the cr b
Share Your Knowledge • This section offers activities

c We ate a l six cupcake for dessert
to assess previous knowledge. I Will Learn About
p o b ed
work ng together in a group sub ect predicate s ngular
o
plural and possess ve nouns
ep od
conflict and plot of a sto y
pa aphrasing
T LL NA A
synonyms and antonyms
he scient f c me hod
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33
I Will Learn About... • This section outlines the

chapter’s objectives.
Reading Reading Read ng
Me inda smiled Then she took out a notebook and

colored penc ls from her backpack She turned to a page
In this section, you are presented with a short reading

w th a diagram of a roller coaster It was shaped ike a fi e v to
breathing dragon know f om ear er
exper ence
“Wow what a great d awing!” Daniel exlaimed incline n a l ne
selection. The illustrations carefully complement the

hat goes up or
“Thanks ” Melinda said “I designed this for my down at an angle
science project We are working in groups to bu ld a model rom a f at sur ace
roller coaster”
expert n
text. Along the margins, you will find activities that will
someone who
“That would be rea ly cool to ride on I have been on
knows a g eat deal
at least a hundred roller coaste s ” Daniel said about a par icu ar
hing
“I have never been on one ” Me inda told him “I am
guide you through the reading.

too sca ed of going fast down a steep incline ” hometown n
he town or c ty
“Going fast is the best part! The most fun is raising n which one was
Before You Read The Roller Coaster Expert your arms up in the air You feel ike you are l fting out of born or grew up
1 Wr te a sen ence to By Angela Maria Padron your seat ”

exp a n what you
h nk he wo d expe t
llustrated by Alexandra Artigas and Em liano López Ordás
Me inda smiled “You sound l ke an expert on
Vocabulary means
2 Exp a n how you

Daniel stepped onto the crowded school bus He did
no recognize anyone The bus pulled away from he stop
Daniel quickly found an empty seat in the front ow next to
roller coasters ”
“I guess I am ” They laughed Talking wi h Melinda
made Daniel forget all about being ne vous
wou d eel f you had a girl who told him her name was Me inda Daniel left his homeroom at nine o’clock and wa ked
Keywords will be highlighted in the reading, and they

o s a t at a new
school and ou d d “You must be he new kid on my block ” Melinda said w th Melinda to their first period science class She
not know anyone
introduced him to some of her friends Daniel told them
Daniel nodded tapping his fingers on his knee about his hometown They compared their experiences on
will also be presented in a textbox at the top right

“You shouldn t be nervous about your first day” roller coasters as they wa ked down the c owded hallway
Melinda said Suddenly Daniel accidenta ly bumped into another
d
d
po b
po b
“I’m not nervous ” Daniel calmed his hands Then he boy Textbooks and notebooks went flying into the air The
margin of each spread.

boy fell to the ground
o
wiped the lit le beads of sweat from his forehead Deep o

p od
p od
down inside he felt uneasy about his new middle school “Brandon! Are you ok?” asked Melinda
LA A A
LA A A
It was a lot bigger than his old one back home He was
unfami iar with the layout of the classrooms He did not “I am so sorry” Daniel said He extended his hand to
© SANT
© SANT
know any of the teachers or students help Brandon up

34 35
Reading Comprehension Reading Comprehension

Read ng Comprehension
1 Mark the correct answer for he fo lowing questions 3 Wr te a few sentences to explain why Melinda th nks Daniel is a o ler coaster expert
This section will provide you with tools to analyze a

a Why s Dan el ne vous at the beg nning of the story?
He has missed he school bus t is his f rst day at a new school
text, appreciate literature, and experience the joy of He has forgotten his lunch
money
t is h s first t me r d ng a ro ler
coaster
b What is the ro ler coaster Melinda des gns shaped l ke?
reading.
4 Infer what wi l happen next in the story
a d agon a acecar
a spacesh p a tornado
c A o ler coaster car rolls down a hi l because
accele at on slows its speed he wheels fall off
grav ty pu ls t to the ground t is unn ng backwa d
Living Together presents a situation that will d Why was Mel nda nervous about her presentat on?
Her team did not test he roller

coaster
Her teammates had not done
heir homewo k
Living Together E hics and Social Respons bi i y
prompt you to discuss a topic related to ethics She was ashamed of her dragon
des gn
She thought Brandon would
make fun of her
1 Read
Wo king n a group s not always an easy task but
the end result can be very ewarding Allowing
and civic values, within the context of the chap-

everyone n he group to contr bute and o fer
2 Put the following events in order using numbers 1 to 4
the r own nput and ideas can only strengthen
the group Learning how to wo k w th o hers s
a Dan el accidenta ly bumps nto B andon important n everyday l fe
d
d
po b
po b
ter’s reading selection. You will answer questions b Dan el meets Melinda on he school bus 2 Explain why t can be benef c al to wo k in a g oup
o
o
ep d
ep d
c B andon apologizes and asks Daniel for help to f x his project 3 D scuss how you fe t n the past about wo k ng n a
g oup Note he pos tive and negat ve exper ences
NT L ANA A
NT L ANA A
related to the following topics: Consumer Educa- d The marble falls off of Brandon’s o ler coaster project
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44
tion, Environmental Awareness, Ethics and Social

45
Responsibility, Gender Equality, Health Education,

Multicultural Education, and Peace Education.
Literary Concepts Literary Concepts L te a y Concep s
The P ot of a Story The Conflict n a Story
This section introduces and defines the elements

Discover D scover I guess he new
k d brought
you some bad
1 Answer eave us
uck Mel nda
R sing Act on Two Cl max A car dri es a one
boys r de to school by at an excessi e
a What is the confl ct in the image?
of literature and other literary concepts. It provides

on he r bikes speed The boys and
he car crash!
Focus
Fal ing Act on The The term con lict refe s to he events hat
the resources to achieve a comprehensive

boys ie on the s reet
cry ng They have not
resu t from the struggle between two
Conf ict t is ra n ng Resolut on he boys opposing forces n a sto y In most stor es
ca s and dogs They been ha med
decide o ne er ever the main character is involved in h s struggle
can hard y see whe e r de their bi es n sto my
hey are go ng weather again Typ cally there are four k nds of conflicts
understanding of literature in general. What does this d ag am llustrate?

The ma n cha acter st uggles against another person
The ma n cha acter st uggles against natu e
The ma n cha acter st uggles with soc ety
Focus The ma n cha acter st uggles with himsel /herse f
Most stor es revolve around a storyline wh ch s called he plot The plot s Example In he story “The Ro ler Coaster Expert ” Daniel he ma n
composed of the order in which the ma n events of a story take place The plot cha acter s st uggling with Brandon (another person) who is
forms he backbone of a story play or narrative poem The fo lowing elements are being mean to h m If for example Daniel was going back and
part of every plot forth on whether to be mean back to Brandon then Daniel
would be struggl ng w th himself to make that decis on
The ising action or exposition ncludes he nt oduct on of he characters and
sett ng The conf ict of he story presents he main struggle of the characte s in he There are two addit onal catego ies of conflicts
story The c imax or turning point is the highest point of suspense in the story This
point in the story determ nes the conclus on or outcome of the story The fa ling An internal conf ict s a struggle hat takes place in a character’s mind
action p esents the consequences of the turn ng po nt The resolu ion or outcome An external con lict is a struggle between a character and an outs de force
of the story s the conclus on or end ng At this point the tens on n he story may
have d sappeared he characters may have changed or the con l ct may have Pract ce
been solved
1 In your notebook classify the con l cts below accord ng to he four bas c k nds of
p o b ed
p o b ed
Pract ce conflicts Then wr te I if the confl ct s nternal or E f the conflict is external
o
a A ch ld wants to go out and play but he knows he has to study
p od
p od
1 In your notebook complete the plot analysis for he story “The Ro ler Coaster Expert ”
b A man s st uggl ng to wa k home aga nst the f e ce w nds
ANT LANA A
ANT LANA A
a is ng act on c cl max e resolution
c A community is struggl ng w th the gove nment to lessen electr c ty costs
b conflict d fa l ng act on
d Two s sters begin to f ght over a doll
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46 47
Vocabulary Vocabulary Vocabu ary
Synonyms Antonyms
Discover D scover
The Vocabulary section presents tools and methods Thanks Dan el!
I think it s pret y
1 Look at he mage on the previous page What do Daniel and B andon th nk of
Melinda’s d aw ng?
to facilitate vocabulary acquisition and teaches you

gorgeous
myse f! Focus
Antonyms a e words that have oppos te meanings
Yeah r ght Th s d agon
des gn is beaut ful Example beaut ful/ugly
how to use new words effectively. This section will

Me inda s de ign
is ug y! Me inda!
Pract ce
What do he words beautiful and gorgeous have n common?
1 Match the synonyms
help you develop the skills that will allow you to learn Focus
Synonyms a e words that have s milar mean ngs
a angry 1 happy
and understand new concepts and strengthen the

b fr end 2 beg nner
Example beaut ful/gorgeous
c create 3 top
Pract ce
vocabulary you have already acquired.

d fast 4 slow
1 Match he synonyms
e bo tom 5 cry
a sad 1 construct
f h ll 6 valley
b nervous 2 great
g expert 7 destroy
c awesome 3 unhappy
h laugh 8 enemy
d sm le 4 reply
d
d
po b
po b
2 Rewrite each word by replacing the underl ned word w th an antonym
e geek 5 nerd
a Today was Dan e ’s f t day at h s new school
o
o
ep d
ep d
f backpack 6 wo ried
ANT L ANA A
ANT L ANA A
g build 7 book bag b He had stayed up a l n ght h nk ng about it
answer 8 gr n
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h
48 49
Grammar Grammar G ammar
The Subject and the Predicate S ngular and Plural
This section offers you definitions and exercises about

Discover D scover
1 Re ead he words n the mage on the previous page Analyze the words n bold in
Dan e ’s speech bubble What do they name?
grammatical concepts. It provides you with the I am so ry about

eve ything Your
I wou d be happy
o help ou f x your
p oject I h nk both
Focus
Nouns are words that name people places objects deas feelings and o her things
Singular nouns a e wo ds that name one thing Plural nouns a e wo ds that name
information you need to help you understand how

g oup s pro ect of our p ojects mo e than one th ng There is usua ly a d fference n spelling between singular and
s great look g eat! plu al nouns
Examples p o ect (s ngular noun) projects (plu al noun)
How do we analyze sentences? To wr te the plu al form of most nouns use he following rules
the English language works. Focus

The subject s the part of the sentence that tells you who or what the
Add an s to most s ngular nouns to fo m the plural
Examples student students marble marbles
Add es to nouns that end wi h ch sh s x or z
sentence s about Examples class classes watch watches buzz buzzes
f a noun ends w th a vowel followed by the le ter y just add an s
Example I am sorry about every h ng
Examples boy boys key keys
The predicate is he part of the sentence that tells you what he subject s does f a noun ends w th a consonant followed by the letter y change he y to an i
has or what happened to it and add es
Example Your groups’s p o ect is g eat Examples sky sk es ly flies
For most nouns that end w th an f or fe just add an s or es
Pract ce Examples cl ff cli fs g raffe giraffes
In some cases change the f to a v and add an s or es
1 C rcle the subject and underline the pred cate Examples life lives wife w ves
a Brandon wa ked over to Dan el and e Dan el and Melinda walked to Some nouns have i regular plural fo ms
Mel nda sc ence class Examples ch ld child en tooth tee h
Some s ngular nouns stand for plural nouns too
p o b ed
p o b ed
b Roller coaste s a e so much fun! f H s g oup wi l p obably get an A on

the r project Examples deer deer sheep sheep
o
c They laughed
Pract ce
ep od
ep od
g The class l stened to Mr Hanson

d The bus pu led away f om
NT L ANA A
NT L ANA A
he stop h The ma ble took off fast 1 Wr te the plu al form of the noun
a expert c roller coaster e box
©S
©S
b grade d toy f w sh
50 51
Writing Writing W i ing
Paraphrasing
This section guides you through the writing process.

Discover
Draft
1 Answer 1 Write two or hree sentences to descr be who you a e and what makes you
Th s drawing s of spec al and unique
a What is he diffe ence
It provides information to help you organize and

a centur es-o d
between what he Ch nese d agon
ch ldren are say ng? w th f erce wings
and a magn f cent
br ght lame!
present your ideas. It also provides activities to help

Focus
Yes th s ancient
Paraph asing is a writing process n re-b eath ng
d agon s
informat on from a source n our own awesome
process of rewo d ng rephras ng or
you develop and master your writing skills.

informat on provided by a story an essay
an a ticle or any other publication This Ed t
process exe c ses our creativ ty w th
thoughts and words Somet mes copying 1 Reread what you w ote Make sure hat your wr t ng is satisfacto y and that t
a text word by wo d may seem easy and expresses what you wish to say If there a e any e rors correct hem Make su e
quick However paraphrasing a lows us to that each sentence begins w th a cap tal letter and ends w th a per od You
re lect on and analyze the information to make t our own t also allows you to add may also change any h ng you wish l ke wo ds or opinions
new nfo mat on and c it cize it constructively
Examples Original Today s Daniel’s f rst day of school and he is qu te
nervous He gets on he bus and chooses a seat in the f rst row Proofread
next to a gi l She s hold ng a notebook wi h drawings in t
1 Write a final version of what you wrote Reread it and make su e that you
Paraph ase Daniel is attend ng his fi st day at a new school
included all of your cor ections
Starting out at a new school makes him feel nervous because he
knows he wi l not know anyone the e He gets on the school bus
and decides to take a seat n the front next to a gi l who looks
fr endly He notices that she has a notebook wi h draw ngs wh ch
makes h m feel be ter because he s nterested in art too
p o b ed
p o b ed
P actice
o
1 Reread your favor te part of the story “The Roller Coaster Expe t ” Select a sentence
ep od
ep od
from that sect on and paraphrase it
Publish
NT L ANA A
NT L ANA A
1 Sha e your parag aph wi h he class
©S
©S
54 55
Oral Expression Oral Expression Making

Group Research Report The Scienti ic Method
In this section, you

D scover
1 Answer
a What are hese students doing?

Discover
The Scien ific Method
Choose a topic for your experiment Conduct an experiment to test your
hypothesis Co lect data during the
Connections
have the opportunity to
Research and ind out some
experiment to analyze a terwa ds
background info ma ion on the topic
b Do you l ke to work n groups? D aw a conclusion about your
Determine he problem to be olved
hypothesis Determine whe her
This section offers

c Why? Create a question hat w ll be your hypothesis was cor ect f the
an wered f om the experiment
formally practice your oral

e periment proved that your hypothesis
Focus Create a hypothesis This is an was wrong do not change it
educated guess for solving he Summarize the esu ts from your
A esearch report s presentation of information that you have obtained f om
curricular links to Fine Arts,

problem It is w i ten “ f then ” experiment Explain how the results
var ous sou ces A group research report then is a presentation that you make relate to your hypothesis
communication skills.
along wi h a group of people Work ng in a group can be helpful because it a lows
for more people to conduct he esea ch and also a lows for more deas to be
generated Focus
Practice
The scientific method is used to ask and answer scientific quest ons when
conduct ng an expe iment Us ng the sc ent f c me hod a lows you to think h ough
possible solut ons to a problem Each possible solut on s tested to dete mine wh ch
one is the best When conducting an experiment the independent variable is the
Mathematics, Physical
Education, Science, and
1 D vide nto g oups and select an mportant sc ent f c d scove y on which to eport
factor that wi l be changed n the expe iment The dependent variable is the factor
w th your group Once your group has made a select on conduct your esea ch
that wi l be observed or measu ed A control s used so that other factors a e kept
on h s scient f c d scove y by us ng var ous sou ces l ke the Internet the l b ary
constant h oughout the exper ment
encycloped as etc Spec f c informat on should nclude he result of the sc ent f c
Social Studies.
d scove y when it was discovered who d scovered it and how t was discovered For example suppose students want to f nd out which l qu d wi l evaporate quicker
outside water soda or fruit juice The ndependent var able s the l quid because
th ee di ferent types of l qu ds are be ng tested The dependent var able s the t me
2 Dur ng the research process you w ll be requi ed to complete jou nal entr es it takes he liqu ds to evapo ate For the control students would use the same type
mark ng the p ogression of your esea ch as we l as he specific tasks each student
of cup for each liqu d and place a l he liqu ds in the same area at the same t me
in he g oup contributed and how you a l managed to work toge her t s mpo tant
wi h the same exposure to the sun
to make sure each person n the group has a say and does the r part to contr bute
P actice
p o b ed
p o b ed
3 Once the research is complete o gan ze the topics on wh ch you wi l present and
ass gn di ferent parts of the presentation to each group member Accompany the 1 Put the steps of he scientific me hod in o der using number 1 to 8
o
p esentat on with pictures that you may show from books print from the Internet or
ep od
ep od
make yourselves create a choose a summar ze determ ne

question top c he esults the p oblem
NT L ANA A
NT L ANA A
conduct an d aw a create a research

experiment conclusion hypothes s
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56 57
Review
1 Put the pa ts of he plot of a story in order using numbers 1 to 5 4 Ci cle the nouns that name people and animals C oss out he nouns that name
ideas and objects
The content of the chapter is organized and a
b
conflict
is ng act on
a Dan el
school
f sadness
peace
summarized in a comprehensive review.

b g
c esolut on
c ro ler coaster h school bus
d fa l ng act on
d teacher i exc tement
e cl max
e dog j student
2 Wr te a pa agraph explaining the plot of the story “The Roller Coaster Expe t ”
5 Write the s ngular nouns as plural nouns Wr te the plural nouns as s ngular nouns
a baby e beach
b schools f fox
c child en g sk es
d kn fe h sheep
Respect for Anima s
1 Read
An endangered spec es the g ay bat s a sma l
3 Wr te one synonym and one antonym for each word bat w th gray sh brown fur and a wingspan of 11 to
13 nches These bats eat a var ety of small n ght
a b ight ly ng nsects and live n large colon es in limestone
b smart caves It s cons dered an endange ed spec es
p o b ed
p o b ed
because 90% of its population l ves in only e ght

c old caves Deforestat on and the use of pest c des has
o
affected the decl ne of the g ay bat

d happy
ep od
ep od
e t ny 2 L st h ee easons why he population of he gray

NT L ANA A
NT L ANA A
bat is declin ng Cons der what can be done to

f sob ncrease he gray bat populat on again
©S
©S
58 59
Index
Reading / Reading
Chapter Topic Literary Concepts Vocabulary
Comprehension
The Dictionary, Guide

Tía Lola Comes To Visit The Author and
1 Who I Am 8
by Julia Álvarez
10
The Story
24 Words, Reference
Books
26
My School The Roller Coaster The Plot and the Synonyms and
2 Community
38
Expert
40
Conflict in a Story
52
Antonyms
54
Family and The Narrator and the

3 Friends
66 Rikki-Tikki-Tavi 68
Point of View
80 Thesaurus, Internet 82
Characters, Context Clues,

Around the
4 Neighborhood
94 Time to Help Out 96 Characterization,
Setting
106 Connotation,
Denotation
108
Helping Root Words,

5 Mother Nature
120 Ecosystems 122 Types of Paragraphs 134
Preffixes
136
Learning from The Diary, Historical The Suffix, Word Series

6 the Past
148 Go West 150
Context
158
with Suffixes
160
Visiting The Essay, Homographs,

7 Faraway Lands
172 Mount Vesuvius 174
Transition Words
184
Homophones
186
A Great American
Great Homonyms, Word
8 Contributors
198 Inventor, Patriot, and
Statesman
200 The Biography 210
Series with Prefixes
212
Syllabification,
9 Life’s Lessons 224 Daedalus and Icarus 226 Heroes and Heroines 236
Rules of Syllabification
238
Love and Poetry, Prose, Sensory Word Derivatives,

10 Relationships
250 The Highwayman 252
Images
260
Compound Words
262
Art
11 and Creativity
274 The Cat Artist 276 Similes, Metaphors 288 Idioms and Analogies 290
The Magical Hyperbole and

12 and the
Mystical
302 The Birds 304
Personification
320 Etymology 322
Glossary 334
Grammar Writing Oral Expression Making Connections Review
Sentences, Sentence Social Studies:

Fragments, Types Challenging
28 Summary 32 Oral Summary 34 35 36
of Sentences, Stereotypes, Prejudice,
Punctuation Marks and Discrimination
Subject and Predicate;

Science:
Singular, Plural, and 56 Paraphrasing 60 Group Research Report 62 63 64
The Scientific Method
Possessive Nouns
Pronouns, Subject, Brainstorming,

Science:
Object, and 84 Drawing a Cluster of 88 Dialogue in a Skit 90 91 92
Alien Invaders
Possessive Pronouns Ideas
Verbs, Simple Past Social Studies:

and Simple Present 110 Outline 114 Oral Report 116 Social Groups 117 118
Tenses and Communities
Main Verbs, Helping

Paragraph and Topic Fine Arts:
Verbs, The Future 138 142 Debate 144 145 146
Sentence Elements of Art
Tense
Linking Verbs, Verb To

Social Studies:
Be , Present Progressive 162 Diary Entries 166 Storytelling 168 169 170
Eleanor Roosevelt
Tense
Subject-Verb
Agreement, Supporting Sentences Science:
188 192 News Report 194 195 196
Prepositions of Time and the Conclusion Pangaea
and Place
Articles, Contractions, Science:

214 Narrative Paragraphs 218 Biography 220 221 222
Conjunctions Marie Curie
Adjectives in the
Positive, Comparative Descriptive Mathematics:
240 244 Interview 246 247 248
and Superlative Paragraphs Probability
Degrees
Adverbs, Comparative
Persuasive Fine Arts:
Adverbs and Their 264 268 Reciting Poetry 270 271 272
Paragraphs El Greco
Rules
Interjections, the Past Paragraphs that Fine Arts:

292 296 Inspirational Speech 298 299 300
Participle Give a Definition Ukiyo-e
Syntax and Noun Social Studies:

324 The Story 328 Creative Comedy 330 331 332
Phrases Monotheism
Chapter
1 Who I Am
© SANTILLANA - Any reproduction is prohibited.
Explor
Explore
What is happening in the pictur
What picture?
e?
Who
ho is in the pictur
picture?
Who
ho is the person in the dr
dress?
What
hat do y
you
ou think the story
stor
storyy is about?
8
Share Your Knowledge
1 Name the four types of sentences.

a.
b.
c.
d.
2 Classify the texts below as sentences (S) or sentence fragments (SF).
a. Miguel cleaned up the kitchen. c. Juanita spoke in Spanish.
b. Tía Lola’s marriage d. Mami packed away the

luggage.
3 What is a dictionary? What do you use a dictionary for?
4 Read the sentences below. Insert the appropriate punctuation marks.

a. Juanita and Miguel missed their father
b. Tía Lola s luggage was lost They didn t know when it would arrive
c. Mami was confused she couldn t find the blue bowl

d. Our new home is haunted Miguel said
I Will Learn About...

family and culture. sentences and sentence

fragments, punctuation marks,
the author and the story. and types of sentences.
the dictionary, guide words, the summary.
and reference books.
the oral summary.
9
Reading
Before You Read Tía Lola Comes to Visit

1. Do you have any By Julia Álvarez
relatives who are Illustrated by Ricardo E. Martínez Camacho
from or live in another
country? If so, where?
“Why can’t we just call her Aunt Lola?” Miguel asks
his mother. Tomorrow their aunt is coming from the
Dominican Republic to visit with them in their new home
2. Have you ever
experienced an
in Vermont. Tonight they are unpacking the last of the
upsetting change in kitchen boxes before dinner.
your life, like moving
somewhere new or “Because she doesn’t know any English,“ his mother
changing schools?
Explain. explains. “Tía is the word for aunt in Spanish, right, Mami?”
Juanita asks. When their mother’s back is turned, Juanita
beams Miguel a know-it-all smile.
Their mother is gazing sadly at a blue bowl she has

just unpacked. “So you see, Miguel, if you call her Aunt,
she won’t know you’re talking to her.”
That’s fine, Miguel thinks, I won’t have much to say
to her except “¡Adiós!” Goodbye! But he keeps his mouth
10
Reading
shut. He knows why his mother is staring at the blue

bowl, and he doesn’t want to upset her in the middle of a
memory.
know-it-all: n.
“So, please, Miguel,” his mother is saying, “just call her one who claims to
Tía Lola. Okay?” know everything.
memory: n. a
Miguel kind of nods, kind of just jerks his head to get mental impression;
his hair out of his eyes. It can go either way. a recollection.
It is the last day of January. Four weeks ago, during jerks: v. moves
suddenly or quickly.
Christmas break, they moved from New York City into a
farmhouse Mami rented from a realtor by phone. Miguel haunted: adj.
inhabited or visited
and Juanita’s parents are getting a divorce, and Mami has
by ghosts or other
been hired to be a counselor in a small college in Vermont. supernatural
Papi is a painter who sets up department store windows at beings.
night in the city.
Every morning, instead of walking to school as they
used to do in New York City, Miguel and Juanita wait for
the school bus by the mailbox. It is still dark when they get
home at the end of the day and let themselves into a chilly
house. Mami does not like the idea of Miguel and Juanita
being alone without an adult, and that in large part is why
she has invited Tía Lola to come for a visit.
“Why not ask Papi to come up and stay with them
instead?” Miguel wants to suggest. He doesn’t really
understand why his parents can’t stay married even if
they don’t get along. After all, he doesn’t get along great
with his little sister, but his mother always says “Juanita’s
your familia, Miguel!” Why can’t she say the same

thing to herself about Papi? But Miguel doesn’t care to
suggest this to her. These days, Mami bursts out crying at
anything. When they first drove up to the old house with its
peeling white paint, Mami’s eyes filled with tears. “It looks
haunted,” Juanita gasped.
11
While You Read
1. What is a divorce?
2. Why doesn’t Miguel

tell his mother what
he is thinking?
3. What was the family

having for dinner?
Why?
“It looks like a dump,” Miguel corrected his little sister.

“Even Dracula wouldn’t live here.” But then, catching a
glimpse of his mother’s sad face, he added quickly, “so you
4. What is the “Welcome
Wagon Special”? won’t have to worry about ghosts, Nita!” His mother smiled
through tears, grateful to him for being a good sport.
After some of the boxes have been cleared away,
the family sits down to eat dinner. They each get to pick
the can they want to bring to the table: Juanita chooses
SpaghettiOs, their mother chooses red beans, and Miguel
chooses a can of Pringles. “Only this one night, so we can
finish getting settled for Tía Lola,” their mother explains
about their peculiar dinner. Every night, she gets home
late from work, there is little time for unpacking and
cooking. Mostly, they have been eating in town at Rudy’s

Restaurant. The friendly, red-cheeked owner, Rudy, has
offered them a special deal.
“Welcome Wagon Special,“ he calls it. “Three
meals for the price of one and you guys teach me some
12
Reading
dump: n. a
poorly maintained
place.
good sport: n.
one known for a
willing acceptance
of rules, especially
of a game, or a
difficult situation.
peculiar: adj.
odd or unusual.
bright side: n.
the positive aspect.
Spanish.” But even Miguel is getting tired of pizza and hot

dogs with French fries on the side.
“Thanks for a yummy dinner, Mami,” Juanita is saying,
as if their mother has cooked all the food and put it in
cans with labels marked Goya and SpaghettiOs, then just
now reheated the food in the microwave. She always sees
the bright side of things. “Can I have some of those chips,
Miguel?” she asks her brother.
“This is my can,” Miguel reminds her.
“But you can share,” his mother reminds him. “Pretend
we’re at the Chinese restaurant and we share all the
plates.”
“We’re not Chinese,” Miguel says. “We’re latinos.” At

his new school, he has told his classmates the same thing.
Back in New York, lots of other kids looked like him. Some
people even thought he and his best friend, José, were
brothers. But here in Vermont, his black hair and brown
13
While You Read skin stand out. He feels so different from everybody. “Are
you Indian?” one kid asks him, impressed. Another asks if
1. Is Miguel fitting in well
at school? Explain.
his color wears out, like a tan. He hasn’t made one friend
in three weeks.
“I didn’t say to pretend you’re Chinese,” his mother
sighs, “just to pretend that you’re at a Chinese restaurant…”
2. Explain the
She suddenly looks as if she is going to cry. Miguel shoves
sentimental value of his can of chips over to Juanita—anything to avoid his
the blue bowl.
mother bursting into tears again. She is staring down at
her bowl as if she had forgotten it was there underneath
her food the whole time. From that blue bowl, Miguel’s
mother and father fed each other spoonfuls of cake the
3. What are the day they got married. There is a picture of that moment in
consequences of the white album in the box marked ALBUMS/ATTIC that
Miguel’s comment?
their mother says she might unpack sometime later in the
distant future maybe.
Juanita must have also noticed how sad Mami looks.
She begins asking questions about Tía Lola because it
makes their mother happy to talk about her favorite aunt
back on the island where she was born. “How old is she,
Mami?”
“Who?”
“Tía Lola, Mami, Tía Lola que viene mañana,” Juanita
says in Spanish. It also makes their mother happy when
they use Spanish words. Tía. For “aunt.” Mañana for
“tomorrow.” Tía Lola who comes tomorrow. “Is she real
old?”
“Actually, nobody knows how old Tía Lola is. She won’t
tell,” their mother says. She is smiling again. Her eyes have
a faraway look. “She’s so young at heart, it doesn’t really
matter. She’ll be fun to have around.”
14
Reading
“Is she married?” Juanita asks. Mami has told them
they have tons of cousins back on the island, but are any
of them Tía Lola’s kids?
wears out: v.
“I’m afraid Tía Lola never did get married,” Mami diminishes; fades.
sighs. “But, kids, do me a favor. Just don’t ask her about it, tan: n. the brown
okay?” color that sun rays
impart to the skin.
“Why not?” Juanita wants to know. faraway: adj.
dreamy.
“It’s a sensitive issue,” her mother explains.
sensitive: adj.
Juanita is making her I-don’t-understand-this-math- quick to detect or
respond to slight
problem-face. “But why didn’t she get married?” changes.
Miguel speaks up before his mother can answer. He issue: n. a
personal problem
doesn’t know how the thought has popped into his head,
or difficulty.
but it suddenly pops out of his mouth before he can stop
blubbers: v.
it. “She didn’t get married so she wouldn’t have to get utters while crying
divorced ever.” and sobbing.
drafty: adj.
Mami blinks back tears. She stands up quickly and having or exposed
leaves the room. to currents of air in
an enclosed area.
Miguel studies the beans pictured on the outside of sliver: n. a small,
the can his mother has picked for dinner. One little bean slender piece of
has on a Mexican hat. something.
“You made Mami cry!” Juanita blubbers tearfully and

follows their mother out of the room.
Miguel finds himself alone in a drafty kitchen with all
the dirty bowls and plates to wash and the table to wipe.
As he cleans up at the sink, he glances out the window at
the frosty world outside. Up in the sky, the moon is just the
tiniest silver sliver. It looks as if someone has gobbled up
most of it and left behind only this bit of light for Miguel to
see by.
15
While You Read
1. Why did Miguel

change his mind
about Tía Lola’s
arrival?
2. Why would Miguel

rather spend the next
year in jail by himself?
Explain.
3. What do you think will

happen when Miguel
meets Tía Lola?
For the first time since he hears the news, he is glad

his aunt is arriving tomorrow. It might be nice to have a
fourth person—who is still talking to him—in the house,
even if her name is Tía Lola.
The next morning at the airport, Miguel’s mother
cannot find a parking space. “You kids, go in so we don’t
miss your aunt. I’ll join you as soon as I find a spot.”
“I’ll help you,” Miguel offers.
“Miguel, amor, how can you help me? You don’t have
a license. The cops’ll take you in if they catch you driving,”
his mother teases.
As nervous as Miguel is feeling about his aunt’s visit

and his new school and their move to Vermont, he thinks
he wouldn’t mind spending the next year all by himself in
jail.
16
Reading
teases: v. makes
fun of; mocks
playfully.
clamber: v. to
climb in and out of
something.
swarms: v.
moves, crowds,
or overruns
somewhere in large
groups.
“Por favor, honey, would you go inside with your sister While You Read
and look for Tía Lola?” His mother’s sweetened-up voice is
1. Why does Juanita
like a handful of chocolate chips from the package in the reach for Miguel’s
closet. Impossible to resist. hand?
“¡Los quiero mucho!” she calls out to both children as

they clamber out of the car.
2. Do you think Miguel’s
“Love you, too,” Juanita calls back. plan to find Tía Lola
will work? Why?
The crowd swarms around them in the small but busy
terminal.
Juanita slips her hand into Miguel’s. She looks scared,
as if all that Spanish she has been showing off to their
mother has just left her on a plane to South America. “You
think we’ll recognize her?” she asks.

“We’ll wait until somebody who looks like she’s looking
for us comes out of the plane,” Miguel says. He sure
wishes his mother would hurry up and find a parking spot.
17
While You Read
1. Why does Juanita

refuse to page her
aunt?
2. Why do you think that

Miguel doesn’t like to
speak Spanish?
Several businessmen rush by, checking their watches,

as if they are already late for whatever they have come for.
Behind them, a grandma puts down her shopping bag
full of presents, and two little boys run forward and throw
their arms around her. A young guy turns in a slow circle
as if he has gotten off at the wrong stop. A girl hugs her
boyfriend, who kisses her on the lips. Miguel looks away.
Where is this aunt of theirs?
The crowd disperses, and still their aunt is nowhere in
sight. Miguel and Juanita go up to the counter and ask
the lady working there to please page their aunt. “She
doesn’t know any English,” Miguel explains, “only Spanish.”
The woman in the blue suit has so many freckles, it

looks as if someone has spilled a whole bag of them on
her face. “I’m sorry, kids. I took a little Spanish back in
high school, but that was ages ago. I’ll tell you what. I’ll let
you page your aunt yourself.”
18
Reading
“She’ll do it.” Miguel nudges his sister forward. Even

though he is older, Juanita is the one who is always
showing off her Spanish to their father and mother.
disperses: v.
Juanita shakes her head. She looks scared. She looks to go in different
about to cry. Miguel encourages, as if he himself has directions and
disappear.
paged his aunt every day of his life.
nudges: v.
“That’s right, sweetie,” the woman agrees, nodding at pushes against
Juanita. But Juanita won’t budge. Then, turning to Miguel, gently.
the woman suggests, “Seeing as she’s scared, why don’t budge: v. to alter
you do it instead?” physical position or
attitude.
“I don’t speak Spanish.” It isn’t technically a lie
queasy: adj. a
because he doesn’t know enough to speak Spanish in feeling of nausea.
public to a whole airport terminal.
“You do, too,” Juanita sniffles. “He knows but he
doesn’t like to talk it,” she explains to the airline lady.
“Just give it a try.” The freckled lady says, opening
a little gate so they can come behind the counter to an
office on the other side. A man with a bald head and a
tired face and earphone sits at a desk turning dials on a
machine. The lady explains that the children need to page
a lost aunt who does not speak any English.
“Come here, son.” The man beckons to Miguel.
“Speak right into this microphone. Testing, testing.” He
tries it out. The man adjusts some knobs and pushes his
chair over so Miguel can stand beside him.
Miguel looks down at the microphone. He can feel his

stomach getting queasy and his mind going blank. All he
can remember of his Spanish is Tía Lola’s name and the
word for “hello.”
19
While You Read “Hola, Tía Lola,” Miguel says into the microphone.
Then, suddenly, the corny words his mother says every
1. Compare and
contrast Tía Lola’s and night when she tucks him into bed, the ones she just called
Mami’s clothes. when he and Juanita climbed out of the car, pop out. “Te
quiero mucho.”
Juanita is looking at him, surprised. Miguel scowls
2. Why do you think Tía back. “It’s the only thing I remember,” he mutters. With all
Lola and Mami are
dressed differently? the stuff popping out these days, he’s going to get a brake
for his mouth.
“I remember more!” Juanita boasts. She steps
3. How do you think that forward, her fears forgotten, and speaks into the
Tía Lola will change
the family’s lives?
microphone. “Hola, Tía Lola,” she says in a bright voice as
if she is on TV announcing sunny weather for tomorrow.
“Te esperamos por el mostrador.” She and Miguel will be
waiting by the counter. “Te quiero mucho,” she closes, just
as Miguel has done. I love you lots.
As Miguel and his sister walk out of the office, they
hear a tremendous shout. It isn’t a shout in Spanish,
and it isn’t a shout in English. It’s a shout anyone would
understand.
Someone is mighty pleased to see them.
On the other side of the counter stands their aunt
Lola. You can’t miss her! Her skin is the same brown color
as theirs. Her black hair is piled up in a bun on her head
with a pink hibiscus on top. She wears bright red lipstick
and above her lips she has a big black beauty mark. On
her colorful summer dress, parrots fly toward palm trees,

and flowers look ready to burst from the fabric if they can
only figure out how.
Behind their aunt, their mother is approaching in her
hiking boots and navy-blue parka, her red hat and mittens.
20
Reading
corny: adj.
excessively
sentimental.
scowls: v. frowns
in an angry or
bad-tempered way.
mutters: v.
speaks indistinctly
in low or barely
audible tones.
beauty mark:
n. small black mark
on a woman’s face.
It can be natural or
“Tía Lola!” she cries out. They hug and kiss and hug again. artificial.
When Tía Lola pulls away, the beauty mark above her lip is
gone!
After You Read
“Those two,” Tía Lola is saying in Spanish to Miguel’s
mother as she points out to him and Juanita, “those two 1. Why did Juanita get
over being afraid?
gave me my first welcome to this country. ¡Ay, Juanita! ¡Ay, Explain.
Miguel!” She spreads her arms for her niece and nephew.
“Los quiero mucho.”
It is a voice impossible to resist. Like three handfuls of
chocolate chips from the package in the closet, a can of 2. Why do you think that
Pringles, and his favorite SpaghettiOs, all to himself. For Tía Lola shouted?
the moment, Miguel forgets the recent move, his Papi and
friends left behind in New York. When Tía Lola wraps her
arms around him, he hugs back, just as hard as he can.
21
Reading Comprehension
1 Mark the correct answer.
a. At his new school, Miguel…
made friends easily. is doing great.
gets in trouble frequently. has not made any friends.
b. Mami asks Tía Lola to visit so…
she can go on vacation. she has help to fix the house.
Tía Lola can take care of the she does not feel lonely.
children.
c. The blue bowl…
is Miguel’s favorite. broke during the move.
makes Mami sad. belonged to Tía Lola.
d. Miguel and Juanita’s father works as a…
painter who sets up store counselor.

windows in the city.
lawyer.
cook.
2 What kind of changes has the divorce brought to Miguel and Juanita’s family? © SANTILLANA - Any reproduction is prohibited.
22
3 In the story, Miguel experiences a great deal of changes. Discuss the three main
changes that the family faces, how Miguel reacts, and how you think he can
overcome these obstacles.
How He Can Overcome

Situation Miguel’s Reaction
the Problem
4 Why do you think Miguel’s mom feels happy when they speak Spanish?
Living Together Multicultural Education
1. Read:
The world is full of many different places and
people. We all have different beliefs and
approaches to life. This means that we can always
learn something new from each other. By doing
this, we enrich our lives. However, some people do
not think this way. They are disrespectful to others,
their cultures, and their beliefs.
2. Imagine that someone is disrespectful to a friend

due to their ethnicity. How would you help them
understand the effects of their behavior? How
would you help them embrace diversity?
23
Literary Concepts
The Author
Discover
Juanita, I’m going to write
a story about our move to
Vermont. I’ll write about the
haunted farmhouse, the
cold, and, of course, Tía Lola!
That sounds great!
What is an author? What does an author do?
Focus
Authors feel that they have something worth saying or teaching. Authors write down
what they have to share in a number of forms, such as essays, short stories, poems,
plays, or novels, each of which can become a piece of literature. Authors create
their texts using original thoughts and special techniques. Playwrights, essayists,
novelists, and poets are examples of authors.
Examples: Some authors you will study this year are Julia Álvarez, Ángela
María Padrón, Patricia Acosta, and Rudyard Kipling.
Practice
1 List two literary works by authors that you are familiar with and the country they are
from.
2 List the examples of authors and the types of texts they write.
24
Literary Concepts
The Story
Discover I’m reading a story. It has
What are you reading at 12 pages. It’s about a girl
school? who moves to Brooklyn. She
1 Answer: tells her story and explains
how she feels about
a. How many pages should a moving so far away.
story have? What is a story
usually about?
Focus
A story is a brief fictional narrative
written in prose that can range
widely in length from one page to
sixty pages (250 to 15,000 words). The most important elements in a short story are
the plot, which is the sequence of events in the story, and characterization, which
is the development of the characters in the story. Stories also have a beginning,
middle, and end.
Examples: “The Roller Coaster Expert,” by Ángela María Padrón, in chapter
2, and “The Cat Artist,” by Ashley Schaefer, in chapter 11 of your
English 6 textbook.
Practice
1 Write a B next to the sentences that correspond to the beginning of the fragment of
the story “Tía Lola Comes to Visit.” Write an M next to the ones that correspond to the
middle and an E next to the ones that correspond to the end.
a. The crowd swarms around them in the small, but busy terminal.
b. Every morning, instead of walking to school as they used to do in New York

City, Miguel and Juanita wait for the school bus by the mailbox.
c. She spreads her arms for her niece and nephew.
d. Tomorrow, their aunt is coming from the Dominican Republic to visit them in
their new home in Vermont.
e. Miguel shoves his can of chips over to Juanita—anything to avoid his

mother bursting into tears again.
25
Vocabulary
The Dictionary and Guide Words
Discover
Mami, I need a dictionary

to do my homework. I have
to look up some words. The
dictionary’s guide words will
help me do that.
What is a dictionary? How do you find information in a dictionary?
Focus
A dictionary is a reference book that contains words in alphabetical order.
Dictionaries usually contain the following information for each entry: definition or
definitions, parts of speech, etymology (the origin and development of the word),
syllabification, and information about usage.
A dictionary also provides a pronunciation key and examples of grammar, non-
standard, slang, and informal language usage.
Guide words appear in a dictionary at the top of each page. Guide words show
the first and last entry on each page of the dictionary.
Practice
1 Find the following words in a dictionary. Write down their parts of speech and
information about usage.
a. beckons
b. hibiscus
c. corny
d. afraid
26
Vocabulary
Guide Books and Reference Books

Discover
1 Answer:
a. What kind of reference books can you use to write an essay?
Focus
Reference books are books that people consult to find information on specific
matters. An encyclopedia, a thesaurus, and an atlas are three different types of
reference books.
Encyclopedias have entries on different subjects arranged alphabetically. The spine

of each volume of the encyclopedia shows the alphabetical range of the articles
inside. The information is organized by last names, the most important word of a
concept, or the first word in a geographical name.
A thesaurus lists synonyms and antonyms of words. Words are either listed in
alphabetical order or are classified by meaning. In the latter case, one would first
find the word in the index to get the page number of the entry.
An atlas has maps, geographical names, and information.
Practice
1 Use a reference book to find information about the following places. Write two
sentences about each place.
a. The Dominican Republic
b. New York City

27
Grammar
Sentences and Sentence Fragments
Discover
1 Answer:
a. What is a sentence fragment?
Focus
A sentence fragment is an incomplete sentence. A sentence fragment is a group
of words that does not express a complete thought. It generally lacks a subject or a
verb, or its verbal construction cannot exist by itself.
Examples: In his quest for the Fountain of Youth in many Caribbean islands.
Dozing off in the breeze, in his hammock, by the calm sea.
(There are not any action words in either sentence fragment.)
Nouns and verbs combine to make sentences. Sentences have two parts, a subject
and a predicate. The subject tells who is doing the action; the predicate tells what
the action is. The subject and the predicate can be surrounded by words that
modify them. A sentence expresses a complete idea. It begins with a capital letter
and ends with a period, an exclamation point, or a question mark.
Examples: Ponce de León’s quest is well known throughout the world.
(subject)
The king promised him funds to finance his expedition.

(predicate)
Practice
1 Read each group of words. Write S if it is a sentence or SF if it is a sentence fragment. © SANTILLANA - Any reproduction is prohibited.
a. It is the last day of January. c. New York City Vermont long trip.
b. Instead of walking to school. d. How old is she, Mami?
28
Grammar
Punctuation Marks
Discover
1 Answer:
a. What are punctuation marks? What are they used for?
Focus
Punctuation marks indicate pauses, expressions, and gestures in the written
language. Without them, a sentence or paragraph would be confusing. Briefly,
here are the specific instructions for each mark:
A period [.] ends a declarative sentence and is used after an abbreviation.
Example: It was Mr. De León’s dream to find the Fountain of Youth.
A question mark [?] ends an interrogative sentence.
Example: Where is the Fountain of Youth?
An exclamation point [!] is used after expressions of emotion or intense feeling.
Example: What a shame they never found it!
A colon [:] is used before a list or a series of words and between hours and
minutes.
Example: Juan likes to do many things: drawing, eating, and running.
A semicolon [;] indicates a stronger pause than a comma, but not a complete
stop like a period. A semicolon separates two sentences and could be replaced
by a period.
Example: Juan searched for the fountain; he never stopped looking.
A dash [—] can be used in place of a comma to emphasize something.
Example: Ponce de León—the Conquistador—had many adventures.
An apostrophe [‘] is used in possessive nouns to show ownership and in
contractions to show that a letter is missing.
Example: Juan’s dream was to find the Fountain of Youth.

Quotation marks [“ ”] are used in direct quotations or to repeat someone’s
exact words.
Example: He said, “I would rather die chasing a dream than live alone.”
The comma [,] has several uses. It separates words in a series, sets off an appositive
or specific words, and is used before quotations, in addresses, and in dates.
Example: They moved to the city of Caparra on November 2, 1521.
29
Types of Sentences
Discover
1 Answer: Come on, Juanita.

Speak into the
microphone. Why are
a. What kinds of sentences you taking so long?
appear in the comic strip?
Focus I am really scared!
The different kinds of sentences

are as follows:
Declarative sentences state a fact
and end with a period. The subject
comes before the predicate.
Example: I like adventure.
Interrogative sentences ask a question and end with a question mark.
Example: Do you like adventure?
Exclamatory sentences express strong feelings or emotions and end with an
exclamation mark.
Example: To find the Fountain of Youth would be a grand adventure!
Imperative sentences tell somebody to do something, or give a command. They

may end with an exclamation mark or with a period. In these sentences, the
subject is generally omitted because it is implied.
Example: Find the Fountain of Youth.
Practice
1 Label the sentences as declarative, interrogative, exclamatory, or imperative.
a. Tía Lola, please come back soon.

b. You made Mami cry!
c. Do you think Tía Lola is going to stay forever?
d. The blue bowl made Mami sad.
30
Grammar
Using Grammar
1 Write S if each group of words is a sentence or SF if it is a sentence fragment.
a. Miguel and Juanita left New York City.
b. The sun is shining brightly and I am happy.
c. Tía Lola, after screaming aloud!
d. We sat in our chairs.
e. The boxes, the cans, and the blue bowl.
2 Underline the subject in the following sentences:
a. Miguel laid in his bed on a cold, dark day.
b. There are many adventures worth living.
c. The move was long and tiring to both body and spirit.
d. Is Tía Lola the hero of the story?
3 Add punctuation marks to the following paragraph:

When mom told us we were moving to a haunted farmhouse in Vermont I didn t
know what to think In my mind I tried to imagine the haunted farmhouse Living
there would be an adventure At least, that s what I thought I thought it would
distract me from Mami s sadness Juanita was sad too It didn t help that the weather
was so bad It just made us sadder I guess that s why Mami wanted Tía Lola to come
over She cheered us up from the moment we saw her in the airport Her dress was so
bright and cheerful There aren t any parrots in Vermont Mami is so happy now I m
even practicing my Spanish more
31
Writing
Summary
Discover
1 Answer:
Mom, I need to write
a. What is a summary? a summary.
Focus
You can write about
To write a summary means to reduce the the book you read
length of a text to include only the most on Vermont.
important and necessary information.
Why summarize? A summary helps you to
better understand the main idea of a text, and it is generally more practical to
deal with less information. Also, a summary helps you analyze a text closely. When
preparing a summary it is important to:
Read the entire piece very carefully.
Write down the main idea and the best supporting statement in the simplest
form.
Avoid unnecessary words and write only essential information.
Clarify that it is your understanding of a text.
Ensure that the summary is brief yet comprehensive, concise, thorough, objective,
and complete.
Verify accuracy, grammar, spelling, and punctuation. A summary should not
include personal opinions. It should simply report the facts. A summary can be
as brief as one sentence per paragraph or one paragraph for the entire work. It
should substitute lists with general terms, have very few quotes, and include the
title and author of the original work. Thus, a summary is a concise, thorough, and
objective version of a text that states, in one’s own words, the author’s main idea.
Practice
1 Write a word to summarize each group of words.
a. Vermont, New York, Florida, New Jersey, Illinois
b. Dominican Republic, Cuba, Puerto Rico, St. Thomas
32
Writing
Draft
1. On a separate sheet of paper, write a summary of the story “Tía Lola Comes to
Visit.” Mark the steps to summarize the story as you follow them.
a. Reread the story.
b. Write the main idea and the best supporting statement in the
simplest form.
c. List the most important events in chronological order.
Edit
1. Make sure that you did not include unnecessary words or non-essential
information. Specify that the summary is your understanding of the story.
Rewrite your summary in your notebook.
Proofread
1. Look at your summary. Check grammar, spelling, and punctuation. Make sure
that your summary is:
a. comprehensive c. objective e. thorough

b. accurate d. concise f. complete
Publish
1. Share the final version of your summary with your classmates.
33
Oral Expression
Oral Summary
Discover
1 Answer:
I got a perfect score on
a. Have you ever presented an my oral summary!
oral summary? What about?
Focus
We use summaries to help us better
understand a text. We also use them to
answer questions or share information
with others. Most of the time, we write
down our summaries. However, it’s very
probable that you have already
summarized orally. In fact, you probably
do it quite frequently. Have you ever
talked to someone about a book or
movie? You’ve probably given them
an oral summary of it.
Imagine that a friend missed class and has asked you to tell him what you did
yesterday. Instead of detailing what happened through the entire day, you tell your
friend the most important points. An oral summary is a summary that you say out
loud. You carry out the same process to create it. However, sometimes you have to
do it in your head instead of writing it down. You still have to share the main idea
and provide facts, but you do it mentally and share it orally.
Practice
1 Recall a memorable experience. It can be recent or from a long time ago. The
experience should be something you overcame in the past and has helped you
grow as a person. When you are finished recalling that memory, summarize and
organize your thoughts. Write it down bellow. Then share it with your classmates!
34
Making Connections Social Studies
Challenging Stereotypes, Prejudice, and Discrimination

Discover
1 Answer:
a. What are stereotypes, prejudice, and

discrimination? Have you ever Why do people make
experienced them? fun of me at school?
Focus
All Puerto Ricans love to dance. People
from the United States only speak English.
All Spanish people love paella. These are
all examples of stereotypes. A stereotype
is a generalized, frequently negative idea
of a person or group. When people use
stereotypes, they do not give others the
opportunity to represent themselves as
diverse individuals. Stereotypes frequently
function together with prejudice. Together,
this can lead to disaster.
Prejudice is when we already have a preconceived idea of someone or the
groups they belong to and have negative feelings toward them. Sadly, history
has many examples of prejudice leading to tragedy. One of these is the
death of many Jews during World War II. Because of their ethnic origins and
religious beliefs, Jews were persecuted and killed. Their deaths were the result of
prejudiced actions. We know this as discrimination.
Discrimination is when you act on prejudiced thoughts. In the United States, African
Americans did not enjoy the same rights as white American citizens until the late
1960s. Laws such as Jim Crow created racial segregation and prohibited many
basic rights. Do you think it is fair that you cannot vote or go to a particular school
because of your skin color? Under Jim Crow, there were different schools, rooms,
and even stores for “whites.” If you had a different skin color, you could not enter.
Practice
1 How can we challenge and obliterate stereotypes, prejudice, and discrimination?

Do some research and write a paragraph in which you describe how we can stop
them from ocurring.
35
Review
1 Write the names of the punctuation marks you would use in the following situations:
a. To end a declarative sentence
b. To repeat a speaker’s exact words
c. To introduce a list of items
d. To ask a question
e. To separate two sentences (other than a period)
f. To show a missing letter in a contraction
2 Indicate the reference book you would use to find the following information:
a. A synonym for the word beautiful
b. Who was Juan Ponce de León
c. An antonym for the word scary
d. Where a country is located in relation
to another country
e. Where Havana is
3 Write a declarative, an interrogative, an exclamatory, and an imperative sentence

about the story “Tía Lola Comes to Visit.” Remember to use the appropriate
punctuation marks.
a.
b. © SANTILLANA - Any reproduction is prohibited.
c.
d.
36
Review
4 Look up the following abbreviations in a dictionary and write what they stand for.
a. adj.
b. adv.
c. n.
d. tr.
e. pl.
f. pron.
g. prep.
5 Write about your favorite author. Give his or her name and the title of his or her book.
In your notebook, write a brief summary of your favorite book by him or her.
Respect for Animals
1. Read:
One of the most biologically diverse places in the
world is the rainforest. Millions of species live there.
It is believed that we only know 1% of the many
animals and plants there. However, rainforests are
endangered. Due to deforestation and pollution,
we are losing many acres of land. If we do not

protect the rainforests, we may lose many species
forever.
2. Make a list of endangered rainforest species.

Then, write a paragraph on how we can protect
them and their habitat.
37
Chapter
2 My School
Community © SANTILLANA - Any reproduction is prohibited.
Explor
Explore
What picture?
e?
What are
e the kids doing?
Where
here
e does the pictur
picture take
take
take place?
Who
ho is the person in the tie?
38
1 The students in the image are working together in a group. Have you worked in
a group before? How did it make you feel? Did you feel like everyone contributed
equally? Write your answers below.
2 Circle the sentence that expresses conflict. Underline the sentence that describes
a plot or a story line.
a. The pretty princess kissed the frog, which turned into a prince, and they lived
happily ever after.
b. Suddenly, a huge bear appeared from behind the tree and chased everyone
into the river.
c. It is beginning to rain.
3 For each word, write a synonym, or a word that has the same meaning, and an
antonym, or a word that has the opposite meaning.
a. nice
b. big
4 Change the underlined word so that it agrees with the sentence.

a. I have two coin in my pocket.
b. There is one babies in the crib.
c. We ate all six cupcake for dessert.

working together in a group. subject and predicate; singular,

plural, and possessive nouns.
conflict and plot of a story.
paraphrasing.
synonyms and antonyms.
the scientific method.
39
Reading
Before You Read The Roller Coaster Expert

1. Write a sentence to By Angela María Padrón
explain what you Illustrated by Alexandra Artigas and Emiliano López Ordás
think the word expert
means.
Daniel stepped onto the crowded school bus. He did
not recognize anyone. The bus pulled away from the stop.
2. Explain how you
Daniel quickly found an empty seat in the front row next to
would feel if you had a girl who told him her name was Melinda.
to start at a new
school and you did “You must be the new kid on my block,” Melinda said.
not know anyone.
Daniel nodded, tapping his fingers on his knee.
“You shouldn’t be nervous about your first day,”
Melinda said.
“I’m not nervous.” Daniel calmed his hands. Then, he

wiped the little beads of sweat from his forehead. Deep
down inside, he felt uneasy about his new middle school.
It was a lot bigger than his old one back home. He was
unfamiliar with the layout of the classrooms. He did not
know any of the teachers or students.
40
Reading
Melinda smiled. Then, she took out a notebook and

colored pencils from her backpack. She turned to a page
with a diagram of a roller coaster. It was shaped like a fire- recognize: v. to
breathing dragon. know from earlier
experience.
“Wow, what a great drawing!” Daniel exlaimed. incline: n. a line
that goes up or
“Thanks,” Melinda said, “I designed this for my down at an angle
science project. We are working in groups to build a model from a flat surface.
roller coaster.”
expert: n.
someone who
“That would be really cool to ride on. I have been on
knows a great deal
at least a hundred roller coasters,” Daniel said. about a particular
thing.
“I have never been on one,” Melinda told him. “I am
too scared of going fast down a steep incline.” hometown: n.
the town or city
“Going fast is the best part! The most fun is raising in which one was
born or grew up.
your arms up in the air. You feel like you are lifting out of
your seat.”
Melinda smiled. “You sound like an expert on
roller coasters.”
“I guess I am.” They laughed. Talking with Melinda
made Daniel forget all about being nervous.
Daniel left his homeroom at nine o’clock and walked
with Melinda to their first-period science class. She
introduced him to some of her friends. Daniel told them
about his hometown. They compared their experiences on
roller coasters as they walked down the crowded hallway.
Suddenly, Daniel accidentally bumped into another

boy. Textbooks and notebooks went flying into the air. The
boy fell to the ground.
“Brandon! Are you ok?” asked Melinda.
“I am so sorry,” Daniel said. He extended his hand to
help Brandon up.
41
While You Read
1. Describe Brandon’s
drawing.
2. Explain why Brandon

acted the way he did
with Daniel.
3. What do you think

Melinda meant when
she said that Brandon
is a science geek?
Brandon stood up by himself and brushed the dirt off

his pants. “Watch where you are going!” he said.
Daniel bent down to pick up his belongings. He found
Brandon’s notebook on the floor. It was open to a page
with a design of a roller coaster. His was shaped like a
spaceship.
Daniel handed the notebook to Brandon. “Is that for
your science project?”
“Yes.” Brandon snatched the notebook from Daniel.
“You better not try to steal any of our ideas.”
“Relax,” Melinda said. “Daniel will be in our group. We
already designed ours.”
“My group is going to have the best project in the

class,” said Brandon. “Just wait and see.” Brandon and his
friends walked away.
“What’s his problem?” Daniel asked Melinda.
42
Reading
conceited: adj.
having too high an
opinion of oneself.
competition:
n. the process or
act of trying to win.
grade: n. a level,
degree, or rank in a
scale.
“Pay no attention to Brandon,” Melinda said. “He is so

conceited. He thinks he is the greatest person in
the world.”
“How does someone like that have any friends?”
“His friends are the same way. They are all obnoxious.”
“Their roller-coaster design looks really good.”
“It probably is,” said Melinda. “Brandon is a science
geek. He loves to do experiments and build things.”
“I think yours is going to be the best,” Daniel told her.
“This project is not a competition. My friends and I
are worrying about our own project and our own grade.”
“I can’t wait to see your roller coaster,” said Daniel.

Melinda looked at her watch. “We better hurry. We
have to get to science class before the next bell rings.”
43
While You Read Daniel and Melinda arrived at Mr. Hanson’s science
classroom just in time. Mr. Hanson assigned Daniel a seat
1. Explain how the
students can relate
in Melinda’s group. He could see Brandon sitting across
what they are the room.
learning in class to
the roller coaster “First, we are going to review what we learned this
project they are
creating. week,” said Mr. Hanson. “Who can tell me Isaac Newton’s
first law of motion?”
Brandon raised his hand. “An object in motion tends
2. Circle the words that to stay in motion.”
describe Brandon.
a. kind
“Correct. Also, there are forces—”
b. conceited “Forces can change an object’s speed or direction,”
c. show-off Brandon interrupted. “Gravity is a force. It pulls the roller
d. friendly
coaster car down the hill. When the hill is steep, the car will
fall fast. It will build up acceleration. Acceleration helps to
push the car faster up the next hill and—”
“Thank you, Brandon.” Mr. Hanson stopped Brandon
from saying more. “Now, you will all work in your groups to
construct your model roller coasters. You need to retrieve
your plastic tubing, marbles, and shoeboxes. You may use
tape to hold the pieces together. There are materials on
the shelves for decoration. Each group will then present
the project to the entire class. You will have to explain how
the forces of motion and gravity work on the marble as it
travels through your roller coaster.”
The students gathered into their groups. “Brandon is
such a show-off,” Melinda said. “He always answers Mr.
Hanson’s questions. No one else gets a chance to say

anything.”
“Brandon sure knows a lot about roller coasters,”
Daniel said.
44
Reading
motion: n. the
act of moving or
changing places.
acceleration:
n. the act or
process of
accelerating or
increasing speed.
expertise: n.
expert knowledge
or skill.
“I bet you know more than he does,” said Melinda.

“Our group is glad to have your expertise.”
Daniel felt proud. He had never thought of himself as
an expert on anything before.
Melinda’s group got to work right away. First, they
attached a tall piece of the tubing to the top of the
shoebox. This was the start of the roller coaster. Then, they
connected all the pieces of the plastic tubing to create
steep hills. Next, Melinda cut out the body of the dragon
from her notebook. She added scales along the sides of
the body. She also made a bright flame. Daniel taped the
pieces of the dragon along the sides of the tubing.
“Now, we have to test it out,” Melinda said. She placed

the marble at the top of the roller coaster and let it go.
The marble took off fast. Suddenly, it started to slow down.
Then, it stopped at the bottom just before the last hill.
45
While You Read
1. Write a sentence
to explain how the
steepness of the
plastic tubing will
affect the marble.
2. Mark the sentence

that states the
problem Melinda
and Daniel’s team
experiences with their
project.
a. The marble
was moving
too quickly.
b. The marble Brandon and his partners were working next to

kept falling out Melinda and Daniel. They shaped their shoebox like a
of the tubing.
spaceship. Then, they added a winding path with two
c. The marble loops for the marble to travel. They decorated their project
was moving
too slowly. with drawings of stars and planets dangling from strings.
3. Mark the sentence Brandon and his friends laughed at the dragon roller
that states how Daniel coaster. “I guess the new kid brought you some bad luck,
tries to fix the project.
Melinda.”
a. They made the
tubing steeper. “Leave us alone,” Melinda said.
b. They made “We just finished our project. I told you that it would
the tubing less
steep. be the best in the class. It looks much better than yours,”
Brandon said.
c. They added
another loop. “No, it doesn’t,” said Melinda.
“You haven’t tested your roller coaster yet. How do you
know it will work?” Daniel asked him.
“We built it just like we planned. It is going to work
perfectly,” Brandon boasted. Then, he sat down in his seat.
46
Reading
ignored:
v. refused to
recognize or notice.
potential
energy: n.
the energy of a
particle, body,
or system that
is determined
by its position or
structure.
kinetic
energy: n.
energy resulting
from motion.
Melinda ignored Brandon and focused on her project.
She and her group examined the roller coaster carefully.
They could not find anything wrong.
“We have to present in ten minutes,” said Melinda.
“This is never going to work.”
Then, Daniel had an idea. “I know! We need to raise
this hill a little higher.”
“Why?” Melinda asked.
“It is not steep enough,” Daniel explained. “Gravity
helps to pull the marble each time it falls down a hill.
The potential energy that is built up at the top of the hill
will change to kinetic energy when the marble starts to
move. If we make this hill higher, there will be a greater

distance for gravity to pull the marble down. Then, there
will be more kinetic energy. The marble will have more
acceleration to roll up the next hill without slowing down.”
“How do you know this?” Melinda asked.
47
“I’m the roller coaster expert, remember?”
Melinda’s group worked fast to correct the problem.
They adjusted the tubing to change the angle of the hill.
This made a steeper drop for the marble. Then, they
reconnected everything and secured it with more tape.
“We don’t have time to test it again,” Melinda said.
“We have to present it now.”
“It will work,” Daniel said. “Trust me.”
Melinda, Daniel, and the rest of the group stood in
front of the class with their project. After explaining how
they created their model, Melinda held the marble at the
top of the roller coaster. They all crossed their fingers.
Melinda released the marble from the top of the
roller coaster. It moved through the tubing like a shooting
star. The class watched as it traveled up and down the
hills on the body of the dragon. It landed at the end of
the trail perfectly. It was a huge success! The entire class
applauded.
Next, it was Brandon’s turn to present his group’s
project. He dropped the marble in and watched it with
confidence. At the top of one of the loops, the marble fell
straight down. It hit the table and landed on the floor. The
class laughed.
Brandon recovered the marble and tried the roller
coaster again. This time, one of the pieces of plastic
tubing detached from the track. The marble fell out and
rolled onto the floor once more.
“Perhaps your group needs to rework the design,” said
Mr. Hanson. “Next time, you should test your project before
you present.”
48
Reading
confidence: n.
a sense of trust or
faith in a person or
thing.
embarrassed:
adj. experiencing,
expressing, or
marked by feelings
of shame, painful
self-consciousness,
or unease.
Brandon was disappointed and embarrassed. His After You Read

group was the only one with a project that did not work.
1. Write a sentence to
After class, Brandon walked over to Daniel and explain how Brandon
changed at the end
Melinda. “I’m sorry about what I said earlier,” he told them. of the story.
“You really did an awesome job on your project.”
“Thanks,” said Melinda.
Daniel said, “Sorry you could not get yours to work.”
2. Write a few sentences
“It is really frustrating,” said Brandon. “I do not to explain why
Daniel’s first day
understand what happened.” turned out to be a
great day.
“Next time, you should have a roller coaster expert on
your team like we did,” Melinda said.
“Hey, Daniel,” Brandon said. “Maybe after school one

day you could help me figure out how to fix my project.”
“Sure,” Daniel said, smiling. His first day had turned
out to be a great day after all.
49
1 Mark the correct answer for the following questions:
a. Why is Daniel nervous at the beginning of the story?
He has missed the school bus. It is his first day at a new school.
He has forgotten his lunch It is his first time riding a roller

money. coaster.
b. What is the roller coaster Melinda designs shaped like?
A dragon A racecar
A spaceship A tornado
c. A roller coaster car rolls down a hill because…
acceleration slows its speed. the wheels fall off.
gravity pulls it to the ground. it is running backwards.
d. Why was Melinda nervous about her presentation?
Her team did not test the roller Her teammates had not done
coaster. their homework.
She was ashamed of her dragon She thought Brandon would

design. make fun of her.
2 Put the following events in order using numbers 1 to 4.
a. Daniel accidentally bumps into Brandon.

b. Daniel meets Melinda on the school bus.
c. Brandon apologizes and asks Daniel for help to fix his project.
d. The marble falls off of Brandon’s roller coaster project.
50
3 Write a few sentences to explain why Melinda thinks Daniel is a roller coaster expert.
4 Infer what will happen next in the story.
Living Together Peace Education
1. Read:
Working in a group is not always an easy task, but
the end result can be very rewarding. Allowing
everyone in the group to contribute and offer
their own input and ideas can only strengthen
the group. Learning how to work with others is
important in everyday life.
2. Explain why it can be beneficial to work in a group.
3. Discuss how you felt in the past about working in a

group. Note the positive and negative experiences.
51
Literary Concepts
The Plot of a Story
Discover
Rising Action: Two Climax: A car drives

boys ride to school by at an excessive
on their bikes. speed. The boys and
the car crash!
Falling action: The

boys lie on the street
Conflict: It is raining crying. They have not
been harmed. Resolution: The boys
cats and dogs! They decide to never ever
can hardly see where ride their bikes in stormy
they are going. weather again.
What does this diagram illustrate?
Focus
Most stories revolve around a storyline, which is called the plot. The plot is
composed of the order in which the main events of a story take place. The plot
forms the backbone of a story, play, or narrative poem. The following elements are
part of every plot:
The rising action, or exposition, includes the introduction of the characters and
setting. The conflict of the story presents the main struggle of the characters in the
story. The climax, or turning point, is the highest point of suspense in the story. This
point in the story determines the conclusion, or outcome, of the story. The falling
action presents the consequences of the turning point. The resolution, or outcome,
of the story is the conclusion, or ending. At this point, the tension in the story may
have disappeared, the characters may have changed, or the conflict may have
been solved.
Practice
1 In your notebook, complete the plot analysis for the story “The Roller Coaster Expert.”
a. rising action c. climax e. resolution
b. conflict d. falling action
52
Literary Concepts
The Conflict in a Story

Discover
1 Answer:
a. What is the conflict in the picture? Leave us

alone.
Focus
I guess the new
The term conflict refers to the events that kid brought
result from the struggle between two you some bad
luck, Melinda.
opposing forces in a story. In most stories,
the main character is involved in this struggle.
Typically, there are four kinds of conflicts:
The main character struggles against another person.
The main character struggles against nature.
The main character struggles with society.
The main character struggles with himself/herself.
Example: In the story “The Roller Coaster Expert,” Daniel, the main
character, is struggling with Brandon (another person), who is
being mean to him. If, for example, Daniel was going back and
forth on whether to be mean back to Brandon, then Daniel
would be struggling with himself to make that decision.
There are two additional categories of conflicts:
An internal conflict is a struggle that takes place in a character’s mind.
An external conflict is a struggle between a character and an outside force.
Practice
1 In your notebook, classify the conflicts below, according to the four basic kinds of
conflicts. Then, write I if the conflict is internal or E if the conflict is external.
a. A boy wants to go out and play, but he knows he has to study.
b. A man is struggling to walk home against the fierce winds.
c. A community is struggling with the government to lessen electricity costs.
d. Two sisters begin to fight over a doll.
53
Vocabulary
Synonyms
Discover
Thanks, Daniel! Yeah, right.

This dragon I think it’s pretty Melinda’s design
design is beautiful, gorgeous too! is ugly!
Melinda!
What do the words beautiful and gorgeous have in common?
Focus
Synonyms are words that have similar meanings.
Example: beautiful/gorgeous
Practice
1 Match the synonyms.
a. sad 1. construct
b. nervous 2. great
c. awesome 3. unhappy
d. smile 4. reply
e. geek 5. nerd
f. backpack 6. worried
g. build 7. book bag
h. answer 8. grin
54
Vocabulary
Antonyms
Discover
1 Look at the picture on the previous page. What do Daniel and Brandon think
of Melinda’s drawing?
Focus
Antonyms are words that have opposite meanings.
Example: beautiful/ugly
Practice
1 Match the antonyms.
a. angry 1. happy
b. friend 2. beginner
c. create 3. top
d. fast 4. slow
e. bottom 5. cry
f. hill 6. valley
g. expert 7. destroy
h. laugh 8. enemy
2 Rewrite each word by replacing the underlined word with an antonym.

a. Today was Daniel’s first day at his new school.
b. He had stayed up all night thinking about it.
55
Grammar
The Subject and the Predicate
Discover
I would be happy
I am sorry about to help you fix your
everything. Your project. I think both
group’s project of our projects
is great. look great!
How do we analyze sentences?
Focus
The subject is the part of the sentence that tells you who or what the
sentence is about.
Example: I am sorry about everything.
The predicate is the part of the sentence that tells you what the subject is, does,
has, or what happened to it.
Example: Your group’s project is great.
Practice
1 Circle the subject and underline the predicate.

a. Brandon walked over to Daniel and e. Daniel and Melinda walked to
Melinda. science class.
b. Roller coasters are so much fun! f. His group will probably get an A on
their project.
c. They laughed.
g. The class listened to Mr. Hanson.
d. The bus pulled away from
the stop. h. The marble took off fast.
56
Grammar
Singular and Plural Nouns

Discover
1 Reread the words in the image on the previous page. Analyze the words in bold in
Daniel’s speech balloon. What do they name?
Focus
Nouns are words that name people, places, objects, ideas, feelings, and other things.
Singular nouns are words that name one thing. Plural nouns are words that name
more than one thing. There is usually a difference in spelling between singular and
plural nouns.
Examples: project (singular noun), projects (plural noun)
To write the plural form of most nouns, use the following rules:
Add an s to most singular nouns to form the plural.
Examples: student, students; marble, marbles
Add -es to nouns that end with ch, sh, s, x, or z.
Examples: class, classes; watch, watches; buzz, buzzes
If a noun ends with a vowel followed by the letter y, just add an s.
Examples: boy, boys; key, keys
If a noun ends with a consonant followed by the letter y, change the y to an i
and add -es.
Examples: sky, skies; fly, flies
For most nouns that end with an f or -fe, just add an s or -es .
Examples: cliff, cliffs; giraffe, giraffes
In some cases, change the f to a v and add an s or -es .
Examples: life, lives; wife, wives
Some nouns have irregular plural forms.
Examples: child, children; tooth, teeth
Some singular nouns stand for plural nouns, too.

Examples: deer, deer; sheep, sheep
Practice
1 Write the plural form of each noun in your notebook.

a. expert c. roller coaster e. box
b. grade d. toy f. wish
57
Possessive Nouns
Discover
1 Reread what Brandon says on page 56. Which word expresses possession?
Focus
A possessive noun shows that a person or thing owns or possesses something. Add
an apostrophe (’) and an s to a singular noun to make it possessive.
Examples: Melinda’s drawing, the class’s projects
Add an apostrophe (’) and an s to form the possessive of a plural noun that does
not end with an s.
Examples: The children’s toys, the men’s room
Add an apostrophe (’) to a plural noun that ends with an s to make it possessive.
Example: The students’ classroom
Practice
1 Place the apostrophes where needed in the following sentences.

a. Brandons books fell on the floor. e. Melindas sisters baby is so cute.
b. The childrens projects are on f. Daniels expertise saved the day!

the table.
g. The teachers association
c. The classs schedule is very full. meets tomorrow.
d. Our schools nurse is very kind and h. My groups project is the best.
helpful.
2 Write three sentences about your school using possessive nouns.
a.
b.
c.
58
Grammar
Using Grammar
1 Circle the subject and underline the predicate.
a. Daniel stepped onto the crowded d. Brandon and his friends
school bus. walked away.
b. Melinda showed Daniel e. The class was learning about

her drawings. Newton’s law.
c. The teacher pointed to the board. f. Mr. Hanson assigned Daniel a seat.
2 Rewrite the singular nouns as plural nouns.

a. box e. tube
b. story f. woman
c. deer g. plastic
d. family h. child
3 Underline the possessive nouns.

a. The bus’s wheels rolled away. d. The students’ projects turned
out great.
b. The group’s leader is Brandon.
e. Daniel’s first day was not so bad.
c. Melinda’s teacher’s room is down
the hall. f. Brandon’s marble dropped to
the floor.
4 Write a paragraph about your first day of sixth grade. Underline the predicate in
each sentence. Circle the nouns and classify them as singular, plural, or possessive.
59
Writing
Paraphrasing
Discover
1 Answer:
a. What is the difference

between what the
children are saying? This drawing is of
a centuries-old
Chinese dragon
Focus with fierce wings
and a magnificent,
Paraphrasing is a writing bright flame!
process in which we rewrite
Yes, this ancient
information from a source
fire-breathing
in our own words. It is the process dragon is
of rewording, rephrasing, or restating awesome.
information provided by a story, an
essay, an article, or any other
publication. This process exercises
our creativity with thoughts and words.
Sometimes, copying a text word by
word may seem easy and quick.
However, paraphrasing allows us
to reflect on and analyze the
information to make it our own.
It also allows us to add new
information and criticize it
constructively.
Example: Original: Today is Daniel’s first day of school and he is quite
nervous. He gets on the bus and chooses a seat in the first row
next to a girl. She is holding a notebook with drawings in it.
Paraphrase: Daniel is attending his first day at a new school.
Starting out at a new school makes him feel nervous, because

he knows he will not know anyone there. He gets on the school
bus and decides to take a seat in the front, next to a girl who
looks friendly. He notices that she has a notebook with drawings,
which makes him feel better because he is interested in art, too.
60
Writing
Practice
Draft
1. Reread your favorite part of the story “The Roller Coaster Expert.” Select a
paragraph and paraphrase it.
Edit
1. Reread what you wrote. Make sure that your writing is satisfactory and that it
expresses what you wish to say. If there are any errors, correct them. Make sure
that each sentence begins with a capital letter and ends with a period. You
may also change anything you wish, like words or opinions.
Proofread
1. Write a final version of what you wrote. Reread it and make sure that you
included all of your corrections.
Publish
1. Share your paragraph with the class.
61
Oral Expression
Group Research Report
Discover
1 Answer:
a. What are these students doing?
b. Do you like to work in groups?

Why?
Focus
A research report is a presentation
of information that you have obtained
from various sources. A group research
report, then, is a presentation that you
make along with a group of people.
Working in a group can be helpful
because it allows for more people
to conduct the research and also
allows for more ideas to be generated.
Practice
1 Gather in groups and select an important scientific discovery on which to report

with your group. Once your group has made a selection, conduct your research
on this scientific discovery by using various sources, like the Internet, the library,
encyclopedias, etc. Specific information should include the result of the scientific
discovery, when it was discovered, who discovered it, and how it was discovered.
2 During the research process, you will be required to complete journal entries
marking the progress of your research, as well as the specific tasks each student in
the group contributed to and how you all managed to work together. It is important
to make sure each person in the group has a say and does their part to contribute.
3 Once the research is complete, organize the topics on which you will present and
assign different parts of the presentation to each group member. Accompany the
presentation with pictures that you may show from books, print from the Internet, or
make yourselves.
62
Making Connections Scie

Discover
Choose a topic for your experiment Conduct an experiment to test your
hypothesis. Collect data during the
Research and find out some
experiment to analyze afterwards.
background information on the topic.
Draw a conclusion about your
Determine the problem to be solved.
hypothesis. Determine whether
Create a question that will be your hypothesis was correct. If the
answered from the experiment. experiment proved that your hypothesis
Create a hypothesis. This is an was wrong, do not change it.
educated guess for solving the Summarize the results from your
problem. It is written “If…then…” experiment. Explain how the results
relate to your hypothesis.
Focus
The scientific method is used to ask and answer scientific questions when
conducting an experiment. Using the scientific method allows you to think through
possible solutions to a problem. Each possible solution is tested to determine which
one is the best. When conducting an experiment, the independent variable is the
factor that will be changed in the experiment. The dependent variable is the factor
that will be observed or measured. A control is used so that other factors are kept
constant throughout the experiment.
For example, suppose students want to find out which liquid will evaporate quicker
outside: water, soda, or fruit juice. The independent variable is the liquids, because
three different types of liquids are being tested. The dependent variable is the time
it takes the liquids to evaporate. For the control, students would use the same type
of cup for each liquid and place all the liquids in the same area at the same time
with the same exposure to the sun.
Practice
1 Put the steps of the scientific method in order using numbers 1 to 8.
Create a Choose a Summarize Determine

question. topic. the results. the problem.
Conduct an Draw a Create a Research.

experiment. conclusion. hypothesis.
63
Review
1 Put the parts of the plot of a story in order using numbers 1 to 5.
a. Conflict
b. Rising action
c. Resolution
d. Falling action
e. Climax
2 Write a paragraph explaining the plot of the story “The Roller Coaster Expert.”
3 Write one synonym and one antonym for each word.

a. bright
b. smart
c. old
d. happy
e. tiny
f. sob
64
Review
4 Mark the nouns that name people and animals.
a. Daniel f. sadness
b. school g. peace
c. roller coaster h. school bus
d. teacher i. excitement
e. dog j. student
5 Write the singular nouns as plural nouns. Write the plural nouns as singular nouns.
a. baby e. beach
b. schools f. fox
c. children g. skies
d. knife h. sheep
Respect for Animals
1. Read:
An endangered species, the gray bat is a small
bat with grayish-brown fur and a wingspan of 11 to
13 inches. These bats eat a variety of small, night-
flying insects and live in large colonies in limestone
caves. It is considered an endangered species
because 90% of its population lives in only eight

caves. Deforestation and the use of pesticides
have contributed to the decline of the gray bat.
2. List two reasons why the population of the gray

bat is declining. Consider what can be done to
increase the gray bat population again.
65
Chapter
3 Family
and Friends © SANTILLANA - Any reproduction is prohibited.
Explor
Explore
What
hat do y
you
ou see in the pictur
picture?
Where
e does the pictur
picture
e tak
take
take
e place?
What
hat kind of animals ar
are
e they?
the
Do you
you think they
the are
e friends?
66
1 Do you think that friends and family are an important part of our daily lives? Why?
Write your answer below.
2 Make a list of the things you do on the Internet.
3 Write a synonym for the words listed below.

a. catch b. middle c. careful
4 Complete the sentences. Replace the nouns in parentheses with the correct subject
and object pronouns.
a. (Ruby and I) were making dinner for (Bruce and Selena) .
b. Ricky was talking to (I) .
c. (Pedro) wants to clean (Rebecca’s) car.

family and friends. pronouns.

narrator and point of view. brainstorming and drawing a
cluster of ideas.
the thesaurus and the
Internet. dialogue.
67
Reading
Before You Read Rikki-Tikki-Tavi

1. What is a mongoose? By Rudyard Kipling
Do we have any in Retold by Simone Ribke
Puerto Rico?
Illustrated by Wally Rodríguez
This is the story of the great war that Rikki-Tikki-Tavi

fought single-handed in the big bungalow in Segowlee,
2. Where is Segowlee?
Have you heard of it India. Darzee, the tailorbird, helped him, and Chuchundra,
before? the muskrat, gave him advice. Rikki-Tikki, however, did the
real fighting.
Rikki-Tikki was a mongoose, rather like a little cat
in his fur and his tail, but quite like a weasel in his head
and his habits. He could fluff up his tail till it looked like a
bottlebrush. His war cry, as he scuttled through the long
grass, was, “Rikk-tikk-Tikki-Tikki-tck!”
One day, a high summer flood washed Rikki-Tikki out
of the burrow where he lived with his father and mother. As
it carried him away, he lost his senses.
68
Reading
A small boy named Teddy found him. He took Rikki-

Tikki into the house, and a big man picked him up and
wrapped him in cotton wool. They warmed him over a little
fire until he opened his eyes and sneezed. Then they gave bungalow: n.
a low house with
him a little piece of raw meat. Rikki-Tikki liked it immensely.
a big front porch.
When it was finished, he went out onto the veranda and It usually has one
sat in the sunshine. Then he felt better. floor.
A mongoose is eaten up from nose to tail with veranda: n. a

roofed platform
curiosity. And Rikki-Tikki was a true mongoose. So he along the outside
spent all that day roaming over the house. At nightfall, of a house. It is
he joined Teddy in bed. But he was a restless companion usually level with
the ground floor.
because he had to get up and attend to every noise all
through the night, and find out what made it. restless: adj. a
person or animal
After breakfast the next morning, Rikki-Tikki went out that is unable to
into the garden to see what was to be seen. He scuttled rest or relax.
up and down till he heard very sorrowful voices in a thorn sorrowful: adj.
bush. feeling, showing, or
causing grief.
It was Darzee, the tailorbird, and his wife. They sat on fledgling: n.
the rim of their nest and cried. a young bird that
has just developed
“One of our babies fell out of the nest yesterday and wing feathers large
Nag ate him,” Darzee told him. enough to fly.
“That is very sad,” said Rikki-Tikki. “But who is Nag?”

“Who is Nag?” said a voice from within the tall grass.
“I am Nag. Look, and be afraid!” Then, inch-by-inch, out of
the grass rose up the head and spread hood of Nag, the
big black cobra. He was five feet long from tongue to tail.
Rikki-Tikki was afraid for a minute. He had never met a

live cobra before, but he knew that all a grown mongoose’s
business in life was to fight and eat snakes. Nag knew that
too and, at the bottom of his cold heart, he was afraid.
“Well,” said Rikki-Tikki as his tail began to fluff up, “do
you think it is right for you to eat fledglings out of a nest?”
69
While You Read
1. What is a “grown
mongoose’s
business”?
2. What do you know

about cobras?
Nag noticed a small movement in the grass behind

Rikki-Tikki and was determined to keep the mongoose’s
attention on him. “Let us talk,” Nag began.
“Behind you! Look behind you!” sang Darzee.
Rikki-Tikki jumped up in the air as high as he could go,

and just under him whizzed by the head of Nagaina, Nag’s
wicked wife. She had crept up behind him. He heard her
savage hiss as the stroke missed. He came down almost
across her back and bit her, leaving Nagaina torn and
angry.
70
Reading
Rikki-Tikki felt his eyes growing red and hot (when

a mongoose’s eyes grow red, he is angry), and he sat
back on his tail and hind legs like a little kangaroo and
chattered with rage: “Rikki-Tikki-tck-tck!” But Nag and wicked: adj.
something or
Nagaina fled into the tall grass. someone that
is evil or morally
Rikki-Tikki did not feel sure that he could manage two wrong.
snakes at once. So he trotted off to the house and sat
down to think. And when Teddy came running down the savage: adj.
something that is
path, Rikki-Tikki was ready to be petted. But just as Teddy fierce, violent, and
was stooping, something wriggled a little in the dust. uncontrolled.
A tiny voice said, “Be careful. I am Death!” stooping: v.

bending one’s
It was Karait, the dusty brown snake that lies in the head and body
forward and
dust, whose bite is as dangerous as the cobra’s. Rikki- downward.
Tikki’s eyes grew red again. He danced up to Karait with
paralyzed:
the peculiar rocking, swaying motion that he had inherited v. rendered a
from his family. Karait struck out. Rikki-Tikki jumped person, animal, or
sideways over the body. part of the body
incapable of
Teddy shouted, “Oh, look here! Our mongoose is movement.
killing a snake.” whimpered:
v. (of a person or
Teddy’s father ran out with a stick, but by the time he animal) made
came up, Rikki-Tikki had sprung and bitten the snake on a series of low,
the back. That bite paralyzed Karait. Rikki-Tikki was about feeble sounds that
express fear, pain,
to eat him up from the tail, but he remembered that a full or discontent.
meal makes a slow mongoose. So he went away for a dust
bath while Teddy’s father beat the dead Karait with a stick.
“What is the use of that?” thought Rikki-Tikki.
That night, Rikki-Tikki went off for his nightly

walk round the house. In the dark he ran up against
Chuchundra, the muskrat, creeping around by the wall.
Chuchundra whimpered and cheeped all night, trying to
make up his mind to run into the middle of the room. But
he never got there.
71
While You Read “Don’t kill me,” said Chuchundra, almost weeping.
1. Why did Rikki-Tikki let “Do you think a snake-killer kills muskrats?” said Rikki-
the cobras go? Tikki scornfully.
“My cousin Chua, the rat, told me...” said Chuchundra.
2. Who was Karait? Was “Told you what?”
he dangerous?
Chuchundra whispered, “Hush! Can’t you hear, Rikki-
Tikki?” Rikki-Tikki listened. He thought he could just catch
the faintest scratch-scratch in the world, the dry scratch
3. What is a muskrat? of a snake’s scales on brickwork. It was coming from the
bathroom. Through a hole by the floor, he heard Nag and
Nagaina whispering together outside in the moonlight.
4. What were the cobras
plotting?
“When the house is emptied of people,” said Nagaina,
“he will have to go away, and then the garden will be our
own again. The big man who killed Karait is the first one
to bite. Remember that as soon as our eggs in the melon
bed hatch (as they may tomorrow), our children will need
room and quiet.”
“I will go,” said Nag. “I will kill the big man and his
wife, and the child if I can. Then Rikki-Tikki will go away.”
Rikki-Tikki tingled all over with rage and hatred at this.
Nag coiled up by the water jar that was used to fill
the bath. “Now, when the big man comes to bathe in the
morning, he will not have his stick with him,” said the snake
“I shall wait here till he comes. Nagaina... Do you hear
me?”
There was no answer from outside, so Rikki-Tikki knew

Nagaina had gone away. After an hour, Nag was asleep.
Rikki-Tikki planned his attack. He jumped, his teeth
met the snake’s neck, and he clasped his jaws tightly. Then
he was battered to and fro as a rat is shaken by a dog.
72
Reading
scornfully:
adv. feeling
or expressing
contempt or
derision.
coiled: v.
arranged into a
spiral-like shape.
clasped: v.
grasped or held
something tightly.
battered:
adj. thrown or hit
repeatedly and
insistently.
banged: v.
made a sharp
blow that causes a
loud noise.
But his eyes were red, and he held on as the body cart-
whipped over the floor and banged against the tin side of
the bath.
He felt shaken to pieces when something went off like
a thunderclap just behind him. Red fire singed his fur. The
big man had been wakened by the noise and had fired
both barrels of a shotgun into Nag just behind the hood.
73
While You Read
1. Was it an easy fight?
2. Where do snakes
usually lay their eggs?
3. What was Rikki-Tikki’s

plan to distract
Nagaina?
4. What did Nagaina

mean to do?
5. Did Rikki-Tikki have

help when he fought
Nagaina?
6. What does “you shall

not be a widow long”
mean?
The big man picked Rikki-Tikki up and said, “It’s the
mongoose again, Alice. The little chap has saved our lives.”
When morning came, Rikki-Tikki was very stiff. But he
had to settle with Nagaina and her eggs before it was too
late.
Without waiting for breakfast, Rikki-Tikki ran to the
thorn bush where Darzee was singing a song of triumph.
The news of Nag’s death was all over the garden, for the
sweeper had thrown his body on the rubbish heap.
“Where’s Nagaina?” asked Rikki-Tikki.
74
Reading
“On the rubbish heap mourning for Nag. She thinks

the big man killed her husband.”
“Have you heard where she keeps her eggs?”
rubbish: n.
waste material,
“In the melon bed, on the end nearest the wall. She
litter.
hid them there weeks ago.”
sensible: adj.
“And you never thought to tell me? Darzee, pretend practical. Someone
that your wing is broken. Let Nagaina chase you away who uses wisdom
and prudence to
from here so that I can get to the melon bed.” make decisions.
Darzee was a feather-brained little fellow. But his intent: n.

wife was a sensible bird, and she knew that cobra’s eggs purpose.
meant young cobras later on. So she flew off from the striking: adj.
nest and fluttered in front of Nagaina. “Oh, my wing is near enough to
hit or achieve
broken! The boy in the house threw a stone at me and
something.
broke it.” Nagaina slithered towards Darzee’s wife with
murderous intent.
Rikki-Tikki heard them going away up the path, and
he raced for the end of the melon patch. There he found
twenty-five eggs. He began to dispose of them as fast as
he could. There were only three left when Rikki-Tikki heard
Darzee’s wife screaming: “Rikki-Tikki, I led Nagaina toward
the house. Oh, come quickly—she means killing!”
Rikki-Tikki smashed two eggs and scuttled to the
veranda as hard as he could with the third in his mouth.
Teddy and his mother and father were there at early
breakfast. But they sat stone still, and their faces were
white. Nagaina was within easy striking distance of Teddy’s
bare leg and was swaying to and fro.

“Now you will pay for what you did to my husband,”
she hissed.
Rikki-Tikki came up and cried, “Turn round and fight,
Nagaina!”
75
After You Read Without moving her eyes she warned, “If you come a
step nearer, I strike.”
1. Was Rikki-Tikki proud
of himself?
“Look at your eggs,” said Rikki-Tikki. “Go and look,
Nagaina!”
The big snake turned and saw her egg on the
2. Why did Rikki-Tikki
protect the house veranda. “Ahh! Give it to me,” she said.
and garden?
Rikki-Tikki put his front paws on each side of the egg.
“What price for a snake’s egg? For the very last of the
brood?”
Nagaina spun clear round. Rikki-Tikki saw Teddy’s
father catch him by the shoulder and drag him out of the
reach of Nagaina.
“Tricked! Tricked! Tricked! Rikki-tck-tck!” chuckled

Rikki-Tikki. “The boy is safe, and it was I that caught Nag
by the hood last night in the bathroom. He was dead
before the big man blew him in two. I did it! Rikki-Tikki-tck-
tck! Come and fight with me, Nagaina. You shall not be a
widow long.”
76
Reading
Nagaina saw that she had lost her chance of killing

Teddy, and the egg lay between Rikki-Tikki’s paws. “Give
me the egg, Rikki-Tikki, and I will go away and never come
back,” she said, lowering her hood. brood: n. a
family of young
“Yes, you will go away, and you will never come back. animals.
Fight, widow! Fight!” Rikki-Tikki was bounding all round tricked: v.
Nagaina, his little eyes like hot coals. deceived or
outwitted.
Nagaina flung out at him again and again. Rikki-Tikki
danced in a circle to get behind her, forgetting the egg. bounding: v.
walking or running
Nagaina edged closer till she caught it in her mouth, then in leaping strides.
she flew like an arrow down the path. Rikki-Tikki knew that impede: v. to
he must catch her, or all the trouble would begin again. delay or prevent
someone or
Darzee’s wife flew over to help and flapped her wings something from
about Nagaina’s head to impede her. The delay brought performing an
Rikki-Tikki up to her. And as she plunged into her burrow, action.
his little white teeth were clenched on her tail, and he went slope: n. a
down with her. Very few mongooses care to follow a cobra surface of which
one end or side is
into its hole. at a higher level
than another; a
It was dark in the hole. Rikki-Tikki held on savagely,
rising or falling
sticking out his feet to act as brakes on the dark slope of surface.
the hot, moist earth.
mournful:
The grass by the mouth of the hole stopped waving. adj. feeling or
expressing sadness,
Thinking the worst, Darzee began to sing a mournful song. regret, or grief.
But just as he got to the most touching part, the grass
quivered again, and Rikki-Tikki dragged himself out of the
hole, licking his whiskers.
“It is all over,” he said. “The widow will never come out
again.”
Rikki-Tikki had a right to be proud of himself. But he did
not grow too proud. He kept that garden as a mongoose
should keep it: with tooth and jump and spring and bite, till
never a cobra dared show its head inside the walls.
77
a. Why is Rikki-Tikki living with a human family?
He escaped from his father Teddy’s father brought

and mother. him home.
A flood washed him out He is an orphan.

of the burrow he lived in.
b. Darzee and his wife were mourning the death of…
their friend Chuchundra. Rikki-Tikki.
the humans and their child, their fledgling.

Teddy.
c. According to the story, a full meal makes…
a happy mongoose. a slow mongoose.
a smart mongoose. a distracted mongoose.
d. The cobras meant to…
kill the human family. kill Rikki-Tikki and Darzee.
take over the melon slither into the humans’

bed hatch. beds.
2 Match the name of the character to the corresponding animal.

a. Nag and Nagaina 1. muskrat
b. Rikki-Tikki-Tavi 2. tailorbird
c. Chuhundra 3. cobras
d. Darzee 4. mongoose
78
3 Do you think the cobras were evil? Write a few sentences to explain your answer.
4 Did Rikki-Tikki protect his family and friends because he was a mongoose? Or was it
because he cared about them? Answer below.
1. Read:
Imagine you have just moved to a new
neighborhood. You make new friends and are
beginning to feel at home. However, there is a
group of kids picking on you. One day, they try to
start a fight. A friend of yours manages to defuse
the situation. You are not friends, but at least they

are not bothering you anymore.
2. Answer:
a. Have you been in a situation like this? Discuss
how you felt and how you managed to solve it.
79
Literary Concepts
The Narrator and Point of View
Discover
Rikki, I will read you a story. It’s quite

short. It’s about a boy who lives in
the jungle. He tells the reader what
it was like to grow up there.
Who speaks in the story that Teddy is talking about?
Focus
The narrator is the person who tells the story. To identify him or her we have to ask
ourselves, “Who is telling the story?” The narrator of a story may use different points of
view, that is, he or she may focus on one or more characters and may even express
the thoughts and feelings of those characters as if he or she could see them or see
inside their minds.
There are four basic points of view:
First person: The narrator is one of the characters in the story and he or she is
somehow involved in the plot. The pronoun I is used to express this point of view.
Example: I am the loneliest boy in the world.
Second person: The narrator talks to the reader as if he or she were a character.
The narrator may talk to another person using the pronoun you.
Example: You are the loneliest boy in the world.
Third person, limited: The narrator talks about what he or she sees or hears. The
narrator is an observer. This type of narration uses the pronouns he, she, it, or they.
Example: He is the loneliest boy in the world.
Third person, omniscient: The narrator has unlimited knowledge about the
characters. He or she comments about the characters’ actions, feelings, and
thoughts.
Example: He thought he was the loneliest boy in the world.
80
Literary Concepts
Practice
1 What is a narrator? Write the definition below.
2 Review “Rikki-Tikki-Tavi.” Mark the narrator’s point of view in that story. Explain your
choice.
a. First person c. Second person
b. Third person, limited d. Third person, omniscient
3 Classify the sentences according to their point of view.
a. Darzee and his wife were singing mournful songs.
b. I am glad this crazy summer is over!
c. You are brave!
d. Alice opened the window.

e. My brother is a pest!
f. I really like India.
g. You are lucky to have such a great pet.
h. They were dealing with their loss the best that they could.
81
Vocabulary
The Thesaurus
Discover
1 Answer:
A cobra is a
a. Look up the words snake and type of snake.
serpent. Do they mean the
same thing?
But you can
b. What kind of information can also say that it is
we find in a thesaurus? a serpent!
Focus
A thesaurus is a kind of dictionary that contains words that have been grouped
based on similar meaning. A thesaurus enables you to identify synonyms and
antonyms. When you are writing, using a thesaurus will help you to find words that
express a specific meaning.
Practice
1 Look up synonyms for the following words in your thesaurus. Write them down on the
lines provided.
a. amazing
b. to watch
c. particular
d. concur
2 Rewrite the following text by replacing the underlined words with synonyms that you
have found in a thesaurus.
Tom is very smart. He contemplates his situation. He comes up with a great idea. He
induces his friends to help him with his chores. Aunt May is happy with the result.
82
Vocabulary
The Internet
Discover
1 Answer:
Are we friends
or foes? You can
a. Have you ever used the Internet? use the Internet
to find out!
b. What do you use it for?
Focus
The Internet is a system of networks that connects computers around the planet.
When you are connected to the Internet, you are online. While online, you can
access different websites and pages from different kinds of organizations, libraries,
and institutions. Using or surfing the Internet allows you to:
Research information about any topic.
Send and receive electronic mail, or e-mails, and download programs, games,
texts, images, music, and videos.
Access library catalogs and books.
Participate in discussion rooms, or chat rooms.

Listen to or watch international radio and television programs.
On the Internet, you can even find online dictionaries and thesauruses.
Example: Visit a thesaurus website and type a word in the search box. You
will receive a list of synonyms, as well as a list of antonyms.
Practice
1 Choose one of the following topics. With your teacher, locate six websites that
provide you with relevant information about the topic of your choice.
a. literature c. sports e. world history
b. animals d. music f. artists
2 List the websites you found in your notebook.
83
Grammar
Pronouns
Discover
Oh, no! Are you I won’t let you take If he can distract him, I
seeing this? our eggs, Rikki-Tikki! can attack Rikki-Tikki!
Yes, they are

fighting again!
What do the words in bold have in common?
Focus
Pronouns are words that replace the noun or nouns in a sentence.
Example: Mrs. Jones likes Tom’s work. She likes his work.
Practice
1 Circle the pronouns.

a. We went to the river on Sunday. e. Those eggs are ours!
b. My family and I swam all day. f. That is their home!
c. They are looking for some books. g. Theirs was the longest fight ever.
d. She cared for her pet as if it were a h. He gave me his favorite video
human being. game.
2 Match the words with the pronouns that could replace them.
a. the bird 1. they
b. the families 2. we
c. my friends and I 3. it
84
Grammar
Subject and Object Pronouns

Discover
1 Read the following sentences:

a. Rikki-Tikki-Tavi and Nagaina are
going to fight in Teddy’s yard.
b. They are going to fight in his yard.
2 Answer:
a. Which words are replaced by pronouns? Why?
Focus
A subject pronoun replaces the subject of a sentence.
Example: Mr. Jones asked Teddy to paint the fence.
He asked Teddy to paint the fence.
Subject pronouns may be singular or plural.
Singular: I, you, he, she, it Plural: we, you, they
Object pronouns are pronouns that replace the noun or nouns in the predicate of
a sentence.
Example: Mr. Jones asked Teddy to paint the fence.
Mr. Jones asked him to paint the fence.
Object pronouns may be singular or plural.
Singular: me, you, him, her, it Plural: us, you, them
Practice
1 Circle the subject pronouns. Underline the object pronouns.

a. He is taking it to his father. c. They loved him very much.
b. We will work on it all day. d. I will give her a present.
85
Possessive Pronouns
Discover
You need to
1 Read the following sentences. Underline hurry and leave
their nest!
the pronouns.
a. Rikki-Tikki will destroy Nag and Nagaina’s nest.

b. He will destroy their nest.
2 Answer: I need to break

their eggs first!
a. What does the pronoun their replace?
Focus
Possessive pronouns are pronouns that show ownership or possession. The
possessive pronouns used before a noun are my, our, your, his, her, its, and their.
Example: He wants Tom to paint his fence.
The possessive pronouns used on their own are , , , ,
mine ours yours his hers its , , and
theirs.
Example: Ben’s help is the best. The best help is his.
Practice
1 Match the nouns with the appropriate possessive pronouns.
a. Alice’s 1. her
b. my friends’ 2. their
c. father’s and yours 3. his
d. Teddy’s 4. ours
e. the cobra’s 5. its
f. Tom’s and mine 6. yours

86
Grammar
Using Grammar
1 Rewrite the following sentences, replacing the nouns with pronouns.
a. My friend Alberto and I have never tasted mango juice.
b. The students could not remember their male teacher’s name.
c. Robert’s bicycle was the only one stolen that day.
d. The woman in the blue dress talked with the little girl.
2 Rewrite the following sentences, replacing the pronouns with nouns of your choice.
a. Ours is the prettiest of them all!
b. They like us when we help them.
c. It is not too expensive for her.
d. She and I always meet up with them after it is over.

3 Copy a paragraph from the story “Rikki-Tikki-Tavi,” and replace—where appropriate—

the nouns with pronouns. Indicate whether the pronouns are subject pronouns (S),
object pronouns (O), or possessive pronouns (P).
87
Writing
Brainstorming and Drawing a Cluster of Ideas
Discover
1 Answer:
why I have
a. Is it useful to write family
ideas in such a why I have
messy way? friends
b. Is the diagram what a family

useful? does together
Friends
Focus what friends and Family
do together
Brainstorming is the
activity of coming
up with ideas and who my
suggestions in an effort friends are
who my
to find a solution to a family is
problem or to develop
a plan. As a writing
strategy, brainstorming
is useful to explore the different and possible viewpoints of a topic.
Drawing a cluster of ideas is an activity that is similar to brainstorming. The
main difference is that, in the end, a cluster of ideas provides you with a visual
representation of what you know and think about a topic. As a writing strategy,
clustering helps you to organize the material you have gathered about a subject.
To draw a cluster of ideas, you should:
Decide on a subject or topic and write it in the middle of a blank page.
Write down any ideas that come to mind when you think about your subject,
no matter how crazy or far-fetched they may seem.
Review the result of your writing. If some of the ideas you have come up with are
connected to others, you should group them by linking them together with lines
and circles.
88
Writing
Practice
Draft
1. Make a cluster of ideas with ideas about family and friends.
Edit
1. Write a paragraph using the information from your cluster of ideas.
Proofread
1. Revise your paragraph. Circle any spelling errors you may find. Copy the
corrected version in the space below.
Publish
1. Share your paragraph with your friends and family. As a group, have a
discussion about what you think friendship is.
89
Oral Expression
Dialogue in a Skit
Discover
My cousin
1 Answer: Chua, the rat,
told me…
a. Review “Rikki-Tikki-Tavi.” How is the conversation
between characters represented?
Focus
Dialogue is a conversation between two or more
characters in a written story. Quotation marks
Told you what?
(“ ”) are placed around the words that are being
spoken. A capital letter begins the first word in
the quoted text.
A speech tag is a word or phrase that identifies the speaker. Some examples of
basic speech tags are said, asked, shouted, and cried. A speech tag can be used to
tell how a character feels and how the sentence should be read. These speech tags
can appear at the beginning, in the middle, or at the end of a quoted text.
Practice
1 Rewrite these sentences from dialogues with the correct punctuation.

a. Don’t kill me said Chuchundra, almost weeping.
b. Do you think a snake-killer kills muskrats? said Rikki-Tikki scornfully.
c. The big man picked Rikki-Tikki up and said It’s the mongoose again, Alice. The
little chap has saved our lives.
d. Rikki-Tikki came up and cried Turn round and fight, Nagaina!
2 Act out a dialogue from within the story with your classmates.
90
Making Connections Science
Alien Invaders
Discover
Gypsy moth caterpillars

were introduced to the
United States in 1869
by a French scientist in
Massachusetts. Today,
they are defoliating
forests from Michigan to
North Carolina.
1 Answer:
a. Is the gypsy moth caterpillar native to North America?
b. What does defoliating mean? Is it bad for the environment?
Focus
Imagine that you and your family are living peacefully in your neighborhood. Then
one day an alien spaceship lands in your front yard. The aliens take over your house,
eat all your food, sleep in your bed, and destroy your clothes. This is what happens
when an invasive species enters an ecosystem.
A native species is one that traditionally appears in a certain habitat. An exotic
species is one that is not native to a habitat. An invasive species is an exotic species
that can cause harm to the environment. Some invasive species enter an ecosystem
unintentionally. They may have migrated to a new place in search of food or shelter.
Other times the introduction of these species is intentional. For example, a person
might have brought a new plant into their garden, or people may have brought an
animal to an area to control the population of a native species. This may upset the
ecosystem’s balance and end up killing the native species.
Practice
1 Look up information on native Puerto Rican species of plants or animals that are
being affected by invading species. Find out how they arrived and how they are
affecting the environment.
91
Review
1 Find the pronouns in each of the following sentences. Copy the pronouns on the
lines below, indicating whether they are subject pronouns (S), object pronouns (O),
or possessive pronouns (P).
a. While they were using it, their computer exploded. It was quite a scare!
b. My sister plays with her dog everyday. They both enjoy it very much!
c. I have to run to catch my flight. If I don’t, I’ll miss it!
d. “Ours is the biggest house in the country,” they boasted.
e. They were best friends. They shared their books, toys, and their video games.
2 Create a cluster of ideas based on the ideas of friendship and family that are
represented in “Rikki-Tikki-Tavi.” Write a paragraph in your notebook using ideas from
the cluster.
92
Review
3 Circle the information you would find in a thesaurus.
a. poems and riddles c. essays e. definitions
b. antonyms d. synonyms f. tables with

information
4 Write sentences that correspond to each point of view.

a. First person
b. Second person
c. Third person, limited
d. Third person, omniscient
Respect for Animals
1. Read:
While Rikki-Tikki lived with other animals,
mongooses tend to live in packs of up to
50 individuals. However, packs of 10 to 20
mongooses are the norm. Mongooses work
together to protect their packs, particularly
the young and elderly. They are very social,

and since they are diurnal, you can hear them
communicating with each other most of the day.
2. Look up at least three animals that live in packs

and compare their pack behavior to that of the
mongoose.
93
Chapter
4 Around the
Neighborhood © SANTILLANA - Any reproduction is prohibited.
Explor
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What are
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Where
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they are?
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What
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94
1 The students in the picture are celebrating their volunteer work. Have you done
volunteer work before? How did it make you feel? Write your answers below.
2 Underline the irregular verb.

a. Maria and Lisa drew on the posters.
b. Manny felt left out.
c. Julian and his friends met at the park.
d. The wind blew the doors open.
3 Change the verb so that it agrees with the sentence.

a. Manny work hard with his baseball team.
b. Lang and the neighborhood kids paints a mural.
c. We cares about our community.
d. Linda like to help out at the nursing home.
4 Read the paragraph carefully. Circle the characters. Underline the setting.
Julian and Manny were at the park. Manny was there to help the community
basketball team. However, Manny looked a little worried. Manny’s uncle was
concerned, but Julian assured him that everything was okay.

social groups and communities. verbs, simple past tense,

and simple present tense.
characters, characterization,
and setting. the outline.
context clues, connotation, oral reports.
and denotation.
95
Reading
Before You Read Time to Help Out!

1. Explain how By Patricia E. Acosta
volunteering can help Illustrated by Wally Rodríguez
your community.
My friends and I love to help out! Every week, we set

aside some time to volunteer. Sometimes, we volunteer
2. Why do you think
people volunteer?
together. Other times, we volunteer by ourselves. No
matter how we do it, we always find ways to help others in
our community.
A few weeks ago, my friends and I got together to
plan a “Let’s Clean Up Our City” event. We wanted to have
a special day when people would come together and help
us clean up the litter in our streets. We knew that planning
for a clean-up day would take a lot of work and dedication,

but we really wanted to motivate people to take care of our
city. We also wanted members of our community to get to
know one another.
“How are we going to get people to volunteer, Julian?”
Lisa asked me.
96
Reading
“I don’t know,” I said. “Maybe we could use our talents

to convince them.”
“How do we know what our talents are?” asked John. soup kitchen:
n. a place where
“I guess we’ll have to think about the things that we free food is given to
do best,” said Lisa. “Maybe we can do some of those the needy.
things to bring people together and help clean up our homeless: adj.
city.” a person without a
home.
The very next day, I had a plan.
Every Friday afternoon, my mom and I volunteer to
help out at a soup kitchen. There, I help my mom serve While You Read
food to the homeless and other people in need. My 1. What did the narrator
favorite task is helping the people carry their food to the do to make the
homeless laugh?
table. I love doing that job because it gives me a chance
to talk to them and listen to their stories. I also enjoy a. Help people
carry their
telling them my own stories and making them laugh. food.
“What did you say to those guys?” my mother asked. b. Make his
“They were laughing so hard they almost spilled their mother proud.
soup!” c. Tell them his

own stories.
“I just told them an old joke,” I said.
Mom smiled. “Julian, I’m so proud of you,” she said.
“I love the way you make people laugh. I think you know
exactly how to talk to people to make them feel good!”
“Thanks,” I said, as I felt my cheeks turning red. “Do
you really think so?”
She nodded.
“Maybe I could talk to some people and encourage
them to volunteer,” I said. “I think I could make them feel
good about helping us clean up the city.”
“I think that’s a great idea,” Mom said.
97
While You Read
1. According to the text,

what did Manny do
best?
The next morning, I met Manny at the park. Manny is

great at playing sports, so every Saturday he volunteers to
help his uncle coach a community baseball team. There,
he helps younger kids learn how to bat and throw the ball.
He also teaches them to work hard and to be nice to one
another.
“You look worried today,” I said, noticing the frown on
Manny’s forehead.
“I’m just a little sad because I still don’t know how I
can motivate families to participate in our clean-up day,”
Manny said.
“I’m sure you’ll find something you can do,” I told
him. Then, I noticed several of the kids looking at Manny

as if he were the world’s greatest ball player. “We can talk
about it after the game. Those kids really want you to go
play baseball with them.”
“And I can’t wait to start a game with them!” he said,
heading back to the baseball diamond.
98
Reading
I was surprised by the way all the kids looked up to

Manny. He had a talent for sports, but what Manny did
best was inspire people around him. When the game
inspire: v. to
was over, we both knew exactly what Manny could do to encourage or
motivate some families to participate in our clean-up day: motivate someone.
just be himself.
While Manny was talking to families and playing ball
with the kids, Lisa was busy rehearsing with her choir. Lisa
has a beautiful voice, so she spends a lot of her free time
singing in a choir. Lisa’s choir is very special because they
sing in places where people do not get many visitors or
have much entertainment.
On Sunday afternoon, I watched as Lisa’s choir sang
at a local nursing home. The elderly people who were living
at the home were delighted to listen to the choir. After the
choir finished singing, one woman took Lisa’s hand and
thanked her for visiting their home.
“You have brought so much happiness to our hearts,”
said the woman. “We enjoyed listening to your sweet
voices. You girls have a lot of talent!”
“Thanks,” Lisa said. Then, she looked curiously at
the woman. “Do you think I could inspire people with my
voice?”
“Of course, dear,” the woman responded. “You can
inspire anyone with a voice like yours!”
“Thank you,” Lisa said, and she gave the woman a big
hug.
The next day, Lisa handed me a CD. She had
recorded a song inviting families to participate in our
clean-up day.
On Tuesday, my friends and I got together to play
99
soccer after school, but our friend Lang did not show
up for practice. We were worried about Lang, because
he never misses our games. When practice was over, we
decided to go visit him. On our way to Lang’s home, we
heard him call our names from a distance. We looked
around us, but we could not find him. Then, we looked up—
and there he was! Lang was painting a mural on a tree
house across the street. Four boys were standing on the
ground and tossing him brushes and tubes of paint.
“What are you doing?” asked Lisa. “We missed you at
soccer practice.”
“I am so sorry, guys! I forgot to tell you that I couldn’t
play today,” said Lang. “I promised these kids that I would
finish painting their tree house this afternoon. They have
been working very hard to fix it.”
“Wow, it looks nice!” said John. We all agreed with
him. “I didn’t know you could paint that well.”
“Thanks. Neither did I!” said Lang.
“Do you think you could paint some posters for our
special clean-up day?” asked John. “We can all help you if
you want.”
“I would love to,” said Lang.
“Can we help, too?” asked one of the boys. The others
nodded their heads. “Lang has been helping us, so now
we want to help others. Please?”
“That’s a great idea,” I told them. “Let’s make some

posters together.”
John was very excited about the pictures Lang had
painted for the posters. He told us that his favorite was a
picture of a park full of trees and beautiful plants.
100
Reading
honor: n. a
celebration or
expression of
respect.
“I’m glad you like it,” Lang said with a big smile on his While You Read
face. “I painted it in your honor.”
1. Why did Lang paint
the picture of the
“What do you mean?” asked John. park in John’s honor?
“I painted that picture not only to motivate people a. Because the

to clean up our parks but also to show how much we park was
beautiful.
appreciate what you did to make our parks so beautiful,”
explained Lang. b. Because John
planted trees.
John looked puzzled. “All I did was help plant some
c. Because John
trees,” he said. helped make
the park a
“No, John. You did more than that,” said Lisa. better place.
Linda nodded her head. “Come to the park and we’ll

show you.”
When we got to the park, a family was having a picnic
under a tree, and several kids were playing hide-and-seek
in the bushes. Nearby, a man was sitting in the shade
reading a newspaper.
101
“John, do you see what you did?” asked Lisa. “Every
time you volunteered to help plant a tree, you made this
place better for them.”
“And for us!” added Lang. “That’s why we wanted to
make a poster in your honor.”
I knew that Linda was happy to help with the posters,
but she was a little disappointed because she still did
not know how to use her talents to motivate people to
volunteer. Linda was very good at teaching other students
how to solve math problems. However, she could not figure
out how this would help her get people to clean up our
streets.
Two days later, I saw Linda in the school cafeteria.
She had a huge smile on her face. “I found a way to get
students to help us clean up our city!” she exclaimed.
“That sounds great! How did you do it?” I was curious
to find out.
“When I help my friends with their math skills, I always
make sure that they understand the math problem before
I teach them how to solve it.”
“So you did the same thing with our littering
problem?” I asked.
“Exactly,” she said. “First, I made sure that students
understood that littering is a big problem because it
pollutes our streets and can make us ill. Then, I explained
that we could solve that problem by disposing of our trash

properly and by working together to clean up the streets.
Now, they all want to volunteer for our clean-up day!”
After many days of hard work, it was finally time for
our “Let’s Clean Up Our City” event. People from all over
the city came to help out. Students from our school picked
102
Reading
pollutes: v.
contaminates an
area with harmful
or poisonous
substances.
disposing:
v. getting rid of
something by
throwing or giving
it away.
recycled: v.
converted waste
into reusable
material.
After You Read
1. How did Linda help

others understand
the littering problem?
up trash. Workers from the local stores swept the streets.

Neighbors from the area cleaned up the sidewalks. Men
from the soup kitchen recycled cans. Younger kids from 2. Complete the
sentence.
the local sports teams handed out cups of water.
a. Julian and his
By the time the event was over, the city was cleaner— friends used their
and we were tired. However, none of us seemed to mind to help their

the hard work. We were pleased because we knew that community.
we were working to improve life in our city. Also, we were 3. List some of the ways
happy because we got a chance to make new friends. people helped during
the “Let’s Clean Up
My friends and I knew that if we used our talents Our City” event.
to help others, we could make a difference in our

community. We never expected that we would have so
much fun doing it!
103
a. How does littering affect the community?
It helps people dispose of trash It helps workers sweep the streets.

properly.
It pollutes streets and can make
It makes the community look people ill.
nice.
b. How does Manny contribute to his community?
He sings at a nursing home. He coaches a community

baseball team.
He builds and paints a tree
house for poor children. He works at a local soup kitchen.
c. When people volunteer, they…
make a lot of money. never have to work.
help other people. harm their community.
d. How does Lisa encourage others to participate on clean-up day?
She records a song inviting She helps create posters.

families to participate.
She speaks to students about
She sings in special places. the littering problem.
2 Mark the sentence that best explains the purpose of the “Let’s Clean Up Our City”
event.
a. It would help the community come together and clean up their city.
b. It would help Julian and his friends meet new people.
c. It was part of a school project.
d. It would be fun for everyone.

104
3 Have you ever volunteered or done something to help others? Write a paragraph
explaining what you did to help out. Explain what happened as a result of your actions.
4 Fill in the cause-and-effect organizer below. List four things that Julian and his friends
did to help others. Then, explain what happened as a result of these actions.
Cause Effect
Living Together Ethics and Social Responsibility
1. Read and answer:

Communities have people who work hard
to maintain their safety and cleanliness. But
sometimes, our communities need a little extra
help. Volunteers donate their time and abilities to
help the community on a regular or special basis.
There are many places that need volunteers.

a. Why is it important to volunteer and help our
community?
2. List three ways that you can help your

community by using your talents and abilities.
105
Literary Concepts
Characters and Characterization
Discover
Do you want to Do you guys think that

go to the park Wow, so many people
a lot of people will showed up to help!
tomorrow? come to our event?
Sure!
What are the characters doing in this comic strip?
Focus
A character is a person who features in a story, novel, play, cartoon, poem, or movie.
The main characters play important roles in the course of the story, whereas the
supporting characters play secondary or less significant roles.
Characteristics are distinguishing traits, features, and qualities.
Characteristics can refer to the characters’ physical aspects (external

characteristics) or to the character’s personality (internal characteristics).
The description of a character’s internal and external characteristics in the course
of a story is called characterization.
Practice
1 Recall a play or movie you have seen, or a poem or story you have read. List the title,
the main character, and a supporting character.
a. Title:
b. Main character:
c. Supporting character:
106
Literary Concepts
The Setting
Discover
1 Answer:
a. Where do you think Lisa is? Describe

the setting.
b. Do you think that the setting affects

the story?
Focus
What is the setting? Every story is set against a background. This background is
called the setting. The setting consists of various components that indicate:
The time of the event.
The environment of the event.
The place of the event.
Other surrounding circumstances.
Example: The setting of a story may be real (a historical event), imaginary
(a science fiction story), or both (a fictitional reconstruction of a
historical event).
The plots of some stories develop entirely against one background. These stories are
said to have only one setting.
Other stories, however, develop against different backgrounds. They show a variety
of settings. For example, the story featured in this chapter develops in many different
places. Can you name some?
Practice
1 Choose a reading selection from your book and describe the setting or settings.
a. Title:
b. Setting:
107
Vocabulary
Context Clues
Discover
1 Answer:
Therefore, littering I wonder what
is making our sloppy means…
a. Have you ever
community look does it mean
figured out what a very sloppy. messy?
word meant based
on the rest of
the sentence?
Focus
Context clues are built into sentences around difficult words. If you analyze the
words around the difficult ones in your reading, you may be able to figure out their
meaning without having to consult a dictionary. You will be able to make logical
guesses about the meanings of many words.
There are many types of context clues. The most common context clues are
examples, definitions, and opposites and contrasts.
An author can show what a word means by using one or more examples. These
examples are not synonyms of the word. Phrases like such as, including, or consists of
often indicate that what follows is an example. Colons (:) and dashes (-) can also
signal examples.
Example: I like to eat green vegetables, such as broccoli and green beans.
(The phrase such as indicates that green beans are an example
of the vegetables the writer likes.)
Practice
1 Figure out the meaning of each underlined word using context clues.
Write a synonym in the space provided.
a. Littering is not prudent. It is wasteful.
b. Linda is resilient, not weak.
c. Manny loves telling anecdotes about his life.
d. Lang was gifted in drawing and soccer.

108
Vocabulary
Connotation and Denotation

Discover
1 Answer:
Poor Lisa. She
a. Can words have more than one still can’t figure
meaning? What does poor mean out what to do
in the image? for the event.
Focus
Relationships between words and meanings can be complicated, and they are
studied in the field of semantics. Words do not always have a single, simple meaning.
The two main kinds of meanings of a word are called denotation and connotation.
Denotation is the literal meaning, or the definition, of a word—the explicit, particular,
definition, that can usually be identified with reasonable precision. Some dictionaries
only have denotative meanings.
Connotation is the suggestive meaning of a word—the values, judgments, and
status implied by a word or an association, emotional or otherwise, that the word
evokes. Many words have evaluative implications behind them and convey a
positive or negative attitude toward the things they name. The feeling behind a
word — whether it makes you smile or frown—is the word’s connotation. It is the
emotional meaning of a word.
The most important thing to consider when choosing your words is the meaning you
wish to convey. Before stating your idea, you must first consider the basic meaning
in your mind. Then you can use synonyms with the same basic meaning. Upon
choosing the exact word you would like to use, you must think about its connotation,
or the suggestive or associative implications attached to it. You must decide if the
connotation matches the meaning you wish to convey. When you write, choose
words that show precisely the meaning and connotation you have in mind.
Example:
denotation connotation
new of recent origin better, improved
Practice
1 Write the denotation and connotation of the following words in your notebook.
a. old b. poor c. cool
109
Grammar
Verbs
Discover
Wow, helping
out feels great!
What are verbs? What do they do?
Focus
The verb is perhaps the most important part of a sentence. The verb tells you some-
thing about the subject. It can express an action, an event, or a state of being. The
verb is also the critical element of the predicate.
Verbs are sometimes described as action words. Many verbs communicate the idea
of performing an action or of doing something.
Examples: run, fight, work
Some verbs, however, do not express an action. They communicate the idea of
existence or state of being.
Examples: be, exist, seem, belong
A verb always has a subject. In simple terms, we can say that verbs are words that
tell us what a subject is or does; they describe action or state of being.
Practice
1 Circle the verb in each group of words.

a. beautiful, paint, event c. sing, baseball, pollution
b. mural, treehouse, recycle d. school books, clean, tree

110
Grammar
Regular and Irregular Verbs

Discover
1 Reread the story “Time to Help Out!” See how many regular and irregular verbs you
can find.
Focus
Verbs are classified into two groups, regular verbs and irregular verbs, based on their
past tense and past participle. Most verbs are regular verbs. Regular verbs are verbs
whose past tense and past participle are formed by simply adding -d or -ed.
There are over 250 irregular verbs in the English language. Irregular verbs are verbs
that do not follow specific rules to form their past tense and past participle. You
must memorize the most common irregular verbs.
The following table shows the most common irregular verbs. Notice that in some
cases the verb changes completely, while in other cases the verb changes partially.
In still other cases the verb does not change at all.
Past Past
Present Past Present Past
Participle Participle
be was, were been go went gone
become became become have had had
begin began begun leave left left
break broke broken lose lost lost
bring brought brought make made made
buy bought bought meet met met
catch caught caught pay paid paid
choose chose chosen run ran run
come came come say said said
cut cut cut see saw seen
do did done sing sang sung
drink drank drunk sit sat sat

eat ate eaten speak spoke spoken
feel felt felt swim swam swum
fight fought fought tell told told
forgive forgave forgiven think thought thought
freeze froze frozen win won won
give gave given write wrote written
111
Simple Past and Simple Present Tense
Discover
1 Answer:
a. What is the simple past and the simple present tense of a verb?
Focus
The simple past tense refers to an action, a situation, or an event that began and
ended in the past. It is sometimes called the preterit tense. Though several tenses
refer to the past, the simple past tense is the most common. The simple past tense is
used when:
The event is in the past.
The event is completely finished.
The simple past tense of a regular verb is formed by adding –d or –ed to the verb.
Examples: like – liked work – worked
The simple past tense of an irregular verb varies. You must memorize the irregular
verbs or look them up in a reference book.
The simple present tense of a verb is used for general statements and to express
habitual or everyday activities. When it is used for general statements, the simple
present tense shows that something was true in the past, is true in the present, and
will probably be true in the future. It expresses events or situations that always exist;
they exist now, they have existed in the past, and they will probably exist in the
future.
Example: I have blue eyes.
Here are some guidelines:
s He passes. Change y to I
Consonant + y It flies.
z She dozes. and add –es.
Add –es.
sh She wishes. Most other
Add s. He sings.
ch He watches. cases
112
Grammar
Using Grammar
1 Underline the verb or verbs in each sentence.
a. I want to help my community.
b. Lang painted a mural on a treehouse.
c. Lisa tutors students in math.
d. My mother cooks at the soup kitchen.
e. We are happy to volunteer!
2 Circle the verb in each sentence. Then, classify it as regular (R) or irregular (I).
a. Manny went to baseball practice.
b. Lang missed soccer practice.
c. My friends and I spent the day at the park.
d. The community helped us out.
3 Rewrite the sentences in your notebook using the simple past tense.
a. I miss volunteering.
b. There will be no time for games once school starts.
c. The boys use eco-friendly paint for the mural.
d. My baby sister stays at home while I volunteer.

4 Circle the simple present tense verb that completes each sentence.
a. Lisa and the choir (likes, like) to sing for special audiences.
b. Lang (make, makes) beautiful posters in his spare time.
c. Mom always (ask, asks) for a lemon piragua. I don’t like that flavor.
d. Linda (go, goes) straight home after tutoring.
113
Writing
The Outline
Discover
1 Answer:
We have so many great
a. Do outlines only apply for writing ideas. We should organize
exercises? What else can we use them in an outline.
outlines for?
Focus
An outline is:
A logical, general description.
A schematic summary.
An organizational pattern.
A visual and conceptual design of your writing.
An outline is a skeleton to hang ideas on. It can lead to logical thinking and clear
classifications. It is possible to write a paper without an outline, but you will risk
ending up with a paper that lacks organization. So it is often better to begin with
an outline.
A tentative outline can reveal areas in which your paper lacks supporting details
to bolster the main ideas or areas in which your paper needs to be pruned due to
overemphasis. An outline can also help you to see how your ideas are related and
where connections or transitions between main points are necessary.
A working outline can be as simple as an informal list of topics and subtopics that
you are thinking about developing in your paper. You may revise it as you discover
new ideas.
Before preparing an outline you must identify the objective of your paper. Are you
attempting to show the chronology of a historical event, the cause-and-effect

relationship of a phenomenon, the process by which something is accomplished,
or the logic of a point of view? Are you defining or analyzing, comparing or
contrasting, presenting an argument? Once your objective is clearly defined,
classify related material under general headings and arrange subsections so
that they relate logically to each other. Remember that an effective introduction
will map out the journey for your reader, and a satisfactory conclusion will wrap
up the sequence of ideas into a nice package.
114
Writing
Practice
Draft
1. Make a list of talents and activities that can be used to volunteer in your
community. You may consult the story.
Edit
1. In your notebook, look for a word that best describes each talent or activity on
your list. Organize them in a logical order.
Proofread
1. Use the information you organized to develop an outline about volunteering

and how it helps the community. You may look for additional information from
other sources.
Publish
1. Share your outline with the class.
115
Oral Expression
Oral Report
Discover
For my oral
1 Answer: report, I will talk
about…
a. How does Linda appear to be when speaking
to her classmates? Are you the same way?
b. Do you like speaking in front of the class?

Why or why not?
Focus
An oral report is a speech or presentation
that presents research findings and conclusions
obtained after researching various sources. You
may read it aloud to an audience or you can
memorize it. When doing an oral report,
remember that delivery, content, organization,
enthusiasm, and audience awareness are
important parts of your presentation.
Practice
1 Choose a community worker or occupation that is a key part of the community.

You may interview someone from your community. Write his or her name and
occupation below.
2 After the research process, you will create an oral report where you pretend to be
the community worker. You will describe what an average day is like for you. Write the
description below.
3 Once the research process is complete, organize your report. You may accompany
your presentation with pictures of community workers in action or items that your
chosen community worker or occupation use on the job.
116
Social Groups and Communities

Discover
Linda, that’s a great You think so?

idea! You should Okay, I’ll do it!
definitely do it.
Is this peer pressure? If so, what kind?
Focus
A society is a large group of people who share common interests. They can share
the same economic and government systems. They can be part of the same
culture, or they can be a mix of different cultures and ethnic groups. People in a
society interact with one another in communities. Members of a community relate
to one another in many ways. They may have similar values and goals.
Your role in society is the part you play in your community. Each role comes
with responsibilities and a set of expectations. A person is expected to
behave a certain way based on his or her role in the community. Members of a
community who share the same roles are called peers. Peers can be friends or
acquaintances that share the same responsibilities and expectations. Within peer
groups, there can be expectations for members to dress or speak a certain way.
Members may be pushed to behave like others in the group—resulting in a feeling
of obligation to conform, or fit in. This is known as peer pressure.
Practice
1 Answer in your notebook:
a. What role do you play in your community? What responsibilities and

expectations do you have?
2 Write a paragraph about peer pressure. What is it? Give examples.
117
Review
1 Write the simple present tense of the verb in parentheses to complete each
sentence.
a. Manny (want) to help his community.
b. Lang and his friends (paint) posters for the activity.
c. Lisa and the choir (sing) to the elderly at the nursing

home.
d. Julian’s mom (say) that Julian is really funny.
2 Underline the past tense verb that completes each sentence. Circle the irregular
verbs.
a. The children (help, helped) the community by volunteering.
b. Julian’s mother (maked, made) soup for the homeless.
c. I (wanted, want) my vacation to last forever!
d. Students from our school (picked, pick) up trash.
3 Explain how characters function in a literary setting and what characterization is.
Then, mention two characters and a setting from the story “Time to Help Out!”
118
Review
4 Underline the context clue in each sentence.

a. He said that the neighbor was sinister, which means that he must be evil.
b. Manny felt unfit, or out of shape, when he started playing baseball.
c. Linda’s new idea was effective while her old idea was a waste of time.
d. The euphoric children celebrated their successful clean-up day.
e. The gym teacher is so vociferous. I wish he would be quiet.
5 Write D if the word is a denotation or C if it is a connotation.
a. ridiculous e. wild i. homeless
b. elderly f. silly j. adult female
c. absurd g. natural k. decrepit
d. vagabond h. old l. natural habitat
Respect for Animals
1. Read:
Just like us, animals need to have healthy
eating habits. However, pollution and littering
are affecting what they eat. Animals in polluted
areas sometimes confuse trash for food or eat
contaminated food. For example, birds in urban
areas eat food leftovers from the trash instead of

eating insects and seeds!
2. Does your community have pollution problems?

How are they affecting the animals? Write a
paragraph discussing how you can help.
119
Chapter
5 Helping
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120
1 Do you think that humans affect ecosystems? How? Why? Write your answers below.
2 Read the paragraph below. Underline the topic sentence.

Wildflowers blossom in the spring and they are a joy to see. Spectacular sunsets
delight the eye. An occasional quail or a roadrunner may dart across the sandy
roads. Regardless of what some people may think, the desert is a beautiful place.
Visiting a desert is a delightful experience.
3 Underline the prefixes in the words below.
impossible proactive reapply preheat
4 Write the root word on the space provided.

a. disagree
b. undo
c. informal
d. running

ecosystems. main verbs, helping verbs,

and the future tense.
types of paragraphs.
the paragraph and the topic
root words and the prefix. sentence.
debate.
121
Reading
Before You Read Ecosystems

1. What can you tell By Angela María Padrón
about this passage Photo Selection by Stella Ramírez
from the picture?
Earth is a wondrous place. It is the only planet in the

2. What do the key Solar System with evidence of life. Living things interact
words tell you about with one another in different ecosystems. An ecosystem
this passage?
can be as small as a puddle of water, or as large as a
desert. In every ecosystem there are habitats.
A habitat is an environment where the same types of
organisms, or living things, live together. The organisms
live in groups called populations. Communities are
formed when populations interact with one another. When

communities interact with the non-living things outside
their habitats, an ecosystem is formed.
Habitats provide populations with their basic
needs. These needs include food, water, and oxygen.
When a habitat can no longer provide these needs, the
122
Reading
habitats:
n. the natural
environment or
home of a living
organism.
organisms: n.
living things.
symbiosis:
n. when two
organisms from
populations must look for a different habitat. Sometimes different species
organisms need to look for a different habitat because of live in close
competition. Organisms may fight over food or territory if association with
each other.
there is not enough for everyone.
species: n. a
Symbiosis is when two organisms from different group of similar
species live in close association with each other—often animals or plants
benefiting from sharing the same habitat. Sometimes one of the same kind.
organism will benefit greatly from the shared environment, niche: n. the role
while the other is not affected. Sometimes one organism an organism plays
in its environment.
benefits while the other suffers.
Food Chains
While You Read
Every member of an ecosystem has an important
niche. A niche is the role the organism plays in its 1. Mark the correct
answer.
environment. If one part of the ecosystem becomes more
a. Why are plants
dominant than another, the entire ecosystem can become called producers?
unbalanced. A food chain explains how organisms interact
They eat
in their ecosystem. Plants are called producers. They use decomposers.

sunlight, water, and carbon dioxide to produce their own
They feed
food. This process is called photosynthesis. animals.
Animals are consumers. They cannot create their They make

own food for energy. Animals that eat only plants are their own food.
herbivores. Carnivores eat other animals. Omnivores eat They grow
both plants and animals. everywhere.
123
While You Read Decomposers fall into the last part of the food chain.
They break down the remains of dead plants and animals.
1. Mark the correct
answer. This helps recycle the minerals and nutrients back into the
a. Animals…
soil to help plants grow, which leads back to the start of
the food chain.
are restricted
to one food Many animals eat more than one kind of food. They
chain.
can be part of more than one food chain. A food web
are part of shows how different food chains connect in an ecosystem.
all the food
chains. The Desert Biome
can be part of
more than one
A biome is an ecosystem that includes many habitats
food chain. in a certain climate. Climate describes the average
are only
weather and temperature of a region. One of Earth’s
herbivores. biomes is the desert. A desert has a very dry climate. It
also has extremely hot or cold temperatures and very little
rainfall.
Desert organisms are adapted to living under these

conditions. Desert plants can go for long periods of time
without water. Most desert animals can get their water
from the food they eat.
The Sonoran Desert is located in the southwestern
part of the United States. Kangaroo rats are nocturnal
rodents that live in this desert. They sleep during the
124
Reading
nutrients:
n. nourishing
ingredients.
biome: n. an
ecosystem that
includes many
habitats in a
certain climate.
predators: n.
animals that live by
hot days. At night, when it is cooler, they look for food. killing and eating
Kangaroo rats are herbivores. They eat seeds of bushes other animals.
and grasses. They are able to get water from the seeds tundra: n. a
to stay hydrated. Rattlesnakes live in the Sonoran Desert, vast, flat area
too. They are carnivores that prey on rodents such as the where the subsoil is
permanently frozen.
kangaroo rat. Red-tailed hawks are also predators. They fly
overhead and swoop down to catch snakes, rodents, and permafrost: n.
a thick subsurface
other birds. Hawks spit out parts that they cannot eat such
layer of soil that is
as bones and feathers. Termites are a type of decomposer frozen all year.
in this desert. They eat wood, animal skeletons, and dead
grass, and then break down these remains. This helps
fertilize the soil for new plant growth. While You Read
The Tundra Biome 1. What is climate?
The tundra is the coldest type of biome on Earth. The

Arctic tundra is located near the North Pole. The Arctic
tundra has low-growing plants, but no trees. It has a 2. Do deserts have
animals or plants?
frozen layer of soil called permafrost. Name two below.
Plants and animals have adapted to the freezing

temperatures and cold winds of the Arctic tundra. During
the cold months, plants stay dormant under the snow.
They may retain their leaves or store nutrients throughout
the year. Others grow a thick covering over themselves for
protection.
125
While You Read For similar reasons, the polar bear has a thick skin
and special fur to keep its body warm. The polar bear is
1. Give an example
of plant or animal part of many different food chains. Polar bears mainly eat
adaptation to the seals, but they also eat the remains of dead whales and
Arctic environment.
walruses. When those foods are not available, the polar
bear will eat almost any smaller animals it can find.
The Arctic fox also has thick fur and a furry tail to stay
2. What kind of
vegetation does the warm. The Arctic fox is a scavenger that eats the food
Arctic tundra have? that is left when the polar bears are finished eating. In
the winter months, the Arctic fox’s fur is white. In spring, it
turns brownish grey. These colors help the fox camouflage,
which allows it to sneak up on its prey.
The Arctic hare is one type of prey for the fox. Arctic
hares are small, white rodents related to rabbits. Arctic

hares dig paths through grass or under the snow. This is
how they make their shelter and look for food. Arctic hares
are herbivores that mostly eat woody plants, mosses, and
berries.
126
Reading
Grasslands
A grassland is a biome with a windy climate. It
is covered with tall grasses, but has very few trees. scavenger: n.
Grasslands do not receive much precipitation. Temperate an animal that
grasslands have hot summers and cold winters. This feeds on carrion,
dead plant
means there is very little rainfall. The Great Plains are material, or refuse.
temperate grasslands. They are located in the central part
precipitation:
of the United States. They extend north into Canada and n. rainfall.
south into Mexico. American bison are large mammals
that graze on the Great Plains. They roam the land to eat replenish: v.
restoring something
the grass. Gazelles and prairie dogs also feed on grass to its former state or
and roots. Wolves and coyotes hunt these animals for condition.
food. carcasses: n.
the bodies of dead
Tropical grasslands are closer to the equator. In animals.
Africa, tropical grasslands are called savannas. Savannas
have a hot, dry climate for part of the year. Fires often
burn during this season. The fires help replenish the soil While You Read
with nutrients. This allows new plants to grow. There is also
1. Where can you find
a wet season with heavy rains. grasslands?
Many species of animals graze on the savannas.

Zebras and antelope eat the grass for food. Predators
such as lions and leopards eat these animals. Meerkats 2. Are fires bad for
also live on the savannas. They are omnivores that eat grasslands? Explain.
insects and plants. Vultures and hyenas are scavengers.
They eat the carcasses of animals that have died from
natural causes or from an attack. What they leave behind
after they have digested these remains goes back into the
earth to start the food chain at the beginning again.

Oceans
Oceans cover about three-quarters of Earth’s
surface. The ocean, or marine, biome is the largest on the
planet. The marine biome is divided into many smaller
ecosystems.
127
While You Read Each ocean level has a different temperature. These
layers receive different amounts of sunlight. Many species
1. Mark the sentence
that explais why of plants and animals live in the layers. Crabs and small
plankton is found at fish can be found closer to the shore.
the beginning of the
marine food chain. Plankton is found in the open ocean. Plankton
a. It decomposes consists of tiny plants and animals that float near the
food into surface. Most plankton is microscopic, or too small to be
minerals.
seen with just your eyes. Plankton is at the beginning of
b. It is found at the marine food chain. It is a source of food for many
the bottom of
the ocean. organisms. For example, fish and squid eat plankton.
Then, seals and dolphins eat the fish and squid.
c. It eats larger
animals such Carnivores such as orca whales then feed on these
as seals. mammals. Orca whales are also known as killer whales.
d. It is a source of As the waters get deeper, there is less sunlight for
food for many
organisms. plants to use to produce their own food. The temperature
of the water also gets colder. Bacteria and fungi act as
nutrients for organisms. Sponges and sea stars eat these
nutrients to survive.
Coral reefs are ecosystems found in warm, shallow
waters. Coral polyps are tiny animals that live close
together in colonies. They eat algae and plankton. The
coral acts as a shelter for many organisms. Jellyfish
and sea snakes are two kinds of animals in coral reefs
The crown-of-thorns starfish preys heavily on coral. This
starfish can multiply so quickly that several coral reefs are
becoming endangered. The Great Barrier Reef in Australia
is the largest coral reef in the world. It is an ecosystem
with more than 1,500 species of fish.

Estuaries are unique ecosystems. They can form
where freshwater rivers flow into the salty ocean. An
estuary is partially enclosed by land. The horseshoe crab
is one important animal that lives in an estuary. It crawls
along the bottom of the water. It picks up clams and
128
Reading
plankton:
n. microscopic
organisms floating
in the sea or fresh
water.
shelter: n. a
place that provides
protection or cover.
erode: v. to wear
away by the action
of water, wind, or
glacial ice.
equator: n.
an imaginary line
drawn around the
earth. It is equally
distant from both
worms to eat. The eggs of horseshoe crabs are a source of poles.
food for other animals. Some mussels and barnacles cling

to the underside of the horseshoe crab’s shell for shelter.
While You Read
Mangroves are a type of tree found in some estuaries.
They grow in large clusters with huge roots. Mangroves 1. Mention how
mangroves help or
protect the coast from severe storms that can erode the hurt their ecosystems.
land. Mangroves also provide a protected area for many
species of fish. Birds and lizards live in the branches and
roots of the mangrove trees, too.
2. Are there forests in
Puerto Rico? If so,
Forests what kinds?
Forests are biomes that are covered with trees and

vegetation. They produce much of the oxygen that living
beings need to breathe.
Tropical forests are located close to the equator.
Tropical forests have a rainy and a dry season. There are
no cold winters. They have many diverse species of plants
129
After You Read
1. List some of the

ways we affect our
ecosystems.
2. What do you think

affects ecosystems
the most: natural
disasters or humans?
Why?
and animals. Mosses and ferns are two types of plants in

a tropical forest. Many types of birds and bats can live in
this ecosystem, too.
A temperate forest has four seasons. In the fall,
leaves change color. In the winter, trees are bare. Squirrels
and rabbits feed on the grass and small plants in
temperate forests. Bobcats and foxes eat small mammals.
The northern boreal forests are located south of the
tundra. They are also called taigas. These forests have a
cold, dry climate. The plants and animals in this biome
are adapted to very harsh winters. Pine and spruce trees
have leaves that look like needles to hold in water. Many
animals do not stay in these forests during the winters.
They travel south to warmer climates. Some animals, such
as bears and raccoons, hibernate in caves or burrows.
Hibernation is when an animal falls into a very deep sleep

so that it can save its energy until food sources are more
readily available.
Ecosystems
There are many factors that can affect ecosystems.
Natural disasters can destroy parts of habitats. Pollution
130
Reading
hibernate: v. to
spend the winter in
a very deep sleep
to save energy
until food sources
are more readily
available.
affect: v. to
have an effect or
make a difference
on a person, place,
or thing.
foreign: adj.
related to or
dealing with other
areas; something
is another factor that can affect life in an ecosystem. that comes or is
introduced from
Harmful chemicals and waste can destroy the
the outside.
environment. It can damage the supply of basic needs
for many species. decline: v. to
diminish in strength,
Humans have introduced some plants and animals quality, or quantity.
to ecosystems. These foreign species compete with the

native species for shelter and food. This competition can
make the ecosystem weaker. It can affect the symbiosis
between organisms.
People fish or hunt animals in different habitats.
Sometimes this causes the number of some species to
decline. In some ecosystems, trees are being cut down

to make room for homes and buildings.
People can help ecosystems survive. They can clean
up garbage and recycle. They can follow the laws for
protecting their environment. Everyone can play a role in
preserving the ecosystems of our world. After all, we are
part of the largest ecosystem in the Solar System—Earth!
131
1 Choose the correct answer.

a. Symbiosis is when two organisms from different species…
live in close association with fall into a deep sleep in winter.

each other.
graze on the plains.
live in different ecosystems.
b. Why are some animals called consumers?
They make their own food. They cannot produce their own
food.
They break down food into
nutrients. They throw their food away.
c. The marine biome…
does not need sunlight. only has estuaries and oceans.
is made up of smaller ecosystems. is only one ecosystem.
d. Species can compete with one another for…
shelter and food. finding a new ecosystem.
erosion of the land. precipitation and climate.
2 Mark the basic needs that habitats provide animals with.
a. food f. territory
b. hibernation g. oxygen
c. water h. competition
d. fun i. shelter
e. construction j. pollution
132
3 Answer the questions in the space provided below.

a. Compare and contrast two of the food chains discussed in the text. What
ecosystems are they found in? How are they alike? How are they different?
b. In which ecosystems can people live? Which ecosystems would not support
them? Explain.
Living Together Environmental Awareness
1. Read and answer:

Generations of pollution, poorly planned
construction, and animal hunting, among others,
have radically changed our planet. In recent
years, we have started taking steps to help our
world. But our ecosystems are endangered. Is it
too late to do something about it?

a. What are some steps you can take
to help preserve Earth’s ecosystems?
In your notebook, write one paragraph
to explain your answer.
133
Literary Concepts
Types of Paragraphs
Discover
1 Answer:
a. What different types of
paragraphs can you name?
Focus
A narrative paragraph tells
a story of something that
happened or that someone
observed, like a narrator does
in a written piece. A good way
to write a narrative paragraph
is to choose a specific event or situation and to develop it chronologically. Think about
the event and choose the key elements of your narrative.
A descriptive paragraph describes the characteristics of a person, place, thing,
or idea. Writers often use descriptive paragraphs to describe a person’s physical
appearance and behavior.
An expository paragraph “exposes,” or gives information about a person, place,
thing, or idea. There are four types of expository paragraphs: process, cause and
effect, comparing and contrasting, and problem/solution.
If you have ever followed the instructions to assemble a model airplane, bake cookies,
or change a tire, you can appreciate how important it is for the entire process to be
explained clearly and simply. A process paragraph explains a procedure step by
step. To write a process paragraph, analyze the steps you must include to explain the
procedure and arrange them in chronological order.
In a cause and effect paragraph, the writer explains the connection between an
event and its causes or consequences.
A comparing and contrasting paragraph explains the similarities and differences

between two things. To do this, you must first identify the similarities, though they may
be more difficult to find. When comparing and contrasting two things, you must make
sure that they are at the same level in some way.
A problem/solution paragraph states a problem or situation and its possible solutions.
It is the product of extensive research or thought by the writer.
134
Literary Concepts
Practice
1 Write a narrative paragraph about a recent trip you have taken.
2 Look at the picture. Write a descriptive paragraph about it.
3 List the reasons why humans harm the environment. Write an expository paragraph
to explain those reasons.
135
Vocabulary
Root Words
Discover
What is a root word?
Focus
The root word is the basic element of a word. It is the part of the word that remains
after eliminating the affixes, or inflectional changes. The root contains the basic
meaning, or definition, of a word.
Examples: unhappy
sadness
Practice
1 Write each root word.

a. hiking g. studies
b. jogging h. diving
c. cried i. swimming
d. tugged j. hoped
e. trotted k. fries
f. eating l. sleepy
136
Vocabulary
Prefixes
Discover
1 Answer:
a. What is a prefix? Do we use them often?
Focus
A prefix is a word element that is placed in front of a root. A prefix changes
the meaning of a word or forms an entirely new word.
Examples: review
dislocate
There are lots of prefixes. Below are some of the most commonly used prefixes.
How many do you recognize?
un- en-, em- mis- fore- semi-
re- non- sub- de- anti-
ir-, ill- in-, im- pre- trans- mid-
dis- over- inter- super- under-
Practice
1 Add a prefix to each word to make it mean the opposite. Use in-, im-, or ir-.
a. dependent d. formal g. definite
b. responsible e. possible h. rational
c. personal f. patient i. finite
2 Create new words using the prefixes dis-, re-, and un-. Write them in your notebook.
start ethical mark

order honest build
decided respectful able
137
Grammar
Main Verbs
Discover
After we volunteer, we need

to do our homework. Oh, yeah. It’s about
verbs, right?
How many kinds of verbs are there?
Focus
The main verb is the action word in a sentence. Auxiliary verbs, or helping verbs,
often accompany the main verb. It is important to be able to distinguish the main
verb from the other verbs in a sentence.
Examples: Pedro reads the story. (There is only one verb in this sentence, so
by default it is the main verb.)
Pedro is reading the story. (Main verb: reading; helping verb: is)
Practice
1 Underline the main verb.

a. The Caribbean Sea stretches for many miles.
b. The island of Puerto Rico is one of the Greater Antilles.
c. Many amazing species live on the Caribbean islands.

d. Ornithologists are people who study birds.
e. We are learning interesting things about animals on other islands.
f. There are many types of ecosystems.
g. Caribbean ecosystems are not the same as colder ecosystems.
138
Grammar
Helping Verbs
Discover
1 Answer:
a. What is a helping verb? How often do we use it?
Focus
Helping verbs, or auxiliary verbs, are verbs that are used in verb phrases. A verb
phrase is a group of words that acts as one verb. Helping verbs are important
because they can be used to form a question, a statement, and the passive voice.
Use the following patterns to make sentences with helping verbs.
The following table displays helping verbs.
may be been do should have shall

being am
might does could had can
are is
must was were did would has will
Sometimes a helping verb functions as the main verb in a sentence. Notice in the
example below that the verb are is a helping verb in the first sentence, but a main
verb in the second sentence.
Examples: We are learning about verbs.
They are a great team.
You can follow a few guidelines to quickly identify helping verbs. When you see a
verb that ends with the suffix –ing, such as running, be on the lookout for a helping
verb. Sometimes a word, such as not, can separate the helping verb from its main
verb. A sentence may contain as many as three helping verbs for one main verb.
Other sentences do not have any helping verbs at all.
Practice
1 Cross out the word that is not a helping verb.

a. can, may, say, must c. were, at, being, be
b. is, am, are, where d. been, what, am, should
139
The Future Tense
Discover
1 Answer:
a. What is the future tense?
Focus
The future tense expresses actions or states of being that will happen or exist
sometime in the future.
When we speak of future events we naturally choose the future tense to express our
thoughts. The future tense expresses more than just the fact that we will perform an
action. It can express how we see or feel about the future. The future tense can also
express the probability of an action or the certainty that an action will take place.
There are several ways to refer to the future. To express a prediction, use the word
will or the phrase be going to.
Examples: It will rain tomorrow.
You are going to get hurt!
To express a future plan, use the phrase be going to .
Example: I am going to paint my bedroom.
To express willingness, use the word will .
Example: I will get the phone.
The present progressive tense may be used to express future time when the
idea of the sentence concerns a planned event or a definite intention. A future
meaning for the present progressive tense is indicated either by the context or
by words that indicate future tense.
He is leaving tomorrow morning.
Example:
The simple present tense can also be used to express future time in sentences
that concern events that are on a definite schedule. These sentences usually
contain words that indicate future time. The following are the only verbs that are
used this way: open, close, begin, end, start, finish, arrive, leave, come, and return.
Example: The store opens at 9:00 a.m.
140
Grammar
Using Grammar
1 Circle the main verb in each sentence.
a. I am helping my friend study for her test.
b. Different countries must have different cultures.
c. We restarted the computer twice.
d. I shall live to travel around the world.
e. She is speaking to me in Chinese.
f. We will travel to Costa Rica this summer.
g. They should be ready to go by now.
h. Thomas could stay overnight if he wants to.
2 Underline the helping verbs in the paragraph below.

I am going to visit New York for the first time. My cousin will be waiting for me at the
airport. I am so thrilled because I have never seen those tall buildings everyone has
told me about. People are always talking about them, and I am so excited to get
on the airplane! I wonder what the city must look like. Will it be safe to walk alone
at night? Could I visit the zoo? There are so many things I would love to see and do.
I don’t know where to start. I should wait until my cousin picks me up, and then we
will take it from there. I am so excited. I just can’t wait to get there! I think I will be
taking a lot of photographs or writing a book after my visit to this big city. I hope that
someday I am able to move and live there, too.
3 Select the future tense verb that completes each sentence. Write it in the space
provided.
a. Thomas (can / will) be going to the concert.
b. She (is going / are going) to see a play tonight.
c. William (can / will) love these new books I bought him.

d. Karen (is going / is gone) to bake some brownies.
e. Mary and Cody (can be / will be) moving to California.
f. They (is / are) considering that job offer.
g. My parents (arrived / will arrive) in three days.
141
Writing
The Paragraph and the Topic Sentence
Discover
1 Answer:
a. How do you write a good
paragraph?
Focus
We need to write a
An essential component of paragraph about
ecosystems.
a paper or essay is the paragraph.
A paragraph is a group of sentences
about a particular topic or issue.
Paragraphs are units of thought with one idea developed adequately. It is not the
number of sentences that make up a paragraph, but the unity and coherence
among those sentences.
Each paragraph should have only one main idea. This main idea is carried over
from sentence to sentence throughout the paragraph.
Every paragraph in a paper should be:
Unified — The sentences should all refer to the main idea of the paper.
Coherent — The sentences should be arranged in a logical manner.
Well-developed — The main idea of the paragraph should be explained and
supported through evidence and details that work together.
The topic sentence expresses the main idea and controls the content of the entire
paragraph. The body of the paragraph explains, develops, or supports the topic
sentence.
The simplest paragraph structure places the topic sentence in the first sentence. The
advantage of having the topic sentence at the beginning of a paragraph is that
the reader is sure to understand the topic immediately. However, the topic sentence
can also be found in the middle or at the end of a paragraph.
Certain types of paragraphs do not have a topic sentence. For example, descriptive,
narrative, and process paragraphs do not need a topic sentence.
Topic sentences are most useful in persuasive and expository paragraphs. They are
also helpful in paragraphs that present complex arguments.
142
Writing
Practice
Draft
1. Based on this chapter’s reading, write a first draft expressing how you feel
about Puerto Rico’s ecosystems. Do this in your notebook.
Edit
1. Review your text. Make sure your ideas follow a logical order. Remember to
write a clear topic sentence.
Proofread
1. Revise your paragraph. Do you have a topic sentence? Circle any spelling
errors you may find. Copy the corrected version in the space below.
Publish
1. Share your paragraph with your friends and family. As a group, discuss Puerto
Rico’s ecosystems and what we can do to help them.
143
Oral Expression
Debate
Discover
1 Answer:
a. What is a debate?
b. Have you participated
in a debate?
Focus
A debate is a discussion
between two or more groups
with different views. It can
take place at school, at a
public meeting, or even in a
political assembly. It is usually on a particular subject in which many people are
involved. When the debate begins, the opposing arguments are put forward.
Debates help people share their points of view with others on subjects that
are important to the public. For example, when elections are near, the political
candidates debate on matters they will address during their term in office.
Practice
1 Gather in groups and select an environmental topic for your debate. Examples of
these are global warming, oil drilling, energy, and pollution. When you narrow the
topics down, conduct research by using various sources, such as the Internet and
the library, among others. If possible, you can even interview experts on the subject.
2 Figure out what each speaker will talk about. Once this is done, you will analyze
your position. Are you for or against the subject? You must be prepared to state
your position and you must also be ready to re-affirm it. Also, imagine what your
opponents may say. What will they say to argue against your position? How will you
dispute the opponent’s rebuttals?
3 Remember to always use evidence and reasoning during your debate. You are
meant to inform the audience. Your research should provide you with enough
information to have the proper evidence for your debate. If you want, you may
prepare handouts or brochures for your audience. Now, let’s debate!
144
Making Connections Fine Arts
Elements of Art
Discover
Do you like painting? Do you enjoy art?
Focus
Some people say that nature is made of four main elements, or parts. These
elements are fire, earth, wind, and water. All artwork contains elements, too. These
elements form the building blocks of any painting, drawing, or statue.
The elements of art are color, shape, value, line, form, texture, and space.
These elements help people critique, or analyze, what an artist has created. The
elements provide an organized way for us, as observers, to explain what we see
when we respond to art. Color and shape are the most basic elements. Value is the
lightness or darkness of color. Line helps show movement. Form gives dimension or
volume to objects. Texture describes how something feels when touched. Space is
the area around an object.
Practice
1 Prepare to create your own work of art by choosing a scene from nature.
2 Use your pencil to draw an outline of that scene on paper.
3 Decide which direction your light source will come from.
4 Using crayons or colored chalk, make short strokes to color in your picture.
145
Review
1 Write each root word.

a. beginner d. automobile
b. invisible e. owner
c. despair f. unlucky
2 Add the prefix dis-, pre-, or non- to form a new word.

a. view f. violent
b. grace g. connect
c. test h. refundable
d. mature i. fiction
e. ability j. text
3 Underline the verbs. Then, write M if the underlined word is a main verb or H if it is a
helping verb.
a. Puerto Rico is part of the Spanish-speaking Caribbean.
b. I would like to learn more about the ocean.
c. Karen did speak a little Creole.
d. The students did their assignments.
e. Pablo might want to travel to England someday.
4 Mark the sentences that express future time.
a. I am writing a letter to my best friend in Japan.
b. I am eating lunch with an exchange student from China.

c. Sandra is arriving from Spain at eight o’ clock tomorrow morning.
d. She is working very hard.
e. The souvenir shop opens at nine.
146
Review
5 Write a paragraph expressing how you feel about the efforts being made to help the
local environment. Then, circle the topic sentence.
Respect for Animals
1. Read and answer:

Coral reefs are small invertebrates that live in
the ocean. They live together in colonies and
create beautiful reefs. They house many plants
and animals and protect our shores from erosion.
Sadly, coral reefs are endangered due to
human impact. Pollution, global warming, and

dangerous fishing practices are just some of the
ways humans have affected coral reefs.
a. What is being done to help coral reefs? Do
some research and pick what you think is the
most effective way to heal coral reefs.
147
Chapter
6 Learning
from the Past © SANTILLANA - Any reproduction is prohibited.
Explor
Explore
Would y
Would you
ou lik
like tto
o go on a journe
journey?
y?
Is this picture
picture taking
aking place in the present?
present? Explain.
What are
What are the people in the pictur
picture
e doing?
What
hat c
clues
lues does the pictur
picture
e give
give you
you about the stor
st
story?
ory?
148
1 Do you have a diary? Why? How often do you write in it? Do you feel like everybody
should have one? Write your answers below.
2 Transform these words into new ones using suffixes.

a. love
b. care
c. cook
d. quiet
3 Underline the linking verbs in the sentences below.

a. My mother looked beautiful in her new dress.
b. Dinner smells great!
c. The trail appears to be difficult and dangerous.
4 Use the verb to be to complete the sentences below.

a. Jeremy scared after being careless near the wagon.
b. The people on the trail looking for land.
c. Ma bringing lots of food for the trip.

the past and how it affects us suffix and word series.

today.
linking verbs, the verb to be, and
the diary. the present progressive tense.
historical context. journaling and storytelling.
149
Reading
Before You Read Go West!

1. What kind of text is Written by Amy White
“Go West!”? Illustrated by Facundo Teyo
February 15, 1844

2. Explain how you Ma and Pa told us some exciting news today. We are
would feel if you had
to take a five-month- moving! In two months, we are going to travel by wagon
long trip to move train to Oregon. My uncle lives there. The trip will take
somewhere new.
about five months. The wagon train will have about 100
wagons, and maybe 500 people. There will also be a lot of
animals.
March 16, 1844

3. What is the
Homestead Act?
We have a lot to do in the next month. Pa is working
with the other men to get the wagons and extra parts
made. Our farm is for sale. Most of our furniture will be
sold with the house. The journey is too long to bring it
with us.
150
Reading
March 30, 1844

It’s almost time to leave! We must bring enough
supplies to last for five months. It is important to bring supplies:
mostly dry goods. Ma is bringing flour, yeast, salt, n. a stock of a
sugar, and cornmeal for baking. Fresh foods like fruit or resource that can
be provided to a
vegetables will spoil. We will bring our cow, Molly. She will person or place.
provide us with milk.
dry goods:
April 13, 1844 n. fabric,
thread, clothing,
Today we left Missouri for our new home. Pa told us and related
that the Homestead Act is a big reason for going. The merchandise,
different from
Homestead Act is a law that says people can get free land groceries,
in Oregon if they farm it for five years. His brother did it hardware, etc.
and says it is wonderful. trail: n. a route
that is planned
April 16, 1844 or followed for a
particular purpose.
We have now been on the trail for three days. We
have had good weather so far. We can travel farther and
faster if the roads aren’t muddy. Nice weather also means
that people can walk. You might think that it would be
easier to ride in the wagons, but it’s not. They are very
bumpy!
May 15, 1844
It has been a month now. The wagon train usually
stops for the night around five o’clock. My brother Jesse
and I catch fish for supper, and Ma fries it. After supper,
we all get to play. Sometimes Pa gets out his fiddle, and
we have a sing-along.
May 30, 1844
I had a scare today. I was playing with Jesse and I
tripped and fell. I just missed being run over by a wagon
wheel. The wheels are made of wood, and the wagons
151
While You Read are carrying heavy loads. I could have been hurt badly. I’ll
never be careless near the wagons again!
1. What is trade? Is it still
practiced today? June 28, 1844
We met some Native Americans today. Ma traded
some flour and sugar for moccasins. Our shoes have
worn out from all of this walking. Soon we will reach
2. Where is Independence Rock. Pa says that we will sign our names
Independence Rock?
What is it? on the rock, just as the pioneers who came before us have
done.
July 8, 1844
Today news reached us that people in other wagons
were getting sick from drinking unclean water. Ma and Pa
decided we would not drink any water for a while. We had
152
Reading
careless:
adj. not giving
enough attention
or thought to
avoiding mistakes
or harm.
moccasins:
n. a soft leather
slipper or shoe
without a separate
heel, sewn in a
simple gathered
seam. It is a style
originating among
North American
natives.
pioneers: n.
people who are
among the first
to explore a new
country or area.
oxen: n. usually
a castrated male,
a domesticated
bovine animal kept
for milk or meat.
to travel more than ten miles until we found safe water to
drink. Then, all of us drank a lot, including the animals.
July 20, 1844 While You Read
1. How can water

It is rough country out here. Last night one of our oxen
be unclean? List
died. Luckily, Pa bought two extra oxen at Fort Bridger. It is some reasons why
water would be
still sad, though. contaminated.
We are camped at a place called Craters of the

Moon. There is nothing to see here but rocks, rocks, and
more rocks.
153
While You Read August 3, 1844
1. Why do you think that We stopped for three days to rest on the banks of the
crossing Snake River
was dangerous?
Snake River. Today Pa and the men swam the animals
and floated the wagons across the river. It was very
dangerous. We are now in Oregon Country, but we still
have a long way to go.
2. Do we have
August 18, 1844
rattlesnakes in Puerto
Rico? What kinds of We are at a branch in the trail. We will go on to
snakes do we have? Oregon, and some other people will go to California. I am
excited because we have only a month until we reach our
new home.
Ma made us ride in the wagon most of the day

because she saw a rattlesnake.
September 1, 1844
The grown-ups heard that a group of men were
following us. They wanted to steal our horses. Pa and
154
Reading
guarding: v. to
watch over; to keep
safe.
pen: n. an
enclosure in which
domestic animals
are kept.
valley: n. a
low area of land
between hills or
mountains, usually
with a river or
stream flowing
through it.
some of the men took turns guarding the wagons at night.

The wagons are parked in a circle. This forms a pen that After You Read
keeps the animals inside. When morning came, there was 1. Do you think it was a
no sign of the horse thieves. dangerous journey?
Why?
September 20, 1844
During the past month, we have traveled over many
steep mountains and hills. One of the supply wagons fell
over. Luckily, no one was hurt. This afternoon we reached 2. If you carried out
the Willamette Valley. It is beautiful here. Pa says our farm the same journey
today, would you see
will look something like this. I can’t wait! the same things the
narrator did? Explain.
October 15, 1844
We have been staying at my uncle’s farm for two

weeks now. We will stay here through the winter. In the
spring, Jesse and I will help Pa build our new house. Pa
has found some land for us nearby. We are lucky to have
had a safe journey and to have found such a beautiful
place to live.
155

a. Where are the narrator and his family going?
Sacramento, California Willamette Valley
Oregon Independence Rock
b. The story developed in…
the present day. the 1900s.
the 1850s. the 1800s.
c. How did the narrator reach his destination?
They used a train. They traveled in a wagon.
They drove over. They traveled by boat.
d. What kinds of food did Ma take on the trip?
Flour, yeast, fruits, and vegetables Flour, yeast, salt, and meat
Flour, yeast, salt, sugar, Potatoes, dry goods, sugar,

and cornmeal and milk
2 Arrange the following events in order using numbers 1 to 4.
a. The groups split up at the branch in the trail.
b. The family starts preparing the wagons. They also sell their farm.
c. The family reaches Willamette Valley.
d. Ma traded some things to get moccasins for the family.
156
3 Do you think the Homestead Act was a good idea? Why? Why not? Write a few
sentences explaining your answer.
4 Infer what would happen next in the story.
Living Together Gender Equality
1. Read:
Did you know that, at one point, only men could
vote and own land, among many other things?
In many places, women could not even go to
school! Sadly, there are still some places where
men and women do not have equal rights.
2. How would you feel if you were denied a right

simply because you are a boy or a girl? Write a
paragraph explaining why it is wrong to deny
people equal rights.
157
Literary Concepts
The Diary
Discover
I can’t believe we are going on such

an adventure! I will record the things
that are happening during this trip.
What will the narrator do with his diary?
Focus
A personal diary documents the writer’s opinions and accomplishments, as well
as his or her feelings, moods, daily occurrences, and thoughts. A diary permits free
self-expression and may help the writer to see an issue or a troubling situation more
clearly. A diary can be a source of comfort and support. Like a good friend, a diary
does not quarrel with the writer, nor does it scold or judge him or her.
Some diarists write daily, while others write only when they feel it necessary to sort
out a problem or organize their thoughts. Diaries allow diarists to reread their entries
to appreciate their growth and maturity and to remember important moments in
their lives.
A diary generally registers events in chronological order. The diarist uses a

conversational, informal, autobiographical style in the first person, usually in the past
tense. He or she often uses paragraphs to indicate changes of time and events. The
topics presented in a diary are not planned and the style of the diarist may change.
Practice
1 List some of the things one might write about in a diary.
158
Literary Concepts
Historical Context
Discover
1 Answer:
a. Does historical context affect your reading
experience? Why?
Focus
In its origins, literature was simply the art or
occupation of a literary writer. Now the meaning
of literature includes knowledge of everything
that has previously been written or passed on
orally. Literature is a reflection of culture. When
the work of a writer or storyteller is recognized,
admired, and studied for its artistic value and
style, it is called literature.
“Puerto Rican Literature,” “American Literature,” “Literature of the 15th century,”
and “British Literature,” among others—these are the collected works of the
entire country, nation, period, or branch of knowledge. You can learn about the
development and history of a country through its collection of literary texts. This
information tells you about the historical context. The historical context helps you to
understand better the text that you are reading and the importance of that text in
history, as well as the influence of history on that text.
Practice
1 What was the historical context in “Go West!”? Did it help you understand the story
better?
2 Choose a picture from the story. List things that help you describe its historical context.
159
Vocabulary
The Suffix
Discover
These moccasins are lovely!
1 Answer: My children will love them!
a. How does the word love change?
b. How does this change affect
the meaning of the word?
Focus
A suffix is a letter or combination of letters
added to the end of a base word. A suffix
can change the word’s meaning, turn it
into a different part of speech, or create
a new word altogether.
Example: In the brief text that accompanies the cartoon, love is the base
word. In the second sentence, it is a verb that describes the
action of loving. By adding the suffix -ly, the word becomes an
adjective, modifying the noun moccasins.
Here are some common suffixes.
Suffix Meaning Example

-able having the quality of comfortable
-ed used to form the simple past tense answered
-ful full of fearful
-less without lawless
-like similar to lifelike
-ness used to form a noun gentleness
-ish similar to or close to childish

-y / -ly in the manner of loudly
The suffix -ly is also commonly added to adjectives in order to turn them into
adverbs.
160
Vocabulary
Word Series with Suffixes

Discover
1 Answer:
a. What do the words loud, louder, and loudly have in common?
Focus
All the words we can make by adding suffixes to the same base word form
a word series.
Examples: loud, louder, and loudly; kind, kindly, kindest, kindness, kinder,
kindred
The words in a word series are usually closely related in meaning. However, their part
of speech generally changes because of the suffix.
Example: kind (adjective), kindly (adverb), kindness (noun)
Sometimes, a word may undergo a small change when a suffix is added to it. This
change usually facilitates spelling and/or pronunciation of the newly formed word.
Example: pretty (adjective), prettily (adverb), prettiness (noun), prettify
(verb), prettification (noun)
Practice
1 Write three word series with the following base words. Add the part of speech next to
each word.
a. luck
b. beauty
c. nice
d. rust
2 Complete the sentences with a word from the word series of the word in parenthesis.
a. While posing for her painting, Ma was sitting . (pretty)
b. to strangers is one of humanity’s better characteristics. (kind)
c. When you do a job , you don’t feel any satisfaction. (bad)
161
Grammar
Linking Verbs
Discover
This valley sure is huge!
I am so excited to live here!
What do the bolded verbs have in common?
Focus
Certain verbs are used to describe the subject of the sentence. Verbs that express
a state of being are called linking verbs. They link the subject to an adjective that
describes it.
Example: Even those rocks look huge.
The most common linking verb is be .
Example: Independence Rock sure is big.
Other common linking verbs are feel, look, smell, sound, taste, appear, seem,
become (and get, turn, and grow when they mean “become”).
Practice
1 Underline the linking verbs in the following sentences:

a. The farm looked beautiful in Willamette Valley.

b. Unclean water tastes terrible and does not quench one’s thirst.
c. The lead wagon was caught in the terrible storm.
d. The travelers became more comfortable when they got to know each other better.
2 Describe your favorite place of natural beauty using at least three linking verbs.
162
Grammar
The Verb To Be
Discover
1 Answer:
a. What is the basic form of the verb to be?
Focus
Be is the most common linking verb in English. It takes the following forms:
Pronouns Simple Present Tense Simple Past Tense

I am was
You are were
He/She/It is was
We/You/They are were
Practice
1 Complete the sentences with the correct forms of the verb be.
a. That day, all the wagons very crowded.
b. The Native American friendly.
c. I interested in learning more about the Old West.

d. The diary written in 1844.
2 Write a paragraph of a voyage on a wagon. Use at least three forms of the verb be
to describe the sights, smells, sounds, etc.
163
Present Progressive Tense
Discover
1 Answer:
a. What is the present progressive tense?
Focus
The verb be also plays an important role in the present progressive tense. The
present progressive tense indicates continuing action, something that is going on
right now.
Example: Pa is sleeping now.
In the example above, we can infer that Pa went to sleep after the horse thieves
went away, and he is still asleep while the narrator is writing. Furthermore, it is likely
that he will continue sleeping for a while. The activity is not yet finished.
The present progressive tense consists of a form of the verb be (am, are, or is) plus
the -ing form of the verb that describes the action, or main verb.
Example: He is snoring loud enough to wake up the dead.
Practice
1 Rewrite each sentence using the present progressive tense of the verb.
a. The narrator and his family move to Oregon.
b. The children play hide-and-seek at the campsite.

c. The oxen struggle to free themselves from the river.
d. The farmers and their families explain their plans to each other.
164
Grammar
Using Grammar
1 Connect the sentence fragments to make complete sentences.
a. Independence Rock is incredibly tall!
b. The horse thief are selling in the river.
c. The wagon are being following our wagon train.
d. Ma and Pa is sinking very careless.
e. We seemed our farm.
2 Circle the verbs in the present progressive tense and underline the linking verbs in
the following sentences:
a. I am enjoying this book on the Oregon Trail adventure, but now I feel like having
an adventure, too!
b. The river looked harmless enough, but it caused one death.
c. Pa seems asleep, but he is actually keeping a close eye on the horses.

d. When you meet a pioneer, you should never make fun of his horse!
e. We are planning a trip to Oregon City, which seems great for a quick getaway.
3 Identify and correct the mistakes in the following sentences:

a. The country are so big that it scares the people on the trail.
b. Our fellow travelers is planning a big party. They seems very excited at the
prospect.
165
Writing
Diary Entries
Discover
September 1, 1844 – We’re

staying up all night to protect our
wagon train from horse thieves.
I sure hope nobody attacks us.
This has been a scary trip…
What do you see in the image above?
Focus
The writing process for a diary entry is less formal than the writing process of other
written works. The diarist generally does not intend to publish the diary, and seldom
does anyone besides he or she read the diary entries. The mood follows the whim
of the diarist. The subject matter is the diarist’s life, problems, solutions, and general
observations. Perhaps the most significant characteristic of a diary is that the diarist
describes events and feelings that he or she does not intend to share with anyone
else.
A diary entry always begins with a date. Some diaries include the time as well. In
some cases, the pages are numbered. The predominant subject pronoun is I and
the style is very similar to the spoken word.
As a diarist, you may adopt any style you wish. Start writing as soon as you would
like to record your observations on what has happened and is happening in your
life. You can make wish lists, dream lists, or challenging lists if you like. You can
also include mementos such as photographs, dry flowers and leaves, a card, a
telephone number, or anything else that reminds you of the special moment you
are recording.
166
Writing
Practice
Draft
1. Write a diary entry reacting to “Go West!” Remember to use an informal style
and the pronoun I.
Edit
1. Make sure that your diary entry has a date, general observations, and
descriptions of events and feelings.
Proofread
1. Reread your diary entry. Make sure that it expresses your thoughts freely and
openly.
2. Check your work for spelling and grammar errors. Correct your mistakes. Write
the final version of your diary entry below.
Publish
1. Share your diary entry with a fellow diarist.
167
Oral Expression
Storytelling
Discover
1 Answer:
This trip was such an
a. How would you react to a historical incredible adventure! I wonder
event? if this is how sailors felt when
they first visited America.
Focus
Writing in our diaries and journals is very
personal. We usually record our feelings,
hopes, and dreams. We also write about
things that happen to us. When we write
about these events, we write our reactions
to them. We usually say if we were scared
or excited. We say if we approved or
disapproved of what was happening.
However, we can also use diary style writing to create stories. Some people write
entire books using this format, telling the reader about their experiences. Other
people imagine that they are in the past experiencing something important, as
if they were witnessing a historical event! By using journaling as a storytelling
technique, you provide the reader with a unique experience. It is also easier to
connect with the reader, since they will feel they are reading something that is very
important and personal to the author.
Practice
1 Write an imaginary journal entry from the point of view of someone in the past.
You can be someone famous or you can make up a person. Your entry will be a
reaction to a historical event. Use historical context clues when writing.
2 When you are finished, you may write your final draft here. Then, share your story
with your classmates!
168
Eleanor Roosevelt
Discover
1 Answer:
a. Who was Eleanor Roosevelt?
Focus
Eleanor Roosevelt’s constant work to protect the
disadvantaged made her one of the most loved
and influential first ladies in American history.
She was one of the first women to use the
role of first lady to advance causes that were
important to her. She fought for civil rights, for the
rights of women, and for equal education and
opportunities for all.
Eleanor Roosevelt was President Franklin D.

Roosevelt’s wife. Eleanor Roosevelt understood
the needs of society and what she could do, as
first lady, to help. During her husband’s presidency, she kindly greeted visitors at the
White House, as all presidents’ wives did, but she also traveled around the nation
visiting relief projects and checking the working and living conditions of the people.
Then, she shared all her observations with her husband. She became an advocate
for the rights and needs of the poor and the disadvantaged. She even traveled
to England during World War II to boost the morale of U.S. soldiers overseas and to
keep the good will of U.S. allies.
Eleanor Roosevelt continued to help others even after her husband’s death. She
fought for the economic well-being of the poor and worked to create jobs that gave
people a chance to improve their way of life. She was on the board of directors for
the National Association for the Advancement of Colored People (NAACP). She also
lent a hand in the formation of the United Nations (UN) at the end of World War II,
helped draft the Universal Declaration of Human Rights, and was the first chair of
the UN Human Rights Commission. Eleanor Roosevelt’s legacy of working for fairness
and equality is still important in American life today.
Practice
1 Do you know of any other women who have helped society like Eleanor Roosevelt
did? Write their names in your notebook and explain why they are important.
169
Review
1 Complete the following sentences with the correct form of the verb to be.
a. My family and I traveling to Oregon.
b. Jesse and I careless. We almost got hurt!
c. Ma and Pa not scared of horse thieves.
d. Oh, no! The wagon being attacked!
e. you reading my diary, Jesse?
f. Ma trading sugar for some fresh food.
2 Complete the following sentences with the present progressive tense of the words in
the word bank.
search camp act make

build return follow guard
a. Jesse and I are our new home.

b. We are at Craters of the Moon tonight.
c. Ma and Pa were for clean water.
d. Some people turned back. They were to the East coast.
e. Pa and the others were the wagons at night.
f. A group of horse thieves was us.
3 Reread “Go West!” and find four words that have the suffix – ly. Copy them below
and write their base words. Write all the words you can think of that belong to each
word series.
Word Base Word Word Series

170
Review
4 What is historical context? How would the story “Go West!” change if it did not have
historical context? How would it affect your reading experience?
5 Imagine how this chapter’s story would change if the narrator and his family had
done their trip today. Write a paragraph about it. Use at least three linking verbs and
circle them.
Respect for Animals
1. Read:
The American buffalo is an animal that is
representative of the American “wild west.” It is
a species of bison that actually lived in most of
North America. However, we almost lost it forever
due to extreme overhunting of the species.
Thankfully, this species is now safe. They live on

national parks and reserves. So you can see a
living part of American frontier history today!
2. Do you know of other animals that have been

overhunted like the buffalo? Make a list. Then write
a paragraph on why they need to be protected.
171
Chapter
7 Visiting Faraway
Lands
Explor
Explore
What
hat is in the pictur
picture?
What
hat do you
you think the rreading
eading will be about?
What
hat clues
picture
e give
give y
you
ou about the
reading?
eading?
What
What does the c
chapter
er title tell
ell you
you about the reading?
reading?
172
1 Circle the prepositions of time and place in the following excerpt:

Hi! I’m Giovanni and I live in Italy. I am a student. During the semester, we study
many things. One of these things is Italian history. On a field trip for our history
class, we went to Pompeii. At one point, Pompeii was a very famous city, but a
volcano erupted. Pompeii was forgotten for a long time after the eruption.
2 Write three sentences. Circle the subject and verb in each sentence.
3 Choose the word that best completes the sentence.

a. The (road / rode) to the ruins was bumpy.
b. I can (here / hear) the sea from here.
c. (No / Know), I do not know when the museum will close.
4 Have you ever visited another country? How did it make you feel? What did you do
there? Did you learn something new? Write your answers below.

appreciating and subject-verb agreement,

experiencing different cultures. prepositions of time, and
prepositions of place.
the essay.
supporting sentences and
homographs and conclusion.
homophones.
the news report.
173
Reading
Before You Read Mount Vesuvius

1. Where is Pompeii? By Patricia E. Acosta
Does it still exist? Photo Selection by Stella Ramírez
On August 23, in the year 79 CE, the city of Pompeii

2. What would you do was as busy as usual. People were trading goods, working
in case of a natural on their homes, taking luxury vacations, and spending
disaster?
time with friends and family.
Pompeii was located in western Italy, in a region called
Campania, near the Bay of Naples. This region was very
fertile, so it produced up to six times more food than
any other region in Italy. Because of the area’s natural
resources, many people went to Pompeii to trade food and
goods. As business grew, the quality of life improved in

the city. Wealthy Romans saw Pompeii as a fine, luxurious
vacation area. Soon, the city became host to some of the
most powerful people in the world.
Pompeii was an international city with a population
of 20,000 people—half of them children. The average
174
Reading
Pompeian woman was four and a half feet tall and lived to
about the age of thirty-nine. The average man was a few
inches taller and could expect to live to the age of forty-
one. Many of the city’s residents had large homes with luxury: adj.
extravagant, and
elegant gardens and beautiful decorations. The houses usually expensive,
had modern pumps that provided running water and a items or lifestyles.
special heating system to keep the rooms warm. dormant: adj.
not presently
The city of Pompeii was built very close to Mount active, but capable
Vesuvius. Roman writers described Vesuvius as a quiet of becoming
mountain, covered with gardens and vineyards except active.
for its top, which was rocky. They were not aware that the reservoir: n.
mountain had once been a very active volcano. Because a place where
something is stored
Mount Vesuvius had remained dormant for as long as
until needed.
humans could remember, people living near the mountain
did not realize there was any potential for danger.
The first warning came on February 6, 62 CE. That
day, a loud roar was heard all over town, but nobody could
tell what it was or where it had come from. Soon, the earth
began to shake and the buildings began to fall down.
The town’s water reservoir also broke, causing floods to
cover parts of the city. Though that first earthquake was
destructive, it did not last long. An hour later, another
earthquake shook the ground. More quakes continued to
shake the city that day, causing great damage to Pompeii.
After the earthquakes, the people of Pompeii decided
to rebuild the city. For the next seventeen years, they
worked hard to repair the damage caused by the quakes
and to make their town even better than before. They

fixed damaged houses, repaired the water reservoirs, and
reopened their businesses. Soon, life in the city of Pompeii
was back to normal. Business was growing again with the
help of traders and rich vacationers, who were building
new houses in the area.
175
While You Read
1. How did Roman

writers describe Mount
Vesuvius?
2. Mark the warning

signs.
a. The earth
began to crack.
b. They had to
rebuild Pompeii.
c. Springs and
water wells
dried up.
d. There
were small
earthquakes for By the year 79, the area surrounding Mount Vesuvius
days.
was filled with villages, towns, and other small cities like
3. How did Pliny describe Pompeii. In August of that year, small tremors began
the eruption? What did
he compare it to?
to shake the ground, but the quakes were so small and
caused so little damage that no one really paid attention
to them. At the same time, springs and water wells
dried up. On August 20, the earth began to crack and
4. How fast were the
volcano’s pyroclastic
large waves began to form at sea. For four days, small
surges? earthquakes shook the city of Pompeii. The town residents,
a. 120 miles per
however, did not recognize the quakes as warnings. Finally,
hour. on August 24, Mount Vesuvius started to erupt.
b. 97 kilometers The ground shook very hard. Suddenly, Mount
per hour.
Vesuvius shot a huge cloud of smoke, flame, ash, and
c. 97 miles per burning rock up into the air. A young Roman called Pliny
hour.
the Younger saw the eruption from a villa on the other
d. 100 kilometers side of the bay. He sent two letters to a friend describing
per hour.
176
Reading
the event. In his letters, Pliny wrote about a huge cloud

that appeared above Mount Vesuvius. According to his
description, the cloud looked like a tall pine tree with wide
branches. Pliny also mentioned that the cloud was filled volcano: n. a
vent in Earth’s crust
with mud and burning rocks. He wrote in one letter that he through which
could not give a more exact description of the volcano’s melted or hot rock
appearance than by comparing it to a pine tree: for it and steam come
out.
shot up to a great height in the form of a tall trunk, which
spread out at the top as though into branches. pyroclastic
surge: n. a
There was so much ash in the sky that the sun was rapid flow of hot
blocked out. Then, the ash began to fall in very thick ash, mud, rock,
and volcanic gas
sheets and to cover all the surrounding villages. It was
during a volcanic
not until after midnight, however, that the first pyroclastic eruption.
surge flowed into the city. During each pyroclastic surge,
avalanche: n.
an avalanche of hot ash, mud, rock, and volcanic gas a large mass of
rushed down the side of the volcano as fast as 97 any material falling
kilometers per hour or more. These surges meant certain rapidly down a
mountainside.
death for the people of the region. In a few minutes, the
surge swallowed nearby farms, vineyards, and villages,
including the city of Pompeii.
The people of the towns and villas around Mount
Vesuvius were surprised by the eruption. Some residents of
Pompeii took their animals and tried to leave the area as
soon as possible. Others hid in rooms, believing that the
ashes and poisonous gases could not harm them there.
People who left the area after the first rain of smoke
and ash had a chance to stay alive. Those who were not
able to leave, however, did not survive. They were killed by

falling buildings, buried by the surge of mud and rocks,
or poisoned with toxic volcanic gases. Their bodies were
quickly covered by the volcano’s mineral deposits, which
blanketed Pompeii in a layer more than nine meters thick.
177
While You Read Though the population of Pompeii at the time of the
eruption was estimated to be somewhere between 10,000
1. Write T for true or F for
false.
and 25,000, it is not known how many people died during
the tragic event.
a. Mount Vesuvius
was dormant The Romans were used to rebuilding the cities around
after destroying
Pompeii. the Bay of Naples even after the worst earthquakes—which
destroyed many towns in the area—but Pompeii was never
b. Pompeii’s ruins
were covered rebuilt after the eruption in the year 79. Over the years, the
in ashes and memory of Pompeii faded, and even the town’s location
mud.
was eventually forgotten.
c. Pompeii was
rebuilt after the After Pompeii was buried and lost to history, Mount
eruption. Vesuvius continued to erupt every hundred years. Then,
d. Pompeii was the volcano slept for 600 years before it began a new,
accidentally destructive phase.
rediscovered in
1748. In December of 1631, a huge eruption buried many
2. What made the villages under lava flows, killing over 3,000 people in the
eruption of 1631 so area. The volcano also ejected boiling water, which made
destructive?
the destruction even worse. Volcanic activity after that day
became almost continuous. Mount Vesuvius erupted at
least four more times before the century was over.
During that period, Pompeii lay hidden. Then, in 1748,
workers accidentally discovered the ancient city while they
were rebuilding a nearby town that had been damaged by
a recent eruption. By the time Pompeii was found, the city
looked very different than it had hundreds of years before.
All that was left of Pompeii was a collection of ruins
covered in solidified ashes and mud.
Mount Vesuvius itself also went through many

changes during that period. It was no longer a fertile
mountain surrounded by crops and vineyards. It had
become a plain, bald, and dangerous volcano. Even its
178
Reading
lava: n. melted
rock that flows from
a volcano.
ruins: n. the
remains of a
structure after
suffering great
damage.
excavations:
n. a location
that is being
dug, usually for
archeological
purposes.
preserved: v.
peak had taken a different shape due to the force of its kept or saved from
many eruptions. ruin or loss.
Workers discovered the ruins of Pompeii in 1748,

nearly 1,600 years after the city was buried. However, it
took another 300 years of excavations before the city was
finally revealed.
Excavators found that the ash that fell on Pompeii
during the eruption in the year 79 had preserved much of
the city. They found coins, jewelry, paintings, jars, and other
decorations that helped them learn about the Romans
from thousands of years ago. They even found bakery
ovens with loaves of bread nearly 2,000 years old!
Around 1,500 remains of bodies were also found

around the city. However, scientists believe that many
more people were affected by the eruption. Of the victims
found, thirty-eight percent were found in areas where a lot
of ash had fallen. It is believed that most of these victims
179
While You Read died when the roofs of the buildings where they were
hiding collapsed and fell on top of them. The other sixty-
1. List some of the things
found at Pompeii’s two percent of the remains found at Pompeii were in the
ruins. deposits from the pyroclastic surges. Today, only three-
fifths of the city has been freed from the solidified volcanic
ash, mud, and stones that covered it.
Ever since the ruins of Pompeii were found, Mount
Vesuvius has erupted over a dozen times. The eruption
2. Mark the correct of 1906 was very destructive to the Bay of Naples area.
answer.
It killed more than one hundred people and ejected the
a. Pompeii’s most lava ever recorded in Mount Vesuvius’s history. Its
discovery has…
last big eruption came in March 1944. That eruption
helped the destroyed four villas and eighty-eight bomber planes in
city be rebuilt.
World War II.
helped
archaeologists Mount Vesuvius has not erupted since 1944. Over
learn about the past few hundred years, the volcano has been quiet
ancient Ro-
mans.
for periods of eighteen months to seven and a half years.
That makes the current quiet period the longest in nearly
helped volca- 500 years.
nologists learn
more about
Mount Vesu-
While scientists believe that Mount Vesuvius is not
vius. likely to erupt soon, they still consider it very dangerous.
helped
The volcano’s tendency to have sudden explosions,
people learn and the population of almost three million people now
about ancient living close to it, make Mount Vesuvius one of the most
baking tech-
niques. dangerous volcanoes in the world.
Unlike the people of Pompeii—who were taken
completely by surprise when Vesuvius started to erupt—
residents of the Bay of Naples area now have a much

better chance of surviving a volcanic eruption.
Today, scientists are constantly monitoring the
volcano from the Vesuvius Observatory in Naples. There,
they measure ground movements and volcanic gases,
180
Reading
monitor: v. to
observe and chart
the progress of
something over a
period of time.
evacuation
n. a removal
of people from
a dangerous
or potentially
dangerous place.
and they use that information to try to predict a volcanic After You Read
eruption before it happens.
1. How many eruptions
Currently, an emergency evacuation of the cities has Mt. Vesuvius had
since Pompeii was
closest to Mount Vesuvius would take at least a week. discovered?
These evacuations would be done using trains, ferries,
cars, and buses.
To make evacuations faster, however, the government 2. Why is Pompeii
dangerous? List
wants to reduce the number of people who live close to several reasons.
the volcano. The government’s goal is to reduce the time
needed to evacuate the area from seven days to two days.
The next time Mount Vesuvius erupts, they hope everyone
will remember the lessons learned from the people of
Pompeii!
181
1 Why was Pompeii so popular? Mark all that apply.
a. The region was very fertile. c. It was next to a volcano.
b. It was an important trade d. It was a fine vacation spot.

center.
a. Why are scientists studying the ruins?
To find out what preserved the To study 2,000-year-old bread.

city.
To learn about the Romans who To free the city from the volcanic
lived long ago. debris.
b. When was the last big eruption of Mount Vesuvius?
1906 2013
1944 79 CE
c. To predict eruptions, scientists measure…
the amount of time needed to ground movements and

evacuate the area. volcanic gases.
the amount of people who live the amount of volcanic ash,

near the volcano. mud, and stones.
3 What were the events that led to the destruction of Pompeii? Use the sequence
graphic organizer below to put in sequential order the events leading up to the
eruption and the city’s eventual destruction.
Small tremors
began to
shake the
ground.
182
4 Answer the questions below in complete sentences.
a. Why do you think the Romans did not leave Pompeii when the tremors began?
b. Why do people live near volcanoes? List the advantages and disadvantages.
Living Together Multicultural Education
1. Read:
There are many different cultures all over the
world. But, while we may seem very different on the
surface, there are things that we have in common.
For example, countries have national anthems.
They may be different, but we share that trait.
2. Make a list of five Puerto Rican cultural aspects.
3. Choose another country or culture. Find out

aspects that are different, yet alike when you
compare them to our culture. Match them to the
equivalent Puerto Rican characteristic.
183
Literary Concepts
The Essay
Discover
1 Answer: We need to write But how do we

an essay about our write an essay?
a. What is an essay? experience in Pompeii.
Focus
An essay is a composition about
a specific theme, subject, or topic.
It consists of three main parts:
introduction, body, and conclusion. This
structure may become more complex
depending on the type of essay you
would like to write.
The introduction, or opening paragraph, lets the reader know the topic of the essay,
or what the essay is about.
The body of the essay consists of the presentation. It must relate directly to the topic.
The conclusion, or closing paragraph, summarizes the main points of your essay
and delivers the closing statement.
Follow these simple steps to guide you through the essay writing process:
Select a specific topic. Make sure that the topic is specific. Think about the
purpose of your essay. Pay attention that the purpose matches appropriately
with the topic.
Prepare an outline or a diagram of your ideas. Think carefully about what you are
going to write. Do research and gather facts about your topic. Write down your
own ideas as well, and identify the main idea of your essay.
Write the introduction. The introduction is the first paragraph of your essay. State
the main idea of the essay in a single sentence, called the thesis statement.
Write the body. The body of an essay consists of main points and subtopics.
Each paragraph of the body corresponds to one main point from the outline you
prepared during the prewriting phase.
Practice
1 Select a topic and develop ideas for it. Write the topic and ideas in your notebook.
184
Literary Concepts
Transition Words
Discover
1 Answer:
a. What are transition words?
Focus
To connect the supporting paragraphs in the body of your essay, you should use
transition words and phrases. Transition words link your paragraphs together and
allow your essay to flow more smoothly. Use transition words at the beginning and
end of each paragraph. The following are examples of transition words and phrases
that can help you to link your paragraphs together.
To Go from One To Present a For Additional To Show Cause

Point to Another Counter Example Ideas and Effect
first however another therefore
second even though in addition to thus
third on the other hand related to as a result of
nevertheless furthermore consequently
also
Write the conclusion. The conclusion, or summary paragraph, comes at the end
of the essay, after you have finished developing the main idea. The conclusion
should leave the reader with the impression that your essay is complete.
Edit your essay. Make sure that your essay has an introduction, body, and
conclusion. Check that the thesis statement expresses the main idea of the
essay.
Revise your essay. Read your essay several times, meticulously searching for
spelling and grammar errors. Make sure that each sentence has subject-verb
agreement. Verify that verb tenses are used correctly.

Produce a final copy of your essay. Before handing it in, make a copy of your
essay to show your teacher, tutor, or parents. Ask them how to improve your essay.
Then, publish your essay.
Practice
1 Write an essay about natural disasters in Puerto Rico in your notebook.

185
Vocabulary
Homographs
Discover
Why thank you,
Here you go,
Epop! You are so What kind of food
Prometheus. I
kind! did you bring,
brought you lunch.
Prometheus?
What two meanings does the word kind have in the comic strip?
Focus
Homographs are words with the same spelling, but different meanings. Sometimes
they have a different pronunciation as well. Homographs look identical, but they
have different meanings.
Examples: desert [dez’ert] (a sandy area) and desert [di-zurt’]
(to abandon)
kind (good) and kind (type)
Practice
1 Read the sentences. Notice how the homograph is used in each one. Then, write a
sentence with it using a different meaning.
a. We saw the eruption from afar.
b. They took water out from the well.
c. You are so mean!
186
Vocabulary
Homophones
Discover
1 Answer:
a. What is a homophone?
Focus
Words in the English language are not spelled phonetically. Therefore, two words can
have the same or different spellings, pronunciations, and meanings. Homophones
are words with two spellings and two meanings, but the same pronunciation.
Homophones sound alike but differ in meaning, origin, and spelling.
Example: night (the opposite of day) and knight (a medieval nobleman)
road (street) and rode (the past tense of ride)
Practice
1 Select the homophone that completes each sentence.
a. How could it (be / bee) possible that nobody noticed the volcano’s warning
signs?
b. I would (ball / bawl) if I had to escape a volcanic eruption.
c. (I / Eye) can see that the eruption was disastrous.
d. The survivors were (sent / scent) to other towns.
e. I have not (been / bin) to Pompeii.
f. (Know / No), I do not (know / no) anybody from Pompeii.

g. I would not have been (board / bored) if I lived in Italy.
h. It (brakes / breaks) my heart to think of such suffering.
i. The volcano is not (here / hear); it is over (there / their).
j. (Hour / Our) survival is important!
187
Grammar
Subject-Verb Agreement
Discover
1 Answer:
a. What is subject-verb agreement?
Focus
The concept of subject–verb agreement means that a singular subject must have
a singular verb, and a plural subject must have a plural verb. Use the following
general rules to achieve subject-verb agreement.
A singular subject must have a singular verb that ends with an s.
Example: Pliny writes all day. (simple singular subject)
A plural subject requires a plural verb that does not end with an s.
Example: The Romans write all day. (simple plural subject)
To achieve subject-verb agreement, keep in mind the following pointers:
A compound subject requires a plural verb.
Example: Rich Roman men and women live in Pompeii.
The indefinite pronouns , ,
each everyone everybody , and everything always
require a singular verb.
Examples: Everybody studies history to learn from past mistakes.
Each historian writes history differently.
The indefinite pronouns few and several always require a plural verb.
Example: Few historians write history identically.
The indefinite pronouns some, none, and most may be accompanied by either a
singular or a plural verb depending on the context of the sentence.
Example: Many Romans remember Pompeii.
Practice
1 Circle the mistakes in subject-verb agreement.

a. Pompeii and the Bay of Naples is in Italy.
b. Pliny were a writer who described the eruption.
188
Grammar
Prepositions of Time
Discover
1 Answer:
a. What is a preposition of time? What does it do?
Focus
Prepositions of time are words that show the relationship between a noun, a pronoun,
and another word in a sentence with reference to time, space, cause, or manner.
The preposition at is used with definite times, expressed hours, and other time
expressions.
Examples: The earth began to shake at 5 p.m.
At what time will it finish?
The preposition on is used with days of the week and dates.

Examples: On August 24th, the eruption finally happened.
The first warning was on February 6, 62 CE.
The preposition in is used for longer periods of time and the future.
Examples: In a few minutes, the volcano destroyed the city of Pompeii.
I will return to Pompeii in a year.
Other prepositions of time are:

during before through by
after since for until
Practice
1 Draw a table in your notebook with the following prepositions: in, at, on, during, and
until. Classify the words in the word bank below into their corresponding category.
Friday September May 17th summer Christmas Eve

last Thursday weekends midnight spring mornings
7th century the afternoon Thanksgiving the afternoon Middle Ages
189
Prepositions of Place
Discover
1 Answer:
a. What is a preposition of place?

What does it do?
I wonder if there is anything
Focus inside those jars…
The prepositions of place or

direction express places or positions.
The preposition inside is used

when something or someone is in
another place or area.
Example: Pliny writes inside his home.
The preposition across is used when something or someone is positioned from,
or to the opposite side of an object, place, or similar area.
Example: Pliny lived across the bay.
The preposition under is used when something or someone is in a lower position
or place than the required one.
Example: Pliny writes under a tree.
Other prepositions of time are:

above beside close to
around between below
behind near against
Practice
1 Complete the sentences with prepositions of place.
a. Pliny was leaning the balcony.

b. He was side of the bay and the road.
c. The ruins were hidden mud and ash.
190
Grammar
Using Grammar
1 Circle the prepositions of time and place in the following excerpt:
The city of Pompeii was very close to Mount Vesuvius. Rich people lived on the
mountain. They had gardens and vineyards on the mountain. They did not know
the danger that lurked inside. One day, a loud roar was heard accross town. On
August 24th, 79 CE Mount Vesuvius started to erupt. We do not know at what time
it happened. We do know that in a few minutes the city was destroyed.
2 Circle the subject and underline the verb in the following sentences:
a. The citizens tried to ignore the warning signs.
b. Farmers take their wares home.
c. The rich Romans do their shopping in specific shops.
d. The Jewish woman wants to sit in her own garden after eight.
e. Jews stop visiting theaters, cinemas, and other places of entertainment.
3 Correct the mistakes in subject-verb agreement in the sentences below.
a. The people of Pompeii is determined to rebuild the city.
b. Those who was unable to leave, perished in the eruption.
4 Write five sentences about Pompeii using prepositions of place.
a.
b.
c.
d.
e.
191
Writing
Supporting Sentences and the Conclusion
Discover
I don’t know how to write
You just have to give
supporting sentences or
1 Answer: detailed information
a conclusion!
about the topic!
a. What is a supporting sentence?
b. What is a conclusion?
And the conclusion

Focus is a direct result
of the supporting
The topic sentence introduces the sentences!
essence of the text you are writing.
Example: I am sending you
this assessment of
its people.
There are many things you can do in Pompeii.
The following sentences are the supporting sentences, which give more detailed
information about the topic.
Examples: The Romans have a well-organized society.
Their emperor is a noble man.
You can visit the ruins.
You can also see the Bay of Naples.
The conclusion of a text is a direct result of the information in the supporting

sentences.
Example: Therefore, I strongly suggest that the Romans help rebuild
Pompeii along with the area’s citizens.
So, Pompeii is an excellent place that has many entertainment

options.
The word therefore indicates that a conclusion will follow. Other words that carry
a similar message are as a result, hence, so, because of the above, etc.
192
Writing
Practice
Draft
1. Develop a topic sentence on a place you enjoyed visiting. Write two supporting
sentences about the topic sentence.
2. Write a conclusion for the topic sentence.
Edit
1. Make sure that the supporting sentences provide information and details
about your topic and that the conclusion is appropriate. Make the necessary
changes to your sentences.
Proofread
1. Reread your sentences. Circle your spelling errors. Copy the corrected version
in the space below.
Publish
1. Share your complete paragraph with the class!
193
Oral Expression
News Report
Discover
1 Answer:
a. Do you watch the news? I wonder what the

Pompeii News Report is
b. Do you think news reports going to say about the
eruption.
are important?
Focus
When we watch the news on TV,
we are seeing news reports. Like
newspaper articles, news reports
answer the important questions
regarding an event: who, what, when, where, why, and how. However, news reports
should not be long. Usually divided into short segments, news reports transmit
information in an active voice with short, concise sentences. News reports frequently
have several broadcasters who cover different aspects of an event.
Practice
1 Gather in groups. The groups will choose to report on the beginning, middle, or end
of the eruption. Keep in mind that you must present the news report as if the Mount
Vesuvius eruption was taking place in present time. Once your group has made a
selection, research the eruption in order to provide an accurate news report. You
may use the Internet, library, and encyclopedias, among many other resources.
2 After you complete the research process, start crafting your news report. Remember
that news reports provide up-to-the-minute information on an event. You and your
teammates may pretend to be near the volcano site, in Pompeii, or across the Bay of
Naples. You will inform on the situations occurring in those areas.
3 Write a final draft of your news report in your notebook. When you are finished, share
the news report with your class. It’s time to be newscasters!
194
Making Con ections Sci
Pangaea
Discover
Look at the map. Do you think that the continents look like puzzle pieces?
Focus
Have you ever noticed that the outlines of South America and Africa seem to fit
together like pieces of a jigsaw puzzle? Scientists argue there is a reason for that, and
they call it continental drift. They believe that 200 million years ago Earth’s continents
were joined together to form one gigantic supercontinent, known as Pangaea.
This supercontinent sat on several plates of solid rock, which were floating
together over hot magma. As the plates the continent sat on moved apart, the
supercontinent broke up and began to drift across the surface of Earth. These split-
up pieces slowly began to break apart and drifted farther away from each other.
Pangaea was broken into several continents by plate tectonics. The picture
above shows the positions of the present-day continents in Pangaea.
Practice
1 Answer the following questions in your notebook.
a. Why do South America and Africa seem to fit together?
b. Why did Pangaea break into pieces?
c. Did all the continents break apart at the same time?
195
Review
1 Circle the mistakes in subject-verb agreement in the following paragraph:

Pompeii were a city that have big problems due to a natural disaster. In the
beginning, the citizens rebuilt the city after each earthquake. However, it are in ruins
today because of a volcanic eruption. There is not many accounts about this event.
Some of these is found in letters. These letters was written by Pliny. It are one of the
few written records of the eruption. Pliny mentioned that the cloud were filled with
mud and burning rocks. He also said that the sun were blocked out by the ash.
2 Mark the meaning of each homograph.
a. Pompeii’s citizens never got to celebrate their ball.
A round plastic or leather toy. A formal dance.
b. The tourist abuse of Pompeii’s ruins is not fair.
Impartial, just. A trade event.
c. The people preserved during the event will last forever.
Previous, most recent. Endure, continue.
d. Archeologists never tire of studying Pompeii and its ruins.
To get fatigued or exhausted. Round rubber wheels.
3 Choose the preposition that completes the sentences correctly.

a. Last Friday, Margot heard about Pompeii (on / at / in) class.
b. Many traders moved (to / at / in) the city.

c. The people loved to shop (in / at /on) Pompeii’s fancy stores.
d. Pliny saw Mt. Vesuvius’s eruption (in / by / under) a tree.
e. There were gardens and vineyards (on / in / at) the volcano.

f. In Pompeii, you were considered old (at / on / in) the age of 39.
196
Review
4 List and define the parts of the essay.
5 Add supporting sentences and a conclusion to this topic sentence.

Use your notebook.
a. Living in Pompeii would be a terrible experience.
6 Select the homophone that completes each sentence.
a. Pompeii was destroyed in less than an (hour / our).

b. The locals did not (here / hear) the tremors.
c. (I / Eye) could not imagine living through a volcanic eruption.
d. Pliny (scent / sent) letters describing Mount Vesuvius’s eruption.
e. Is there a trash (been / bin) at the Pompeii tourist office?
Respect for Animals
1. Read:
Do you know that there are animals that can
survive in the deepest parts of the ocean?
There are some that can survive really high
temperatures, too. These animals are called
extremophiles. One of these extremophiles is the
Pompeii worm. It can live in waters that are up

to 140 degrees! They live in hydrothermal vents
in the Pacific Ocean.
2. Find out about other extremophiles. List their

names, where they can be found, and what
kind of conditions they thrive in.
197
Chapter
8 Great
Contributors
Explor
Explore
What
hat is happening in the pictur
picture?
e?
When
hen do y
you
ou think these actions took
took place?
What
hat clues
picture
e give
give y
you
ou about the
reading?
eading?
Who is the man in the pictur
Who picture?
198
1 What is a biography? Have you ever read one? Who was it about? Write your
answers below.
2 Circle the conjunctions.

a. Ben and Richard went to the movies and to the mall.
b. Bridget tried to find the book in the library, but it was useless.
c. Neither Frank nor Kathy knew how they got lost.
d. Ask either Pedro or Mary to explain tonight’s plans.
3 Fill in the blank with the corresponding article.

a. They say that apple day keeps doctor away!
b. We were not that hungry, so we shared fries.
c. car was out of order. It needed new engine!
d. What is use of book without pictures?
4 The words below are homonyms. This means that they sound and look alike, but they
have different meanings. Write two meanings for each.
a. well
b. bank
c. band

people who impact the world. articles, contractions, and

conjunctions.
the biography.
narrative paragraphs.
homonyms, word series, and
prefixes. the scientific method.
199
Reading
Before You Read A Great American Inventor,

1. Who was Benjamin
Franklin?
Patriot, and Statesman
By Written by Natalie Pierce
Image Selection by Stella Ramírez
2. Do you think that

Franklin had an easy Many people think of kite flying when they hear the
childhood? Why? name Benjamin Franklin. Some may remember reading
Poor Richard’s Almanack. Others may remember that
Franklin helped write the Declaration of Independence. An
inventor, printer, writer, philosopher, and political leader:
Benjamin Franklin was all of these.
Born in Boston, Massachusetts, on January 17, 1706,
Benjamin Franklin was the fifteenth of seventeen children.

His father, Josiah, was a soap maker and candlemaker
in Boston. Josiah did not have much money, so young
Benjamin could attend school for only about two years.
Then, he started working in his father’s shop. At twelve,
Benjamin became an apprentice to his older brother
200
Reading
James, a printer. The younger Franklin helped his brother

set type and print pamphlets, which he then sold on the
street.
philosopher:
Becoming a Printer and Author n. a person who
practices or
Young Benjamin and James had many arguments. knows philosophy
So when Benjamin was seventeen, he ran away. He went extensively,
especially as a
to New York, but he could not find a job. He journeyed on discipline.
to Philadelphia, Pennsylvania. There he met his future wife,
Deborah Read. Franklin was dirty and shabby from his apprentice:
n. a person who
travels. His messy appearance did not make a good first is learning a
impression on Deborah. trade or skill from
an experienced
In Philadelphia, Franklin found work as an apprentice employer.
printer. He lived with Deborah’s family as he worked to printer: n. a
establish himself as a skilled printer. person whose
job is commercial
Franklin’s hard work paid off. He was such a good printing.
printer that the governor of Pennsylvania promised to buy diligent: adj.
printing presses for Franklin to start his own printing shop. a person who
In 1724, Franklin sailed to England to buy the presses. The is careful and
attentive with his or
governor, however, broke his promise and did not send
her responsibilities.
any money to make the purchase. Franklin worked as a
printer’s helper in England to earn enough money to pay thrived: v. grew
or developed
for his return to Philadelphia. extremely well.
Back at home, Franklin again worked as a printer’s

helper. Before long, he had his own printing business. He
was a diligent worker, and his business thrived. In 1729
Franklin bought a newspaper, The Pennsylvania Gazette.
He printed the newspaper and wrote articles and editorials

for it. He even drew and published the first political
cartoon in the American colonies. His abilities to write well
and to publish documents and newspapers would become
very important when the British colonies in America moved
toward independence.
201
While You Read In 1730 Franklin and Deborah were married. They
soon began a family. Tragically, their son Francis died of
1. What did Franklin
and his wife do?
smallpox at the age of four. Franklin turned his sadness
Which one of their into action. At that time, the smallpox vaccine was
endeavors seemed
to be the most
extremely controversial. Many people thought that the
successful? vaccine was more dangerous than the disease. After
Francis died, Franklin promoted inoculation of all children
against smallpox.
2. What was Poor Besides raising a family, Franklin and his wife ran
Richard’s Almanack ?
the printing shop, a bookstore, and a store where they
sold soap, candles, and fabric. The printing business
continued to grow, and Franklin was elected official printer
3. What was the Junto for Pennsylvania and New Jersey. He printed currency for
Club? What did it do?
many of the colonies.
In 1733 Franklin started printing Poor Richard’s
Almanack. It was a yearly book filled with weather reports
4. What is fire
insurance? Do we still and predictions, recipes, and advice. Franklin wrote
use it today? and published his almanac under the name of Richard
Saunders. Richard was an imaginary farmer who struggled
to support his wife, Bridget. Many of the Franklin quotes
we hear today, such as “Early to bed, early to rise, makes a
man healthy, wealthy, and wise,” can be found in this early
work.
By 1749 Franklin’s business partners were running his
printing business. Now he was able to spend more time
studying, experimenting, and inventing.
A Model Citizen
Franklin was an active citizen of Philadelphia.

He wanted people in the colonies to have intellectual
opportunities, so he organized the Junto Club. This
was a place for young men to exchange ideas, study,
argue issues of the day, and plan improvements to their
202
Reading
inoculation:
n. treatment via
vaccine for people
and animals to
develop antibodies
against certain
diseases.
predictions:
n. forecasts or
estimations of a
future event.
published: v.
preparation and
release of an
community. At the time, books were expensive and hard author’s work.
to find. Franklin suggested that people combine their citizen: n. a

money and buy books to share. In 1731 he helped launch legally recognized
subject of a state
the Library Company. The Library Company became the or nation.
first subscription library. He also helped form the American
club: n. a group
Philosophical Society and joined the Freemasons, an that is dedicated to
influential men’s club. a particular interest
or activity.
When fire destroyed a part of Philadelphia, Franklin
thought of ways to limit fire damage. He helped establish insurance: n.
compensation
the Union Fire Company. He also came up with the idea of provided by a
fire insurance. With insurance, people could get money to company or
start over after fire destroyed their homes. agency in the
case of a loss
Inventor and Innovator or accident.
The payment
From an early age, Franklin found ways to improve the of a premium is
necessary.
world around him. His own interests inspired some of his
earliest inventions. As a young boy in Boston, Franklin loved
the sea and dreamed of being a sailor. He taught himself to
swim and became a very good swimmer. He wanted to swim
even faster. So Benjamin invented swim fins.
203
While You Read In Franklin’s day, people heated their houses with
wood-burning fireplaces. Each room had its own fireplace
1. List three of Benjamin
Franklin’s inventions.
built into a wall. These fireplaces did not heat the rooms
very well. Franklin wanted to get more heat and burn less
wood. He invented a metal stove that could be placed
in the middle of a room. The heat from the stove could
spread out in all directions and heat the room better.
2. Choose an invention. Many people still use Franklin stoves in their homes.
Is it still used today?
Why do you think it is
important?
Franklin looked for solutions to other problems. Many
cities had dim street lamps. These street lamps burned
oil that produced soot. The glass in the lamps became so
blackened from the soot that the lights were very dim soon
3. What is a lightning after they were lit. The glass had to be cleaned every day.
rod? How does it
work? Franklin improved the design so that much of the soot did
not stay on the glass.
As Franklin grew older, he needed two pairs of glasses:
4. When Franklin flew one for reading and another for seeing at a distance. He
the kite, he tied a
to it.
had his optician take the lenses from both pairs of glasses,
cut them in half horizontally, and put half of each lens
a. lightning rod in the frames. The top lens was for seeing at a distance.
b. key The bottom lens was for reading. Franklin called his new
glasses “double spectacles.” Later, such eyewear became
c. wire
known as bifocals.
Scientist and Meteorologist
During Franklin’s lifetime, scientists were just starting
to investigate electricity. They did not yet understand it.
Franklin began studying and experimenting with electricity.
He thought that lightning was a kind of electricity and

performed many experiments to test his theory.
At that time, most buildings were made of wood.
When lightning struck a building, the resulting fire often
destroyed the place. Franklin thought that if lightning were
electricity, it would be attracted to metal. He put a metal
204
Reading
stove: n. a
device used for
cooking or heating
that uses fuel or
electricity.
soot: n. a black
substance that
is produced by
burning organic
matter.
bifocals: n. a
pair of eyeglasses
that have lenses for
distant vision and
near vision.
pole on the roof of his home and attached to it a wire that lightning rod:
ran down the side of the house to the ground. He added n. a metal rod or
wire that is added
bells to the wire. Their ringing showed that the lightning to a building in
rod did attract lightning and kept it away from the house. order to redirect
Franklin wrote about his lightning rod in Poor Richard’s lightning.
Almanack. Soon many houses had these rods. honorary: adj.
a position or title
Franklin’s best-known experiment involved flying a kite given without
in a storm. He attached a key to the string and flew the having to comply
with requirements
kite. When lightning hit the key, Franklin knew that he had or functions.
proved that lightning was a form of electricity. patented:
v. to obtain the
Scientists all over the world were impressed by sole right over an
Franklin’s experiments and writings on electricity. He invention.
received a medal in London for his work. The University
of St. Andrews in Scotland recognized him, too. Both Yale

and Harvard gave Franklin honorary degrees.
Franklin was a generous and civic-minded person. He
never patented any of his inventions. He wanted everyone
to be able to use his inventions without having to pay for
them.
205
While You Read Founding Father and Diplomat
1. Franklin’s skills and In the mid-1700s, Boston and Philadelphia were
talents led to… important cities in the American colonies. As a newspaper
a. his publisher and active citizen, Franklin was deeply involved in
involvement politics and current events. His many skills and talents led
in politics and
current events. to his becoming an influential figure in the founding of the
United States of America.
b. his role in the
founding of
the United
Franklin took on many responsibilities in the colonies.
States. When he was appointed Deputy Postmaster in 1753,
he was in charge of postal routes so that mail could
c. his
disagreements be delivered. At the Albany Congress in 1754, Franklin
with the British proposed one of the first plans to unite the colonies in
government.
America. When Franklin was fifty years old, he became
2. Where did Franklin a diplomat. He began his political career as a colonial
first propose colonial
unification? representative to Britain. He spent many years in London,
representing various colonies.
a. the Second
Continental
Congress
By 1774, Franklin began to have serious
disagreements with the British government over its colonial
b. London policies. After one incident, British officials reprimanded
c. the Albany Franklin. Franklin then returned to Philadelphia. There he
Congress was put in charge of the mail throughout the colonies as
Postmaster General.
Franklin began working actively for independence. He
was elected to the Second Continental Congress in 1775,
and was part of the committee that wrote the Declaration
of Independence.
In 1776 Franklin signed the Declaration of
Independence. Then, he was appointed ambassador to

the court of Louis XVI of France. The French loved Franklin.
He was witty, charming, humble, and spoke excellent
French. He persuaded the French to sign the Treaty of
Alliance in 1778, which promised French military support
to the Americans in their fight against Britain. Later
he negotiated the peace treaty that made the United
206
Reading
diplomat: n. an
official representing
a country abroad.
treaty: n. a
formal agreement
between nations.
negotiated:
v. to try to reach
an agreement
or compromise
through dialogue
and discussion.
model: n. a
person or thing
that is an example
States an independent country. He was at the signing of to follow.
the Treaty of Paris in 1783. He also participated in the
Constitutional Convention and signed the Constitution of
the United States. After You Read
With the American Revolution behind him and the 1. What did Franklin
do in France?
nation well organized, Franklin began to speak out against Was it important
slavery. One of his last publications was an antislavery to America’s
independence?
pamphlet. Franklin spent his next few years as president of
Pennsylvania’s leadership council. He retired at the age of
eighty.
Remembering Benjamin Franklin 2. Write a few sentences
to explain why
Benjamin Franklin died on April 17, 1790, at the age Franklin is an
of eighty-four. More than 20,000 people attended his important American
funeral. People today still celebrate Franklin. His witty figure.
sayings, curiosity, can-do attitude, and optimistic spirit

represent the best of the United States. Schools and
institutions across the country bear his name. People still
use many of his inventions. His civic contributions and his
desire to help people set a good example of American
citizenship. Benjamin Franklin’s wise leadership continues
to be a model for modern leaders.
207
a. What did Franklin’s kite experiment prove?
That lightning rods work better That lightning was a kind of

with bells. electricity.
That lightning rods worked. That kites attracted electricity.
b. Why is Benjamin Franklin considered one of the Founding Fathers of the United
States?
He played an important role in He was a diplomat.

the Declaration of Independence.
He disagreed with the British
He represented several colonies. government.
c. Benjamin Franklin invented…
bifocals, Franklin stoves, and bifocals, chimneys, and mail

chimneys. routes.
bifocals, Franklin stoves, and fire bifocals, chimneys, and swim

insurance. fins.
d. After signing the Declaration of Independence, Franklin…
created the Almanack. retired at the age of eighty.
returned to printing pamphlets. became ambassador.
2 Arrange the following events in order, using numbers 1 to 4.

a. Benjamin Franklin became a diplomat.
b. Benjamin Franklin created Poor Richard’s Almanack.
c. Benjamin Franklin became an apprentice printer to his brother.
d. Benjamin Franklin began to speak out against slavery.

208
3 Why did Benjamin Franklin never apply for a patent? Do you think this is a good
idea? Explain.
4 Do you think that Benjamin Franklin was inventive? What other traits did he have?
Explain.
1. Read:
Do you know about socially responsible
inventions? A socially responsible invention
helps people and does not have a negative
environmental impact. For example, the LifeStraw
looks like a thick, blue straw, but it actually is a
water filter. It helps remove water microorganisms

that cause disease and even death.
2. Are socially responsible inventions important?

Explain.
3. Do you think Puerto Rico needs socially

responsible inventions? What for? Discuss.
209
Literary Concepts
The Biography
Discover Mr. Franklin, I want to be
famous! I want someone
1 Answer: to write about me! How
can I achieve that?
a. What does Louis want?
Focus
A biography is an account of a Louis, if you would not
be forgotten as soon as
person’s life written by another person. you are dead and rotten,
It is a narrative text that tells why a either write things worth
person’s life is remarkable, admirable, reading, or do things
or disgraceful. worth the writing.
A biography is based on interesting facts about a person. In a biography, you can

read about the person’s qualities and influences that affected his or her life either
positively or negatively. A biography includes important life lessons and remarkable
contributions that an individual made to his or her neighbors and community.
Mythical and legendary information may appear in a biography. This type of
information makes a person’s life more attractive and interesting. You must
distinguish between historical fact and mythical or legendary information.
Example: Benjamin Franklin is an important part of American history. He
did many things that helped shape the United States. While he
is perhaps best known for his work with electricity and signing
the Declaration of Independence, Franklin did many other things
as well. He invented bifocals and also created fire insurance. An
inventor, printer, writer, philosopher, and political leader, Benjamin
Franklin’s work still has an effect on us today.
Practice
1 List the characteristics of a biography.
210
Literary Concepts
Preparing a Biography
Practice
1 A biography also includes historical facts. Make a list of the historical facts you will
mention in your biography of a prominent Puerto Rican.
2 Biographies also mention the person’s human qualities. Make a list of the human
qualities that describe your subject.
3 Do a brainstorm for your biography on a prominent Puerto Rican.

211
Vocabulary
Homonyms
Discover
1 Answer: Have you seen

my ring?
a. Does the word ring have the same
Have I heard
meaning in both sentences? the phone ring?
Focus
Homonyms are two or more words that
sound and are spelled the same, but
differ in meaning.
Examples: Ben was sent to the well.
(Well: a shaft sunk into the ground to obtain water.)
Well, now what shall I do?
(Well: a word used to express acceptance in a reluctant way.)
The experiment went really well.
(Well: in a way that is appropriate to the circumstances.)
Homonyms are easy to confuse and cannot be predicted by grammar rules.
Because of this, it is always helpful to use a dictionary when you are working with
homonyms. In this way, you will use the correct homonym.
Practice
1 Look up the underlined words in a dictionary. Write what they mean in the space
provided.
a. Ben took his money to the bank. © SANTILLANA - Any reproduction is prohibited.
b. Richard and Bridget went for a walk on the bank of the Delaware River.
c. Ben sat on a bank to read a book.
212
Vocabulary
Word Series with Prefixes

Discover
1 Answer:
a. What do the words uncomfortable and unfortunate have in common?
Focus
A word series can be created by adding the same prefix to a group of words.
Example: unkind, unhappy, uncomfortable
The words in a word series usually have meanings that are closely related.
Example: unkind (not kind), unfortunate (not fortunate),
uncomfortable (not comfortable)
Practice
1 Complete each sentence using a word that has the prefix in parentheses.
a. Benjamin Franklin invented . Back then, they were known

as “double spectacles.” (bi-)
b. Insurance allowed people to their homes. (re-)
c. Why can’t you just pick a movie? You are very . (in-)
d. My mother thought she was having twins. She actually had ! (tri-)
2 Mark the words that follow the same word series.
a. monologue monopoly modern monolingual

b. bifocals biweekly bigger bicentennial
c. unicorn unicycle unisex under
d. tricycle triplets trial triathlon
e. read restore restructure restrain
213
Grammar
Articles
Discover Well, you can learn
through books and
What’s the use of
you can use your
1 Answer: a book?
imagination to visualize
the story.
a. What are articles? Are there any
in this comic strip?
Focus I’d love to be

able to do that!
The words a, an, some, and the are
called articles. Articles precede nouns
and specify the nouns’ gender
and number. Articles can also precede
adjectives or modifiers.
There are two kinds of articles: definite and indefinite. The definite article the can
precede a singular or plural noun. The definite article is used when the noun is
particular or specific. The shows that the noun is definite, that it refers to a particular
member of a group. The must also be used when a noun cannot be counted.
Examples: the daisy, the daisies, the milk, the rice
The indefinite articles are a, an, and some. An indefinite article is used when the
noun refers to general people, places, or things. A and an are used with singular
nouns, while some is used with plural nouns. Use a before words that begin with
a consonant sound and an before words that begin with a vowel sound.
Examples: a rabbit, an interesting story, some teacups, a glass of milk,
an apple
Practice
1 Underline the articles in the sentences.

a. What is the use of fire insurance?
b. At the time, buying a book was very expensive.
c. Benjamin wanted to create a better world.
d. Some of his inventions were bifocals and the metal stove.
214
Grammar
Contractions
Discover
1 Answer:
a. Which words in the dialogue on page 214 are contractions?
Focus
A contraction is the shorter form of two words. We use contractions in informal
writing and speaking. In written form, an apostrophe (’) replaces any missing letters
in the contraction. Contractions are generally used in oral speech and informal
writing. In everyday spoken English, forms of the verb to be and other auxiliary verbs
are usually contracted.
Examples: it is = it’s, is not = isn’t, cannot = can’t
she will or she shall = she’ll
he had or he would = he’d
Keep in mind that many people disapprove of the usage of contractions in formal
writing. It is better to avoid contractions in an essay or report. The same principle
applies to oral presentations.
Practice
1 Rewrite in your notebook the sentences using contractions.
a. It did not seem believable that lightning was a form of electricity.
b. I shall think nothing of flying a kite in a storm.
c. “That is quite a terrible storm you are going out in!” she said.
2 Circle the contractions in the following sentences. Write the two words that make up
the contraction on the space provided.
a. “It isn’t that dangerous,” Ben said.

b. The postmaster couldn’t answer any questions.
c. How late it’s getting!
d. There’s no use in giving up. We’ve got to try again!
215
Conjunctions
Discover
1 Answer:
a. How is the word and used in the dialogue on page 214?
Focus
A conjunction is a word used to connect words or groups of words. A conjunction is
a joiner, a word that connects (conjoins) parts of a sentence. Simple conjunctions
are called coordinating conjunctions. They have less than four letters and you can
use the acronym FANBOYS to remember them: For-And-Nor-But-Or-Yet-So.
Examples: At the reception, the diplomat drank and ate cake.
She was considering making dinner for herself or ordering
a pizza.
He had peeped into his father’s research book, but he did not
understand it.
She tried to stay up as well as she could, for the heavy lunch
made her feel sleepy.
Correlative conjunctions are conjunctions that function in pairs. The correlative
conjunctions are either – or, neither – nor, both – and, not only – but also, and
whether – or.
Examples: Neither Ben’s wife nor his daughter believed what happened.
Either the letters were very small or he could not see that well.
Practice
1 Circle the correlative conjunctions.

a. Whether Ben can prove or disprove his ideas is entirely up to him.
b. Ask either Richard or Bridget to explain to you what is going on.
c. It is not only foolish to go outside, but also half mad to fly a kite in this weather!
d. Neither the lightning rod nor the key convinced Ben’s wife.
216
Grammar
Using Grammar
1 Complete the sentences with contractions. Use the word bank.
he is I have she will
you will I will it is
a. such a pleasure to meet you!
b. I think go out and buy Benjamin Franklin’s biography.
c. love reading it. His life was very interesting.
d. Of all the people I know, got to say that the best.
e. This author is great. transport you to another world.
2 Circle the articles and underline the conjunctions in the following paragraph.
Rita was reading the most interesting of books. It was a biography. It had lots
of humor and lots of action, but it also spoke about the person’s discoveries in the
field of science. This made it quite fascinating. She came to the conclusion that it
was better to read this biography than to either watch television or listen to music.
When she came to the end of the biography, she was both surprised and delighted.
She learned so much that she began to search for another biography written by the
same author.
3 Design a cover for your biography on a prominent Puerto Rican. Write a description
of the book. Circle the articles, conjunctions, and contractions in your sentences.
217
Writing
Narrative Paragraphs
Discover
I have to write a
narrative paragraph
on my discovery
of lightning for the
Almanack. But, how
do I start?
What is a narrative paragraph?
Focus
A narrative paragraph is a written text in which the author can tell a real or
imaginary story about someone or something. Some narrative paragraphs are
based on anecdotes or memories.
To write a narrative paragraph you must do the following:
Select a topic.
Select your audience.
Decide on the point of view you will use.
Use narrative time wisely.
Present a clear sequence of events.
Make sure that there is conflict and tension.

You can write a narrative paragraph using the first, second, or third-person points
of view. In the first-person point of view, use the pronouns I or we, as if giving a
personal narrative. In the second-person point of view, use the pronoun you to tell
the story. In the third-person point of view, the narrator tells the story as an observer.
You must decide if the narrator has limited or unlimited (omniscient) knowledge. In
the third-person point of view, use the pronouns he, she, it, and they.
218
Writing
Practice
Draft
1. Follow the instructions to create a narrativa paragraph about Franklin’s

promotion of inoculation.
Identify the point of view you will use.
Identify your audience.
Brainstorm about the details you would like to use in your narrative
paragraph.
Edit
1. Edit your rough draft to make sure that it includes the following elements:
A clear sequence of events.
Wise use of narrative time.
Conflict and tension.
As many details as possible.
Proofread
1. Reread your first draft. Circle any spelling errors you may have made. Make
sure that the paragraph contains conflict and tension. Copy your paragraph
on a clean sheet of paper.
2. Make sure that your narrative paragraph provides information and details.
Read your paragraph aloud to a classmate and allow him or her to check for
grammar or spelling errors. Incorporate his or her suggestions.
Publish
1. Share your narrative paragraph with a fellow book lover in your class!
219
Oral Expression
Biography
Discover
1 Answer: Bridget, remember

that you have to do a
biography for class!
a. What does Bridget have to do for class?
Do you think it is an oral or written
assignment?
Focus
A biography is a narrative text that tells a
person’s story. It can talk about a single
event or the subject’s entire life. When
you do an oral biographical report, you provide information about a person’s
biography. You include all the elements that are present in a written biography.
Your report should include a description of the person, what or who influenced this
individual, and contributions. Most importantly, your report should have a focus.
What do you want your audience to take away from your report? The subject’s
contributions, how this person overcame obstacles, or his or her inspirations?
Your report should also summarize the subject’s life. Even if you are focusing on one
event or a part of the person’s life, you should provide a summary of the subject’s
life, work, and achievements.
Practice
1 Write the name of your biographical subject.
2 Research your subject. What will be the focus of your oral report? Brainstorm.
3 Write your oral biographical report using the information found through your
research. Read your report to the class.
220
Making Con ections Sci
Marie Curie
Discover
1 Answer:
a. Women are an important part of

science and discovery. How many
female scientists do you know?
Focus
Marie Curie was born on November 7,
1867, in Warsaw, Poland. Her birth name
was Maria Sklodowska. Maria loved to
study, even at an early age. In her free
time, she read about math, physics,
and chemistry. After graduating from high school with high honors, Maria really
wanted to go to college. At that time, women were not allowed to attend the
University of Warsaw. She would have to go to college in western Europe.
At the age of 24, Marie had earned and saved enough money to study at a
university in Paris, France. She completed two master’s degrees: one in physics
and one in math. She then received a scholarship for her work in physics. The
Society for the Encouragement of National Industry paid Marie to investigate the
magnetic properties of different steels. Over the next two years, Marie finished her
research. She then wanted to earn her doctorate in science. No woman in France
had ever completed such an advanced degree.
For her doctoral research topic, Marie decided to further investigate uranium
and the rays it gave off. She found that the more uranium there was in a
chemical compound, the more intense radiation it gave off. Marie also found
that compounds containing the element thorium also gave off rays. From these
discoveries, Marie created the term radioactivity. Some radioactive waves could
travel through solid wood or flesh. These were called X-rays.
Practice
1 Research Marie Curie. Create a timeline of her life in your notebook. Include the
most important events of her life.
2 How have her discoveries made an impact on technology? Write the answer in your
notebook.
221
Review
1 Write two sentences for each homonym.

a. light
b. power
c. bail
2 Mark the sentences that use articles incorrectly.
a. She looked at the kite that her father was flying.
b. A tired Ben looked at a watch.
c. Did you read a Poor Richard’s Almanack?
d. “What an ignorant diplomat he is,” Ben will think.
e. Richard was looking for a book.
3 Underline the conjunctions in the following sentences:

a. Ben was an inventor and a diplomat.
b. Neither the fire nor the lightning could stop him!
c. Richard was fictional, but many people could relate to him.
d. You can either cook or do the dishes.
222
Review
4 Write a contraction with each pair of words.

a. would not d. are not
b. cannot e. should not
c. have not f. do not
5 Do research on Lewis Latimer. Find information about his life and work. Write a brief
biography about him.
Respect for Animals
1. Read:
Inventions help animals, too! Winter the dolphin
was caught in a crab trap, which led to having her
entire tail amputated. Winter adapted and learned
to swim in another way. However, there was a good
chance that it was going to hurt her spine. Kevin
Carroll, an Irish prosthetist, designed a special

prosthetic tail to help Winter. With her prosthesis,
Winter is now happy and able to swim normally.
2. Find out about other inventions that help
animals. Try to find at least three inventions.
How do they help animals?
223
Chapter
9 Life’s Lessons
Explor
Explore
What
hat is happening in the pictur
picture?
e?
How
w are
e they
they different
dif
differ
difffferent
erent
ent fr
from
om regular
regular people?
Why
hy
y do the
they
y have
have
hav
ve wings?
How
w did the
they
y get their wings?
224
1 What are heroes and heroines? Do you know anyone like that? Describe them
below.
2 Circle the adjectives in the sentences below.

a. Mary had to finish a difficult assignment.
b. My grandmother’s cooking is delicious.
c. My sister’s game collection is bigger than mine!
d. My father was the tallest child in his class.
3 Mark the words that are monosyllabic.
a. opinion c. strengths e. city
b. head d. shake f. every
4 Complete the series. Write the missing adjectives in their positive, comparative,
or superlative degrees.
a. , , the most creative

b. nice, ,
c. , funnier than,
d. sweet, ,

life lessons. adjectives; adjectives in the

positive, comparative, and
heroes and heroines. superlative degrees; and rules
syllabification and to form the comparative and
monosyllables and rules of superlative adjective degrees.
syllabification. descriptive paragraphs.
225
Reading
Before You Read Daedalus and Icarus

1. Write a sentence to A Greek myth retold by Angela María Padrón
explain what you Illustrated by Joseph Candelaria
think the word myth
means.
Long ago in Athens, there lived a craftsman named

Daedalus. He was also an architect and an inventor. His
2. Can humans fly? young nephew wanted to become a great craftsman, too.
Why?
“Will you teach me all you know?” his nephew asked.
“Yes,” Daedalus said. “You may be my apprentice. I
will teach you all I know about building and inventing.”
3. What is a Minotaur?
Does it exist? Daedalus quickly noticed his nephew’s talents. He
became very jealous. Daedalus was afraid that people

would think his nephew was more skilled than he.
Daedalus became so angry that he threw his nephew
from the top of the Acropolis. His nephew fell to his death.
Daedalus was brought before the highest court in Greece.
“Because of your actions,” the court said, “you and your
son Icarus are banished from Athens—forever!”
226
Reading
banished: v.
forced to leave a
country.
fled: v. ran away

from something.
labyrinth:
n. a maze of
crisscrossing,
complicated
passages or paths
that make it difficult
to find one’s way
around.
complex: adj.
Daedalus and Icarus fled to the island of Crete. complicated,
A monster called Minotaur was causing terror and difficult to solve.
destruction in the kingdom of Knossos. This Minotaur had confines: n.
the body of a man with the head and tail of a bull. boundaries or
limits that enclose
“I need something to contain such a beast,” said King something or
Minos, the ruler of Knossos. someone.
“I could build you a gigantic labyrinth with winding

walls,” Daedalus replied. “The Minotaur will never be able
to find his way out.”
“Excellent idea, Daedalus!” King Minos said. “Do it
right away. But tell no one the secret of escape. I do not
want that beast to get away.”
Daedalus built the largest, most complex labyrinth

anyone had ever seen. King Minos had the Minotaur
placed in the center. The Minotaur bucked wildly. It snorted
and rammed its head into the walls to try and knock them
down. Nothing the monster did could free it from the
confines of the maze.
227
While You Read
1. Mark the correct

answer.
a. Daedalus
helped Ariadne
because…
he was kind.
he was in love
with her.
she would
have his son
killed.
2. What was the thread

used for?
A hero named Theseus came to Crete. He vowed
to slay every monster in Greece, including the Minotaur.
When he arrived in Knossos, he met Ariadne, the daughter
of King Minos. Ariadne fell in love with Theseus. “I can
help you in your quest to kill the Minotaur,” she said. “I can
tell you the location of the secret exit of the labyrinth, but
you must agree to marry me after the monster is dead.”
Theseus agreed.
Ariadne asked Daedalus for help exiting the labyrinth.
He was the only one who knew how to get out. At first,
Daedalus refused. He knew the king did not want his
daughter to marry so young. Ariadne ordered him to help
her, or she would have his son Icarus killed. Daedalus had
no choice but to help her, so he gave Theseus a ball of
thread. Theseus tied one end of the thread to the entrance

of the labyrinth. As Theseus made his way through, he
unwound the thread to make a trail through the winding
paths.
Theseus finally found the Minotaur. He crept up
behind the monster and killed it. Theseus used the thread
to help him find his way back to Ariadne. Then Theseus
228
Reading
unwound: v.
undid something
that had been
wound.
winding: adj.
characterized by
lots of bends and
turns.
impatient:
adj. restless and
irritable.
deception:
n. the act of
deliberately
secretly took Ariadne away from Crete and they were soon leading somebody
married. to believe things
that are not true.
Later that day, King Minos was looking for his
daughter. She was nowhere to be found. Eventually, he
went to the entrance of the labyrinth and found the thread.
He listened for the grunting of the Minotaur, but there
was not a sound. The king ordered Daedalus to come to
the labyrinth immediately. “What is this thread that I find
here? And why is the Minotaur silent today?”
Daedalus did not respond. He refused to answer the
king’s questions.
King Minos became more impatient. “I demand that
you tell me what happened here!”

Daedalus hung his head in shame. He explained
everything to the king. King Minos was furious with him. He
blamed Daedalus for his daughter’s disappearance. “Lock
him in the labyrinth!” the king said to his guards. “And find
his son Icarus, too! As punishment for his deception, they
will both stay trapped in there forever!”
229
While You Read Icarus and Daedalus were thrown into the labyrinth. The
door was locked shut behind them.
1. Do you think that
locking Daedalus Icarus ran up and down the paths of the labyrinth
and Icarus in the
labyrinth is a good looking for a way out. “How will we escape from here,
idea? Why? Father?” Icarus cried.
“Do not fret, my son,” Daedalus said. “I built this
labyrinth. King Minos forgot that I am the only one who
2. Predict what will knows how to exit this maze.”
happen next.
Daedalus led Icarus out of the labyrinth safely.
But Daedalus knew they still had to leave Crete and
get away from King Minos. He was sure to harm them
3. Mark the correct
once he discovered they had escaped. Daedalus and
answer. Icarus headed for the shore. Their plan was to board a
a. What was ship and act as stowaways. However, the king’s guards
Daedalus’ initial were standing close to the docks. King Minos controlled
escape plan?
everything in Crete, including the seas that surrounded the
Swim to island. Daedalus realized there was no route of escape by
Greece.
land or sea.
Board a ship
as stowaways. “We are doomed!” said Icarus. “We will never get
away now.”
Fly away from
the island. Daedalus looked to the heavens and prayed for
b. Why was this plan guidance. He saw a flock of seagulls flying by. It was then
discarded?
that he realized how they could escape—the only way to
They realized leave Crete was by air.
flying was
easier. Daedalus and Icarus walked along the land gathering
feathers. They found large ones and small ones. They were
Theseus saved
them. careful not to be seen by any guards. Daedalus fastened
the feathers together with thread. Then he covered them
King Minos
controlled the with wax to make large wings, like those of a great bird.
docks.
When they were finished, Daedalus fitted the wings
onto his body. He flapped his arms up and down. After
230
Reading
trying and trying, Daedalus finally channeled the wind. He

held himself in the air and swayed side to side with the
direction of the wind.
Daedalus descended back to the ground. “Now let us fret: v. to worry.
make wings for you,” he told Icarus, “but we must hurry. stowaways:
n. unregistered
King Minos will soon learn of our escape and come looking passengers who
for us.” have secretly
boarded a vehicle.
Icarus ran off to collect more feathers. They created wax: n. a
another pair of wings in the same fashion. Daedalus moldable
attached the wings to Icarus’s shoulders and arms. substance
secreted by bees;
“Before you learn to fly, remember this warning,” Daedalus they use it to make
said. “Do not fly too close to the sea, or the water will honeycombs.
dampen your wings. Then you will be weighted down and
channeled: v.
unable to fly.” directed into or
through something
“I know, Father,” Icarus said, flapping his wings. for a particular use.
swayed: v.
“And do not fly too close to the sun,” Daedalus moved slowly and
continued. “The heat will melt the wax and destroy your rhythmically.
wings. You will fall like a stone to the earth.”
231
While You Read “I know, Father,” Icarus insisted. “Can we fly now?”
1. Describe Icarus. “Yes, but I urge you,” Daedalus said, “stay close to me
and you will be safe.”
Icarus did not heed his father’s warnings. He
2. Mark the sentence continued to flap his wings as his father had done. Icarus
(or sentences) that
describes Icarus’s
learned how to fly in no time. He rose high above the
downfall. ground and soared over the land like a giant bird.
a. He was Daedalus and Icarus flew away from Crete. Icarus
careless.
was thrilled with the idea of being able to fly. He began
b. He flew too swooping in circles. A great wind came and lifted Icarus
close to the
sun.
higher toward the heavens. He was becoming careless,
flying dangerously close to the sun. The air was getting
c. He did not pay warmer and warmer. As Icarus neared the sun, the heat
attention to his
father. became more intense. The wax holding the feathers
together began to melt. One by one, the feathers fell
3. Explain what caused
Icarus’s accident. off, until Icarus was left flapping his bare arms. Feathers
scattered all over the sky.
232
Reading
urge: v. to try very

hard to persuade.
careless: adj.
not taking proper
care; unconcerned.
plummeted: v.
fell straight down.
offering: n.
something offered
due to devotion or
sacrifice.
Icarus called out to his father, but it was of no use. After You Read
He was too high for his father to hear his cries. Daedalus
1. Why do you think
watched in horror from below as Icarus plummeted toward Daedalus never
the sea. attempted to fly
again?
Daedalus flew down toward the sea. He shouted,
“Icarus, Icarus! Where are you?” All he could see were
feathers floating on the surface of the water. Tears filled
2. Is this story realistic or
his eyes as he realized his son had drowned. fictional? Explain.
The devastated Daedalus landed on the nearest

island. He named the island Icaria, as a tribute to his son.
Then, he traveled to Sicily, where he built a temple for
Apollo, the god of religious healing. There, he hung his
wings on the temple wall as an offering. It was believed

that Apollo would perform a ritual of purification to wash
away the guilt of those who committed murder or other
immoral deeds. Daedalus never attempted to fly again.
233
a. Why did Daedalus leave Greece?
He murdered his nephew. He was betrayed by the king.
He murdered his son. He was hired to build the labyrinth.
b. How did King Minos punish Daedalus?
He banished him from Greece. He locked him in the labyrinth.
He made him marry Ariadne. He killed Icarus.
c. How did Daedalus realize how to escape?
He did not. They are still in the He saw a flock of seagulls and
labyrinth. decided to make wings.
He saw the ships and decided The Minotaur offered to help.

to go as stowaways.
d. What did Daedalus do after escaping?
Return to Greece. Build another labyrinth.
Return to Crete and kill King Build a temple to Apollo and offer
Minos. him his wings.
2 Arrange the following events in order using numbers 1 to 4.
a. Icarus ignored his father’s warnings.

b. Daedalus and Icarus were banished from Athens.
c. Theseus kills the Minotaur.
d. Daedalus was concerned his nephew was better than he.
234
3 Why did Icarus fall? If Icarus had survived his fall, what lesson do you think he might
have learned?
4 What lessons could a reader learn from this story? What do you think is the most
important lesson?
1. Read:
The world is full of many different people, and
sometimes we do not get along. However, it is
important to respect others and learn to work
with them, even if you are not friends. This helps us
avoid conflict and create a peaceful environment.
2. Explain why we have to respect each other.
3. As a group, discuss how you can avoid conflict

when working with others.
235
Literary Concepts
Heroes and Heroines
Discover
1 Answer:
a. What are heroes and heroines?

Why are they important?
Focus
A hero is the central male character
of a story, play, movie, or poem. The I’m going to slay
the Minotaur and
female counterpart of a hero is become a hero!
called the heroine. In myths, legends,
and folk tales, the hero or heroine is
a man or woman of great strength
and courage, usually with superhuman
qualities and abilities. In real life, however,
heroes and heroines are ordinary people that are admired for their extraordinary
qualities and achievements, and they are regarded as role models.
Heroes and heroines appear in all literary genres, from folk tales to myths, legends,
fables, poems, and fairy tales. Many of these stories were passed down from
generation to generation by means of oral tradition. A familiar example is The Iliad,
an ancient Greek epic poem handed down through oral tradition. It tells the deeds
of the famous hero named Achilles. In real life, an example of a heroine is Sonia
Sotomayor. She worked hard and received scholarships to Princeton University and
Yale Law School. With an illustrious law career, she became the first Hispanic woman
to be a Supreme Court Justice.
Examples: Robin Hood, Peter Pan, and King Arthur are well-known heroes in
literature. Amelia Earhart and Joan of Arc are some of the most
famous heroines in history.
Practice
1 Think of a character or real-life person that you consider a hero or heroine. Write
their name below and state why you consider them a hero or heroine.
236
Literary Concepts
2 Choose a character from a story that you like. Write four or five sentences explaining
why the character you chose is a hero or heroine.
3 Create your own hero or heroine. Use the characteristics you learned in this section.
4 Choose your favorite hero or heroine and explain his or her characteristics.
5 Would you like to be a hero or heroine? Explain how and why.

237
Vocabulary
Syllabification
Discover
That’s a good
Dad, is feather question. I don’t know.
1 Answer: a monosyllabic
word?
a. Is it useful to know how
to divide words into syllables?
Focus
Syllabification is the process by
which we divide words into syllables.
A syllable is a unit of pronunciation.
Each syllable contains only one
vowel sound. To divide a word into
syllables, you must identify the vowel sound and study the letters that surround it.
Some words only have one syllable. They are called monosyllables.
Syllabification is useful because it helps us to approximate the pronunciation of a word.
Examples: she, men, three, nephew, labyrinth, yes, no
Practice
1 Match the syllables to form words and write them down.
a. ab 1. ing
b. won 2. der
c. learn 3. ond
d. sec 4. normal
2 Circle the vowel sounds. Cross out the monosyllables.

a. snake e. bull i. six
b. spear f. happen j. opinion
c. fourth g. second k. what

238
Vocabulary
Rules of Syllabification
Discover
1 Answer:
a. How do we divide words into syllables?
Focus
Use the following general rules to divide words into syllables.
If the word has a short vowel sound in the first syllable, divide the syllables after the
consonant that appears between the two vowels.
Example: in/sect, ne/ver
Divide syllables between two consonants or double consonants.
Example: car/rot, let/ter, pic/ture
If the word has a long vowel sound in the first syllable, divide the syllables between
the first vowel and the following consonant.
Example: na/tion, o/ver
Never divide consonant digraphs, such as , , ,
ch sh wh ph , and th , or ck .
Example: bro/ther, chick/en
The past tense ending -ed makes a separate syllable after the letters t or d, but not
after most past tense verbs.
Example: want/ed, shout/ed
The -ing ending usually forms its own syllable.

Example: read/ing, go/ing
Practice
1 Divide the words in the following stanza into syllables. Count the syllables in each
verse. Write the number on the space provided.
a. And so these men made their wings,
b. They thought they could do no wrong

239
Grammar
Adjectives
Discover
Dad, I think this is the

scariest situation we
have been in.
Really? I think we
have been in scarier
situations.
What adjective are they using?
Focus
An adjective is a word that describes, or modifies, a noun or a pronoun. It tells
which one, how many, or what kind.
Examples: tall walls (descriptive)
six doors (how many)
the sixth man (which one)
wise women (what kind)
Practice
1 Circle the adjectives in the following sentences:
a. The sea that surrounds the island of Crete is rough, dangerous, and dark.
b. In Greece, Daedalus was famous for his amazing and innovative inventions.
c. Daedalus was a bitter man.
d. The king’s lovely daughter was charming and beautiful.
e. The maze was scary and haunting.
240
Grammar
Adjectives in the Positive, Comparative,

and Superlative Degrees
Discover
1 Answer:
a. What is being compared in the comic strip on page 240?
Focus
Adjectives can be used to describe one object in relation to another. Adjectives
that show comparison have special forms, called degrees. Adjectives in the
positive degree describe something without comparing it to anything else.
Adjectives in the comparative degree are used when two things are compared.
Adjectives in the superlative degree can be used when three or more things are
compared.
Examples: Positive degree: This maze is big.
Comparative degree: This other maze is bigger than that one.
Superlative degree: This maze is the biggest one of all.
Practice
1 Circle the adjectives. Write PD next to the sentences that have adjectives in the
positive degree. Write CD next to the ones that have adjectives in the comparative
degree. Write SD next to the ones that have adjectives in the superlative degree.
a. Daedalus made these beautiful wings.
b. These wings are the biggest of them all.
c. My wings are prettier than yours.
d. The maze’s walls were tall.

2 Write three sentences using adjectives in the positive, comparative, and superlative
degrees.
241
Rules to Form the Comparative and
Superlative Adjective Degrees
Discover
1 Answer:
a. How do we form the comparative and superlative degrees of adjectives?
Focus
Use the following general rules to write the comparative and superlative degrees of
adjectives.
Some one-syllable adjectives that end with consonants form their comparatives
and superlatives by doubling the consonant before adding –er or –est.
Examples: hot, hotter than, the hottest
Adjectives that end with a silent e form their comparatives and superlatives by
dropping the e before adding -er or -est.
Examples: nice, nicer than, the nicest
Adjectives ending with a y preceded by a consonant form their comparatives
and superlatives by changing the y to an i and adding -er or -est.
Examples: funny, funnier than, the funniest
Some adjectives have irregular patterns in their comparative and superlative

forms.
Examples: good, better than, the best; bad, worse than, the worst; little, less
than, the least
To form the comparative or superlative of a word with two or more syllables, add
the words more or most.
Examples: creative, more creative than, the most creative
Practice
1 Create a table in your notebook with three columns labeled positive, comparative,
and superlative. Write the following adjectives in each column.
pretty tall great smart
242
Grammar
Using Grammar
1 Complete the series. Write the missing adjectives in their positive, comparative,
or superlative degrees.
a. cold, ,
b. , , the most beautiful of all
c. , smarter than,
d. , younger than,
2 Look at the picture. Write three sentences to describe the objects in the picture
using adjectives in the positive, comparative, and superlative degrees.
a.
b.
c.
3 Circle the adjectives.
a. Daedalus and Icarus are being hunted for their cruel betrayal.
b. The brilliant Daedalus developed a cunning escape plan.
c. They had fun collecting the soft feathers.
d. The myth of Daedalus and Icarus was fantastic.
e. The sea has a bewitching calm.
243
Writing
Descriptive Paragraph
Discover
What other words would you use to describe Icarus?
Focus
Descriptive paragraphs create a vivid picture in your mind. They use specific details
to present a clear picture or idea of a place, time, person, or object. In a descriptive
paragraph, words are used to activate the senses. The main goal of a descriptive
paragraph is to make the reader feel what is described rather than understand it.
Example: The Minotaur’s maze was large and impressive. The passages
seemed to go on endlessly. The Minotaur himself was an
intimidating creature. His large body frightened us, but we knew
where to hide in the maze. When it saw us, it charged in our

general direction. We ran quickly and desperately, to the secret
exit my father had built. We had just enough time to escape.
Otherwise, we would have been caught in the Minotaur’s
bloodthirsty hands.
244
Writing
Practice
Draft
1. Choose one of the illustrations from the story. On a separate piece of paper,
draw a cluster of ideas using adjectives and phrases to describe it.
Edit
1. Write a descriptive paragraph on the lines provided using your cluster. Circle
the adjectives and underline the sensory images.
Proofread
1. Review your paragraph. Improve the order of your ideas and correct any
punctuation or spelling errors.
2. Ask your classmate to read your paragraph and to share his or her opinion.
Ask:
What senses does the paragraph activate?
Did you feel as if you were able to touch, see, taste, smell, or hear what I
described?
Publish
1. Copy a final version of your paragraph on a new sheet of paper. Make sure
that you have incorporated all of your corrections and those of your classmate.
245
Oral Expression
Interview
Discover
Well, I have a lot of
1 Answer: Before I hire you, I experience building
would like to interview labyrinths…
you. What do you know
a. What are King Minos
about labyrinths?
and Daedalus doing?
b. Have you interviewed someone

before? Who?
Focus
An interview is a meeting between
people, usually face to face, in which
a person is asked about his or her
views, activities, or life, among other things.
Practice
1 Gather in two groups. One group will be the interviewers. The other group will be
modern-day heroes. However, the interviewers will not know which heroes are
represented.
2 The interviewers must develop a series of questions to ask these modern-day heroes
so that they can guess who they are. The other group must choose a modern-day
hero that they will represent during the interview.
3 You may carry out this part of the activity in pairs. The interviewers will ask questions
to each modern-day hero. That way, the class will find out who they are.
4 Use the lines below to write your questions or modern-day hero facts. It all depends
on who you are during this activity!
246
Making Connections Mathematics
Probability
Discover
1 Answer:
a. If you flip a coin, what is the chance of it

landing heads or tails?
Focus
Probability refers to the likelihood of an event occurring.
In other words, it describes the likely, or probable,
chance of something happening. An outcome is a
result of an event. The probability of an event occurring
can be expressed as a fraction or as a decimal between
0 and 1. A completely unlikely event has a probability near 0. A very likely event has a
probability near 1. When all outcomes are equally likely, we write the probability as a
fraction.
Suppose you are planning to toss two coins into the air. You want to know the
probability of one landing on the heads side and the other on the tails side. First, it
is important to identify all the possible outcomes. If you flipped a coin, the possible
outcomes are all the different ways the coins could land together.
These possible outcomes are then listed as a sample space. The sample space for
the coins would contain four possible outcomes: HH, HT, TT, and TH.
Next, you need to identify all the favorable outcomes that have the results you are
looking for. In this example, the favorable outcomes would be all the combinations
with one head and one tail. According to the sample space, there are two favorable
outcomes—HT and TH—out of the four possible outcomes. Therefore, the probability
of two coins landing with one head and one tail would be written as the fraction
2/4. This can be read as “2 out of 4.”
The same probability can also be expressed as a decimal by dividing the top
number by the bottom number. To express the probability as a percentage,

multiply that decimal by 100.
Practice
1 Tom is looking for a red marble. He reaches into a bag with 10 blue, 6 green, and 2
red marbles. Which marble is he most likely to pick out of the bag? Which marble is
he least likely to pick out of the bag? Discuss with your classmates.
247
Review
1 Circle the adjectives.

a. cloudy day e. easy test
b. green stem f. first time
c. happy face g. hard work
d. honest man h. old people
2 Complete the table using adjectives in the positive, comparative, and superlative
degrees.
Positive Degree Comparative Degree Superlative Degree
close
the scariest of all
hungrier than
tired
famous
the shortest of all
worse than
the most entertaining of all
3 Divide the following words into syllables.
a. incredible f. island
b. flying g. labyrinth
c. heroine h. last
d. animal i. poetry
e. shouted j. Minos
248
Review
4 Write a descriptive paragraph about your favorite hero or heroine.
5 List some of your favorite heroes and heroines from movies or books. Use adjectives
to describe them.
Respect for Animals
1. Read:
Did you know that many animals were once
considered mythical? Many sailors used to
describe giant squid that would attack their ships.
People thought that the sailors were hallucinating
from being at sea too long, but in 2003, a
discovery confirmed that their stories were true!

The colossal squid can grow up to 42 feet long!
2. What other animals were once considered

mythical? Are they endangered? Do some
research. Select one and write a brief descriptive
paragraph about them in your notebook.
249
Chapter
10 Love and
Relationships © SANTILLANA - Any reproduction is prohibited.
Explor
Explore
What picture?
e?
What are
e the men doing?
Who is the girl?
Who
Where
Where
Wher
here does the pictur
picture
e tak
take
ake
ake place?
250
1 Love and relationships are important parts of our lives. However, are love and
relationships always the same? Are there different kinds of love and relationships?
Write your answers below.
2 For each word, write two word derivatives.

a. electric:
b. politic:
c. book:
3 Underline the adverbs in the sentences below.

a. Speak loudly, I cannot hear you.
b. David quietly waited for his turn.

c. The rain fell mercilessly upon us.
d. Bess helped tirelessly, but it was of no use.
4 Circle the compound words in the sentences below.

a. The pirate always had a salty seadog travel with him.
b. Sailors let themselves be guided by starlight.
c. We need to take the highway so we can reach San Juan.

d. Open your notebook and write down three compound words.

the power of love. adverbs, comparative

adverbs, and rules to form
poetry, prose, and sensory comparative adverbs.
images.
persuasive paragraphs.
word derivatives and
compound words. reciting poetry.
251
Reading
Before You Read The Highwayman

1. Write a sentence Written by Alfred Noyes
to explain what Illustrated by David Martínez
you think the word
highwayman means.
The wind was a torrent of darkness among the gusty trees.

The moon was a ghostly galleon tossed upon cloudy seas.
The road was a ribbon of moonlight over the purple moor,
2. Predict what the text And the highwayman came riding—
will be about. Use
clues provided in the Riding—riding—
picture and title. The highwayman came riding, up to the old inn-door.
He’d a French cocked hat on his forehead, a bunch of lace

at his chin,
A coat of burgundy velvet, and breeches of brown doeskin.

They fitted with never a wrinkle. His boots were up to the
thigh.
And he rode with a jeweled twinkle,
His pistol butts a-twinkle,
His rapier hilt a-twinkle, under the jeweled sky.
252
Reading
Over the cobbles he clattered and clashed in the dark inn-

yard.
He tapped with his whip on the shutters, but all was locked
and barred. torrent: n. a
strong, fast-moving
He whistled a tune to the window. And who should be stream of water or
waiting there any other liquid.
But the landlord’s black-eyed daughter. galleon: n. a
Bess, the landlord’s daughter, sailing ship used
Plaiting a dark red love knot into her long black hair. from the 15th to the
17th centuries.
And dark in the dark old inn yard, a stable wicket creaked moor: n. an
open tract of
Where Tim the hostler listened. His face was white and
uncultivated land.
peaked.
His eyes were hollows of madness, his hair like mouldy hay, plaiting: v.
braiding hair or
But he loved the landlord’s daughter, strands.
The landlord’s red-lipped daughter.
wicket: n. a
Dumb as a dog he listened, and he heard the robber say small door or gate,
frequently found
“One kiss, my bonny sweetheart. I’m after a prize tonight, next to a larger one.
But I shall be back with the yellow gold before the morning bonny: adj.
light; attractive, beautiful.
Yet, if they press me sharply, and harry me through the day,

Then look for me by moonlight,
While You Read
Watch for me by moonlight,
I’ll come to thee by moonlight, though hell should bar the way.” 1. What kind of text is
this?
He rose upright in the stirrups. He scarce could reach her

hand,
But she loosened her hair over the window! His face burnt
like a brand 2. What kind of

As the black cascade of perfume came tumbling over his relationship do Bess
and the highwayman
breast; have?
And he kissed its waves in the moonlight,
(Oh, sweet, black waves in the moonlight!)
Then he tugged at his rein in the moonlight, and galloped
away to the west.
253
While You Read PART TWO
1. Why do you think the
He did not come in the dawning. He did not come at noon;
redcoats came to the And out of the tawny sunset, before the rise of the moon,
inn?
When the road was a gypsy’s ribbon, looping the purple
moor,
A redcoat troop came marching—
Marching—marching—
2. Is this story taking King George’s men came marching, up to the old inn-door.
place in the past or
present? Explain your
answer. They said no word to the landlord. They drank his ale
instead.
But they gagged his daughter, and bound her, to the foot
of her narrow bed.
3. Does this story have

Two of them knelt at her window, with muskets at their side!
a hero or heroine? There was death at every window;
Explain.
And hell at one dark window;
For Bess could see, through her window, the road that he
would ride.
254
Reading
They had tied her up to attention, with many a sniggering

jest.
They had bound a musket beside her, with the muzzle redcoat: n. a
beneath her breast! British soldier so
“Now, keep good watch!” and they kissed her. She heard named for his
uniform’s color.
the dead man say—
Look for me by moonlight; gagged:
Watch for me by moonlight; v. prevented
someone from
I’ll come to thee by moonlight, though hell should bar the way! speaking, usually
through the use of
a gag.
She twisted her hands behind her, but all the knots held
good! jest: n.
something that is
She writhed her hands till her fingers were wet with sweat said or done for
or blood! amusement.
They stretched and strained in the darkness, and the writhed:
hours crawled by like years v. contorted,
Till, now, on the stroke of midnight, squirmed, or
twisted the body.
Cold, on the stroke of midnight,
The tip of one finger touched it! The trigger at least was hers! refrain: n. song.
The tip of one finger touched it. She strove no more for
the rest.
Up, she stood up to attention, with the muzzle beneath her
breast.
She would not risk their hearing; she would not strive again;
For the road lay bare in the moonlight;
Blank and bare in the moonlight;
And the blood of her veins, in the moonlight, throbbed to
her love’s refrain.
Tlot-tlot; tlot-tlot! Had they heard it? The horse hooves

ringing clear;
Tlot-tlot; tlot-tlot, in the distance? Were they deaf that they
did not hear?
255
After You Read Down the ribbon of moonlight, over the brow of the hill,
The highwayman came riding—
1. Write a sentence to
explain the poem’s
Riding—riding—
ending. The redcoats looked to their priming! She stood up,
straight and still.
Tlot-tlot, in the frosty silence! Tlot-tlot, in the echoing night

2. Write a sentence Nearer he came and nearer. Her face was like a light!
to explain who is
responsible for the Her eyes grew wide for a moment; she drew one last deep
deaths of Bess and breath,
the highwayman.
Then her finger moved in the moonlight,
Her musket shattered in the moonlight,
Shattered her breast in the moonlight and warned him
with her death.
He turned. He spurred to the west, he did not know who

stood
Bowed, with her head over the musket, drenched with her
own blood!
Not till the dawn he heard it, and his face grew grey to hear
How Bess, the landlord’s daughter,
The landlord’s black-eyed daughter,
Had watched for her love in the moonlight, and died in the
darkness there.
Back, he spurred like a madman, shouting a curse to the sky,

With the white road smoking behind him and his rapier
brandished high!
Blood red were his spurs in the golden noon; wine-red was
his velvet coat;
When they shot him down on the highway,
Down like a dog on the highway,
And he lay in his blood on the highway, with a bunch of
lace at his throat.
256
Reading
priming: v. to be
ready for action.
rapier: n. a thin,
light sword used for
thrusting.
brandished: v.
waved or flourished
an object.
**** clangs: v.
produces a loud,
And still of a winter’s night, they say, when the wind is in resonant metallic
sound or series of
the trees, sounds.
When the moon is a ghostly galleon tossed upon cloudy
shutters: n.
seas, panels attached to
When the road is a ribbon of moonlight over the purple windows for privacy
moor, and security.
A highwayman comes riding—
Riding—riding—
A highwayman comes riding, up to the old inn-door.
Over the cobbles he clatters and clangs in the dark inn-

yard.
He taps with his whip on the shutters, but all is locked and
barred,
He whistles a tune to the window, and who should be
waiting there
But the landlord’s black-eyed daughter,

Bess, the landlord’s daughter,
Plaiting a dark red love-knot into her long black hair.
257

a. The highway man was a…
robber. innkeeper.
redcoat. hostler.
b. Bess shot herself to…
end her suffering. punish Tim.
warn the highwayman. scare the redcoats.
c. At the end of the story...
Bess and the highwayman Bess and the highwayman are

escape together. ghosts.
Bess and the highwayman live Bess marries Tim the hostler.
happily ever after.
d. The person who probably called the redcoats was
Bess’s father. a rival highwayman.
King George. Tim the hostler.
2 When do you think this story takes place? Why?

3 Do you think that Tim the hostler truly loved Bess? Why?
258
4 Compare and contrast the redcoats and the highwayman.
redcoats highwayman
Living Together Consumer Education
1. Read:
Being a responsible consumer is not limited to

saving money. It also has to do with saving the
environment. You can do this by buying items
that are reusable or recyclable. Another option
is buying items that are recycled or made from
recycled ingredients. By doing this you can help

reduce the amount of waste that ends up in
landfills.
2. Think of other ways in which you can be an

environmentally responsible consumer.
259
Literary Concepts
Poetry and Prose
Discover
1 Answer:
Oh, please recite
a. What is prose? What is poetry?
some more poetry!
Focus
Poetry is the term generally used to
name literary works written in verse. “Shall I compare thee
Poetry is characterized by emotional to a summer’s day?
Thou art more lovely
sincerity, intensity, or beauty. Poetry is
and more temperate…”
the feeling, intensity, and care used
in the craft of writing poems. Poems
are structured in lines or verses, which
are grouped in stanzas. Poems may
or may not rhyme, and they usually have rhythm. Prose is what
we call the texts written in the common and continuous way.
Examples: The work “The Highwayman” is poetry.
The text “Daedalus and Icarus” is prose.
Practice
1 Write PO next to the sentences you would include in poetry. Write PR next
to the ones you would include in prose.
a. The stars are floating in a deep blue sea.
b. The bored little girl had to watch the 5 o’clock news.
c. Like a nest, it was brimming with life, hope, and faith.
d. The dog spent the afternoon napping by the door.
e. Life is a labyrinth with many mysterious doors.
2 Which kind of text do you prefer to read or write: poetry or prose? Why?
260
Literary Concepts
Sensory Images
Discover
1 Answer:
a. What do we call the sentences or texts that express how something
must look, feel, taste, smell, or sound?
Focus
Poetry connects ideas in new and often unusual ways. Poets may use sensory
images to activate the senses by describing how something feels, looks, smells,
tastes, or sounds. Sometimes, an idea or a feeling can be compared to what
other things feel like.
Examples: That fruit is like the sun: yellow, round, and warm.
My pillow is like a soft, white cloud on the bed.
Practice
1 Classify the following sensory images. Write the senses they appeal to.
a. His eyes were as bright as the sky.

b. We could almost taste the bitterness of defeat.
c. The loud, clanking sound woke everyone up.
d. Their love was cold and hot, light and heavy.
e. The soft perfume of the night lulled us to sleep.
f. I felt alive breathing in the brisk air.
2 Make up your own sensory images. Write sentences that appeal to each
of the five senses.
a.
b.
c.
d.
e.
261
Vocabulary
Word Derivatives
Discover
1 Answer:
What do the words Gee, I do not know! They
a. What are word all seem to have the same
,
math mathematics ,
derivatives? and mathematician word in them, though.
have in common?
Focus
A word derivative is a word formed
from another one by derivation.
For example, electricity is formed
from electric. Most derivatives
are formed by adding or changing
the ending of the main, or root, word.
Examples: Politics: political, politician
Evaluate: evaluation, evaluating, evaluative
Bake: baker, bakery, baking
Practice
1 Write at least two derivatives for each of the following words:

a. chemical e. white
b. comic f. sing
c. grow g. ship
d. architect h. book
262
Vocabulary
Compound Words
Discover
1 Answer:
a. What are compound words?
Focus
A compound word is a word made up of two words. The meaning of a compound
word can often be inferred from the meaning of the two words that make it up.
Examples: seashell (sea + shell), seadog (sea + dog)
To divide a compound word into syllables, divide the syllables between
the two words that form it.
Examples: sea/shell, sea/dog
Some compound words are hyphenated, or linked by a hyphen (-).
Examples: sea-maiden, mother-in-law
Practice
1 Mark the compound words. Divide them into syllables.
a. earrings g. anything
b. starlight h. return
c. forbid i. starfish
d. however j. sunrise
e. fishermen k. notebook
f. happiness l. header
2 List the compound words you found in the poem “The Highwayman.” Write them
down in your notebook.
263
Grammar
Adverbs
Discover
1 Answer: I’ve been riding

desperately all day!
a. What words modify the verbs
in the sentences?
Focus
Adverbs are words that modify verbs,
adjectives, other adverbs, or even
whole sentences. Adverbs can also
tell us how, when, where, or to what
We have anxiously
extent about the words they modify. waited for you! He’s moving too
Adverbs are usually formed by quickly! I cannot
adding –ly to an adjective. take the shot!
Example: loudly
Adverbs tell us when, where, how, or to what degree.

When: after, always, before, during, early, lately, long , ,
ago never often ,
sometimes, soon, tomorrow, yesterday
Where: away, down, far, here, there, everywhere, near, out, under
How: badly, carefully, fast, happily, quickly, quietly, slowly, well
To what extent: too, very, really, terribly, extremely, quite, not
Practice
1 Underline the adverbs.

a. Bess stood there sadly.
b. The redcoats quietly waited for their victim.

c. It rained heavily in the distant land of New Zealand.
d. The night sky was brightly lit thanks to the moon.
e. The wind howled mercilessly through the trees.
f. Bess knew she would never see him again.
264
Grammar
Comparative Adverbs
Discover
1 Read the following sentences. Underline the adverbs.

a. I cried quietly all day long.
b. No, I cried more quietly than you all day long.
c. No, no, no! I cried the most quietly of all. The soldiers did not notice!
2 What is compared in the sentences?
Focus
Comparative adverbs are adverbs that compare persons, places, things, or actions.
Adverbs have different degrees of comparison. If nothing is being compared, the
adverb is in the positive degree.
Example: I cried loudly all day long.
If two persons, places, things, or actions are being compared, the adverb is in the
comparative degree.
Example: No, I cried more loudly than you, all day long.
If more than two persons, places, things, or actions are being compared, the adverb
is in the superlative degree.
Example: No, no, no! I cried the most loudly of all all day long.
Practice
1 Circle the adverbs in the positive degree. Underline the adverbs in the comparative
degree once and the adverbs in the superlative degree twice.
a. The horse galloped as fast as he could.

b. The redcoat horses galloped faster than the highwayman’s horse.
c. The redcoats ate and drank the most noisily of all.
d. Night came quickly on that day.
e. The highwayman heard the gunshot and escaped rapidly.
f. He behaved more bravely than any of the redcoats.
265
Rules to Form Comparative Adverbs
Discover
1 Answer:
a. How do you form a comparative adverb?
b. When do you use a comparative adverb?
Focus
Here are the general rules to form degrees of adverbs:
Add –er or –est to most one-syllable adverbs and to several with two syllables.
Examples: fast, faster than, the fastest
Use the words more or most before all adverbs with three syllables and most
adverbs with two syllables.
Examples: quickly, more quickly than, the most quickly
Never use both –er and more or –est and most.
Examples: She swims more faster than her cousin. (incorrect)
She swims faster than her cousin. (correct)
Use the words less or least to form the comparatives and superlatives of actions
or qualities that are less rather than more.
Examples: frequent, less frequent, least frequent
Some adverbs are irregular and do not follow these rules, such as the following:

little less least
far farther farthest

badly worse worst
much more most
well better best
266
Grammar
Using Grammar
1 Complete the table.

safely
worse than
the most skillful
quickly
more closely than
the earliest
2 Circle the adverbs. Write PD if they are in the positive degree, CD if they are in the
comparative degree, or SD if they are in the superlative degree.
a. The redcoats think the highwayman will soon return.
b. I know that Peter will do better than me on the test.
c. Bess will suffer the most of all.
d. The inn was farther from the city than other inns.
e. Bess cooks better than her father.
f. Tim lived the longest of all.
3 Write a paragraph describing how we can express our love to our family and friends.
Circle the adverbs.
267
Writing
Writing a Persuasive Paragraph
Discover
The redcoats have captured me!

I need to find a way to persuade
them to set me free and not kill
the highwayman! What can I say?
What advice would you give Bess?
Focus
Persuasion is the art of convincing others to do or think as you do. We can persuade
others by presenting our arguments in the form of speeches or conversation.
Another way to persuade others is by writing. Writing persuasive paragraphs is a
good way to convey our viewpoints to others and convince them to agree with us.
Effective persuasive paragraphs have the following elements:
The topic sentence presents the topic, a claim, or a conflict that is developed in
the rest of the paragraph.
Supporting sentences present specific facts that strengthen your viewpoint. These
sentences also explain how each fact supports the topic logically.
The persuasive paragraph does not present ideas or claims that can lead to
confusion or that weaken the arguments.
Example: Something has to be done to stop domestic violence. In Puerto
Rico alone, a husband, ex-husband, or boyfriend murders a
woman every 15 days. It is urgent that we make our society a

safer place for women. One of the first steps towards that end
is to raise awareness. Women who have been victimized or are
potential victims must realize that they deserve to be treated
properly and with respect, and men with a history of domestic
violence or who display obsessive behaviors must realize that
nothing can justify aggression or intimidation. It is time to work
together to make Puerto Rico a safer place for our mothers,
sisters, grandmothers, aunts, and other female loved ones.
268
Writing
Practice
Draft
1. Write a paragraph to persuade the soldiers to leave Bess and the highwayman
alone. Mark the following steps as you complete them.
a. Topic sentence
b. Supporting details and facts
c. Conclusion
Edit
1. Reread what you wrote and decide if you have presented your arguments in
the most persuasive manner.
Proofread
1. Revise your first draft. Correct any grammatical errors, such as punctuation,
spelling, and capitalization. Also, make any other change you would like to.
Make sure that:
The paragraph is clear, logical, and addresses the needs of the audience.
It has a strong, clear topic sentence stating your opinion.
It has three or more supporting details.
It includes a concluding statement.
It does not have any errors.
Publish
1. Rewrite your final version on a blank sheet of paper. Share your paragraph with
a fellow writer.
269
Oral Expression
Reciting Poetry
Discover
My river runs to thee. Blue sea,

wilt thou welcome me?
What is Bess doing?
Focus
Reciting poetry is the activity of repeating aloud a memorized poem, especially
before an audience. For example, when you recite a poem, you must speak with
clarity, following the natural pauses of speech indicated by commas, periods, and
other punctuation marks. You must also let the ideas or feelings you want to express
guide the pitch and volume of your voice.
Practice
1 Choose a poem. Write it down below.
2 Rehearse the poem by reading it aloud.
3 When you are ready, recite the poem to your classmates.

270
El Greco
Discover
1 Answer:
a. Who was El Greco?
b. Have you seen any of his work?
Focus
El Greco (1541–1614) was a famous painter
from the 16th century. He was born on the
island of Crete, in Greece. His real name was
Domenikos Theotokopoulos. He was called
El Greco (“the Greek”) while working in Spain.
El Greco’s work is very passionate and full
of emotion. He was greatly influenced by his
surroundings. El Greco included scenes from
his homeland of Greece in his paintings.
He also incorporated landscapes of Spain as well as Venice, Italy, where he studied.
However, his paintings were often exaggerated. The overall mood of some of his
paintings was that of torture, death, or struggle. Dark skies loom over the land to
add to the emotion of the painting. El Greco painted very elongated, depressing
figures. He also used extreme contrasts of vivid colors and values. Contrasts are
opposing elements, such as light and dark, or black and white. Contrast adds to the
dramatic appearance of a painting.
El Greco was not very popular in his time. In fact, his art was forgotten for nearly
300 years. When his work was rediscovered, his popularity among artists, collectors,
and art historians soared. Today he is regarded as one of the most interesting and
dynamic artists in history.
Practice
1 Look up paintings by El Greco. Choose the one that impacts you the most. Write the
name of the painting below.
2 Describe the painting in your notebook. Explain why you like it. Share your paragraph
with the class.
271
Review
1 Match the words to make compound words.
a. side 1. fish
b. pop 2. less
c. jelly 3. man
d. care 4. corn
e. snow 5. walk
f. sea 6. food
2 Change the adjectives into adverbs.

a. kind e. loud
b. brave f. quiet
c. tired g. terrible
d. quick h. hopeful
3 Write a persuasive paragraph explaining who the hero is in “The Highwayman.”
4 Write down two compound words from the poem.
272
Review
5 Underline the adverbs. Write PD next to the sentences that have adverbs in the
positive degree, CD next to the ones that have adverbs in the comparative degree,
and SD next to the ones that have adverbs in the superlative degree.
a. Bess was happiest when she was with the highwayman.
b. He rode farther than he had ever done before.
c. The redcoats laughed the loudest of them all.
d. Bess rapidly recognized the horse’s clopping.
6 Write sentences using sensory images. They must appeal to each of the five senses.
Respect for Animals
1. Read:
Horses were an important part of colonial
life for transportation and farming. However,
some horses lived in the wild. They were called
mustangs. While mustangs are now considered
feral, they descend from once-domesticated

animals.
2. Answer:
a. Are mustangs protected?
b. Do you know of any other animals that have
domesticated and feral counterparts?
273
Chapter
11 Art and Creativity

Explor
Explore
W
Where
Where does the pictur
picture
e tak
take
ake
ake place?
Who
ho is the bo
boy
y in the pictur
picture?
e?
When is the st
When story
stor
oryy happening?
What
hat do y
you
ou think will happen in the st
story?
stor
274
1 Underline the simile.

a. The queen is as quiet as a mouse.
b. My pillow feels like a fluffy cloud.
c. The blue carpet is like the Caribbean Sea.
2 Circle the metaphors.

a. Your mother is a shining star in a dark sky.
b. The sun is a burning globe.
c. My grandfather’s face is a wrinkled map.
3 Match the underlined idiom in each sentence with its meaning.
a. Pat was the love of my life. 1. to be very sad or upset.
b. All this work makes me feel 2. not thinking rationally

like I am out of my mind.
c. My family being so far makes 3. someone you loved very much

me heartsick.
4 Complete each analogy with the missing word.

a. Sock is to foot as glove is to .
b. Thin is to fat as short is to .

c. Christmas is to December as Halloween is to .

accepting and embracing interjections and the past

our talents. participle.
similes and metaphors. a paragraph that gives a
definition.
idioms and analogies.
inspirational speech.
275
Reading
Before You Read The Cat Artist

1. What do you think the Adaptation by Ashley Schaefer
story will be about? Illustrated by Joseph Candelaria
Centuries ago, in a tiny, ancient town tucked away in

2. What is an artist? the countryside of Japan, there lived a small boy named
What does an artist
do? Kenji, whose talent for drawing was far too big for his
own good. Kenji lived in a dirt-floor hut on a farm with his
parents, three sisters, and two brothers. The youngest of
the children, he often found himself a disappointment to
his parents, who were always bragging about how strong
and handy his older brothers were around the farm, and
how helpful and clever his older sisters were when the
family went to sell their goods in the market.

Every time Kenji tried to help, his clumsiness would get
the better of him, and his parents would shake their heads
in disgust. Full of shame and pity, Kenji would flee to the
only place he truly felt at home: the hollowed out trunk of
an old tree. Inside the small space, he would finally feel
276
Reading
safe. The tree was also home to a wise and loving calico
cat, who was always waiting for Kenji when he arrived. The
animal’s unconditional love was just what he needed, and bragging: v. to
he would sit with the cat and draw on the walls of the tree say in a boastful
manner.
trunk until he fell asleep.
clumsiness:
Kenji longed for a skill that could help his family and n. a characteristic
prove himself useful on the farm, but the only thing he of someone who
found that he was good at was drawing elaborate pictures does something
awkwardly.
of cats. Large, ominous cats with sleek coats and pointy
claws or dainty, feminine cats with curling tails and almond- calico: adj.
multicolored or
shaped eyes; Kenji could draw cats of all colors and sizes mottled.
with skilled detail. But his cat drawings were of no use to his
parents, who saw them as a waste of time and energy. ominous:
adj. giving the
impression that
One day, Kenji was helping his oldest brother by
something bad is
filling sacks full of the rice they grew in the rice paddies. going to happen.
He was scooping up the rice and pouring it into the bags
dainty: adj.
while daydreaming about the next cat he was going to something that is
draw. This cat would have bright, green eyes and long, delicately.
stiff whiskers and would be snowy white, like the color of
rice. “KENJI! What have you done?” his brother’s voice
snapped Kenji out of his imaginings. Kenji looked down
277
While You Read and saw that the bag he’d been filling had slipped from
his hands and rice was scattered all across the floor. The
1. What do you think will
happen now? rice at his feet had been expertly arranged in an image
of the cat from his daydream. He didn’t even remember
doing it! Just then, Kenji’s parents came over to see what
was going on. Kenji slowly looked up from the rice at his
2. Do you think Kenji
made the correct
feet to see the red, angry faces of his parents.
choice? Explain?
The mix of fury and disappointment was too much
for Kenji to handle. He quickly turned on his heels and ran,
hot tears pouring down his face, making everything look
3. After leaving, Kenji… blurry. It didn’t matter; his feet knew where to take him.
a. began to In a few minutes, he found himself in the shaded comfort
worry. of the old tree trunk. He felt around for the soft fur of the
b. felt happier
calico cat, hands grabbing at the air around him. But the
than ever. cat was not there.
c. met a priest. Suddenly, Kenji felt more alone than he had ever felt
in his entire life. He no longer had the comfort of the cat,
and he knew he could not go back to his parents and
continue to disappoint them. It was time for him to make
something of himself, and prove to his family and himself
278
Reading
fury: n. wild,
violent anger.
blurry: v. to
make something
unclear or less
distinct.
wound: v. moved
in a spiral path.
scurrying: v. to
move hurriedly and
in short steps.
that he could be useful. Kenji wiped the tears from his
face, took one last look at the tree trunk, covered in his
drawings, and began to walk, without any real idea of
where his feet might take him.
After miles and miles of walking with only open fields
in sight, Kenji began to worry that he had been foolish to
run away. Surely a bed to sleep in and food to eat was
worth putting up with the constant sadness and shame?
But no, Kenji could not return and see his parents’ faces
that way, full of disappointment and anger. The sun was
beginning to set and a chill wound its way through the air.
Soon it would be dark and Kenji would need to find shelter.
Just as the tears started to well up in his eyes, he spotted
the gentle slope of a church’s roof far in the distance.
Thinking that perhaps he might find a place to rest and a
warm meal, he hurried on to the church.

The priest was just blowing out the last candle and
preparing to lock up when he heard a little voice cry out
from the dark beyond the door and saw a small figure
scurrying over the field toward him. A kind and gentle old
man, the priest warmly welcomed Kenji and told the young
boy he could stay as long as he liked. The priest was also
279
While You Read a clever man and knew that the time was coming for him
to find someone to take his place at the church. The priest
1. Describe the priest.
thought that perhaps he might be able to teach the boy,
who seemed to him to be quite intelligent, and to educate
him for the priesthood.
2. Do you think the
priest is kind? Why? Months passed, and Kenji was the happiest he had
Explain. ever been. The old priest was very good to him, and, while
he was not sure that priesthood was a good fit for him,
he was eager to prove himself useful at the church. The
3. Why do you priest had grown quite fond of Kenji, but he was beginning
think people are to realize that the boy would never be the one to take over
disappointed in
Kenji’s gift? Explain. for him one day. While he was a very smart boy, Kenji was
constantly daydreaming, and often filling the books he was
studying with pictures of cats. The priest had told him over
and over again not to draw on these books, many of which
were very old and quite expensive, but Kenji found he did
not even realize what he was doing until it was too late.
One morning, Kenji was woken with a start when he
heard a loud cry from out in the temple. Kenji leapt out
of bed and ran to see what was wrong, worried the priest
had fallen and hurt himself. Imagine his horror when he
entered the temple only to find that the walls were covered
280
Reading
with intricate drawings of cats in every color and size

imaginable. The priest’s back was to Kenji, and as he slowly
turned around to face him, Kenji knew he could not bear to
see that look of disappointment and anger again, especially priesthood:
on the face of someone who had been so kind to him. n. the office or
position of a priest.
Again, Kenji ran away, although this time he was intricate: adj.
running away from the place that had felt like his home. something very
As he burst out the doors of the church, he heard the complicated or
detailed.
priest yelling after him. He didn’t wait to hear what he
had to say. All he heard as he ran across the field was burst: v. broke
apart suddenly or
the priest calling after him, “Avoid large places at night;
violently.
keep to small!” Kenji had no idea what the priest meant by
this, but all he could think was how he had disappointed stomped: v. to
tread heavily or
someone, yet again. loudly.
Once more, Kenji found himself alone and wandering

the empty fields. He did not know how he would ever be

useful to anyone, what with his clumsiness, small frame,
and inability to stop drawing cats. He suddenly felt angry.
Angry at his parents, angry at the priest, and, most of all,
angry at himself. He stomped along the fields, lost in his
anger, until he realized that the sun had already set and
he was hungry and getting cold. He was grateful when
281
While You Read
1. Where did Kenji end

up after running
away?
a. An old,
crumbling
church.
b. He returned
to his parents’
home.
c. Trying to
impress
someone rich.
2. Why do you think

the church was
abandoned? Explain.
he noticed a small village up ahead, although as he got
closer to town he found that everyone had closed their
doors and gone to bed.
Shivering, Kenji prepared himself for a cold night
and was about to curl up under a big bonsai tree when
a flickering light caught his eye. Up on a hill sat an old,
crumbling church with a single, inviting candle in the
window. Thankful for a place to stay and thinking that this
could be his chance to finally impress someone with the
knowledge the old priest had given him, Kenji made his
way up to the church.
What Kenji didn’t know, however, was that the church
had long been abandoned when an evil Goblin Rat took
claim of the building. The Goblin Rat, who was always seen
carrying his sharp samurai sword, terrorized the villagers

and scared them into staying inside their homes with the
lights out as soon as the sun went down. No one, not even
the most skilled warrior in the village, had been able to
defeat the Goblin Rat, and the people were worried they
would soon have to leave the village completely. Of course,
282
Reading
Kenji knew nothing of this, and quickly arrived at the doors

of the church.
Pushing his way through the wooden doors, Kenji inviting:
realized how massive the church actually was. Surely adj. offering
they would need his help here! There was dust covering the promise of
an attractive,
the floor and the large walls had lost their shine to many
enjoyable
cobwebs. Books, cleaning supplies, old furniture, and experience.
various cans of paint were strewn about. Whoever the
terrorized:
priest was here definitely needed his help in keeping the v. to create and
place clean. Kenji called out a welcome, hoping to meet maintain a state
the priest and offer his services. All he heard in return of utter terror and
distress.
was his own echo, bouncing off the big walls. He knew
someone had to be there, or else the candle wouldn’t have beloved: adj.
something or
been lit, so he decided he would rest in the entrance until
someone that is
someone came for him. dearly loved by a
certain group of
Kenji laid down and quickly fell asleep. His dreams people.
were filled with cats, as always. Cats of all shapes, sizes,
and colors. Playful cats, adventurous cats, curious cats,
and the calico cat from the tree trunk, suited up in a shiny
coat of armor as if prepared for battle. In the middle of
his dreams, he was awoken by the cries of his beloved
283
After You Read priest, “Avoid large places; keep to small!” The candle had
1. Why do you think the
burnt out and Kenji could barely see in front of him, but he
cat warrior came to suddenly recalled how big the church was. He felt around
life? Explain.
for somewhere small to curl up for the night. He touched
a small wooden cabinet with a sliding door that reminded
him of the comfort of his tree trunk, and he quickly slipped
2. Predict what will inside and closed the little door.
happen after the
end of the story. Just before dawn, a piercing screech rang through the
church, echoing off the walls. Kenji bolted awake, terrified,
and too scared to open the cabinet door and look out.
The eerie sounds of claws and clanging metal bounced
throughout the church and made Kenji shrink further into
the corner of the cabinet. By sunrise, the church was silent
and a peaceful breeze swept through the doors that had
burst open during the commotion.
Timidly, Kenji slid the cabinet door open and slowly

peeked his head out. He couldn’t believe what he saw.
The floor was covered with splintered bits of the furniture
and shredded book pages, as if an enormous fight had
occurred. But the biggest surprise of all was the brilliant
images splashed along the great walls of the church.
284
Reading
The cats from his dream danced and jumped, clawed

and shimmied their way along the walls in a breathtaking
display of pride, joy, and wisdom. On the back wall, sitting
bravely and wearing a coat of armor, was the calico cat, bolted: v. stood
upright suddenly
with the Goblin Rat’s sharp samurai sword at its feet.
due to sudden,
The sight was beautiful, but Kenji was suddenly hit with upsetting, or
a pang of guilt, as he realized he must have done this in shocking news.
his sleep, and it surely was not the way to make a good commotion: n.
first impression on the priest, which he thought he heard a state of confused
approaching behind him. and noisy
disturbance.
When Kenji turned around, however, he was not greeted gratitude: n.
by a priest, but by the people of the village. They had felt the quality of being
the peaceful breeze blow through the village and knew it thankful.
could only mean one thing: that the Goblin Rat had been artist: n. a
defeated! The village people told Kenji of their troubles and person who
produces art as
offered up their eternal gratitude to him if only he would
a profession or
continue to do what he was clearly meant to do all along: hobby.
share his extraordinary talent of drawing cats with the world.
And so, Kenji finally learned that he was most useful doing
the thing he loved most: being a cat artist.
285

a. Kenji’s parents...
loved and accepted him. got Kenji a cat.
preferred his older siblings. encouraged Kenji to be

a better artist.
b. Kenji felt most at home at...
his parents’ house. the Goblin Rat church.
the hollowed out trunk of the old the old priest’s church.
tree.
c. The cats in Kenji’s paintings...
were evil. were cats he knew.
came to life. caused trouble.
d. The townspeople...
wanted Kenji to only share his wanted Kenji to share his

talent with them. talent with the world.
were upset that he had drawn wanted Kenji to leave

on the temple walls. immediately.
2 Finish the cause-and-effect diagram below based on the story. Explain why you think
this happened.
Cause Effect Explain
Kenji couldn’t stop

drawing cats.
286
3 Why do you think the calico cat had the Goblin Rat’s sword at his feet?
4 In the beginning, people rejected Kenji’s gift. Why do you think this happened?
Explain.
1. Read:
Homelessness is a very big problem all throughout
the world. People can be homeless due to illness,
lack of money, or even because they ran away
from home. Sadly, there is a rising amount of
homeless children and teenagers. Thankfully,
many states and countries are developing shelter

and aid programs for the homeless.
2. How do you think we can help the homeless?

Write down in your notebook your ideas for a
shelter and aid program.
287
Literary Concepts
Similes
Discover
You are nothing but

a bug, tiny human!
Seeing the Goblin
Rat is like witnessing
fear itself.
With what does Kenji compare the Goblin Rat?
Focus
A simile is a type of figurative language that writers use to create visual images.
This helps readers see things as they do. A simile compares two things that are
essentially different by using the words like or as.
Examples: The weeds move like waves!
He ran as swiftly as a gazelle.
Practice
1 Mark the sentences that have similes. Next, underline the simile.
a. Kenji is as quiet as a mouse.
b. The green carpet is like the bright garden grass.

c. The jetski flew across the water.
d. Kenji and his brothers fought like cats and dogs.
e. The paintings will make up a new art book.
f. He made a palace like that of King Minos.

288
Literary Concepts
Metaphors
Discover
1 Answer:
a. How does the Goblin Rat describe Kenji in the comic strip on page 288?
Focus
A metaphor is another type of figurative language that writers use to compare two
dissimilar things or objects. It is a figure of speech in which a word or phrase used
to designate one thing is also used to designate another. Metaphors also create a
visual image to help readers see things as they see them without using the words
like or as.
Examples: The lanterns in the sky are burning emblems of hope.
Practice
1 Write four metaphors comparing furniture with a landscape.

a.
b.
c.
d.
2 Mark the sentences that are metaphors. Underline the metaphors.
a. Fear is a weapon, both powerful and dangerous.
b. Kenji’s face looks like a horrified mask.

c. The moon hung like a silver orb in the dark night sky.
d. The sun is a shining golden orb on the horizon.
e. The temple is as pretty as a picture.
f. Life is a precious thing.
289
Vocabulary
Idioms
Discover
1 Answer:
a. What do the words in bold mean? Thinking about my
family makes me
Focus heartsick. I miss them.
An idiom is a phrase or expression

Are you sure? Even
whose meaning cannot be your brother? That is a
understood from the meanings little hard to swallow.
of the words that make it up.
An idiom can be used to refer to a phrase or jargon of a particular geographical
area or group of people. It is a people’s way of expressing themselves. The word
idiom comes from the Greek idios, meaning “one’s own.”
Examples: The love of my life means someone you loved very much.
Heartsick means to be very sad or upset.
Out of your mind means not thinking rationally.
Practice
1 Complete the sentences with the idioms in the word bank.
head strong an arm and a leg stayed on his toes

over my dead body Achilles’s heel good as gold
a. They will take my chocolate cake .

b. A trip to Antarctica must cost .

c. His love of chocolate cake was his .
d. The Cat King was so and powerful!
e. Kenji’s words were .
f. Kenji when he noticed that something was wrong.
290
Vocabulary
Analogies
Discover
1 Answer:
a. What is an analogy?
Focus
An analogy is a statement of comparison between things that are similar in a given
context. It facilitates the description of an object by establishing a comparison.
The word analogy comes from the Greek ana , meaning “according to,” and logos ,
meaning “proportion.”
Analogies can be expressed in writing by using a special format.
Example: urban : city :: rural : country
The two dots, or colon ( : ), stand for “is to” and the four dots, or double colon ( :: ),
stand for “as.”
Example: Urban is to city as rural is to country.
There are many categories for analogies. You can form analogies for people,
animals, things, adjectives, or even situations.
Examples: Obama : US :: Cameron : UK
resin : pine :: syrup : maple
fat : thin :: tall : short
cat : feline :: dog : canine
Practice
1 Complete each analogy with the missing word. Then write it using dots
in the blank provided.

a. Airplane is to pilot as car is to .
b. Halloween is to October as Christmas is to .
c. Watch is to wrist as clock is to .
d. King is to queen as prince is to .
291
Grammar
Interjections
Discover
1 Answer:
Wow, I can’t
a. What do the words wow and hey believe I made a
mean? cat out of rice.
Focus
An interjection is a word that expresses Hey! Mom, Dad, I
a strong feeling or a sudden emotion. have walked in on
Kenji wasting the rice!
An interjection usually appears at
the beginning of a sentence.
Examples: “Wow!” yelled the townspeople.
“Oh!” whispered Kenji when he was scolded.
Interjections have no grammatical connection with any part of the sentence. Strong
interjections are usually followed by an exclamation point (!). Mild interjections are
usually followed by a comma (,).
The first word after a strong interjection is capitalized, but the first word after a mild
interjection is not.
Examples: Hurrah! Things changed back as they used to be. (Strong
interjection)
Oh, that is not a good idea! (Mild interjection)
Practice
1 Write six sentences about the story “The Cat Artist.” Use interjections in your
sentences.
a.
b.
c.
d.
e.
f.
292
Grammar
The Past Participle

Discover
1 Answer:
a. What verb form did Kenji’s brother use in the dialogue on page 292?
Focus
The past participle is one of the four principal or main forms of a verb. The past
participle of a regular verb looks like the past tense, except that it always has a
helping or an auxiliary verb (has, have, or had).
Examples: She walked in the garden. (Past tense)
Kenji and the priest have walked in the garden. (Past participle)
The past participle of an irregular verb does not look like its past tense, but it does
have a helping or an auxiliary verb (has, have, or had).
Examples: Kenji’s mother did the best thing for him. (Past tense)
Kenji has done a great thing for the town. (Past participle)
Everybody did something for the Kenji. (Past tense)
Everybody has done something for the town. (Past participle)
Some verbs have the same past tense and past participle.
Past Past Participle

set have, has, or had set
cast have, has, or had cast
The past participle is used to show actions that occurred in the past, but without
precision or accuracy.
Examples: Kenji had drawn cats. Kenji’s brother had taken care of the fields.
The past participle is also used with adverbs such as ,
already not , and yet .
Examples: The Goblin Rat has already learned his lesson.
Kenji had not always been that way.
He has not received the golden touch.
293
The Past Participle
Practice
1 Mark the sentences that use the past participle of the verb. Underline the verb
in the past participle form.
a. He remembered the story for as long as he lived.
b. The townspeople had told their families this incredible story many times.
c. Since that day, a long time ago, the Goblin Rat hated the sight of cats.
d. The priest had complained to Kenji about his drawings.
e. “You learned your lesson,” said the priest.
f. The town had worried about the Goblin Rat and his evil ways.
2 Complete the sentences with a past participle verb. Use the word bank.
had taken had transformed have asked have understood
a. Kenji everybody’s life.

b. A change place.
c. I never for a wish like the townspeople did.
d. We that fear is not meant to rule our lives.
3 Write P if the verb is in the past tense or PP if it is a past participle.

a. Kenji had touched the townspeople’s hearts.
b. The Goblin Rat noticed someone in the church.
c. I have accumulated so many drawings in the church.
d. Kenji smiled strangely.

294
Grammar
Using Grammar
1 Write three sentences with interjections about the picture.
2 Underline the interjections in the following sentences:

a. Ah, here comes Dionysius!
b. Oh, no! The golden cloth caused an allergic reaction on his face.
c. Yipee! I got a great idea after I read the story about Kenji.
d. Zap! So much gold, and everything fell apart!
3 Change the following sentences by using the past participle.

a. Kenji loves to draw cats.
b. The Goblin Rat spent much of his time enjoying his treasures.
c. The cat warrior defends the church.
d. The cat warrior protected Kenji and the townspeople.
295
Writing
Writing a Paragraph that Gives a Definition
Discover
Now, Kenji, you must write a

paragraph that gives a definition.
The subject is the Goblin Rat.
What is a paragraph that gives a definition?
Focus
When a paragraph explains a concept or an idea it is referred to as a paragraph
that gives a definition. Paragraphs that give a definition are useful because they
explain concepts and ideas that may be unknown or unfamiliar to readers. The
paragraph often includes examples related to the defined concept or idea. A
paragraph that gives a definition uses key words such as is, are, which means that,
or called.
The following hints are useful when writing a paragraph that gives a definition.
Select the concept you would like to or need to define.
Identify the sources of information or reference books you can use.
Take notes on the definitions you find.
Use key words such as is, are, which means that, and called.
Use personal experiences and examples to explain the concept.

Example: A cause is something that makes something else happen. It
is the first of two events. An effect is what happened because
of the cause. Of two related events, it is the one that happens
second or last. For example, the first event, or cause, is: “Kenji
drew cats all over the old, expensive books.” The second event, or
the effect, is “The old priest was very upset over this.”
296
Writing
Practice
Draft
1. Write a first draft of your paragraph that gives a definition about Japan.
Edit
1. Check your paragraph that gives a definition. Mark the following steps as you
perform them.
a. Use key words such as is, are, which means that, or called.
b. Use clear sentences.
c. Use personal experiences and examples to explain the concept.
Proofread
1. Reread your first draft. Look for grammar and spelling errors. If necessary, add
more information or examples that explain the concept. Copy the edited
paragraph on a clean sheet of paper.
Publish
1. Read your paragraph to a friend or a family member. Ask that person to check
your paragraph for grammar or spelling errors.
297
Oral Expression
Inspirational Speech
Discover
Oh, I don’t know if I should You should not give up!

be an artist. Everyone You have a wonderful gift
makes fun of me! that helps the world!
What is the priest saying? Do you think it is inspirational?
Focus
A speech is a formal or informal discourse delivered to an audience. An
inspirational speech is a speech intended to motivate or inspire the audience. An
inspirational speech seeks to stimulate listeners to a high level of feeling or spur
them into activity. Inspirational speeches are often linked to causes, because they
seek to inspire others to join and help the cause.
Practice
1 You will create an inspirational speech encouraging your classmates to get involved
and support your cause. First, you must choose a cause you are passionate about.
2 After you establish your cause, select your main points. You need to explain your
cause to the class, why the cause needs their help, and what they can do to help.
3 Remember that speeches have introductions, bodies, and conclusions. You will
now start preparing the first draft of your speech. Develop your cause, main points,
and ideas on how to help into full sentences that follow a speech structure. Always
remember to support your ideas with evidence.
4 Review and deliver your inspirational speech. Make sure to convey your passion for
the subject and to inspire the audience with your cause.
298
Ukiyo-e
Discover
1 Answer:
a. What is ukiyo-e? Have you
seen it before?
Focus
Literally meaning “pictures of the
floating world,” ukiyo-e pictures
were a series of woodblock prints
and paintings that were created
in Japan from the 17th to the 19th
centuries, which is known as the
Edo period. Ukiyo-e paintings
usually showcased women, actors,
wrestlers, landscapes, historical
events, and folktales.
While earlier ukiyo-e works tended to be monochromatic, at its height, ukiyo-e was
full of bold colors, complex patterns, and dynamic illustrations. Ukiyo-e paintings
were known for the use of bold lines, shapes, and patterns. The color is usually
defined and contained by the linework. Ukiyo-e was available in painting and print
form, but their printing process was not as we know it today. Woodblocks were used
to make impressions on paper!
One of the most famous ukiyo-e paintings is The Great Wave off Kanagawa. It was
made by Katsushika Hokusai. His exact birthdate is unknown, but it is believed that
he was born in 1760. His series 36 Views of Mount Fuji is perhaps his best known
work, which feautures the Kanagawa wave painting. He died on May 10, 1849,
leaving behind a legacy of bright, moving pieces in the form of ukiyo-e.
Practice
1 Find out more about ukiyo-e. What other famous paintings or prints are there?
Choose one and write the name of the piece and the artist in your notebook.
Explain why you chose that piece.
2 Did ukiyo-e influence the Western art world? Explain and provide examples.
299
Review
1 Underline the interjection in each sentence. Match each interjection with what it
expresses.
a. Hm, I really don’t know! 1. pain
b. Alas, the town is now empty! 2. hesitation
c. Oh, those flowers smell so good! 3. surprise
d. Ouch! That hurts! 4. grief or pity
e. Hey! Look at the cats! 5. pleasure
2 Look at the picture below. Write one sentence using a simile and one sentence
using a metaphor based on the picture.
3 Circle the past participle verbs.

a. Kenji’s art has changed everything.

b. Kenji’s parents could have never imagined what had happened.
c. No one in the town was aware of what had occurred to the Goblin Rat.
d. The cat warrior had laid down the large sword.

e. Someone had defeated the Goblin Rat!
300
Review
4 Read the following paragraph that gives a definition. Answer the question.
Cats are some of the most popular pets in the world. A cat is a domestic animal
that is usually small. A cat is a carnivorous mammal. They tend to hunt for small
vermin and other small household pests. The cat has lived with humans for a long
time. The cat’s relationship with humans has a long record. A cat was found in a
Greek burial site that is 9,500 years old. Cats have also been found in Egyptian
burial sites. The cat was considered sacred by the ancient Egyptians. This means
that cats were integrated into the community’s religion in rituals and symbols.
a. What concept is defined in the paragraph?
5 Underline each sentence that contains an idiom or circle it if it contains an analogy.

The Goblin Rat was a real big wig. He was the cat’s meow, and everyone was scared
of him. He had big bucks and owned many territories in Japan. He terrorized many
people, including a lady who was as pretty as a picture. His riches made him as
proud as a peacock!
Respect for Animals
1. Read:
Cranes are an important symbol in Japan. They
are considered symbols of fortune and longevity.
Unfortunately, the red-crowned crane was
endangered due to hunting. Their habitats were
also turned into rice fields! Fortunately, thanks to
governmental and civil intervention, the crane’s

population numbers have gone up.
2. Does Puerto Rico have any symbolic birds

that are endangered? Which ones? Write their
names in your notebook.
301
Chapter
12 The Magical and

the Mystical
Explor
Explore
Why
hy
y is ev
e
everyone
ever
veryone
ver
eryone
eryone wearing
wearing a mask?
What
hat is going on in the pictur
picture?
e?
Where
here
e does this ttake
e place?
How
w are
are the masks dif
different
erent
ent or similar?
302
1 Look at the picture on page 302. What is going on? Have you ever seen a play? Did
you like it? Write your answers below.
2 Use the following words to write sentences in natural English word order.
a. Epops bounty pay refused to the.
b. clean your demand I you that room.
c. story birds this personified are The in.
3 Mark the sentences that use hyperbole.
a. The road seems to go on forever. c. Your backpack weighs a ton.
b. It feels like I have not eaten in days. d. That movie was such a letdown.

fantastical and imaginary syntax and noun phrases.

worlds.
the story.
hyperbole and personification.
creative comedy.
etymology.
303
Reading
Before You Read The Birds

1. What do you think the by Aristophanes
text will be about? Retold by Simone Ribke
Illustrated by Agustín Riccardi
THE CAST
EUELPIDES and PISTHETAERUS: Elderly Greek citizens
2. Name several cultures
that made sacrifices
who are sick of living in Athens
to their gods.
EPOPS: King of the birds. Was once a human named
Tereus, but was transformed into a hoopoe.
HERALD: A messenger for the Greek people
PRIEST: A person who helps make sacrifices

IRIS: A messenger goddess who can fly
PROMETHEUS: The Greek god who created humankind
out of clay and water. He stole fire from the gods to
give to humankind. Zeus, king of the gods, punished
304
Reading
hoopoe: n.
a salmon-pink
Eurasian bird with a
long down-curved
bill, a large crest,
and black and
white wings and
tail.
desolate: adj.
an empty, deserted
place.
him by chaining him to a mountainside and letting a

bird eat his liver. He later escaped.
POSEIDON: The Greek god of the sea and Zeus’s brother
HERACLES: Zeus’s son and a divine hero. He has
extraordinary strength and courage, but is not too
smart. He loves food.
MESSENGERS
CHORUS OF BIRDS: The voice of all the birds

THE SCENE
A wild, desolate tract of open country; broken rocks and
brushwood occupy the center of the stage. Two actors
dressed as birds, wearing large bird masks, are leading
Euelpides and Pisthetaerus.
305
[The jay hops about happily and pecks at Euelpides’
shoulder. Then he points with his head to a particular
rock.]
EUELPIDES: Have we finally arrived in the Kingdom of
the Birds? [Euelpides’ jay nods his head. Pisthetaerus’
crow caws and flaps its wings at Pisthetaerus.]
PISTHETAERUS: Here, knock on this rock.
EUELPIDES: Good idea! [Knocks on the rock.] Ho there,
within!
EPOPS: Who wants me?
EUELPIDES: We are mortals from the land of Athens who
wish to pay you a visit.

EPOPS: What for?
EUELPIDES: Because you have all human knowledge
as well as that of birds. We have come to beg you
to direct us to some comfortable town to relax in—a
306
Reading
utopia: n. a
place where
everything is
perfect.
nourishment:
n. substances
necessary for
growth, health,
good condition.
utopia of sorts. A place without the lawsuits or crazy While You Read
characters of Athens.
1. Do you think
PISTHETAERUS: I have a great plan that will transfer the Pisthetaerus’s plan
is good? Why?
supreme power to the birds.
EPOPS: What is this great plan?

PISTHETAERUS: Found a city in the clouds and the sky
and fortify it with great walls. In this way you will reign
over humankind. When people sacrifice to the gods,
the smoke of the sacrifices must pass through your
land to reach the gods for their nourishment. Unless
307
While You Read
1. Why are sacrifices

important to the
gods?
2. Mark the correct

answer.
a. Why were the
birds in the sky?
They took sac-

rifices to Zeus.
They were
looking for
food.
the gods pay you to allow this passage, they will
starve.
They were
helping peo- EPOPS: By gods, I never heard of anything more cleverly
ple travel.
conceived! Let us tell the other birds. I shall call them:
b. What helped the
men grow wings?
Here, birdy, birdy, birdy! Here, birdy, birdy, birdy! [The
Chorus of Birds flocks to the stage.]
A sacrifice.
CHORUS OF BIRDS: Where is he who called us? What
A root. good things have you to tell us?
The birds.
PISTHETAERUS: I am bursting with desire to speak to
you, since you were at one time kings.
CHORUS OF BIRDS: We were kings? Over whom?
PISTHETAERUS: It was the birds, not the gods, who once
ruled over people. The strongest proof of all is that

Zeus is represented as standing with an eagle on his
head as a symbol of his royalty. His daughter has an
owl, and his servant Phoebus has a hawk.
EUELPIDES: What are all these birds doing in the sky?
308
Reading
PISTHETAERUS: When anyone offers sacrifices to

the gods, these birds take their share before Zeus.
Formerly people always swore by the birds and never
by the gods. sacrifices:
n. acts of
CHORUS OF BIRDS: Please tell us what must be done. slaughtering an
animal or person
PISTHETAERUS: First I advise that the birds gather or surrendering a
possession as an
together in one city and that they build a great wall
offering to a divine
to divide the earth from the heavens. Next demand or supernatural
the empire back from Zeus. And if he refuses, you figure.
declare war and forbid the gods to pass through your demand: v. to
country. Then you send a messenger to humankind ask authoritatively
to proclaim that the birds are kings. People must first or brusquely.
sacrifice to birds, and only afterward to the gods.

EPOPS: By Zeus, it is no longer the time to delay! Let us
act as promptly as possible. Eat this root and you will
grow wings.
[They eat the root and go through a rather exaggerated
transformation that has them running on and off stage.
They come back onstage to admire and laugh at each
other’s stubby new wings.]
PISTHETAERUS: You look like a goose painted by a blind
artist.
EUELPIDES: And you look like a close-shaven blackbird.
EPOPS: Come now, what must be done?
PISTHETAERUS: First give our city a great and famous
name, and then make a sacrifice.

EUELPIDES: It should be some name borrowed from the
clouds.
PISTHETAERUS: Do you like Cloud-Cuckoo-Town?
309
While You Read
1. Why do you think

Zeus sent a god?
2. Who is Iris? What does

she do?
EPOPS: Oh, a brilliant thought!

PISTHETAERUS: [To Euelpides.] Go, friend, to help the
workers who are building the wall. I must help with the
sacrifice to the new gods and must go to summon the
Priest who will preside at the ceremony.
EPOPS: Priest, it is high time to sacrifice to the new gods.
PRIEST: I begin: We pray to the gods of the birds and to
all the god and goddess-birds who dwell in the sky...
[Starts an elaborate sacrifice ceremony involving much
wing flapping and squawking. A messenger enters a few
minutes later.]
MESSENGER: Where is Pisthetaerus, our leader?

PISTHETAERUS: Here am I.
MESSENGER: The wall is finished.
PISTHETAERUS: Why, they just started the wall five
minutes ago—that’s surprisingly good news!
310
Reading
MESSENGER: It is a most beautiful, a most magnificent

work of art with the length of one hundred stadia—I
measured it myself.
preside: v. to
CHORUS OF BIRDS: Well, aren’t you astonished at the be in a position
wall being completed so quickly? of authority at
a meeting or
PISTHETAERUS: By the gods, yes! gathering.
stadia: n. a
SECOND MESSENGER: A horrible outrage has occurred! sports arena with
A god sent by Zeus has passed through our gates tiers of seats for
spectators.
and has penetrated our defenses.
PISTHETAERUS: What god was it?
SECOND MESSENGER: We don’t know that, but we do
know it has wings and can fly.
PISTHETAERUS: Is that her over there? Hi, you woman,
halt and don’t move! Who are you and from what
country?
[Iris appears from the top of the stage and freezes
midflight.]
IRIS: I am swift Iris, the messenger of Zeus to humankind,
and I am on my way to tell the humans to make
animal sacrifices to the gods and to fill their streets
with the rich smoke of burning fat.
PISTHETAERUS: Of which gods are you speaking?
IRIS: Why, of ourselves, the Olympic gods.
PISTHETAERUS: You, gods?

IRIS: Are there others, then, that I have not heard of?
PISTHETAERUS: Humans now adore the birds as gods; it
is to us that they now offer sacrifices, and not to Zeus
at all!
311
While You Read
1. Explain Pisthetaerus’s
reply to “Are you
cuckoo?”
2. Based on this page,

predict what will
happen next.
3. Basileia is…
a. Zeus’s
daughter.
IRIS: Are you cuckoo?
b. who makes PISTHETAERUS: No, actually, I’m more like a close-

Zeus’s shaven blackbird. Thank you for asking.
lightning.
CHORUS OF BIRDS: We forbid the gods of Olympus to
c. Heracles’s
wife. pass through our city and the mortals to send them
the smoke of their sacrifices by this road.
4. Why does Pisthetaerus
say “thanks to you
that we roast our
IRIS: I shall tell Zeus of your bird-brained scheme!
meat.”?
[Iris leaves in a huff and the Herald enters.]
HERALD: O, blessed Pisthetaerus, all humankind is filled
with admiration for your wisdom and they award you
this golden crown.
PISTHETAERUS: I accept it. Who’s this approaching?

[Prometheus enters wearing a mask and the Herald exits.]
PROMETHEUS: By the gods, I hope Zeus does not catch
sight of me! Where is Pisthetaerus?
312
Reading
PISTHETAERUS: Who is this masked man?

PROMETHEUS: Can you see any god behind me?
PISTHETAERUS: No, none. But who are you? cuckoo: n. a
medium-sized
[Prometheus removes his mask.] long-tailed bird.
Also used as an
PISTHETAERUS: Ah, my dear Prometheus! adjective to say
someone is crazy.
PROMETHEUS: Hush, don’t say my name too loudly, forbid: v. to
for you will be my ruin if Zeus should find me here. refuse to allow
I have news for you: It’s all over with Zeus since something.
you founded this city in the air. Humans no longer starving: v.

suffering severely or
sacrifice to the gods. The smoke of the sacrifices dying from hunger.
no longer reaches them, and the gods are starving. deputies: n.
Zeus plans to send deputies here to sue for peace, persons who are
but don’t retreat unless Zeus restores the scepter to empowered to act
as substitutes for a
the birds and gives you Basileia in marriage. superior.
PISTHETAERUS: Who is this Basileia? scepter: n. an
ornamented staff
PROMETHEUS: A very lovely young damsel who makes carried by rulers
the lightning for Zeus. All good things come from on ceremonial
her—wisdom, good laws, virtue, the fleet, and the occasions as
a symbol of
public paymaster. sovereignty.
PISTHETAERUS: Ah, then she is a sort of general

manager to the gods.
PROMETHEUS: Yes, precisely. If he gives you her for
your wife, you will have almighty power. That’s what I
have come to tell you, for you know my constant and
habitual goodwill toward mankind.

PISTHETAERUS: Oh, yes! It is thanks to you that we
roast our meat.
PROMETHEUS: I must return before I am discovered.
[As Prometheus exits, stage left, he flees like a spy,
313
While You Read
1. The phrase “good

tweetment” is…
a. a mistake.
b. a pun.
c. a serious
statement.
2. Why would it be
better if the birds
governed the earth?
jumping and hiding behind trees and bushes. He peeks

from behind one hiding spot, only to run, jump, and roll
into another. After he exits, Poseidon and Heracles enter,

stage right.]
POSEIDON: Cloud-Cuckoo-Town, we come as
ambassadors of the gods to sue for peace! You’d
better give us good tweetment. Get it?
HERACLES: We have no interest to serve in fighting you,
314
Reading
so be friends to us and we promise to help and

protect you.
PISTHETAERUS: We will agree to peace if Zeus yields dethrone: v. to
his scepter to the birds. If this is agreed to, I invite remove a ruler from
you to dinner tonight. power.
HERACLES: Dinner? Well, that’s good enough for me! I procrastinates:

v. puts off doing
vote for peace. something.
POSEIDON: You wretch! You are a fool who will do withdraw: v. to

anything for food. Do you want to dethrone your own remove or take away
a person or thing
father? from a place or
position.
PISTHETAERUS: What an error! Why, the gods will be
much more powerful if the birds govern the earth. At
present, the mortals are hidden beneath the clouds
While You Read
and escape your observation. For example, if a man
vows to offer a sacrifice to some god, and then 1. What does “fowl play”
mean?
procrastinates, pretending that the gods can wait,
and thus does not keep his word, we shall punish
his stinginess. If the mortals misbehave in any other
way, we shall remind them of who flies and poops on
high.
POSEIDON: Well thought of; by Poseidon, I consent.
HERACLES: My notion, too. We shall accord you the
scepter—here you go.
PISTHETAERUS: Ah! I nearly forgot my other condition:
The young Basileia must be given to me in marriage.
POSEIDON: Then you don’t want peace. Let us withdraw,

for I will not give in to such fowl play.
HERACLES: [To Poseidon] Are we going to war about a
woman?
PISTHETAERUS: Oh, by the gods, your uncle is tricking
315
you, my poor friend! The law will not allow you one
ounce of your father’s property, for you are a bastard
and not a legitimate child.

HERACLES: I am a bastard? What’s that you tell me?
PISTHETAERUS: Why, certainly; are you not born of a
woman other than his wife?
HERACLES: But what if my father wished to give me his
property on his deathbed?
316
Reading
PISTHETAERUS: The law forbids it, and this same

Poseidon would be the first to lay claim to his wealth,
by virtue of being his legitimate brother.
legitimate:
HERACLES: And I would get nothing? adj. conforming to
the law or to rules.
PISTHETAERUS: Absolutely nothing. But if you want to
fight it, join my flock. I will make you a king and will bounty: n. a
monetary sum
feed you on bird’s seeds and honey. demanded as
ransom or given as
HERACLES: Your further condition seems fair to me, and gift or reward.
you shall have the damsel.
POSEIDON: Very well, make peace and I’ll hold my
tongue. After You Read
HERACLES: We will grant you all that you ask. But come 1. Explain Pisthetaerus’s
actions: what do
up there with us to receive Basileia and the celestial you believe are his
bounty. motives?
[They all exit except for the chorus. Enter a messenger.]

MESSENGER: He is entering with his bride at his side. 2. “The Birds” is a...
CHORUS OF BIRDS: Fortune loads us with her blessings. a. satirical

comedy.
This marriage brings luck to Cloud-Cuckoo-Town, as
it is through Pisthetaerus that the birds are called to b. tragedy.
such glorious destinies!
c. autobiography.
PISTHETAERUS: Now let us celebrate! Stretch forth your
hands, my dear wife, take hold of me by my wings,
and we shall dance; I am going to lift you up and
carry you through the air.
[They fly off into the sunset.]

CHORUS OF BIRDS: Oh, joy! Victory is ours!
317

a. What kind of text is “The Birds”?
A poem. A play.
A story. A monologue.
b. Eulpides and Pisthetaerus claim that...
they are birds. they are gods.
the birds were once kings. they were sent by Zeus.
c. The creation of Cloud-Cuckoo-Town meant that...
humans no longer sacrifice to the town would offer sacrifices.

gods.
gods no longer needed they would need to build more

humans. walls.
d. Heracles is...
Zeus’s heir. Epop’s illegitimate child.
Poseidon’s son. Zeus’s illegitimate child.
2 Are the birds in the story personified? Explain and give examples.
318
3 Predict what happens after the end of the story.
4 Did the Olympian gods depend on humans? Explain.
1. Read:
All jobs are important. No matter how different
they are, they all contribute to our well-being. This
is because we are all connected to each other.
Farmers help provide us food, teachers educate
us, and doctors help us stay healthy, to name
a few examples. No matter how different our

responsibilities and duties are, they are all key to
maintaining a balance in our lives.
2. List other examples of how all jobs contribute to

the community.
319
Literary Concepts
Hyperbole
Discover
These wings make me feel I feel like I can fly at the
light as a feather! speed of light!
1 Answer:
a. What is a hyperbole?
b. Is it used in the comic’s
dialogue?
Focus
A hyperbole is an exaggeration or
an overstatement. A hyperbole is a
description that is greatly exaggerated.
Hyperboles are not meant to be taken
literally; they are used for the effect they produce. Hyperboles are statements that
are not literally true, but that are used to make something sound impressive or to
emphasize something, such as a feeling, an effort, or a reaction.
Examples: I almost died laughing.
I tried calling you a thousand times last night.
Practice
1 Match the two parts of the sentences to make hyperboles.
a. Her smile brightened up 1. that it could be heard around the world.
b. The music was so loud 2. that we can use it for a tent.
c. His shirt is so big 3. the cold, dark room.

2 Mark the sentences that have a hyperbole. Next, underline the hyperbole.
a. The birds flew faster than light.
b. The city was very high above the ground.
c. He felt like flying forever.
320
Literary Concepts
Personification
Discover
1 Answer:
a. What is personification?
Focus
Personification is a figure of speech that gives human characteristics and actions
to animals, inanimate things, or ideas. Personification is often used in stories or
poems to create a special effect. Giving animals or inanimate objects human traits
can create dramatic or humorous effects. Personification can make a story or poem
more interesting.
Examples: The bird smiled and explained to Pisthetaerus how grand
the city’s wall is.
Practice
1 Mark the sentences that use personification.
a. The birds argued with the messenger while building the wall.
b. There were birds sitting on the wall.
c. The wall whispered instructions to the birds.
d. Iris noticed the newly constructed wall.
e. The bird wore a mask and told the humans to build a wall.
2 Circle what is being personified in the following sentences:

a. The ancient animal told mysterious tales of elder Olympic gods.
b. The wind in the tunnel stopped its moaning and groaning.
c. Prometheus noticed the masked men.
d. The bird demanded that the humans sacrifice their food.
321
Vocabulary
Etymology
Discover
1 Answer: The city is full of buildings that we

have built with our own hands. You are nothing but sailors
a. What is the origin of Why can’t the king leave his castle under his command. He
runs a tight ship.
each word in red? to see how hard we work?
Focus
Etymology is the branch of linguistic
studies that investigates the origins
and development of words. The word
etymology contains the words
etumon and logos. Etumon
means “the true sense of the word”

and logos means “word or speech.”
You can find information about the origins of English words in an etymological
dictionary or an English dictionary. The following abbreviations are usually found in
these reference books:
Gk = Greek, L = Latin, OE = Old English, OF = Old French, G = German, F = French,

ME = Middle English
Examples: carpet n. [M.E. < OF. Carpite, a carpet, kind of cloth < ML.
carpita, thick woolen cloth < pp. of L. carpere, to card, pluck.]
1. a thick, heavy fabric of wool, cotton, or synthetic fibers for
covering a floor, stairs, etc.: it is woven, usually with a pile, or
felted. 2. a strip, or several joined strips, of such fabric. 3. anything
laid down or spread like a carpet (a carpet of snow) - vt. to cover
with or as with a carpet __ on the carpet 1. under consideration
2. being, or about to be, reprimanded.
This entry shows that the word carpet comes from the Middle English and Old
French word carpite, the Middle Latin word carpita, and the Latin word carpere.
Practice
1 Look up the word prose in the dictionary. Where does it come from? Write your
answer in the space provided.
322
Vocabulary
2 Read the comic strip again. There are 7 words highlighted in bold. Write those words
in alphabetical order below. Look them up in an etymological dictionary and write
any information about their origins on the right.
a.
b.
c.
d.
e.
f.
g.
323
Grammar
Syntax
Discover Thank you! Do you know
The gods are here!
Welcome to our city! Pisthetaerus? He is a
great man!
1 Observe the sentences
in the comic strip.
Focus
Syntax refers to how words are
combined in a sentence. Sometimes
we know a sentence is correct because
it sounds right. But there are syntactic
rules that help us to express ourselves
correctly. We know that subjects and verbs must agree in number. A singular verb
is used with a singular subject and a plural verb is used with a plural subject. The
syntax of a sentence is correct when the word order is also correct.
Examples: The song is beautiful. (singular) The songs are beautiful. (plural)
Many languages can express meaning through word order. For example, in Spanish,
the words “viejo amigo” (old friend—as in friends for a long time) do not mean the
same as “amigo viejo” (my friend that is old), neither does “pobre hombre” (poor
man—as in feeling pity for him) mean the same thing as “hombre pobre” (the man
that is poor).
You are probably used to writing sentences in natural English word order, which are
sentences that have a subject (S), verb (V), and object (O).
Example: Emily Dickinson wrote poetry.
The verb indicates the action, the subject tells us who is performing the action, and
the object answers the question “What?”
The object can be a noun or a pronoun.
Examples: Everyone likes the song. (noun) Everyone likes him. (pronoun)
At times, however, the subject may follow all or part of the predicate. This sentence
structure is called inverted order.
Example: On Los Millones Street is the school.
It is easier to identify the subject in sentences with inverted order if you rewrite it in
natural English word order.
Example: The school is on Los Millones Street.
324
Grammar
Practice
1 Use the following words to write sentences in natural English word order.
a. I/stinginess/punish
b. sailors/ship/sea
c. Olympus/gods/sacrifice
d. castle/king/visit
2 Underline the words that complete the sentences.

a. The play “The Birds” (is / am) a comedy.
b. How many buildings (do / does) the city (have / has).
c. Pisthetaerus (knows / know) how to make a wonderful city.
d. Poseidon (are / is) an impatient god.
3 Identify the word order in each sentence. Label the sentences NE for natural English
word order or IO for inverted order.
a. Chocolate cake is my favorite kind of cake.
b. At 8:30 a.m. is the first tour.

c. On Calle del Cristo is the best restaurant.
d. The last tour leaves at 5 o’clock.
e. The bird sings a beautiful song.
325
Noun Phrases
Discover
The wise Pisthetaerus just
1 Answer: left. But I can help you!
a. What kinds of phrases are the

groups of words in bold in the
second panel of the comic strip?
How do they work?
Oh, well. We need
his advice on a
Focus difficult situation.
Noun phrases are groups of words

that are used as nouns. Noun phrases
give us extra information about the subject. Noun phrases always function as a
single noun, but they are made up of more than one word. Noun phrases are not
clauses. A noun phrase almost always contains a noun or a pronoun. Noun phrases
are often introduced by a, an, and the.
Example: The happy sailor sang a song.
Noun phrases are based on just one noun.
Examples: the beautiful song

the happy song
In the examples above, the word song is the subject, also called the headword.
The words beautiful and happy modify the headword and provide more information
about the word song.
The noun phrases above can be used to start or finish a sentence.
Examples: The beautiful song makes the queen happy.
The sailor will sing the beautiful song.
Practice
1 Use the subject noun gods to write three sentences with noun phrases. Underline the
noun phrases in each sentence.
326
Grammar
Using Grammar
1 Underline the noun phrases in the following sentences:
a. The fast plane raced against time.
b. The grand, tall wall kept the city safe.
c. The brilliant Pisthetaerus came up with the peculiar name.
d. The silver moon rose from the horizon.
e. The elegant carpet covered the bedroom floor.
f. A cold, hard wave crashed on the shore.
2 Write a noun phrase for the following subjects:

a. child
b. bird
c. palace
d. school
e. sky
f. hero
3 Write four sentences about imaginary places in natural English word order.
a.
b.
c.
d.
4 Underline the subject, circle the verb, and double underline the object in each
sentence.
a. The construction workers surveyed the wall.
b. They have a new city.
c. The tall man with the glowing crown is Poseidon.
d. Pisthetaerus is the new king of Cloud-Cuckoo-Town.
327
Writing
The Story
Discover
I think I will turn our play into a

story! It will be about our lovely
city and how it became an You cannot forget to tell
important historical place! how you met your wife!
That will make it into a
love story as well!
What is a story?
Focus
A story is a narration or account of events written in prose. A story relates a series of
connected events or a single event and, whether it is true or fictitious, a story has a
beginning, middle, and end. To begin writing a story of your own, follow these steps:
Decide on what kind of story you would like to write: mystery, romance,
adventure, or a real-life event.
Give the story a title.

Make a list of characters.
Decide where the story takes place and why.
Develop the plot: the beginning, middle, and end of the story.
328
Writing
Practice
Draft
1. Write a rough draft of your story “The Birds” in your notebook. Start with how the
story begins, then give details leading to an important event. Finish the story
with a well thought-out conclusion.
Edit
1. Read your draft. Make sure that the following statements about your draft are
true. Mark them as you go along.
a. The story has a location. e. There is a clear succession

of events in the correct
b. The characters are well order.
developed.
f. The story has a clear
c. There is conflict that gives viewpoint.
motivation and purpose
for the actions of the g. The story has a beginning,
characters. middle, and end.
d. The plot is well developed.
Proofread
1. Write the final version of your story on a sheet of paper. Reread it to make
sure that all corrections have been made. Make any changes regarding
style, grammar, and punctuation. If you want, you can share your story with a
classmate or parent to get their opinion.
Publish
1. Read your story aloud to your classmates. Ask your classmates to share their
stories with you. Have fun!
329
Oral Expression
Creative Comedy
Discover
1 Answer:
a. What is comedy? Do you enjoy
y it?
Mention a favorite comedy.
Focus
Comedy is a form of entertainment
consisting of jokes and sketches.
The purpose of comedy is to make
the audience laugh. Making a
comedy sketch is a creative process very similar to that of writing. Creative comedy
sketches come up with funny and original ideas that the audience enjoys.
Practice
1 Decide if you will perform individually or with a partner. After you figure this out,
choose between telling jokes or humorous stories to the class. Use the space below
to brainstorm ideas for your comedy sketch.
2 Elaborate on your ideas. Write out your jokes and organize them. Remember, one joke
may be funny by itself, but if you coordinate your jokes well, it will have a better effect.
3 Proofread and practice your sketch. Make sure that the timing is correct. If you wait
too long, or say the punch line too soon, you will lose your audience.
4 List any items you may need for your sketch. Gather and bring them to perform your
sketch in class. Have fun!
330
Monotheism
Discover
1 Answer:
a. What is monotheism?
Focus
Ancient Greeks, Romans, Egyptians, and
other cultures believed in many gods.
These gods were believed to be the
creators and controllers of the natural
world. People prayed to one god to ask
for fertile soil, and they prayed to another
god to express thanks for good weather.
This belief system is called polytheism.
Many years later, some people began
to pray to only one god whom they
believed to be the center of power. This
belief system is called monotheism.
Today, there are three main monotheistic
religions in the world. They are Judaism,
Christianity, and Islam.
Jews, Christians, and Muslims all believe in one god as the creator and ruler of
the world. They all pray to that god in a house of worship. Their houses of worship
are communities of people who share their beliefs and their culture. They all pass
down the stories of the book they hold sacred through the generations of their
families. They all follow the laws and rituals that are outlined in those books. They
all have celebrations and holidays to commemorate historically significant events
in their culture or community. They all have religious leaders in their communities
at their houses of worship. The names of these religious leaders, houses of worship,
sacred books, holidays and celebrations, and the characters in the sacred stories
may be different, but they are all intended to teach lessons that govern behavior,
foster good will toward others, and nurture understanding among communities
and individuals.
Practice
1 Make a table and list the different names for the common elements of these three
monotheistic religions.
331
Review
1 Write the following sentences in natural English word order.

a. a had The idea Greeks good very.
b. the sea the god is Poseidon of.
c. garden bird into A flew my.
d. to messenger with Zeus his Epops sent speak.
2 Write two sentences using hyperboles.
a.
b.
3 Write two sentences using personification.
a.
b.
4 Look up your favorite word in an etymological dictionary and describe its origin.
5 List three phrases that show a play on words or a pun.
a.
b.
c.
332
Review
6 Write six noun phrases about a magical, imaginary place.
a.
b.
c.
d.
e.
f.
7 Explain how the chapter title “The Magical and the Mystical” relates to the play
“The Birds.”
Respect for Animals
1. Read:
Our world and its ecosystems exist thanks to a
delicate balance. When we alter this balance, it
may be affected to the point that it disappears.
For example, when birds like the grackle eat trash
instead of bugs, the insect population rises. This in
turn affects other animals, and even people!
2. List three examples of how ecosystems have

been altered in Puerto Rico.
3. Research the term trophic cascade. Discuss it

with your classmates.
333
Glossary
bolted: v. stood upright suddenly due to
sudden, upsetting, or shocking news.
A bifocals: n. a pair of eyeglasses that have

lenses for distant vision and near vision.
acceleration: n. the act or process of biome: n. an ecosystem that includes

accelerating or increasing speed. many habitats in a certain climate.
affect: v. to have an effect or make a blubbers: v. utters while crying and

difference on a person, place, or thing. sobbing.
apprentice: n. a person who is learning a blurry: adj. something unclear or less

trade or skill from an experienced employer. distinct.
artist: n. a person who produces art as a bonny: adj. attractive, beautiful.

profession or hobby. bounding: v. walking or running in leaping
avalanche: n. a large mass of any material strides.
falling rapidly down a mountainside. bounty: n. a monetary sum demanded
as ransom or given as gift or reward.
bragging: v. saying in a boastful manner.
B brandished: v. waved or flourished an

object.
banged: v. produced a sharp blow that brood: n. a family of young animals.

causes a loud noise. budge: v. to alter physical position or
banished: v. forced to leave a country. attitude.
battered: v. threw or hit repeatedly and bungalow: n. a low house with a big front
porch. It usually has one floor.
insistently.
beauty mark: n. small black mark on a burst: v. to break apart suddenly or

woman’s face. It can be natural or artificial. violently.
beloved: adj. something or someone

that is dearly loved by a certain group
of people.
334
community: n. a group of people living
together in one place.
C competition: n. the process or act of

trying to win.
calico: adj. multicolored or mottled. complex: adj. complicated, difficult to

solve.
carcasses: n. the bodies of dead animals.
conceited: adj. having too high an
career: n. a profession that lasts a long opinion of oneself.
time and provides room for progress.
confidence: n. a sense of trust or faith in
careless: adj. not giving enough attention a person or thing.
or thought to avoiding mistakes or harm.
confines: n. boundaries or limits that
channeled: v. directed into or through enclose something or someone.
something for a particular use.
corny: adj. excessively sentimental.
citizen: n. a legally recognized subject of
a state or nation. cuckoo: n. a medium-sized long-tailed
bird. Also used to say someone is a crazy.
clamber: v. to climb in and out of
something.
clangs: v. produces a loud, resonant

metallic sound or series of sounds. D
clasped: v. grasped or held something
tightly. dainty: adj. something that is delicate.
club: n. a group that is dedicated to a deception: n. the act of deliberately

particular interest or activity. leading somebody to believe things that
are not true.
clumsiness: n. something that is done

awkwardly. decline: v. to diminish in strength, quality,
or quantity.
coiled: v. arranged something into a
spiral-like shape. demand: v. to ask authoritatively or
brusquely.
commotion: n. a state of confused and
noisy disturbance.
335
Glossary
deputies: n. persons who are empowered interacting organisms and their physical
to act as substitutes for a superior. environment.
desolate: adj. an empty, deserted place. embarrassed: adj. experiencing,

expressing, or marked by feelings of shame,
dethrone: v. to remove a ruler from power.
painful self-consciousness, or unease.
diligent: adj. a person who is careful and
equator: n. an imaginary line drawn
attentive with his or her responsibilities.
around Earth. It is equally distant from
diplomat: n. an official representing a both poles.
country abroad.
erode: v. to wear away by the action of
disperses: v. to go in different directions water, wind, or glacial ice.
and disappears.
evacuation: n. a removal of people from
disposing: v. to get rid of something by a dangerous or potentially dangerous
throwing or giving it away. place.
dormant: adj. not presently active, but excavations: n. a location that is being
capable of becoming active. dug, usually for archeological purposes.
drafty: adj. having or exposed to currents expert: n. someone who knows a great
of air in an enclosed area. deal about a particular thing.
dry goods: n. fabric, thread, clothing, expertise: n. expert knowledge or skill.

and related merchandise, different from
groceries, hardware, etc.
dump: n. a poorly maintained place.

F
E faraway: adj. dreamy.
fled: v. ran away from something.
fledgling: n. a young bird that has just

eager: adj. wanting to do or have
developed wing feathers large enough to
something very much.
fly.
ecosystems: n. a biological community of
food chain: n. an arrangement that shows
336
how living things interact in an ecosystem,
with organisms higher on the chain using
those lower on the chain as food sources.
foolish: adj. lacking good sense or

H
judgment.
habitats: n. the natural environment or
forbid: v. to refuse to allow something. home of a living organism.
foreign: adj. related to or dealing with harsh: adj. rough, cruel, or severe.
other areas; something that comes or is
introduced from the outside. haunted: v. inhabited or visited by ghosts
or other supernatural beings.
fret: v. to worry.
hibernate: v. to spend the winter in a
fury: n. wild, violent anger. very deep sleep to save energy until food
sources are more readily available.
homeless: adj. a person without a home.

G hometown: n. the town or city in which
one was born or grew up.
gagged: v. prevented someone from honor: n. a celebration or expression of

speaking, usually through the use of a gag. respect.
galleon: n. a sailing ship used from the honorary: adj. a position or title
15th to the 17th centuries. given without having to comply with
requirements or functions.
good sport: n. one known for a willing
acceptance of rules, especially of a game. hoopoe: n. a salmon-pink Eurasian bird
with a long down-curved bill, a large
grade: n. a level, degree, or rank in a scale.
crest, and black-and-white wings and tail.
gratitude: n. the quality of being thankful.
shimmied: v. moved with a graceful,

swaying motion.
guarding: v. watching over; keeping safe.

I
ignore: v. to refuse to recognize or notice.
337
Glossary
impatient: adj. restless and irritable.
impede: v. to delay or prevent someone

or something. K
incline: n. a line that goes up or down at
an angle from a flat surface. kinetic energy: n. energy resulting from
inoculation: n. treatment via vaccine for motion.
people and animals to develop immunity know-it-all: n. one who claims to know
to disease. everything.
inspire: v. to encourage or motivate
someone.
insurance: n. compensation provided

by a company or agency in the case
L
of a loss or accident. The payment of a
premium is necessary. labyrinth: n. a maze of crisscrossing,
intent: n. purpose. complicated passages or paths that
make it difficult to find one’s way around.
intricate: adj. something very
complicated or detailed. lava: n. melted rock that flows from a
volcano.
inviting: adj. offering the promise of an
attractive, enjoyable experience. legitimate: adj. conforming to the law or
to rules.
issue: n. a personal problem or difficulty.
lightning rod: n. a metal rod or wire that
is added to a building in order to redirect
lightning.
J luxury: n. extravagant, and usually

expensive, items or lifestyles.
jerks: v. moves or causes to move

suddenly or sharply.
jest: n. something that is said or done for

amusement.
338
M N
massive: adj. something that is large, negotiated: v. tried to reach an
heavy, and/or solid. agreement or compromise through
dialogue and discussion.
memory: n. something remembered from
the past; a recollection. niche: n. the role an organism plays in its
environment
mittens: n. gloves with two sections: one
for the thumb and the other for the other nourishment: n. substances necessary for
four fingers. growth, health, and good condition.
moccasins: n. a soft leather slipper or shoe nudges: v. pushes against gently.

without a separate heel, sewn in a simple
nutrients: n. nourishing ingredients.
gathered seam. It is a style originating
among North-American natives.
model: n. a person or thing that is an

example to follow. O
monitor: v. to observe and chart the
progress of something over a period of
offering: n. something offered due to
time.
devotion or sacrifice.
moor: n. an open tract of uncultivated land.
organisms: n. living things.
motion: n. the act of moving or changing
ominous: adj. giving the impression that
places.
something bad is going to happen.
mournful: adj. feeling or expressing

oxen: n. usually a castrated male, a
sadness, regret, or grief.
domesticated bovine animal kept for milk
mutters: v. speaks indistinctly in low or or meat.
barely audible tones.
339
Glossary
pollutes: v. contaminates an area with
harmful or poisonous substances.
P potential energy: n. the energy of

a particle, body, or system that is
determined by its position or structure.
paralyzed: v. rendered a person, animal, or
part of the body incapable of movement. precipitation: n. rainfall.
parka: n. a coat or jacket with a hood predators: n. animals that live off of killing
and warm lining for cold weather wear. and eating other animals.
patented: v. obtained the sole right over predictions: n. a forecast or estimation of

an invention. a future event.
peculiar: adj. odd or unusual. preserved: v. kept or saved from ruin or loss.
pen: n. an enclosure in which domestic priesthood: n. the office or position of a

animals are kept. priest.
penetrated: v. to successfully forced one’s priming: v. being ready for action.

way into or through something. printer: n. a person whose job is
preside: v. to be in a position of authority commercial printing.
at a meeting or gathering. procrastinates: v. puts off doing something.
permafrost: n. a thick subsurface layer of published: v. the preparation and release
soil that is frozen all year. of an author’s work.
philosopher: n. a person who practices or pyroclastic surge: n. a rapid flow of hot
knows philosophy extensively, especially ash, mud, rock, and volcanic gas during
as a discipline. a volcanic eruption
pioneers: n. people who are among the
first to explore a new country or area.
plaiting: v. braiding hair or strands. Q

plankton: n. microscopic organisms
floating in the sea or fresh water.
queasy: adj. a feeling of nausea.
plummeted: v. fell straight down.
340
R S
rapier: n. a thin, light sword used for sacrifices: n. the act of slaughtering
thrusting. an animal or person or surrendering a
possession as an offering to a divine or
recognize: v. to know from earlier
supernatural figure.
experience.
savage: adj. something that is fierce,
recycled: v. converted waste into
violent, and uncontrolled.
reusable material.
scavenger: n. an animal that feeds on
redcoat: n. a British soldier so named for
carrion, dead plant material, or refuse.
his uniform’s color.
scepter: n. an ornamented staff carried
refrain: n. song.
by rulers on ceremonial occasions as a
replenish: v. to restore something to its symbol of sovereignty.
former state or condition.
scornfully: adv. feeling or expressing
reprimanded: v. when someone or contempt or derision.
something receives sharp disapproval or
scowls: v. frowns in an angry or bad-
criticism for their actions or behavior.
tempered way.
reservoir: n. a place where something is
scurrying: v. moving hurriedly and with
stored until needed.
short steps.
resist: v. withstand the action or effect of
sensible: adj. practical. Someone who uses
something.
wisdom and prudence to make decisions.
restless: adj. a person or animal that is
sensitive: adj. quick to detect or respond

unable to rest or relax.
to slight changes.
rubbish: n. waste material, litter.
settled: v. put into order; arranged or
ruins: n. the remains of a structure after fixed definitely as desired.
suffering great damage.
shelter: n. a place that provides
protection or cover.
341
Glossary
shutters: n. panels attached to windows stowaways: n. unregistered passengers
for privacy and security. who have secretly boarded a vehicle.
sidewalks: n. a paved pedestrian path on striking: adj. near enough to hit or

the side of the road. achieve something.
sleek: adj. with smooth or glossy hair, skin, supplies: n. a stock of a resource that
or fur. can be provided to a person or place.
sliver: n. a small, slender piece of swarms: v. moves, crowds, or overruns

something. somewhere in large groups.
slope: n. a surface of which one end or swayed: v. moved slowly and rhythmically.
side is at a higher level than another; a
symbiosis: n. when two organisms from
rising or falling surface.
different species live in close association
soot: n. a black substance that is with each other.
produced by burning organic matter.
sorrowful: adj. feeling, showing, or

causing grief
soup kitchen: n. a place where free food

T
is given to the destitute.
talent: n. a natural aptitude or skill.
species: n. a group of similar animals or
plants of the same kind. tan: n. the brown color that sunrays
impart to the skin.
spreads: v. opens or stretch out.
teases: v. makes fun of; mocks playfully.
stadia: n. a sports arena with tiers of seats
for spectators. terrorized: v. created and maintained a
state of utter terror and distress.
starving: v. suffering severely or dying
from hunger. the bright side: n. the positive aspect.
stooping: v. bending one’s head and thrived: v. grew or developed extremely well.
body forward and downward.
torrent: n. a strong, fast-moving stream of
stomped: v. treaded heavily or loudly. water or any other liquid.
stove: n. a device used for cooking or trading: v. buying and selling goods or
heating that uses fuel or electricity. services.
342
trail: n. a route that is planned or followed volcano: n. a vent in Earth’s crust through
for a particular purpose. which melted or hot rock and steam
come out.
treaty: n. a formal agreement between
nations. volunteer: v. to freely offer to help or do
something.
tricked: v. deceived or outwitted.
tucked: v. pushed or folded the ends of

something.
tundra: n. a vast, flat area where the

W
subsoil is permanently frozen.
wax: n. a moldable substance secreted

by bees; they use it to make honeycombs.
U wears out: v. diminishes; fades.
whimpers: v. a series of low, feeble

sounds made by a person or animal, that
unwound: v. undid something that had
express fear, pain, or discontent.
been wound.
wicked: adj. something or someone that
urge: v. to try very hard to persuade.
is evil or morally wrong.
utopia: n. a place where everything is
wicket: n. a small door or gate, frequently
perfect.
found next to a larger one.
winding: adj. characterized by lots of

bends and turns.
V withdraw: v. to remove or take away a
person or thing from a place or position.
valley: n. a low area of land between wound: v. moved in a spiral path.

hills or mountains, usually with a river or
wraps: v. embraces or encloses.
stream flowing through it.
writhed: v. contorted, squirmed, or twisted
veranda: n. a roofed platform along the
the body.
outside of a house. It is usually level with
the ground floor.
343
References
Pronouns
Subject Pronouns Possessive Pronouns
Singular Plural Singular Plural

I we mine ours
you you yours yours
he, she, it they his, hers, it theirs
Object Pronouns The Verb to be
Singular Plural Singular Plural

me us I am we are
you you you are you are
him, her, it them he is, she is, it is they are
Irregular Verbs
Simple Form Simple Past Past Participle
A arise arose arisen

B be was, were been
bear bore born/borne
beat beat beaten
become became become
begin began begun
bend bent bent

bet bet bet
bid bid bid
bind bound bound
bite bit bitten
344
bleed bled bled

blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burst burst burst
buy bought bought
C cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
D deal dealt dealt
dig dug dug
do did done
draw drew drawn
E eat ate eaten

F fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
345
References
fit fit fit

flee fled fled
fling flung flung
fly flew flown
forbid forbade forbidden
forecast forecast forecast
forget forgot forgotten
forgive forgave forgiven
forsake forsook forsaken
freeze froze frozen
G get got gotten
give gave given
go went gone
grind ground ground
grow grew grown
H hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt

K keep kept kept
know knew know
L lay laid laid
lead led led
leave left left
346
lend lent lent

let let let
lie lay lain
light lit/lighted lit/lighted
lose lost lost
M make made made
mean meant meant
meet met met
mislay mislaid mislaid
mistake mistook mistaken
P pay paid paid
put put put
Q quit quit quit
R read read read
rid rid rid
ride rode ridden
ring rang rung
rise rose risen
run ran run
S say said said
see saw seen
seek sought sought

sell sold sold
send sent sent
set set set
shake shook shaken
shed shed shed
347
References
shine shone/shined shone/shined

shoot shot shot
show showed shown/showed
shrink shrank/shrunk shrunk
shut shut shut
sing sang sung
sit sat sat
sleep slept slept
slide slid slid
slit slit slit
smell smelled/smelt smelled/smelt
speak spoke spoke
speed sped/speeded sped/speeded
spend spent spent
spin spun spun
spit spit/spat spit/spat
split split split
spread spread spread
spring sprang/sprung sprung
stand stood stood
steal stole stolen
stick stuck stuck

sting stung stung
stink stank/stunk stunk
strive strove striven
strike struck struck/stricken
string strung strung
348
swear swore sworn

sweep swept swept
swim swam swum
swing swung sung
T take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
thrust thrust thrust
U understand understood understood
undertake undertook undertaken
upset upset upset
W wake woke woken/waked
wear wore worn
weave wove woven
weep wept wept
win won won
wind wound wound
withdraw withdrew withdrawn
wring wrung wrung

write wrote written
349
References
Prepositions
about before for of to

above behind from off toward
across below in on under
after beneath in front of on top of underneath
against beside inside onto until
along between instead of out of up
among by into over upon
around down like past with
as during near since within
at except outside through without
Prepositions of Place: in , a t , and on
in at on
(the) bed* class* the bed*

the bedroom home the ceiling
the car the library* the floor
(the) class* the office the horse
(the) library* school* the plane
school* work the train
*Other prepositions may be used here. © SANTILLANA - Any reproduction is prohibited.
350
Using Prepositions with Nouns
Certain nouns, adjectives, or verbs require the use of a specific preposition.
Some of these cases are listed here.
Nouns and Prepositions Adjectives and Prepositions Verbs and Prepositions
approval of afraid of ask about
awareness of angry at ask for
belief in aware of belong to
concern for capable of bring up
confusion about careless about care for
desire for familiar with find out
fondness for fond of give up
grasp of happy about grow up
hatred of interested in look forward to
hope for jealous of look up
interest in made of make up
love of married to pay for
need for proud of study for
participation in similar to talk about
reason for sorry for think about
respect for sure of trust in
success in tired of work for
understanding of worried about worry about
351
The graphic design, page layout, and illustrations were created by the following team:
Art Director:
Daniel Pintado Rodríguez
Design and Page Layout:

Elsa L. Santiago Díaz
Jamillette E. Blanco Muriente
Oscar Vázquez Martínez
Cover Art and Design:

David Martínez Rivera
Daniel Pintado Rodríguez
Illustrators:
David Martínez Rivera
Joseph Candelaria
Santillana Archives
www.shutterstock.com
Photographs:
Gray Bat, U.S. Fish and Wildlife Service /Adam Mann; Wikimedia Commons; www.shutterstock.com
Multimedia Resources:
Eastern Sky Studios
Director of Operations:
Carlos Vázquez López
Production:
Luis D. Santos Coss
© 2014 - Ediciones Santillana, Inc.

1506 Roosevelt Ave.
Guaynabo, PR 00968
www.santillanapr.com
PRODUCED IN PUERTO RICO
Printed in: Puerto Rico

Printed by: Santillana
ISBN: 978-1-61875-257-4
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording, or by any other information stor-
age or retrieval system, without written permission from Ediciones Santillana, Inc.
Ediciones Santillana has made every effort to locate the copyright holders of all copyrighted material in
this book and to make full acknowledgment for its use. The publisher apologizes for any errors or omis-
sions and would be grateful if notified of any corrections that should be incorporated in future reprints or
editions of this book.
English 6 Textbook
Growing Up is available for kindergarten to sixth-grade students in Spanish, English, and

Math; and for first-grade to sixth-grade students, in Social Studies and Science.
The series has been created to accompany our children throughout the different stages of
their development. In addition, Growing Up has been designed to foster respect for animals,
which is the cross-curricular theme of the series. It promotes sensibility towards the well-being
of animals and the importance of protecting and caring for them. Its main purpose is to
develop compassion and empathy, and also foster healthy relationships between humans
and animals.
The educational fundamentals are found throughout the Growing Up series in all subjects.
Each one incorporates them differently according to the skills and topics it develops
in its content.
The fundamentals included in Growing Up in English are:

• Content Standards and Grade-Level Expectations - The academic standards that Santillana
establishes as its curricular framework takes into consideration the areas of competence that
have been established in Puerto Rico, as well as the Common Core State Standards that
the United States has been applying. • Depth of Learning Strategies • 21 st
Century Skills •
Ethics and Civic Values • Information and Communication Technologies (ICT) • Curricular
Connections • Constructivism • Critical Thinking
Growing Up is available in digital format (both offline and online, kindergarten through
sixth-grade), as well as in printed format (from kindergarten through sixth-grade).
Social Studies Science Math
ISBN 978-1-61875-257-4
9 781618 752574

6 TEXTBOOK Growing Up English

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T

Have a great school year!

Santi, Ana, Roco, Lala, and Macu

I’m Ana and I’ll guide

Each chapter opens with an illustration related to the

Explore • This activity provides you with an

opportunity to explore and discuss both the main topic

b The e is one b b n the cr b

Share Your Knowledge • This section offers activities

to assess previous knowledge. I Will Learn About

I Will Learn About... • This section outlines the

Reading Reading Read ng

Me inda smiled Then she took out a notebook and

In this section, you are presented with a short reading

selection. The illustrations carefully complement the

guide you through the reading.

1 Wr te a sen ence to By Angela Maria Padron your seat ”

2 Exp a n how you

Keywords will be highlighted in the reading, and they

will also be presented in a textbox at the top right

margin of each spread.

wiped the lit le beads of sweat from his forehead Deep o

know any of the teachers or students help Brandon up

Reading Comprehension Reading Comprehension

This section will provide you with tools to analyze a

He has missed he school bus t is his f rst day at a new school

b What is the ro ler coaster Melinda des gns shaped l ke?

c A o ler coaster car rolls down a hi l because

accele at on slows its speed he wheels fall off

grav ty pu ls t to the ground t is unn ng backwa d

Her team did not test he roller

and civic values, within the context of the chap-

tion, Environmental Awareness, Ethics and Social

Responsibility, Gender Equality, Health Education,

The P ot of a Story The Conflict n a Story

This section introduces and defines the elements

of literature and other literary concepts. It provides

the resources to achieve a comprehensive

understanding of literature in general. What does this d ag am llustrate?

Vocabulary Vocabulary Vocabu ary

to facilitate vocabulary acquisition and teaches you

how to use new words effectively. This section will

and understand new concepts and strengthen the

vocabulary you have already acquired.

g build 7 book bag b He had stayed up a l n ght h nk ng about it

Grammar Grammar G ammar

The Subject and the Predicate S ngular and Plural

This section offers you definitions and exercises about

grammatical concepts. It provides you with the I am so ry about

information you need to help you understand how

the English language works. Focus

b Roller coaste s a e so much fun! f H s g oup wi l p obably get an A on

g The class l stened to Mr Hanson

This section guides you through the writing process.

It provides information to help you organize and

present your ideas. It also provides activities to help

you develop and master your writing skills.

Oral Expression Oral Expression Making

In this section, you

a What are hese students doing?

This section offers

formally practice your oral

curricular links to Fine Arts,

make yourselves create a choose a summar ze determ ne