into Literature Student Edition Grade 6 Pages 1-50

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© Houghton Mifflin Harcourt Publishing Company Program Consultants: Kylene Beers Martha Hougen Tyrone C. Howard Elena Izquierdo Carol Jago Weston Kieschnick Erik Palmer Robert E. Probst GRADE 6 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Lester Laminack; (tr) ©Danny Moloshok/HMH; (bl) ©Abigail Bobo/HMH; (br) ©Andres Leighton/HMH Program Consultants Kylene Beers Nationally known lecturer and author on reading and literacy; coauthor with Robert Probst of Disrupting Thinking, Notice & Note: Strategies for Close Reading, and Reading Nonfiction; former president of the National Council of Teachers of English. Dr. Beers is the author of When Kids Can’t Read: What Teachers Can Do and coeditor of Adolescent Literacy: Turning Promise into Practice, as well as articles in the Journal of Adolescent and Adult Literacy. Former editor of Voices from the Middle, she is the 2001 recipient of NCTE’s Richard W. Halle Award, given for outstanding contributions to middle school literacy. Martha Hougen National consultant, presenter, researcher, and author. Areas of expertise include differentiating instruction for students with learning difficulties, including those with learning disabilities and dyslexia; and teacher and leader preparation improvement. Dr. Hougen has taught at the middle school through graduate levels. Dr. Hougen has supported Educator Preparation Program reforms while working at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin and at the CEEDAR Center, University of Florida. Tyrone C. Howard Veteran teacher, author, and professor in the Graduate School of Education and Information Studies at UCLA. Dr. Howard is the inaugural director of the UCLA Pritzker Center for Strengthening Children and Families, a campus-wide consortium examining academic, mental health, and social and emotional experiences and challenges for the most vulnerable youth populations. Dr. Howard has published over 75 peer-reviewed journal articles and several bestselling books, including, Why Race & Culture Matters in Schools and Black Male(d): Peril and Promise in the Education of African American Males. He is considered one of the premier experts on educational equity and access in the country. Elena Izquierdo Nationally recognized teacher educator and advocate for English language learners. Dr. Izquierdo is a linguist by training, with a Ph.D. in Applied Linguistics and Bilingual Education from Georgetown University. She has served on various state and national boards working to close the achievement gaps for bilingual students and English language learners. Dr. Izquierdo is a member of the Hispanic Leadership Council, which supports Hispanic students and educators at both the state and federal levels. FM4 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

New School Innovation = Blended Learning That Works and coauthor of The Learning Transformation: A Guide to Blended Learning for Administrators. Erik Palmer Veteran teacher and education consultant based in Denver, Colorado. Author of Well Spoken: Teaching Speaking to All Students and Digitally Speaking: How to Improve Student Presentations. His areas of focus include improving oral communication, promoting technology in classroom presentations, and updating instruction through the use of digital tools. He holds a bachelor’s degree from Oberlin College and a master’s degree in curriculum and instruction from the University of Colorado. Robert E. Probst Nationally respected authority on the teaching of literature; Professor Emeritus of English Education at Georgia State University. Dr. Probst’s publications include numerous articles in English Journal and Voices from the Middle, as well as professional texts including (as coeditor) Adolescent Literacy: Turning Promise into Practice and (as coauthor with Kylene Beers) Disrupting Thinking, Notice & Note: Strategies for Close Reading, and Reading Nonfiction. He has served NCTE in various leadership roles, including the Conference on English Leadership Board of Directors, the Commission on Reading, and column editor of the NCTE journal Voices from the Middle. Program Consultants FM5 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

UNIT 1 • Analyze text structure and purpose • Analyze memoir • Analyze print and graphic features • Analyze author’s use of language • Determine author’s purpose and point of view • Analyze figurative language • Trace and evaluate arguments KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What are the ways you can make yourself heard? Discovering Your Voice Page 1 Spark Your Learning 2 ANALYZE & APPLY from Brown Girl Dreaming 7 Memoir in Verse by Jacqueline Woodson from Selfie: The Changing Face of Self-Portraits 19 Informational Text by Susie Brooks What’s So Funny, Mr. Scieszka? 35 Humor by Jon Scieszka COLLABORATE & COMPARE A Voice 48 Poem by Pat Mora Words Like Freedom 52 Poem by Langston Hughes Better Than Words: Say It with a Selfie 62 Argument by Gloria Chang OMG, Not Another Selfie! mentor text 68 Argument by Shermakaye Bass COMPARE POEMS COMPARE and EVALUATE ARGUMENTS FM6 GRADE 6 © Houghton Mifflin Harcourt Publishing Company DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing Recommendations UNIT 1 LONG READS READER’S CHOICE Preview the Choices 80 SHORT READS I Was a Skinny Tomboy Kid Poem by Alma Luz Villanueva Words are Birds Poem by Francisco X. Alarcón Eleven Short Story by Sandra Cisneros On Dragonwings Short Story by Lucy D. Ford Carved on the Walls Informational Text by Judy Yung The Giver Novel by Lois Lowry Beethoven in Paradise Novel by Barbara O’Connor Brown Girl Dreaming Memoir in Verse by Jacqueline Woodson Available online UNIT 1 TASKS WRITING Write an Argument 82 REFLECT & EXTEND 91 Contents FM7 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©magann/Adobe Stock; (c) ©Andrey Yurlov/ Shutterstock; (r) ©Marty Umans Photography DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

UNIT COMPARE TIME PERIODS 2 • Analyze features of informational texts • Generate questions • Analyze poetic forms • Make inferences about theme • Analyze plot and character • Analyze setting • Compare time periods KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What keeps people from giving up? Never Give Up Page 92 Spark Your Learning 94 ANALYZE & APPLY A Schoolgirl’s Diary mentor text from I Am Malala 99 Memoir by Malala Yousafzai with Patricia McCormick Speech to the Young: Speech to the Progress-Toward 117 Poem by Gwendolyn Brooks COLLABORATE & COMPARE The First Day of School 126 Short Story by R. V. Cassill from New Kid 141 Graphic Novel by Jerry Craft Color by Jim Callahan © Houghton Mifflin Harcourt Publishing Company FM8 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 2 Available online LONG READS Esperanza Rising Novel by Pam Muñoz Ryan I am Malala, Young Reader’s Edition Memoir by Malala Yousafzai New Kid Graphic Novel by Jerry Craft Color by Jim Callahan READER’S CHOICE Preview the Choices 160 SHORT READS Paul Revere’s Ride Poem by Henry Wadsworth Longfellow The Road Not Taken Poem by Robert Frost Damon and Pythias Dramatized by Fan Kissen Education First from Malala’s Speech to the United Nations Speech by Malala Yousafzai Recommendations UNIT 2 TASKS WRITING Write a Nonfiction Narrative 162 SPEAKING & LISTENING Produce and Present a Podcast 171 REFLECT & EXTEND 173 Contents FM9 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Erickson Stock/Alamy; (c) ©Frank Robichon/ Reuters; (r) ©Dorothea Lange/U.S. Farm Security Administration/Library of Congress Prints & Photographs Division DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

UNIT COMPARE PRESENTATIONS COMPARE ACROSS GENRES 3 • Analyze character and plot • Analyze character and setting • Analyze structure • Analyze media • Compare across genres • Determine central idea • Compare presentations KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: How do you find courage in the face of fear? Finding Courage Page 174 Spark Your Learning 176 ANALYZE & APPLY from The Breadwinner 181 Novel by Deborah Ellis Life Doesn’t Frighten Me 197 Poem by Maya Angelou Fears and Phobias mentor text 205 Informational Text by kidshealth.org Wired for Fear 217 Video by the California Science Center COLLABORATE & COMPARE Embarrassed? Blame Your Brain 224 Informational Text by Jennifer Connor-Smith The Ravine 237 Short Story by Graham Salisbury from Into the Air 258 Graphic Biography by Robert Burleigh Illustrated by Bill Wylie from The Wright Brothers: How They Invented the Airplane 275 Biography by Russell Freedman © Houghton Mifflin Harcourt Publishing Company FM10 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 3 Recommendations UNIT 3 TASKS WRITING Write an Informative Essay 290 SPEAKING & LISTENING Give a Presentation 299 REFLECT & EXTEND 301 LONG READS The Breadwinner Novel by Deborah Ellis The Parker Inheritance Novel by Varian Johnson Dragonwings Novel by Laurence Yep READER’S CHOICE Preview the Choices 288 SHORT READS Horrors Poem by Lewis Carroll Vanquishing the Hungry Chinese Zombie Short Story by Claudine Gueh Running into Danger on an Alaskan Trail Narrative Nonfiction by Cinthia Ritchie Face Your Fears: Choking Under Pressure Is Every Athlete’s Worst Nightmare Informational Text by Dana Hudepohl Available online Contents FM11 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Michael Maslan/Corbis/VCG/Getty Images; (c) ©Juice Images Ltd/Media Bakery; (r) ©Aircraft Pictures/Kobal/Shutterstock DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

UNIT • Analyze point of view • Analyze word choice • Infer theme • Analyze text structure • Analyze central ideas • Analyze personification and imagery • Analyze and evaluate arguments KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What can you learn from seeing the world through an animal’s eyes? Page 302 Through an Animal’s Eyes 4 ANALYZE & APPLY from Pax 309 Novel by Sara Pennypacker Zoo 321 Science Fiction by Edward Hoch from Animal Snoops: The Wondrous World of Wildlife Spies 331 Informational Text by Peter Christie COLLABORATE & COMPARE Animal Wisdom 346 Poem by Nancy Wood The Last Wolf 349 Poem by Mary TallMountain Wild Animals Aren’t Pets mentor text 360 Argument by USA TODAY Let People Own Exotic Animals mentor text 363 Argument by Zuzana Kukol COMPARE THEMES EVALUATE and COMPARE ARGUMENTS Spark Your Learning 304 © Houghton Mifflin Harcourt Publishing Company FM12 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 4 Recommendations UNIT 4 TASKS WRITING Write an Argument 374 SPEAKING & LISTENING Present an Argument 383 REFLECT & EXTEND 385 LONG READS Pax Novel by Sara Pennypacker Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas Graphic Nonfiction by Jim Ottaviani and Maris Wicks Julie of the Wolves Novel by Jean Craighead George READER’S CHOICE Preview the Choices 372 SHORT READS The Caterpillar Poem by Robert Graves The Pod Short Story by Maureen Crane Wartski The Flying Cat Poem by Naomi Shihab Nye Tribute to the Dog Speech by George Graham Vest Views on Zoos Arguments Available online Contents FM13 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Eric Baccega/age fotostock/MaXx Images; (c) ©Hugo Van Lawick/National Geographic Creative; (r) ©Evgeny Eremeev/Alamy DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

UNIT COMPARE ACROSS GENRES • Analyze setting and character • Analyze structure • Integrate information from media • Determine author’s purpose and point of view • Analyze free verse • Analyze figurative language • Analyze setting KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What does it take to be a survivor? Page 386 Surviving the Unthinkable 5 Spark Your Learning 388 ANALYZE & APPLY from A Long Walk to Water 393 Novel by Linda Sue Park Salva’s Story 405 Documentary by POVRoseMedia Into the Lifeboat from Titanic Survivor mentor text 411 Memoir by Violet Jessop COLLABORATE & COMPARE from After the Hurricane 426 Poem by Rita Williams-Garcia from Ninth Ward 439 Novel by Jewell Parker Rhodes © Houghton Mifflin Harcourt Publishing Company FM14 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing Available online UNIT 5 LONG READS Ninth Ward Novel by Jewell Parker Rhodes A Long Walk to Water Novel by Linda Sue Park Hatchet Novel by Gary Paulsen READER’S CHOICE Preview the Choices 450 SHORT READS Watcher: After Katrina, 2005 Poem by Natasha D. Trethewey The Day I Didn’t Go to the Pool Short Story by Leslie J. Wyatt Tuesday of the Other June Short Story by Norma Fox Mazer In Event of Moon Disaster Speech by Bill Safire Ready: Preparing Your Pets for Emergencies Makes Sense Informational Text by Ready.gov Recommendations UNIT 5 TASKS WRITING Write an Explanatory Essay 452 REFLECT & EXTEND 461 Contents FM15 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Ron Koeberer/Cavan Images; (tc) ©ERIC LAFFORGUE/Alamy; (tl) ©Rick Wilking/Reuters DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

UNIT COMPARE THEMES COMPARE POEMS • Analyze informational texts • Analyze central ideas • Analyze elements of drama • Analyze theme • Analyze plot • Explain narrator and point of view • Analyze purpose and text structure KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What hidden truths about people and the world are revealed in stories? Page 462 Hidden Truths 6 Spark Your Learning 464 ANALYZE & APPLY from Storytelling 469 Book Introduction by Josepha Sherman The Prince and the Pauper 481 by Mark Twain Dramatized by Joellen Bland COLLABORATE & COMPARE Archetype 506 Poem by Margarita Engle Fairy-tale Logic 510 Poem by A. E. Stallings The Boatman’s Flute 520 Folktale retold by Sherry Garland The Mouse Bride mentor text 535 Folktale retold by Heather Forest © Houghton Mifflin Harcourt Publishing Company FM16 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing Recommendations Available online UNIT 6 LONG READS The Jungle Book Story Collection by Rudyard Kipling The Lightning Thief Novel by Rick Riordan Holes Novel by Louis Sachar READER’S CHOICE Preview the Choices 550 SHORT READS The Golden Serpent Fable retold by Walter Dean Myers Echo and Narcissus Myth retold by Lancelyn Green The Fisherman and the Chamberlain Folktale retold by Jane Yolen Urban Legends, Suburban Myths Informational Text by Robert T. Carroll UNIT 6 TASKS WRITING Write a Short Story 552 REFLECT & EXTEND 561 Contents FM17 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©iStock/Getty Images; (c) ©Bordeianu Andrei/ Alamy; (r) boy ©James Sparshatt/Media Bakery, panther ©Freder/Vetta/Getty Images DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company SELECTIONS BY GENRE FICTION Novel from The Breadwinner _____________ 181 Deborah Ellis from A Long Walk to Water _______ 393 Linda Sue Park from New Kid _________________________ 141 Jerry Craft graphic novel from Ninth Ward _____________________ 439 Jewell Parker Rhodes from Pax ______________________________ 309 Sara Pennypacker Short Story The Day I Didn’t Go to the Pool online Leslie J. Wyatt Eleven ______________________________ online Sandra Cisneros The First Day of School ____________ 126 R. V. Cassill On Dragonwings ________________ online Lucy D. Ford The Pod ____________________________ online Maureen Crane Wartski The Ravine____________________________ 237 Graham Salisbury Tuesday of the Other June _____ online Norma Fox Mazer Vanquishing the Hungry Chinese Zombie _____________________________ online Claudine Gueh Zoo _____________________________________ 321 Edward Hoch science fiction Oral Tradition The Boatman’s Flute _______________ 520 retold by Sherry Garland folktale Echo and Narcissus ______________ online retold by Lancelyn Green myth The Fisherman and the Chamberlain _________________ online retold by Jane Yolen folktale The Golden Serpent _____________ online retold by Walter Dean Myers fable The Mouse Bride ____________________ 535 retold by Heather Forest folktale NONFICTION Informational Text from Animal Snoops: The Wondrous World of Wildlife Spies _____________ 331 Peter Christie Carved on the Walls _____________ online Judy Yung Embarrassed? Blame Your Brain ____________________________ 224 Jennifer Connor-Smith Face Your Fears: Choking Under Pressure Is Every Athlete’s Worst Nightmare _________________________ online Dana Hudepohl Fears and Phobias __________________ 205 kidshealth.org Ready: Preparing Your Pets for Emergencies Makes Sense ______ online Ready.gov from Selfie: The Changing Face of Self-Portraits __________________________ 19 Susie Brooks from Storytelling_____________________ 469 Josepha Sherman book introduction Urban Legends, Suburban Myths __________________ online Robert T. Carroll Narrative Nonfiction Running into Danger on an Alaskan Trail _________________________________ online Cinthia Ritchi Argument Better Than Words: Say It with a Selfie ____________________________________ 62 Gloria Chang Let People Own Exotic Animals _______________________________ 363 Zuzana Kukol OMG, Not Another Selfie! ___________ 68 Shermakaye Bass FM18 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company Views on Zoos ____________________ online Wild Animals Aren’t Pets __________ 360 USA TODAY Speech In Event of Moon Disaster ______ online Bill Safire Education First from Malala’s Speech to the United Nations ___________ online Malala Yousafzai Tribute to the Dog _______________ online George Graham Vest Autobiography/Memoir from Brown Girl Dreaming __________ 7 Jacqueline Woodson memoir in verse Into the Lifeboat from Titanic Survivor _______________________________ 411 Violet Jessop A Schoolgirl’s Diary from I Am Malala____________________________ 99 Malala Yousafzai with Patricia McCormick What’s So Funny, Mr. Scieszka? ___ 35 Jon Scieszka humor Biography from Into the Air _____________________ 258 Robert Burleigh, illustrated by Bill Wylie graphic biography from The Wright Brothers: How They Invented the Airplane _____________ 275 Russell Freedman POETRY from After the Hurricane __________ 426 Rita Williams-Garcia Animal Wisdom______________________ 346 Nancy Wood Archetype_____________________________ 506 Margarita Engle The Caterpillar ___________________ online Robert Graves Fairy-tale Logic ______________________ 510 A. E. Stallings The Flying Cat ___________________ online Naomi Shihab Nye Horrors _____________________________ online Lewis Carroll I Was a Skinny Tomboy Kid ___ online Alma Luz Villanueva The Last Wolf ________________________ 349 Mary TallMountain Life Doesn’t Frighten Me __________ 197 Maya Angelou Paul Revere’s Ride _______________ online Henry Wadsworth Longfellow The Road Not Taken ____________ online Robert Frost Speech to the Young: Speech to the Progress-Toward _______________ 117 Gwendolyn Brooks A Voice _________________________________ 48 Pat Mora Watcher: After Katrina, 2005 __ online Natasha D. Trethewey Words are Birds __________________ online Francisco X. Alarcón Words Like Freedom ________________ 52 Langston Hughes DRAMA Damon and Pythias _____________ online dramatized by Fan Kissen The Prince and the Pauper _______ 481 Mark Twain, dramatized by Joellen Bland MEDIA STUDY Salva’s Story__________________________ 405 POVRoseMedia documentary Wired for Fear ________________________ 217 the California Science Center video Selections by Genre FM19 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: hands ©Houghton Mifflin Harcourt, tablet ©Andrew Vernon/Dreamstime Tools for Today—All in One Place Whether you’re working alone or collaborating with others, it takes effort to analyze the complex texts and competing ideas that bombard us in this fast-paced world. What will help you succeed? Staying engaged and organized. The digital tools in this program will help you take charge of your learning. Quickly browse for texts and resources Find your units and lessons Experience the Power of HMH Into Literature FM20 GRADE 6 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A

© Houghton Mifflin Harcourt Publishing Company Engage! Spark Your Learning These activities kick-start the unit and help get you thinking about the unit theme. Engage Your Brain Before you read, take some time to do a fun activity designed to rev up your brain and connect to the text. Interact with the Texts • As you read, highlight and take notes to mark the text in your own customized way. • Use interactive graphic organizers to process, summarize, and track your thinking as you read. • Play the audio to listen to the text read aloud. You can also turn on read-along highlighting. Choices Choose from engaging activities, such as writing an advice column, creating a podcast, or participating in a debate, to demonstrate what you’ve learned. Stay Involved! Collaborate with and Learn from Your Peers • Watch brief Peer Coach Videos to learn more about a particular skill. • Flex your creative muscles by digging into Media Projects tied to each unit theme. • Bring your writing online with Writable, where you can share your work and give and receive valuable feedback. Read On! Find helpful Reader’s Choice suggestions with each unit, and access hundreds of texts online. No Wi-Fi? No Problem! With HMH Into Literature, you always have access; download when you’re online and access what you need when you’re offline. FM21 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Lester Laminack; (b) ©Heinemann; (bg) ©Luria/ Shutterstock AN ABSOLUTELY, ABOUT READING Your Teacher Agrees! POSITIVELY, MUST-READ ESSAY by two people you have never heard of Dr. Kylene Beers I’ve been a teacher all my adult life. I’ve worked with students at all grades, and now I spend most of my time working with teachers—maybe even your teacher! I live in Texas and when I’m not on an airplane flying off to work in a school, I’m on my ranch, plowing a field. I like to read, cook, read, garden, read, spend time with my family and friends, and (did I mention?) read! Dr. Robert E. Probst I’ve also been a teacher all my adult life. When I first started teaching, I taught kids in middle school and high school, and then I spent most of my career teaching people how to be teachers. For many years now, Dr. Beers and I have written books together—books that are about teaching kids how to be better readers. I live in Florida, and when I’m not in schools working with teachers and kids, I enjoy watching my grandkids play soccer and baseball, and I love being out on the ocean. And, like Dr. Beers, I love reading a great book, too. So, we’re teachers. And we’re writers. Specifically, we write books for teachers—books teachers read so that they can help their students become better readers. And we’re going to try to help you become a better reader this year. We think that’s important, because we both believe TWO things. FM22 GRADE 6 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ji-eun Lee/Shutterstock First, we’ve never met a kid who didn’t want to get better at reading. Reading is important for almost everything you do, so doing it well is important. Second, we believe that reading opens doors. Reading something can open up your mind, your thinking, your ideas, your understanding of the world and all the people in it, so that you might choose to change yourself. Become a Better You Too often it’s easy to forget why reading is important. You can come to believe that you need to read better just so your grades will go up, or you need to read better so that you do well on a big test. Those things are important—you bet—but they aren’t as important as reading better so that you can become better. How would that happen—how can reading help you change yourself? Sometimes it is obvious. You read something about the importance of exercise and you start walking a little more. Or, you read something about energy and the environment and you decide to always turn off the lights when you leave any room. Other times, it might be less obvious. You might read Wonder and begin to think about what it means to be a good friend. Maybe you walk over to that person sitting alone in the cafeteria and sit with him or her. Perhaps you’ll read Stella by Starlight and that book helps you take a stand against racism. Or maybe it happens as you read Mexican Whiteboy and discover that who you are on the inside is more important than what anyone sees on the outside. And when you realize that, perhaps it will give you the courage you need to be truer to yourself. Reading gives us moments to think, and as we think we just might discover something about ourselves that we want to change. And that’s why we say reading can help us change ourselves. Find Important Messages It would be easy to find important messages in the things we read if the authors would just label them and then maybe send us a text. Can reading really make me a better person? Yes, true! Notice & Note FM23 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company But that would mean that every reader is supposed to find the same message. Not true! While the author has a message he or she wants to share, the reader—that’s you!—has at least three jobs to do: First, enjoy what you are reading. Second, figure out the message the author wanted to share. This year we’ll be showing you some ways to really focus in on that. Third, you need to decide what matters most to YOU. (Yes, we saved the best for last!!!) Sometimes the author’s message and what matters most to you will be the same; sometimes not. For instance, it’s obvious that J.K. Rowling wrote the Harry Potter series to show us all the sustaining power of love. From Dr. Beers: But when I read these books, what really touched my heart was the importance of standing up to our fears. From Dr. Probst: And what mattered most to me was the idea that one person, one small person, can make a huge difference in the world. I think that’s a critically important point. Understanding the author’s message requires you to do some work while you read—work that requires you to read the text closely. No, you don’t need a magnifying glass. But you do need to learn how to notice some things in the text we call SIGNPOSTS. A signpost is simply something the author says in the text that helps you understand how characters are changing, how conflicts are being resolved, and, ultimately, what theme—or lesson—the author is trying to convey. You can also use signposts to help you figure out the author’s purpose when you are reading nonfiction. If you can identify the author’s purpose—why she or he wrote that particular piece of nonfiction—then you’ll be better able to decide whether or not you agree, and whether you need more information. So as I read, I have to think about something called signposts? My Job 1 2 3 FM24 GRADE 6 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Knysh Ksenya/Shutterstock Use the Book, Your Head, and Your Heart We do want you thinking about signposts, but first, as you read, we want you to remember three letters: BHH. BOOK As you read, we want you to remember that you have to pay attention to what’s in the book (or article). Ask: What is the writer telling me? HEAD You also need to think about what’s in your head as you read. That means thinking not only about what you’re reading, but also the thoughts and feelings you brought with you to the text. Ask: What are my responses and why? HEART And sometimes, maybe as you finish what you’re reading, you’ll ask yourself what you have taken to heart. Ask: What matters to me? To think carefully about what’s in the book and what’s in your head, you need to become a reader who notices things. When a character starts acting in a way you don’t expect, basically the author has put up a blinking sign that says “Pay attention here!” Or, if you are reading nonfiction, and the author starts using a lot of numbers, that’s the same as the author waving a huge flag that says “Slow down! Pay attention! I’m trying to show you something!” Some of the things you’ll read this year, you might not like. (Just being honest!) But most of the things we bet you will. The important thing is to keep reading. • Read every day. • Read something hard. Read something easy. • Read something that makes you laugh. • And it’s OK if sometimes what you read makes you cry. Read joke books and how-to books and love stories and mysteries, and absolutely be sure you read about people who aren’t like you. That’s the best way to learn about the world—the best way to become a more open person who’s ready to change and grow. We hope you have a great year. Stay alert for signposts that you’ll be learning throughout this book. And remember . . . reading is something that can help you become the person you most want to be. Pay attention here! For more about the signposts, see the Notice & Note Handbook, pp. R7–R19. TURN AND TALK What message about reading did you take away from this essay? Notice & Note FM25 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Maximova Evgeniya/Shutterstock; (tc) ©TonTonic/ Shutterstock; (tr) letter T ©Yaten Tau/Shutterstock, question mark ©Roman Sigaev/Shutterstock; (bl) ©art_of_sun/Adobe Stock; (bc) ©Olessia_Art/Shutterstock; (br) ©art_of_sun/Adobe Stock Signposts NOTICE & NOTE CONTRASTS AND CONTRADICTIONS A sharp contrast between what we would expect and what we observe the character doing; behavior that contradicts previous behavior or wellestablished patterns When you notice this signpost, ask: Why would the character act (feel) this way? AHA MOMENT A sudden realization of something that shifts a character’s actions or understanding of self, others, or the world When you notice this signpost, ask: How might this change things? TOUGH QUESTIONS Questions characters raise that reveal their inner struggles When you notice this signpost, ask: What does this question make me wonder about? WORDS OF THE WISER The advice or insight about life that a wiser character, who is usually older, offers to the main character When you notice this signpost, ask: What’s the life lesson and how might this affect the character? AGAIN AND AGAIN Events, images, or particular words that recur over a portion of the story When you notice this signpost, ask: Why might the author bring this up again and again? MEMORY MOMENT A recollection by a character that interrupts the forward progress of the story When you notice this signpost, ask: Why might this memory be important? C C p. R8 A M p. R9 TQ p. R10 W W p. R11 A A p. R12 M M p. R13 LITERARY TEXTS When you notice a signpost in your reading, mark the text with its initials. FM26 GRADE 6 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©teploleta/Adobe Stock; (tc) ©Maximova Evgeniya/ Shutterstock; (tr) symbols ©teploleta/Adobe Stock, speech bubbles ©art_of_sun/Adobe Stock; (bl) ©Ginger Lemon/Adobe Stock; (bc) ©Annaartist/Shutterstock; (br) letter W ©Yaten Tau/Shutterstock, arrows ©Maximova Evgeniya/Shutterstock Peer Coach Videos BIG QUESTIONS It’s important to take a Questioning Stance or attitude when you read nonfiction • What surprised me? • What did the author think I already knew? • What changed, challenged, or confirmed what I already knew? CONTRASTS AND CONTRADICTIONS A sharp contrast between what we would expect and what we observe happening; a difference between two or more elements in the text When you notice this signpost, ask: What is the difference, and why does it matter? EXTREME OR ABSOLUTE LANGUAGE Language that leaves no doubt about a situation or an event, allows no compromise, or seems to exaggerate or overstate a case When you notice this signpost, ask: Why did the author use this language? NUMBERS AND STATS Specific quantities or comparisons to depict the amount, size, or scale; or the writer is vague when we would expect more precision When you notice this signpost, ask: Why did the author use these numbers or amounts? QUOTED WORDS Opinions or conclusions of someone who is an expert on the subject or someone who might be a participant in or a witness to an event; or the author might cite other people to provide support for a point When you notice this signpost, ask: Why was this person quoted or cited and what did this add? WORD GAPS Vocabulary that is unfamiliar to the reader—for example, a word with multiple meanings, a rare or technical word, a disciplinespecific word, or one with a farremoved antecedent When you notice this signpost, ask: Do I know this word from someplace else? Does it seem like technical talk for this topic? Can I find clues in the sentence to help me understand the word? B Q p. R14 C C p. R15 XL p. R16 NS p. R17 Q W p. R18 WG p. R19 INFORMATIONAL TEXTS Notice & Note FM27 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Andrew Collings You have essays to turn in. You have quizzes to take. You have group projects to complete. Your success in those areas depends on more than your understanding of the academic skills they cover. It also depends on how well you understand yourself, and how well you’re able to extend that understanding to others. This might seem obvious, but there’s an actual term for that type of learning—it’s called Social and Emotional Learning. Why It Matters But doing well in school is not the only benefit to understanding yourself and others. When it comes to Social and Emotional Learning, the answer to the question, “When will I actually use this in my life?” is clear: every single day, forever. Whether you are with your family, your community, your friends, at a workplace, or by yourself on a deserted island, you will have a better chance of achieving satisfaction and making positive contributions if you’re able to do things like the following: The Most Important Subject Is You! by Carol Jago Social & Emotional Learning ✔ identify your emotions ✔ make smart choices ✔ set reasonable goals ✔ recognize your strengths ✔ have empathy ✔ manage your reactions ✔ evaluate problems and solutions ✔ show respect for others FM28 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company Where Literature Comes In English Language Arts classes can provide some of the best opportunities to develop these skills. That’s because reading literature allows you to imagine yourself in different worlds and to understand what it’s like to be in a wide range of situations. You can think through your own feelings and values as you read about various characters, conflicts, historical figures, and ideas, and you can become more aware of why others might act and feel as they do. Throughout this book, you will find opportunities for Social and Emotional Learning in the Choices section of many lessons. But you don’t need to wait for a special activity to practice and learn. Reading widely and discussing thoughtfully is a natural way to gain empathy and selfknowledge. The chart below shows the five main areas of Social and Emotional Learning and tells how reading can help you strengthen them. Areas of Social and Emotional Learning How Reading Can Help If you have self-awareness, you’re conscious of your own emotions, thoughts, and values, and you understand how they affect your behavior. Understanding why characters act the way they do can increase your understanding of your own responses and motivations. If you’re good at self-management, you are able to control your emotions, thoughts, and behaviors in different situations. Paying attention to why characters explode in tumultuous ways or how they keep calm under pressure can help you recognize what to do and not to do when faced with stressful situations in your own life. If you have social awareness, you can empathize with others, including people who are different from you. Reading about people with different life experiences can help you understand the perspectives of others. If you have well-developed relationship skills, you can get along with different kinds of people and function well in groups. Reflecting on the conflicts between characters can help you gain insight into what causes the conflicts in your life and how to reach mutual satisfaction. If you are good at responsible decisionmaking, you make good choices that keep you and others safe and keep you moving toward your goals. Evaluating the choices characters make and thinking about what you would do in their place can help you understand the consequences of your decisions. Social & Emotional Learning FM29 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Torgado/Shutterstock; (tr) ©Daniel Ernst/Adobe Stock; (b) ©2xSamara.com/Adobe Stock The reason I think so is because I've So what I hear you noticed that I . . . saying is . . . Did I get that right? Having the Hard Conversations The more widely and deeply you read, the more you’ll strengthen your social and emotional skills, and the more likely you are to encounter ideas that are different from your own. Some texts might bring up strong reactions from you, and you’ll need to take a step back to understand how you’re feeling. Or, your classmates might have responses that are dramatically different from yours, and you’ll need to take a breath and decide how to engage with them. Remember: it’s okay to disagree with a text or with a peer. In fact, discussing a difference of opinion can be one of the most powerful ways to learn. Tips for Talking About Controversial Issues Listen actively. Try your best to understand what the other person is saying, and why they might think or feel that way. If you don’t understand, ask questions or rephrase what you thought you heard and ask them if you’re getting it right. Take a stand against name-calling, belittling, stereotyping, and bias. Always try exploring ideas further rather than making personal attacks. If someone feels hurt by something you said, listen to them with an open mind. Perhaps you expressed bias without realizing it. Apologize sincerely if that happens. And if you are hurt by a comment or hear something that could be interpreted as hurtful, calmly let the person who said it know why you feel that way. Communicate clearly. Speak honestly and carefully, rather than for dramatic effect. Notice if the person listening seems confused and give them room to ask questions. When you use that word I have a negative reaction because it sounds like you are saying you think that person isn't smart. I'm sorry. That's not what I meant. FM30 GRADE 6 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©sirtravelalot/Shutterstock; (c) ©Krakenimages.com/Adobe Stock; (b) ©Ranta Images/Adobe Stock Agree to disagree. Even after listening carefully and being listened to, you still might not agree. That’s okay. You can acknowledge your differences, remain respectful, and exit the conversation. I need to take a break from this conversation now. We see this really differently, so let's move on for now. Learning, growing, and working with others isn’t always easy. If you read widely and deeply and try your best to speak honestly, you’re likely to gain the understanding and compassion that can help you manage the stresses, challenges, and opportunities that life brings your way. Pay attention to your feelings. Recognize the topics or situations that make it hard for you to stay calm. Try to separate your strong feelings from what the person is saying. If you need to, excuse yourself from the conversation and find a place where you can help yourself relax. Consider the relationship. It’s likely that the people you’re in class with are people you will be seeing regularly for years. You don’t have to be friends with them or agree with their point of view, but you do have to get an education alongside each other. Speaking respectfully even if you're on opposite sides of an issue will make it easier to work together if you ever have to collaborate. Try to assume the best about them rather than the worst. Acknowledge that our experiences affect our points of view. I don’t agree with you, but I understand why it looks that way from your perspective. Social & Emotional Learning FM31 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company Analyze the Image What does the image suggest about ways that we express ourselves? “When I speak, the words come pouring out of me.” —Jacqueline Woodson Discovering Your Voice ESSENTIAL QUESTION: What are the ways you can make yourself heard? 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Make the Connection When was the last time you had to make yourself heard? Maybe you were talking with friends or were drawing something important. Take a few moments to freewrite about a time you needed someone to hear you. © Houghton Mifflin Harcourt Publishing Company Prove It! Turn to a partner and use one of the words in a sentence about making your voice heard. I can use it! I understand it. I’ll look it up. appropriate authority consequence element justify Think About the Essential Question What are the ways you can make yourself heard? People express themselves in many ways. What’s your favorite way to make yourself heard? Why? As you read, you can use the Response Log (page R1) to track your thinking about the Essential Question. Here’s a chance to spark your learning about ideas in Unit 1: Discovering Your Voice. Spark Your Learning Sound Like an Expert You can use these Academic Vocabulary words to write and talk about the topics and themes in the unit. How many of these words do you already feel comfortable using when speaking or writing? 2 UNIT 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

/Getty Images I Wonder . . . Why is it important to discover your own voice and make yourself heard? What feelings do you have that might get in the way? Write or sketch your answer. OMG, Not Another Selfie! Argument by Shermakaye Bass Do you think selfies are bad for you? This author does. Better Than Words: Say It with a Selfie Argument by Gloria Chang Why are selfies so popular? Words Like Freedom Poem by Langston Hughes The poet expresses his desire for freedom. A Voice Poem by Pat Mora This poem explores the importance of speaking up. What’s So Funny, Mr. Scieszka? Humor by Jon Scieszka The author remembers getting called out for laughing in elementary school. from Selfie: The Changing Face of Self-Portraits Informational Text by Susie Brooks Selfies have been around a lot longer than you have! from Brown Girl Dreaming Memoir in Verse by Jacqueline Woodson How did the author find her voice when she was growing up? Preview the Texts Look over the images, titles, and descriptions of the texts in the unit. Mark the title of the text that interests you most. 3 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Get Ready © Houghton Mifflin Harcourt Publishing Company “When I Grow Up . . .” Adults sometimes can make children feel that their dreams about life are silly. What would you say to someone who feels that a child’s dream is unrealistic? Share your ideas. ESSENTIAL QUESTION: What are the ways you can make yourself heard? from Brown Girl Dreaming Memoir in Verse by Jacqueline Woodson Engage Your Brain Choose one or more of these activities to start connecting with the memoir you are about to read. (You) Dreaming Think about the title of this selection. What dreams do you have for your own life? Write or sketch a response. Give your answer a title describing you. Kiddie Book Club Pick a children’s book that you remember well. Then, with a group— • share what the book is about • discuss its importance to you 4 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Get Ready © Houghton Mifflin Harcourt Publishing Company Focus on Genre Memoir in Verse • is a personal narrative told from firstperson point of view • includes the writer’s own experiences and observations of significant events or people • has an informal or even intimate tone • presents insights into the impact of historical events on people’s lives, particularly the writer’s • tells the story through verse Analyze Text Structure and Purpose Poems, rather than chapters, create the structure for Brown Girl Dreaming, Jacqueline Woodson’s memoir in verse. Memoirs are written from the first-person point of view, detailing a writer’s observations about significant events and people in the writer’s life. Most memoirs are written in prose; however, Jacqueline Woodson relies on a series of poems that include all of the elements of a conventional memoir. Why might Woodson have used this particular style and approach? As you read the excerpt from Brown Girl Dreaming, note instances in which Woodson uses the elements of memoir, and consider how they connect to the author’s purpose—her main reason for writing the text. ELEMENTS OF A MEMOIR AUTHOR’S PURPOSE Brown Girl Dreaming 5 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Get Ready © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Earl Gibson III/WireImage/Getty Images Background Jacqueline Woodson (b. 1963) had difficulty reading when she was young, but she has now written more than 30 books. She wrote Brown Girl Dreaming to learn about her family and to discover what led her to become a writer. She says her memoir is a series of poems “because memories come to people in small bursts.” Brown Girl Dreaming won the National Book Award in 2014, and Woodson was named National Ambassador for Young People’s Literature for 2018–2019. It’s easier to make up stories than it is to write them down. When I speak, the words come pouring out of me. The story wakes up and walks all over the room. Sits in a chair, crosses one leg over the other, says, Let me introduce myself. Then just starts going on and on. When she tells a story, it’s as if she’s meeting a new friend. Annotation in Action This model shows how one reader made notes about a possible author’s purpose for Brown Girl Dreaming. As you read, note details that help reveal other possible purposes. Analyze Memoir As you read, use a web diagram like this one to analyze how the ideas of Brown Girl Dreaming connect to your own experiences and ideas, as well as to other texts. MY IDEAS Brown Girl Dreaming OTHER TEXT MY IDEAS OTHER TEXT 6 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Image Source/Alamy NOTICE & NOTE As you read, use the side margins to make notes about the text. writing #1 It’s easier to make up stories than it is to write them down. When I speak, the words come pouring out of me. The story wakes up and walks all over the room. Sits in a chair, crosses one leg over the other, says, Let me introduce myself. Then just starts going on and on. But as I bend over my composition notebook, only my name comes quickly. Each letter, neatly printed between the pale blue lines. Then white space and air and me wondering, How do I spell introduce? Trying again and again until there is nothing but pink bits of eraser and a hole now. where a story should be. 5 10 15 How did the author find her voice when she was growing up? ANALYZE TEXT STRUCTURE AND PURPOSE Annotate: Mark the result of the author not being able to spell introduce. Infer: What might this reveal about the author’s purpose? from Brown Girl Dreaming Memoir in Verse by Jacqueline Woodson Brown Girl Dreaming 7 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company late autumn Ms. Moskowitz calls us one by one and says, Come up to the board and write your name. When it’s my turn, I walk down the aisle from my seat in the back, write Jacqueline Woodson— the way I’ve done a hundred times, turn back toward my seat, proud as anything of my name in white letters on the dusty blackboard. But Ms. Moskowitz stops me, says, In cursive too, please. But the q in Jacqueline is too hard so I write Jackie Woodson for the first time. Struggle only a little bit with the k. Is that what you want us to call you? I want to say, No, my name is Jacqueline but I am scared of that cursive q, know I may never be able to connect it to c and u so I nod even though I am lying. 20 25 30 NOTICE & NOTE MEMORY MOMENT When you notice the speaker or narrator bringing up something from the past, you’ve found a Memory Moment signpost. Notice & Note: What does the author remember writing on the board? Mark what she writes, and then mark why she writes it. Analyze: Why might this memory be important to the author? 8 UNIT 1 ANALYZE & APPLY © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jamie Grill/Blend Images/Getty Images DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company Don’t forget to Notice & Note as you read the text. the other woodson Even though so many people think my sister and I are twins, I am the other Woodson, following behind her each year into the same classroom she had the year before. Each teacher smiles when they call my name. Woodson, they say. You must be Odella’s sister. Then they nod slowly, over and over again, call me Odella. Say, I’m sorry! You look so much like her and she is SO brilliant! then wait for my brilliance to light up the classroom. Wait for my arm to fly into the air with every answer. Wait for my pencil to move quickly through the too-easy math problems on the mimeographed sheet.1 Wait for me to stand before class, easily reading words even high school students stumble over. And they keep waiting. And waiting and waiting and waiting until one day, they walk into the classroom, almost call me Odel—then stop remember that I am the other Woodson and begin searching for brilliance at another desk. 1 mimeographed sheet (m∆m´∏-∂-gr√ft´ sh∏t): a page from a duplicating machine, which makes copies of written, drawn, or typed material by pressing ink through a stencil onto paper. 35 40 45 50 55 ANALYZE MEMOIR Annotate: Mark comparisons other people make about the author and her sister. Connect: Have you ever been compared to someone else? According to Woodson, what is one effect of comparing one person to another? Brown Girl Dreaming 9 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

/Getty Images 10 UNIT 1 ANALYZE & APPLY reading I am not my sister. Words from the books curl around each other make little sense until I read them again and again, the story settling into memory. Too slow the teacher says. Read faster. Too babyish, the teacher says. Read older. But I don’t want to read faster or older or any way else that might make the story disappear too quickly from where it’s settling inside my brain, slowly becoming a part of me. A story I will remember long after I’ve read it for the second, third, tenth, hundredth time. 60 65 70 75 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company Don’t forget to Notice & Note as you read the text. stevie and me Every Monday, my mother takes us to the library around the corner. We are allowed to take out seven books each. On those days, no one complains that all I want are picture books. Those days, no one tells me to read faster to read harder books to read like Dell. No one is there to say, Not that book, when I stop in front of the small paperback with a brown boy on the cover. Stevie. I read: One day my momma told me, “You know you’re gonna have a little friend come stay with you.” And I said, “Who is it?” If someone had been fussing with me to read like my sister, I might have missed the picture book filled with brown people, more brown people than I’d ever seen in a book before. The little boy’s name was Steven but his mother kept calling him Stevie. My name is Robert but my momma don’t call me Robertie. If someone had taken that book out of my hand said, You’re too old for this maybe I’d never have believed that someone who looked like me could be in the pages of the book that someone who looked like me had a story. 80 85 90 95 100 105 110 ANALYZE TEXT STRUCTURE AND PURPOSE Annotate: Mark the type of library books the author likes. Analyze: How might the books relate to the author’s purpose for writing about this memory? Brown Girl Dreaming 11 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Westend61/Getty Images ANALYZE MEMOIR Annotate: Mark the italicized phrases. Connect: How do these messages compare to ones you have heard from adults in your life? Review your notes and add your thoughts to your Response Log. ESSENTIAL QUESTION: What are the ways you can make yourself heard? TURN AND TALK Get together with a partner and discuss the excerpt from the memoir in verse you just read. What do these poems tell you about what Woodson’s life was like when she was a child? 12 UNIT 1 ANALYZE & APPLY when i tell my family When I tell my family I want to be a writer, they smile and say, We see you in the backyard with your writing. They say, We hear you making up all those stories. And, We used to write poems. And, It’s a good hobby, we see how quiet it keeps you. They say, But maybe you should be a teacher, a lawyer, do hair . . . I’ll think about it, I say. And maybe all of us know this is just another one of my stories. 115 120 125 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

© Houghton Mifflin Harcourt Publishing Company Assessment Practice Answer these questions before moving on to the Analyze the Text section. 1. Which two excerpts from the text show that the author struggled with reading as a child? A “When I speak, / the words come pouring out of me.” (lines 2–3) B “I am not my sister.” (line 56) C “Too slow / the teacher says.” (lines 62–63) D “We are allowed / to take out seven books each.” (lines 77–78) E “Those days, no one tells me to read faster / to read harder books / to read like Dell.” (lines 81–83) 2. Why is the book Stevie important to the author? A It has people of color in it. B It has a character in it who is a writer. C It is the first book the author can read. D It is the first library book she checks out. 3. Which words best describe the author’s sister? A helpful and kind B intelligent and studious C protective and watchful D competitive and ambitious 4. How does the author’s family react to her desire to become a writer? A They offer encouragement. B They suggest more realistic goals. C They reveal how much they enjoy her stories. D They point out how often hobbies become careers. Test-Taking Strategies Brown Girl Dreaming 13 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Respond © Houghton Mifflin Harcourt Publishing Company Analyze the Text Support your responses with evidence from the text. 1 SYNTHESIZE How do the last three lines of the memoir capture its central idea? 2 DRAW CONCLUSIONS Review the titles and subjects of the verses in this excerpt. What do the titles and subjects have in common? How do you think the titles relate to the author’s overall purpose in writing the memoir? NOTICE & NOTE Review what you noticed and noted as you read the text. Your annotations can help you answer these questions. 3 ANALYZE Review the italicized words throughout the selection. Why do you think the author italicized these words? Cite evidence in your answer. 4 SUMMARIZE Review and summarize the first poem, “writing #1.” How do the first two lines provide structure and meaning? 5 ANALYZE Review lines 56–75. Why does the author reread books? How might this Memory Moment reveal something important about the development of the author’s writing? TITLES SUBJECTS AUTHOR’S OVERALL PURPOSE 14 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Respond © Houghton Mifflin Harcourt Publishing Company Choices Here are some other ways to demonstrate your understanding of the ideas in this lesson. As you write and discuss, be sure to use the Academic Vocabulary words. appropriate authority consequence element justify Social & Emotional Learning Describe a Connection Write a brief, formal letter or email to Jacqueline Woodson that describes a meaningful connection you found between your life and an idea or event in her memoir. 1. Include the date and the name and address of the person you’re writing to. 2. Use the body of your letter to describe the connection. 3. What ideas or events in the memoir are meaningful to you? Provide details that will help Woodson understand the connection. 4. Revise and edit your letter to ensure that you’ve used a formal style. Eliminate slang, spell out any contractions, abbreviations, or “text speak” you may have used, and check your grammar and spelling. 5. Remember to sign your letter. Research Who’s Jacqueline Woodson? Use multiple sources to answer the following questions about Jacqueline Woodson. • What helped Woodson most as she learned to write? • How did “lying” influence her writing? • What did her teachers think of her writing? • What are some fun facts about Woodson? Speaking & Listening Compose and Present aBiographical Poem Choose an event that affected your life, and write a poem, your own memoir in verse, about it. • Choose an event, and select a poetic form that best conveys your experience, either free verse or formal. Write your poem. • Practice reading your poem aloud, and present it to a small group or to the class. • Make eye contact with your audience, and use pacing, tone, and voice to convey your meaning. • Answer questions about your work, and ask questions about the poems of other students. Brown Girl Dreaming 15 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

Get Ready © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Peathegee Inc/Blend Images/Media Bakery Gallery Walk Skim through the selection, examining each of the selfportraits. Pick one that you find interesting and study it—without reading a word. What do you think the artist may have been trying to “say” in the portrait? Your Selfie Here Draw your own selfie, capturing parts of your personality that you want your viewer to understand. If you don’t want to draw, note details of your personality that you’d express in a selfie. ESSENTIAL QUESTION: What are the ways you can make yourself heard? Engage Your Brain Choose one or more of these activities to start connecting with the informational text you are about to read. Selfie: The Changing Face of Self-Portraits Informational Text by Susie Brooks What Makes a Good Selfie? What do you think makes a good selfie? Get together with a partner and make a list of things that make a selfie great. Then, share your list with the rest of the class. 16 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A

into Literature Student Edition Grade 6 Pages 1-50 - Flip PDF Download (2024)