لخّصلي

ANGUAGE DEVELOPMENT ?Then, compare the author's purpose and use of persuasive techniques in "A Quilt of a Country" with those of "The Immigrant Contribution." About the Author Born into a family of politicians, John F. Kennedy (1917-1963) did not take schooling seriously and was known as a trickster in the classroom. In his junior year at Harvard University, he developed an interest in political philosophy and became more studious. After school, he served in the U.S. Navy during World War II. In 1961, he became the thirty-fifth president of the United States. Tragically, Kennedy was assassinated on November 22, 1963, in Dallas, Texas. NOTICE the general ideas of the text. What is it about? Who is involved? CONNECT ideas within the selection to what you already know and what you have already read. ANNOTATE by marking vocabulary and key passages you want to revisit. RESPOND by completing the Comprehension Check and writing a brief summary of the selection. THE IMMIGRANT CONTRIBUTION A QUILT OF A COUNTRY Tool Kit First-Read Guide and Model Annotation ? STANDARDS Reading Informational Text By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 22 UNIT 1 o AMERICAN VOICES LIT17_SE09_U01_A2C_WC.indd Page 22 01/11/19 2:59 PM baljeet /127/PE03736_RB/MPELA17/NA/SE/MPELA17/G9/0133339521/Layout/Interior_Files Copyright (C) SAVVAS Learning Company LLC. All Rights Reserved. MAKING MEANING ANCHOR TEXT | ESSAY NOTES BACKGROUND John F. Kennedy wrote the book from which this excerpt was taken when he was a United States senator. He was a prominent supporter of immigrant rights, and ran for president on a platform that included the extension of those rights. He opposed legal distinctions between native- born and naturalized citizens, stating, "There is no place for second-class citizenship in America."Read It Read the passages from "A Quilt of a Country" and identify the precise adjectives and strong verbs in each one. Then, rewrite each passage, changing the vivid word choices to ordinary ones. Explain how Quindlen's original word choices contribute to the accuracy and liveliness of her writing. Use the chart to record your answers. Write It Notebook Revise each sentence by replacing verbs or adjectives with stronger, more vivid word choices. 1. The crowd yelled at the player after the game. 2. Eloise was happy when she got her driver's license. 3. The campers carried their gear through the tall grass. 4. The garbage smelled bad after it was in the sun. What is the point of this splintered whole? (paragraph 4) Historians today bemoan . . . (paragraph 3) . . . but tolerance is a vanilla-pudding word . . . (paragraph 8) And there is a grudging fairness among the citizens of the United States . . . (paragraph 7) Passage PRECISE ADJECTIVE OR STRONG VERB Rewrite Effect A Quilt of a Country 21 LIT17_SE09_U01_A1C_WC_APP.indd Page 21 01/11/19 3:04 PM baljeet /127/PE03736_RB/MPELA17/NA/SE/MPELA17/G9/0133339521/Layout/Interior_Files Copyright (C) SAVVAS Learning Company LLC. All Rights Reserved. ESSENTIAL QUESTION: What does it mean to be "American"?20 UNIT 1 o AMERICAN VOICES LIT17_SE09_U01_A1C_WC_APP.indd Page 20 01/11/19 3:04 PM baljeet /127/PE03736_RB/MPELA17/NA/SE/MPELA17/G9/0133339521/Layout/Interior_Files Copyright (C) SAVVAS Learning Company LLC.STANDARDS Reading Informational Text Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.Concept Vocabulary disparate pluralistic diversity discordant interwoven coalescing Why These Words?He greatly influenced and inspired the immigration reforms of the late twentieth century.1.2.

ANGUAGE DEVELOPMENT
 WORD NETWORK
Add interesting words
related to American identity
from the text to your Word
Network.
Concept Vocabulary
disparate pluralistic diversity
discordant interwoven coalescing
Why These Words? These concept words convey unity and fragmentation.
For example, at the beginning of the first paragraph, the author describes
America as “a mongrel nation built of ever-changing disparate parts.” The
word mongrel, a mixed-breed dog, reinforces the idea of disparate elements
that come together to form a unique whole.

1. Which concept vocabulary words contribute to the idea of unity, and
   which contribute to the idea of fragmentation?


2. What other words in the selection connect to the concepts of unity and
   fragmentation?
   Practice
   Notebook The concept vocabulary words appear in “A Quilt of a Country.”


3. Use the concept vocabulary words to complete the paragraph.
   America is a _____ society, a nation in which groups of people from
   many _____ backgrounds come together to live. The members of these
   groups often raise their voices in disagreement, but their _____ opinions
   are essential to our democracy. Despite the great _____ of America’s
   population, Americans find ways to bridge their differences, usually by
   _____ around important social, economic, or political principles. Indeed,
   the strength of our nation seems to originate from the _____ strands that
   create its fabric.


4. Write the context clues that help you determine the correct words.
   Word Study
   Latin prefix: dis- The prefix dis- shows negation or expresses the idea of
   being apart or away. In the word discordant, dis- combines with the Latin
   root -cord-, meaning “heart.” Over time, the word became associated with
   music that was harsh or out of tune. Today, discordant is often used to
   describe anything that is out of place.


5. Write another word you know that begins with the prefix dis-. Explain
   how the prefix helps you understand the meaning of the word.


6. Reread paragraph 5 of “A Quilt of a Country.” Mark a word (other than
   disparate) that begins with the prefix dis-. Write a definition for the word.
   A QUILT OF A COUNTRY
    STANDARDS
   Reading Informational Text
   Determine the meaning of words
   and phrases as they are used in a
   text, including figurative, connotative,
   and technical meanings; analyze the
   cumulative impact of specific word
   choices on meaning and tone.
   Language
   Identify and correctly use patterns of
   word changes that indicate different
   meanings or parts of speech.
   20 UNIT 1 • AMERICAN VOICES
   LIT17_SE09_U01_A1C_WC_APP.indd Page 20 01/11/19 3:04 PM baljeet /127/PE03736_RB/MPELA17/NA/SE/MPELA17/G9/0133339521/Layout/Interior_Files
   Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
   Author’s Style
   Word Choice Fiction writers and poets are not the only ones who
   choose words carefully. Nonfiction writers like Anna Quindlen also use
   vivid language, or strong, precise words, to bring ideas to life and to
   communicate them forcefully. Strong verbs and precise adjectives make
   informational writing more interesting and convincing.
   Ordinary adjective: We sailed through the rough water.
   Precise adjective: We sailed though the churning water.
   Ordinary verb: I fell into the hole.
   Strong verb: I tumbled into the hole.
   Read It
   Read the passages from “A Quilt of a Country” and identify the precise
   adjectives and strong verbs in each one. Then, rewrite each passage,
   changing the vivid word choices to ordinary ones. Explain how Quindlen’s
   original word choices contribute to the accuracy and liveliness of her writing.
   Use the chart to record your answers.
   Write It
   Notebook Revise each sentence by replacing verbs or adjectives with
   stronger, more vivid word choices.


7. The crowd yelled at the player after the game.


8. Eloise was happy when she got her driver’s license.


9. The campers carried their gear through the tall grass.


10. The garbage smelled bad after it was in the sun.
    What is the point of this
    splintered whole? (paragraph 4)
    Historians today bemoan . . .
    (paragraph 3)
    . . . but tolerance is a
    vanilla-pudding word . . .
    (paragraph 8)
    And there is a grudging
    fairness among the citizens
    of the United States . . .
    (paragraph 7)
    Passage
    PRECISE ADJECTIVE OR
    STRONG VERB
    Rewrite Effect
    A Quilt of a Country 21
    LIT17_SE09_U01_A1C_WC_APP.indd Page 21 01/11/19 3:04 PM baljeet /127/PE03736_RB/MPELA17/NA/SE/MPELA17/G9/0133339521/Layout/Interior_Files
    Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
    ESSENTIAL QUESTION: What does it mean to be “American”?
    The Immigrant Contribution
    Concept Vocabulary
    You will encounter the following words as you read “The Immigrant
    Contribution.” Before reading, note how familiar you are with each word.
    Then, rank the words in order from most familiar (1) to least familiar (6).
    WORD YOUR RANKING
    descendants
    stock
    minority
    naturalization
    factions
    assimilation
    After completing the first read, come back to the concept vocabulary and
    review your rankings. Mark any changes to your original rankings.
    First Read NONFICTION
    Apply these strategies as you conduct your first read. You will have an
    opportunity to complete the close-read notes after your first read.
    Comparing Texts
    You will now read “The Immigrant Contribution,”
    which is a chapter from A Nation of Immigrants
    .
    First, complete the first-read and close-read activities.
    Then, compare the author’s purpose and use of
    persuasive techniques in “A Quilt of a Country” with
    those of “The Immigrant Contribution.”
    About the Author
    Born into a family of
    politicians, John F. Kennedy
    (1917–1963) did not take
    schooling seriously and
    was known as a trickster in
    the classroom. In his junior
    year at Harvard University,
    he developed an interest
    in political philosophy and
    became more studious.
    After school, he served in
    the U.S. Navy during World
    War II. In 1961, he became
    the thirty-fifth president of
    the United States. Tragically,
    Kennedy was assassinated
    on November 22, 1963, in
    Dallas, Texas.
    NOTICE the general ideas of
    the text. What is it about?
    Who is involved?
    CONNECT ideas within
    the selection to what you
    already know and what you
    have already read.
    ANNOTATE by marking
    vocabulary and key passages
    you want to revisit.
    RESPOND by completing
    the Comprehension Check and
    writing a brief summary of the
    selection.
    THE IMMIGRANT
    CONTRIBUTION
    A QUILT OF A COUNTRY
    Tool Kit
    First-Read Guide and
    Model Annotation
     STANDARDS
    Reading Informational Text
    By the end of grade 9, read and
    comprehend literary nonfiction in
    the grades 9–10 text complexity
    band proficiently, with scaffolding as
    needed at the high end of the range.
    22 UNIT 1 • AMERICAN VOICES
    LIT17_SE09_U01_A2C_WC.indd Page 22 01/11/19 2:59 PM baljeet /127/PE03736_RB/MPELA17/NA/SE/MPELA17/G9/0133339521/Layout/Interior_Files
    Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
    MAKING MEANING
    ANCHOR TEXT | ESSAY
    NOTES
    BACKGROUND
    John F. Kennedy wrote the book from which this excerpt was taken
    when he was a United States senator. He was a prominent supporter of
    immigrant rights, and ran for president on a platform that included the
    extension of those rights. He opposed legal distinctions between native-
    born and naturalized citizens, stating, “There is no place for second-class
    citizenship in America.” He greatly influenced and inspired the immigration
    reforms of the late twentieth century.
    O scar Handlin has said, “Once I thought to write a history of the
    immigrants in America. Then I discovered that the immigrants
    were American history.” In the same sense, we cannot really speak
    of a particular “immigrant contribution” to America because all
    Americans have been immigrants or the descendants of immigrants;