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In Holt Literature and Language Arts, you read
“Brother,” from Maya Angelou’s autobiography I Know
Why the Caged Bird Sings. In the selections you
are about to read, you will learn more about the
experiences that made Maya Angelou the extraordinary individual
she is today.
In the biographical essay “Maya Angelou,” Joyce Hansen gives us a
sense of the events that shaped Angelou’s life.
Angelou’s poem “Life Doesn’t Frighten Me” presents a more sub-
jective viewpoint. “Life Doesn’t Frighten Me” exists as a personal
statement in which Angelou herself tells us how she’s managed to
overcome the fears that otherwise might have beaten her down.
Marguerite Johnson, who became known as Maya Angelou, was
born on April 4, 1928, in St. Louis, Missouri. She and her brother,
Bailey, were raised by their grandmother, the owner of a country
store in Stamps, Arkansas.
During her lifetime, Angelou struggled to overcome many difficult
circumstances, a process she believes made her strong. The events of
her life became known to millions through the 1970 publication of
her autobiography I Know Why the Caged Bird Sings, which was
nominated for a National Book Award and later used as the basis for
a TV movie.
How did you become you? What are the circumstances that helped
shape you? Who are the individuals who changed your life? This
biographical essay provides a sketch of the experiences that formed
Maya Angelou.
Maya Angelou 195
ReadingStandard 3.5Identify thespeaker, andrecognize thedifferencebetween first-and third-personnarration (forexample, autobiographycompared withbiography).
Access SE_6-5_Final Confirming 9/24/01 10:12 PM Page 195
“I was mute for five years,” Maya Angelou has said. “I
wasn’t cute and I didn’t speak. . . . But my grandma told me
all the time, ‘Sister, Mama don’t care what these people say
about you being a moron, being a idiot. Mama don’t care.
Mama know, Sister, when you and the good Lord get ready,
you’re gonna be a preacher.’ ”
In I Know Why the Caged Bird Sings, the first of her
five autobiographies, Maya Angelou begins to chronicle her
life. She was a little girl with a poet’s heart. But when she
was seven, her song was silenced by a terrible experience
and she stopped speaking. With the help of her grand-
mother who raised her in Stamps, Arkansas, the close-knit
black community there, and a perceptive teacher who rec-
ognized her literary gifts and introduced her to literature,
Maya found her voice again. She graduated from her
segregated school at the top of her eighth-grade class.
She left Arkansas at thirteen to go to California to live
with her mother. By sixteen, she had a child of her own to
raise. “The greatest gift I’ve ever had was the birth of my
son. . . . When he was small, I knew more than he did, I
expected to be his teacher. So because of him I educated
myself. When he was four . . . I taught him to read. But
then he’d ask questions, and I didn’t have the answers, so I
started my lifelong love affair with libraries. . . .”
She also refused to be controlled by a society that
defined her as inferior because she was black and female.
10
20
Joyce Hansen
196 Biography and Autobiography: Looking at LivesChapter 5
As you begin to read theessay, circle the pronouns Iand she. Ask yourself: Whomdo these pronouns refer to?What is this person’s relation-ship to the subject of theessay?
perceptive (p¥r•sep√tiv) adj.:able to comprehend throughinsight or intuition.
segregated (seg√r¥•g†t≈id)adj.: set apart or separatedaccording to race.
“Maya Angelou” from Women of Hope: African Americans Who Made a Difference by Joyce Hansen.Copyright © 1998 by Joyce Hansen. Reprinted by permission of Scholastic Press, a division of Scholastic Inc.
Access SE_6-5_Final Confirming 9/24/01 10:12 PM Page 196
“I decided many years ago to invent myself. I had
obviously been invented by someone else—by a whole
society—and I didn’t like their invention.” Maya Angelou
redefined herself. When she was in her twenties, she studied
dance and was in a musical that toured Europe and Africa.
Angelou also used her talents to try to help make the world
a better place. In 1960, she and another performer wrote,
produced, and appeared in the revue Cabaret for Freedom
to raise money for the civil rights movement. She also
spent time in Ghana, West Africa, working as a journalist in
the 1960s. She has written, produced, directed, and acted in
theater, movie, and television productions. She was nomi-
nated for an Emmy Award for her performance in the
television miniseries Roots and was nominated for the
Pulitzer Prize in poetry. Maya Angelou also has twelve
honorary doctorates.
Millions of Americans saw and heard her recite her
poem “On the Pulse of Morning” for President Clinton’s
inauguration in 1993.
The message she brings through the example of her
life and her art is clear. “All of my work is meant to say,
you may encounter many defeats, but you must not be
defeated.”
Maya Angelou continues to rise, and we soar with her.
30
40
50
Maya Angelou 197
redefined (r≤≈d≤•f¢nd√) v.:changed the nature of;reinvented.
Redefined is used in an un-usual way here. Draw a boxaround the context clue inline 29 that helps you figureout the sense in which theword redefined is used.
inauguration(in•ôg≈y¥•r†√◊¥n) n.:ceremony that signifies theformal or official beginningof the president’s term.
Underline the activitiesAngelou has participated in,as well as the jobs or careersshe has had. These detailsconvey some important lifedecisions that Angelou hasmade. What do these detailsreveal about Angelou?
Access SE_6-5_Final Confirming 9/24/01 10:12 PM Page 197
Shadows on the wall
Noises down the hall
Life doesn’t frighten me at all
Bad dogs barking loud
Big ghosts in a cloud
Life doesn’t frighten me at all.
Mean old Mother Goose
Lions on the loose
They don’t frighten me at all
Dragons breathing flame
On my counterpane
That doesn’t frighten me at all.
I go boo
Make them shoo
I make fun
Way they run
I won’t cry
So they fly
I just smile
They go wild
Life doesn’t frighten me at all.
5
10
15
20
Maya Angelou
198 Biography and Autobiography: Looking at LivesChapter 5
Read the boxed stanzasilently at first, circling wordsyou think are most impor-tant. Then, read the stanzaaloud. Where will you pause?
The word counterpane inline 11 means “bedspread.”This word is rarely used anymore.
• • • • • • Notes • • • • • •
Why do you think the speaker calls Mother Goose“mean” (line 7)?
“Life Doesn’t Frighten Me” from And Still I Rise by Maya Angelou. Copyright © 1978 by Maya Angelou.Reprinted by permission of Random House, Inc.
Access SE_6-5_Final Confirming 9/24/01 10:13 PM Page 198
Tough guys in a fight
All alone at night
Life doesn’t frighten me at all.
Panthers in the park
Strangers in the dark
No, they don’t frighten me at all.
That new classroom where
Boys pull all my hair
(Kissy little girls
With their hair in curls)
They don’t frighten me at all.
Don’t show me frogs and snakes
And listen for my scream.
If I’m afraid at all
It’s only in my dreams.
I’ve got a magic charm
That I keep up my sleeve,
I can walk the ocean floor
And never have to breathe.
Life doesn’t frighten me at all
Not at all
Not at all
Life doesn’t frighten me at all.
25
30
35
40
Maya Angelou 199
How old do you think thenarrator of this poem is? Doyou think this speaker is thepoet or someone else?
What do you think thespeaker means by “kissy littlegirls” (line 30)?
Do you think that, despite allher brave remarks, this littlegirl is not really so brave?
Access SE_6-5_Final Confirming 9/24/01 10:13 PM Page 199
200 Biography and Autobiography: Looking at LivesChapter 5
Biography/Poem Write a few sentences telling how the biographical
essay and the poem work together to provide you with a sense of
who Maya Angelou is.
Personal Word List Record the words you learned from the essay in
your Personal Word List.
Personal Reading Log As you record this selection in your Personal
Reading Log, write a few sentences explaining which of the pieces
you liked better. Award yourself 1 point on the Reading Meter
for reading these selections.
Checklist for Standards Mastery Check your progress in recognizing
first-person and third-person narration. Use the Checklist for
Standards Mastery in the back of this book to track your progress in
mastering the standards.
Access SE_6-5_Final Confirming 9/24/01 10:13 PM Page 200
Graphic Organizer 201
Interview Questions
Maya Angelou; Life Doesn’t Frighten Me Interactive Reading, page 196
Go Beyond Literary Texts
Author “Interview” Think about what you know of Maya Angelouand what you’d like to find out. Then write a list of interview questionsthat you would prepare if you had the opportunity to meet her.
A good interview contains a mix of question types. Avoid askingquestions that can be answered by a simple “yes” or “no” or bysimple research.
1.
2.
3.
4.
5.
Access SE_6-5_Final Confirming 9/24/01 10:13 PM Page 201
Chapter 5 61
DIFFERENTIATING INSTRUCTION
Maya Angelou;Life Doesn’t Frighten Me
� Learners Having DifficultyHave students preview the twoselections. You may wish tohave them listen to the poem“Life Doesn’t Frighten Me”read aloud on the Audio CD.The poem is easily accessibleto these learners.
� Benchmark Students Engagestudents’ interest in “MayaAngelou” by having them readthe direct quotations fromMaya Angelou while you readHansen’s narration describingthe writer’s life.
� Advanced Students For thepoem “Life Doesn’t FrightenMe,” invite each student tocopy a part of the poem andillustrate it with the things that“don’t frighten” Angelou.Afterward, display the artwork.Note that the poem has beenpublished as a picture book.
TEACHER TO TEACHER
To help students understand therelationship between the twoselections, group students intopairs. Have each student choosea passage to read aloud and to“Say Something” about. Onestudent should choose a passagefrom the Hansen essay; theother student should choose apassage from the poem. Then,see if students can connectdetails in the essay with detailsin the poem.
Build Independence Through Interactive Selections (Interactive Reading, pages 195–221)
Maya AngelouJoyce Hansen � page 196
Life Doesn’t Frighten MeMaya Angelou � page 198
� Tell students that they are going to read a brief biographical essayon Maya Angelou, along with Angelou’s poem “Life Doesn’tFrighten Me.”
� Invite a volunteer to read the Author Study and Before You Readaloud. Have students share what they know about segregation inthe United States in the 1950s.
� Have students locate and read the first note on Interactive Readingpage 196. Point out that by circling pronouns that appear in thepiece, students will be able to identify the narrator’s point of view.
� Have the class work independently to read “Maya Angelou” and“Life Doesn’t Frighten Me.” Remind students to “Say Something”as they move along.
� As students complete these selections, have them add their com-ments to their Personal Reading Logs.
� You may photocopy and have students complete the “SaySomething” Chart in Section Three of the Teacher’s Edition toevaluate students’ understanding of the selections.
� Use the Vocabulary Check on page 66 and Comprehension Checkon page 67 of the Teacher’s Edition to evaluate students’ mastery ofthe standards.
� Assign the Author “Interview” project on Interactive Reading page201 as an extension activity.
61_HRW_ACCESS_GR6TE.PS 9/26/01 11:31 AM Page 61
66 Interactive Reading
Name ______________________________ Class _____________ Date _____________
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
Vocabulary CheckVocabulary CheckMaya Angelou andLife Doesn’t Frighten Me � Interactive Reading, page 196
Reading Standard 1.4 Monitor expository text for unknownwords or words with novel meanings by using word, sentence, andparagraph clues to determine meaning.
A. Words in ContextUse the vocabulary words above to complete this paragraph. Use each word only once.
As an African American in the 1930s, Maya Angelou attended
(1) _______________ schools. With the help of a (2) _______________ woman
named Mrs. Flowers, who sensed her talents, Angelou triumphed over a childhood
tragedy. Angelou (3) _______________ herself several times by changing careers;
she became a major literary figure with the publication of her autobiography I Know
Why the Caged Bird Sings. One of the triumphs of her life was being invited to write
and read a poem for the (4) _______________ of President Bill Clinton in 1993.
B. Sentence CompletionComplete each sentence by writing the vocabulary word that makes the most sensein it.
1. Maya Angelou grew up in poverty. She _______________ her-self by becoming a world-famous writer.
2. “Life Doesn’t Frighten Me” is about a _______________child’s coming to grips with a frightening world.
3. Angelou’s life proves that being raised in a _______________world was not always a barrier to someone with talent andconvictions.
4. The first poet to be invited to recite a poem at a presidential_______________ was Robert Frost in 1961.
able to comprehend through insight or intuition
set apart or separated, according to race or gender
changed the nature of; reinvented
ceremony that signifies the formal or official begin-ning of the President’s term
perceptive, adjective
segregated, adjective
redefined, verb
inauguration, noun
Vocabulary DevelopmentVocabulary Development
66_HRW_ACCESS_GR6TE.PS 9/26/01 11:31 AM Page 66
Chapter 5 67
Name ______________________________ Class _____________ Date _____________
Comprehension CheckComprehension CheckMaya Angelou andLife Doesn’t Frighten Me� Interactive Reading, page 196
Reading Standard 3.5 Identify the speaker, and recognize thedifference between first- and third-person narration.
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
A. Circle the letter of the best response to each item.
1. “Maya Angelou” is a biographical essay written by— A Jane Hansen C Rosa ParksB Maya Angelou D Angelou’s grandmother
2. Which quote from “Maya Angelou” is a direct quote from Maya Angelouherself?F “She was a little girl with a poet’s heart.”G “She refused to be controlled by a society that defined her as inferior
because she was black and female.”H “I decided years ago to invent myself.”J “Maya Angelou continues to rise, and we soar with her.”
3. The speaker in “Life Doesn’t Frighten Me” is—A a little girl C Joyce HansenB the adult Maya Angelou D a teacher
B. Write two or three sentences that describe Joyce Hansen’s attitude toward hersubject, Maya Angelou.
story of a person’s life written by another person
story of a person’s life written by that person
person talking to us in a text; the narrator
biography
autobiography
speaker
Academic VocabularyAcademic Vocabulary
67_HRW_ACCESS_GR6TE.PS 9/26/01 11:32 AM Page 67
114 Interactive Reading: Teacher’s Edition
Chapter 5
Practice Read: The PictureVocabulary Check, page 64
A: 1. realm 2. shelf3. gloss 4. pod 5. signature
B: 1. mirrorlike 2. shallow 3. adults, young ones 4. distinctive 5. territory
Comprehension Check, page 65A: 1. C
2. G 3. A
B: Passages will vary. Check to be sure the contentof the passage remains roughly the same.
Maya Angelou andLife Doesn’t Frighten MeVocabulary Check, page 66
A: 1. segregated 2. perceptive3. redefined 4. inauguration
B: 1. redefined 2. perceptive 3. segregated4. inauguration
Comprehension Check, page 67A: 1. A
2. H 3. A
B: Answers will vary, but the responses should indi-cate Hansen’s respect for Angelou.
What Is Stress?Vocabulary Check, page 68
A: 1. potentially 2. motivate 3. mobilized
B: 1. get ready to work together;respond
2. real chance 3. sit still; not respond
Comprehension Check, page 69A: 1. D
2. F 3. C
B: Answers will vary, but students should mentionone or more of the facts presented in “What IsStress?”
from Dear Mrs. ParksVocabulary Check, page 70
A: 1. stand 2. chronic 3. race 4. intolerable 5. harassments6. boycott7. domestic
B: 1. existed throughout 2. unbearable 3. doing nothing
Comprehension Check, page 71A: 1. D
2. H 3. B
B: Answers may vary widely. Students should useone or two specific details that people wouldenjoy knowing about.
114_HRW_ACCESS_GR6TE.PS 9/26/01 1:10 PM Page 114
Pupil Pages with Answers 217
InH
olt
Lit
erat
ure
an
d L
ang
uag
e A
rts,
you
rea
d
“Bro
ther
,” f
rom
May
a A
ng
elo
u’s
auto
bio
gra
ph
yI K
no
w
Wh
y th
e C
aged
Bir
d S
ing
s.In
th
e se
lect
ion
s yo
u
are
abo
ut
to r
ead
, yo
u w
ill le
arn
mo
re a
bo
ut
the
exp
erie
nce
s th
at m
ade
May
a A
ng
elo
u t
he
extr
aord
inar
y in
div
idu
al
she
is t
od
ay.
In t
he
bio
gra
ph
ical
ess
ay “
May
a A
ng
elo
u,”
Jo
yce
Han
sen
giv
es u
s a
sen
se o
f th
e ev
ents
th
at s
hap
ed A
ng
elo
u’s
life
.
An
gel
ou
’s p
oem
“Li
fe D
oes
n’t
Fri
gh
ten
Me”
pre
sen
ts a
mo
re s
ub
-
ject
ive
view
po
int.
“Li
fe D
oes
n’t
Fri
gh
ten
Me”
exi
sts
as a
per
son
al
stat
emen
t in
wh
ich
An
gel
ou
her
self
tel
ls u
s h
ow
sh
e’s
man
aged
to
ove
rco
me
the
fear
s th
at o
ther
wis
e m
igh
t h
ave
bea
ten
her
do
wn
.
Mar
gu
erit
e Jo
hn
son
, wh
o b
ecam
e kn
ow
n a
s M
aya
An
gel
ou
, was
bo
rn o
n A
pri
l 4, 1
928,
in S
t. L
ou
is, M
isso
uri
. Sh
e an
d h
er b
roth
er,
Bai
ley,
wer
e ra
ised
by
thei
r g
ran
dm
oth
er, t
he
ow
ner
of
a co
un
try
sto
re in
Sta
mp
s, A
rkan
sas.
Du
rin
g h
er li
feti
me,
An
gel
ou
str
ug
gle
d t
o o
verc
om
e m
any
dif
ficu
lt
circ
um
stan
ces,
a p
roce
ss s
he
bel
ieve
s m
ade
her
str
on
g. T
he
even
ts o
f
her
life
bec
ame
kno
wn
to
mill
ion
s th
rou
gh
th
e 19
70 p
ub
licat
ion
of
her
au
tob
iog
rap
hy
I Kn
ow
Wh
y th
e C
aged
Bir
d S
ing
s,w
hic
h w
as
no
min
ated
fo
r a
Nat
ion
al B
oo
k A
war
d a
nd
late
r u
sed
as
the
bas
is f
or
a TV
mo
vie.
Ho
w d
id y
ou
bec
om
e yo
u?
Wh
at a
re t
he
circ
um
stan
ces
that
hel
ped
shap
e yo
u?
Wh
o a
re t
he
ind
ivid
ual
s w
ho
ch
ang
ed y
ou
r lif
e? T
his
bio
gra
ph
ical
ess
ay p
rovi
des
a s
ketc
h o
f th
e ex
per
ien
ces
that
fo
rmed
May
a A
ng
elo
u.
May
a A
ng
elo
u195
Readin
gSta
ndard
3.5
Iden
tify
the
spea
ker,
and
reco
gniz
e th
edi
ffer
ence
betw
een
firs
t-an
d th
ird-
pers
onna
rrat
ion
(for
exam
ple,
auto
biog
raph
yco
mpa
red
wit
hbi
ogra
phy)
.
for
use
wit
hH
olt
Lit
erat
ure
an
d L
ang
uag
e A
rts,
pag
e 30
2
for
use
wit
hH
olt
Lit
erat
ure
an
d L
ang
uag
e A
rts,
pag
e 30
2A
ll A
boar
d w
ith
Thom
as G
arre
tt;
Har
riet
Tub
man
: The
Mos
es o
f H
erPe
ople
; The
Har
riet
Tub
man
Ser
ies
Inte
ract
wit
h In
form
atio
nal
Tex
ts
“Mak
ing
Con
nec
tion
s”C
har
tA
fter
you
rea
d an
d vi
ew t
hes
eth
ree
sele
ctio
ns
abou
t H
arri
et T
ubm
an,f
ill o
ut
a “M
akin
gC
onn
ecti
ons”
Ch
art.
Th
ree
ofth
e m
ain
idea
s th
at t
he
sele
ctio
ns
hav
e in
com
mon
are
pro
vide
d at
th
e le
ft.
Mai
n Id
eaD
etai
l fro
m
All
Ab
oar
d w
ith
Th
om
as G
arre
tt
Det
ail f
rom
H
arri
et T
ub
man
: Th
eM
ose
s o
f H
er P
eop
le
Det
ail f
rom
Th
eH
arri
et T
ub
man
Seri
es
Peo
ple
ris
ked
th
eir
lives
to
esc
ape
slav
ery.
Th
ey a
lso
risk
ed n
ever
seei
ng
th
eir
fam
ilies
ag
ain
.
Tho
se w
ho
wer
en
ot
slav
es a
lso
hel
ped
in t
he
Un
der
gro
un
dR
ailr
oad
.
Tub
man
’s li
fe w
aso
ften
lon
ely.
Sh
ew
as d
rive
n b
y h
erm
issi
on
.
“Sla
ve c
atch
ers
pro
wle
d t
he
stre
ets
of
Wilm
ing
ton
.”
“No
fu
git
ive
was
ever
tu
rned
away
fro
m h
isd
oo
r.”
“Sh
e fe
lt n
o f
ear
at b
ein
g a
rres
ted
by
her
fo
rmer
mas
ter.
She
said
she
ven
ture
do
nly
wh
ere
Go
dse
nt
her
.”
“Un
less
sh
em
ade
the
effo
rtto
lib
erat
e th
em(h
er f
amily
), s
he
wo
uld
nev
er s
eeth
em m
ore
.”
“To
hel
p T
ub
man
,th
e ab
olit
ion
ist
Sara
h B
rad
ford
wro
te a
bio
gra
-p
hy
of
Tub
man
.”
“’O
dea
r Lo
rd,‘
I sai
d, ‘
I hav
en’t
go
t a
frie
nd
bu
tyo
u.’”
“Sh
e p
ilote
dth
em N
ort
h,
trav
elin
g b
yn
igh
t, h
idin
g b
yd
ay.”
“Her
e th
e fu
gi-
tive
s w
ere
fed
and
clo
thed
an
dse
nt
on
th
eir
way
.”
“All
her
wag
essh
e la
id a
way
fo
rth
e o
ne
pu
rpo
seo
f lib
erat
ing
her
peo
ple
. . .
. so
she
wen
t, n
ine-
teen
tim
es. .
.”
194
Bio
gra
ph
y an
d A
uto
bio
gra
ph
y: L
oo
kin
g a
t Li
ves
Chap
ter
5
Chapter 5Pupil Pages 178–221
Access TE_6-Ch5Anno_Final 10/17/01 4:30 PM Page 217
218 Interactive Reading: Teacher’s Edition
“I d
ecid
ed m
any
year
s ag
o to
inve
nt
mys
elf.
I h
ad
obvi
ousl
y be
en in
ven
ted
by s
omeo
ne
else
—by
a w
hol
e
soci
ety—
and
I di
dn’t
like
th
eir
inve
nti
on.”
May
a A
nge
lou
rede
fin
edhe
rsel
f.W
hen
she
was
in h
er t
wen
ties
,she
stu
died
dan
ce a
nd
was
in a
mu
sica
l th
at t
oure
d E
uro
pe a
nd
Afr
ica.
An
gelo
u a
lso
use
d h
er t
alen
ts t
o tr
y to
hel
p m
ake
the
wor
ld
a be
tter
pla
ce.I
n 1
960,
she
and
anot
her
per
form
er w
rote
,
prod
uce
d,an
d ap
pear
ed in
th
e re
vue
Cab
aret
for
Free
dom
to r
aise
mon
ey f
or t
he
civi
l rig
hts
mov
emen
t.Sh
e al
so
spen
t ti
me
in G
han
a,W
est
Afr
ica,
wor
kin
g as
a jo
urn
alis
t in
the
1960
s.Sh
e h
as w
ritt
en,p
rodu
ced,
dire
cted
,an
d ac
ted
in
thea
ter,
mov
ie,a
nd
tele
visi
on p
rodu
ctio
ns.
She
was
nom
i-
nat
ed f
or a
n E
mm
y A
war
d fo
r h
er p
erfo
rman
ce in
th
e
tele
visi
on m
inis
erie
s R
oots
and
was
nom
inat
ed f
or t
he
Pu
litze
r P
rize
in p
oetr
y.M
aya
An
gelo
u a
lso
has
tw
elve
hon
orar
y do
ctor
ates
.
Mill
ion
s of
Am
eric
ans
saw
an
d h
eard
her
rec
ite
her
poem
“O
n t
he
Pu
lse
ofM
orn
ing”
for
Pre
side
nt
Clin
ton’
s
inau
gura
tion
in 1
993.
Th
e m
essa
ge s
he
brin
gs t
hro
ugh
th
e ex
ampl
e of
her
life
and
her
art
is c
lear
.“A
ll of
my
wor
k is
mea
nt
to s
ay,
you
may
en
cou
nte
r m
any
defe
ats,
but
you
mu
st n
ot b
e
defe
ated
.”
May
a A
nge
lou
con
tin
ues
to
rise
,an
d w
e so
ar w
ith
her
.
30 40 50
May
a A
ng
elo
u197
red
efin
ed(r≤≈d≤•f¢nd√)
v.:
chan
ged
th
e n
atu
re o
f;re
inve
nte
d.
Red
efin
edis
use
d in
an
un
-u
sual
way
her
e. D
raw
a b
ox
aro
un
d t
he
con
text
clu
e in
line
29 t
hat
hel
ps
you
fig
ure
ou
t th
e se
nse
in w
hic
h t
he
wo
rdre
def
ined
is u
sed
.
inau
gu
rati
on
(in•ôg≈y¥•r†√◊¥n
)n
.:ce
rem
on
y th
at s
ign
ifie
s th
efo
rmal
or
off
icia
l beg
inn
ing
of
the
pre
sid
ent’
s te
rm.
Un
der
line
the
acti
viti
esA
ng
elo
u h
as p
arti
cip
ated
in,
as w
ell a
s th
e jo
bs
or
care
ers
she
has
had
. Th
ese
det
ails
con
vey
som
e im
po
rtan
t lif
ed
ecis
ion
s th
at A
ng
elo
u h
asm
ade.
Wh
at d
o t
hes
e d
etai
lsre
veal
ab
ou
t A
ng
elo
u?
Sug
ges
ted
res
po
nse
:
An
gel
ou
is f
ull
of
ener
gy,
art
isti
cally
incl
ined
, an
d in
tere
st-
ed in
lots
of
thin
gs.
“Iw
as m
ute
for
fiv
e ye
ars,”
May
a A
nge
lou
has
sai
d.“I
was
n’t
cute
an
d I
didn
’t s
pea
k...
.Bu
t m
y gr
andm
a to
ld m
e
all t
he
tim
e,‘S
iste
r,M
ama
don’
t ca
re w
hat
th
ese
peo
ple
say
abou
t yo
u b
ein
g a
mor
on,b
ein
g a
idio
t.M
ama
don’
t ca
re.
Mam
a kn
ow,S
iste
r,w
hen
you
an
d th
e go
od L
ord
get
read
y,
you’
re g
onn
a be
a p
reac
her
.’”
In I
Kno
w W
hy t
he C
aged
Bir
d Si
ngs,
the
firs
t of
her
five
au
tobi
ogra
phie
s,M
aya
An
gelo
u b
egin
s to
ch
ron
icle
her
life.
She
was
a li
ttle
gir
l wit
h a
poe
t’s h
eart
.Bu
t w
hen
sh
e
was
sev
en,h
er s
ong
was
sile
nce
d by
a t
erri
ble
expe
rien
ce
and
she
stop
ped
spea
kin
g.W
ith
th
e h
elp
ofh
er g
ran
d-
mot
her
wh
o ra
ised
her
in S
tam
ps,A
rkan
sas,
the
clos
e-kn
it
blac
k co
mm
un
ity
ther
e,an
d a
per
cep
tive
teac
her
wh
o re
c-
ogn
ized
her
lite
rary
gif
ts a
nd
intr
odu
ced
her
to
liter
atu
re,
May
a fo
un
d h
er v
oice
aga
in.S
he
grad
uat
ed f
rom
her
segr
egat
edsc
hoo
l at
the
top
ofh
er e
igh
th-g
rade
cla
ss.
She
left
Ark
ansa
s at
th
irte
en t
o go
to
Cal
ifor
nia
to
live
wit
h h
er m
oth
er.B
y si
xtee
n,s
he
had
a c
hild
of
her
ow
n t
o
rais
e.“T
he
grea
test
gif
t I’
ve e
ver
had
was
th
e bi
rth
of
my
son
....
Wh
en h
e w
as s
mal
l,I
knew
mor
e th
an h
e di
d,I
expe
cted
to
be h
is t
each
er.S
o be
cau
se o
fh
im I
edu
cate
d
mys
elf.
Wh
en h
e w
as f
our
...I
tau
ght
him
to
read
.Bu
t
then
he’
d as
k qu
esti
ons,
and
I di
dn’t
hav
e th
e an
swer
s,so
I
star
ted
my
lifel
ong
love
aff
air
wit
h li
brar
ies.
...”
She
also
ref
use
d to
be
con
trol
led
by a
soc
iety
th
at
defi
ned
her
as
infe
rior
bec
ause
sh
e w
as b
lack
an
d fe
mal
e.
10 20
Joyc
e H
anse
n
196
Bio
gra
ph
y an
d A
uto
bio
gra
ph
y: L
oo
kin
g a
t Li
ves
Chap
ter
5
As
you
beg
in t
o r
ead
th
ees
say,
cir
cle
the
pro
no
un
s I
and
she.
Ask
yo
urs
elf:
Wh
om
do
th
ese
pro
no
un
s re
fer
to?
Wh
at is
th
is p
erso
n’s
rel
atio
n-
ship
to
th
e su
bje
ct o
f th
ees
say?
Joyc
e H
anse
n u
ses
she
to r
efer
to
th
e su
bje
ct,
May
a A
ng
elo
u.
Han
son
intr
od
uce
s th
e
essa
y b
y u
sin
g a
qu
ote
fro
m A
ng
elo
u. I
n t
he
qu
ote
,Ire
fers
to
An
gel
ou
.
per
cep
tive
(p¥r
•sep√tiv
)ad
j.:ab
le t
o c
om
pre
hen
d t
hro
ug
hin
sig
ht
or
intu
itio
n.
seg
reg
ated
(seg√r¥•g†t≈id
)ad
j.:se
t ap
art
or
sep
arat
edac
cord
ing
to
rac
e.
“May
a A
ng
elo
u”
fro
m W
om
en o
f H
op
e: A
fric
an A
mer
ican
s W
ho
Mad
e a
Dif
fere
nce
by
Joyc
e H
anse
n.
Co
pyr
igh
t ©
199
8 b
y Jo
yce
Han
sen
. Rep
rin
ted
by
per
mis
sio
n o
f Sc
ho
last
ic P
ress
, a d
ivis
ion
of
Sch
ola
stic
Inc.
Chapter 5Pupil Pages 178–221
Access TE_6-Ch5Anno_Final 10/17/01 4:30 PM Page 218
Pupil Pages with Answers 219
Tou
gh g
uys
in a
fig
ht
All
alon
e at
nig
ht
Life
doe
sn’t
fri
ghte
n m
e at
all.
Pan
ther
s in
th
e pa
rk
Stra
nge
rs in
th
e da
rk
No,
they
don
’t f
righ
ten
me
at a
ll.
Th
at n
ew c
lass
room
wh
ere
Boy
s pu
ll al
l my
hai
r
(Kis
sy li
ttle
gir
ls
Wit
h t
hei
r h
air
in c
url
s)
Th
ey d
on’t
fri
ghte
n m
e at
all.
Don
’t s
how
me
frog
s an
d sn
akes
An
d lis
ten
for
my
scre
am.
IfI’
m a
frai
d at
all
It’s
on
ly in
my
drea
ms.
I’ve
got
a m
agic
ch
arm
Th
at I
kee
p u
p m
y sl
eeve
,
I ca
n w
alk
the
ocea
n f
loor
An
d n
ever
hav
e to
bre
ath
e.
Life
doe
sn’t
fri
ghte
n m
e at
all
Not
at
all
Not
at
all
Life
doe
sn’t
fri
ghte
n m
e at
all.
25 30 35 40
May
a A
ng
elo
u199
Ho
w o
ld d
o y
ou
th
ink
the
nar
rato
r o
f th
is p
oem
is?
Do
you
th
ink
this
sp
eake
r is
th
ep
oet
or
som
eon
e el
se?
Poss
ible
an
swer
: Th
e
nar
rato
r se
ems
to b
e
the
po
et s
pea
kin
g a
s
a ch
ild.
Wh
at d
o y
ou
th
ink
the
spea
ker
mea
ns
by
“kis
sy li
ttle
gir
ls”
(lin
e 30
)?
She
is p
rob
ably
ref
er-
rin
g t
o g
irls
wh
o a
re
ove
r-co
nce
rned
ab
ou
t
thei
r lo
oks
.
Do
yo
u t
hin
k th
at, d
esp
ite
all
her
bra
ve r
emar
ks, t
his
litt
leg
irl i
s n
ot
real
ly s
o b
rave
?
Mo
st s
tud
ents
will
susp
ect
the
spea
ker
is
pu
ttin
g u
p a
bra
ve
fro
nt.
Shad
ows
on t
he
wal
l
Noi
ses
dow
n t
he
hal
l
Lif
e do
esn’
t fr
igh
ten
me
at a
ll
Bad
dog
s ba
rkin
g lo
ud
Big
gh
osts
in a
clo
ud
Lif
e do
esn’
t fr
igh
ten
me
at a
ll.
Mea
n o
ld M
oth
er G
oose
Lion
s on
th
e lo
ose
Th
ey d
on’t
fri
ghte
n m
e at
all
Dra
gon
s br
eath
ing
flam
e
On
my
cou
nte
rpan
e
Th
at d
oesn
’t f
righ
ten
me
at a
ll.
I go
boo
Mak
e th
em s
hoo
I m
ake
fun
Way
th
ey r
un
I w
on’t
cry
So t
hey
fly
I ju
st s
mile
Th
ey g
o w
ild
Lif
e do
esn’
t fr
igh
ten
me
at a
ll.
5 10 15 20
May
a A
ng
elo
u
198
Bio
gra
ph
y an
d A
uto
bio
gra
ph
y: L
oo
kin
g a
t Li
ves
Chap
ter
5
Rea
d t
he
bo
xed
sta
nza
sile
ntl
y at
fir
st, c
ircl
ing
wo
rds
you
th
ink
are
mo
st im
po
r-ta
nt.
Th
en, r
ead
th
e st
anza
alo
ud
. Wh
ere
will
yo
u p
ause
?
The
wo
rd c
ou
nte
rpan
ein
line
11 m
ean
s “b
edsp
read
.”Th
is w
ord
is r
arel
y u
sed
an
ymo
re.
• •
•
•
• •
No
tes
• •
•
•
• •
Wh
y d
o y
ou
th
ink
the
spea
ker
calls
Mo
ther
Go
ose
“mea
n”
(lin
e 7)
?
“Mo
ther
Go
ose
’s”
sto
ries
fo
r ch
ildre
n
feat
ure
so
me
scar
y
det
ails
.
“Lif
e D
oes
n’t
Fri
gh
ten
Me”
fro
m A
nd
Sti
ll I R
ise
by
May
a A
ng
elo
u.C
op
yrig
ht
© 1
978
by
May
a A
ng
elo
u.
Rep
rin
ted
by
per
mis
sio
n o
f R
and
om
Ho
use
, In
c.
Chapter 5Pupil Pages 178–221
Access TE_6-Ch5Anno_Final 10/17/01 4:30 PM Page 219
220 Interactive Reading: Teacher’s Edition
Gra
ph
ic O
rgan
izer
201
Inte
rvie
w Q
ues
tio
ns
May
a A
ngel
ou;
Life
Doe
sn’t
Frig
hten
Me
Inte
ract
ive
Rea
din
g,p
age
196
Go
Bey
on
d L
iter
ary
Text
s
Au
thor
“In
terv
iew
”T
hin
k ab
out
wha
t yo
u kn
ow o
fM
aya
Ang
elou
and
wha
t yo
u’d
like
to fi
nd o
ut.T
hen
wri
te a
list
of
inte
rvie
w q
uest
ions
that
you
wou
ld p
repa
re if
you
had
the
oppo
rtun
ity
to m
eet
her.
A g
ood
inte
rvie
w c
onta
ins
a m
ix o
fqu
esti
on t
ypes
.Avo
id a
skin
gqu
esti
ons
that
can
be
answ
ered
by
a si
mpl
e “y
es”
or “
no”
or b
ysi
mpl
e re
sear
ch.
1. 2. 3. 4. 5.Stu
den
ts’ r
esp
on
ses
will
var
y b
ut
sho
uld
be
tho
ug
htf
ul a
nd
in-d
epth
.
Qu
esti
on
s sh
ou
ld n
ot
req
uir
e “y
es”
or
“no
” an
swer
s.
200
Bio
gra
ph
y an
d A
uto
bio
gra
ph
y: L
oo
kin
g a
t Li
ves
Chap
ter
5
Biog
raph
y/Po
emW
rite
a f
ew s
ente
nce
s te
llin
g h
ow
th
e b
iog
rap
hic
al
essa
y an
d t
he
po
em w
ork
to
get
her
to
pro
vid
e yo
u w
ith
a s
ense
of
wh
o M
aya
An
gel
ou
is.
Pers
onal
Wor
d Li
stR
eco
rd t
he
wo
rds
you
lear
ned
fro
m t
he
essa
y in
you
r Pe
rso
nal
Wo
rd L
ist.
Pers
onal
Rea
ding
Log
As
you
rec
ord
th
is s
elec
tio
n in
yo
ur
Pers
on
al
Rea
din
g L
og
, wri
te a
few
sen
ten
ces
exp
lain
ing
wh
ich
of
the
pie
ces
you
like
d b
ette
r. A
war
d y
ou
rsel
f 1
po
int
on
th
e R
ead
ing
Met
er
for
read
ing
th
ese
sele
ctio
ns.
Chec
klis
t fo
r St
anda
rds
Mast
ery
Ch
eck
you
r p
rog
ress
in r
eco
gn
izin
g
firs
t-p
erso
n a
nd
th
ird
-per
son
nar
rati
on
. Use
th
e C
hec
klis
t fo
r
Stan
dar
ds
Mas
tery
in t
he
bac
k o
f th
is b
oo
k to
tra
ck y
ou
r p
rog
ress
in
mas
teri
ng
th
e st
and
ard
s.
Chapter 5Pupil Pages 178–221
Access TE_6-Ch5Anno_Final 10/17/01 4:30 PM Page 220