Teaching MAKING MEANING

Comparing Text to Media

In this lesson, you will compare “The Medicine

Jump Start THE MEDICINE BAG

Bag” and “Apache Girl’s Rite of Passage.” First,
you will complete the first-read and close-read
APACHE GIRL’S RITE
activities for “The Medicine Bag.”
FIRST READ Prior to students’ first read, OF PASSAGE

engage them in a discussion about how older

and younger generations, such as grandparents
and grandchildren, interact to help them make
connections between the text and their own
experiences. About the Author
The Medicine Bag
Concept Vocabulary
You will encounter the following words as you read “The Medicine Bag.”
The Medicine Bag Before reading, note how familiar you are with each word. Then, rank
How does the narrator feel about his the words in order from most familiar (1) to least familiar (5).
grandfather? How do the narrator and his
sister feel about Grandpa’s visit? How do you Virginia Driving Hawk WORD YOUR RANKING
think Grandpa feels about this visit? Modeling Sneve (b. 1933) grew
wearily
up on the Rosebud
questions such as these will help students
Reservation in South
connect to “The Medicine Bag” and to the straggled
Dakota. Her grandmothers
Performance Task assignment. Selection audio were storytellers, sharing fatigue
and print capability for the selection are available traditional Sioux legends
in the Interactive Teacher’s Edition. and folk tales that became frail
an inspiration for Sneve’s
Concept Vocabulary work. She realized that
American Indians were often
sheepishly

Support students as they rank the words. Ask if misrepresented in children’s

After completing the first read, come back to the concept vocabulary and
they’ve ever heard, read, or used them. Reassure books, and she has worked
throughout her writing review your rankings. Mark any changes to your original rankings.
them that the definitions for these words are
career to portray American
listed in the selection.
Indians realistically. In First Read FICTION
2000, President Bill Clinton
Refer to the information below as you conduct your first read. You
First Read awarded Sneve a National
will have an opportunity to complete the close-read notes after your
Humanities Medal.
first read.

© Pearson Education, Inc., or its affiliates. All rights reserved.

As they read, students should perform the steps
of the first read: Tool Kit
NOTICE: You may want to encourage students to First-Read Guide and
Model Annotation
track the narrator’s feelings about Grandpa and NOTICE whom the story is ANNOTATE by marking
to note how they change during the story. about, what happens, where vocabulary and key passages
and when it happens, and you want to revisit.
ANNOTATE: Remind students to mark passages why those involved react as
they feel are particularly evocative or worthy of they do.
analysis in their close read. For example, students  STANDARDS
may want to focus on passages that explain why Reading Literature
By the end of the year, read and
or how the narrator’s feelings change. comprehend literature, including CONNECT ideas within RESPOND by completing
stories, dramas, and poems, at the the selection to what you the Comprehension Check and
CONNECT: Encourage students to go beyond the high end of the grades 6–8 text
already know and what you by writing a brief summary of
selection to make connections to additional texts complexity band independently and
have already read. the selection.
proficiently.
and personal experiences. If they cannot make
connections to their own lives or other texts, have
12 UNIT 1 • RITES OF PASSAGE
them consider movies and TV shows as well.
RESPOND: Students will answer questions and
write a summary to demonstrate understanding.
Point out to students that while they will always Author's Perspective Kelly Gallagher, M.Ed.
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complete the Respond step at the end of the

first read, the other steps will probably happen Teacher as the Best Reader in the Class do when they are confused. The Annotate
somewhat concurrently. You may wish to print Rather than being the wizard behind the curtain, Question Conclude feature and the teacher
copies of the First-Read Guide: Fiction for use modeling to do the work of reading in front edition support highlight the importance of
of students. When students see that even good this work.
students to use.
readers wrestle with difficult text, they gain • Marking the Text: If students say they
Remind students that during their first confidence. Use these methods: don’t understand, have them use a yellow
read, they should not answer the close-read • Using Think-Aloud: Choose a passage from highlighter (or sticky notes) for parts they
questions that appear in the selection. this unit and model read alouds/think alouds understand and a pink highlighter for those
to show students what effective readers they don’t.

12 UNIT 1 • RITES OF PASSAGE

 ANCHOR TEXT | SHORT STORY

Closer look

Analyze Characterization
Students may have marked paragraph 1
during their first read. Use this paragraph to
help students understand how the narrator
feels about Grandpa. Encourage them to talk
about the annotations that they marked. You
may want to model a close read with the class

The based on the highlights shown in the text.

Annotate: Have students mark details

Medicine
in paragraph 1 that describe Grandpa’s
appearance, or have students participate
while you highlight them.

Bag Virginia Driving Hawk Sneve

Question: Guide students to consider what
these details might tell them. Ask what a
reader can infer about Grandpa’s appearance
from these descriptions, and accept student
responses.
Possible response: Grandpa doesn’t look
BACKGROUND like the Indians that people see on TV. The TV
The Lakota Indians are part of the Sioux Nation, an indigenous people SCAN FOR Indians described in the selection are based on
MULTIMEDIA
of the Great Plains region of North America. Today there are about stereotypes which create distorted expectations
170,000 Sioux Indians living in the United States. About one-fifth of the for Native Americans.
American Indian population live on reservations, which are designated Conclude: Help students to formulate
pieces of land ruled by tribal law.
conclusions about the importance of these
details in the text. Ask students why the
1

G randpa wasn’t tall and stately like TV Indians. His hair

wasn’t in braids; it hung in stringy, gray strands on his neck,
and he was old. He was my great-grandfather, and he didn’t live
NOTES author might have included these details at
the beginning of the story.
Possible response: By including these details,
in a tipi1; he lived all by himself in a part log, part tar-paper shack
© Pearson Education, Inc., or its affiliates. All rights reserved.

the author is suggesting that the narrator might

on the Rosebud Reservation in South Dakota.
be embarrassed about Grandpa’s appearance.
2 My kid sister, Cheryl, and I always bragged about our Lakota2
grandpa, Joe Iron Shell. Our friends, who had always lived in Remind students that there are two
the city and only knew about Indians from movies and TV, were types of characterization. In direct
impressed by our stories. Maybe we exaggerated and made characterization, the author directly
Grandpa and the reservation sound glamorous, but when we states a character’s traits. In indirect
returned home to Iowa after our yearly summer visit to Grandpa, characterization, an author provides
we always had some exciting tale to tell. clues about a character by describing the
3 We usually had some authentic Lakota article to show our character’s appearance, actions, and feelings,
listeners. One year Cheryl had new moccasins3 that Grandpa had as well as how other characters react to him
or her.
1. tipi n. cone-shaped tent traditionally made of animal skins or bark.
2. Lakota adj. belonging to a Native American tribe from the Great Plains region
(present-day North and South Dakota).
3. moccasins (MOK uh suhnz) n. soft shoes traditionally made from animal hide.

The Medicine Bag 13

LIT17_SE08_U01_A1C_WC.indd 13 Cross-Curricular
16-04-27 4:35 PM Perspectives
• Using Sentence Starters: To identify where students are Geography In paragraph 1, the narrator mentions that his
having comprehension problems, have them complete this grandfather’s home is on the Rosebud Reservation in South Dakota.
sentence starter: “I don’t understand…” Then, as a class, On a map of South Dakota, have students locate the Rosebud
work to resolve the issues. Use these additional sentence Reservation. Have them research which two groups of Lakota the
starters: I noticed…; I wonder…; I think…; I’m surprised reservation is home to and choose one of the two groups to learn
that…; I realized…; I’m not sure… about. As a class, discuss what the two groups’ lives are like on
It is also important for students to know that applying tools like the reservation.
these doesn’t always work: sometimes, readers decide to live
with ambiguity.

Whole-Class Learning 13
Teaching
made. On another visit he gave me a small, round, flat rawhide
NOTES drum decorated with a painting of a warrior riding a horse. He
taught me a Lakota chant to sing while I beat the drum with a
leather-covered stick that had a feather on the end. Man that really
made an impression.
4 We never showed our friends Grandpa’s picture. Not that we
were ashamed of him but because we knew that the glamorous
tales we told didn’t go with the real thing. Our friends would have
laughed, so when Grandpa came to visit us, I was so ashamed and
embarrassed I could have died.
5 There are a lot of yippy poodles and other fancy little dogs in
our neighborhood, but they usually barked singly at the mailman
from the safety of their own yards. Now it sounded as if a whole
pack of mutts were barking together in one place.
6 I walked to the curb to see what the commotion was. About
a block away I saw a crowd of little kids yelling, with the dogs
yipping and growling around someone who was walking down
the middle of the street.
7 I watched the group as it slowly came closer and saw that in the
center of the strange procession was a man wearing a tall black
hat. He’d pause now and then to peer at something in his hand
and then at the houses on either side of the street. I felt cold and
hot at the same time. I recognized the man. “Oh, no!” I whispered,
“It’s Grandpa!”
8 I stood on the curb, unable to move even though I wanted to
run and hide. Then I got mad when I saw how the yippy dogs
were growling and nipping at the old man’s baggy pant legs and
wearily (WEER uh lee) adv. how wearily he poked them away with his cane. “Stupid mutts,”
in a tired way I said as I ran to rescue Grandpa.
9 When I kicked and hollered at the dogs to get away, they put
their tails between their legs and scattered. The kids ran to the
curb where they watched me and the old man.
10 “Grandpa,” l said and reached for his beat-up old tin suitcase

© Pearson Education, Inc., or its affiliates. All rights reserved.

tied shut with a rope. But he set it down right in the street and
shook my hand.
11 “Hau, Takoza, Grandchild,” he greeted me formally in Lakota.
12 All l could do was stand there with the whole neighborhood
watching and shake the hand of the leather-brown old man. I saw
Additional English Language Support
straggled (STRAG uhld) v. how his gray hair straggled from under his big black hat, which
is available in the Interactive Teacher’s hung in messy strands had a drooping feather in its crown. His rumpled black suit hung
Edition.
like a sack over his stooped frame. As he shook my hand, his coat
fell open to expose a bright red satin shirt with a beaded bolo tie
under the collar. His getup wasn’t out of place on the reservation,
but it sure was here, and I wanted to sink right through the
pavement.

14 UNIT 1 • RITES OF PASSAGE

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English Language Support

Understand Connotations Explain to students that the word mutts
in paragraph 8 refers to a dog that is a mixed breed. Because some
people think that mixed-breed dogs are not as good as one-breed
dogs, often called purebreds, sometimes the word mutt is used as an
insult, as it is here. ALL LEVELS

14 UNIT 1 • RITES OF PASSAGE

 13 “Hi,” l muttered with my head down. I tried to pull my hand
away when l felt his bony hand trembling and then looked up NOTES
Close Read
to see fatigue in his face. I felt like crying. I couldn’t think of fatigue (fuh TEEG) n.
anything to say so I picked up Grandpa’s suitcase, took his arm, physical or mental
exhaustion
Remind students to note details that reveal
and guided him up the driveway to our house. differences among characters. Explain that these
14 Mom was standing on the steps. I don’t know how long she’d differences may be stated directly or indirectly.
been watching, but her hand was over her mouth and she looked You may wish to model the Close Read using the
as if she couldn’t believe what she saw. Then she ran to us. following think-aloud format. Possible responses
15 “Grandpa,” she gasped. “How in the world did you get here?” CLOSE READ
to questions on the student page are included.
16 She checked her move to embrace Grandpa and l remembered ANNOTATE: Mark details
that such a display of affection is unseemly to the Lakota and in paragraphs 12–13 and ANNOTATE: As I read paragraphs 12–13 and
18–21 that show how the 18–21, I mark details that show how the narrator
would have embarrassed him.
narrator and Cheryl each
17 “Hau, Marie,” he said as he shook Mom’s hand. She smiled and greets Grandpa as well as details that show how
greet Grandpa.
took his other arm. Cheryl greets Grandpa.
QUESTION: Why are their
18 As we supported him up the steps, the door banged open and QUESTION: I see that the author suggests—but
greetings so different?
Cheryl came bursting out of the house. She was all smiles and was doesn’t directly say—that the narrator is unhappy
so obviously glad to see Grandpa that l was ashamed of how I felt. CONCLUDE: What can you
or embarrassed. I also note that the author shows
“Grandpa!” she yelled happily. “You came to see us!” conclude about Martin
19
and his sister by the way
us that Cheryl responds to Grandpa directly. I
20 Grandpa smiled, and Mom and I let go of him as he stretched think the author has set up a contrast to show
they greet Grandpa?
out his arms to my ten-year-old sister, who was still young readers how the narrator’s behavior is different
enough to be hugged. from his sister’s actions.
21 “Wicincila, little girl,” he greeted her and then collapsed.
22 He had fainted. Mom and I carried him into her sewing room, CONCLUDE: Martin is at an age during which
where we had a spare bed. his friends’ opinions strongly influence his actions
23 After we had Grandpa on the bed, Mom stood there patting his and feelings. He is conflicted between loyalty to
shoulder. “You make Grandpa comfortable, Martin,” she decided, his family and feelings of possible peer judgment.
“while I call the doctor.” Cheryl does not seem to care about such things;
24 I reluctantly moved to the bed. I knew Grandpa wouldn’t want she’s just happy to see her grandfather. This
to have Mom undress him, but I didn’t want to either. He was so might be because she is younger or because she
skinny and frail that his coat slipped off easily. When I loosened frail (frayl) adj. delicate; is less concerned about people needing to look
his tie and opened his shirt collar, I felt a small leather pouch that weak and dress like everybody else.
hung from a thong around his neck. I left it alone and moved to
remove his boots. The scuffed old cowboy boots were tight, and
© Pearson Education, Inc., or its affiliates. All rights reserved.

he moaned as I put pressure on his legs to jerk them off.

25 I put the boots on the floor and saw why they fit so tight. Each
one was stuffed with money. I looked at the bills that lined the
boots and started to ask about them, but Grandpa’s eyes were
closed again.
26 Mom came back with a basin of water. “The doctor thinks
Grandpa may be suffering from heat exhaustion,” she explained
as she bathed Grandpa’s face. Mom gave a big sigh, “Oh hinh,
Martin. How do you suppose he got here?”
27 We found out after the doctor’s visit. Grandpa was angrily
sitting up in bed while Mom tried to feed him some soup.
28 “Tonight you let Marie feed you, Grandpa,” said my dad, who
had gotten home from work. “You’re not really sick,” he said as

The Medicine Bag 15

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Strategic Support
Understanding Character Help students discuss what this says about Martin. Discuss
understand what is revealed about Martin in the difference between information an author
paragraph 18. Ask why they think he is ashamed gives directly and information an author reveals
of how he felt when Grandpa first arrived, and indirectly.

Whole-Class Learning 15
Teaching
he gently pushed Grandpa back against the pillows. “The doctor
NOTES thinks you just got too tired and hot after your long trip.”
Close Read
29 Grandpa relaxed, and between sips of soup, he told us of his
You may wish to model the Close Read using the journey. Soon after we visited him, Grandpa decided that he
following think-aloud format. Possible responses would like to see where his only living descendants lived and
to questions on the student page are included. sheepishly (SHEEP ihsh lee) what our home was like. Besides, he admitted sheepishly, he was
adv. in an embarrassed lonesome after we left.
ANNOTATE: As I read paragraphs 31–32, I notice way
30 I knew that everybody felt as guilty as I did—especially Mom.
that Grandpa traveled on buses for two and a half Mom was all Grandpa had left. So even after she married my dad,
days. I also see text that tells me what happened who’s not an Indian, and after Cheryl and I were born, Mom made
to Grandpa after he arrived in the city and then sure that every summer we spent a week with Grandpa.
what happened after he arrived in the narrator’s CLOSE READ 31 I never thought that Grandpa would be lonely after our visits,
neighborhood. ANNOTATE: Note the and none of us noticed how old and weak be had become. But
language the author uses Grandpa knew, so he came to us. He had ridden on buses for two
QUESTION: These details show me how hard it
in paragraphs 31–32 that
was for Grandpa to get here, and they show me and a half days. When he arrived in the city, tired and stiff from
shows the difficulty of
that he is not that familiar with the city. Grandpa’s journey.
sitting for so long, he set out walking to find us.
32 He had stopped to rest on the steps of some building
CONCLUDE: These details show me that QUESTION: Why does the
downtown, and a policeman found him. The officer took Grandpa
Grandpa had a lot of courage to strike out on a author provide so much
to the city bus stop, waited until the bus came, and then told
new, completely unfamiliar course of action. He detail about the journey?
the driver to let Grandpa out at Bell View Drive. After Grandpa
also had the persistence to see it through. CONCLUDE: What can you got off the bus, he started walking again. But he couldn’t see
conclude about Grandpa
the house numbers on the other side when he walked on the
from the journey he took?
sidewalk, so he walked in the middle of the street. That’s when all
the little kids and dogs followed him.
33 I knew everybody felt as bad as I did. Yet I was so proud of
this eighty-six-year-old man who had never been away from the
reservation but who had the courage to travel so far alone.
34 “You found the money in my boots?” he asked Mom.
35 “Martin did,” she answered and then scolded, “Grandpa, you
shouldn’t have carried so much money. What if someone had
stolen it from you?”
36 Grandpa laughed. “I would’ve known if anyone tried to take
the boots off my feet. The money is what I’ve saved for a long

© Pearson Education, Inc., or its affiliates. All rights reserved.

time—a hundred dollars—for my funeral. But you take it now to
buy groceries so that I won’t be a burden to you while I am here.”
37 “That won’t be necessary, Grandpa,” Dad said. “We are
honored to have you with us, and you will never be a burden. I
am only sorry that we never thought to bring you home with us
this summer and spare you the discomfort of a long bus trip.”
38 Grandpa was pleased. “Thank you,” he answered. “But don’t
feel bad that you didn’t bring me with you, for I would not have
come then. It was not time.” He said this in such a way that no one
could argue with him. To Grandpa and the Lakota, he once told
me, a thing would be done when it was the right time to do it, and
that’s the way it was.

16 UNIT 1 • RITES OF PASSAGE

VOCABULARY DEVELOPMENT
LIT17_SE08_U01_A1C_WC.indd 16 16-04-06 10:21 AM

Multiple-Meaning Words Explain that the Provide the following sentences and ask students
word reservation in paragraph 2 has more than which meaning of reservation is correct in each:
one meaning. In the story it means “public land I agree with your proposal, but I have a
set aside for some special use.” Other meanings reservation about whether it will work.
include: 1) an arrangement to have something
We could not get a table at the popular
held for one’s use, as in a restaurant reservation;
restaurant without a reservation.
2) a limiting condition; doubt; misgiving, as in
having reservations about a big purchase. Hunting was prohibited on the wildlife
reservation.

16 UNIT 1 • RITES OF PASSAGE

 NOTES
Closer look

Analyze Character
Students may have marked paragraphs 41–42
during their first read. Encourage them to
talk about the annotations they marked. You
may want to model a close read with the class
based on the highlights shown in the text.
ANNOTATE: Have students mark details in
paragraphs 41–42 that describe how Martin
feels about what Grandpa is going to do and
that indicate why he feels this way, or have
students participate while you highlight them.
Question: Guide students to consider what
these details reveal. Ask what a reader can
infer from these details, and accept student
39 “Also,” Grandpa went on, looking at me. “I have come because responses.
it is soon time for Martin to have the medicine bag.” Possible response: Martin is upset or unhappy
40 We all knew what that meant. Grandpa thought he was going about being given the medicine bag. He is
especially unhappy about having to wear it
to die, and he had to follow the tradition of his family to pass the
because he is worried about what his friends will
medicine bag, along with its history, to the oldest male child.
say if they see it.
41 “Even though the boy,” he said, still looking at me, “doesn’t
have an Indian name, the medicine bag will be his.” CONCLUDE: Help students to formulate
42 I didn’t know what to say. I had the same hot and cold feeling conclusions about the importance of these
that I had when I first saw Grandpa in the street. The medicine details. Ask students why the author might
bag was the dirty leather pouch I had found around his neck. have included them.
“I could never wear it,” I almost said aloud. I thought of having Possible response: By including these details,
my friends see it in gym class or at the swimming pool and could the author is suggesting that Martin does
imagine the smart things they would say. But I just swallowed not relate to his Indian heritage; he might be
hard and took a step toward the bed. I knew I would have to ashamed or embarrassed by it.
© Pearson Education, Inc., or its affiliates. All rights reserved.

take it. Remind students that a character is a

43 But Grandpa was tired. “Not now, Martin,” he said waving his person in a fictional story. In these details
hand in dismissal. “It is not time. Now I will sleep.” the author is directly stating that Martin is
44 So that’s how Grandpa came to be with us for two months. My worried about what his friends will say if
friends kept asking to come see the old man, but I put them off. I they see the medicine bag. The author is also
told myself that I didn’t want them laughing at Grandpa. But even suggesting that Martin does not relate to his
as I made excuses, I knew it wasn’t Grandpa I was afraid they’d Indian heritage and might be ashamed or
laugh at. embarrassed by it.
45 Nothing bothered Cheryl about bringing her friends to see
Grandpa. Every day after school started, there’d be a crew of
giggling little girls or round-eyed little boys crowded around the

The Medicine Bag 17

LIT17_SE08_U01_A1C_WC.indd 17 Personalize for Learning 16-04-06 10:21 AM

English Language Support

Vocabulary Explain to students that the word The word medicine also has other meanings,
medicine in paragraph 40 refers to an object including: 1) a substance or preparation used
considered, in traditional American Indian belief, to treat disease; 2) something that affects
to give control over natural or magical forces. well-being; and 3) the science and art of
Native Americans traditionally carry such objects maintaining health and preventing or curing
in a small bag. For these people, something that is disease. ALL LEVELS
“strong medicine” has great power.

Whole-Class Learning 17
Teaching
old man on the porch, where he’d gotten in the habit of sitting
NOTES every afternoon.
Close Read
46 Grandpa smiled in his gentle way and patiently answered their
Remind students to look for details that indicate questions, or he’d tell them stories of brave warriors, ghosts, and
a change in characters or events. You may wish animals, and the kids listened in awed silence. Those little guys
to model the Close Read using the following thought Grandpa was great.
think-aloud format. Possible responses to 47 Finally, one day after school, my friends came home with me
questions on the student page are included. because nothing I said stopped them. “We’re going to see the great
Indian of Bell View Drive,” said Hank, who was supposed to be
ANNOTATE: As I read paragraphs 50 and 51, my best friend. “My brother has seen him three times so he oughta
I notice these actions: his eyes twinkle, and he be well enough to see us.”
nods to Martin. CLOSE READ 48 When we got to my house, Grandpa was sitting on the porch.
QUESTION: His actions show that he remembers ANNOTATE: Mark details He had on his red shirt, but today he also wore a fringed leather
in paragraphs 50 and 51 vest trimmed with beads. Instead of his usual cowboy boots,
what it’s like to be a young man and that
that describe Grandpa’s
he understands that Martin may have been he had solidly beaded moccasins on his feet. Of course, he had
actions.
embarrassed about him. his old black hat on—he was seldom without it. But it had been
QUESTION: What do these brushed, and the feather in the beaded headband was proudly
CONCLUDE: Readers can identify with Martin’s actions suggest about erect, its tip a bright white. His hair lay in silver strands over the
growing respect for his grandfather. Grandpa’s character?
red shirt collar.
CONCLUDE: What is 49 I stared just as my friends did, and I heard one of them
the effect of readers murmur, “‘Wow!”
learning more about
50 Grandpa looked up, and when his eyes met mine they twinkled
Grandpa at the same
time Martin does?
as if he were laughing inside. He nodded to me, and my face got
all hot. I could tell that he had known all along I was afraid he’d
embarrass me in front of my friends.
51 “Hau, hoksilas, boys,” he greeted and held out his hand.
52 My buddies passed in single file and shook his hand as I
introduced them. They were so polite I almost laughed. “How,
Grandpa,” and even a “How . . . do . . . you . . . do, sir.”
53 “You look fine, Grandpa,” I said as the guys sat down.
54 “Hanh, yes,” he agreed. “When I woke up this morning, it
seemed the right time to dress in the good clothes. I knew that my
grandson would be bringing his friends.”

© Pearson Education, Inc., or its affiliates. All rights reserved.

55 “You guys want a soda or . . . ?” I offered, but no one answered.
They were listening to Grandpa as he told how he’d killed the
deer from which his vest was made.
56 Grandpa did most of the talking. I was proud of him and
Additional English Language Support
amazed at how respectfully quiet my friends were. Mom had
is available in the Interactive Teacher’s
to chase them home at supper time. As they left, they shook
Edition.
Grandpa’s hand again and said to me, “Can we come back?”
57 But after they left, Mom said, “no more visitors for a while,
Martin. Grandpa won’t admit it, but his strength hasn’t returned.
He likes having company, but it tires him.”

18 UNIT 1 • RITES OF PASSAGE

LIT17_SE08_U01_A1C_WC.indd 18 WriteNow Analyze and Interpret 16-04-27 4:34 PM

Paraphrase, Describe, and Speculate Have students review

paragraph 48 to paraphrase how Grandpa is dressed when
Martin’s friends come to visit. Then, ask them to briefly describe
the differences in Grandpa’s appearance compared to the way he
was described earlier in the story. Finally, ask them to write a few
sentences to speculate about why Grandpa is dressed differently.

18 UNIT 1 • RITES OF PASSAGE

 58 That evening Grandpa called me to his room before he went to
sleep. “Tomorrow,” he said, “when you come home, it will be time NOTES
Close Read
to give you the medicine bag.” CLOSE READ
I felt a hard squeeze from where my heart is supposed to be and ANNOTATE: Mark the
59
Remind students to note details that reveal how
was scared, but I answered, “OK, Grandpa.” details in paragraphs 59
and 60 that show how
Martin feels, and to pay attention to whether
60 All night I had weird dreams about thunder and lightning on a these details are directly or indirectly stated. You
Martin feels.
high hill. From a distance I heard the slow beat of a drum. When may wish to model the Close Read using the
I woke up in the morning, I felt as if I hadn’t slept at all. At school QUESTION: Why might
the author have chosen to
following think-aloud format. Possible responses
it seemed as if the day would never end, and when it finally did, I to questions on the student page are included.
include this information?
ran home.
61 Grandpa was in his room, sitting on the bed. The shades were CONCLUDE: What do ANNOTATE: As I read paragraphs 59–60, I see
down, and the place was dim and cool. I sat on the floor in front of these details suggest that the author directly says Martin is scared.
Grandpa, but he didn’t even look at me. After what seemed a long about Martin? The author also includes details that reveal that
time, he spoke. Martin is unable to sleep and feels anxious at
62 “I sent your mother and sister away. What you will hear today school.
is only for your ears. What you will receive is only for your QUESTION: These details reinforce the fact that
hands.” He fell silent. I felt shivers down my back. Martin is scared and nervous about receiving the
63 “My father in his early manhood,” Grandpa began, “made medicine bag.
a vision quest4 to find a spirit guide for his life. You cannot
understand how it was in that time, when the great Teton Lakota CONCLUDE: These details suggest that Martin is
were first made to stay on the reservation. There was a strong scared of receiving the medicine bag because he
need for guidance from Wakantanka,5 the Great Spirit. But too recognizes the importance and responsibility that
many of the young men were filled with despair and hatred. They comes with participating in this sacred, traditional
thought it was hopeless to search for a vision when the glorious Native American ritual. He also knows that when
life was gone and only the hated confines of a reservation lay Grandpa says it is time to give him the medicine
ahead. But my father held to the old ways. bag, it means Grandpa is probably going to die
64 “He carefully prepared for his quest with a purifying sweat soon.
bath, and then he went alone to a high butte6 top to fast and
pray. After three days he received his sacred dream—in which
he found, after long searching, the white man’s iron. He did not
understand his vision of finding something belonging to the white
people, for in that time they were the enemy. When he came down
from the butte to cleanse himself at the stream below, he found the
© Pearson Education, Inc., or its affiliates. All rights reserved.

remains of a campfire and broken shell of an iron kettle. This was

a sign that reinforced his dream. He took a piece of the iron for
his medicine bag, which he had made of elk skin years before, to
prepare for his quest.
65 “He returned to his village, where he told his dream to the wise
old men of the tribe. They gave him the name Iron Shell, but they
did not understand the meaning of the dream either. At first Iron
Shell kept the piece of iron with him at all times and believed it
gave him protection from the evils of those unhappy days.

4. vision quest n. in Native American cultures, a difficult search for spiritual guidance.
5. Wakantanka (WAH kuhn tank uh) Lakota religion’s most important spirit—the creator of
the world.
6. butte (byoot) n. isolated mountaintop with steep sides.

The Medicine Bag 19

LIT17_SE08_U01_A1C_WC.indd 19 Digital perspectives 16-04-06 10:21 AM

Illuminating the Text Review paragraph 63, Have students discuss how seeing and hearing
which describes the Native American experience about this experience helps illuminate Grandpa’s
of being forced on to reservations. Help students description of his father’s life on a reservation.
understand this experience by using search terms Then, have students write a paragraph
such as “history of Indian reservations in the explaining how the video footage helps clarify a
United States,” “Indians forced to reservations,” detail in the story such as life was gone and only
and “Sioux Indians” to find video footage online the hated confines of a reservation lay ahead; in
showing the relocation of Native Americans to that time the white people were the enemy.
reservations. (Note: Be sure to preview any video
before showing it to students.)

Whole-Class Learning 19
Teaching
66 “Then a terrible thing happened to Iron Shell. He and several
NOTES other young men were taken from their homes by the soldiers
Close Read CLOSE READ and sent to a boarding school far from home. He was angry and
ANNOTATE: Mark
Remind students to look for details that reveal lonesome for his parents and for the young girl he had wed
details the author uses
things about a character, even when someone before he was taken away. At first Iron Shell resisted the teachers’
in paragraph 66 that
may not be a main character in a story. You describe Iron Shell’s attempts to change him, and he did not try to learn. One day
may wish to model the Close Read using the experience. it was his turn to work in the school’s blacksmith shop. As he
following think-aloud format. Possible responses walked into the place, he knew that his medicine had brought him
QUESTION: What
to questions on the student page are included. important information there to learn and work with the white man’s iron.
does this passage reveal? 67 “Iron Shell became a blacksmith and worked at the trade when
ANNOTATE: As I read paragraph 66, I notice he returned to the reservation. All his life he treasured the medicine
words and details that tell me how Iron Shell felt CONCLUDE: What can you
bag. When he was old and I was a man, he gave it to me.”
conclude about Grandpa’s
at the boarding school. These details also show 68 Grandpa quit talking, and I stared in disbelief as he covered his
belief in fate and destiny?
how he changed over time when he was at the face with his hands. His shoulders shook with quiet sobs. I looked
school. away until he began to speak again.
QUESTION: Grandpa tells Martin the story of 69 “I kept the bag until my son, your mother’s father, was a man
Iron Shell to teach him the history of the medicine and had to leave us to fight in the war across the ocean. I gave him
bag, help him understand what the medicine bag the bag, for I believed it would protect him in battle, but he did
is, and connect Martin to his Native American not take it with him. He was afraid he would lose it. He died in a
heritage. faraway land.”
70 Again Grandpa was still, and I felt his grief around me.
CONCLUDE: Grandpa believes that fate and 71 “My son,” he went on after clearing his throat, “had no sons,
destiny play a role in a person’s life. only one daughter, your mother. So the medicine bag must be
passed to you.”
72 He unbuttoned his shirt, pulled out the leather pouch, and
lifted it over his head. He held it in his hand, turning it over and
over as if memorizing how it looked.
73 “In the bag,” he said, as he opened it and removed two objects,
“is the broken shell of the iron kettle, a pebble from the butte, and
a piece of the sacred sage.7” He held the pouch upside down and
fine dust drifted out.
74 “After the bag is yours you must put a piece of prairie sage
within and never open it again until you pass it on to your son.”

© Pearson Education, Inc., or its affiliates. All rights reserved.

He replaced the pebble and the piece of iron and tied the bag.
75 I stood up, somehow knowing I should. Grandpa slowly rose
from the bed and stood upright in front of me holding the bag
before my face. I closed my eyes and waited for him to slip it over
my head. But he spoke.
76 “No, you need not wear it.” He placed the soft leather bag
in my right hand and closed my other hand over it. “It would
not be right to wear it in this time and place where no one
will understand. Put it safely away until you are again on the
reservation. Wear it then, when you replace the sacred sage.”
77 Grandpa turned and sat again on the bed. Wearily he leaned his
head against the pillow. “Go,” he said. “I will sleep now.”

7. sage (sayj) n. type of herb.

20 UNIT 1 • RITES OF PASSAGE

How Language Works

LIT17_SE08_U01_A1C_WC.indd 20 16-04-06 10:21 AM

Symbolism Remind students that a symbol medicine bag. What does this action symbolize?
is something that stands for or represents Why? Have students write one or two sentences,
something else. Have students discuss in Martin’s words, that express this symbolism
paragraphs 73, 74, and 79. In the story, Martin is and that could be added to the end of the story.
on the reservation putting sacred sage in his

20 UNIT 1 • RITES OF PASSAGE

 78 “Thank you, Grandpa,” I said softly and left with the bag in my
hands. NOTES
Comprehension Check
79 That night Mom and Dad took Grandpa to the hospital. Two
weeks later I stood alone on the lonely prairie of the reservation
and put the sacred sage in my medicine bag. ❧ Possible responses:
1. Grandpa sounds glamorous to the narrator’s
friends because they picture him as a character
from television or the movies. The narrator also
admits to exaggerating in the stories he told his
Comprehension Check friends about Grandpa and the reservation.
Complete the following items after you finish your first read. 2. He faints because of heat exhaustion—getting too
tired and hot.
1. What makes Grandpa sound glamorous to the narrator’s friends? 3. It is passed down to the sons in the family.
Grandpa got it from his father. Grandpa’s
son died with no sons, so now it will go to
Martin—Grandpa’s great-grandson.
4. The medicine bag holds a piece of iron from
2. What happens when Grandpa arrives at Martin’s house? Grandpa’s father, a pebble from the butte where
he went for his vision quest, and a piece of sacred
sage. At the end of the story, Martin adds more
sacred sage from the reservation.
Summaries will vary; however, students should
include details such as: Martin is initially embarrassed
3. Why does Grandpa want Martin to have the medicine bag? by Grandpa; Grandpa has come to give Martin his
medicine bag; Martin doesn’t want the medicine
bag; Martin is given the medicine bag and comes to
accept his Native American heritage.

4. What is in the medicine bag, and what does Martin add to it at the end of the Research
story? Research to Clarify If students struggle to
decide on a detail to research, you may want to
suggest that they focus on one of the following
topics: Lakota Indians, Native American rituals,
© Pearson Education, Inc., or its affiliates. All rights reserved.

Native American reservations.

Notebook Write a three-sentence summary of “The Medicine Bag.”
Research to Explore If students aren’t sure
how to go about formulating a research question,
RESEARCH suggest that they use their findings from Research
to Clarify as a starting point. For example, if
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
students researched Lakota Indians, they might
that detail. In what way does the information you learned shed light on an aspect of the
story?
formulate a question such as What is the history
of the Lakota people?

Research to Explore Choose something that interested you from the text and formulate
a research question.

The Medicine Bag 21

LIT17_SE08_U01_A1C_WC.indd 21 Personalize for Learning 4/7/16 12:06 PM

Challenge
Research Encourage students to conduct research about sage and
write brief reports on this plant. Reports should include information
about the history of sage and its various uses, as well as images of
sage. Have students present their reports to the class and discuss
why sage might be part of a Native American’s medicine bag.

Whole-Class Learning 21
Teaching MAKING MEANING

Close Read the Text

Jump Start 1. This model, from paragraph 38 of the text, shows two sample
annotations, along with questions and conclusions. Close
read the passage, and find another detail to annotate. Then,
CLOSE READ Have students close read the
THE MEDICINE BAG write a question and your conclusion.
title, “The Medicine Bag.” Point out that the
author could have titled this story “Grandpa”
or “Grandpa’s Visit,” but she deliberately chose ANNOTATE: These details hint at
this title. Ask students to suggest reasons why Grandpa’s personality.

she picked this particular title and why the title QUESTION: Why does the writer reveal
is so appropriate for this story. two sides of Grandpa’s personality?
ANNOTATE: The
CONCLUDE: Creating a compassionate but author repeats
firm character makes Grandpa seem real. the word time.

Close Read the Text QUESTION: What

“But don’t feel bad that you didn’t effect does the
Walk students through the annotation model on bring me with you, for I would not repetition create?
the student page. Encourage them to complete have come then. It was not time.” He CONCLUDE: The
items 2 and 3 on their own. Review and discuss said this in such a way that no one repetition stresses
the sections students have marked. If needed, could argue with him. To Grandpa
the Lakota belief
continue to model close reading by using the in doing things
and the Lakota, he once told me, a only when the
Annotation Highlights in the Interactive Teacher’s thing would be done when it was the time is right.
Edition. right time to do it….

Analyze the Text

Possible responses: Tool Kit 2. For more practice, go back into the text and complete the
1. Grandpa did make the right decision to travel Close-Read Guide and close-read notes.
and visit his family because he knows he is going Model Annotation
3. Revisit a section of the text you found important. Read this
to die soon and he wants to give Martin the section closely and annotate what you notice. Ask yourself
medicine bag. DOK 3 questions such as “Why did the author make this choice?”
2. Responses will vary. Grandpa knows he is going What can you conclude?
to die soon. He wants Martin to understand the
history and meaning of the medicine bag before
giving it to him. (Paragraph 61) DOK 2 CITE TEXTUAL EVIDENCE
Analyze the Text

© Pearson Education, Inc., or its affiliates. All rights reserved.

to support your answers.
3. Grandpa dies; Martin returns to the Lakota
reservation to help mourn him. Evidence: “That Notebook Respond to these questions.
night Mom and Dad took Grandpa to the 1. Evaluate Do you think Grandpa made the right decision to travel and
hospital. Two weeks later I stood alone on the visit his family? Use details from the story to support your answer.
lonely prairie of the reservation and put the sacred
2. Interpret Summarize the story Grandpa tells about his father. Why do
sage in my medicine bag.” (Paragraph 77) DOK 2
you think Grandpa tells Martin this story at this time?
4. Students may conclude that part of growing
 STANDARDS 3. Draw Conclusions What happens to Grandpa and to Martin at the
up often includes learning about and taking
Reading Literature end of the story? Cite story details to support your conclusion.
responsibility for the history of your family and Determine the meaning of words and
culture. DOK 3 phrases as they are used in a text, 4. Essential Question: What are some milestones on the path to
including figurative and connotative growing up? What have you learned about the path to growing up
meanings; analyze the impact of by reading this story?
specific word choices on meaning
and tone, including analogies or
allusions to other texts.

22 UNIT 1 • RITES OF PASSAGE

Formative Assessment WriteNow Analyze and Interpret

LIT17_SE08_U01_A1C_WC_APP.indd 22 3/9/18 11:33 PM

Analyze the Text Description Have students write a paragraph bag? Does he wear it or leave it at home? Does
• If students fail to cite evidence, then remind predicting Martin’s behavior when he returns he show it to his friends? Why or why not? If he
them to support their ideas with specific to Iowa after going to the reservation to mourn shows the medicine bag to his friends, how do
information from the text. Grandpa. Use these questions to spark students’ they respond? Why?
• If students fail to understand motivations and thinking: What does he do with the medicine
emotions indirectly stated in the text, then
remind them that authors include details about
characters and their actions to show how they
change.

22 UNIT 1 • RITES OF PASSAGE

 essential question: What are some milestones on the path to growing up?

Analyze Craft and Structure Analyze Craft and Structure

Figurative Meaning: Symbolism A symbol is anything that stands for
Figurative Meaning: Symbolism Discuss with
or represents something else. Symbolism is the use of symbols.
students that when an author uses symbolism,
• Symbols are common in everyday life as well as in literature. For a symbol might be obvious or suggested. An
example, a dove with an olive branch in its beak is a symbol of peace. example of obvious symbolism would be the
• In literature, symbolism can highlight certain ideas the author wishes medicine bag and how it helps the narrator,
to emphasize. Martin, connect to the great grandfather and
• Symbolism can also add levels of meaning to a text. understand why the great grandfather’s past is
important enough to carry into the future. An
Most Native American cultures show deep respect for nature, and the example of less obvious, or suggested, symbolism
natural world is considered to have profound spiritual qualities. Symbols occurs when the narrator visits the reservation at
of nature play an important role in Native American traditions, especially
the end of the story, which suggests the great
religious ones. In “The Medicine Bag,” the medicine bag is an important
grandfather has died. For more support, see
symbol. Think about other symbols connected with Grandpa in the story.
Analyze Craft and Structure: Symbolism.
CITE TEXTUAL EVIDENCE make it interactive
Practice to support your answers.
Have students write a few sentences about
Notebook Respond to these questions. someone at a turning point, using symbolism to
1. (a) What details in the story suggest that the medicine bag is a symbol and convey an idea.
is important to Grandpa? (b) Why do you think the author wants readers to
understand Grandpa’s connection to the medicine bag? Practice
Possible responses:
2. (a) How does Martin’s view of the medicine bag change? What changes
1. (a) Grandpa wears the medicine bag on his
his mind? (b) How do Martin’s changing feelings about the medicine bag help
neck. He never opens it. Before Grandpa had it,
show what it represents?
his father had it, and it has been passed down
among the generations of the family. (b) The
3. (a) The medicine bag is not the only symbol in the story. Record in the chart two author wants readers to understand why Grandpa
other details from the story that serve as symbols and what each one represents. thinks it is important for the narrator to have the
(b) What is the purpose of each symbol? Write your answers in the chart. medicine bag, and why Martin finally puts it on at
the end of the story.
THE MEDICINE BAG: SYMBOLS
2. (a) At first, Martin is embarrassed by the medicine
symbol What it RepResents puRpose in the stoRy
bag. He can’t imagine wearing it. After he hears
© Pearson Education, Inc., or its affiliates. All rights reserved.

Grandpa’s story, Martin feels a connection to the

Grandpa’s worn Grandpa’s long journey and highlights how difficult Grandpa’s history of the bag. (b) Martin’s feelings about the
cowboy boots long life life and trip have been
medicine bag change when he learns about its
role in his family history and in Lakota customs.
This helps shows that the bag represents family
and Lakota tradition.
3. See possible responses in chart on student page.
the medicine bag Lakota tradition adds depth to the idea that
traditions are passed down
through family

The Medicine Bag 23 FORMATIVE ASSESSMENT

Analyze Craft and Structure
• If students have difficulty understanding
symbols, then show them common symbols
Cross-Curricular Perspectives
LIT17_SE08_U01_A1C_WC_APP.indd 23 4/7/16 12:22 PM
(an arrow, a stop sign, an image of an airplane)
Science Native American medicines include Which Native American medicines have proven and ask students to explain in their own words
plants and other natural substances that medicinal properties? what each means.
have been found to have effective medicinal What are these medicinal properties?
properties. Challenge students to research Native • If students fail to identify or understand the
American medicines and learn about these Are any of these medicines used today in use of symbolism in the story, then review the
medicinal properties. Have students answer mainstream medicine? symbols in the chart on the student page. Ask
questions such as: students to explain in their own words why
they think the author included them in the
story. For Reteach and Practice, see Analyze
Craft and Structure: Symbolism (RP).

Whole-Class Learning 23
Teaching LANGUAGE DEVELOPMENT

Concept Vocabulary Concept Vocabulary

Why These Words? wearily fatigue sheepishly
Possible responses: straggled frail
1. The concept vocabulary helps the reader to more
THE MEDICINE BAG
clearly understand that Grandpa is old and has
Why These Words? These concept vocabulary words show someone
had a difficult journey to reach his family. The
who is not at full strength or does not look his or her best. For example,
words describe where he lives, emphasize how
Grandpa wearily pokes his cane at the dogs that are chasing him. When
tired and physically weak he seems, and provide
details about how he behaves. he arrives at the house, Martin can see the fatigue in his face. Notice that
both words emphasize how tired Grandpa seems.
2. collapsed (paragraph 20); heat exhaustion
(paragraph 25); fringed leather vest 1. How does the concept vocabulary sharpen the reader’s understanding
(paragraph 47) of Grandpa’s state of health and his appearance?

Practice 2. What other words in the selection connect to the concept of

Possible responses: Grandpa’s state of health and his appearance?
1. Many Native American people live on this
reservation. After a long hike, we returned wearily
CITE TEXTUAL EVIDENCE
to our cabins. The people at the end of the line Practice to support your answers.
straggled behind the group. At the end of the  WORD NETWORK
marathon, the runner felt fatigue. Older people Notebook The concept words appear in “The Medicine Bag.”
Add words related to the
often have frail bones. Adam admitted sheepishly topic of rites of passage 1. Use each concept word in a sentence that demonstrates your
that he had played a joke on his sister. from the text to your Word understanding of the word’s meaning.
2. wearily: energetically; frail: strong; sheepishly: Network.
2. With a partner, come up with an antonym, a word with the
boldly. If Grandpa were described this way, he opposite meaning, for each of the following words: wearily, frail,
would seem stronger and less lost in a new place. and sheepishly. How would Grandpa seem different if the author
had used the antonyms to describe him instead of the original
Word Network words?
Possible words: tradition, history, embarrassed,
proud
Word Study
Word Study Animal Words In “The Medicine Bag,” the narrator describes
Grandpa as sheepishly admitting he was lonely after his family
For more support, see Concept Vocabulary and

© Pearson Education, Inc., or its affiliates. All rights reserved.

finished their visit and drove away from the reservation. Grandpa
Word Study.
is acting like a sheep—suddenly bashful and shy—because he is
Possible responses:  STANDARDS embarrassed to admit his true feelings. Comparing him with a
doggedly: persistent; bullheaded: stubborn; lionize: Language sheep presents a vivid image of Grandpa’s behavior.
Determine or clarify the meaning
treat specially or treat as a celebrity; elephantine: of unknown and multiple-meaning There are many words that acquire their meanings from
large, clumsy, awkward words or phrases based on grade 8
reading and content, choosing
the characteristics we associate with certain animals. Guess
flexibly from a range of strategies. the meanings of each of the following words based on the
c. Consult general and specialized characteristics of the animal: doggedly, bullheaded, lionize,
reference materials, both print and elephantine. Then, verify their actual definitions using a dictionary
digital, to find the pronunciation
of a word or determine or clarify or thesaurus.
its precise meaning or its part of
speech.
d. Verify the preliminary
determination of the meaning of a
word or phrase.

24 UNIT 1 • RITES OF PASSAGE

Author's Perspective
LIT17_SE08_U01_A1C_WC_APP.indd 24 Elfrieda Hiebert, Ph.D. 30/05/16 7:30 AM

Author’s Word Choice In a text, authors may connotations, or imagery. For example, if the
or may not explicitly state the underlying theme. passage describes cooking, students can select
Formative Assessment When the theme is left unstated, readers will words from the passage such as warm, clean,
Word Study have to use clues in the text to infer it. fragrant, and sweetness. Be sure the list is
If students have trouble identifying the meaning Teachers can show how word choices can be narrowly focused and students can explain the
clues to theme by selecting a narrative from relationship among the words and why they
of the identified animal words, then have them
Unit 1 and guiding students to find words and chose each word. Then have students explore
list the characteristics normally associated with
phrases that are part of a network. The words how the words convey the author’s theme.
each animal. For Reteach and Practice, see Word
should be related because of their denotations,
Study: Animal Words (RP).

24 UNIT 1 • RITES OF PASSAGE

 ESSEnTIAl quESTIOn: What are some milestones on the path to growing up?

Conventions Conventions
Verbs in Active and Passive Voice It’s important to learn and use
Verbs in Active and Passive Voice Discuss with
active and passive voice of verbs in your writing. The voice of a verb
shows whether the subject of the verb is performing the action or
students the difference between the active and
receiving it. A verb is in the active voice when its subject performs passive voice. Review that a passive verb phrase
the action. A verb is in the passive voice when its subject receives the consists of a form of be and the past participle of
action. an action verb (is given; was thrown).
For more support, see Conventions: Verbs in
A passive verb is a verb phrase made from a form of be with the past Active and Passive Voice.
participle of an action verb, as shown in the chart:
Make it Interactive
ACTIVE VOICE PASSIVE VOICE Have students write a sentence in the passive
We filled the bucket. The bucket was filled. (Filled is the past participle of fill.) voice, and then write the same sentence in the
active voice.
Alison is winning the race. The race is being won by Alison. (Won is the past participle of win.)
Possible responses:
Active: Jack read that book.
Generally, the active voice is considered a better choice for writers. The
active voice communicates ideas in a more engaging, concise way. It also Passive: That book was read by Jack.
put the emphasis on the person performing the action.
Read It
Passive voice should be used when the performer of the action is Possible responses:
unknown or when it is desirable to stress the action instead of its
1. a. passive voice; b. active voice; c. passive voice
performer. In general, avoid passive voice to keep your writing from
sounding vague. 2. Active voice: “Then a terrible thing happened...”;
“At first Iron Shell resisted the teachers’
Read It attempts...” Passive voice: “He and several other
1. Identify whether each sentence uses the active or the passive voice. young men were taken... and sent...”
a. Our friends were impressed by our stories about Grandpa.
Write It
b. Grandpa taught me a Lakota chant to sing.
Possible responses:
c. Grandpa’s old black hat had been brushed.
1. Grandpa’s looks embarrassed Martin.
2. Reread paragraph 66 of “The Medicine Bag.” Mark and then label one 2. The wise old men gave Grandpa’s father the name
example of passive voice and one of active voice.
Iron Shell.
Write It 3. Grandpa gave the medicine bag to Martin.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Revise each sentence to use the active voice, to stress the performer of
each verb’s action.
 STAnDARDS
EXAMPLE Language
• Demonstrate command of the
Grandpa was brought to Martin’s neighborhood by the bus. conventions of standard English
The bus brought Grandpa to Martin’s neighborhood. grammar and usage when writing
or speaking.
b. Form and use verbs in the active
1. Martin was embarrassed by the way Grandpa looked. and passive voice.
• Use knowledge of language and its
conventions when writing, speaking,
2. Grandpa’s father was given the name Iron Shell by the wise old men. reading, or listening.
a. Use verbs in the active and
passive voice and in the conditional
3. The medicine bag was given to Martin by Grandpa. and subjunctive mood to achieve
particular effects.

The Medicine Bag 25

LIT17_SE08_U01_A1C_WC_APP.indd 25 How Language Works 27/04/17 1:33 am Formative Assessment

Active and Passive Voice If students struggle Grandpa told Martin the story of the Conventions
to understand the difference between the active medicine bag. (active) • If students have trouble identifying the active
and passive voice, assist them by giving them The story of the medicine bag was told to Martin voice, then review the sentence and ask who
examples of both voices. Have students read the by Grandpa. (passive) or what is performing the action.
following sentences and identify the voice as
active or passive. Martin’s friends visited Grandpa. (active) • If students have trouble identifying the passive
Grandpa was visited by Martin’s friends. (passive) voice, then review the sentence and ask who
or what is receiving the action. For Reteach and
Practice, see Conventions: Verbs in Active
and Passive Voice (RP).

Whole-Class Learning 25
Teaching EFFECTIVE EXPRESSION

Writing to Sources Writing to Sources

Short stories, like “The Medicine Bag,” have a narrator—the character
Discuss with students the importance of point
or voice that relates story events. Point of view is the perspective, or
of view in narrative nonfiction. Point out vantage point, from which a narrator tells a story. “The Medicine Bag”
that when a story is written from a particular is told from Martin’s point of view. How would the story be different if it
THE MEDICINE BAG
character’s point of view, everything is expressed were told from another character’s point of view?
and described as that character sees it. In “The
Medicine Bag,” the reader knows only what
Assignment
Martin sees and thinks. Remind students that
Write a retelling of the story “The Medicine Bag” from Grandpa’s
when they rewrite the story from Grandpa’s point of view: Based on the details provided in the story, imagine
point of view, they will express and write about Grandpa’s journey to see his family. What are his impressions of Martin
only what Grandpa sees and thinks. Encourage and his friends? How does he feel about giving the medicine bag to
students to think about the events in the story Martin to preserve a sacred Lakota tradition?
from Grandpa’s point of view before they start Draft your retelling of the story. Make sure to do the following:
writing. For more support, see Writing to
• Make Grandpa the narrator, the character who tells the story using
Sources: Retelling a Story.
the pronoun “I.”
• Include details, thoughts, feeling, and insights from Grandpa’s
Reflect on Your Writing
point of view.
Possible responses:
1. Responses will vary. If students need support, ask
them to consider the insights they gained from
Vocabulary and Conventions Connection You may want to include
writing their narrative.
 STANDARDS several of the concept vocabulary words in your retelling. Also, remember
2. Responses will vary. Be sure that students make Writing to use the active voice to keep your sentences lively.
connections between the way the story was Write narratives to develop
real or imagined experiences or
originally written and what they wrote in their events using effective technique, wearily fatigue sheepishly
narrative. relevant descriptive details, and
well-structured event sequences. straggled frail
3. Why These Words? Responses will vary. Have
a. Engage and orient the reader by
students list specific examples of words they have establishing a context and point
chosen that add power to their narrative. of view and introducing a narrator
and/or characters; organize an
event sequence that unfolds Reflect on Your Writing
naturally and logically. After you have written your retelling of the story, answer the following
b. Use narrative techniques, such as
dialogue, pacing, description, and questions.

© Pearson Education, Inc., or its affiliates. All rights reserved.

reflection, to develop experiences,
events, and/or characters. 1. How well do you think your retelling expressed Grandpa’s point
d. Use precise words and phrases, of view?
relevant descriptive details, and
sensory language to capture the
action and convey experiences
and events. 2. What was the most challenging part of retelling the story from
e. Provide a conclusion that follows
Grandpa’s point of view?
from and reflects on the narrated
experiences or events.
Formative Assessment Speaking and Listening
Present claims and findings, 3. Why These Words? The words you choose make a difference in your
Writing to Sources emphasizing salient points in a writing. Which words did you specifically choose to add power to your
focused, coherent manner with
If students have trouble rewriting the story from relevant evidence, sound valid retelling?
Grandpa’s point of view, then review key parts of reasoning, and well-chosen details;
use appropriate eye contact,
the story and ask them to tell you what they think adequate volume, and clear
Grandpa feels or thinks at that moment in the pronunciation.
story. For Reteach and Practice, see Writing to
Sources: Retelling a Story (RP). 26 UNIT 1 • RITES OF PASSAGE

Personalize for Learning LIT17_SE08_U01_A1C_WC_APP.indd 26 30/05/16 7:30 AM

English Language Support

Considering Different Points of View Have pairs Have students write a few sentences explaining great grandfather’s perspective? Why or why not?
of students work together to make a list of traits or which point of view they think is better for telling Ask them to include at least three reasons for their
qualities that the reader learns about both Martin and Martin’s story. Ask them to include at least two opinion. BRIDGING
his great grandfather in the story. Then have them reasons for their opinion. EXPANDING An expanded English Language Support Lesson
discuss how the reader knows about these qualities. Have students write a paragraph explaining on Point of View is available in the Interactive
Guide the discussion to help students see that Martin’s which point of view they think is better for telling Teacher’s Edition.
traits are stated in a more direct way and Grandpa’s Martin’s story. Do they think that the story would
traits are stated indirectly. Ask: How do you know that be more effective if it were written from the
Grandpa has this trait? EMERGING

26 UNIT 1 • RITES OF PASSAGE

 essential question: What are some milestones on the path to growing up?

Speaking and Listening Speaking and Listening

Assignment 1. Plan Your Interpretation You may wish to
A monologue is a speech given by a character that expresses that guide students in choosing a narrator by asking
character’s point of view. Imagine you are the narrator of “The them to consider whether the narrator is Native
Medicine Bag.” Write and present a monologue in which you reflect American, and if so, whether he or she is
on how you came to understand the importance of the Lakota Lakota. You might also ask students to consider
tradition of the medicine bag. whether their narrator might have known
Grandpa or his family.
1. Plan Your Interpretation As you write your monologue, plan 2. Prepare Your Delivery Suggest to students
how you want to express the narrator’s thoughts and feelings about that they rehearse several times before
the medicine bag. Answer the following questions to help guide presenting their monologue so they are
your delivery.
completely comfortable with it. Encourage
• How does the narrator think and feel about the medicine bag them to practice any words or phrases they
tradition when Grandpa first mentions it? have difficulty pronouncing.
• Did the narrator’s thoughts and feelings change over the course of
3. Evaluate Presentations Encourage students
the story? How? What caused these changes?
to make one supportive comment about each
• What word choices can help you sound as if you are speaking presentation. For more support, see Speaking
from the narrator’s point of view?
and Listening: Monologue.
2. Prepare Your Delivery Practice reciting your monologue before you
present it to your class. Include the following performance techniques
to help you achieve the desired effect.
• Use details from the story about the importance of the
medicine bag.
• Make appropriate eye contact with the audience.
• Speak at adequate volume.
• Pronounce each word clearly so your audience can easily
understand what you are saying.

3. Evaluate Presentations As your classmates deliver their

presentations, listen attentively. Use a presentation evaluation guide
like the one shown to analyze their presentations.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Presentation evaluation Guide  EVIDENCE LOG Evidence Log Support students in completing
Before moving on to a their Evidence Log. This paced activity will
Rate each statement on a scale of 1 (not demonstrated) to 5
(demonstrated). new selection, go to your help prepare them for the Performance-Based
Evidence Log and record Assessment at the end of the unit.
The monologue reflects the narrator’s voice and character. what you learned from
“The Medicine Bag.”
The details used convey insights about the importance of the Lakota
tradition.

The speaker made appropriate eye contact with the audience.

Formative Assessment
The speaker spoke at an appropriate volume.
Speaking and Listening
The speaker’s pronunciation was clear.
• If students have trouble creating a narrator
character, then discuss possible characters,
The Medicine Bag 27 such as someone who lives on Grandpa’s
reservation or someone whom Martin knows.
• If students have trouble delivering their
Digital perspectives monologue, then suggest that instead of
LIT17_SE08_U01_A1C_WC_APP.indd 27 16-04-27 4:35 PM
“performing,” they imagine they are telling
Illuminating the Standard To help students Have students discuss what they see and this story to someone they know well and
understand how to perform a monologue, use hear in the video and how this helps them are comfortable with. For Reteach and
search terms such as “performing monologues” understand and appreciate the art of performing Practice, see Speaking and Listening:
and “monologues performed” to find video a monologue. Then, have students write a
Monologue (RP).
footage online showing monologues being paragraph explaining how the video helped them
performed. (Note: Be sure to preview any video or how they think it will help them prepare and
before showing it to students.) present their monologue. Selection Test
Administer the “The Medicine Bag” Selection
Test, which is available in both print and digital
formats online in Assessments.

Whole-Class Learning 27