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©2007 Educational Lyrics LLC

Lauryn Hill“Everything Is Everything”

Teacher Guide

Copyright © 2007 by Educational Lyrics, LLC

H.E.L.P. – Lauryn Hill, “Everything Is Everything’Teacher Guide

Created by: Rick Henning, Gabriel BennProject Manager: Dayna EdwardsContributors: Rahaman Kilpatrick, Felicity Loome, Claude Nadir, Selma Woldemichael, Aimee WorshamIllustrator: Phillip SpenceCover Art: Khalil Gill

The purpose of H.E.L.P. exercises is to create teachable moments between student and instructor. Any views expressed herein by the Artist should not be construed as an endorsement by Educational Lyrics or its affi liates of the views contained therein.

All rights reserved. No part of this book may be reproduced or utilized in any form or by any electronic or mechanical means, including photocopying, without permission in writing from the publisher.

ISBN 1-934212-11-3

ContentsIntroduction ................................................................................................................. 5

Artist Biography ........................................................................................................... 6

Song Lyrics .................................................................................................................... 7

Vocabulary .................................................................................................................. 8

Writing Rubric ............................................................................................................... 9

Multiple Intelligences Activities .................................................................................. 10

National Reading Standards ..................................................................................... 11

Studio A Scope and Sequence ................................................................................. 12

Studio B Scope and Sequence ................................................................................. 13

Studio C Scope and Sequence ................................................................................ 14

Studio D Scope and Sequence ................................................................................. 15

Studio A Answer Key ................................................................................................... 16

Studio B Answer Key .................................................................................................... 17

Studio C Answer Key ................................................................................................... 19

Studio D Answer Key ................................................................................................... 21

H.E.L.P. Teacher Guide©2007 Educational Lyrics LLC


Created and designed by educators, H.E.L.P. uses the language and music of the Hip Hop genre to teach reading and writing skills. Based on National Literacy Standards, H.E.L.P. employs Hip Hop lyr-ics to address diff erent learning styles and teach to multiple intelligences. Teachers can use H.E.L.P. to connect with the best and the brightest, as well as those students who have been unmotivated to read or write – in metropolitan and rural settings alike. You, as a teacher, can be confi dent that H.E.L.P. is addressing the fi ve essential components of eff ective reading instruction established by the National Reading Panel in 2000 (fl uency, phonetics, phonemic awareness, vocabulary, and comprehension).

Why Hip Hop?We recognize the challenge to stimulate student interest in learning. An increasing number of studies show that students have diffi culty relating to teachers.1

Hip Hop is your connection to your students. Studies have proven it to be one of the most eff ective tools for communication and instruction in today’s classroom. 2 Hip Hop as an art form is relatively young, just over 30 years old. However, it is now an economic force that transcends all boundaries of culture, race, language, and socioeconomic background. Even Webster’s dictionary recently added several new word entries that come from Hip Hop slang and have become part of our everyday speech.

Some critics say Hip Hop music contains an excess of inappropriate language, content, and images. Th rough careful research we have selected lyrics that address relevant social issues, and convey positive character building messages, and lyrics that have been edited to remove explicit words.

How Does It Work?Within one workbook, H.E.L.P. contains 60 easy-to-use classroom activities for students of various reading levels. Each workbook is based on the lyrics from one Hip Hop song. Use H.E.L.P. to initiate discussions on diffi cult social issues or to diff erentiate instruction within a multi-skill level classroom. In an eff ort to use student-friendly language, each reading level is called a “Studio”:

Studio A (reading level K-2) Studio B (reading level 3-5)Studio C (reading level 6-8) Studio D (reading level 9-12)

Th e student guide includes an artist biography and vocabulary words. Each activity is designed to be completed within 15 to 20 minutes and should be assigned to students based on their independent reading level. Most importantly, use the H.E.L.P. activities to engage and connect with your students.

••••

H.E.L.P. activities include opportunities for students to practice

Phonemic awareness and phonics skills, by identifying, creating, and using rhyming words; studying word families; and reading irregularly spelled words. Fluency skills, by choral and repeated reading, exposure to sight words, and performance of original writing. Vocabulary development, by explicit and implicit exposure to new words, using dictionaries and thesauri, and connecting words in their speaking and listening vocabulary to their reading and writing vocabulary. Reading comprehension, by providing opportunities to read with a purpose, comparing texts, using and analyzing poetic devices such as fi gurative language, identifying explicit and implicit meanings, character studies, and discussion groups. Authentic writing, by providing opportunities to write poems, songs, essays, research synthesis, and biographies. H.E.L.P. dem-onstrates to students how Hip Hop artists play with words and utilize diff erent sounds to make new and interesting rhymes.

•

•

•

•

•

Sources:1 English Journal; “Promoting Academic Literacy with Urban Youth Th rough Engaging Hip Hop Culture,” Ernest Morrell & Jeff rey M.R. Duncan-Andrade, July 2002.

2Lee, Carol D. Signifying as a Scaff old for Literary Interpretation:Th e Pedagogical Implications of an African-American Discourse Genre. Urbana, IL: NCTE,1993.

Carnegie Corporation of New York, “Th e State of Adolescent Literacy Today: Which Adolescents are Most At Risk?”, April 2006.

J.L. Kincheloe & K. Hayes(Eds). City Kids:Understanding, Appreciating, and Teaching Th em.New York: Peter Lang Publishing,

Parmar, P (2004). “Critical thinking and rap music: Th e pedagogy of KRS-One,” In J.L. Kincheloe and D. Weil, (Eds.), Encyclopedia of Critical Th inking, New York: Greenwood Publishing.

Parmar, P & Bain, P (in press). “Spoken word and Hip Hop: Th e power of urban art and culture,” (3-part series). In J.L. Kincheloe & K. Hayes (Eds.). Students in the City. New York: Peter Lang Publishing

Introduction



Artist BiographyLauryn Noel Hill was born in South Orange, New Jersey,

on May 25, 1975. As a high school student, Lauryn was

an active cheerleader and performer. In 1988, at age 13,

she appeared as an Amateur Night contestant on It’s Showtime at the Apollo. Hill sung her own version of

Michael Jackson’s song “Who’s Loving You?” Although

the audience booed at fi rst, she persisted and fi nished her

song to applause. While she did not win, this was only

the beginning. A few years later, Hill was off ered a role on

the soap opera, As Th e World Turns, and in 1993 she co-

starred with Whoopi Goldberg in Sister Act 2.

Hill joined high school friends Pras Michel and

Wyclef Jean to form Th e Refugee Camp, also known as

“Th e Fugees.” Th eir fi rst album, Blunted on Reality, was

released in 1994, and has since sold over 2 million copies

worldwide. Th e group’s second album, Th e Score, was most

critically acclaimed, winning multiple awards. It sold an

unprecedented 18 million copies worldwide, establishing

Lauryn, Wyclef, and Pras as musical and entertainment

superstars. One of the many hits on the album was Hill’s

powerful rendition of Roberta Flack’s classic song, “Killing

Me Softly.” Lauryn launched her solo career in 1998

by releasing Th e Miseducation of Lauryn Hill, another

critically acclaimed album that garnered 10 Grammy

Awards nominations in 1999, and won Album of the

Year. It was a historic feat, setting a new record for women

in the music industry. In 2002, Hill released MTV Unplugged 2.0, a live album of her most brutally honest,

heartfelt material, most of which featured just Hill’s voice

and an acoustic guitar.

Lauryn Hill has won over 30 awards, including eight

Grammys and three World Best-Selling Music awards,

and has worked with everyone from John Legend (who

plays piano on, “Everything Is Everything”), to Nas,

Aretha Franklin, and most recently, Joss Stone. She is the

mother of four and the wife of Rohan Marley, the son of

the late reggae legend Bob Marley.

Discography

1994 - Blunted on Reality(Fugees)1997 - The Score (Fugees)1998 - Miseducation of Lauryn Hill(solo)2002 - MTV Unplugged 2.0(solo)



FYI:Abyssinian street Baptist: reference to Abyssinian Baptist Church a Black Baptist church in HarlemFlipping: refers to jumping and bouncing on a mattress that has been disposed of and left outsideCleopatra: “Last Pharoah” of Egypt; Cleopatra ruled Ancient Egypt from 51 to 30 B.C.E.Bomb: as a verb means to write or create graffi ti; as an adjective it means greatNefertiti: Th e wife of the Pharoah Amenhotep IV and considered the most powerful woman of her timeMCs: formally, it is an abbreviation for the Master of Ceremonies; in Hip Hop culture it generally refers to a rap artist or artist(s)Serengeti: a plains and grassland region of Africa that spans the countries of Tanzania and KenyaBetty Shabazz: the wife of slain civil rights leader Malcolm XL-Boogie: nickname for Lauryn HillNassau Coliseum: large stadium and performance venue in Long Island, New York

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Lyrics“Everything Is Everything”by Lauryn Hill

Everything Is EverythingWhat is meant to be, will beAfter winter, must come springChange, it comes eventually(2x)

I wrote these words for everyone who struggles in their youthWho won’t accept deception, instead of what is truthIt seems we lose the gameBefore we even start to playWho made these rules? (Who made these rules?)We’re so confused (We’re so confused)Easily led astrayLet me tell ya that...

Everything Is EverythingEverything Is EverythingAfter winter, must come springEverything Is Everything

[rapping]I philosophyPossibly speak tonguesBeat drums, Abyssinian, street Baptist1

Rap this in fi ne linen, from the beginningMy practice extending across the atlasI begat thisFlipping2 in the ghetto on a dirty mattressYou can’t match this rapper slash actressMore powerful than two Cleopatras3

Bomb4 graffi ti on the tomb of Nefertiti5MCs6 ain’t ready to take it to the Serengeti7My rhymes is heavy like the mind of sister Betty (Betty Shabazz!)8

L-Boogie9 spars with stars and

constellationsTh en came down for a little conversationAdjacent to the king, fear no human beingRoll with cherubims to Nassau Coliseum10

Now hear this mixture, where Hip Hop meets scriptureDevelop a negative into a positive picture

Now Everything Is EverythingWhat is meant to be, will beAfter winter, must come springChange, it comes eventually

Sometimes it seemsWe’ll touch that dreamBut things come slow or not at allAnd the ones on top, won’t make it stopSo convinced that they might fallLet’s love ourselves and we can’t failTo make a better situationTomorrow, our seeds will growAll we need is dedicationLet me tell ya that...

Everything Is EverythingEverything Is EverythingAfter winter, must come springEverything Is Everything

Everything Is EverythingWhat is meant to be, will beAfter winter, must come springChange, it comes eventually



Vocabulary

Studio Areading level K-2

• begat – to make or produce• spars – argues or fi ghts• slash – a diagonal mark (/) used to separate choices: and/or; rapper/actress• astray – off track; lost• atlas – a book of maps

Studio Breading level 3-5

• youth – early years of life• conversation – talk• everything – the whole thing; all things• eventually – sooner or later; in the end• mixture – blend

Studio Creading level 6-8

• deception – dishonesty or cheating • situation – circumstances or state of aff airs• dedication – commitment; devotion• linen – cloth woven from thread made from the fi ber of the fl ax plant• convinced – sure; certain

Studio Dreading level 9-12

• constellations – a formation of stars perceived as a fi gure or design• adjacent – nearby; bordering• cherubim – small angels, portrayed as children with chubby rosy faces• scripture – the sacred writings of a religion• ghetto – a section of a city occupied by a minority group who live there especially

because of social, economic, or legal pressure

Using the Vocabulary

Th e vocabulary words and defi nitions includ-ed with the H.E.L.P. activites are carefully chosen to support and enhance the activities included in the student guide. In the teacher’s guide, the words have been separated based on their appropriate-ness for each reading level. In the student guide, the words have been listed alphabeti-cally to assist students with scanning and re-search skills. Th e National Read-ing Panel identifi ed vocabulary as crucial to the comprehension process and asserted that students can learn vocabulary through direct instruction and everyday exposure to oral and written lan-guage. Th erefore, the H.E.L.P. vocabulary words can be used by students informally to assist in their under-standing of the song. However, the teacher can also use them to di-rectly teach the mean-ing of each word.



Mastery Developing Emerging

Spelling, Grammar, and Punctuation

• Th ere are no spelling, grammar, or punctuation errors.

• Th e writer shows control over language conventions that are developmentally appropriate.

• Th e text could be published in its current state.

• Spelling is usually correct on phonetic words and/or common sight words. More diffi cult words are problematic.

• End punctuation is generally correct and the fi rst letter of a sentence is generally capitalized. Internal punctuation (comma, semi-colon, etc.) may be misused or not used at all.

• Errors in grammar are apparent but do not aff ect the meaning of the text.

• Minor editing would be necessary before publishing the text.

• Spelling and grammar are frequently incorrect and/or inconsistent.

• Errors in spelling, grammar, and punctuation aff ect the meaning of the text.

• Th e reader must read once to decode the text and again for meaning.

• Extensive editing would be necessary before publishing the text.

Content and Organization

Th e text is focused with a clear central theme.

• Th e central theme is illustrated with relevant details.

• Th e writer off ers new insight into the theme or topic.

• • Th e text begins to develop a central topic or theme but remains broad and not fully developed.

• Ideas are clear but are not detailed or personalized and not developed beyond the obvious.

• Th e reader is left with questions about the topic and/or theme.

• Th ere is no clear theme or topic.

• Th e text follows no logical sequence.

• Th e length of the text is limited or the ideas are not fully developed.

Creativity, Originality,and Presentation

• Th e writer addresses the prompt using an original voice and/or idea.

• Th e text is personal and engaging and connects with the reader.

• Th e writer’s word choice is creative and descriptive.

• Th e writer’s handwriting is clear and neat or a word processor was used.

• Th e writer attempts to address the prompt but the voice and/or ideas are rote and may have been discussed or used as a class example.

• Th e writer’s word choice is generic but makes sense.

• Th e writer’s handwriting is legible with minimal crossing out.

• Th e text is surface and does not connect with the reader on a personal level.

• Th e style choice does not match the content or ideas.

• Th e text is a simple re-statement of the question.

• Th e writer’s handwriting is illegible at times.

Writing Rubric

Laur

yn H

ill“E

very

thin

g Is

Ever

ythi

ng”

Page

10

H.E.

L.P.

Tea

cher

Gui

de

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Supp

lem

enta

l Act

iviti

esBa

sed

on

The

Mul

tiple

Inte

llige

nces

Visu

al/S

patia

lC

reat

e a

Pow

er P

oint

slid

e sh

ow o

f Anc

ient

Egy

ptia

n ar

t. Be

sure

to in

clude

th

e bus

t of N

efer

titi.

Lear

n ho

w to

spel

l you

r nam

e usin

g hi

erog

lyph

ics.

Visu

aliz

e you

rsel

f ach

ievi

ng yo

ur d

ream

s.

Verb

al/L

ingu

istic

Deb

ate

Laur

yn H

ill’s

asse

rtio

n th

at th

ose

in p

ower

do

not w

ant t

o se

e th

e yo

uth

achi

eve t

heir

drea

ms.

Giv

e an

oral

pre

sent

atio

n ab

out t

he S

eren

geti

desc

ribin

g the

anim

als a

nd th

eir

ecos

yste

m in

det

ail.

Part

icipa

te in

a po

etry

slam

. Per

form

a po

em th

at u

ses a

sim

ilar s

tyle

to L

aury

n H

ill’s r

ap. C

ompa

re yo

urse

lf to

fam

ous p

eopl

e and

pla

ces i

n yo

ur p

oem

.

Logi

cal/M

athe

mat

ical

Cat

egor

ize

the

anim

als

of th

e Se

reng

eti b

ased

on

thei

r ki

ngdo

m, p

hylu

m,

class

, ord

er, f

amily

, spe

cies,

and

genu

s.R

ecre

ate a

thre

e-di

men

siona

l pyr

amid

to sc

ale.

Cre

ate a

tim

e-lin

e sho

win

g th

e eve

nts t

hat t

ook

plac

e in

Anc

ient

Egy

pt fr

om

the t

ime t

hat N

efer

titi r

eign

ed to

the t

ime t

hat C

leopa

tra r

eign

ed.

Mus

ical

Cre

ate a

soun

d co

llage

of y

our f

riend

s sta

ting

the d

ream

s the

y ho

pe to

fulfi

ll.Li

sten

to th

e mus

ic of

the p

eopl

e fro

m th

e Ser

enge

ti.R

ecre

ate a

song

usin

g the

lyric

s fro

m “E

very

thin

g Is E

very

thin

g” ov

er a

diff e

rent

ge

nre o

f ins

trum

enta

l mus

ic (r

ock,

pop

, cou

ntry

, etc

.).

• • • • • • • • • • • •

Kine

sthe

ticC

reat

e an

inte

rpre

tive d

ance

usin

g th

e mus

ic fro

m “E

very

thin

g is

Ever

ythi

ng”.

Act

out

the l

ife ev

ents

of L

aury

n H

ill, B

etty

Sha

bazz

, Nef

ertit

i, or C

leopa

tra.

Use

clay

to c

reat

e a

bust

of y

our f

ace

or y

our f

riend

s fac

e in

the

sam

e st

yle

as

the f

amou

s bus

t of N

efer

titi.

Inte

rper

sona

lTh

ink/

pair/

shar

e. W

rite

dow

n yo

ur in

terp

reta

tion

of L

aury

n H

ill’s

mes

sage

. Th

en, p

air w

ith a

frie

nd to

disc

uss y

our t

wo

inte

rpre

tatio

ns a

nd se

ttle o

n on

e jo

int i

nter

pret

atio

n. L

astly

, sha

re yo

ur in

terp

reta

tion

with

the c

lass

.W

ork

with

a sm

all g

roup

to c

reat

e a

dior

ama

of th

e Se

reng

eti,

a py

ram

id, o

r th

e tom

b of

Nef

ertit

i.In

terv

iew

som

eone

who

you

thin

k is

succ

essf

ul a

nd fi

nd o

ut w

hat s

teps

they

to

ok to

achi

eve t

heir

drea

ms.

Intra

pers

onal

Mak

e a co

llage

that

expr

esse

s how

the s

ong

mad

e you

feel

.C

reat

e a

list

of s

ongs

, boo

ks, a

nd m

ovie

s th

at in

spire

you

to a

chie

ve y

our

drea

ms i

n th

e sam

e way

that

Lau

ryn

Hill

is tr

ying

to in

spire

you.

Laur

yn c

ompa

res

hers

elf

to t

hree

gre

at w

omen

in h

istor

y. W

rite

a lis

t of

w

omen

(or

men

) th

at y

ou s

ee a

s ro

le m

odel

s. Th

en c

reat

e sim

iles

that

co

mpa

re yo

u to

your

role

mod

els.

• • • • • • • • •

Supp

lem

enta

l Re

adin

g

Stud

io A

(read

ing

leve

l K-2

)Yo

u W

ould

n’t W

ant t

o be

C

leop

atra

: An

Egyp

tian

Rule

r You

’d R

athe

r Not

Be

, Pip

e, J

im, D

avid

A

ntra

mSe

reng

eti:

Nat

ural

Ord

er

on th

e A

frica

n Pl

ain,

Iw

ago,

Mits

uaki

Stud

io B

(read

ing

leve

l 3-5

)If

I wer

e a

Kid

in A

ncie

nt

Egyp

t, C

obbl

esto

ne

Publ

ishin

gA

mel

ia to

Zor

a: T

wen

ty-s

ix W

omen

Who

Cha

nged

th

e W

orld

, Chi

n-Le

e,

Cyn

thia

Stud

io C

(read

ing

leve

l 6-8

)C

leop

atra

VII:

Dau

ghte

r of

the

Nile

, Egy

pt, 5

7 B.

C. (

The

Roya

l Dia

ries)

, G

rego

ry, K

ristia

na10

0 W

omen

Who

Sha

ped

W

orld

Hist

ory,

Rol

ka, G

ail

Mey

er

Stud

io D

(read

ing

leve

l 9-1

2)Fa

cing

the

Lion:

Gro

win

g Up

Maa

sai o

n th

e A

frica

n Sa

vann

a, L

ekut

on,

Jose

ph L

emas

olai

D

augh

ters

of I

sis: W

omen

of

Anc

ient

Egy

pt,

Tyld

esle

y, J

oyce

A.

For T

he T

each

erO

utsp

oken

!: Ho

w to

Im

prov

e W

ritin

g an

d

Spea

king

Ski

lls T

hrou

gh

Poet

ry P

erfo

rman

ce,

Holb

rook

, Sar

a, M

icha

el

Salin

ger

Pyra

mid

s: 50

Han

ds-

on

Act

iviti

es to

Exp

erie

nce

Anc

ient

Egy

pt, H

art,

Ave

ry

• • • • • • • • • •

H.E.

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Laur

yn H

ill“E

very

thin

g Is

Ever

ythi

ng”

Page

11

Nat

iona

l Rea

ding

Sta

ndar

ds

Read

ing

for P

ersp

ectiv

e St

uden

ts re

ad a

wid

e ra

nge

of p

rint

and

non

-pr

int t

exts

to b

uild

an

unde

rsta

ndin

g of

text

s, of

them

selv

es, a

nd o

f the

cul

ture

s of t

he U

nite

d St

ates

and

the

wor

ld; t

o ac

quire

new

info

rma-

tion;

to re

spon

d to

the

need

s and

dem

ands

of

soci

ety

and

the

wor

kpla

ce; a

nd fo

r per

sona

l fu

lfi llm

ent.

Am

ong

thes

e te

xts a

re fi

ctio

n an

d no

nfi c

tion,

cla

ssic

and

con

tem

pora

ry w

orks

.

Unde

rsta

ndin

g th

e Hu

man

Exp

erie

nce

Stud

ents

read

a w

ide

rang

e of

lite

ratu

re fr

om

man

y pe

riod

s in

man

y ge

nres

to b

uild

an

unde

rsta

ndin

g of

the

man

y di

men

sion

s (e.

g.,

philo

soph

ical

, eth

ical

, aes

thet

ic) o

f th

e hu

man

ex

peri

ence

.

Eval

uatio

n St

rate

gies

St

uden

ts a

pply

a w

ide

rang

e of

stra

tegi

es to

co

mpr

ehen

d, in

terp

ret,

eval

uate

, and

app

reci

-at

e te

xts.

Th ey

dra

w o

n th

eir p

rior

exp

erie

nce,

thei

r int

erac

tions

with

oth

er re

ader

s and

wri

ters

, th

eir k

now

ledg

e of

wor

d m

eani

ng a

nd o

f oth

er

text

s, th

eir w

ord

iden

tifi c

atio

n st

rate

gies

, and

th

eir u

nder

stan

ding

of t

extu

al fe

atur

es (e

.g.,

soun

d-le

tter

cor

resp

onde

nce,

sent

ence

stru

ctur

e, co

ntex

t, gr

aphi

cs).

Com

mun

icat

ion

Skill

s St

uden

ts a

djus

t the

ir u

se o

f spo

ken,

wri

tten

, and

vi

sual

lang

uage

(e.g

., co

nven

tions

, sty

le, v

ocab

u-la

ry) t

o co

mm

unic

ate

eff e

ctiv

ely

with

a v

arie

ty o

f au

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Laur

yn H

ill“E

very

thin

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Page

15

Stud

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de L

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Studio A Answer KeyReading Grade Level K-2

Lesson 1What Can You Do Well?Answers will vary.

Lesson 2Fill in the Blanks1. atlas2. spars3. slash4. astray5. game6. winter7. slow8. tommorow 9. wrote10. fail

Lesson 3Develop a Negative into a Positive1. You can stop this rapper slash actress.2. We can do it. 3. Th ey will make it stop.4. MCs is ready to take it.5. He does want to help.6. I do think I want to.7. She did tell me about it.8. He should help her.

Lesson 4Story BoardsAnswers will vary.

Lesson 5Come Correct1. I wrote these words for everyone who struggles in their youth.2. Everything is everything.3. We can’t fail to make it better.4. It seems we lose the game before we even start to play.5. Who made these rules?6. We’ll touch that dream.7. All we need is dedication.

Lesson 6Nice Nouns1. seed2. stars3. atlas4. mattress5. game6. actress7. king

8. drum9. linen

Lesson 7Wow WomenAnswers will vary.

Lesson 8Bright IdeasAnswers will vary.

Lesson 9The Tomb of NefertitiAnswers will vary.

Lesson 10Senses in the SerengetiAnswers will vary.

Lesson 11What do you know?Answers will vary.

Lesson 12S BlendsSl - slashSt - start, starsSp - speak, sparsSpr - springScr - scriptureStr - street, strugglesAnswers will vary.

Lesson 13Weird WordsAnswers will vary.

Lesson 14Pictures in WordsAnswers will vary.

Lesson 15Rhythm and Rhymered words = seems, dreamblue words= all, fallgreen words=top, stoppurple words= slow, growyellow words= situation, dedication



Studio B Answer KeyReading Grade Level 3-5

Lesson 1Winter or SpringAnswers will vary.

Lesson 2Write a CritiqueAnswers will vary.

Lesson 3Design a CoverAnswers will vary.

Lesson 4Rhymes and RhythmsAnswers will vary.

Lesson 5Compare and ContrastAnswers will vary; however possible answers are:Cleopatra is diff erent from Nefertiti because:

Cleopatra used her friendships to gain more land for EgyptCleopatra ruled Egypt by herselfCleopatra was defeated and lost power

Nefertiti is diff erent from Cleopatra because:Nefertiti was the wife of a powerful PharoahNefertiti is considered a symbol of beauty

Cleopatra and Nefertiti are similar because:Both women are known for their powerBoth women are still known today and recognized by their im-agesBoth women ruled over Egypt

Lesson 6Poetic ImagesAnswers will vary. Refer to writing rubric.

Lesson 7Edit ItLauryn Hill began the road to stardom with an appearance on Ama-teur Night at the Apollo. although she lost that competition, she won an acting roll on the TV show As the World Turns and the movie Sister Act II. She started singing with the rap group Fugees early in her career, at the age of 13. Th e Fugees became well-known after they released their second album Th e Score. Using her new found fame, Lauryn released a solo album titled Th e Miseducation of Lauryn Hill. Her solo album won fi ve Grammy Awards after be nominated for eleven. Her second solo album, MTV Unplugged No.2, however, did not receive the same warm reception. Since her second album, she has withdrawn from the public eye and lives in New Jersey.

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••

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•

Lesson 8What Do You Know?Answers will vary.

Lesson 9Dictionary DiscoveryAnswers may vary depending on the dictionary used.youth

defi nition: early years of lifeword before: youseword after: youth crusade

conversationdefi nition: talkword before: conversantlyword after: conversation piece

everythingdefi nition: the whole thing; all thingsword before: everyplaceword after: everywhen

eventuallydefi nition: sooner or later; in the endword before: eventualityword after: eventuate

mixturedefi nition: blendword before: mixtlyword after: Miyazaki

Abyssiniandefi nition: breed of cat of African origin; name of a baptist churchword before: Abyssiniaword after: Abyssinian banana

Lesson 10Wonderful WordsAnswers may vary, however possible answers are:Abyssinian:

basisabyssbiassinany

constellations:tellslateletscalls

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•••••

••••



Studio B Answer Key ContinuedReading Grade Level 3-5

stallseventually

eventallytunelatelyvenue

philosophylipsslipsloppyhopplop

adjacentcenttendjetdentnet

Serengetigetsrentsrestingnestsinger

Lesson 11Multiple Meaningsstar:1. an outstandingly talented performer2. a planet or luminous body visible at nighnegative:1. lacking positive qualities2. having light and dark portions exactly opposite of a photographic imagetop:1. highest position for a person2. a lid or coveringheavy:1. deep or profound2. having great weight

Lesson 12Her-storyAnswers will vary. Refer to writing rubric.

Lesson 13Main Idea and DetailsAnswers may vary, however possible answers are:Detail 1: I wrote these words for every one who has struggled in their youth

•

•••••

•••••

•••••

•••••

Detail 2: It seems we lose the game before we even start to playDetail 3: We’ll touch that dreamDetail 4: Tomorrow our seeds will grow, all we need is dedication

Lesson 14Proper NounsNefertitiCleopatraSerengetiNassau ColoseumAbyssinianBaptistBetty ShabazzL-Boogie

1. I knew which words were proper nouns because they all began with a capital letter and named a specifi c person, place, or thing.2. Answers will vary.3. Answers will vary.

Lesson 15Is That A Fact?Facts:1. Th e Serengeti is an area of grassland in Africa that spans two countries and consists of two national parks that protect the animals that live there. 2. During the dry season, the animals of the Serengeti travel north in search of water and food.3. Th e “great migration”, begins when millions of wildebeests, zebras and gazzelles travel several hundred miles across the plain, while lions, hyenas, crocodiles and other dangers await them along the way.

Opinions:1. Th e most interesting event that happens in the Serengeti is the “great migration” (say “my-GRAY-shon”). 2. In my opinion, it is sad that the animals have to travel so far to fi nd food. 3. Everybody should travel to Africa to witness the great migration.



Studio C Answer KeyReading Grade Level 6-8

Lesson 1Write A LetterAnswers will vary. Refer to the writing rubric.

Lesson 2Interview LaurynAnswers will vary.

Lesson 3Research A Famous FemaleAnsewrs will vary. Refer to the writing rubric

Lesson 4Understanding the Story1. Answers will vary. However answers may include, “the rules of life,” or “the laws that society follows”.2. Answers will vary.3. Answers will vary.4. Answers will vary, but may include, “perserverance, fairness, strong sense of self,” or other positive qualities.5. Answers will vary.6. Answers will vary but may include, “motivated, positive, deep, talented...”

Lesson 5Silly SimilesAnswers will vary. Refer to the writing rubric.

Lesson 6Flipping in the GhettoAnswers will vary.

Lesson 7Roll with CherubimAnswers will vary. Refer to the writing rubric.

Lesson 8Touch the DreamAnswers will vary. Refer to the writing rubric.

Lesson 9Relating to the LyricsAnswers will vary. Refer to the writing rubric.

Lesson 10Compare and ContrastTh e Serengeti is diff erent from Egypt because:

Th e Serengeti consists of grasslands and plainsTh e Serengeti is populated mostly by animals since it has been designated as a national park.

••

Th e Serengeti is best known for the migration of the animals that live there.

Egypt is diff erent from the Serengeti because:Egypt is populated by over 78 million peopleEgypt is mostly desert except around the Nile RiverEgypt is best known for its long cultural history dating back to 6000 B.C.

Th ey are the same because:Th ey are both known throughout the worldTh ey are both located on the continent of AfricaTh ey are both visited by tourists and a source of national pride.

Lesson 11Prefi x or Suffi x - Fix It!Answers will vary based on the prefi x or suffi x chosen. Words are defi ned below.deception – dishonesty or cheating situation – the circumstances or state of aff airsdedication – commitment; devotionconvinced – sure; certain

Lesson 12Who Made These Rules?Answers will vary. Refer to the writing rubric.

Lesson 13Same Message Different MeaningsAnswers may vary but should include some version of the answers below:Th emeSimilarities: Both texts seek to inspire those without power to chal-lenge those who have power. Both texts create a feeling of hope that the situation can change for those who are facing challenges.Diff erences: Jackson is focused on politics while, Hill focuses on the dreams of the youth.Author’s PurposeSimilarities: Both author’s wrote with the intention of inspiring people to make change. Diff erences: Jackson was trying to inspire the Democratic Party while Hill was trying to inspire her listeners, mostly young people.Use of LanguageSimilarities: Both author’s use rhythm, and rhyming to bring atten-tion to their main points. Th ey also both use metaphor and repeti-tion.Diff erences: Jackson’s text is written in prose and written as a speech to be spoken in front of a large live audience. Hill’s text is a rap and is therefore more poetic and meant to be sung and spoken to music.AuthorsSimilarities: Both authors are African American and are interested in

•

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uplifting those who are not in power.Diff erences: Jackson is an older male who lived through the civil rights movement of the 1960s. Hill is a younger woman who grew up in the 1980s and 1990s.GenreSimilarities: Both texts are meant to be read out loud to a mass audi-ence.Diff erences: Jackson’s text is a speech and is meant to be read live, while Hill’s text is a song and is meant to be heard with music either live or in the privacy of the listener’s home.

Lesson 14Word WebDedicationAntonyms: disloyalSynonyms: commitment; loyaltyWord Origin: 14th Century EnglishPart of Speech: nounDeceptionAntonyms: truth, honestySynonyms: misrepresentation, deceitWord Origin: Middle English, Old French, LatinPart of Speech: Noun

Lesson 15ExaggerationMy practice extends across the atlas. - Many people know about my music.More powerful than two Cleopatras. - I have power and infl uence in the Hip Hop world.My rhymes is heavy like the mind of sister Betty. - Th e lyrics I write are intelligent.Adjacent to the king, fear no human being. - I am not afraid of most things because I have power.L-Boogie Spars with stars and constellations. - Lauyrn Hill can battle most rap stars successfully.

Studio C Answer Key ContinuedReading Grade Level 6-8



Studio D Answer KeyReading Grade Level 9-12

Lesson 1HyperboleAnswers may vary for the explanations, but the following hyperboles should be included:1. “More powerful than two Cleopatras”2. “Adjacent to the king, fear no human be-ing”3. L-Boogie spars with stars and constella-tions.

Lesson 2Life is a GameAnswers will vary. Refer to writing rubric.

Lesson 3Develop a Negative Into a PositiveAnswers will vary. Refer to writing rubric.

Lesson 4Where Hip Hop Meets ScriptureAnswers will vary. Refer to writing rubric.

Lesson 5The Youth TodayAnswers will vary. Refer to writing rubric.

Lesson 6Theme StudyAnswers will vary.

Lesson 7What and Who?Answers will vary.

Lesson 8The SerengetiAnswers will vary. Refer to writing rubric.

Lesson 9Rules of RhetoricAnswers will vary. Refer to writing rubric.

Lesson 10Word Origin

Vocabu-lary Word

Origins Original Words

constella-tion

Middle English Anglo-French Late Latin

constellaciounconstellationconstellation-, constellatio, com- + stella star

adjacent Anglo-French, Latin

ajesauntadjacent-, adja-cens, present par-ticiple of adjacēre to lie near, from ad- + jacēre to lie; akin to Latin jacere to throw

cherubim Latin, from Greek Hebrew

cheroubkerūbh

scripture Middle English, from Late Latin

scriptura

ghetto Italian, from Venetian Latin jactare

ghèto, ghetàr

jactare

linen Middle and Old EnglishLatinGreek

līnen, from līn fl ax, linum fl axlinon fl ax

convinced Latin convincere “to overcome decisively,” from com- intensive prefi x + vincere “to conquer”

situation Middle EnglishLate Latin

situationem (nom. situatio)situatus, past paritciple of situare

dedication Middle EnglishLate Latin

dedicatededicatus, past participle of dedicare

Lesson 11Keep Hope AliveAnswers will vary. Refer to writing rubric.

Lesson 12You Are an EgyptianAnswers will vary. Refer to writing rubric.

Lesson 13Be Active Not Passive!1. One can fi nd Nefertiti’s tomb next to King Tut’s.2. Th e beautiful constellations in the sky represent a picture3. Cleopatra and Marc Antony had an inter-esting conversation.4. Th e animals in the Serengeti migrated through the grassland.5. Th e youth protested against the war.6. I taught Lauryn Hill everything she knows.

Lesson 14Understanding the Story1. Answers will vary.2. Th e biblical allusions in the song “Every-thing is Everything” are, “after winter must come spring,” “roll with cherubim,” “adjacent to the king,” and “where Hip Hop meets scripture.”3. Answers will vary.

Lesson 15See You on the SerengetiAnswers will vary. Refer to writing rubric.

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