SummaryGreg Ridley loves to play basketball.However, when the school principalsends a letter home saying that Gregwill probably fail math, Greg’s fatherputs his foot down. Greg cannot playbasketball on the school team until heimproves his math grade. Angry andtired of his father’s lectures, Greg goesfor a walk in his neighborhood onenight and ends up at a desertedtenement building. There, he meets anelderly homeless man, Lemon Brown,who claims to have a treasure. Whenthree thugs come to rob Lemon, heand Greg work together to fend themoff. In the process, Greg learns animportant lesson about values andcomes to an understanding about hisfather’s goals for him.

20 UNIT 1

The Mirrors& Windowsquestionsat the end

of this selection focus on thetheme of legacy. Before readingthe story, ask students whatobjects they would include in a“treasure” that symbolized theirlife thus far. For what purposedo people create, keep, andpass on such treasures?

Program ResourcesPlanning and AssessmentProgram Planning Guide, Selection Lesson PlanE-Lesson PlannerAssessment Guide, Lesson TestExamView

Technology ToolsInteractive Student Text on CDVisual Teaching PackageAudio Librarymirrorsandwindows.com

Meeting the StandardsFiction: Unit 1, Guided Reading, pp. 26–31

Differentiating InstructionAdvanced Students, Cultural Research

Project, p. 4

�You meanyou ain�tneverheard ofSweetLemonBrown?�

21

Use Reading StrategiesMake Predictions Work withstudents to summarize theinformation contained in the firstparagraph. Then, based on thatinformation, have students jot downpredictions about what the story’scentral conflict will be. Finally, havethem read further to find moreinformation that they can use to verifyor change their predictions.

Analyze LiteratureCharacter Answer: Since Greg’sfather had to leave school when hewas young and didn’t have many ofthe opportunities that Greg has, hefeels very strongly that Greg’s studiesmust come first.

Use Reading StrategiesMake Predictions Answer: Greg isupset about his father’s position onschoolwork. Students might speculatethat Greg will rebel against hisfather’s insistence that he not join thebasketball team.

English Language LearningStudents learning English may need help inunderstanding Lemon Brown’s dialect. Explain thatdialect is a form of language used by people ofspecific regions or groups. It often has structuresand sounds that are different from standard English.Write the following examples on the board, anddiscuss their meanings with students. Urge studentsto note the slang (ain’t, double negatives) and the

structural changes (nothin’/nothing) and use them,as they read this story, to unlock meaning. 1. Don’t try nothin’ 2. ’cause 3. Ain’t you got no home? 4. They’s bad men 5. Best you stay awhile

A

B

C

Analyze LiteraturePlot Answer: Myers paints anominous portrait of the abandonedbuilding with descriptions ofmysterious sounds and the roomsobscured in darkness. Based on theinformation in the story, studentsmight suggest that the tenement wasonce a thriving apartment full offamilies.

History ConnectionHarlem The setting of this story isHarlem, a large neighborhood of NewYork City’s Manhattan borough. Firstsettled by the Dutch in 1658, thisarea was originally named for theDutch city of Haarlem. At the turn ofthe twentieth century, AfricanAmericans began moving into Harlem,and the neighborhood thrived. Duringits golden era, the HarlemRenaissance of the 1920s, African-American writers, musicians, andartists gained widespread attention.These included writers Zora NealeHurston and Langston Hughes,musicians Eubie Blake and DukeEllington, and artists Aaron Douglasand Augusta Savage.

Analyze LiteratureSuspense Point out that the authoruses different sensory details—bothsights and sounds—in this passage inorder to build suspense. Give oneexample, and then ask students tooffer others. Ask them why suchdetails create tension.

22 UNIT 1

Use Graphic OrganizersRemind students that the plot of a story is the seriesof events that take place. Most plots contain acentral conflict, or problem, that one or more of thecharacters must face. As the character or characterstake action to solve the problem, the tension risesto the climax, the point of highest tension. Then thetension falls to the resolution, when the problem issolved.

On the board, draw a plot diagram like the one onpage 6. Have students copy the diagram on paper.As they read, have them note the major plot events,the climax, and the resolution. To model the process,note the first plot event: “Greg’s father won’t let himplay basketball because of poor grades.”

A

B

23

Use Reading StrategiesMake Inferences Answer: Studentsmight suggest that Greg is terrifiedand sorry that he wandered into thetenement building.

Analyze LiteratureCharacterization Ask studentswhat this physical characterization ofLemon Brown reveals about hissituation. Challenge them todetermine why Myers reveals it in thismanner. Model an answer such as“Myers seems to want to show ratherthan tell the reader what Lemon’scircumstances are.”

Use Reading StrategiesVisualize Ask students to use thevivid details in this passage tovisualize Lemon Brown. Mention onedetail—“crinkly white hair”—and callon students to add further details.

English Language LearnersStudents learning English might need help with thefollowing words and idioms.hit the books—study hard, 21made a dash—ran quickly, 21parlor—formal living room, 22

EnrichmentStudents compelled by the history and culture ofHarlem might be interested in researching and

reporting on the lives and accomplishments of someof its celebrities, many of whom gained fameperforming at the historic Apollo Theater. Examplesinclude Ella Fitzgerald, Billie Holiday, Count Basie,Marvin Gaye, Aretha Franklin, and Michael Jackson(then performing as a member of the Jackson 5).Additionally, students interested in sports mightenjoy researching and reporting on the HarlemGlobetrotters.

D

C

E

Use Reading StrategiesMake Predictions Answer: LemonBrown might have a treasure that isvery valuable to him, but not worthmuch money.

Analyze LiteratureCharacterization Remind studentsthat authors develop charactersin many ways—using what thecharacter says and does and howother characters react to him or her.Point out the movements of LemonBrown, such as “pulling back hisshoulders” as he speaks. Lead themto understand that this gestureindicates pride.

Use Reading StrategiesMake Inferences Answer: LemonBrown’s use of dialect and colorfulphrases suggests that he comes fromanother part of the country (thedeep South) and has an interestinghistory.

24 UNIT 1

Auditory LearningStudents who have difficulty “hearing” the rhythmsand flow of Lemon Brown’s dialect might benefitfrom role-playing. Have pairs of students take turnsplaying the roles of Greg and Lemon Brown, readinglines of dialogue. Encourage students readingLemon’s lines to experiment with different tones ofvoice and emphases on certain words. For example,

lead them to emphasize the italicized words inthis line:

“Didn’t give it up. “You don’t give up the blues.They give you up.”

A

B

C

25

Analyze LiteratureConflict Remind students that onthe first page of the story, they madepredictions about what the centralconflict of the story would be. Now, asthey read this paragraph, ask them ifthey would like to revise their ideas.Have them make any necessarychanges.

Cultural ConnectionHomelessness In the United States,more than 3 million people arehomeless, and that number is rising.Although there are many factors thatcan lead to homelessness, the mainreason is economic. Like LemonBrown, many homeless people arevictims of “hard times.” It is often atemporary situation resulting from alost job, a lack of affordable housing,illness, or disability. The fastest-growing homeless population—about35 percent—is made up of parentswith children. Twenty percent aremilitary veterans, and 30 percent arevictims of domestic violence.Charitable organizations attempt tohelp the situation by providing freemeals and overnight shelter. Manyschool groups help too, with fooddrives, blanket collections, andvolunteer shifts at soup kitchens. Youmight ask students what they coulddo to help.

Reflexive and Intensive PronounsPoint out that a reflexive pronoun refers back to anoun or pronoun previously used and adds -self or-selves to another pronoun form. An intensivepronoun uses the same forms but immediatelyfollows a noun or pronoun and is used only to addemphasis.

EXAMPLES

John bought himself a new jacket. (reflexive pronoun)

The president himself met with the students.(intensive pronoun)

Have students decide whether the italicizedpronoun is reflexive or intensive. 1. I heard myself humming a familiar song.

(reflexive) 2. If we ourselves do not take care of the

environment, who will? (intensive)

E

D

Lemon Browndidn�t move.Greg felthimself near

panic.

Analyze LiteratureClimax Review with students thatthe climax in a plot is the point ofhighest tension. As they read thispage, ask them to be on the lookoutfor the climax. Once they havefinished the page, discuss what eventscomprise the climax.

Use Reading StrategiesMake Predictions Answer: They willlook for valuables in his “treasure,”hurting the old man to get them ifnecessary.

Use Reading SkillsIdentify Author’s Purpose Point outthe all-capitals format of this line.Explain that authors sometimes use allcapitals to indicate emphasis, and othertimes they use this format to indicateloudness. Then point out the use ofitalics (could) in the followingparagraph. Lead students to understandthat Myers uses the all-capital format toindicate that the men are shouting, andhe uses the italic format to showemphasis. Model how each examplemight be spoken.

Use Reading StrategiesVisualize Ask students to visualizethis scene and explain what gaveGreg the idea to howl like a ghost.

Use Reading SkillsDraw Conclusions Answer: WhileGreg howls, Lemon Brown throwshimself down the stairs directly at thethugs. Students may suggest that thiswas a very courageous move, but alsoreckless, since he could have seriouslyhurt himself.

26 UNIT 1

English Language LearningHelp students learning English by asking language-proficient students to identify the meaning of thefollowing phrases:Watch my back, I’m going up—Be ready to protectme, because I’m going up the stairs., 26bash your head in—wound you by hitting yourhead with a heavy object, 26

What’s that?—What is that noise?, 26You’d better leave—You should leave, 27getting their nerve up to—gathering their courage to,27

C

D

A

B

27

Use Reading SkillsDraw Conclusions Answer: He triedto protect the boy from theneighborhood thugs, and now heoffers to show him his treasure.

Analyze LiteratureCharacter Answer: This commentsuggests that Lemon Brown acceptsthe troubles he must face as a resultof being down on his luck. He believesthat if you acknowledge your troubleswith a positive frame of mind, theywill subside. He also understands thatthat he is not the only one withproblems and that all people mustface them.

Cultural ConnectionDelta Blues Answer: Students’research will reveal that many bluesperformers experienced career andpersonal problems similar to those ofthe fictional Lemon Brown.

Evaluate Internet SourcesRemind students that no one owns or regulates theInternet. Nothing online is necessarily true oraccurate: (1) Check domain names and be aware ofbiases a commercial site might have, as opposed toa university. (2) Check the date information wasposted. Is it current? (3) If they have any questionsabout the accuracy of the information, check forother reliable sources that support it. (4) Consult a

librarian or an expert on the subject they areresearching. Have students use the Internet toidentify several examples of each of the followingtypes of domain names: .com, .edu, .gov, .org.

Sequence of EventsThe point in the plot where Lemon Brownreveals his treasure to Greg is the resolution, ordénouement—the outcome of the story’s majorconflict. Ask students to go back and review themajor plot events to this point and look at theirplot diagrams. What questions do they haveabout the conflict, the rising action, the climax,and the falling action? Model a questionsuch as, “The thugs entering the buildingis a turning point, but is this event thestory’s climax?” Encourage them to jotdown their questions and reread to findanswers. Then, as a class, go over theirplot diagrams, outlining the mainevents and plot elements.

TEACHING NOTEF

E

G

Make ConnectionsHave students summarize thecontents of Lemon Brown’s “treasure.”Are they surprised? Why might thesethings be so valuable to him?

Use Reading SkillsDraw Conclusions Answer: LemonBrown wanted to share with his son apart of his life that meant a lot to himand for which he had a measure ofsuccess and fame. Even though hewasn’t able to always be there whenhis son was growing up, he wantedhis son to understand who he wasand to be proud of him.

Use Reading StrategiesMake Inferences Ask students whatLemon Brown means, and have themsuggest reasons why Greg doesn’treally understand.

Make ConnectionsAnswer: Students should describe anitem that has sentimental oremotional value. They should explainwhy this item was meaningful to theperson who gave it to them.

28 UNIT 1

DialectPoint out to students that Lemon Brown usesdialect, a way of speaking that differs from standardEnglish and is usually associated with a specificgeographical area or group of people. Dialect hasits own vocabulary, punctuation, grammar, andexpressions. As an example, write this sentence onthe board: “Don’t try nothin’, ‘cause I got a razorhere sharp enough to cut a week into nine days!”

Model rewording the sentence: “Don’t try anythingbecause I have a really sharp razor!” Then, discussthe reworded sentence’s effect on tone.

C

B

D

A

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Analyze LiteratureCharacterization Lead students tounderstand the difference betweenthe two characters in this passage.Greg doesn’t initially see thetreasure’s value. He’s not sure it isworth fighting for. Have them analyzeLemon’s response and describe why itis so valuable to him.

Analyze LiteratureCharacter Answer: Students maysuggest that after hearing LemonBrown’s story, Greg has become moreappreciative of his relationship withhis father and his father’s concerns forhis future. Because of the changes hehas undergone by the end of thestory, Greg is clearly a dynamiccharacter.

Audience AwarenessBefore students begin the Writing Options projects,review the importance of planning one’s writing sothat it effectively targets one’s audience.

For the Creative Writing project, explain that theaudience is made up of newspaper readers withknowledge of and interest in music. Guide studentsto think about what the audience might alreadyknow about blues music and would be interested in

learning about Lemon Brown’s music. Ask them howthey might get their ideas across and what type oflanguage would be most appropriate.

For the Expository Writing project, explain that theaudience is the writer’s classmates. Guide studentsin planning and writing effective compare-and-contrast essays that specifically deal with eachcharacter and that use appropriate language tohold the interest of their intended audience.

Answer:Studentswillprobably list

personal items or mementoesthat are of significance to them.They should explain why theyconsider such items as“treasures” and why they believeit would help people toremember them.

E

F