2_Bim_L_A_N_7_INGLES

“Love your country, and teach others to love it, too, and it will grow to become a GREAT

COUNTRY!”

“It will never be too late to reform our country if we add courage and hope in the intention.”

“If our country is ill, it's time to work together to find the cure.”

Este material educativo es para uso exclusivo de los alumnos del Programa de Educación a Distancia del Liceo Naval “Almirante Guise”

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SECOND TERM: Unit 2

Meet the writer

Cultural Connections

Elements of literature: Theme, making generalizations

Vocabulary 2

Story: “The Bracelet” by Yoshiko Uchida

Questionnaire

Making meanings

Questions about Social Studies

Knowledge drops

Vocabulary in context

Time to write

Grammar link: Look who is talking + exercises

A news article: “Suit helps girl enjoy daylight” by Lise

Fisher


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NEVER AGAIN !The author of the story that follows had a purpose: She wanted to tell a true story

to teach us a lesson about the need for trust and compassion.During World War II, the U.S. government imprisoned thousands of Japanese

Americans in internment camps. In this story the author describes what it was like to be one of those imprisoned.

“We can not judge anyone if we don’t know the whole truth”

“Nobody has the authority to judge anyone else unless TRUTH

rules”.

“Sometimes we don’t value what we have, and we don’t notice

that happiness is just in front of us”

“Small DETAILS make us happier than great promises”.


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Meet the writer.....So it won’t happen again!

Yoshiko Uchida (1921-1922) was a senior in college when the United States entered World War II. Like most other people of Japanese descent on the West Coast, Uchida and her family were uprooted by the American government and forced to go to an internment camp. There, she and her family lived at Tanforan Racetrack in horse stall 40, answering to Family Number 13453 instead of their own name.

Later Uchida gave the same horse stall and family number to the fictional family she created in her short story “The Bracelet”.

Uchida said that in writing about the internment camps she tried to give readers a sense of the courage and strength that enabled most Japanese Americans to endure this tragedy.

There was another reason that she wrote about the camps:

“I always ask the children why they think I wrote Journey to Topaz and Journey Home, in which I tell of the wartime experiences of the Japanese Americans....To tell how you felt? To tell what happened to the Japanese people?

‘Yes’, I answer, but I continue the discussion until finally one of them will say, ‘You wrote those books so it won’t ever happen again’.

And that is why I wrote this book. I wrote it for young Japanese Americans who seek a sense of continuity with their past. But I wrote it as well for all American people, with the hope that through knowledge of the past, they will never allow another group of people in America to be sent into desert exile ever again.”

Cultural Connections:This kind of writings are very important and useful, because not only do they teach

us about things that have happened in the past but also make us think about the horror and injustice that people had to suffer in those days, two things that must be wiped out from the world.

Disappointingly, there is still lots of horror and injustice nowadays. Think of two painful global events that are happening right now. Are the citizens of the world learning to never repeat these awful mistakes? Answer these two questions and also write down what you are learning from them.


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It’s all about Life

Theme is the special message that a reader takes away from a story. Plot tells us what happens in a story, while theme tells us what the point is.

Theme is what the writer is saying about life.A story’s theme is usually not stated (written) directly by the writer. A story may

have several themes, and different readers often find different themes in the same story.

Sifting the Evidence

When you make a generalization, you look at evidence and make a broad statement about what it tells you. A statement about a story’s theme is a kind of generalization. To make a statement about the theme of “The Bracelet”, follow these steps:

Look for an important idea about life that the characters discover because of what happens in the story.

State the idea in a general way. Make it apply not just to the story but to real life. For instance, one of the themes of “The All American Slurp” can be stated this way: “Different cultures are not so different after all; people can usually find similarities underneath the surface differences.”


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THEME is the idea about life revealed in a work of literature

“M

ama, is it time to go?”I hadn’t planned to cry, but the tears came suddenly, and I wiped them away with the back of my hand. I didn’t want my older sister to see me crying.

“It’s almost time, Ruri,” my mother said gently. Her face was filled with a kind of sadness I had never seen before.

I looked around at my empty room. The clothes that Mama always told me to hang up in the closet, the junk piled on my dresser, the old rag doll I could never bear to part with- they were all gone. There was nothing left in my room, and there was nothing left in the rest of the house. The rags and furniture were gone, the pictures and drapes were down, and the closets and cupboards were empty. The house was like a gift box after the nice thing inside was gone, just a lot of nothingness.It was almost time to leave our home, but we weren’t moving to a nice house or to a new town. It was April 21, 1942. The United States and Japan were at war, and every Japanese person on the West Coast was being evacuated by the government to a concentration camp. Mama, my sister Keiko, and I were being sent from our home, and out of Berkeley, and eventually out of California.

The doorbell rang, and I ran to answer it before my sister could. I thought maybe by some miracle a messenger from the government might be standing there, tall and proper and buttoned into a uniform, come to tell us it was all a terrible mistake, that we wouldn't have to leave after all.(Elements of literature: Theme: The internment of Japanese Americans during World War II shocks many people even today. How people confront injustice is an important aspect of the story’s theme.) Or maybe the messenger would have a telegram from Papa who was interned in a prisoner-of-war camp in Montana because he had worked for a

Japanese business firm.


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Drapes, curtains

The FBI had come to pick up Papa and hundreds of other Japanese community leaders on the very day that Japanese planes had bombed Pearl Harbor. (Historical Connections: Very early in the morning of December 7, 1941, the Japanese launched a surprise air attack on Pearl Harbor in Hawaii in an attempt to destroy America’s Pacific fleet. The attack was brutally successful: 8 American battleships, 10 other naval vessels, and about 150 aircraft were destroyed. About 2,335 military personnel were killed. The attack was part of the strategy of Japan, which was fighting World War II on the side of the Axis powers (Germany and Italy), and motivated America to join on the side of the Allies, the nations (Great Britain, China, France, and Russia) associated against the Axis.)The government thought they were dangerous enemy aliens. If it weren't so sad, it would have been funny. Papa could no more be dangerous than the mayor of our city, and he was every bit as loyal to the United States. He had lived here, since 1917.

When I opened the door, it wasn't a messenger from anywhere. It was my best friend, Laurie Madison, from next door. She was holding a package wrapped up like a birthday present, but she wasn't wearing her party dress, and her face drooped like a wilted tulip.(Elements of literature: Simile: this comparison suggests that she is beautiful but very sad.)

"Hi," she said. "I came to say goodbye" She thrust the present at me and told me it was something to take to camp. "It's a

bracelet”, she said before I could open the package. "Put it on so you won't have to pack it." She knew I didn't have one inch of space left in my suitcase. We had been

instructed to take only what we could carry into camp, and Mama had told us that we could each take only two suitcases.

"Then how are we ever going to pack the dishes and blankets and sheets they've told us to bring with us?" Keiko worried.

"I don't really know," Mama said, and she simply began packing those big impossible things into an enormous duffel bag—along with umbrellas, boots, a kettle, hot plate, and flashlight.

"Who's going to carry that huge sack?" I asked.


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Thrust, push suddenly or violently; make a forward stroke with something. Duffel, a cylindrical kitbag of cloth or canvas.

But Mama didn't worry about things like that. "Someone will help us," she said. "Don't ' worry." So I didn't.(Elements of literature: Theme: The writer provides these details of the evacuation to show how the family members face their ordeal with dignity and courage. These details also help readers understand the story’s theme: that maintaining values and standards can help people withstand injustice.)

Laurie wanted me to open her package and put on the bracelet before she left. It was a thin gold chain with a heart dangling on it. She helped me put it on, and I told her I'd never take it off, ever.

"Well, goodbye then," Laurie said awkwardly. "Come home soon.""I will," I said, although I didn't know if I would ever get back to Berkeley again.I watched Laurie go down the block, her long blond pigtails bouncing as she

walked. I wondered who would be sitting in my desk at Lincoln Junior High now that I was gone. Laurie kept turning and waving, even walking backward for a while, until she got to the corner. I didn't want to watch anymore, and I slammed the door shut.

The next time the doorbell rang, it was Mrs. Simpson, our other neighbor. She was going to drive us to the Congregational Church, which was the Civil Control Station where all the Japanese of Berkeley were supposed to report.

It was time to go. "Come on, Ruri. Get your things," my sister called to me.It was a warm day, but I put on a sweater and my coat so I wouldn't have to carry

them, and 1 picked up my two suitcases. Each one had a tag with my name and our family number on it. Every Japanese family had to register and get a number. We were Family Number 13453.

Mama was taking one last look around our house. She was going from room to room, as though she were trying to take a mental picture of the house she had lived in for fifteen years, so she would never forget it.

I saw her take a long last look at the garden that Papa loved. The irises beside the fish pond were just beginning to bloom. If Papa had been home, he would have cut the first iris blossom and brought it inside to Mama. "This one is for you," he would have said. And Mama would have smiled and said, "Thank you, Papa San"(Japanese term added to names to indicate respect) and put it in her favorite cut-glass vase.

But the garden looked shabby and forsaken now that Papa was gone and Mama was too busy to take care of it. It looked the way I felt, sort of empty and lonely and abandoned.

When Mrs. Simpson took us to the Civil Control Station, I felt even worse. I was scared, and for a minute I thought I was going to lose my breakfast right in front of everybody. There must have been over a thousand Japanese people gathered at the church. Some were old and some were young. Some were talking and laughing, and some were crying. I guess everybody else was scared too. No one knew exactly what was going to happen to us. We just knew we were being taken to the Tanforan Racetracks, which the army had turned into a camp for the Japanese. There were fourteen other camps like ours along the West Coast.

What scared me most were the soldiers standing at the doorway of the church hall. They were carrying guns with mounted bayonets. I wondered if they thought we would try to run away and whether they'd shoot us or come after us with their bayonets if we did.

A long line of buses waited to take us to camp. There were trucks, too, for our baggage. And Mama was right; some men were there, to help us load our duffel bag.


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When it was time to board the buses, I sat with Keiko. and Mama sat behind us. The bus went down Grove Street and passed the small Japanese food store where Mama used to order her bean-curd cakes and pickled radish. The windows were all boarded up, but there was a sign still hanging on the door that read, "We are loyal Americans."

The crazy thing about the whole evacuation was that we were all loyal Americans. Most of us were citizens because we had been born here. But our parents, who had come from Japan, couldn't become citizens because there was a law that prevented any Asian from becoming a citizen. Now everybody with a Japanese face was being shipped off to concentration camps.

"It's stupid," Keiko muttered as we saw the racetrack looming up beside the highway. "If there were any Japanese spies around, they'd have gone back to Japan long ago."

"I'll say," I agreed. My sister was in high school and she ought to know, I thought.When the bus turned into Tanforan, there were more armed guards at the gate, and I

saw barbed wire strung around the entire grounds. I felt as though I were going into a prison, but I hadn't done anything wrong.

We streamed off the buses and poured into a huge room, where doctors looked down our throats and peeled back our eyelids to see if we had any diseases. Then we were given our housing assignments. The man in charge gave Mama a slip of paper. We were in Barrack 16, Apartment 40.

"Mama!" I said. "We're going to live in an apartment!" The only apartment I had ever seen was the one my piano teacher lived in. It was in an enormous building in San Francisco, with an elevator and thick-carpeted hallways. I thought how wonderful it would be to have our own elevator. A house was all right, but an apartment seemed elegant and special.

STOP! Making Predictions: What do you predict Ruri’s apartment will be like? Why?

We walked down the racetrack, looking for Barrack 16. Mr. Noma, a friend of Papa's, helped us carry our bags. I was so busy looking around I slipped and almost fell on the muddy track. Army barracks had been built everywhere, all around the racetrack and even in the center oval.

Mr. Noma pointed beyond the track toward the horse stables. "I think your barrack is out there."

He was right. We came to a long stable that had once housed the horses of Tanforan, and we climbed up the wide ramp. Each stall had a number painted on it, and when we got to 40, Mr. Noma pushed open the door.

"Well, here it is," he said, "Apartment 40" The stall was narrow and empty and dark. There were two small windows on each side of the door. Three folded army cots were on the dust-covered floor, and one light bulb dangled from the ceiling. That was all. This was our apartment, and it still smelled of horses.


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Looming, appearing indistinctly and in a threatening way.Cots, small, narrow, easily movable beds

Mama looked at my sister and then at me. "It won't be so bad when we fix it up," she began. "I'll ask Mrs. Simpson to send me some material for curtains. I could make some cushions too, and . . . well . . ." She stopped. She couldn't think of anything more to say.

Mr. Noma said he'd go get some mattresses for us. "I'd better hurry before they're all gone." He rushed off. I think he wanted to leave so that he wouldn't have to see Mama cry. But he needn't have run off, because Mama didn't cry. She just went out to borrow a broom and began sweeping out the dust and dirt. "Will you girls set up the cots?" she asked.

It was only after we'd put up the last cot that I noticed my bracelet was gone. "I've lost Laurie's bracelet!" I screamed. "My bracelet's gone!"

We looked all over the stall and even down the ramp. I wanted to run back down the track and go over every inch of ground we'd walked on, but it was getting dark and Mama wouldn't let me.

I thought of what I'd promised Laurie. I wasn't ever going to take the bracelet off, not even when I went to take a shower. And now I had lost it on my very first day in camp. I wanted to cry.

I kept looking for it all the time we were in Tanforan. I didn't stop looking until the day we were sent to another camp, called Topaz, in the middle of a desert in Utah. And then I gave up.

But Mama told me never mind. She said I didn’t need a bracelet to remember Laurie, just as I didn’t need anything to remember Papa or our home in Berkeley or all the people and things we loved and had left behind.

“Those are things we can carry in our hearts and take with us no matter where we are sent.”, she said.

And I guess she was right. I’ve never forgotten Laurie, even now.


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In the story you have just read, you have found six underlined words, use them to fill in the blanks. Be careful, the tense of the verbs may change according to the sentences given.

1. When the summer is over, and it is time to go back to the city, everybody

the windows to protect it against anything.

2. The roses of my grandfather’s garden have been all summer.

3. The house next to mine looks since the Smiths have left.

4. Many dry leaves are falling down from those plants because of the long drought* (*period of dry weather without rain.)

5. His little sister didn’t want to play so she ran away the ball.

Now match the words with their correct meaning or synonym. Write the correct number next to each meaning.

1. bounce ( ) dry

2. board up ( ) abandon

3. wilted ( ) be in flower

4. forsaken ( ) (cause to) move up and down

5. bloom ( ) cover with boards


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Elements of Literature: Answering about themes.

1. Why does Ruri think the relocation might be a terrible mistake?

2. What does Ruri’s mother say, after having packed the big things into the duffel bag, that reveals her faith in human nature?

3. Why does Ruri’s mother plan to fix up the “apartment”?

Making generalizations :

1. What generalization can you make about Ruri’s father feelings for America based

on the length of time he has lived in the country?

2. From Laurie’s actions, what generalizations can you make about the reactions of

non-Japanese people to the situation?

3. Why is each family given a number?


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4. What effect will losing the bracelet have on Ruri’s friendship with Laurie?

5. In general, what role do objects play in friendships?

6. Why are friends important?

Elements of Literature: Symbols: A symbol is a thing that stands for something beyond itself.

1. What does the bracelet symbolize?

Critical Thinking: (Interpreting)

1. What do you learn about Ruri’s parents from Ruri’s memories of the irises?

(Speculating)

2. Why do you think the writer specifically mentions the bayonets?


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First Thoughts

1. As you were reading the story, what particular passages or scenes said the most to you? In a doubly-entry journal like the one below, copy the passages from the text, and note your thoughts.

Shaping Interpretations

2. Ruri says the garden “looked the way I felt, sort of empty and lonely and abandoned”. What does she remember about the first iris? How does that memory make Ruri feel as she looks at the now shabby garden? (Interpret)


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“I was scared, and... thought I was going to lose my breakfast.

Passage

This helps me understand how terrified she must have been.

My Response

Passage My Response

Passage

My Response

3. Uchida says she wanted to show how Japanese Americans survived their uprooting with strength and courage. Describe scenes in the story where Ruri or her mother show these qualities. (Analyze)

4. What is the story’s theme? State this theme in the form of a generalization about life. (Interpret)

Connecting with the text

5. How do you think you and your family would behave if you were in the same situation as Ruri? When you first started this story, how did you predict it was going to end? How accurate was your prediction? (Connect)

Extending the Text

6. Uchida said she wrote about the internment of Japanese Americans so that nothing like it would ever occur in the United States again. Do you think it’s possible that such an injustice could happen again. Explain. (Evaluate)


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Challenging the Text

7. Does the author successfully teach a lesson in this story? Does she do this as well as

the authors of the stories and the directors of the war movies you have seen?

What reasons did the U.S. government give for forcing these Japanese-Americans to leave their homes?

Why do you think most Japanese-Americans went along with the evacuation order?

Why did the rounding up of Japanese-Americans take place mainly on the West Coast?


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Time to Investigate! Social Studies

Write down some other ways that the American government could have dealt with

its fear and suspicion toward Japanese Americans during World War II.


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Something to know.....

In 1944, the Supreme Court ruled that forcing

Japanese Americans into internment campus was

unconstitutional. But not until 1965 did the U.S.

Congress end discrimination against Asians in

immigration laws, such as the discrimination that

prevented Ruri’s parents from becoming American

citizens.

Imagine you are Ruri writing a letter from Tanforan Racetrack to your friend Laurie. Tell her three things: Let her know what happened to your family after you left Berkeley; describe what the camp is like; and tell her what happened to the bracelet she gave you.

Gone but not forgottenIs there someone in your life whom you’ll always carry in your heart? Draw a

picture of the person or make a collage that shows how you feel about him or her. Then, write a few lines explaining why you will always remember this special person.


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Who's Talking

When Alma got home, her mother asked her, "Where were you? I looked all over the house, and I couldn't find you anywhere."

"I went to say goodbye to Suki and her family. I don't understand why they can’t stay in their home like everyone else."

Her mother looked at her sadly. "It's hard to say goodbye to a friend, especially when you don't know where she's going, or what lies ahead"

In the dialogue above, we can tell when Alma is speaking and when her mother is responding, even though there is no speaker tag to tell us "Alma said" or "her mother answered." We know because the writer introduces each new quotation by beginning a new paragraph. Each paragraph break indicates that another person is speaking.

When you write a dialogue (a conversation), begin a new paragraph each time the speaker changes.

EXAMPLE: “Did you look to see if the bracelet fell into your sleeve? That happened to me once when I thought I'd lost a bracelet,” said Yoko.“Yes,” said Suki sadly. “I couldn't find it anywhere.” “Never mind,” said Mama. “You'll remember Alma anyway, even without the bracelet.”

NOTE: Sometimes dialogue paragraphs may be only one line long.

What should you do if one speaker is repeating someone else's words within a quotation? When you write a nested quotation—that is, a quotation within a quotation—use single quotation marks to enclose one quotation within the other.

EXAMPLES: Nguyen said, “At school today Mrs. Ramos said to the class, ‘As a holiday gift, you will all get a week without homework.’” “That's funny,” Lamar replied. “I heard that Mrs. Ramos said, ‘As a

holiday gift, you will all get a day without homework.’”

EXERCISE A Punctuating Nested Quotations

Correct each sentence below by adding single quotation marks to punctuate the nested quotation. If there is no nested quotation, write No NQ after the sentence.

EXAMPLE: “I heard Zachary say, I’ll be out for dinner as soon as my homework is done,” said Dad.

“I heard Zachary say, ‘I’ll be out for dinner as soon as my homework is done’,” said Dad.

“I heard Mary say that she was going to the movies,” interrupted Glenn.


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No NQ

1. “Yolanda told me that she heard Mr. Méndez say, Your book reports are due on Friday.”

2. “The sportscaster on the news said, The game has been canceled on account of bad weather,” said Sal

3. “I heard Geraldo say that he was not coming to the party,” reported Linda.

EXERCISE B Proofreading ParagraphsThe following paragraphs involve a conversation that could have taken place

between Ruri, Laurie, Keiko, and Ruri's mother. The paragraphs contain errors in the use of quotation marks and in paragraph breaks. As you identify errors, put quotation marks where they are needed and highlight them. When a new person is speaking, make a symbol # to show where the new paragraph should begin.

EXAMPLE: Nancy said, “Thomas and I were wondering where Keiko and Ruri live now.” # “I don’t know, Laurie replied,.........

...... but I really miss my best friend. I wonder if Ruri is thinking about me, too.

Mama had done wonders in making the little stall seem more like home. Look at

the way she’s brightened up the place! Keiko declared. I think it looks very nice,” Ruri

replied. “Still, I miss our real home.

I know it’s difficult for you children,” said Mama, but at least we have each other.

“That’s true,” said Keiko. Ruri was still silent.

Loyal LaurieLaurie was a loyal friend to Ruri at a time when many

Americans were turning against Americans of Japanese descent. Imagine a situation at Laurie’s school in which a classmate says that internment camps are a good idea. What would Laurie say to that person?

Write the dialogue you think the two classmates might have.


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CreativeWriting


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This news article presents Logan, a young girl with a rare condition that

makes her skin hypersensitive to ultraviolet light, forcing her to live her life indoors. Logan is excited about going outside for her first “play day” in the Florida sun with the help of a suit based on material technology from NASA.

Keystone Heights, Florida __ Tinted goggles and grayish green fabric covered the three-year-old’s face while blocking sunlight from Saturday morning’s hazy sky. The suit, however, couldn’t hide her enthusiasm.

While other families record events like their children’s first steps and words, Steve and Michele Williams will be marking down this day for their daughter, Logan. It was her first play day in the sunlight protected in a “Cool Suit” that blocks the sunlight sun’s rays, and the event went better than the Williamses could have imagined.

“It just opens up a whole lot of doors,” said Logan’s father. “The burden is off,” a tearful Michele Williams said.

Doctors determined Logan had a rare genetic disease: Xeroderma Pigmentosum, or XP, as it is known when she was eighteen months old. For the fewer than one thousand XP patients worldwide, exposure to ultraviolet radiation can lead to deadly skin cancers. This disease has no known cure.

Since the diagnosis, Logan has lived in a world of tinted windows and terror caused by the “bad light.”

Light streaming in from a front door and bouncing off their refrigerator frightens the family. Getting Logan to a doctor’s appointment has involved padding Logan with a helmet and clothes and covering the car’s window with plastic bags and blankets. She hasn’t seen stores, and she marvels that they stock more than one box of cereal and a few toys. Barbara Pellechio, a teacher at Keystone Heights’s McRae Elementary School, visits the girl two to three times a week at night because that’s when Logan is awake. Like any young child, Logan is afraid of the dark even though it has been the only time she can go outside and play.

The clothing is based on Technology from NASA and covers every inch of the little girl with tightly woven material to keep out the sun. Gloves outfitted with rough material for gripping hide her hands. An oversized shirt and pants that look and feel like a soft sweat suit cinch at her wrist and ankles. A hood secured with goggles conceals her freckled face.

Everything Logan did Saturday was a milestone for Logan’s parents and for more than twenty of the family’s friends and relatives. They kept pulling up in cars, in trucks, and even in the Keystone Heights fire engine.

Logan clutched purple and yellow flowers her parents bought and planted just for this day. She bounced on a trampoline with friends. Her hands found and clutched a lizard.

“This is probably the most special day of my life”, said Alison Broadway, 33. The


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LISE FISHER

family friend was holding Logan when the girl spotted a butterfly. “I was holding her and she started squirming and screaming.... When they say miracles don’t happen, they’re wrong because one happened here today,” said Broadway

-from The Gainesville Sun

Live today, appreciate every single thing you have got through

your life, even though you may think they are insignificant,

because nobody knows if we are going to have them tomorrow.

On the lines below, write a reflection about this article.


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