Download Prepare to Read and more Study notes Literature in PDF only on Docsity!
Prepare to Read
Thank You, M'am
Take itto the Net
Visit vvvvvv.phschool.com for interactive activities and instruction related to "Thank You, M'am," including
- background
- graphic organizers
- literary elements
- reading strategies
Preview
Connecting to the Literature In "Thank You, M'am," a boy learns an important lesson about kind- ness and trust from a surprising source. Before reading, think about an unexpected act of kindness you have done for someone or someone has done for you.
Background "Thank You, M'am," by Langston Hughes, is set in Harlem, a com- munity in New York. Like many urban areas, Harlem experienced rapid population growth early in the twentieth century. Many single-family buildings were converted into small apartments. The character Mrs. Jones lives in one of these "kitchenette" apartments—a bathroom and one large room with a mini-kitchen in the corner of the room.
170 ♦ Meeting Challenges
Story Event
Purse snatching
My Response
If I were Mrs. Jones, I would be furious.
Literary Analysis
Implied Theme The theme of a literary work is the major idea or underlying message that it communicates.
- A stated theme is directly expressed by the narrator or a character.
- An implied theme is suggested by story events as well as the char-_ acters' actions and reactions. "Thank You, M'am" has an implied theme about the effects of kind- ness and trust. Themes of kindness and trust appear in literature of all time periods. As you read "Thank You, M'am," identify what message this contemporary short story communicates.
Connecting Literary Elements
The theme or message that is suggested by characters' actions often depends on a character's motives —the reasons for his or her actions. In this story, a boy snatches a purse because he wants money to buy shoes. By the end of the story, he discovers he wants something much more valuable. When his motives change, so do his actions. Use these focus questions to help you recognize characters' motives in "Thank You, M'am":
- How do Roger's actions change during the story?
- Why do they change?
Reading Strategy
Responding to Characters' Actions Reading a story is more enjoyable if you become involved with the people in it. One way to do this is to respond to the characters' actions. Ask yourself,
- "Would I do that?"
- "Do I think the character should do that?"
- "How would I feel if that happened to me?"
As you read the story, record your responses to the characters' actions in a chart like the one shown.
Vocabulary Development presentable (pre zent a bal) adj. in latching Oath- in) v. grasping or proper order for being seen, met, etc., attaching oneself to (p. 176)
by others (p. 174) barren (bar an) adj. sterile; empty
mistrusted (mis' trust ad) v. doubted (^) (p. 176) (p. 175)
Thank You, M'am ♦^171
right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. After that the woman said, "Pick up my pocketbook, boy, and give it here." She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, "Now ain't you ashamed of yourself?" Firmly gripped by his shirt front, the boy said, "Yes'm." The woman said, "What did you want to do it for?" The boy said, "I didn't aim to." She said, "You a lie!" By that time two or three people passed, stopped, turned to look, and some stood watching. "If I turn you loose, will you run?" asked the woman. "Yes'm," said the boy. "Then I won't turn you loose," said the woman. She did not release him. "Lady, I'm sorry," whispered the boy. "Um-hum! Your face is dirty. I got a great mind to wash your face for you. Ain't you got nobody home to tell you to wash your face?" "No'm," said the boy. "Then it will get washed this evening," said the large woman starting up the street, dragging the frightened boy behind her. He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans. The woman said, "You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?" "No'm," said the being-dragged boy. "I just want you to turn me loose." "Was I bothering you when I turned that corner?" asked the woman. "No'm." "But you put yourself in contact with me," said the woman. "If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones." Sweat popped out on the boy's face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half nelson' about his neck, and continued to drag him up the street. When she
got to her door, she dragged the boy inside, down a hall, and into a
large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their
1. half nelson wrestling hold using one arm.
(^41) Critical Viewing In what ways does the picture at left show that it would be easy to "disappear" in the scene? [Analyze]
Literary Analysis Theme How does this dialogue point to the author's message?
ggeading Check How do Roger and Mrs. Jones meet?
Thank You, M'am ♦ 173
doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room. She said, "What is your name?" "Roger," answered the boy. "Then, Roger, you go to that sink and wash your face," said the woman, whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink. "Let the water run until it gets warm," she said. "Here's a clean towel." "You gonna take me to jail?" asked the boy, bending over the sink. "Not with that face, I would not take you nowhere," said the woman. "Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe you ain't been to your supper either, late as it be. Have you?" "There's nobody home at my house," said the boy. "Then we'll eat," said the woman. "I believe you're hungry—or been hungry—to try to snatch my pocketbook." "I wanted a pair of blue suede shoes," said the boy. "Well, you didn't have to snatch my pocketbook to get some suede shoes," said Mrs. Luella Bates Washington Jones. "You could of asked me." "M'am?" The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run! The woman was sitting on the day bed. After awhile she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, but not knowing he frowned. The woman said, "Urn-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch peo-
ple's pocketbooks. Well, I wasn't going to say that." Pause. Silence.
"I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. So you set down while I fix us something to eat. You might run that comb through your hair so
you will look presentable."
In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not trust the woman not to
Literary Analysis Theme and Characters' Motives What does this speech tell you about Mrs. Jones's reasons for helping Roger?
presentable (pre zenf a bel) adj. in proper order for being seen, met, etc., by others
174 ♦ Meeting Challenges
She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy any- thing about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, redheads, and brunettes. Then she cut him a half of her ten-cent cake. "Eat some more, son," she said. When they were fmished eating she got up and said, "Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocket- book nor nobody else's—because shoes come by devilish like that will burn your feet. I got to get my rest now. But from here on in, son, I hope you will behave yourself." She led him down the hall to the front door and opened it. "Good- night! Behave yourself, boy!" she said, looking out into the street. The boy wanted to say something other than, "Thank you, m'am," to Mrs. Luella Bates Washington Jones, but although his lips moved, he couldn't even say that as he turned at the foot of the barren stoop and looked up at the large woman in the door. Then she shut the door.
Review and Assess
Thinking about the Selection
1. Respond: Do you think Mrs. Jones is wise or foolish to trust Roger? Why?
- (a) Recall: What does Mrs. Jones do when Roger tries to steal her purse? (b) Interpret: What can you tell about her character from this action? (c) Connect: How are her actions connected to her past experiences?
- (a) Recall: What does Roger do when Mrs. Jones leaves him alone with her purse? (b) Infer:^ Why does he do this? (c) Compare and Contrast: How have Roger's behavior and attitude changed? 4. (a) Recall: What do Mrs. Jones and Roger talk about during their meal? (b) Draw Conclusions: Why doesn't Mrs. Jones ask Roger any personal questions? 5. (a) Recall:^ What does Roger say when he leaves the^ apartment? (b) Infer: What more does he wants to say? (c) Interpret: Why can't he say more?
- (a) Predict: What effect will Mrs. Jones's actions have on Roger's future? (b) Make a Judgment: Does Mrs. Jones make good choices about how to treat Roger?
latching (lach' in) v. grasping or attaching oneself to
barren (bar en) adj. sterile; empty
Langston Hu hes
(1902-1967) Born in Joplin, Missouri, Langston Hughes moved often as a young boy. He turned to writing as a way of deal- ing with his ever-changing home address and with the difficulties of being a young African American in the early 1900s. People first noticed Hughes in 1921 when his poem "The Negro Speaks of Rivers" was published shortly after he graduated from high school. He soon won other prizes and opportunities, including a college scholarship. His first book of poetry, The Weary Blues, was published in 1926. Hughes wrote fiction, plays, and essays; translated other poets; and collected African American folklore.
176 • Meeting Challenges
Review and Assess
Literary Analysis
Implied Theme
- What theme about kindness and trust is communicated in the story?
- Why do you think the theme is implied rather than stated?
- (^) In a chart like the one shown, give three examples of clues that reveal the story's theme.
Type of Clue Example from Story
- How does the title "Thank you, M'am" relate to the theme?
Connecting Literary Elements
- What is Roger's motivation for stealing the purse? On your paper, fill in a diagram to show this cause-and-effect relationship.
Motive Action
- (^) How do Roger's motives and actions change during the story?
Reading Strategy
Responding to Characters' Actions
- How did you respond when Mrs. Jones physically dragged Roger to the apartment?
- Were you surprised by any of Mrs. Jones's actions? Why or why not?
- Describe your responses to both characters at the end of the story.
Extend Understanding
10. Social Studies Connection: Compare Mrs. Jones's treatment of Roger to the punishment for stealing in the American West in the 1800s. 11. Take a Position: (^) What do you think is the most effective treat- ment for criminals? Explain.
Quick Review
The implied theme of a literary work is the mes- sage suggested by the work. A stated theme is directly expressed by the narrator or a character. To review theme, see page 171.
The motives of characters are their reasons for taking certain actions. To review characters' motivations, see page 171.
Responding to the characters' actions helps you understand the characters and get involved in the story.
LoSijiii,AMIhe Net www.phschool.com Take the interactive self-test online to check your understanding of the selection.
Words Character's actions Ideas
Thank You, M'am ♦ (^) 177
Writing Lesson
Letter of Guidance Imagine that you are Roger twenty years later. Write a short letter to a young relative who needs guidance. Explain how meeting Mrs. Jones changed your life. Prewriting Picture what Roger is like and what he has done with his life in the past twenty years. Then, brainstorm as many points of advice as you can think of. Circle three or four that seem the most impor- tant, and build your letter around them.
Drafting To support your ideas, use quotations from the story, opinions from experts, or an analogy—a specific likeness between things that are quite different.
Model: Support Ideas
The feeling that Mrs. Jones was giving me a chance to be trustworthy was both exciting and scary—like getting ready to jump off a diving board. I was jumping into a new kind of life.
The words in italics show an analogy, one way of supporting ideas.
Revising Reread your letter, underlining any analogies, opinions, and quotations you have used. Add them if they are missing. fit Prentice Hall Writing and Grammar Connection: Chapter Z Sections 3 and 4
Extension Activities
Listening and Speaking Prepare a speech outline for a talk in which you persuade your audience that Mrs. Jones did—or did not—do the right thing in dealing with Roger. In your outline, include the following:
- an introduction in which you state your position
- several reasons for your position
- a conclusion in which you leave your lis- teners with a memorable idea or quotation. Then, deliver a speech following the outline. Ask for feedback from your audience to deter- mine whether you have convinced them of your position.
Research and Technology Write the copy for a book jacket for a new collection of poems and stories by Langston Hughes. Research the Harlem Renaissance and Hughes's role in it, as well as his influence on later writers. Use this information to write three paragraphs that point out the importance of Hughes's career and make readers want to buy the book. Include quotations.
0 1111111t^ to the Net^ www.phschool.com
Go online for an additional research activity using the Internet.
Thank You, M'am ♦ 179
Prepare to Read
Flowers for Algernon
Take It to the Net
Visit www.phschool.com for interactive activities and instruction related to "Flowers for Algernon," including
- background
- graphic organizers
- literary elements
- reading strategies
Preview
Connecting to the Literature Charlie Gordon, the main character in "Flowers for Algernon," takes a huge risk because he wants to "be like everyone else." Make a connection between his decision and situations you have observed in which people misjudged or made fun of someone whom they saw as "different."
Background The scientists in "Flowers for Algernon" focus on the main character's "IQ," which is short for intelligence quotient. Although one's IQ has tradi- tionally been the most common measure of "intelligence," contemporary researchers have come to recognize that one test cannot accurately meas- ure the wide range of abilities and learning potential that people have.
180 ♦ Meeting Challenges
