The Writing on the Wall Tia's Bad Day - Realistic Fiction S
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B R I D G E S E D I T I O N
Realistic Fiction
™
The Writing on
the Wall
{
Tia’s Bad Day
by Dina Anastasio and Amanda Jenkins
®
Genre: Realistic Fiction
Level: J/18*
™
The Writing on
LITERARY ANALYSIS The Readers’ & Writers’ Genre Workshop
• Respond to and interpret text
• Make text-to-text connections
series includes eleven fiction and nonfiction
genres. There are two titles with multiple stories
for each genre.
the Wall
• Analyze the genre by Dina Anastasio
READING SKILLS illustrated by Lyn Boyer
Comprehension How to use this book
• Analyze character 1. Learn about the genre by reading pages 2–3.
Get background information about the stories
{
Word Study
on pages 4–5.
• Antonyms
Tier Two Vocabulary
(see Glossary)
2. Read the realistic fiction stories for enjoyment.
3. Reread the stories and answer the questions
Tia’s Bad Day
WRITING SKILLS on pages 13 and 21. by Amanda Jenkins
Writer’s Tools 4. Reread the last story. Pay attention to the illustrated by Shawn Byous
• Personification comments in the margins. See how an author
Writer’s Craft writes realistic fiction.
• How to write realistic fiction 5. Follow the steps on pages 22–23 to write
THEME CONNECTIONS
your own realistic fiction story. TWO R EALISTIC F ICTION STORIES
6. Complete the activity on the inside back
• Family and Friends
Table of Contents
cover. Answer the follow-up questions.
Focus on the Genre: Realistic Fiction . . . . . . . . . . . . 2
Meet the Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
The Writing on the Wall . . . . . . . . . . . . . . . . . . . . . . . 6
*The reading level assigned to this
text is based on the genre examples
only. “Focus on the Genre,”“Reread,”
Tia’s Bad Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
and “Writer’s Craft” features were not
leveled. These sections are intended
for read-aloud or shared reading.
Credits
The Writer’s Craft: Realistic Fiction . . . . . . . . . . . . . 22
Project Editor: Jeffrey B. Fuerst
Benchmark Education Company Creative Director: Laurie Berger
Senior Art Director: Glenn Davis
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
629 Fifth Avenue • Pelham, NY • 10803
Director of Photography: Doug Schneider
©2009 Benchmark Education Company, LLC. Photo Editor: Diane French
Make Connections Across Texts . . . Inside Back Cover
All rights reserved. No part of this publication English Language Arts Advisor: Donna Schmeltekopf Clark
may be reproduced or transmitted in any form
or by any means, electronic or mechanical,
including photocopy, recording, or any Illustrations: Lyn Boyer; Shawn Byous
information storage or retrieval system, without
permission in writing from the publisher.
For information about ordering, call Toll-Free 1-877-236-2465
ISBN: 978-1-60859-641-6 or visit our Web site: www.benchmarkeducation.com.
{
FOCUS ON THE GENRE
At least one
The story takes
Realistic Fiction place in an
authentic setting.
character deals
with a conflict
(self, others, or
nature).
Features of
What is realistic fiction?
Realistic fiction features characters and plots that
could actually happen in everyday life. The settings are Realistic
authentic—they are based on familiar places such as
a home, school, office, or farm. The stories involve
some type of conflict, or problem. The conflict can
Fiction
be something a character faces within himself, an issue {
between characters, or a problem between a character
and nature. The characters The story is told
are like people from a first-person
What is the purpose of realistic fiction? you might meet or third-person
Realistic fiction shows how people grow and learn, in real life. point of view.
deal with successes and failures, make decisions, build
relationships, and solve problems. In addition to making
readers think and wonder, realistic fiction is entertaining.
Most of us enjoy “escaping” into someone else’s life for
a while.
Who tells the story in realistic fiction?
How do you read realistic fiction? Authors usually write realistic fiction in one of
First, note the title. The title will give you a clue two ways. In the first-person point of view, one of the
about an important character or conflict in the story. characters tells the story as it happens to him or her,
As you read, pay attention to the thoughts, feelings, using words such as I, me, my, mine, we, us, and
and actions of the main characters. Note how the our. In the third-person point of view, a narrator tells
characters change from the beginning of the story to the story, using words such as he, she, they, their,
the end. Ask yourself: What moves this character to and the proper names of the characters.
action? Can I learn something from his or her struggles?
2 3
{
Oak Street Kids Tools Writers Use
{ Meet the { Five kids couldn’t be more different
than Jalissa, Jamal, Brooke, Luke,
Personification
Look at the word
Characters and Tia. But they have some things
in common, too! They all live in the
personification (per-sah-
nuh-fih-KAY-shun). You
will see the word person
Oak Street Apartments. They all have in it. Personification
parents who work during the day. means “giving human
Cave Adventures Linda, 12, is a They are in the same afterschool characteristics to animals or
big talker with “club” run by the manager of the objects.” In these stories,
Summer has finally arrived. objects are described as if
big ideas. She apartment building, Ms. Tilly. That’s
Linda and her brother Jake they had human abilities.
loves technology why the Oak Street Kids have made
have been coming to the and gadgets, and
same cabin on this rocky a deal: They will always stick
hates that the
beach since they were little. together and help one another.
cabins do not get
Their friend Maria is back TV reception or
for her second summer. the Internet.
Cai is new to the seacoast.
This summer promises new
adventures since Linda and Jake, 11, is a
Jake’s dad recently discovered smart boy who
a hidden cave. enjoys playing
tricks and Jalissa, 10, likes Jamal, 10, is calm Brooke, 11, can
shooting hoops
drama and excitement, and easygoing, the always be counted
on the basket
and is Jamal’s twin opposite of his twin on to organize and
Maria, 10, is outside the
sister. sister. take charge.
an only child. cabin.
She lives with
her divorced
Cai, 11, is
mother. She
likes to bake
and cook, and spending the
usually has her summer with
nose in a book. his grandma. Ms. Tilly is the
He likes to
no-nonsense manager
swim, fish, and
of the Oak Street
play with his Luke, 11, may not Tia, 9, loves every Apartments and takes
dog Tucker. be a top student, but kind of sport. care of the kids after
he’s loyal and fun. school.
4 5
{ Cave Adventures {
A sad look came over my mother’s face. When
The Writing I saw that look, I remembered. This was our
special morning. Mom and I planned it weeks ago.
on the Wall We even put a list of things to do on the fridge.
Things to Do During Maria and Mom’s
Morning at the Beach
1. Have a breakfast picnic on the big rock.
2. Find two shells that match perfectly.
3. Make a beautiful sketch in the sand
with our bare feet.
4. Play Follow the Leader while we’re
jumping the waves near the shore.
The screen door creaked awake. Then the door
protested the disturbance by closing with a loud
CLAP! against the doorframe.
Jake rushed inside.
Jake was wearing a
pajama top. His red hair
was a mess. His jeans were
covered with gray dust.
M y mother and I were in the kitchen. She
was braiding my hair. I heard my friend
Jake outside the cabin. He called, “Maria! I have
“How odd,” I thought.
“Today is no ordinary
day,” my mother told
something to tell you!” It sounded important. Jake. She cleaned the
“Mom, are you done yet?” I asked. I was table. “Today is a very
getting antsy. special day. Maria and
Mom tied the last braid. She used a rubber I are spending the
band. Then she patted the top of my head. morning together on
“You’re done,” she smiled. “But don’t forget.” the beach . . . just the
“Forget what?” I asked her. two of us.”
6 7
THE WRITING ON THE WALL THE WRITING ON THE WALL
Mom left the kitchen. Then she poked her head Maybe I could make them both happy. The cave
back in. She said, “Don’t forget, dear.” She looked wasn’t far from my cabin. I could run there and
worried. Maybe she thought I might go with Jake. back. I could be back before my mother came
Well, I did want to go with Jake. But I wouldn’t downstairs. She would not know I left.
do that to my mom. “Hurry,” I told Jake as I ran out the door.
My mother left the room. Then Jake said, “You I leaped down the porch steps.
have to come to the cave, Maria! Right now! I have
to show you something amazing!”
I tried to act like I was uninterested. But I must
admit that I was curious. Jake’s father had found
the cave a week ago. Jake loved it there. Linda, Cai,
and I all loved the cave, too. It was our own private
place. We were going to meet there later.
“You can show me the surprise later,” I said.
“This morning is my time with my mom.”
“It won’t take long,” Jake begged. “I promise.”
Was Jake playing a trick on me? He loved to
play tricks. I liked Jake’s tricks most of the time.
They never hurt anyone. They never made anyone
feel sad or look bad.
Jake begged again. “Please come with me now.” The rays from the morning sun beamed into
I heard Mom walking back and forth upstairs. the cave. The rays lit up the walls inside. “Okay,”
She was getting ready for our special morning. She I said. “Show me.” I was beginning to worry. What
was whistling. She sounded very happy. if Mom went downstairs to pack our picnic basket?
I didn’t want to hurt my mother’s feelings. I didn’t She would not know where to find me.
want to hurt Jake’s feelings, either. Plus, I really We went inside. Jake pointed to the cave wall.
wanted to see what Jake had found. “Look!” He pointed to something carved in the
wall. “It’s a stick figure of a girl.” The girl had
her arms in the air.
8 9
THE WRITING ON THE WALL THE WRITING ON THE WALL
“Isn’t it great!” Jake shouted. “I’ll bet it was I moved toward the cave opening. “I have to go,”
made thousands of years ago. It’s definitely an I told Jake.
ancient carving.” “What about your ancient twin?”
“Maybe,” I said. I turned on my flashlight. I “I don’t have an ancient twin,” I said. “I have a
shined the light at the carving. It did look a lot modern-day twin. Ancient twins don’t wear rubber
like ancient cave art. I had seen pictures of cave bands. And Jake?”
art in books. The round head had no eyes. It Jake was shuffling his feet. He was staring at the
had no nose. It had no mouth. The fingers on floor of the cave. He looked guilty. I pointed my
the hands were spread out. The girl had long hair. light. The floor was covered with gray dust. Jake
It was in braids. The braids were tied with circles. was trying to kick away the dust.
The circles looked like . . . rubber bands? “The next time you carve ‘ancient’ pictures on the
“That girl looks like you, Maria!” Jake shouted. walls, wash the stone dust off your jeans,” I said.
He stood behind me. His words echoed. Then I gave a little laugh.
The echo must have scared “You can use my flashlight
him. He didn’t speak for if you want to stay here and
a while. “Maybe you rework your carving. Maybe
have an ancient twin,” you can trick Linda.” I said
he finally whispered. good-bye. I ran home.
I thought about the Mom was at the kitchen
girl on the wall. Did I table. Her back was to the
really have an ancient door. Her shoulders seemed
twin. Did she wear her to be frowning. That made
hair in braids like me? me sad, too. Mom didn’t
Did she jump waves? hear me come in. The
Play Follow the Leader? empty picnic basket was
Did she have picnic on the table. I opened
breakfasts on the big the refrigerator. I took
rock? Did she keep out the food we had
her mother waiting? made last night.
10 11
THE WRITING ON THE WALL
I packed the basket. I said, “I’m sorry, Mom. I Reread the Story
shouldn’t have left you. Not even for a minute. I
hope you will accept my apology. I also hope that
Analyze the Characters, Setting, and Plot
you will be willing to change our plans. Instead • Who were the characters in the story?
of spending the morning together . . . let’s spend the • Where and when does the story take place?
whole day together.” • Which character is telling the story?
Mom didn’t say a word. She just hugged me. • What was the main character’s problem?
• What do you think Jake might do next?
Then she took my hand. We walked away from
the cabin. We headed to the big rock. This was Analyze the Tools Writers Use: Personification
where we liked to watch the waves wash ashore. Find examples of personification in the story.
• Did the screen door really wake up? What did the author
The morning sun followed us, smiling brightly. mean? (page 7)
• How did Mom’s shoulders express her feelings? What did
the author mean? (page 11)
• How did the morning sun express its feelings? What else
might the author have said? (page 12)
Focus on Words: Antonyms
Antonyms are words that have opposite meanings. For
example, in this story definitely and maybe are antonyms.
Antonyms can help you define unfamiliar words. Make a
chart like the one below. Then reread the story to find
antonyms for the following words.
Page Word Antonym How do you know?
7 ordinary
8 curious
10 ancient
10 whispered
12 13
{ Oak Street Kids {
Tia’s Bad Day “I believe you, Tia,” said Ms. Parsons. “I’ll let you
turn it in tomorrow. But I have to record a zero for
today. Bring in the homework. Then I’ll erase the zero.”
Tia never got a zero before, not even for a second.
Now she knew that it was going to be a bad day.
Another bad thing happened
at lunchtime.
“Rats!” Tia said.
“I forgot my lunch,
too!” She knew she
wouldn’t go hungry.
The cafeteria lady
The author is
using the third-
person point of
view. A narrator
T ia knew that it was going to be a
bad day. First she overslept. So she
had to rush. She raced down the stairs.
would give her a free
sandwich. But the
free sandwich was
explains the Jamal, Jalissa, Brooke, and Luke were always peanut butter.
problem in the
first paragraph.
waiting for her. Yuck! Peanut butter
It is a conflict “Sorry I’m late again,” Tia said. was gooey. It stuck to
that the main “That’s okay,” Jamal replied. “We can the roof of her mouth. Tia only managed to eat half
character, Tia,
is having with still make it to school on time. But of her sandwich. Then her tongue refused to touch
herself. hurry. No dawdling!” any more of it.
They ran all the way. Tia slid into “This has been a very bad day,” she told the other
her seat. Then she heard a ding! The Oak Street kids that afternoon. They walked home
late bell rang. from school together.
Tia’s problem Soon it was time for math class. “Be glad that you can get that zero erased,” Brooke
develops. Will “Oh, no!” said Tia. She tapped her said. “My teacher won’t take late work at all.”
Ms. Parsons let
Tia turn in her
forehead. “I was rushing this morning, “I like peanut butter,” Luke said. He sighed.
math homework Ms. Parsons. I left my work at home! “I wish I forgot my lunch.”
a day late? But I did it. I promise I did!”
14 15
TIA’S BAD DAY TIA’S BAD DAY
Readers can tell Back at the apartments, the kids
that this story is opened their backpacks. The building
realistic fiction
because the author manager, Ms. Tilly, watched the kids
uses familiar after school. Ms. Tilly had a rule: no
settings that
readers can relate
playing until homework was done.
to: a school and Brooke worked on a book report.
an apartment Luke corrected his math test. Jamal
complex.
studied spelling. Jalissa did a worksheet.
Everyone but Tia had homework.
Tia got her football. She wanted to
practice her forward pass. She couldn’t
throw a football to herself. So she sat
in a chair. She waited for one of the
other kids to finish. Sitting around
was boring. Tia was glad when Jalissa Tia and Luke went outside. They
put her worksheet away. went to the apartment courtyard. Tia
“Will you play football with me?” knew they’d have to be careful with
Tia asked. the football. Flowerpots and wind chimes
Another way to “Sorry, but no,” Jalissa said. She decorated the patios. One careless throw
tell that this is pulled out three bottles of fingernail could mean broken glass or pottery.
realistic fiction is
that the kids in polish. “I’m leading my class in the They had made three tosses when The author uses
the story are like Pledge of Allegiance. So I’m going Luke said, “I’m hungry. Let’s get a snack.” both description
many kids you and dialogue to
to paint my fingernails red, white, “No!” said Tia. “Let’s keep playing.” develop the
know—they hang
out together and and blue!” “But I’m starving,” Luke protested. characters and
put up with one their relationships.
Tia slumped in her chair. “What “I want a peanut butter sandwich!” He
another’s quirks.
an awful day,” she said to herself. turned and started across the courtyard.
“I’m done!” Luke called out. He “This is the worst day ever!”
banged his math book shut. Luke Tia shouted.
spent as little time as possible on Tia saw Brooke, Jamal, and Jalissa.
homework. “I’ll play with you, Tia.” They were coming out to play now.
16 17TIA’S BAD DAY TIA’S BAD DAY
Tia was too mad to stop herself. She Mr. Morgan stepped onto the patio. Here the author
kicked the football angrily. He looked at the mess and said, “Boy, presents another
conflict to keep
PONK! The ball jumped off her foot. you sure did! But most of the flowers readers engaged.
It shot toward a hanging pot of red will be all right if I replant them Will Mr. Morgan
be angry at Tia
flowers. CRASH! The pot shattered. Dirt quickly. I just need to make room for breaking his
The author uses and flowers flew everywhere. Broken in these other pots.” flowerpot?
personification pieces of pottery hit the ground and “M-may I help you?” Tia said. She
to describe what
happens to the
danced off in all directions. was still a little scared.
pieces of the Luke turned around. “Whoa!” he “Sure,” said Mr. Morgan.
pot after they said, wide-eyed. “We’ll help, too,” Brooke decided. The author develops
hit the ground.
“Those are Mr. Morgan’s flowers!” “Jalissa and I will pick up the broken the characters’
personalities and
Jamal said. pieces. Jamal, you and Luke sweep up their relationships
“Those were Mr. Morgan’s flowers,” the dirt.” by showing how
they work together
Luke corrected. They all went to work. to help a friend.
The five kids went over to look “I’m sorry that I destroyed your pot,”
at the damage. “The poor things!” Tia told Mr. Morgan. She handed him
said Jalissa. The limp blossoms made a flower. Soil was clinging to its roots.
her sad. Mr. Morgan put the red flower next
“I can’t tell Mr. Morgan!” Tia wailed. to a yellow one. “That’s a negative
“He’ll be very mad!” way of looking at it,” he told Tia.
“You have to tell him,” said Brooke. “Let’s look at the positive side. No
“Don’t worry,” Jamal told Tia. “We’ll one was hurt. And you didn’t break
come with you.” my window!”
Tia knew that they were right. “I’ll save my allowance,” Tia told
“Let’s get it over with,” she said. him. “I’ll buy you a new pot.”
Tia was shaking as she knocked on “Thank you for the offer,” said
Mr. Morgan’s door. Mr. Morgan. “But I think the flowers
The door opened. Tia said in a look better this way. The pots are
rush, “I’m sorry, Mr. Morgan but I— fuller. They are more colorful.”
I broke one of your flowerpots.”
18 19TIA’S BAD DAY
Ten minutes ago Tia was in a bad Reread the Story
mood. Many bad things had happened
that day. Now she felt good.
Analyze the Characters, Setting, and Plot
The main character “The only thing that’s different,” she • Who were the characters in the story?
solves the problem thought, “is that now I’m thinking • Where and when does the story take place?
she is having with
herself. Tia learns about good things. Mr. Morgan is being • Is the story written in the first-person point of view or
that attitude is nice to me. My friends are helping me. the third-person point of view? How do you know?
often determined • What was the main character’s problem?
by what we pay
I am a lucky girl.” • What relationships does the main character have with the
attention to. At first, the replanted flowers other characters? How do those relationships affect the
Readers can enjoy sagged a little. But as Mr. Morgan outcome of the story?
the humor in the
story, and can watered them, they perked up. They Analyze the Tools Writers Use: Personification
also relate to turned their faces to the sun. Find examples of personification in this story when:
the ending.
“You know what, Mr. Morgan?” Tia • Tia can only eat half of her sandwich. (page 15)
said. “I think this bad day is going to • Tia angrily punts the football. (page 18)
• Broken pieces of pottery hit the ground. (page 18)
end up being pretty fantastic!” • Mr. Morgan waters the replanted flowers. (page 20)
Focus on Words: Antonyms
Make a chart like the one below. Then look for antonyms
in the story to help you understand the following words.
Page Word Antonym How do you know?
14 dawdling
15 record
17 careful
19 negative
20 sagged
20 fantastic
20 21THE WRITER’S CRAFT
How does an author write
2. Brainstorm Characters
Writers ask these questions:
Realistic • What kind of person will my main character be?
What are his or her traits? Interests?
• What things are important to my main character?
Fiction? { What does he or she want?
• What other characters will be important to my story?
How will each one help or hinder the main character?
• How will the characters change? What will they learn
Reread “Tia’s Bad Day” and think about what Amanda Jenkins about life?
did to write this story. How did she develop it? How can you,
as a writer, develop your own story? 3. Brainstorm Setting and Plot
Writers ask these questions:
• Where does my story take place? How will I
1. Decide on a Problem describe the setting?
Remember: The characters in realistic fiction face the • What is the problem, or situation?
same problems that you might face. In “Tia’s Bad Day,”
• What events happen? How does the story end?
the problem is a girl who becomes gloomy and cranky
when everything seems to go wrong. • Will my readers be entertained? Will they learn something?
Setting Oak Street Apartments
Character Tia Ms. Parsons Mr. Morgan
Problem of A girl is upset because everything about her
the Story day is going wrong.
Traits responsible; moody organized; fair forgiving; a good Story 1. The girl oversleeps and is almost late for school.
problem solver Events 2. She forgets her math homework and lunch.
3. She becomes angry at her friends, kicks a football
into her neighbor’s patio, and breaks one of
Examples She feels bad when She wants students He doesn’t want his flowerpots.
she almost makes to turn in to their Tia to feel bad Solution The teacher gives the girl an extra day to bring in
her friends late for homework on time, about the flowers, to the her homework. The cafeteria lady gives her a peanut
school, but gets but has a back-up and proposes a Problem butter sandwich to eat. The neighbor accepts her
upset with them system in case plan to save them. help in cleaning up the mess and repotting the plant.
when they won’t someone forgets. The girl decides the day will be good after all.
play with her.
22 23Glossary Make Connections Across Texts
Complete a graphic organizer like the one below.
ancient (ANE-shunt) very old (page 10)
careful (KAIR-ful) cautious (page 17) Story The Writing on the Wall Tia’s Bad Day
curious (KYER-ee-us) interested in investigating Point of View
new things (page 8) Setting
dawdling (DAU-duh-ling) wasting time (page 14) Main Characters
Problem
fantastic (fan-TAS-tik) excellent (page 20)
Solution
negative (NEH-guh-tiv) lacking positivity (page 19)
ordinary (OR-dih-nair-ee) routine; normal (page 7) Analyzing the Stories
Use your graphic organizer to help you answer these questions.
record (rih-KORD) to make a written note • What connections can you make to the settings in the stories?
(page 15) • What connections can you make to the problems in the stories?
• Have you ever acted like a character in one of the stories?
sagged (SAGD) drooped (page 20) Explain.
• Which characters are alike? Which characters are different? How?
whispered (WIS-perd) spoke very softly, especially so • How are the stories’ endings alike? How are they different?
as not to be heard (page 10) • What could readers learn from these stories?
{
24GENRE: Realistic Fiction Level: J/18
Two Realistic Enjoy all of these Fables
Fiction Stories Fiction Readers’
Could the ancient & Writers’ Genre
carving on the cave Workshop titles.
wall really be Maria’s
twin? Tia’s day goes
from bad to worse
when she breaks Mr.
Morgan’s flowerpots. Fairy Tales Pourquoi Tales
What will happen
next? Read this book
to find out.
Tall Tales Historical Fiction
Dina Anastasio
writes stories, poems,
and games. She lives in
New York City, but her
favorite place is the
seacoast of Maine.
Amanda Jenkins Trickster Tales Realistic Fiction
is an award-winning
author of young
adult novels, as well
as numerous books
for students in the
elementary and
middle grades. She
lives in Texas.
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