[email protected] | Customer Support 1-800-269-6311 97 This autobiography sounds pretty interesting. I live near the mountains, too, so I can relate. But I live in a small city, so it isn’t as rural as the setting of Bowman’s Store. What about you? How would you describe where you live, your friends, and your family? Meet the Author Joseph Bruchac Born in 1942, Joseph Bruchac is a writer, storyteller, and poet. His ancestors are Native American, Slovak, and English. He is a member of the Abenaki Native American tribe. He was raised and still lives in Greenfield Center, New York, near the Adirondack Mountains. Much of his writing explores his experiences and culture. Bruchac has won numerous awards for his writing, including the Lifetime Achievement Award from the Native Writers’ Circle of the Americas in 1999. His 2005 novel Code Talker has been included in a list of the 100 best young adult books of all time. Author’s Purpose Authors write to persuade, to inform, to entertain, to explain, or to describe. Authors also make conscious choices in their writing to support their purposes. In an autobiography, an author’s purpose is usually to inform and to entertain. Look for people, places, and events that tell you about the author’s life. Look for dialogue and anecdotes (brief, interesting stories) that tell you something about the characters or the events. Analyze ▲ Writer, storyteller, and poet Joseph Bruchac Watch the book trailer for Bowman’s Store. Book Trailer React to the Trailer Watch the video. Answer the questions. Note It! Which one or two important events in your life would you include in your autobiography? 34 UNIT 1 Choices and Pathways 35 ENG25_A_SE_U01_026-085.indd 35 6/7/23 10:19 AM ENGAGE WITH READING from Bowman’s Store: A Journey to Myself by Joseph Bruchac FOREWORD 1 Bowman’s Store. That is what everyone called the place where I spent my childhood. A little gas station and general store in the Adirondack foothills town of Greenfield Center, New York. A town where at least a third of the people were Slovak immigrants—like my father, whose name I bear—who desperately wanted their children to be real Americans. A town where fully another third were of American Indian ancestry—real Americans, though few of them would admit it openly. And one of them was my mother. 2 Though my parents’ home was less than half a mile away from Bowman’s Store, I never spent a single night under their roof. Instead, I was raised by my maternal grandparents, Jesse Bowman and Marion Dunham. Grammar in Context ¶ 1 Notice the past tense verbs called and spent. Regular past tense verbs end in -ed or -d. Irregular past tense verbs, such as spent, are formed differently. What other past tense verbs can you find? ▲ My grandfather with my mother as a toddler Preview 1. What does the title of the book tell you about the genre? 2. Scan (look quickly at the whole reading) for unfamiliar words and make a list. Look up the words. 3. Predict What do the photographs tell us about the story? PURPOSE FOR READING As you read about the events in Joseph Bruchac’s autobiography, notice how he uses details, dialogue, and photos to tell his story. GLOSSARY foreword (n) introductory chapter foothills (n) low hills that rise to a mountain range bear (v) have, carry 36 UNIT 1 Choices and Pathways 37 ENG25_A_SE_U01_026-085.indd 36 6/7/23 10:19 AM READING STRATEGY Ask Questions ¶ 3–6 Ask yourself: Why does the author choose to include details about his grandfather? What do these details tell you about their relationship? What questions do you have about the characters? 1. Comprehension What was Jesse Bowman’s ancestry? 2. Analyze photos and captions What do the photos and captions show you about when Bruchac and his mother were born? 3. Analyze text structure: chronology ¶ 7 Why does the author use the time marker today? Inspect the Text 3 Jesse Bowman was a dark-skinned man who tried to hide his Abenaki Indian ancestry. I know now that he did this because of the prejudice against Indians that his family and many other Native families in the Northeast had experienced. Though his looks and demeanor were those of a Native person, he always referred to himself not as Indian but as French. And when anyone asked him why he was so dark-skinned he would simply say, “Us French is always dark.” 4 “But if you are French, Grampa,” I said to him once, “what am I?” 5 “Yer a mongrel,” he said. Then he smiled. “Jes’ like me. Mongrels is tough.” 6 Jesse Bowman raised me to manhood without ever admitting his heritage, yet today I am known as an American Indian storyteller and writer. People in many parts of this country and other countries read my words. Some even think of me as a teacher, of sorts. My own children have followed the path that I now walk; and they too, adults now, tell the traditional stories, sing the old songs in Abenaki, and know the American Indian view of the world as their own. It is a Native view of the world that their father only fully realized was his own when he became an adult. 7 How did this happen? How did I get from this childhood, in which my grandfather denied our shared Indian heritage, to my life today? This process was not linear or orderly. But I know where it begins. It begins in Bowman’s Store, a place where small seeds of love and trust, of belief and sharing, were planted—a place that was the home of my childhood, and the place where I live to this day. ▲ My grandfather with me at the age of four months GLOSSARY demeanor (n) appearance or behavior toward others orderly (adj) arranged neatly Expand Vocabulary: Word Structure ¶ 6 Analyze the structure of the word traditional. 36 UNIT 1 Choices and Pathways 37 ENG25_A_SE_U01_026-085.indd 37 6/7/23 10:19 AM What to expect with Engage • Offers print resources and a personalized digital solution designed to support students at different proficiency levels as they develop their academic language and literacy skills • Builds proficiency in vocabulary, reading, listening, speaking, writing, and grammar skills that are vital to success in school and in life • Promotes academic language development and scaffolds reading and writing skills • Engages students with rich, motivating literary texts that connect to real life and engaging informational texts in science, social studies, math, and other content areas • Inspires students to explore career pathways • Helps students access grade-level content with scaffolded supports • Is accompanied by authentic media and a rich digital learning environment with integrated content, resources, and tools uniquely created to engage students and support language learning Student Book • Student Book • Practice Book • Teacher’s Edition • Assessment Program PRINT PROGRAM Components LITERACY & CONTENT GRADES 9–12
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