G7 - Unit 4

UNIT 4
Instructional Overview and Resources

Instructional Focus Resources
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=TX-A;NL-A CorrectionKey=TX-A;NL-A
Unit Instruction Unit 4 Essential Question Stream to Start: The Terror and Wonder of Space
UNIT 4
THE TERROR
AND WONDER
OF SPACE
The Terror and Wonder of Unit 4 Academic Vocabulary Unit 4 Response Log
?
Space
ESSENTIAL
QUESTION
Why is the
idea of space
exploration
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty Images; (b) ©Paul LeFevre/iStockPhoto
both inspiring
and unnerving?
“ All adventures, especially into

new territory, are scary.
”
Sally Ride
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ANALYZE & APPLY

“Martian Metropolis” Reading

Audio
ANALYZE & APPLY
MARTIAN
METROPOLIS Science Writing by Meg • Analyze Structural Elements
Reading Studio: Notice & Note
Science Writing by Meg Thacher
? ESSENTIAL
QUESTION:
Thatcher • Analyze Organizational Patterns
Writing Studio: Writing Informative Texts
Why is the
idea of space
exploration
Lexile 930L Writing: Write an Informative Report
© Houghton Mifflin Harcourt Publishing Company • Image Credits: NASA Jet Propulsion Laboratory
both inspiring
and unnerving?
Speaking and Listening Studio: Participating in

© Houghton Mifflin Harcourt Publishing Company
NOTICE
Speaking and Listening: Create a Timeline
266 Unit 4
NOTICE &
& NOTE
NOTE READING
READING MODEL
MODEL Collaborative Discussions
Vocabulary: Greek Roots atmos and sphere
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Signposts
h4_n-and-n Vocabulary Studio: Roots
• Numbers and Stats
• ul_bullet_n-and-n
Language Conventions: Capitalization
Grammar Studio: Module 13: Lesson 1: Capitalizing the
• Word Gaps
Names of Heavenly Bodies
• Big Questions
Audio
ANALYZE & APPLY
DARK THEY
“Dark They Were, and Reading
WERE, AND
GOLDEN-EYED Golden-Eyed” • Analyze Science Fiction Close Read Screencast: Modeled Discussion
• Analyze Mood Reading Studio: Notice & Note
Science Fiction by Ray Bradbury
? ESSENTIAL
QUESTION:
Why is the
Science Fiction by Ray Bradbury
Writing Studio: Writing as a Process
idea of space
Lexile 540L Writing: Write a Letter

exploration
both inspiring
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Meibion/Alamy
and unnerving?
Speaking and Listening: Make a Graphic Speaking and Listening Studio: Participating in
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Vocabulary: Latin Root pend
Vocabulary Studio: Roots
Language Conventions: Consistent Verb Tenses Grammar Studio: Module 9: Lesson 4: Using Verb Tense
Consistently
MENTOR TEXT Reading

Audio
ANALYZE & APPLY
CHALLENGES
FOR SPACE • Analyze Author’s Purpose
EXPLORATION
Argument by Ann Leckie “Challenges for Space • Analyze Repetition Text in Focus: Analyzing an Argument
?
Exploration”
ESSENTIAL
QUESTION:
Why is the
idea of space
exploration
Writing: Write a Poem Reading Studio: Notice & Note

Argument by Ann Leckie
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©inhauscreative/iStockPhoto.com
both inspiring
and unnerving?
Writing Studio: Writing a Poem

Lexile 880L Speaking and Listening: Listen for a Poem’s Message

304 Unit 4
Vocabulary Studio: Etymology

Vocabulary: Etymology
Speaking and Listening Studio: Participating in a

Language Conventions: Commas After Introductory Discussion
Phrases
Grammar Studio: Module 7: Lesson 2: Using Commas
“What if We Were Alone?” Reading

Audio
ANALYZE & APPLY
WHAT IF
WE WERE
ALONE?
Poem by William Stafford • Analyze Graphical Elements
Poem by William Stafford
• Analyze Theme Reading Studio: Notice & Note

? ESSENTIAL
QUESTION:
Writing Studio: Planning and Drafting a Poem

Why is the
Writing: Write a Poem

idea of space
exploration
both inspiring
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Robert Llewellyn/Corbis
and unnerving?
Speaking and Listening Studio: Analyzing and

Speaking and Listening: Listen for the Theme

314 Unit 4

Evaluating Presentations
Unit Dark They Were, and Challenges for Space

SUGGESTED Introduction Martian Metropolis Golded-Eyed Exploration
PACING:
30 DAYS
1 2 3 4 5 6 7 7
8 9 10
7 11 12 13 14 15 16
262A Unit 4
PLAN
Text in
FOCUS
English Learner Support Differentiated Instruction Assessment

• Learn Vocabulary
• Discussion Web
• Text X-Ray • Write an Informal Report When Students Struggle Selection Test
• Understand Organizational • Understand Greek Roots • Graphic Organizer
Patterns To Challenge Students
• Conjugate • Create Diagrams
• Monitor Comprehension
• Understand Capitalization
• Oral Assessment
• Text X-Ray • Oral Assessment When Students Struggle Selection Test

• Understand Mood • Write a Letter • Possible Sentences
• Practice Critical Vocabulary • Understand Latin Roots • Storyboard
• Monitor Comprehension To Challenge Students

• Analyze Mood
• Understand Science Fiction
• Understand Consistent Verb
Tenses
• Text X-Ray • Listen for a Poem’s Message When Students Struggle Selection Test
• Understanding Word Choice • Etymology • Reteach Repetition
• Use Cognates
• Using Images
• Oral Assessment
• Text X-Ray • Comprehend Structure When Students Struggle Selection Test

• Understand Concepts • Listen for the Theme • Reteach Theme
• Understand Academic
Language
• Analyze Graphical Elements
What if We Seven Minutes Space Exploration Should Be More Than Science Fiction/ Independent
Were Alone? of Terror Humans Should Stay Home and Let Robots Take to the Stars Reading End of Unit
17 17
18 19 20 21 22 7
23 24 25 26 27 28 29 30
The Terror and Wonder of Space 262B

PLAN
UNIT 4 Continued
Instructional Focus Resources
ANALYZE & APPLY
“Seven Minutes of Terror” Media
ANALYZE & APPLY
MEDIA
ESSENTIAL
QUESTION:
Audio
SEVEN
Video by the National • Analyze Video
Why is the
idea of space
MINUTES OF exploration
TERROR
Reading Studio: Notice & Note
both inspiring
Video by the and unnerving?
Aeronautics and Space

National Aeronautics and Space
Administration
QUICK START
As NASA scientists and engineers plan missions, what challenges
might they face? Talk about your ideas with a partner or a small group.
Writing: Write a Personal Narrative
Administration Writing Studio: Writing Narratives
ANALYZE VIDEO
GENRE ELEMENTS: MEDIA The purpose, or intent, of an informational video is to explain a topic.
• often conveys information The video’s creator combines visual and sound elements to meet
• may target a general or this purpose. An informational video may also use these elements to
© Houghton Mifflin Harcourt Publishing Company • Image Credits: 7 Minutes of Terror: ©NASA Jet Propulsion Laboratory
specific audience express the feelings and thoughts of the creator.
Speaking and Listening: Present the Techniques

• frequently includes experts
or eyewitnesses who provide
Visual elements include the images, the style of the images, and the
explanations and key insights
ways in which the elements work together.
• examples include television
broadcasts, newspapers,
videos, magazines, and the images that appear to move; created through
Internet ANIMATION
drawings, computer graphics, or photographs
Speaking and Listening Studio: Participating in

visual images captured on film or digitally;
FILM FOOTAGE
edited to deliver information clearly
drawings (maps, charts, diagrams, and so on)

GRAPHICS
used to represent ideas or data
Sound elements include what you hear in a video.
instrumental and/or singing; emphasizes the

MUSIC
emotional mood; may signal shifts in topic
Collaborative Discussions
words spoken over the images; carefully
NARRATION
worded to present key facts
322 Unit 4
COLLABORATE & COMPARE

Reading Audio
• Analyze Argument
• Analyze Rhetorical Devices Reading Studio: Notice & Note
Writing: Write a Letter Writing Studio: Writing as a Process
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=TX-A;NL-A
“Space Exploration Should Speaking and Listening: Create a Loaded Language Chart Speaking and Listening Studio: Participating in
ARGUMENT
SPACE Be More Than Science Collaborative Discussions

Vocabulary: Connotations and Denotations
EXPLORATION
SHOULD BE
Fiction”
MORE SCIENCE
THAN FICTION
Grammar Studio: Module 10: Lesson 5: Who and Whom

by Claudia Alarcón
pages 329–333
COMPARE ARGUMENTS
As you read, notice the persuasive
techniques and main points contained in
each argument. Then think about each
argument’s central claim. After you read
both arguments, you will collaborate with a
small group on a project.
? ESSENTIAL
QUESTION:
Why is the idea of

space exploration
Argument by Claudia Alarcon Language Conventions: Subordinating Conjunctions to
Form Complex Sentences
both inspiring and
Lexile 1060L
unnerving?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) NASA; (b) ©Purestock/Getty Images
ARGUMENT
HUMANS
SHOULD STAY
HOME AND LET
ROBOTS TAKE
TO THE STARS
by Eiren Caffall
pages 338–341
“Humans Should Stay

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Reading Audio
Home and Let Robots Take • Analyze Argument
• Analyze Rhetorical Devices Writing Studio: Writing Narratives
to the Stars”
Argument by Eiren Caffall Writing: Write a Short Story Speaking and Listening Studio: Giving a Presentation
Lexile 1060L Speaking and Listening: Describe a Process Vocabulary Studio: Using a Dictionary or Glossary
Vocabulary: Dictionary/Glossary Entries Grammar Studio: Module 6: Lesson 2: Subject-Verb
Agreement
Language Conventions: Complete Complex Sentences
Collaborate and Compare Reading: Speaking and Listening Studio: Having a Debate
• Compare Arguments
• Analyze the Texts
Speaking and Listening: Research and Share
INDEPENDENT READING
The independent Reading selections are “Let’s Aim for Mars” “An Optimistic View of the World”
only available in the eBook. Argument by Buzz Aldrin Personal Essay by Dan Tani
Go to the Reading Studio Lexile 1140L Lexile 970L
for more information on
NOTICE & NOTE.
END OF UNIT
Writing Task: Write an Argument Writing: Write an Argument Unit 4 Response Log
Language Conventions: Pronoun-Antecedent Agreement Mentor Text: “Challenges for Space Exploration”
Speaking and Listening Task: Present a Speaking and Listening: Prepare a Podcast Writing Studio: Writing an Argument
Podcast
Writing Studio: Introduction: Argument
Writing Studio: Support: Reasons
Reflect on the Unit
262C Unit 4
PLAN
English Learner Support Differentiated Instruction Assessment
• Text X-Ray When Students Struggle Selection Tests

• Use Cognates • Analyze the Video
• Confirm Understanding
• Understand Questions
• Discuss with a Small Group
• Text X-Ray • Verbal Response When Students Struggle Selection Tests

• Internalize New Terms • Create a Chart • Pros and Cons
• Practice • Cute Connotations

• Oral Critique • Language Conventions
• Seek Clarification and Express
Opinions
• Evidence
• Text X-Ray When Students Struggle Selection Tests

• Use Prereading Strategies • Sketch to Stretch
• Oral Assessment To Challenge Student

• Write an Argument
• Describe a Process
• Vocabulary Strategy
• Language Conventions
• Think About It When Students Struggle

• Analyze an Example
p_body
p_body-bold-red
“Your World” “Sally Ride” from Selection Tests

Poem by Georgia Headstrong
Douglas Johnson Biograph by Rachel
Swaby
Lexile 1140L
• Language X-Ray • Use a Variety of Sentence When Students Struggle Unit Test
• Understand Academic Types • Develop a Draft
Language • Pronoun-Antecedent • Transitional Words and Phrases
• Write a Collaborative Agreement • Belonging
Argument • Prepare a Podcast To Challenge Students
• Use the Mentor Text • Explore Multimedia
The Terror and Wonder of Space 262D

UNIT 4
TEACH
THE TERROR
AND WONDER
Connect to the
ESSENTIAL QUESTION
OF SPACE
Ask a volunteer to read aloud the Essential Question. Discuss
how the images on p. 262 relate to the question. Ask: What
is inspiring about space travel? How might it be frightening?
Encourage students to picture themselves exploring
space, and ask them to reflect on the hazards and limits of
exploration.
■■English Learner Support

Learn Vocabulary Make sure students understand the
Essential Question. If necessary, explain the following terms:
• inspiring means “exciting”
? ESSENTIAL
QUESTION
• unnerving means “scary” Why is the
Help students reframe the question: Why do people want to
explore outer space? SUBSTANTIAL/MODERATE
idea of space
exploration
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty Images; (b) ©Paul LeFevre/iStockPhoto
DISCUSS THE QUOTATION both inspiring
Tell students that space exploration excited the world when and unnerving?
Neil Armstrong, commander of Apollo 11, became the first
human to set foot on the moon in 1969. More recently,
Sally Ride became the first woman to fly in space. Advances
in technology have extended human understanding of
the scope, form, and mechanics of the cosmos. We have
compelling new information about the birth and death of
stars like the sun; far-flung indications of what may be water-
bearing planets, like Earth; a sense of the outermost edges
of a vast universe, and the nature of its expansion. Ask: What
“
is scary about ventures into space? If it’s scary, why do so many
people want to go “out there” anyway?
All adventures, especially into
”
new territory, are scary.
Sally Ride
262 Unit 4
LEARNING MINDSET
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Growth Mindset Remind students that mistakes are a sign of progress, and give them
opportunities to think about how to improve. With repeated effort comes progress. On every
learning journey, everyone advances at her or his own pace. Encourage them to take pride in
their work, and to look at every selection as an opportunity to set higher goals and stretch past
their comfort zone.
262 Unit 4
UNIT 4
ACADEMIC VOCABULARY TEACH
Academic Vocabulary words are words you use when you discuss and write about texts.
In this unit you will practice and learn five words.
✔complex
❑ ❑ potential ❑ rely ❑ stress ❑ valid ACADEMIC VOCABULARY
Study the Word Network to learn more about the word complex. As students complete Word Networks for the remaining
four vocabulary words, encourage them to include all the
categories shown in the completed network if possible, but
SYNONYMS point out that some words do not have clear synonyms or
complicated, intricate;
perplexing, confusing antonyms. Some words may also function as different parts
DEFINITION ANTONYMS
of speech—for example, complex may be an adjective or a
having many interconnected
parts; difficult to understand
simple; clear noun.
complex (k∂m-plĕks´, kŏm-plĕks´) adj. Consisting of
complex interconnected or interwoven parts (Spanish cognate:
(k∂m-pl≈ks´)
adj. complejo)
CLARIFYING EXAMPLE WORD ROOT OR ORIGIN
The problem is complex
because we need to consider
comes from the Latin word
complecti, meaning “to
potential (p∂-tĕn´sh∂l) adj. Capable of being but not
several variables. entwine” yet in existence (Spanish cognate: potencial)
RELATED WORDS rely (rĭ-lī) intr. v. To be dependent for support, help, or
complexity, complexly
supply
stress (strĕs) n. A condition of extreme difficulty,
Write and Discuss Discuss the completed Word Network with a partner, making sure pressure, or strain (Spanish cognate: estrés)
to talk through all of the boxes until you both understand the word, its synonyms,
antonyms, and related words. Then, fill out Word Networks for the remaining four valid (văl´ĭd) adj. Well grounded; just (Spanish
words. Use a dictionary or online resource to help you complete the activity. cognate: válido)
Go online to access the Word Networks. DO NOT EDIT--Changes must be made through “File info”
UNIT 4
RESPONSE LOG
Use this Response Log to record your ideas
about how each of the texts in Unit 4 relates to
RESPOND TO THE
ESSENTIAL QUESTION
or comments on the Essential Question.
Essential Question:
? Why is the idea of space exploration both inspiring
RESPOND TO THE ESSENTIAL QUESTION

and unnerving?
Martian Metropolis Direct students to the Unit 4 Response Log. Explain that
In this unit, you will explore how space exploration has affected students will use it to record ideas and details from the
Dark They Were, and

Golden-Eyed
our world. As you read, you will revisit the Essential Question selections that help answer the Essential Question. When
and gather your ideas about it in the Response Log that
Challenges for
they work on the writing task at the end of the unit, their
Space Exploration
appears on page R4. At the end of the unit, you will have the What If We Were
Alone?
Response Logs will help them think about what they have
opportunity to write an argument in which you present and Seven Minutes of
Terror read and make connections between texts.
support your opinion about the necessity of human space
Space Exploration
travel. Filling out the Response Log will help you prepare for this Should Be More
Science Than Fiction
writing task. Humans Should

Stay Home and Let
Robots Take to the
Stars
R4 Response Log
You can also go online to access the Response Log. 7_LTXESE973237_EMU4RL.indd 4 4/7/2018 5:51:25 AM
The Terror and Wonder of Space 263
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The Terror and Wonder of Space 263

PLAN
DO NOT EDIT--Changes
must be made through
CorrectionKey=TX-A;NL-A “File info”
ANALYZE & APPLY
MARTIAN
READING MODEL METROPOLIS
MARTIAN METROPOLIS
Science Writing by Meg
Thacher
? ESSENTIAL
QUESTION:
Science Writing by Meg Thatcher Why is the

idea of space
exploration
both inspiring
Jet Propulsion Laboratory

and unnerving?
Company • Image Credits: NASA
Company
© Houghton Mifflin Harcourt Publishing

266 Unit 4
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4/7/2018 5:22:35 AM
GENRE ELEMENTS LEARNING OBJECTIVES

INFORMATIONAL TEXT • Analyze structural elements, such as references and
Review the elements of informational text with students. Remind acknowledgments.
them that informational texts give facts and do not set out to • Analyze organizational patterns.
convince or persuade. Writers of informational texts support their • Conduct research about past missions to Mars.
information with direct quotes from experts and footnotes citing • Write an informative report on the current status of Mars
their sources. They also often use text features such as headings exploration.
to organize the information. In this lesson, students will examine • Create a timeline depicting Mars missions.
three types of organization that informational texts might use: • Study the Greek roots atmos and sphere.
classification, cause and effect, and advantages and disadvantages. • Review capitalization of proper nouns and abbreviations.
• Language Identify proper nouns based on capitalization.
TEXT COMPLEXITY
Quantitative
Measures Martian Metropolis Lexile: 930L
Ideas Presented Literal, explicit, and direct, purpose or stance clear
Quantitative Structure Used May support through subheads, definitions, glossary

Measure
Language Used Meanings are implied but support is offered
Knowledge Required Begins to rely more on outside knowledge
264A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Unit 4 Response Log English Spanish
• Selection Audio Meg Thacher, a professor Meg Thacher, una profesora
of astronomy, discusses de astronomía, discute punto
• Reading Studio: Notice & Note point-by-point what living on por punto cómo sería para los
Mars would be like for humans. humanos vivir en Marte. Debido
• Writing Studio:
Writing Informative Texts Because its environment is so a que tiene un ambiente tan
different from that of Earth, life diferente al de la Tierra, la vida
• Speaking and Listening Studio: on Mars would contrast sharply en el planeta rojo vecino sería un
Participating in Collaborative from what humans are used to. contraste fuerte a la vida a la que
Discussions According to Thatcher, recent estamos acostumbrados. Pero
• Vocabulary Studio: Roots discoveries and technological con la combinación del ingenio
innovations make human humano y las innovaciones
• Grammar Studio: Module 13:
colonization of Mars is a very real tecnológicas, la colonización
Lesson 1: Capitalizing the Names of
(and fast-approaching) possibility. humana de Marte es una
Heavenly Bodies
posibilidad (próxima) muy real.
• ✔ “Martian Metropolis” Selection Test
SMALL-GROUP OPTIONS
Have students work in small groups to read and discuss the selection.
Pinwheel Discussion Three-Minute Review

• In groups of eight, four students are seated • Have student pairs gather their notes and
facing in; four students are seated facing out. materials on “Martian Metropolis” (texts remain
• Students in the inner circle remain stationary closed).
throughout the discussion. • Tell them they have three minutes to come up
• Students in the outer circle move clockwise with answers to each question you will ask.
after discussing each question. • Ask a series of questions, varying in difficulty,
• Guide the discussion by asking a question for such as:
each round. Examples: ºº What is the greatest danger to humans living
ºº Would you move to Mars? Why or why not? on Mars? (radiation)
ºº What would be the hardest part about living ºº How long would the journey from Earth to
on Mars? Explain. Mars take? (6–8 months)
ºº What would you miss the most about living Afterwards, discuss the answers. Have students
on Earth? analyze how well they remembered the text versus
how thorough their notes were.
Martian Metropolis 264B

PLAN
Text X-Ray: English Learner Support

for “Martian Metropolis”
Use the Text X-Ray and the supports and scaffolds in the Teacher’s Edition to
help guide students at different proficiency levels through the selection.
INTRODUCE THE SELECTION

DISCUSS THE COLONIZATION OF MARS CULTURAL REFERENCES
In this lesson, students will need to discuss the science and technology The following words and phrases may be unfamiliar to
required for humans to live on Mars. Read paragraph 3 with students, and students:
point out the word atmosphere. Provide the following explanations: • life raft (paragraph 2): a small boat or vehicle that is
• Atmosphere is the air that is around a planet. It is made up of gases. The used to help people escape during an emergency
gases around Earth are easy for people to breathe. But people cannot • cool (paragraph 2): great, fantastic, awesome
breathe the gases around Mars.
• Fourth Rock from the Sun (paragraph 4): creative way of
Explain to students that Mars’s atmosphere makes it impossible for people to saying Mars is four planets away from the sun
live there without special technology. Have volunteers tell whether they think • Living Off the Land (paragraph 7): meeting needs for
people will ever live on Mars. Supply the following sentence frames: food and shelter by farming or hunting where you live
I think people will live on Mars because _____. • wear and tear (paragraph 14): normal damage that
happens when an item is used regularly
I do not think people will live on Mars because _____.
LISTENING
Understand Have students listen as you read aloud the subheading “Living Off the Land” followed by paragraphs 7
Organizational Patterns and 8. Use the following supports with students at varying proficiency levels:
• Tell students you will ask some questions about what they just heard. Allow students to answer
Draw students’ attention to
using thumbs up or thumbs down responses. For example, ask: Does Mars have metals and rock?
the subheading “Living Off
Does Mars have wood or soil? Does Mars have animals? SUBSTANTIAL
the Land” on p. 270. Tell them
that they can use subheadings • Have students identify which resources Mars does and does not have. Supply these sentence
to find details about a topic frames: Mars has ____, ____, and ____. Mars does not have ____, ____ or____. MODERATE
in a text more easily when • After listening to the excerpt read aloud, have pairs work together to tell which resources people
rereading. In this section, they would need to bring with them to Mars. LIGHT
will find details about how
settlers might survive on Mars.
264C Unit 4
PLAN
SPEAKING
Pronounce Use the following supports with students at varying proficiency levels:
Challenging Words • Point to the words organisms and fertilizer in paragraph 8, and model how to sound them out. Provide
students with definitions. Then have themrepeat the words after you. SUBSTANTIAL
Have students practice
pronouncing challenging • Have students identify the words organisms, fertilizer, and sewage in paragraph 8. Have student pairs take
words from the text. turns sounding out and pronouncing the words. Correct pronunciation as necessary. MODERATE
Circulate around the • Instruct partners to read this sentence from paragraph 8 aloud: Poop makes excellent fertilizer, so the sewage
room to make sure treatment plant will be near the greenhouses. Have students correct each other’s pronunciation, providing
students are pronouncing support as necessary. Then, have them reread the sentence using correct pronunciation. LIGHT
words correctly.
READING
Read with Image Work with students to read paragraphs 4–6. Provide students with images of Mars that clearly depict
Support craters, dunes, mountains, dust, rocks, red soil, and pink sky. Use the following supports with students at
varying proficiency levels:
Provide students with
• Point to geographic features and have students identify them with words from a word bank. Allow
labeled images of Mars
students to answer with single word responses or in their home language. If students struggle, provide
to help them connect
the word and have them chorally repeat it. SUBSTANTIAL
with the descriptions in
the section “Fourth Rock • Guide students to complete sentence frames with words from a word bank; the sentences should
From the Sun.” Reinforce describe provided images. For example: I see _____and _____ in the image of Mars. MODERATE
content-area vocabulary. • Have pairs work together to read the descriptions from the text that match the images. LIGHT
WRITING
Capitalize Proper Use the following supports with students at varying proficiency levels:
Nouns • Work with students to identify proper nouns they would include in their informative report. Use these
proper nouns to write 2–3 sentences about current Mars exploration on the board. Have students copy
Work with students
the sentences into their notebooks. SUBSTANTIAL
to understand the
writing assignment on • Guide students to write short sentences about Mars exploration. Make sure students use correct
p. 279. Emphasize the capitalization of proper nouns. Supply this sentence frame: It takes a long time to get from ____ to ____.
importance of correctly MODERATE
capitalizing proper • Have student pairs generate a list of proper nouns they wish to include in their informative reports.
nouns when writing an Then have students write their informative reports, using each proper noun from their lists in their
informative report. writing. LIGHT
Martian Metropolis 264D

TEACH Notice Note
READING MODEL
EXPLAIN THE SIGNPOSTS

MARTIAN METROPOLIS
Explain that Notice & Note Signposts are significant
For more information You are about to read the informational text “Martian Metropolis.”
moments in the text that help readers understand and on these and other
In it, you will notice and note signposts that will help you identify
analyze works of fiction or nonfiction. Use the instruction signposts to Notice &
important details and make inferences about the text. Here are three
Note, visit the Reading
on these pages to introduce students to the signposts Studio. key signposts to look for as you read this article and other works of
Numbers and Stats, Word Gaps, and Big Questions. nonfiction.
Then use the selection that follows to have students apply
the signposts to a text.
When you read and encounter Numbers and Stats Have you ever seen a commercial that promised
For a full list of the fiction and nonfiction signposts, quantities or a comparison with
numbers, pause to see if it’s a
that a product was 99% fat free? Or maybe you heard a sportscaster
see p. 348.
Numbers and Stats signpost: fire off a series of statistics about a basketball game. How did the use
Numerals such as eight, 98%, of numbers and statistics help you understand the information?
and 1,001
NUMBERS AND STATS Numerals and stats used in a
Authors use specific quantities and statistics to help support an idea or
comparison: three out of ten, argument. Paying attention to Numbers and Stats can:
If you argue about how warm it was three winters ago, your
five times as many
case will be stronger if you can cite dates and temperatures. • help reveal the key points the author is making
Indefinite quantities, such as
Numbers and Stats support an argument with data, a most, some, many, bigger than,
• hint at the author’s bias or purpose for writing
form of evidence or proof that is difficult to refute. younger than • show comparisons between two things
Display the following sentence: Because Earth and Mars are Here, a student underlined evidence of a Numbers and Stats instance
so far apart, signals are delayed for a little while. Underline in “Martian Metropolis”:
the clause for a little while. Ask: How is the example text more
convincing? (The sentence in the example defines the short
signal delay. Vague language leaves room for doubt in an 15 But people on Mars will communicate with Earth pretty
often. Because Earth and Mars are so far apart, signals are
argument.)
delayed by up to 24 minutes. Communication will mostly
Tell students that when they see Numbers and Stats, they Anchor Question
resemble email. Jay Dickson, a planetary geologist at Brown
should pause, mark them in their consumable texts, and ask When you notice University, has lived at Antarctica’s isolated McMurdo
the anchor question: How does this affect the argument? this signpost, ask: Station. “Just being able to send pictures back and forth is

Why did the author great for morale,” Dickson explains.
use these numbers
or amounts?
. . . signals [between Earth and Mars] are delayed by up

What statistic is used?
to 24 minutes.
It supports the author’s point that people on Mars will

Why do you think the author
communicate often with Earth because there is only a
included this statistic?
24-minute delay. It also helps show how far away Mars is.
264 Unit 4
7_LTXESE973237_U4NN.indd 264 4/7/2018 5:22:25
264 Unit 4
Word Gaps Have you ever come across a word or phrase in a textbook When you see the following, TEACH
pause to see if it’s a Word Gaps
that you didn’t recognize? What did you do? Did you read on, or did
signpost:
you go back to look for clues in the text?
• a boldfaced or highlighted
Noting Word Gaps, or unfamiliar words and phrases, can guide you word
to use context clues and a dictionary or other resources to determine

• an unfamiliar word, phrase, or WORD GAPS
concept
meanings. Doing this can then help you understand important details • an unclear or confusing word, A Word Gap is the textual equivalent of a stubbed toe: a
and ideas in the text. Here’s how a student marked the text to indicate phrase, or concept
moment that brings a reader up short when he or she bumps
an example of Word Gaps:
into unfamiliar words or phrases.
8 Settlers will need to grow food. Mars has dirt, but it Point out that context offers clues to language and concepts
doesn’t have soil. Soil contains microbes that help plants Anchor Question that may at first be unfamiliar. Sometimes those clues may
When you notice
grow. Fortunately, humans will take those organisms along come multiple paragraphs before and after an obscure
this signpost,
with them! Poop makes excellent fertilizer, so the sewage ask, “Do I know reference. (And remind students to refer to a dictionary or
treatment plant will be near the greenhouses. . . . this word from thesaurus for clarification.)
someplace else?
Tell students that when they encounter Word Gaps, they
What context clues helped should pause, mark them in their consumable texts, and ask
you determine the meaning “that help plants grow,” “those organisms” the anchor question: Can I find clues to help me understand
of microbes? this?
How does understanding the
Knowing the meaning of the word helps me understand
word microbes help clarify
that even though settling Mars will be difficult, there
how settlers can overcome the
are solutions to problems.
BIG QUESTIONS
challenges of living on Mars?
Explain that readers can use Big Questions to guide their
reading or to deepen understanding of a text. Tell students
Big Questions As you read nonfiction texts, you will likely encounter
information that is new to you. It’s time to think about this Big that they should think about the Big Question as they read.
Question: What surprised you? Doing this can help you think more Authors often make claims or present facts and information
critically about the author’s claims. A student marked what appeared that a reader may never have encountered before. When
to be a surprising detail in this way:
students are surprised by a particular detail in the text, they
6 . . . On Mars, cosmic radiation is much higher than it is should ask the following questions to understand what
on Earth. This can cause serious damage to DNA, which makes a particular detail intriguing: Why does this detail
increases the risk of cancer. The danger decreases if you surprise me? Why did the author include this detail? Is the
burrow 16 feet (5 meters ) under the surface of the Red author presenting facts or stating an opinion?
Planet. The soil overhead would provide about the same

amount of protection as Earth’s atmosphere. Tell students that when they spot a Big Question they
should stop, mark them in their consumable texts, and ask
themselves the anchor question: What just surprised me?
What surprised you in this The danger of cosmic radiation decreases if you
passage? burrow 16 feet under the surface of Mars.
APPLY THE SIGNPOSTS
The author probably included the information to show
Why might the author have Have students use the selection that follows as a model text
that even though cosmic radiation is dangerous, there
included this information? to apply the signposts. As students encounter signposts,
is a way to protect settlers.
prompt them to stop, reread, and ask themselves the anchor
Notice & Note 265 questions that will help them understand the author’s
argument.
WHEN STUDENTS STRUGGLE . . .

TXESE973237_U4NN.indd 265 4/7/2018 5:22:27 AM
Syntax Surgery If students are struggling with Big Questions, model the Syntax Surgery
strategy for them. Display text that features words or phrases that may be unfamiliar. Circle
those terms. Then draw arrows that connect them to underlined words and phrases that
provide context clues. Ask: How does this circled item relate to the underlined ones? How does
this help answer a Big Question? Encourage students to use Syntax Surgery in their consumable
texts when they encounter new information.
Notice & Note 265

ANALYZE & APPLY
TEACH
Connect to the
ESSENTIAL QUESTION MARTIAN
This informational essay explains what living on Mars would
be like for humans. While it may dispel some fears about
living in space, it also makes it clear that living on the red
planet would come with some great obstacles.
METROPOLIS
? ESSENTIAL
QUESTION:
Why is the
idea of space
exploration
both inspiring
and unnerving?
266 Unit 4
LEARNING MINDSET
7_LTXESE973237_U4AAS1GR.indd 266 4/7/2018 5:22:35
Seeking Challenges This informational text focuses on seeking challenges. Use it to show
students that with hard work and perseverance, humans can overcome anything. We all are
capable of achieving great things provided we establish a goal and set our minds to achieving
that goal. Most goals involve overcoming challenges. Remind students that when they set
their goals they should include some challenges. Meeting these challenges will improve their
self-confidence and inspire them to face future challenges.
266 Unit 4
GET READY
TEACH
QUICK START
Maybe you’ve seen amazing photographs of Mars. But have you ever
thought about what it would be like to live there? Discuss with your
class the likely challenges of humans living on Mars.
QUICK START
Have students read the Quick Start question, and invite
ANALYZE STRUCTURAL ELEMENTS them to share any information they know about Mars. Create
a “What is Mars like?” graphic organizer on the board. Invite
Text features are elements of a text that help organize and call GENRE ELEMENTS:
INFORMATIONAL TEXT volunteers to add details to the chart. Then, have the class
attention to important information. Science writing—such as “Martian
Metropolis”—and other informational texts often contain multiple text • provides factual information discuss what these details help them understand about what
features, including references and acknowledgments. • includes evidence to support life might be like for humans on Mars.
ideas
• References include footnotes and endnotes. Footnotes appear at • contains text features to
the bottom of the page and provide additional information about
terms or ideas in the text, including sources. Endnotes appear at the
convey information
ANALYZE STRUCTURAL
• can be presented in many
end of the text and include the same information as footnotes. forms, such as science writing, ELEMENTS
news articles, and essays
• The acknowledgments is a list of statements that recognize the Ask students whether they think references such as
contributions made by people or organizations to the creation of the footnotes and endnotes are important. Explain that
text. This might include research or image contributions, or other footnotes clarify details and add additional information that
help that was given to the author.
is not included in the text. For instance, anyone reading
“Martian Metropolis” who wants to know more about any of
the topics discussed need only look up the sources listed in
ANALYZE ORGANIZATIONAL PATTERNS
the references.
To ensure that informational texts are clear to readers, writers choose
a pattern of organization, or a particular arrangement of ideas and This selection ends with an acknowledgment. Point out that
information. Facts and details can be organized in a variety of ways. acknowledgments provide authors with the opportunity to
This chart shows a few common patterns of organization. As you read thank the people who helped them in the preparation of a
“Martian Metropolis,” note the organizational patterns the author uses. text. Acknowledgements usually appear at the beginning of
a text.
PATTERN EXAMPLE FROM THE SELECTION
A classification pattern presents objects, ideas, and The city will need energy for heat and electricity. The
information in groups, or classes, based on common best sources will be solar, geothermal, and wind, as ANALYZE
characteristics. there’s no oil or gas on Mars. Settlers will also want
to make fuel for trips back home. They’ll likely use ORGANIZATIONAL
carbon dioxide from the Martian atmosphere to PATTERNS
make methane gas. . . .
• Classification Explain to students that authors
A cause and effect pattern shows the relationship Because it has to produce its own air, the Martian of informational texts often classify, or categorize,
between events and their causes. city will be small.
details based on common ideas. This helps readers
An advantages and disadvantages pattern divides Of all the planets in the solar system, Mars is the understand how facts and information relate to one
ideas about a topic into the positive and negative most Earth-like. It’s made of rock and has a thin
another. In “Martian Metropolis,” the author classifies
points, or advantages and disadvantages. atmosphere. . . . The biggest danger on Mars,
though, is radiation. solar, geothermal, and wind as types of energy.
• Cause and Effect Point out the word because in the
example sentence. Remind students to look for cause-
Martian Metropolis 267
and-effect signal words and phrases as they read, such
as for, because, since, so, as a result, due to, cause, effect,
TXESE973237_U4AAS1GR.indd 267 4/7/2018 5:22:36 AM
therefore, thus, and consequently. Signal words are
not always present, but can help readers more easily
identify cause and effect in a text.
• Advantages and Disadvantages Explain that
authors present both positive and negative aspects of
a topic so readers can assess the good and bad points
and then use these points to form an opinion. Point
out that a vernacular phrase for this organizational
pattern is pros and cons.

GET READY
TEACH CRITICAL VOCABULARY
atmosphere radiation colonize geothermal
To see how many Critical Vocabulary words you already know, use
them to complete the sentences.
CRITICAL VOCABULARY
1. The large volcanic island got much of its energy from
Encourage students to read all the sentences before resources.
deciding which word best completes each one. Remind
them to look for context clues that match the meaning of 2. from the sun and other sources in space can pose a
danger to humans.
each word.
Answers: 3. Earth’s is thicker and more protective than that of Mars.
1. geothermal 4. In order to Antarctica, people would have to cope with

the cold temperatures and lack of resources.
2. radiation
3. atmosphere LANGUAGE CONVENTIONS
4. colonize Capitalization In this lesson, you will learn about capitalization.
Proper nouns—the names of specific people, places, and things—
■■English Learner Support are always capitalized, as in this example from “Martian Metropolis”:
Use Cognates Tell students that all the Critical Vocabulary “This could be our life raft,” says Darby Dyar, an astronomy
words have Spanish cognates: geothermal/ geotérmica, professor at Mount Holyoke College and a member of the Mars
radiation/ radiación, atmosphere/atmósfera, colony/colonia, Curiosity rover team.
colonize/colonizar. LIGHT As you read, note the capitalization of proper nouns.
LANGUAGE CONVENTIONS
ANNOTATION MODEL NOTICE & NOTE
Explain to students that with today’s technology, many
As you read, notice and note signposts, including Numbers and Stats,
people do not take the time to capitalize in their text Word Gaps, and Big Questions. Here is an example of how one reader
messages, social media posts, and e-mails. Some software responded to this paragraph from “Martian Metropolis.”
even automatically capitalizes words for us. Point out that it
is still important to know correct capitalization when writing
5 It’s farther from the sun than Earth, so Mars is The statistics in this
for formal occasions, such as college application essays,

much colder. On average, it’s a bone-chilling -80˚ F / paragraph help me see
resumes, school or college essays, and job applications. how different Mars is
-62˚ C. The Martian day (called a “sol”) is about 40
Explain that in many of these cases, students will not be minutes longer than an Earth day; a Martian year is from Earth.
able to rely on autocorrect and will need know the rules of 668.6 sols. Its atmosphere is about 100 times thinner
There is a footnote. It
capitalization. than Earth’s,1 and it’s 95 percent carbon dioxide. Even
will tell me more about
if Mars’ atmosphere were thicker, we wouldn’t be able
Provide students with a brief, sample e-mail that includes what I’m reading.
to breathe it. Earth’s atmosphere is mostly nitrogen
incorrectly capitalized proper nouns. Have them work
and oxygen, with 0.04 percent carbon dioxide—a Stats about Earth and
individually to identify the proper nouns. Then, have student combination that’s friendlier to our planet’s life forms. Mars show that life
pairs check each other’s work. there won’t be easy.
ANNOTATION MODEL 268 Unit 4
Students can review the Reading Model if they have

questions about any of the signposts. Suggest that they
underline important phrases or circle key words that help

them identify signposts. They may want to color-code their Organizational Patterns To help students understand the information the author presents
annotation by using a different color highlighter for each about life on Mars, have students fill in an advantages and disadvantages graphic organizer.
signpost. Point out that they may follow this suggestion or
Life on Mars Advantages Disadvantages
use their own system for marking up the selections in their
Atmosphere
write-in texts.
Food
Work
Play
For additional support, go to the Reading Studio and assign

268 Unit 4 the following Level Up tutorial: Reading for Details.
LEVEL
NOTICE & NOTE
BACKGROUND TEACH
Meg Thacher is an astronomy instructor at Smith College in western
Massachusetts. In addition, she serves as the academic director for the
college’s Summer Science and Engineering Program, offered to
high school girls who are interested in science, engineering, BACKGROUND
and medicine. Thacher explains her passion for science
writing by saying, “I love all things science, and I love Students may not be aware that Mars is barely habitable
explaining it in terms that kids can understand.” because of the lack of oxygen in the atmosphere and its lack
of protection from harmful radiation. Make sure students
understand these facts, but also let them know that humans
can use technology to overcome these difficulties.
MARTIAN SETTING A PURPOSE
METROPOLIS Direct students to use the Setting a Purpose prompt to focus

their reading.
WORD GAPS
Students may recognize the word colony from their history
studies, but may it may not occur to them to apply it to
the concept of moving to another planet. (Answer: The
SETTING A PURPOSE author introduced the term early because the article is about
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Meg Lysaght Thacher ; (b) NASA Jet Propulsion
establishing a colony on Mars.)

As you read, pay attention to the information about the Red Notice & Note
Planet that surprised you. What do you think would be most Use the side margins to notice
challenging about living on Mars? and note signposts in the text.
1
N ASA plans to send humans to Mars in the 2030s, and
several private entities aim to send settlers to live on
Mars permanently.
2 There are several reasons to create an off-planet colony. WORD GAPS
One is survival of our species. “We never know what will Notice & Note: Mark the clues
happen to threaten the habitat. This could be our life raft,” in paragraph 2 that help you
understand the word colony.
says Darby Dyar, an astronomy professor at Mount Holyoke
College and a member of the Mars Curiosity rover team. Infer: Why did the author
introduce this term so early in
“There’s also the cool factor,’’ she says. “Who would not
the text?
want to live on Mars?”
Laboratory
3 Scientists living on Mars can study the planet up close

better than rovers can. They can compare it to Earth and atmosphere
other planets. They can study its atmosphere—and humans’ (√t´m∂-sfîr´) n. An atmosphere
is the gaseous mass or envelope
that surrounds a planet.
CRITICAL VOCABULARY
ENGLISH LEARNER SUPPORT
TXESE973237_U4AAS1.indd 269 4/7/2018 5:22:35 AM
atmosphere: Earth’s atmosphere is a mixture of nitrogen,

Monitor Comprehension Tell students that active readers notice and take action
oxygen, and other gases.
when they come across text they don’t understand. Have students practice monitoring
comprehension verbally. ASK STUDENTS why it is important for scientists to study
Mars’s atmosphere. (It is important for scientists to study
Supply sentence frames to help students take action when part of a text is unclear or confusing:
Mars’s atmosphere in order to understand how humans
I do not understand ___. What does the word ___ mean? SUBSTANTIAL/MODERATE
might survive on the planet one day.)
Have student pairs of varying proficiency take turns reading paragraph 1. Instruct listeners to
stop readers when they don’t understand something. Then, have them reread the text slowly.
LIGHT

NOTICE & NOTE
TEACH effect on that atmosphere. If they find evidence for life on Mars,
whether past or present, that will tell humans we’re not alone in
the universe.
Fourth Rock from the Sun

NUMBERS AND STATS 4 Of all the planets in the solar system, Mars is the most Earth-
Provide students with background information to help them like. It’s made of rock and has a thin atmosphere. The scenery is
understand the numbers cited in paragraph 5. C and F refer beautiful but also strange, with craters and sand dunes, dust and
to Celsius and Fahrenheit, which are measurements for scattered rocks. It has massive landforms—the tallest mountains
NUMBERS AND STATS and deepest canyons in the solar system—all under a pink sky.
temperature. The difference between Mars’s 95% carbon
5 It’s farther from the sun than Earth, so Mars is much colder.
dioxide atmosphere and Earth’s 0.04% is staggering. Notice & Note: In paragraph 5,
On average, it’s a bone-chilling -80° F/-62° C. The Martian day
mark the statistics the author
(Answer: It helps illustrate how difficult it would be to live provides about Mars. (called a “sol”) is about 40 minutes longer than an Earth day;
on Mars, especially because it is so cold and has such a thin a Martian year is 668.6 sols. Its atmosphere is about 100 times
Analyze: What does this
atmosphere.) information help you thinner than Earth’s,1 and it’s 95 percent carbon dioxide. Even if
understand about what it Mars’ atmosphere were thicker, we wouldn’t be able to breathe
would be like to live on Mars?
it. Earth’s atmosphere is mostly nitrogen and oxygen, with 0.04
ANALYZE STRUCTURAL radiation
percent carbon dioxide—a combination that’s friendlier to our
planet’s life forms.
ELEMENTS (r∑´d∏-∑´sh∂n) n. Radiation is
energy transmitted in the form 6 The biggest danger on Mars, though, is radiation. Mars has
of waves or particles.
The footnote number (2) refers to the text it is referencing no magnetic field to protect humans from high-energy particles
and its position at the bottom of the page. Be sure to show ANALYZE STRUCTURAL from the sun and other sources, called cosmic rays. On Mars,
ELEMENTS
students that the page contains three footnotes and their cosmic radiation is much higher than it is on Earth. This can
Annotate: Circle the footnote
corresponding sources. (Answer: It tells the source of the number in paragraph 6 and cause serious damage to DNA, which increases the risk of cancer.
underline its footnote at the The danger decreases if you burrow 16 feet (5 meters) under
information that explains why radiation on Mars is an important bottom of the page. the surface of the Red Planet.2 The soil overhead would provide
concern.) Analyze: What information about the same amount of protection as Earth’s atmosphere.
does this footnote provide?
colonize Living Off the Land

ANALYZE ORGANIZATIONAL (k≤l´∂-nπz´) v. When you 7 Sending stuff to Mars is very expensive. The cheapest way to
colonize a place, you send
PATTERNS a group of people to a new colonize will be to make everything there. “It’s really all about
place to establish a colony or the resources,” says Dyar. “If we find things there that allow us
Explain to students that organizational patterns help with settlement.
to sustain human life, then we can settle there.” Mars has plenty
the flow of information in the text. The author uses these ANALYZE of metals and rock, and probably lots of water, but no wood or
patterns to jump from category to category without having ORGANIZATIONAL
petroleum (which is used to make gasoline, plastic, and many

PATTERNS
to use transitions. (Answer: Classification: This section Annotate: Mark the subheads other useful products). The settlers could make bricks from
focuses on how colonists would use resources found on Mars, on these pages. local dirt. Mars has plenty of silicon and iron, elements that
as opposed to another section that focuses on entertainment in Analyze: Which main will allow people to produce glass and steel.3 And of course,
organizational pattern is the
the colony.)
author using? How can you tell?
1
“The Terrestrial Planets,” National Oceanic and Atmospheric Administration,
https://www.esrl.noaa.gov/gmd/outreach/info_activities/pdfs/TBI_terrestrial_
planets.pdf
2
“Mission to Mars Would Double Astronauts’ Cancer Risk,” U.S. National Library of
Medicine, https://medlineplus.gov/news/fullstory_166629.html
3
“Oxygen in the Martian Atmosphere: Regulation of PO2 by the deposition of iron
formations on Mars”, NASA Technical Reports Server, Nov 7, 1995, https://ntrs.
nasa.gov/search.jsp?R=19920019239
270 Unit 4
CRITICAL VOCABULARY
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through radiation can cause serious illness in humans.

ASK STUDENTS how people protect their skin from the
sun’s radiation on Earth (Possible answers: sunscreen,
limiting exposure to the sun, long clothes.)
colonize: When settlers create a home in an unfamiliar
place, they are colonizing it, whether it is inhabited or not.
ASK STUDENTS whether they think colonists on Mars will
be the first people to live there. (Possible answer: Yes
because it is too hard for life to thrive in Mars’s atmosphere.)
270 Unit 4
NOTICE & NOTE
everything sent to Mars will stay on Mars. Martian citizens will TEACH
be really good at recycling.
8 Settlers will need to grow food. Mars has dirt, but it BIG QUESTIONS
doesn’t have soil. Soil contains microbes that help plants grow. Notice & Note: Mark the
Fortunately, humans will take those organisms along with them! information in paragraph 8
Poop makes excellent fertilizer, so the sewage treatment plant that most surprised you. BIG QUESTIONS
will be near the greenhouses. Martians will most likely eat Infer: Why do you think Explain to students that this signpost is used to help
a vegan diet. Animals are hard to transport, and it takes much the author included this
information?
students connect details to the most important ideas in
less energy to grow plants than to raise animals. Plants also
a text. Have students list details from the text that most
use up carbon dioxide and produce oxygen, which people need
to breathe. surprised them. Then, have student pairs discuss what
9 The city will need energy for heat and electricity. The best detail most surprised them and why. (Possible Answer:
sources will be solar, geothermal, and wind, as there’s no oil geothermal I think using human poop as fertilizer is the most surprising
(j∏´∫-thûr´m∂l) adj. Geothermal
or gas on Mars. Settlers will also want to make fuel for trips relates to the internal heat of
detail. I didn’t know that poop could be recycled that way.)
back home. They’ll likely use carbon dioxide from the Martian the earth.
atmosphere to make methane gas. To do this, they’ll need
hydrogen. They could bring it from Earth, or get it from water
found on Mars. ENGLISH LEARNER
Smaller Is Better SUPPORT
10 Because it has to produce its own air, the Martian city will WORD GAPS Monitor Comprehension Use a Think Aloud routine
be small. At first, residents will probably live underground Notice & Note: Mark the with students as you reread paragraph10: I read that the
to protect against cosmic radiation. They’ll work to develop word cosmic in paragraph 10 Martian City might be in a dome. I can use context clues to
radiation-blocking glass or plastic. Once that’s in place, settlers and then use a dictionary or
understand that a dome is a kind of tent. I wonder how big
can live above ground in brick buildings with windows, or even context clues in the article to
determine its meaning. the dome will be? I can reread to see that a Martian city will
under a dome or tent.
11 To limit exposure to radiation, scientists will send rovers Infer: Why might the author be small, so the dome will only fit a small city.
have used this term to describe
and drones out exploring and will use the information to decide the radiation? Have student pairs of varying proficiencies reread
where to send human explorers. Temporary shelters and labs together to understand the terms underground and
will pop up all over the planet for short-term science projects. above ground, using the Think Aloud strategy as a
model. Provide support as needed. ALL LEVELS
For listening support for students at varying

Sun proficiency levels, see the Text X-Ray on page 264C.

Mars Earth
WORD GAPS
Notice & Note: Remind students that in some cases
context clues are not sufficient, and they will need to use
a dictionary to find the meaning of unknown words, such
as the word cosmic, which means “coming from space.”
The black line traces the most efficient path from Earth to Mars. Space travelers
(Answer: The author may have decided to note this specific
will need to wait as long as two years for the planets’ orbits to align.
kind of radiation to distinguish it from radiation coming from
Martian Metropolis 271 another source.)
TO CHALLENGE STUDENTS . . .
CRITICAL VOCABULARY
Create a Diagram Challenge students to come up with their own diagrams for a Mars colony.
Have them research NASA.gov and other science websites that include information on Mars geothermal: The article explains that geothermal
colonization for ideas. Students may accompany their diagrams with a written explanation. heat is a type of energy that comes from within a planet.
Encourage students to make their diagrams as detailed as possible by adding captions that Scientists may be able use Mars’s internal heat to create
explain the functions of each part of the colony. electricity to power a colony.
ASK STUDENTS why geothermal energy is a good option
for creating power on Mars. (Possible response: Geothermal
energy is a natural resource on Mars. It doesn’t have oil or
gas.)

NOTICE & NOTE
TEACH 12 Wealthy tourists might visit the Red Planet, but you won’t
have to be rich or a scientist to live on Mars. The city will need
farmers to grow crops, cooks, people to run the spaceport and
sewage plant, trash collectors, doctors and nurses—the list
goes on. Some jobs can be done by machines, which use fewer
LANGUAGE resources than human workers. So add robot mechanic to that
list of careers!
CONVENTIONS
Earth can be used as a proper or common noun. When All Work and No Play?
referring to the planet itself, we capitalize it. When referring LANGUAGE CONVENTIONS 13 Colonists will keep busy with work, but they’ll want
Annotate: In paragraph 13,
to the ground or soil, we do not capitalize it. (Answer: Earth entertainment too. They can venture outside for short
mark the proper nouns.
and Mars are specific planets, but the other nouns are not sightseeing trips. They’ll have television, radio, and movies—
Analyze: Why are these words
specific.) capitalized, but nouns such as some transmitted from Earth, some made right on Mars. They
television, radio, and movies are can read and do crafts. Colonists will probably make up new
■■English Learner Support not? sports that take advantage of Mars’ low gravity. Zip lines, rock
climbing, and trampolines will be popular.
Understand Capitalization Ask students how they know 14 But travel will be hard. The most fuel-efficient trip back to
the words Earth and Mars are proper nouns. (because they Earth (using gravity to do most of the work) will take around
are capitalized) Remind students that words that begin a six to eight months. Earth and Mars are properly aligned
sentence are also capitalized. SUBSTANTIAL for this trip for about 20 days every 26 months. Travelers in
a spaceship will experience more radiation than people get
Artists at NASA’s Jet Propulsion Laboratory collaborated with space scientists to
create this poster. It imagines a time when human visitors celebrate the robot
pioneers of Mars.
272 Unit 4
7_LTXESE973237_U4AAS1.indd 272 4/7/2018 5:22:40
272 Unit 4
NOTICE & NOTE
on Earth. Our muscles will weaken unless engineers create TEACH
“artificial gravity” by spinning the ships. It adds up to a lot of
wear and tear; humans will keep trips to a minimum.
15 But people on Mars will communicate with Earth pretty
often. Because Earth and Mars are so far apart, signals are
delayed by up to 24 minutes. Communication will mostly ANALYZE STRUCTURAL
resemble email. Jay Dickson, a planetary geologist at Brown
University, has lived at Antarctica’s isolated McMurdo Station. ELEMENTS
“Just being able to send pictures back and forth is great for Point out to students that the author lists acknowledgments
morale,” Dickson explains. ANALYZE STRUCTURAL
ELEMENTS
at the end of the text. In this case of this article, the
16 A colony on Mars will be humankind’s first steps in Annotate: Mark the acknowledgments list a team of people all working together
expanding our reach within the solar system and beyond. acknowledgments. to convey accurate information. (Answer: people mentioned
Analyze: What experts is the
in the article, such as Jay Dickson and Darby Dyar)
The author wishes to acknowledge the factual contributions of author likely referring to?
the space exploration experts consulted for this article.
CHECK YOUR
UNDERSTANDING
Have students answer the questions independently.
CHECK YOUR UNDERSTANDING
Answers:
Answer these questions before moving on to the Analyze the Text
1. C
section on the following page.
1 The author mainly supports her ideas by — 2. J
A citing opinions of multiple experts 3. A
B providing amusing anecdotes If they answer any questions incorrectly, have them reread
C using scientific evidence the text to confirm their understanding. Then they may
proceed to ANALYZE THE TEXT on p. 274.
D providing diagrams
2 Why does the author include the section Living Off the Land?
F To prove that colonizing another planet is possible
G To show that it will be expensive to live on Mars

H To convince readers that people should not farm on Mars
J To explain that colonists will need to make what they need
3 In paragraph 12, the author includes a list of jobs that will be

available in a Mars colony to show that —
A there will be a need for people with many different skills
B running the colony will require too many people and resources
C there will be many opportunities for science and tourism
D many jobs in the colony will be done by machines

Oral Assessment Use the following questions to assess students’ 3. What kinds of workers will a Martian colony need? (farmers, people to run
comprehension and speaking skills. machinery, trash collectors, doctors, and nurses)
SUBSTANTIAL/MODERATE
1. The author supports her ideas with ____. (scientific evidence)
2. What does the section “Living Off the Land” tell readers? (to explain that
colonists will have to make and grow what they need)

RESPOND
APPLY
ANALYZE THE TEXT
Support your responses with evidence from the text. NOTEBOOK
1. Explain Why does the author propose that humans colonize Mars
ANALYZE THE TEXT rather than another planet?
Possible answers:
2. Cite Evidence What natural resources does Mars have? Use
1. DOK 2: Mars is the most Earth-like planet. evidence from the text to explain how settlers could use the
natural resources of Mars to build a colony.
2. DOK 3 : Settlers could make bricks from local dirt. Mars
has plenty of silicon and iron, elements that will allow 3. Infer Review paragraph 7. How does the use of a footnote help
the author explain why colonists will have to make things?
people to produce glass and steel.
4. Compare How does the organization of the text help you
3. DOK 2: It supports the idea that because Mars is so far
understand Earth and Mars? Review the text and explain how the
away, it would be too costly to transport items from Earth. atmosphere and soil of Mars differ from those of Earth.
4. DOK 3: Each section in the article compares life on Earth 5. Notice & Note Why did the author use numbers and stats?
to life on Mars. For example, Mars has dirt but no soil.
Earth has soil, which contains microbes that help plants RESEARCH
grow.
RESEARCH TIP What other questions do you have about Mars? Brainstorm some
5. DOK 4: The author uses numbers and statistics to support Remember that information questions and find the answers by researching some Mars missions,
about Mars research may
her points about the challenges of traveling to and living including key events and their dates, to learn what’s been discovered.
change over time. One reliable
on Mars. source for updates is www.nasa.
gov. However, always check to MISSION DISCOVERIES
make sure the information you
Obtain information on Mars’s
have is dated within the last
RESEARCH year or so, whether it comes MAVEN atmosphere to understand dramatic
from a .gov site, an .edu site, or a climate change in Mars’s history.
Remind students it’s important to always keep a list of their news site.
sources in case they have to go back and check their facts Mars Reconnaissance Camera obtains information on
Orbiter geology and structure of Mars.
again.
Connect Mars Curiosity and Opportunity would be models Mars Science Rover sent to find out if Mars was or is
because both involve using rovers to explore the surface of Laboratory—Curiosity suitable for life.
the planet and send back data about rocks and soil, as well
Search and characterize rocks and soil,
as the landscape of different parts of the planet. Students Mars Rovers Spirit

take photographs to determine Mars’s
might also explore the current use of drones and the and Opportunity past and to understand geology of Mars.
additional information they might give scientists. Orbiter’s mission includes making map
of distribution of chemicals and minerals,
2001 Mars Odyssey
identifying areas with buried ice, and
identifying potential landing sites for rovers.
Connect In paragraph 11, the writer states that “scientists will send
rovers and drones out exploring and will use the information to decide
where to send human explorers.” How could your Mars research help
you decide where—and what—humans should explore there?
274 Unit 4
LEARNING MINDSET
7_LTXESE973237_U4AAS1RS.indd 274 4/7/2018 5:23:29
Asking For Help No one should be embarrassed about asking for help. In fact, students will
find that most people, whether they are older or their same age, enjoy answering each other’s
questions. If a student can’t think of anyone to ask for help, then help them brainstorm a list of
people they can reach out to. First, list someone who is the best person to ask for help, second
should be the person they can ask if the first person is too busy, and so on. Also, you can break
the list into categories, such as who to ask for help on reading, writing, or math. This way,
students will have a list of contacts for whenever they stumble. Finally, suggest that they keep
updating the list as time goes on.
274 Unit 4
RESPOND
APPLY
WRITE AND PRESENT
Write an Informative Report Use your research to write a two- to Go to Writing
Informative Texts in the
three-page report about the current status of Mars exploration. Writing Studio to learn
❏ Introduce the topic and state your controlling idea, or thesis

more. WRITE AND DISCUSS
statement, about the current Mars missions you researched. Write an Informative Report Remind students that they
❏ In the body of your report, briefly describe each mission can use the text they just read, “Martian Metropolis,” as a
you researched and what we’ve learned about Mars from it.
Remember to include references for the sources you used. resource. Even better, they can look up the works cited in the
❏ In your final paragraph, restate your controlling idea and footnotes and use them as resources.
summarize the current status of Mars exploration. For writing support for students at varying
Create a Timeline With a partner, use your combined research to Go to Participating
proficiency levels, see the Text X-Ray on page 264D.
in Collaborative
create an annotated timeline for Mars missions. Discussions in the
Speaking and Listening
❏ Review the research you both conducted on Mars explorations. Studio for help. Create a Timeline Review how to make a timeline.
Work together to determine key events that are most important Timelines should show the same increments of time, such as
to include in your timeline.
months, years, or decades. Timelines can also have sections
❏ Create your timeline on a computer or poster board. List the key
dates for each event along with a brief description. To enhance
that split off from the basic timeline and zoom in to a short
your timeline, consider including diagrams and other visuals that period of time that merits closer examination.
you create or download from the NASA website.
❏ Share your timeline with a small group. Discuss the similarities
and differences in the timelines—and what most surprised you. RESPOND TO THE
ESSENTIAL QUESTION
Allow time for students to add details from “Martian
RESPOND TO THE ESSENTIAL QUESTION Metropolis” to their Unit 4 Response Logs.
CorrectionKey=TX-A
Why is the idea of space UNIT 4 Use this Response Log to record your ideas ACADEMIC VOCABULARY
RESPONSE LOG about how each of the texts in Unit 4 relates to
As you write and discuss what

exploration both inspiring ? Essential Question:

Why is the idea of space exploration both inspiring
and unnerving? you learned from the article,
and unnerving? Martian Metropolis
be sure to use the Academic
Dark They Were, and
Golden-Eyed
Vocabulary words. Check off
each of the words that you use.
Gather Information Review your Challenges for
Space Exploration
annotations and notes on “Martian What If We Were

Alone?
❑ complex
Metropolis.” Then, add relevant details ❑ potential
Seven Minutes of
Terror
to your Response Log. As you determine ❑ rely

Space Exploration
Should Be More
what information to include, think about:

Humans Should
Stay Home and Let
Robots Take to the
❑ stress
Stars
• the reasons for colonizing Mars

R4 Response Log
❑ valid
7_LTXESE973237_EMU4RL.indd 4 2/2/2018 5:59:22 PM
• the challenges of living on Mars

• the benefits of Mars exploration
At the end of the unit, use your notes to write an argument.

TXESE973237_U4AAS1RS.indd 275 4/7/2018 5:23:30 AM
Create a Timeline Have student pairs create a timeline of Mars missions • Have student pairs follow the instructions on p. 275 for completing
based on their informative reports. their timelines. Remind students to use content-based vocabulary
• Provide student pairs with a Mars timeline that includes important from their informative reports in their timelines as well.
Mars exploration dates and a list of content-based vocabulary they LIGHT
can use to complete the timelines. Allow Beginning students to
add illustrations to the timeline that demonstrate understanding of
content-based vocabulary, such as dunes and rock.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Mark the letter of the answer to each question.
atmosphere Then, explain your response.
CRITICAL VOCABULARY radiation
colonize
1. Which of the following is a source of geothermal energy?
Answers: geothermal
a. fluids and rock found deep b. rushing rivers, streams, and
1. fluids and rock found deep in the earth because in the earth ocean waves
geothermal relates to the internal heat of Earth.
2. Which place could people still colonize?
2. Antarctica, because “colonize” means “to establish a a. Antarctica b. Australia
settlement in a new, uninhabited place”
3. Which of the following would you find in Earth’s atmosphere?
3. A mixture of nitrogen, oxygen, and other gases because a. a mixture of rock, fluids, b. a mixture of nitrogen,
atmosphere relates to the gaseous envelope that and minerals oxygen, and other gases
surrounds our planet
4. Where would you more likely be exposed to intense radiation?
4. in outer space, because planets like Mars emit intense
a. in outer space b. in a desert
radiation
VOCABULARY STRATEGY: Greek Roots

VOCABULARY STRATEGY: atmos and sphere
Greek Roots atmos Go to the Vocabulary
Studio for more on roots. A root is a word part that came into English from an older language,
and sphere such as ancient Latin or Greek. The word atmosphere in “Martian
Metropolis” comes from two Greek roots: atmos (Greek for “steam or
Answers: vapor”) and sphaira (Greek for “globe or ball”). The root sphere also
1. hemisphere: half of Earth appears in other English words related to the earth. One example is
troposphere, which is a layer of Earth’s atmosphere.
2. stratosphere: a layer of Earth’s atmosphere
Practice and Apply Use context clues and your knowledge of the
3. hydrosphere: the waters of Earth’s surface root sphere to write a likely meaning for each bold word. Use a print or
4. biosphere: the part of Earth that can support life online dictionary to confirm your word meanings.
1. For people in the southern hemisphere, winter falls in the months
of June, July, and August.
________________________________________________________

2. To avoid turbulence, jets often fly in the lower part of the
stratosphere.
________________________________________________________
3. The hydrosphere is made up of ocean waters, rivers, lakes, and
streams.
________________________________________________________
4. Life on Earth can exist only in the biosphere.
________________________________________________________
276 Unit 4

Pronounce Consonant Clusters Write the word geothermal on the board. Underline the
consonant cluster th, and model how to make the sound by pushing your tongue against your
two front teeth while expelling air. Read the word aloud, and have students chorally repeat.
Have student pairs repeat the activity with the word atmosphere. Model how to make produce
the sph sound before allowing students to work together independently.
276 Unit 4
RESPOND
APPLY
LANGUAGE CONVENTIONS: Capitalization
In your writing, you need to apply the rules of capitalization to proper Go to Capitalizing the
Names of Heavenly
nouns—the names of specific people, places, and things—including Bodies in the Grammar
organizations and places for specialized research. In this example from Studio for more.
LANGUAGE CONVENTIONS:
“Martian Metropolis,” note which proper nouns are capitalized. Capitalization
But people on Mars will communicate with Earth pretty
Review the information about capitalization of proper nouns
often. Because Earth and Mars are so far apart, signals
are delayed by up to 24 minutes. Communication will with students. Explain that capitalization is often forgotten
mostly resemble email. Jay Dickson, a planetary geologist or ignored in informal communication, but it is important
at Brown University, has lived at Antarctica’s isolated in that It helps us highlight someone’s or something’s
McMurdo Station. “Just being able to send pictures back importance. Furthermore, it’s a sign of respect for a person,
and forth is great for morale,” Dickson explains. place, or institution.
The chart below shows four types of proper nouns that require For additional practice, make a list of things in students’ lives
capitalization. When organizations are abbreviated, their abbreviations they know require capitalization, such as:
are also capitalized.
the name of your school
CAPITALIZATION OF PROPER NOUNS ABBREVIATIONS their last names
the name of their favorite restaurant
National Aeronautics and NASA
Organizations Space Administration their favorite movie
Jet Propulsion Laboratory JPL
Discuss why these things should or should not be
McMurdo Station
Places Antarctica
capitalized. If needed, demonstrate how not using capital
letters can be confusing, such as when using the title of a
Venus movie or film in a sentence. Capital letters help set the title
Planets Earth
Mars apart from the rest of the text.
Mars rovers Spirit and
Spacecraft Opportunity Practice and Apply
1. The United Nations (UN) headquarters is in New York City.
Practice and Apply The following sentences include proper nouns
that lack correct capitalization. In each sentence, indicate which proper 2. In January 2006, NASA launched the spacecraft New
nouns should be capitalized. Consult reference materials for terms or Horizons on a mission to explore Pluto.
titles that are unfamiliar to you.

3. The space shuttle was launched from the Kennedy Space
1. The united nations (un) headquarters is in new york city. Center at Cape Canaveral, Florida.
2. In January 2006, NASA launched the spacecraft new horizons on a
4. Astronauts routinely conduct spacewalks from the
mission to explore pluto.
International Space Station.
3. The space shuttle was launched from the kennedy space center at
cape canaveral, florida.
4. Astronauts routinely conduct spacewalks from the international
space station.

Understand Capitalization Remind students that proper names are capitalized in the
English language. Guide students to identify the types of proper nouns that are included in the
graphic organizer on page 277.
Guide students to understand that proper nouns help readers understand that they are
reading about a particular person, place, or thing. Provide the following sentence frame: I
know Mars, Venus, and Earth are proper nouns because they are _____. (planets/places).

PLAN
ANALYZE & APPLY
DARK THEY
DARK THEY WERE, WERE, AND

GOLDEN-EYED
Science Fiction by Ray Bradbur
y
AND GOLDEN-EYED ? ESSENTIAL

QUESTION:
Why is the
idea of space
Science Fiction by Ray Bradbury exploration

both inspiring
and unnerving?
Company • Image Credits: ©Meibion/Alamy
Company

278 Unit 4
278
4/7/2018 5:23:37 AM

SCIENCE FICTION • Identify and analyze elements of science fiction.
Remind students that science fiction is a genre in which characters, • Identify ways in which authors create mood.
settings, and events are not bound by an era’s contemporary • Conduct research about the dangers of space exploration.
conceptions of reality; science and technology defeat limitations • Write a friendly letter to someone speculating about alien life
set by time and distance; characters can change from human form forms.
to other forms; the only limits are set by the author’s ability to • Create a graphic story of “Dark They Were, and Golden-Eyed.”
make a story understandable. Stories often reflect or comment on • Use the Latin root pend.
important contemporary issues that interest and excite readers.
• Language Understand complex language structures.
TEXT COMPLEXITY
Quantitative
Measures Dark They Were, and Golden-Eyed Lexile: 540L
Ideas Presented Multiple levels, use of symbolism, greater demand for inference
Qualitative Structure Used Clear, chronological, conventional

Measures
Language Used Allusive, figurative language, complex sentence structures.
Knowledge Required More complexity in theme, experiences may be less familiar to many
278A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio The Bittering family arrives on Una familia llega a Marte como
Mars as part of a small colony. parte de una pequeña colonia.
• Close Read Screencasts: Within moments of their arrival, Inmediatamente, el padre
Modeled Discussions Mr. Bittering becomes obsessed expresa su deseo de volver a la
• Reading Studio: Notice & Note by the idea of returning to Earth. Tierra. Y empieza a construir
He senses that he will be changed un cohete para regresar a la
• Writing Studio: in some way and becomes fearful Tierra. Al tiempo, nota pequeños
Writing as a Process of losing his identity. Mr. Bittering pero significativos cambios
begins building a rocket in order en su familia y en los otros
• Speaking and Listening Studio:
Participating in Collaborative to return to Earth. In time, he colonizadores después de comer
Discussions notices slight but significant la comida cultivada en el nuevo
changes in his family. Gradually, planeta. Gradualmente, el padre
• Vocabulary Studio:
all of the colonists attain Martian y su familia se acostumbran
Roots
characteristics and begin to use a Marte y se hacen más
the Martian language. Finally, marcianos. Finalmente, la familia
• Grammar Studio: Module 9: Lesson
4: Using Verb Tense Consistently the family is transformed into a se transforma en una familia
Martian family. Another rocket marciana. Otro cohete llega a su
• ✔ “Dark They Were, and Golden-Eyed” arrives on Mars and finds no colonia y no encuentra a ningún
Selection Test
Earthlings. terrícola.
SMALL-GROUP OPTIONS
Think-Pair-Share Sticky Note Peer Review

• After students have read and analyzed “Dark This activity can be used for the “Write a Letter”
They Were, And Golden-Eyed,” Ask: What writing exercise at the end of the selection.
mysteries are left unexplained at the end of the • Have each student read his or her paper to a
story? partner or small group.
• How does the story’s theme apply to real life? • Have the students who listen, record specific
• Have students think about the questions feedback on sticky notes.
individually and take notes. • Have students categorize their notes: positive
• Have pairs discuss their ideas about the comments, suggestions, and questions are
question. three categories and should go on three
• Ask pairs to share their responses with the separate notes.
class. • Have students initial their sticky notes and
present them to the writer.
Dark They Were, And Golden-Eyed 278B

PLAN

for “Dark They Were, And Golden-Eyed”

DISCUSS ESCAPE AND FEAR OF CHANGE CULTURAL REFERENCES
In this selection, students will need to be able to discuss the changing nature The following words and phrases may be unfamiliar to
of reality in an imagined world. Point out that the story was published at a students:
time when people began to realize that the entire world could be destroyed • clock interior (paragraph 1): the intricate interior of a
by nuclear weapons. Ask students to think about how tempting it is to search mechanical clock, also known as clockwork
for ways to escape danger—if only in imagination. Ask what it might be like
• whispered away (paragraph 1): quietly walk away;
to escape danger at home only to find one’s self marooned in a strange new
• mind (paragraph 22): to be concerned or annoyed by;
place; talk about the fear of losing one’s identity. Explain key concepts.
care
The need to escape is a common starting point in many science fiction stories. • In spite of (paragraph 42): to do something and not let
Fear of change or loss of identity through alien forces is a common theme. something else affect it
Help students make lists of things they would do if marooned on an island • never mind (paragraph 164): used to tell someone to
(e.g., build a boat to escape, test the safety of food, hold on to their core forget something
values). Have them save their lists to refer to after they have read the story. • hadn’t the foggiest notion (paragraph 269): expression
Ask them to compare what they would do with what Mr. Bittering did. for not knowing something
LISTENING
Understand Complex Have students listen to the selection audio for paragraphs 1–8. Use the following supports with
Language students at varying proficiency levels:
• Play paragraphs 1–6 of the selection audio while holding up images inspired by science fiction
Monitor students’
stories, e.g., people leaving a rocket ship. Use gestures and the images to indicate what the
understanding of the story’s
events and dialogue mean. Ask: Where does the father want to go? (He wants to get back on the
content and figurative
rocket and return to Earth.) Accept single word answers such as “Earth.” SUBSTANTIAL
language after they listen
to the selection audio. Use • After listening to the selection audio, reread paragraph 8 aloud. (Point out the cognates disolver,
a variety of media to create and intelecto.) Ask: What is the father afraid of losing? (his intellect) MODERATE
appropriate scaffolds for • Have partners each listen to the selection audio and then retell the events in paragraphs 1–8.
interpreting form and meaning Have them listen for unfamiliar words and seek clarification as needed. LIGHT
in the story.
278C Unit 4
PLAN
SPEAKING
Retell for Use the following supports with students at varying proficiency levels:
Understanding • Read paragraphs 9–12 aloud. Have students chorally repeat after you: This is a science fiction story. Have
students retell what they visualize is happening in paragraph 9. Encourage them to use their home
Help students to retell
language, cognates, drawings, and found images to retell events in paragraphs 9–12. SUBSTANTIAL
events and important
concepts in the text. • Have students work in small groups. Ask them to identify unfamiliar words and phrases from
Explain that the story paragraphs 9–12. Circulate among them to clarify meaning. Listen to individual students retell the
they are reading contains events in the text. Encourage use of cognates, images, and gestures. MODERATE
many words, images, and • Have students in pairs read paragraphs 9–12 to each other. Have them seek clarification as needed.
expressions that may be Ask students to summarize the events and predict what they think may happen. LIGHT
unfamiliar. Encourage
students to seek
clarification.
READING
Read for Main Ideas Read paragraphs 196–199 aloud. Use the following supports with students at varying proficiency levels:
and Concepts • Have students read the summary of the story in Spanish or a summary in their home language. Play
the selection audio. Have students use cognates, home language words, drawings, and images to
Guide students through
demonstrate comprehension of paragraph 196. (piscina = swimming pool, mural = mural, villa = villa)
paragraphs 196-200.
Encourage some SUBSTANTIAL
learners to use gestures, • Have students read paragraphs 196–199. Ask: Is the father more or less afraid than in the beginning?
images, and single (less afraid) Ask students to use single words to describe the setting. MODERATE
words to demonstrate • After they silently read paragraphs 196–2OO, have pairs discuss the ways that the Bitterings have
understanding of the changed. Have them make inferences about what is happening to Mr. Bittering. LIGHT
main ideas.
WRITING
Write a Letter Use the following supports with students at varying proficiency levels. Have students go to the Writing
Studio for help:
Work with students
• Model finding images of Mars as it actually exists; label them with words students can use in a graphic
to read the writing
letter or infographic; encourage students to do research on reputable astrobiological research sites in
assignment on p. 301.
their home languages. Have students use graphic organizers to put together a succession of images and
Help them do the words in English that support their opinions. Tell students that they do not have to have fully formed
necessary research opinions about the possibility of alien life in space, but they should try to express their thoughts clearly.
to form and express SUBSTANTIAL
opinions.
• Ask students to follow the same guidelines that students at the Beginning proficiency level are using.
Have them use a greater number of words, phrases, and sentences in their letters. MODERATE
• Ask students to do research on reputable sites to support their opinions. Have them create outlines of
their ideas using the four bulleted points on the student page. Then, ask them to write two paragraphs
about what they discovered in their research; have them concentrate on what they are most curious
about. LIGHT
Dark They Were, And Golden-Eyed 278D

ANALYZE & APPLY
TEACH
Connect to the
ESSENTIAL QUESTION DARK THEY
For the characters in “Dark They Were and Golden-Eyed,”
space travel and exploration is an unnerving necessity WERE, AND
GOLDEN-EYED
brought about by imminent war. There are only hints that
an inspirational spirit of investigation may have prevailed
in earlier expeditions. Even the natural monuments are
named after corporations and the wealthiest men in the early
twentieth century. Discovery occurs in an unexpected way. Science Fiction by Ray Bradbury
? ESSENTIAL
QUESTION:
Why is the
idea of space
exploration
both inspiring

and unnerving?
278 Unit 4
LEARNING MINDSET
Asking for Help Explain to students that they will often encounter texts that offer new
challenges which they may find hard to meet. Tell them that it’s almost never too soon to
ask for help— especially when negative feelings toward work are present. It is important to
identify the real sources of frustration; there are times when engaging in positive self-talk
and self-monitoring will help students discover how to ask for the help they need. Practicing
self-questioning of the sort found in small group activities like reciprocal teaching can help
students to clarify their needs before throwing up their hands and saying “I can’t do it!”
278 Unit 4
GET READY
TEACH
QUICK START
Films and TV shows often focus on characters who find themselves in
predicaments—that is, difficult situations. What types of predicaments
fascinate you? What is it about them that draws you in and holds your
QUICK START
attention? Record your thoughts in your journal.
Have students read the Quick Start question. Encourage
students to write in their journals about why they think
ANALYZE SCIENCE FICTION people find entertainment value in the predicaments of
others. Is it to relieve one’s own stress? Do people identify or
Writers of science fiction often present readers with fantastical GENRE ELEMENTS:
settings, characters, and events set in the future. At the same time, SCIENCE FICTION empathize with those in trouble? Is it because they expect to
they often tell stories that in some way comment upon new and • explores unexpected find solutions in art that they don’t find in life? Ask students
possibilities of the past,
emerging science and technology, contemporary society, and human to use their personal experience as readers to write about
present, or future
nature in general. As you read Ray Bradbury’s story, use the chart to this question.
• mixes scientific facts and
note characteristics of science fiction. theories with imaginative
settings and plots
CHARACTERISTICS OF SCIENCE
FICTION
EXAMPLES IN THE STORY • usually includes familiar ANALYZE SCIENCE FICTION
elements and conflicts found
Scientific/Technological Information in real life Have students examine the text for examples they can use
in the chart on p. 279. Model filling in a cell for “Examples In
Familiar Elements of Life Today The Story.” For example: The Hormel Valley is named after a
Imaginary Locations and Situations
food company. (Many students may know that in the present
era, large stadiums that were once named after teams and
geographical areas are now named after corporations.)
ANALYZE MOOD ANALYZE MOOD

Mood is the feeling or atmosphere that a writer creates for a reader. Model using a graphic organizer like the one shown on p.
A writer creates mood by 279 . Explain to students that mood can be thought of as
• carefully choosing words to describe the plot, setting, and characters the overall atmosphere in a work of fiction. As an example,
• revealing what characters think and how they speak choose “comedic” for the center elipse of the organizer;
explain that comedic is an adjective that describes things
Identifying mood helps you understand a story. As you read, think
that are characteristic of comedy. Have the class guide you
about how the story makes you feel and the effect that particular words
in filling in examples of setting, plot, character, and dialogue
have on you. Use the graphic organizer below to record your notes.
that would add to the overall mood of a comedic book or
film, e.g., The setting is a mechanical house that keeps falling
apart at unexpected moments during a wedding.
Mood
Dark They Were, and Golden-Eyed 279
Dark They Were, And Golden-Eyed 279

GET READY
convivial subtly idle forlorn recede pendulum muse
them to complete the sentences.
CRITICAL VOCABULARY
1. As we drove away, the city’s skyline began to .
Encourage students to read all the sentences before
deciding which word best completes each one. 2. Visitors could hear the regular swish of the old clock.
1. recede 3. I just want to about the strange things I saw today.
2. pendulum 4. People’s opinions have shifted during the past year.
3. muse 5. The host moved with ease from guest to guest.
4. subtly 6. The abandoned garden seems , sad, and empty.
5. convivial 7. It’s too hot to work today; let’s just here in the shade.
6. forlorn
7. idle Consistent Verb Tenses The tense of a verb tells the time of the action
or the state of being. In writing, it is important to use the same tense
■■English Learner Support to describe actions that take place at the same time. Unnecessarily
Practice Critical Vocabulary Have student pairs practice shifting, or inconsistent, verb tenses can confuse the reader.
pronouncing and using the Critical Vocabulary words in INCORRECT: Ms. Sherman coaches us as we practiced our songs.
sentences. Then have them think of synonyms for each of CORRECT: Ms. Sherman coached us as we practiced our songs.
the words. If after several minutes they’re still struggling,
they can use a dictionary or thesaurus. LIGHT
LANGUAGE CONVENTIONS ANNOTATION MODEL NOTICE & NOTE

Sounding out verb tenses can be helpful. Practice these As you read, note the author’s use of the elements of science fiction
examples: and the choice of words to create mood. In the model, you can see one
reader’s notes about “Dark They Were, and Golden-Eyed.”
Last summer we swim in the pool. (swam)

Kyle turn his paper in late. (turned or turns)
2 The man felt his hair flutter and the tissues This description makes me
The teacher was upset with Kyle right now. (is) of his body draw tight as if he were standing at feel scared for the man.
The teacher is upset with Kyle earlier today. (was) the center of a vacuum. His wife, before him,
seemed almost to whirl away in smoke. The The man’s family is with him.
Tell students if they are ever unsure about verb tense children, small seeds, might at any instant be
agreement, they can simply read it aloud, or sound it out in sown to all the Martian climes. The setting is Mars.
their head, to check if verb tense agreement is correct.
ANNOTATION MODEL
Inform students that marking up a text can get messy. 280 Unit 4
Encourage them to come up with a system that won’t mark
up too much of the page, such as the graphic organizer on
page 279.
Tell them that in this text they are to look for examples of
science fiction elements as well as mood. Finally, remind
them to be on the lookout for instances of changing verb
tenses, such as when characters are speaking.
280 Unit 4
NOTICE & NOTE
BACKGROUND TEACH
Ray Bradbury (1920–2012) grew up in Los Angeles, California, and
began writing stories as a young teenager. Over the course of his adult
life, he wrote science fiction, mysteries, and screenplays, including
more than two dozen novels and hundreds of short stories. BACKGROUND
Several of his works, such as The Illustrated Man and
Fahrenheit 451, became major motion pictures. Alert students that this short story was published in 1949—
Bradbury received dozens of awards, including a special long before scientists knew very much about Mars. They
Pulitzer Prize in 2007 for his distinguished literary career. will find many differences between Bradbury’s assumptions
about the surface and atmosphere on Mars, and what they
learned about Mars in “Martian Metropolis.”
SETTING A PURPOSE
Direct students to use the Setting a Purpose prompt to focus
their reading.
DARK THEY WERE,
AND GOLDEN-EYED ANALYZE MOOD
Science Fiction by Ray Bradbury Guide students to look for adjectives and any moments
when the author adds descriptions or builds a mood.
(Answer: The man felt tense, stressed, and nervous. The text
SETTING A PURPOSE says that his body was “tight;” (paragraph 2) he wants to return
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ulf Andersen/Getty Images; (b) ©Meibion/Alamy
Pay attention to the elements of science fiction that appear in the Notice & Note home.)
story and the references to personal and social issues. Notice the
Use the side margins to notice
author’s choice of words and consider how they contribute to the and note signposts in the text. ■■English Learner Support
mood of the story.
Understand Mood Read paragraphs 1–6 aloud to
students. Use exaggerated tones to emphasize the
1
T he rocket metal cooled in the meadow winds. Its lid
gave a bulging pop. From its clock interior stepped a
man, a woman, and three children. The other passengers
ANALYZE MOOD
Annotate: In paragraphs 1–6,
mark details that reveal the
mood being produced by the text. In the scene here, the
descriptions of Mars (“cooled,” “whispered,” “meadow
man’s first response to Mars.
whispered away across the Martian meadow, leaving the winds”) all point to a peaceful environment, while Harry
Interpret: How would you
man alone among his family. describe the man’s first
Bittering is in contrast very tense and nervous. Ask students
2 The man felt his hair flutter and the tissues of his body impression of Mars? How might to mark words or phrases that give them a sense of the
draw tight as if he were standing at the center of a vacuum. his feelings affect the mood of story’s mood while they listen to you read. Next, go over
the story?
His wife, before him, seemed almost to whirl away in these words and phrases and discuss why they marked
smoke. The children, small seeds, might at any instant be them. Tell them to continue marking places in the text that
sown to all the Martian climes. help them understand the story’s mood.
3 The children looked up at him, as people look to the sun
LIGHT
to tell what time of their life it is. His face was cold.
4 “What’s wrong?” asked his wife.
5 “Let’s get back on the rocket.”
6 “Go back to Earth?”

NOTICE & NOTE
TEACH
7 “Yes! Listen!”
ANALYZE MOOD 8 The wind blew as if to flake away their identities. At any
Annotate: Mark details in moment the Martian air might draw his soul from him, as
paragraphs 8–13 that the
ANALYZE MOOD author uses to create a feeling
marrow comes from a white bone. He felt submerged in a
about the setting of the story. chemical that could dissolve his intellect and burn away his
Guide students to consider the descriptive language, “old
Analyze: Does the author create past.
cities,” racing hiss of wind,” stiff grass,” that the author is a positive feeling or a negative 9 They looked at Martian hills that time had worn with a
using here. (Answer: The initial descriptions of the setting feeling about the setting? What crushing pressure of years. They saw the old cities, lost in
use words and phrases to create a feeling that the Martian words help create this feeling?
their meadows, lying like children’s delicate bones among the
landscape is forgotten and lonely.) blowing lakes of grass.
10 “Chin up, Harry,” said his wife. “It’s too late. We’ve come
For listening and speaking support for students at over sixty million miles.”
varying proficiency levels, see the Text X-Ray on 11 The children with their yellow hair hollered at the deep
pages 278C-D. dome of Martian sky. There was no answer but the racing hiss
of wind through the stiff grass.
12 He picked up the luggage in his cold hands. “Here we go,” he
said—a man standing on the edge of a sea, ready to wade in and
ANALYZE SCIENCE be drowned.
FICTION 13 They walked into town.
Some terms may require explanation. Voice-clock will sound
familiar, but students should know that the addition of the
word voice to the alarm is to make the alarm clock sound
14
T heir name was Bittering. Harry and his wife Cora; Dan,
Laura, and David. They built a small white cottage and ate
good breakfasts there, but the fear was never gone. It lay with
like something futuristic to 1949 readers. A hearth is part
Mr. Bittering and Mrs. Bittering, a third unbidden partner at
of a fireplace, the blood-geraniums are simply plants the
every midnight talk, at every dawn awakening.
Bitterings have in their home, and the morning paper, in this 15 “I feel like a salt crystal,” he said, “in a mountain stream,
context, would have been a printed newspaper, a staple being washed away. We don’t belong here. We’re Earth people.
of people’s morning routines in 1949. (Answer: Familiar This is Mars. It was meant for Martians. For heaven’s sake,
elements of everyday life include: being awakened by an alarm ANALYZE SCIENCE FICTION Cora, let’s buy tickets for home!”
Annotate: Mark details that the
clock, a home with a hearth and potted geraniums, and the 16 But she only shook her head. “One day the atom bomb1 will
author uses in paragraphs 18–
morning newspaper. These details make it clear that life on Mars 19 to refer to familiar elements fix Earth. Then we’ll be safe here.”
is supposed to be as “normal” as life on Earth.) of life on Earth. 17 “Safe and insane!”
Tick-tock, seven o’clock sang the voice-clock; time to get up.

Interpret: Why do you think the 18
author includes these details in And they did.
the story? 19 Something made him check everything each morning—
warm hearth, potted blood-geraniums—precisely as if he
convivial expected something to be amiss. The morning paper was toast-
(k∂n-v∆v´∏-∂l) adj. A person who
is convivial enjoys the company
warm from the 6 a.m. Earth rocket. He broke its seal and tilted
of others in a sociable manner. it at his breakfast place. He forced himself to be convivial.
1
atom bomb: In 1945, in an attempt to end World War II, the United States
dropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki. The
bombs killed more than 100,000 people and injured many thousands more.
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CRITICAL VOCABULARY
convivial: A convivial person is friendly and at ease with
other people.
ASK STUDENTS given what they’ve learned so far about
Harry Bittering, why do they think he has to force himself
to be convivial? (He is forcing himself to be pleasant in front
of his wife and children in their new, unearthly surroundings.)
282 Unit 4
NOTICE & NOTE
TEACH
20 “Colonial days all over again,” he declared. “Why, in
ten years there’ll be a million Earthmen on Mars. Big cities,
everything! They said we’d fail. Said the Martians would resent
our invasion. But did we find any Martians? Not a living soul!
Oh, we found their empty cities, but no one in them. Right?” ENGLISH LEARNER
A river of wind submerged the house. When the windows
21
ceased rattling Mr. Bittering swallowed and looked at the
SUPPORT
children. Monitor Comprehension Tell students that active
22 “I don’t know,” said David. “Maybe there’re Martians around readers notice and take action when they come across
we don’t see. Sometimes nights I think I hear ’em. I hear the text they don’t understand. Have them practice
wind. The sand hits my window. I get scared. And I see those monitoring comprehension verbally.
towns way up in the mountains where the Martians lived a long
time ago. And I think I see things moving around those towns, Have pairs read paragraphs 20–26 to each other.
Papa. And I wonder if those Martians mind us living here. I Instruct listeners to stop readers when they don’t
wonder if they won’t do something to us for coming here.” understand a detail. Tell students to reread the
23 “Nonsense!” Mr. Bittering looked out the windows. “We’re confusing part slowly. Read the sentence before
clean, decent people.” He looked at his children. “All dead cities and after the detail for clues. Discuss how you might
have some kind of ghosts in them. Memories, I mean.” He
rephrase the detail. SUBSTANTIAL/MODERATE
stared at the hills. “You see a staircase and you wonder what
Martians looked like climbing it. You see Martian paintings and Have pairs read paragraphs 20–26 to each other.
you wonder what the painter was like. You make a little ghost Instruct the listeners to take notes on details they don’t
in your mind, a memory. It’s quite natural. Imagination.” He understand. Have pairs then go back through the notes,
stopped. “You haven’t been prowling up in those ruins, have discuss why those details were difficult, and decide how
you?”
to use the text to better understand them.
24 “No, Papa.” David looked at his shoes.
25 “See that you stay away from them. Pass the jam.” LIGHT
26 “Just the same,” said little David, “I bet something happens.”
27
28
S omething happened that afternoon. Laura stumbled through
the settlement, crying. She dashed blindly onto the porch.
“Mother, Father—the war, Earth!” she sobbed. “A radio flash
just came. Atom bombs hit New York! All the space rockets
blown up. No more rockets to Mars, ever!”
29 “Oh, Harry!” The mother held onto her husband and

daughter.
30 “Are you sure, Laura?” asked the father quietly.
31 Laura wept. “We’re stranded on Mars, forever and ever!”
32 For a long time there was only the sound of the wind in the
late afternoon.

Storyboard For students who have trouble following along through this long text,
encourage them to keep track of the events of the story in a graphic organizer. Then, have
them draw each event in a storyboard to help them visualize the flow of the narrative.
Key Event Significance

the following Level Up tutorial: Plot Stages.
LEVEL

NOTICE & NOTE
TEACH
ANALYZE MOOD 33 Alone, thought Bittering. Only a thousand of us here. No
Annotate: Mark examples
way back. No way. No way. Sweat poured from his face and his
of sentence fragments in
paragraph 33. hands and his body; he was drenched in the hotness of his fear.
ANALYZE MOOD Interpret: What do these
He wanted to strike Laura, cry, “No, you’re lying! The rockets
sentence fragments reveal will come back!” Instead, he stroked Laura’s head against him
The sentence fragments are used to give us a realistic picture
about Bittering’s state of mind? and said, “The rockets will get through someday.”
of a mind that can only think in quick, panicked, repetitive How do they help create a 34 “Father, what will we do?”
bursts. (Answer: The repetition and short, sharp, shock of mood?
35 “Go about our business, of course. Raise crops and children.
the fragments reveal a mind dominated by a few simple and Wait. Keep things going until the war ends and the rockets
terrifying thoughts: They are alone with no way to get home! The come again.”
mood is tense.) 36 The two boys stepped out onto the porch.
37 “Children,” he said, sitting there, looking beyond them, “I’ve
■■English Learner Support something to tell you.”
38 “We know,” they said.
Understand Mood Have students reread paragraph 33.
Ask them to explain how the short sentences create the
mood of panic and intensity. MODERATE 39
I n the following days, Bittering wandered often through the
garden to stand alone in his fear. As long as the rockets had
spun a silver web across space, he had been able to accept Mars.
For he had always told himself: Tomorrow, if I want, I can buy a
CONTRASTS AND CONTRADICTIONS ticket and go back to Earth.
Explain to students that Contrasts and Contradictions 40 But now: The web gone, the rockets lying in jigsaw heaps
refers to anything that is being compared. This may not be of molten girder and unsnaked wire. Earth people left to the
obvious upon first reading paragraph 42, but a clue is the strangeness of Mars, the cinnamon dusts and wine airs, to be
listing technique the narrator uses. If students struggle, ask baked like gingerbread shapes in Martian summers, put into
them to brainstorm different ways of comparing two things. harvested storage by Martian winters. What would happen to
him, the others? This was the moment Mars had waited for.
(Answer: Both Martians and human civilizations built cities,
Now it would eat them.
named places, climbed mountains, and sailed seas. The fact 41 He got down on his knees in the flower bed, a spade in his
that Martians did these things, but that their cities, mountains, nervous hands. Work, he thought, work and forget.
and seas are gone, may suggest that present-day human CONTRASTS AND 42 He glanced up from the garden to the Martian mountains.
civilization could also come to an end and disappear.) CONTRADICTIONS He thought of the proud old Martian names that had once
Notice & Note: In paragraph been on those peaks. Earthmen, dropping from the sky, had
42, mark text that comments gazed upon hills, rivers, Martian seats left nameless in spite of

on the similarities between names. Once Martians had built cities, named cities; climbed
Martian and human
civilizations.
mountains, named mountains; sailed seas, named seas.
Mountains melted, seas drained, cities tumbled. In spite of this,
Infer: What comment about
present-day human civilization
the Earthmen had felt a silent guilt at putting new names to
might Bradbury be making by these ancient hills and valleys.
having Bittering think about 43 Nevertheless, man lives by symbol and label. The names
Martian civilizations? were given.
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Rewrite Sentences Some students will struggle with Bradbury’s lyrical use of language.
Have student pairs examine paragraphs 39-40. Have them look up synonyms for confusing
words and rewrite sentences in a graphic organizer. Ask them why the author chooses
complexity over simplicity.
Original Sentence New Sentence

284 Unit 4 the following Level Up tutorial: Author’s Style.
LEVEL
NOTICE & NOTE
TEACH
44 Mr. Bittering felt very alone in his garden under the Martian
sun, anachronism2 bent here, planting Earth flowers in a wild
soil.
45 Think. Keep thinking. Different things. Keep your mind ANALYZE SCIENCE
free of Earth, the atom war, the lost rockets.
46 He perspired. He glanced about. No one watching. He
FICTION
removed his tie. Pretty bold, he thought. First your coat off, Tell students that during the rising action of stories, a radical
now your tie. He hung it neatly on a peach tree he had imported event will often happen. When it happens, it is common for
as a sapling from Massachusetts. characters to be shocked, and the author will emphasize this
47 He returned to his philosophy of names and mountains. with exclamation points. (Answer: Plants adapt slowly over
The Earthmen had changed names. Now there were Hormel many generations, not as quickly as they do in the story. Having
Valleys, Roosevelt3 Seas, Ford Hills, Vanderbilt Plateaus,
the plants suddenly change would be especially shocking to
Rockefeller4 Rivers, on Mars. It wasn’t right. The American
people who are familiar with how plants should grow.)
settlers had shown wisdom, using old Indian prairie names:
Wisconsin, Minnesota, Idaho, Ohio, Utah, Milwaukee,
Waukegan, Osseo. The old names, the old meanings.
48 Staring at the mountains wildly, he thought: Are you up Understand Science Fiction Have students reread
there? All the dead ones, you Martians? Well, here we are, paragraphs 53–63.
alone, cut off! Come down, move us out! We’re helpless!
49 The wind blew a shower of peach blossoms. ASK STUDENTS to explain the science fiction element in
50 He put out his sun-browned hand and gave a small cry. He the section. (The plants have undergone mutations in just a
touched the blossoms and picked them up. He turned them, he matter of days, much faster than would occur in real life.)
touched them again and again. Then he shouted for his wife. LIGHT
51 “Cora!”
52 She appeared at a window. He ran to her.
53 “Cora, these blossoms!” ANALYZE SCIENCE FICTION
54 She handled them.
mark the text that describes
55 “Do you see? They’re different. They’ve changed! They’re how the plants are changing.
not peach blossoms any more!” Analyze: Is Bittering's concern
56 “Look all right to me,” she said. about the changing plants
57 “They’re not. They’re wrong! I can’t tell how. An extra petal, realistic? Why do you think the
a leaf, something, the color, the smell!” author introduces this detail?
58 The children ran out in time to see their father hurrying

about the garden, pulling up radishes, onions, and carrots from

their beds.
59 “Cora, come look!”
60 They handled the onions, the radishes, the carrots among
them.
2
anachronism (∂-n√k´r∂-n∆z´∂m): something placed outside of its proper time
period.
3
Roosevelt: most likely refers to Franklin Delano Roosevelt, the 32nd president of
the United States.
4
Hormel . . . Ford . . . Vanderbilt . . . Rockefeller: names of industrial and financial
“giants” in American history.

NOTICE & NOTE
TEACH
ANALYZE MOOD
Inform students that events in the story have made
Bittering more and more fearful. The demanding, panicked
statements and questions show a man in a fearful and
defiant mood. (Answer: Bittering’s new fear—that he and his
family will change, will become more “Martian”—makes the
mood of the story more threatening. He fears that they are
threatened by strange new forces they do not understand and
cannot control. But Bittering will do his best to resist.) 61 “Do they look like carrots?”
62 “Yes . . . no.” She hesitated. “I don’t know.”
■■English Learner Support 63 “They’re changed.”
Understand Sentence Fragments Explain to students 64 “Perhaps.”
65 “You know they have! Onions but not onions, carrots but
that in everyday speech, people do not always speak in
not carrots. Taste: the same but different. Smell: not like it used
complete sentences. In paragraphs 73-74, Bittering uses
to be.” He felt his heart pounding, and he was afraid. He dug
sentence fragments to explain his concerns to his family. his fingers into the earth. “Cora, what’s happening? What is
Have students use the information from paragraphs 71-74 to it? We’ve got to get away from this.” He ran across the garden.
change the following fragments into complete sentences by Each tree felt his touch. “The roses. The roses. They’re turning
adding a verb and/or a noun: (The food was changed.) Subtly, green!”
very subtly. (The food was changed.) A very little bit. Even the 66 And they stood looking at the green roses.
house (is different). The fog at night (changed the house). The 67 And two days later Dan came running. “Come see the cow.
boards (are) all warped out of shape. MODERATE I was milking her and I saw it. Come on!”
68 They stood in the shed and looked at their one cow.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Adrea Rusnak/Alamy

69 It was growing a third horn.
ANALYZE MOOD 70 And the lawn in front of their house very quietly and slowly
Annotate: In paragraphs was coloring itself like spring violets. Seed from Earth but
70–73, mark the sentence that
identifies Bittering's latest fear.
growing up a soft purple.
71 “We must get away,” said Bittering. “We’ll eat this stuff and
Infer: What impact does this
new plot turn have on the then we’ll change—who knows to what? I can’t let it happen.
mood of the story? There’s only one thing to do. Burn this food!”
72 “It’s not poisoned.”
subtly 73 “But it is. Subtly, very subtly. A little bit. A very little bit.
(s≠t´l∏) adv. To do something
subtly means to do it in a We mustn’t touch it.”
manner hard to notice or 74 He looked with dismay at their house. “Even the house.
perceive—that is, not obviously.
The wind’s done something to it. The air’s burned it. The
fog at night. The boards, all warped out of shape. It’s not an
Earthman’s house any more.”
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CRITICAL VOCABULARY
subtly: A subtle change is one that a person only notices if
he or she is carefully paying attention.
ASK STUDENTS to replace the word subtly with the word
slightly, and discuss how the effect of the paragraph
changes. (Student answers will vary. It can be a matter of
preference.)
286 Unit 4
NOTICE & NOTE
TEACH
75 “Oh, your imagination!”
76 He put on his coat and tie. “I’m going into town. We’ve got
to do something now. I’ll be back.”
77 “Wait, Harry!” his wife cried. But he was gone. ANALYZE MOOD
Ask students to note how the author describes the men;
78
I n town, on the shadowy step of the grocery store, the men sat
with their hands on their knees, conversing with great leisure
and ease.
ANALYZE MOOD
mark words that describe how
contrast this with how Bittering has been described.
(Possible response: The fact that the other characters are so
the other men respond to easygoing about the changes is odd; that might mean they are
79 Mr. Bittering wanted to fire a pistol in the air. Bittering's observation about
turning into Martians. On the other hand, readers may wonder
80 What are you doing, you fools! he thought. Sitting here! changes in the plants.
You’ve heard the news—we’re stranded on this planet. Well, Interpret: What feeling do
if Bittering is really overreacting or going crazy.)
move! Aren’t you frightened? Aren’t you afraid? What are you the characters' reactions to
Bittering suggest?
going to do?
81 “Hello, Harry,” said everyone.
82 “Look,” he said to them. “You did hear the news, the other
day, didn’t you?”
83 They nodded and laughed. “Sure. Sure, Harry.”
84 “What are you going to do about it?”
85 “Do, Harry, do? What can we do?”
86 “Build a rocket, that’s what!”
87 “A rocket, Harry? To go back to all that trouble? Oh, Harry!”
88 “But you must want to go back. Have you noticed the peach
blossoms, the onions, the grass?”
89 “Why, yes, Harry, seems we did,” said one of the men.
90 “Doesn’t it scare you?”
91 “Can’t recall that it did much, Harry.”
92 “Idiots!”
93 “Now, Harry.”
94 Bittering wanted to cry. “You’ve got to work with me.
If we stay here, we’ll all change. The air. Don’t you smell it?
Something in the air. A Martian virus, maybe; some seed, or a
pollen. Listen to me!”
They stared at him.
95
96 “Sam,” he said to one of them.
97 “Yes, Harry?”
98 “Will you help me build a rocket?”
99 “Harry, I got a whole load of metal and some blueprints.
You want to work in my metal shop on a rocket, you’re
welcome. I’ll sell you that metal for five hundred dollars. You
should be able to construct a right pretty rocket, if you work
alone, in about thirty years.”
TO CHALLENGE STUDENTS. . .
Analyze Mood For students interested in creative writing, ask them to take a section from
the story, “Dark They Were, and Golden-Eyed” and rewrite it using a light or comedic mood.
Tell students to first analyze how Bradbury uses language to create the mood of the scene they
are rewriting. From there, they should be able to pull out certain words, phrases, and imagery,
and redo them in their own ways to create a different mood. Finally, ask them how their stories
will end. Does mood affect the outcome of the story an author tells?

NOTICE & NOTE
TEACH
100 Everyone laughed.
101 “Don’t laugh.”
ANALYZE SCIENCE FICTION 102 Sam looked at him with quiet good humor.
ANALYZE SCIENCE Annotate: In paragraphs
102–113, mark the sentences
103 “Sam,” Bittering said. “Your eyes—”
“What about them, Harry?”
FICTION that describe changes in Sam's
104
105 “Didn’t they used to be gray?”
appearance, according to
Inform students that sometimes science fiction borders on Bittering. 106 “Well now, I don’t remember.”
the fantastical. The fact that some of it is based on science Analyze: Do you think the 107 “They were, weren’t they?”
allows for its name, but much of it is speculative about changes in Sam’s appearance 108 “Why do you ask, Harry?”
are real, or is Bittering
space, extraterrestrial settings, aliens, and the future. In 109 “Because now they’re kind of yellow-colored.”
imagining them?
this case, Bradbury would have been aware that people 110 “Is that so, Harry?” Sam said, casually.
111 “And you’re taller and thinner—”
could not undergo such mutations in a few weeks unless
112 “You might be right, Harry.”
fundamental laws and theories about cellular mutation were 113 “Sam, you shouldn’t have yellow eyes.”
changed. (Answer: Possible response: The changes are purely
imaginative. Eye color in adults does not change, and people do
not grow taller so quickly.)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Goldilocksimage/iStock/Getty Images

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Targeted Passage With students, read paragraphs 95–118. Bittering is speaking to one of
the men, Sam. Many of these paragraphs contain dialogue with no attribution. Walk through
the dialogue and narration in the paragraphs to help students understand how they can tell
who is speaking when there is no attribution listed (when only two characters are speaking,
the lines will alternate between the two of them, with an attribute added every few lines to
remind the reader who is speaking).
Go to the Reading Studio for additional support in developing fluency.
288 Unit 4
NOTICE & NOTE
TEACH
114 “Harry, what color eyes have you got?” Sam said.
115 “My eyes? They’re blue, of course.”
116 “Here you are, Harry.” Sam handed him a pocket mirror.
“Take a look at yourself.” ANALYZE MOOD
117 Mr. Bittering hesitated, and then raised the mirror to his
Explain that the use of the word forlorn gives us an idea of
face. There were little, very dim flecks of new gold captured in
the blue of his eyes. the feeling of paragraph 129. Also, Bittering’s family are
118 “Now look what you’ve done,” said Sam a moment later. described in a way that makes them sound very strange,
“You’ve broken my mirror.” even alien. Do they seem apart from Bittering? (Answer:
Lonely is a possible response. The strange sentence structures
H
119 arry Bittering moved into the metal shop and began to used in describing Bittering’s view of his wife and the use of the
build the rocket. Men stood in the open door and talked word “forlorn” all suggest that Bittering feels apart from his wife
and joked without raising their voices. Once in a while they and family on Mars.)
gave him a hand on lifting something. But mostly they just
idled and watched him with their yellowing eyes. idle
“It’s suppertime, Harry,” they said. (πd´l) v. When you idle, you pass
120
121 His wife appeared with his supper in a wicker basket.
time without doing anything
purposeful.
ENGLISH LEARNER
122 “I won’t touch it,” he said. “I’ll eat only food from our SUPPORT
Deepfreeze. Food that came from Earth. Nothing from our Understand Sentence Structure Read aloud the
garden.”
phrase from paragraph 129, “Dark she was, and golden-
123 His wife stood watching him. “You can’t build a rocket.”
eyed,” and ask the following questions.
124 “I worked in a shop once, when I was twenty. I know metal.
Once I get it started, the others will help,” he said, not looking at • Does the phrase “Dark she was” sound like a
her, laying out the blueprints. different, or not normal, way of starting a sentence?
125 “Harry, Harry,” she said, helplessly. (yes) SUBSTANTIAL
126 “We’ve got to get away, Cora. We’ve got to!”
• Does “Dark she was” start with a noun, adjective or
T
127 he nights were full of wind that blew down the empty verb? (an adjective)
moonlit sea meadows past the little white chess cities • Which type of word do most sentences use to start a
lying for their twelve-thousandth year in the shallows. In the ANALYZE MOOD
Annotate: In paragraph 129,
sentence (not including questions)? (a noun)
Earthmen’s settlement, the Bittering house shook with a feeling
mark two examples of unusual MODERATE
of change. sentence structure or word
128 Lying abed, Mr. Bittering felt his bones shifted, shaped, choice. • Why might the author use this unusual sentence
melted like gold. Interpret: What word would structure? (Answers will vary, but may include an
129 His wife, lying beside him, was dark from many sunny you use to describe the feeling author’s desire to emphasize the sentence.)
afternoons. Dark she was, and golden-eyed, burnt almost black this paragraph conveys?
LIGHT
by the sun, sleeping, and the children metallic in their beds, and
the wind roaring forlorn and changing through the old peach forlorn
(f∂r-1ôrn´) adj. Something that
trees, the violet grass, shaking out green rose petals. is forlorn appears lonely or sad.
130 The fear would not be stopped. It had his throat and heart.
It dripped in a wetness of the arm and the temple and the
trembling palm. CRITICAL VOCABULARY
idle: The men are idle, meaning they are not doing
anything, certainly not helping Bittering.
ASK STUDENTS given what they learned about the men
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to use here? (The men are described as being content with
living on Mars. They are humoring Bittering, but not actively
helping him.)
forlorn: The author uses this word because the wind does
not sound pleasant, or even neutral, but negative.
ASK STUDENTS why the author would describe the wind
as forlorn. What effect does it have here? (Describing
the wind as forlorn personifies it. It mirrors Bittering’s own
feelings of detachment from his family.)

NOTICE & NOTE
TEACH
131 A green star rose in the east.
AHA MOMENT 132 A strange word emerged from Mr. Bittering’s lips.
Notice & Note: Mark the place
133 “Iorrt. Iorrt.” He repeated it.
AHA MOMENT in paragraphs 132–137 where 134 It was a Martian word. He knew no Martian.
Mr. Bittering is surprised. 135 In the middle of the night he arose and dialed a call through
Inform students that an Aha Moment signals a point where
Infer: What does Mr. Bittering to Simpson, the archaeologist.
a character has an important realization. suddenly realize? 136 “Simpson, what does the word Iorrt mean?”
In paragraphs 132—134, students may mark “strange word– 137 “Why that’s the old Martian word for our planet Earth.
It was a Martian word. He knew no Martian.” (Answer: Mr. Why?”
138 “No special reason.”
Bittering suddenly realizes that what he has feared is actually
139 The telephone slipped from his hand.
happening to him. He is changing as he is seeing others
140 “Hello, hello, hello, hello,” it kept saying while he sat gazing
change.) out at the green star. “Bittering? Harry, are you there?”
141 The days were full of metal sound. He laid the frame of the
rocket with the reluctant help of three indifferent men. He grew
LANGUAGE very tired in an hour or so and had to sit down.
CONVENTIONS 142 “The altitude,” laughed a man.
143 “Are you eating, Harry?” asked another.
If students have trouble, first have them identify all of the 144 “I’m eating,” he said, angrily.
verbs. Then have them look up the different tenses for each. 145 “From your Deepfreeze?”
(Answer: The rest of the verbs are contained within quotation 146 “Yes!”
marks, denoting that they are part of Cora’s dialogue, which 147 “You’re getting thinner, Harry.”
is given in the present tense, unlike the rest of the paragraph. 148 “I’m not!”
Putting verbs in the past tense makes the actions described 149 “And taller.”
sound more passive. This is a contrast to Cora’s immediate and 150 “Liar!”
direct statements.)

151
H is wife took him aside a few days later. “Harry, I’ve used
up all the food in the Deepfreeze. There’s nothing left. I’ll
have to make sandwiches using food grown on Mars.”
Understand Consistent Verb Tenses Have students
152 He sat down heavily.
mark the past-tense verbs in paragraph 155. Draw a picture 153 “You must eat,” she said. “You’re weak.”
of quotation marks, and explain that the words inside the 154 “Yes,” he said.
marks are what the characters actually say. LANGUAGE CONVENTIONS He took a sandwich, opened it, looked at it, and began to

155
Annotate: Mark the past-tense nibble at it. “And take the rest of the day off,” she said. “It’s hot.
ASK STUDENTS why the verbs on the inside of the verbs in paragraph 155.
The children want to swim in the canals and hike. Please come
quotations are in present tense. (The dialogue between Analyze: Why aren’t all of the
along.”
characters happens in present tense. People do not talk in past verbs in the paragraph in the
past tense? 156 “I can’t waste time. This is a crisis!”
tense unless they are talking about something that happened in 157 “Just for an hour,” she urged. “A swim’ll do you good.”
the past.) MODERATE 158 He rose, sweating. “All right, all right. Leave me alone. I’ll
come.”
159 “Good for you, Harry.”
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NOTICE & NOTE
TEACH
ANALYZE MOOD
Inform students that Bittering’s acceptance of the “pleasant
heat” shows that he no longer has the same resistance to
Mars.
(Answer: Possible response: Bittering is becoming less
resistant to the forces of Mars. The reader may feel sorry for
Bittering’s plight and worry that if he—the most vocal opponent
of change—stops resisting Mars, more dramatic changes are
yet to come.)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©italianphoto/Shutterstock
160 The sun was hot, the day quiet. There was only an immense ANALYZE MOOD
staring burn upon the land. They moved along the canal, the Annotate: In paragraph 160,
mark the sentences that
father, the mother, the racing children in their swimsuits. They
suggest a change in Bittering’s
stopped and ate meat sandwiches. He saw their skin baking thinking.
brown. And he saw the yellow eyes of his wife and his children, Draw Conclusions: How does
their eyes that were never yellow before. A few tremblings this change affect the mood of
shook him, but were carried off in waves of pleasant heat as he the story and suggest what may
happen next?
lay in the sun. He was too tired to be afraid.
161 “Cora, how long have your eyes been yellow?”
162 She was bewildered. “Always, I guess.”
163 “They didn’t change from brown in the last three months?”
164 She bit her lips. “No. Why do you ask?”
165 “Never mind.”
APPLYING ACADEMIC VOCABULARY

✔❑ complex
❑ ❑❑ potential ✔❑ rely
❑ ❑❑ stress ✔❑ valid
❑
Write and Discuss Have students turn to a partner to discuss the following questions.
Guide students to include the Academic Vocabulary words complex, rely, and valid in their
responses. Ask volunteers to share their responses with the class.
• Which character in this story has the most complex emotions?
• Upon what do the Bitterings learn to rely and to not rely in this story?
• Why do the others consider Harry Bittering’s concerns not valid?

NOTICE & NOTE
TEACH
166 They sat there.
167 “The children’s eyes,” he said. “They’re yellow, too.”
168 “Sometimes growing children’s eyes change color.”
169 “Maybe we’re children, too. At least to Mars. That’s a
ENGLISH LEARNER thought.” He laughed. “Think I’ll swim.”
They leaped into the canal water, and he let himself sink
SUPPORT 170
down and down to the bottom like a golden statue and lie there
Understand Mood Use paragraphs 174–193 for in green silence. All was water-quiet and deep, all was peace. He
discussion. felt the steady, slow current drift him easily.
171 If I lie here long enough, he thought, the water will work
What does the word Utha mean? (father) Why does and eat away my flesh until the bones show like coral. Just my
the boy call his father the Martian word Utha? (He’s skeleton left. And then the water can build on that skeleton—
becoming Martian.) SUBSTANTIAL green things, deep water things, red things, yellow things.
Why does Bittering not seem to mind his son changing Change. Change. Slow, deep, silent change. And isn’t that what
it is up there?
his name to Linnl? How is the mood different?
172 He saw the sky submerged above him, the sun made
MODERATE Martian by atmosphere and time and space.
Have students discuss the change in Bittering. How is 173 Up there, a big river, he thought, a Martian river; all of us
Bittering’s mood different? How is the mood in the story lying deep in it, in our pebble houses, in our sunken boulder
different? Encourage students to use their notes and houses, like crayfish hidden, and the water washing away our
old bodies and lengthening the bones and—
the marks they have made in the text.
174 He let himself drift up through the soft light.
LIGHT
175 Dan sat on the edge of the canal, regarding his father
seriously.
176 “Utha” he said.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©gremlin/iStock/Getty Images

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NOTICE & NOTE
TEACH
177 “What?” asked his father. ANALYZE MOOD
178 The boy smiled. “You know. Utha’s the Martian word for Annotate: Reread paragraphs
175–194. Mark the words that
‘father.’” express Dan’s request.
179 “Where did you learn it?” Infer: Why do you think Dan
ANALYZE MOOD
180 “I don’t know. Around. Utha!” wants to make this change?
Inform students that sometimes the mood of a story can
181 “What do you want?” How does his father’s reaction
182 The boy hesitated. “I—I want to change my name.” show a change in the story’s change from the beginning to the end. (Infer: Dan is
mood? becoming a Martian. He feels that his old name no longer fits
183 “Change it?”
184 “Yes.” him and he wants a Martian name instead. His father’s response
185 His mother swam over. “What’s wrong with Dan for a shows a change from a mood of fear to that of acceptance and
name?” calm about how things are changing.)
186 Dan fidgeted. “The other day you called Dan, Dan, Dan. I
didn’t even hear. I said to myself, That’s not my name. I’ve a new
name I want to use.” AGAIN AND AGAIN
187 Mr. Bittering held to the side of the canal, his body cold and
his heart pounding slowly. “What is this new name?” Cue students to look for words, phrases, and imagery that
188 “Linnl. Isn’t that a good name? Can I use it? Can’t I, please?” the author repeats within a text. Remind them that repetition
189 Mr. Bittering put his hand to his head. He thought of the calls attention to details in the text.
silly rocket, himself working alone, himself alone even among
Tell students to look for repetitions, either in the
his family, so alone.
190 He heard his wife say, “Why not?” passage itself, or for things that have been repeated
191 He heard himself say, “Yes, you can use it.” from earlier in the story. Possible responses:
192 “Yaaa!” screamed the boy. “I’m Linnl, Linnl!” • Bittering has begun to accept, at least in part that he
193 Racing down the meadowlands, he danced and shouted. AGAIN AND AGAIN and his family are changing. Life on Mars doesn’t seem
194 Mr. Bittering looked at his wife. “Why did we do that?” Notice & Note: Mark the too bad anymore.
195 “I don’t know,” she said. “It just seemed like a good idea.” details in paragraphs 189–200
• No one is helping Bittering build the rocket, and it is
They walked into the hills. They strolled on old mosaic paths, that describe Bittering's
beside still pumping fountains. The paths were covered with a changing attitude toward the difficult to build it alone.
rocket he is building.
thin film of cool water all summer long. You kept your bare feet • The summer heat makes it difficult for Bittering to
Infer: Why does the author
cool all the day, splashing as in a creek, wading. focus on his work.
keep bringing up the rocket
196 They came to a small deserted Martian villa with a good and Bittering's attitude toward • Building the rocket doesn’t seem so urgent.
view of the valley. It was on top of a hill. Blue marble halls, the work?
large murals, a swimming pool. It was refreshing in this hot The author uses the rocket as a measure of Bittering’s
summertime. The Martians hadn’t believed in large cities. acceptance of what is happening. It is a way for the reader to
197 “How nice,” said Mrs. Bittering, “if we could move up here understand Bittering’s change in his person and attitude.
to this villa for the summer.”
198 “Come on,” he said. “We’re going back to town. There’s work
to be done on the rocket.”

NOTICE & NOTE
TEACH
199
B ut as he worked that night, the thought of the cool blue
marble villa entered his mind. As the hours passed, the
rocket seemed less important.
recede 200 In the flow of days and weeks, the rocket receded and
(r∆-s∏d´) v. To recede means to
become fainter or more distant. dwindled. The old fever was gone. It frightened him to think
he had let it slip this way. But somehow the heat, the air, the
working conditions—
201 He heard the men murmuring on the porch of his metal
shop.
202 “Everyone’s going. You heard?”
203 “All going. That’s right.”
204 Bittering came out. “Going where?” He saw a couple of
trucks, loaded with children and furniture, drive down the
dusty street.
205 “Up to the villas,” said the man.
206 “Yeah, Harry. I’m going. So is Sam. Aren’t you Sam?”
207 “That’s right, Harry. What about you?”
208 “I’ve got work to do here.”
209 “Work! You can finish that rocket in the autumn, when it’s
cooler.”
210 He took a breath. “I got the frame all set up.”
211 “In the autumn is better.” Their voices were lazy in the heat.
212 “Got to work,” he said.
213 “Autumn,” they reasoned. And they sounded so sensible, so
right.
214 “Autumn would be best,” he thought. “Plenty of time, then.”
215 No! cried part of himself, deep down, put away, locked
tight, suffocating. No! No!
216 “In the autumn,” he said.
217 “Come on, Harry,” they all said.
218 “Yes,” he said, feeling his flesh melt in the hot liquid air.
“Yes, in the autumn. I’ll begin work again then.”
219 “I got a villa near the Tirra Canal,” said someone.

220 “You mean the Roosevelt Canal, don’t you?”
221 “Tirra. The old Martian name.”
222 “But on the map—”
223 “Forget the map. It’s Tirra now. Now I found a place in the
Pillan Mountains—”
224 “You mean the Rockefeller Range,” said Bittering.
225 “I mean the Pillan Mountains,” said Sam.
226 “Yes,” said Bittering, buried in the hot, swarming air. “The
Pillan Mountains.”
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Understand Science Fiction Inform students that science fiction often features characters
CRITICAL VOCABULARY doing things that most normal people would not be capable of doing in our times (or world).
But the students should still be able to identify with the characters’ actions. Instead of making
recede: The word receded is used to let the reader know a rocket, is it possible to make a car? What other technological things could they imagine
that the rocket is moving away. making? Ask students to identify the science fiction elements in paragraphs 198–200. Then
ASK STUDENTS whether by knowing the meaning ask them to swap out the science fiction elements for modern-day elements. Does the story
of receded, they can infer the meaning of dwindled. still make sense? (Bittering is building a rocket. But I can substitute car for “rocket,” garage for
(“Dwindle” means “to become gradually less until little “metal shop.”)
remains,” which is similar, but not the same, as receded.)
294 Unit 4
NOTICE & NOTE
TEACH
227 Everyone worked at loading the truck in the hot, still
afternoon of the next day.
228 Laura, Dan, and David carried packages. Or, as they ANALYZE MOOD
preferred to be known, Ttil, Linnl, and Werr carried packages. Annotate: In paragraphs 227–
239, mark the text that shows
ANALYZE MOOD
229 The furniture was abandoned in the little white cottage. Bittering’s feelings about what Have students read the paragraphs. Explain to them that
230 “It looked just fine in Boston,” said the mother. “And here in the family is taking to the villa.
the cottage. But up at the villa? No. We’ll get it when we come mood does not have to come from the descriptions, it can
Analyze: What effect does
back in the autumn.” Bittering’s response have on the come from dialogue, too. (Answer: Possible response:
231 Bittering himself was quiet. overall mood of the story? Earlier in the story, an anxious mood characterized the
232 “I’ve some ideas on furniture for the villa,” he said after a Bitterings’ feelings about Mars. However, when the Bitterings
time. “Big, lazy furniture.” admit to each other that they are leaving behind their Earth
233 “What about your encyclopedia? You’re taking it along, belongings, the mood becomes strangely calm. They seem to be
surely?” accepting that Mars has changed them.)
234 Mr. Bittering glanced away. “I’ll come and get it next week.”
235 They turned to their daughter. “What about your New York
dresses?”
236 The bewildered girl stared. “Why, I don’t want them any
more.”
237 They shut off the gas, the water, they locked the doors and
walked away. Father peered into the truck.
238 “Gosh, we’re not taking much,” he said. “Considering all we
brought to Mars, this is only a handful!”
239 He started the truck.
240 Looking at the small white cottage for a long moment, he
was filled with a desire to rush to it, touch it, say good-bye
to it, for he felt as if he were going away on a long journey,
leaving something to which he could never quite return, never
understand again.
241 Just then Sam and his family drove by in another truck.
242 “Hi, Bittering! Here we go!”
243 The truck swung down the ancient highway out of town.
There were sixty others traveling in the same direction. The
town filled with a silent, heavy dust from their passage. The
canal waters lay blue in the sun, and a quiet wind moved in the
strange trees.
244 “Good-bye, town!” said Mr. Bittering.
245 “Good-bye, good-bye,” said the family, waving to it.
246 They did not look back again.
Express Opinions Although this short story may be science fiction, Bradbury makes
reference to very real-world matters. Have students discuss what life on another planet would
be like for future colonists from Earth. Do they think that the colonists would try to make the
new planet as much like Earth as possible? Or would they try to adapt themselves to the new
planet?

NOTICE & NOTE
TEACH
ANALYZE SCIENCE
FICTION
Remind students that science fiction may have some
fantastical aspects. This includes characters undergoing
transformations, as in fantasy and horror stories. (Answer:
Possible response: The Bitterings may no longer be human.
The dialogue shows only their perspective, but they do not seem
to think of themselves as human—they have started to use the
Martian language and they refer to Earth people as “ugly.”)
247
S ummer burned the canals dry. Summer moved like flame
upon the meadows. In the empty Earth settlement, the
painted houses flaked and peeled. Rubber tires upon which
children had swung in back yards hung suspended like stopped
pendulum clock pendulums in the blazing air.
(p≈n´j∂-l∂m) n. A pendulum is a
weight that is hung so that it
248 At the metal shop, the rocket frame began to rust.
can swing freely. Sometimes it 249 In the quiet autumn Mr. Bittering stood, very dark now,
is used in timing the workings
of certain clocks.
very golden-eyed, upon the slope above his villa, looking at the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©AlgolOnline/Alamy

valley.
ANALYZE SCIENCE FICTION 250 “It’s time to go back,” said Cora.
Annotate: Mark details in
251 “Yes, but we’re not going,” he said quietly. “There’s nothing
paragraphs 249–259 that
describe how the Bitterings there any more.”
have physically changed since 252 “Your books,” she said. “Your fine clothes.”
their arrival on Mars. 253 “Your llles and your fine ior uele rre” she said.
Analyze: Do you think the 254 “The town’s empty. No one’s going back,” he said. “There’s
Bitterings are still human? no reason to, none at all.”
Explain.
255 The daughter wove tapestries and the sons played songs on
ancient flutes and pipes, their laughter echoing in the marble
villa.
256 Mr. Bittering gazed at the Earth settlement far away in the
low valley. “Such odd, such ridiculous houses the Earth people
built.”
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pendulum: The rubber tires, which are compared to

pendulums, no longer swing because the children are
no longer interested in playing on them—that’s an Earth
game or activity.
ASK STUDENTS what affect pendulum has in the sentence.
(By comparing the image of the rubber tire swings to the
pendulums of stopped clocks, the narrator is painting an
image of a place that has been untouched by people, as
though time has stopped.)
296 Unit 4
NOTICE & NOTE
TEACH
257 “They didn’t know any better,” his wife mused. “Such ugly muse
(my◊z) v. When you muse, you
people. I’m glad they’ve gone.” say something thoughtfully.
258 They both looked at each other, startled by all they had just
finished saying. They laughed.
259 “Where did they go?” he wondered. He glanced at his wife.
She was golden and slender as his daughter. She looked at him,
and he seemed almost as young as their eldest son.
260 “I don’t know,” she said.
261 “We’ll go back to town maybe next year, or the year after,
or the year after that,” he said, calmly. “Now—I’m warm. How
about taking a swim?”
262 They turned their backs to the valley. Arm in arm they
walked silently down a path of clear-running spring water.
263
F ive years later a rocket fell out of the sky. It lay steaming in
the valley. Men leaped out of it, shouting.
“We won the war on Earth! We’re here to rescue you! Hey!”
264 But the American-built town of cottages, peach trees, and
theaters was silent. They found a flimsy rocket frame rusting in
an empty shop.
CRITICAL VOCABULARY
muse: When we muse, we’re being reflective and
unexcited.
ASK STUDENTS wow the paragraph would be different
had the author used the word said in place of mused.
(“Said” would not emphasize her surprising lack of
excitement over the transformation of her family.)

NOTICE & NOTE
TEACH
265 The rocket men searched the hills. The captain established
headquarters in an abandoned bar. His lieutenant came back to
report.
ANALYZE SCIENCE 266 “The town’s empty, but we found native life in the hills, sir.
FICTION Dark people. Yellow eyes. Martians. Very friendly. We talked
a bit, not much. They learn English fast. I’m sure our relations
For students who do not realize that the Bitterings have
will be most friendly with them, sir.”
transformed into Martians, read aloud paragraphs 249-255, 267 “Dark, eh?” mused the captain. “How many?”
which emphasize key points: their physical changes, their 268 “Six, eight hundred, I’d say, living in those marble ruins in
use of the Martian language, their move away from their the hills, sir. Tall, healthy. Beautiful women.”
original settlement, and their adoption of Martian customs 269 “Did they tell you what became of the men and women who
and practices. Then move onto paragraphs 263-274. built this Earth settlement, Lieutenant?”
(Answer: Possible response: Like the Bitterings, in time the 270 “They hadn’t the foggiest notion of what happened to this
captain and lieutenant will turn into Martians. Or the captain town or its people.”
271 “Strange. You think those Martians killed them?”
and lieutenant may be threatened by the “Martians” and try to
272 “They look surprisingly peaceful. Chances are a plague did
destroy them.)
this town in, sir.”
273 “Perhaps. I suppose this is one of those mysteries we’ll never
solve. One of those mysteries you read about.”
ANALYZE SCIENCE FICTION 274 The captain looked at the room, the dusty windows, the
Annotate: Reread paragraphs
blue mountains rising beyond, the canals moving in the light,
263–274. Mark the sentences
that describe what the rocket and he heard the soft wind in the air. He shivered. Then,
men found. recovering, he tapped a large fresh map he had thumbtacked to
Predict: What do you think will the top of an empty table.
happen to the captain and the 275 “Lots to be done, Lieutenant.” His voice droned on
lieutenant? and quietly on as the sun sank behind the blue hills.
“New settlements. Mining sites, minerals to be looked for.
Bacteriological specimens5 taken. The work, all the work. And
the old records were lost. We’ll have a job of remapping to do,
renaming the mountains and rivers and such. Calls for a little
imagination.
276 “What do you think of naming those mountains the Lincoln
Mountains, this canal the Washington Canal, those hills—we

can name those hills for you, Lieutenant. Diplomacy. And you,
for a favor, might name a town for me. Polishing the apple.6 And
why not make this the Einstein Valley, and farther over . . . are
you listening, Lieutenant?”
277 The lieutenant snapped his gaze from the blue color and the
quiet mist of the hills far beyond the town.
278 “What? Oh, yes, sir!”
5
bacteriological specimens: samples of different kinds of single-celled living things.
6
Polishing the apple: acting in a way to get on the good side of another person.
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NOTICE & NOTE
TEACH
CHECK YOUR
UNDERSTANDING
Answers:
1. B
2. H
3. D
If they answer any questions incorrectly, have them reread
CHECK YOUR UNDERSTANDING the text to confirm their understanding. Then they may
Answer these questions before moving on to the Analyze the Text proceed to ANALYZE THE TEXT on page 300.
1 Why is paragraph 8 important to the story?
A It introduces a familiar setting.
B It helps establish a foreboding mood.
C It describes realistically what will happen.
D It describes the most important characters.
2 Rockets stopped coming to Mars because —
F fuel to power them had run out

G everyone was dying of a strange illness
H war had broken out on Earth
J people no longer wanted to live there
3 Based on the details provided in the selection about the

lieutenant’s reaction to Mars, he will most likely —
A leave Mars and forget about what he has seen
B try to continue building the old rocket
C move into a cottage in the American-built town
D continue visiting the Martians in the hills

Oral Assessment Use the following questions to assess students’ Martians in the hills? (He will continue to visit the Martians and will
comprehension and speaking skills: probably change into a Martian himself.)
1. Reread paragraph 8 and ask if Mars sounds like a nice place to live. (No,
“At any moment the Martian air might draw his soul from him.”)
2. Why did the rockets stop coming to Mars? (The rockets stopped coming
to Mars because there was a war on Earth)
3. What do you think will happen to the lieutenant who visited the

RESPOND
APPLY
ANALYZE THE TEXT
1. Analyze What words would you use to describe the overall mood
ANALYZE THE TEXT of the story? Cite examples of Bradbury’s use of language.
Possible answers
2. Interpret Why is it significant that the settlers are using the old
1. DOK 4: Students may say that the mood is tense, eerie, Martian names of local landmarks and changing their own names?
scary, or suspenseful. Supporting examples will vary. 3. Compare Why might Cora be more accepting of life on Mars
2. DOK 2: They are becoming permanent residents of Mars than her husband Harry? What practical matters might affect her
behavior?
and consider themselves Martians. Naming is a way of
taking possession of a new location. 4. Predict Who do you think will resist change more: the captain,
or the lieutenant? Which details from the story best support your
3. DOK 3: Cora is a wife and a mother. Her role seems to be prediction?
that of a traditional nurturer, whose primary work is to care
5. Notice & Note How does the author’s contrasting the eye color
for her family.
among the settlers at various points in the text connect to a main
4. DOK 2: The captain is more likely to resist the changes theme of the story? Explain how this connection relates to the title
because he wants to bring Earth culture to Mars. This is of the story.
indicated by his desire and effort to rename places.
RESEARCH
5. DOK 4: The changing eye color of residents indicates
that they are being physically transformed by their RESEARCH TIP What is science fiction? Are science fiction stories always about space
When researching to find travel or colonization of other worlds? Find out more about science
new location. It also is a metaphor for their changing examples of a particular genre,
fiction. Look for two examples science fiction to read and compare. You
psychological perspective: they now “see” Mars as you can look for information
using the genre name and/ can either look for short stories or consider reading chapters in longer
Martians, not Earthlings. The title of the story reflects the
or particular author names. works. As you read, ask yourself why each text is an example of science
physical and psychological changes the settlers have You can also narrow your fiction. What makes each one unique? Record what you learn about
undergone. The use of the phrase “golden-eyed” indicates search by looking for books
recommended for a particular
the characters, setting, and plot of each text in the chart below. Then
that their new view on life is positive. age group. discuss your impressions of science fiction with a partner.
SELECTION 1 SELECTION 2
RESEARCH
When researching this specific topic, students are very likely

to run into sites with unfounded information on space. Do
not discourage them from seeking out this information, but
rather encourage them to check the information they find
against scientific sources. Then ask, which sources are more
reliable.
Connect: Responses will vary.
Extend With a small group, discuss science fiction and how it
expresses ideas about people, cultures, and the social and political
challenges that societies face.
300 Unit 4
LEARNING MINDSET
Asking For Help Some students will be too shy to ask a neighbor for help. You might want
to share a personal anecdote with them about a time you weren’t sure about asking someone
for help, but did it anyway, and it turned out all right. Tell students that asking for help does
not equal failure. If they were with an adult and their car got stuck in the mud, wouldn’t they
ask someone for help? Or would they keep trying to get themselves out of the mud? Asking for
help is just another way of getting unstuck.
300 Unit 4
RESPOND
APPLY
CREATE AND DISCUSS
Write a Letter Write a letter to a friend in which you express your Go to Writing as a Process
in the Writing Studio for
opinions about the possibility of alien life forms in space. help.
❏ Be sure to use correct letter form, including the date, greeting, CREATE AND DISCUSS
body of the letter, and signature. Write a Letter Students should integrate their research
❏ In your introductory paragraph, state your opinion. into the letters in natural, conversational ways. This is not
❏ In the paragraphs that follow, offer support for your opinion. the same as writing quotes and citations for a formal essay.
❏ In your final paragraph, restate your opinion. Encourage your Instead, they can slip their research into the flow of the letter,
friend to write back with his or her thoughts on the subject.
such as:
Make a Graphic Track the gradual but important ways that Harry Go to Participating in
Bittering’s attitude changes as the story unfolds. in the Speaking and
Have you heard of this new idea for colonizing Mars? I read
Listening Studio to learn on [science website] the other day that a billionaire is going
❏ Review the text of “Dark They Were, and Golden-Eyed.” Look for more.
details about the changes in Bittering’s thoughts about Mars. to start sending people there by 2030. So, are you coming
❏ Record your findings, including quotations from the story, in a with me?
graphic organizer like the one shown.
For writing support for students at varying
Beginning Middle End proficiency levels, see the Text X-Ray on page 278D.
Make a Graphic Because their graphic organizers will lead

to a small group discussion, encourage students to look
for things in the text that not everyone else will bring to the
❏ Use your graphic organizer as the basis for discussion with other discussion. That way, the discussion will be more rich and
members of a small group. unpredictable.
RESPOND TO THE ESSENTIAL QUESTION RESPOND TO THE

CorrectionKey=TX-A
ESSENTIAL QUESTION
Why is the idea of space UNIT 4 Use this Response Log to record your ideas
ACADEMIC VOCABULARY
RESPONSE LOG
Allow time for students to add details from “Dark They Were,

and Golden-Eyed” to their Unit 4 Response Logs.
and unnerving?
you learned from the story,

Dark They Were, and
Golden-Eyed Vocabulary words. Check off
Gather Information Review your each of the words that you use.
Challenges for
Space Exploration
annotations on “Dark They Were, and What If We Were

Alone? ❑ complex
Golden-Eyed.” Then, add details to your Seven Minutes of
❑ potential
Response Log. As you determine which
Terror
Space Exploration
❑ rely
information to include, think about:
Should Be More
Humans Should
Stay Home and Let
Robots Take to the
Stars
❑ stress
• why people might want to settle on R4 Response Log
❑ valid
another planet
• how people might respond to having limited contact with Earth

At the end of the unit, use your notes to help you write an argument.

Understand How to Write a Letter Instruct students to imagine a conversation in which
they will not hear back from the other person for a long time. This will not be like a text, or even
an email. They will have to cover their topic without getting prompt feedback from the other
person. They will need to anticipate what the other person might think or question. Tell them
to take the information from their research and put it into this letter, sometimes in their own
words, and sometimes in quotations. Encourage students to use English idioms and slang,
possibly in quotation marks.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply In each item, mark the phrase that has a
convivial connection to each Critical Vocabulary word.
CRITICAL VOCABULARY subtly
idle
1. pendulum: a writing instrument / a grandfather clock /
1. b, a grandfather clock forlorn
recede a racing motorcycle
2. a, a plane landing on a runway pendulum
muse 2. recede: a plane flying off into the distance / a plane landing on a
3. c, a lonely child runway / a plane parked at the gate
4. b, striking workers with nothing to do 3. forlorn: a bitter quarrel / a heavy snowfall / a lonely child
5. a, a person considering choices

4. idle: singers in a contest / striking workers with nothing to do /
6. b, a friendly crowd of people a parking lot filling with cars
7. c, a dimming light 5. muse: a person considering choices / a windy, rainy afternoon /

a noisy rock band
VOCABULARY STRATEGY: 6. convivial: a dog chasing a squirrel / a friendly crowd of people /

a curving staircase
Latin Root pend
7. subtly: a fireworks show / a long bus ride / a dimming light
1. pendant
2. dependent
3. suspenseful
VOCABULARY STRATEGY: Latin Root pend
4. suspenders Go to the Vocabulary The vocabulary word pendulum contains the Latin root pend, which
Studio for more on roots.
5. impending means “hang.” This root, sometimes spelled pens, is found in many
English words. Use context clues and your knowledge of the root’s
meaning to help you understand unfamiliar words with pend or pens.
Practice and Apply Choose the word that best completes each
sentence. Then explain to a partner how the root pend or pens relates
to the meaning of the word.
pendulum suspenseful dependent

suspenders impending pendant
1. She wears that _____________ around her neck every day.
2. My choice is _____________ on what you decide to do.
3. The book was so _____________ that he could not put it down.
4. To hold up his pants, Dad prefers _____________ to belts.
5. They could not shake off their feeling of _____________ trouble.
302 Unit 4

Understand Latin Roots Write the following Spanish cognates on the board and underline
the Latin roots pend/pens in each word: pendulum/péndulo, dependent/dependiente, suspense/
suspenso. Point out that both Spanish and English have Latin roots. Tell students that they can
use their knowledge of Latin roots to help them understand the meaning of unfamiliar words
in English. Use gestures to define the Latin roots pend/pens. Then have student pairs of varying
proficiency create definitions for the remaining vocabulary words: suspenders, impending, and
pendant. Allow students to use gestures or images in their definitions. Encourage students at
higher levels of proficiency to create written definitions.
302 Unit 4
RESPOND
APPLY
LANGUAGE CONVENTIONS: Consistent
Verb Tenses
English verbs express the time of an action or state of being—past, Go to Using Verb Tense
present, or future—through verb tense. To keep the time of the verb Consistently in the
Grammar Studio for more
LANGUAGE CONVENTIONS:
clear in the readers’ minds, writers usually are consistent. In these help.
Consistent Verb Tenses
examples from “Dark They Were, and Golden-Eyed,” Ray Bradbury uses
consistent verb tenses: Review the information about consistent verb tenses with
students. Explain that an author must always determine
• To express actions that happened in the past
Mr. Bittering hesitated, and then raised the mirror to his
which tense he or she will use. In the case of “Dark They
face. (Both verbs end in -ed and are in the past tense.) Were, and Golden-Eyed,” Bradbury chose to tell the story as
if the events had already occurred.
• To express actions that happen in the present
Sometimes nights I think I hear ’em. I hear the wind. Illustrate how inconsistent verb tenses can confuse readers.
The sand hits my window. (All three verbs—think, hear, Read these sample sentences with altered tenses.
and hits—are in the present tense. Notice how hits ends in -s • Mr. Bittering hesitates, and then raising the mirror to
because the subject—sand—is singular.) his face.
• To express actions that will happen in the future • Sometimes nights I think I heard ’em. I am hearing the
One day the atom bomb will fix Earth. Then we’ll be wind. The sand hits my window.
safe here. (Both verbs use the helping verb will to show the • One day the atom bomb fixed Earth. Then we’ll be safe
future tense. We’ll be means “we will be.”)
here.
Unexpected or inconsistent use of verb tenses can lead to confusion.
Ask students why a writer of nonfiction would choose past,
On the other hand, sometimes tenses need to shift to show changes
present, or future tenses in their articles or books about real-
in time. What’s important is to use the same tense to describe actions
that take place at the same time. Change tenses only when you intend life subjects. Remind them that when working on their own
to shift from one time period to another. writing, whether creative or for school, they should always
keep consistent verb tense in mind. If an author does use an
Practice and Apply Write your own sentences based on the models
from the story. You may write sentences about the story or about
inconsistent tense deliberately, it may be to draw attention
a topic of your own choosing. When you have finished, share your to an important detail.
sentences with a partner and compare your use of verb tenses. Practice and Apply: Responses will vary.

Understand Consistent Verb Tenses Have students read the sample sentences on the
student page. Write the different tenses of the verbs on the board. Then, have them think
about how the verbs relate to the subjects and reflect when the actions are taking place. Pair
students up to practice saying the sentences, changing the verb tense. Finally, have them
share with the group how the sentences change meaning when they use different verb tenses.

PLAN
ANALYZE & APPLY
MENTOR TEXT
CHALLENGES
CHALLENGES FOR FOR SPACE
EXPLORATION
SPACE EXPLORATION
? ESSENTIAL
QUESTION:
Why is the

idea of space
exploration
both inspiring
Photo.com
and unnerving?
Company • Image Credits: ©inhauscreative/iStock

This argument serves as a Mentor Text, a model for students to follow
Company

when they come to the Unit 4 Writing Task, Write an Argument
304 Unit 4
304
4/7/2018 5:24:36 AM

ARGUMENT • Analyze author’s purpose.
Remind students that the purpose of an argument is to persuade • Recognize the use of rhetorical devices in argument.
the reader to accept the author’s viewpoint on an issue. An author • Conduct research on space exploration.
uses information—facts, and sometimes images and graphics—to • Write a poem from the point of view of an astronaut.
support his or her argument. In addition, the author often uses • Listen to and discuss a poem’s message.
language and literary devices that draw attention to the main point • Use commas in introductory phrases.
and engage the reader’s attention.
• Use a print or online dictionary to study the history and origins of
critical vocabulary.
• Language Discuss visuals.
TEXT COMPLEXITY
Quantitative
Measures Challenges for Space Exploration Lexile: 880L
Ideas Presented Mostly implied with explicit statement at end
Qualitative Structures Used Primarily one perspective

Measures
Language Used Mostly Tier 1 and Tier II words
Knowledge Required Most factual content is common knowledge
304A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio Humans explored Earth for Una familia llega a Marte como
Text in
thousands of years in spite of the parte de una pequeña colonia.
• FOCUS Previewing the Text dangers of the unknown. Space Inmediatamente, el padre
• Previewing the Text travel is even more dangerous, expresa su deseo de volver a la
yet it has yielded great rewards. Tierra. Y empieza a construir
• Reading Studio: Notice & Note The author argues that our planet un cohete para regresar a la
needs a peaceful and necessary Tierra. Al tiempo, nota pequeños
• Writing Studio: Planning and
project that will enable us to find pero significativos cambios
Drafting
new planets to live on when Earth en su familia y en los otros
is no longer habitable. Seeking colonizadores después de comer
• Speaking and Listening Studio:
Participating in Collaborative a new habitat for humans will be la comida cultivada en el nuevo
Discussions dangerous, perhaps impossible, planeta. Gradualmente, el padre
but it is human nature to attempt y su familia se acostumbran
it anyway. a Marte y se hacen más
Etymology
marcianos. Finalmente, la familia
se transforma en una familia
• Grammar Studio: Module 14: Lesson
2-6: Using Commas marciana. Otro cohete llega a su
colonia y no encuentra a ningún
• ✔ “Challenges for Space Exploration”
terrícola.
Selection Test
SMALL-GROUP OPTIONS
Numbered Heads Together Think-Pair-Share

• After students have read the argument, arrange • Assign partners to each student. Ask students to
them in groups of four, assigning each student a consider the following question: What would be
number from 1 to 4. the greatest benefits of working with other nations
• Ask each group: Do the benefits of space exploration to look for other planets on which humans can live?
outweigh the risks. Why or why not? • Have partners discuss the question and
• Allow students time to discuss their opinions formulate an opinion.
among themselves and formulate a group • Then call on a member of each pair of students
response. to share the result of their discussion with the
• Call upon a “numbered head” in the group to class.
explain the group’s opinion and the reasoning
behind it.
Challenges for Space Exploration 304B

PLAN

for “Challenges for Space Exploration”

DISCUSS THE TERROR AND WONDER OF SPACE CULTURAL REFERENCES
In this lesson, students will need to be able to discuss ideas about exploration, The following words and phrases may be unfamiliar to
danger, and technology, and how all these ideas are connected. Read the first students:
four paragraphs with students. Provide the following explanations • cutting-edge technology (paragraph 3): the most
• Exploration is about finding out what is out there. advanced technology
• It can be dangerous to explore space. • beyond the horizon (paragraph 3): beyond what we can
• New technology makes it possible to discover new worlds. guess or anticipate
Explain to students that the challenges of space exploration can be related • keep all our eggs in this . . . basket (paragraph 5): rely on a
to the challenges they face in their own lives. Just as the human race must single way for success
take on new challenges in order to survive, they must take on new challenges • join the non-avian dinosaurs (paragraph 5): become
if they want to grow. Have volunteers share their beliefs about space extinct.
exploration. Supply the following sentence frames.
One benefit of space explorations is . The dangers of exploration are
acceptable because . One major difference between exploration of Earth
and exploration of space is the use of .
LISTENING
Understand Consonant Have students listen as you read aloud paragraph 6. Draw students’ attention to the word crucial,
Blends and explain that if something is “kroo-shul,” it means it is something important to survival. Use the
following supports with students at varying proficiency levels:
Explaing that consonant
• Have students repeat the word crucial, stressing the cr and the shul sound in -cial. SUBSTANTIAL
blends are groups of
consonants that are without • Model the pronunciation of other cr blends, in addition to crucial, such as cross, crumb, crazy,
vowels and make a distinct, and crow, and have students repeat them back. MODERATE
blended sound. A very • Have students in small groups make up sentences using the word crucial and other words with
common one is cr found in the the cr blend. LIGHT
word crucial.
304C Unit 4
PLAN
SPEAKING
Discuss the Visual Use the following supports with students at varying proficiency levels:
• Call students’ attention to the visual of the person in a spacesuit. Have students repeat after you as
Draw students’ attention
you make statements about the poster. For example: The person in the spacesuit is floating in space.
to the image of the
SUBSTANTIAL
person in the spacesuit.
Ask students to examine • Ask students questions about the poster. Ask: Why is this visual next to the article? (It shows what the
the image carefully. Then article is about.) MODERATE
ask individual students • Pair students to discuss the visual. Ask: What does the image tell you about the problems that are part
about the relationship of space exploration? (Space explorers need protection from the environment of space.) LIGHT
between the image and
the argument in the
author’s article.
READING
Understand an Work with students to read paragraphs 4–8. Use the following supports with students at varying proficiency
Argument levels:
Tell students that authors • Point out that at the beginning of each of these paragraphs is the phrase, “I could tell you,” and have
of arguments often use students repeat the phrase. SUBSTANTIAL
repetition to support their • Have students take turns reading the paragraphs with special emphasis on the phrase, “I could tell you.”
claims. MODERATE
• Put students in small groups, and ask them whether the phrase “I could tell you” helps the author
make her argument strong. LIGHT
WRITING
Write a Poem Use the following supports with students at varying proficiency levels:
• Work with students to create a word web about space travel. Help them identify words from the text
Work with students
that might be used in a poem. Help them sound out the letters and words they have chosen.
to read the writing
SUBSTANTIAL
• Guide students to identify the words that will be important in the poem. Provide sentence frames,
such as “The text says Could we go there? . MODERATE
• Remind students that poems do not have to rhyme. Tell them to think of how they would feel if they
were an astronaut. Would they feel brave? Excited? Scared? Tell them to write about the feelings
they would have. LIGHT
Challenges for Space Exploration 304D

ANALYZE & APPLY
TEACH
Connect to the
ESSENTIAL QUESTION CHALLENGES
“Challenges for Space Exploration” invites readers to
consider similarities between the motives for the early
FOR SPACE
EXPLORATION
exploration of Earth and the current motives for space
exploration. The argument for exploring space emphasizes
our common human aspirations--and the dangers inherent
in leaving the safety of our home planet.
MENTOR TEXT
At the end of the unit, students will be asked to write a poem
in which an astronaut discusses the risks and sacrifices
of space exploration. “Challenges for Space Exploration” ? ESSENTIAL
QUESTION:
provides an introspective look at why humans have always
explored new frontiers, and the importance of continuing to
do so today. Students can use this information to add details Why is the
to their poems about how an astronaut might feel when
exploring humanity’s final frontier—outer space.
idea of space
exploration
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©inhauscreative/iStockPhoto.com

both inspiring
and unnerving?
304 Unit 4
304 Unit 4
GET READY
TEACH
QUICK START
The possibility of humans exploring space is exciting—but dangerous,
too. What do you think are the main challenges of space exploration?
Make a list; then compare lists with two or three classmates.
QUICK START
Have students read the Quick Start question and give them
ANALYZE AUTHOR’S PURPOSE a few minutes to write their lists. Call on groups of two or
Purpose is an author’s reason for writing a text. In an argument, the GENRE ELEMENTS: three to identify the challenges they have identified. Have a
purpose is to persuade. The author presents a claim—a viewpoint or ARGUMENT volunteer list the challenges on the board.
position on an issue—and then supports it with reasons and evidence. • presents and defends a claim
Some arguments begin with a clear statement of the author’s claim.

• provides reasons to support ANALYZE AUTHOR’S PURPOSE
the claim and factual evidence
Others imply a claim through the presentation of information and to support the reasons Help students understand the idea of writing with a
through rhetoric, the art of using language effectively to appeal to an • uses persuasive language purpose. Explain that writers are artists who use words to
audience. One aspect of rhetoric is word choice. Word choice helps to describe, inform, entertain, or persuade. Have students
• can be formal or informal
shape both tone and voice in a text. read the explanation of tone and the examples from the
essay. Ask: What are some other words that might affect tone?
SHAPED BY WORD CHOICE EXAMPLE FROM SELECTION
(terrifying, monstrous, comical, peaceful) Next, ask students
Tone is the author’s attitude toward It’s a huge, dangerous, to read the definition of voice in the text. Explain that the
a subject—for example, serious, maybe impossible project. author’s voice can make his or her words more persuasive
lighthearted, or (as in this example) But that’s never stopped by creating a personal bond between the writer and the
inspirational. humans from trying anyway.
reader. Addressing readers by writing in the second person
Voice is an author’s unique use of . . . one good meteor strike (as “you”) can make readers feel as though the writer is
language that allows a reader to and we all join the non-avian conducting a conversation with them in person.
“hear” a human personality in the dinosaurs. And have you
author’s work. noticed the weather lately? ANALYZE REPETITION
Repetition is a commonly used rhetorical technique in
music, literature, and speeches. For example, the repetition
ANALYZE REPETITION of the line “Follow the yellow brick road” in the song “We’re
One way to make a point in an argument is through repetition. Off to see the Wizard” from The Wizard of Oz. In poems,
Repetition is the use of the same word, phrase, clause, or sentence for example, Poe’s “The Raven” the word Nevermore, is
more than once for emphasis. Repetition is one of the rhetorical continuously repeated to create a sense of doom. Repetition
devices—specific ways of using language—authors use to emphasize

is often a feature of speeches. (Martin Luther King, Jr.
key ideas, convey tone, and sometimes to encourage an emotional
response in readers. In this example from “Challenges for Space
repeated the phrase “I have a dream” in his famous speech.)
Exploration,” repetition of the word there emphasizes the idea of going Discuss the effect of repetition in each of these instances.
into space. It also captures the curiosity and excitement that people (optimism, sorrow, inspiration). Explain that writers use
have felt about exploring space: repetition to stir emotions in order to drive home a point or
What’s up there? Could we go there? Maybe we could go there.
establish a mood. Repetition is also used in daily speech: The
father told his child: I love you because you’re kind, I love you
As you read “Challenges for Space Exploration,” look for other examples
because you’re good to Grandma, I love you because you
of repetition that the author uses as she develops her argument.
take care of the dog, I love you because you are you!
Challenges for Space Exploration 305

GET READY
infinitely entail crucial habitat
them to complete these sentences.
CRITICAL VOCABULARY
1. Exploring another solar system would many years of
Encourage students to read all the sentences before research and preparation.
deciding which word best completes each one. Remind
2. If the of a species is destroyed, the species must find a
them to look for context clues that match the meaning of
new environment that’s suitable.
each word.
3. Protection from radiation is if humans are to survive
Answers: travel in space.
1. entail 4. There are more places to explore in space than people
2. habitat can imagine.
3. crucial LANGUAGE CONVENTIONS

4. infinitely Commas After Introductory Phrases In “Challenges for Space
Exploration,” you will learn to use a comma after an introductory
■■English Learner Support phrase. The comma gives the reader a moment to pause before
Use Cognates Tell students that several of the Critical moving on to the main part of the sentence. Note these examples:
Vocabulary words have Spanish cognates: habitat/ Without a doubt, human beings have long had a thirst for
habitación, infinitely/infinidad. LIGHT exploring the unknown.
Centuries before the first telescope, people studied the night
sky and wondered what might be “out there.”
LANGUAGE CONVENTIONS Look for comma usage as you read and write about the text.
Review the instructions about commas. Read the sample
sentences aloud leaving out the pause for the comma. Then
read them again, demonstrating the pause created by the ANNOTATION MODEL NOTICE & NOTE
comma. Point out that the comma makes the sentences As you read, note how the author reveals her purpose for writing. You
easier to understand, whether they have been written can also mark up examples of repetition and other rhetorical devices
or spoken. that make her argument effective. In the model, you can see one reader’s
notes about one paragraph in “Challenges for Space Exploration.”

ANNOTATION MODEL 6 I could tell you that it might Author addresses readers directly to
Point out the annotation ideas on this page, which suggest be good for us to unite behind a persuade them to accept her claim.
project that doesn’t involve killing
underlining persuasive phrases and indicating repetition of
one another, that does involve Repetition and contrast make the
words by circling or drawing a box around them. Tell them
understanding our home planet and statement memorable.
that they can use this suggestion or create their own system the ways we survive on it and what
for marking up the selection in their write-in text. They may things are crucial to our continuing to
I need to keep reading to figure out
want to color code their annotations by using highlighters. survive on it. the point of this repetition.
Their notes in the margin may include questions about ideas
or topics they want to learn more about.
306 Unit 4
306 Unit 4
NOTICE & NOTE
BACKGROUND TEACH
Ann Leckie (b. 1966) is an award-winning science fiction author.
She has published many short stories but perhaps is best known for
her novel Ancillary Justice, the first volume in the highly praised
Imperial Radch series. The selection you are about to read, BACKGROUND
however, is persuasive nonfiction—an argument. It is
Leckie’s introduction to a feature in Wired magazine After students read the background note, explain that Ann
that explains problems humans face when they leave Leckie is one of many science fiction writers who have stirred
the relative safety of Earth. interest in the exploration of space. Space travel appeals
to the natural curiosity of people who want to learn more
about the universe. This article argues for a commitment to
exploration for new habitats for humankind.
CHALLENGES SETTING A PURPOSE
FOR SPACE Direct students to use the Setting a Purpose prompt to focus
their reading.
EXPLORATION LANGUAGE
CONVENTIONS
Remind students that writers use commas to make text
SETTING A PURPOSE more readable. Commas mark off certain parts of sentences
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Will Ireland/SFX Magazine via Getty Images;
As you read, remember that this selection is an introduction to a Notice & Note to alert the reader to slight pauses that separate elements
longer piece, filled with specific challenges. Think about what Leckie such as an introductory phrase. The proper use of commas
says here about the challenges of space exploration in general and prevents the reader from being confused. (Answer: The
and note signposts in the text.
how she feels about facing those challenges. comma encourages readers to pause before moving into the
main part of the sentence. It helps to separate the ideas and to
1
T housands of years ago, when our ancestors came to the
sea, they built boats and sailed tremendous distances to
islands they could not have known were there. Why?
Annotate: In paragraph 1, mark
the introductory phrase that is
avoid confusion.)
For speaking support for students at varying
set off by a comma.
2 Probably for the same reason we look up at the moon proficiency levels, see the Text X-Ray on page 304D.
Analyze: Why is it helpful to
and the stars and say, “What’s up there? Could we go there? have a comma there?
Maybe we could go there.” Because it’s something human
(b) ©inhauscreative/iStockPhoto.com
beings do.
3 Space is, of course, infinitely more hostile to human life infinitely
than the surface of the sea; escaping Earth’s gravity entails (∆n´f∂-n∆t-l∏) adv. Infinitely
means to a great extent, or with
a good deal more work and expense than shoving off from no limits.
the shore. But those boats were the cutting-edge technology entail
of their time. Voyagers carefully planned their expensive, (≈n-t∑l´) v. To entail means to
have or require.
dangerous journeys, and many of them died trying to find
out what was beyond the horizon. So why keep doing it?
Challenges for Space Exploration 307 CRITICAL VOCABULARY

infinitely: The danger is so great that exploring the
Earth’s seas seems safe in comparison.
ASK STUDENTS to name some of the dangers that are

Use Images Direct students’ attention to the visual on this page. Ask students whether faced by humans in space. (lack of oxygen, space debris,
the person in the spacesuit is on earth or in space. (in space) Have them point to details that solar radiation, malfunctioning spaceship)
show the person is in space. If the students have difficulty with the question, ask whether the
spacesuit is something they would need to wear on Earth. Ask what they think the selection is entail: The writer is pointing out that exploring space
about. Allow students to answer in words or by drawing a picture. SUBSTANTIAL requires much more technology and expense than
exploring the sea.
ASK STUDENTS what some of the things a space explorer
might need that exploring Earth’s seas does not entail.
(spacesuit, oxygen supply, computers, jet packs)

NOTICE & NOTE
TEACH ANALYZE REPETITION
4 I could tell you about spinoff technologies, ranging from
Annotate: Mark the clause that
small products of convenience to discoveries that might feed
is repeated in paragraphs 4–8. millions or prevent deadly accidents or save the lives of the sick
Analyze: How does the author’s and injured.
use of repetition help her 5 I could tell you that we shouldn’t keep all our eggs in this
For listening support for students at varying support her claim? increasingly fragile basket—one good meteor strike and we
proficiency levels, see the Text X-Ray on page 304C. all join the non-avian dinosaurs. And have you noticed the
weather lately?
6 I could tell you that it might be good for us to unite behind
ANALYZE REPETITION a project that doesn’t involve killing one another, that does
involve understanding our home planet and the ways we
Remind students that repetition is a rhetorical device, one
crucial survive on it and what things are crucial to our continuing to
of many that authors use to draw attention to their ideas. (kr◊´sh∂l) adj. Something that
is crucial is extremely important
survive on it. Text in
FOCUS
(Answer: The repetition draws readers to the idea that there are or significant. 7 I could tell you that moving farther out into the solar system
many strong reasons for humans to explore space, especially to might be a good plan, if humanity is lucky enough to survive
find places other than Earth where humans can live.) the next 5.5 billion years and the sun expands enough to fry the
Earth.
habitat 8 I could tell you all those things: all the reasons we should
ANALYZE AUTHOR’S (h√b´∆-t√t´) n. In this instance,
a habitat is a structure
find some way to live away from this planet, to build space
that provides a controlled stations and moon bases and cities on Mars and habitats on
PURPOSE environment for living in very the moons of Jupiter. All the reasons we should, if we manage
hostile or even deadly locations.
The paragraph begins with the final repetition of the phrase that, look out at the stars beyond our sun and say, “Could we go
“I could tell you,” and continues with a summing up of the ANALYZE AUTHOR’S there? Maybe we could go there.”
PURPOSE 9 It’s a huge, dangerous, maybe impossible project. But that’s
reasons the author gives for her conclusion: “Maybe we Annotate: Mark the words and
could go there.” The words and the tone together make up phrases in paragraph 8 that
never stopped humans from trying anyway.
help shape the tone of the 10 Humanity was born on Earth. Are we going to stay here?
her argument. (Answer: The tone is hopeful, positive, perhaps
paragraph. I suspect—I hope—the answer is no.
inspirational.)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©3DSculptor/iStock/Getty Images;
Interpret: What tone, or
attitude toward the subject,
Text in
FOCUS TEXT IN FOCUS does the writing convey?
Inset image: An interplanetary vehicle orbits Mars.
Background image: a supernova
Previewing the Text Have students view the Text in Focus
video on this page of their eBook to learn how to preview
a nonfiction text. Then have students use Text In Focus
Practice to apply what they have learned.
(r) ©Getty Images News/Getty Images

308 Unit 4
CRITICAL VOCABULARY
crucial: There are some things that are so important that 7_LTXESE973237_U4AAS3.indd 308 4/7/2018 5:24:41
they must be done if we are to keep existing.

ASK STUDENTS what might be crucial to our surviving
on the planet. (uniting behind a project that doesn’t involve
killing one another)
habitat: The article emphasizes that we must find places
in space where people can live.
ASK STUDENTS why a habitat would be necessary on
Mars or the moons of Jupiter. (Humans would need a safe
home to survive in hostile environments.)
308 Unit 4
NOTICE & NOTE
TEACH
CHECK YOUR
UNDERSTANDING
Answers:
1. B
2. J
3. B
If students answer any questions incorrectly, have them
CHECK YOUR UNDERSTANDING reread the text to confirm their understanding. Then they
Answer these questions before moving on to the Analyze the Text may proceed to ANALYZE THE TEXT on p. 310.
1 The author points out that our ancestors sailed great distances to
unknown places in order to —
A express that it is important to go to new places
B suggest that it is human nature to be explorers
C warn about the risks of going to unknown places
D describe what might have happened to our ancestors

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Narvikk/E+/Getty Images
2 In paragraph 5, the author states that we shouldn’t keep our eggs

in this increasingly fragile basket. What does she mean?
F We need to create a safer environment on Earth.
G We must focus on the threat of meteor strikes.
H We must increase food production on Earth.
J We need to find other suitable planets to live on.
3 Which of the following is an example of repetition?
A And have you noticed the weather lately? (paragraph 5)
B “Could we go there? Maybe we could go there.” (paragraph 8)
C But that’s never stopped humans from trying anyway.

(paragraph 9)
D Humanity was born on Earth. Are we going to stay here?
(paragraph 10)

Oral Assessment Use the following questions to assess students’ 2. Does the author think humans should live only on Earth? (No) Where
comprehension and speaking skills: does the author think humans should go? (other planets)
1. Why did the author say that our ancestors sailed great distances to
unknown places? (The author wanted to suggest that it is human nature
to be explorers.)

RESPOND
APPLY
ANALYZE THE TEXT
1. Analyze What is the claim of the author’s argument? Where is

ANALYZE THE TEXT that claim stated most clearly?
Possible answers:
2. Summarize Describe some of the reasons the author gives in
1. DOK 4: The central claim is that humans should look support of her claim.
beyond Earth for other planets to live on. The claim is 3. Compare According to the author, how were boats that set sail
hinted at throughout but is not clearly stated until the end. thousands of years ago like modern spaceships?
2. DOK 2: The author explains that there would be spinoff 4. Infer How does the author’s use of repetition convey tone, or her
benefits—for example, technologies to feed millions or attitude toward space exploration? How does it help her achieve
prevent accidents; we should have a back-up plan in case her purpose?
Earth is threatened with destruction; a common mission 5. Evaluate Does the author’s voice, or unique use of language,
would unite humanity and help us understand our planet. make her argument more or less effective? Explain.
3. DOK 3: Both are examples of cutting-edge technology (for

their times) that allow humans to explore unknown places. RESEARCH
RESEARCH TIP Humans have been traveling into space for decades. They have orbited
4. DOK 2: The author’s use of repetition gives the argument Remember to evaluate the Earth and landed on the moon. Some have even lived for months at a
a tone of urgency. The author expresses the attitude that websites to determine if they
time in space. However, space exploration is not without risk. Research
provide up-to-date and reliable
space exploration is a matter of survival for humanity. some of the risks involved with going into space. Use several sources
information. Comparing
5. DOK 4: The author contrasts the seeming impossibility information from several sites and record the information you find in the chart below.
can be helpful.
of sending human explorers into space with humanity’s
RISK PROBLEMS ASSOCIATED WITH RISK
history of accepting challenges that seem impossible. It
ties in well with the overall argument that there are strong A spacecraft must reach high speeds to escape
reasons for having humans explore space. Take-off Earth’s gravity. A problem with the spacecraft
can cause it to break apart.
RESEARCH
Suggest to students that they look online for reliable sources Exposure to radiation is much higher in space.
of information about space exploration. Remind them that Radiation
Radiation can damage cells and lead to cancer.

sources like NASA and the Smithsonian are often helpful for
this kind of research.
Extend Scientists track weather and make sure conditions Circulation changes; blood pools in head and
are good before take-off. Engineers and scientists try to Zero Gravity chest, causing high blood pressure. Muscles waste
make sure that there are no problems associated with the and fat develops. Bones lose calcium.
spacecraft. Spacecraft are coated with materials that help
protect astronauts from radiation. Extend Work with a partner to research and explain what scientists
and engineers do to reduce one particular risk. Share your information
with another pair of students.
310 Unit 4

Reteach Repetition Point out that the author begins paragraphs 4-8 with the phrase “I
could tell you . . .” Have students locate each sentence in their text and take turns reading each
aloud with a partner. Remind students that authors use repetition to stir emotions in readers.
Have students work with a partner to answer the questions: What does the author want you
to feel when she repeats the phrase “I could tell you…”? Then have pairs work together with
another group to compare their answers.
310 Unit 4
RESPOND
APPLY
CREATE AND DISCUSS
Write a Poem Write a poem in which an astronaut speaker considers Go to the Writing Studio
for more on planning and
the risks and sacrifices that she or he would face on a space mission. drafting text.
❏ Make a list of feelings and ideas you have about the topic. CREATE AND DISCUSS
❏ Think about the main idea or message you want your speaker to Write a Poem Point out to students that the research they
express, even if she or he does not state it directly. did to complete the chart on page 310 can be a source of
❏ Choose concrete words and phrases related to the topic that ideas for their poem. Remind students that they should use
create strong images and appeal to the five senses.
what they have learned about tone and voice to express their
❏ Include repetition, which is an effective rhetorical device in
poetry as well as in nonfiction writing.
ideas in a way that will engage their readers.
Listen for a Poem’s Message Read your astronaut poem to a partner Go to the Speaking and For writing support for students at varying
Listening Studio for
and listen to your partner’s poem. Compare and discuss the poems. help with listening to proficiency levels, see the Text X-Ray on page 304D.
literature, reading it aloud,
❏ Take turns reading your poems aloud. Read with expression. and having a partner
discussion.
❏ As your partner reads, listen carefully to interpret the poem’s Listen for a Poem’s Message Remind students to pay
message. Pay particular attention to specific words and phrases close attention to their partner’s reading of the poem. Tell
that stand out to you. (You may want to write them down or ask students to listen for the key point made in the poem. Is it
your partner to read the poem a second time.)
about danger? Does it express joy at being in space? What
❏ Discuss which words and phrases convey each poem’s message
is the writer saying about his or her personal feelings?
and what makes those words so powerful.
Emphasize that students are to find positive aspects of
the poem to comment on. Point out that many poets write
several drafts of a poem and continue to polish their work
RESPOND TO THE ESSENTIAL QUESTION until they find it acceptable. As students compare their
CorrectionKey=TX-A poems, remind them that a poem is a personal expression
Why is the idea of space UNIT 4
RESPONSE LOG
ACADEMIC VOCABULARY and that poems on the same subject can be very different in

and unnerving? you learned from the argument,
form and content.
Dark They Were, and
Golden-Eyed
Space Exploration
RESPOND TO THE
annotations and notes on “Challenges
for Space Exploration.” Then, add relevant
What If We Were
Alone?
❑ complex
ESSENTIAL QUESTION
Seven Minutes of ❑ potential
details to your Response Log. As you
Terror
❑ rely Allow time for students to add details from “Challenges for
Space Exploration
determine which information to include,

Should Be More
Humans Should
❑ stress Space Exploration” to their Unit 4 Response Logs.
think about:
Stay Home and Let
Robots Take to the
Stars
R4 Response Log
❑ valid
• why space exploration is important

• the risks involved in space exploration
At the end of the unit, you may want to refer to your notes when you
write an argument.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Write the Critical Vocabulary word asked for in
infinitely each question. Be prepared to explain your response.
CRITICAL VOCABULARY entail
crucial 1. Which word goes with environment? _________________
Answers: habitat
2. Which word goes with limitless? _________________
1. habitat 3. Which word goes with require and involve? _________________
2. infinitely 4. Which word goes with important? _________________
3. entail
VOCABULARY STRATEGY: Etymology
4. crucial
Go to the Vocabulary Etymology is the origin and historical development of a word. When
Studio for more on
etymology. you study a word’s history and origin, you can find out when, where,
and how the word came to be used. For example, a dictionary entry
VOCABULARY STRATEGY: for solar will tell you that the word comes from Middle English but that
Etymology it can be traced back to the Latin word sōlāris, from sōl, which means
“sun.” Solar means “of or relating to the sun.”
Answers:
Practice and Apply Follow these steps to record the etymology of
infinite: Latin, from in- (“not”) + fīnīre (“to limit”); It
each Critical Vocabulary word in the chart below.
corresponds to the current meaning of the word, “limitless.”
• Look up the word in a print or digital dictionary.
entail: Middle English, from en- (“make”) + taile (“legal • Find the etymology of the word after the definition(s). If you are not
limitation”); One current meaning of the word corresponds with sure about how to read the etymology, you can check the front or
this meaning. the back of a print dictionary. There should be a section that explains
how the etymology is noted and what the abbreviations mean.
crucial: Latin, from crucis (“crossroads”); This meaning is
• Write the origin of the word and its original meaning in the chart
somewhat related to the current meaning, “important to the
below. Is the word’s current meaning related to its original meaning?
determination of an outcome.” If so, explain how.
habitat: Latin, from habitāre (“to dwell”); This is closely
WORD ETYMOLOGY/MEANING
related to the current definition, “an environment suitable for
living in.”
infinitely

entail
crucial
habitat
312 Unit 4

Practice Vocabulary Spell out the parts of the words in the vocabulary: in-fin-ite, en-tail,
cru-cial, hab-i-tat. Have students copy the parts of the words, sound out the parts, and then
sound out the word altogether. Make sure that the pronunciations of the parts match how they
should sound, not how students may think they should sound, e.g., ite should be pronounced
“it,” not “iteuh.” SUBSTANTIAL/MODERATE
312 Unit 4
RESPOND
APPLY
LANGUAGE CONVENTIONS: Commas After
Introductory Phrases
Writers place a comma after most introductory phrases to signal the Go to More Uses of the
reader to pause and to avoid confusion. (Sometimes you will see a very
Comma in the Grammar
Studio to learn more. LANGUAGE CONVENTIONS:
short introductory phrase without a comma, but a comma there is not Commas After Introductory Phrases
incorrect.) When you write, read your sentences aloud, noticing where
you pause in the early part of a sentence. The places where you pause Tell students that it is sometimes helpful to look for the
probably need to be punctuated by a comma. Study these examples
subject of the sentence first, and then place the comma
based on “Challenges for Space Exploration”:
before the subject. For example, in the first sentence, “Anita”
Without a doubt, the long-term effects of zero gravity is the subject, the comma is placed right before “Anita.”
are a health risk for astronauts.
1. Having performed the experiments, Anita carefully
Working in space, robots and other machines can
recorded her findings.
perform tasks that are too dangerous for humans.
Read the two sentences aloud, noticing where you pause. The comma 2. Without better protection from radiation, people could
after doubt in the first sentence signals the reader to pause. The not possibly live on Mars.
comma after space in the second sentence signals the reader to pause
3. Outside the laboratory, five rockets blasted off and flew
and also avoids confusion. Without the comma, the reader might think
for about a mile.
at first that the writer is referring to space robots. Additional examples
are shown in the following chart. 4. On the other hand, there is no reason to doubt that
humans will eventually land on the moons of Jupiter.
PURPOSE OF COMMA EXAMPLE
To signal the reader to To understand the health risks of 5. To travel to other planets, all I need to do is read science
pause living in space, scientists have studied fiction stories.
astronauts living on the International
Space Station.
To avoid confusion Under the rules of NASA, astronauts
must meet certain health requirements.
Practice and Apply These sentences include introductory phrases

that need to be punctuated with commas. Read each sentence and
insert the comma where necessary.
1. Having performed the experiments Anita recorded her findings.
2. Without better protection from radiation people could not

possibly live on Mars.
3. Outside the laboratory five rockets blasted off and flew for about
a mile.
4. On the other hand there is no reason to doubt that humans will
eventually land on the moons of Jupiter.
5. To travel to other planets all I need to do is read my favorite
science fiction stories.

PLAN
ANALYZE & APPLY
WHAT IF
WHAT IF WE WERE WE WERE
ALONE?
ALONE?
? ESSENTIAL
QUESTION:
Why is the
Poem by William Stafford idea of space

exploration
both inspiring
Llewellyn/Corbis
and unnerving?
Company • Image Credits: ©Robert
Company

314 Unit 4
314
4/7/2018 5:25:31 AM

POETRY • Read and demonstrate comprehension of poetry.
Remind students that poetry is a literary form structured in • Infer multiple themes using text evidence.
relatively short lines, grouped into stanzas or sentences. Much • Analyze the effects of graphical elements such as capitalization,
poetry is built around images, feelings, and impressions. Poetic punctuation, and line length in poetry.
detail is written to resonate in frames of sound and meaning that use • Write a poem that conforms to basic poetic structure.
graphical elements to express ideas and themes. • Discuss with a partner the features of the text using the key term
theme.
• Language Discuss the features of the text using the term
graphical elements.
TEXT COMPLEXITY
Quantitative
Measures What If We Were Alone? Lexile: N/A
Ideas Presented Multiple levels, use of symbolism, greater demand for inference
Qualitative Structures Used Complex, does not follow chronology or sequence

Measures
Language Used Implied meanings; allusive, figurative language; complex sentence structures
Knowledge Required Explores complex ideas
314A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio William Stafford’s poem “What La exploración espacial comienza
If We Were Alone” begins with en la imaginación: cuando
• Reading Studio: Notice & Note the question “What if there miramos extasiados las noches
weren’t any stars?” Stafford then despejadas resplandecientes
• Writing Studio:
Writing as a Process tells us that the existence of con “brillantes (puntos)
stars demonstrates that “There luminosos”. Por milenios, los
• Speaking and Listening Studio: is something beyond,” hinting astrónomos se han inspirado a
Analyzing and Evaluating that humans are not alone in the preguntarse acerca del alcance,
Presentations universe. One way to look at the forma y magnitud del espacio.
• ✔ “What If We Were Alone?” poem is to read it as saying that Especialmente en años recientes,
Selection Test if people did not impose limits las investigaciones refinadas
on their thinking, then it would han nutrido la nueva visión de
be easier to “look outward,” to la naturaleza y los orígenes de
see that there are many things nuestra “compañía” cósmica. Pero
to be discovered. The figurative las nuevas respuestas engendran
language of lines 15-21 speak of aún más preguntas, mientras
an almost mystical form harmony los misterios permanecen en
in nature. los cielos para ser explorados y
reflexionados por poetas.
SMALL-GROUP OPTIONS
Numbered Heads Together Think-Pair-Share

• Have students read the selection. Then form • Have students read and analyze “What If We Were
them into groups of four, designating each Alone?” Then ask: How does the poem make the
member as number 1, 2, 3, or 4. argument that we are not alone?
• Ask: What are the major themes or messages of • Have students think about the question
“What If We Were Alone?” individually and take notes.
• Have students discuss their responses in groups. • Have pairs discuss their ideas about the question.
• Call a number from 1 to 4. Ask that “numbered” • Finally, ask pairs to share their responses with the
student to respond for the group. class.
What if We Were Alone? 314B

PLAN

for “What if We Were Alone?”

DISCUSS POETRY AND THEME CULTURAL REFERENCES
In this lesson, students will need to be able to discuss poetry and theme. The following words and phrases may be unfamiliar to
Provide the following definitions: students:
• “What If We Were Alone?”is a poem written in free-verse; it doesn’t have • Galileo (line 4): invented a type of telescope; his
a traditional rhyme scheme or consistent meter. observations helped change scientific theories.
• A theme is a central idea in a literary work. (Spanish cognates: • cold space (lines 8 and 9) outer space beyond Earth’s
poema, tema) atmosphere
Explain to students that poetry takes many forms: free verse allows the author to • beckons (paragraph 11): to call to; to use gestures to
create sentences (or lines) that are almost like everyday language. Ask students come nearer, to offer an invitation
to observe that short poems can be powerful: important or playful themes can • each glittering point of light (line 13) the stars
be created with very few words. Model the following line frame for a poem: Ask • moon rolls through the trees (line 15): a description of the
students to come up with their own “What if” beginnings for poems. moon rising as seen through the branches of trees
What if Earth had no ? (oceans, trees, people, nighttime) • voice floats from rock to sandbar, to log: (line 17): the
personification of the sound of water
LISTENING
Understand the Theme Have students listen as you play the selection audio once. Then, read the first two stanzas aloud. Use
the following supports with students at varying proficiency levels:
Explain to students that
• Tell students that a poem’s theme might also be seen as its “big idea.” Display the word idea in
the theme of a poem is the
large type, and gesture to indicate “big.” Note that idea is the same in English and Spanish. Ask
message of the poem, or the
students to give a thumbs-up signal for yes and a thumbs-down for no after you ask a question.
poem’s most important idea.
Say, The author says that “something is out there.” Does that mean that there is something beyond
Tell students to pay attention
the stars? (thumbs-up) Is that a big idea? (thumbs-up) SUBSTANTIAL
to details that seem important
and ask what these details • Have intermediate students join beginners at first, and then ask them an additional question:
have in common in order to What do these words mean: “Each glittering point of light”? (They are all stars.) MODERATE
determine the theme of the • Have students listen to the audio selection. Allow them to play it twice. Ask them to take notes
poem. about what they think the main idea is in the poem. LIGHT
314C Unit 4
PLAN
SPEAKING
Discuss Graphical Use the following supports with students at varying proficiency levels:
Elements • Display two large white cards: one with a comma and one with a dash. Model walking, pausing, and
resuming. Pause for shorter and longer intervals to represent each punctuation mark. Ask students
Have students discuss the
to take turns holding up the correct card. Have each student read one line of the poem aloud to a
features of the text using
classmate and then listen to his or her classmate. SUBSTANTIAL
the key term graphical
elements. Circulate • Display two large white cards: one with a comma and one with a dash. Read the poem aloud. Ask
around the room to make students to take turns holding up the correct card when you pause. Have each student read one line
sure students understand of the poem aloud to a classmate and then listen to his or her classmate. MODERATE
the key term. • Invite students in groups to discuss the use of graphical elements in “What If We Were Alone?,”
identifying dramatic line breaks, capitalization, and punctuation. LIGHT
READING
Read for Read the poem with students. Use the following supports with students at varying proficiency levels:
Understanding • Review concept vocabulary for the poem, including the terms connection and nature. (Spanish
cognates: conexión, naturaleza) Display both words. Ask: Are we all part of nature? (yes) SUBSTANTIAL
Tell students that poets
play with ideas and • Have students read this sentence with you: The moon rolls through the trees, rises from them, and
images, sound and waits. Explain that this means that the moon is rising as seen through the trees. Ask: Does the moon
meaning to develop really roll? (no) What is the moon is shaped like? (a circle, disk,ball) MODERATE
theme through complex • Ask students to read the poem. Then invite them to form groups to discuss its theme or themes, or
language. “big ideas.” LIGHT
WRITING
Write a Poem Use the following supports with students at varying proficiency levels:
• Review basic vocabulary for the poem: curious, frightened, angry. (Spanish cognates/synonyms:
Work with students
curioso, asustado, enojado) Invite students to come up with synonyms. (wondering, scared, mad) Ask
to read the writing
students to record the words in their notebooks. SUBSTANTIAL
• Provide sentence frames such as the following that students can use to draft their poems: The
humans scare us when they . Remind students to complete the frames from the perspective of
aliens observing humans. MODERATE
• Working in pairs or small groups, invite students to review drafts of each other’s poems. Encourage
students to make suggestions regarding theme and structure, including graphical elements.
LIGHT
What if We Were Alone? 314D

ANALYZE & APPLY
TEACH
Connect to the
WHAT IF
WE WERE
ESSENTIAL QUESTION
“What If We Were Alone” inspires readers to consider
that we are almost certainly not by ourselves, we are not
ALONE?
“everything” in the vast cosmos. The poem suggests “we are
led outward” by our natures, or by nature itself, to consider
“something beyond;” to hear the voice of nature in different
forms. Exploration starts in the imagination. The poet
begins the journey with a sense of certainty that “something
is out there.”
? ESSENTIAL
QUESTION:
Why is the
idea of space
exploration
both inspiring

and unnerving?
314 Unit 4
314 Unit 4
GET READY
TEACH
QUICK START
The poem you are about to read challenges the reader to consider the
idea of Earth’s being alone in the universe. Think about your feelings
when you are lonely and what makes you feel connected to the world
QUICK START
around you. With a partner, create a web like this one, describing
activities or people that help you feel connected. An example is given. Have students read the Quick Start prompt, and invite them
to share the things (or people) that give them a sense of
Take a Walk connectedness. Then, ask them to expand on that web by
considering connections on a broader scale. Ask: How are
we all connected to the things William Stafford writes about?
What is the “company” we glimpse when we look at the stars,
the “something” that is out there in cold space? How might
Connections our perspective change if the skies were empty of the moon
and stars?
ANALYZE GRAPHICAL
ANALYZE GRAPHICAL ELEMENTS ELEMENTS
“What If We Were Alone?” is an example of free verse, a poem without GENRE ELEMENTS: Tell students to find meaning in verse by reading it according
regular rhyme or rhythm. The lines in the poem don’t rhyme and it has POETRY
to the cues on the typeset page to start, pause, and stop.
strong rhythm in only a few places. Even without rhyme or rhythm, • a form of literature structured
into relatively short lines, often Remind students that verse is better grasped when read
the poem has ways to affect the reader. Among these are graphical arranged into groups (stanzas) aloud, speed is changed, and points of emphasis are
elements—the visual ways the poem is represented on the page. Here
• often focuses on feelings and followed for capitalization, punctuation, and line breaks.
are a few common graphical elements: impressions, and presented in
ways that create images in the Have students turn for a moment to the poem on p. 349 and
We expect each line of a poem to start with reader’s mind
follow along as you read lines 1–7. Ask these questions to
CAPITALIZATION a capital letter. When that doesn’t happen, a • often features sound devices
help them analyze graphical elements:
thought probably runs from one line to the next. that help create meaning
• includes graphical elements,
• Why might the poet lowercase the word earth in line 2?
A dash signals a break in thought. Periods,
such as capitalization, (to show it is just another heavenly body). Why might he
question marks, and exclamation points in the
punctuation, and line length break the line after “earth”? (Possible response: to leave
middle of lines indicate pauses and changes to help express ideas and
PUNCTUATION in ideas. A comma signals a shorter pause, themes the meaning hanging.)
especially in the middle of a line. When you find • How do the dashes change how you read lines 5–7? (The
these kinds of pauses, stop and think carefully first dash makes me stress the phrase “no Galileo.” The
about what you are reading. second dash makes me stress the word Look. Read this
If you see lines in a poem that are much longer way, both the phrase and the word might be part of an
LINE LENGTH or shorter than usual, consider what effects they urgent argument.)
have on the poem’s meaning.
• How is understanding of verse enhanced by reading it
All three kinds of graphical elements appear in “What If We Were aloud? (Responses will vary.)
Alone?” When you encounter one of them, stop and think about what
the poet wants you to remember at that moment.
What If We Were Alone? 315
What if We Were Alone? 315

GET READY
TEACH ANALYZE THEME
Poems like “What If We Were Alone?” often have a theme, or a lesson
about life or human nature that the poet shares with the reader.
Examples of themes include statements such as “We must face
ANALYZE THEME challenges with courage” or “Friends are a positive part of life.”
Remind students of the difference between theme and its A theme is rarely stated directly at the beginning or end of a poem.
Instead, the poet usually develops the message over the course of
subject: The subject of “A Christmas Carol” is a struggle
a poem. It is up to you, the reader, to read closely (several times, if
between three spirits and an old British miser. One of its
possible, and maybe aloud as well as silently) and think carefully about
themes, or messages, is that “people can change.” questions such as these:
Review the bulleted items with students, asking them to take • Does the title of the poem hint at an important idea?
notes in responding to the questions. Then, have them use • What seems to be the main subject of the poem?
their notes to determine themes of the poem. • If the poem has several stanzas (groups of lines), how does the main
Suggest that students use these questions to help them idea of each stanza relate to the main idea of the other stanzas?
analyze theme: • Is there a change of setting or focus in the poem? If so, why does the
change happen?
• How can a theme be “between the lines?” How does
• Are there words or phrases that are repeated or that stand out in
the poet’s message develop and take shape over the
other ways?
course of lines and stanzas?
• What images come to mind as you read the poem?
• What ideas or images stay with you from the poem?
• What do you know about the speaker of the poem? What seems to
Do these things suggest a theme? be important to the speaker?
• Why would theme be treated differently in a poem
As you think about answers to these questions, ask yourself, “What big
than in an argument? message about life, or about human nature, is the poem trying to tell
me?” Your response probably will be a theme—and possibly the main
■■English Learner Support theme—of the poem.
Understand Academic Language Make sure students
understand words and terms used in the lesson, such as
poem, theme, and graphic. (Spanish cognates: poema, tema) ANNOTATION MODEL NOTICE & NOTE
SUBSTANTIAL/MODERATE As you read, consider how the poet develops a theme. You also can mark
graphical elements and other details that stand out to you. This model shows
one reader’s notes about the first stanza of “What If We Were Alone?”
ANNOTATION MODEL

What if there weren’t any stars? Three question marks = three
Suggest that students use a highlighter and arrows to questions. Why does the poet want
annotate the poem so as to direct attention to supporting What if only the sun and the earth me to think about these questions?
notes about theme. Point out that they may follow this circled alone in the sky? What if
suggestion or use their own system for marking up the no one ever found anything outside
selections in their write-in texts.
5 this world right here?—no Galileo The poet includes a made-up quotation
could say, “Look—it is out there, about space. The theme may have
something to do with a lesson we can
a hint of whether we are everything.” learn from space.
316 Unit 4
316 Unit 4
NOTICE & NOTE
BACKGROUND TEACH
William Stafford (1914–1993) was born in Hutchinson, Kansas. He
attended the University of Kansas and earned a BA and MA. He later
earned a PhD from the University of Iowa. Traveling Through the
Dark, his first major collection of poems, was published in BACKGROUND
1962 and won the National Book Award in 1963. Many
of Stafford’s poems have roots in the nature that he After reading the background note, tell students that William
experienced in the West, and they focus on the lessons Stafford was a person who followed his principles with
that nature can teach. action. He was a pacifist: a person who does not believe
in using violence for any reason. Rather than go to World
War II as a soldier, he registered with the government as
a conscientious objector. Stafford was allowed to work
conserving and repairing forests in Arkansas and California.
He spent four years in work camps living close to nature.
It was there that he formed the habit of waking early to
write—a practice he continued for the rest of his life. William
WHAT IF WE Stafford did not publish his first book of poetry until he was
WERE ALONE?
forty-six years old.
SETTING A PURPOSE
Direct students to use the Setting a Purpose prompt to focus
their reading. Point out the graphical features in the poem.
Tell them to take note of any word, phrase, or idea that
SETTING A PURPOSE
captures their attention or interests them. Tell them that
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©AP Images; (b) ©Robert Llewellyn/Corbis
As you read, pay attention to the effect of graphical elements and Notice & Note keeping track of their first impressions may be a valuable
to the words and phrases that catch your attention. How do these Use the side margins to notice way to begin examining and enjoying the poem. Challenge
aspects of the poem work together to suggest one or more themes and note signposts in the text.
students to try to use some of the graphical elements in their
for the poem?
own poems.
What if there weren’t any stars? WORDS OF THE WISER
What if only the sun and the earth Notice & Note: Mark the words
circled alone in the sky? What if that the speaker imagines
WORDS OF THE WISER
no one ever found anything outside Galileo saying.
Explain to students that Words of the Wiser cite a definitive
5 this world right here?—no Galileo Interpret: How are Galileo’s source: often an insightful, mature fictional character, or in
could say, “Look—it is out there, words a response to the title of
the poem? this case the legendary astronomer and polymath Galileo.
a hint of whether we are everything.”
(Answer: The question the title poses is answered by the
words Stafford gives to Galileo: No, we are not alone. There
is something beyond us. It is important to remember that for
thousands of years, many people thought that the universe
simply ended. )
For listening support for students at varying
proficiency levels, see the Text X-Ray on page 314C.

Analyze Theme Have students gather in small groups. Invite one group member to read
the Analyze Theme Question on p. 318 aloud. Then, have the group engage in reciprocal
teaching techniques to identify the poem’s themes while rereading the poem. Ask all group
members to offer answers, with one or two students in each group taking notes.
LIGHT

NOTICE & NOTE
TEACH
ANALYZE GRAPHICAL
ELEMENTS
Remind students that a line break tends to emphasize the
word or words that precede it and that a dash signals a
pause that also modifies inflection. (Answer: Both dashes
encourage the reader to slow down and think about what the
poet is saying. In line 6, it calls attention to the idea that space
may have the answer to the questions being asked. In line 8,
in emphasizes that space is cold and so does not seem a likely
place for answers—but that is where the answers may be, just
the same.)
ANALYZE THEME
Note that a theme may develop through shifts in
perspective, as the poet makes at line 15. Remind students
that the author remains close to his essential theme, even as
his focus and style varies from the second stanza to the third.
(Answer: No; in line 15, the poem connects the moon to the
earth and then gives details only about the earth. The theme of
the poem, therefore, must be a lesson that includes both what is

in space and what is on the earth.) ANALYZE GRAPHICAL Look out at the stars. Yes—cold
ELEMENTS space. Yes, we are so distant that
Annotate: Mark the dashes in
lines 5–8.
10 the mind goes hollow to think it.
But something is out there. Whatever
Compare: Are the dashes used
the same way in each line? our limits, we are led outward. We glimpse
Explain. company. Each glittering point of light
beckons: “There is something beyond.”
ANALYZE THEME 15 The moon rolls through the trees, rises

Annotate: In line 15, mark
from them, and waits. In the river all
something found in space and
something found on Earth. night a voice floats from rock
Draw Conclusions: Does the
to sandbar, to log. What kind of listening
poem’s theme only relate to can follow quietly enough? We bow, and
space? Explain. 20 the voice that falls through the rapids
calls all the rocks by their secret names.
318 Unit 4
7_LTXESE973237_U4AAS4.indd 318 4/7/2018 5:25:40
318 Unit 4
NOTICE & NOTE
TEACH
CHECK YOUR
UNDERSTANDING
Answers:
1. B
2. F
3. C
the text to confirm their understanding. Then they may
1 The poet uses questions in the first stanza in order to —
A prove that everyone thinks about these questions

B emphasize the seriousness of the question in the title
C suggest that the universe really is an empty place
D indicate that people think about space too much
2 According to the poem’s speaker, what is the main purpose of

the stars?
F They encourage us to seek answers by looking beyond what we
find familiar.
G They urge us not to think about space because the universe is
impossible to understand.
H They remind us that we are limited and that human life is short.
J They give us hope for a future in which we will travel among
them.
3 In the third stanza, the voice that the speaker describes is a —
A message from Galileo

B message from the moon
C power that exists throughout nature
D listener that unites all human beings
TXESE973237_U4AAS4.indd 319
ENGLISH LEARNER SUPPORT 4/7/2018 5:25:42 AM
Oral Assessment To gauge comprehension and speaking skills, conduct • Is being “connected” to nature one of the main themes? How do you
an informal assessment. Walk around the class, talking with students and know? (Answers will vary.) LIGHT
asking these questions: • Discuss what the poet means by: “Look—it is out there, a hint of whether
• Does the poem say that we are we alone, or not alone? (not alone) we are everything.” (Answers will vary.)
SUBSTANTIAL
• Does the poet say that there is “something beyond”? (yes) What are
glittering points of light? (stars) MODERATE

RESPOND
APPLY
ANALYZE THE TEXT
1. Infer What phrase is repeated in the title and the questions in the
ANALYZE THE TEXT first stanza? What does this repetition indicate about the poem’s
Possible answers speaker?
1. DOK 2: The phrase “What if” is repeated, which may 2. Interpret In line 5, why do you think a dash appears at the end of
indicate that the speaker is anxious about this issue. Also, the third question?
the three successive questions are essentially asking the 3. Compare How does the poet suggest that both space and the
same thing, which suggests urgency. earth itself are mysterious?
2. DOK 2: A dash can indicate a break in someone’s 4. Draw Conclusions What do you think is the theme of “What If We
thinking, and that may be what is happening here: After Were Alone?” Why do you think so?
asking the questions, the speaker suddenly thinks about 5. Notice & Note In the first stanza, you read some “words of the
Galileo (someone who indeed has “found anything outside wiser” as spoken by Galileo. Whose “words” are described in the
/ this world right here”). final stanza? What makes these “wise” words, too?
3. DOK 3: In the second stanza, the poet says that when one
RESEARCH
considers the distance of the stars, “the mind goes hollow.”
In the same stanza, he refers to being “led outward;” to RESEARCH TIP People have been wondering about space for thousands of years.
When a topic is broad, such
a sense that we “glimpse company;” and to the call of Astronomy is the scientific study of things that exist beyond Earth’s
as astronomy, create a list
atmosphere. With a partner, research these aspects of astronomy. You
starlight toward “something beyond.” In the final stanza, of subtopics to use as key
words in Internet searches. can use this graphic organizer to record your findings.
he describes a “voice” that floats through nature that In this activity, you are given
knows the “secret names” of rocks. the subtopics. At other times, METHODS USED TO STUDY THE UNIVERSE
however, you will need to
4. DOK 3: The theme may be that humans are not alone—we choose them. In that case, it can In ancient times: Today:
are connected to nature, a force everywhere. The thought be helpful to start by reading an
encyclopedia entry about the
appears in the reference to “company” beyond our own topic. Doing this can help you
planet; in the connection between the moon and the trees; identify interesting subtopics. THREE TOPICS THAT ASTRONOMERS STUDY
and in the suggestion that we attend to the “voice” that
speaks through “the rapids.”
5. DOK 4: The “words” belong to the “voice” that floats

through nature. The poet suggests they are “wise” words
by referring to following the voice quietly, even bowing to it.
TWO QUESTIONS THAT ASTRONOMERS TRY TO ANSWER
RESEARCH
Remind students they should confirm information they find
by checking multiple websites and assessing the credibility
Connect In a small group, compare your findings. Discuss how
of each one. you think astronomers view their work. How do you see that view
Connect Students may note that telescopes are a relatively addressed in “What If We Were Alone?”
modern invention: prior to the 17th century, humans tracked
320 Unit 4
the movement of planets and satellites by eye. Students may
discover that Galileo Galilei (1564-1642) has been called
“the father of observational geometry.” His study of the
planets suggested heliocentrism, or planetary orbits around
the sun. Reteach Theme If students struggle to grasp theme, suggest a well-known fairytale to
them, such as Snow White. Invite students to tell the story aloud, and look up further details in
a guided discussion. Ask: What life lessons are conveyed in this story? What might be one or two
of its themes? (Vanity is self-destructive; jealousy is likewise; beauty does not equate with blessed
lives, nor does wealth and power.) Ask students to review other fairy tales or fables and reference
theories as to their themes.

the following Level Up tutorial: Theme.
LEVEL
320 Unit 4
RESPOND
APPLY
CREATE AND LISTEN
Write a Poem Imagine that an intelligent life form witnesses the Go to Writing as a Process
in the Writing Studio to
arrival of a group of human space explorers who plan to start a colony. learn more.
Create a poem written from the life form’s point of view about the CREATE AND LISTEN
newcomers’ arrival. The poem may use rhyme and rhythm, or it may be
Write a Poem After students have completed a draft,
in free verse (like “What If We Were Alone?”).
encourage them to read their poems aloud, either to
❏ Decide whether the life form is curious, frightened, or angry
themselves or to a partner. This should guide them to
about the newcomers. Brainstorm words that express emotions.
consider their use of sensory detail and language that
❏ Consider how to include descriptions of what the life form is
observing about the humans. expresses emotion in their work. Remind students to use
❏ Write a draft of your poem. Use graphical elements to help you graphical elements for poetic effect, including well-chosen
express the message, or theme, that you want to convey. line breaks, punctuation, and capitalization.
❏ Revise your poem. Consider the specific effects the words,
phrases, and graphical elements have.
Listen for the Theme Now share your poem with a partner. Take turns Go to Analyzing and
Evaluating Presentations
reading your poems aloud to each other with expression. in the Speaking and
Listening Studio for more Listen for the Theme Have students form peer groups
❏ Listen carefully as the poem is read. If you would like to hear it details.
to critique each other’s poems before presenting them to
again, ask your partner to read it a second time.
the class.
❏ After the poems have been read, discuss your interpretation of
each one’s message, or theme. • Students should give concrete, specific ideas for how
❏ Give each other positive feedback about what works best in the their peers might improve their work.
poem or about how to revise the poem to strengthen its theme. • Pairs should review the suggestions and decide which
ones to incorporate into their poems, with a critical
eye toward sharpening themes.
CorrectionKey=TX-A

RESPONSE LOG
ACADEMIC VOCABULARY
RESPOND TO THE
you learned from the poem,

ESSENTIAL QUESTION
and unnerving?

Dark They Were, and
Golden-Eyed

Allow time for students to add details from “What If We
Gather Information Review your
Were Alone?” to their Unit 4 Response Logs.
Challenges for
Space Exploration
annotations and notes on “What If We What If We Were

Alone?
❑ complex
Were Alone?” Then, add relevant details
Seven Minutes of
Terror
❑ potential
to your Response Log. As you determine
Space Exploration
Should Be More
which information to include, think about:

Humans Should
❑ rely
Stay Home and Let
Robots Take to the
Stars
❑ stress
• why people are fascinated by the stars
R4 Response Log
❑ valid
• whether exploring space would be wonderful or terrible
• how interactions with nature inform our interest in space
At the end of the unit, you can use your notes when you write an
argument.

PLAN
ANALYZE & APPLY
MEDIA ESSENTIAL
QUESTION:
SEVEN
SEVEN MINUTES OF
Why is the
MINUTES OF idea of space
TERROR exploration
both inspiring
Video by the
National Aeronautics and
Space and unnerving?
Administration
TERROR
QUICK START
As NASA scientists and
engineers plan missions,
might they face? Talk about what challenges
your ideas with a partner
or a small group.
ANALYZE VIDEO
GENRE ELEMENTS: MEDIA
The purpose, or intent,
• often conveys information of an informational video
The video’s creator combines is to explain a topic.
• may target a general or visual and sound elements
Video
this purpose. An information to meet
specific audience al video may also use these
express the feelings and elements to
• frequently includes experts thoughts of the creator.
Laboratory
or eyewitnesses who provide
explanations and key insights Visual elements include
the images, the style of
of Terror: ©NASA Jet Propulsion

• examples include television ways in which the elements the images, and the
work together.
videos, magazines, and
the
Internet ANIMATION images that appear to move;
created through
drawings, computer graphics,
or photographs
Company • Image Credits: 7 Minutes

FILM FOOTAGE visual images captured
on film or digitally;
edited to deliver information
clearly
GRAPHICS drawings (maps, charts,
diagrams, and so on)
Company
used to represent ideas
or data

Sound elements include

what you hear in a video.
MUSIC instrumental and/or singing;

emphasizes the
emotional mood; may signal
shifts in topic
NARRATION words spoken over the
images; carefully
322 Unit 4
322
4/7/2018 5:25:35 AM

VIDEO • Analyze video elements.
Remind students that the aim of all visual media is to interest • Conduct research about the rover Curiosity.
the viewer through its choice of images and sound elements. • Write a personal narrative about encountering a being from
Informational videos, like informational text, aim to provide another planet.
viewers with facts and details that explain a particular topic. • Deliver a presentation about video techniques.
Successful informational videos provide this information in an • Language Identify the main idea in an informational video.
exciting and interesting way, using a variety of visual and sound
techniques.
TEXT COMPLEXITY
Quantitative
Seven Minutes of Terror
Measures
Ideas Presented Literal, explicit, and direct with some difficult ideas
Qualitative Structure Used Clear and chronological

Measures
Language Used Explicit with some complicated technical terms
Knowledge Required Some complex ideas beyond students’ experiences
322A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Writing Studio: Writing Narratives “Seven Minutes of Terror” details “Siete minutos de terror” detalla
the intricate procedures that the los intrincados procesos que
• Speaking and Listening Studio: spacecraft carrying Curiosity, Curiosity, el vehículo espacial
Participating in Collaborative the NASA space rover, follows de la NASA, sigue mientras
Discussions as it descends from the top of desciende desde la parte superior
✔ the atmosphere of Mars to a de la atmósfera de Marte para
• “Seven Minutes of Terror” Selection
landing on the planet’s surface. aterrizar en la superficie del
Test
The “terror” refers to the extreme planeta. El terror se refiere a la
anxiety NASA engineers feel ansiedad extrema que sienten
because they cannot control or los ingenieros de la NASA al
even communicate with the rover no poder controlar o siquiera
during a procedure that is fraught comunicarse con el vehículo
with dangers. Several NASA durante el peligroso proceso.
engineers guide viewers through Varios ingenieros de la NASA
their remarkable technological guían a los espectadores a través
feat in this exciting video. de su impresionante hazaña
tecnológica en este emocionante
video.
SMALL-GROUP OPTIONS
Have students work in small groups to read and discuss the video.
Think-Pair-Share Pinwheel Discussion

• After students have viewed the video, have them • After students have viewed the video, ask them to
work with a partner to discuss the problems create pinwheel formations of six per group.
Curiosity faced during each stage addressed in the • For the first rotation, ask students to discuss the
video. video’s aim.
• Ask students to discuss its problems upon • For the second rotation, ask students to discuss
entering Martian atmosphere. the video’s visuals.
• Ask students to discuss the problems it faced • For the third rotation, ask students to discuss the
during its descent to Mars. video’s sound and narration.
• Ask students to discuss the problems it faced
during its landing.
Seven Minutes of Terror 322B

PLAN

for “Seven Minutes of Terror”

DISCUSS ENGINEERING CULTURAL REFERENCES
Explain to students that this video describes how engineers built a spacecraft The following words and phrases may be unfamiliar to
that could safely transport a vehicle to the surface of Mars. Give students the students:
following background information: • emotional reaction: feeling
• Engineers are people who create complex machines and systems. • time pressure: the anxious feeling that time is running
• The Mars rover Curiosity is a vehicle that was designed to detect whether out
people could live on Mars. • aerodynamic drag: a powerful force
• Informational videos rely on visual, sound, and story elements—such as • zero margin of error: no mistakes allowed
animation, music, and scripts —to accurately describe their subjects.
• to get word: to find out
Explain the title of the video and how it relates to the fear experienced by the • collision course: path that will lead to a crash
engineers.
LISTENING
Identify the Main Idea Have students listen to the first 90 seconds of the video without watching it. Instruct students to focus
on the narration. Use the following supports with students at varying proficiency levels:
Tell students that informational
• Tell students that you will ask questions about the narration. Ask questions that require
videos, like informational
signaling with thumbs-up or thumbs-down or single word answers. For example, ask: Do the
texts, present ideas that are
engineers know right away if everything went okay? (thumbs down) How long do they have to wait?
supported by facts and details.
10 minutes? Seven minutes? (seven minutes) SUBSTANTIAL
Viewers must listen carefully
to the narration if they are to • Ask students to identify one main idea that is expressed in this portion of the video. (e.g.,
understand the point of the landing on Mars is difficult) MODERATE
video. • Ask students to identify two main ideas that are expressed in this portion of the video.(e.g.,
landing on Mars is difficult, computers do all the work of landing the spacecraft). LIGHT
322C Unit 4
PLAN
SPEAKING
Present Film Use the following supports with students at varying proficiency levels:
Techniques • Ask students: What emotions do the visual/sound elements of the video make you feel? Model a
response. Supply students with a word bank. Encourage one-word answers and gestures. Write
Direct students’ attention
students’ response words on the board. Then, have students pronounce the words properly, and ask
to the oral presentation
for volunteers to define the terms. SUBSTANTIAL
on p. 325. Use this
practice to help them • Supply pairs with word banks. Help them fill in sentence frames such as: The most effective element in
prepare for the larger- the video was the______. Have them read the sentences aloud to their partners. Listeners take notes
group summary. Circulate on the presentation of the sentences to give to their partners. MODERATE
around the room to make • Have students create an outline for presentation based on their notes from the small-group
sure students are using discussion. Then have them share it with a larger group. LIGHT
terms correctly.
READING
Read for Use the following supports with students at varying proficiency levels:
Information • Have students echo-read the paragraph. Ask them to raise their hands if they need clarification of a
word or phrase. Provide clarification by word or gesture. Then ask a yes-or-no question to see if they
Direct students’ attention
understand the word or phrase. Ask students for one-word responses when appropriate.
to the Background note
SUBSTANTIAL
on p. 323.
• Ask students to read the paragraph and identify two of NASA’s most significant achievements.
Encourage students to seek clarification when needed. MODERATE
• Ask students to read the paragraph and to provide evidence that NASA cooperates with other
nations and improves the quality of life here on Earth. LIGHT
WRITING
Write a Personal Use the following supports with students at varying proficiency levels:
Narrative • Ask students for the details they would like to include in their narratives (where the being comes
from, if it’s a boy or a girl, etc.). Allow one- or two-word answers or gestures. Write sentences on the
Work with students
board using those words and have students copy the sentences into their notebooks.
to read the writing
SUBSTANTIAL
• Provide sentence frames such as the following that students can use to craft their essays: The being
I met is from . The being looks like . The being and I met when I was . MODERATE
• Remind students that details are especially important in creative writing like science fiction. Have
students read each other’s narratives to see if there are enough details. LIGHT
Seven Minutes of Terror 322D

ANALYZE & APPLY
TEACH ESSENTIAL
MEDIA QUESTION:
SEVEN Why is the

idea of space
MINUTES OF
Connect to the
ESSENTIAL QUESTION
exploration
“Seven Minutes of Terror” vividly depicts what is
inspirational and unnerving about space travel by showing
what it takes to get a rover to the surface of Mars and what
TERROR both inspiring
can go terribly wrong.
Video by the and unnerving?
National Aeronautics and Space
Administration
QUICK START
Have students read the Quick Start question and think about QUICK START
it by themselves for a moment before they form groups. As NASA scientists and engineers plan missions, what challenges
Explain that space missions undergo many different stages might they face? Talk about your ideas with a partner or a small group.
and face many technological and atmospheric challenges
from takeoff to touchdown.
ANALYZE VIDEO
GENRE ELEMENTS: MEDIA The purpose, or intent, of an informational video is to explain a topic.
ANALYZE VIDEO • often conveys information The video’s creator combines visual and sound elements to meet
• may target a general or this purpose. An informational video may also use these elements to
Help students understand the purpose of informational
specific audience express the feelings and thoughts of the creator.
videos and the different visual and sound elements they
• frequently includes experts
employ. Tell them that “Seven Minutes of Terror” is a or eyewitnesses who provide
Visual elements include the images, the style of the images, and the
particularly dramatic example of an informational video not explanations and key insights
ways in which the elements work together.
only because of its exciting subject matter but also because • examples include television
of the way the video tells its story. videos, magazines, and the images that appear to move; created through
Internet ANIMATION
Suggest that students keep these questions in mind as they drawings, computer graphics, or photographs
analyze the video: visual images captured on film or digitally;

FILM FOOTAGE
edited to deliver information clearly
• How do the visual elements make the video exciting?

drawings (maps, charts, diagrams, and so on)
• How do the sound elements make the video even GRAPHICS
used to represent ideas or data
more dramatic?
• How do the visual and sound elements work together Sound elements include what you hear in a video.
to make the video exciting?
instrumental and/or singing; emphasizes the
MUSIC
■■English Learner Support emotional mood; may signal shifts in topic
words spoken over the images; carefully
Use Cognates Tell students that all of the video elements NARRATION
and many of the words in the descriptions have Spanish
cognates: animation/animación, graphics/gráficos, film
footage/filmaciones, narration/narración, music/musica,
322 Unit 4
image/imagen, visual/visual, maps/mapas.

Identify Video Elements Have students echo-read the visual and sound elements in
the charts on p. 322. Use the beginning of the video for visual and sound reference to help
students understand and define the items in the chart. Provide clarification accordingly,
using words or gestures. To confirm comprehension, ask students to identify elements as you
continue to play the video. For example, point to an animated sequence and say: This is _____.
(animation) Continue until all of the elements in the video charts have been covered.
322 Unit 4
GET READY
TEACH
BACKGROUND
The people of the National Aeronautics and Space Administration (NASA)
have always felt pressure, including the pressure of time. NASA had to
detemine whether humans could survive in space before it sent anyone to
the moon. It took NASA about a decade; but in 1969, American astronauts
BACKGROUND
Neil Armstrong and Buzz Aldrin became the first humans to set foot on the After students read the Background note, provide them with
moon. NASA went on to establish the space shuttle program, partner with more information about NASA’s missions, particularly to
space agencies from multiple countries on the International Space Station, Mars. Explain that unlike lunar missions, the Mars missions
and explore our solar system with orbital spacecraft telescopes. NASA’s so far have been unmanned. Point out that many of the
technological innovations continue to lead the world in space exploration
missions experienced technological problems, that their
and to improve life on Earth, especially in air travel and weather forecasting.
purpose has been to study the planet up close, and that
SETTING A PURPOSE some have ventured to the moons of Mars as well.
As you view the informational video, consider how it communicates a sense
of time pressure. Pay attention to how experts explain a difficult process and
the time pressures they feel as they try to ensure its success. NOTEBOOK SETTING A PURPOSE
. Direct students to keep in mind the sense of time pressures
they sometimes feel in their own lives or that they observe
others in their lives going through. You might also have
For more online resources, log in to your dashboard and click on
“SEVEN MINUTES OF TERROR” from the selection menu. them think of the plot of a favorite movie or book that
generates suspense by conveying the tension and pressure
of elapsing time.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: 7 Minutes of Terror: ©NASA Jet Propulsion Laboratory
As needed, pause the video to make notes about what impresses you or about ideas
you might want to talk about later. Replay or rewind so that you can clarify anything
you do not understand.
Seven Minutes of Terror 323
TXESE973237_U4AAS5GR.indd 323
WHEN STUDENTS STRUGGLE . . . 4/7/2018 5:25:37 AM
Analyze the Video Use this organizer while playing the video repeatedly.
The Challenge What Can Go Wrong
Entry: Entry:
Descent: Descent:
Landing: Landing:

RESPOND
APPLY
ANALYZE MEDIA
Support your responses with evidence from the video. NOTEBOOK
1. Interpret Explain the title of Seven Minutes of Terror. How do the

ANALYZE THE MEDIA music, pacing of the video, and the experts’ tone of voice suggest
Possible answers a sense of danger or even terror?
1. DOK 2: The title refers to the time it takes Curiosity 2. Cause/Effect Review the animation and the experts’ narration
to travel from the top of the Martian atmosphere to about the parachute used in this mission. What problems did the
touchdown and to the dread the engineers feel because NASA engineers identify that the parachute could solve?
they can’t do anything to help. The intensity of the music, 3. Evaluate How effective was the video in explaining NASA’s plan
the fast-paced editing, and the experts’ seriousness all to prevent a dust cloud when Curiosity landed? Explain which
convey the drama and tension. visual and sound elements support your evaluation, and why.
2. DOK 2: The engineers explained that the weak 4. Draw Conclusions Review the graphics and animation that show
the EDL (entry, descent, and landing) sequence for Curiosity. What
atmosphere of Mars couldn’t slow Curiosity down
do they tell you about the complexity of landing safely on Mars?
sufficiently. The parachute solves this problem.
5. Critique Think about the purpose of the video. Consider the
3. DOK 3: The graphics and animation clearly and effectively techniques that are used to support the information presented.
show the risks posed by the surface dust and how the Do you think Seven Minutes of Terror is an effective informational
skycrane maneuver solves this problem, enabling Curiosity video? Why or why not?
to land safely. The experts provide a concise, step-by-step
explanation. RESEARCH
4. DOK 3: The graphics and animation show that the RESEARCH TIP As you’ve learned from the video, NASA engineers had to figure out
Understanding complex how to meet several significant challenges in planning how to land
EDL sequence is incredibly tricky, with many different
technical information found on
challenges requiring immediate and intricate solutions the Internet can be a challenge.
Curiosity safely on Mars. With a partner, do some research to learn
that must work in quick succession. It’s often helpful to search more about Curiosity beyond the account in the video.
specific technical terms using a
5. DOK 4: Students should address the excellent quality of reputable online encyclopedia, QUESTION ANSWER
such as Encyclopædia Britannica,
the visual and sound elements and the clear explanations or dictionary, such as the
Curiosity analyzed rock and mineral
What did Curiosity
provided by the experts. On the negative side, the pacing of American Heritage Dictionary. samples it collected, which provided
discover about water
evidence that Mars once had water as
the video moves too quickly for viewers to fully understand on Mars?
part of its environment.
such a technical subject.
What did Curiosity Curiosity found evidence that Mars has

discover about lost most of its original atmosphere by
the atmospheric analyzing current atmospheric conditions
RESEARCH conditions on Mars? on Mars and monitoring its local clouds.
Review the Research Tip with students. Remind them to use How does Curiosity A specially designed, self-contained nuclear generator
produces the electricity that Curiosity needs for
reliable sources, like the NASA website and sites published generate the power it
running its computers, moving on Mars’ surface,
by respected organizations and universities. needs to explore Mars? communicating with NASA, and other functions.
Connect Students may include information about Connect How would you present your information about Curiosity in
Curiosity’s various discoveries, such as the fact that there a video? With your partner, sketch out the sound and visual elements
was once water on Mars and that Mars’s atmosphere you would include to convey this information.
has changed over time. Students may also explain that
324 Unit 4
Curiosity’s power source is a nuclear generator that allows
it to move from place to place, collect data and information,
and communicate its findings to a teach of scientists on
Earth.
Oral Assessment Use the following questions to assess students’ comprehension and
speaking skills:
1. What is one of the main ideas of the video? (It is very difficult to land a rover on the surface of
Mars.)
2. Name some of the visual and sound elements in the video. (music, narration, animation)
3. What is the purpose of an informational video? (The purpose of an informational video is to
explain a topic.) SUBSTANTIAL/MODERATE
324 Unit 4
RESPOND
APPLY
CREATE AND PRESENT
Write a Personal Narrative Write a personal narrative to tell what it Go to Writing Narratives
in the Writing Studio to
might be like for you to encounter a being from another planet. learn more.
❏ Choose a setting (Earth? Another planet? In space?) and outline CREATE AND PRESENT
the beginning, middle, and end of the narrative. Write a Personal Narrative Point out that the checklist
❏ Decide whether your narrative will have a “lesson”—and, if so, on p. 325 can serve as a guide to planning the structure and
how you will show it through events in the plot.
content of their narratives. Remind students that narratives,
❏ Tell the events in a logical order, using a first-person point
of view. like all writing, depend on interesting details. Help students
❏ Choose words and details that appeal to the senses.
outline their stories and how they plan to tell them.
Encourage creativity.
Present the Techniques With a small group, talk about the visual Go to Participating in
and sound elements of the video. Which elements most effectively in the Speaking and Present the Techniques Point out to students that the
Listening Studio for help.
communicate the “terror” suggested by the video’s title? Discuss how checklist can guide their discussions. As they take notes,
each element delivers a particular emotional effect. they can share observations, opinions, evaluations. Remind
❏ Make notes about visual and sound elements in the video that students to allow everyone in the small group to participate.
particularly impressed you, both positively and negatively. Advise students to run through their presentations in the
❏ Using examples from the video, explain how each element you small group before delivering them to the large group.
have chosen delivers an emotional effect. Present ideas for ways
to improve the video, or note elements that you might use in a For writing support for students at varying
video of your own.
❏ Take notes on your group’s discussion. Use your notes to present
a summary of the discussion for a larger group.
RESPOND TO THE
ESSENTIAL QUESTION
CorrectionKey=TX-A Allow time for students to add details from “Seven Minutes of
RESPONSE LOG
ACADEMIC VOCABULARY Terror” to their Unit 4 Response Logs.

and unnerving? you learned from the video,
Dark They Were, and
Golden-Eyed
Space Exploration
annotations and notes on Seven Minutes What If We Were ❑ complex
Alone?
of Terror. Then, add relevant details to your Seven Minutes of ❑ potential

Terror
❑ rely
Space Exploration
information to include, think about:

Should Be More
Humans Should
Stay Home and Let
Robots Take to the
❑ stress
Stars
• the planning that went into the Curiosity R4 Response Log

❑ valid
mission
• the unique features of Mars that made landing Curiosity a challenge


Discuss with a Small Group Restate the discussion topic as a question: Have students work with a partner to form opinions that answer the
What emotions do the visual/sound elements of the video make you feel? Make questions before starting the discussion. Provide these sentence frames to
sure that students understand the terms impressed (admired), suggested help them develop their ideas for the discussion: The most dramatic sound
(meant), and delivers an emotional effect (made you feel something). Give/show effect was . The most exciting visual element was the . One
examples as needed. Then have students complete this sentence frame: The thing I didn’t like bout the video was . LIGHT
visual/sound element that impressed me the most was the .

PLAN
COLLABORATE & COMPAR
SPACE EXPLORATION SHOULD BE

E
ARGUMENT
SPACE
EXPLORATION
SHOULD BE
MORE THAN SCIENCE FICTION

MORE SCIENCE
THAN FICTION
by Claudia Alarcón
pages 329–333
Argument by Claudia Alarcon COMPARE ARGUMEN

As you read, notice the
TS
persuasive
techniques and main points
contained in
? ESSENTIAL
QUESTION:
each argument. Then think
about each
argument’s central claim.
both arguments, you will
After you read Why is the idea of
HUMANS SHOULD STAY HOME AND LET

collaborate with a
small group on a project. space exploration
both inspiring and
unnerving?
(b) ©Purestock/Getty Images

ARGUMENT
ROBOTS TAKE TO THE STARS

HUMANS
Company • Image Credits: (t) NASA;

SHOULD STAY
HOME AND LET
ROBOTS TAKE

Argument by Eiren Cafall
TO THE STARS
by Eiren Caffall
pages 338–341
326 Unit 4
7_LTXESE973237_U4CCS1GR.indd
326
4/7/2018 5:26:34 AM

ARGUMENT • Analyze the claims, evidence, and counter arguments in an
Remind students that the purpose of an argument is to present argument.
facts and information regarding a specific claim. Although ordinary • Conduct research on the Cassini orbiter and the International
people make or have arguments every day in many different Space Station.
forms, an article or essay presents claims that are rooted in deep • Write a formal letter to Congress about space exploration to a
research and include convincing evidence and support in order member of Congress and a short story about a space mission.
to persuade readers. Paying close attention to argumentation, • Use subordinating conjunctions, relative pronouns, complex
rhetorical devices, and evidentiary support when reading will help sentences, and complete complex sentences
them produce and improve their own arguments and also help them • Analyze the denotations and connotations of words.
navigate the arguments of others. • Use dictionaries and glossaries.
• Language Use the consonant blend str.
TEXT COMPLEXITY
Quantitative Space Exploration Should Be More Than Science Fiction/ Humans Should Stay Home and Let
Measures Robots Take to the Stars Lexile 1060L/1060L
Ideas Presented Explicit and direct with clear purpose
Qualitative Structure Used Easily identified text structure

Measures
Language Used Sentence structure more complex
Knowledge Required More complex problems, experiences will be less familiar
326A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Unit 4 Response Log
English Spanish
• Selection Audio Space exploration comes with a La exploración espacial viene con
host of critical implications for una multitud de implicaciones
• Reading Studio: Notice & Note human society on Earth. “Space críticas para la sociedad humana en
Exploration Should Be More Than la Tierra. En “La exploración espacial
• Writing Studio: Writing as a Process/
Writing Narratives Science Fiction” makes the argument debería ser más que ciencia ficción”
that although the prospect may se argumenta que, a pesar de que el
• Speaking and Listening Studio: be unnerving or even dangerous, prospecto pueda ser desconcertante
Participating in Collaborative continued deep space exploration o incluso peligroso, la exploración
Discussions/ Giving a Presentation by humans offers major benefits espacial continua y profunda por parte
and infinite possibilities that will de los humanos ofrece beneficios
be critical for the future of science, mayores y posibilidades infinitas
Connotations and Denotations/
technology, and even human que serán cruciales para el futuro
Using a Dictionary or Glossary
survival. “Humans Should Stay de la ciencia, la tecnología e incluso
• Grammar Studio: Module 10: Home and Let Robots take to the la supervivencia humana. En “Los
Lesson 5: Who and Whom/ Module Stars” adopts a different viewpoint, humanos deberían quedarse en casa
8: Agreement arguing that robots are better suited y dejar que los robots se vayan a las
✔ “Space Exploration Should Be More to the task of space exploration than estrellas” se adopta un punto de vista
•
human beings. Both authors provide distinto. Se afirma que los robots son
Than Science Fiction” Selection Test/
reasons and details to support their más adecuados para la exploración
“Humans Should Stay Home and Let
arguments, leaving it up to the reader espacial que los seres humanos.
Robots Take to the Stars” Selection
to decide whether or not their cases Ambos autores dan razonamientos y
Test
are persuasive. detalles que apoyan sus argumentos,
dejándole al lector la decisión sobre si
sus casos son persuasivos.
SMALL-GROUP OPTIONS
Numbered Heads Wheel Discussion

• Break class into groups of four. • Break students into groups of six.
• Give each student in a group a number: • Seat three students at center, back-to-back,
1–2–3–4. facing outward.
• Ask students: Is the idea of space exploration • Place the other three students in front of the
exciting, unnerving, or both? Why? seated students, facing in.
• Groups must settle on their response to the • Students in the inner circle remain stationary
question as a collective. while the outer circle rotates to the right.
• Call on any of the four numbers, and that • For each rotation, provide one discussion
number from each group must respond with question based on wither “Space Exploration...”
the group’s answer. or “Humans Should Stay Home...”
Space Exploration Should Be More Than Science Fiction/Humans Should Stay Home and Let Robots Take to the Stars 326B
PLAN

for “Space Exploration Should Be More Than Science Fiction” /
“Humans Should Stay Home and Let Robots Take to the Stars”

DISCUSS SPACE TRAVEL CULTURAL REFERENCES
Explain to students that there are many different opinions about space The following words and phrases may be unfamiliar to
exploration and they do not all have to think the same way. Give students a students:
moment to think about what space travel means and compose a response • Cold War (paragraph 2): poor relations between the US
using the following frames: and the Soviet Union (Russia) after WWII
• I would like/not like to travel in space. • New Space (paragraph 3): the budding commercial space
• Some form of life does/does not exist on Mars. flight industry
• In the future, space travel might look like • rare-earth metals (paragraph 6): uncommon metals used
• Travelling in space is too dangerous/worth the risk. in technology, such as coltan (used in cell phones)
• reality television show (paragraph 3): a television show that
follows the everyday lives of people or celebrities
• geoengineering (paragraph 5): the science of stopping
carbon from harming the environment in the upper
atmosphere, or in space
LISTENING
Identify Author’s Point Have students listen as you read aloud each title and author name. Use the following supports with
of View students at varying proficiency levels:
• Help students understand the terms science fiction and to the stars. Provide these sentence
Draw students’ attention to the
frames: People want to travel to the stars, or to ____. Today, humans cannot travel very far in ____,
titles of each selection. Have
but robots can travel to ____. We can watch _____ adventures on TV and in movies. SUBSTANTIAL
them identify each author’s
position on space travel based • Ask students to identify each author’s position on space travel. Provide these sentence frames:
on each article’s title. Claudia Alarcon wants _____ to explore space. Eiren Caffall wants _____ to explore space.
MODERATE
• Ask students to identify a word that is repeated in each title (should). Have partners discuss
how the word should helps them identify the position each author will take in her article.
LIGHT
326C Unit 4
PLAN
SPEAKING
Understand Have students listen as you read aloud paragraphs 1-3. Draw students’ attention to the words construction
Consonant Blends and administrations. Use the following supports with students at varying proficiency levels:
• Ask students to repeat the words construction and administration, stressing the str sounds.
Consonant blends are
SUBSTANTIAL
groups of consonants
that are without vowels • Model the pronunciation of other str blends from the selection, such as astronaut and strategy, and
and make a distinct, have student repeat them. MODERATE
blended sound, such as • Have students in small groups make up sentences using the words, construction, administration,
str found inside the word astronaut and strategy. LIGHT
administration. Note that
consonant blends usually
appear at the beginning
of words.
READING
Compare and Use the following supports with students at varying proficiency levels:
Contrast Details • Guide students to understand that each author has a different opinion about space travel. Ask:
Which article argues that space travel is important? Which article says that humans should not travel to
Draw students’ attention
space? Allow students to point to the correct title or rephrase the title using short phrases.
to the first paragraph
SUBSTANTIAL
in each selection.
Have them read each • Have students identify one detail both paragraphs have in common. Provide these sentence frames:
paragraph and compare Both articles use _____ to show that many people are interested in space exploration. MODERATE
and contrast the details • Ask students identify one similar detail in each paragraph. Then have them identify a sentence in
that support each each that represents the opposing viewpoints of each author. LIGHT
author’s position on
space travel.
WRITING
Write Complex Use the following supports with students at varying proficiency levels:
Sentences • Have students copy the sentence into their notebooks. Point out the subject verb agreement in
each clause and have them underline it. SUBSTANTIAL
Have students practice
deconstructing and • Have students write down their responses to the following questions: What subject is in the second
writing complex clause? (the sun) What verb agrees with it? (shines) MODERATE
sentences. Provide • Provide student pairs with the clauses in the complext sentence, but out of order (After it rains,/
students with the making a beautiful rainbow in the sky./the sun sometimes shines,). Have student pairs work together to
following complex place the clauses in the correct order to form a complex sentence. LIGHT
sentence to use during
the activity: After it
rains, the sun sometimes
shines, making a beautiful
rainbow in the sky.
Space Exploration Should Be More Than Science Fiction/Humans Should Stay Home and Let Robots Take to the Stars 326D
TEACH ARGUMENT
SPACE
Connect to the
EXPLORATION
ESSENTIAL QUESTION SHOULD BE
Claudia Alarcon examines the benefits and dangers of
continuing humanity’s exploration of deep space. As a
MORE SCIENCE
rapidly expanding industry, the prospect of commercial THAN FICTION
space travel introduces a host of complicated and difficult by Claudia Alarcón
issues for humankind to consider. pages 329–333
COMPARE ARGUMENTS
Remind students that Claudia Alarcon’s and Erien Caffall’s
articles are nonfiction accounts of space exploration
history, both of which put forward convincing yet opposed
COMPARE ARGUMENTS
As you read, notice the persuasive
? ESSENTIAL
QUESTION:
arguments about humankind’s destiny in space. Parsing techniques and main points contained in
the different ideas in the articles—weighing the arguments, each argument. Then think about each
argument’s central claim. After you read
Why is the idea of
considering the evidence—will help readers to decide or
even reverse how they feel about the very important issue of both arguments, you will collaborate with a space exploration
small group on a project.
space travel.
both inspiring and
unnerving?
ARGUMENT
HUMANS
SHOULD STAY
HOME AND LET
ROBOTS TAKE
TO THE STARS
by Eiren Caffall
pages 338–341
326 Unit 4
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326 Unit 4
GET READY
TEACH
QUICK START
An important debate has been taking place about the costs and risks of
space exploration. How important is space exploration for our future? Is
space travel too risky for humans? Discuss your ideas with the class.
QUICK START
ANALYZE ARGUMENT After students discuss the topic, ask the groups or pairs to
In an argument, a speaker states a claim and supports it with reasons GENRE ELEMENTS:
make a list of pros and cons regarding commercial space
and evidence. A claim is the speaker’s position on a problem or issue. ARGUMENT travel. The items on their lists can be anything from personal
The strength of an argument relies not on the claim itself but on the • includes a claim and preferences—many people find space terrifying and refuse
counterarguments
support. Support consists of reasons and evidence used to prove the to travel there—to issues of funding, infrastructure, risk, the
• includes reasons and evidence
claim. Reasons are declarations made to explain an action or belief. environment, and global poverty. Allow them to briefly look
to support the claim
Evidence includes specific facts, statistics, or examples. To trace, or issues up online if needed.
• may contain rhetorical devices
follow the reasoning of, an argument:
• may be formal or informal
• Identify the claim, which may be stated directly or implied.
• Look for reasons and evidence that support the claim. ANALYZE ARGUMENT
• Note how author connects the claim, reasons, and evidence. Remind students that an “argument” is not always a
“disagreement,” but can also be a reasoned presentation
• Identify counterarguments, statements that address opposing
viewpoints. A good argument anticipates opposing viewpoints and
of claims and evidence. Assist students in understanding
provides counterarguments to disprove the opposing views. the terms and concepts regarding claims, arguments, and
evidence. Remind them that ordinary people, including
ANALYZE RHETORICAL DEVICES students, make claims and examine evidence every day,
presenting arguments all the time. Good journalists
Rhetorical devices are techniques that writers use to enhance their
and essayists simply use these skills to research a topic
arguments and communicate more effectively. A few rhetorical devices
are described below, along with examples of each from the selections. thoroughly and present the best possible argument.
RHETORICAL DEVICE EXAMPLE ANALYZE RHETORICAL

Addressing readers using the pronouns you or yourself is a Imagine yourself as an astronaut, a part of DEVICES
device called direct address. Direct address gets readers’ the first manned mission to Mars.
attention and connects them to the topic.
Help students to familiarize themselves with rhetorical
devices. After examining the different devices, ask them to
Rhetorical questions are those that do not need a reply.
Would you want to trust a scientific try to think of examples of each from their own lives. Remind
Writers use them to engage the reader or to suggest that mission to the people who run reality TV?
them that making note of the devices in the reading will
their arguments make the answer obvious.
help them understand the argument and come to their own
Sweeping generalizations are those that are too broad. Obviously, no single government would conclusions more effectively. Ask students:
Sweeping generalizations often include words such as all, want to take on that kind of funding. • How effective is the direct address that appears in the
everyone, every time, anything, no one, and none.
reading?
Loaded language consists of words with strongly positive This form of mining, therefore, would be • What purpose does a rhetorical question serve?
or negative connotations intended to influence a reader or incredibly beneficial for our survival and
• Why do authors use sweeping generalizations and loaded
listener. advancement.
language in argument texts?
Space Exploration / Humans Should Stay Home 327
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Space Exploration Should Be More Than Science Fiction 327

GET READY
administration beneficial plague erupt
prominent advancement dubious
CRITICAL VOCABULARY them to complete the sentences.
Encourage students to read all the sentences before 1. One _________ official in the presidential _________ voiced
deciding which word best completes each one. Remind concern about the expense of the Mars mission.
them to look for context clues that match the meaning of 2. The crowd will _________ in cheers when the astronauts land.
each word.
3. Although problems continue to _________ the project, the results
Answers: will be _________ .
1. prominent/administration 4. Some officials claim that the technology will lead to an _________
for society, but most are _________ about such claims.
2. erupted
3. plague/beneficial
4. advancement/dubious
Subordinating Conjunctions A subordinate clause begins with
■■English Learner Support a subordinating conjunction, such as after, although, as, because,
before, even though, if, since, so that, though, unless, until, when, where,
Practice Put students in pairs and ask them to speak the and while. A subordinate clause may also begin with a relative
Critical Vocabulary words aloud, paying close attention to pronoun, such as which, that, who, and whose. As you read, watch
pronunciation, especially vowels and consonant blends. for subordinating conjunctions and relative pronouns that are used
SUBSTANTIAL to form complex sentences, those with one main clause and one or
more subordinate clauses.
Have students review the information about subordinating
conjunctions and complex sentences. Explain that the
example sentence demonstrates both. NOTICE & NOTE
ANNOTATION MODEL
Read the example sentence aloud and ask students to
As you read, note the author’s use of rhetorical devices.
consider the first idea, second idea, and the subordinating
You can also mark reasons and evidence that support the
conjunction. What kind of sentence is this? (It’s a complex
argument. In the model, you can see one reader’s notes about
sentence with one subordinating conjunction and one

“Humans Should Stay Home and Let Robots Take to the Stars.”
subordinate clause.)
4 The risks of space exploration could be grave The negative connotation of

ANNOTATION MODEL for a planet already plagued by pollution. There these words suggests that
is an extra result of space travel: black carbon the author is against space
Point out that students may follow the suggestions or use from rocket exhaust that’s deposited in the outer exploration.
their own system for marking up the selection. They may atmosphere. . . . With no weather to wash it into
want to color-code their annotations with highlighters. Their The author is using this statistic
the oceans, black carbon can stay put for up to
to support her argument.
notes in the margin may include questions and topics they ten years.
want to learn more about.
328 Unit 4
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328 Unit 4
NOTICE & NOTE
BACKGROUND TEACH
Exploring the outer reaches of our solar system and sending humans
to Mars is no longer the stuff of science fiction. NASA has sent orbiters
and rovers to the Red Planet for decades. But now the goal is to send
humans to orbit Mars by the 2030s. Many scientists and politicians are BACKGROUND
rallying around this goal, as well as around other missions that will
allow humans to probe the mysteries of space. After students read the Background note, explain that
everyone on Earth, not just in America, has a stake in space
exploration. If commercial space travel becomes a reality,
many people may one day get to experience it, and the
minerals and resources that are extracted in space will
SPACE EXPLORATION benefit all humankind.
SHOULD BE MORE
SCIENCE THAN FICTION PREPARE TO COMPARE
Argument by Claudia Alarcón Direct students to use the Prepare to Compare prompt to
focus their reading.
ANALYZE ARGUMENT
Remind students that a claim is a central idea or argument
that the author will pursue. (Answer: We must continue to
explore and prioritize space exploration.)
PREPARE TO COMPARE
For speaking support for students at varying
As you read, pay attention to the persuasive language and to the Notice & Note proficiency levels, see the Text X-Ray on page 326D.
reasons and evidence this author uses to support her argument.
Consider how forms of persuasion can differ. and note signposts in the text.
W hat is out there? Are we alone in the universe? Are ANALYZE ARGUMENT
© Houghton Mifflin Harcourt Publishing Company • Image Credits: NASA
1
there inhabitable planets in our galaxy and beyond? Annotate: Underline the
author’s central claim in
For decades, science-fiction novels, movies, and TV shows paragraph 1.
fired our curiosity. After the real-life Apollo 11’s moon
Interpret: What does the author
mission in 1969, enthusiasm for new discoveries soared. think we should do?
Now, well into the twenty-first century, we must face the
fact that these same questions are still unanswered. With so
much human investment made, we must go forward, fully
embracing space exploration as an important priority. Our
future in space depends on science.
2 Space exploration in the 1960s was fueled by the Cold
War space race between the United States and Russia.
The twenty-first century has brought a universal spirit
of collaboration among scientists from around the globe.
Space Exploration Should Be More Science Than Fiction 329

TXESE973237_U4CCS1.indd 329 4/7/2018 5:26:36 AM
Preteach Vocabulary Display the words galaxy and inhabitable on the board. Explain that
these words will appear in the article they are about to read. Provide students with images of
the galaxy. Have them chorally repeat the word galaxy after you. Say: There are many planets in
the galaxy. Earth is one. Discuss the word inhabitable with students. Say: The Earth is inhabitable.
Many people, animals, and plants live on Earth. Explain that there may be other planets like
Earth in the galaxy. Have student pairs discuss if they think there are other inhabitable
planets in the galaxy. Supply the following sentence frame: I think there are other _____ planets
in the _____. SUBSTANTIAL/MODERATE

NOTICE & NOTE
TEACH
ANALYZE RHETORICAL
DEVICES
Remind students that loaded language is the use of words
with strong connotations meant to influence the reader
towards the author’s view. (Answer: They are words with
positive connotations; they help enhance the argument by
suggesting that exploring is exciting.)
This section of the immense Carina Nebula was captured by the Hubble
Telescope. Inset at right: a view of the Hubble Telescope
An excellent example is the International Space Station.

This orbiting laboratory and construction site combines the
scientific expertise of 16 nations. It allows for a permanent
human outpost in space. The hope is that the station can serve
as a launching platform for further space exploration.
3 But space travel is not without risk. NASA’s Space Shuttle
Program, which was the main connection to the International
Space Station, suffered two terrible losses. After the explosions
of the Challenger in 1986 and Columbia in 2003, the program
administration was shut down in 2011. Recent presidential administrations
(√d-m∆n´∆-str∑´sh∂n) n. A
president’s administration is his
supported putting priority on the commercial space flight
or her term of office. industry. A program was put into place to help private
companies pursue work on human space flight. There are

dozens of private companies in the industry known informally
as “New Space.” These companies have set their sights on what
seem to be impossible goals. These range from tourist trips
ANALYZE RHETORICAL to the moon to the colonization of Mars. Space travel has its
DEVICES documented dangers; however, direct human involvement,
Annotate: Mark examples aided by technological innovation, could likely boost the
of loaded language in
paragraph 4.
potential for discovery.
4 Technological innovations are developing to allow us to
Analyze: Why do you think the
author chose these words? How venture even farther into space. Such advances are opening
do they enhance her argument? windows into worlds we previously could not have imagined.
330 Unit 4
7_LTXESE973237_U4CCS1.indd 330 4/7/2018 5:26:39
CRITICAL VOCABULARY
administration: The fact that successive U.S.
government executive officials have supported continued
space exploration gives the practice credence.
ASK STUDENTS which administration is presently in
office in the White House and which was the previous
administration. (The current president is Donald J. Trump
and the previous was Barack Obama.)
330 Unit 4
NOTICE & NOTE
TEACH
LANGUAGE
CONVENTIONS
Remind students that a complex sentence includes one
main idea and at least one other idea, or subordinate clause.
(Answer: First sentence: The robotic spacecraft carried the
Huygens probe. The Huygens probe parachuted to the surface
of Titan. Second sentence: The Juno spacecraft orbited around
Jupiter and sent observations.
ENGLISH LEARNER
SUPPORT
Evidence Point out specific details identified in
paragraph 5, including probe names, space mission
Robotic spacecraft have conducted some of NASA’s most titles, and the names of spacecraft and orbiters. Ask
exciting and productive missions. A prominent example is the prominent students why the author included this information and
(pr≤m´∂-n∂nt) adj. If something
Hubble Space Telescope, which has made more than 1.3 million
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©National Geographic/Getty Images; (b) ©Corbis
is prominent, it stands out. where she got it from. (She included it to support her
observations since its mission began in 1990. It has traveled argument that space exploration is important and exciting.
more than 4 billion miles, sending back stunning photos of
She got the information from her research.)
faraway stars and galaxies.
5 NASA has also conducted robotic missions within our solar LANGUAGE CONVENTIONS MODERATE
system. The Cassini’s mission to Saturn was one of the most Annotate: Underline the
two complex sentences in
ambitious efforts in planetary space exploration. This robotic paragraph 5 and circle the
spacecraft carried the Huygens probe, which parachuted to the relative pronouns.
surface of Titan, Saturn’s largest moon. The Juno spacecraft Interpret: What two ideas do
orbited around Jupiter, sending observations that can help the relative pronouns connect
scientists understand the beginnings of the solar system. The in each sentence?
New Horizons spacecraft flew by Pluto in 2015 after an almost
ten-year flight. According to the National Academy of Sciences,
the exploration of Pluto and the Kuiper belt is the highest priority
for solar system exploration. The asteroids in the Kuiper belt
offer a great opportunity for mining. Space mining presents an
important step for finding resources necessary for interstellar
travel and exploration. In addition, icy asteroids may provide a
cost-effective solution to space travel. Space entrepreneurs are
looking into using hydrogen and oxygen from asteroid ice to
APPLYING ACADEMIC VOCABULARY

❑❑ complex ✔❑ potential
❑ ❑❑ rely ✔❑ stress
❑ ❑❑ valid
CRITICAL VOCABULARY
Write and Discuss Pair students, and ask them to discuss the following questions. Guide
prominent: The Hubble telescope is one of the most
them to include the Academic Vocabulary words potential and stress in their responses. Ask
important and well-known accomplishments of NASA and
volunteers to share their responses with the class:
is still used today.
• What future potential does space exploration offer humanity?
ASK STUDENTS who the most prominent figures in
• What factors about commercial space travel does Alarcon stress in her article?
commercial space travel are today. (Answers will vary but
will likely include Elon Musk, Richard Branson, or Jeff Bezos.)

NOTICE & NOTE
TEACH manufacture rocket fuel. This space-made fuel can be used to
launch expeditions farther out into space at considerably less cost.
6 Our moon contains helium-3, an element that could be
useful on Earth for energy developments such as nuclear fusion
beneficial research. Mining there can also yield rare-earth metals (REMs)
ANALYZE ARGUMENT (b≈n´∂-f∆sh´∂l) adj. When
something is beneficial, it is
that are used in electronics and in the construction of solar
good or favorable. panels. This form of mining, therefore, would be incredibly
Remind students that a reason is a declaration made to beneficial for our survival and advancement. In recent years,
explain an event, action, or belief. (Answer: The reason is advancement
(√d-v√ns´m∂nt) n. Something geological surveys have indicated the presence of water on the
relevant because discovering a new home for humanity is that is an advancement is an moon, which can serve to sustain a human-inhabited lunar
improvement or step forward.
important, and it supports the claim that we must embrace base.
space travel.) ANALYZE ARGUMENT 7 Scientists are also looking toward Mars as a potential new
Annotate: In paragraph 7, mark home for humankind. New discoveries keep emerging that raise
a reason that the author uses to
support her claim that we must
more questions. It is imperative that we use all our available
ANALYZE RHETORICAL continue to explore space. resources to continue research on Mars.
Evaluate: Is the reason 8 Early missions to Mars such as that of Mars Odyssey were
DEVICES relevant? Does it make sense? designed to make discoveries under the theme of “Follow the
Remind students that a rhetorical question needs Explain. Water.” These missions showed the possibility of liquid water
no answer but should make readers think or consider below the surface of Mars. With the Curiosity rover, the Mars
something in a new way. (Answer: It engages the readers Exploration Program is following a next-step strategy known as
“Seek Signs of Life.” This exploration phase aims to discover the
and makes them think about what space exploration could
possibilities for past or present life on the Red Planet. Curiosity
accomplish.) is seeking evidence of organic materials, the chemical building
blocks of life. Future Mars missions would likely be designed
to search for life itself in places identified as potential past or
EXTREME OR ABSOLUTE LANGUAGE present habitats.
Remind students that authors will loosely link this signpost ANALYZE RHETORICAL 9 With all these advances and technologies in place and in
DEVICES development, will we see a human colony on the moon or
to claims and evidence in order to make an argument seem Annotate: Mark the rhetorical
on Mars in our lifetime? The best-case scenario will involve
factual or incontrovertible, even if it’s not. Have students question in paragraph 9.
a partnership between NASA and international space travel
point out the words in paragraph 11 that signal the signpost. Analyze: What purpose does
companies.
the rhetorical question serve?
(“the human race and Earth itself is at stake”). Then have 10 Some New Space pioneers have tested supersonic
them answer the question to determine the purpose of this retropropulsion technology, landing rocket boosters on floating
extreme language. (Answer: They suggest the importance and platforms and on land. This technique could be important
urgency of exploring space.) for future Mars landings. NASA’s rovers, weighing up to a

ton, have successfully landed on Mars. However, they have
dropped to the planet’s surface in air bags, using rockets, and
with the assistance of cables extended from a “sky crane.” A
EXTREME OR ABSOLUTE human mission would weigh much more, making landing
LANGUAGE more problematic. The previous solutions would not work for
Notice & Note: Mark the words spacecraft carrying humans.
in paragraph 11 that seem to 11 On the other hand, the future of the human race and Earth
exaggerate or overstate a case.
itself is at stake. We are close to surpassing our planet’s carrying
Analyze: How does the use of capacity and exhausting our natural resources. Yet scientists and
these words help the author’s
argument?
space entrepreneurs remain hopeful. Private companies seeking
CRITICAL VOCABULARY
332 Unit 4
beneficial: Space exploration isn’t only for science, but
would produce raw materials for goods on Earth.
ASK STUDENTS who benefits most when outer space is 7_LTXESE973237_U4CCS1.indd 332 4/7/2018 5:26:44
mined for minerals. (Large corporations benefit but so do WHEN STUDENTS STRUGGLE . . .
tech producers and consumers.) Pros and Cons Have student pairs create a list of pros and cons regarding space exploration.
advancement: Because Earth has been fully mapped Space Travel Pros Cons
and explored, space remains the last frontier for human Humankind To live on other planets; find aliens Space travel is dangerous.
cultural colonization. Industry Business opportunities Expensive; lots of unknowns
ASK STUDENTS how survival differs from advancement. Resources Rare metals in space Difficult to bring to Earth
(Survival means only the most basic needs are met, whereas
advancement means there are sufficient resources for growth For additional support, go to the Reading Studio and assign
and expansion.) the following Level Up tutorial: Analyzing Arguments.
LEVEL
332 Unit 4
NOTICE & NOTE
to colonize Mars believe the risk of space flight is similar to that TEACH
of climbing Mount Everest. As we all know, this is a risky, but
not impossible, proposition.
12 The final frontier is a vast and dangerous place, difficult
and expensive to explore. But it offers infinite possibilities
for expanding our scientific knowledge of our planet and CHECK YOUR
its origins. Exploring outer space can yield new sources for
precious natural resources and perhaps even find a home for UNDERSTANDING
future generations. We live in times where space travel and Have students answer the questions independently.
exploration should be more science than fiction. Let’s keep
Answers:
pursuing the compelling questions that have driven us to
these times. Space exploration may very well hold the key 1. D
to humanity’s future.
2. G
3. C
the text to confirm their understanding. Then they may
1 The author opens the text with questions most likely to —
A introduce the topics that she will cover in the selection
B suggest that her essay will attempt to answer the questions
C note that science fiction fuels our interest in science
D remind readers that there is much we still don’t know
2 In paragraph 2, the author brings up the example of the

International Space Station to make the point that space
exploration —
F has come a long way since the 1960s
G encourages cooperation among scientists
H has led to a permanent human outpost

J requires a great deal of human investment
3 The author mostly supports her ideas with —
A expert opinions
B interesting anecdotes
C scientific evidence
D references to other texts

Oral Assessment Use the following prompts to assist students with their 2. Point out to students the rhetorical questions that begin the article.
comprehension and verbal skills. Pair students of varying proficiences to Have them read the questions aloud to each other and discuss what
complete the prompts. they mean.
1. Put students into pairs and have them ask each other yes-or-no 3. Pair students and have them test each other with simple questions
questions. Ask: Should humans explore space? Is it dangerous for humans about the article topic. For instance, they can ask: Who wrote this article?
to be in space? (Claudia Alarcon) What is it about? (space exploration).
ALL LEVELS

RESPOND
APPLY
ANALYZE THE TEXT
1. Infer Why might the government have shifted from supporting

ANALYZE THE TEXT space travel through NASA to prioritizing commercial travel?
Possible answers:
2. Cite Evidence How could space mining aid in scientific research?
1. DOK 2: The government has shifted the focus because Cite evidence from the text that explains the importance of space
of the people who are interested in space travel. Space mining.
travel involves risks, as evidenced by the Challenger and 3. Draw Conclusions Review paragraph 8. What can you conclude
Columbia explosions. Private industry sets bigger goals, from the support provided by the author about the connection
like colonization of Mars and tourist trips to the moon. between water and the possibility of life on Mars? Explain.
2. DOK 3: The moon contains helium-3, which could be used 4. Explain Why does the fact that New Space pioneers are testing
in nuclear fusion research. supersonic retropropulsion technology support the author’s
claim? How does it add to your understanding of the argument?
3. DOK 3: You can conclude that water is a necessary
5. Notice & Note Explain the overall effect that the author’s use of
component for life, because the early missions were under extreme or absolute language has on the reader. Does it make you
the theme of “Follow the water.” Once they found the more persuaded by the argument, or less so? Why?
potential for water, the next step was missions under the
theme “Seek signs of life.” This suggests a connection.
4. DOK 4: The retropropulsion technology being tested to RESEARCH
land humans safely on Mars supports the author’s claim RESEARCH TIP The Cassini orbiter ended its journey in 2017. Research the details of its
that science will make it possible for Mars colonization. Remember that the Cassini
contributions. Record what you learn in the chart.
mission has been in the news
5. DOK 4: The use of absolute or extreme language is since its launch. To get an
alarming and is meant to frighten the reader into agreeing, overview of its findings, scan QUESTION ANSWER
search results that are dated
but it often makes the reader doubt the author’s claims. 2017 and later.
to find out more about the
What were the goals of the Cassini
universe, and Saturn and its
orbiter mission?
moons, especially Titan
RESEARCH
an ocean beneath the surface of
Point out to students that they should double check their Saturn’s moon Enceladus, seven new
What important discoveries did
information with multiple vetted websites and books. moons, hurricanes at Saturn’s poles;

Cassini make?
Saturn’s rings are made up of massive
Connect Point out to students that although much work is and tiny particles
left to be done regarding space travel, humankind has been Titan has river systems, shorelines
exploring space since before the 1960s—more than half What discoveries did Cassini’s and lakes; its rivers and seas are
a century. Scientists did enormous work in the 1940s and probe Huygens make? filled with liquid ethane and methane;
it has clouds and maybe volcanoes.
1950s to figure out how to send rockets into space. Today,
orbiters and spacecraft like Cassini send to NASA data and
Connect In paragraph 5, the author states, “The Cassini’s mission
imagery of far-away moons and planets every day. Students to Saturn was one of the most ambitious efforts in planetary space
should think about what obstacles need to be overcome exploration.” With a small group, discuss what made the Cassini mission
now to allow sustained human space flight and resource so ambitious.
exploration.
334 Unit 4
7_LTXESE973237_U4CCS1RS.indd 334 4/7/2018 5:26:29
334 Unit 4
RESPOND
APPLY
CREATE AND DISCUSS
Write a Letter Write to your representative in Congress to find out his Go to the Writing as a
or her views on space exploration. Process in the Writing
❏ Determine who your representative is by going online to the

Studio to learn more.
CREATE AND DISCUSS
U.S. House of Representatives website. Write a Letter Point out that getting the details correct is
❏ Include a heading and a formal greeting. Then, begin the body critical. Make sure students find the proper representative in
of the letter by introducing the topic. Be clear in stating your
reasons for writing. their district/city, spell the representative’s name correctly,
❏ Close your letter by thanking your representative. Provide and use the correct address or email. Make sure students’
contact information so that he or she can send you the own contact information is accurate.
information you are seeking. Remember to end with a signature.
Create a Loaded Language Chart Create a chart of the loaded Go to Participating in
Collaborative Discussions proficiency levels, see the Text X-Ray on page 326D.
language used in the text. in the Speaking and
Listening Studio for help.
❏ As a group, review the selection and make a list of the loaded Create a Loaded Language Chart Remind students that
language that you find.
certain words are commonly used in loaded language, such
❏ Categorize the words in your chart according to whether each
word has a positive connotation or a negative connotation.
as all, none, never, always, everyone, totally, and nothing. They
should pay close attention to extreme phrasing, such as We
❏ Review the words with positive connotations and those with
negative ones. Discuss the author’s purpose for using them. must all agree that.
RESPOND TO THE
CorrectionKey=TX-A
ESSENTIAL QUESTION
RESPONSE LOG
ACADEMIC VOCABULARY Allow time for students to add details from “Space
and unnerving?
As you write and discuss
Exploration Should be More Science than Fiction” to their
what you learned from the
Unit 4 Response Logs.
Dark They Were, and
argument, be sure to use the
Golden-Eyed

Academic Vocabulary words.
Space Exploration
annotations and notes on “Space What If We Were

Check off each of the words
Exploration Should Be More Science Than
Alone?
that you use.

Seven Minutes of
Fiction.” Then, add relevant details to your

Terror
❑ complex
Space Exploration

Should Be More
❑ potential
Humans Should
information to include, think about the:

Stay Home and Let
Robots Take to the
R4
Stars
Response Log
❑ rely
• reasons for sending humans into space
❑ stress
• risks associated with space travel ❑ valid
• benefits of robotic missions for space exploration
TXESE973237_U4CCS1RS.indd 335 4/7/2018 5:26:31 AM

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Answer each question using the Critical
administration Vocabulary word in a complete sentence.
CRITICAL VOCABULARY prominent
beneficial 1. Which presidential administration is in the White House?
Possible answers: advancement
2. Who is a prominent person in your school?
1. The current presidential administration is that of Donald 3. What is one thing that would be beneficial for your grades?
J. Trump. 4. Why would someone work toward advancements in science?
2. The principal is a prominent person in the school.

VOCABULARY STRATEGY: Connotations and
3. Studying would be beneficial to my grades.
Denotations
4. Advancements in science improve medicine, technology, Go to the Vocabulary A word’s denotation is its literal dictionary definition. A word’s
and communication for everyone. Studio for more on
connotation comes from the ideas and feelings associated with the
connotations and
denotations. word. Words can have positive or negative connotations. The author of
“Space Exploration Should Be More Science Than Fiction” chose many
VOCABULARY STRATEGY: words based on their connotation as well as their denotation.
Connotations and Denotations Technological innovations are developing to allow us to
venture even farther into space.
Answers:
1. Inquisitive (Prying is not appropriate because it connotes Notice how the specific word choice of venture, rather than go,
nosiness or rudeness.) suggests daring. The word venture conjures up an adventure that
requires courage. The context of a phrase, sentence, or paragraph can
2. Cooperate (Conspire is not appropriate because it help you determine the connotation of a word.
connotes bad intentions.) Practice and Apply For each item, mark the word that better fits the
3. Hazardous (Menacing is not appropriate because it has meaning of the sentence. Use a print or online dictionary to help you
the denotation of being personally threatening.) with unfamiliar words. Then write the reason for your choice.
4. Students may answer either interesting or useful. 1. NASA scientists want to find out more about Mars. The scientists
are (inquisitive, prying).
Explanations will vary for their choices.
________________________________________________________
2. Astronauts on the International Space Station must work with
each other for months at a time. The work requires them to

(conspire, cooperate).
________________________________________________________
3. Radiation is a serious risk for astronauts working in space. It can be
(hazardous, menacing) to their health.
________________________________________________________
4. The space program has enabled us to learn about our solar system
and universe. It has provided (interesting, useful) information.
________________________________________________________
336 Unit 4

Cute Connotations If students struggle with the idea of connotations, flip the concept.
Put them in groups and give them a few definite categories: cute, funny, sad, boring, mean,
gross. Now ask them to brainstorm as a group and come up with at least five matching verbs
and adjectives for each category. For instance, for the category of cute they might write the
words small, adorable, tickle. When done, ask each member of the group to choose a category
and write a complex sentence that includes all of the words, including the category name. For
example: The cute bunny, which I tickled, was small and adorable. LIGHT
336 Unit 4
RESPOND
APPLY
LANGUAGE CONVENTIONS: Subordinating
Conjunctions to Form Complex Sentences
A clause is a group of related words that contains a subject and a verb. Go to Who and Whom in
A subordinate clause cannot stand alone as a sentence because it

the Grammar Studio to
learn more. LANGUAGE CONVENTIONS:
does not express a complete thought. It is subordinate to—that is, it Subordinating Conjunctions to Form
depends on—an independent clause (the main clause that can stand Complex Sentences
alone as a sentence). A sentence that contains at least one subordinate
clause and an independent clause is called a complex sentence. Review the information about subordinating conjunctions
Consider these examples of complex sentences from “Space
and complex sentences with students. Remind them that
Exploration Should Be More Science Than Fiction.” even though we may speak using sentence fragments and
isolated clauses, in writing it is necessary to carefully use
As we all know, this is a risky, but not impossible,
grammar rules with complex sentences, otherwise readers
proposition.
will struggle to understand.
NASA’s Space Shuttle Program, which was the main
connection to the International Space Station, suffered
Have students look at the first example sentence and see
two terrible losses. whether they can identify the subordinate clause (“As we
all know”). Ask them how they identified it. (It begins with
In the first example, the subordinate clause begins with a a subordinating conjunction.) Point out that subordinate
subordinating conjunction (as). The conjunction reveals a
clauses don’t always appear in the middle of a sentence,
relationship between the two clauses. In fact, the subordinate clause
sometimes they begin a sentence, too.
introduces the independent clause. In the second example, the
subordinate clause begins with a relative pronoun (which). Relative Move on to the second sentence, and ask the same
pronouns introduce a relative clause, a type of subordinate clause. questions. (The subordinate clause here is “which was the
This chart shows some common subordinating conjunctions and main connection to the International Space Station.”) Ask
relative pronouns. students to rewrite the clause and make it into a main or
independent clause. (e.g., It was the main connection to the
SUBORDINATING
RELATIVE PRONOUNS International Space Station.) Ask them what they added to
CONJUNCTIONS
as, although, as much as, after, as who, whom, whomever, whoever,
make it a main clause and why. (A subject is added because
long as, as soon as, before, since, whose, that, which, that is what is missing in the subordinate clause and is also what
until, when, whenever, while, the relative pronoun replaces.)
because, so
Practice and Apply Have student partners work
together to write both the longest and the shortest complex
Practice and Apply Write your own complex sentences using a

subordinating conjunction or a relative pronoun. sentences they can think of. Circulate to ensure students
have a clear understanding of independent clauses,
subordinate clauses, subordinate conjunctions, and relative
pronouns.

NOTICE & NOTE
TEACH BACKGROUND
While space travel and exploration have been widely celebrated since
the first humans walked on the moon, not everyone is in favor of space
travel. A short search on the Internet reveals blogs, editorials, and
opinion essays expressing an opposing view. For these writers, there are
ANALYZE ARGUMENT other ways to find out about our solar system.
Point out that this text presents an argument and is intended
to persuade the reader. In this type of text, the argument
an author is making can often be found in the title. Authors
presenting an argument will give their opinion on a topic as
well as facts or information that support the main idea. Point
out that the very first line is a sweeping generalization, and
is used to engage the reader. What the authors says may be
HUMANS SHOULD
true for many people, but it is also possible that not everyone STAY HOME AND
finds space travel alluring. (Answer: The author’s argument
will be that we should let robots explore space rather than
LET ROBOTS TAKE
humans. The title helps clarifies that the author isn’t arguing TO THE STARS
against space exploration, just against sending humans into Argument by Eiren Caffall
space.)
PREPARE TO COMPARE
ENGLISH LEARNER Notice & Note As you read, notice the way this author outlines her argument.
SUPPORT Use the side margins to notice
Think about how she uses evidence to support her argument and
and note signposts in the text. whether that evidence makes the argument effective.
Use Prereading Strategies Before students start the
selection, point to the title and the headings on each
ANALYZE ARGUMENT
1
T he lure of human space travel is undeniable. We’ve all
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Purestock/Getty Images

page. Point to the tile of the selection, and read it aloud. Annotate: In paragraph 1, grown up on endless types of entertainment set in the
Explain the word should is used to express the author’s underline the author’s central future that portray adventures on distant planets. Imagine
belief that it is better for humans to stay home instead claim and circle the reasons the yourself as an astronaut, a part of the first manned mission to
author will use to support the
of traveling to space. Mars. Beyond that, there are generations of people who have
claim.
been working to make space and space travel look cool, even
Interpret: What will the author’s
ASK STUDENTS to discuss each heading in the selection inevitable. But high aspirations and romance aside, we need
argument be? How does the
with a partner. Why does the author include these title of the selection help clarify to face the harsh realities. Our notions about the inevitability
sections? (Each section tells a different reason why humans the author’s argument? and wonder of human space travel need to be checked, and
should stay home instead of going to space.) any plans need to be reconsidered. Some of the best reasons
to curtail space exploration come down to economics, human
LIGHT cost, and technology.
Space Travel Is Expensive

2 Space travel is extremely expensive. To get humans to Mars,
it would take $1 trillion over a 25-year period. Obviously,
no single government would want to take on that kind
338 Unit 4
7_LTXESE973237_U4CCS2.indd 338 4/7/2018 5:27:33
338 Unit 4
NOTICE & NOTE
TEACH
of funding. A Mars mission would require international
cooperation at a significant cost to each partner nation. A Mars
mission might foster international cooperation, but it would
consume funds that could be used for other things.
3 Some people suggest that the only way to get to Mars LANGUAGE CONVENTIONS LANGUAGE
would be with the help of private companies. Because of Annotate: In paragraph 3, circle
the relative pronoun in the first CONVENTIONS
this, the space exploration industry is made up not only of sentence and underline the two
government agencies but also private companies headed by ideas it connects.
Ask a volunteer to explain what a coordinating conjunction
dreamers and people interested in profits over practicality. Analyze: How are the two ideas is. Invite the class to provide examples. (a word that connects
But these organizations are often badly managed. They related? two clauses: and, but, for, nor, or, so, yet) Then have them
don’t work for the government, so accountability could be read the paragraph independently to answer the prompt.
a problem. Even well-run companies are unlikely to have (Answer: The conjunction “so” connects the ideas that
enough money to launch a Mars mission on their own. There companies might not be accountable because they don’t work
are some experts who say that it wouldn’t be possible to
for the government.)
launch a mission to Mars without funding from commercials
that would run during coverage of the project. That would
turn a scientific mission into a reality television show. Would
you want to trust a scientific mission to the people who run ANALYZE ARGUMENT
reality TV? Tell students that to identify the counterargument the
author addresses, they must first identify the argument the
Space Travel Could
author is making. Ask students to identify the text feature
Harm Our Polluted World
on p. 339 that helps them know the author’s point of view.
4 The risks of space exploration could be grave for a planet
already plagued by pollution. There is an extra result of space plague
(heading) Then have them identify the opposing viewpoint
travel: black carbon from rocket exhaust that’s deposited in (pl∑g) v. To plague something in paragraph 5. (Answer: The author argues against the idea
is to cause hardship or suffering
the outer atmosphere. The launch of a suborbital tourist craft for it. that finding a Planet B should be a priority by asserting that
is said to produce less carbon emissions than a standard flight people who promote the idea of setting up a colony on another
from New York to London. However, once the rocket is above planet are actually hoping to profit from the idea and that the
the atmosphere, the black carbon it releases can be pretty very skills and resources needed to set up a colony elsewhere are
damaging. Try to imagine the black smoke from a diesel truck ANALYZE ARGUMENT
the ones that would allow us to tackle Earth’s pollution and keep
sitting above the sky. With no weather to wash it into the Annotate: In paragraph 5, mark
an opposing viewpoint. Earth habitable.)
oceans, black carbon can stay put for up to ten years.
Analyze: What are the author’s
5 Many space boosters are suggesting that being able to
counterarguments to this
leave our planet once it’s exhausted of resources is a priority. viewpoint, as explained in
They seem to be proposing that we have some sort of Planet B. paragraphs 5 and 6?
Somehow they think that a colony on Mars or the moon could
take the pressure off our world. Many of these people planning
to profit from two things at once are also fans of the dubious dubious
(d◊´b∏-∂s) adj. If something
technology of geoengineering. is dubious, it is questionable or
6 As covered earlier, the essential ingredients for space not to be relied upon.
exploration are international cooperation, vast investments of
money, technological advances, global regulations, and the buy-
in of the general population. Yet those ingredients may well be
what’s needed to tackle the problem of Earth’s pollution.
Humans Should Stay Home and Let Robots Take to the Stars 339
CRITICAL VOCABULARY
plague: The text explains that our planet is harmed by
pollution.
Sketch to Stretch To help students understand the argument being made by the author ASK STUDENTS what kinds of pollution rhe author is
in paragraph 3, provide a Sketch to Stretch Activity. Have students reread the paragraph and worried will continue to plague the planet. (black carbon in
underline words or sentences they find confusing or unclear. As students reread, have them the atmosphere)
draw what they think the author is describing in the margin. Then, have students label their
drawing with terms from the text. Model the activity by rereading the last sentence aloud while dubious: The science of geoengineering is still quite
drawing a reality TV personality on the board and labeling it accordingly. young, and many are skeptical about it.
ASK STUDENTS who supports the dubious technology of
geoengineering. (People who want to profit off a Planet B
initiative.)
NOTICE & NOTE
TEACH Space Travel Is More Suited to Robots
NUMBERS AND STATS 7 NASA recently collected data from the Mars Curiosity rover.
Notice & Note: In paragraph
The data were used to estimate the radiation impact on an
7, mark specific numbers that astronaut traveling to and from Mars for 365 days and spending
NOTICE AND NOTE identify amounts. 500 days on the surface. It was determined that during that
Analyze: What purpose does trip an astronaut would get a radiation dose that was about five
Have students identify the three numbers in paragraph 7. the use of specific numbers percent of what he or she would get over a lifetime on Earth.
Then have them work with a partner to understand why the serve? That significantly increases the risk of cancer.
author included these details. Provide sample questions to 8 There is also the danger of running low on supplies. Once
guide the discussion: What do these figures tell you about on the Red Planet, humans would eventually run out of food
the effects of space travel on the human body? Do you think and materials. A Massachusetts Institute of Technology study
these details are important? (Answer: The specific numbers guessed that agriculture would make too much oxygen for
are strong evidence that help support the argument and make it the small colony to support inside its dome. Without enough
carbon dioxide, the colony would not be able to grow what
seem more valid.)
it needed. Earth would constantly be sending supplies to the
ANALYZE RHETORICAL colonists. It’s obvious that without that resupply, there would
DEVICES be no hope of agriculture supporting a manned station on
ANALYZE RHETORICAL Annotate: Mark an example of
Mars.
a sweeping generalization in
DEVICES paragraph 9. 9 Considering the extreme risks for humans, some scientists
Evaluate: How effective is this assert space exploration should be strictly robotic. Think about
Point out that authors often use certain types of language
statement in convincing readers the achievements of the Hubble Space Telescope and the Mars
when making generalizations. All, entire, absolutely, of the benefit of robots over Pathfinder and Opportunity. Their exploratory missions have
and total are some examples of language used to make astronauts?
captured the public imagination, and all of us love to see images
generalizations. Pay attention to this kind of language as from those robot explorers. When Opportunity landed safely
you read paragraph 9. (Answer: The author is making the idea erupt on the surface of Mars, NASA’s Mission Control Center erupted
(∆-r≠pt´) v. When something
of robots, as opposed to astronauts, seem more appealing by erupts, it develops suddenly.
in as loud a cheer as greeted any human mission.
suggesting that everyone loves the photos the robotic explorers 10 There are scientists who say that robots can’t accomplish
send back. However, this rhetorical device depends on the space travel as cheaply or efficiently as humans. But, as is
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Digital Vision/Getty Images
ANALYZE RHETORICAL often the case, those ideas are based on data from the distant
reader’s familiarity with the images from the robots. Readers DEVICES
Annotate: Mark an example of
history of space travel. As you might guess, the future of space
who are unfamiliar may either gloss over the statement or
direct address in paragraph 10. exploration presents a very different picture, one where robots
become annoyed that the author assumes they know something will replace humans as the better pilots and researchers.
Infer: Why does the author use
about this.) direct address here?
ANALYZE RHETORICAL
DEVICES
Remind students that direct address occurs when an author
speaks straight to the reader. Often, an author will use a
generic you in a direct address. (Answer: The clause “As you
might guess” is a suggestion that the author has presented so
much evidence that the reader must conclude that robots will be
better for space exploration than humans. It’s a way of bringing
the reader into the discussion.)
340 Unit 4
7_LTXESE973237_U4CCS2.indd 340 4/7/2018 5:27:37
CRITICAL VOCABULARY Write an Argument Challenge students to write an argument paragraph that includes
sweeping generalizations, modeling the style of the author, Eiren Caffall. Provide students
erupt: At NASA there was a loud burst of enthusiastic with the following topic: Are people today too dependent on technology? Allow students to
cheering when Opportunity landed on Mars. research the topic if necessary. Remind them that they should include factual information in
ASK STUDENTS Why did the author include the detail that their paragraphs, along with their opinions.
the Mission Control Center erupted in cheers? (to show
that the people who worked there were extremely excited and
their reactions were just as enthusiastic as they would have
been for a human mission)
340 Unit 4
NOTICE & NOTE
Space Travel Isn’t Inevitable or

TEACH
Even Necessary
11 There are many solid arguments against spending money,
time, and energy on manned space exploration. There is no
solid reason to think of space as the only hope of our bright
technological future. There are as many ways to innovate as
CHECK YOUR
there are human ideas. Just because the idea of space travel has UNDERSTANDING
been with us for decades doesn’t mean that it’s the best way
to direct our dreams. Let’s plot a course that doesn’t involve
humans. Without space travel as the default idea for our future, Answers:
what new ideas might lead to amazing discoveries 1. B
and inventions?
2. F
3. D
CHECK YOUR UNDERSTANDING the test to confirm their understanding. Then they may
Answer these questions before moving on to the Analyze the Text proceed to ANALYZE THE TEXT on p. 342.
1 The author included the section Space Travel Is Expensive to —
A offer an opposing argument for sending robots
B support the claim that space travel should be reduced
C convince readers that space travel could be cheaper
D suggest that space travel requires international cooperation
2 The author refers to a Massachusetts Institute of Technology study

in paragraph 8 to support the idea that —
F humans are not suited to live on Mars
G the Mars Curiosity rover has had great success
H agriculture on Mars would be possible
J a colony on Mars would require a lot of food

3 In paragraph 10, the author offers the counterargument that —
A robotic missions are as exciting as any human missions
B the future of space travel is dependent on scientific data
C data for space travel is often out of date or not trustworthy
D robotic missions are at least as efficient as human missions

Oral Assessment Use the following questions to assess students’ 2. What details in paragraph 8 tell about life on Mars? Is it easy for humans
comprehension and speaking skills. to live on Mars? (It is not easy for humans to live on Mars. It is impossible to
grow food there. People would always need supplies to survive.)
1. Remember that the author is making an argument. Why does the author
want the reader to know space travel is expensive? (to show that humans 3. Do some scientists think robots are not good for space travel? What
should not do it) does the author think? (Yes. Some scientists think humans are better at
space travel. The author does not agree.) ALL LEVELS
RESPOND
APPLY
ANALYZE THE TEXT
1. Interpret and Analyze Review paragraph 3. What is the author’s

ANALYZE THE TEXT position on using private companies for Mars missions? What
Possible answers: rhetorical devices does the author use to support her position,
1. DOK 4: The author does not think it’s a good idea to let and why?
private companies fund Mars missions because they 2. Evaluate Review paragraphs 4–6. Does the author present an
would not be accountable to government. She ends the effective argument about why space travel could end up harming
paragraph with a rhetorical question to show the reader Earth? Explain.
that it’s not a good idea to let inexperienced people who 3. Critique In paragraph 10, the author predicts robots will replace
have no background in a highly specialized field be in humans for space travel. Do you agree with the author? Why? Be
charge of something so important; such people or entities sure to use reasons and supporting evidence in your response.
might not consider the welfare of society or know how to 4. Summarize and Analyze Examine the headings and then
solve important problems. summarize the reasons the author provides to support her claim.
Explain why you think she put the reasons in the order that she
2. DOK 4: The author presents an effective argument by did. Which reason is last? Why do you think she saved it for last?
explaining that black carbon can stay in the atmosphere
5. Notice & Note How does the author use specific numbers and
for 10 years. The argument might be stronger if she
statistics to support her claim? Would her argument be as effective
explained how serious of an effect black carbon could have without specific numbers—for example, dollar amounts? Explain.
on the environment.
3. DOK 3: Possible response: I agree with the author that
robots will, if not replace humans, then greatly outnumber RESEARCH
them for space travel. Based on the data that describes RESEARCH TIP Explore the International Space Station (ISS). Find out about three crew
the dangers of radiation, the unsustainability of a colony You may need to follow several members—past or present—including their length of time on the ISS
on another planet, and the successful robot missions that leads for your research, but you
likely may find much of it on
and their research efforts. Record your findings in a chart like this one.
have already happened, it makes more sense to use robots. the NASA website. Begin with a
specific search for International CREW MEMBER TIME ON ISS/RESEARCH
4. DOK 4: The author’s main reasons for claiming robots Space Station crew members.
are better suited for space travel relate directly to each Then look for research Sept 2017-Feb 2018: investigations in
information and updates that Mark Vande Hel biology, Earth science, human research,
heading in the text. First, she explains that it is costly.
involve the crew members you physical sciences. Exploring ability of
Next she explains that too much space exploration would

have identified. synthetic bone material to help bone repair.
further pollute the planet. After that she explains that Joe Acaba Sept 2017-Feb 2018: reasearch in slowing
space exploration is dangerous to humans. Last, she or reversing muscle atrophy in astronauts.
includes a heading that restates her argument that space
travel isn’t inevitable or necessary. By concluding with a Alexander Misurkin Sept 2017-Feb 2018: experiments in
biology, biotechnology, physical science, and
strong statement that summarizes her argument, she is
Earth science.
making the argument more effective since it will likely stick
in readers’ minds. Extend The International Space Station is exactly that—international.
Find out which countries collaborate to support the International
5. DOK 4: The specific numbers make the author sound
Space Station and how they work together.
as if research backs her up. The argument would be less
effective without the specific numbers, as they provide the 342 Unit 4
real evidence and support for her argument.
RESEARCH
Point out that while the NASA website has a wealth of
information, students should also look for interviews and
news articles about the astronauts they’ve chosen for their
charts.
Extend Remind students that many countries contributed
to the creation of the ISS. More information can be found on
the European Space Agency website as well.
342 Unit 4
RESPOND
APPLY
WRITE AND PRESENT
Write a Short Story Write about an astronaut who is about to Go to Writing
embark on a space mission but suddenly changes his or her mind. Narratives in the
❏ Introduce your characters and setting, and establish a point of

Writing Studio to help
develop a point of view.
WRITE AND PRESENT
view through your narrator. Write a Short Story Tell students to create reference
❏ Then, establish and develop the conflict and sequence of events. materials, such as an outline or plot diagram before they
Remember to use dialogue, pacing, and descriptive details.
begin writing. Guide students to reference these documents
❏ To conclude your story, resolve the conflict and leave readers
with a message to consider. as they write their short stories. Point out that their reference
documents are only a guide. If an element from their outlines
Describe a Process Become familiar with the resources on NASA’s Go to Giving a
website. Then, with a partner, demonstrate how to use the resources. Presentation in no longer works, such as the point of view or the main
the Speaking and conflict, they can swap those details out for something that
❏ With your partner, go to NASA.gov and explore the website. Listening Studio to
Notice the specific mission and project links on the home page, learn more.
works better for their story.
as well as recent NASA news.
❏ Note the pathways you must take to access various kinds of Describe a Process Remind students that they can keep a
information (for example, to find recent crew members on the record of the steps they take to find different information on
International Space Station or to view images). the NASA website by writing the steps on a sheet of paper,
❏ With your partner, demonstrate how to navigate the NASA site to typing the steps out, or saving digital documents from the
access the site’s resources. Walk your audience through the steps,
noting the range of information and how to find specific items.
website that they can refer to later. Numbering the steps will
help them retrace their process the next time they need to
reference a particular piece of information
RESPOND TO THE
CorrectionKey=TX-A
Why is the idea of space UNIT 4 Use this Response Log to record your ideas ACADEMIC VOCABULARY
ESSENTIAL QUESTION

and unnerving?
you learned from the argument,
be sure to use the Academic Allow time for students to add details from “Humans Should
Dark They Were, and
Golden-Eyed
Stay Home and Let Robots Take to the Stars” to their Unit 4
Gather Information Review your each of the words that you use.
Response Logs.
Challenges for
Space Exploration
annotations and notes on “Humans What If We Were

❑ complex
Alone?
Should Stay Home and Let Robots Take Seven Minutes of

❑ potential
to the Stars.” Then, add relevant details
Terror
❑ rely
Space Exploration
Should Be More
to your Response Log. As you determine

Humans Should
Stay Home and Let
❑ stress
which information to include, think about:
Robots Take to the
❑ valid
Stars
R4 Response Log
• the roles humans and robots each play

in space research
• the risks and benefits of space exploration
• your own position on space exploration
RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Mark the letter of the better answer to each
plague question. Be prepared to explain your responses.
CRITICAL VOCABULARY dubious
erupt
Answers: 1. Which of these Internet articles is more likely to be dubious?
a. a report on a heat wave in b. a report on an alien
1. a report on an alien spaceship in Central Park because
California spaceship in Central Park
most people would be skeptical about aliens visiting New
York City, while heat waves in California are quite common. 2. Which pair of factors is more likely to plague a city?
a. traffic jams and litter b. warm weather and sunshine
2. traffic jams and litter because those things are unpleasant,
while warm weather and sunshine are likely to be 3. Which situation is more likely to make an audience erupt in
welcomed by people living in a city. applause?
a. a guitarist playing a solo b. a lecture on hygiene
3. a guitarist playing a solo because people usually react
enthusiastically to a good musician, but a lecture on
hygiene would likely not be very exciting.
VOCABULARY STRATEGY:
Dictionary/Glossary Entries
VOCABULARY STRATEGY: Go to the Vocabulary
Studio for help using a
Print or digital dictionaries and glossaries are a great first step for
dictionary or glossary. checking the correct spelling and definition of a word. They can also
Dictionary/Glossary Entries give you information about the syllabication, pronunciation, part of
Answers: speech, alternate meanings, and word history of entries.
1. plague (plāg) n. Here is an example of a dictionary entry for the Critical Vocabulary
word erupt:
Something that causes persistent hardship, trouble, or
Spelling and
annoyance syllabication e·rupt (∆-r≠pt´) intr. v. e·rupt·ed, e·rupt·ing, e·rupts
Pronunciation
[Middle English plage, “blow, calamity, plague,” from Late
Part of speech 1. a. To throw or force something out violently, as lava, ash,
Latin plāga, from Latin, “blow, wound”; Middle English
and gases: The volcano erupted.
plaghen, from Middle Dutch, from plaghe, “plague,” from
b. To be thrown or forced out: Water erupted from the geyser.
Late Latin plāga.]
2. To develop suddenly: Violence erupted during the protests.
2. dubious (d(y)ü-bē-∂s) adj. Definitions
3. To express oneself suddenly and loudly: He erupted in anger.

Uncertain or doubtful 4. a. To break through the gums in developing. Used of teeth.
[Latin dubiosis, doubtful, from dubium, to doubt.] Word history b. To appear on the skin. Used of a rash or blemish.
[Latin ērumpere, ērupt- : ē-, ex-, ex- + rumpere, to break]
Practice and Apply Use a print or digital dictionary to look up the

Critical Vocabulary words plague and dubious. On a separate sheet
of paper, write the syllabication, pronunciation, word history, and
definition of each word as it is used in the selection. Then write a
complete sentence using a Critical Vocabulary word of your choice.
344 Unit 4

Vocabulary Strategy Point out that English, unlike other languages such as Spanish, does
not always spell words the way they sound. When you read a word that you’re unsure how to
pronounce, check how the word is pronounced in a dictionary or ask a teacher or other expert
for help. Write the word plague on the board and then write play—guh under it. Sound out the
parts of the word, and then pronounce the word altogether. Have the students repeat after
you. Do the same with the word dubious. Dew—b—us. ALL LEVELS
344 Unit 4
RESPOND
APPLY
LANGUAGE CONVENTIONS: Complete Complex
Sentences
In this lesson, you learned that a complex sentence contains an Go to Agreement of
independent, or main, clause and at least one subordinate clause. You Subject and Verb in LANGUAGE CONVENTIONS:
the Grammar Studio
also learned that a clause is a group of related words that includes
for more help. Complete Complex Sentences
both a subject and a verb.
Review the information about complex sentences with
In complex sentences, the subject and verb must agree in number in
students. Explain that authors often include complex
both kinds of clauses. Study this example from “Humans Should Stay
Home and Let Robots Take to the Stars.”
sentences to add sentence variety, to link related ideas, to
contrast different ideas, or to expand on one idea with more
As you might guess, the future of space exploration
information.
presents a very different picture, one where robots will
replace humans as the better pilots and researchers. Guide students to deconstruct the complex sentence as they
check for subject-verb agreement.
Note that there are two subordinate clauses in the sentence. In the first
one, the subject you agrees with the verb might guess. In the second Identify subordinate clauses Remind students that
one, the subject robots agrees with the verb will replace. The subject like a sentence fragment, a subordinate clause cannot
and verb of the independent clause (future and presents) also agree. stand on its own because it is not a complete thought.
A complex sentence that is complete must contain a subject and a The two subordinate clauses in the sample sentence
verb in each clause. A sentence fragment, or a sentence that is not are “As you might guess,” and “one where robots will
complete, lacks either a subject or a verb. To avoid sentence fragments, replace humans as the better pilots”
make sure that each clause contains both a subject and a verb.
Evaluate subject and verb Have a volunteer remind
Other types of errors to avoid as you create complete complex
the class of the definition for subject and verb. Explain
sentences include run-on sentences and comma splices. A run-on
that when subject and verb agree in number, that means
sentence is made up of two or more sentences written as though
they were one. Sometimes a run-on sentence will have no students should identify whether the subject is plural
punctuation. Other times, a comma will be used instead of a or singular in order to use the correct form of the verb
conjunction or a semicolon. You can often fix a run-on by adding a it agrees with. Point out the subject-verb agreement in
semicolon or conjunction. robots will replace. Have students identify what form the
A comma splice occurs when two independent clauses are joined verb would take if robots were singular. (would replace)
with only a comma. One way to correct a comma splice is to split the Practice and Apply Tell students to include at least one
clauses into separate sentences, but you can also replace the comma
subordinate clause in their complex sentences. Then have
with a semicolon, add a coordinating conjunction, or rephrase the
partners work together to review each other’s sentences and

sentence as a complex sentence with the use of a subordinating
conjunction or relative pronoun.
check that they have correct subject-verb agreement in their
sentences.
Practice and Apply Write your own complex sentences. Your
sentences can be about space travel or about the arguments that
you just read. Underline the subject and verb in each clause. Then,
check that every sentence is complete and uses correct subject-verb
agreement.

Language Conventions Use the following supports with students at • Ask students to write a complex sentence independently that is
varying proficiency levels: connected to the subject of the article. Have pairs exchange
• Provide pairs of students with this complex sentence: As the scientist sentences, identify the clauses in the sentences, and check for correct
predicted, the robot was able to explore Mars. Have students underline subject-verb agreement. LIGHT
each clause. Assist them in identifying the subject and verb. Then,
read the subject and verb aloud with correct agreement, and have
students chorally repeat. MODERATE
RESPOND
APPLY
Collaborate & Compare
COMPARE ARGUMENTS
COMPARE ARGUMENTS
When you compare two or more texts on the same topic, you
Encourage students to cite claims and evidence from synthesize the information, making connections and expanding upon
both Alarcon’s and Caffall’s articles in completing the key ideas.
Venn diagram. Remind the class that the goal is not only SPACE EXPLORATION
SHOULD BE MORE SCIENCE In a small group, complete the Venn diagram with similarities and
to contrast the two opposed viewpoints, but to assess the THAN FICTION
Argument by Claudia Alarcón
differences in the two arguments you read. Consider the subjects
strengths and similarities of the specific arguments made in being compared, claims made, reasons and evidence given, and
each text. rhetorical devices and persuasive techniques used by each author.
HUMANS SHOULD STAY
HOME AND LET ROBOTS
TAKE TO THE STARS “Space Exploration “Humans Should Stay
Argument by Eiren Caffall
ANALYZE THE TEXTS Should Be More Science Home and Let Robots Take
Than Fiction” Both to the Stars”
Possible answers:
1. DOK 2: In Alarcon’s article the author argues that space
exploration is important and essential for our survival. In
Caffall’s article, the author argues that space exploration is
important but that human travel is unnecessary. While the
first article presents the idea of a Mars colony as a possible
home for humankind, the second article suggests that a
Mars colony would not be self-sufficient. The author argues
instead that the time, money, and effort should be spent
solving the problems on Earth.
ANALYZE THE TEXTS
2. DOK 2: Both authors are in favor of robotic space
Discuss these questions in your group.
exploration. Both cited robotic missions to Mars and their
findings. 1. Compare With your group, study your Venn diagram. How do the
3. DOK 4: Both use loaded language, such phrases as claims in the two arguments differ? How are the ways each author
presents their reasons and supporting evidence similar? How do
“key to humanity’s future” and “face the harsh realities.”
they differ?
But the first article by Alarcon uses more incidences of
loaded language, noting that “the future of the human 2. Analyze What similarities do you see between the authors’ ideas
race and Earth itself is at stake.” The second article relies about space exploration? Explain.
on numbers and statistics. Statistics like costs of space 3. Evaluate What rhetorical devices and persuasive techniques
missions help lend the argument credibility. does each author use? How effective is each author’s use of these
devices and techniques? Why?
4. DOK 4: Possible answer: The article by Caffall was
4. Critique Which argument is more convincing? Why?
more convincing because it outlined the reasons for the
argument and included compelling evidence to support
each reason, including numbers and statistics.
346 Unit 4

7_LTXESE973237_U4FCCRS.indd 346 4/7/2018 5:27:28
Think About It Ask students a few simple questions to get them thinking about the ways the
two articles compare and contrast.
1. What did you learn from Alarcon’s article about the good things in space exploration?
2. What did you learn in Caffall’s article about the bad things in space travel?
3. What ideas did the two articles share?
Put students into pairs of varying proficiency and encourage them to discuss the issues
presented in both articles. MODERATE
346 Unit 4
RESPOND
APPLY
RESEARCH AND SHARE
Your group can continue exploring the ideas in these texts by working RESEARCH TIP
For help in writing a job
together to research and write a job description for being an astronaut.
description, look at the “help
Then you will research specific astronauts and determine how well wanted” section in newspapers
RESEARCH AND SHARE
these candidates meet your job description. Follow these steps: or the “careers” or “jobs” page
Explain that a job description is a list of duties and
on company or employment
1. Choose a Focus In your group, decide who will research the websites. responsibilities for any job in a company or agency and that
requirements for becoming an astronaut and who will research candidates apply for these roles based on how well they
specific astronaut candidates.
believe they can perform the tasks. Help students conduct
2. Gather Information As you research your specific focus, check their research by first encouraging them to brainstorm about
that your sources are reliable (reputable and up to date) and what an astronaut’s training might look like. Then suggest a
credible (presenting ideas fairly and accurately). Take notes few websites and books they can mine for information, such
from at least one source, paraphrasing and summarizing key
as the NASA website and www.space.com.
information. You can use this framework to record your findings.
1. Choose a Focus Remind students that these tasks can
Focus: be delegated with fairness, giving every student the
same amount of responsibility for the research.
2. Gather Information Encourage students to fill out
Source(s):
their charts thoroughly. Ask them to vet their resources
by checking the primary resources of things like online
Information: encyclopedia entries and blogs.
3. Write a Job Description or Profile The NASA website
will be helpful for these tasks (www.nasa.gov) or
www.science.howstuffworks.com.
4. Share What You Learn Decide on the discussion
format before students share, for instance allowing one
group member to facilitate while the others take turns
presenting their work. Alternatively, the groups could
3. Write a Job Description or Profile Use your research notes to
play a role-playing game in which some students are
write either a job description for being an astronaut or a profile
of the astronaut candidate you researched. Your profile should
the employers at NASA while others are the potential
include information about the astronaut’s education, work astronauts. Allow students the time to test their ideas
experiences, and training. and research, and have a little bit of fun with the
scenario.
4. Share What You Learn Each person in your group now has
a general idea of what it takes to become an astronaut. Listen
as each group member presents a job description or profile.
Then, discuss how well each astronaut candidate meets the job
description. As a group, discuss what most surprised you about
the astronauts’ backgrounds and about specific job requirements.
Talk about whether the research made you more or less interested
in becoming an astronaut.
Collaborate & Compare 347

TXESE973237_U4FCCRS.indd 347 4/7/2018 5:27:29 AM
Analyze an Example Have students get into pairs and view one former astronaut
biography online at www.nasa.gov.
Encourage students to discuss the individual and to take notes. Have them ask one another
simple questions: What education did this astronaut have? What kind of skills does she or he have?
How long did the astronaut work before she or he was sent into out space?
Astronaut Name Education Skills Training
Space Exploration Should Be More Than Science Fiction/Humans Should Stay Home 347
INDEPENDENT
INDEPENDENT READING READING
Reader’s Choice
ESSENTIAL
?
READER’S CHOICE QUESTION: Setting a Purpose Select one or more of these options from your
eBook to continue your exploration of the Essential Question.
Setting a Purpose Have students review their Unit 4 Why is the • Read the descriptions to see which text grabs your interest.
Response Log and think about what they’ve already learned idea of space • Think about which genres you enjoy reading.
about the possibilities and dangers of space exploration. As
exploration both
they select their Independent Reading selections, encourage
them to consider what more they want to know.
inspiring and
unnerving? Notice Note
In this unit, you practiced asking Big Questions and noticing and
Notice & Note
NOTICE NOTE noting two signposts: Numbers and Stats and Word Gaps. As
Explain that some selections may contain multiple signposts; you read independently, these signposts and others will aid your
others may contain only one. And the same type of signpost understanding. Below are the anchor questions to ask when you
can occur many times in the same text. read literature and nonfiction.
Reading Literature: Stories, Poems, and Plays

Signpost Anchor Question Lesson
LEARNING MINDSET Contrasts and Contradictions Why did the character act that way? p. 99
Persistence Grit is good stuff: Sparks eventually fly Aha Moment How might this change things? p. 3
when we grind away at work, as we begin to “get the Tough Questions What does this make me wonder about? p. 362
idea.” Remind students that the will to bear down and
Words of the Wiser What’s the lesson for the character? p. 363
keep trying is rewarded in every endeavor. Encourage
them to ask questions and share information freely in Again and Again Why might the author keep bringing this up? p. 3
an environment where persistent curiosity is warmly Memory Moment Why is this memory important? p. 2
supported.
Reading Nonfiction: Essays, Articles, and Arguments
Signpost Anchor Question(s) Lesson
What surprised me? p. 265

Big Questions What did the author think I already knew? p. 183
What challenged, changed, or confirmed what I already knew? p. 437
Contrasts and Contradictions What is the difference, and why does it matter? p. 183
Extreme or Absolute Language Why did the author use this language? p. 182
Numbers and Stats Why did the author use these numbers or amounts? p. 264
Quoted Words Why was this person quoted or cited, and what did this add? p. 437
Do I know this word from someplace else?
Word Gaps Does it seem like technical talk for this topic? p. 265
Do clues in the sentence help me understand the word?
348 Unit 4

7_LTXESE973237_U4IR.indd 348 4/7/2018 5:27:34
Enhance Fluency Select appropriate passages for the levels below. • Provide partners with two short passages. Have one partner read the
• Display the passage on the board. Echo read it aloud with students first passage aloud while the other notes words or phrases that were
and guide decoding as necessary. Provide images with labels and pronounced with difficulty. Partners then reread the passage silently
cognates to assist students’ understanding of new vocabulary. Use to reinforce comprehension. The partner who read aloud then tells
gestures to support comprehension. Transition to choral reading his or her partner what the passage was about. Repeat for the second
the passage; stress proper intonation to reinforce fluency. Check passage; have partners switch roles. MODERATE
comprehension by asking simple questions that require students to • Have each student pick a passage, read it silently for a fixed period of
use vocabulary from the passage. SUBSTANTIAL time, and then write a summary. LIGHT
348 Unit 4
INDEPENDENT
READING INDEPENDENT READING
You can preview these texts in Unit 4 of your eBook.
Then, check off the text or texts that you select to read on your own.
ARGUMENT MATCHING STUDENTS TO TEXTS

A former astronaut proposes
Let’s Aim for Mars “opening space to the Use the following information to guide students in choosing
❑ Buzz Aldrin average person,” by exploring their texts.
and colonizing Mars.
Let’s Aim for Mars Lexile: 1140L
PERSONAL ESSAY Genre: Argument
Based on his experiences in Overall Rating: Challenging
An Optimistic View of space, Dan Tani provides us
❑ the World
with a uniquely optimistic An Optimistic View of the World Lexile: 970L
Dan Tani perspective on life.
Genre: Personal Essay
Overall Rating: Accessible
POEM
Your World Discover inspiration in these Your World
❑ Georgia Douglas Johnson well-crafted words about the
importance of taking risks.
Genre: Poetry
Overall Rating: Accessible
Sally Ride from Headstrong Lexile: 1140L

BIOGRAPHY
Learn how America’s first
Genre: Biography
Sally Ride from Headstrong
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) NASA; (tc) ©Robert Sullivan/AFP/Getty Images;
female astronaut launched Overall Rating: Challenging

❑ Rachel Swaby
into space and changed our
approach to its exploration.
Collaborate and Share To assess how well students
read the selections, walk around the room and listen to
Collaborate and Share With a partner discuss what you learned from
their conversations. Encourage students to be focused and
at least one of your independent readings. specific in their comments.
• Give a brief synopsis or summary of the text.
• Describe any signposts that you noticed in the text and explain what Go to the Reading Studio for Assessment
for more resources on
they revealed to you. Notice & Note.
• Describe what you most enjoyed or found most challenging about • Independent Reading Selection Tests
(bc) ©Tim Gainey/Alamy; (b) NASA
the text. Give specific examples.

• Decide if you would recommend the text to others. Why or why not?
Encourage students to visit the Reading Studio to
download a handy handbook of NOTICE & NOTE
signposts.
Independent Reading 349

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Keep a Reading Log As students read their selected texts, have them keep a reading log for
each selection to note signposts and their thoughts about them. Use their logs to assess how
well they are noticing and reflecting on elements of the texts.
Reading Log for (title)

Location Signpost I Noticed My Notes About It
Independent Reading 349

PLAN
4 Tasks
BACKGROUND NOTICE & NOTE
UNIT
Ann Leckie (b. 1966) is an
award-winning science fiction
She has published many author.
short stories but perhaps
her novel Ancillary Justice, is best known for
the first volume in the highly
Imperial Radch series. The praised
selection you are about to
however, is persuasive nonfiction—an read,
argument. It is
Leckie’s introduction to a
MENTOR TEXT
feature in Wired magazine
that explains problems humans
face when they leave
the relative safety of Earth.
CHALLENGES CHALLENGES
FOR SPACE
EXPLORATION
FOR SPACE
• WRITE AN ARGUMENT
SETTING A PURPOSE
Images;
As you read, remember that
(b) ©inhauscreative/iStockPhoto.com Company • Image Credits: (t) ©Will Ireland/SFX Magazine via Getty
this selection is an introduction
longer piece, filled with specific to a
challenges. Think about what Notice & Note
says here about the challenges Leckie
of space exploration in general Use the side margins to
how she feels about facing and notice
those challenges. and note signposts in
the text.
EXPLORATION T
1 housands of years ago, when
our ancestors came to the
sea, they built boats and LANGUAGE CONVENTIONS
sailed tremendous distances
islands they could not have to Annotate: In paragraph
known were there. Why? 1, mark
• PRESENT A PODCAST
2 Probably for the same reason the introductory phrase
that is
we look up at the moon set off by a comma.
and the stars and say, “What’s
up there? Could we go there?

Analyze: Why is it helpful
Maybe we could go there. to
” Because it’s something have a comma there?
beings do. human
3 Space is, of course, infinitely
more hostile to human life
Argument by ANN LECKIE

than the surface of the sea; infinitely
escaping Earth’s gravity entails
a good deal more work and (∆n´f∂-n∆t-l∏) adv. Infinitely
expense than shoving off means to a great extent,
the shore. But those boats from no limits.
or with
were the cutting-edge technology
of their time. Voyagers carefully
planned their expensive, entail
dangerous journeys, and (≈n-t∑l´) v. To entail means
many of them died trying to
out what was beyond the to find have or require.
horizon. So why keep doing
it?
Challenges for Space Exploration

307
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LEARNING OBJECTIVES
Writing Task
• Write an argument supporting or opposing human Assign the writing Task in Ed.
space exploration.
• Use strategies to plan and organize information. RESOURCES
• Develop a focused, structured draft.
• Unit 4 Response Log
• Use the Mentor Text as a model for writing a
persuasive argument with supporting reasons and • riting Studio: Writing an
W
evidence. Argument
• Recognize and use transitional words and phrases.
• S peaking and Listening Studio:
• Use a rubric to evaluate writing. Using Media in a Presentation
• Write a script for a podcast, working in groups to
explain aspects of a complex task. • rammar Studio: Module 8:
G
Lesson 8: Pronoun-Antecedent
• Publish writing to share it with an audience. Agreement
• Speaking Task
• Present a podcast to an audience.
• Use appropriate verbal and nonverbal techniques.
• Listen actively to a presentation.
• Language Share information using the sentence stem
I learned _____ .
350A Unit 4
PLAN
Language X-Ray: English Language

Support
Use the instruction below and the supports and scaffolds in the Teacher’s
Edition to help you guide students of different proficiency levels.
INTRODUCE THE WRITING TASK

Explain that an argument is a form of writing that tries to convince day of the week is ____. Ask groups to pick different days, and group
readers of something: the wisdom of human space travel, maybe, or members to come up with reasons or arguments as to why that day is
the best candidate for governor. An argument in this definition is not “a best. Have the groups choose one student to structure the argument
heated exchange of opposing views,” the usual meaning of the term. in written form, taking notes from other members. Invite the students
Instead, it is an organized summary of a persuasive opinion, based on to collaborate on revisions to this written argument, which may later
reasons and evidence in support of a claim. In groups, invite students be read aloud by a member of each group.
to work on paragraphs that begin with the sentence stem The best
WRITING
Use Transitional Words Use the following supports with students at varying proficiency levels:
and Phrases • Draw three suns: on the rise, high in the sky, and setting behind a hill. Label the drawing as
follows: First it goes up. Later it comes down. Review the use of the transitional word to connect
Tell students that ideas in text
sunrise and sunset. SUBSTANTIAL
are connected with transitional
words and phrases such as for • Present sentence frames for practice in using transitional words. For example: It is heavier to
example, on the other hand or in launch, ____ it is cheaper to build. (but) MODERATE
conclusion. • Have students work with a partner to identify transitional words and phrases in a sample text
and make note of possible synonyms. LIGHT
SPEAKING
Present Information Use the following supports with students at varying proficiency levels:
• Work with students to complete the sentence stem. Ask them to practice reciting the
Provide students with the
completed sentence to a partner. SUBSTANTIAL
sentence stem Human space
travel is ____. Circulate • Have students build on the sentence stem using two reasons from their arguments. Ask them
around the room to make to cite those reasons aloud, to a partner or in a group. MODERATE
sure students are using the • Have the students build on the sentence stem using the following transitional words and
sentence stem correctly. phrases: also, however, and finally. Then have students practice their presentations with a
partner. LIGHT
Write an Argument 350B

WRITING TASK
WRITING
Write an Argument DO NOT
EDIT--C
CorrectionKe hanges must
y=TX-A;NL-A be made
through “File
info”
UNIT
4 DO NOT
EDIT--C
y=TX-A;NL-A be m
WRITE AN ARGUMENT Go to the Writing Studio

for help writing your
What are the short- and long-term consequences of THE T
AND WERROR
argument. space exploration? Are the risks worth the effort and the OF SPA ONDER
CE
Introduce students to the writing task by reading the cost? For this writing task, you will write an argument
introductory paragraph with them. Remind students to refer about whether human space travel is necessary. For an
? ESSENTIA
QUESTION
Why is the
idea of spac
L
to the notes they recorded in the Unit 4 Response Log as they example of a well-written argument you can use as a
exploration
both insp
iring
Photo
and unnervi
(b) ©Paul LeFevre/iStock

ng?
develop their textual arguments. The Response Log should mentor text, review “Challenges for Space Exploration.”
(t) ©Getty Images;

• Image Credits:
“
Publishing Company
contain ideas from a variety of perspectives about human
All adve
ntures,
new terri especiall
y into
Mifflin Harcourt
tory, are
As you write your argument, you can use the notes ”

scary.
© Houghton
262 Unit
4
Sally Ride
space exploration. Drawing on these different perspectives from your Response Log, which you filled out after
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will make the students’ writing more interesting and well

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5:22:29 AM
reading the texts in this unit.

informed.
For writing support for students at varying Writing Prompt
proficiency levels, see the Language X-Ray on page Read the information in the box below.
350B. This is the topic or
context for your For more than half a century, we humans have reached
argument. farther and farther into space—not only walking on the
moon, but exploring deep into our solar system. What
USE THE MENTOR TEXT
more might we find out in space, if we keep exploring?
Point out that their work will follow the form of “Challenges
for Space Exploration” in presenting an argument Think carefully about the following question.
addressing human space travel. However, caution students This is the Essential
against adopting the first well-reasoned argument they Question for the unit. Why is the idea of space exploration both inspiring
How would you answer
read on this or any subject. Remind them to review varying and unnerving?
this question, based on
perspectives on the topic before reaching an opinion on the texts in this unit?
which to base their arguments. Write an argument in which you support a claim, or position, about
Now mark the words whether or not human space travel is necessary.
that identify exactly
Be sure to—
WRITING PROMPT what you are being
asked to produce. ❑ provide an introduction with a claim that clearly states your
Review the prompt with students. Encourage them to ask
position on the issue and reflects your depth of thought

questions about any part of the assignment that is unclear.
❑ present at least two strong reasons to support your position
Make sure they understand the purpose of their narrative: to
Review these points as ❑ support each reason with logical arguments and with various
frame and present an argument for or against human space
you write and again types of evidence from several reliable sources
exploration.
when you finish. Make ❑ arrange reasons from least to most important
any needed changes.
❑ group related ideas and organize ideas logically to create
coherence within and across paragraphs
❑ use transitions to make the relationship between ideas clear
❑ use appropriate word choices and pronoun-antecedent agreement
❑ conclude by restating your position and summarizing your reasons
350 Unit 4
LEARNING MINDSET
7_LTXESE973237_U4EOU.indd 350 4/7/2018 5:28:50
Belonging Encourage students to feel comfortable asking teachers or one another for help.
Encourage those who can help to share knowledge and insight freely. Students who teach
others will find that this is an excellent way of improving their own understanding of the topic.
Learning is a collective endeavor that allows everyone to grow and make progress.
350 Unit 4
WRITING TASK
WRITING
1 Plan
Before you start writing, you need to plan your argument. When you Go to Introduction:
Argument for help
plan a draft, you begin by selecting a genre that is appropriate for planning your argument.
1 PLAN
the topic, purpose, and audience. For this writing task, you know that
the topic is related to human space travel and that the genre is an Allow time for students to discuss the topic with partners
argument. Next, consider your purpose and audience. Will you write to or in small groups and then to complete the planning chart
an audience of classmates, or to an audience of adults? Your audience independently.
helps determine the focus of your argument. In addition, you can
use other helpful strategies to plan your draft. These might include ■■English Learner Support
discussing the topic with your classmates, doing some background Notice & Note
reading, or thinking about personal interests related to the topic. Use From Reading to Writing
Understand Academic Language Make sure students
the table below to assist you in planning your draft. understand words and phrases used in the chart, such as
As you plan your argument,
apply what you’ve learned genre, topic, and purpose. Work with them to fill in the blank
Argument Essay Planning Table about signposts to your own sections, providing text that they can copy into their charts
writing. Remember that writers
use common features, called
as needed. SUBSTANTIAL/MODERATE
Genre Argument
signposts, to help convey their
message to readers.
Topic The necessity for human space travel Think about how you can CONTRASTS AND CONTRADICTIONS
incorporate evidence of
Purpose
Contrasts and Contradictions From Reading to Writing Remind students that they can
into your argument. refer back to the signposts in the texts to look for common
features. Have students list the different signposts they read
Audience
aout in Unit 4. (Answer: numbers and stats, word gaps, big
Go to the Reading Studio questions, contrasts and contradictions, ah ha moments, again
Ideas from for more resources on
discussions with
Notice & Note. and again, language conventions, words of the wiser, extreme
classmates or absolute language.)
Use the notes from your

Ideas from Response Log as you plan your
background argument.
reading DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=TX-A
Background Reading As they plan their arguments,

UNIT 4 Use this Response Log to record your ideas

? Essential Question:
and unnerving? remind students to refer to the notes they took in the
Personal
interests related
Martian Metropolis
Response Log. They may also review the selections to find

additional facts and examples to support ideas they want to
Dark They Were, and
Golden-Eyed
to topic
include in their writing.
Challenges for
Space Exploration
What If We Were
Alone?
Seven Minutes of
Background Reading Review the notes you have taken in your

Terror
Space Exploration
Response Log after reading the texts in this unit. These texts provide
Should Be More
Humans Should
background reading that can help you formulate the key ideas to
Stay Home and Let
Robots Take to the
Stars
R4 Response Log
include in your argument. 7_LTXESE973237_EMU4RL.indd 4 2/2/2018 5:59:22 PM
Write an Argument 351
TO CHALLENGE STUDENTS . . .
TXESE973237_U4EOU.indd 351 4/7/2018 5:28:51 AM
Explore Multimedia Challenge students to look for books, stories, movies, and
documentaries that address human space exploration, including the history of lunar missions
under the Apollo space program and the imagined odysseys of science fiction. Ask them to
consider the persuasive argument woven into many of these stories: the allure of travel into
unknown realms, as shared through select human eyes. Encourage them to search online or
at the library and to add details from their research to the arguments they develop regarding
human space exploration.
Write an Informative Essay 351

WRITING TASK
WRITING
Go to Writing Arguments: Organize Your Ideas After you have gathered ideas from your
Support: Reasons and
Evidence for help planning activities, organize your material in a way that will help
organizing your ideas.
you draft your argument. You can use the chart below to outline the
Organize Your Ideas Remind students that their reasons reasons you will use to support your position and to choose the order
will form the bulk of their arguments, to be delivered more or of importance in which you will present them. You can also use the
less as follows: chart to gather relevant information and to plan how you will support
your reasons with specific facts, details, and examples.
I. Introduction
II. First Reason to Support Your Position Main Topic: Human Space Travel
III. Second Reason to Support Your Position IS HUMAN SPACE TRAVEL NECESSARY?
IV. Third Reason to Support Your Position First reason Second reason Third reason
to support your position to support your position to support your position
V. Conclusion
Remind students that each reason must be supported
by evidence, which they should uncover as they do their
research. The chart can serve as a guideline for structuring
paragraphs, in which reasons and evidence are logically
Evidence Evidence Evidence
sequenced according to their importance. Point out that
reasons supporting an argument may change as new
evidence is encountered, and remind students to cite
multiple authoritative sources in compiling their arguments.
2 DEVELOP A DRAFT
Remind students to follow their charts as they draft their
arguments, but point out that they can still make changes to
their writing plan during this stage. As they write, they may
decide to consider other reasons, include other evidence, or
modify language to hone their work.

Write a Collaborative Argument Simplify the writing You may
prefer to draft
2 Develop a Draft
task and provide direct support by working in groups to your argument
online.
write an argument that addresses the Essential Question. Once you have completed your planning activities, you will be ready
to begin drafting your argument. Refer to your planning table and the
completed chart above, as well as any notes you took as you studied
the texts in this unit. These will provide a kind of road map for you to
follow as you write. Using a computer program for writing or an online
writing application makes it easier to rework sentences or move them
around later when you are ready to revise your first draft.
352 Unit 4

7_LTXESE973237_U4EOU.indd 352 4/7/2018 5:28:53
Develop a Draft Some students may need to have a stake in a given debate before they can
take it on. An argument at home or with peers is reflexively framed this way. Students may
be more comfortable developing their drafts using this framework. Ask them to complete
the following sentence stem: I think human space exploration is a idea because .
Point out to them that the parts they filled in are the beginnings of an argument their draft can
develop from.
352 Unit 4
WRITING TASK
DO NOT
EDIT--C
ANALYZE
y=TX-A;NL-A
& APPLY
be made
through “File
info”
DO NOT
EDIT--C
y=TX-A;NL-A be made
WRITING
through “File
info”
CHAL
FOR LENGES
Use the Mentor Text EXPLSOPRACE
Argument
ATION
by Ann Lecki
e
? ESSENTIA
QUESTION
Why is the
L
:
WHY THIS MENTOR TEXT?
Author’s Craft
idea of spac
exploration e
both insp
In form and content, “Challenges for Space Exploration”

iring
.com
and unnervi
ve/iStockPhoto
ng?
The introduction to your argument should grab the reader’s attention
©inhauscreati
• Image Credits:
is good example of a text argument. Use the instruction
Publishing Company
and introduce your claim, or position. In her multi-paragraph
Publishing Company
Mifflin Harcourt
Mifflin Harcourt
© Houghton
below to help students review the mentor text as a model
© Houghton
304 Unit
introduction to “Challenges for Space Exploration,” the author

4
7_LTXESE97
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S3GR.indd
304
engages readers by presenting an interesting fact and asking a

4/7/2018
5:24:36 AM
for developing an argument. Student work should reflect

question about it. Her answer suggests the claim she will support. the structure of the mentor text: a strong thesis statement,
reasons that support the argument, and a concise persuasive
The author grabs the
Thousands of years ago, when our ancestors came conclusion.
reader’s attention with an
to the sea, they built boats and sailed enormous interesting fact followed
distances to islands they could not have known were by a question. Her answer
there. Why? allows her to introduce the USE THE MENTOR TEXT
Probably for the same reason we look up at the topic of space exploration
moon and the stars and say, “What’s up there? Could and suggest her claim: Author’s Craft Note that an author’s claim can be as plain
we go there? Maybe we could go there.” Because it’s humans should continue as I climbed that mountain or as layered as the introduction
something human beings do. exploring space. to “Challenges for Space Exploration.” Have students review
the example paragraph. Ask: What do ancient mariners and
space explorers have in common? (The author implies that all
Apply What You’ve Learned To introduce your argument, you might provide an interesting
humans possess the same restless curiosity that pushes and
detail or example to capture your reader’s attention and provide context for your claim, or
position. drives us into uncharted territory.) Ask: Does the author’s claim
appeal to logic or emotion?(It appeals to emotion, through the
romance of discovery and bold ventures into the unknown.)
Genre Characteristics
Writers of argumentative texts use reasons to support their position. Notice how the author Genre Characteristics Ask a volunteer to read the
of “Challenges for Space Exploration” gives a reason to support her opinion about humans’ sample paragraph aloud. Ask: In her argument supporting
exploration of space. human space exploration, how many reasons does the author
cite in a single sentence? (three) Invite students to identify
I could tell you that it might be good for One reason the author each reason. (Non-violent unity; better understanding of
us to unite behind a project that doesn’t gives to support her claim Earth; long-term survivability here.) Ask: How would you
involve killing one another, that does involve is that space exploration
search for evidence to support the reasons the author gives?

understanding our home planet and the ways will help people be more
successful living on Earth (Internet searches should yield evidence of benefits to science
we survive on it and what things are crucial to
and surviving as a species. from modern space-based endeavors. “The benefits of space
our continuing to survive on it.
science” may point students to facts and figures that support
the author’s argument.)
Apply What You’ve Learned The reasons you give should clearly support the position you
stated in the introduction. Remember, too, to supply facts, examples, and other evidence to
support your reasons.
Write an Argument 353

Use the Mentor Text Use the following supports with students at varying • Read the introduction aloud, and invite students to ask about any
proficiency levels: words or phrases that are unclear. Ask students to work in pairs, with
• Draw a boat on water and a rocket flying through space. Then read one helping the other review unfamiliar terms. MODERATE
the introduction aloud, referring back to the drawing. Ask: How would • Have students review the Mentor Text to identify reasons the author
exploring be the same, on a boat or in a rocket? (Spanish cognate: gives in favor of human space exploration.
explorar) SUBSTANTIAL LIGHT

WRITING TASK
WRITING
3 Revise
Go to the Writing On Your Own Once you have written the draft of your argument,
Studio: Concluding Your
3 REVISE Argument for revision
help.
you’ll want to go back and look for ways to improve your writing. As
you reread and revise it, think about whether you have achieved your
Have students answer each question in the chart to purpose. The Revision Guide will help you focus on specific elements
determine how they can improve their drafts. Invite to make your writing stronger.
volunteers to model their revision techniques.
With a Partner Have students ask peer reviewers to Revision Guide
evaluate the form and content of their arguments by
Ask Yourself Tips Revision Techniques
answering the following questions:
1. Does my introduction Highlight the introduction. Add a claim—the point your
• Is my argument (or claim) clearly stated in my
contain a clear claim? Underline the claim. argument makes—or revise the
introduction? How might I improve on it? claim to clarify or strengthen
• Does my argument follow logical order, citing the your position on the issue.
strongest reasons first? Are my reasons strong
2. Are paragraphs arranged in Number the paragraphs and Rearrange paragraphs in order
enough, or could I come up with others? If so, how?
order of importance? identify whether they are of importance.
• Are my reasons supported with evidence, including presented so that the most
facts and examples? important reason comes last.
• Have I made good use of transitional words and
4. Do I include at least two Put a star next to each reason. Add reasons, and/or include
phrases? Is there variety in my sentence structure? reasons to support my Highlight the supporting another specific fact, example, or
• Does my conclusion summarize and restate my argument? Do I support my evidence for each reason. comparison to further support
opening claim? reasons with evidence? each reason.
Students should use the reviewer’s feedback to add relevant 5. Do transitions connect Circle transitions that connect Add transitions to connect ideas
facts, details, examples, or quotations that further develop ideas? ideas. and clarify the organization.
their main points. 6. Does my conclusion restate Underline the restatement of Add or revise a restatement of
my position and summarize the claim. the claim and a summary of the
my reasons? Highlight the summary of reasons.
reasons.

ACADEMIC VOCABULARY With a Partner Once you and your partner have each worked through
As you conduct your peer the Revision Guide on your own, exchange papers and evaluate each
review, be sure to use these
words.
other’s draft in a peer review. Focus on suggesting revisions for at
least three of the items mentioned in the chart. Explain why you think
❑ complex your partner’s draft should be revised and what specific suggestions
❑ potential you have.
❑ rely
❑ stress
When receiving feedback from your partner, listen attentively and ask
questions to make sure you fully understand the revision suggestions.
❑ valid
354 Unit 4

7_LTXESE973237_U4EOU.indd 354 4/7/2018 5:28:56
Use a Variety of Sentence Types Explain that text reads better when writers use a variety
of sentence types. Share the following sample to model such variations:
“Big dumb boosters” have been considered. They are heavier rockets of a simpler design, built
at a lower cost, than the smaller, more complex launch vehicles NASA traditionally favors.
Encourage students to revise their arguments to vary sentence length and structure.
LIGHT
354 Unit 4
WRITING TASK
WRITING
4 Edit
Once you have addressed the organization, development, and flow
of ideas in your argument, look to improve the finer points of your
4 EDIT
draft. Edit your final draft to check for proper use of standard English
conventions and to correct any misspellings or grammatical errors. Suggest that students read their drafts aloud to assess how
clearly and smoothly they have presented their ideas. Guide
Language Conventions them to edit for transitional words and phrases to develop
continuity and cohesion in their texts. Remind them of
Pronoun-Antecedent Agreement Effective writers make sure that Go to Pronoun-
pronouns agree with their antecedents in number, gender, and person.
Antecedent Agreement examples such as likewise, on the other hand, in general, for
in the Grammar Studio to
A pronoun (such as I, you, he, she, we, and they) usually refers to a noun learn more. example, and finally or ultimately. Encourage them to search
or another pronoun, called its antecedent. An indefinite pronoun the Internet or other resources for catalogues of transitional
refers to a person, place, or thing that is not specifically named. words and phrases.
Examples include all, both, many, each, none, several, and any. Both
kinds of pronouns agree in number—singular or plural—with their
antecedents. Some indefinite pronouns, like each, are always singular. LANGUAGE CONVENTIONS
Others, like both, are always plural. And some, like all and none, can be
either singular or plural, depending on the noun they refer to. Pronoun-Antecedent Agreement Review the
information about pronoun-antecedent agreement with
• The astronaut put on her spacesuit. [singular antecedent; singular students. Then discuss the example sentence in the chart,
pronoun]
asking students to identify the pronoun and antecedent in
• The astronauts put on their spacesuits. [plural antecedent; plural each one. Remind students that pronouns refer to people,
pronoun]
places, or things:
• All of them put on their spacesuits. [indefinite pronoun antecedent, in
• their space suits are bulky or
this case plural because of “them”; plural pronoun; plural pronoun]
• Its density is largely unknown.
Consider these examples based on “Challenges for Space Exploration.”
Note that pronouns “reach backwards” to agree with
antecedents, which means “existing or coming before.” For
Pronoun-Antecedent Agreement Example example:
Agreement with an antecedent that Voyagers [plural antecedent] to the stars will face dangers • Astronauts (antecedent) walk slowly because their
is a noun unimaginable to their [plural pronoun] ancestors. (pronoun) space suits are bulky.
Agreement with an antecedent that Few [plural indefinite pronoun antecedent], however, would Encourage students to edit their arguments for pronoun-
is an indefinite pronoun give up their [plural pronoun] chance to explore the universe. antecedent agreement.

5 Publish Pronoun-Antecedent Agreement Review a short list of
commonly used pronouns. Ask students to offer examples.
Finalize your argument and choose a way to share it with your audience.
(I, you, he, she, his, hers, its, our, their) Remind students that
Consider these options:
singular means “one” and plural means “more than one.” Ask
• Present your argument as a speech to the class.
students to identify each pronoun cited as singular or plural.
• Post your argument as a blog on a classroom or school website.
Encourage students to edit their arguments for pronoun-
Write an Argument 355 antecedent agreement.
MODERATE/LIGHT
5 PUBLISH
Students can present their arguments as blog posts on a

Transitional Words and Phrases Some students struggle with transitions, the sinews
school website. Encourage others to read the texts and write
that connect the elements (or ideas) of text together. Ask: If your teacher asks you to do this but
constructive comments about them. The authors can then
not that, where has she used a transition? Working in pairs, ask students to describe out loud
respond to the comments.
the route they take to school each morning until arrival. Ask the other student to make note
of the speaker’s transitional words and phrases. (Possible examples: first, so, after that, then,
because, finally) Invite students to share notes and come up with more examples of transitional
words and phrases.

WRITING TASK
WRITING
Use the scoring guide to evaluate your argument.
USE THE SCORING GUIDE Writing Task Scoring Guide: Argument
Allow students time to read the scoring guide and to ask Organization/Progression Development of Ideas Use of Language and
questions about any words, phrases, or ideas that are Conventions
unclear. Then have partners exchange final drafts of their • The organization is effective and • The introduction catches the • Language and word choice are
appropriate to the purpose. reader’s attention. purposeful and precise.
arguments. Ask them to score their partner’s work using the
• All ideas are focused on the topic • The argument contains a clear, • Pronoun-antecedent agreement is
scoring guide, according to an assessment log they create specified in the prompt. concise, and well-defined claim, or correct.
by making notes on the strengths and weaknesses in each • Reasons are clearly ordered from position. • Spelling, capitalization, and
other’s text. Those notes should be based on the criteria 4 least to most important. • The argument is very well
developed, with reasons supported
punctuation are correct.
• Transitions clearly show the • Grammar and usage are correct.
established in the chart: organization and progression; relationship among ideas. by convincing evidence.
• The conclusion effectively restates
development of ideas; and use of language and conventions. the position and summarizes all the
supporting reasons.
• The organization is mostly • The introduction could be more • Language and word choice show
effective and appropriate to the engaging. some thought but sometimes are
ENGLISH LEARNER purpose. • The argument contains a clear ineffective.
• Most ideas are focused on the claim, or position. • Pronoun-antecedent agreement is
SUPPORT topic specified in the prompt. • The argument is well developed, mostly correct.
3 • Reasons are ordered from least to but not every reason is supported • Spelling, capitalization, and
Use Formal English Help students with the most important. by convincing evidence. punctuation are mostly correct,
with only a few errors.
Writing Task. Tell them to think of themselves as • A few more transitions are needed • The conclusion restates the
to show the relationship among position but may not summarize • Grammar and usage are mostly
powerful lawyers who are trying to convince a jury or ideas. all the supporting reasons. correct, with only a few errors.
government panel to accept their claims about human
• The organization is evident but • The introduction is not compelling. • Language and word choice are
space travel and exploration. Tell students that their is not always appropriate to the often vague and general.
• The claim does not express a clear
listeners will expect them to use formal English in their purpose. position. • There are multiple errors in
• Only some ideas are focused on pronoun-antecedent agreement.
arguments. Use the following categories from the the topic specified in the prompt.
• The argument is not well
developed and contains only one • Spelling, capitalization, and
Writing Task Scoring Guide to create frame sentences 2 • The order of importance of the or two reasons, with evidence that punctuation are often incorrect
for students to use: Introduction, Claim, Supporting reasons is not clear. is often unconvincing. but do not make reading difficult.
• More transitions are needed to • The conclusion does not restate • Grammar and usage are often
Ideas, and Conclusion. For example: Claim: Some show the relationship among the claim or summarize all the incorrect, but the writer’s ideas are
people think that human space travel is not as important ideas. reasons. still clear.
as . (Possible responses: using telescopes, global

• The organization is not • The introduction is missing or • Language and word choice are
warming.) This is not true because . appropriate to the purpose. confusing. vague and confusing.
(Responses will vary.) ALL LEVELS • Ideas are not focused on the topic • The claim is missing. • There are many errors in pronoun-
specified in the prompt. • The argument is not well antecedent agreement.
1 • Reasons do not appear in order of
importance.
developed, lacking sufficient
reasons and evidence.
• Many spelling, capitalization, and
punctuation errors are present.
• No transitions are used, making • The conclusion is missing or • Many grammatical and usage
the argument difficult to incomplete. errors are present, making the
understand. writer’s ideas confusing.
356 Unit 4
7_LTXESE973237_U4EOU.indd 356 4/7/2018 5:28:58
356 Unit 4
SPEAKING AND
LISTENING TASK SPEAKING AND LISTENING
Prepare a Podcast
You have written an argument about the necessity of human space Go to Using Media in
a Presentation in the PREPARE A PODCAST
travel. Now you will consider one aspect of space travel: the spacewalk. Speaking and Listening
With a group of your classmates, you will plan and present a 10-minute Studio for help. Introduce students to the Speaking and Listening Task
podcast explaining how this challenging task is accomplished. Each of by discussing distinctions between an argument, which is
you will research one aspect of the topic. Then, together, you will create read silently, and a script, which they will write to be read
a script for the podcast, practice it with your group, and record it so that aloud. Point out that readers can adjust their reading rate
you will have a permanent account of your work. when the text presents difficult or complicated information.
They can also reread passages they didn’t understand the
first time. Have students consider what a speaker can do
1 Plan Your Podcast Presentation to make sure everyone in the audience understands the
information.
With your group, divide up the different aspects of a spacewalk that you
will research for the podcast. Each group member should choose one of
the following topics and become an “expert” in that topic:
1 PLAN YOUR PODCAST
• Purposes of spacewalks
• Training that prepares astronauts for a spacewalk
PRESENTATION
• Spacesuits and other equipment astronauts use on a spacewalk Have students read the questions in the chart. Then work
• The procedure, or steps, for a safe, successful spacewalk with the class to list some general principles for presenting
information orally. (Examples: Use short sentences. Repeat
To research spacewalks, you can consult NASA’s website and other important ideas. Use humor or interesting examples to keep
reliable sources for information. In the chart below, you can answer the the audience engaged.) Encourage students to use sensory
questions and take notes on the most important information you find. detail in their scripts, to help listeners visualize subject
Then use the completed chart to create a draft of a script for your part of matter. Point out the importance of transitions in moving the
the podcast. Also consider visuals you might use to illustrate your topic. podcast from one “expert” voice to the next.
Questions Answers and Notes
What is the best way to introduce my part of the podcast?

How can I grab the audience’s attention?
What information will my audience already know? What

information should I leave out or add?
Which parts of my presentation should I simplify? Where

can I add transitions such as first, second, in addition, and
finally? Is my pronoun-antecedent agreement correct?
What images or graphics might help clarify ideas or add

interest? When I present them, how will I explain them so
that listeners to the recorded podcast (who won’t be able
to see the visuals) will understand what they show?
Prepare a Podcast 357

Prepare a Podcast Use the following supports with students at varying proficiency levels:
• I enjoy listening to the . (podcast) The astronauts went out of the spaceship on a .
(spacewalk) SUBSTANTIAL
• Review the questions in the chart to ensure students’ understanding. Then have
students work in pairs to apply the questions to their scripts. MODERATE
• Have students discuss the questions in the chart with partners before writing their
answers independently. LIGHT

SPEAKING AND
WRITING LISTENING TASK
2 Practice with a Partner or Group

As you work to improve your Once you’ve completed the draft of your script, practice with the other
podcast presentation, be sure
“experts” in your group. Work collaboratively to improve one another’s
2 PRACTICE WITH A to follow discussion rules:
section of the podcast and delivery. Make note cards or an outline to
❑ Listen closely to one
PARTNER OR GROUP another.
guide you as you speak.
Review the information and tips with the class, ensuring that ❑ Don’t interrupt.
Practice Effective Verbal Techniques
all the terms and ideas are clear. Remind students that they ❑ Stay on topic.
❏ Enunciation Practice words that you stumble over and
can all gain useful feedback from peers through practicing ❑ Ask only helpful, relevant
rearrange sentences so that your delivery is smooth.
questions.
their presentations aloud. Encourage them to be mutually ❏ Voice Modulation and Pitch Use your voice to display
❑ Provide only clear,
supportive in this process, noting that almost everyone has thoughtful, and direct enthusiasm and to emphasize key details and points.
some anxieties about public speaking. answers. ❏ Speaking Rate Speak at a pace that allows listeners to
understand you. Pause now and then after making a key point.
❏ Volume Speak loudly enough so that everyone can hear you,
3 DELIVER YOUR but avoid shouting.
PRESENTATION Practice Effective Nonverbal Techniques

❏ Eye Contact Even for a podcast, letting your eyes rest briefly on
Set aside time for all students to deliver their presentations.
audience members helps make the delivery feel more natural.
When everyone has finished, ask students to share their
❏ Facial Expressions Use natural facial expressions, such as
thoughts on how their classmates’ feedback improved their smiling, frowning, or nodding, to add emphasis to key points.
performance. ❏ Gestures Stand tall and relaxed. Gesture with your hands to add
interest to your delivery and keep it feeling more natural.
Provide and Consider Advice for Improvement

As a presenter, listen closely to questions. Consider ways to revise your
section of the podcast so that your key points are clear and logically
sequenced. Remember to ask for suggestions about how you might
make your presentation more interesting.
As a listener, pay close attention to each presenter. Take notes about

ways that presenters can improve their delivery and more effectively
use verbal and nonverbal techniques. Paraphrase and summarize

each presenter’s key points to confirm your understanding, and ask
questions to clarify any confusing parts.
3 Record Your Podcast

With your teacher, plan how to record your presentation and share it as a
podcast. After everyone in your group has practiced, record your podcast
presentation. Then, as a group, review the recording and edit as needed.
Share the final version—or just enjoy listening to it on your own!
358 Unit 4
FOR STRUGGLING STUDENTS

7_LTXESE973237_U4EOU.indd 358 4/7/2018 5:29:01
Belonging A group brings together individuals with a range of personal strengths and
struggles. Encourage students to see their class as a unit, a team that gets more wins when
every member’s contribution is valued. That includes those who need to ask questions, and
those who may be able to answer them. Remind them that asking questions may feel more
difficult than answering questions. Education is a positive group activity in which everyone
can grow and make progress. Everyone learns, every day.
358 Unit 4
REFLECT
WRITING
Reflect on the Unit
By completing your argument, you have created a writing product that UNIT 4
SELECTIONS
REFLECT ON THE UNIT
helps pull together and express your thoughts about the reading you
have done in this unit. Now is a good time to reflect on all that you • “Martian Metropolis” Have students reflect on the questions independently
have learned. • “Dark They Were, and and write some notes in response to each one. Then have
Golden-Eyed”
students meet with partners or in small groups to discuss
Reflect on the Essential Question • “Challenges for Space
their reflections. Circulate during these discussions to
Exploration”
• Why is the idea of space exploration both inspiring and unnerving? identify the questions that are generating the liveliest
• ”What If We Were Alone?”
How has your response to this question changed since you first conversations. Wrap up with a whole-class discussion
• Seven Minutes of Terror
considered it when you started this unit? focused on these questions.
(video)
• What are some examples from the texts you’ve read that show how • “Space Exploration Should
people are inspired or unnerved by the idea of space exploration? Be More Science Than
Fiction”
Reflect on Your Reading • “Humans Should Stay Home

and Let Robots Take to the
• Which selections were the most interesting or surprising to you? Stars”
• From which selection did you learn the most about the challenges of
space exploration, and from which one did you learn the most about
its benefits?
Reflect on the Writing Task

• What challenges did you encounter while working on your
argument? How might you avoid or overcome them next time?
• What parts of the argument were the easiest and hardest to write?
Why?
• As you were revising, how did you decide what improvements to make
to strengthen your argument?
Reflect on the Speaking and Listening Task

• What did you find most interesting about preparing the podcast on
spacewalking?
• What aspects of verbal and nonverbal communication did you find

most challenging as you delivered your presentation—first to your
group, and then when you recorded your podcast?
• What did you learn from planning and presenting this podcast that
you can use when developing your next presentation?
Reflect on the Unit 359
LEARNING MINDSET
Self Reflection An argument is a reasoned presentation of an opinion that aims to convince

readers (listeners, or viewers) that something is right or wrong. Is it possible for students
to use this skill in their own lives? All of us hold views that we never challenge. Suggest that
students reflect on these views and see whether they stand up to scrutiny. Is it true that
educational videos help me learn better than books do? And, is using a smartphone or tablet better
than taking notes by hand in the classroom?

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UNIT 4

Instructional Overview and Resources

“ All adventures, especially into

7_LTXESE973237_U4UO.indd 262 4/11/2018 3:44:56 AM

ANALYZE & APPLY

“Martian Metropolis” Reading

Speaking and Listening Studio: Participating in

ANALYZE & APPLY

Lexile 540L Writing: Write a Letter

7_LTXESE973237_U4AAS2GR.indd 278 4/7/2018 5:23:37 AM Collaborative Discussions

MENTOR TEXT Reading

Writing: Write a Poem Reading Studio: Notice & Note

Writing Studio: Writing a Poem

Lexile 880L Speaking and Listening: Listen for a Poem’s Message

Vocabulary Studio: Etymology

Speaking and Listening Studio: Participating in a

“What if We Were Alone?” Reading

• Analyze Theme Reading Studio: Notice & Note

Writing Studio: Planning and Drafting a Poem

Writing: Write a Poem

Speaking and Listening Studio: Analyzing and

Speaking and Listening: Listen for the Theme

7_LTXESE973237_U4AAS4GR.indd 314 4/7/2018 5:25:31 AM

Unit Dark They Were, and Challenges for Space

English Learner Support Differentiated Instruction Assessment

• Text X-Ray • Oral Assessment When Students Struggle Selection Test

• Practice Critical Vocabulary • Understand Latin Roots • Storyboard

• Monitor Comprehension To Challenge Students

• Text X-Ray • Comprehend Structure When Students Struggle Selection Test

The Terror and Wonder of Space 262B

ANALYZE & APPLY

Aeronautics and Space

specific audience express the feelings and thoughts of the creator.

Speaking and Listening: Present the Techniques

Speaking and Listening Studio: Participating in

drawings (maps, charts, diagrams, and so on)

Sound elements include what you hear in a video.

instrumental and/or singing; emphasizes the

7_LTXESE973237_U4AAS5GR.indd 322 4/7/2018 5:25:35 AM

COLLABORATE & COMPARE

SPACE Be More Than Science Collaborative Discussions

Grammar Studio: Module 10: Lesson 5: Who and Whom

Why is the idea of

“Humans Should Stay

7_LTXESE973237_U4CCS1GR.indd 326 4/7/2018 5:26:34 AM

English Learner Support Differentiated Instruction Assessment

• Text X-Ray When Students Struggle Selection Tests

• Text X-Ray • Verbal Response When Students Struggle Selection Tests

• Practice • Cute Connotations

• Text X-Ray When Students Struggle Selection Tests

• Oral Assessment To Challenge Student

• Think About It When Students Struggle

“Your World” “Sally Ride” from Selection Tests

The Terror and Wonder of Space 262D

■■English Learner Support

RESPOND TO THE ESSENTIAL QUESTION

Dark They Were, and

writing task. Humans Should

The Terror and Wonder of Space 263

TXESE973237_U4UO.indd 263 4/11/2018 3:44:58 AM

The Terror and Wonder of Space 263

ANALYZE & APPLY

Science Writing by Meg Thatcher Why is the