G7 - Unit 6

UNIT 6
Instructional Overview and Resources

Instructional Focus Resources
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Unit Instruction Unit 6 Essential Question Stream to Start: Change Agents

UNIT
CHANGE
AGENTS
Change Agents Unit 6 Academic Vocabulary Unit 6 Response Log
? ESSENTIAL
QUESTION:
What inspires
you to make
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty Images; (b) ©asiseeit/E+/Getty Images
a difference?
“ Be greedy for social change,

and your life will be endlessly
”
enriched.
Ann Cotton
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ANALYZE & APPLY

ANALYZE & APPLY
CRAIG KIELBURGER
“Craig Kielburger Reflects Reading Audio
REFLECTS ON
WORKING TOWARD
PEACE on Working Toward World • Question
Personal Essay by Craig Kielburger
• Analyze Author’s Point of View Text in Focus: Understanding Data

? ESSENTIAL
QUESTION: Peace”
Close Read Screencast: Modeled Discussion
What inspires
you to make
a difference?
Essay by Craig Kielburger Writing: Write a Research Report
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Chagin/iStock/Getty Images
Lexile 1080L Reading Studio: Notice & Note

© Houghton Mifflin Harcourt Publishing Company
Speaking and Listening: Discuss with a Small Group

438 Unit 6
NOTICE & NOTE READING MODEL
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NOTICE & NOTE READING MODEL Vocabulary: Word Origin Writing Studio: Conducting Research
h4_n-and-n Speaking and Listening Studio: Participating in
Signposts
• ul_bullet_n-and-n
Language Conventions: Commas
Collaborative Discussions
• Extreme or Absolute Language
• Quoted Words Vocabulary Studio: Word Origins
• Big Questions Grammar Studio: Punctuation
ANALYZE & APPLY
MEDIA
from
IT TAKES
ESSENTIAL
QUESTION:
What inspires
you to make
from It Takes a Child Media Reading Studio: Notice & Note
Documentary by Judy Jackson • Analyze a Documentary
a difference?
A CHILD
Writing Studio: Writing as a Process

Documentary by
Judy Jackson
QUICK START
What problem or issue do you feel strongly about? What would you be
Writing: Write a Personal Essay

willing to do to solve that problem? Discuss your ideas with a partner.
ANALYZE A DOCUMENTARY
Speaking and Listening Studio: Using Media in a

A documentary is a nonfiction film about important people, events,
GENRE ELEMENTS: issues, or places. Documentaries include interviews, film footage,
DOCUMENTARY voice-over narration, and sound effects to convey information,
• includes interviews mood, and tone, or the author’s attitude toward the subject. As you
filmed specifically for the
watch the film clip, think about how these features work together.
documentary
• contains filmed material—
© Houghton Mifflin Harcourt Publishing Company • Image Credits: It Takes a Child: ©Bullfrog Films
or footage—that gives
FEATURE STRATEGIES FOR VIEWING
information about the topic
Interviews feature experts on
Speaking and Listening: Produce a Podcast

• features voice-over narration— Consider the person being interviewed.
Presentation
the voice of an unseen the subject or someone close Does he or she have special knowledge or
speaker—to give facts or to the person or event. present another side of the story?
explain
• includes sound effects used for
Footage can include film Consider why the footage was chosen.
a variety of purposes clips, reports, photos, and Does it reveal the filmmaker’s attitude
interviews about a subject. toward the topic? Does it show emotions?
Voice-over narration is Listen to the voice-over narration. Does

scripted to present key facts it change from speaker to speaker? Does
and explain their importance. the language contribute to mood or tone?
Sound effects include music Follow music cues. Do they signal a

and sounds that show mood change in setting or mood? Listen for
and signal shifts in the topic. sound effects. Do they clarify events?
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ANALYZE & APPLY
“Sometimes a Dream Reading Audio

SOMETIMES
A DREAM
NEEDS A PUSH Needs a Push” • Analyze Realistic Fiction
Short Story by Walter Dean Myers
Short Story by Walter Dean • Analyze Character Qualities Reading Studio: Notice & Note
? ESSENTIAL
QUESTION:
Myers Writing Studio: Informative Texts

What inspires
Writing: Write an Informational Article

you to make
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Sandro Di Carlo Darsa/PhotoAlto/Brand X Pictures/
a difference?
Lexile 770L Speaking and Listening Studio: Using Media in a

Speaking and Listening: Create a Video Critique

Getty Images
454 Unit 6
Presentation
Vocabulary: Context Clues
Vocabulary Studio: Context Clues

Language Conventions: Consistent Verb Tense
Grammar Studio: Module 9: Using Verbs Correctly
ANALYZE & APPLY
A POEM FOR
“A Poem for My Librarian, Reading Audio
MY LIBRARIAN,
MRS. LONG Mrs. Long” • Analyze Free Verse Poetry Reading Studio: Notice & Note
(You never know what troubled
little girl needs a book)
Poem by Nikki Giovanni

? ESSENTIAL
QUESTION:
• Analyze Theme
Writing Studio: Writing as a Process
What inspires
you to make
a difference?
Writing: Write a Free Verse Poem

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Terry Vine/Getty Images
468 Unit 6
Speaking and Listening: Write a Letter
Unit Craig Keilburger Reflects on from It Takes a Sometimes a Dream A Poem for My Librarian,
SUGGESTED Introduction Working Toward World Peace Child Needs a Push Mrs. Long
PACING:
30 DAYS
1 2 3 4 5 6 7 8 9 10 11 10
12 13 14 15 16 17 18
434A Unit 6
PLAN
Text in
FOCUS
English Learner Support Differentiated Instruction Assessment

• Learn Vocabulary
• Text X-Ray • Vocabulary: Suffix –ion When Students Struggle Selection Test
• Question • Combine Clauses Correctly • Language Conventions
• Use Cognates
• Learn New Vocabulary
• Idioms
• Language Conventions
• Oral Assessment
• Learn New Language
Structures
• Text X-Ray When Students Struggle Selection Test

• Look it Up • Possible Sentences
• Aspects of a Documentary Film

• Write it Up
• The Big Ideas

• Monitor Comprehension • Make a Chart
• Figurative Language To Challenge Students

• Conduct Research
• Understand Contrasts and Contradictions
• Confirm Understanding

• Analyze Language • Analyze Poetry Elements
• Use Cognates To Challenge Students
• Learning Strategies • Conduct Research
• Internalize Language
• Oral Assessment
• Write a Letter
Frances Perkins and the Triangle Factory Fire/The Independent

Triangle Factory Fire Reading End of Unit
19 20 21 22 23 24 25 26 27 28 29 30
Change Agents 434B

PLAN
UNIT 6 Continued
Instructional Focus Resources
COLLABORATE & COMPARE
Reading Audio
• Analyze History Writing
• Determine Key Ideas Reading Studio: Notice & Note
Writing: Write an Ode Writing Studio: Writing as a Process
Speaking and Listening: Discuss Primary Sources Speaking and Listening Studio: Participating in
Collaborative Discussion
“Frances Perkins and the Vocabulary: Latin Roots
Vocabulary Studio: Latin Roots
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Triangle Factory Fire”
Language Conventions: Pronoun-Antecedent Agreement

HISTORY WRITING
FRANCES
PERKINS AND History Writing by David Brooks Grammar Studio: Module 8: Lesson 8: Pronoun
THE TRIANGLE
FACTORY FIRE
by David Brooks
pages 479–485
Lexile 930L Agreement

COMPARE AUTHORS’ PURPOSES
AND MESSAGES ? ESSENTIAL
QUESTION:
When authors write about history, their
purpose is often to explain what happened.
As you read these texts—two texts about
What inspires
the same topic—note what is similar and
what is different about their explanations.
you to make a
Think about what main idea, or message,
each one expresses. After you read both
difference?
© Houghton Mifflin Publishing Company • Image Credits: (t) Library of Congress Prints & Photographs Division
selections, you will collaborate with a small

group on a final project.
Mentor Text
[LC-USZ62-34985]; (b) Library of Congress Prints & Photographs Division [LC-USZ62-41871]
HISTORY WRITING
from
THE STORY OF
Reading Audio
• Paraphrase
THE TRIANGLE
FACTORY FIRE
“The Story of the Triangle

by Zachary Kent
pages 493–495
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• Analyze Text Structure Reading Studio: Notice & Note

Factory Fire” Writing Studio: Writing Narratives
History Writing by Zachary Kent Writing: Write Historical Fiction
Lexile 1110L Speaking and Listening: Create a Graphic Novel Page Speaking and Listening Studio: Giving a Presentation
Vocabulary: Connotations and Denotations Vocabulary Studio: Connotations and Denotations
Language Conventions: Subject-Verb Agreement and Grammar Studio: Module 8: Lesson 2: Prepositional
Prepositional Phrases Phrase Interrupters
Collaborate and Compare Reading Speaking and Listening Studio: Giving a Presentation
• Compare Authors’ Purposes and Messages
• Analyze the Texts
Speaking and Listening: Research and Share
INDEPENDENT READING
The independent Reading selections are “Difference Maker: John from Walking with the Wind
only available in the eBook. Bergman and Popcorn Autobiography by John Lewis
Go to the Reading Studio Park” Lexile 940L
for more information on Article by David Karas
Notice & Note. Lexile 1130L
END OF UNIT
Writing Task: Write a Research Report Writing: Write a Research Report Unit 6 Response Log
Language Conventions: Paraphrasing and Plagiarizing Mentor Text: Notice & Note
Speaking and Listening: Participate in a Panel Discussion Writing Studio: Conducting Research
Speaking and Listening Task: Participate in a Writing Studio: Using Textual Evidence
Panel Discussion
Speaking and Listening Studio: Participating in a
Collaborative Discussion
Reflect on the Unit Grammar Studio: Module 14: Punctuation
434C Unit 6
PLAN
English Learner Support Differentiated Instruction Assessment
• Text X-Ray When Students Struggle Selection Tests

• Critical Vocabulary • Tone
• Imagine and Learn To Challenge Students

• Modern Parallels
• Comprehension Check
• Oral Assessment
• Chronological Summaries
• Name that Pronoun
• Text X-Ray When Students Struggle Selection Tests

• Cognates • Learning Strategy
• Oral Assessment
• Describe a Character
• Vocabulary Strategy
• Ask Questions When Students Struggle

• Learning Strategy
p_body
p_body-bold-red
”Doris is Coming” “Seeing is Believing” Selection Tests
Short Story by ZZ Packer Informational Text by
Lexile 880L Mary Morton Cowan
Lexile 1100L
• Language X-Ray • Paraphrasing and Plagiarizing When Students Struggle Unit Test
• Understand Academic • Adapt the Research Report • Develop a Draft
Language • Paraphrasing and Plagiarizing
• Take Notes
• Write a Collaborative
Research Report To Challenge Students
• Conduct Research
• Use the Mentor Text
• Use Negatives and
Contractions
Change Agents 434D

UNIT 6
TEACH
Connect to the
ESSENTIAL QUESTION CHANGE
Ask a volunteer to read aloud the Essential Question. Discuss
how the images on p. 434 relate to the question. Ask: How
can we make the world a better place? What can we learn from
individuals committed to social change? Encourage students
AGENTS
to think of real-life situations where good souls help those
in need.
■■English Learner Support

Learn Vocabulary Make sure students understand the
Essential Question. If necessary, explain the following terms:
?
• Inspire means “cause you to feel and/or think you ESSENTIAL
should do something or make something” QUESTION:
• Make a difference means “to change something”
Help students reframe the question: Why is social change What inspires
important? SUBSTANTIAL/MODERATE
you to make
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty Images; (b) ©asiseeit/E+/Getty Images
DISCUSS THE QUOTATION
a difference?
Ann Lesley Cotton (born 1950) of the United Kingdom, is
the founder of Camfed, a nongovernmental organization
(NGO) that has benefited more than 3 million African
children. Through Camfed, girls and young women in rural
Africa receive education and further support in becoming
entrepreneurs and community leaders. What kinds of things
do you think these African women might go on to do?
“ Be greedy for social change,

and your life will be endlessly
”
enriched.
Ann Cotton
434 Unit 6
LEARNING MINDSET
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Growth Mindset Remind students that a growth mindset means believing one can grow
intellectually and emotionally by taking on challenges and pushing oneself. Encourage
students to look at every selection as an opportunity to set higher goals and stretch past their
comfort zone. Provide 2–3 growth mindset expressions, such as “Mistakes are an opportunity
to improve” and “Effort and dedication help us learn and grow,” to help students understand
that as they take on more challenges, they will discover areas of strength they didn’t know they
had.
434 Unit 6
UNIT 6
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.
✔contrast
❑ ❑ despite ❑ error ❑ inadequate ❑ interact ACADEMIC VOCABULARY
Study the Word Network to learn more about the word contrast. 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
distinguish, differentiate, vary antonyms. Some words may also function as different parts
DEFINITION of speech—for example, contrast may be a verb or a noun.
to show differences between ANTONYMS
two or more things that are be similar, be alike
being compared contrast ((k∂n-trăst´) intr. v. to show differences
compared to other things (Spanish cognate: contraste)
contrast
(k∂n-tr√st´) despite (dĭ-spīt´) prep. instead of; in spite of.
v.
WORD ROOT AND ORIGIN
CLARIFYING EXAMPLE error (ĕr´∂r) n. something that unintentionally
The article contrasts the comes from the Latin word
views of young people with contrā-, meaning “disposition” deviates from what is right; a mistake (Spanish
those of their parents. or “against,” and the Latin
stāre, meaning “to stand.” cognate: error)
RELATED WORDS
contrasted, contrasting, inadequate (ĭn-ăd´ Ĭ-kwĭt) adj. not enough to fulfill
contrastive
a need
interact (ĭn´t∂r-ăkt´) intr. v. to act on one another
Write and Discuss Discuss the completed Word Network with a partner, making sure
to talk through all of the boxes until you both understand the word, its synonyms, (Spanish cognate: interactuar)
antonyms, and related forms. Then, fill out Word Networks for the remaining four words.
Use a dictionary or online resource to help you complete the activity.
RESPOND TO THE
Go online to access the Word Networks. DO NOT EDIT--Changes must be made through “File info”
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ESSENTIAL QUESTION
UNIT 6
Direct students to the Unit 6 Response Log. Explain that
Use this Response Log to record your ideas
RESPONSE LOG about how each of the texts in Unit 6 relates to

or comments on the Essential Question.
? Essential Question:
What inspires you to make a difference? students will use it to record ideas and details from the
RESPOND TO THE ESSENTIAL QUESTION Craig Kielburger
Reflects on Working
Toward Peace
selections that help answer the Essential Question. When
they work on the writing task at the end of the unit, their
In this unit, you will explore how and why people work to from It Takes a Child
change societies and the communities in which they live. As Response Logs will help them think about what they have
you read, you will revisit the Essential Question and gather Sometimes a Dream
Needs a Push read and make connections between texts.
your ideas about it in the Response Log that appears on page A Poem for My
R6. At the end of the unit, you will have the opportunity to write
Librarian, Mrs. Long
a research report. Filling out the Response Log will help you Frances Perkins and
the Triangle Factory

Fire
prepare for this writing task.

from The Story of
Fire
You can also go online to access the Response Log. R6 Response Log
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Change Agents 435
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Change Agents 435

PLAN
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must be made through
READING MODEL
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must
CRAIG KIELBURGER
ANALYZE & APPLY
CRAIG KIELBURGER
REFLECTS ON
WORKING TOWARD
REFLECTS ON WORKING
PEACE
Personal Essay by Craig
Kielburger
TOWARD PEACE
? ESSENTIAL
QUESTION:
What inspires
you to make
a difference?
Images
Company • Image Credits: ©Chagin/iStock/Getty
Company
© Houghton Mifflin Harcourt Publishing

438 Unit 6
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4/7/2018 5:34:37 AM
GENRE ELEMENTS LEARNING OBJECTIVES

PERSONAL ESSAY • Generate questions about a text before, during, and after reading.
An essay is a short work of nonfiction that deals with a single • Analyze the author’s point of view.
subject. Some essays are formal—that is, tightly structured and • Write an informative essay about WE Charity.
written in an impersonal style. Others are informal, with a looser • Understand word origins.
structure and a more personal style. A personal essay is usually • Use commas to set off introductory or nonessential elements and
an informal essay in which the writer expresses his or her thoughts to separate clauses.
and feelings about a subject, focusing on the meaning of events and • Language Rephrase sentences that have an extra “balancing”
issues in his or her own life. word in the main clause.
TEXT COMPLEXITY
Quantitative
Measures Craig Kielburger Reflects on Working Toward Peace Lexile: 1080L
Ideas Presented Single purpose; explicitly stated
Qualitative Structure Used Clearly stated; sequential organization of main ideas and details
Measures
Language Used Clear, direct language; some sophisticated vocabulary
Knowledge Required Everyday knowledge required
436A Unit 6
PLAN
Online
RESOURCES SUMMARIES
• Unit 6 Response Log English Spanish
• Selection Audio When Craig Kielburger was Cuando Craig Keilburger tenía
Text in
twelve years old, he read about doce años, leyó acerca de otro
• FOCUS Understanding Data another twelve-year-old boy. The niño de doce años. La historia
story of that boy, a Pakistani rug de un niño paquistaní tejedor
• Close Read Screencasts:
Modeled Discussions weaver and slave laborer who de alfombras y esclavo que fue
was murdered, inspired Craig to asesinado inspiró a Craig a fundar
• Reading Studio: Notice & Note found the organization Free the la organización Free the Children.
Children. He has traveled around Así ha recorrido el mundo,
• LEVEL
Level Up Tutorial: Reading
for Details the world meeting and talking conociendo y hablando con niños
to children everywhere and now de todas partes, y ahora cree que
• Writing Studio:
believes that each person has a cada persona posee un don que
Conducting Research
gift that can help make the world a puede cambiar al mundo para
• Speaking and Listening Studio: better place. mejor.
Participating in a Collaborative
Discussion
• Vocabulary Studio: Word Origins
• Grammar Studio: Module 14:

Punctuation
• ✔ “Craig Kielburger Reflects On Working
Toward Peace” Selection Test
SMALL-GROUP OPTIONS
Have students work in small groups to read and discuss the selection.
Send a Problem Numbered Heads Together

• Pose a question about the ideas described in • Form groups of four students and then number
“Craig Kielburger Reflects on Working Toward off 1 – 2 – 3 – 4 within the group.
Peace.” Call on a student to respond. • Ask students: “Why do you think the story of the
• If student does not have a response, then he rug weaver affected Craig so strongly?”
or she must call another student by name to • Have students discuss their responses in
answer the same question. their groups.
• Wait up to 11 seconds. • Call a number from 1 to 4. That “numbered”
• The student asking the question, repeats the student will then respond for the group.
question as he or she calls on another • If you like, groups may adopt names, such as
for assistance. “Wildcats,” to identify their groups. You will then
• Monitor responses and redirect or ask another call on Wildcat number 4.
question at any time.
Craig Kielburger Reflects on Working Toward Peace 436B

PLAN
Text X-Ray: English Learner Support

for “Craig Kielburger Reflects on Working Toward Peace”
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 CHANGE AGENTS CULTURAL REFERENCES
In this lesson, students will discuss what inspires people to make a difference • The following words and phrases may be unfamiliar
in the world. To provide students with the vocabulary they may need to to students:
discuss this question, introduce them to these phrases: • sold into bondage (paragraph 2): Technically, slavery is
• social change: Social change refers to a change in social structures and illegal everywhere in the world, but there are still many
behaviors that occurs over a period of time. The Civil Rights Movement places where people are actually slaves.
brought about social change in the United States. • garbage dump (paragraph 4): a place where people
• change agent: A change agent is a person who works to bring about dump trash and garbage
social change. Cesar Chavez and other leaders of the farm workers • absolute poverty (paragraph 7): is the condition of
movement have been change agents in the United States. not having the income needed to support basic human
Explain to students that social change usually does not happen without a needs.
strong effort. Change agents work hard and long to bring about more justice
and freedom in society. Model using research sites where students can find
images and linguistically accommodated material about agents of change.
LISTENING
Understand Point of Have students listen as you read aloud paragraph 8. Use the following supports with students at
View varying proficiency levels:
• Help students understand the difference between “I know” (in Spanish, “Lo sé) to state a fact and
Draw students’ attention
“I believe” (in Spanish, Creo) to state an opinion. Say, “I know I have ten fingers. I believe it is a pretty
to the way Craig Kielburger
day.” SUBSTANTIAL
combines subjective and
objective points of view when • Have students identify subjective and objective statements by raising their left hands for
talking about working toward objective and their right hands for subjective. Say: People spend millions of dollars on cosmetics.
achieving peace in the world. That is a bad thing. Peace must begin with children. (left, right, right) MODERATE
• Review the meanings of subjective and objective. Pair students to read the paragraph to each
other and identify two subjective and two objective statements. LIGHT
436C Unit 6
PLAN
SPEAKING
Discuss Young Use the following supports with students at varying proficiency levels:
People as Change • Clarify the meaning of the word kind. Model using thumbs up to mean yes and down to mean no. Say:
Agents Joe helped his friend. Is that kind? Kim called someone a name. Is that kind? SUBSTANTIAL
Draw students’ attention • Give students sentence frames to express thoughts about the topic. Craig was a _____ boy. He felt _____ for
to the discussion topic the boy in Pakistan. He needed _____ to do what he did. (kind, sorry, courage) MODERATE
on p. 447. Give them • Pair students to talk about Craig Kielburger. Have each pair come up with two sentences about Craig
some preparation for Kielburger to contribute to the discussion. LIGHT
participating in the
discussion.
READING
Understand the Reread paragraph 11. Help students see how the author’s point of view is expressed in tone and word
Author’s Point choice. Use the following supports with students at varying proficiency levels:
of View • Say the word no, using several different tones of voice—angry, hesitant, questioning, surprised. Ask
Draw students’ attention students to describe in words or to show on their own faces the attitude or emotion expressed each
to the description of time. SUBSTANTIAL
point of view on p. 439. • Give student partners a pair of synonyms with different connotations—young, childish. Ask students to
Then help students to tell you which one is a good quality and which one is a bad quality. (young, good; childish, bad)
understand how a writer’s MODERATE
tone, or attitude, can • Pair students and ask them to focus on the phrase “most precious” in paragraph 11. Ask: What other
be expressed in word words could the author have used to describe the shirt? (best, most valuable, nicest) LIGHT
choices.
WRITING
Write a Thesis Focus on the word statement. Explain that a statement is something you say or write. It gives information in
Statement a clear, formal way. Use the following supports with students at varying proficiency levels:
• Model making statements, such as “Kind people are helpful, “Many people live in poverty, “We need
to help children,” SUBSTANTIAL
to the Research Report
instructions on p. 447. • Explain that a thesis statement gives the main idea of a report. Display these two sentences. Ask
Help students write a students to tell you which one is the better thesis statement: “Young people can help each other,” “Kids
clear thesis statement for can do better,” MODERATE
their reports. • Pair students to discuss the topic of the Research Report and work together to write a thesis statement
on that topic. LIGHT
Craig Kielburger Reflects on Working Toward Peace 436D

TEACH Notice Note
READING MODEL
EXPLAIN THE SIGNPOSTS

Explain that Notice & Note Signposts are significant CRAIG KIELBURGER REFLECTS ON
moments in the text that help readers understand and WORKING TOWARD PEACE
analyze works of fiction or nonfiction. Use the instruction
For more information You are about to read the personal essay “Craig Kielburger Reflects on
on these pages to introduce students to the signposts on these and other Working Toward Peace.” In it, you will notice and note signposts that
Extreme or Absolute Language, Quoted Words, and signposts to Notice &
will give you clues about the author’s purpose and message. Here are
Note, visit the Reading
Big Questions. Then use the selection that follows to have three key signposts to look for as you read this personal essay and
Studio.
students apply the signposts to a text. other works of nonfiction.
For a full list of the fiction and nonfiction signposts,
see p. 502. When you read language
like the following, pause and Extreme or Absolute Language Suppose that a friend invites you on
consider whether it might an amusement park ride. She says it is the best ride ever and that you
be an Extreme or Absolute are going to love it. The friend may think you’ll like the ride, but it may
EXTREME OR ABSOLUTE LANGUAGE Language signpost:
also be that she doesn’t want to go alone.
terms that indicate certainty
As signposts go, Extreme or Absolute Language stands
or completeness—all, none, Similarly, when authors use Extreme or Absolute Language, they
taller: It is written to stick up and stand out of context with everyone, no one, always, never,
usually have a purpose for doing so. Paying attention to Extreme
exaggerated, possibly overblown, claims. You’ll find it where totally
or Absolute Language signposts can provide clues to the author’s
various nouns take strong modifiers, such as never, none, statements that express an
uncompromising position—we purpose and biases, point to the main idea the author wants to convey,
smallest, biggest, perfectly, absolutely, or entirely. must all agree; no one should . . . and help you draw conclusions about the author’s key points.
Review the example passage. Ask: What is the one word that language that is provocative—
spinach should be outlawed—or
The paragraph below shows a student’s annotation within Kielburger‘s
most plainly signifies extreme or absolute language? (all) Point that is exaggerated—nothing in essay and a response to an Extreme or Absolute Language signpost:
out that savvy writers will use these kinds of terms sparingly. the universe . . .
1 When I was very young I dreamed of being Superman,
The more Extreme or Absolute Language turns up in a text,
soaring high above the clouds and swooping down to
the less impactful it tends to be. snatch up all of the bad people seeking to destroy our
Tell students that when they spot Extreme or Absolute planet. I would spend hours flying across the park, stopping
Anchor Question momentarily to kick a soccer ball in my path or to pat my
Language, they should pause, mark it in their consumable When you notice
dog, Muffin, who ran faithfully at my heels.
texts, and ask the anchor question to determine the this signpost, ask:

Why did the author
author’s purpose: Why did the author use this language? use this language?
What language is provocative

“all of the bad people seeking to destroy our planet”
or exaggerated?
Why might the author have The author may want to emphasize his commitment to
used this language? a cause, even at an early age.
436 Unit 6
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436 Unit 6
Quoted Words If you read that a well-known children’s doctor advises,
TEACH
“Exercising every day is essential to good health,” what would you
think? Does using a quotation make the advice more convincing?
Authors use Quoted Words to provide support for a point. Quoted

Words might be the thoughts of an expert on the subject, someone QUOTED WORDS
who is important to the author, or someone who witnessed an event. Point out that Quoted Words are easy to spot: just look for
When you read quoted words, ask yourself why the author included the quotation marks. Then ask: Why do nonfiction writers
them and what they help you understand. Here a student marked an
use them?
example of Quoted Words in Kielburger’s essay:
Quoted Words add personal perspectives, bringing human
14 When I returned home my mother asked me, “Are voices into storytelling. Citations from experts lend
Anchor Question authority to an author’s claim. And when multiple speakers
you certain you aren’t gifted?” I realized that I had given
When you notice
the wrong answer. I was gifted, and the more I reflected, the this signpost, ask:
are quoted in succession, an argument gains strength in
more I concluded that I had never met a person who was Why was this numbers.
not special or talented in some way. person quoted or
cited, and what did Tell students that when they spot Quoted Words, they
this add? should pause, mark them in their consumable texts, and
ask the anchor question to determine why a particular
What quoted words does the
“Are you certain you aren’t gifted?” quotation is included: Why is this person cited? What does the
author include?
quotation add?
Why might the author have The author shows how important his mother’s question
included this quotation? was to him and how it changed his thinking.
BIG QUESTIONS
A Big Question is like a red flag hanging from a signpost.
Big Questions In nonfiction texts, you will find facts that support your When you see details like these,
pause and consider the Big Big Questions arise when we encounter information:
understanding of an issue. Sometimes you will also read details that
Questions signpost: • that may seem hard to believe
make you rethink how you look at that issue. As you read, ask yourself:
• Identify details that confirm
What is challenging, changing, or confirming what I already know? what you already know.
• that challenges us to look at the world differently
Here a student marked up a detail in Kielburger’s essay related to a Big • that gives us a new outlook on things we already know
• Note details that prompt
Question that prompted rethinking. you to reexamine what you
think, feel, or believe. Read the example passage. Tell students that the Big
5 I have met children like eight-year-old Muniannal, Question is a tool they can use to evaluate details in a text.
in India, with a pretty ribbon in her hair, but no shoes or Ask: How does the big question “stick out” in this context? (The
gloves, who squats on the floor every day separating used paragraph describes circumstances more likely to crush dreams
syringes gathered from hospitals and the streets for their than nurture them.)
plastics. When she pricks herself, she dips her hand into a
Tell students that when they spot Big Questions, they should
bucket of dirty water. She dreams of being a teacher.
pause, mark them in their consumable texts, and ask the
anchor question: What surprised me?
What detail challenged what
“She dreams of being a teacher.”
you thought?
Why might the author have The author may be asking us to think about how every APPLY THE SIGNPOSTS
included this challenging child has dreams and how those dreams can come true.
detail? Have students use the selection that follows as a model text
to apply the signposts. As students encounter signposts,
Notice & Note 437
prompt them to stop, reread, and ask themselves the anchor
questions that will help them understand author’s purpose.
Tell students to continue to look for these and other
WHEN STUDENTS STRUGGLE . . .
TXESE973237_U6NN.indd 437 4/7/2018 5:34:28 AM
signposts as they read the other selections in the unit.

Use Strategies Use the Poster strategy to help students flag Big Questions. Tape copies
of a sample passage in large type to flip-chart paper, one sheet to a group. In groups of four
or five, ask students to read along with you, writing their responses to the text (including
Big Questions) on the chart. Say: This exercise has a no-talking ground rule. Let’s have a
“conversation” about the text on paper. Circulate around the room, reviewing notes and making
suggestions to stimulate student engagement. When a time limit has expired, invite students
to discuss their responses to the sample.
Notice & Note 437

ANALYZE & APPLY
TEACH
CRAIG KIELBURGER
Connect to the
ESSENTIAL QUESTION
REFLECTS ON
“Craig Kielburger Reflects on Working Toward Peace” WORKING TOWARD
PEACE
explains what inspired a twelve-year-old boy to found an
organization that is making a difference for children around
the world.
? ESSENTIAL
QUESTION:
What inspires
you to make
a difference?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Chagin/iStock/Getty Images

438 Unit 6
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438 Unit 6
GET READY
TEACH
QUICK START
Have you ever seen something on TV that made you want to take
action? Or perhaps you read a story that highlighted an injustice. With
a group, discuss how you felt and your ideas for what you could do.
QUICK START
Bring the question of change home to students by talking
QUESTION
with them about issues that involve them and others their
Effective readers question what they are reading and look for answers GENRE ELEMENTS: age, including bullying, poverty, and materialism.
in the text. Asking questions helps you deepen your understanding PERSONAL ESSAY
and gain information. Readers’ questions often focus on the following: • short work of nonfiction that
deals with a single subject
• What is the controlling idea or thesis of the text? What is the writer’s
• written from a first-person QUESTION
position on the topic or subject of the text?
point of view
To bring home the interactive nature of reading, suggest
• What supporting evidence, such as examples and other text details, • includes author’s opinions,
does the author provide to support the controlling idea? Why is the feelings, and/or insights based
that students read the selection as though they were
author including certain details? on personal experience interviewing Craig Kielburger. As they go along, they should
• Does what the author is saying make sense to me? Why or why not? • often written in casual think of questions they would like to ask and read closely to
language to feel like a see whether their questions are answered. Explain that good
Taking notes and writing down questions as you read is an effective conversation with readers
strategy for deepening your understanding of the text. Use a T-chart readers ask questions as they read, sometimes without even
like the one below to take notes and list questions about the essay. realizing it.
CRAIG KIELBURGER REFLECTS ON WORKING TOWARD PEACE

ANALYZE AUTHOR’S
NOTES QUESTIONS
Author read about a boy his age Why did this happen? Can it be
POINT OF VIEW
forced to work long hours. . . . stopped from happening again? Explain that an author’s point of view is the unique
combination of ideas, values, feelings, and beliefs that
ANALYZE AUTHOR’S POINT OF VIEW influences the way he or she views and evaluates at a topic.
Authors express their points of view in many ways. Suggest
The author of a personal essay often writes from a first-person point
that students ask themselves these questions to help them
of view, using first-person pronouns, such as I, me, and we. The author
might write from an objective or a subjective point of view, or both.
determine the author’s point of view:
When writing from an objective point of view, the writer presents • What words and descriptions that convey emotions
information in an unbiased way. When writing from a subjective point does the author use?
of view, the writer includes personal ideas, values, feelings, and beliefs. • What specific facts and examples does the author
As you read the personal essay, think about the author’s point of view present?
by noting these features in the text: • What message does the author want to convey to
• statements of the author’s opinions the reader?
• details and examples from the author’s experiences
• words and descriptions that have emotional impact
• the writer’s tone, or attitude toward a subject
• the use of language that allows you to hear the writer’s voice, or
unique personality
Craig Kielburger Reflects on Working Toward Peace 439
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GET READY
TEACH CRITICAL VOCABULARY
syringe possession inquire capacity exploitation
To see how many Critical Vocabulary words you already know, use
them to complete the sentences.
CRITICAL VOCABULARY
1. Congress passed a law to prevent the of migrant
Encourage students to read all the sentences before workers.
deciding which word best completes each one. Remind
them to look for context clues for help in determining the 2. José decided to about the new bike that he saw for
sale on the corner.
meaning of each word.
Answers: 3. The nurse drew the liquid medicine into the .
1. exploitation 4. She saw many promising engineers in her as a science

teacher.
2. inquire
5. Dalia packed every into the back of her car and drove
3. syringe across the country.
4. capacity
5. possession
LANGUAGE CONVENTIONS
■■English Learner Support Commas In this lesson, you will learn about the effective use of
commas. In general, commas are used to separate words, phrases,
Use Cognates Tell students that all of the Critical
clauses, and ideas in a sentence. As you read “Craig Kielburger Reflects
Vocabulary words have Spanish cognates: exploitation/
on Working Toward Peace,” note how the author’s use of commas
explotación, inquire/inquirir, syringe/jeringa, capacity/ clarifies his ideas.
capacidad, possession/posesión.
ALL LEVELS
LANGUAGE CONVENTIONS ANNOTATION MODEL NOTICE & NOTE

As you read, notice and note signposts, including Extreme or Absolute
Explain to students that commas, like all punctuation, help
Language and Quoted Words. Ask yourself this Big Question: What
to make writing clearer and more understandable. The changed, challenged, or confirmed what I already knew? Here is
rules guiding the use of commas help readers interpret an an example of how one reader responded to a paragraph in
author’s words with more confidence.

“Craig Kielburger Reflects on Working Toward Peace.”
ANNOTATION MODEL 7 Poverty is the biggest killer of children. More I didn’t know that! Why is
than 1.3 billion people—one-quarter of the world’s this so?
Note that Extreme or Absolute Language leaves no population—live in absolute poverty, struggling to
doubt about a situation. The Quoted Words are used as survive on less than one dollar a day. Seventy percent These are dramatic
a confirmation by an expert or witness to support a claim. of them are women and children. I dream of a day words. I think the author
Have students look at the Annotation Model, which suggests when people learn how to share, so that children do may be trying to convince
underlining important details and circling words that signal not have to die. me of something.
important parts of the text. Point out that they may follow
this suggestion or use their own system for marking up the 440 Unit 6
selection in their write-in text. They may want to color-code
their annotations by using highlighters. Their notes in the
margin may include questions about ideas that are unclear 7_LTXESE973237_U6AAS1GR.indd 440 4/7/2018 5:34:40
or topics they want to learn more about.
440 Unit 6
NOTICE & NOTE
BACKGROUND TEACH
In 1995—when Craig Kielburger (b. 1982) was only twelve years
old—he and several classmates founded Free the Children, an
organization to help young people. Now called WE Charity, the
organization raises social awareness in schools and works in BACKGROUND
developing countries to provide education and healthcare
programs. This essay comes from Architects of Peace: In this essay, Craig Kielburger talks about child labor around
Visions of Hope in Words and Images, published when the world. Explain to students that in the United States most
Kielburger was a teenager. child labor was outlawed in 1939, although exceptions
were made for agricultural labor. But children are still forced
to work in most of the world, usually for little money, and
sometimes as slaves.
CRAIG KIELBURGER SETTING A PURPOSE

REFLECTS ON
Direct students to use the Setting a Purpose prompt to focus
WORKING their reading.
TOWARD PEACE
ANALYZE AUTHOR’S
POINT OF VIEW
Explain to students that the author’s tone, the attitude
expressed by his or her language, is an important clue to the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©David Livingston/Getty Images; (b) ©Chagin/
author’s point of view. (Answer: The author, in a very serious

SETTING A PURPOSE tone, describes a personal experience that affected him deeply.
In this essay, Kielburger calls for a fairer, more just world. As you Notice & Note His description probably is meant to make the reader feel anger
read, pay attention to how he describes his experiences as a at such an injustice.)
Use the side margins to notice
young activist. and note signposts in the text.
1
W hen I was very young I dreamed of being Superman,
soaring high above the clouds and swooping down
to snatch up all of the bad people seeking to destroy our
planet. I would spend hours flying across the park, stopping
momentarily to kick a soccer ball in my path or to pat my
dog, Muffin, who ran faithfully at my heels. ANALYZE AUTHOR’S POINT
OF VIEW
2 One day, when I was twelve years old and getting ready
iStock/Getty Images
Annotate: Mark sentences

for school, I reached for the newspaper comics. On the in paragraph 2 that have an
front page was a picture of another twelve-year-old boy emotional impact.
from Pakistan, with a bright red vest and his fist held high. Analyze: How do these
According to the article, he had been sold into bondage1 as sentences affect the reader?
How would you describe the
author’s point of view, or
1
bondage: the state of being held as a slave. perspective, in this paragraph?
ENGLISH LEARNER SUPPORT

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Learn New Vocabulary Read the first paragraph of the selection to students. Use vocal and
facial expressions and gestures to reinforce the meanings of the descriptive phrases, such as
“soaring high above the clouds” and “swooping down,” “flying across the park.” Then ask for a
volunteer to provide the gestures while you read the words and phrases again.
SUBSTANTIAL/MODERATE

NOTICE & NOTE
TEACH
ENGLISH LEARNER a weaver and forced to work twelve hours a day tying tiny knots
SUPPORT to make carpets. He had lost his freedom to laugh and to play.
Understand Idioms Explain to students that the He had lost his freedom to go to school. Then, when he was
twelve years old, the same age as me, he was murdered.
phrase in paragraph 4, “over the past four years,” means
3 I had never heard of child labor and wasn’t certain where
“starting four years ago and happening several times
Pakistan was—but that day changed my life forever. I gathered
during those four years.” a group of friends to form an organization called Free the
ASK STUDENTS to explain what Craig Kielburger has Children.
been doing during this four-year period. (He has been 4 Over the past four years, in my travels for Free the Children,
I have had the opportunity to meet many children around
traveling and meeting children around the world.)
the world—children like Jeffrey, who spends his days in a
MODERATE/LIGHT
Manila garbage dump, alongside rats and maggots, where he
sifts through decaying food and trash, trying to salvage a few
For listening support for students at varying valuable items to help his family survive. He dreams of leaving
proficiency levels, see the Text X-Ray on page 436C. the garbage dump one day.
5 I have met children like eight-year-old Muniannal, in India,
with a pretty ribbon in her hair, but no shoes or gloves, who
QUESTION syringe squats on the floor every day separating used syringes gathered
(s∂-r∆nj´) n. A syringe is a
Explain to students that skipping over information they medical instrument used to
from hospitals and the streets for their plastics. When she
pricks herself, she dips her hand into a bucket of dirty water.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Oli Scarff/Getty Images News/Getty Images
inject fluids into the body.
don’t quite understand can lead to problems further along
She dreams of being a teacher.
as they read. Remind them that it is important to ask
6 I have met children in the sugarcane fields of Brazil who
questions that will help them understand what they are
wield huge machetes close to their small limbs. The cane they
reading. (Answer: Would it cost an extra $7 billion more than cut sweetens the cereal on our kitchen tables each morning.
all of these numbers put together? Or would it just cost $7 They dream of easing the hunger pains in their stomachs.
billion? What point is the author making here? Is the author 7 Poverty is the biggest killer of children. More than
saying that poverty can be ended just by educating children?) 1.3 billion people—one-quarter of the world’s population—live
in absolute poverty, struggling to survive on less than one dollar
a day. Seventy percent of them are women and children.
Text in
FOCUS TEXT IN FOCUS I dream of a day when people learn how to share, so that
Understanding Data Have students view the Text in children do not have to die.
Focus video on this page of their eBook to learn how to Text in 8 Every year, the world spends $800 billion on the military,
FOCUS
interpret data in nonfiction writing. Then have students use QUESTION $400 billion on cigarettes, $160 billion on beer, and $40 billion
Text in Focus Practice to apply what they have learned. Annotate: Underline words, playing golf. It would only cost an extra $7 billion a year to
phrases, or sentences that are put every child in school by the year 2010, giving them hope
unclear or confusing to you in
paragraph 8.
for a better life. This is less money than Americans spend on
cosmetics in one year; it is less than Europeans spend on ice
Connect: What questions could
you ask to help clarify any cream. People say, “We can’t end world poverty; it just can’t be
confusion? done.” The 1997 United Nations Development Report carries
442 Unit 6
CLOSE READ SCREENCAST

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Modeled Discussion Have students click the Close Read icon in their eBook to access a
screencast in which readers discuss and annotate paragraph 2, a key passage that discusses an
CRITICAL VOCABULARY important moment of discovery in the author’s life.
syringe: The girl in India is taking apart syringes that have As a class, view and discuss the video. Then have students pair up to do an independent close
been used to give people injections. read of the author’s conclusion in paragraph 18. Students can record their answers on the
Close Read Practice PDF.
ASK STUDENTS what danger might the syringes present
to the girl. (They might have germs on them that would give Close Read Practice PDF
the girl a disease.)
442 Unit 6
NOTICE & NOTE
a clear message that poverty can be ended, if we make it our TEACH
goal. The document states that the world has the materials and
natural resources, the know-how, and the people to make a
poverty-free world a reality in less than one generation.
9 Gandhi2 once said that if there is to be peace in the world it QUOTED WORDS
must begin with children. I have learned my best lessons from Notice & Note: Whose idea
QUOTED WORDS
other children—children like the girls I encountered in India does the author reference Remind students that an author may quote the words of
who carried their friend from place to place because she had no (as an indirect quotation) in
paragraph 9? someone who is considered an expert or a respected person
legs—and children like José.
10 I met José in the streets of San Salvador, Brazil, where Analyze: Why do you think the
to support a point. (Answer: The author indirectly quotes
he lived with a group of street children between the ages of author used this quotation? Mohandas Gandhi, a very respected leader. The quotation
eight and fourteen. José and his friends showed me the old supports the author’s view that helping children is an important
abandoned bus shelter where they slept under cardboard boxes. part of making the world a better place.)
BIG QUESTIONS
They had to be careful, he said, because the police might beat
or shoot them if they found their secret hideout. I spent the day Notice & Note: What changed,
challenged, or confirmed
playing soccer on the streets with José and his friends—soccer what you already knew in BIG QUESTIONS
with an old plastic bottle they had found in the garbage. They paragraphs 10 and 11?
were too poor to own a real soccer ball. Explain to students that authors often surprise or
Analyze: Why might the author
11 We had great fun, until one of the children fell on the deliberately try to shock the reader when they want to bring
have included this information?
bottle and broke it into several pieces, thus ending the game. up a big question. They do this to make the reader stop and
It was getting late and time for me to leave. José knew I was think. (Answer: The fact that the police might beat or shoot
returning to Canada and wanted to give me a gift to remember homeless children [paragraph 10] challenged what I thought I
him by. But he had nothing—no home, no food, no toys, no knew. The author probably wanted to include shocking details
possessions. So he took the shirt off his back and handed it possession
to help support his point that we need to address the problem of
(p∂-z≈sh´∂n) n. A possession is
to me. José didn’t stop to think that he had no other shirt to something you own. children living in poverty.)
wear or that he would be cold that night. He gave me the most
precious thing he owned: the jersey of his favorite soccer team.
Of course, I told José that I could never accept his shirt, but he
insisted. So I removed the plain white T-shirt I was wearing and
EXTREME OR ABSOLUTE LANGUAGE
gave it to him. Although José’s shirt was dirty and had a few Explain to students that it’s important to pay attention when
small holes, it was a colorful soccer shirt and certainly much a writer of nonfiction uses extreme language. It may be a
nicer than mine. José grinned from ear to ear when I put it on. sign that the writer is exaggerating his or her argument, or it
12 I will never forget José, because he taught me more about EXTREME OR ABSOLUTE may be use of hyperbole. Hyperbole is a form of figurative
sharing that day than anyone I have ever known. He may have LANGUAGE
language that is not meant to be taken literally but is used to
been a poor street child, but I saw more goodness in him than Notice & Note: Mark
emphasize a point. (Answers will vary: Some students may
all of the world leaders I have ever met. If more people had the statements in paragraph 12
heart of a street child, like José, and were willing to share, there that seem to exaggerate or be moved by the exaggeration; others may feel that it makes his
overstate a point. argument seem too simplistic.)
would be no more poverty and a lot less suffering in this world.
Sometimes young people find life today too depressing. It all Evaluate: How does this use of
extreme language affect how
seems so hopeless. They would rather escape, go dancing or you feel about the author’s
listen to their favorite music, play video games or hang out with message?
their friends. They dream of true love, a home of their own, or
2
Gandhi: Mohandas Karamchand Gandhi (1869–1948; more commonly called
Mahatma Gandhi), a leader of India whose belief in justice inspired many
people around the world.
CRITICAL VOCABULARY
possession: The author tells how a poor boy in Brazil gave
him a T-shirt, the boy’s favorite possession.
ASK STUDENTS to tell what it shows when someone like
José, who has very little, is willing to give a new friend one
of his few possessions. (It shows that he thinks sharing is
more important than owning things.)

NOTICE & NOTE
TEACH having a good time at the next party. At sixteen, I also like to
dance, have fun, and dream for the future. But I have discovered
that it takes more than material things to find real happiness
and meaning in life.
13 One day I was the guest on a popular television talk show
LANGUAGE in Canada. I shared the interview with another young person
involved in cancer research. Several times during the program
CONVENTIONS this young man, who was twenty years old, told the host that he
Explain to students that commas are used to set apart was “gifted,” as indicated by a test he had taken in third grade.
introductory words and phrases, as well as words and inquire Turning my way, the host inquired whether I, too, was gifted.
(∆n-kwπr´) v. If you inquire about
phrases that are not essential to the sentence. They may also something, you ask about it.
Never having been tested for the gifted program, I answered
that I was not.
be used to separate clauses within a sentence. (Answer: First
14 When I returned home my mother asked me, “Are you
two commas separate a nonessential element; third comma
certain you aren’t gifted?” I realized that I had given the wrong
separates clauses; fourth comma separates an introductory answer. I was gifted, and the more I reflected, the more I
element; fifth comma separate clauses.) concluded that I had never met a person who was not special or
talented in some way.
■■English Learner Support 15 Some people are gifted with their hands and can produce
Language Conventions Explain to students that periods capacity marvelous creations in their capacity as carpenters, artists,
(k∂-p√s´∆-t∏´) n. A person’s
and commas are both used to separate things. Periods are capacity is his or her role or or builders. Others have a kind heart, are compassionate,
used to separate one sentence from another sentence.
position. understanding, or are special peacemakers; others, again,
are humorous and bring joy into our lives. We have all met
Commas are used to separate one part of a sentence from
individuals who are gifted in science or sports, have great
another part. Read aloud the following sentences, pausing organizational skills or a healing touch. And, of course, some
for the punctuation. During the pauses, have students raise people are very talented at making money. Indeed, even the
their right hands for commas and their left hands for periods: most physically or mentally challenged person teaches all of us
Last night at dinner (,) my uncle told me that everyone has a about the value and worth of human life.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Vanderlei Almeida/AFP/Getty Images
gift to share(.) “That’s very true(,)” my aunt replied(.) LANGUAGE CONVENTIONS 16 I think that God, in fact, played a trick on us. He gave each
MODERATE Annotate: Mark the commas in and every person special talents or gifts, but he made no one
paragraphs 16 and 17.
gifted in all areas.
Identify: Why is each comma 17 Collectively, we have all it takes to create a just and peaceful
necessary?
world, but we must work together and share our talents. We all
need one another to find happiness within ourselves and within
the world.
CRITICAL VOCABULARY
444 Unit 6
inquire: It’s the job of television interviewers to ask
questions. This interviewer inquired whether Craig
was gifted.
7_LTXESE973237_U6AAS1.indd 444 4/7/2018 5:34:45
ASK STUDENTS what the interviewer likely wanted to

know when he asked whether Craig was gifted. (He Understand Genre Elements To guide comprehension about elements of personal essays,
probably wanted to know whether Craig was unusually have students work independently or with a partner to complete a genre elements chart.
smart.) Point of View Author’s Personal Details Author’s Thoughts and Feelings
capacity: The author uses the word capacity when he Craig was a guest on a television Craig believes everyone is “special or
First-person:”I” statements
show as a teenager. talented in some way.”
talks about how people create things when they are acting
as carpenters, artists, or builders.
For additional support, go to the Reading Studio and assign
ASK STUDENTS to explain what a person would create in the following Level Up tutorial: Informational Text.
LEVEL
his or her capacity as a musician. (music)
444 Unit 6
NOTICE & NOTE
18 I realize, now, that each of us has the power to be Superman TEACH
and to help rid the world of its worst evils—poverty, loneliness,
and exploitation. I dream of the day when Jeffrey leaves the exploitation
(≈k´sploi-t∑´sh∂n) n. Exploitation
garbage dump, when Muniannal no longer has to separate is the unfair treatment or use
used syringes and can go to school, and when all children, of something or someone for
selfish reasons.
regardless of place of birth or economic circumstance, are CHECK YOUR
free to be children. I dream of the day when we all have José’s
courage to share. UNDERSTANDING
Have students answer the questions independently.
Answers:
1. A
2. G
CHECK YOUR UNDERSTANDING 3. C
Answer these questions before moving on to the Analyze the Text If they answer any questions incorrectly, have them reread
section on the following page. the text to confirm their understanding. Then they may
1 The author refers to dreams at the end of paragraphs 4, 5, 6, and 7
proceed to ANALYZE THE TEXT on p. 446.
in order to —
A indicate that every child has hope for a better future
B explain what happens to children who live in poverty
C point out how different the children are from each other
D prove that poverty affects children all around the world
2 The author’s main purpose in telling the story of José is to —
F describe how some homeless children live
G encourage sharing by showing that everyone has something

to offer
H show that children who live in poverty still find time for play
J explain that although childhood poverty seems hopeless,

it is not
3 Which statement best expresses the author’s controlling idea in

this personal essay? CRITICAL VOCABULARY
A Child bondage is a problem faced by children around the world.
exploitation: The author uses the word exploitation to
B Education is the key to ending childhood poverty. describe one of the world’s “worst evils.”
C Everyone has the capacity to help end poverty, but it requires
ASK STUDENTS to identify examples the author provides
cooperation.
to show how children are exploited. (Jeffrey has to sift
D Every person is gifted, but each person is gifted in his or her through a garbage dump; Muniannal has to separate
own way.
dangerous used syringes.)

Oral Assessment Use the following questions to assess students’ 3. What is Craig Kielburger’s main idea in this personal essay?
comprehension and speaking skills: (Everyone has the capacity to help end poverty, but we need to
cooperate with each other.) SUBSTANTIAL/MODERATE
1. What is the author expressing when he talks about dreams at the ends of
paragraphs 4, 5, 6, and 7? (Every child has hope for a better future.)
2. What is the author’s main purpose in telling the story of José? (Showing
the importance of sharing what we have.)

RESPOND
APPLY
ANALYZE THE TEXT
Support your responses with evidence from the text. NOTEBOOK
1. Cause/Effect How does the story about the murdered boy reflect
ANALYZE THE TEXT Kielburger’s subjective point of view on life and the world?
Possible answers:
2. Critique Reread paragraphs 6 and 7. Why do you think Kielburger
1. DOK 2: The sudden awareness of injustice against a provides this kind of supporting evidence? What effect might he
boy like himself opened Kielburger’s eyes to what was hope this information has on the reader? How effective is this
happening in the world. information in supporting his controlling idea?
3. Draw Conclusions What is Kielburger’s purpose in saying that he
2. DOK 4: The facts and figures support his claim that
is gifted in paragraph 14?
poverty can be ended. He probably hopes that readers will
consider spending money on poor people instead of on 4. Analyze How does Kielburger connect the introduction and
luxury items. The information is effective. conclusion of his essay?
5. Notice & Note Throughout the essay, Kielburger uses extreme
3. DOK 3: He says that he and all people are gifted with
or absolute language—for example, “We have all met individuals
talents they can share. His purpose is to emphasize that who are gifted . . .” and “. . . so that children do not have to die.”
everyone has the potential to do great things. Explain the effect that such language has on the reader and
4. DOK 4: The essay’s introduction and conclusion both whether you think it helps the author achieve his purpose.
refer to Superman. In the introduction, Superman is a
fantasy hero. In the conclusion, he says that everyone has RESEARCH
the power to be a real “Superman” and end real evils in the RESEARCH TIP Today, WE Charity includes many of the goals of Free the Children.
world. Most charities have a domain Research the following programs of WE Charity. With a partner,
name that ends in .org or .net.
A charity’s homepage usually
generate questions about WE Charity and then research the answers.
5. DOK 4: The effect of the absolute language in many
features a menu across the Record what you learn in this chart.
cases is to include the reader and convince the reader of a top that helps users navigate
particular point. But the dramatic language occasionally the site and directs them to PROGRAM WHAT IT IS/WHAT IT DOES
the information they seek,
may make readers feel that they are being manipulated. WE Villages is a model for ending poverty. It addresses
including how they can support
the organization’s mission. the five primary causes of poverty, focusing on solutions
WE Villages for each one: Education, clean water and sanitation,
RESEARCH healthcare, food security, and alternative income
Remind students that it’s good to have more than one source This is a year-long educational program that nurtures

of information when doing research. Remind them that there compassion in students, helps them identify local and
WE Schools
are sites that review charities and other nongovernmental global issues, and provides tools to help them create
organizations (NGOs). social change.
This series of stadium-sized events celebrates youth who have
Connect Students may note that for every dollar donated taken action through the WE Schools program. WE Day is
to WE Charity, 91 cents goes to the charity’s actual WE Day filled with inspirational stories and speakers and performers,
programs. This is a very good percentage for a charity. Tell all encouraging young people making a difference in their
students that it is also important to find out how charitable community and globally.
organizations treat their own workers. Connect Meet with a small group to share and discuss your findings.
Which program or programs interest you the most? Why?
446 Unit 6
7_LTXESE973237_U6AAS1RS.indd 446 4/7/2018 5:35:31
446 Unit 6
RESPOND
APPLY
CREATE AND DISCUSS
Write a Research Report Write a short (1–2 pages) research report Go to Conducting
Research in the Writing
about WE Charity. Studio to learn more.
❏ Review your findings from the Research on the previous page. CREATE AND DISCUSS
❏ Organize your findings and ideas by creating an outline. Then Write a Research Report Point out to students that
write a working thesis statement. doing research begins with deciding what you need to find
❏ Write your report, using your outline as a guide. Include details out. One of the best ways to do that is to formulate a set of
and other evidence from your research to support your ideas.
questions that you hope to answer about WE Charity.
Discuss with a Small Group A slogan of the WE movement is Go to Participating in
“Making doing good, doable.” Discuss whether Craig Kielburger was in the Speaking and
For writing support for students at varying
Listening Studio for help. proficiency levels, see the Text X-Ray on page 436D.
a rare example of a young humanitarian or whether all young people
have the capacity to act on their social awareness.
Discuss with a Small Group Remind students that
❏ As a group, review the essay and discuss the qualities that you a successful discussion depends on the participation of
think allowed Craig Kielburger to do what he did.
everyone in the group. If students think they will have
❏ Then talk about whether these qualities are rare or if all young
people share them. How much help do you think he received trouble expressing their opinions, have them write a
from his parents and teachers? How important is this support? sentence ahead of time that communicates a thought or
❏ Finally, discuss how a person who wants to make a difference feeling. Then they can read that sentence when their turn to
might get started. speak comes in the discussion.
RESPOND TO THE ESSENTIAL QUESTION RESPOND TO THE

ESSENTIAL QUESTION
CorrectionKey=TX-A
What inspires you to make UNIT 6

RESPONSE LOG
about how each of the texts in Unit 6 relates to
ACADEMIC VOCABULARY
As you write about and discuss Allow time for students to add details from “Craig Kielburger
a difference? ? Essential Question:

What inspires you to make a difference?
what you learned from the
Craig Kielburger
Reflects on Working
Toward Peace personal essay, be sure to Reflects on Working Toward Peace” to their Unit 6 Response
Gather Information Review your use the Academic Vocabulary Logs.
from It Takes a Child
annotations and notes on “Craig words. Check off each of the

Kielburger Reflects on Working Toward
Sometimes a Dream
Needs a Push words that you use.
Peace.” Then, add relevant details to your A Poem for My

❑ contrast
Response Log. As you determine which Frances Perkins and
❑ despite

Fire
information to include, think about: from The Story of ❑ error


Fire
• what caused Kielburger to start his R6 Response Log

❑ inadequate
charity
❑ interact
• what kinds of problems children around

the world face
• what solutions Kielburger has identified
At the end of the unit, use your notes to help you write a
research report.
TXESE973237_U6AAS1RS.indd 447 4/7/2018 5:35:33 AM

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Identify the Critical Vocabulary word that is most
syringe closely related to the boldfaced word in each question. Be prepared to
CRITICAL VOCABULARY possession
inquire
explain your choices.
Answers: capacity
exploitation 1. Which word goes with answer?
1. inquire: When you inquire, or ask, you expect to get
2. Which word goes with needle?
an answer.
3. Which word goes with underpaid?
2. syringe: A needle is part of a syringe, which is a medical
4. Which word goes with ownership?
instrument that injects or draws out fluids.
5. Which word goes with skill?
3. exploitation: Underpaid workers are used unfairly, which is
an example of exploitation.
VOCABULARY STRATEGY: Word Origin
4. possession: Something that you own, or possess, is a Go to the Vocabulary Word origin, or etymology, tells you which language a word came
Studio for more on word
possession. origins. from and gives you the historical development of the word. For
5. capacity: If you have the capacity to do something, you example, if you look in a dictionary, you will see that the word capacity
comes most recently from Middle English. However, it can be traced
have the skill to do it.
back through Old French and finally to the Latin word capācitās, from
capāx, which means “spacious.” Capacity has several meanings, one of
which is “the maximum amount that something can hold.”
VOCABULARY STRATEGY:
Practice and Apply Follow these steps to explore the origin of each
WORD ORIGIN of this lesson’s other Critical Vocabulary words.
Answers:
• Look up each word in a print or online dictionary. You may want to
1. Latin: sÿringa meaning “injection” The meaning is related look at a simpler form of the word as noted in the chart below.
because a syringe is used to make an injection. • Find each word’s origin or etymology. For help, look at the front or
back of a dictionary. There will be a section that explains how the
2. Latin: possidere meaning “to have or control” The etymology is noted and what the abbreviations used mean.
meaning is related because a possession is something you • Write each word’s origin and original meaning in the chart. Is the
have or own. word’s meaning related to the original meaning? How?
3. Latin: inquīrere, same meaning. VOCABULARY WORD ORIGIN/MEANING

4. Old French, exploitation, “use for profit.” The meaning
syringe
is related because exploitation means using a person for
profit.
possession (possess)
ENGLISH LEARNER inquire

SUPPORT
Spell Suffixes That Sound Alike Tell students that exploitation (exploit)
a base word ending in -t, -te, or -ate, such as decorate,
will often take the -tion suffix to form a noun. Words
448 Unit 6
ending in -s often take an -sion ending to form a noun.
Guide students to use the correct spellings with the
following words: discuss, suggest, possess, depress,
inspect, educate, create. Point out that there are
exceptions—such as submit/submission. Understand the Suffix -ion Explain to students that English words often have parts that
MODERATE/LIGHT change their meaning or the way they can be used in a sentence. Display the word possession.
Underline the base word, possess. Say: This word is a verb. Possess. It means “to own something.”
Underline the suffix –ion. Then explain that -ion is a word part that changes a verb to a noun.
It is like the Spanish suffixes -ción/ and sion. Circle the whole word possession. Say: the word
possession is a noun that means “something that is owned.” Repeat the process with one or two
more words, such as prediction and action. MODERATE/LIGHT
448 Unit 6
RESPOND
APPLY
LANGUAGE CONVENTIONS: Commas
Commas have a variety of purposes. Used correctly, they help writers Go to More Uses of the
Comma in the Grammar
communicate effectively. They show readers which words and phrases Studio to learn more uses.
go together and indicate which part of a sentence is most important. LANGUAGE CONVENTIONS:
They can also create pauses, which give readers a moment to think
COMMAS
about what they are reading. In “Craig Kielburger Reflects on Working
Toward Peace,” commas are used for several reasons, including these: Review the information about commas, and then provide
further information and examples of each comma usage.
• To set off introductory words or phrases:
Indeed, even the most physically or mentally challenged To set off introductory words or phrases. Explain that
person teaches all of us about the value and worth of an introductory word or phrase may give information about
human life. when, where, how, or why.
• To set off nonessential words, phrases, and clauses: • Yesterday, I ate lunch with Josie.
If more people had the heart of a street child, like José, • In the backyard, the flowers are blooming.
and were willing to share, there would be no more
poverty and a lot less suffering in this world. • With a shovel, digging was easy.
• Just to be sure, I checked the lock twice.
• To separate dependent clauses from independent clauses:
Although José’s shirt was dirty and had a few small To set off nonessential words, phrases, and
holes, it was a colorful soccer shirt and certainly much clauses. Explain that some modifying elements are
nicer than mine. essential to the meaning of a sentence. “I chose the shirt
• To separate two independent clauses joined by one of the
with long sleeves.” The phrase “with long sleeves” identifies
coordinating conjunctions: and, but, or, for, nor, so, or yet: the shirt and is essential to the meaning. Some modifying
He may have been a poor street child, but I saw more elements are not essential. “My sister, a teacher, makes good
goodness in him than all of the world leaders I have coffee.” The phrase “a teacher” is not essential.
ever met. • The cat, licking its paw, ignored me.
Practice and Apply Write your own sentences with commas using • The cat with the black spots is my favorite.
the examples from “Craig Kielburger Reflects on Working Toward
To separate dependent clauses from independent
Peace” as models. Your sentences can be about Craig Kielburger’s work
or about a topic related to helping others. When you have finished,
clauses. When a dependent clause comes before an
share your sentences with a partner and compare your use of commas. independent clause, it is separated by a comma.
• When I looked again, the bird was gone.
• I will call you when I get home.

To separate two independent clauses joined by a
coordinating conjunction. If two independent clauses
are not joined by a conjunction, they are separated by a
semicolon.
• He was late, but it didn’t really matter.
• I walked home; it was a nice day.
Have students read the following example sentences and
delete the word that does not belong:
Craig Kielburger Reflects on Working Toward Peace 449 • Because I was late, (so) I had to run the last block to
school.
• When I finished my homework, (then) I helped fix
TXESE973237_U6AAS1RS.indd 449
4/7/2018 5:35:35 AM
dinner.
Combine Clauses Correctly In some languages, including Cantonese, Korean, and Practice and Apply Have partners discuss whether
Vietnamese, speakers sometimes use a “balancing” word in the main clause after an commas are used correctly in their sentences. (Students’
introductory adverbial clause. For example, Because the book is long, so it may take me a while to sentences will vary.)
read it. Or After the program starts, then I don’t like to talk. MODERATE/LIGHT
Work with students to help them avoid adding that additional connecting word in English.

PLAN
ANALYZE & APPLY
ESSENTIAL
MEDIA QUESTION:
from
What inspires
IT TAKES you to make
MEDIA A CHILD a difference?
from IT TAKES A CHILD

Documentary by
Judy Jackson
QUICK START
What problem or issue
do you feel strongly about?
willing to do to solve that What would you be
problem? Discuss your
ideas with a partner.
ANALYZE A DOCUMENTARY
A documentary is a nonfiction
Documentary by Judy Jackson

GENRE ELEMENTS: film about important people,
DOCUMENTARY issues, or places. Documenta events,
ries include interviews
voice-over narration, , film footage,
• includes interviews and sound effects to convey
filmed specifically for the mood, and tone, or the information,
author’s attitude toward
documentary watch the film clip, think the subject. As you
about how these features
• contains filmed material— work together.
or footage—that gives
information about the FEATURE
topic STRATEGIES FOR VIEWING
• features voice-over narration—
a Child: ©Bullfrog Films

the voice of an unseen
Interviews feature experts
on Consider the person being
speaker—to give facts the subject or someone interviewed.
or close Does he or she have special
explain to the person or event. knowledge or
present another side of
• includes sound effects the story?
Footage can include film
Company • Image Credits: It Takes

used for
a variety of purposes Consider why the footage
clips, reports, photos, and was chosen.
Does it reveal the filmmaker’s
interviews about a subject. attitude
toward the topic? Does
it show emotions?
Company
Voice-over narration is
Listen to the voice-over
scripted to present key narration. Does

facts it change from speaker

and explain their importance. to speaker? Does
the language contribute
to mood or tone?
Sound effects include
music Follow music cues. Do they
and sounds that show mood signal a
change in setting or mood?
and signal shifts in the topic. Listen for
sound effects. Do they clarify
events?
450 Unit 6
7_LTXESE973237_U6AAS2.indd
450
4/7/2018 5:35:41 AM
GENRE ELEMENTS
DOCUMENTARY LEARNING OBJECTIVES
Inform students that most documentary films capture aspects • Analyze documentary film.
of reality and present them in the form of a nonfiction story or a • Conduct research on child and youth activists.
journalistic report; still others are more artistic in nature. All involve
• Write a personal essay about social activism.
making creative choices that stem from the point of view of the
• Create a podcast film review of “It Takes a Child.”
filmmaker. Many documentaries feature interviews, scripted voice-
over narration, sound effects, visual effects, and music. Others rely • Analyze sound effects and film footage.
more on sound recorded synchronously with the image and little • Language Discuss with a partner elements of an interview.
else in the way of effects: these films tend to follow the action of the
film’s subjects rather than depending on interviews. The earliest
documentaries had subtitles and no recorded sound.
TEXT COMPLEXITY
Qualitative
It Takes a Child Lexile: N/A
Measures
Ideas Presented Simple, single meaning, basic and explicit
Qualitative Structure Used Easily identified structure

Measures
Language Used Explicit, literal, and contemporary language
Knowledge Required Requires no special knowledge
450A Unit 6
PLAN
Online
RESOURCES SUMMARIES
• Reading Studio: Notice & Note In 1995, child-rights activist En 1995, al joven e
Craig Kielburger went to India inexperimentado activista infantil
• Writing Studio:
Writing as a Process chaperoned by a family friend. He Craig Kielburger le permitieron
went specifically to research the que fuera a la India solo, a la edad
• Speaking and Listening Studio: dangerous world of child labor de doce años, para investigar
Using Media in a Presentation there. Filmmaker Judy Jackson el peligroso mundo del trabajo
• ✔ “It Takes a Child” Selection Test documented what he discovered infantil. La cineasta Judy Jackson
while there. The resulting film, “It lo siguió cámara en mano,
Takes a Child,” shows just how far grabando cada momento de la
a gritty, devoted young person investigación del intrépido niño.
can go when he really wants to get El resultado fue la película It Takes
involved and become an agent of a Child, que muestra qué tan
global change. lejos puede llegar una persona
joven, enérgica y ferviente
cuando verdaderamente quiere
involucrarse y convertirse en un
agente del cambio global.
SMALL-GROUP OPTIONS
Sticky Note Review Think-Pair-Share

• Break students into groups or pairs. • After students have read and digested “It
• Provide each group with pads of sticky notes. Takes a Child,” ask the class a question, such
as: How inspired do you have to be to become a
• Ask the groups to re-watch the film and to jot
change agent?
down one of each of the following: one positive
comment, one critical comment, and one • Have students think about the question
question about the text. individually, and take notes on their thoughts.
• Students then exchange the sticky notes, • Put students into pairs so they can discuss
marking the notes they agree with or have their answers.
questions or answers to add. • Finally, ask students to share their answers with
• Students discuss and exchange ideas. the class.
It Takes a Child 450B

PLAN

for “It Takes a Child”

DISCUSS DOCUMENTARY FILM CULTURAL REFERENCES
In this lesson, students will need to be able to discuss how filmmaking The following words and phrases may be unfamiliar
elements and techniques are used to document activism and social justice to students:
issues. Help students understand the terms: interview, footage, sound, and • child labor: the largely illegal but still occurring practice
voice-over narration. Have them consider and discuss what a documentary of forcing small children to work
film can convey that text cannot by using:
• South Asia: the global region that includes Nepal, India,
• Visual media: this includes unedited footage, and the edited film. Pakistan, Bangladesh, and Sri Lanka
• Audio: Sound recorded synchronously with the image, sound effects, • Camcorder: small, handheld video cameras
voice-over narration, and music
• AIDS: acquired immune deficiency syndrome, AIDS, is
Tell students they are going to watch a documentary in which the interviewer a life threatening disease spread through the blood and
travels to South Asia to learn more about poverty, child labor, slavery, and the through sexual contact
complex web of people and institutions that either profit from these practices • first-hand: an adjective meaning direct or in person;
or allow them to continue. Provide students with illustrated literature, and ask when something is firsthand knowledge it is not read in a
them to complete the following: I would like to learn more about . book but learned in a real-life situation
LISTENING
Understand the Power Have students watch the film and pay close attention to narration. Use the following supports with
of Voice students at varying proficiency levels:
• Ask questions about the narration, and have students respond with thumbs up or down or
Ask students to pay close
brief answers. Ask: Did Craig Kielburger go to India? (yes) Did he study child labor? (yes) Who was
attention to the information
doing most of the talking? (Craig Kielburger) SUBSTANTIAL
contained in the narration and
the interviews. Have them • Have students take notes during the film, and then ask them questions. Why did Craig
note the tone of voice used Kielburger go to India? (to study child labor) Who is the filmmaker? ( Judy Jackson) Who was doing
by the interviewer and the the voice-over narration? (Craig Kielburger and Judy Jackson) MODERATE
filmmaker. Explain that Judy • Ask pairs to seek clarification about anything they might not have understood, then ask: How
Jackson was the filmmaker and would you describe the tone of Craig Kielburger’s voice-over? How did he sound while delivering
one of the two narrators. speeches in the film? Was it effective? Why or why not? LIGHT
450C Unit 6
PLAN
SPEAKING
Understand Use the following supports with students at varying proficiency levels:
Interviews • Play a section of the film in which Craig Kielburger is interviewing someone, and say: This is an interview.
This is the interviewer. This is the interviewee. Have students repeat after you. SUBSTANTIAL
Help students understand
that many documentaries • Point to the illustrated literature from the selection introduction, and use gestures to indicate that
depend on interviews students should pick an issue that interests them. Provide the sentence frame, model using it, and
to provide structure and have students verbally complete it by using a word from the literature: I would like to interview people
depth for exploring their about . MODERATE
subjects. • Pair students and have them interview each other about their views of the film “It Takes a Child.”
Circulate to be sure that students are asking clear, respectful questions and giving clear answers.
LIGHT
READING
Research Nonfiction Use the following supports with students at varying proficiency levels:
Subjects • Provide illustrated background reading related to the subject of the video. Help students to identify, decode,
and define key words in the captions or in the text. Have them label images and their own drawings with the
Have students research
key words, then paste them into word web/concept graphic organizers. SUBSTANTIAL
Craig Kielburger, poverty,
and child labor. • Have students create cause and effect graphic organizers using key words from illustrated
pamphlets and literature. Encourage them to seek clarification when necessary. MODERATE
• Pair students and ask them retell what they discovered in their research about child labor and/or
another activist whose work has been the subject of a documentary. LIGHT
WRITING
Write a Personal Use the following supports with students at varying proficiency levels:
Essay • Ask students to review their labeled images and parts of the video; have them use word banks to
find words that will help them describe what they felt as they viewed “It Takes a Child.” Write the
words on the board, and have students copy them into their notebooks. Help students use the
to the writing assignment
words to describe any other social issue they have encountered SUBSTANTIAL
on p. 453. Suggest that
they think about people • Provide sentence frames, such as the following, that students can use to create outlines for their essays:
and events that have I felt that the interviews were _____. I thought that the footage and sound were effective because_____.
inspired them. Help students use the frames to describe any other social issue they know about. MODERATE
• Have students work individually to jot down ideas. Then, have them work in pairs to create timelines
of the action that will help them to write outlines for their essays. Finally, have them work on their
outlines. LIGHT
It Takes a Child 450D

ANALYZE & APPLY
TEACH ESSENTIAL
QUESTION:
MEDIA
from What inspires
Connect to the
ESSENTIAL QUESTION IT TAKES you to make
a difference?
“It Takes a Child” documents the international activist work
of Craig Kielburger. The documentary portrays how and why
A CHILD
Kielburger was inspired to travel to South Asia at the age of Documentary by
twelve. The camera follows him as he meets children who
Judy Jackson
work virtually as slaves. In order to show the different ways
he has worked to make a difference in the world, the film
features footage from other periods of Kielburger’s life.
QUICK START
What problem or issue do you feel strongly about? What would you be
QUICK START willing to do to solve that problem? Discuss your ideas with a partner.
Have students form small groups to discuss social issues that
they find crucial or that affect them directly. Call on students ANALYZE A DOCUMENTARY
to talk about an issue they feel is important for the class,
A documentary is a nonfiction film about important people, events,
their school, or the community in general. GENRE ELEMENTS: issues, or places. Documentaries include interviews, film footage,
DOCUMENTARY voice-over narration, and sound effects to convey information,
• includes interviews mood, and tone, or the author’s attitude toward the subject. As you
ANALYZE A DOCUMENTARY filmed specifically for the
documentary
watch the film clip, think about how these features work together.
Review the terms and concepts from the introduction. • contains filmed material—
Then, remind students of the ways documentaries are or footage—that gives
FEATURE STRATEGIES FOR VIEWING
information about the topic
related to articles and stories. Films and stories share
• features voice-over narration— Interviews feature experts on Consider the person being interviewed.
elements such as perspective, tone, narrative, mood, the voice of an unseen the subject or someone close Does he or she have special knowledge or
and dialogue. speaker—to give facts or to the person or event. present another side of the story?
explain
Inform students that understanding the separate elements • includes sound effects used for
Footage can include film Consider why the footage was chosen.
a variety of purposes clips, reports, photos, and Does it reveal the filmmaker’s attitude
will help them better understand and enjoy documentary
interviews about a subject. toward the topic? Does it show emotions?

films. Have them take notes on the following questions as
they watch: Voice-over narration is Listen to the voice-over narration. Does
scripted to present key facts it change from speaker to speaker? Does
• Who is interviewed in the film and why? and explain their importance. the language contribute to mood or tone?
• How does the film use different kinds of footage and
Sound effects include music Follow music cues. Do they signal a
for what effect? and sounds that show mood change in setting or mood? Listen for
• In what ways is the voice-over helpful to the viewer? and signal shifts in the topic. sound effects. Do they clarify events?
• How are sound effects used? (For example, how do
the street sounds in India compare with what the
viewer has heard before?)
■■English Learner Support 450 Unit 6
Look It Up Have student pairs watch the film while

making notes on words, terms, and ideas they don’t know
7_LTXESE973237_U6AAS2.indd 450 4/7/2018 5:35:41
(e.g., AIDS, unemployed, development). With their joint list,

partners will then look up the words and discuss them to get Understand Features of Documentary Film Help students understand the meaning of
a better understanding of their meaning. Circulate to make the following: interview, footage, and voice-over narration. Use the following sentence frames to
sure students define and use the words correctly. determine whether students understand the different features.
MODERATE/LIGHT
1) Video of a journalist asking questions is an example of an ________.
2) Moving images with sound is an example of ________.
3) The voice of an unseen speaker that explains something in film is ________.
MODERATE
450 Unit 6
GET READY
TEACH
BACKGROUND
When child activist Craig Kielburger was twelve years old, he became inter-
ested in the plight of child laborers. Inspired by the story of twelve-year-old
Iqbal, a child labor activist who had been murdered in South Asia, Kielburger
BACKGROUND
realized that a child could make a difference in the world. Kielburger then
traveled to South Asia to see child labor first hand. With the help of a film Have students read the Background note. Tell them that in
crew, he documented his journey so that the world could see what he the 20th century, many progressive reforms were written
had witnessed. into law throughout the world; children were protected
from abusive practices for the first time in the industrial era.
SETTING A PURPOSE Point out that in many countries where poverty is prevalent,
As you view the documentary, think about why Kielburger decided to make
many of these laws are unenforced and children still work
this journey and what he wanted to find out. Notice the ways that filmmak- as slaves or bonded labor. According the film, in 1995 there
ing and news reporting come together to help you understand Kielburger’s were 55 million child workers in India. Encourage students to
reasons for traveling to South Asia. Write down any questions you have research how things have changed since then.
during viewing. NOTEBOOK .
SETTING A PURPOSE
For more online resources, log in to your dashboard and click on “from Direct students to use the Setting a Purpose prompt to focus
It Takes a Child” from the selection menu. their viewing.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: It Takes a Child: ©Bullfrog Films
As needed, pause the documentary 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.
It Takes a Child 451
TXESE973237_U6AAS2.indd 451
WHEN STUDENTS STRUGGLE . . . 4/7/2018 5:35:43 AM
Organize Prior Knowledge Help students prepare for viewing the documentary. Ask them to
seek clarification of the following words and terms: children’s rights, activism, child labor, South Asia,
research, documentary film, Toronto. Ask students to match their drawings or found images
to these words and places. Have students create a KWL chart that will help them keep track
of important vocabulary and facts that they learn during the course of watching the film. Tell
them that the goal is to obtain descriptive references for unfamiliar words that will come up in
the course of activities related to the film.

RESPOND
APPLY
ANALYZE MEDIA
Support your responses with evidence from the documentary.
NOTEBOOK
ANALYZE MEDIA 1. Infer and Summarize What is the controlling idea, or thesis, of
Possible answers: the documentary? Describe the scenes that take place in the film
1. DOK 2: The controlling idea is that some children are and how those scenes support the key idea.
forced to work and that this practice is unjust. In the scenes 2. Analyze Identify the filmmaker’s purpose(s) in making the
that depict this, the author interviews laborers and shows documentary. What key parts of the film convey the purpose(s)?
visuals of the lives of child laborers. 3. Infer Think about the features the filmmaker uses. Explain how
the filmmaker uses interviews, film footage, voice-over, and sound
2. DOK 4: The filmmaker’s purpose is to inform and persuade
effects to clarify the issues presented in the documentary.
the viewer that child labor is unjust. The footage of the girl
with the syringes is startling and sad. 4. Analyze How does the opening introduce the setting? What
combination of features works together in the opening to
3. DOK 2: Interviews: The interview with a man concerning create a sense of the place Kielburger is visiting and to help you
the girl with the syringes shows how indifferent some understand the setting?
people are to child labor. 5. Compare and Contrast The voice-over narration includes
Footage: Footage of Kielburger observing the work shows two narrators: an unnamed speaker and Craig Kielburger. The
unnamed narrator is objective, while Craig Kielburger’s narration
how passionately he views his subject.
is subjective. Compare and contrast the language and types of
Voice-over: A woman’s voice-over gives details about the information given by the two narrators. How does each contribute
trip. Kielburger’s voice, as a fifteen-year-old, describes his to the mood and tone of the documentary?
goals and his reactions.
Sound effects: We hear music from India, which stops at RESEARCH
certain points for emphasis. RESEARCH TIP Many other young activists are currently working to solve
Because information on the problems they care about. With a partner, do some research to find
4. DOK 4: The opening footage, with scenes and music from Internet is not regulated for
two examples of other young activists and the problems they are
accuracy, ensure accuracy
India, gives viewers a sense of the culture. either by using only reputable working to solve. Record your information in the chart.
sources (those ending in .edu,
5. DOK 4: The unnamed narrator provides a factual
.gov, and .org) or by verifying by ACTIVIST PROBLEM
account of why Kielburger visited India and background using multiple sources.
information on child labor. The boy’s narration provides a Malala Yousafzai lack of education for girls in
Pakistan and other countries
personal response to India.
© Houghton Mifflin Publishing Company

RESEARCH
Remind students to confirm their research by checking
several sources, such as print and digital newspapers,
Connect How would you present your information in a documentary
journals, and encyclopedias.
about one of the young activists you researched? With your partner,
Connect Put students in pairs and ask them to choose an sketch out the sound and visual elements you would include to convey
activist to study. Encourage them to study “It Takes a Child” this information.
as well as other documentary films to find strong approaches
452 Unit 6
for portraying their own film ideas.
452 Unit 6
RESPOND
APPLY
CREATE AND PRESENT
Write a Personal Essay Write a personal essay about an encounter Go to Writing as a Process
in the Writing Studio for
with a social activist or an experience with social action that was more help.
inspirational. CREATE AND PRESENT
❏ Jot down ideas about the experience and why it was meaningful. Write a Personal Essay Assist students who haven’t been
❏ Use your ideas to create an outline. Your outline should show the directly involved in social justice activism by encouraging
events in a logical order.
them to brainstorm about the acts of others whom they
❏ Write your essay, using the first-person point of view. Use
admire. Tell them to think about inspirational experiences
colorful and specific words to describe exactly what you saw,
heard, and felt. they may have had with classmates, friends, or family.
❏ In your conclusion, summarize why the event or person was Remind students that the point is to write an essay about a
inspirational. person or moment that was inspired them.
Produce a Podcast With a partner, create an audio recording for a Go to Using Media in
a Presentation in the
podcast review of the documentary clip from It Takes a Child. Speaking and Listening
Studio to learn more.
proficiency levels, see the Text X-Ray on page 450D.
❏ Make notes about visual and sound elements in the
documentary that particularly impressed you, both positively Produce a Podcast Remind students that they should
and negatively. critique all the features of documentary media—interviews,
❏ Explain how the choice of screen scenes affects the impact of footage, voice-over, and sound effects—in their podcast
the words spoken in the interviews. Include an assessment of review. Encourage students to use the list on p. 453 as
whether viewers should see the entire documentary.
a blueprint and to script their podcast as thoroughly as
❏ Create the recording of your review with a partner, speaking in a
conversational tone and enunciating clearly. Share your podcast
possible before recording.
with a larger group.
RESPOND TO THE
RESPOND TO THE ESSENTIAL QUESTION ESSENTIAL QUESTION
Allow time for students to add details from “It Takes a Child”
RESPONSE LOG
ACADEMIC VOCABULARY
to their Unit 6 Response Logs.
As you write about and discuss

documentary, be sure to use
Craig Kielburger
Reflects on Working
Toward Peace
Gather Information Review your the Academic Vocabulary

annotations and notes on the film clip words. Check off each of the
from It Takes a Child. Then, add relevant Sometimes a Dream
Needs a Push words that you use.
details to your Response Log. As you A Poem for My

❑ contrast
determine which information to include, Frances Perkins and

❑ despite
think about:
Fire
from The Story of

❑ error
Fire
• what motivated Craig Kielburger’s R6 Response Log

❑ inadequate
journey 7_LTXESE973237_EMU6RL.indd 6 4/7/2018 5:51:25 AM
❑ interact
• how you think people might react to the documentary
At the end of the unit, use your notes to help you write a
research report.

Oral Assessment Use the following questions to assess students’ • What inspired Craig Kielburger to do what he did in the film “It Takes
comprehension and speaking skills: a Child” and why do you believe his work is important? (Answers will
• Who is Craig Kielburger in the film “It Takes a Child”? (Craig Kielburger vary. Craig Kielburger’s trip to India was inspired by the harsh child labor
is a child activist who went to India.) SUBSTANTIAL practices going on there and Craig’s desire to change them. It’s important
• What is the basic story of Craig Kielburger in the film “It Takes a because child labor laws can work and have worked in many countries.)
Child”? (Craig Kielburger is a Canadian children’s-rights activist who went LIGHT
to India to study child labor practices in 1995.) MODERATE

PLAN
ANALYZE & APPLY
SOMETIMES A DREAM SOMETIMES

A DREAM
NEEDS A PUSH
NEEDS A PUSH
Short Story by Walter Dean
Myers
? ESSENTIAL
QUESTION:
Short Story by Walter Dean Myers What inspires

you to make
X Pictures/
a difference?
Di Carlo Darsa/PhotoAlto/Brand
Company • Image Credits: ©Sandro
Company

Getty Images
454 Unit 6
454
4/7/2018 5:35:36 AM

REALISTIC FICTION • Analyze features of realistic fiction.
Remind students that the purpose of realistic fiction is to tell the • Research wheelchair basketball.
reader a story about real-life obstacles as well as real-life lessons. • Write an informative article about wheelchair basketball.
In a short story, the characters, their traits, and the conflicts will • Create a video critique of the story
be introduced very quickly. The author of realistic fiction will fill the • Use consistent verb tenses.
prose with details that come from everyday life, but write them in • Use context clues to determine word meaning.
such a way as to make them seem anything but mundane. By the
• Language Identify character qualities in a short story.
end, the character(s) will have overcome an obstacle and learned a
valuable life lesson that readers will be able to relate to experiences
in their own lives.
TEXT COMPLEXITY
Quantitative
Sometimes a Dream Needs a Push Lexile: 770L
Measures
Ideas Presented Much is explicit but moves to some implied meaning
Qualitative Structure Used Clear, chronological, conventional

Measures
Language Used Some dialect, some figurative language
Knowledge Required Begins to rely more on outside knowledge
454A Unit 6
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio Chris, the son of a former pro Chris, el hijo de un antiguo
basketball player, is involved jugador profesional de
• Reading Studio: Notice & Note in a car crash and loses the use baloncesto, tiene un accidente de
of his legs. Chris’s father has tránsito y pierde la movilidad en
• LEVEL
Level Up Tutorial: Short Stories
and Novels. grown distant from him. When las piernas. Su padre se ha alejado
an elder at the family’s church de él. Cuando una persona mayor
• Writing Studio: Introduction: invites Chris to join the church’s de la iglesia invita a Chris a unirse
Informative Texts new wheelchair basketball team, al nuevo equipo de baloncesto
Chris’s father displays little sobre sillas de ruedas de la iglesia,
• Speaking and Listening Studio:
Using Media in a Presentation interest. However, when Chris’s su padre muestra poco interés.
father does start coming to Sin embargo, cuando el padre de
• Vocabulary Studio: Context Clues
basketball practice, he lends his Chris comienza a ir a las prácticas
expertise to the boys’ team. By de baloncesto, presta su pericia
the end, Chris has rediscovered al equipo. Al final, Chris ha
• Grammar Studio: Module 9: Using
Verbs Correctly his bond with his father. redescubierto su vínculo con su
padre.
• ✔ “Sometimes a Dream Needs a Push”
Selection Test
SMALL-GROUP OPTIONS
Pinwheel Discussion Double-Entry Journal

• Divide students into groups of eight. Have four • Have students divide a piece of notebook
students sit in a square, facing out. Then, have paper down the middle, and add the following
each of the other four students sit facing the headings to each column: “Quotes from the
students in the inner square. Text” and “My Notes.”
• Instruct students in the inner square to remain • Instruct students to record significant or
stationary throughout the discussion. perplexing passages in the left column.
• Have students in the outer square move to face • In the right column, have students write their
the student to their right after discussing each own interpretations, summaries, questions,
question. and restatements opposite the quoted material,
• Control the discussion by providing a question leaving space for more notes if necessary.
for each rotation. For example, “Why does
Chris’s dad grumble?” “What do you think
happens after the story ends?”
Sometimes a Dream Needs a Push 454B

PLAN

for “Sometimes a Dream Needs a Push”
Use the Text-X-Ray and the supports and scaffolds in the Teacher’s Edition to

DISCUSS GOALS AND DREAMS CULTURAL REFERENCES
Tell students that the word dream has multiple meanings. It can be the The following words and phrases may be unfamiliar
thoughts and images you have while sleeping, but in this story it means a to students:
special goal that someone wants to achieve. • she was all for it (paragraph 7): eagerly agreeable
Guide students to come up with specific goals. Tell them that this could be a • under his breath (paragraph 7, 24): saying something so
job they want to do, a skill they want to learn, or a place they’d like to visit or low no one can hear it
live. Provide sentence frames: • pj’s (paragraph 11): short for pajamas
My dream is to . When I grow up, I want to be a . • My heart sank (paragraph 22): feeling sad when hearing
bad news
Explain that sometimes things happen that make it hard to achieve dreams. In
the story, Chris can no longer walk, but he still finds a way to play basketball. • baseline (paragraph 35): boundary line
Guide students to describe how they will achieve their dreams: • bumper cars (paragraph 61): carnival game in which
people drive small cars and bump into each other
I will to achieve my dream.
• layup (paragraph 61): in basketball, a shot made
near the basket that bounces off the backboard and
(hopefully) into the basket
LISTENING
Understand Character Have students listen as you read aloud paragraphs 3–7. Use the following supports with students at
Qualities varying proficiency levels:
• Tell students you will ask some questions about what they just heard. Model that they should give
Work with students to read the
a thumbs up if the answer is yes, and a thumbs down for no. For example, ask: Does Chris’s mom
Analyze Character Qualities
want him to play basketball? (yes) SUBSTANTIAL
section on p. 455. Draw
students’ attention to details • Have students identify the character qualities (shy, guilty, helpful) described in the excerpt.
in the story that identify Ask: How did the paragraph help you better understand the characters? MODERATE
character qualities. • After listening to the excerpt, ask students to work in pairs to list details from the excerpt that
support their impressions of the characters. LIGHT
454C Unit 6
PLAN
SPEAKING
Critique the Story Use the following supports with students at varying proficiency levels:
• Have students prepare their critiques with a partner using the following sentence frames:
Help students prepare
I liked/disliked this story because . I liked/disliked [character name] because he/she .
for the Video Critique
I did/didn’t like it in the story when . The story would have been better/not as good if .
assignment outlined
SUBSTANTIAL
on p. 465. Explain that
to critique something • Help students underline ten or more words that seem “most important” to the story.
means to review it in Guide pairs to critique the story, using as many of the underlined words as possible in their
detail. Have students discussion. MODERATE
note any important or • Provide student pairs with the following sentence frames when they first discuss their critiques: What
interesting details in do you mean by ? That’s a good point because . I agree with your point, but . LIGHT
the story that they can
discuss in their critiques.
READING
Read Realistic Work with students to reread paragraphs 18–22. Use the following supports with students at varying
Fiction proficiency levels:
• Echo read the excerpt. Read aloud one sentence at a time, then have students repeat the
Tell students that authors
sentence back to you. Point out aspects of realism, such as when Chris thinks, “which is a little
of realistic fiction set their
irritating when you’ve got a ton of homework.” Ask yes or no questions: Does Chris act like a real
stories in real places,
teenager? (yes) SUBSTANTIAL
during a recent time
period, and the events and • Ask students to identify the tension in the excerpt. (Chris is nervous that his coach called his dad.) Have
characters of the story are them explain whether they felt suspense in this excerpt. MODERATE
meant to seem like real • Pair students to analyze the excerpt. Ask: What makes the excerpt realistic and how does the author build
people. There will also be suspense using realism? (Chris and his mom talk like normal people; Suspense is built when it is revealed Mr.
many vivid details and Evans called for his father, but we have to wait until dinner to find out why.) LIGHT
descriptions that add more
flavor to everyday life.
WRITING
Write an Use the following supports with students at varying proficiency levels:
Informational • Work with students to identify words and phrases in the text that they can use in their final product.
Article Have students copy these to their notebooks. Help them use these terms from the story to seek
out information in their research. If needed, students can present their articles in graphic form.
Work with students to
SUBSTANTIAL
read and understand the
writing assignment on • Provide sentence frames students can use to craft their articles: What I didn’t know about wheelchair
p. 465. basketball before was . One difference between wheelchair basketball and traditional basketball
is .The nearest wheelchair basketball league is . MODERATE
• Encourage students to compare the information they found in the research to what they read in the
short story. How realistic was it depicted in the story? LIGHT
Sometimes a Dream Needs a Push 454D

ANALYZE & APPLY
TEACH
Connect to the
ESSENTIAL QUESTION SOMETIMES
This selection tells the story of a family who suffered a tragic
accident in which the son is left unable to walk. The son has A DREAM
NEEDS A PUSH
trouble connecting with his father, a former pro-basketball
player who dreamed his son would someday play too. But
then the son joins a wheelchair basketball team. Students
will see that after a tragic setback, dreams don’t have to die,
after all. Short Story by Walter Dean Myers
? ESSENTIAL
QUESTION:
What inspires
you to make
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Sandro Di Carlo Darsa/PhotoAlto/Brand X Pictures/
a difference?
Getty Images
454 Unit 6
LEARNING MINDSET
Plan/Predict Remind students that planning is essential to completing work efficiently

and exceptionally. Encourage them to make a plan for completing an assignment, including
mapping out the steps. For this section, they can flip ahead to see that they will be writing an
informational article and creating a video critique. As they are reading the selection, they can
begin noting important details. Explain that careful planning makes the final product much
more impressive.
454 Unit 6
GET READY
TEACH
QUICK START
How might guilt, or feelings of regret, affect your relationship with
someone? List some ideas and then discuss them with a small group.
QUICK START
ANALYZE REALISTIC FICTION Guilt and regret are very complex emotions, and it may
Realistic fiction is fiction that is set in the real, modern world. The GENRE ELEMENTS: be too personal for some students to openly discuss their
REALISTIC FICTION own examples. You can keep this discussion general and
characters, setting, problems, and resolution are all believable.
• includes the basic elements
• The characters behave like real people when faced with modern life’s impersonal by citing examples from past selections and
of fiction: setting, characters,
problems and conflicts. plot, conflict, and theme popular culture that students can discuss with more comfort.
• The dialogue reflects the age and culture of the characters. • centers on one particular
moment or event in life
• The setting is a real or realistic place (for example, a modern city).
The story takes place in the present or recent past. • if in the form of a short story, ANALYZE REALISTIC
can be read in one sitting
• The conflicts that the characters face can be internal or external. FICTION
These conflicts often reflect social issues or problems that real
people are likely to face. Have students make a list of genre elements that are not
commonly associated with realistic fiction, such as:
As you read “Sometimes a Dream Needs a Push,” look for these realistic
elements to help you analyze the story. • The setting being in the distant past or future, or
another world altogether
ANALYZE CHARACTER QUALITIES • The characters displaying larger-than-life qualities,
Character qualities may be physical traits (such as athletic ability)
being fantastical creatures, or having superpowers
or personality traits (such as shyness). Just as in real life, a fictional • The dialogue is unnatural, does not sound the way
character’s qualities can influence events and relationships. Characters’ people really talk.
qualities can affect how they interact and how they resolve both • The conflicts are extreme, like end-of-the-world
internal and external conflicts in a story. As you read “Sometimes a
scenarios.
Dream Needs a Push,” make inferences about the qualities of Chris and
his father based on their words, thoughts, and actions. Here is one
example. You can use a similar chart to record your own ideas.
ANALYZE CHARACTER
QUALITIES
WORDS, THOUGHTS,
CHARACTER INFERENCE
ACTIONS Explain to students that Chris and his father are the
I hadn’t told any of the kids Chris doesn’t want main characters, therefore they will receive the most
about my father coming to to get his hopes characterization. However, some of the supporting
Chris characters (Chris’s mother, Mr. Evans) will receive enough
practice. I wasn’t even sure he up. He has been
was going to show up. disappointed before. characterization that readers can understand how they help
“Sometimes I think he Chris’s dad feels move the story along. Chris’s mother is characterized as
blames himself,” Mom said. guilty. He is more busy with work, but she is also encouraging her husband
Chris’s father “Whenever he sees you in the quiet and distant and son to come together. Mr. Evans, the basketball coach, is
wheelchair he wants to put it because of his guilt. also in a wheelchair, and is knowledgeable of what Chris’s life
out of his mind.” in a wheelchair will be like.
Sometimes a Dream Needs a Push 455

GET READY
concession collision congestion turnover fundamental
To see how many Critical Vocabulary words you already know, use
them to complete the sentences.
CRITICAL VOCABULARY
1. There was so much __________ in the hallway that students were
Encourage students to read all the sentences before late getting to their classes.
deciding which word best completes each one. Remind
them to look for context clues that match the meaning of 2. The __________ stand at the theater sells great popcorn.
each word. 3. The play resulted in a __________ when the point guard lost
Answers: possession of the ball.
1. congestion 4. Texting while driving resulted in a deadly __________.
2. concession 5. She learned the __________ skills of creating a smartphone app.
3. turnover
4. collision LANGUAGE CONVENTIONS
5. fundamentals Consistent Verb Tense In this lesson, you will learn about using verb
tenses, which indicate the times of events, correctly. Consistent verb
■■English Learner Support tenses help show the sequence of events.
Use Cognates Tell students that several of the Critical Afterward, the team voted, and the Hartsdale Posse all agreed
Vocabulary words have Spanish cognates: congestion/ that we wanted to play in the league.
congestión, collision/colisión, fundamentals/fundamentos. Here, the time frame for the three actions (voted, agreed, and wanted)
are the same: the past. Therefore, all three verbs use the past tense.
As you read “Sometimes a Dream Needs a Push,” pay attention to the
LANGUAGE CONVENTIONS author’s use of consistent verb tenses.
Have students convert the following sentence from pargraph

10 in the text into present tense: Mom looked at me and her
mouth tightened just a little. NOTICE & NOTE
ANNOTATION MODEL
(Possible Answer: Mom looks at me and her mouth tightens As you read, look for realistic text details. You can also mark up details
just a little.) that suggest each character’s qualities. In the model, you can see one

reader’s notes about part of “Sometimes a Dream Needs a Push.”
Ask whether present tense or past tense sounds more
natural for a narrator telling a story. Next, explain that while
this story is told in the past tense, it will at times shift into 1 You might have heard of my dad, Jim Blair. He’s Chris probably admires his
present tense. For example, when characters are speaking, six five and played a year of good basketball in the dad. His dad was a good
pros before tearing his knee up in his second year. athlete and may be rather
their dialogue remains in the present tense. Ask students
The knee took forever to heal and was never quite competitive.
why they think that is. (While action is written in past tense,
the same again. Still, he played pro ball in Europe
dialogue is representative of how people actually speak, which
for five years before giving it up and becoming an The setting is in the
is in the present tense.)
executive with a high-tech company. present-day United States.
ANNOTATION MODEL 456 Unit 6
Students may use their own system for marking up the

selection in their write-in text. They may want to color-code
their annotations by using highlighters. Their notes in the
margin may include questions about wheelchair basketball
or any other ideas or topics they want to learn more about.
456 Unit 6
NOTICE & NOTE
BACKGROUND TEACH
Walter Dean Myers (1937–2014) was born in West Virginia but grew
up in the Harlem community of New York City. He developed a love
of reading and writing in school and went on to write at least
five pages a day over his lengthy career. He published more BACKGROUND
than 100 books for young people, often focusing on the
experiences of young African Americans. Myers received Have students read the information about the author. As
great recognition, including two Newbery Honor Book they read the short story, have them notice details that
Awards and several Coretta Scott King Awards. may be linked to Myers’s background. Also ask them to pay
attention to Myers’s use of language and think about how
his style made him a successful author of books for young
SOMETIMES people.
A DREAM SETTING A PURPOSE

NEEDS A PUSH Direct students to use the Setting a Purpose prompt to focus
their reading.
Short Story by Walter Dean Myers
ANALYZE CHARACTER
QUALITIES
Explain to students that in a short story, character qualities
SETTING A PURPOSE and conflict will likely be introduced in the first few
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Howard Earl Simmons/NY Daily News Archive/
As you read, pay attention to how the father and son interact with each paragraphs. (Answer: Chris is accepting and seems level-
Notice & Note
other. How do these characters’ thoughts, feelings, and actions reveal headed. His father seems quiet, sullen, and maybe a little angry.
Use the side margins to notice
their individual qualities—and help you understand their relationship? and note signposts in the text.
His father taught him a lot about basketball, but since the
accident his father talks less and seems to have taken it hard.
Getty Images; (b) ©Sandro Di Carlo Darsa/PhotoAlto/Brand X Pictures/Getty Images
Y
1 ou might have heard of my dad, Jim Blair. He’s six five and Their relationship may be strained and they find less in common
played a year of good basketball in the pros before tearing with each other.)
his knee up in his second year. The knee took forever to heal
and was never quite the same again. Still, he played pro ball
in Europe for five years before giving it up and becoming an
executive with a high-tech company.
2 Dad loved basketball and hoped that one day I would ANALYZE CHARACTER
play the game. He taught me a lot, and I was pretty good QUALITIES
Annotate: Mark words and
until the accident. It was raining and we were on the highway, phrases in paragraphs 2 and 3
approaching the turnoff toward our house in Hartsdale, when that tell you about Chris and his
a truck skidded across the road and hit our rear bumper. Our father.
little car spun off the road, squealing as Dad tried to bring it Analyze: How would you
under control. But he couldn’t avoid the light pole. I remember describe each character? How
do you think Chris’s becoming
seeing the broken windows, hearing Mom yelling, amazingly physically disabled has changed
bright lights flashing crazily in front of me. Then everything their relationship?

Monitor Comprehension Have students listen as you read aloud paragraphs 1–3. Tell
students that you will ask questions about what you just read. Model that they should give
a thumbs up if the answer is yes, and a thumbs down for no. For example, ask the following
questions:
• Does Chris’s dad still play basketball? (no)
• Was Chris in a car crash? (yes)
• Can Chris use his legs? (no)
• Does Chris’s dad talk very much? (no)
SUBSTANTIAL
NOTICE & NOTE
TEACH was suddenly dark. The next thing I remember is waking up in
the hospital. There were surgeries and weeks in the hospital, but
the important thing was that I wasn’t going to be walking again.
3 I didn’t like the idea, but Mom and I learned to live with
it. Dad took it hard, real hard. He was never much of a talker,
ANALYZE REALISTIC Mom said, but he talked even less since I was hurt.
4 “Sometimes I think he blames himself,” Mom said.
FICTION “Whenever he sees you in the wheelchair he wants to put it out
Instruct students that modern usually means within the of his mind.”
last 20 years, but can mean as long ago as a century. 5 I hadn’t thought about that when Mr. Evans, an elder in our
Contemporary would mean very recent, within the past few church, asked me if I wanted to join a wheelchair basketball
years. Some of the details, such as Chris’s father reading team he was starting.
6 “We won’t have the experience of the other teams in the
a newspaper, not a tablet or smartphone, may not seem
ANALYZE REALISTIC league,” he said. “But it’ll be fun.”
contemporary to readers. (Answer: Chris uses words that FICTION 7 When I told Mom, she was all for it, but Dad just looked
a real young person would use, and he describes modern Annotate: In paragraph 8, at me and mumbled something under his breath. He does that
wheelchairs. These realistic details make the story seem as circle words and phrases that
Chris uses that reflect his age.
sometimes. Mom said that he’s chewing up his words to see how
though it could happen, allowing the reader to engage with the Underline text details that they taste before he lets them out.
story and relate to the characters and their problems.) describe a modern setting for 8 Our van is equipped with safety harnesses for my chair, and
the story. we used it on the drive to see a game between Madison and
Critique: How do these details Rosedale. It was awesome to see guys my age zipping around
make the story seem realistic?
in their chairs playing ball. I liked the chairs, too. They were
ENGLISH LEARNER Why are details such as these
important to how the reader specially built with rear stabilizing wheels and side wheels that
SUPPORT perceives the story? slanted in. Very cool. I couldn’t wait to start practicing. At the
game, Mom sat next to me, but Dad went and sat next to the
Understand Idioms Explain that idioms are phrases concession stand. I saw him reading a newspaper and only
or sayings that have a different meaning than their looking up at the game once in a while.
literal meaning. 9 “Jim, have you actually seen wheelchair games before?”
concession Mom asked on the way home.
ASK STUDENTS to identify the idiom “chewing up his (k∂n-s≈sh´∂n) n. Sporting and
entertainment events often 10 Dad made a little motion with his head and said something
words” in paragraph 7. Ask: Is Chris’s dad actually chewing feature concession stands where that sounded like “Grumpa-grumpa” and then mentioned that
food and drinks are sold.
on his words? (no) Explain that when someone chews their he had to get up early in the morning. Mom looked at me, and
words, that means they do not speak clearly. Have pairs her mouth tightened just a little.
of varying proficiency work together to locate the context ANALYZE CHARACTER 11 That was okay with me because I didn’t want him to talk
QUALITIES
clue that helps define the idiom. (mumbled something about the game if he didn’t like it. After washing and getting
Annotate: In paragraph 11,

under his breath) ALL LEVELS mark Chris’s thoughts about his into my pj’s I wheeled into my room, transferred to the bed, and
dad’s reaction to the game. tried to make sense of the day. I didn’t know what to make of
Infer: Why do you think Chris’s Dad’s reaction, but I knew I wanted to play.
ANALYZE CHARACTER dad reacts this way? What does 12 The next day at school, tall Sarah told me there was a
Chris’s desire to play wheelchair message for me on the bulletin board. Sarah is cool but the
QUALITIES basketball tell you about Chris’s
character?
nosiest person in school.
Ask students whether they expected Chris’s father to be 13 “What did it say?” I asked.
excited at the game. Remind them that characters are 14 “How would I know?” she answered. “I don’t read people’s
unlikely to change very much during the rising action, the messages.”
action in the story leading up to the climax. (Answer: His
father is reminded of his guilt when he sees kids in wheelchairs
playing basketball. It tells us that Chris is a little confused and 458 Unit 6
wants his dad to be involved in the same way he would have
been if they were playing conventional basketball.)
TO CHALLENGE STUDENTS . . .
7_LTXESE973237_U6AAS3.indd 458 4/7/2018 5:36:43
CRITICAL VOCABULARY Analyze Character Have students examine some of the author’s subtle ways
of revealing character qualities. For example, on p. 459 Chris’s mom tells him that his
concession: When Chris and his parents go to watch coach called, even though the call was for his dad. Then she brings it up at family dinner.
a wheelchair basketball game, his mother sits with Ask students what this conveys about the character of Chris’s mother. (She is artfully
him while his father goes and stands next to the guiding the other characters.) From there, you can have students work alone or in pairs to
concession stand. find other examples throughout the story in which the author uses subtle methods to reveal
ASK STUDENTS why it would be odd to be at the characters’ qualities.
concession stand for an entire game. (A concession stand is
located away from the stands and the best view of the game.)
458 Unit 6
NOTICE & NOTE
15 “Probably nothing important,” I said, spinning my chair to TEACH
head down the hall.
16 “Just something about you guys going to play Madison in
a practice game and they haven’t lost all season,” Sarah said.
“From Nicky G.”
17 “Oh.’’ ANALYZE CHARACTER
18 The school has a special bus for wheelchairs and the driver
always takes the long way to my house, which is a little
QUALITIES
irritating when you’ve got a ton of homework that needs to Remind students that this story is told in first person, which
get done, and I had a ton and a half. When I got home, Mom means we are only being told what Chris thinks and how
had the entire living room filled with purple lace and flower he feels. The information we learn about other characters
things she was putting together for a wedding and was lettering comes only through his filter. (Answer: Chris knows that his
nameplates for them. I threw her a quick “Hey” and headed for
dad is uncomfortable with the wheelchair basketball and he
my room.
19 “Chris, your coach called,” Mom said. may be worried that his father doesn’t want him to play. This
20 “Mr. Evans?” suggests that he really wants to play basketball but that he is
21 “Yes, he said your father had left a message for him,” Mom also concerned about what his father thinks.)
answered. She had a big piece of the purple stuff around her
neck as she leaned against the doorjamb. “Anything up?”
22 “I don’t know,” I said with a shrug. My heart sank. I went ANALYZE CHARACTER CONTRASTS AND CONTRADICTIONS
into my room and started on my homework, trying not to think QUALITIES
Annotate: Mark text details in Instruct students that as they compile their impressions
of why Dad would call Mr. Evans.
paragraph 22 that show how of character qualities, they will from time to time come
23 With all the wedding stuff in the living room and Mom Chris feels when his mother
looking so busy, I was hoping that we’d have pizza again. No tells him about the phone call. up against behavior that contradicts previous behavior or
such luck. Somewhere in the afternoon she had found time to Interpret: Why might Chris feel well-established patterns by a character in the story. This is
bake a chicken. Dad didn’t get home until nearly seven-thirty, this way? What does this scene one technique authors use to develop characters. (Answer:
suggest about Chris’s feelings
so we ate late. Chris’s dad has shown no interest in wheelchair basketball, but
toward his father?
24 While we ate Mom was talking about how some woman was the comments suggest that he has been paying attention and
trying to convince all of her bridesmaids to put a pink streak is suddenly interested in the team’s chances. This suggests that
in their hair for her wedding. She asked us what we thought maybe he is changing his mind about wheelchair basketball and
of that. Dad grunted under his breath and went back to his
even beginning to accept that Chris is in a wheelchair.)
chicken. He didn’t see the face that Mom made at him.
25 “By the way”—Mom gave me a quick look—”Mr. Evans
called. He said he had missed your call earlier.”
26 “I spoke to him late this afternoon,” Dad said. Understand Contrasts and Contradictions Point out
27 “Are the computers down at the school?” Mom asked. CONTRASTS AND
the dialogue in paragraph 28. Ask: What does Chris’s dad
28 “No, I was just telling him that I didn’t think that the CONTRADICTIONS think about the Madison team? Provide sentence frames to
Madison team was all that good,” Dad said. “I heard the kids Notice & Note: Mark guide their responses: Chris’s dad thinks the Madison team is
saying they were great. They’re okay, but they’re not great. I’m Chris’s dad’s comments in . (not very good) Ask: Does Chris’s dad care about
going to talk to him again at practice tomorrow.” paragraph 28.
wheelchair basketball now? (yes) Is this the same as or different
29 “Oh,” Mom said. I could see the surprise in her face and felt Compare: How do these
it in my stomach. comments differ from his
from how he felt earlier in the story? (different)
30 The next day zoomed by. It was like the bells to change attitude up to this point in MODERATE
the story? What does this new
classes were ringing every two minutes. I hadn’t told any of information suggest about
the kids about my father coming to practice. I wasn’t even sure Chris’s dad?
For reading support for students at varying
proficiency levels, see the Text X-Ray on page 454D.
APPLYING ACADEMIC VOCABULARY

✔❑ contrast
❑ ❑❑ despite ❑❑ error ✔❑ inadequate
❑ ❑❑ interact
Write and Discuss Have students turn to a partner to discuss the following questions.
Guide students to include the Academic Vocabulary words contrast and inadequate in their
responses. Ask volunteers to share their responses with the class.
• How does Chris’s mom’s behavior contrast with his dad’s?
• How does Chris’s behavior express that he feels inadequate to his father?

NOTICE & NOTE
TEACH he was going to show up. He had made promises before and
then gotten called away to work. This time he had said he was
coming to practice, which was at two-thirty, in the middle of
his day.
ANALYZE CHARACTER 31 He was there. He sat in the stands and watched us go
QUALITIES through our drills and a minigame. I was so nervous, I couldn’t
ANALYZE CHARACTER Annotate: In paragraph 31,
do anything right. I couldn’t catch the ball at all, and the one
mark text details that show
QUALITIES what Chris thinks, feels, and shot I took was an air ball from just behind the foul line. We
Explain to students that dramatic action happens when a
does when his father shows up finished our regular practice, and Mr. Evans motioned for my
to practice.
father to come down to the court.
character does something that reveals their inner feelings. Infer: How does Chris’s reaction 32 “Your dad’s a giant!” Kwame whispered as Dad came onto
(Answer: Chris’s admiration for his father and his desire to reflect his internal conflict
about his father’s presence?
the court.
make him proud makes him behave nervously and play poorly.) 33 “That’s how big Chris is going to be,” Nicky G said.
34 I couldn’t imagine ever being as tall as my father.
35 “I was watching the teams play the other day.” Dad had
CONTRASTS AND CONTRADICTIONS both hands jammed into his pockets. “And I saw that neither of
Remind students that a contrast is a sharp difference them were running baseline plays and almost all the shots were
aimed for the rims. Shots off the backboards are going to go in a
between what we would expect and what we observe
lot more than rim shots if you’re shooting from the floor.”
happening. (Answer: Chris’s dad is confident and skillful when
36 Dad picked up a basketball and threw it casually against the
he is shooting the ball from a standing position, but when he is backboard. It rolled around the rim and fell through. He did it
in the wheelchair, he is not confident in himself. I think he will again. And again. He didn’t miss once.
realize that the game takes a lot of skill.) CONTRASTS AND 37 “I happen to know that you played pro ball,” Mr. Evans said,
CONTRADICTIONS “and you’re good. But I think shooting from a wheelchair is a bit
Notice & Note: Review harder.”
paragraphs 37–39. How 38 “You have another chair?” Dad asked.
do Chris’s dad’s skill and 39 Mr. Evans pointed to his regular chair sitting by the
confidence change when he
watercooler. Dad took four long steps over to it, sat down, and
sits in the wheelchair?
Predict: What do you think

he will come to realize about
wheelchair basketball?
© Houghton Mifflin Publishing Company • Image Credits: ©ACHPF/Shutterstock

460 Unit 6

7_LTXESE973237_U6AAS3.indd 460 4/7/2018 5:36:45
Make a Chart Have students fill out a graphic organizer like the one shown for each major
character in the story. They can do these multiple times for each character.
Character Setting Conflict Dialogue Actions Outcome
Wants Chris to “Chris, your Tells Chris his coach Finds out Chris’s dad is
Mom Home
play basketball coach called.” called for his dad. going to help

the following Level Up tutorial: Short Stories and Novels.
LEVEL
460 Unit 6
NOTICE & NOTE
wheeled himself back onto the floor. He put his hands up and TEACH
looked at me. I realized I was holding a ball and tossed it to
him. He tried to turn his chair back toward the basket, and it
spun all the way around. For a moment he looked absolutely
lost, as if he didn’t know what had happened to him. He seemed
a little embarrassed as he glanced toward me.
40 “That happens sometimes,” I said. “No problem.”
ANALYZE REALISTIC
41 He nodded, exhaled slowly, then turned and shot a long, FICTION
lazy arc that hit the backboard and fell through. Explain to students that when reading realistic fiction, the
42 “The backboard takes the energy out of the ball,” he said.
details of realism may not hit them at first. This is because
“So if it does hit the rim, it won’t be so quick to bounce off.
they may be reading something that is so familiar to them,
Madison made about twenty percent of its shots the other day.
That doesn’t win basketball games, no matter how good they they may miss the specific little details the author included
look making them.” to make the story feel realistic. (Answer: Specific, realistic
43 There are six baskets in our gym, and we spread out and details such as these make the story more believable and they
practiced shooting against the backboards. At first I wasn’t good help readers better visualize the scene because readers can use
at it. I was hitting the underside of the rim. their own prior knowledge of traditional basketball, wheelchair
44 “That’s because you’re still thinking about the rim,” Dad ANALYZE REALISTIC
basketball, or both.)
said when he came over to me. “Start thinking about a spot on FICTION
Annotate: Circle words and
the backboard. When you find your spot, really own it, you’ll be phrases that Chris’s dad uses
knocking down your shots on a regular basis.”
45 Nicky G got it first, and then Kwame, and then Bobby. I was
in paragraphs 44 and 47 that
provide realistic details about
LANGUAGE
too nervous to even hit the backboard half the time, but Dad playing wheelchair basketball. CONVENTIONS
didn’t get mad or anything. He didn’t even mumble. He just said Evaluate: What do details such
as these add to the story? Instruct students to read the paragraph out loud if they are
it would come to me after a while.
having trouble understanding the change in verb tense.
46 Baseline plays were even harder. Dad wanted us to get guys
Explain that Chris is telling the story in past tense, but to
wheeling for position under and slightly behind the basket.
47 “There are four feet of space behind the backboard,” Dad write the first sentence in past tense would take away from
said. “If you can use those four feet, you have an advantage.” the flow and immediacy of the story. (Answer: The present
48 We tried wheeling plays along the baseline but just kept tense is used in the first sentence because it shows a continuous
getting in each other’s way. state [they are good at wheeling . . .] and is in the present as
49 “That’s the point,” Dad said. “When you learn to move Chris tells the story. The past tense is used later in the paragraph
without running into each other you’re going to have a big because it shows actions that were completed in the past.)
advantage over a team that’s trying to keep up with you.”
50 Okay, so most of the guys are pretty good wheeling their LANGUAGE CONVENTIONS
chairs up and down the court. But our baseline plays looked Annotate: Mark the verbs in
paragraph 50.
more like a collision derby. Dad shook his head and Mr. Evans
Analyze: Why is there a change
laughed. in verb tense between the first
51 We practiced all week. Dad came again and said we were sentence of the paragraph and
improving. the last two sentences?
52 “I thought you were terrible at first,” he said, smiling. I collision
didn’t believe he actually smiled. “Now you’re just pretty bad. (k∂-l∆zh´∂n) n. When the two
things crash into each other,
But I think you can play with that Madison team.” the result is a collision.
53 Madison had agreed to come to our school to play, and
when they arrived they were wearing jackets with their school
colors and CLIPPERS across the back.
IMPROVE READING FLUENCY

Targeted Passage Read aloud paragraphs 46–52, emphasizing Chris’s dad’s matter-of-fact CRITICAL VOCABULARY
tone in paragraphs 47 and 49, then his humorous tone in paragraph 52. Note how the attribute
“he said, smiling,” marks how the dialogue should be read. Read paragraph 50 with Chris’s collision: Chris describes his team as looking like a
casual and humorous tone. collision derby whenever they are bunched up together at
the baseline.
Break students into pairs to practice these shifts in tone by reading paragraphs 46–52 to each
ASK STUDENTS why the team does not want to look like
other, one taking the voice of the narrator, the other the voice of Chris’s father. Then have them
switch roles and repeat. a collision derby when they are playing basketball. (If they
keep colliding with one another, they are not going to be very
Go to the Reading Studio for additional support in developing fluency. effective at moving the ball.)

NOTICE & NOTE
TEACH 54 We started the game and Madison got the tip-off. The guy
I was holding blocked me off so their guard, once he got past
Nicky G, had a clear path to the basket. The first score against
us came with only ten seconds off the clock.
55 I looked up in the stands to see where Mom was. I found
ANALYZE REALISTIC her and saw Dad sitting next to her. I waved and she waved
back, and Dad just sat there with his arms folded.
FICTION 56 Madison stopped us cold on the next play, and when Bobby
Tell students that the rising action, the events that occur and Lou bumped their chairs at the top of the key, there was a
once the conflict is set in motion, are more subtle in realistic man open. A quick pass inside and Madison was up by four.
fiction than in other forms of stories they may have read. 57 We settled down a little, but nothing worked that well. We
(Answer: It isn’t unusual for a son to look for approval and turnover made a lot of wild passes for turnovers, and once, when I was
(tûrn´∫´v∂r) n. In basketball, a
turnover is a loss of possession
actually leading a fast break, I got called for traveling when the
support from his father. A father’s guilt over being involved in
of the ball. ball got ahead of me, and I touched the wheels twice before
his son’s accident is understandable because parents want to dribbling. The guys from Madison were having a good time,
protect their children. The story’s conflict is realistic because and we were feeling miserable. At halftime, we rolled into the
a father withdrawing from a son when he seeks support and locker room feeling dejected. When Dad showed up, I felt bad.
approval is a believable experience.) He was used to winning, not losing.
58 “Our kids looked a little overmatched in the first half,” Mr.
Evans said.
59 “I think they played okay,” Dad said, “just a little nervous.
But look at the score. It’s twenty-two to fourteen. With all their
ENGLISH LEARNER shooting, Madison is just eight points ahead. We can catch up.”
SUPPORT 60 I looked at Dad to see if he was kidding. He wasn’t. He
wasn’t kidding, and he had said “we.” I liked that.
Understand Vocabulary Use the following supports ANALYZE REALISTIC 61 We came out in the second half all fired up. We ran a few
with students at varying proficiency levels to help them FICTION plays along the baseline, but it still seemed more like bumper
understand the word fundamental. (paragraph 63) mark Chris’s reaction to his
cars than basketball with all the congestion. Madison took
dad’s assessment of the team. twenty-three shots in the second half and made eight of them
• Write fundamental on the board, and draw lines to
Evaluate: What makes Chris’s plus three foul shots for a total score of forty-one points. We
separate the syllables. Pronounce the word several reaction to his father realistic? took seventeen shots and made eleven of them, all layups off the
times, with students repeating after you. Explain How realistic is the conflict in backboard, and two foul shots for a total of thirty-eight points.
that fundamentals are basic things one learns about their relationship? Why?
We had lost the game, but everyone felt great about how we had
something. In basketball the fundamentals are congestion played. We lined up our chairs, gave Madison high fives before
dribbling and shooting. SUBSTANTIAL (k∂n-j≈s´ch∂n) n. Congestion they left, and waited until we got to the locker room to give
is overcrowding, such as when

too many vehicles cause a ourselves high fives.
• Have students pronounce fundamental, and help traffic jam. 62 Afterward, the team voted, and the Hartsdale Posse all
them understand that in basketball it means the agreed that we wanted to play in the league. Dad had shown us
basics of the game. Prompt them to state what that we could play, and even though we had lost we knew we
Chris’s dad taught the team, followed by the phrase, would be ready for the next season.
“____ is a fundamental of basketball.” 63 Dad only comes to practice once in a while, but he comes
to the games when they’re on the weekend. At practice he
MODERATE
fundamental shows us fundamentals, stuff like how to line your wrist up for
(f≠n´d∂-m≈n´tl) n. A
fundamental is a basic but a shot, and how the ball should touch your hand when you’re
essential part of an object ready to shoot. That made me feel good even if he would never
or a system.
CRITICAL VOCABULARY 462 Unit 6
turnover: The team lost possession (turnover) a lot

fundamental: When Chris’s dad comes to practice, he helps out by showing the team the
because their passes were not accurate.
fundamentals of basketball.
7_LTXESE973237_U6AAS3.indd 462 4/7/2018 5:36:48
ASK STUDENTS why Chris would say “wild passes” are the
ASK STUDENTS why Chris’s dad would be good at teaching the fundamentals. (Chris’s dad was a
reason for turnovers. (Because his team was not passing
pro basketball player; he would know the fundamentals very well.)
well, it made it easier for the other team to steal the ball.)
congestion: The team’s plays along the baseline are
compared to the congestion of bumper cars.
ASK STUDENTS why congestion is not a good thing in this
situation. (Chris has already described his team’s trouble
with baseline plays. This means they are still crowding at the
baseline.)
462 Unit 6
NOTICE & NOTE
talk about the games when he wasn’t in the gym. I didn’t want TEACH
to push it too much because I liked him coming to practice. I
didn’t want to push him, but Mom didn’t mind at all.
64 “Jim, if you were in a wheelchair,” she asked, “do you think
you could play as well as Chris?”
65 Dad was on his laptop and looked over the screen at Mom, ANALYZE CHARACTER ANALYZE CHARACTER
then looked over at me. Then he looked back down at the QUALITIES
screen and grumbled something. I figured he was saying that Annotate: In paragraph 65, QUALITIES
underline Chris’s interpretation
there was no way he could play as well as me in a chair, but I of his father’s grumbles. Tell students that while some character qualities may achieve
didn’t ask him to repeat it. Analyze: What does this an arc, or change over the course of the story, there are still
interpretation suggest about some consistent character qualities that will remain the same
Chris’s confidence? What does it
suggest about his relationship
as they were in the beginning. In this case, Chris’s father still
with his father? grumbles! (Answer: It shows that he’s more confident than he
used to be, and it suggests that he thinks that his father now
appreciates his skill on the basketball court. It also suggests that
CHECK YOUR UNDERSTANDING his relationship with his father has improved.)
Answer these questions before moving on to the Analyze the Text
section on the following page.
1 Which statement best explains why this story is an example of
CHECK YOUR
realistic fiction? UNDERSTANDING
A The characters are people whom the author knows. Have students answer the questions independently.
B The author includes details about an actual sport. Answers:
C The conflict in the story is one that happens to everyone. 1. B
D The author included only details that really happened. 2. G
2 Read this sentence from paragraph 7. 3. C
Mom said that he’s chewing up his words to see If they answer any questions incorrectly, have them reread
how they taste before he lets them out. the text to confirm their understanding. Then they may
The sensory language in this sentence highlights the father’s — proceed to ANALYZE THE TEXT on p. 464.
F confusion
G hesitation
H sense of humor
J wish for secrecy
3 Using the first-person point of view allows the author to —
A explain why the father takes an interest in wheelchair basketball
B describe each character’s feelings about the accident
C reveal the narrator’s relationship with his father
D inform readers about the rules of wheelchair basketball

Oral Assessment Use the following questions to assess students’ comprehension and speaking skills:
1. Name one detail that shows the story is realistic fiction. Use the sentence frames: The characters in the story play . (basketball) I know this story is realistic
fiction because is a real sport. (basketball)
2. Why do you think Chris’s dad chews, or mumbles, his words? Use the sentence frame: I think Chris’s dad chews his words because he does not know what
to . (say)
3. The author tells the story using the word I. Who is telling the story? (Chris) What do you learn about Chris when the author uses the word I? (how Chris feels)

RESPOND
APPLY
ANALYZE THE TEXT
1. Make Inferences Consider what you know about Chris’s

ANALYZE THE TEXT character. What do you think motivates him to join the wheelchair
Possible answers: basketball team? Why?
1. DOK 2: Chris says at the beginning of the story that he 2. Analyze In what ways has the relationship between Chris and his
liked playing basketball. He also says it was awesome dad changed by the end of the story?
to see guys his age zipping around in the chairs. So he 3. Evaluate Think about the relationship between Chris and his
probably joined to have fun. mom and between Chris and his dad. What elements of the story
make each relationship seem realistic?
2. DOK 4: Chris and his dad still don’t talk a lot by the end of
the story, but Chris’s father seems to have worked through 4. Synthesize Think about the story’s title. Whose dream is the
his guilt, and Chris seems to be satisfied with his father’s author referring to? What do you think the dream is? Explain the
significance of the title.
involvement with the team. Chris also thinks that his dad
is proud of his ability at wheelchair basketball, and this 5. Notice & Note How does Chris’s dad’s opinion of and interest in
seems to make their relationship less strained. wheelchair basketball change from the beginning of the story to
the end? Why?
3. DOK 3: Chris’s mom is supportive of Chris, but she sees the
strain between Chris and his dad. Chris admires his dad RESEARCH
and wants to please him. His dad’s interaction with him is
RESEARCH TIP In the short story, Chris joins a wheelchair basketball team. Research
limited because of his job, which is realistic. It is also limited The best sources for wheelchair basketball. Record what you learn in the chart.
because of the guilt he feels, which seems like an emotion information about the rules of
that any parent in that situation might feel. a sport are often organizations
dedicated to or related to that QUESTION ANSWER
4. DOK 4: At the beginning of the story, the narrator explains sport. These web addresses The rules are the same as regular
usually end in .org. Also, basketball with the following exceptions:
how his father wanted him to play basketball and how he as you scroll through your
1) players must dribble once for every two
wanted to play. The dream is one they both share. The push search results, scan the brief
What are the key pushes; 2) no double dribble violation;
description under each result
may refer to the wheelchair, as using a wheelchair requires rules of wheelchair 3) only the rear wheels of the chair must
to find the sites that are most
pushing, but in the larger sense, the title refers to Chris and likely to have the information basketball? be behind free-throw and three-point line
his dad both needing a little encouragement to achieve you seek. during a shot; 4) a three-second lane
violation won’t be called if a player tries
their dream. to exit but is trapped in the lane

5. DOK 4: Chris’s dad doesn’t appear to be interested in
wheelchair basketball at first. When he starts going to
games and Chris’s team’s practices, though, he begins to How do the wheelchairs
Athletic wheelchairs are lighter and have
see what a challenge it is to play in a wheelchair. He also used for the game
no brakes. The wheels are angled more so
differ from everyday
realizes how his experience as a pro player can help Chris’s that the chair can make sharper turns.
wheelchairs?
team, which makes him decide to become more involved.
RESEARCH Extend When and why did people first begin playing wheelchair
basketball? Find out about the origins of wheelchair basketball.
Suggest to students that they check local resources to see
whether there are any wheelchair basketball leagues in their 464 Unit 6
area.
Extend The game emerged around 1946, when soldiers
LEARNING MINDSET
who had played basketball but had been injured in World
War II began playing wheelchair basketball. Problem Solving If students get stuck when trying to respond to the Analyze the Text
questions, help them by asking them to apply problem-solving strategies as they work
through the questions. Encourage students to look at a question from a different angle or
to try a different learning strategy. Remind them that there are many different ways to solve
problems (being patient; changing strategies; asking for help, etc.) and that everyone solves
problems in their own unique way.
464 Unit 6
RESPOND
APPLY
CREATE AND PRESENT
Write an Informational Article Using the research you found on Go to Introduction:
Informative Texts in the
wheelchair basketball, write a one- to two-page informational article Writing Studio for more.
about this sport. CREATE AND PRESENT
❏ Review your research. Decide what information you want to Write an Informational Article Suggest students
include and how you want to organize it.
organize their articles by dividing each paragraph into
❏ Include the controlling idea or thesis you want to convey in the
subjects, such as the rules of the game, followed by the
first paragraph. In each paragraph that follows, include a key idea
that connects to the controlling idea or thesis and is supported specifications of the wheelchairs. Encourage students to use
by evidence from your research. transitions or headings to clearly distinguish each section.
❏ In your final paragraph, summarize your findings and restate the
main idea in an engaging way.
Go to Using Media in
proficiency levels, see the Text X-Ray on p. 454D.
Create a Video Critique In pairs, tape brief critiques, or reviews, of
the story. Switch roles as the on-camera reviewer and the recorder. Speaking and Listening
Studio for help. Create a Video Critique Have students consider ways
❏ Discuss the story with your partner. Go beyond a discussion of to enhance their videos with photos, graphics, audio, and
likes and dislikes. For example, what part of the story did you
most connect with? other features. Remind them that careful planning and
❏ Write the outline of a short critique. Include a brief summary and rehearsal will make for a better outcome. After viewing the
your responses to the story’s characters, setting, and plot. videos, students can offer constructive criticism of each
❏ Before taping your critiques, practice delivering them. Speak pair’s videos, or offer to help in polishing them. They may
clearly; use appropriate gestures and facial expressions. Consider even wish to post their finished videos on a school or class
ways to add interest to your videos, such as using a basketball
website. If your time or resources are limited, have students
court as a location and a basketball as a prop.
simply present detailed plans for their video critiques.
RESPOND TO THE ESSENTIAL QUESTION

CorrectionKey=TX-A
RESPOND TO THE
RESPONSE LOG
ACADEMIC VOCABULARY
ESSENTIAL QUESTION
As you write and discuss


Allow time for students to add details from “Sometimes a

short story, be sure to use the
Craig Kielburger
Reflects on Working
Dream Needs a Push” to their Unit 6 Response Logs.

Toward Peace
Gather Information Review your Academic Vocabulary words.

annotations and notes on “Sometimes a Check off each of the words

that you use.
Dream Needs a Push.” Then, add relevant
Sometimes a Dream
Needs a Push

Librarian, Mrs. Long ❑ contrast
determine which information to include, Frances Perkins and ❑ despite

Fire
think about: from The Story of

❑ error
Fire
• the reasons that people become R6 Response Log

❑ inadequate
involved in sports 7_LTXESE973237_EMU6RL.indd 6 2/2/2018 5:58:23 PM
❑ interact
• how athletes train for competition
• the value of teamwork
At the end of the unit, refer to your notes to help you write a
research report.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Mark the letter of the answer to each question.
concession Be prepared to explain your response.
CRITICAL VOCABULARY collision
congestion
1. Where would you be more likely to find a concession stand?
Answers: turnover
fundamental a. a forest b. a football stadium
1. b
2. Which of the following might be involved in a collision?
2. b a. two buildings b. two bicycles
3. a 3. Which of the following is more likely to cause highway

congestion?
4. a
a. a stalled car b. mild temperatures
5. b 4. Which of the following would more likely lead to a turnover
during a sports game?
a. misplaying the ball b. taking a timeout
VOCABULARY STRATEGY:
5. Which of the following is a fundamental of learning to ride a bike?
Context Clues a. exercise b. braking
Answers:
GUESSED DEFINITION DICTIONARY DEFINITION VOCABULARY STRATEGY: Context Clues
Furnished supplied with tools Go to the Vocabulary When you encounter an unfamiliar word, context clues—hints that
Studio for more on context
clues. appear in surrounding words, sentences, or paragraphs—can help you
Curve shaped like an arch or curve
determine the meaning. Consider this example from the story:
Sad depressed
We ran a few plays along the baseline, but it still seemed
more like bumper cars than basketball with all the
congestion.
Look for clues to the meaning of congestion in the surrounding text.
Running the plays seemed “more like bumper cars than basketball.”
This phrase helps you contrast wheelchairs moving on a basketball
court with the way that bumper cars move in a limited area. You can
infer, then, that congestion means “crowded.”

Practice and Apply Use context clues to define these words from
“Sometimes a Dream Needs a Push.”
CONTEXT MY GUESSED DICTIONARY

WORD
CLUES DEFINITION DEFINITION
equipped (paragraph 8) supplied with

furnished
tools
arc (paragraph 41)
shaped like an
curve arch or a curve
dejected (paragraph 57) sad depressed
466 Unit 6

Identify Sound Transfer Issues Speakers of Vietnamese may struggle producing

voiceless consonants, such as the f in fundamental and the voiceless s and sh sounds in
concession. Demonstrate how to make these sounds and have students echo them. As fluency
improves, encourage students to read the vocabulary words aloud as you monitor for correct
pronunciation. ALL LEVELS
466 Unit 6
RESPOND
APPLY
LANGUAGE CONVENTIONS:
Consistent Verb Tense
A verb’s tense shows a particular time that an action occurs. Go to Using Verbs
Present: Chris plays basketball.

Correctly in the Grammar
Studio for more. LANGUAGE CONVENTIONS:
Consistent Verb Tense
Present perfect: Chris has played basketball.
Explain to students that when verb tenses shift incorrectly,
Past: Chris played basketball.
a text can become confusing for the reader. Shifts in verb
Past perfect: Chris had played basketball.
tense are very common in works of fiction, particularly when
Future: Chris will play basketball. an author uses dialogue.
Future perfect: Chris will have played basketball. Illustrate the confusion that can arise when authors shift verb
Shifting tenses within sentences or paragraphs can be confusing tenses incorrectly by rewriting the second example from the
unless it is done correctly. Follow these two rules to help you control chart on the board:
verb tense shifts in your writing:
I look at Dad to see if he is kidding. He wasn’t. He wasn’t
• Shift verb tense within a sentence only when there is a shift in the kidding and he had said “we.” I liked that.
time frame.
• Shift verb tense within a paragraph only when it is necessary to refer Have students note that the verb tense in the first sentence
to events that occurred in the past or to events that will occur in is in the present tense while the rest of the sentences are in
the future. past and past perfect tense.
The chart shows examples from “Sometimes a Dream Needs a Push.” If students struggle, choose example sentences from the
story and have them substitute different verb tenses. Have
SENTENCE TYPE EXAMPLE
them read both the correct and incorrect sentences aloud
Consistent Verb Tense Mom looked at me, and her mouth
and discuss the difference with a partner.
(past tense) tightened just a little.
Practice and Apply Have partners discuss whether they
Correct Shift in Verb I looked at Dad to see if he was kidding. are using consistent verb tenses and whether they are
Tense (from past tense to He wasn’t. He wasn’t kidding, and he correctly shifting between verb tenses. (Students’ sentences
past perfect tense) had said “we.” I liked that.
will vary.)
Practice and Apply Write your own sentences using consistent verb
tenses or correctly shifting verb tenses. Your sentences can be about
the story’s events or characters. When you have finished, share your
sentences with a partner and compare them.

Language Conventions Use the following supports with students at • Have students read paragraph 62 and identify which tense each
varying proficiency levels: sentence is in. (past, past perfect) LIGHT
• Have student pairs practice saying the sample sentences on p. 467.
Then, have them use their own names in place of “Chris” and another
game instead of basketball. SUBSTANTIAL
• Have student pairs practice saying the sample sentences on p. 467.
Then, have them substitute different verbs and verb phrases for the
different tenses. MODERATE

PLAN
ANALYZE & APPLY
A POEM FOR
MY LIBRARIAN,
POETRY MRS. LONG
A POEM FOR MY
(You never know what
little girl needs a book troubled
)
Poem by Nikki Giovann
i
LIBRARIAN, MRS. LONG

? ESSENTIAL
QUESTION:
What inspires
you to make
a difference?
Vine/Getty Images
Company • Image Credits: ©Terry
Company

468 Unit 6
468
4/7/2018 5:36:38 AM

POETRY • Identify a theme, or central message in a poem.
Remind students that the purpose of poetry is to tell a story and/ • Identify unconventional capitalization and punctuation.
or convey a message using creative language. A free verse poem is • Recognize free verse poetry.
a poem that does not follow a specific structure. A free verse poem • Research a poet and her poetry.
can be anything a poet wants it to be, and does not follow a strict set • Write a free verse poem.
of rules. It may include irregular rhythm and lines, little or no rhyme, • Language Discuss with a partner how free verse poems
unconventional capitalization and punctuation, sound devices and are structured.
figurative language.
TEXT COMPLEXITY
Quantitative
A Poem for My Librarian, Mrs. Long
Measures
Ideas Presented Multiple levels, use of imagery, figurative language and demand for inference.
Qualitative Structure Used Unconventionally structured stanzas, includes one speaker.

Measures
Language Used Meanings are implied, more figurative and metaphorical language.
Knowledge Required More complex themes, necessitates more cultural and historical references.
468A Unit 6
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio “A Poem for My Librarian, Mrs. En “Un poema para mi
Long” uses a free verse structure bibliotecaria, la Sra. Long” se
• Reading Studio: Notice & Note to tell the story of a little girl utiliza una estructura de verso
who loved to read. As she got libre para contar la historia de
• LEVEL
Level Up Tutorial: Elements of Poetry
older, she realized the librarian una niñita a quien le encantaba
at her local library made sure leer. Al hacerse mayor, se dio
• Writing Studio:
Writing as a Process she could read as many books as cuenta de que la bibliotecaria de
she wanted, even though it was su biblioteca local se aseguraba
• ✔ “A Poem for My Librarian, Mrs. Long”
sometimes a hard thing for her to de que ella leyera tantos libros
Selection Test
do. The poem is the poet’s thank- como quisiera, aun cuando
you to her librarian for making a fuesen difíciles. El poema es el
difference in her life. agradecimiento de la poeta a
su bibliotecaria por marcar la
diferencia en su vida.
SMALL-GROUP OPTIONS
Numbered Heads Together Think-Pair Share

• Divide students into equally numbered groups. • After students have read and analyzed the poem
Assign each student a number. They will later pose this question: Why are books special to the
respond to a question when their number speaker?
is called. • Have students think about the question
• Ask students: Who makes a difference to the individually and take notes.
speaker of the poem? How does she make a • Then, have pairs discuss their ideas about
difference? Have students share their responses the question.
with their group, and give each other feedback • Finally, ask pairs to share their responses with
on their ideas. the class.
• Call on each number. Each student should
respond to the question when his or her number
is called.
A Poem for My Librarian, Mrs. Long 468B

PLAN

for “A Poem for My Librarian, Mrs. Long”

DISCUSS MAKING A DIFFERENCE CULTURAL REFERENCES
In this lesson, students will need to be able to understand why poetry is a The following words and phrases may be unfamiliar to
good medium for expressing feelings and discuss how people can make a students:
difference in someone’s life. When someone makes a difference in someone’s • easy listening or smooth jazz (line 10): a kind of music,
life, they influence who they are as a person, and make them feel special. particularly popular in the 1940s in America
Poetry is a good way to tell a story and express how a person who makes a
• portable (line 11): a hand held radio
difference can make someone feel.
• Nat King Cole, Matt Dennis, June Christy, Ella Fitzgerald,
Have students discuss how to make a difference, using sentence frames to Sarah Vaughan. (lines 12-14): Famous singers and
guide them. musicians from the 1940s
• A doctor can make a difference. A doctor can ____. • Leaves of Grass (line 28): A long poem by Walt Whitman
• A teacher can make a difference. A teacher can ____. • hat in hand (line 30): an expression meaning to show
• A parent can make a difference. A parent can ____. humbleness
• A brother or sister can make a difference. A brother or sister can ____
LISTENING
Understand the Theme Have students listen as you read aloud lines 27–30. Use the following supports with students at
varying proficiency levels:
Draw students’ attention to
• Tell students you will ask some questions about what they just heard. Model that they should give
the title of the poem and the
a thumbs up if the answer is yes, and a thumbs down for no. For example, ask: Do you think the
Essential Question. Point out
speaker believes Mrs. Long is special? (yes) SUBSTANTIAL
that the poem is a tribute, or
a piece of writing that honors • Help students identify the theme of the excerpt. Ask: What sort of person goes through a lot of
another person. Tell them trouble to help a child? (a good, helpful person) Why do you think the speaker wrote a poem about
that the title and the essential Mrs. Long? (the poem was written to honor Mrs. Long) MODERATE
question will help them • After listening to the excerpt read aloud, ask students to work in pairs to list details that
understand the themes in support the idea of the poem being a tribute to Mrs. Long. LIGHT
the poem.
468C Unit 6
PLAN
SPEAKING
Discuss Unconventional Use the following supports with students at varying proficiency levels:
Poetry Structures • Have students point to lines 12-16. Tell them they can use one-word responses to answer the
Draw students’ attention questions. Ask: Is line 12 shorter or longer than 11? (shorter) What is on line 13? (a name) SUBSTANTIAL
to the differing line • Point out that on lines 13-15, there is a list of jazz musicians. Why might Ella Fitzgerald have a short line
lengths and stanzas in all to herself? (She is special to the speaker.) Why might the next line also have just one musician, but be a
the poem. Ask them to long line? (Sarah Vaughn has a different sound than the others.) MODERATE
think about why the poet • Pair students up to discuss the following questions. What kind of poem has lines and stanzas that
would write this way as are different lengths? (free verse) Why does the poet write this way? (to sound like talking and tell
they discuss the poem’s a story) LIGHT
structure.
READING
Understand Free Verse Use the following supports with students at varying proficiency levels:
Remind students that • Tell students to look for names in the stanza. Ask: Are names usually capitalized? (yes) Are they
free verse poetry doesn’t capitalized here? (no) SUBSTANTIAL
look like standard English. • Have students identify the unconventional capitalization in the stanza. (The names should be
Some words that should capitalized, but they are not.) MODERATE
be capitalized are not, • Have students circle three examples of incorrect punctuation and three of incorrect
and punctuation can be capitalization. LIGHT
missing. Guide students
to identify the
unconventional techniques
used in the poem.
WRITING
Write a Letter Use the following supports with students at varying proficiency levels:
• Provide students with sentence frames and a word bank to begin writing their letters: Dear, _____.
I liked your ___. I liked that ___ helped you. Word bank: Nikki Giovanni, poem, Mrs. Long SUBSTANTIAL
to the letter writing
activity on p. 475. • Have students brainstorm a list of things they would like to say to Nikki Giovanni about her poem.
Then have them compare their list with a partner before writing their sentences. Provide vocabulary
assistance as necessary. MODERATE
• Have student pairs discuss the poem and what they would like to say to Nikki Giovanni. Then, have
students write short paragraphs independently. Monitor students’ writing production, and check
that they have structured their letters correctly. LIGHT
A Poem for My Librarian, Mrs. Long 468D

ANALYZE & APPLY
TEACH
A POEM FOR
Connect to the
ESSENTIAL QUESTION MY LIBRARIAN,
In “A Poem for My Librarian, Mrs. Long” the speaker uses
carefully chosen language to illustrate how one person’s
actions made a difference to her as a child. The librarian,
MRS. LONG
Mrs. Long, faces adversity to make sure the speaker has
access to books. So many things may have inspired her to
help the young girl with a thirst for the knowledge and a little girl needs a book)
desire to escape into a book. Perhaps she saw herself in the
girl or believed knowledge should be available to everyone. Poem by Nikki Giovanni
Think about what might have inspired Mrs. Long as you read.
? ESSENTIAL
QUESTION:
What inspires
you to make
a difference?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Terry Vine/Getty Images
468 Unit 6
468 Unit 6
GET READY
TEACH
QUICK START
The poem you are about to read is about a person who influenced the
poet’s life. Make some notes about a person who has helped to shape
your character, personality, likes, or dislikes.
QUICK START
How This Person Tell students that the people who influence them can be
Description of the Person
Affected Me relatives, friends, or members of a community. To get
students thinking about the kinds of people who have
influenced them ask, What is one thing you have learned
from another person? What did that person teach you? Have
volunteers share their responses with the class, then have
students fill in their charts independently.
ANALYZE FREE VERSE

POETRY
ANALYZE FREE VERSE POETRY
Point out to students that what makes free verse poetry
“A Poem for My Librarian, Mrs. Long” is an example of free verse GENRE ELEMENTS: FREE
VERSE POETRY
interesting and fun to read is its lack of strictly enforced
poetry, a form with no set patterns of rhythm and rhyme. Instead, the
• uses irregular rhythm and line structure. Poets who write free verse poems often include
language flows like everyday speech. Although free verse differs from
length; may group lines into traditional poetry elements, but they get to do so in a
conventional poetry in form, it may include some of the same literary stanzas
techniques, such as imagery and figurative language. Here are some of
personal and less restrictive way.
• may use little or no rhyme;
the techniques poets use in free verse poetry and an example of each often resembles natural Remind students to look for literary techniques as they
from Nikki Giovanni’s poem. speech read. When they come across unconventional punctuation,
• may use unconventional figurative language, or other techniques, suggest that
punctuation or capitalization
TECHNIQUE EXAMPLE students use these questions to help them analyze
• may use sound devices and
figurative language the poem.
And up the hill on vine street /
Use of punctuation and • What literary technique do I see in this line?
(The main black corridor) sat our
capitalization in unique ways
carnegie library • Why did the poet include this literary technique here?
Late at night with my portable • What does this literary technique add to the poem’s
Varied length of stanzas and lines meaning?
(that I was so proud of ) / Tucked
to suit stylistic effects

under my pillow • What does this literary technique add to the poem’s
Use of sensory language to create Which I visited and inhaled that structure?
vivid mental images wonderful odor / Of new books
Use of sound devices, such as

Hat in hand to ask to borrow so
repetition and alliteration to create
that I might borrow
a mood and convey meaning
As you read the poem, note other examples of these techniques and
think about the meaning they convey in the poem.
A Poem for My Librarian, Mrs. Long 469

GET READY
TEACH ANALYZE THEME
A theme is a message about life or human nature that an author
shares with the reader. Readers can infer one or more themes by
thinking about an author’s tone, or attitude toward the subject, and by
ANALYZE THEME considering what is said and how ideas come together.
In “A Poem for My Librarian, Mrs. Long,” the poet is also the speaker,
Tell students that one way to determine the theme or themes
reflecting on her childhood experiences. After describing everyday
in a poem is to determine the main idea. Students should
activities, she turns her attention to her love of books. The poem is
look for the main idea and lesson as they read, and use dedicated to Mrs. Long, a librarian who likely endured adversity so that
text evidence to support their ideas. Provide the following the young girl could read the books she wanted.
questions to help students understand the main idea and
To determine a theme in a poem, look for ideas that the poet develops
lesson in the poem:
over the course of the poem and how they build on one another. This
• What can you infer about how the speaker feels about chart shows text evidence for one theme in the poem.
Mrs. Long based on her words and actions?
Text evidence: Text evidence: Text evidence:
• What is the poem mostly about?
• What did you learn from the poem? And up the hill on Hat in hand to ask to Probably they said
vine street / (The main borrow so that I might something humiliating
Tell students that poems may have several main ideas that black corridor) . . . borrow . . . since southern / Whites
come together to present the theme. Remind students that like to humiliate
southern blacks
they can also use the essential question as a guide to help
them determine the theme of the poem. Theme: Helping someone may mean standing up to prejudice.
■■English Learner Support As you read the poem, consider what seems most important about the
poet’s relationship with Mrs. Long. What theme might that suggest?
Use Cognates Point to the word tone on p. 470 and
provide the Spanish cognate tono. Tell students that tone,
or the mood, refers to the tone or mood in the poem itself.
Write a list of possible tones on the board (angry, happy, ANNOTATION MODEL NOTICE & NOTE
grateful,) and have students use gestures and simple As you read, notice the author’s descriptions and use of sensory
language to define them, providing support as necessary. language, and the mood and mental images that they create. You can
SUBSTANTIAL also mark up unusual line lengths, capitalization, and punctuation. This
model shows one reader’s notes for the first stanza of “A Poem for My
Librarian, Mrs. Long.”
ANNOTATION MODEL

Tell students to look for elements of free verse poetry as At a time when there was no tv before 3:00 p.m. lowercase tv and jfg suggest
And on Sunday none until 5:00 they are not important
they read. Students should annotate by underlining and
We sat on front porches watching
circling sensory details, unusual punctuation or line lengths,
The jfg sign go on and off greeting line break emphasizes
descriptive details, figurative language, and other elements The neighbors, discussing the political
5 “watching”
of poetry that add to the mood or tone of the poem. Point out Situation congratulating the preacher
that they may follow this suggestion or use their own system On his sermon
image of a close family and
for marking up the selection in their write-in text. They may neighborhood; warm mood
want to color-code their annotations by using highlighters.
Their notes in the margin may include questions about ideas
that are unclear or language they do not understand. 470 Unit 6
470 Unit 6
NOTICE & NOTE
BACKGROUND TEACH
Nikki Giovanni (b. 1943) has been one of the best known American
poets since publishing her first book of poetry in 1968. Giovanni
grew up in the racially segregated South. When Giovanni
attended college, she became a part of a movement of BACKGROUND
African American writers who were finding new ways to
express pride in their distinct culture. In addition to her When Nikki Giovanni was growing up in the early 1950s,
poetry collections, Giovanni is also an award-winning life for African Americans was very different than it is today.
children’s author. In the Southern states, there were many laws that required
the separation of blacks and whites. During the time of the
Civil Rights Movement, Giovanni became inspired to begin
A POEM FOR writing poetry. In this poem, the speaker considers the
obstacles faced by her Jim Crow–era librarian in obtaining
MY LIBRARIAN, a diverse selection of books to open the wider world to
MRS. LONG young people.

little girl needs a book) SETTING A PURPOSE
Direct students to use the Setting a Purpose prompt to focus
their reading.
SETTING A PURPOSE
MEMORY MOMENT
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Monica Morgan/WireImage/Getty Images;
Explain to students that this signpost can be used to help

In the poem, Nikki Giovanni looks back at her childhood and the Notice & Note
people who most influenced her. As you read, think about how
students identify how the speaker’s character is developed
Use the side margins to notice and how it ties into the theme. Ask students: Why does the
Giovanni’s childhood experiences shaped her dreams and her writing. and note signposts in the text.
poet give details about the speaker’s childhood? What do
At a time when there was no tv before 3:00 p.m. these details tell us about the speaker? (Answer: watching TV,
And on Sunday none until 5:00 watching the “jfg sign,” and talking to neighbors about various
We sat on front porches watching things. Perhaps the poet has not brought up the librarian yet is
The jfg1 sign go on and off greeting MEMORY MOMENT
because she is trying to establish the setting and tell a little bit
5 The neighbors, discussing the political Notice & Note: According to
Situation congratulating the preacher lines 1–7, what were the main about the speaker first.)
activities for the poet as a
On his sermon child? For listening support for students at varying
Critique: There’s no mention of proficiency levels, see the Text X-Ray on page 468C.
(b) ©Terry Vine/Getty Images
a librarian yet. Why might that

be so?
1
jfg: a brand of coffee that was popular in Knoxville, Tennessee; an old
electrically lit sign for the coffee is a famous landmark in Knoxville, Tennessee.

Understand Prepositions Read aloud lines 1 and 2 as students follow along. Write the
phrase “no tv before 3:00 p.m.” on the board. Underline the word before. Pair students of
differing proficiencies and have them work together to use the preposition correctly in
sentences: We eat dinner ___ dessert. We do our homework ___ we watch TV.

NOTICE & NOTE
TEACH There was always radio which brought us
Songs from wlac in nashville and what we would now call
10 Easy listening or smooth jazz but when I listened
Late at night with my portable (that I was so proud of)
Tucked under my pillow
I heard nat king cole and matt dennis, june christy and
ENGLISH LEARNER ella fitzgerald
And sometimes sarah vaughan sing black coffee
SUPPORT 15 Which I now drink
Internalize Language Provide students with note It was just called music
cards divided into quadrants. In the top-right quadrant, ANALYZE FREE VERSE There was a bookstore uptown on gay street
have students copy an unfamiliar word from the poem. POETRY
Which I visited and inhaled that wonderful odor
Annotate: In lines 17–21, circle
Model how to fill out the remaining quadrants with a Of new books
words that normally would be
definition/illustration, synonyms or related words, and capitalized. Underline short 20 Even today I read hardcover as a preference paperback only
foreign language equivalent. Allow advanced students lines in the stanza. As a last resort
to choose words from the poem, while providing Analyze: What effect does the
unconventional capitalization And up the hill on vine street
vocabulary words from the poem for beginning have? How do the shorter lines (The main black corridor) sat our carnegie library2
learners. Students should keep their cards and review convey meaning? Mrs. Long always glad to see you
them throughout the lesson. 25 The stereoscope3 always ready to show you faraway
Places to dream about
ASK STUDENTS to find the word sing in line 14 and write ANALYZE THEME
Annotate: Mark what Mrs. Long
it on their note card. Model completing the card for Mrs. Long asking what are you looking for today
said and did in lines 24–39.
sing. Then have students work independently or with a When I wanted Leaves of Grass or alfred north whitehead
Interpret: How does the poet
partner to complete another card for the word bookstore feel about Mrs. Long? What
She would go to the big library uptown and I now know
or another word they do not understand. message is the poet sending 30 Hat in hand to ask to borrow so that I might borrow
about the power of people like Probably they said something humiliating since southern
ALL LEVELS Mrs. Long? Whites like to humiliate southern blacks
But she nonetheless brought the books

ANALYZE FREE VERSE Back and I held them to my chest
35 Close to my heart
POETRY And happily skipped back to grandmother’s house
Remind students that poets utilize literary techniques with Where I would sit on the front porch
a purpose in mind. As they identify the unconventional In a gray glider and dream of a world
capitalization and line lengths, students should ask Far away
themselves why the poet would use those techniques. Ask:

What might the effect be in these lines if the poet had used
conventional capitalization and standardized line lengths?
(Answer: Not capitalizing gay street tends to de-emphasize
it. However, the effect of the shorter lines is to emphasize the
words in each. In line 19, the poet is emphasizing books, a
dominant idea in the poem. In line 21, the phrase a last resort is 2
carnegie library: a library built with money donated by the businessman Andrew
emphasized as the last words in the last line of a stanza.) Carnegie.
3
stereoscope: an optical instrument with two eyepieces used to create a three-
dimensional effect when looking at two photographs of the same scene.
ANALYZE THEME 472 Unit 6
Remind students that analyzing what the speaker says and

does gives clues to the theme in a poem. Point out line 29 7_LTXESE973237_U6AAS4.indd 472 4/7/2018 5:36:38
and ask: What does the speaker know now that she did not WHEN STUDENTS STRUGGLE . . .
know before? Why is this detail important? (Answer: The poet Analyze Poetry Elements Have partners work together to identify and analyze the
admires Mrs. Long because she went to great lengths to help unconventional punctuation and capitalization in lines 12–16.
her. She suggests that educators and librarians like Mrs. Long
Have partners read the lines aloud, pausing briefly at the end of each line. Have partners
have the power to influence children and change their lives, just
work together to rewrite the lines with conventional punctuation and capitalization. Then
as Mrs. Long influenced the poet as a child.)
ask: What do these lines tell you about the speaker?

the following Level Up Tutorial: Elements of Poetry.
LEVEL
472 Unit 6
NOTICE & NOTE
40 I love the world where I was TEACH
I was safe and warm and grandmother gave me neck kisses
When I was on my way to bed
But there was a world ANALYZE FREE VERSE

Somewhere POETRY
45 Out there Annotate: In the final stanza
ANALYZE FREE VERSE
And Mrs. Long opened that wardrobe of the poem, mark words that
rhyme.
POETRY
But no lions or witches4 scared me
Analyze: What idea does Point out that rhyme creates a musical quality to poetry.
I went through this use of rhyme help to The poet waits to use rhyme until the last stanza when she
Knowing there would be emphasize? How does it
50 Spring contribute to a theme? is also referencing a famous children’s book that deals with
the theme of childlike wonder: The Lion, the Witch and the
Wardrobe. Ask: Considering how rhymes help people connect
4
wardrobe . . . lions or witches: refers to The Lion, the Witch and the
Wardrobe, a fantasy novel by C.S. Lewis; in the story, four children visit a to songs, movies, and literature, why might the poet use rhyme
land called Narnia via the wardrobe, or closet, in a spare room.
in this stanza? (Answer: The rhyme emphasizes the idea of
books offering the poet another world. It contributes to a theme
of the importance of books to children.)
CHECK YOUR UNDERSTANDING

CHECK YOUR
section on the following page. UNDERSTANDING
1 The poem’s speaker discovers another world through — Have students answer the questions independently.
A drinking coffee Answers:

B reading books 1. B
C talking to neighbors 2. F
D watching television 3. C
2 What does the stanza break between lines 42 and 43 help the poet If they answer any questions incorrectly, have them reread
convey most clearly? the text to confirm their understanding. Then they may
F the contrast between the poet’s two worlds proceed to ANALYZE THE TEXT on p. 474.
G the distance the poet sometimes traveled
H the respect she has for Mrs. Long and other librarians
J the childhood dreams the poet had for her future
3 Why is the first stanza important to the poem?
A It provides clues about the poem’s main theme.
B It conveys the personality of the poet.
C It introduces the poet’s childhood world.
D It states a problem the poet had as a child.

Oral Assessment Use the following questions to assess students’ 2. Note the break between lines 42 and 43. What does this break show?
comprehension and speaking skills: (the two different worlds that the speaker inhabits)
1. How does the speaker of the poem discover a new world? (through 3. Why is the first stanza important? (It shows the speaker’s childhood, a time
books) How does she feel about books? (happy) long ago.) SUBSTANTIAL/MODERATE

RESPOND
APPLY
ANALYZE THE TEXT
1. Infer The subtitle of the poem is “(You never know what troubled
ANALYZE THE TEXT little girl needs a book).” What might that subtitle suggest about a
Possible answers: theme of the poem?
1. DOK 2: One of the poem’s themes is the power of books to 2. Evaluate Words like amused, thoughtful, grateful, hopeful, and
transport people to different places. The subtitle refers to a angry can be used to describe the tone of a poem. In your opinion,
troubled girl’s need for a book, which emphasizes the idea which of these words best fits the poem? Explain.
of a book’s ability to take a person out of their world. 3. Interpret An allusion is a reference to a well-known person,
place, event, or work of literature. The final stanza of this poem
2. DOK 3: The tone of the poem could best be described as
makes an allusion to C. S. Lewis’s novel The Lion, the Witch and
grateful, because the poem is dedicated to Mrs. Long and the Wardrobe, in which the heroes end a witch’s curse of endless
because the poet describes how the librarian helped her winter. Why might the poet have ended the poem with this
get the books she wanted. allusion?
3. DOK 2: Because the poem deals with the importance of 4. Analyze How does the poet’s use of punctuation and
books in childhood, it ends with an allusion to a popular capitalization contribute to the poem’s meaning?
children’s novel. The poet might have included this allusion 5. Notice & Note Reread the last stanza of the poem. What words
because it is a novel about children who find a magical would you use to describe the poet as a child? Think about the
world behind a wardrobe, just like the magical world made mental images that the descriptions of her childhood memories
available by Mrs. Long. In addition, the poem ends with the created as you read the poem. Why do your words fit?
idea of spring, and the novel ends with the end of a long-
lasting winter. RESEARCH
4. DOK 4: The punctuation and capitalization are used in RESEARCH TIP Find out more about Nikki Giovanni and then answer these questions.
Use specific search terms when
unconventional ways, or not at all, to draw attention to searching online. For example, QUESTION ANSWER
certain words and phrases and to emphasize ideas. you might search “library poems
by Nikki Giovanni” to find more Ms. Giovanni refers to her
5. DOK 4: The poet was imaginative because she liked Her grandmother was outspoken
poems about libraries. As you grandmother in the poem.
scan search results, look for
and was a storyteller, both of which
to dream of faraway places. Her words create images What influence did her influenced the poet.
reputable websites, usually
about the place she lived and the people around her. She grandmother have on her?
those that end in .org and .edu.
was intelligent because she read challenging books, like What other kinds of
She explores themes of race, family,

Walt Whitman’s Leaves of Grass and the philosopher themes does Nikki
politics, anger, and grief, among
Alfred North Whitehead. She was loving because of her Giovanni explore in her
others
poetry?
affectionate relationship with her grandmother. She was
hopeful because she knew that somewhere out in the world What other poems about “My First Memory (of Librarians)”
she would find “spring.” libraries has she written? and “A Library (for Kelli Martin)”
Connect In a small group, discuss how the other poems about

RESEARCH libraries that Nikki Giovanni wrote are similar to “A Poem for My
Librarian, Mrs. Long.”
Remind students that biographical information can
help a reader understand a poet better. Point out that it
is important to use reputable sources so that they can 474 Unit 6
effectively interpret a poet’s life and body of work. (Answer:
Row 1: Nikki Giovanni’s grandmother was outspoken and a
storyteller, and both traits influenced the poet. Row 2: Nikki 7_LTXESE973237_U6AAS4RS.indd 474 4/7/2018 5:37:29
Giovanni explores themes of race, family, politics, anger and

grief, among others in her poetry. Row 3: “My First Memory (of Conduct Research Challenge students to find other poems on libraries, librarians, or books
Librarians)” and “A Library (for Kelli Martin).”) written by different poets. Have students examine the poetry techniques and elements of the
poem, and identify its themes. Have students compare and contrast Nikki Giovanni’s “A Poem
Connect Students may note that Nikki Giovanni’s other
for My Librarian, Mrs. Long” with the poem they select. They should compare the way each
poems are also written as free verse poems and include
poet uses poetry elements and what effect these have on the theme and tone in each poem.
details from her childhood. They also have themes dealing
with the wonder of learning and books.
474 Unit 6
RESPOND
APPLY
CREATE AND WRITE
Write a Free Verse Poem Pay tribute to a person whom you admire Go to Writing as a Process
by writing a free verse poem about that person. more help.
❏ Include specific examples of qualities or actions that make this CREATE AND WRITE
person exceptional. Write a Free Verse Poem Remind students that there are
❏ Choose sensory words and phrases to describe the person or no rules about how to apply poetry techniques when writing
your feelings about the person.
a free verse poem. Once they decide on a theme, they can
❏ Consider how you will use punctuation, capitalization, and line
breaks to emphasize specific ideas and create meaning. use traditional poetry elements—such as rhythm— in any
way they like: or not use them at all. Encourage students to
Write a Letter Write a letter to Nikki Giovanni. In it, share your
opinion of “A Poem for My Librarian, Mrs. Long” and any other of her
use their favorite poetry elements, as well as common free
poems you have read. Adapt any notes you took while reading her verse poetry elements such as unconventional line lengths,
work. Use these guidelines to help you plan and draft your letter. capitalization, and punctuation. When students are finished,
❏ Open with the date and an appropriate greeting (for example, have them work with a partner to make sure they are using
“Dear Ms. Giovanni”). the poetry elements they have chosen correctly.
❏ State your opinion clearly and politely, using descriptive words For writing support for students at varying
and phrases. Support your opinion with specific examples from
the poems. Use transitions to move from one point to the next. proficiency levels, see the Text X-Ray on page 468D.
❏ Provide a concluding thought that sums up your opinion.
Remember to end the letter with an appropriate closing (for Write a Letter Remind students to support their opinions
example, “Sincerely”) and your signature. of Nikki Giovanni’s work by using text evidence from
her poems. They may also reference the biographical
information they have discovered during their research.
RESPOND TO THE ESSENTIAL QUESTION Encourage them to imagine how Nikki Giovanni would feel if
CorrectionKey=TX-A
she read their words, and remind them to be polite.
RESPONSE LOG
ACADEMIC VOCABULARY
As you write and discuss what

you learned from the poem,
Craig Kielburger
Reflects on Working
Toward Peace be sure to use the Academic RESPOND TO THE
Gather Information Review your Vocabulary words. Check off
annotations and notes on “A Poem for My
each of the words that you use. ESSENTIAL QUESTION

Librarian, Mrs. Long.” Then, add relevant
Sometimes a Dream
Needs a Push
❑ contrast Allow time for students to add details from “A Poem for My
❑ despite Librarian, Mrs. Long” to their Unit 6 Response Logs.
determine which information to include,
Frances Perkins and
❑ error

Fire
think about: from The Story of

Fire
❑ inadequate
• the jobs people do that can inspire

R6 Response Log
❑ interact
others
• the importance of books
• how people make a difference to other people
At the end of the unit, refer to your notes as you write a research
report.

PLAN
COLLABORATE & COMPAR
FRANCES PERKINS
E
HISTORY WRITING
FRANCES
PERKINS AND
THE TRIANGLE
FACTORY FIRE
AND THE TRIANGLE

by David Brooks
pages 479–485
COMPARE AUTHORS’
?
PURPOSES
ESSENTIAL
FACTORY FIRE
AND MESSAGES
When authors write about
history, their
QUESTION:
purpose is often to explain
what happened.
As you read these texts—two
the same topic—note what
texts about What inspires
is similar and
what is different about
Think about what main
their explanations. you to make a
idea, or message,
each one expresses. After
you read both
selections, you will collaborate
difference?
with a small
Division
of Congress Prints & Photographs
History Writing by David Brooks
[LC-USZ62-41871]
Congress Prints & Photographs Division
HISTORY WRITING
Company • Image Credits: (t) Library

from
THE STORY OF
THE TRIANGLE
[LC-USZ62-34985]; (b) Library of

© Houghton Mifflin Publishing
FACTORY FIRE
by Zachary Kent
pages 493–495
476 Unit 6
7_LTXESE973237_U6CCS1GR.indd
476
4/7/2018 6:00:29 AM

HISTORY WRITING • Analyze history writing.
Tell students that history writing is a form of informational text • Determine key ideas.
that focuses on real people and events from the past. Authors • Conduct research about Frances Perkins.
attempt to tell a true story that is based on research; they use • Write an ode.
primary sources—such as eyewitness accounts, official records, and • Discuss primary sources.
photographs—and secondary sources, such as newspaper accounts • Identify Latin roots of English words.
and the writings of historians. Organized using both narrative and
• Practice subject-verb agreement.
key ideas, it presents the interactions between people and events.
• Language Identify word choice that express the author’s tone.
Although historical writing is primarily objective, it often reveals the
author’s view of the topic.
TEXT COMPLEXITY
Quantitative
Frances Perkins and the Triangle Factory Fire Lexile: 930L
Measures
Ideas Presented Mostly explicit but moves to some implied meaning
Qualitative Structure Used Primarily explicit; primarily single perspective

Measures
Language Used Mostly explicit, but sentence structure more complex
Knowledge Required More complex problems; experiences may be unfamiliar to some
476A Unit 6
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio David Brooks tells the story of the David Brooks cuenta la historia
catastrophic Triangle Factory Fire del catastrófico incendio en la
• Reading Studio: Notice & Note from the perspective of Frances fábrica Triangle Shirtwaist desde la
Perkins. Perkins was an educator perspectiva de Frances Perkins,
• LEVEL Level Up Tutorial: Tone and activist who later became the una activista de Nueva York,
Secretary of the Department of quien se convirtió en funcionaria
Writing Studio: Labor; she was the first woman de gobierno y quien fue luego
•
Writing as a Process to hold a cabinet position in the nombrada la primera mujer del
Speaking and Listening Studio: United States. Brooks describes gabinete presidencial. Brooks
•
Participating in a Collaborative the horrors of the fire and the describe los horrores del incendio
Discussion women who had to choose y las mujeres que tuvieron que
between death by fire and a elegir entre la muerte en el fuego
Vocabulary Studio:
• nine-story fall. He also tells of the o una caída de nueve pisos.
Latin Roots
working conditions that led to the También describe cómo las
• Grammar Studio: Module 8: Lesson fire and the deaths of 123 women condiciones laborales llevaron
8: Pronoun Agreement and 23 men. This human-created directamente al incendio y a las
disaster led many people to muertes.
• ✔ “Frances Perkins and the Triangle
Factory Fire” Selection Test change their attitudes about the
labor reform movements.
SMALL-GROUP OPTIONS
Three Before Me Reciprocal Teaching

• Have students bring in a piece of writing to • Present lecture on a relevant topic.
class, for instance a draft of their ode (see p. 487 • Offer a list of generic question stems, and have
for details of this assignment). each student write three to five questions on the
• Each student asks three other students to edit topic (students do not need to know answers to
the writing before turning it in. Students can their questions).
be asked to edit only for pronoun-antecedent • Put students into groups of three, with each
agreement or for all general grammatical errors. group settling on two questions.
• Each student is responsible for evaluating • Groups answer those questions to collective
editorial comments from the three student satisfaction, and then locate textual evidence to
editors before turning in the assignment. support their answers.
Frances Perkins and the Triangle Factory Fire 476B

PLAN

for “Frances Perkins and the Triangle Factory Fire”

DISCUSS WORKERS’ RIGHTS CULTURAL REFERENCES
In this lesson, students will need to be able to discuss the treatment of The following words and phrases may be unfamiliar
workers and the movement to improve their safety and health. Give students to students:
the following definitions as they apply to the text to help them: • society matron (paragraph 1): a well-known, wealthy,
• exploit: to treat someone unfairly in order to make more money from their married woman; the opposite of a friendless, poor
work woman
• working conditions: the environment of a worker’s job, including: levels • trace its lineage (paragraph 2): had ancestors (e.g.,
of heat and cold, cleanliness, number of hours of work, breathable air, grandparents, great-grandparents)
treatment by supervisors and employers, and pay • picketers (paragraph 18): striking workers: by refusing
• reform: making changes in something in order to improve it to work—which is expensive for a company—workers
Give students the following sentence frames to help them discuss the labor try to negotiate for better conditions
movement: • …we have found you wanting! (paragraph 19):not good
• Dangerous and exploitative working conditions can cause _____ . enough, a biblical reference (Daniel 5:27)
• Labor activists work to _____ working conditions. • pinion (paragraph 21): tie or bind oneself to something
LISTENING
Understand Key Have students listen as you read aloud paragraphs 2–3, pause for clarification and read it again. Use
Vocabulary and Ideas the following supports with students at varying proficiency levels:
• Point to the relevant labeled photographs. Ask yes-no questions, and have students give thumbs
Read aloud the first two
up or thumbs down responses. For example: Was Frances Perkins a worker? (no.) Was she helping
paragraphs of the selection
to end child labor? (Yes) Was the burning building a factory? (yes) SUBSTANTIAL
after helping students label
period images that will • Have students use labeled images and a word bank to listen to two readings of paragraphs 2–3
help them internalize new before engaging in a basic retelling of the text with partners. MODERATE
vocabulary. Find key words • Have student pairs read paragraphs 1–3 to each other twice. Have each student retell what he
they will need to understand or she heard while the listener tallies the remembered details. LIGHT
the overall point of the text,
e.g., workers, society matron,
protests, strikes, and factory.
476C Unit 6
PLAN
SPEAKING
Discuss Dialogue Use the following supports with students at varying proficiency levels:
and Intonation • Say the word No, using several different tones of voice to indicate what is being expressed—calm,
angry, hesitant, surprised. Ask students to name in words or to show on their own faces the attitude
Read paragraph 15
or emotion expressed each time. Have volunteers decide which tone of voice should be used to
aloud. Point out the
read the dialogue in paragraph 15 starting with “I was only looking for my own life...” Have students
quotation marks and
choral read the dialogue with you. Read it twice: use two different tones of voice. Define the word
remind students that
distinguish as it used here, and have students sound it out with you: first by each syllable and then all
they enclose dialogue; in
at once. SUBSTANTIAL/MODERATE
this case, one person is
speaking. Have students • Pair students and have them take turns reading paragraphs 15–16 aloud to each other; circulate to
discuss the probable check for proper intonation and expression. LIGHT
expression and intonation
of the speaker.
READING
Spot the Pronouns Work with students to read paragraphs 2–3. Use the following supports with students at varying proficiency
levels:
Call attention to the
• List personal pronouns on the board. Choral read paragraphs 2–3 with students. Have them pause
pronouns in paragraphs
and raise their hands when they spot a pronoun. SUBSTANTIAL
2 and 3. Review the
material about pronouns • List four nouns on the board—for example, the butler, Perkins, the Revolution, the ladies—and
and their antecedents ask students to pick the correct pronoun and mark it in their texts as they read. (Answers: he, she,
Remind students that it, they). MODERATE
pronouns must agree • Have students silently read paragraphs 2–3. Then have them underline in their texts: 1) all the
with their antecedents pronouns and 2) all nouns that could be replaced by pronoun LIGHT
in number, gender,
and person.
WRITING
Write an Ode Use the following supports with students at varying proficiency levels:
• Ask students simple questions about a topic for an ode. Ask: Name a person you respect. What does
Work with students
he or she do? What one word would describe that person? Have students begin a word bank for an ode.
to read the writing
Supply students with stems from simple modern odes as models for the form. SUBSTANTIAL
assignment on p. 487.
• Give students a choice of first lines for their odes: I honor _____. OR _____ was a hero. Suggest that the
rest of the poem be about the reasons they honor and respect the subject of their ode. MODERATE
• Ask partners to discuss the person they have chosen to write about. Have them make a list of
qualities and/or achievements they will mention in their odes. Have students work separately on the
opening lines of their odes, and then read them to their partners. LIGHT
Frances Perkins and the Triangle Factory Fire 476D

TEACH
HISTORY WRITING
Connect to the
FRANCES
ESSENTIAL QUESTION PERKINS AND
“Frances Perkins and the Triangle Factory Fire” tells the
story of a person who was inspired to make a difference
THE TRIANGLE
in the world. What inspired Frances Perkins was a FACTORY FIRE
catastrophe that had a direct affect on her community and
by David Brooks
her way of evaluating her own responsibilities. She chose to
pages 479–485
see that moment as a call to action, and her life was never
the same again.
COMPARE AUTHORS’
PURPOSES AND MESSAGES
AND MESSAGES ? ESSENTIAL
QUESTION:
Encourage students to take notes on both articles in When authors write about history, their
preparation for the final project in the Collaborate &
purpose is often to explain what happened.
As you read these texts—two texts about
What inspires
Compare section. Ask the class to think deeply about David
Brooks’s message in writing about Frances Perkins and
the same topic—note what is similar and
what is different about their explanations.
you to make a
the Triangle Factory fire, and to consider it in contrast with
Zachary Kent’s rendition of the same events, which they will
Think about what main idea, or message,
each one expresses. After you read both
difference?
© Houghton Mifflin Publishing Company • Image Credits: (t) Library of Congress Prints & Photographs Division
selections, you will collaborate with a small
read next.

HISTORY WRITING
from
THE STORY OF
THE TRIANGLE
FACTORY FIRE
by Zachary Kent
pages 493–495
476 Unit 6
LEARNING MINDSET
7_LTXESE973237_U6CCS1GR.indd 476 2/19/2018 3:51:48
Persistence Remind students that in life sometimes the going can get tough—and when
it does positive self-talk can help. Model positive self-talk for the class: I know I can do this!
or I never fail because I try again! Have students chorally repeat after you. Tell students that
when a person has energy and effort there really isn’t anything that can hold him or her back.
Persistence doesn’t mean striving for perfection, it simply means dusting yourself off and
redoubling your efforts when you fail. Pursuing an unselfish goal or something you know you
want for good reasons often requires a balance of passion and determination.
476 Unit 6
GET READY
TEACH
Frances Perkins and the
Triangle Factory Fire
QUICK START QUICK START
If you and a friend both described the same event, would your
After students read the Quick Start question, take a
accounts be the same? In a small group, discuss why they might differ.
volunteer out of the classroom and give him or her directions
ANALYZE HISTORY WRITING to run in to the room, pick something up, run back out.
Return to the room and ask students to describe what they
History writing is a type of literary nonfiction that combines the GENRE ELEMENTS:
features of a narrative text (a true story with a setting, characters, and INFORMATIONAL TEXT saw in detail— including what the volunteer was wearing,
a plot) and an informational text (paragraphs covering key ideas and • focuses on real people and what he or she picked up, what he or she said or did not say,
events from the past and what expression the person had. Discuss any differences
factual details). Authors write from a unique perspective, or view of
• often tells a true story, with
topics, which the following clues can help you identify.
factual details acquired
in accounts.
through research
CLUE WHAT CLUE TELLS YOU
• presents the interactions
Tone Tone is the author’s attitude toward the topic. Consider between people and events ANALYZE HISTORY
how the author’s language expresses emotions that • may hint at the author’s own
affect your understanding of the topic. view of the topic WRITING
Point of A subjective point of view means that the author Explain to students that what we call history is often a series
View includes personal opinions. An objective point of view of educated guesses about what happened in the past.
means that the author focuses only on the facts. Historians investigate and use as many clues as they can
Emphasis Note which facts the author emphasizes. Why do you find to try to determine exactly what happened. These
think the author highlights those facts? clues include:
Portrayals Does the author include any primary sources, such as • primary sources, including eye witness accounts,
quotations from people who witnessed or took part in an oral histories, photographs, official records
event? If so, what do the primary sources tell you? • secondary sources, including newspaper articles
As you read “Frances Perkins and the Triangle Factory Fire,” look for
from the time, stories handed down to children and
clues like the ones in the chart. grandchildren, accounts written by other historians
Historians usually maintain an objective point of view.
DETERMINE KEY IDEAS
However, when writing for a general audience, they
Selections that are history writing will have a controlling idea, or frequently allow their own feelings and opinions to show in
thesis. The controlling idea is also called a key idea, or the most
tone and in what they choose to emphasize.
important idea about the topic. It may be stated explicitly in a
sentence, or it may be implied. Each paragraph or section also will
have a key idea that provides support for the controlling key idea.
DETERMINE KEY IDEAS
Key ideas are supported by details, facts, and other information that Remind students that every paragraph has its own key idea
clarifies the key ideas. As you read history writing, think about key
that is supported by details and facts. Encourage students
ideas and information that answers questions such as Where and when
to seek these controlling ideas out in each paragraph as
did the event take place? Who was involved? What were the event’s causes
and effects? How does this information help me understand the topic?
practice for their group project.
Frances Perkins and the Triangle Factory Fire 477
TXESE973237_U6CCS1GR.indd 477 2/19/2018 3:51:50 AM

GET READY
lobby fatal distinguish indifferent
To preview the Critical Vocabulary words, complete each sentence with

a word from the list.
CRITICAL VOCABULARY
1. Without treatment, that disease could become .
Encourage students to read all the sentences before
deciding which word best completes each one. Remind 2. In the snowstorm, the truck driver could not the road
them to look for context clues that match the meaning of from the ditch beside it.
each word. 3. The workers decided to their boss for a raise.
Answers: 4. No one in the neighborhood was about the need for
1. fatal a new school.
2. distinguish
3. lobby
Pronoun-Antecedent Agreement In this lesson, you will learn about
4. indifferent making sure that pronouns agree with their antecedents (the nouns or
other pronouns to which they refer) in number, gender, and person. In
■■English Learner Support this example, notice that the singular pronoun it agrees with elevator,
its singular antecedent:
Access New Vocabulary Pair students of varying English
proficiency, and ask them to examine the Spanish cognates The people rode to the first floor in an elevator. It got stuck
for three of the new Critical Vocabulary words (fatal: fatal, on the second floor, and the people had to wait.
distinguish: distinguir, and indifferent: indiferente). As you read, see how pronoun-antecedent agreement helps you
ALL LEVEL understand key ideas and details.
Explain to students that pronouns are used to avoid NOTICE & NOTE
ANNOTATION MODEL
repetition, such as “Tom put Tom’s book in Tom’s backpack.”
As you read, note how the author presents the historical
However, pronouns can be confusing if the antecedents are
topic. You can also mark up key ideas and the information
not clear. that supports them. In the model, you can see one reader’s
(The pronoun for elevator would be it, because an elevator has notes about part of “Frances Perkins and the Triangle
no gender and it is not plural.) Factory Fire.”

1 . . . But back in 1911, there were nice The contrast between the
brownstones on the northern side of the park brownstones and the factories
ANNOTATION MODEL may be a key idea.
and factories on its eastern and southern sides,
Tell students they may follow the suggestion on p. 478 or drawing young and mostly Jewish and Italian
use their own system for marking up the selection. They may immigrant workers. One of the nice homes The author uses “nice” twice,
want to color-code their annotations with highlighters. Their was owned by Mrs. Gordon Norrie, a society but not to describe the factories.
notes in the margin may include questions about ideas that matron descended from two of the men who
are unclear or topics they want to learn more about. signed the Declaration of Independence.
478 Unit 6
478 Unit 6
NOTICE & NOTE
BACKGROUND TEACH
David Brooks (b. 1961) was born in Canada and grew up in New York
City. He started his career as a police reporter in Chicago. Today, Brooks
is perhaps best known as a newspaper columnist and television
analyst. His commentary and writings often focus on culture BACKGROUND
and social issues. In his book The Road to Character, in which
this piece of history writing appears, Brooks explores what After students read the Background note, remind them that
inspired individuals such as Frances Perkins to become the Triangle Shirtwaist Factory fire of 1911 is considered
leaders and help change society for the better. by many social historians to be a turning point in modern
American history. The catastrophic fire set in motion a
series of events that eventually led to improved conditions
for workers, a ban of child labor, and expanded and robust
FRANCES union activity across the country.
PERKINS
AND THE PREPARE TO COMPARE
TRIANGLE Direct students to use the Prepare to Compare prompt to
focus their reading.
FACTORY FIRE
History Writing by David Brooks
ANALYZE HISTORY
PREPARE TO COMPARE
WRITING
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Josh Haner/The New York Times/Redux Pictures;
Remind students that to be objective is to attempt to

As you read, consider how the author presents facts and other Notice & Note
evidence to explain a tragic but significant historical event and its
remain outside of the events by reporting only facts, events,
Use the side margins to notice and research. (Answer: The author may want to show the
effects. This information will help you compare Brooks’s account of
and note signposts in the text.
the fire with an account of the same event by Zachary Kent, which contrast between Perkins’s life and the lives of the factory
follows it. workers, as well as what Perkins was like before the fire. The
facts suggest that Perkins lived a comfortable life but also tried
T
to influence politicians on social issues.)
(b) Library of Congress Prints & Photographs Division [LC-USZ62-34985]
1 oday, the area around Washington Square Park in lower

Manhattan is surrounded by New York University, For listening support for students at varying
expensive apartments, and upscale stores. But back in
proficiency levels, see the Text X-Ray on page 476C.
1911, there were nice brownstones on the northern side of
the park and factories on its eastern and southern sides,
drawing young and mostly Jewish and Italian immigrant
workers. One of the nice homes was owned by Mrs. Gordon ANALYZE HISTORY
Norrie, a society matron descended from two of the men WRITING
who signed the Declaration of Independence. Annotate: Mark the facts
2 On March 25, Mrs. Norrie was just sitting down to presented about Frances
Perkins in paragraph 2.
tea with a group of friends when they heard a commotion
Infer: Why do you think the
outside. One of her guests, Frances Perkins, then thirty-
author includes these facts
one, was from an old but middle-class Maine family, about Perkins? What do they
which could also trace its lineage back to the time of the tell you about her?

TXESE973237_U6CCS1.indd 479 4/7/2018 5:37:41 AM
Imagine and Learn Help students imagine the thoughts and feelings of the people who had
protested against the conditions at the Triangle Shirtwaist Factory before the fire. Have them
complete sentence frames with words covered in the introduction to the selection: exploiting,
working conditions, reform, picketers. Sound out the words with students, and define them
using images, gestures, and cognates. Then, have students use them as if writing to a friend,
for example: I did not know (working conditions) at the factory were so dangerous. It is now
clear that the owners’ had been (exploiting) the workers for a long time. We have to (reform) by
changing laws. No wonder there were so many (picketers!) MODERATE

NOTICE & NOTE
TEACH Revolution. She had attended Mount Holyoke College and was
lobby working at the Consumers’ League of New York,1 lobbying to
(l≤b´∏) v. To lobby is to attempt
to influence politicians to
end child labor.
support the cause that you 3 A butler rushed in and announced that there was a fire
represent.
near the square. The ladies ran out. Perkins lifted up her skirts
BIG QUESTIONS and sprinted toward it. They had stumbled upon the Triangle
This Big Questions signpost is an example of both a salient Shirtwaist Factory, one of the most famous fires in American
history. Perkins could see the eighth, ninth, and tenth floors of
detail and a specific emphasis made by the author. By
the building ablaze and dozens of workers crowding around the
researching the event, Brooks learned what the onlookers
open windows. She joined the throng of horrified onlookers on
experienced and chose to include this specific detail in the sidewalk below.
order to emphasize the catastrophe. (Answer: The truth BIG QUESTIONS 4 Some saw what they thought were bundles of fabric falling
was a surprise to the people watching, but I suspected the truth. from the windows. They thought the factory owners were
Notice & Note: In paragraph 4,
The repeated they thought was a clue, as was the information circle what people thought they saving their best material. As the bundles continued to fall,
that workers were crowded around the windows of the burning were seeing. Then underline the onlookers realized they were not bundles at all. They were
what they actually were seeing. people, hurling themselves to their death. “People had just
building.)
Connect: Did the truth surprise begun to jump as we got there,” Perkins would later remember.
you, or did it confirm what you “They had been holding on until that time, standing in the
already knew? Explain.
DETERMINE KEY IDEAS windowsills, being crowded by others behind them, the fire
pressing closer and closer, the smoke closer and closer.
Remind the class that details and how they are chosen are 5 “They began to jump. The window was too crowded and
an integral part of the author’s chosen tone and emphasis. they would jump and they hit the sidewalk,” she recalled. “Every
(Answer: This probably is a key idea. The thought that 47 one of them was killed, everybody who jumped was killed. It
people were so desperate that jumping to their deaths was was a horrifying spectacle.”
preferable to burning alive is so dramatic that it may shape the 6 “The firemen held out nets, but the weight of the bodies
from that great height either yanked the nets from the firemen’s
rest of what the author presents.)
hands or the bodies ripped right through. One woman grandly
emptied her purse over the onlookers below and then hurled
herself off.
DETERMINE KEY IDEAS 7 Perkins and the others screamed up to them, “Don’t jump!
Annotate: In paragraph 7, mark Help is coming.” It wasn’t. The flames were roasting them from
details that help explain why behind. Forty-seven people ended up jumping. One young
some workers decided to jump.
woman gave a speech before diving, gesticulating passionately,
Predict: Do you think that this
is a key idea in the text? Why or
but no one could hear her. One young man tenderly helped a
why not? young woman onto the windowsill. Then he held her out, away

from the building, like a ballet dancer, and let her drop. He did
the same for a second and a third. Finally, a fourth girl stood on
the windowsill; she embraced him and they shared a long kiss.
Then he held her out and dropped her, too. Then he himself
was in the air. As he fell, people noticed, as his pants ballooned
out, that he wore smart tan shoes. One reporter wrote, “I saw
his face before they covered it. You could see in it that he was a
real man. He had done his best.”
1
Consumers’ League of New York: organization founded in 1891 and dedicated to
improve working conditions and other social issues.
480 Unit 6
7_LTXESE973237_U6CCS1.indd 480 4/7/2018 5:37:43
CRITICAL VOCABULARY
lobby: At her job, Perkins worked to try to get politicians to
make laws against child labor.
ASK STUDENTS what Perkins might have done to lobby
for the end of child labor. (She might have talked to
politicians and tried to convince them that children shouldn’t
have to work.)
480 Unit 6
NOTICE & NOTE
8 The fire had started at about 4:40 that afternoon, when TEACH
somebody on the eighth floor threw a cigarette or a match into
one of the great scrapheaps of cotton left over from the tailoring
process. The pile quickly burst into flames.
9 Somebody alerted the factory manager, Samuel Bernstein, LANGUAGE CONVENTIONS
who grabbed some nearby buckets of water and dumped Annotate: Circle the
pronouns them and they in
LANGUAGE
them on the fire. They did little good. The cotton scraps were
explosively flammable, more so than paper, and there was
paragraph 9. Then underline the CONVENTIONS
phrase that is the antecedent
roughly a ton of the stuff piled on the eighth floor alone. for both pronouns. Remind students that an antecedent (in Latin meaning “to
10 Bernstein dumped more buckets of water on the growing Analyze: How does this go before”) is the original noun that is later replaced by a
fire, but by this point they had no effect whatsoever, and the example of pronoun-
corresponding pronoun. (Answer: By making sure that they
antecedent agreement help
flames were spreading to the tissue paper patterns hanging and them agree with the antecedent buckets of water, the
you understand the author’s
above the wooden work desks. He ordered workers to drag a explanation of the attempt to writer makes a clear image of how the first attempts to fight the
fire hose from a nearby stairwell. They opened the valve, but control the fire?
there was no pressure. As a historian of the fire, David Von
fire were ineffectual and helped worsen the fire.)
Drehle, has argued, Bernstein made a fatal decision in those fatal
first three minutes. He could have spent the time fighting the (f∑t´l) adj. A fatal decision is a
fire or evacuating the nearly five hundred workers. Instead, he choice that results in death. ANALYZE HISTORY
battled the exploding fire, to no effect. If he had spent the time WRITING
evacuating, it is possible that nobody would have died that day.
11 When Bernstein finally did take his eyes off the wall of fire, ANALYZE HISTORY Tell the class, readers can often identify an author’s personal
he was astonished by what he saw. Many of the women on the WRITING point of view on a subject by paying close attention to which
eighth floor were taking the time to go to the dressing room to details he includes. (Answer: The fact that the author points
mark text details of what was
retrieve their coats and belongings. Some were looking for their happening on the eighth floor. out that many women were stopping to take care of other tasks
time cards so they could punch out. Infer: What do you think the instead of evacuating as quickly as possible suggests that he
12 Eventually, the two factory owners up on the tenth floor author’s point of view is about may feel as astonished as Bernstein did.)
were alerted to the fire, which had already consumed the this scene, and why?
eighth floor and was spreading quickly to their own. One of
them, Isaac Harris, gathered a group of workers and figured
it was probably suicidal to try to climb down through the fire.
DETERMINE KEY IDEAS
“Girls, let us go up on the roof! Get on the roof!” he bellowed. Remind students that a key idea is the same thing as a thesis
The other owner, Max Blanck, was paralyzed by fear. He stood or controlling idea. It acts as a core for the text and guides
frozen with a look of terror on his face, holding his youngest the story forward. (Answer: The factory had limited means
daughter in one arm and his elder daughter’s hand with the of escape. Worse, most escape routes were unsafe because
other. A clerk, who was evacuating with the firm’s order book, they were in poor condition or were blocked. During a fire with
decided to throw it down and save his boss’s life instead.

limited ways to escape, many workers would not be able to get
13 Most of the workers on the eighth floor were able to get DETERMINE KEY IDEAS
Annotate: In paragraph 13, out and all the workers had no time to think or plan and had to
out, but the workers on the ninth floor had little warning until
mark words and phrases that make quick, risky decisions.)
the fire was already upon them. They ran like terrified schools describe the conditions of the
of fish from one potential exit to another. There were two factory.
elevators, but they were slow and overloaded. There was no Analyze: How did the factory
sprinkler system. There was a fire escape, but it was rickety and conditions force workers
blocked. On normal days the workers were searched as they to make “life-and-death
decisions”?
headed home, to prevent theft. The factory had been designed
TXESE973237_U6CCS1.indd 481
IMPROVE READING FLUENCY 4/7/2018 5:37:44 AM
Targeted Passage Put students in pairs and ask them to turn to paragraphs 8–10 for
a targeted reading. Have students read the paragraphs back and forth slowly, offering
comments and corrections to each other as they go. Once they’ve read it twice, ask students CRITICAL VOCABULARY
to identify the main idea of the three paragraphs and to summarize the events that occurred.
Have them read again and then ask them to identify the key idea in each individual paragraph. fatal: The company owner made a decision that caused a
Finally, have students look up any words they don’t know in the passage. great many people to die.
ASK STUDENTS what decision Bernstein could have made
Go to the Reading Studio for additional support in developing fluency. that would not have been fatal. (He could have focused on
evacuating workers instead of trying to save his property.)

NOTICE & NOTE
TEACH to force them through a single choke point2 in order to get
out. Some of the doors were locked. As the fire surrounded
them, the workers were left to make desperate life-and-death
decisions with limited information in a rising atmosphere of
fire, smoke, and terror.
ANALYZE HISTORY ANALYZE HISTORY 14 Three friends, Ida Nelson, Katie Weiner, and Fanny
WRITING
Lansner, were in the changing room when the screams of
WRITING Annotate: In paragraph 14,
“Fire!” reached them. Nelson decided to sprint for one of the
mark the sentences that
Remind students that an author’s portrayal relies on deep describe Katie Weiner’s actions. stairwells. Weiner went to the elevators and saw an elevator car
research into primary resources, like newspapers and Interpret: How would you descending the shaft. She hurled herself into space, diving onto
journals. To get this information about Weiner, Brooks must describe the author’s tone the roof. Lansner took neither course and didn’t make it out.
at this point? Explain. 15 Mary Bucelli later described her own part in the vicious
have studied reports of the incident from 1911. (Answer:
scramble to get out first: “I can’t tell you because I gave so many
Weiner’s dramatic action, made vivid through the detail
pushes and kicks. I gave and received. I was throwing them
suggests that the author sees her as courageous. His tone down wherever I met them,” she said of her co-workers. “I was
seems to be one of admiration.) only looking for my own life. . . . At a moment like that, there
is big confusion and you must understand that you cannot
see anything. . . . You see a multitude of things, but you can’t
distinguish anything. With the confusion and the fight that you
take, you can’t distinguish anything.”
distinguish
(d∆-st∆ng´gw∆sh) v. To distinguish 16 Joseph Brenman was one of the relatively few men in the
one thing from another means factory. A crowd of women were pushing between him and the
perceiving them as being
different or distinct. elevators. But they were small, and many of them were faint. He
2
choke point a narrow passage; a point of congestion or blockage.
© Houghton Mifflin Publishing Company • Image Credits: (l) ©Everett Collection/Shutterstock; (r) ©Science History
The New York World, a major newspaper of the early 20th century, conveyed the
dramatic details of what became known as a major industrial disaster.
Images/Alamy
482 Unit 6

7_LTXESE973237_U6CCS1.indd 482 4/7/2018 5:37:47
Understand Tone To help students understand tone, read aloud the third and fourth
CRITICAL VOCABULARY sentences of paragraph 14. Point out the words Brooks uses to describe Katie Weiner’s jump
onto the roof of the elevator—“hurled herself into space, diving onto the roof.” Then rephrase
distinguish: In the confusion, the workers couldn’t tell one the sentence: She jumped onto the roof of the elevator. Ask students whether the words Brooks
thing from another. uses communicate his attitude towards Katie Weiner’s actions.
ASK STUDENTS to what, besides confusion, might have
made it difficult to distinguish things in the factory. For additional support, go to the Reading Studio and assign
(There was probably a lot of smoke that made it difficult to the following Level Up tutorial: Tone.
LEVEL
distinguish specific things.)
482 Unit 6
NOTICE & NOTE
shoved them aside and barreled his way onto the elevator and TEACH
to safety.
17 The fire department arrived quickly but its ladders could
not reach the eighth floor. The water from its hoses could barely
reach that high, just enough to give the building exterior a light
dousing. DETERMINE KEY IDEAS
Tell students that authors sometimes use repetition
Shame DETERMINE KEY IDEAS to reinforce the importance of a concept or idea. After
18 The horror of the Triangle Shirtwaist Fire traumatized the city. mark the descriptive word students have located the words indifferently and indifferent
People were not only furious at the factory owners, but felt that appears twice (once as an in the text, ask them to think about how these words
some deep responsibility themselves. In 1909 a young Russian adverb, once as an adjective)
represent society’s attitude towards the struggles workers
and refers to the general
immigrant named Rose Schneiderman had led the women who
attitude of people toward faced. (Answer: The words indifferently and indifferent
worked at Triangle and other factories on a strike to address factory workers before the fire. support the key idea that society failed to protect workers
the very issues that led to the fire disaster. The picketers were Critique: Why is the idea that
harassed by company guards. The city looked on indifferently, because they did not care about the struggles of their
these words represent a key
as it did upon the lives of the poor generally. After the fire there idea in the text? neighbors, which ultimately lead to tragedy.)
was a collective outpouring of rage, fed by collective guilt at the
way people had self-centeredly gone about their lives, callously indifferent
indifferent to the conditions and suffering of the people close (∆n-d∆f´∂r-∂nt) adj. Someone
around them. “I can’t begin to tell you how disturbed the people who is indifferent has no
feelings one way or another
ENGLISH LEARNER
were everywhere,” Frances Perkins remembered. “It was as
though we had all done something wrong. It shouldn’t have
about something.
SUPPORT
been. We were sorry. Mea culpa! Mea culpa!”3 Comprehension Check Help students understand
the phrase mea culpa. Display the phrase and
3
Mea culpa! (m∑´∂ k≠l´p∂): a cry meaning “I am at fault!” pronounce it. Explain that it is a Latin phrase that means
“I am guilty” and that, in Spanish, the phrase is mi culpa.
Ask students to come up with some synonyms or similar
phrases to mea culpa (e.g., my bad, my mistake, my fault,
my responsibility, I’m responsible, I’m guilty).
ALL LEVELS
Research to Connect Past and Present Times Ask students to research child labor laws.
• In what year was child labor outlawed in the United States?
CRITICAL VOCABULARY
• What exceptions were made to those laws?
indifferent: The people of the city never worried about
• What exceptions still exist?
working conditions for others.
• Are there any children working in the United States today?
ASK STUDENTS why being indifferent before made people
feel guilty after the fire. (People felt that they should not
have been indifferent to other people’s danger.)

NOTICE & NOTE
TEACH 19 A large memorial march was held, and then a large meeting,
with all the leading citizens of the city. Perkins was on stage
ANALYZE HISTORY as a representative of the Consumers’ League when Rose
WRITING Schneiderman electrified the crowd: “I would be a traitor to
Annotate: In paragraphs 19–20,
those poor burned bodies if I were to come here to talk good
mark what Rose Schneiderman
A
NALYZE HISTORY says about the idea of fellowship. We have tried you, good people of the public—and
“fellowship.” we have found you wanting! . . .
WRITING Infer: Why do you think the 20 “We have tried you, citizens! We are trying you now and
Remind students that primary sources are resources author included this primary you have a couple of dollars for the sorrowing mothers and
source? What additional
like journals, diaries, photographs, and eye-witness brothers and sisters by way of a charity gift. But every time
information does it provide?
accounts in newspapers, which come directly from the era the workers come out in the only way they know to protest
against conditions which are unbearable, the strong hand of
and the people involved. (Answer: The author included this
the law is allowed to press down heavily upon us. . . . I can’t talk
primary source because it shows the passion of someone who
fellowship to you who are gathered here. Too much blood has
had tried, unsuccessfully, to bring about change before the fire. been spilled!”
Her rejection of fellowship shows her determination to make 21 The fire and its aftershocks left a deep mark on Frances
change.) Perkins. Up until that point she had lobbied for worker rights
DETERMINE KEY IDEAS and on behalf of the poor, but she had been on a conventional
trajectory, toward a conventional marriage, perhaps, and a life
mark the first sentence that
DETERMINE KEY IDEAS tells you about the change in of genteel good works. After the fire, what had been a career
Frances Perkins after the fire. turned into a vocation.4 Moral indignation set her on a different
Remind students that important details that can be used to
Cite Evidence: How does the course. Her own desires and her own ego became less central
support key ideas come from strong research into primary author support this key idea? and the cause itself became more central to the structure of her
and secondary sources, which the author clearly did before life. The niceties of her class fell away. She became impatient
writing this text. (Answer: Brooks describes how achieving with the way genteel progressives went about serving the
reform became more important to Perkins than the “structure of poor. She became impatient with their prissiness, their desire
her life.” In addition, she became more active in politics instead
of continuing as a “genteel progressive” and she even worked 4
vocation (v∫-k∑´sh∂n): a strong commitment to a certain course of action.
with corrupt people to help achieve reform.)
© Houghton Mifflin Publishing Company • Image Credits: ©Bettmann/Getty Images

In 1933, Frances Perkins became the first female U.S. Cabinet
member as Secretary of Labor.
484 Unit 6
APPLYING ACADEMIC VOCABULARY

7_LTXESE973237_U6CCS1.indd 484 4/7/2018 5:37:51
❑❑ contrast ✔❑ despite
❑ ✔❑ error
❑ ✔❑ interact
❑❑ inadequate ❑
Write and Discuss Have students turn to a partner to discuss the following • What were the major errors that led to the Triangle Factory fire being
questions. Guide students to include the Academic Vocabulary words despite, more catastrophic than it should have been?
error, and interact in their responses. Ask volunteers to share their responses • By what method did labor activists of the time interact with the public
with the class. in order to spread word of their working conditions and their demands?
• How did Perkins carry on advocating for labor rights despite how her
colleagues and her “fellowship” felt about it?
484 Unit 6
NOTICE & NOTE
to stay pure and above the fray. Perkins hardened. She threw TEACH
herself into the rough and tumble of politics. She was willing
to take morally hazardous action5 if it would prevent another
catastrophe like the one that befell the women at the Triangle
factory. She was willing to compromise and work with corrupt
officials if it would produce results. She pinioned herself to this CHECK YOUR
cause for the rest of her life.
UNDERSTANDING
5
morally hazardous action: an action that may result in increased risk to
oneself or others and that some may consider to be inappropriate.
Answers:
1. C
2. F
CHECK YOUR UNDERSTANDING 3. B
Answer these questions before moving on to the Analyze the Text If they answer any questions incorrectly, have them reread
section on the following page. the text to confirm their understanding. Then they may
1 What key idea could a reader most likely determine from the
details in paragraph 10?
A No one could have prevented the fire.
B Cotton dust and scraps are flammable.
C Poor decisions made the fire much worse.
D A growing fire cannot be stopped.
2 In paragraph 15, the author includes a direct quotation from Mary

Bucelli in order to —
F explain the factory workers’ actions during the fire
G persuade readers that the fire could have been prevented
H explain why the fire spread so quickly
J describe what happened after the fire

3 Which sentence best explains why Frances Perkins devoted the

rest of her life to bringing reform to the lives of workers?
A She always had been interested in helping the poor.
B She was deeply affected by the tragic fire at the factory.
C She was unhappy about the indifference that city leaders

showed toward the poor.
D She wanted workers’ children to have a better life than their
parents had had.

Oral Assessment Use the following questions to assess students’ (Paragraph 18 shows that she was deeply affected by the tragic fire at
comprehension and speaking skills: the factory.)
1. Look at the details in paragraph 10. What is the key idea of this SUBSTANTIAL/MODERATE
paragraph? (Poor decisions made the fire much worse.)
2. Read what Mary Bucelli says in paragraph 15. What is the purpose of this
quote? (It helps explain the factory workers’ actions during the fire.)
3. Which sentence explains why Frances Perkins helped workers?

RESPOND
APPLY
ANALYZE THE TEXT
1. Cite Evidence What does the information in paragraph 13

ANALYZE THE TEXT indicate about working conditions in the factory? Cite details from
Possible answers: the text that support your answer.
1. DOK 3: The Triangle factory was unsafe and its 2. Analyze Reread paragraphs 8–10. What are the author’s tone
workers were not trusted. Evidence includes: the and point of view as he describes the start of the fire and the first
absence of a sprinkler system, the fire escape was in attempts to extinguish it? How can you tell?
poor shape, the doors were locked and workers were 3. Infer What can you infer from text details about the quality of
forced to leave through a “choke point” in order to firefighting equipment at this time in history?
prevent suspected theft. 4. Critique In paragraph 7, the author describes several people who
2. DOK 4: The author’s choice of details—the careless toss jumped to their death. What does this information add to your
understanding of the most important key idea about the event?
of a cigarette, the flammable scraps of cotton on the
floor, the attempt to stop the fire with buckets of water— 5. Notice & Note Review the details about Frances Perkins’s life
suggests anger that such conditions existed. That feeling is before and after the fire. How did the fire change Perkins’s life? Did
this change surprise you? Why or why not?
intensified by the inclusion of a historian’s point that loss of
life could have been prevented.
3. DOK 2: Details such as nets that failed and weak fire hoses
RESEARCH
imply that equipment was not up to the challenges of
fighting fires in the booming cities. RESEARCH TIP Find out more about Frances Perkins. Research the two questions
The best research sources below and one more that you generate on your own. Note what you
4. DOK 3: Each person’s story is moving, and the fact are accurate, credible, and
learn in the chart.
balanced. What should you do,
that they are not named makes them symbolic of all though, if two quality sources
victims. The information emphasizes the human and tragic provide different information RESEARCH QUESTIONS DETAILS ABOUT PERKINS’S LIFE
about the same topic, such
aspects.
as different birthdates for a
historical figure? It’s always Perkins was raised in a middle-class
5. DOK 4: Perkins led a comfortable life before the fire, but What was Perkins’s childhood like? family in which education was
helpful to compare multiple
she’d been lobbying for social reforms. Because the fire so sources with one another— stressed. She became interested in
deeply affected her, it’s not surprising that she decided to and then try to find a few history and social causes at an
additional quality sources to early age.
fully advocate for reforms in working conditions. use for comparison as well. If Why was Perkins called “the

most of the sources agree, and woman behind the New Deal”? Perkins was the first woman ever to
they’re all reliable, then you can
serve in a U.S. president’s cabinet,
RESEARCH feel more confident about the
information you present. serving under Franklin D. Roosevelt. As
such, she was one of the leaders of the
Remind students to double check their sources, using New Deal, a series of laws and reforms
newspapers and encyclopedias, both online and off, to passed during the Great Depression to
confirm information about Perkins’s life. help improve people’s lives.
Extend With a small group, share your questions and discuss what
Extend Help students elect a facilitator for the group you learned about Perkins’s life. After your discussion, do you have
discussion. Ensure that all students participate equally, that more questions about Perkins’s life? With your group, list these and
they listen to each other’s comments and questions, and discuss how you could research them.
that they make a list of at least three additional questions
486 Unit 6
about Perkins’s life.
LEARNING MINDSET
7_LTXESE973237_U6CCS1RS.indd 486 2/7/2018 5:26:10
Problem Solving Tell students that many problems have a number of good solutions, which
is why it’s a great thing that different people view problems in different ways. Every student
will view problems differently and every problem needs a range of viewpoints to be solved
well. Having a strategy is important: if your strategy doesn’t work on one problem, it may be
what works when the next problem comes around. Thinking critically and solving problems
is a big part of learning and growing, so don’t be afraid of trying new solutions, methods, and
strategies.
486 Unit 6
RESPOND
APPLY
CREATE AND DISCUSS
Write an Ode Use what has inspired you from reading this piece of Go to Writing as a Process
history writing to create an ode. (An ode is a short, serious poem in help.
which a speaker expresses personal thoughts and feelings, often as a CREATE AND DISCUSS
tribute to a person or event.) Perhaps your ode could honor the factory
Write an Ode Inform students that the range of possible
workers who died or Frances Perkins and her work as a reformer.
poetic forms for odes is quite wide and that they should look
❏ Choose the specific topic for your ode and the message you will
up some forms online to decide which works best for their
convey.
ode. Encourage students to choose the form that best suits
❏ Draft your ode, using any poetic structure you like. Choose
details and language that will help readers share your feelings their chosen topic.
about the topic.
❏ Review your draft. Make revisions that will show the speaker’s
proficiency levels, see the Text X-Ray on p. 476D.
feelings and the overall message of the ode more clearly.
Discuss the Primary Sources With a partner, review what each Go to Participating in
Collaborative Discussions Discuss Primary Sources Encourage students to take
quotation in the text adds to your understanding of the event. in the Speaking and
Listening Studio to learn turns, listen carefully, and cooperate with one another on
❏ Use clues within the primary source itself to help you discuss its more.
this task. Ask students to get a strong sense of the primary
main idea, or message. For example, what is the speaker’s point
of view of the event? What is the speaker’s tone, and why does source by reading and rereading it before offering an idea of
the tone matter? what its message is.
❏ To build on your partner’s ideas, ask clarifying questions. For
example, what do you think Rose Schneiderman means to
convey by her use of the word traitor (paragraph 19)? RESPOND TO THE
ESSENTIAL QUESTION
Allow time for students to add details from “Frances Perkins
RESPOND TO THE ESSENTIAL QUESTION and the Triangle Factory Fire” to their Unit 6 Response Logs.
CorrectionKey=TX-A

RESPONSE LOG
ACADEMIC VOCABULARY

you learned from the piece
of history writing, be sure to
Craig Kielburger
Reflects on Working
Toward Peace
Gather Information Review your use the Academic Vocabulary

annotations and notes on “Frances Perkins words. Check off each of the
words that you use.
and the Triangle Factory Fire.” Then, add
Sometimes a Dream
Needs a Push
❑ contrast
relevant details to your Response Log. A Poem for My

As you determine which information to Frances Perkins and

❑ despite
❑ error
Fire
include, think about: from The Story of
❑ inadequate
Fire
• people’s responses to tragic events R6 Response Log
❑ interact
• ways to support people affected by a tragic event
• steps that may help prevent a similar event from happening again
At the end of the unit, you can use your notes to help you write a
research report.

TXESE973237_U6CCS1RS.indd 487 2/7/2018 5:26:12 AM
Summarize Events Tell students to clarify the events in the piece by creating time
line graphic organizers of the events using the headings First, Next, Then, and Later. Have
them gather details from the text, words from the images they labeled earlier, cognates, and
home language descriptions to place under each head: all according to when the events
occurred. SUBSTANTIAL
Have students use cause and effect graphic organizers to summarize the events in David
Brooks’s piece on the Triangle Shirtwaist Factory Fire. MODERATE

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Identify the Critical Vocabulary word that is most
lobby closely related to the boldfaced word in each question. Be prepared to
CRITICAL VOCABULARY fatal
explain your choices.
distinguish
Answers: indifferent 1. Which vocabulary word goes with unimportant?
1. indifferent: When people feel indifferent about something,
they think it is not worth caring about; in other words, it is
2. Which vocabulary word goes with disastrous?
unimportant.
3. Which vocabulary word goes with distinct?
2. fatal: A fatal fire or other tragic event is disastrous, 4. Which vocabulary word goes with influence?
resulting in death and destruction.
3. distinguish: Being able to distinguish one thing from VOCABULARY STRATEGY: Latin Roots
another means being able to see what is distinct, or
unique, among them so you can tell them apart. Go to the Vocabulary A root is a word part that came into English from an older language.
Studio for more on Latin
roots. Roots from Latin appear in many English words. Note this comment by
4. lobby: When people call or email politicians, they are Mary Bucelli in “Frances Perkins and the Triangle Factory Fire”:
lobbying, or trying to influence politicians to support the
You see a multitude of things, but you can’t distinguish
cause they represent. anything. (paragraph 15)
The word distinguish contains a root, sting, from the Latin word
VOCABULARY STRATEGY: dīstinguere, which means “to separate.” You can see the root meaning in
the word distinguish; it literally means separating what you perceive, or
Latin Roots being able to tell things apart. Recognizing the root sting can help you
Answers: figure out the meanings of other words that include this root.
1. indistinguishable means that people cannot tell one Practice and Apply In each sentence, identify the word with the
thing from another, usually because those things are Latin root sting or its variation ting. Write what each word means. Use a
very similar. print or digital dictionary to check your ideas.
1. There are many kinds of maple trees, but most people think that
2. extinguish refers to an act that puts an end to
one maple tree is indistinguishable from another.
something. In the example, critics try to put an end to
________________________________________________________
some people’s dream.
2. Despite the criticism they got, they would not let anyone

3. undistinguished means something that cannot be extinguish their dream.
separated from the other things into a different ________________________________________________________
category. It is ordinary or unnoticed.
3. Although many of her players were undistinguished, the coach led
4. extinguisher refers to a device that puts out fires, often them to win games by inspiring them to work hard as a team.
by smothering the fire and separating the elements that ________________________________________________________
a fire needs to have all together to burn.
4. A fire extinguisher works by removing one or more of the three
elements of every fire: oxygen, heat, and fuel.
________________________________________________________
488 Unit 6
488 Unit 6
RESPOND
APPLY
Pronoun-Antecedent Agreement
To keep your writing clear, make sure that the pronouns that you use Go to Pronoun-
agree with their antecedents in number (singular or plural), gender
Antecedent Agreement
in the Grammar Studio to
(male, female, or neuter), and person (first, second, or third). learn more.
Pronoun-Antecedent Agreement
SINGULAR PRONOUNS PLURAL PRONOUNS Review the rules of pronoun-antecedent agreement with
students. Clarify the concept of “person” by explaining that
First person I / me / my, mine we / us / our, ours
it is the distinction between the speaker (first person), the
you / you / your, yours you / you / your, yours
person spoken to (second person), and other people (third
Second person
person). Have students look at the following sentences and
he, she, it / him, her, it / they / them / their, theirs determine whether the pronoun agrees with the antecedent.
Third person
his, her, hers, its
• The man next door was pretty unhappy before she met
Sylvia. (She is incorrect, because its antecedent is man
Look at these examples from “Frances Perkins and the Triangle Factory
Fire” and examine the pronouns and their antecedents.
and should be he.)
• I took the cat to the vet’s office, but they said there was
• Notice how the pronouns his and he agree with their antecedent, nothing wrong with him. (They refers correctly to the
Bernstein, in number (singular), gender (male), and person (third):
doctors at the vet’s office; because the antecedent cat
When Bernstein finally did take his eyes off the wall of
can be male, him is also correct.)
fire, he was astonished by what he saw. (paragraph 11)
• “Hassan, would you pick up a book for me.” (You is correct for
• Notice how the pronoun its agrees with its antecedent, fire the antecedent Hassan, and me is correct for the speaker.)
department, in number (singular), gender (neutral), and person
(third): Practice and Apply Have partners review each other’s
The fire department arrived quickly but its ladders sentences to check for correct prounoun-antecedent
could not reach the eighth floor. (paragraph 17) agreement. (Possible Answer: The Triangle Factory Fire was
• Notice how the pronoun she agrees with its antecedent, Perkins, in
a tragedy, but it could have been prevented. Unsafe working
number (singular), gender (female), and person (third): conditions were a main cause of the Triangle Factory Fire.
Perkins hardened. She threw herself into the rough and Frances Perkins was a witness to the fire, and she was deeply
tumble of politics. She was willing. . . . (paragraph 21) affected by it. After the fire, Perkins devoted her life to improving
working conditions and the lives of the poor.)
Practice and Apply Write 4 or 5 sentences that summarize this piece
of history writing. Try to use different pronouns. As you do, check to

make sure that the pronouns agree with their antecedents. Use the
ENGLISH LEARNER
examples and chart above as guides.
SUPPORT
Reinforce Pronoun Agreement Remind students
that pronoun subjects must agree in number with the
subjects they replace.
• Read aloud and display sentence frames for
students to complete orally. Have them use the
correct pronouns to replace subjects. Here are
two examples to help students practice using
the correct pronouns: Cora (He/She/It/They)
is in eighth grade. (She is in eighth grade.) The
girls (He/She/It/They) are going to the beach.
(They are going to the beach.) SUBSTANTIAL
Practice Consonant Clusters Have students practice the sh and th sounds in the • Have students read sentence frames such as the
following sentences while echo reading with you. Before beginning, display and one above to themselves. Have them use the
pronounce a few sh and th words. Have students practice with you: she, should show, correct pronouns. MODERATE
shirtwaist, that, they, thought. • Have students write paragraphs about a recent
Rose Schneiderman protested against the Triangle Shirtwaist Factory three years before trip or family experience in which they correctly
the fire. She went on strike with twenty thousand other shirtwaist workers. demonstrate pronoun usage. Remind them to
MODERATE use both singular and plural subject pronouns in
their paragraphs. LIGHT

PLAN
MENTOR TEXT COLLABORATE & COMPAR

E
from THE STORY

HISTORY WRITING
from
THE STORY OF
THE TRIANGLE
FACTORY FIRE
OF THE TRIANGLE
by Zachary Kent
pages 493–495
COMPARE AUTHORS’
?
PURPOSES AND
MESSAGES ESSENTIAL
FACTORY FIRE
Now that you’ve read “Frances QUESTION:
Perkins and the
Triangle Factory Fire,” read
an excerpt from The
Story of the Triangle Factory
think about the similarities
Fire. As you read, What inspires
and differences in
how each author presents
information about you to make a
the same event. After you
are finished, you will
collaborate with a small
group on a final project difference?
Division
that involves an analysis
of both texts.

Division [LC-USZ62-34985]
History Writing by Zachary Kent

HISTORY WRITING
FRANCES
Congress Prints & Photographs

PERKINS AND

THE TRIANGLE

This excerpt serves as a mentor text, a model for students to follow FACTORY FIRE
by David Brooks
pages 479–485
when they come to the Unit 6 Writing Task: Writing a Research Report. 490 Unit 6
7_LTXESE973237_U6CCS2GR.indd
490
4/7/2018 5:38:31 AM

HISTORY WRITING • Paraphrase text.
Remind students that the purpose of history writing, a form of • Analyze chronological text structure.
informational text, is to present accurate information about the • Examine subject-verb agreement with prepositional phrases.
past. Explain to students that the organization of history writing is • Conduct research about the Triangle Factory fire.
almost always strictly chronological, but also uses other structures, • Write a short historical fiction narrative.
such as problem and solution and key idea and details. Although the • Understand connotations and denotations.
history writer uses an objective point of view, the language of the
• Create a graphic novel page.
text can be emotional.
• Compare author’s message and purpose.
• Language Speak and write using chronological transition words.
TEXT COMPLEXITY
Quantitative
Measures The Story of the Triangle Factory Fire Lexile: 1110L
Ideas Presented Offers basic information; mostly explicit; clear purpose
Qualitative Structure Used Primarily explicit; chronological

Measures
Language Used Mostly explicit; some Tier II words
Knowledge Required Experiences may be less familiar
490A Unit 6
PLAN
Online
RESOURCES SUMMARIES
• Selection Audio This excerpt from The Story of the Este pasaje de La historia del
Triangle Factory Fire deals with incendio de la fábrica Triangle
• Reading Studio: Notice & Note the aftermath of the tragedy: the trata de las repercusiones de la
fault-finding in the days after the tragedia: el descubrimiento de las
Level Up Tutorial: Chronological
• LEVEL fire, the ensuing trial against the fallas en los días que siguieron al
Order
factory owners, and in the years incendio, el consiguiente juicio
Writing Studio: that followed, the movement to contra los dueños de la fábrica
•
Writing Narratives end unsafe working conditions y, en los años siguientes, el
S peaking and Listening Studio: through legislation. The excerpt movimiento para acabar con las
• includes many compelling peligrosas condiciones de trabajo
Giving a Presentation
quotations from people who were a través de la ley. El pasaje incluye
Vocabulary Studio: present at the fire and the trial. muchas citas persuasivas de
•
Connotations and Denotations The author’s point is that this quienes estuvieron presentes en
rammar Studio: Module 8: Lesson
G tragedy led to awareness el incendio y el juicio. El punto del
• and change. autor es que esta tragedia llevó a
2: Prepositional Phrase Interrupters
la conciencia y al cambio.
• ✔ The Story of the Triangle Factory Fire
Selection Test
SMALL-GROUP OPTIONS
Pinwheel Discussion Think-Pair-Share

• After students have read the excerpt from The • After students have read the excerpt from The
Story of the Triangle Factory Fire, ask them to create Story of the Triangle Factory Fire, pose this question:
pinwheel formations of six per group. Could a fire like that start in a factory today?
• For the first rotation, ask students to discuss what • Have students think about the question
happened days after the fire. individually and jot down ideas.
• For the second rotation, ask students what • Then, have pairs discuss their ideas about
happened at the trial. the question.
• For the third rotation, ask students to discuss what • Finally, ask pairs to share their responses with
happened in the years after the trial. the class.
The Story of the Triangle Factory Fire 490B

PLAN

for “The Story of the Triangle Factory Fire”

DISCUSS RESPONSIBILITY AND CHANGE CULTURAL REFERENCES
In this lesson, students will be asked to discuss the events that followed the The following words and phrases may be unfamiliar
Triangle Factory Fire of 1911. Several agencies worked together to determine to students:
who was to blame for the tragedy. As students discuss the investigations and • fix the fault (paragraph 1): decide who is responsible
the trial, these words will be useful:
• invite disaster (paragraph 1): be very dangerous
• responsible: The person or people who are responsible for something
• manslaughter (paragraph 2): the crime of killing
happening, have to make sure that something happens or takes place.
someone without planning to do so
• prevent: When you prevent something, that something will not happen.
• weighing the evidence (paragraph 2): considering all the
Have students complete sentence frames that use these words. information
Barry is _____ for getting breakfast to the students. • firetraps (paragraph 3): places where people would be
trapped during a fire
Nobody is _____ for the mess.
She can _____ the dog from playing on the grass.
LISTENING
Listen for Opinions Have students listen as you read aloud paragraph 2. Use the following supports with students at
varying proficiency levels:
Tell students that quotations
• Tell students that you will ask questions about what you just read aloud. Model that they
are a good places to look
should give a thumbs up for yes and a thumbs down for no. Ask: Did everyone agree with the
for opinions. Explain that
jury’s decision? (no) Did New York take action? (yes) SUBSTANTIAL
historical writing frequently
presents different opinions • Have students identify the different opinions expressed in the paragraph about the owners’
about the same historical legal responsibility for the fire. MODERATE
event. • Have students explain their feelings about the verdict. Then ask: After hearing how citizens
reacted during the trial, do you think they’ll be happy with the jury’s verdict? LIGHT
490C Unit 6
PLAN
SPEAKING
Discuss Quotations Reread paragraphs 5 and 6. Use the following supports with students at varying proficiency levels:
• Read aloud to students, and have them repeat: A primary source is something that someone
Have students discuss
actually said in the past, a quotation. A primary source is a picture someone took in the past, a
how primary source
photograph. SUBSTANTIAL
material can directly
connect the reader to • Read aloud to students the Perkins quotation in paragraph 6. Explain that to “die in vain” means to
a time and place in the “die for no reason,” or morir en vano in Spanish. Then ask students to discuss if the phrase “die in
past. Explain that both vain” is stronger than “die for no reason.” MODERATE
quotes and photographs • Read aloud the Perkins quotation in paragraph 5. Ask pairs of students to discuss the images,
are primary sources. “frozen horror,” and “hands on our throats,” that Perkins creates in the quotation. LIGHT
READING
Understand Problems Reread paragraphs 1 and 3–4 and explain that recognizing problems and solutions is an important part of
and Solutions understanding the text. Use the following supports with students at varying proficiency levels:
Draw students’ attention • Write the words problem and solution on the board. Then write: Rafael is very hungry.
to the problem described Rafael is going to eat lunch. Ask: What is the problem? (Rafael is hungry.) What is the solution?
in paragraph 1, (to eat lunch) SUBSTANTIAL
dangerous conditions for • Write the words fire and disaster on the board. Then ask student pairs to name two problems
workers, and the solution connected with these words in paragraph 1. MODERATE
described in paragraphs • Pair students and ask them to explain which problems named in paragraph 1 were addressed by
3 and 4, labor laws that which solutions in paragraphs 3–4. LIGHT
create safe conditions for
workers.
WRITING
Write a Fictional Use the following supports with students at varying proficiency levels:
Historical Narrative • As a group, decide on a character to write about. Help students write a one- or two-word description
of the character and a short phrase about what they did. (Fire Chief Crocker tries to protect people
Work with students
from fires.) SUBSTANTIAL
to read the writing
assignment on p. 497. • Provide sentence frames such as the following that students can use to craft their narratives: The
main character is _____. He/She is connected to the Triangle Factory fire because _____. My character
escapes because _____. MODERATE
• Remind students to use chronological signal words to link their details and events. Have pairs look
for additional places in their essays where they can use chronological signal words. LIGHT
The Story of the Triangle Factory Fire 490D

TEACH
HISTORY WRITING
from
Connect to the THE STORY OF
ESSENTIAL QUESTION THE TRIANGLE
The Triangle Factory fire inspired people like Frances Perkins
to make a difference in the lives of others by ending life- FACTORY FIRE
threatening working conditions in American factories. by Zachary Kent
pages 493–495
COMPARE AUTHORS’
PURPOSES AND MESSAGES
Point out to students that their comparison of the two texts
will include several different aspects: what the authors
are writing about and how they present their information.
COMPARE AUTHORS’ PURPOSES AND
MESSAGES ? ESSENTIAL
QUESTION:
Now that you’ve read “Frances Perkins and the
Tell students that although both texts are about the same
historical event, they focus on different aspects of the fire, its
Triangle Factory Fire,” read an excerpt from The
Story of the Triangle Factory Fire. As you read,
What inspires
causes, and the aftermath. think about the similarities and differences in you to make a
how each author presents information about
difference?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) Library of Congress Prints & Photographs Division
the same event. After you are finished, you will
MENTOR TEXT collaborate with a small group on a final project
At the end of the unit, students will be asked to write a that involves an analysis of both texts.
research report. This excerpt from The Story of the Triangle

Factory Fire as well as “Frances Perkins and the Triangle
Factory Fire” provide models of how authors present
historical information they have gathered through research.
HISTORY WRITING
FRANCES
PERKINS AND
THE TRIANGLE
FACTORY FIRE
by David Brooks
pages 479–485
490 Unit 6
490 Unit 6
GET READY
TEACH
fromThe Story of the
Triangle Factory Fire
QUICK START QUICK START
What can a person do after learning of a tragic event such as a fire,
Have students read the Quick Start question and form
flood, or tornado? Brainstorm ideas with a partner or small group.
partnerships or groups. Ask them to think about how
PARAPHRASE they might want to help if a natural disaster struck their
community or how people help victims of natural disasters in
When you paraphrase, you restate information that you read or GENRE ELEMENTS:
hear using your own words. Here is one way you might paraphrase a INFORMATIONAL TEXT other parts of the country or around the world.
sentence from The Story of the Triangle Factory Fire. • a blend of narrative and
informational writing that
ORIGINAL TEXT PARAPHRASE

deals with people and events
from the past
PARAPHRASE
They examined workers’ filthy They inspected where the
• presents the interactions Explain to students that you really have to understand a text
between people and events to
living conditions and witnessed workers lived and worked. maintain interest
in order to be able to restate it in your own words. That is,
the dangers of crippling machinery They found unhealthy homes paraphrasing is a good way to monitor comprehension. The
• uses an organizational pattern
and long work hours in dusty, dirty and dangerous working to present key ideas and skill is also useful when you are writing because it will help
firetraps. (paragraph 3) conditions. supporting details
you avoid plagiarism. Advise students to ask these questions
• may use language that
suggests the author’s
as they paraphrase information:
Paraphrasing key ideas and important details can help you understand
perspective • What is the main idea?
and remember what you read. As you read the selection, write short
paraphrases next to important information. • What are the details?
• Is there a conclusion or a point?
ANALYZE TEXT STRUCTURE
Effective history writing has a text structure—a particular way of
organizing ideas and information to support multiple topics and ANALYZE TEXT STRUCTURE
categories and subcategories in a text.
• Chronological order, or time order, is the arrangement of events in Discuss the two kinds of text structure and the different
the sequence in which they occur—what happens first, second, and signal words that are discussed on p. 491. Explain to
so on. When reading history writing, pay attention to dates, times,
students that historical writing may also combine these
and signal words such as next, then, before, after, later, and finally.
structures or use completely different approaches, like cause
Days after the Then the After a three- and effect or topic by topic. Tell students that writers choose
fire, city officials owners were week trial, a jury
structures that will best serve their ideas and purposes.

searched the charged with found the owners
rubble for clues. manslaughter. not guilty. For example authors of historical fiction might choose a
chronological approach because they are telling a story as it
• Problem-solution refers to a structure in which a problem is stated happens. Authors who write about a famous conflict might
and then solutions are proposed and analyzed. Words that may use a problem/solution approach.
signal a problem include challenge and issue. Words that may signal a
solution include propose, answer, and conclude.
As you read the selection, look for words and phrases that signal how
the information is arranged to help you understand the text.
The Story of the Triangle Factory Fire 491
TXESE973237_U6CCS2GR.indd 491 1/27/2018 8:59:09 AM

GET READY
hideous corridor enact reformer
To preview the Critical Vocabulary words, replace each boldfaced word

with a different word or words that have the same meaning.
CRITICAL VOCABULARY
1. The building once was beautiful, but now it was falling apart and
Remind students to look for context clues that suggest the looked (hideous) _______________.
meaning of each word.
2. The (corridor) _______________ was crowded with busy people.
Answers:
3. After a tragic event, people often demand that politicians (enact)
1. ugly; disgusting ______________ laws to prevent a similar event from happening.
2. passageway; hallway 4. One (reformer) _______________ can make a positive difference in

the lives of many people.
3. pass; vote in
4. protestor; activist LANGUAGE CONVENTIONS
Subject–Verb Agreement and Prepositional Phrases In sentences,
■■English Learner Support verbs must agree (or match) their subjects in number. If subjects and
verbs don’t agree, readers may be confused. Look at this sentence:
Use Cognates Explain to students that two of the Critical
Vocabulary words have Spanish cognates: corridor/corredor, The workers in the factory are weaving.
reformer/reformador. ALL LEVELS Are weaving (the verb) agrees with workers (the subject). Notice the
prepositional phrase in the factory does not change the subject-verb
agreement. As you read the excerpt from The Story of the Triangle
LANGUAGE CONVENTIONS Factory Fire, notice subject–verb agreement.
Remind students that agreement between subjects and
verbs in English is usually simple.
• Most verbs show the difference between singular and
plural only in the third person of the present tense.
NOTICE & NOTE
• In the present tense, the third-person singular form ANNOTATION MODEL
ends in –s. As you read, note the text structure. You can also mark up passages
• A verb agrees only with its subject. When words come and paraphrase them. In the model, you can see one reader’s notes
between a subject and a verb, ignore them when about this text from The Story of the Triangle Factory Fire.

considering proper agreement.
3 . . . In October 1911 the city established These phrases tell me that the
a Bureau of Fire Prevention to inspect safety special commission was created
before the Bureau of Fire
ANNOTATION MODEL standards in other buildings. Five months earlier
Prevention was established.
the New York State legislature created a special
Remind students to look for signal words that indicate Factory Investigating Commission. Through
text structure and to choose important ideas or points the next four years Commission investigators My paraphrase: “Investigators
to paraphrase. Point out that students may choose to crawled and pried through the rooms and cellars spent four years inspecting
circle structural elements and underline text they wish to of factories and tenement houses all across the factories and run-down
state. apartment buildings.”
paraphrase or create their own annotation methods, like
color-coding.
492 Unit 6
492 Unit 6
NOTICE & NOTE
BACKGROUND TEACH
Zachary Kent (b. 1951) is the author of more than fifty books for
young readers. He writes primarily about history. A historical event such
as the Triangle Factory Fire can be so dramatic and so haunting that
it compels generations that follow to dissect its details and trace BACKGROUND
its impact. In Kent’s account, he recounts what happens and
examines the fire’s long-term effects. Inform students that like most writers of history, the author
used multiple sources for his research. Tell students that
Zachary Kent has also written biographies of Abraham
Lincoln and Charles Lindbergh.
PREPARE TO COMPARE
Direct students to use the Prepare to Compare prompt to
focus their reading.
from
THE STORY OF THE PARAPHRASE
TRIANGLE FACTORY FIRE Remind students that the purpose of paraphrasing text
History Writing by Zachary Kent is to help them understand and remember important
information. (Answer: The building was unsafe because there
were no fire escapes, doors did not open out, the workers were
PREPARE TO COMPARE
packed into crowded areas, and exits were blocked.)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Janna Herbert; (b) Library of Congress Prints &
As you read, pay attention to the way in which the author presents Notice & Note
information about this deadly fire, especially how he structures Use the side margins to notice
or organizes facts and other details. Consider what you learn and note signposts in the text.
about the aftermath of the fire and why the author includes this
information.
1
I n the days following the fire, city officials sifted through
the charred rubble at the Asch Building and tried to fix
the fault for the tragedy. Fire Chief Croker angrily stated,
PARAPHRASE
Annotate: Mark text details
in paragraph 1 that reveal the
building’s condition when the
“There wasn’t a fire escape anywhere fronting on the street fire occurred.
by which these unfortunate girls could escape.” Doors that
Photographs Division [LC-USZ62-41871]
Interpret: In your own words,

opened inward instead of outward, overcrowding in work describe the condition of the
areas, and blocked exits also were to blame. Fire Marshal building when the fire took
place.
William Beers stunned New Yorkers by soon declaring, “I
can show you 150 loft buildings far worse than this one.”
Lillian D. Wald of the Joint Board of Sanitary Control also
reported on the general situation. “The conditions as they
now exist are hideous. . . . Our investigators have shown hideous
(h∆d´∏-∂s) adj. When something
that there are hundreds of buildings which invite disaster is hideous, it is repulsive or
just as much as did the Asch structure.” revolting.
CRITICAL VOCABULARY
hideous: The conditions at the factory must have been
extremely bad to be called hideous.
ASK STUDENTS what are examples of hideous things
people see nowadays. (Students might say rundown
buildings, pollution, garbage.)

NOTICE & NOTE
TEACH
corridor 2 Accused of ignoring their employees’ safety, Triangle
(kôr´∆-d∂r) n. A corridor is a
narrow hallway or passageway. owners Blanck and Harris were charged with manslaughter.
During the three week trial angry citizens packed the
courtroom. Outside, in the corridors, women screamed,
QUOTED WORDS QUOTED WORDS
“Murderers! Murderers! Make them suffer for killing our
Notice & Note: In paragraph 2,
Remind students that this signpost is used to indicate the children!” Lawyers argued that Blanck and Harris kept all of the
mark the three speakers whom
opinions or conclusions of someone who is an expert on the the author quotes. Triangle doors locked during the workday, therefore causing
subject or an eyewitness. (Answer: The quotations provide many of the deaths. Weighing the evidence, however, the jury
Infer: Why do you think the
author includes three very returned a verdict of not guilty. “I cannot see that anyone was
perspectives from three different parties: angry citizens, a
different quotations in this responsible for the disaster,” explained juror H. Houston Hierst.
member of the jury, and a newspaper. The author presents all paragraph? “It seems to me to have been an act of the Almighty.”1 The New
three to give a full account of the public’s reaction.) York Call viewed the matter differently. “Capital can commit no
For listening support for students at varying crime,” it angrily declared, “when it is in pursuit of profits.”
proficiency levels, see the Text X-Ray on page 490C. 3 Furious New Yorkers refused to let the issue rest. In October
1911 the city established a Bureau of Fire Prevention to inspect
safety standards in other buildings. Five months earlier the New
York State legislature created a special Factory Investigating
PARAPHRASE Commission. Through the next four years Commission
Remind students that paraphrasing will help them investigators crawled and pried through the rooms and cellars
ANALYZE TEXT STRUCTURE
understand, remember, and summarize a text. (Answer: Annotate: In paragraph 4, mark
of factories and tenement houses2 all across the state. They
Quotation choices will vary, as will reasons for choices. Possible words and phrases that signal examined workers’ filthy living conditions and witnessed the
paraphrases: We rushed over when we heard about the fires. chronology, or time order. dangers of crippling machinery and long work hours in dusty,
Analyze: Remember that the dirty firetraps.
What we saw horrified us. OR We will always remember the fire happened in 1911. What 4 As a result of the Commission’s shocking findings, New
deaths of the workers and they will inspire us to make changes) does this later chronology of
events tell the reader about the
York State quickly passed thirty-three new labor laws by
effects of the fire? 1914. These laws formed the foundation of New York State’s
Industrial Code, the finest in the nation. Soon other states
ANALYZE TEXT enact followed New York’s example and enacted protective labor laws.
STRUCTURE (≈n-√kt´)v. If you enact
something, you make it into
5 One Factory Commission investigator had witnessed the
a law. fateful Triangle fire. Frances Perkins said, “We heard the fire
Remind students that authors use words that signal time engines and rushed . . . to see what was going on. . . . We got
so readers can follow the sequence of events. (Answer: The PARAPHRASE there just as they started to jump. I shall never forget the frozen
phrase “by 1914” indicates that legislators took swift action Annotate: Reread paragraphs horror which came over us as we stood with our hands on our
5–6. Mark the quotation by
after the fire; the word soon indicates that other states followed throats watching that horrible sight, knowing that there was

Frances Perkins that you
New York’s example quickly after.) connect with more. no help.”
Interpret: In your own words,
paraphrase that quotation. Why
did you choose it?
1
an act of the Almighty: a term that refers to events or actions that are beyond the
control of human beings (and, therefore, that happen through the will of God).
2
tenement houses: very run-down city apartments where the poor and immigrants
often live.
CRITICAL VOCABULARY 494 Unit 6
corridor: The women were not in the courtroom itself;

they were right outside the door in the corridors. 7_LTXESE973237_U6CCS2.indd 494 4/9/2018 8:12:20
ASK STUDENTS why the women were in the corridors.

(There probably wasn’t enough room for them in the
courtroom; the judge might have been afraid that they would
disrupt the trial.)
enact: By enacting new laws, state governments made
bad working conditions illegal.
ASK STUDENTS how new state laws get enacted.
(They have to be presented to the state legislature and the
members vote on them.)
494 Unit 6
NOTICE & NOTE
TEACH
6 In 1933 President Franklin Roosevelt named Frances reformer
(r∆-fôrm´) n. A reformer seeks to
Perkins secretary of labor. She and other social reformers improve or correct practices or
dedicated their lives to insuring worker safety throughout behaviors that cause harm.
the country. “They did not die in vain and we will never ANALYZE TEXT STRUCTURE
forget them,” vowed Perkins. From the ashes of the tragic Annotate: In paragraph 6, mark ANALYZE TEXT STRUCTURE
words and phrases that help
Triangle factory fire came help for millions of United States
you determine the chronology, Remind students that chronological order is the most
laborers today. or time order, of this paragraph.
common way of structuring history writing, and it is usually
Critique: Do you agree that
combined with other structures. (Answer: Yes—Students
the workers would not be
forgotten, even today? Why or of history are still reading about this tragic event. No—Working
why not? conditions are still bad in many places, and we don’t change
them.)
CHECK YOUR UNDERSTANDING CHECK YOUR

UNDERSTANDING
section on the following page.
1 According to the author, what statement by Fire Marshal William
Beers stunned New Yorkers? Answers:
A The Triangle Factory building was going to be rebuilt. 1. B
B Other factory buildings were in even worse condition. 2. H
C The Triangle Factory owners were being charged with crimes.
3. D
D There was no more money left to fight other fires.
If they answer any questions incorrectly, have them reread
2 In paragraph 2, how does the juror’s viewpoint compare to that of the text to confirm their understanding. Then they may
angry citizens?
F Only the citizens felt that the fire could have been prevented.
G Jurors believed that the fire was the fault of the workers.
H Only the jurors believed that the fire was not the owners’ fault.
J Jurors and citizens agreed that the fire was no one’s fault.
3 Which conclusion is best supported by the information in this

piece of history writing?

A The fire resulted in New York City’s becoming the safest city in
the United States.
B After the fire, American industry saw a decline in the number of
women in the workplace.
C Even after the fire, the problem of unsafe working conditions
was never addressed.
D The fire resulted in new laws being passed to improve the safety
of workers.

Oral Assessment Use the following questions to asses students’ comprehension and
speaking skills:
CRITICAL VOCABULARY
1. What did Fire Marshal William Beers say that surprised New Yorkers? (Other factories were
in even worse condition.) reformer: Social reformers are people who work hard to
pass laws that will make life better for all.
2. How is what the people on the jury thought different from what the people of New York
thought? (Only the jurors believed the owners were not guilty.) ASK STUDENTS what causes they would support if they
became reformers. (Answers will vary but might include
3. What does the selection say happened because of the fire? (New laws were passed to improve
the safety of workers.) SUBSTANTIAL/MODERATE environmental or social justice issues.)

RESPOND
APPLY
ANALYZE THE TEXT
1. Cite Evidence What was true of factories in New York City before
ANALYZE THE TEXT the Triangle Factory Fire? Cite details from the text that support
Possible answers: your answer.
1. DOK 3: In paragraph 1, the author details the unsafe 2. Summarize In two or three sentences, summarize the changes
conditions in the factory and provides two quotations that occurred in the aftermath of the tragedy. Be sure to mention
stating that other factories at the time were just as unsafe the time period over which the changes happened.
or worse and that similar tragedies could occur. 3. Critique What is the author’s main method of organization in this
piece of history writing? Why is it useful for the author’s purpose?
2. DOK 2: In the first four years after the fire, which took
place in March 1911, officials investigated other factories 4. Evaluate Review the primary source quotations in the text. How
and tenements, which led to the passage of new labor laws well do they help readers better understand the fire’s aftermath?
in 1914 and subsequent worker safety measures in New 5. Notice & Note Review the statement by Frances Perkins in the
York and in other states. final paragraph. Why did the author include Perkins’s comment?
What does it add to this account of the Triangle Factory Fire?
3. DOK 3: The author uses chronological organization,
starting with the fire and ending in the present.
RESEARCH
Chronological order helps readers understand that the
RESEARCH TIP Think of something or someone you want to learn more about in
tragic fire led to significant positive results, including new For many historical topics, connection with the Triangle Factory Fire. For example, do you want to
labor laws and improvements in worker safety. consider looking for both
primary and secondary
learn more about the working conditions before the fire? More about
4. DOK 4: The primary source quotations provide readers sources. Primary sources the laws that were enacted after the fire? More about the historical
with multiple perspectives on the trial and present provide personal, subjective figures named in the article? Choose a topic that interests you and is
views of the event because related to the fire. Research the topic and record what you learn in the
firsthand evidence that supports the idea that new laws they are created by someone
were enacted as a result of the fire. who took part or witnessed
chart. Also use the chart to keep track of the sources you used.
it. Primary sources include
5. DOK 4: The author uses Perkins’s words to bring the text to diaries, autobiographies, and TRIANGLE FACTORY FIRE
photographs. Secondary What or Who: __________________________
a powerful close and to support his claim that the fire led to
sources provide an overview of Explanation/description Primary sources
many positive changes. the event and factual details.
Answers will vary but should https://trianglefire.ilr.cornell.edu
include important facts and other https://www.osha.gov/oas/
information that gives readers a trianglefactoryfire.html
RESEARCH

basic understanding of the topic
Have students read the Research Tip. Remind them to Significance Secondary sources
use reliable websites from reputable governmental and Answers will vary but should be : https://www.smithsonianmag.com/
academic institutions. directly related to the fact and other history/uncovering-the-history-of-the-
information provided above triangle-shirtwaist-fire-124701842/
Connect Answers will vary but should address factory http://www.pbs.org/wgbh/
working conditions before the Triangle fire and the americanexperience/films/triangle/
legislation, improved conditions, and reformers that Connect In the final paragraph, Frances Perkins is quoted as saying,
followed. “They did not die in vain. . . .” With a small group, discuss how what you
learned relates to Perkins’s statement.
496 Unit 6

Use Graphic Organizers If students are having difficulty discerning the chronology of
events and the author’s purpose in writing this text, distribute a three-column, three-row
graphic organizer. The column headings should read: What Happened, Why It Happened, and
Quotations. The row names should read: Days After, Months After, and Years After. Work with
students to complete the graphic organizer.

the following Level Up Tutorial: Chronologial Order.
LEVEL
496 Unit 6
RESPOND
APPLY
CREATE AND ADAPT
Write Historical Fiction Create a fictional narrative based on Go to Writing Narratives:
Point of View and
information from the selection and your own research. Remember: Characters in the Writing
historical fiction includes real places, people, and events, but writers
Studio for more help.
CREATE AND ADAPT
use their imagination to create scenes, dialogue, and characters.
Write Historical Fiction Help students create a main
❏ Choose a situation related to the fire. Establish a point of view: a character for their narrative. Have them answer the following
first-person narrator or third-person narrator. Review information
from the selection and your research to gather details. questions about the worker they are going to write about.
❏ List key events in chronological order. Use vivid language to Explain that students don’t have to include all this
describe feelings and actions. Include a conclusion that follows information in their narrative, but knowing it will help them
from the sequence of events.
make their character more real.
❏ Read your narrative aloud to yourself or to a classmate and make
any revisions that you think will make the story more powerful. For writing support for students at varying
Create a Graphic Novel Page Adapt the courtroom scene described Go to Using Media in proficiency levels, see the Text X-Ray on page 490D.
in paragraph 2 of The Story of the Triangle Factory Fire into a page for a Speaking and Listening
Studio to learn more.
graphic novel. Create a Graphic Novel Page Review the list of
❏ Visualize the scene. Then, identify the key images so that your guidelines with students. Remind them that they must come
readers also can visualize it. up with ideas for images as well as text. Allow students to
❏ In a graphic novel, space for words is limited, so decide which work independently to jot down ideas before working with a
dialogue and descriptive words and phrases are most essential
partner.
for the scene.
❏ Share your first draft with a classmate and ask for feedback.
Revise the images or words for the greatest impact; then share
your final version in a brief presentation. RESPOND TO THE
ESSENTIAL QUESTION
Allow time for students to add details from The Story of the
RESPOND TO THE ESSENTIAL QUESTION Triangle Factory Fire excerpt to their Unit 6 Response Logs.
Encourage them to use chronological order to organize their

CorrectionKey=TX-A

RESPONSE LOG
ACADEMIC VOCABULARY
details.

you learned from the piece
of history writing, be sure to
Craig Kielburger
Reflects on Working
Toward Peace
Gather Information Review your notes from It Takes a Child

use the Academic Vocabulary
on the excerpt from The Story of the words. Check off each of the
words that you use.

Triangle Factory Fire. Then, add relevant
Sometimes a Dream
Needs a Push

❑ contrast
determine which information to include, Frances Perkins and

❑ despite

Fire
think about: ❑ error

from The Story of
Fire
❑ inadequate
• the sequence of key events that took R6 Response Log
❑ interact
place after the fire
• why these events took place when they did

At the end of the unit, use your notes to help you write a research report.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply Answer each question by using the Critical
hideous Vocabulary word in a complete sentence.
CRITICAL VOCABULARY corridor
enact
1. Why might people react with shock if they saw something that
Possible answers: reformer
was hideous?
1. It can be very upsetting to see something so ugly that it is
2. Why is it important to keep a corridor clear of obstacles?
called hideous.
3. What can people do to persuade local politicians to enact a law?
2. People won’t be able to get to the elevator if the hallway, or
4. How would you describe a reformer who helps bring about a
corridor, has obstacles.
positive change in society?
3. People can persuade local politicians to enact, or pass,
laws by protesting. VOCABULARY STRATEGY: Connotations
4. A reformer is a person who is dedicated to bringing about and Denotations
improvements in society. Go to the Vocabulary A word’s denotation is its literal, dictionary meaning. A word’s
Studio for more on
connotations and connotation comes from the ideas and feelings associated with the
denotations. word. The author of The Story of the Triangle Factory Fire chose some
VOCABULARY STRATEGY: words because of their connotation. He also chose quotations whose
speakers likely did the same, as in this comment by Lillian D. Wald:
Connotations and Denotations
The conditions as they now exist are hideous. . . .
Answers:
The choice of hideous suggests that the conditions were terrible and
1. determined: It has a stronger positive connotation than revolting. The word suggests an image that would upset most readers.
serious and better suits the word refused.
Some words have positive connotations; other words have negative
2. disgusting: It has a stronger negative connotation tan connotations. To determine a word’s connotation, examine the context
messy and better suits the word filthy. of the phrase, sentence, or paragraph in which the word appears.
3. alarming: It has a stronger negative connotation than Practice and Apply For each item, mark the word you think better
surprising and better suits the word shocking. expresses the meaning of the sentence. Use a print or online dictionary
4. devoted: It has a stronger positive connotation than to help you. Then explain your choice to a partner.
helpful and better suits the word dedicated. 1. “Furious New Yorkers refused to let the issue rest.”

The people were (serious, determined).
2. “They examined workers’ filthy living conditions. . . .”
The workers’ living conditions were (disgusting, messy).
3. “As a result of the Commission’s shocking findings, New York State
quickly passed thirty-three new labor laws. . . .”
The findings were (surprising, alarming).
4. “She and other social reformers dedicated their lives to insuring
worker safety. . . .”
These reformers were (helpful, devoted).
498 Unit 6

Use Prior Knowledge Provide students with additional practice with positive and negative
connotations. Write the following word pairs on the board: funny/silly, childish/childlike,
inexpensive/cheap, slim/skinny, curious/nosy etc. Ask students to identify which word in the pair
has the more positive or negative connotation. Allow them to look up words in the dictionary if
necessary. MODERATE/LIGHT
498 Unit 6
RESPOND
APPLY
Subject–Verb Agreement and Prepositional Phrases
As you know, the subject and verb in a clause must agree in number. Go to Intervening
Agreement means that if the subject is singular, the verb is also

Prepositional Phrases in
the Grammar Studio for LANGUAGE CONVENTIONS:
more help.
singular, and if the subject is plural, the verb is also plural. Most verbs Subject-Verb Agreement and
show the difference between singular and plural only in the third Prepositional Phrases
person of the present tense. In the present tense, the third-person
singular forms ends in -s. Explain to students that if subject and verb don’t agree, a
text will become confusing for the reader. Demonstrate
Singular Plural
the awkward and incorrect form a sentence can take
I work we work
you work you work
when the verb be causes subject-verb disagreement:
she, he, it works they work People protested against conditions they think is unsafe.
However, the verb be causes subject-verb agreeement issues because Tell students that it takes practice to use the verb be
this verb doesn’t follow the usual patterns. It is important to pay correctly.
particular attention to agreement with this verb.
Model using the correct verb in the following sentences:
FORMS OF BE
Present Tense Past Tense I am/are going to the market with my mother.
Singular Plural Singular Plural They is/are very good friends of mine.
I am we are I was we were
you are you are you were you were Tell students that because the verb be doesn’t follow
she, he, it is they are she, he, it was they were rules that may be more familiar to them, they should
refer to the forms of be in the chart on p. 499 until they
In addition, you need to pay attention to words between a subject
and a verb. A verb only agrees with its subject. Therefore, when a
become accustomed to using it correctly.
prepositional phrase or other words come between a subject and a
verb, ignore them and focus on identifying the subject and making Practice and Apply Have partners check whether they
sure the verb agrees with it. Notice the prepositional phrase “of the have chosen the correct verb form for each sentence.
tragic Triangle factory fire” does not change the agreement of ashes Answers:
and came in this example from The Story of the Triangle Factory Fire:
1. are
From the ashes of the tragic Triangle factory fire came
help for millions of United States laborers today. 2. wasn’t
Practice and Apply Choose the verb that agrees with the subject. 3. were
4. were
1. Today, the victims of the Triangle factory fire (is / are) remembered.
2. The safety of workers (wasn’t / weren’t) as important as today. 5. anger

3. Citizens in the courtroom (was / were) furious with the verdict.
4. Investigators in the tenement buildings (was / were) searching for

dangerous conditions.
5. The details of the 1911 fire (anger / angers) public safety officials.

Language Conventions Provide students with more subject/verb agreement practice.

Choose a verb, write it on the board, and have students use the correct present tense form of
the verb to complete your prompts. For example: think: I ____. You _____. The boy _____. The
boys ______. The girl _____. Then add prepositional phrases to the prompts: The boys in the
room _______. Make sure students pronounce the final ‘s’ sound for each third-person singular
response. SUBSTANTIAL/MODERATE

RESPOND
APPLY
Collaborate & Compare
COMPARE AUTHORS’ AND MESSAGES
PURPOSES AND Why compare the purpose (reason for writing) and message (most
MESSAGES FRANCES PERKINS important idea) of two authors who wrote about the same historical
AND THE TRIANGLE event? Comparing the texts can give you a greater understanding of
Before students work with their partners to complete the FACTORY FIRE
History Writing by the event and new insights into the lives of the people involved.
chart, review the meaning of tone (mood/attitude) and David Brooks
point of view (objective/subjective). Explain that examining With a partner, complete the chart and then determine each author’s
these elements, along with the details each author from THE STORY OF THE
purpose and message. Finally, discuss how the texts are similar and
emphasizes, will help students identify the authors’ purpose TRIANGLE FACTORY FIRE how they differ. Cite text evidence in your discussion.
History Writing by
Zachary Kent
and message. Tell students that although both pieces
DAVID BROOKS’S ZACHARY KENT’S
of historical writing cover the same event, they focus on ACCOUNT ACCOUNT
somewhat different aspects. Advise students to keep these
differences in mind as they proceed.
Author’s tone
Author’s point of
view
ANALYZE THE TEXTS Emphasized details
Possible answers:
1. DOK 2: The Story of the Triangle Factory Fire; it covers the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) Library of Congress Prints & Photographs Division
short-term and long-term effects in more detail than the
other account does.
What is the author’s
2. DOK 2: Frances Perkins actually witnessed the fire. purpose and
message?

The tragedy affected her deeply and motivated her to
improve working conditions for factory workers, which
she did as a Factory Commission investigator and as
President Franklin Roosevelt’s Secretary of Labor.
ANALYZE THE TEXTS
3. DOK 2: Both used primary sources, including
Discuss these questions in your group.
eyewitness accounts.
1. Cause/Effect Which of the two texts would you use to research
4. DOK 4: Both authors emphasize the importance of safe the effects of the Triangle Fire? Why?
working conditions and of people working to improve
2. Compare Look back at both texts to find mention of Frances
worker safety. Today, we have fire and other emergency
Perkins. Why is she an important person to know about?
drills, and our buildings have smoke alarms and fire and
safety inspections. These measures are the results of 3. Infer What kinds of sources did both authors use in researching
this topic?
laws and regulations designed to prevent tragedies like
the Triangle Factory Fire. 4. Connect What idea presented by both authors is most relevant to
us today? Why?
500 Unit 6

7_LTXESE973237_U6FCCRS.indd 500 2/5/2018 12:40:39
Ask Questions Use the following questions to help students focus their comparisons as they
work on their charts:
1. What text is better to use for researching the effects of the Triangle Fire? Why?
2. Why is Frances Perkins an important person in both texts?
3. What kinds of sources did both authors use to research the Triangle fire?
4. Where does the information in each piece fit into the fire’s overall chronology?
Remind students that their goal is to find similarities and differences between the
two texts. MODERATE/LIGHT
500 Unit 6
RESPOND
APPLY
RESEARCH AND SHARE
Now, your group can continue exploring the ideas presented in these Go to Giving a
Presentation in the
texts. As a team, collaborate on research about another significant Speaking and Listening
fire in history and its effects. Then present your findings in an oral Studio for help. RESEARCH AND SHARE
presentation. Follow these steps:
Remind students that they are conducting research for an
1. Focus Your Research As a group, decide on a historic fire to RESEARCH TIP oral presentation. Have them decide on the role each group
When incorporating member will play both in the research and the presentation
research. Begin by searching general terms such as “great fires in
information from the sources
history” or specific historic fires such as the Great Fire of London you find, be sure to guard
so that everyone participates equally.
(1666), the Great Fire of Chicago (1871), or the Iroquois Theater against plagiarism—that is,
1. Focus Your Research Encourage students to do
Fire (1903). Use your search results to help you choose the fire you using someone else’s words
all want to explore. and not giving the person preliminary research on all three of the fires mentioned
credit for them. If you quote to determine which one they would like to choose
2. Gather Information Once you’ve agreed on the focus of your or paraphrase a source, keep
information about the source for their presentation. Allow students to write
research, plan how you will each gather information using credible
and give credit in your work. about a different fire, provided that there is enough
online and print resources. You can use a web to guide your
research and to record information about the fire. Then use it as a researchable information about it. Help groups achieve
framework for an oral presentation of your findings. consensus on their choice.
2. Gather Information Point out the Research Tip.
Cause(s):
Remind students to record where they got their
information. Encourage them to look for eyewitness
accounts and other primary sources whenever
possible. Advise them to include quotations
What Who
happened? was involved and record them accurately and to be mindful of
or affected? chronology. Point out that they should use the web to
Name
record their information. Encourage students to look
of fire and
date:
for images as well.
3. Present What You Learn To prepare for the
presentation, help students shape their research so
it has a purpose, a message, and an overall structure.
Remind them to include important elements like causes
Effect(s):
and effects. Then have them decide on the format.
Allow groups to rehearse their presentations.
3. Present What You Learn Everyone in your group is now an

expert on this historic fire and its effects. Discuss which aspects
of the fire you each will present and how you will present the
information. Consider including a timeline and other images to
enhance your presentation. Also prepare for follow-up questions
from your audience.
Collaborate & Compare 501

TXESE973237_U6FCCRS.indd 501 2/5/2018 12:40:41 AM
Use Timelines If students find it difficult to organize their research, encourage them to use a timeline
for a more visual approach. If students have difficulty focusing their presentations and structuring
them accordingly, work with them to develop an overall strategy. Ask them to think about the kind of a
presentation they would like to give and provide them with options: Will it focus on cause and effect?
Will it be a chronological account? Will it be more of a narrative that is based on eyewitness accounts?
Will it be some combination of these elements? Then assist students in creating an outline for their
presentations.
Collaborate & Compare 501

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 6 What inspires • Read the descriptions to see which text grabs your interest.
Response Log and think about what inspires people to make you to make a • Think about which genres you enjoy reading.
a difference. As they choose their Independent Reading
difference?
selections, encourage them to consider what more they
want to know. Notice Note
In this unit, you practiced asking Big Questions and noticing and
noting two signposts: Extreme or Absolute Language and Quoted
Notice & Note
NOTICE NOTE Words. As you read independently, these signposts and others will aid
Explain that some selections may contain multiple signposts; your understanding. Below are the anchor questions to ask when you
others may contain only one. And the same type of signpost read literature and nonfiction.
can occur many times in the same text.
Reading Literature: Stories, Poems, and Plays
Signpost Anchor Question Lesson
Contrasts and Contradictions Why did the character act that way? p. 99
LEARNING MINDSET Aha Moment How might this change things? p. 3
Grit Good things start to happen when inspiration Tough Questions What does this make me wonder about? p. 362
yields perspiration: when sturdy people push hard in a Words of the Wiser What’s the lesson for the character? p. 363
positive direction. Remind students to summon again
Again and Again Why might the author keep bringing this up? p. 3
(and again) the grit they found in themselves in taking
on and surmounting an obstacle. If there’s some part Memory Moment Why is this memory important? p. 2
of a lesson they struggle with, encourage students to
dig in and keep trying —and to ask for help when they Reading Nonfiction: Essays, Articles, and Arguments
could use some. Signpost/Strategy 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
Why did the author use this language? p. 182
Language
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?
502 Unit 6

7_LTXESE973237_U6IR.indd 502 4/7/2018 5:59:35
Develop Fluency Select a passage from a text that matches students’ reading abilities. Read the passage aloud while students follow along silently.
• Have students echo read two to three sentences from the passage after you. Check their comprehension by asking yes/no questions about the passage.
Encourage students to respond verbally instead of with gestures. SUBSTANTIAL
• Have students work with a partner to read the passage aloud. Encourage them to ask and answer questions if they come across confusing or unfamiliar
text in the passage. MODERATE
• Have students take turns reading the passage aloud to a partner, correcting each other’s pronunciation and rate as they read. Provide students with
written comprehension questions about the passage. Instruct students to respond to the questions using complete sentences.
LIGHT
502 Unit 6
INDEPENDENT
READING INDEPENDENT READING
You can preview these texts in Unit 6 of your eBook.
Then, check off the text or texts that you select to read on your own.
ARTICLE MATCHING STUDENTS TO TEXTS

Learn how people are making
Difference Maker: a difference to the condition Use the following information to guide students in choosing
❑ John Bergmann and
Popcorn Park
of wildlife and domesticated their texts.
animals that are distressed.
David Karas
Difference Maker:
AUTOBIOGRAPHY John Bergman and Popcorn Park Lexile: 1130L
Explore how the words of a
Genre: article
from
❑ Walking with the Wind young preacher inspired a
lifetime of political activism.
Overall Rating: Challenging
John Lewis
from Walking With the Wind Lexile: 940L
Genre: autobiography
SHORT STORY Overall Rating: Accessible
What happens when a young
Doris Is Coming girl in the early 1960s refuses
❑ ZZ Packer to be intimidated by the racist
Doris Is Coming Lexile: 880L
rules of her hometown? Genre: short story
Overall Rating: Accessible
INFORMATIONAL TEXT
Seeing Is Believing Lexile: 1100L
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Creatas/Getty Images; (tc) ©Steve Schapiro/Corbis
Find out how the work of a

Premium Historical/Getty Images; (bc) ©ChuckSchugPhotography/iStock/Getty Images; (b) Library of Congress Prints &
Seeing Is Believing single photographer helped Genre: informational text

❑ Mary Morton Cowan change the lives of America’s Overall Rating: Challenging
poorest children.
Collaborate and Share To assess how well students

Collaborate and Share Get with a partner to discuss what you Go to the Reading Studio read the selections, walk around the room and listen to
for more resources on
learned from at least one of your independent readings. Notice & Note. their conversations. Encourage students to be focused and
• Give a brief synopsis or summary of the text. specific in their comments.
• Describe any signposts that you noticed in the text and explain what
they revealed to you.
for Assessment
Photographs Division [LC-DIG-nclc-01139]
• Describe what you most enjoyed or found most challenging about

the text. Give specific examples. • Independent Reading Selection Tests
• Decide if you would recommend the text to others. Why or why not?
Encourage students to visit the Reading Studio to

download a handy bookmark of NOTICE & NOTE
signposts.
Independent Reading 503

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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 503

PLAN
6 Tasks
UNIT
HISTORY WRITING
from
THE STORY OF
THE TRIANGLE
MENTOR TEXT FACTORY FIRE
by Zachary Kent
pages 493–495
THE STORY OF COMPARE AUTHORS’

MESSAGES
PURPOSES AND
Now that you’ve read “Frances

Triangle Factory Fire,” read
Perkins and the
an excerpt from The
? ESSENTIAL
QUESTION:
THE TRIANGLE
Story of the Triangle Factory
think about the similarities
Fire. As you read, What inspires
• WRITE A RESEARCH REPORT

and differences in
how each author presents
information about you to make a
the same event. After you
are finished, you will
collaborate with a small
group on a final project difference?
Division
that involves an analysis
of both texts.

FACTORY FIRE
Division [LC-USZ62-34985]
HISTORY WRITING
FRANCES
• PARTICIPATE IN A PANEL
Congress Prints & Photographs

PERKINS AND

THE TRIANGLE

History Writing by FACTORY FIRE
by David Brooks
DISCUSSION
pages 479–485
ZACHARY KENT
490 Unit 6
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LEARNING OBJECTIVES
Writing Task
• Write a research report about an inspirational person Assign the writing Task in Ed.
from Unit 6.
• Use strategies to plan and organize material. RESOURCES
• Develop a focused, structured draft.
• Unit 6 Response Log
• Use the mentor text as a model for descriptive
language, literary devices, and strong supporting • Reading Studio: Notice & Note
detail.
• riting Studio: Conducting
W
• Revise drafts, incorporating feedback from peers. Research
• Edit drafts to avoid plagiarism.
• Use a rubric to evaluate writing. • riting Studio: Using Textual
W
Evidence
• Publish writing to share it with an audience.
• Language Write a research report using strong • S peaking and Listening Studio:
Participating in a Collaborative
descriptive language.
Discussion
Speaking Task • rammar Studio: Module 14:
G
• Participate in a panel discussion. Punctuation
• Practice presentation skills in less structured settings.
• Use appropriate verbal and nonverbal techniques.
• Listen actively to a presentation.
• Language Share information using the sentence stem
I am inspired by ____.
504A Unit 6
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 writing a research report means working like a student Remind students that the subject of their report will be one of the
and a teacher. The writer must choose a subject, sift through sources, inspiring individuals profiled in the unit. Prompt students to discuss
synthesize and organize information: the kinds of tasks students take people they know who inspire them by their unselfishness, hard work,
on every day. When it’s time to create the report, the student becomes and generosity of spirit. Ask: What are some of the qualities that these
the instructor: refining material and putting it in a well-structured, kinds of people, famous or otherwise, have in common?
engaging form, thus sharing newfound knowledge and insight as a
teacher would.
WRITING
Paraphrase Sentences Use the following supports with students at varying proficiency levels:
• Tell students that paraphrasing is a valuable tool when writing a report. Display a sentence:
Tell students that paraphrase
from the text: “The conditions as they now exist are hideous. . .” Model paraphrasing: The working
is a verb that means “to
conditions are very bad. Repeat with students guiding you with words from their word banks.
express the same meaning
SUBSTANTIAL
in a different way.” Ask them
to paraphrase the following • Ask students to paraphrase the following: Soccer originated more than 2,000 years ago.
example: I take a bus to school MODERATE
every day. • Review vocabulary for the Writing Task. Model restating words such as research. The
discoveries made during their investigation angered many people. LIGHT
SPEAKING
Discuss Inspirational Use the following supports with students at varying proficiency levels:
People • Work with students to complete the sentence stem with a person’s name. Ask them to practice
reciting the completed sentence to a partner. SUBSTANTIAL
Provide students with the
sentence stem I am inspired by • Have students build on the sentence stem I am inspired by ____ because (he/she) ____ . Ask:
____. Circulate around What has that person done that inspires you? MODERATE
the room to make sure • In groups, ask students to discuss the qualities that inspire them. Challenge volunteers to pick
students are using the up on the subject(s) addressed by the student who spoke before them. LIGHT
sentence stem correctly.
Unit 6 Tasks 504B

WRITING TASK
WRITING
Write a Research Report DO NOT
EDIT--C
CorrectionKe hanges must
y=TX-A;NL-A be made
through “File
info”
UNIT
6 DO NOT
EDIT--C
y=TX-A;NL-A be ma
WRITE A RESEARCH Go to the Writing Studio

for help writing your
This unit focuses on people working for social CHAN
AGENTGE
research report. change—the many challenges they encounter, as well S
REPORT as their accomplishments. For this writing task, you will
Introduce students to the Writing Task by reading the research and write a report about a person you read ? ESSENTIA
QUESTION
What insp
L
:
ires
you to ma
introductory paragraph with them. Remind students to about in the unit whom you admire and would like to ke
a difference
Getty Images
?
(b) ©asiseeit/E+/
know more about. For an example of a well-written
(t) ©Getty Images;

refer to the notes they recorded in the Unit 6 Response Log
• Image Credits:
“
Publishing Company
report you can use as a mentor text, review the
Be gree
dy
and your for social chan
ge,
enriched life will be endl
Mifflin Harcourt
as they plan and draft their research reports. The Response
. essly
© Houghton
excerpt from The Story of the Triangle Factory Fire.
434 Unit
6 Ann Cotto
n
Log should contain ideas about role models for social

7_LTXESE97
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4/7/2018
5:34:33 AM
change. Drawing on these different perspectives should help As you write your research report, you can use the notes from your
students engage with the assignment. Response Log, which you filled out after reading the texts in this unit.
For writing support for students at varying Writing Prompt

proficiency levels, see the Language X-Ray on
Read the information in the box below.
page 504B. This is the topic or
context for your Some people are willing to do whatever is necessary to
research report. make the world a better place—no matter how difficult
USE THE MENTOR TEXT the task.
“The Story of the Triangle Fire” is a model of a fact-based
This is the Essential
report on social change. Point out to students that the Think carefully about the following question.
Question for this
mentor text follows both chronological and problem- unit. How would
solution structure. Also note the author’s flair for graphic, you answer this What inspires you to make a difference?
rhythmic language. Remind students that their report question, based on the
should closely track the life and work of one person; their text in this unit?
reports must go into more detail about the person as an Research and write about one of the figures you read about in this
Now mark the unit. In your report, write about the challenges that person faced and
agent of change than what is found in the mentor text. words that identify the accomplishments he or she ultimately achieved.
exactly what you are
being asked to produce. Be sure to—
WRITING PROMPT ❑ provide a strong controlling idea or thesis statement and an

Review the prompt with students. Encourage them to ask introduction that catches the reader’s attention and states the topic
questions about any part of the assignment that is unclear. ❑ develop the topic using specific facts, definitions, and examples to
Refer students to the elements of form under Research and support the thesis statement
Review these points as
Write. Encourage them to review the mentor text and note you write and again ❑ clearly organize ideas and concepts to make connections
the author’s approach to structure, continuity, and detail. when you finish. Make ❑ use appropriate transitions to connect ideas and to create
any needed changes. coherence within and across paragraphs
❑ identify, gather, and document various sources of information
❑ provide a conclusion that summarizes main points and refers to the
controlling idea or thesis statement
504 Unit 6
LEARNING MINDSET
7_LTXESE973237_U6EOU.indd 504 4/7/2018 5:39:46
Asking for Help Explain that asking for help can get students “unstuck” so they can move
forward. Remind them not to judge themselves when they stumble. Tell them that comparing
themselves to others can lead to negative self-talk. Seeking help is a way to honestly be oneself
rather than silently wishing to be different. Everyone can make progress if they reach out and
keep trying to learn more.
504 Unit 6
WRITING TASK
WRITING
1 Plan
First you need to look at all the people in the unit and decide which Go to Conducting
Research: Starting
person you would like to research and write about. Are you interested in Your Research for help
planning your research 1 PLAN
someone who is doing things now or someone in the past? report.
Allow time for students to discuss the topic with partners
Develop Research Questions Once you have decided who you will
or in small groups and then to complete the planning chart
write about, you can narrow your topic by generating questions. For
example, you might ask “What unique background and experiences independently.
motivated this person?” or “Who was most affected by his or her
actions?” After you have done some preliminary research, you may need
to refine your research questions to narrow your focus or find a more Understand Academic Language Make sure students
interesting angle to write about. Use the table below, or one like it, to understand words and phrases used in the chart, such as
assist you in planning your draft. initial research, refined research, and background experiences.
Notice & Note Work with them to fill in the blank sections, providing text
Research Report Planning Table From Reading to Writing that they can copy into their charts as needed.
As you plan your research SUBSTANTIAL/MODERATE
Initial Research What caused Frances Perkins to become report, apply what you’ve
Question interested in worker safety ? learned about signposts to your
own writing. Remember that
Refined Research How did Frances Perkins and other
writers use common features, NOTICE AND NOTE
called signposts, to help convey
Question reformers help make workplaces safer? their message to readers. From Reading to Writing
Think about how you can
incorporate Quoted Words Remind students that they can use quoted words to include
into your report. the opinions or conclusions of someone who is an expert on
the topic. Students can also use Quoted Words to provide
Go to the Reading Studio
for more resources on
support for a point they are trying to make. Remind students
Notice & Note to formate direct quotations correctly and to give credit to
Preview Sources After you have questions that seem correctly focused,
the source.
Use the notes from your
search for a variety of sources to find available information. Skim the Response Log as you plan your
sources you find to decide if they are are relevant—covering the target report.
CorrectionKey=TX-A
aspect of your topic; accurate—including information that can be UNIT 6

RESPONSE LOG
verified by more than one source; and objective—presenting multiple, Background Reading As they plan their reports, remind
? Essential Question:
and unbiased, viewpoints on the topic. As you continue to conduct Craig Kielburger
Reflects on Working
Toward Peace students to refer to the notes they took in the Response Log.
research for your report, you can use these initial previewed sources to from It Takes a Child These notes and their affinities for one of the people profiled
decide if other sources are credible, or reliable and trustworthy. Sometimes a Dream in the unit should help them select their subject.
Needs a Push
A Poem for My
Background Reading Review the notes you have taken in your

Response Log after reading the texts in this unit. This background
Frances Perkins and

Fire
reading will help you choose someone to write about and the aspects of from The Story of
Fire
his or her life and work you will focus on. R6 Response Log
Write a Research Report 505
TXESE973237_U6EOU.indd 505 4/7/2018 5:39:48 AM
Conduct Research Encourage students to dig into multimedia to stimulate ideas and
provide the basis for further research on their subject. An archive that may include drawings,
photos, documentaries, and dramatizations puts faces on stories, and adds depth and texture
to their engagement and understanding. The Internet is a good place to start, and further
resources should be available at the library.

WRITING TASK
WRITING
Go to Conducting Research Your Report The next step in planning your report is to use
Research: Types of
Sources in the Writing your list of previewed sources and expand your research to decide on
Studio for help.
at least three relevant and reliable sources, both online and in print.
Research Your Report Remind students that they must These might include primary sources such as letters or diary entries,
cite a range of sources, including print. Encourage them as well as secondary sources such as encyclopedias.
to be curious as information from one source leads them
Organize Your Information You can use the chart below to take
to another: for example, from an encyclopedia entry to a notes from your sources. These notes might include direct quotations,
personal journal or a video clip (remind them to check the summaries, or paraphrases to support your ideas. Be sure to keep
credibility of their sources). accurate records about your sources so that you can create academic
citations that include the author, title, and publication information for
Organize Your Information Remind students to structure
each print and digital source. Ask your teacher about the format that
the notes from their research according to the form in the chart:
you should use for your citations.
I. Introduction
Subject of Research Report: _________
II. Person’s Background
III. Challenges Faced Background of person Challenges faced Accomplishments
IV. Accomplishments
V. Conclusion
Encourage them to keep a writer’s eye and ear out for telling
elements and well-turned phrases. Well-chosen primary
sources can furnish supporting detail that might add color,
strength, and a ring of authenticity to their reports.
2 DEVELOP A DRAFT
Primary Sources Used:
Remind students to follow their notes, chart, and outlines
as they begin their drafts. As they write, they may choose to
add, subtract, or modify detail, and make adjustments to the Secondary Sources Used:
structure of their reports as new findings warrant.

2 Develop a Draft
Write a Collaborative Paragraph Simplify the writing
task and provide direct support by having students work in You may prefer
to draft your
After research and planning, draft your report. Refer to your planning
groups to write collaborative paragraphs that address the research report table, the chart, as well as any notes you took as you studied the texts
online.
Essential Question. Have students think about the unit and in the unit. Using a word processor or online writing application can
discuss what inspires them to make a difference. Help them make it easier to create and revise your first draft. As you work, keep
in mind that you should identify the sources of your information.
to create an outline with strong ideas from their discussion.
Recording your sources as you write will make your work accurate and
Then, help them synthesize their ideas by developing a
help you avoid plagiarizing, or using someone else’s words or ideas.
controlling idea in the form of an opening sentence. Build on
that with sentence frames and words from their word bank.
506 Unit 6

7_LTXESE973237_U6EOU.indd 506 4/7/2018 5:39:49
Develop a Draft If students are struggling to get started, remind them that their research
need not be linear: they may want to learn first about the accomplishments of their subject,
before they explore personal backgrounds and challenges faced. For concise overviews,
encyclopedias may be the best place to start. Encourage students to use a dictionary and
thesaurus when they encounter terms and references that are new to them. These basic
reference tools should remain handy when students are paraphrasing source material.
506 Unit 6
WRITING TASK
DO NOT
EDIT--C
COLLABOR
y=TX-A be made
ATE & COM

PARE
through “File
info”
DO NOT
EDIT--C
y=TX-A be made
through “File
WRITING
info”
HISTORY
WRITING
FRANCE
PERKIN S
S
THE TR AND
Use the Mentor Text

IA
FACTOR NGLE
by David
Y FIRE
Brooks
pages 479–485
COMPARE
AUTHORS’
AND MESSA PURPOSES
GES
?
When author
WHY THIS MENTOR TEXT?

purpose
s write about ESSENTIA
is often to history, their L
As you read explain QUESTION
these texts— what happened. :
the same two texts
topic—
what is differen note what is similarabout What insp
Think about t about their
what main
and
explanations. ires
each one
expresses. idea, or messag you to mak
selections, After e,
ea
Author’s Craft
you will collaboyou read both
group on
a final project rate with a small difference?
.
Division
The excerpt from The Story of the Triangle Factory Fire is a
& Photographs
71]
HISTORY
WRITING
Division [LC-USZ62-418
Fiction authors and poets are not the only writers to use descriptive
Congress Prints
from
THE ST
(t) Library of
OR
THE TR Y OF
Prints & Photographs

85]; (b) Library Company • Image Credits:
IA
language and literary devices. To capture your readers’ attention and

FACTOR NGLE
concise, well-crafted example of a research report. Use
of Congress
Y FIRE
Mifflin Publishing
by Zachary
Kent
pages 493–495
[LC-USZ62-349
© Houghton
the instruction below to help students model the mentor
476 Unit
6
help them visualize what you describe, use precise words. You might 7_LTXESE97
3237_U6CCS
1GR.indd
476
also consider using devices like alliteration and parallel structure to

2/19/2018
3:51:48 AM
text for descriptive language, literary devices, and strong

create interest and emphasize certain key ideas. supporting detail.
Through the next four years Commission The writer uses strong
investigators crawled and pried through the rooms verbs and adjectives USE THE MENTOR TEXT
and cellars of factories and tenement houses all and employs alliteration
across the state. They examined workers’ filthy living (dusty, dirty) and parallel Author’s Craft Invite a volunteer to read aloud the
conditions and witnessed the dangers of crippling structure (crawled and example paragraph. Ask: Can you identify some of the sensory
pried through the rooms terms, or references to the way things looked, felt, or smelled?
machinery and long work hours in dusty, dirty
and cellars of factories and
firetraps. (crawled, pried, filthy, crippling, long, dusty, dirty) Then ask:
tenement houses).
What effect does that language have in the parallel verb
structure of the first sentence? (Answers will vary. The parallel
Apply What You’ve Learned To maintain your reader’s attention, use structure reinforces and sharpens the image of investigators
strong verbs, specific adjectives, and concrete nouns. on their knees in nasty places. The text paints a picture most
readers can envision and imagine further details to complete.)
Genre Characteristics
Genre Characteristics Read the example paragraph
Supporting details are words, phrases, sentences, and quotations that
tell more about a key idea. Notice how the author of The Story of the
aloud. Ask: Why is a direct quote here stronger than a
Triangle Factory Fire uses a quotation by the fire chief to support a key paraphrase would have been? (A direct quote from a trusted
idea about why so many people died in the fire. source serves as strong evidence, in a court of law or public
opinion.) Then ask: What are good sources for uncovering such
In the days following the fire, city officials sifted The author provides quotes? (Newspapers and magazines are often primary sources
through the charred rubble at the Asch Building and evidence, including for first-hand quotes and responses to noteworthy events.)
tried to fix the fault for the tragedy. Fire Chief Croker quotations, to explain why
angrily stated, “There wasn’t a fire escape anywhere the girls died.
fronting on the street by which these unfortunate

girls could escape.”
Apply What You’ve Learned The details you include in your report
should be clearly related to ideas about the person you are researching.
Quotations might come from the subject of your report, his or her family
members, coworkers, and government officials.

Use the Mentor Text Use the following supports with students at varying • Guide students to use descriptive language. Supply these sentence
proficiency levels: frames: This room is . (dusty, dirty). This machine is .
• Use images of the factory interior after the fire along with gestures to (dangerous) Have them copy the sentences into their notebooks.
help illustrate the words charred rubble. Show images of tenements MODERATE
and difficult working conditions for the words filthy, dusty, and dirty. Be • Help students identify parallel structure and alliteration. Have them
sure not to confuse images of people with descriptions of places. Have create their own sentences using the words jumped, leaped, pulled
students chorally pronounce the words with you in sentences, i.e., This is open, stained, smeared, and smudged.
charred rubble. SUBSTANTIAL LIGHT

WRITING TASK
WRITING
3 Revise
Go to Conducting On Your Own Once you have written your draft, go back and look for
Research: Refocusing
ways to improve your research report. As you reread and revise, think
3 REVISE Your Inquiry for help with
revising your report.
about whether you have achieved your purpose. The Revision Guide
Have students answer each question in the chart to will help you focus on specific elements to make your writing stronger.
determine how they can improve their drafts. Invite
volunteers to model their revision techniques.
Revision Guide
With a Partner Have students ask peer reviewers to
evaluate the form and content of their reports. Guide Ask Yourself Tips Revision Techniques
reviewers to make notes that answer the following 1. Is my topic clear? Mark the thesis statement. Add a thesis statement.
questions:
2. Does each paragraph have a Highlight the topic sentence Delete unrelated ideas or
• Is the thesis statement strong and explicit? topic sentence related to the of each paragraph. rearrange information into
• Do the topic sentences properly frame the details that controlling idea, or thesis separate paragraphs.
follow? Are there sound logical links between topic statement? Add a topic sentence.
sentences and supporting details? 3. Are there supporting facts Underline facts, examples, and Add more facts, examples, and
• Does the text flow? Are there well-chosen transitions and examples for each quotations that support your quotations from your notes.
key idea? key idea.
between ideas?
• Where information has been paraphrased, is the text 4. Are ideas organized Highlight transitional words Rearrange sentences and
logically? Do transitions and phrases within and paragraphs to organize ideas
clear, and clearly original ?
connect ideas? Is there between paragraphs. logically.
• Is the conclusion clear and concise? coherence within and across Add transitions to connect ideas
• Does the descriptive language need improvement? paragraphs? and create coherence.
5. Is information gathered Underline references to Add more sources for variety.

Students should use the reviewer’s feedback to strengthen
from a variety of sources, all sources. Cite all sources correctly.
form and content in their reports. cited correctly?
6. Does the conclusion Underline the summary. Review the topic sentence in
summarize the key ideas? each paragraph.
Add a summary statement.

ACADEMIC VOCABULARY With a Partner After working through the Revision Guide on your
As you conduct your peer own, exchange papers with a partner and evaluate each other’s drafts
review, be sure to use these
words.
in a peer review. Take turns reading or listening to each other’s reports
and offer suggestions based on the Revision Guide to make the reports
❑ contrast more effective. When receiving feedback from your partner, listen
❑ despite attentively and ask questions to make sure you fully understand the
❑ error revision suggestions.
❑ inadequate
❑ interact
508 Unit 6

7_LTXESE973237_U6EOU.indd 508 4/7/2018 5:39:53
Use Negatives and Contractions Explain to students that there is often more than one
negative form for a given verb phrase. Display the following quote from the mentor text and
ask students to express the negative in different terms.
“I shall never forget the horror that came over us as we stood with our hands on our throats
. . . ” (will never forget, won’t ever forget)
Encourage students to review their use of negatives and contractions in their research reports.
LIGHT
508 Unit 6
WRITING TASK
WRITING
4 Edit
Once you have revised your research report, you can improve the Go to the Grammar
Studio: Punctuation to
finer points of your draft. Edit for the proper use of standard English
conventions, such as correct punctuation, and be sure to correct any
learn more.
4 EDIT
misspellings or grammatical errors. Suggest that students read their drafts aloud to assess
how clearly and smoothly they have presented their ideas.
Paraphrasing to Avoid Plagiarism Review the fundamental elements of their assignment:
Go to Using Textual
a clear, concise thesis statement; a series of topic sentences
Finding sources is an important part of developing a research report.
Evidence: Attribution buttressed with supporting evidence; a smooth, logical unity
But equally important is paraphrasing those sources correctly to avoid in the Writing Studio for
plagiarism and citing all of your sources.
more help with research. between sentences, paragraphs and ideas; and a summary
in conclusion. Encourage students to look closely at their
• When you paraphrase, you restate information in your own words. descriptive language with an eye and ear toward color and
• Plagiarism is the unauthorized use of someone else’s work. When you rhythm.
plagiarize, you present someone else’s work as if it was your own.
Learning to paraphrase correctly can help you avoid plagiarism. The
Paraphrasing to Avoid Plagiarizing Review the
chart below contains an excerpt from The Story of the Triangle Factory
Fire and two paraphrases. The first paraphrase uses too many of the
information about paraphrasing and plagiarizing with
author’s original words. The second paraphrase is done correctly. students. Then discuss the samples in the chart, asking
students to mark the words and phrases that suggest
plagiarism in the incorrect paraphrase. (Constructions are
Original text Furious New Yorkers refused to let the issue rest. In October 1911 the city
established a Bureau of Fire Prevention to inspect safety standards in other too much alike. Changing Furious to Angry and established
buildings. to set up doesn’t go far enough in adapting original text.)
Encourage students to try to channel their own way of
Incorrect Angry New Yorkers would not let the issue rest. The city set up a Bureau of explaining things or ideas through their text, to develop and
paraphrase Fire Prevention in October 1911 to inspect other buildings’ safety standards.
maintain a voice and style of their own in their reports.
Correct New Yorkers pressed for change, resulting in the establishment of the
paraphrase Bureau of Fire Prevention in 1911. The bureau’s job was to ensure that other ■■English Learner Support
buildings met safety standards. Use Your Own Words Explain the chart on p. 509 and
then model paraphrasing the sentence “Furious New Yorkers
refused to let the issue rest.” Use a Think-Aloud. Say: New

5 Publish Yorkers are people, so I can change those words to People in
New York. I can ask myself what they wanted. I know from the
Finalize your research report by examining your work for interest,
accuracy, and correct citations. Choose a way to share your report with reading that they wanted changes; I can use the vocabulary
your audience. Consider these options: word reform: People in New York wanted reforms.
• Post your report on a school website. MODERATE/LIGHT
• Produce a multimodal presentation of your essay.
5 PUBLISH
Students can present their work on a school website.
Encourage others to read the research reports and write
Write a Research Report 509 constructive comments about them. The authors can then
respond to the comments.

Avoid Plagiarism The distinctions between paraphrasing and plagiarizing are sometimes
subtle. If students are struggling to “say it in their own words,” suggest they recast their notes
to include key information and minimize original language. For example, “Bureau of Fire
Prevention created in October 1911” encapsulates an important point from the sample text
above, without “borrowing” modifiers, verbs or sentence structure. Referring back to such
notes, a writer must use his or her own tools and terms to contextualize the information.

WRITING TASK
WRITING
Use the scoring guide to evaluate your research report.
USE THE SCORING GUIDE Writing Task Scoring Guide: Research Report
Allow students time to read the scoring guide and ask Organization/Progression Development of Ideas Use of Language
questions about any words, phrases, or ideas that are and Conventions
unclear. Then have partners exchange final drafts of their • The organization is effective and • The thesis statement is clear and • The writing maintains a formal
logical throughout the report. the introduction is engaging, style throughout.
research reports. Ask them to score their partner’s report reflecting depth of thought.
• Transitions clearly show the • Language is strong and precise.
using the scoring guide. Each student should write a relationship among ideas from • The thesis statement is well • There is sentence variety.
paragraph explaining the reasons for the score he or she one paragraph to another. developed with relevant facts,
awarded in each category, referring to specific strengths and

4 • There is coherence within and concrete details, interesting
quotations, and specific examples
• Spelling, capitalization, and
punctuation are correct.
across paragraphs.
from reliable sources. • Grammar and usage are correct.
shortcomings in their partner’s work. • Research sources are cited and
• The conclusion effectively
summarizes the information paraphrased correctly.
presented.
• The organization is confusing in a • The thesis statement is clear, • The style is inconsistent in a few
few places. reflecting some depth of thought, places.
• A few more transitions are needed but the introduction could do • Language is too general is some
to connect related ideas. more to grab readers’ attention. places.
• There is coherence within and • The thesis statement needs more • There is some sentence variety.
3 across paragraphs. support from relevant facts,
details, quotations, and examples • A few spelling, capitalization, and
from reliable sources. punctuation errors are present.
• The conclusion summarizes the • Some errors in grammar and
information presented. usage are repeated.
• Sources are not cited or
punctuated consistently.
• The organization is logical in some • The thesis statement is unclear • The style is informal in many
places but often doesn’t follow a and does not reflect depth of places.
pattern. thought. The introduction could • Overly general language is used.
• More transitions are needed be more engaging.
• Most sentences are structured in
throughout to connect ideas. • The development of ideas is the same way.
• There is little coherence within and minimal. The facts, details,
• Spelling, capitalization, and
2 across paragraphs. quotations, and examples are
not relevant or are ineffectively punctuation are often incorrect
presented. but do not make reading difficult.
• The conclusion is only partially • Grammar and usage are often still
effective. clear.
• Only one or two research sources

are cited, using incorrect format
and punctuation.
• A logical organization is not • The thesis statement is unclear, • The style is inappropriate for the
used; information is presented or the introduction is missing or report.
randomly. confusing. • Language is too general to convey
• Transitions are not used, making • Facts, details, quotations, and the information.
the report difficult to understand. examples come from unreliable • There is no sentence variety.
1 • There is no coherence within and sources or are missing.
• Many spelling, capitalization, and
across paragraphs. • The conclusion is missing. punctuation errors are present.
• Many grammatical and usage
errors appear.
• Research sources are not cited.
510 Unit 6
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510 Unit 6
SPEAKING AND
LISTENING TASK SPEAKING AND LISTENING
Participate in a
Panel Discussion
PARTICIPATE IN A PANEL
In this unit, you read about people who were inspired to solve problems. Go to Participating in
DISCUSSION
In this activity, you will draw from the selections you read to participate in the Speaking and
Listening Studio for help Introduce students to the Speaking and Listening Task by
in a panel discussion about commitment to a cause. Recognize that a developing your panel
successful participant in a panel discussion— discussion.
noting some of the parallels to their research report: a clear,
logical generalization about the topic that is analogous to a
• makes a clear, logical generalization about the topic thesis statement, and quotations and specific examples that
• uses quotations and specific examples to illustrate ideas provide supporting detail. Note that a panel discussion is a
• responds politely to the moderator and other group members collaborative presentation of ideas that will call on students
• evaluates other group members’ contributions to listen attentively; take careful notes; ask insightful
• summarizes the discussion by synthesizing ideas questions; and participate supportively in a verbal exchange
of ideas and information.
1 Prepare for a Panel Discussion

1 PREPARE FOR A PANEL
Work with your classmates to prepare for the discussion.
DISCUSSION
• Form a group. Choose three selections from this unit, including the
excerpt from The Story of the Triangle Factory Fire, for the discussion. Have students review the guidelines and chart on p. 511.
• Select one student to be the moderator. The rest of your classmates Then work with the class to list some general principles
will be your audience during the panel discussion. for presenting information orally. (Examples: Use short
• Create a schedule that shows the order in which panel members will sentences. Repeat important ideas. Integrate your part
speak and for how long. Develop rules for the appropriate times for in the presentation into the group effort.) Point out that
the moderator or the audience to ask panel members questions. the questions in the chart can be reshaped into general
• Gather Evidence Work individually to analyze what your chosen statements specific to your chosen selections. Those
selections suggest about commitment to a cause. Note specific statements should then be substantiated with supporting
details, examples, and quotations that support your views. Then evidence.
consider your experiences. Ask yourself questions as you take notes.
For speaking support for students at varying
QUESTION EVIDENCE proficiency levels, see the Language X-Ray on page
504B.
What degree of positive change might one person or group
hope to accomplish?
Are good intentions enough? How knowledgeable does a

person need to be in order to take on an issue?
What are the benefits or drawbacks of committing to a

cause?
Participate in a Panel Discussion 511

Adapt the Research Report Have students gather evidence for their • Ask students to use evidence from a selection to answer the questions
reports using the chart on p. 511. Use the following supports with students at they put to themselves. Have students work in pairs to gather
varying proficiency levels: evidence from other selections. MODERATE
• Have students identify questions about needed reforms (e.g., How • Tell students that responsible investigators share information. Have
can people make buildings safer for workers?) Help them find text students share evidence from unit selections to include in reports
evidence to answer their questions. SUBSTANTIAL they’ve adapted for presentation. LIGHT
Participate in a Panel Discussion 511

SPEAKING AND
SPEAKING AND LISTENING LISTENING TASK
2 Practice the Panel Discussion

Work individually to outline your ideas and develop a clear controlling
idea. Then prepare to “think on your feet” as you present your ideas
2 PRACTICE THE PANEL
to your group. The moderator and group members will ask questions
DISCUSSION about your ideas to prepare you for the real discussion. The moderator
should time each panel member’s contribution and suggest length
Review the information and tips with the class, ensuring
adjustments. The moderator should also write notes for opening
that all the terms and ideas are clear. Stress the importance
remarks and concluding remarks. Based on the practice session, make
of rehearsing in an informal setting, to help work through changes to your written response to the texts.
some of the anxieties that invariably attend public speaking.
Encourage students to be supportive of one another, offering As you work collaboratively, be Provide and Consider Advice for Improvement
sure to follow discussion rules:
constructive criticism without judgment in a sincere effort to As a listener, pay close attention. Take notes about ways that
advance a collective endeavor. ❑ listen closely to each other
presenters can improve their presentations and more effectively use
❑ don’t interrupt
verbal and nonverbal techniques. Paraphrase and summarize each
❑ stay on topic presenter’s key ideas to confirm your understanding, and ask questions
3 PRESENT THE ❑ ask only helpful, relevant to clarify any confusing ideas.
questions
DISCUSSION ❑ provide only clear, As a presenter, listen closely to questions and consider ways to revise
thoughtful, and direct your work to make sure your points are clear and logically sequenced.
Set aside time for all students to give their presentations. answers
When everyone has finished, ask students to share their • Effective verbal techniques include clearly enunciating words and
thoughts on how their classmates’ feedback improved their speaking at an appropriate rate and volume.
performance. • Effective nonverbal techniques include making eye contact,
varying facial expressions, and using meaningful gestures.
3 Present the Discussion

Now it’s time to present your panel discussion before the rest of
the class. Have your outline at hand for reference. Here are some
guidelines for the discussion:
• Have the moderator use his or her notes for opening remarks to

introduce the topic, panelists, and format for the discussion. The
moderator will ask the first question and facilitate discussion.
• Speak directly to the panel and audience. Refer to your notes for
your main points, but don’t just read from your notes.
• Listen closely so that you can respond appropriately.
• After the panel discussion, have the moderator invite panelists and
the audience to ask questions.
• Conclude by having the moderator summarize the discussion and
thank the panelists for their participation.
512 Unit 6

7_LTXESE973237_U6EOU.indd 512 4/7/2018 5:39:57
Take Notes If students have difficulty taking notes during their classmates’ presentations,
divide the task between several students. One student may focus on the list of effective verbal
techniques, checking off techniques that are used well and jotting down brief notes about
ones that need improvement. Another student may do the same for the list of effective
nonverbal techniques. A third may listen for key ideas and write those down. This student may
choose to listen with eyes closed to tune out distractions.
512 Unit 6
REFLECT
SPEAKING AND LISTENING
Reflect on the Unit
By completing your research report and engaging in a panel UNIT 6 SELECTIONS REFLECT ON THE UNIT
discussion, you have expressed your thoughts about the reading you • “Craig Kielburger Reflects on
have done in this unit as well as the information you discovered in your Working Toward Peace” Have students reflect on the questions independently
research. Now is a good time to reflect on what you have learned. • from It Takes a Child and write some notes in response to each one. Then have
• “Sometimes a Dream Needs students meet with partners or in small groups to discuss
Reflect on the Essential Question a Push”
their reflections. Circulate during these discussions to
• “A Poem for My Librarian, identify the questions that are generating the liveliest
• What inspires you to make a difference? How has your answer to this
Mrs. Long”
question changed since you first considered it? conversations. Wrap up with a whole-class discussion
• “Frances Perkins and the
• What are some examples you’ve read of people who are inspired to Triangle Factory Fire” focused on these questions.
make a difference—both from the unit and from other sources? • from The Story of the Triangle
Factory Fire
Reflect on Your Reading

• Which selections were the most interesting or surprising to you?
• From which selection did you learn the most about how people
become inspired to make the world a better place?
Reflect on the Writing Task

• What difficulties did you encounter while working on your research
report? How might you avoid them next time?
• What parts of the report were the easiest and hardest to write? Why?
• What improvements did you make to your report during revision?
Reflect on the Speaking and Listening Task

• Were you able to defend your ideas? Did the discussion cause you to
rethink your point of view? If so, why?
• What was your favorite part of participating in the panel discussion?
• In what ways was the panel discussion successful? What might you
do differently the next time?
Reflect on the Unit 513
LEARNING MINDSET
Self-Reflection Remind students that patience and persistence are fundamental attributes
of those who inspire us by example. Ask them to model those qualities in the work they do, in
and out of the classroom. As students reflect on the unit, encourage them to ask themselves
these questions: Did I ask questions if I needed help? Did I review my work for possible errors?
Did I do my part in a group effort? Was I careful in my feedback to be constructive? Did I give other
students chances to ask questions?
Reflect on the Unit 513

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UNIT 6

Instructional Overview and Resources

Unit Instruction Unit 6 Essential Question Stream to Start: Change Agents

“ Be greedy for social change,

7_LTXESE973237_U6UO.indd 434 4/7/2018 5:34:33 AM

ANALYZE & APPLY

ANALYZE & APPLY

• Analyze Author’s Point of View Text in Focus: Understanding Data

Lexile 1080L Reading Studio: Notice & Note

Speaking and Listening: Discuss with a Small Group

ANALYZE & APPLY

Writing Studio: Writing as a Process

Writing: Write a Personal Essay

Speaking and Listening Studio: Using Media in a

Speaking and Listening: Produce a Podcast

Voice-over narration is Listen to the voice-over narration. Does

Sound effects include music Follow music cues. Do they signal a

7_LTXESE973237_U6AAS2.indd 450 4/7/2018 5:35:41 AM

ANALYZE & APPLY

“Sometimes a Dream Reading Audio

Myers Writing Studio: Informative Texts

Writing: Write an Informational Article

Lexile 770L Speaking and Listening Studio: Using Media in a

Speaking and Listening: Create a Video Critique

Vocabulary Studio: Context Clues

ANALYZE & APPLY

Poem by Nikki Giovanni

Writing: Write a Free Verse Poem

© Houghton Mifflin Harcourt Publishing Company

English Learner Support Differentiated Instruction Assessment

• Text X-Ray When Students Struggle Selection Test

• Aspects of a Documentary Film

• Text X-Ray When Students Struggle Selection Test

• Figurative Language To Challenge Students

• Text X-Ray When Students Struggle Selection Test

Frances Perkins and the Triangle Factory Fire/The Independent

Change Agents 434B

COLLABORATE & COMPARE

Language Conventions: Pronoun-Antecedent Agreement

Lexile 930L Agreement

selections, you will collaborate with a small

“The Story of the Triangle

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• Analyze Text Structure Reading Studio: Notice & Note

English Learner Support Differentiated Instruction Assessment

• Text X-Ray When Students Struggle Selection Tests

• Imagine and Learn To Challenge Students

• Text X-Ray When Students Struggle Selection Tests

• Ask Questions When Students Struggle

Change Agents 434D

■■English Learner Support

“ Be greedy for social change,

RESPONSE LOG about how each of the texts in Unit 6 relates to

the Triangle Factory

prepare for this writing task.

7_LTXESE973237_EMU6RL.indd 6 2/2/2018 5:58:23 PM

Change Agents 435

TXESE973237_U6UO.indd 435 4/7/2018 5:34:34 AM

Change Agents 435

Company • Image Credits: ©Chagin/iStock/Getty

© Houghton Mifflin Harcourt Publishing

GENRE ELEMENTS LEARNING OBJECTIVES

Ideas Presented Single purpose; explicitly stated

• Grammar Studio: Module 14: