Lift F TB Lowres U01

UNIT 1 Empathy
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Empathy
Students are introduced to the unit concept
by reflecting on how the actions of people in a
photograph show empathy. Students then discuss a
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famous quotation related to the idea of empathy.
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OBJECTIVES
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Listening and Speaking
• Participate in a Discussion
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Learning Strategies
• Preview and Predict
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• Build Background
• Relate to Personal Experience
RESOURCES
• Fundamentals Pre-Test
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Lift_SB_GFU1_UO.indd 2 23/09/21 7:28 PM
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Preview and Predict Introduce the Unit Concept

1. Direct students’ attention to the image and caption on 1. Point to the Unit Title at the top of page 2. Explain that the
Student’s Book pages 2–3. Ask: What details in the photo word empathy is a noun. Say: Empathy is “a feeling that you
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suggest that the two men outside the building are doing understand and share another person’s feelings.” Model an
something nice or kind? (Possible responses: The men are example of empathy, such as: My neighbor said he feels sad
dressed as superheroes. They are smiling and looking fondly today. Because I have felt sad in the past, I understand how my
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at the boy. One of the men is reaching out with his hand.) neighbor feels today. I feel empathy for my neighbor.
2. Tell students to focus on the unit title, the word empathy. Ask: 2. Invite volunteers to give examples of times when they have
Based on the photo and the caption, what do you think the word felt or have shown empathy. Provide these sentence frames:
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empathy means? (Possible responses: doing something nice for I can feel empathy for a friend when .
someone; showing that you care about someone; showing that
you understand what someone is going through) I showed empathy to another person when I .
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3. Display a world map and point out São Paulo, Brazil, where When I see someone , it makes me feel empathy.
the hospital in the picture is located. Explain:
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• Workers for a window washing company have dressed up

for more than 10 years in a row on Children’s Day, a day
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celebrated every year in honor of children, to entertain

children in the hospital.
• Children’s Day is celebrated in many countries around the
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world. It takes place on different dates, depending on the

country.
4. Ask students to think of other ways workers at the hospital
could entertain or celebrate children on Children’s Day.
(Possible responses: read stories to them, put on a play for
them)
5. Encourage students to flip through the pages of the unit.
Ask: What do you think you will learn? What makes you
think that?
T2 Unit 1 Empathy

SAMPLE COPY - NOT FOR DISTRIBUTION
“Be a rainbow in
someone else’s
cloud.”
—MAYA ANGELOU,
AMERICAN POET ABOUT MAYA ANGELOU
What does this quote
mean to you? Maya Angelou (1928–2014) was an American
writer. During Angelou’s lifetime, she wrote
poetry, essays, autobiographies, screenplays,
children’s picture books, plays, and scripts for
film and television.
Explain that Angelou wrote about many
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personal experiences. She showed empathy
for others through her words. Discuss with
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Look at the photo and
students how they can use words to show
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caption. Discuss the
questions.
empathy to others. Emphasize with students
1. How are the that meaningful acts, such as their writing
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window washers
dressed, and why do kind letters, cards, notes, stories, or poems,
you think they are
dressed this way? can brighten someone’s day. Have students
2. How does the little
generate other examples of empathetic actions
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boy seem to react?
Who benefits from
this act of kindness?
that involve thoughtfulness and cost time and
effort but no money.
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At a children’s
hospital in São Paulo,
Brazil, two window
washers dressed up FORMAL ASSESSMENT
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as superheroes and
entertained sick Administer the Fundamentals Pre-Test.
children.
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3

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Talk About the Quote Share Your Ideas

1. Read aloud the quote at the top of page 3 and the name of 1. Guide discussion of the questions at the bottom of the page.
the person being quoted. Explain that Maya Angelou was a Use these sentence frames to help students express their
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poet and an author. opinions and cite evidence to support them:

2. Then reread the quote in chunks: “Be a rainbow / in someone The window washers are dressed as .
else’s cloud.” Ask: What do you think Angelou means by “be a
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I think they are dressed this way to .

rainbow”? (Possible responses: Do something good or fun;
have a positive influence; inspire happiness.) What does The boy reacts by .
Angelou mean when she says “someone else’s cloud”? (Possible The people who benefit from this act of kindness are
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responses: someone else’s bad day; someone else’s tough because .

time; someone else’s bad mood) 2. Have students work in small groups to brainstorm reasons
3. Have students generate examples of ways they can brighten why dressing up as superheroes and surprising the children
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someone’s day when they are in a bad mood or having a outside of their hospital windows would brighten their
tough time. (Possible responses: Be nice to the person. Do moods. Encourage one member of each group to share the
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something fun for the person. Ask the person how they are group’s ideas with the class.
feeling and if they need anything.) Then ask: How might you
change someone’s mood by being a rainbow? (The person
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might feel happier or less worried or upset when they know

that someone cares.)
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4. Invite volunteers to restate the quote in their own words.

(Possible response: Be the bright spot in someone else’s day.)

Unit Opener T3
1 UNIT LAUNCH
UNIT LAUNCH
ESSENTIAL QUESTION
Student’s Book pp. 4–5
Why is empathy
Students learn Theme Vocabulary used important?
throughout the unit and explore the Essential
Question.
Theme Vocabulary Theme Vocabulary
Use these words to express your ideas throughout the unit. badly (adv.)
OBJECTIVES PRACTICE 1 Read the conversation. Think about the meaning of each word
empathy (n.)
imagine (v.)
Vocabulary in bold. Then write each word next to its definition in the chart below.
impact (n.)
• Acquire and Use Theme Vocabulary When you see a new student at school, what do you do? treat (v.)
• Use Grade-Level Vocabulary

• Use Context for Unfamiliar Words I always say “Hi” to new students. But sometimes some people
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treat new students badly. For example, they don’t sit next to
Language the new students at lunch or talk to them in class. I imagine that
doesn’t feel good. I try to have empathy. It’s not easy to go to a
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• Language Function: Express Ideas new school. I hope my actions have a good impact on their day.
I hope they feel better.
Learning Strategy
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• Use a Checklist
Word Definition
Listening and Speaking badly
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in bad manner or way
• Listen Actively
impact an effect; a change caused by some action or event
Writing imagine to think or create in your mind
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• Write Independently empathy the feeling that you understand and share another person’s feelings
treat to think and act toward someone in a specific way

RESOURCES
• Language Companion, p. 2 PRACTICE 2 Work with a partner. Answer the questions about the conversation.
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• Online Practice: Unit 1 Unit Launch Self-Assess; 1. How does the student show empathy?
2. Why does the student show empathy?
Unit 1 Unit Launch Theme Vocabulary
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4 Unit 1 Empathy

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Introduce the Essential Question

1. Say: In this unit, we are going to explore the idea of empathy. 3. As you read the conversation in PRACTICE 1, help students
Read aloud the Essential Question at the top of Student’s look for context clues for each vocabulary word. Say: There is
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Book page 4. Remind students that when people show a contrast in the first two sentences of how the speaker always
empathy, they show that they understand and share another behaves with how other people sometimes behave toward
person’s feelings. Provide an example of a time you showed new students. This suggests to me that treat means “the way
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empathy when you helped someone who was lost, was you behave toward someone.” Let’s look at the definitions
physically compromised by an injury, or was simply in need and find the one that matches my idea. I see “to think and act
of understanding. toward someone in a specific way.” That sounds like “a way of
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2. Have partners Turn and Talk about a time when they behaving.” Let’s see if an example of a way of behaving fits in
showed empathy. Encourage partners to share their stories the sentence.
with the class. 4. Model confirming accuracy by replacing the word with its
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definition, or a form of its definition, in the sentence. Say: But

Theme Vocabulary sometimes some people act badly toward new students.
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Explain to students that they will read these words and use 5. Repeat the procedure for each boldfaced word.
them to express their ideas about the theme, empathy. PRACTICE 2
PRACTICE 1
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1. Read the instructions and the first question aloud. Model

1. Guide students through the list of Theme Vocabulary words. how to turn the question into a response stem: The student
• Pronounce the word and identify its part of speech. shows empathy by … Then invite a volunteer to finish the
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• Rate the word. Have students hold up their fingers to sentence. (greeting new students)
show how well they know the word. (1 = very well, 2. Have students work in pairs to repeat the procedure for
2 = a little, 3 = not at all) Ask: What do you know about question 2. (Response: The student shows empathy because
this word? they think it’s hard to be a new student at a new school.)
2. Read the directions for PRACTICE 1. Remind students to
look for context clues as they read. Display a list of context
clues and review each type of clue.
T4 Unit 1 Empathy

Explore the Essential Question Responses will vary.
Think What is empathy? How do you show it? Circle your answer. Then
use this key to find your total score:
always = 3, almost always = 2, sometimes = 1, never = 0
MULTI-LEVEL STRATEGIES
Do you have empathy? Write the words and phrases from the word cloud
When someone is talking to me, I listen. I do not interrupt. in one long list and display it for the class. Write
always almost always sometimes never
verb or adjective next to each word or phrase on
When my friend is happy, I feel happy, too.
always almost always sometimes never the list.
When I’m with other people, I look at their faces to understand
their feelings.
Beginning
always almost always sometimes never Use definitions, synonyms, and gestures to
When I’m with someone who is different from me, I try to find
something similar between us.
explain what each word or phrase means. Model
always almost always sometimes never using one of the words or phrases to fill in the first
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When I see people who are sad, I want to help them. sentence frame. Then work with students to fill in
always almost always sometimes never
the second sentence frame.
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Total Score
Intermediate
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Discuss Write another sentence to add to the quiz. Share your new
sentence with a partner. Then add points to your score.
Use the word show in the first sentence frame
and are in the second sentence frame to help
Respond Circle the words related to empathy. Then use some of the words students identify whether they should be using a
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to complete the sentences below. Share your ideas with a partner.
verb or an adjective to fill in each sentence frame.
Have partners work together to complete the
imagine connect sentences.
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respond help
kind
think of others
empathy Advanced
listen
feelings
nice Have students complete their sentences

caring talk
friendly individually. Challenge them to write one
additional sentence about having empathy
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understand feel better using different words and phrases from the
word cloud.
People show empathy when they
People who show empathy are
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.
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Unit Launch 5

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Explore the Essential Question 2. Have partners share their sentences, and then add points to
their scores.
Think
3. Invite volunteers to share their sentences with the class.
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1. Read aloud the questions at the top of Student’s Book page 5.

Then ask: How do people feel when you show them empathy?
Display the following sentence frames. Invite volunteers to
How can you remember to show empathy more often? (Accept
complete them orally, addressing the class.
all reasonable responses and encourage lively discussion.)
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Empathy is .
Respond
I show empathy by . 1. Read aloud the directions. Then read the words and phrases
2. Direct students’ attention to the activity box and have in random order as students find and point to each one.
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students follow along as you read the items. Pause after each 2. Have students add words of their own with colored markers,
item to allow students time to consider whether they show pencils, or pens. Have them choose any of the words in the
empathy in that way and to enter a score for the item. word cloud—or new words they have added—to complete
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3. Allow time for students to add their scores. Then invite the sentence frames at the bottom of the page. (Possible
volunteers to share their scores, the ways they most show responses: People show empathy when they listen to you.
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empathy, and areas where they could improve how they People who show empathy are kind and caring.)
show empathy. 3. Encourage students to share their completed sentences with
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Discuss a partner. Circulate around the room and provide support,

1. Post these sentence frames, and have students choose one as needed. Use the Student Checklist to comment on
to craft their sentence to add to the quiz. students’ understanding of the Theme Vocabulary and the
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Essential Question.
When my friend is , I feel , too.
Use Multi-Level Strategies above to help students at all
When I see people who are , I want to .
proficiency levels. Monitor students’ developing proficiencies.
When I know that someone is , I try to .

Unit Launch T5
1 PREPARE TO READ
PREPARE TO READ: “That Sports Dude” from Brave
Key Vocabulary
“That Sports Dude” from Brave PRACTICE Look at the photos and read the sentences. Discuss the meaning
of the words in bold with a partner. Then ask and answer the questions.
Student’s Book, pp. 6–7
Students use Key Vocabulary from the selection

and learn about the simple present and present
progressive tenses.
OBJECTIVES alone (adjective) artist (noun)

This student is alone. An artist creates art, such as paintings.
Vocabulary When is it good to be alone? Do you have a friend who is an artist?
• Acquire and Use Grade-Level Vocabulary
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Language
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• Language Functions: Ask and Answer Questions
• Discuss Ideas
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• Grammar: Use Simple Present Tense and Present
Progressive
awkward (adjective) cool (adjective)
Language Learning Strategies
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This student feels awkward. These students are cool. Other students really
What situations can make someone feel like them.
• Use Visual and Textual Context Clues awkward? What do you think makes someone cool?
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RESOURCES
• Language Companion, p. 3, p. 4
• Online Practice: Unit 1 Reading 1 Vocabulary; Unit 1
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Reading 1 Vocabulary Boost; Unit 1 Reading 1
Grammar: Simple Present Tense and Present presentation (noun) volunteer (verb)
Progressive This student is giving a presentation. Lily volunteered to answer the question.
h Do you like giving presentations? Explain. How often do you volunteer to speak in class?
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6 Unit 1 Empathy
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Key Vocabulary EXTENSION Become Word Experts

Teach/Model Explain that students will become Key Vocabulary experts.
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1. Invite students to discuss each picture. Partners will study one Key Vocabulary word and create an
2. Use Vocabulary Routine 1 to teach the words. Then access Example Chart for that word.
definitions in the Glossary of Theme and Key Vocabulary on 1. Expand Have each pair create an Example Chart for their
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Student’s Book pages 316–318. assigned Key Vocabulary word. For example:
• Pronounce the first word and point to its picture: alone. Word Definition Example
• Rate the word. Have students hold up their fingers to
alone not involving anyone studying by myself in
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show how well they know the word. (1 = very well, (adjective) or anything else; the library
2 = a little, 3 = not at all) Ask: What do you know about by oneself
this word?
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• Define the word: Alone means “not involving anyone or 2. Share Pair each student with a new partner who studied
anything else; by oneself.” a different word. Have these new partners follow the steps
• Elaborate. Relate the word to the students’ experience.
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in Vocabulary Routine 3 to share their word knowledge.

Ask: When is it best to be alone? Do you work better alone 3. Apply Have students play Around the World. Choose
when you are doing homework? Is it good to be alone when one student to be the first traveler. The traveler “travels”
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you are facing something hard to do? to the next student. Read aloud a definition for a Key
Practice/Apply Vocabulary word. Whoever responds first with the correct
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word travels to the next student. Repeat definitions until

Have partners write a question for each Key Vocabulary word all students have had a chance to play. If nobody goes
and respond using a different Key Vocabulary word, if possible. “around the world,” then the student who travels the
Ask volunteers to share one of their questions and responses greatest number of seats wins the game.
with the class.
Question: Who often works alone?
Answer: An artist often works alone.
T6 Unit 1 Empathy

Grammar: Simple Present Tense and Present Progressive
Simple Present Tense
We often use the simple present tense to talk about facts, daily activities, opinions, and habits.
The third-person singular form always ends in -s. FORMATIVE ASSESSMENT
Baseball is a sport. (fact) Baseball looks fun. (opinion) Using the Correct Form of Be
They attend high school. (daily activity) He draws cartoons. (habit)
If students struggle with using the correct form
PRACTICE 1 Complete the sentences with the simple present form of the verb in parentheses.
1. Sunspots are (be) dark spots on the sun.
of the verb be, then guide students to complete
2. Scientists look (look) for new sunspots regularly. additional PRACTICE 1 frames for be. For
appears draws
3. When a sunspot (appear) on the sun’s surface, a scientist (draw) it.
example:
4. After days or weeks, the sunspot disappears (disappear).
• Red a primary color. (is)
A large sunspot is
seen on the surface • We ready to go. (are)
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of the sun during a
partial eclipse. After students gain confidence with using the
simple present tense form of be, guide students
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to complete additional PRACTICE 2 frames.
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For example:
Present Progressive
• I (look) for my pen. (am looking)
• Andrea (start) a business. (is starting)
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The present progressive is used for actions that are happening at the moment of speaking or will
happen soon. The present progressive is formed with the correct form of the verb be and the present
participle (-ing) form of the main verb. • They (win) the game. (are winning)
I am studying for my math test.
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We are starting our group presentations today.
PRACTICE 2 Read the paragraph. Complete the sentences with the present progressive form of the
verb in parentheses.
The students are working (work) on presentations in English class.
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Some students in the class are planning (plan) their presentations. They
are talking (talk) about their topics. Other students are taking
(take) notes. Jensen is drawing (draw) pictures of baseball players. Jorge
is writing (write) about the history of baseball.
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“That Sports Dude” from Brave 7

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Grammar: Simple Present Tense and Present Teach/Model

Progressive 1. Read aloud the explanation for the present progressive tense
in the middle of Student’s Book page 7.
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Teach/Model 2. Display and review the following chart:

1. Read aloud the explanation for the simple present tense at
the top of Student’s Book page 7. first-person I am
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2. Echo read the first example sentence. Explain that is is the singular
third-person singular form of be, and that be is an irregular third-person he/she/it is Lila is Tom is
verb. Explain that irregular verbs are verbs where the past singular
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tense is not formed by adding the usual -ed ending. Give plural and you are we are they are
an example, such as sing/sang. Explain that we use are with singular you
plural subjects as well as the singular you. Give an example:
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Baseballs are round. 3. Echo read the example sentences and have students identify
3. Point out that the remaining example sentences use regular why am is used in the first sentence and are is used in the
verbs. Explain that regular verbs have past tense endings second sentence. (Responses: I is a first-person singular
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with -ed. Give examples, such walk/walked. Echo read the pronoun, so it is followed by am. We is a plural pronoun, so it
remaining sentences, pausing after each to explain whether is followed by are.)
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the subject is singular (the verb ends with an -s) or plural

Practice/Apply
(the verb does not end with an -s).
PRACTICE 2
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Practice/Apply
1. Read aloud the instructions for PRACTICE 2 and guide
PRACTICE 1 students to complete the first blank. Ask: Is students singular
1. Read aloud the instructions for PRACTICE 1 and work or plural? (plural) Which form of be should we use with a plural
through item 1 with students. Ask: Is sunspots singular or noun—am, is, or are? (are)
plural? (plural) Which form of be should we use with a plural 2. Point out that the last two blanks each follow the name of a
noun—is or are? (are) person. Then say: Remember, one person is a singular noun.
2. Guide students to complete item 2. Say: Think about whether Do we use am, is, or are after a singular noun? (is)
scientists is singular or plural. Then decide whether to use look 3. Have students work on their own to complete the remaining
or looks to complete the sentence. blanks.
3. Then have students work on their own to complete
items 3–4.

Prepare to Read T7
1 PREPARE TO READ
PREPARE TO READ: “That Sports Dude” from Brave
ESSENTIAL QUESTION
“That Sports Dude” from Brave
Why is empathy important?
First Thoughts
Students activate background knowledge about What is happening in these frames? How does each boy feel? Write your
the unit theme. Then they learn how to monitor ideas below. Then discuss them with a partner.
their understanding of what they are reading. 1. 2.
FOR THE
BASEBALL. TOPIC?
OBJECTIVES ...O-OH!
Language Y-YEAH, OKAY.
• Language Function: Express Ideas
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3.
• Discuss Ideas
Reading Strategy
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• Monitor Understanding H-HUH?
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Possible answers: The boys are discussing the topic of baseball. The boy wearing
glasses looks nervous. He can’t speak. The other boy looks calm and confident.
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Discuss Read the sentences. Check (✓) the sentences that show empathy. Then discuss
the questions below with a partner.
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✓ He doesn’t know about baseball? Cool. I can teach him about it!
So awkward! I hope he says something.
✓ Maybe I can find out what he likes. We can talk about what he likes.
I can’t do a presentation with someone who doesn’t talk.
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✓ Sometimes I like to work alone. Maybe he wants to work alone.
1. What do you think when you meet someone shy or different from you?
2. What are some other ways to show empathy for someone who is shy or different from you?
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8 Unit 1 Empathy

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Revisit the Essential Question Discuss

1. Direct attention to the Essential Question at the top of 1. Have volunteers take turns reading aloud each of the
Student’s Book page 8 and invite a volunteer to read it aloud. sentences, pausing after each one to allow students to check
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Ask: How can you recognize when someone needs empathy? the item if they feel situation described in the sentence
Brainstorm cues that students can look for and other signs shows empathy.
that someone needs warmth and compassion. 2. Use purposeful pairing to partner beginning English
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2. Have students share their ideas. Provide sentence frames speakers with more proficient English speakers to discuss
such as: the sentences and how they identified the ones that show
• I can tell that someone needs empathy when . empathy.
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• Another sign that someone needs empathy is . 3. Read aloud the last two questions at the bottom of the
activity and have partners discuss their responses. Provide
First Thoughts sentence frames to support discussion, such as:
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1. Have two students read aloud and act out the cartoon, with • When I meet someone shy, I think .
each student playing the role of one of the characters. If • I can show empathy to someone who is shy by .
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needed, point out that the student acting out the character • When I meet someone who is different from me,
in the green shirt can just nervously swallow or blink to I think .
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indicate the ellipses in the last frame. • I can show empathy to someone who is different
2. Help students think of ideas to write by asking: What from me by .
does each character’s facial expression suggest? Brainstorm 4. Circulate around the room, providing support as needed.
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appropriate words to describe each boy’s facial expression

and post them. (Possible responses for the boy in the white
shirt: calm, confident; Possible responses for the boy in the
green shirt: nervous, worried, shy)
3. Allow students a few minutes to write their responses.
Encourage students to use Key Vocabulary words, such as
awkward and cool, as they write their ideas about what is
happening and how the characters are feeling.
T8 Unit 1 Empathy

Reading Strategy: Monitor Understanding
When you monitor understanding, you make sure you understand the
text you are reading. Good readers think about what they do and don’t
understand as they read. To monitor understanding, follow these steps:
1. Pause after each paragraph or section you read. Ask yourself: Does this
make sense? Are there any words I don’t know? What happened? Has this ever
happened to me?
2. If you are having trouble understanding, stop reading.
3. Choose one of these strategies to fix the problem.
• Reread the sentence, paragraph, or section.
• If the problem is a word or phrase, see if another word or phrase
works instead.
• Read the next sentence or paragraph.
• Look at any visuals in the text.
• Make a connection to something in your life.
Strategy in Action
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Read the frames from “That Sports Dude” from Brave and a reader’s thoughts.
What problem did the reader have? With a partner, say which strategies the
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reader used to fix the problem. Then discuss what “hammering out” means.
I don’t know the
phrase “hammering
OKAY, EVERYONE, TODAY IS out.” I will reread the
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A WORK PERIOD FOR YOUR sentence. I can also
PRESENTATIONS! think about other
The teacher words that work
wants students instead.
to start
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“writing” or I WANT YOU TO START
“discussing” a HAMMERING OUT YOUR
SUBTOPICS AND OUTLINE.
task.
...THE BASEBALL BOOK!
I’LL BE WALKING
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I COMPLETELY FORGOT TO EVEN AROUND AND ANSWERING
FLIP THROUGH IT! ANY QUESTIONS.
I know a hammer
is a tool used to
pound nails. You hit
I can read them hard many
ahead and look times. I know it can
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at the visuals. be hard work!
I see lots of
talking. I think
“hammering
out” means “to
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discuss and
work through ...WHY DIDN’T I EVEN BRING
THE BOOK?!
something.”
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Reading Strategy: Monitor Understanding

Teach 4. Draw students’ attention to the thought bubbles around the
text. Say: These thought bubbles show how a reader monitored
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1. Read aloud the introductory paragraph and steps at the top

of Student’s Book page 9. Review that monitor, as used in the understanding while reading this section of the text.
activity, means “to check that something is happening in a 5. Read aloud the instructions and the graphic novel text. Then
have volunteers read aloud the student’s thoughts about
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certain way over a period of time.”

2. Read aloud the three steps readers follow to monitor their the text and images that are shown in the green, peach, and
understanding, and then discuss how each step is helpful blue thought bubbles.
in the process. Say: It’s important to pause because if you 6. Have partners Turn and Talk to respond to the questions for
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keep reading the text without understanding the words or the activity. Provide these frames to support discussion:
ideas, you will not be able to explain what you have read to • The problem the reader had is .
another person. • One/Another strategy the reader used is .
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• The phrase “hammering out” means .

Strategy in Action
As partners talk, circulate around the room and use the
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Practice/Apply Student Checklist to note students’ comprehension of how

1. Begin by explaining how to read a graphic novel. Tell to monitor understanding.
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students that a graphic novel tells a story using artwork as

well as words. Point out the first of the three frames that
are shown in the excerpt. Explain that a frame is a box or
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panel in a graphic novel that contains art and text. Then

explain how to read the frames—from left to right and
top to bottom.
2. Clarify the different features that can appear within a frame:
captions, speech balloons, thought bubbles, and sound
effect text.
3. Point out the Key Vocabulary word presentation in the first
panel and review the definition (an activity where someone
explains, describes, or shows something to other people).

Prepare to Read T9
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1 READING 10 Read and answer the questions: What is Jensen good at? What is difficult for him?
As you read, underline any parts of the text you have questions about or find confusing.
“That Sports Dude” That Sports Dude

from Brave from Brave
by Svetlana Chmakova
A Realistic Fiction Graphic Novel by 1.1
Svetlana Chmakova MISS TORRES. WE’RE STARTING ON

GROUP PRESENTATIONS
MR. GRAHAM. TODAY.
Students monitor their comprehension as they
read and discuss an excerpt from a graphic novel.
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PUT THOSE SKETCHES
AWAY AND PAY
OBJECTIVES ATTENTION PLEASE.
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Vocabulary Fluency
• Use Key Vocabulary • Read with Expression
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© 2017 Svetlana Chmakova. First published by Yen Press, LLC, New York, NY
• Use Theme Vocabulary
RESOURCES EVERYONE,
Reading Strategy PICK YOUR GROUPS
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• 1.1 NOW! GROUP
• Monitor Comprehension • Online Practice:
NO MORE THAN OF TWO? THAT’S ME
THREE PEOPLE PER GROUP AND PENELOPE!
Learning Strategies Unit 1 Reading 1
AND NO FEWER THAN TWO,
FOR OBVIOUS REASONS.
I’M GONNA ASK...
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• Use Prereading Supports Fluency 1; Unit 1
• Build Background Reading 1 Fluency 2; HEY, PENELOPE!
WANNA BE IN OUR
Knowledge Unit 1 Reading 1
GROUP?
Comprehension
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YEAH,
OKAY!
h
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10 Unit 1 Empathy

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Introduce Pages BUILD BACKGROUND

1. Read aloud the title of the graphic novel. Have students
10 Dude is a synonym for “person.” Depending on the
preview the story by briefly skimming the art. Ask: What do
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context, people can use dude to describe any other

you think this graphic novel is about? person—a stranger, an acquaintance, or a close
2. Encourage students to use Key Vocabulary words to describe friend. In the context of this story, dude is used to
what they see in the illustrations. describe a student that the main character does not
lG
know very well.

Set a Purpose
13 The book the librarian finds, Baseball for Idiots, uses
Read aloud the questions at the top of Student’s Book page 10. the term idiot in a funny but friendly way. The book
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Ask students what they will be trying to find out as they read. is meant to be a resource of useful information
(what Jensen is good at and what is difficult for him) for people who do not know a lot about baseball.
Usually, the word idiot is a term that implies
Annotate the Selection
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someone is stupid and is considered offensive

Read the direction line beneath the question. As you read and rude.
at
together, suggest that students jot down questions, comments, 14 The Star Wars movies are a popular series of
or observations in the margin beside the text they have science-fiction movies.
underlined.
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Genre
©
Tell students that “That Sports Dude” is realistic fiction. Explain

that a realistic fiction story tells about events that could happen
in real life, but the story is made up. A realistic fiction story has
characters, settings, and a plot.
T10 Unit 1 Empathy

T!
READING OPTIONS
HEY, MATE-
YOU, M
GROUP?
OKAY. MELISSA,
YOU’RE IN
Scaffold the support for varied reading levels.
MINE!
BELOW LEVEL
Listen and Read Along
• Have students follow the text as you read it aloud.
THERE’S...
NO ONE ELSE Pause at the STOP & THINK notes and guide students
UH. UM. I CAN ASK.
to answer these before asking the Build Comprehension
questions in the Teacher’s Book.
• Provide time for students to share and discuss any
g
UH...
N-NO...
questions they have about the story.
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ON LEVEL
Read Together
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•
DO YOU STOP & THINK

HAVE A GROUP,
OKAY, WHO’S
GOT ROOM FOR Interpret What does • Have pairs of students read the text, writing any
JENSEN? JENSEN? “Who’s got room for
questions they have in the margin as they read. Have
ar
Jensen?” mean?
partners pause at the STOP & THINK notes to answer the
UH... WE’VE questions.
ALREADY ALL RIGHT,
NOT US!
• Have partners share any questions they have about the
Le
GOT THREE. I NEED A VOLUNTEER TO
LEAVE THEIR GROUP TO
BE JENSEN’S PARTNER! story with each other.
US
TOO. ABOVE LEVEL
Read Independently
ic
I’LL DO IT, • Have each student read the text silently, pausing at the
I COULD...
MISS LEE.
STOP & THINK notes to answer the questions and write
h any questions they have.

JUST BE MY
OWN GROUP.
• Students can then discuss the Build Comprehension

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“That Sports Dude” from Brave 11 questions with a partner.

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Read the Selection / Build Comprehension EXTENSION Relate to Personal Experience

Use these questions to support Key Vocabulary and the Have students identify details in the story that show why
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Reading Strategy and to check understanding of the story Jensen ends up without a group:
before moving on to the Close Read. • Someone asks Penelope to form a group before he can.
Student’s Book, pages 10–11 • He doesn’t know anyone else to ask.
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• No one asks him.

After reading page 11, frame 4
Invite volunteers to share what they do when asked to form a
STOP & THINK
group with other students. Continue the discussion by asking:
Interpret Answer: It means that someone should invite Jensen
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Do you look around to make sure everyone finds a group? Why or

to work in their group. why not? What would you do if you ended up without a group?
Draw Conclusions Say: On page 10, in frame 4, Jensen says, How would you feel?
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“I’m gonna ask….” He doesn’t finish his sentence. What was he

going to ask? (He was going to ask Penelope to be in a group
of two with him for the presentation.) Why doesn’t he finish
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his sentence? If needed, to ensure that students consider

frame 5 when responding, remind them about the monitor-
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understanding strategy of reading ahead. (Another student

asks Penelope to be in a group before Jensen can ask her.)
Analyze Visuals Say: Examine frame 6. Jensen just missed his
©
chance to ask Penelope to work with him. How does he feel in this
frame? (He feels disappointed and sad.) Which details in the
illustration show his feelings? (His eyes look wide and sad. He is
not smiling.)
Monitor Comprehension Say: Examine the first frame on
page 11. What is happening in this scene? (All the other students
are forming groups. Jensen is just looking around, unsure of
what to do.)

“That Sports Dude” from Brave T11
1 READING 1
“That Sports Dude” from Brave GREAT!
THANK YOU,
JORGE!
NOW, EACH GROUP

WILL PICK A
PRESENTATION TOPIC 1
WHILE I HAND OUT
THE GUIDELINES.
•
STOP & THINK
Explain Why
does the author
include “yammer”
and “chatter” in the
g
background of this
frame?
n
ni
FOR THE
ar
BASEBALL. TOPIC?
...O-OH!
Y-YEAH, OKAY.
Le
ic
H-HUH?
h
1
topic subject
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12 Unit 1 Empathy

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Build Comprehension (continued) EXTENSION Create a System for Grouping Students

Student’s Book, pages 12–13 Have students stand in a circle and pick one student to be
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the “first” in the circle. That first student and the two students
to that student’s left should form a group. Then the next
STOP & THINK three students to the left should form a group. Keep forming
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Explain Answer: This indicates the noise the other students groups. If the circle ends with two students, have them form
are making. a group. If it ends with one student, have that student form
Monitor Comprehension Ask: On page 11, in frame 5, what a two-person group with the last person in a three-person
questions are the students responding to? If needed, to ensure group.
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that students consider frame 4 when responding, remind them Then have groups discuss whether that was an effective
of the monitor-understanding strategy of rereading. Look back way to group students to avoid making anyone feel
at frame 4 to see what question was just asked. (The students uncomfortable, to ensure a variety of perspectives in the
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are responding to the teacher’s question, “Who’s got room group, and to facilitate the ability for students to get to know
for Jensen?”) each other.
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Make Inferences Ask: Why does Jensen think about being alone Finally, have groups create their own effective system for
in his own group? (All the other students are saying they do not forming groups in the classroom. Invite volunteers to share
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have room for him in their groups.) their systems.

Analyze Visuals Say: Examine frame 3 on page 12. Based on
©
the illustration, how does Jensen feel about being grouped with
Jorge? (He feels nervous and maybe even scared.) Based on how
Jorge appears in the illustration, why is Jensen nervous? (Jensen is
nervous because Jorge is much bigger than Jensen. Jorge isn’t
smiling and doesn’t look excited to be in a group with Jensen.)
T12 Unit 1 Empathy

OH? HMM.
LET’S SEE...
HOW ABOUT I DON’T

BASEBALL FOR CARE!!
IDIOTS?
g
IT’S
—OOF, WHAT AN PERFECT!
n
UNFORTUNATE
TITLE. CAN I HAVE
IT, PLEASE?!!
ni
ar
YUS.
I
SO GOT
THIS.
Le
...AND THAT IS HOW
I WILL SAVE THE WORLD...
ic
...BY BEING PREPARED
FOR ANYTHING.
h
ap

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After reading page 14, frame 4 EXTENSION Interjections

STOP & THINK Explain to students that an interjection is a word or phrase
eo
Deduce Answer: Jensen describes Jorge this way because that expresses a feeling. Give an example: Yikes! That spider
Jorge plays sports and looks strong and athletic. is big! Explain that “Yikes!” is the interjection and that it
Monitor Comprehension Ask: What is Jensen doing in panel 1 expresses the feeling of surprise mixed with fear or concern.
lG
on page 13? (He is running to the library.) Why does he run to the Have partners review this section of the text to identify the
library? If needed, to ensure that students consider frames 4–7 interjections and their meanings:
on page 12 and frame 2 on page 13 when responding, remind • huh: expresses the feeling of being unclear about
them of the monitor-understanding strategies of rereading
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something and needing it repeated

and reading ahead. (He runs to the library because he doesn’t
• oh: expresses surprise
know anything about baseball, but that is the topic his group
• hmm: expresses that you are wondering about or thinking
member Jorge just suggested. Jensen wants to learn as much
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about something
about it as quickly as possible.)
• oof: expresses a feeling of being disappointed or
Analyze Character Ask: On page 14, in frames 3 and 4, what is
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uncomfortable with something

Jensen glad about? (He is glad he has a partner.) Why? (He felt
• yus: slang spelling for “yes”; expresses a feeling of
embarrassed when he was without a group.) What is he not glad
excitement or great happiness
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about? (He is not glad that his partner is Jorge.) Why? (Jensen
thinks Jorge is just a “sports dude” and is not a good student.) Ask volunteers to share the interjections they identified. Then
have students individually write sentences using two of the
©
interjections.

1 READING 1
“That Sports Dude” from Brave ...ANYWAY!
DID YOU GUYS SEE

Student’s Book, pp. 14–15 THAT NEW TRAILER2
FOR STAR WARS?
OH!
IS IT
OUT?
...THIS IS SO AWKWARD.
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...BUT, YAY, ENGLISH IS NEXT! •
I’M SO GLAD I HAVE A PARTNER FOR ...EVEN IF IT’S THAT STOP & THINK
THAT PRESENTATION. SPORTS DUDE, JORGE. Deduce Why does
Jensen describe
Jorge as “that sports
ar
dude”?
published by Yen Press, LLC, New York, NY

Le
© 2017 Svetlana Chmakova. First
ic
HE VOLUNTEERED TO BE
IN A GROUP WITH ME... NO ONE DOES THAT!
h
2
trailer movie advertisement
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14 Unit 1 Empathy

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Build Comprehension (continued) EXTENSION Analyze Text Features

Student’s Book, pages 14–15 Ask students to name text features in the graphic novel
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excerpt. (Possible responses: frames, speech balloons,

After reading page 14, frames 5 and 6
thought bubbles) Point out that bold words are also a type of
Paraphrase Invite a volunteer to paraphrase the thought text feature. Ask: Which words are in bold in frame 6 on page
caption in frame 5 on page 14. Say: Be sure to replace He with
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14? (No one) Why do you think the author choose to bold the
the name of the person Jensen is referring to. If needed, guide words No one? (By bolding those words, she emphasizes the
students to review the information for volunteer in the Key idea that Jensen is thinking no one has ever offered to be
Vocabulary on page 6 and to review the definition in the in a group with him.) What does emphasizing those words in
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Glossary of Theme and Key Vocabulary on Student’s Book Jensen’s thoughts help readers understand about the character?
pages 316–318. (Possible response: Jorge offered to be in a (Emphasizing those words helps readers understand that
group with me.) Then invite a volunteer to paraphrase the Jensen is very aware that no one volunteers to be in a group
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thought caption in frame 6 on page 14. Be sure to replace that with him. He probably feels hurt by that.)
with what Jensen is referring to. (Possible response: Nobody has
ever offered to be in a group with me before now.)
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Draw Conclusions Ask: Based on Jensen’s thoughts in frames 5

and 6, what conclusions can you draw about him? Do you think
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he is shy? Do you think he has a lot of friends at school? (Possible

response: I can conclude that Jensen is shy and probably does
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not have a lot of friends.)
T14 Unit 1 Empathy

...HE LOOKS LIKE HE COULD STOP AN ENTIRE
BASEBALL TEAM. BY HIMSELF.
Use varied strategies to reinforce the meaning
of the Key Vocabulary word awkward, as used in
frame 1 on page 14.
Beginning
Review the definition of awkward in the Glossary
of Theme and Key Vocabulary on Student’s Book
THAT WAS THE BELL,
JORGE. CAN YOU PUT
pages 316–318. Point out how the photo on
THAT PHONE AWAY? page 6 in the Key Vocabulary lesson depicts the
g
feeling of being awkward. Have students show a
YES. facial expression or gesture they would make if
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they felt awkward.
SORRY,
MISS LEE.
Intermediate
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Review the definition of awkward. Then have
students independently write a new caption box
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OKAY, EVERYONE, TODAY IS
A WORK PERIOD FOR YOUR
PRESENTATIONS! for frame 1 on page 14 that captures the same
feeling, using this sentence frame:
Le
• This is so .
I WANT YOU TO START
HAMMERING OUT YOUR
SUBTOPICS AND OUTLINE.
Allow students to use a thesaurus.
...THE BASEBALL BOOK!
Advanced
Have students discuss why Jensen feels awkward
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I’LL BE WALKING AROUND
I COMPLETELY FORGOT TO AND ANSWERING ANY
EVEN FLIP THROUGH IT! QUESTIONS. in frame 1 on page 14. Prompt them to consider
what he is excited about and how the students
h react to what he says.

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gr
After reading to the end of page 15 Monitor Understanding Say: Read Jensen’s thoughts in frame 5.
Analyze Character Say: Reread Jensen’s thought caption How does he feel here? (He is worried or panicked about not
in frame 2. Based on this thought, what does Jensen think having read the baseball book.) Remember—refer to the visuals
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about Jorge? (Jensen thinks Jorge is really tough, strong, and in a text to make sure you are understanding the text. Examine
intimidating.) how Jensen is depicted or drawn in frame 5. Does the way he is
shown support your understanding from the words of how he is
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Make Connections Ask: What does Jorge do in frame 4 that

surprises Jensen? (In frame 4, Jorge is very polite to Miss Lee. He feeling? (yes) Which details in the drawing convey this feeling? (His
apologizes for having his phone out and does what she tells eyes are wide open. His mouth looks like he is worried or
him to do right away. Instead of being tough and intimidating, in pain.)
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he is nice and cooperative.)
EXTENSION Relate to Self

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Give students a few minutes to reflect on a time when

someone surprised them by being different than they
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expected. After students reflect, have them write a few notes

about the situation using these sentence frames:
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• I thought the person would be .

• But the person actually was .
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• I saw who the person really was when (he/she) .

Invite a few volunteers to share their reflections. Lead a
discussion about what lessons students can learn from these
shared stories. (Possible discussion points: Try not to make
assumptions about people based on how they dress/how
they look/what they do/a habit they have.)

1 READING 1
...WHY DIDN’T I EVEN

BRING THE BOOK?!
ANY
IDEAS FOR A
SUBTOPIC?
n g
NOTHING.
U-UH. I GOT
ni
NOTHING!
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OH.
UH...
Le
I-I... OKAY.
...ACTUALLY... WELL...
...DON’T KNOW ...BASEBALL’S
ic
MUCH...ABOUT PRETTY COOL.
BASEBALL?
h
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16 Unit 1 Empathy

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Build Comprehension (continued) EXTENSION Create Self-Management Methods

Student’s Book, pages 16–17 Remind students that Jensen is upset because he not only
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forgot to read the baseball book, but he also forgot to bring it

After reading to the end of page 16
with him to school to refer to when working with Jorge. Have
Analyze Character Say: Review frames 2 through 4. Based on partners work together to brainstorm two ways to remember
the drawings, how does Jensen feel in these frames? (Jensen feels
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to do homework and two ways to remember to bring

very nervous and upset.) Which details in the drawings show important things to school. For example:
this? (He sweats more in each frame. His mouth looks more
Remember to Do Homework
upset in each frame. His eyes start to look panicked.) Based on
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Jensen’s dialogue and thoughts, why is he panicked? (He has no • Get into the habit of doing homework as soon as you get
ideas for a subtopic, and he is still afraid of Jorge because Jorge home.
is big and looks intimidating.) • Email a note to yourself to do your homework.
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Monitor Understanding Say: In these frames, Jensen doesn’t Remember to Bring Important Things to School
say why he has no ideas for a subtopic. Why doesn’t he have any • Get into the habit of putting important things in your
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ideas? If you are not sure, remember the strategy of rereading to backpack as soon as you are done with your homework.
monitor your understanding. Go back a few frames and reread.
• Leave a note to yourself on your front door.
What do you learn? (Jensen not only did not read the baseball
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book, he did not even bring it to refer to when working with Invite volunteers to share their ideas.
Jorge on their presentation.)
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Analyze Plot Say: Examine frames 5 and 6. Jensen was nervous

that Jorge would be upset. But how does Jorge actually react?
(Jorge is calm and simply starts to give his own ideas.)
T16 Unit 1 Empathy

HE’S...
FINE WITH IT? ...THIS ONE’S
KINDA COOL-
UH...
HUH. HISTORICAL PERSPECTIVES
I, UH...
“THE IMPACT OF
BASEBALL ON
Baseball
OKAY.
AMERICAN CULTURE.”
Tell students that baseball is a popular sport
I PRINTED OUT
SOME RESEARCH
ARTICLES.
IT’S GOT, UH, SOCIAL
HISTORY AND STUFF. in the United States. However, throughout
history, not everyone has been allowed to play
...WANNA
baseball. Explain that Black male players have
TRY THAT?
•
been discriminated against because of their
g
STOP & THINK
O-OKAY.
Restate What subtopic race. Female players have been discriminated
do Jorge and Jensen
against because of their gender.
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choose?
Remind students of the unit theme: empathy.
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Ask: How can groups like sports teams make
everyone feel welcome and included?
ar
ART CLUB.
(Responses will vary.)
Le
HA-HA, SINCE
WHEN ARE YOU
INTO3 BASEBALL,
JENSEN?
h ic
3
into interested in
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gr
After reading page 17, frames 1–3 EXTENSION Create a Graphic Novel Frame
STOP & THINK Point out that frame 3 simply shows Jensen agreeing to
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Restate Answer: Jorge and Jensen choose the impact of Jorge’s idea, but the frame does not tell how Jensen is feeling
baseball on American culture. in this moment. Have students individually create a frame to
Monitor Understanding Say: If you do not know a word in a add after frame 3. Explain that the frame they create should
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text, one strategy you can use to monitor understanding is to see tell Jensen’s inner thoughts. Ask questions to prompt thinking:
if another word works in the sentence. Look at frame 2. Let’s make Is Jensen relieved, surprised, or something else? What text can
sure we understand what the word impact means. Based on the you write to show this? How can you draw Jensen to support the
rest of the title of the article—of Baseball on American Culture— thought you want to communicate?
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what might impact mean? (Possible response: effect) Let’s Invite volunteers to share their frames with the class. Consider
reread the title with effect to see if it makes sense—“The Effect of posting all frames on a wall in the room.
Baseball on American Culture.” That makes sense. So the article is
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about how baseball affected or changed American culture. That

sounds interesting!
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Draw Conclusions Invite a volunteer to remind the class about

what Jensen originally thought of Jorge. (Jensen thought Jorge
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was a sports dude, that Jorge was not a strong student, and
that Jorge looked tough and intimidating.) Based on details in
frames 1–3, what is Jorge actually like? (Jorge is academic. He did
©
his homework, and he thinks an article about history sounds

interesting. He is also polite. He asks Jensen if he wants to try
the idea he likes, rather than demanding Jensen agree to it.)

1 READING 1
Student’s Book, pp. 18–19 HEEY, IS THAT
JENSEN?
IT IIIS!
WHERE’RE YOUR NERD
FRIENDS? THEY LEFT YOU
ALL ALONE?
OH, NO. IT’S FOSTER

AND YANIC.
U-UH... OF COURSE
HE DOES!
n g
WANT US TO
OOOH, IS THAT
KEEP YOU
YOUR SKETCHBOOK,
ni
COMPANY?
JENSEN?
UM.
ar
...TH-THAT’S NOT...
IT’S NOT STAR TREK !
Le
•
STOP & THINK
WHOA! Describe How do
the two boys in the
IT’S FOR MY lunchroom treat Jensen?
THAT’S THE WORST-DRAWN SUNSPOTS SUNSPOTS?
STAR TREK FANART I’VE ARTICLE!
ic
EVER SEEN! WHAT’S THAT
SUPPOSED-
h
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18 Unit 1 Empathy

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Build Comprehension (continued) EXTENSION Analyze Tone

Student’s Book, pages 18–19 Explain to students that the same line of dialogue can take
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on different meanings depending on the tone with which it is

After reading to end of page 18
said. To illustrate this point, say, “Tom is so nice,” in a friendly
STOP & THINK tone. Then say the line in a sarcastic tone.
Describe Answer: They treat him badly. They are teasing him
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Have students take turns saying some of Foster’s and Yanic’s

and being mean. dialogue—first in a friendly tone and then in a sarcastic or
Identify Setting Say: Look at the last frame on page 17. What mean tone—identifying which is correct for the frames.
is the setting for this scene? (art club) How do you know? (The
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Then lead a discussion about how readers are supposed to

caption tells me.) know to read those lines of dialogue with a sarcastic or mean
Analyze Character Rephrase the dialogue for the person in tone. (Foster’s use of the insulting “nerd friends” helps set up
the blue shirt in the last frame on page 17: You have not liked
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the tone; the fear in Jensen’s face helps show Foster and Yanic
baseball in the past. Why are you interested in baseball now? Ask: are being mean.)
Is the person asking a serious question or teasing Jensen? (teasing
at
Jensen) How do you know? (The text starts with “HA-HA.” The
person is smiling.)
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Analyze Dialogue Invite a volunteer to reread aloud Jensen’s

thought caption in panel 2 on page 18. Then ask: Which words
in the thought caption tell you that Jensen is not happy to see
©
Foster and Yanic? (OH, NO.)

Make Comparisons Say: On this page, Jensen is no longer in
art club. He is now in the lunchroom. How is his experience in the
lunchroom similar to how he was treated in art club? (Just like
with the character in the blue shirt in art club, the boys in the
lunchroom mock Jensen for what he is doing. Though this time,
they mock his art.)
T18 Unit 1 Empathy

-TO...
...BE-
IT’S THE FOURTH TIME TODAY!!

IS HE FOLLOWING US?
n g
OH NO!
IT’S JORGE! AGAIN?!
ni
LET’S SIT
ar
OVER THERE.
Le
JUST PLAY IT
WHAT IS THIS, COOL, PLAY
OH NO! NOW THEY’RE NEIGHBORHOOD IT COOL...
WATCH4?!! WHAT
ic
ALL COMING OVER?!
SHOULD WE DOOOO?
h
4
neighborhood watch a community program to keep people safe
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gr
After reading to the end of page 19 EXTENSION Identify the Speaker

Monitor Understanding Say: Look at frame 1. How does Yanic Remind students that sometimes characters outside of the
feel in this scene? (Yanic feels scared or nervous.) Why does
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action shown in a frame say the dialogue that appears in that

Yanic feel this way? If needed, remind students of the strategies frame. Ask: Who is saying the dialogue in frame 3 on page 19?
of rereading, reading ahead, and using visuals to monitor (Yanic) How do you know? (The dialogue expresses fear about
understanding. (Yanic is scared because he sees Jorge walking
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Jorge and the small illustration shows the face of the character
toward him.) who is speaking those words. So it is not dialogue that Jorge
Make Inferences Say: Reread the speech bubbles in frame 5. is saying.)
Based on this dialogue, where is Jorge saying he and his friends
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should sit? (Jorge is telling his friends that he wants to sit with
Jensen.) How do you know that’s what he is saying? (Yanic gets
nervous about Jorge “coming over” to him. Yanic is already
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sitting with Jensen. So this tells me Jorge wants to sit where

Jensen is.)
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Interpret Ask: In the last frame on page 19, what does Yanic
mean by “play it cool”? (Yanic means “stay calm” or “don’t get
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upset.” Yanic wants Foster to act like it is no big deal that Jorge
is coming over to them.)
©

1 READING 1
WELL, WELL, WELL...
“That Sports Dude” from Brave IF IT ISN’T

THE INCREDIBLE
WEASEL5 DUO, YANIC
Student’s Book, pp. 20–21 AND FOSTER.
H-HEY,
JORGE!
SAVED YOU
S-SEAN! A SEAT!
WE WERE JUST
LEAVING. DO YOU
WANT THIS SEA-?
n g
NAW, SIT.
•
STOP & THINK
YO, SEAN.
ni
Interpret What do
EASY. DIAL IT
STAY you think Jorge means
BACK6 TO CIVIL.
AWHILE. by telling Sean to “dial
it back to civil”?
ar
Le
OOOH,
YOU GUYS
GOT PIZZA?
h ic
5
weasel sneaky
6
dial it back reduce it or make it less extreme
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20 Unit 1 Empathy

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Build Comprehension (continued) EXTENSION Formal and Informal Language

Student’s Book, pages 20–21 Explain to students that realistic fiction authors try to make
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their stories seem like they could happen in real life. Point out
After reading page 20, frames 1 and 2
that the author of this story has the students use casual, or
STOP & THINK informal, language when speaking to each other because that
Interpret Answer: Jorge means for Sean to be more polite and
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is how students in most schools speak to each other when

less aggressive. not giving a presentation or otherwise engaging in classroom
Analyze Visuals Say: Look at frames 1 and 2. Which character work. Point out “Naw” in frame 2 on page 20. Ask: What is Naw
in frame 1 is pushing Foster back down into his seat in frame 2? slang or casual for? (No)
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(The character in the sports cap who says “Well, well, well” is Have students rewrite the dialogue for the characters in
the character who pushes Foster back into his seat in frame 2.) frames 1 and 2, using formal language.
Which details in the drawings tell you this? (In frame 2, the
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Then lead the class in a discussion about how the use of

person pushing Foster down is wearing the same clothes as the formal language makes the story seem false or fake.
character in the sports cap is wearing in frame 1.)
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Make Connections Ask: Is the person pushing Foster back into

his seat a friend of Foster or a friend of Jorge? (Jorge) How do
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you know? (Jorge talks to the character in a familiar way, which

suggests that they are friends.)
Make Predictions Ask: Are Jorge and his friends sitting at the
©
lunch table because they want to join Foster and Yanic in making
fun of Jensen or because they want to protect Jensen? (They
want to protect Jensen.) How can you tell? (Foster and Yanic are
nervous about them being there. Jorge and his crowd are not
their friends. Jorge, however, is always nice to Jensen.)
Analyze Character Say: Look at how Jensen is drawn in frames
1 and 2. How does he feel during this scene? (He feels nervous
and not sure what to think.) How do you know? (He is hunched
over, like he is trying to hide. His thought bubbles show no
thoughts, as if he is not sure of what to think.)
T20 Unit 1 Empathy
HI THERE,
NEW GUY!
Use varied strategies to reinforce which meaning
U-UH. of the multiple-meaning word weasel is used in
frame 1 on page 20.
JENSEN.
I’M OLIVIA!
WHAT’S
YOUR NAME?
NICE TO MEET YOU,
UH JENSEN!
Beginning
Explain that the word weasel has two meanings
...E-EVERYONE •
as a noun. Show students a picture of a weasel
S-SO,
UH...
SAW THE GAME
LAST NIGHT, RIGHT? HAH! IF YOU
STOP & THINK
Describe How do
(the animal). Then post this definition: a type of
CAN CALL THAT Jorge and his friends small animal. Next post this definition: a dishonest
g
A GAME. treat Jensen at
lunch? How do you
know?
person whom you cannot trust. Ask which
definition is being used in the panel.
n
Intermediate
ni
Point out the footnoted definition for weasel.
Have partners look up another meaning for the
word. Then have them write one sentence for
WHAT IS EVEN HAPPENING
ar
RIGHT NOW??
each meaning of weasel.

Advanced
Le
After students read the footnoted definition, ask if
they know another meaning for the word (a type
of small animal). Then have them discuss how
Yanic’s and Foster’s actions and words support
Sean’s assessment of them as “not honest.”
ic
I’M EATING LUNCH WITH WHAT KIND OF BIZARRO ALTERNATE
THE GAME MONSTERS?! UNIVERSE LEVEL IS THIS?
h
ap

gr
After reading page 21, frame 3 EXTENSION Analyze Body Language

STOP & THINK Explain to students that people often reveal a lot about how
eo
Describe Answer: Jorge and his friends are friendly to Jensen. they are feeling through their body language. Show body
I know this because they tell Jensen it is nice to meet him and language that suggests you are annoyed, afraid, and happy.
then continue talking, as if he is now part of their group. Have students guess what you are conveying with each pose
lG
Monitor Understanding Say: Reread frame 2 on page 21. and then have students mimic your pose.
Who says the dialogue in the oval at the bottom of the frame? Have students analyze Jensen’s body language in frame 3
If needed, to ensure that students consider frame 1 when on page 21 and what it conveys about Jensen’s feelings in
responding, remind them of the monitor-understanding the scene. (Jensen is holding his book tightly and looking at
na
strategy of rereading. (Olivia) Why is there laughter after Olivia the group. This shows he is unsure about what is happening
says this dialogue? If needed, remind students to reread the and nervous.)
entire frame. (There is laughter because she says “Uh Jensen”
io
as a joke when repeating his name because he says “Uh” before

saying his name, out of nervousness.) Do you think Olivia is
at
joking in a friendly or mean way? Why? If needed, to ensure that

students consider how Olivia appears in frame 1, remind them
N
of the strategy of analyzing visuals to monitor understanding.

(She says it in a friendly way. She looks very friendly in frame 1,
smiling and waving.)
©
Analyze Plot Say: Reread Jensen’s thought caption in frame 3.

What is happening in the scene? (Jorge and his friends are eating
lunch at Jensen’s table and talking about sports as if nothing
strange is happening.) Why does this confuse Jensen—why is
he unsure of what is happening? Think about what Jensen said
earlier in the story. (He is confused because he usually has no
one supporting him or standing up for him at school. He does
not know why Jorge is being so nice to him.)

1 READING 1
“That Sports Dude” from Brave ENGLISH CLASS
(WORK PERIOD AT THE LIBRARY.)
DUDE,
DID YOUR
DOG DIE OR •
SOMETHING? STOP & THINK
Restate What does
Jorge mean when he
asks, “did your dog die
I-I... I’M FAILING MATH... or something”?
...AND...I HAVE TO...
...GO TO A...
g
...A TUTORING GROUP...
...INSTEAD OF ART CLUB...

...TUTORING’S
n
GOOD THOUGH.
AH.
I GOT SOME FOR SCIENCE.
ni
BUMMER. REALLY SAVED ME.
HUH! MAYBE IT
ar
WON’T BE SO BAD.
Le
THOUGH,
I’LL STILL BE
MISSING ART
CLUB...
R-REALLY?
I’M WORRIED MY
YEAH. ART FRIENDS MIGHT
ic
THAT STUFF, LIKE, FORGET ABOUT ME...
MAKES SENSE7 NOW. AGAIN...
h
7
makes sense is easy to understand
ap
22 Unit 1 Empathy

gr
Build Comprehension (continued) EXTENSION Meaning Based on Part of Speech

Student’s Book, pages 22–23 Point out that the word alternate can be used as a noun, a
eo
verb, or an adjective. Review these meanings and parts of

speech:
STOP & THINK 1. something that is different from what is typically used
Restate Answer: Jorge thinks Jensen looks sad or upset, so
lG
(noun)
Jorge is asking why. 2. to go back and forth between two things (verb)
Interpret Ask: In frame 4 on page 21, who is Jensen referring to 3. in a way that is different from how something is usually or
with “game monsters”? (Jorge and his friends) Why does Jensen typically is done (adjective)
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refer to them using this term? (The group is discussing sports. Ask students to identify the part of speech and meaning of
The group members are probably all athletes or very interested alternate as used in frame 5 on page 21. (an adjective, in a way
in sports.)
io
that is different from how something is usually or typically

Make Inferences Say: Review frame 5 on page 21. Jensen done)
describes the situation he is in as a “bizarro alternate universe.” Then have partners write an example sentence for the word
at
Based on this description, what can you infer is his typical alternate for each meaning and part of speech.
lunchroom experience? (Typically, he eats alone and not with
N
the school athletes.) If needed, guide students to unpack the Identify Setting Say: In frames 1 and 2 on page 22, Jensen and
meaning of Jensen’s description: Bizarro is another way to say Jorge are no longer in the lunchroom. Where are they? Why are
“strange”; alternate is another way to say “very different or
©
they sitting at a table together? (They are in the library. They are
opposite”; universe is another way to say “state of existence.” sitting together because they are working on their presentation
for English class.)
T22 Unit 1 Empathy

...THEY FORGET
ABOUT YOU?
NO, NO, IT’S NOT LIKE
THAT! THEY’RE JUST...
...THOSE DON’T BUSY. LOTS TO DO...
SOUND LIKE FRIENDS.
...IF THEY’RE
FRIENDS, THEN THEY’VE
GOT YOUR BACK8...
g
...WHETHER YOU’RE
THERE OR NOT.
n
STOP & THINK
Contrast Jensen
thinks the kids in Art
Club are his friends.
ni
FRIENDS WON’T “FORGET”
...OH. What does Jorge
ABOUT YOU.
think?
ar
JORGE IS SO COOL.
LATER.
Le
BYE!
h ic
8
they’ve got your back they treat you well
ap

gr
After reading page 23, frame 5 EXTENSION Recognizing Empathy

STOP & THINK Invite a volunteer to remind the class of the meaning of
eo
Contrast Answer: Jorge thinks they aren’t really friends if they empathy. (the feeling that you understand and share another
forget about Jensen. person’s feelings) Ask: In frames 3–6 on page 22, how does
Analyze Character Ask: How does Jensen feel in frame 3 on Jorge show empathy to Jensen? (Jorge shows empathy by
lG
page 22? (He feels worried and sad.) How do you know? (He is acknowledging that having to miss art club will be a bummer
looking down and frowning. He has a difficult time stating a for Jensen. Jorge then shows empathy by talking about his
complete thought.) own experience with tutoring to make Jensen feel better.)
Make Inferences Say: Reread Jensen’s thought caption in the Have partners discuss other things Jorge could have said in
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last frame on page 22. Why does he now think tutoring won’t be this scene to show Jensen empathy. Invite volunteers to share
so bad? (He now thinks tutoring won’t be so bad because Jorge their ideas.
shared how tutoring helped him with science.)
io
Analyze Tone Say “Oh” using a variety of tones (such as, happy,
angry, sad, and surprised), identifying each tone before you say
at
the word. When Jensen says “Oh” in frame 5 on page 23, what
tone does he use? (a sad and surprised tone; a realization)
N
©

1 READING 1
“That Sports Dude” from Brave WHY DOES MATH
HAVE TO BE SO HARD...
...AND WHY DOES YANIC

THE NEXT DAY. HAVE TO BE THERE?
...AT LEAST ENGLISH IS

GOING WELL.
HI,
g
MISS LEE!
n
GOOD
MORNING, OKAY, EVERYONE,
JENSEN. TODAY IS ANOTHER
WORK PERIOD
ni
HI,
FOR YOUR GROUP
JORGE!
PRESENTATIONS, SO
USE IT WELL!
’SUP.9
ar
OUR PRESENTATION IS GOING
TO BE SO AWESOME...
Le
...EVEN IF IT’S ALL
ABOUT BASEBALL.
WELL, THE HISTORY.
JORGE’S IN CHARGE OF 10 THE
ic
WRITTEN PART, AND I’M IN
CHARGE OF THE VISUAL AIDS-
h
9
’sup short for What’s up?, meaning “How are you?” (slang)
10
in charge of responsible for
ap
24 Unit 1 Empathy

gr
Build Comprehension (continued) EXTENSION Using Time Well

Student’s Book, pages 24–25 Point out that in frame 4 on page 24, Miss Lee tells the
eo
students to use the time well. Ask: What does Miss Lee mean?
After reading to the end of page 24
(She means to not waste time talking about other things and
Compare and Contrast Say: Review frames 2 and 3 on page 24. to stay focused on doing work.) What are some examples of
How does Jensen feel about the math tutoring group? How do you
lG
not using your time well when you are supposed to be working
know? (Jensen does not like the math tutoring group. He thinks on a presentation? (Possible responses: reading articles online
math is hard. He is not happy that Yanic is in the group, too. that are not about your topic; telling your group about
Jensen’s slouching body language shows that he is unhappy.) what you did the day before; doodling instead of working
na
How are Jensen’s feelings about English class now different? Which on your presentation) What are some examples of using your
details tell you? (Now, Jensen likes English class. He has an time well? (Possible responses: spending the time doing
excited look on his face as he enters the classroom. He says “Hi” research, organizing notes, choosing visuals, drafting, and
io
to the teacher and to Jorge.) proofreading)

Make Inferences Ask: Why does Jensen now like English class?
at
(He now likes English class because he has a friend in the class,
Jorge. Jensen feels like he belongs.)
N
Analyze Visuals Say: Examine frame 5 on page 24. How does

Jensen feel in this scene? (He feels happy and confident.) Which
details in the drawing show this? (He is smiling. His eyes look
©
happy, bright, and alert. He is focused on his work.)
T24 Unit 1 Empathy

DRAWINGS OF SOCIALLY HISTORICAL
BASEBALL MOMENTS...
...LIKE THE FIRST AFRICAN-AMERICAN

PLAYERS, THE FIRST FEMALE PLAYERS...
HISTORICAL PERSPECTIVES
Graphic Novels
The graphic novel has its roots in comic books,
which, in turn, are descendants of the comic
I DIDN’T KNOW PEOPLE WERE
strips published in newspapers. Though a
SUCH JERKS TO THEM!
few long-form comic books or other works
of literature told though comic blocks were
g
I HAVE TO DRAW THOSE PEOPLE TOO,
THE ONES WHO WERE EVIL AND
HARASSED THE PLAYERS.
published prior to the 1970s, most historians
agree that the first graphic novel—as we think
n
I DON’T LIKE THAT PART.

of the genre today—was published in 1978.
ni
The genre took off very quickly, with the 1980s
I’M MAKING THEM LOOK EXTRA EVIL SO
THAT NO ONE GETS CONFUSED.
producing several graphic novel classics. But
ar
WHOA,
HA-HA! many people still did not feel that graphic
THESE ARE
ON POINT.11 novels were serious literature.
Le
About the Author
Svetlana Chmakova Over time, graphic novels were accepted as a
has written many
manga, graphic
novels, and comic
legitimate form of literature—and they also
THANKS! I’M
DUDE,
YOU’RE A REALLY
books. She also draws
the illustrations. She
rose in consumer popularity. Ask students to
GOOD ARTIST.
GONNA ADD moved from Russia to
share their opinions about graphic novels.
ic
COLOR TOO. Canada when she was
sixteen years old.
Discuss with students what they like most and
least about graphic novels.
on point just right, very good
h
11
ap

gr
After reading to the end of page 25 READING FLUENCY

Make Inferences Say: In frames 1 and 2, Jensen puts a lot of 1. Direct students to Unit 1 Reading 1 Fluency 1 on Online
energy into making the drawings. Why do you think he feels so Practice or read aloud frames 2–5 from page 15 of the
eo
invested in doing a good job with the drawings? (He loves art, selection. Have students listen for proper expression.
so he wants to do a good job with these drawings. Also, by 2. Use Unit 1 Reading 1 Fluency 2 on Online Practice
studying the topic, he learned that some famous baseball
lG
or have students record frames 2–5 from page 15 of the

players were treated badly by some people. This probably selection. Use the Expression Rubric and the Accuracy
makes Jensen feel like he has something in common with and Rate Formula from pages BM8–BM9 to assess
them.) students’ fluency.
na
Interpret Ask: In frame 3, what does Jorge mean when he says,

“These are on point”? (Jorge means that the drawings are very
good and accurately depict the players.) What does Jensen say
io
that supports the interpretation that the drawings are good?

(Jensen says, “Thanks!”)
at
EXTENSION Understanding the Value of Visuals

N
Have partners discuss what visuals can add to a presentation.

To prompt discussion, ask: What is an example of something
a visual can easily show that might be hard to describe in
©
text? Does having variety in your presentation help keep your

audience engaged? Why?
Invite volunteers to share their thoughts with the class on the
value of visuals.

1 FOCUS ON UNDERSTANDING
FOCUS ON UNDERSTANDING
Student’s Book, pp. 26–27 Close Read

Work with a partner.
1. Determine the meanings of your underlined words and phrases.
Students engage in a close reading of the selection, 2. Discuss the questions:
What is Jensen good at? What is difficult for him?
monitoring their understanding as they analyze the
main characters and what their relationship reveals Understand
about the importance of empathy. Complete the summary below with the words in the box:
badly likes making nice presentation volunteers writing
OBJECTIVES
...E-EVERYONE
Vocabulary S-SO,
UH...
SAW THE GAME
LAST NIGHT, RIGHT? HAH! IF YOU
• Use Grade-Level Vocabulary CAN CALL THAT
A GAME.
g
Language
n
• Language Function: Express Opinions
• Participate in Discussions
ni
WHAT IS EVEN HAPPENING
Reading Strategy RIGHT NOW??
• Monitor Understanding Jensen doesn’t have a partner for his project in English class. Jorge
volunteers to be his partner. They have to give a presentation . They
ar
Learning Strategy decide to write about the impact of baseball on American culture. At lunch,
badly
• Relate to Personal Experience two boys treat Jensen
scare the boys. Jorge’s friends are
. Jorge and his friends join Jensen and
nice to Jensen. In English class,
Jorge is writing the presentation while Jensen is making the
Le
RESOURCES visuals. Jorge likes Jensen’s drawings.
• Language Companion, pp. 5–6 Read Again and Analyze Responses will vary.
• Online Practice: Unit 1 Reading 1 Close Read; Unit 1 Read the story again and respond to the questions. Use evidence from the text
Reading 1 Write; Unit 1 Reading 1 Speak to support your responses.
ic
1. Characterize How would you describe Jorge?
2. Infer Why does Jorge volunteer to be Jensen’s partner in English class?
3. Contrast How does Jensen feel about his English presentation at the
beginning of the story? How does he feel at the end?
h 4. Deduce What impact do Jorge’s words and actions have on Jensen?

ap
26 Unit 1 Empathy

gr
Close Read Read Again and Analyze

1. Have partners discuss their questions and underlined words As students respond to the questions, encourage them to
and phrases. Circulate around the room and use the Student
eo
cite evidence from “That Sports Dude” from Brave. Sample

Checklist to note students’ understanding of the text. responses:
2. Then have partners discuss what Jensen is good at and what 1. Characterize Jorge is friendly. He says nice things. I know
is difficult for him. (Jensen is good at drawing. It’s difficult for
lG
this because he volunteers to work with Jensen. He sits with

him to talk to new people because he’s shy.) Jensen at lunch. He tells Jensen his sketches are good.
3. Invite volunteers to share their responses with the class. 2. Infer Jorge volunteers because he is nice and has empathy.
I know this because he volunteers quickly, and he doesn’t
na
Understand get upset when Jensen says he doesn’t know about baseball.
1. Read aloud the directions. Have students read the passage 3. Contrast At the beginning of the story, Jensen is nervous
and complete the summary using the words in the box. and worried because he doesn’t have a partner. Also, he
io
2. Have students share their responses with a partner. doesn’t know much about baseball. He is happy at the end
3. Invite a volunteer to read the completed paragraph aloud. of the story. I know this because he says, “At least English is
at
going well.”
4. Deduce Jorge’s words and actions surprise Jensen. I know
FORMATIVE ASSESSMENT
N
this because Jensen says, “He volunteered to be in a group

Listening for Errors
with me. No one does that.” Jensen also says, “He’s fine
If you want to confirm that all students can complete the with it?” Jensen smiles when Jorge says, “You’re a really
©
summary with the words in the box, then read the passage good artist.”
aloud as a Cloze Read activity, pausing at each blank and
having students chorally say the correct word for the blank.
T26 Unit 1 Empathy

Apply the Strategy: Monitor Understanding
Identify a section of the story that you did not understand. Check (✓) the
strategies you used to fix the problem. Write what you learned from each
strategy you used. Responses will vary.
I didn’t understand on page # .
Form pairs of students at varying levels of
✓ Strategy What I Learned
proficiency.
Reread a sentence or paragraph.
See if another word or phrase works. Beginning
Read ahead a sentence or paragraph. Provide sentence frames for partners:
Look at the visuals from the text.
• When you have empathy, you .
Make a connection to something in your life.
• Imagine how it feels when other
Share Your Perspective Discussion Frames people .
g
Discuss the questions in a small group. I think/don’t think …
• Being friendly to other people is important
1. Are Jorge and Jensen friends? In my opinion, classmates
should treat each other …
because .
n
2. How should you treat your classmates? Do you need to be friends with
I am pretty good at … My
everyone? friend … is very good at
3. What are you good at? Who in your class is especially good at something Intermediate
ni
(e.g., drawing, writing, singing, or dancing)?
Ask questions to prompt partners to brainstorm
Reflect sentence ideas:
ar
How does “That Sports Dude” from Brave help you understand why empathy
is important? With a partner, use some of the words to write sentences about • What does it feel like to be alone?
the story.
• What impact can you have on someone by being
Nouns Verbs Adjectives / Adverbs
friendly?
Le
artists imagine alone
empathy
impact
treat
volunteer
awkward
badly
Advanced
presentation cool Encourage students to elaborate on their
Possible responses: Don’t treat people badly. sentences. For example, if the student writes
“Don’t treat people badly,” ask: What happens
ic
Treat people well and be friendly. It’s good to imagine how people feel.
When you have empathy, you treat people well. when you treat someone badly? Add a sentence to
explain why it’s wrong to treat someone badly.
h
When you have empathy, you volunteer to help people.
You understand what it feels like to be alone.

ap

gr
Apply the Strategy: Monitor Understanding 2. Have small groups of students discuss their responses to the
1. Read aloud the directions above the chart on Student’s Book questions. Model using the Discussion Frames:
page 27. Clarify that students should find one section of the • I think Jorge and Jensen are friends because Jorge does many
eo
story that they did not understand and use one or more of nice things for Jensen.
the strategies listed in the chart. They do not have to use all • In my opinion, classmates should treat each other with
of the strategies listed.
lG
respect.
2. Think aloud to model using one strategy and recording what • It isn’t okay to treat classmates badly because no one
you learned from it: deserves to be treated in a mean or rude way.
THINK ALOUD I didn’t understand who was speaking in the
Reflect
na
first frame on page 10. I used the strategy of reading ahead. In

1. Remind students that “That Sports Dude” presents several
the next frame, I see that the teacher is talking. It makes sense
instances of Jorge showing empathy to Jensen.
that the teacher would also have told the students to put away
io
their sketches and pay attention in the previous frame. So 2. Read aloud the directions and tell students that now they
reading ahead helped me recognize that the speech balloons in will work in pairs to write sentences about why empathy is
at
the first frame come from the teacher. important, based on what they learned from the text. Use
3. Have students complete the chart independently and then purposeful pairing to partner beginning English speakers
with more proficient English speakers.
N
meet with a partner to compare which strategies they used

and what they learned from using those strategies. 3. Have partners share their sentences. Then have partners
make a banner of one of their sentences. Encourage partners
©
Share Your Perspective to add design elements to their banners. Then hang the
1. Read aloud the directions and the questions. Make sure banners around the classroom to remind students to
students understand that the first question focuses on show empathy.
Jorge and Jensen, and the second question focuses on the
Use the Multi-Level Strategies above to help students at
students in their class.
all proficiency levels reflect on the story. Monitor students’
developing proficiencies.

Focus on Understanding T27
1 UNCOVER THE STORY UNCOVER THE STORY
LEARNING
Students study a photograph and then watch a

video in which the photographer who created the
image describes how he did it.
OBJECTIVES
Vocabulary
Language
g
Listening, Speaking, and Viewing
n
• Respond to a Photograph
ni
• Watch and Listen to an Online Video
• Adjust Communication to Share Stories
ar
Technology
• Analyze Information from an Online Video
• Compare Across Media
Le
• Use a Photograph to Communicate
RESOURCES
• 1.1
ic
• Language Companion, p. 7
• Online Practice: Unit 1 Uncover the Story Vocabulary
Boost; Unit 1 Uncover the Story Watch and Understand
h
ap
28 Unit 1 Empathy
Lift_SB_GFU1_UTS.indd 28 23/09/21 7:30 PM

gr
Examine the Photo Find Out

Have students ask and answer the questions at the top of 1. As students watch the video showing photographer Brent
Stirton talking about his photo, remind them that they can
eo
Student’s Book page 29.

1. Invite students to carefully examine the photo for one pause and replay parts of it, as needed.
minute. Then have them write down three details about 2. After viewing the video, have students discuss what they
found out from listening to the photographer.
lG
the image from memory. Discuss with students why those

details are memorable to them. What seems familiar to you? Possible responses:
What seems unusual or surprising? 1. Responses will vary.
2. Use Partner Discussion Routine 1 to answer the second 2. Anita was blind because she had cataracts. An
na
question. Remind students to support their responses with organization donated the money so she could have
evidence. Then invite volunteers to share their responses surgery to fix the issue. She has just returned to her village
with the class. (Possible responses: They are happy that the after the surgery. Everyone is so happy that she is back
io
girl with the glasses has returned to their town. The girl and is able to see, as well as feel, that they spontaneously
looks like something happened to her eyes because she is pick her up.
at
wearing dark glasses that blind people sometimes wear, yet 3. Now Anita goes to school. She can read the blackboard.
she is smiling. The villagers are happy that the girl survived She’s learned to write. She is no longer ignored.
whatever happened to her.)
N
4. This photo is about empathy because it shows people

3. Explain to students that they are going to watch a video doing a nice thing that makes someone feel better after a
of the photographer talking about the photo. Have them tough situation.
©
write down three questions about the photo that they

hope the video will answer. Model one or two examples, Come together as a class to discuss any new ideas that
such as, Where was this photo taken? Why is the girl wearing emerged after watching the video. Ask: Have your ideas about
dark glasses? what is happening in the photograph changed after watching the
photographer talk about it? If so, how?
4. Have students discuss their questions with a small group
and speculate about the answers.
T28 Unit 1 Empathy

Examine the Photo
1. Look at the photo. Describe what
you see.
2. Why do you think the people in the
photo are happy? Give evidence to
support your opinion.
3. Write 3 questions about the photo.
ABOUT THE PHOTOGRAPHER
Discuss your questions with a small
group. Brent Stirton
Find Out 1.1 Photographer and frequent National
Watch photographer Brent Stirton talk
about his photo.
Geographic Magazine contributor Brent Stirton
1. Did he answer any of your questions? has won multiple awards, including the
Which ones?
2. According to Brent, why are the prestigious Peabody Award. In 2017, Stirton,
people in the photo happy? Tell
Anita’s story. who is from South Africa, was named Wildlife
g
3. How is Anita’s life different now? Photographer of the Year. He is known for
4. Why is this photo about empathy?
creating compelling images that depict the
n
Reflect human condition as well as issues related to
ni
Imagine you are a child from Anita’s
school and it is before her life changed. the environment and wildlife conservation.
How can you be kind to her? Write
three ideas. He strives to capture scenes in a way that will
ar
Share Your Story connect emotionally with viewers. He believes
1. Take or find a photo that shows a
happy scene. What story does the
that research—and knowing your subject,
location, and issue—is crucial to creating a
Le
photo tell? How does looking at the
photo make you feel?
2. Tell your classmates the story. powerful image.
Describe the impact the photo has
on you. Ask: How can understanding your subject,
ABOUT THE PHOTOGRAPHER location, and issue help you create photos that
ic
Brent Stirton’s
photographs tell stories.
inspire empathy in people?
He wants to inspire
h
people to help others
and to protect nature.
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Uncover the Story 29
Lift_SB_GFU1_UTS.indd 29 23/09/21 7:31 PM

gr
Reflect Share Your Story

1. Have partners recall details from the video that tell what 1. Have students take a photo of a happy scene. Before
Anita’s life was like before the surgery. Provide sentence students take their photos, prompt them to consider the
eo
frames to encourage discussion: following factors: Why is the scene a happy one? How should
• Anita didn’t have . you photograph the scene to best show the happiness—close
up, far away, looking up toward the scene, looking down on it?
lG
• She only went to school to .

Clarify to students that they can take a photo of any happy
• Other kids .
scene—someone smiling, someone helping another person,
• She probably felt .
someone doing an activity that they greatly enjoy.
na
2. Then have students independently write three ways they 2. Guide students to write down the story of their scene and
could be kind to Anita if they attended her school or knew the impact the photo has on them, using these frames:
her personally. Provide sentence frames to encourage
• This is a photograph of .
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thinking:
• It shows a happy scene because .
• One way I could be kind to Anita is by .
• Looking at this scene makes me feel .
at
• I also could .
3. Have students share their photos and their comments about
• When at school, I could .
their photos with the class. Ask: Who might you share this
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3. Reconnect students with their partners to discuss their with to make them feel happy? Why would it make that person
ideas. Have them pick their three favorite ideas to share feel happy?
with the class.
©

Uncover the Story T29
1 PREPARE TO READ
PREPARE TO READ: People Are Unhappy, Not Mean
Key Vocabulary
“People Are Unhappy, Not Mean” PRACTICE Look at the photos and read the sentences. Discuss the meaning
of the words in bold with a partner. Then ask and answer the questions.
Students use Key Vocabulary from the selection

and learn to use context clues to understand
meaning.
OBJECTIVES bother (verb) miserable (adjective)

There was a lot of noise in the room, and it His team lost the game. He feels miserable.
Vocabulary bothered her.
What bothers you?
How can people feel better when they are
miserable?
g
• Strategy: Use Context Clues to Understand Meaning
Language
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• Discuss Ideas
Language Learning Strategies
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• Use Visual and Textual Context Clues pay attention (verb phrase) seem (verb)
I pay attention to my teacher. He seems very happy.
• Relate to Personal Experience How do you know when someone is paying When a friend seems happy, what do you do?
attention to you?
RESOURCES
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• Language Companion, p. 8, p. 9
• Online Practice: Unit 1 Reading 2 Vocabulary; Unit
1 Reading 2 Vocabulary Boost; Unit 1 Reading 2
ic
Vocabulary: Use Context Clues to Understand Meaning
surprising (adjective) unkind (adjective)
h The ending of the show was surprising.

What movie or story has a surprising ending?
She received an unkind message.
How do you feel when someone is unkind?
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30 Unit 1 Empathy

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Key Vocabulary Have partners create a word web of examples for each Key
Vocabulary word. Ask volunteers to share one of their word
Teach/Model
webs with the class.
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1. Invite students to discuss each picture on Student’s Book

page 30.
EXTENSION Become Word Experts
2. Use Vocabulary Routine 1 to teach the words. Then
Explain that students will become Key Vocabulary experts.
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access definitions in the Glossary of Theme and Key

Partners will study one Key Vocabulary word and create a
Vocabulary on Student’s Book pages 316–318.
four-square poster for the word.
• Pronounce the first word and point to its picture: bother. 1. Expand Have each pair create a four-square poster for
na
• Rate the word. Have students hold up their fingers to show their assigned Key Vocabulary word. In each square, show
how well they know the word. (1 = very well, 2 = a little, the following:
3 = not at all) Ask: What do you know about this word?
• Word: miserable
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• Define the word: Bother means “to feel upset, worried, or

• Picture: someone with a miserable look on their face
concerned about.”
• Word in Context: I feel miserable because I lost my
• Elaborate. Relate the word to the student’s experience.
at
sister’s favorite book.

Ask: What bothers you?
• Definition: feeling very unhappy or uncomfortable
3. Encourage lively discussion of each word, allowing many
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students to contribute. 2. Share Use the Corners Cooperative Learning Routine

to divide the class into four groups, making sure each Key
Practice/Apply Vocabulary word is represented by at least one member
©
Explain to students how to create a word web. Illustrate by in each group. Have group members share their word
writing bother in the center of a circle. Show four spokes around knowledge.
the center circle, each pointing to a circle with the following 3. Apply Have students play Vocabulary Bingo. Tell students
examples: to write the Key Vocabulary words on their Bingo cards
• to interrupt someone in an order of their choosing. Then provide clues to each
• to forget to return something word, having students cross off the word that matches
• to make a loud noise the clue. Say: When you cover an entire row or column,
• to cut in line in front of someone call out “Bingo!”
T30 Unit 1 Empathy

Vocabulary: Use Context Clues to Understand Meaning
When you don’t understand a word or phrase in a text, look for context
clues, or the words and sentences around it. To use context clues to
understand a word or phrase, follow these steps:
1. Look for words that connect ideas in the text. FORMATIVE ASSESSMENT
● And connects similar ideas. (unhappy and sad)
● But connects different ideas. (tired but happy)

Understanding Connecting Words
● Or connects a similar word or phrase. (to be mean or to say
something unkind) If students struggle with understanding how and,

2. Look for examples and descriptions. Examples may begin with the words
for example or for instance.
but, and or connect ideas, then provide sentence
3. Guess the meaning of the word or phrase from the context. frames for students to complete with those
4. Reread the text again to check your new understanding. Use a dictionary
if you are still unsure.
connecting words. For example:
Examples: I don’t know what pick on means. I’ll look at the
• The song is sweet pretty. (and)
Some young people aren’t very nice to words and sentences around it. I see the words
“or try to ruin their fun.” I also see “They call them
• I am excited worried. (but)
g
their brothers and sisters or to their classmates
at school. They call them names, pick on them,
names.” All of this describes how people aren’t
very nice. I think pick on means “to be mean to • We can play basketball soccer, but not
both. (or)
someone.”
or try to ruin their fun. They might pretend to
n
be your friend and then say very unkind things
I don’t understand the word small in this
behind your back. It seems like all they want is paragraph. I see the words “and stupid.” After I
ni
for other people to feel small and stupid. reread, I think small is a negative word like stupid.
I think “to feel small” is to feel bad about yourself.
ar
PRACTICE Read the excerpt from the text you will read, and write answers to
the questions below.
People who are actually strong and confident are almost always gentle
and kind to others. If someone is mean, it may be because at home, or in
Le
the past, something or someone has frightened them. Maybe they have
an older brother who picks on them.
1. What word helps you understand the meaning of confident? strong
2. What word helps you understand the meaning of gentle? kind
3. What example helps you understand frightened? an older brother who picks on them
Possible answer: scared
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4. What do you think frightened means?
h
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People Are Unhappy, Not Mean 31

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Vocabulary: Use Context Clues to Understand Practice/Apply

Meaning PRACTICE 1
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Teach/Model 1. Read aloud the instructions for the PRACTICE activity and
work through item 1 with students. Say: First, let’s look for a
1. Read aloud the information at the top of Student’s Book
connecting word in the first sentence. Do you see one? What
page 31. Reinforce that context clues are words and
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it is it? (and) What kind of ideas does and connect? (similar

sentences around an unknown or unfamiliar word or phrase
ideas) Which word does and connect to confident? (strong)
that help in understanding the meaning of that word or
Now let’s think about how strong and confident convey similar
phrase.
ideas. Based on how both words are used to describe a certain
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2. Direct students’ attention to the Examples. Explain that the

kind of person, and how confident likely relates to the idea of
yellow and green notes show how another student used
being a strong person, what do you guess is the meaning of
context clues to understand the meaning of challenging
confident? (Possible response: a feeling of being sure and
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words in the paragraph.

comfortable about yourself) Let’s use a dictionary to confirm
3. Read aloud the paragraph, and then read aloud the yellow our guess. Model looking up the word in a dictionary. Then
note. Ask: Which word connects ideas in the third sentence? (or)
at
say: We are right about the meaning of confident. So the word

What type of ideas does the word or connect? (similar words strong is a context clue to its meaning. Let’s enter strong in the
or phrases) The word or in this sentence helps us understand response blank.
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that pick on conveys a similar idea to “try to ruin their fun.” We

2. Guide students to complete item 2. Say: Look for a connecting
know that trying to ruin someone’s fun is a mean thing to do, so
word, and think about the kind of ideas that word connects.
we can guess that pick on means “to be mean to someone.”
©
Then think about how the other word helps you understand
4. Read aloud the green note. Ask: Which word connects ideas in the meaning of gentle. Confirm your understanding using a
the last sentence? (and) What type of ideas does the word and dictionary. Provide students with access to print or online
connect? (similar ideas) The word and in this sentence helps dictionaries.
us understand that when someone makes you feel small, they
3. Have students work on their own to complete items 3–4. If
make you feel bad about yourself.
students struggle with item 3, point out that Maybe in the
last sentence is used to set up an example. Call on volunteers
to share their responses to items 3 and 4 and the thinking
they used to arrive at those responses.

Prepare to Read T31
1 PREPARE TO READ
PREPARE TO READ: People Are Unhappy, Not Mean
ESSENTIAL QUESTION
“People Are Unhappy, Not Mean”
Why is empathy important?
First Thoughts Responses will vary.
Students continue to explore and make 1. What is the boy in the middle doing? What are the other students doing? Tell a partner your ideas.
connections to the unit theme. They also learn how
to paraphrase what they read.
OBJECTIVES
Language
g
• Discuss Ideas
Reading Strategy
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• Paraphrase 2. With a partner, write three sentences to tell a story based on the photo.
ni
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3. Write a title for the picture.
Discuss Read the sentences. Place an ✗ on the line to show how strongly
you agree or disagree. Then compare and discuss with a partner.
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Strongly Not Strongly
Disagree Sure Agree
1. People who are happy usually treat others with kindness.
2. People who are miserable often act like they are happy.
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3. People are mean because they feel bad about themselves.
4. I can understand why someone treats another person badly.
h 5. Most people have been hurt by someone’s unkind words.

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32 Unit 1 Empathy

gr
Revisit the Essential Question boy and ask him if something is wrong; ask an adult to get
1. Direct attention to the Essential Question at the top of involved and check on the sad boy.)
Student’s Book page 32 and invite a volunteer to read it 3. Have partners write a title for their stories. Call on several
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aloud. Encourage students to think of a time when they volunteers to read their title and story aloud.
showed empathy to someone and how they felt about
showing empathy. Discuss
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2. Have students share their ideas. Provide sentence frames 1. Read aloud the instructions for the activity. Then have
such as: students independently mark their responses.
2. Use purposeful pairing to partner beginning English
• I showed empathy to when .
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speakers with more proficient English speakers to discuss

• I showed empathy to this person by . how strongly they agree or disagree with each sentence.
• Showing empathy made me feel . 3. Circulate around the room, providing support as needed.
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First Thoughts 4. Bring the class together and conduct a poll for how students
1. Read the first item for this activity. Ask students to identify responded to each item. After polling each item, invite a
few volunteers to share why they strongly agree, strongly
at
things they see in the photo. (one boy looking down and
and looking sad; two other boys laughing at the sad boy; disagree, or are not sure. Provide sentence frames to
the tallest boy grabbing the back of the sad boy’s head) facilitate responses:
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Ask: Does the student’s body language suggest he knows • I strongly agree that because .
that someone behind him is making fun of him? (Responses • I strongly disagree that because .
©
may vary.) • I see your point, but I strongly agree/disagree that

2. Have partners discuss a story idea based on the photo and because .
then write three sentences to tell the story. Encourage • I am not sure that because .
students to use Key Vocabulary such as bother, miserable,
seem, and unkind as they write their sentences. To prompt
story ideas, ask: What could someone do in this situation to
show empathy to the student? (Possible responses: signal
the tall boy to stop touching the sad boy; smile at the sad
T32 Unit 1 Empathy

Reading Strategy: Paraphrase
When you paraphrase, you put someone’s ideas in your own words.
Good readers paraphrase sentences from the text to check their
understanding. To paraphrase when you read, follow these steps:
1. After you read a few sentences, ask yourself: What is the author saying? FORMATIVE ASSESSMENT
How can I explain these ideas to someone else? Reread the text. Make sure
you understand.
Paraphrasing
2. Paraphrase the ideas. Use your own words to say the same ideas. Try to
use fewer words than the text. If students struggle with paraphrasing, then
3. Reread the text. Check that your paraphrase expresses the same ideas. provide a few short, simpler texts to paraphrase.
Strategy in Action You may wish to use excerpts from the last
Read the paragraph from “People Are Unhappy, Not Mean” and a reader’s nonfiction texts you read. Model paraphrasing
thoughts. Look at how the student paraphrases the sentences from the text.
Then with a partner, paraphrase the last sentence. Write your paraphrase below. the first text, in chunks of a few sentences each,
following the three steps of the strategy. Then
g
Some young people aren’t very nice guide students to paraphrase the second text.
to their brothers and sisters or to their
Provide sentence frames to support paraphrasing.
n
Some people treat
classmates at school. They call them
others badly. names, pick on them, or try to ruin their Finally, encourage students to paraphrase the last
fun. They might pretend to be your text without frames. Ask questions, as needed, to
ni
friend and then say very unkind things
behind your back. It seems like all they
help them paraphrase.
want is for other people to feel small
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and stupid. It can be really upsetting
and even frightening to be made fun
The person who is of. But why are people mean? Why
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treated badly can does one person want to make another
feel very unhappy.
person feel miserable? The answer is
Why do people
surprising: it is often because these say or do unkind
things?
people feel small and miserable inside
of themselves.
ic
Responses will vary.
h
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Reading Strategy: Paraphrase Strategy in Action

Teach Model
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1. Read aloud the information at the top of Student’s Book 1. Read aloud the instructions. Explain that the excerpt is from
page 33. Then check overall understanding of the strategy the next text that students will read in the unit. Point out
by asking: Why is it important to paraphrase when reading? that the text is nonfiction.
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(When you say something in your own words, you check 2. Point to the thought bubbles around the text. Say: These
your understanding of what you’ve just read.) thought bubbles show how another student paraphrased the
2. Reread aloud each step, pausing after each to ask the excerpt.
following questions. Have partners Turn and Talk to 3. Point out the Key Vocabulary words unkind, seems, miserable,
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formulate responses. Circulate around the room as partners and surprising in the excerpt. Review the part of speech and
talk and use the Student Checklist to note students’ word meaning for each word as needed. Then read aloud the
understanding of the paraphrase strategy. excerpt.
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• Step 1: Ask: How often should you stop to paraphrase? (after 4. Guide students to recognize how the thought bubbles
a few sentences) What might happen if you don’t stop to paraphrase ideas in the text.
at
paraphrase until after reading several paragraphs? (You THINK ALOUD The sentences highlighted in yellow describe
might have read too much to easily paraphrase; you might ways some people aren’t very nice to others. The student
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forget what you read at the beginning and paraphrase it summarizes the list of bad behaviors with the phrase “treat
incorrectly.) others badly.” The green-highlighted sentence tells how it feels
• Step 2: Ask: How do you paraphrase the sentences you read?
©
to be treated badly. The student paraphrases this sentence by

(You put them in your own words.) Why is it important making it clear who is being described. The sentences highlighted
to put the sentences into your own words? (By putting the in blue ask why people are mean and want to make others
sentences into your own words, you show you understand miserable. The student combines the ideas into one sentence.
them. You also will remember them more easily.)
Practice/Apply
• Step 3: Ask: Why is it important to reread the text after
1. Have partners discuss the last sentence and work together to
paraphrasing it? (to make sure that your paraphrase tells
paraphrase it. Remind students to reread the sentence after
the same ideas as the text) What might happen if you
paraphrasing it to make sure they convey the same ideas as
skip this step? (You might think you have paraphrased
the sentence.
something correctly, but you actually have formed an
2. Invite volunteers to share their paraphrases.
incorrect idea about it.)

Prepare to Read T33
0
1 READING 20 Read and answer the question: Why are people mean?
As you read, underline any parts of the text you have
questions about or find confusing.
“People Are Unhappy, People Are

Not Mean” Unhappy,
An Informational Essay Not Mean
1.2
Students read and discuss an informational essay 1 Some young people aren’t very nice to their brothers and sisters
and paraphrase what they read to check their or to their classmates at school. They call them names, pick on them,
understanding about why some people are mean
g
or try to ruin their fun. They might pretend to be your friend and then
to others. say very unkind things behind your back.1 It seems like all they want
n
5 is for other people to feel small and stupid. It can be really upsetting
and even frightening to be made fun of. But why are people mean?
OBJECTIVES Why does one person want to make another person feel miserable?
ni
The answer is surprising: it is often because these people
Vocabulary Fluency feel small and miserable inside of themselves. You wouldn’t know
• Use Key Vocabulary • Read with Phrasing by looking at them—they might look strong and confident and
ar
10
• Use Theme Vocabulary very pleased with themselves. They might seem to laugh a lot—
RESOURCES maybe at you.
Reading Strategy
• 1.2 But if you think about it, no one who is really happy would
• Paraphrase
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want to make another person unhappy. People who are actually
• Online Practice: Unit 1
Learning Strategies Reading 2 Fluency 1;
15 strong and confident are almost always gentle and kind to others.
If someone is mean, it may be because at home, or in the past,
• Use Prereading Supports Unit 1 Reading 2 Fluency something or someone has frightened them. Probably you’ll never
• Build Background 2; Unit 1 Reading 2 know the details, but you can imagine. Maybe they have an older STOP & THINK
ic
Explain The author
Knowledge Comprehension brother who picks on them. Maybe their mom is always bossing introduces examples
20 them about.2 Maybe their parents shout at each other. Inside their with Maybe. What do
these examples help
head, this person who seems so brave and fearless actually feels you understand?
h 1
2
behind your back without you knowing
bossing them about telling them what to do in a mean way
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34 Unit 1 Empathy

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Introduce Read the Selection / Build Comprehension

1. Read aloud the title of the informational essay. Tell students Use these questions to support Key Vocabulary and the Reading
that they have already read some of this essay. Ask: What
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Strategy, and to check understanding of the selection before

question does the author ask in the first paragraph? (Why are moving on to the Close Read.
people mean?) What answer does the author give in the second
Student’s Books, pages 34–35
paragraph? (People are mean because they are unhappy.)
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2. Encourage students to use Key Vocabulary words to describe After reading lines 1–20
how the photograph on Student’s Book page 34 supports STOP & THINK
the author’s point about why people are mean. Explain Answer: These examples help me understand the
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reasons why someone might be mean.

Set a Purpose
Read aloud the question at the top of page 34. Remind students Paraphrase Say: In lines 17–18, the author says, “Probably you’ll
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that they should paraphrase to check their understanding of never know the details, but you can imagine.” Invite a volunteer
how the author answers this question. to paraphrase the sentence. (Though you might not know why
someone is mean to you, you can likely think of reasons why.)
at
Annotate the Selection

Read the direction line that follows the question. As you read EXTENSION The Prefix un-
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together, suggest that students jot down questions, comments, Explain the prefix un- means “not.” Point out the word unkind
or observations in the margin beside the text they’ve underlined. in line 4. Invite a volunteer to define the word using the
meaning of the prefix. (not kind) Challenge students to find
©
Genre another word that begins with the prefix un- in paragraph
“People Are Unhappy, Not Mean” is an informational essay. 3 (unhappy) and define the word using the meaning of the
Explain that in an informational essay, a writer examines prefix. (not happy) Then have partners brainstorm three
a nonfiction topic. The writer selects, organizes, and more words that begin with the prefix un- and write their
analyzes information to inform readers about the topic. meanings using not (Possible responses: unreal, not real;
untrue, not true; untidy, not tidy).
T34 Unit 1 Empathy

sad and worried. They’re too frightened to let anyone see how
weak they really feel. As a result, they try to make themselves feel
better by making another person suffer.3
25 Those who have been hurt, hurt others. Understanding this does READING OPTIONS
not immediately solve the problem if someone is being nasty to you, Scaffold the support for varied reading levels.
but it can help a little. It can help you to remember that you don’t
deserve to be treated badly. It’s not something you’ve done. There BELOW LEVEL
isn’t anything wrong with you. Think about a time when you haven’t
30 been very nice to someone. Most people are a bit mean to someone at
Listen and Read Along
some point, or have wanted to be, even if they don’t actually do or say • Have students follow the text as you read it aloud.
anything. It’s not bad or wrong. It’s just life. Now think about why you Pause after lines 24 and 50. Guide students to answer
were mean to that person. It’s pretty much always because something
the STOP & THINK questions before asking the Build
else was bothering you, and you didn’t know how to make it better.
35 For instance, it is quite common for older children to get a bit • Comprehension questions.
STOP & THINK
nasty if there is a new baby in the family. Grown-ups think babies Recognize What is • Provide time for students to share and discuss any
g
the example in this
are very sweet. Everyone pays attention to them and says how cute paragraph? What idea questions they have about the informational essay.
does it support?
they are. Parents spend all their time taking care of them. If you are
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a bit older and your parents have a new baby, it is not surprising ON LEVEL
if you get angry. You might feel like people should be paying more
40
Read Together
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attention to you. Maybe you want to show other people that you’re
also important. You want them to see that you are much better • Ask student pairs to read the text together, writing
than this boring baby who everyone loves so much. So, you find questions or comments in the margin as they read. Have
ar
someone who is weaker than you, and you start being mean to partners pause after lines 24 and 50 to respond to the
them. It makes you feel powerful. It makes you feel better to know
questions and share questions they have.
45
that someone else is feeling bad like you do. Of course, doing this
• While students pause to reflect, encourage them to
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isn’t very nice, but it is understandable.4 Sometimes when we are
so sad and angry, there doesn’t feel like anything else we can do. paraphrase sentences to check their understanding.
Realizing why you might not be very nice to other people can help
50 you see how someone else could be not very nice to you. ABOVE LEVEL
Understanding doesn’t make everything suddenly perfect. If
Read Independently
ic
someone is being mean to you, the problem will not go away just
because you understand that they may be unhappy inside. But • Have each student read the text silently, pausing to
when you understand things, they often stop being so frightening. answer STOP & THINK questions, visualize details, and
h jot down questions or comments they have.

55 And that’s a good start.
suffer feel miserable
• Students can then discuss the Build Comprehension
3
understandable normal
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4
People Are Unhappy, Not Mean 35 questions with a partner.

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After reading lines 21–34 Interpret Figurative Language Ask: What does the author
Identify Cause and Effect Ask: Based on lines 21–25, how do mean by “go away” as in “the problem will not go away” in
people feel when someone or something in the past has frightened line 52? (By “go away,” the author means that the situation
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them? (They feel sad, worried, and weak.) does not suddenly stop being a problem. You are still
dealing with someone being mean to you.)
EXTENSION Relate to Personal Experience
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Say: In line 29, the author asks you to remember a time when you EXTENSION Relate to the World
weren’t very nice to someone. Think of that time again now. How Have partners discuss how our interactions with the
do you think the person felt when you weren’t nice to them? How people around us might change if everyone were more
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could you have treated the person differently? What will you do understanding of why people are sometimes mean. Have
in the future to avoid repeating that behavior? them also discuss what impact—positive or negative—that
Allow students time to reflect and then have them discuss might have on society and the world. Invite volunteers to
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their thoughts and insights with a partner. Invite volunteers to share key insights.
share ways to change or avoid repeating the behavior.
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READING FLUENCY
After reading lines 35–55 1. Direct students to Unit 1 Reading 2 Fluency 1 on Online
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STOP & THINK Practice or read aloud lines 1–6 from the selection. Have
Recognize Answer: The example is an older child being nasty students listen for proper phrasing.
©
because there is a new baby in the house. It supports the idea 2. Use Unit 1 Reading 2 Fluency 2 on Online Practice or
that people are mean because something is bothering them. have students record lines 1–6 from the selection. Use the
Identify Author’s Point of View Invite a volunteer to read Phrasing Rubric and the Accuracy and Rate Formula
aloud line 46, starting with Of course. Then ask: Does this from pages BM8–BM9 to assess students’ fluency.
sentence state a fact, describe something, or reveal how the author
thinks about the topic? (It reveals how the author thinks about
the topic.) What is the topic? (how sometimes people are mean
to other people) What point of view does the author express?
(It expresses the point of view that being mean is normal, and
everyone behaves that way at some point.)

People Are Unhappy, Not Mean T35
1 FOCUS ON UNDERSTANDING
FOCUS ON UNDERSTANDING
Student’s Book, pp. 36–37 Close Read

Work with a partner.
1. Determine the meanings of your underlined words and phrases.
Students engage in a close reading of the selection, 2. Discuss the question:
Why are people mean?
paraphrasing to check their understanding of the
text. Then students share their perspective and Apply the Strategy: Paraphrase
reflect on what the essay helps them understand. Discuss the meaning of the lines from the text with a partner. Then
paraphrase them. Possible responses:
OBJECTIVES Text Paraphrase

1. (Lines 25–29) Those who have been hurt, hurt People are mean because someone
Vocabulary others. Understanding this does not immediately was mean to them. This is important to
understand. It can help you see that you
solve the problem if someone is being nasty to
• Use Grade-Level Vocabulary you, but it can help a little. It can help you to are not the problem.
remember that you don’t deserve to be treated
g
badly. It’s not something you’ve done. There isn’t
Language anything wrong with you.
2. (Lines 49–50) Realizing why you might not be If you understand why you treat someone
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• Language Function: Express Opinions very nice to other people can help you see how badly, you may be able to understand
someone else could be not very nice to you. why someone is unkind to you.
• Participate in Discussions
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3. (Lines 51–54) Understanding doesn’t make When you have empathy for someone, it
Reading Strategy everything suddenly perfect. If someone is being won’t change the way that person treats
mean to you, the problem will not go away you. But it can make life less scary.
• Paraphrase just because you understand that they may be
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unhappy inside. But when you understand things,
Learning Strategy they often stop being so frightening.
Understand
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RESOURCES Do the sentences restate a main idea from the text? Check (✓) Yes or No.
Then discuss your answers with a partner.
• Language Companion, pp. 10–11 Yes No
• Online Practice: Unit 1 Reading 2 Close Read; 1. People are often mean because they are suffering. ✔
Unit 1 Reading 2 Write; Unit 1 Reading 2 Speak 2. Unhappy people don’t want to make others miserable. ✔
ic
3. Most people are frightened at some point in their life. ✔
4. Pay attention to when you say unkind things. Then you can
better understand why you and others say mean things. ✔
5. Understanding why someone says something mean can
h help you feel less scared. ✔

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36 Unit 1 Empathy

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Close Read Understand

1. Have partners discuss their questions and underlined words 1. Read aloud the directions. Have students independently
and phrases. Circulate around the room and use the Student mark their responses. If needed, have students refer to the
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Checklist to note students’ understanding of the text. Key Vocabulary on Student’s Book page 30 for a reminder of
2. Have partners discuss why people are mean. (Possible the meanings of miserable, pay attention, and unkind.
response: Unhappy people are sometimes mean because 2. Have students share their responses with a partner.
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they feel badly about themselves.)

3. Invite volunteers to share their responses with the class.
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Apply the Strategy: Paraphrase

1. Read aloud the directions for the activity. Remind students
that when they paraphrase, they put the author’s ideas in their
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own words. Then say: After you paraphrase, remember to reread

the text to verify that your paraphrase shares the same ideas.
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2. Think aloud to model paraphrasing the text for the first row:
THINK ALOUD The first sentence in this excerpt explains that
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people are mean because someone was mean to them. I’ll begin
my paraphrase with that idea. The next sentences tell why
knowing that is important and how it can help you see that you
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are not the problem. I’ll finish my paraphrase with those ideas.
Now, I’ll reread the excerpt to make sure my paraphrase shows
the same ideas. Then I’ll reread my paraphrase to be sure it is in
my own words.
3. Have partners complete the chart. Emphasize that different
readers will paraphrase a text differently. The main goal is
to capture the ideas of the text correctly. Circulate around
the room, providing support as needed. Use the Student
Checklist to note students’ understanding of how to
paraphrase.
T36 Unit 1 Empathy

Read Again and Analyze Responses will vary.
Read the text again and respond to the questions. Use evidence from the
text to support your responses.
1. Identify Name three examples the author gives to explain why someone
would be mean. FORMATIVE ASSESSMENT
2. Recognize Does the author think that how we act matches how we feel Ways to Show Empathy
on the inside? How do you know?
3. Focus Does the author think that it’s normal to have mean thoughts?
Why or why not?
If students struggle writing sentences about
4. Examine The author repeats important ideas. Find two places in the text understanding empathy, then have partners
where the author explains the same idea in different words.
5. Infer Why did the author write this article?
brainstorm ways they can show empathy to
Discussion Frames
others.
Share Your Perspective
Discuss the questions in a small group.
The article helps me
understand …
Start the conversation by saying: I know that when
1. What does this article help you understand? In my opinion, people say I feel bad about something, I sometimes want to
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unkind things because …
2. What are other reasons that people say unkind things?
If something is bothering express my feelings about it. It’s nice when someone
3. If something is bothering you, what can you do so that you aren’t unkind
just listens without judging. So one way I know I can
me, I can …
to someone else?
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Reflect
show empathy is to simply listen when someone is
having a hard time and wants to talk about it. What
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How does “People Are Unhappy, Not Mean” help you understand empathy
and why it is important? With a partner, use some of the words to write
sentences about the text.
are other ways we can all show empathy to other
people?
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Nouns Verbs and Verb Phrases Adjectives and Adverbs
empathy bother badly
After allowing partners a few minutes to
impact imagine miserable brainstorm ideas, call on volunteers to share their
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pay attention surprising
seem unkind favorite ideas. Record the ideas on a list. Post the
treat list in the classroom or on a class website.
Possible responses: Empathy helps you imagine why someone is unkind.
Pay attention to how you treat others. It has a big impact.
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People treat others badly because they feel miserable.
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Read Again and Analyze to help readers feel less scared and understand that they
As students respond to the questions, encourage them to are not the problem. This article can also help readers
understand the effect mean people have on others.
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cite evidence from “People Are Unhappy, Not Mean.” Sample

responses:
Share Your Perspective
1. Identify The author gives the examples, “Maybe they have an 1. Read aloud the directions and the questions. Make sure
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older brother who picks on them. Maybe their mom is always students understand that the questions focus on their ideas
bossing them about. Maybe their parents shout at each other.” about the topic based on information in the article.
2. Recognize No, the author says that someone can seem 2. Have small groups discuss their responses to the questions.
happy with themselves, but they can feel bad about
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Model using the Discussion Frames:

themselves. This shows the author thinks that how we seem
on the outside may not match how we feel on the inside. • The essay helps me understand that people are mean
3. Focus Yes, the author thinks that it is normal to have mean because they are unhappy and have suffered something
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thoughts. For example, the author says, “Most people are a scary or other people being mean to them.
bit mean to someone at some point, or have wanted to be, • In my opinion, people say unkind things because it’s a way
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even if they don’t actually do or say anything. It’s not bad or of making themselves feel better when they are feeling badly
wrong. It’s just life.” The author also says, “It is quite common about themselves.
• If something is bothering me, I can express my feelings about
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for older children to get a bit nasty if there is a new baby in

the family.” it rather than being unkind to someone.
4. Examine The author restates the same ideas in different
Reflect
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words. For example, the author explains that someone is

1. Remind students that “People Are Unhappy, Not Unkind”
mean because that person is “too frightened to let anyone
presents several examples of the ways people who are mean
see how weak they really feel. As a result, they try to make
may have been treated in unkind ways themselves.
themselves feel better by making another person suffer.”
2. Read aloud the directions and tell students that now they
Also, the author states, “So, you find someone who is weaker
will work in pairs to write sentences about how the essay
than you, and you start being mean to them. It makes you
helps them understand what empathy is and why it is
feel powerful. It makes you feel better to know that someone
important. Use purposeful pairing to partner beginning
else is feeling bad like you do.”
English speakers with more proficient English speakers.
5. Infer The author wrote this article to help readers
3. Have partners share their sentences.
understand why people can be mean. The author wants

Focus on Understanding T37
1 VIDEO CONNECTION
VIDEO CONNECTION
“Advancing Conservation Through Advancing Conservation

Empathy for Wildlife” through Empathy for Wildlife
Students predict the purpose of a video and

then watch the video about an organization that
advances conservation for wildlife. Students then
share their thoughts about the video.
OBJECTIVES
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Vocabulary
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Language
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Listening, Speaking, and Viewing
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• Respond to a Video
• Predict
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Technology
• Analyze Information in a Video
RESOURCES
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• 1.2
• Language Companion, p. 12 The zoo director interacts with a
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hippopotamus at Beauval Zoo in
• Online Practice: Unit 1 Video Connection Vocabulary Saint-Aignan-sur-Cher, France.
Boost; Unit 1 Video Connection Watch and Understand
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38 Unit 1 Empathy
Lift_SB_GFU1_VC.indd 38 23/09/21 7:33 PM

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Getting Ready Viewing Skill: Predict

1. Have students examine the photo and read the title on 1. Say: If you see someone carry cans of paint and a paint brush
Student’s Book page 38. Explain that the photo was taken at into another room, what can you guess is happening in that
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a zoo in France. The man in the photo is Rodolphe Delord— other room? (Possible response: The walls are being painted
the director of the zoo—and the animal is a hippopotamus. in the other room.)
Ask students to describe Delord’s attitude or feeling toward 2. Explain to students that they can do the same thing—make
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the hippopotamus based on the photo. (Possible response: a guess based on certain information—about what a video
Delord seems to care about the hippopotamus.) might be about.
2. Ask: Why do people who work at zoos need to have empathy? 3. Start the video and pause at the title screen. Then read aloud
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Have partners share their ideas. (Animals are living beings.) the directions for the viewing skill.
Point out that staff members at zoos work to educate the
public about wildlife and try to keep certain animals from Apply the Skill
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becoming extinct. 1. Preview the chart with students so that they know what to
watch for as they view the video with the sound off.
First Thoughts
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2. As students watch the video, ask questions to prompt

1. Read aloud the instructions at the top of page 39. Invite a thinking, such as: What do most of the pictures show? What
volunteer to clarify the term “in the wild.” (Possible responses: does that make you think the video will be about?
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in an animal’s natural habitat; not in a zoo) Use Multi-Level Strategies on the facing page to help
2. Have students independently examine the photos and select students at all proficiency levels. Monitor students’ developing
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one animal to protect. Ask: What do you see in each photo? proficiencies and keep track of the errors that may need
Why might the animal be in danger? targeted teaching.
3. Ask partners to discuss their choices. Then invite
volunteers to share their choices with the class.
T38 Unit 1 Empathy

First Thoughts
Imagine only one of these two animals can be protected in the wild. Which
animal would you choose? With a partner, discuss why you chose that animal.
Use a variety of strategies to help students make
predictions about the video.
Beginning
Viewing Skill: Predict
When you predict, you use what you already know and information from Before playing the video, show students a picture
the video to guess what the video is about. This can help you if you do not
understand every word. Look at the title and the images on the screen, and ask of an apple. Then ask: If this were the first picture
yourself what the purpose of the video is or what it is about.
Example: I see the title “Advancing Conservation through Empathy for Wildlife.”
in a video called “Food," what would you predict the
I think the video is trying to get people to care more about wildlife. video would be about? (apples) As students watch
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Apply the Skill
the video with no sound, pause at key moments
and guide students to write down what they just
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1.2 Watch the video with the sound off. Write what you see. Use your notes
to make predictions. Share your predictions with a partner.
saw. Then help them use what they saw to make a
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I see … I think …
prediction about the video.
Intermediate
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Understand and Analyze Ask questions to help students make a prediction,
1.2 Watch again. Answer the questions. Support your responses with
evidence from the video.
such as: The video tells about a group of people.
What do you think the group is trying to do?
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1. Restate What kind of organizations are involved in the project?
2. Conclude What is the goal of the project?
3. Restate What does it mean when the speaker says that “… emotions are an Advanced
important driver towards conservation action”?
4. Summarize What do the speakers think will happen if people develop more Encourage students to make predictions about
empathy for animals?
the main topic of the video as well as at least one
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Share Your Perspective Discussion Frames subtopic. (the organization hopes to get more
Discuss the questions in a small group. I love …
1. What animals do you love and care about? Zoos should … people to go to zoos; the organization works with
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2. What activities should zoos include that would
help people build empathy for animals?
different zoos and aquariums)
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Video Connection 39
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Understand and Analyze Share Your Perspective

1. Tell students they are going to watch the video “Advancing Read aloud the questions at the bottom of the page. Use the
Conservation Through Empathy for Wildlife” a second
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Discussion Frames to model expressing and supporting an

time. Encourage them to listen carefully to be sure opinion.
they understand what they hear. Then have students 1. I love elephants, zebras, and lions.
independently write down their answers to the questions.
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2. Zoos should create programs that allow visitors to help take

Responses: care of the animals.
1. Restate Zoos, aquariums, and other institutions that
take care of animals are involved in the project.
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2. Conclude The goal of the project is to promote a greater

sense of empathy toward animals as a way of advancing
wildlife conservation.
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3. Restate The speaker means that if people feel more

interested in and concerned about animals, they are more
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likely to agree with and support conservation acts.

4. Summarize The speakers think people will start asking
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questions about how they can help wildlife and wild

places if they develop more empathy for animals.
2. Form four groups of students and assign each group one
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question. Have group members discuss their initial answers

and work together to craft a revised answer to the question.
Then have groups share their answers with the class.

Video Connection T39
1 CONNECT ACROSS TEXTS
CONNECT ACROSS TEXTS CREA
Student’s Book, pp. 40–41 Reflect on the Essential Question

Think about the characters and people in this unit. What message does
each give about empathy? Why is empathy important? Write your ideas in
the idea web. Responses will vary.
Students connect ideas they have been exploring
through the unit by completing an idea web and by Jorge in “That Sports Dude” People Are Unhappy,
talking and writing about the Essential Question. Jorge has empathy for Jensen and Not Mean
When people are mean, you can
is kind to him. This is important
show empathy. Maybe their lives are
because Jorge has a positive impact
difficult. You understand that they
OBJECTIVES on Jensen and makes Jensen feel
good about himself.
are unhappy and that you are not
the problem. This can help you feel
ESSENTIAL QUESTION
Vocabulary Why is empathy
less upset or worried.
important?
Uncover the Story Advancing Conservation through
• Use Theme Vocabulary The children of the village show Empathy for Wildlife (video)
empathy by celebrating Anita’s eye
Language The video describes a project to
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surgery. The organization that provided promote a better understanding
the surgery showed empathy by
• Language Function: Express Ideas seeing a need and meeting it. It is
of wild animals. By observing and
interacting with them, people care
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• Participate in a Discussion important to show empathy because it more about them and the places they
can change someone’s life dramatically. live. Empathy for animals is important
Reading Strategy It can also make you feel happier. because it helps conservation efforts.
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• Paraphrase Discuss the Essential Question
Learning Strategy Look at your ideas about the Essential Question earlier in the unit and your
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notes in the idea web above. How have your ideas about the Essential Question
• Use Graphic Organizer: Idea Web changed? What changed your ideas? Discuss your answers in a group.
Writing Respond to the Essential Question

• Write Independently
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Write your response to the Essential Question.
Response Rubric Theme Vocabulary

RESOURCES
A good response will badly (adv.)
• Language Companion, p. 13 ✓ state your opinion empathy (n.)
✓ provide support from the texts, the discussion, and your life imagine (v.)
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✓ use theme vocabulary impact (n.)
treat (v.)
Responses will vary.
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40 Unit 1 Empathy
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Reflect on the Essential Question closely for an idea that is new to them, such as how more
1. Read aloud the instructions at the top of Student’s Book people showing empathy might make the world a better
page 40. Remind students that throughout the unit they have place to live.
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explored the question of why empathy is important. Read aloud 5. Ask students to restate a new idea they heard and how it
the headings for each box in the idea web as students point to affected their opinion.
them. Say: Let’s think about Jorge in “That Sports Dude.” Who does
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Jorge show empathy to? How does he show empathy? How does Respond to the Essential Question
this make Jensen feel? Invite a volunteer to summarize the story. 1. Tell students that they are now going to write their response
2. Read aloud the Essential Question at the center of the web. to the Essential Question. Read aloud the stem of the
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Have partners share their ideas about how Jorge shows Response Rubric: A good response will … and have three
empathy and how it affects Jensen. Then ask students to volunteers read each of the points to keep in mind.
write their responses in the appropriate box in the idea web. 2. Have students write their responses independently, using
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3. Explore why showing empathy is as important for those who at least two Theme Vocabulary words. Then have them
offer it as those who receive it. Then have students complete exchange their work with a partner.
3. Ask students to proofread their partner’s work to ensure all
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the remaining boxes independently.

points in the Response Rubric have been incorporated.
Discuss the Essential Question 4. Have students share responses with the class.
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1. Have students turn to page 5 and share with the class some
ideas from the first activity about how they show empathy.
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2. Invite volunteers to compare how they show empathy with

what they have read in the unit. Ask: Have your ideas about Using Theme Vocabulary
the Essential Question changed? If students have difficulty responding to the Essential
3. Ask students to form small groups to discuss how their ideas Question, then provide sentence frames to support them:
might have changed, and what prompted this change. Was • Empathy is important because .
it something you read in one of the unit’s selections? Something • When you treat people badly, they might feel .
another classmate said in discussion? Or something from your • But imagine how someone might feel if instead you
own life? showed empathy by .
4. Come together as a class and have volunteers share • Think of the impact people had on Anita by .
discussion points from their group. Have students listen
T40 Unit 1 Empathy

CREATE AND PRESENT
CREATE AND PRESENT
Option 1: Compare Words and Pictures
The author of Brave sometimes uses drawings instead of words to show the characters’ thoughts,
actions, and feelings. She calls these drawings “visual tricks.”
1. Find a frame in “That Sports Dude” from Brave where the picture tells you a lot about a character’s Students create and present responses to the theme
thoughts, actions, or feelings. of empathy. They write sentences comparing words
2. Write sentences to explain what the picture shows.
3. Tell your partner which page the picture is on. Read your text. Can your partner guess which frame
and pictures or create a comic strip and share it with
you are describing? the class.
4. Discuss which you think works better, your words or the picture. Why?
Example:
OBJECTIVES
This frame is on page 20. Jorge’s friend
Sean has just pushed the mean kid and Vocabulary
told him to sit. The kid sits back down.
Jensen is surprised and confused. He NAW, SIT.
doesn’t say anything. Jorge tells Sean YO, SEAN.
EASY. DIAL IT
to be civil, or polite. STAY
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AWHILE. BACK TO CIVIL. • Use Context Clues to Understand Meaning
Language
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Option 2: Create a Comic Strip • Language Function: Express Ideas
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The author of “People Are Unhappy, Not Mean” asks readers to imagine why a person would be mean.
With a group, create a comic strip about Yanik or Foster in “That Sports Dude” from Brave.
1. Discuss why the character treats Jensen badly. Create a story to explain. Reading Strategy
2. Take notes in the chart to plan your comic strip. • Monitor Understanding
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3. Create 4–6 frames to tell the story. Write dialogue and draw images for the story.
4. Present your comic strip to the class. Learning Strategy
Description Images
• Use Graphic Organizer: Planning Chart
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Who is the character?
Writing
• Write Independently
How is the character unkind? • Create a Comic Strip
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Why is he unkind?
What happens?
How does the character change?
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Create and Present 41
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Teach/Model Option 2: Create a Comic Strip

Tell students they will have an opportunity to complete a 1. Read aloud the prompt. Explain: To make your comic strip,
project inspired by their readings and discussions about you are going to synthesize ideas from the article “People Are
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empathy. Encourage students to consider both options before Unhappy, Not Mean” and the graphic novel. You won’t explicitly
making their choice. state an idea about why people are unkind from the article in
your comic strip. Instead, you’ll show an idea through pictures
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Option 1: Compare Words and Pictures and dialogue.

1. Read aloud the prompt. Check understanding by asking: 2. Review the planning chart. Then explain: You can complete
What does the author of Brave call “visual tricks”? (She calls the chart by filling in each row, or you can fill in the Description
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drawings that show the character’s thoughts, actions, and column first.
feelings “visual tricks.”) 3. After groups complete their planning chart, encourage them
2. Read aloud the Example frame and then the Example to use the chart as an outline for creating their comic strip.
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analysis. Guide students to connect the analysis to the frame. 4. As groups work, remind them that the action in a comic strip
For example: The second and third sentences describe what is moves from left to right. Review that speech balloons have
happening between the kid in the blue shirt on the left and the
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smooth lines, thought bubbles have wavy or zig-zaggy lines,

character whose hand we can see pushing the kid down. and caption boxes provide narration.
3. Invite students who choose this option to answer questions 5. Have groups present their comic strips to the class by
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before they begin writing their sentences: passing out copies or posting to the class website.
• What will you look for as you review the frames to choose 6. Invite the entire class to provide feedback. Model ways
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one to write about? to give both positive comments and useful criticism in a
• After choosing a frame, what will you explain in writing? respectful way:
• What will your partner need to do after you write your • In frame 1, Yanic’s facial expression clearly shows what he is
sentences and read them aloud? thinking. That’s great!
4. Have students choose their frames and draft their sentences • In frame 3, the picture is amazing. But I’m unclear as to why
independently. Then invite students to take turns reading Yanic is being unkind. Adding a thought or some dialogue
aloud their sentences and having their partner guess which might help clarify what is happening in this frame.
frame their sentences describe. Circulate around the room,
providing support as needed.

Create and Present T41
1 PERFORMANCE TASK
PERFORMANCE TASK
Student’s Book, pp. 42–43 Assignment: Write about a Job that Requires Empathy
Descriptive writing describes a person, place, or thing. It creates a picture
of the person, place, or thing in the reader’s mind. In this assignment, you
will write a descriptive paragraph about a job that requires empathy. Your
Students write a descriptive paragraph about paragraph should include:
a job that requires empathy. Afterward, they ● a title

an introduction that describes the job
present their paragraph to the class, referring to
●
● a description of how someone doing the job has empathy

their notes only when needed. ●
●
details that help readers form pictures in their minds
a photo of a person doing the job
● a caption to describe what the person is doing in the photo
OBJECTIVES Explore the Model

Read the model. How many sentences describe the empathy the person
Writing has? Which sentences are they?
• Analyze a Student Model: Descriptive Paragraph
Language for Writing
• Trait: Evaluate for Word Choice
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Read the model again.
• Use a Rubric to Analyze Writing 1. Circle the simple present tense verbs in the model. Then underline the
present progressive verbs in the caption.
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RESOURCES 2. List the verbs in the correct column. How do the descriptions of the
verbs help you understand which tense to use?
• Language Companion, pp. 14–15
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Verbs that Describe the Job Verbs that Describe the Photo
• Online Practice: Unit 1 Performance Task Editing Boost; take care of is caring
Unit 1 Performance Task Focus on Writing have is feeding
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• Writing Performance Assessment Rubric are
move
speak
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tell
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3. The writer uses also to share more examples about a similar idea. The
word also comes after the verb be. Complete the sentence with the
words from the model:
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They are patient with animals that are nervous or shaking. Veterinarians
are also calm when they speak to the owners .
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42 Unit 1 Empathy
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Introduce the Assignment First Highlight. Ask: What does the title indicate the descriptive
1. Read the introductory paragraph at the top of Student’s paragraph will tell about? (the job of veterinarians and how
Book page 42. Display and model how to fill out the first they are empathetic) What if the title were just “Veterinarians”?
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three sections of a RAFT. Have students copy the RAFT: Would you know what aspect of the job the writer will describe?
Why or why not? (no; one word would not give enough
Role: Yourself
information to know what aspect of the job is being discussed)
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Audience: Classmates and Teacher

Second Highlight. Ask: Which word in this sentence describes
Form: Descriptive Paragraph the kind of animals veterinarians take care of? (sick) What if
Topic: A Job That Requires Empathy the writer didn’t include the word sick. What might you think
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2. Direct students’ attention to the bulleted list of the six veterinarians do? (You might think they take care of animals
elements that are needed to create a strong descriptive that belong to other people when those people are away.
paragraph, and read aloud the list. You might think they are farmers.) What does the phrase “take
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care of” help you understand about what veterinarians do with

THINK ALOUD A descriptive paragraph describes something.
sick animals? (They help them get better.)
When you read or hear descriptive writing, you should be able
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to easily form a picture in your mind of what is being described. Third Highlight. Say: What does the word gentle describe? (the
You can do that because the author chooses words carefully way veterinarians act with animals) What other words help you
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to help create that picture. Consider these two sentences: I like see how veterinarians behave? (move slowly; speak softly; patient;
hot weather. I love stepping outside and being met with a calm) What picture do you form in your head of a veterinarian
blanket of hot air that immediately surrounds me. Which is taking care of sick animals? (I picture the veterinarian being
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descriptive? Why? (sentence 2; the sentence has more details very gentle, moving slowly, and speaking softly.)
and shows how the writer or speaker is affected by those 3. Have small groups identify and count the sentences in the
details) model that describe the empathy veterinarians have. Then
have groups brainstorm other descriptive words the writer
Explore the Model could have used in these sentences. (quiet, tender, delicate,
1. Read aloud the instructions on Student’s Book page 42. Then nice, sensitive, sweet)
have students read the model silently. 4. Come together as a class to discuss the ending. Why is it
2. Place the model on a shared screen and read it aloud, important for veterinarians to be empathetic? (Veterinarians
pausing after each highlighted section to discuss how the that are loud and rough might scare sick animals and upset
writer describes things. their owners.)
T42 Unit 1 Empathy

Identifying Simple Present Tense Verbs
If students have trouble finding simple present
tense verbs in the model, then explain that every
sentence has a subject and a verb. A verb is an
A veterinarian is caring
for a newborn cat. She is action word and the subject does the action. Then
feeding the cat a special
formula. identify the subject in the second sentence (They)
for students and ask them to point to and say the
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verb that describes the action (have). Repeat for
each sentence.
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Then, make a set of 10 cards, with five cards
Veterinarians Are Empathetic
each having one of the following verbs from the
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Veterinarians take care of sick animals. They paragraph: have, are, move, speak, is. The other
The title and the introduction
describe the job. have empathy for the owners and their animals. cards should contain adjectives or nouns. Shuffle
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They are gentle with the animals. They move
slowly and speak softly to the animals. They are
the cards. Then ask the student to put the cards
patient with animals that are nervous or shaking. into two piles: simple present tense verbs and
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These sentences describe how
someone doing the job has
empathy. They use details that
Veterinarians are also calm when they speak to the nonverbs. If needed, ask questions to prompt
owners. They sometimes tell someone bad news
help me form a picture in my
mind. about a pet. Empathy is a very important quality
students to correctly sort the cards. Then have
for veterinarians. students read aloud all the cards in their verb pile.
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Performance Task 43

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Language for Writing Activity 2: Read aloud the directions. Model recording a
1. Remind students that word choice includes picking the best verb in the first column: I circled take in the paragraph. This
verbs to describe what is happening. Say: Verbs are action verb helps describe the job of being a veterinarian, so I’ll record
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words. Strong action words help your readers visualize what it in the first column. Then model recording a verb in the
you are describing. second column: I underlined is caring in the caption. This verb
2. Explain that students will read the model again, analyzing it describes the photo, so I’ll record it in the second column. Have
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for verb choice by completing three activities: partners work together to complete their charts. Call on
volunteers to share responses.
Activity 1: Read aloud the directions. Model finding and
circling the simple present tense verbs. The simple present Activity 3: Read aloud the directions. Display and read aloud
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tense does not start with a helping verb and has no ending or these two sentences:
ends in -s. I see take in the second sentence. Take does not have • They are also patient with cats.
a helping verb, and it’s in the present tense with no ending, so
• They are patient with also cats.
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I’ll circle it. Then model finding and circling a simple present
tense form of the verb be in the third sentence: The simple Ask: Which is correct? (They are also patient with cats.) Have
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present tense forms of the verb be are am, is, and are. I see are students individually complete the activity. Then call on
in the third sentence. It is not followed by another verb. So I volunteers to share responses.
know it’s in the simple present tense. I’ll circle it. Then model
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finding and underlining a present progressive verb in the

caption: A present progressive verb is formed with the correct
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form of be and the -ing form of the main verb. I see is caring
and is feeding in the caption. Is is a form of be, and caring
ends with -ing. I’ll underline it. Feeding also ends with -ing. I’ll
underline that, too. Have partners work together to complete
the activity. Call on volunteers to share responses.

Performance Task T43
1 PERFORMANCE TASK
PERFORMANCE TASK
Student’s Book, pp. 44–45 Plan Your Writing

Complete the outline.
● Choose a job that requires empathy. Write an introduction to describe the job.
OBJECTIVES ● Write 2 or 3 sentences about how someone doing the job has empathy.
Include details that help the readers form pictures in their minds.
Find a photo of a person doing this job. Describe what is happening in
Language
●
the photo in a caption.

Write a title.
• Language Frames: Give Feedback
●
• Participate in a Discussion Outline

Learning Strategies Title:
• Use Graphic Organizer: Outline A job that requires empathy:

• Use Graphic Organizer: Main Idea
Introduction that describes the job:
Listening and Speaking
g
• Present Ideas
How someone doing the job has empathy:
• Listen Actively
n
Sentence #1:
• Adjust Communication to Audience and Purpose
Writing
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• Writing Process: Plan; Write and Revise; Publish Sentence #2:
ar
Sentence #3:
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Photo or drawing of a person doing this job with a caption of what the person is doing:
h ic
ap
44 Unit 1 Empathy

gr
Plan Your Writing 7. Allow students about 15 minutes to complete the outline.
1. Read aloud the direction line and bulleted points at the top This is just your outline. You don’t have to write the exact
of Student’s Book page 44. sentences you will use when you write your draft. You just want
eo
2. Point out that the first bulleted point restates the writing to jot down your ideas here.
assignment. Ask: What is the writing assignment? (to write
about a job that requires empathy) Have students underline
Write and Revise
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1. Read aloud the instructions at the top of Student’s Book

the assignment description in the first bulleted point.
page 45. Focus students’ attention on the first bullet point.
3. Direct students’ attention to the organizer and explain
Say: Think about how the simple present tense verbs take, have,
that they are going to use it to help plan their descriptive
na
are, move, speak, tell, and is help you understand the facts,
paragraphs. As you preview the organizer with students,
daily activities, and habits of veterinarians. Think about how
it may help to use the Model descriptive paragraph to
the present progressive verbs is giving and is holding describe
demonstrate completing the chart.
actions that are happening in the moment the photograph was
io
4. Point to the Title box of the organizer. Say: Your descriptive taken. When writing your descriptive paragraph and caption,
paragraph’s title should grab the reader’s attention while clearly think about the simple present tense and present progressive
at
indicating what you will be describing. Explain to students tense verbs you will use. Ask yourself if there is another verb
that they can come up with a title for their descriptive that will better convey the action you are describing.
paragraph after completing the outline.
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2. Focus students’ attention on the second bullet point. Say:

5. Focus attention on the section of the organizer for sentences. Remember to use also to give new examples related to the
In this section, you will write three sentences that describe how same idea.
©
someone in the job you selected has empathy.

3. Have students begin their own drafts. Remind them to refer
6. Focus attention on the last section of the organizer. In this to their outlines. Say: Remember! You don’t have to use the
section, you will write down or draw an idea for a photo you exact words you wrote in your outline. Your outline is just a
could use to go with your paragraph. The idea or drawing map you can follow. Feel free to use different verbs and describe
should be of a moment when the person in the job shows things in different ways when writing your draft. You can also
empathy. In the last section—the caption section—you’ll write put your sentences in a different order than you noted them in
a caption describing what the person in the photo is doing. your outline.
Your caption should be short—just one or two sentences.
T44 Unit 1 Empathy

Write and Revise
Write Use your outline to write a first draft.
● Use simple present and present progressive verbs correctly.
● Use also to give new examples.
Revise Exchange your descriptive paragraph with a partner. Using the
checklist, review your partner’s work and give feedback. Use feedback from
your partner to revise your draft.
Feedback Frames
I like the details about …
During the Revise activity, provide differentiated
In this sentence, you support according to the level of students’ ability
could add …
One question I have is …
in giving feedback to their partners.
Does the introduction describe the job that requires empathy?
Beginning
Does the writer tell how someone doing the job has empathy? Review drafts with students and ask questions to
Does the writer include details that help readers form pictures in help students identify areas of the paragraph that
their minds? they can give feedback on using the Feedback
Frames. For example: Which details do you like
g
Does the writer include a photo?
best? Give feedback using the first frame.
Does the writer describe the actions in the photo? Intermediate
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Proofread Check the grammar, spelling, punctuation, and capitalization in
Have students independently mark their partner’s
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TIP
your paragraph. Make edits to correct any errors.
Check that you’ve
used a capital letter
draft with notes for feedback. Then have them
Publish
at the beginning of
each sentence and
practice using the Feedback Frames to turn their
end punctuation at the notes into feedback. Guide them to rephrase as
ar
Share your paragraph. Read two of your classmates’ paragraphs. end of each sentence.
Check that you’ve used
present simple and
needed to be clear and grammatically correct.
Present Your Paragraph
You will present your paragraph about a job that requires empathy.
present progressive
verb forms correctly. Advanced
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Look at the audience when you present. Look down at your notes only Challenge advanced students to provide more
if you forget what to say. elaborate feedback by using these Feedback Frames:
Prepare to share your paragraph and photo:
● If you don’t know how to pronounce a word, look it up or ask for help. • I think you should add that because .
● Practice reading your paragraph to a partner.
• One question I have is .
ic
● Speak slowly. Pause for a moment after each sentence.
● Point to the picture when you read the sentences about it.
Listen to others present their paragraphs.

• I’m wondering about that because .
● Listen to the presenter. Ask questions after the presentation.
h
● Give feedback. You can say, “I like the detail about …” or “I can tell
that this person is …”

ap
Performance Task 45

gr
4. Read aloud the instructions for Revise, as well as the Present Your Paragraph
feedback checklist and the Feedback Frames. 1. Explain to students that they are going to present their
5. Have students exchange paragraphs with a partner. As descriptive paragraphs. Tell students to refer to their notes
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students read their partner’s paragraphs, encourage them to only when necessary. Say: You’ll present as if you are talking
make notes on their partner’s draft so that they remember to the audience about a topic you know well, not reading a
all the feedback they want to give. paragraph aloud to them.
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6. While students engage in peer review, pull a small group of 2. Read aloud the instructions for preparing to share. Then:
students for reteaching. Provide support as needed. Focus • Allow students to reread their descriptive paragraphs
instruction on specific needs, such as strong descriptions, several times to become very familiar with the ideas they
na
relevant details, or transitions for cohesion. express. Consider having students use the Main Idea
7. After partners share their feedback, circulate around the room graphic organizer, filling in the main idea box with a short
providing support, as needed, as students revise their drafts. sentence about which job they are describing and each
io
8. Have students proofread their work, once each for grammar, detail box with just a word or two, as a quick reference.
spelling, punctuation, and capitalization. • Have students practice presenting their paragraphs to a
at
Use Multi-Level Strategies above to support students at each partner, referring to their Main Idea graphic organizer as
proficiency level. needed. Encourage them to emphasize certain descriptive
N
details and verbs to help readers form mental pictures.

Publish 3. Read aloud the instructions for listening. Then:
1. Have students make final copies of their descriptive
©
paragraphs before sharing them in groups of three students, • Tell listeners to save their questions and comments until
allowing everyone to read the paragraphs of two classmates. the presentation is over.
2. If possible, allow students to publish their descriptive • Afterward, encourage students to share positive feedback
paragraphs on the school or class website or create a binder with the presenter.
of all the paragraphs to copy for each student.
3. Evaluate students’ writing using the Writing Performance
Assessment Rubric on page BM10.

Performance Task T45
1 TAKE ACTION LEARNING
TAKE ACTION
Telling Stories with Photos

Students learn about a photographer from the

Philippines whose photographs help people imagine
the lives of others and have empathy for them.
OBJECTIVES
Vocabulary Listening, Speaking, and A family standing in front of
their yurt in Mongolia.
• Use Grade-Level Viewing
g
Vocabulary • Analyze a Video
Language • Listen to Comments
Telling Stories with Photos
n
1.3
• Language Function: Give Writing Hannah Reyes Morales’s love for photography started when she
Information • Write Independently
ni
was a little girl. From her home in Manila, Philippines, photographs
Learning Strategy RESOURCES
from National Geographic magazine were her “windows to the outside
world.” Through these photos, she saw new places. She imagined the
• Build Background lives of other people, and she felt connected to them.
ar
• 1.3 1.3
Knowledge Morales went on to take her own photos. By age 20, she was a
• Language Companion, EXPLORER IN ACTION
photographer for newspapers. She now works as a photojournalist
Reading Strategy pp. 16–17
Hannah Reyes
Morales is a
and is a National Geographic Explorer. Like the photos she saw in
Le
• Determine Importance: • Online Practice: Unit 1 Take
photographer and magazines as a girl, her photos have an impact. They tell a story. They
photojournalist. often show people in difficult situations. But she shows them with
Summarize Action Vocabulary Boost; empathy. Her photos invite the viewer to see the person and enter
Comprehension and Unit 1 Take Action Watch the person’s story. They help people imagine the lives of others.
Critical Thinking and Understand; Unit 1 1.3 Answer the questions. Then watch the video to learn more.
ic
• Summarize Unit Exit Self-Assess 1. Morales loved as a young girl. They
• Unit 1 Assessment helped her to imagine .
h 2. Now Morales is a
people .
. Her photos show
ap
46 Unit 1 Empathy
Lift_SB_GFU1_TA.indd 46 23/09/21 7:22 PM

gr
Preview and Predict Responses:

1. photographs from National Geographic; the lives of other
Introduce
people
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1. Read aloud the title. Point out the photo of Hannah Reyes
2. photojournalist; in difficult situations, with empathy
Morales on Student’s Book page 46. Explain that Morales is
4. Invite volunteers to share the things they love now that
a professional photographer. Ask: What do you think Morales
might inspire their future careers.
lG
thinks about when she takes pictures? (She thinks about how
to best frame the subject. She thinks about what story she Watch the Video
can tell with the photograph.) 1. Have students watch the online video about Hannah Reyes
2. Invite students to share their own goals when they take a
na
Morales, a National Geographic Explorer and photographer.

photograph. Encourage students to consider what inspired Morales
3. Have students refer back to the title to predict what the to become a photographer and how she achieves her
article will be about. Provide this sentence frame to facilitate
io
photographic goals, as they watch the video.

discussion: 2. Remind students to pause and replay any part of the video
I think the article will be about _____ because _____ . to help clarify information, as needed.
at
3. Prompt discussion of the video with these questions:

Read the Article
• What does Morales do before she starts taking pictures?
N
1. Explain that Hannah Reyes Morales is from the Philippines.

(Before taking pictures, she does lots of research to learn
Point to the Philippines on a classroom map.
about what she is photographing.)
2. Echo read the article. After reading, have a volunteer state
©
• Do you think Morales would be as successful in telling stories

the central idea of the article. Confirm by a show of hands
with her pictures if she did not do research before taking the
how many student predictions were correct.
photographs? Explain. (No. If she understands her topic,
3. Have students complete questions 1 and 2 at the bottom of
she can better tell its story in a photograph.)
the page and then invite volunteers to share their responses.
T46 Unit 1 Empathy

How Will You Take Action?
Choose one or more of these actions to do.
Personal School
SUMMATIVE ASSESSMENT
Be nice to yourself. Join or create a program at your school to
welcome new students.
• Administer the Unit 1 Assessment.
1. Notice your thoughts when you make a
mistake. Are they kind or unkind? 1. Create a list of activities for students to
2. Treat yourself as a friend. What can you help new students feel welcome. For
say? Think of a kinder message. example, give a school tour, eat lunch
3. Each day, notice your thoughts. Practice together, or be a friend for the week and
being kind to yourself. show the new student the daily routine.
2. Discuss ideas. Then create a plan to
match new students with others and
help welcome them to the school.
g
Local Global
Help people or animals in your community. Make a friend across the world from you.
1. Identify people or animals in need in 1. A pen pal is someone you write to
n
your community. in a different part of the world. You
2. Join a community group or volunteer to learn about your pen pal’s life and you
help. For example, help prepare food for share about yours.
ni
people or help take care of animals that 2. Work with your teacher to join a pen pal
don’t have homes. program. Learn about someone else.
3. What impact can your actions have? Imagine life in a different place. Share
How can you get more people to help? what you learn with your classmates.
ar
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Reflect
Reflect on your Take Action project(s). Then complete the sentences.
1. My project(s) was/were successful because
.
ic
2. One thing I wish I had done differently is
.
3. Because of what I learned in this unit, one thing I will do is
h .
ap
Take Action 47
Lift_SB_GFU1_TA.indd 47 23/09/21 7:22 PM

gr
How Will You Take Action? 3. Have students review their journals and then use ideas
Choose an activity for students to complete or encourage and details from their entries to write an open letter to the
community, encouraging others to become volunteers.
eo
students to choose their own.

PERSONAL Notice Your Thoughts GLOBAL Become a Pen Pal
1. Encourage students to write a kinder thought each day on 1. Guide students to brainstorm questions they can ask their
lG
a card and decorate the card with positive symbols. Every pen pal in their first communication. After making their
morning, they should review their stack of kinder thoughts. list of potential questions, have them choose their five
favorite questions, so as to not overwhelm their pen pal
2. After a period of time (such as one week or one month), have
with their first letter. They can save other questions for
students make a poster collage of their cards and present
na
subsequent letters.
their posters to the class.
2. After students have exchanged several letters with their pen
SCHOOL Create a Plan to Welcome New Students pals, have them share their three favorite facts they learned
io
1. After students list activities, encourage them to plot out the from their pen pal with the class.
activities on a weekly calendar to create a welcoming plan
Reflect
at
that provides new students with a variety of ways to meet

others and become comfortable at school. 1. Have small groups discuss their successes, what they might
2. Encourage students to keep a log of what worked and what have done differently, and one thing they will do because of
N
did not work as they implement their program. Have them what they learned from the unit.
refer to their notes to refine their program for the next set of 2. Have groups look back at their responses to the Essential
©
new students. Question at the beginning of the unit. Ask them to discuss if/
LOCAL Join a Local Organization That Helps Your Community how those responses have changed as a result of their Take
1. Help students research a community group to join or a way Action project(s).
to volunteer in their community. 3. As you discuss the Essential Question, circulate around
2. Encourage students to keep a journal about their the room, noting who is fully understanding key concepts
experiences in the group or while volunteering. In their and using academic language. Provide additional support,
journal entries, they should note how their actions have as necessary.
made a positive impact.

Take Action T47

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UNIT 1 Empathy

Preview and Predict Introduce the Unit Concept

• Workers for a window washing company have dressed up

celebrated every year in honor of children, to entertain

world. It takes place on different dates, depending on the

T2 Unit 1 Empathy

Lift_SB_GFU1_UO.indd 3 23/09/21 7:28 PM

Talk About the Quote Share Your Ideas

poet and an author. opinions and cite evidence to support them:

I think they are dressed this way to .

responses: someone else’s bad day; someone else’s tough because .

might feel happier or less worried or upset when they know

4. Invite volunteers to restate the quote in their own words.

SAMPLE COPY - NOT FOR DISTRIBUTION

• Use Grade-Level Vocabulary

treat to think and act toward someone in a specific way

Lift_SB_GFU1_UO.indd 4 23/09/21 7:28 PM

Introduce the Essential Question

definition, or a form of its definition, in the sentence. Say: But

1. Read the instructions and the first question aloud. Model

T4 Unit 1 Empathy

nice Have students complete their sentences

Lift_SB_GFU1_UO.indd 5 23/09/21 7:28 PM

1. Read aloud the questions at the top of Student’s Book page 5.

Discuss a partner. Circulate around the room and provide support,

SAMPLE COPY - NOT FOR DISTRIBUTION

Students use Key Vocabulary from the selection

OBJECTIVES alone (adjective) artist (noun)

• Acquire and Use Grade-Level Vocabulary

Lift_SB_GFU1_RS1.indd 6 23/09/21 6:32 PM

Key Vocabulary EXTENSION Become Word Experts

in Vocabulary Routine 3 to share their word knowledge.

word travels to the next student. Repeat definitions until

T6 Unit 1 Empathy

The students are working (work) on presentations in English class.

Lift_SB_GFU1_RS1.indd 7 23/09/21 6:32 PM

Grammar: Simple Present Tense and Present Teach/Model

Teach/Model 2. Display and review the following chart:

the subject is singular (the verb ends with an -s) or plural

SAMPLE COPY - NOT FOR DISTRIBUTION

Language Y-YEAH, OKAY.

• Language Function: Express Ideas

Lift_SB_GFU1_RS1.indd 8 23/09/21 6:32 PM

Revisit the Essential Question Discuss

appropriate words to describe each boy’s facial expression

T8 Unit 1 Empathy

Lift_SB_GFU1_RS1.indd 9 23/09/21 6:32 PM

Reading Strategy: Monitor Understanding

1. Read aloud the introductory paragraph and steps at the top

certain way over a period of time.”

• The phrase “hammering out” means .

Practice/Apply Student Checklist to note students’ comprehension of how

students that a graphic novel tells a story using artwork as

panel in a graphic novel that contains art and text. Then

SAMPLE COPY - NOT FOR DISTRIBUTION

“That Sports Dude” That Sports Dude

A Realistic Fiction Graphic Novel by 1.1

­Svetlana Chmakova MISS TORRES. WE’RE STARTING ON

Svetlana Chmakova MISS TORRES. WE’RE STARTING ON