Professional Documents
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MYPNA TE G07 U4 Web
MYPNA TE G07 U4 Web
MYPNA TE G07 U4 Web
Pacing /
Contents Genre / Lexile Vocabulary / Word Study
# of Days
2*
Argumentative Text
Launch Text: Rethinking the Wild
980L
Whole-Class Learning Introduction
WHOLE-CLASS LEARNING
3 Concept Vocabulary
from Silent Spring Descriptive Nonfiction
Word Study: Anglo-Saxon Suffix
Rachel Carson 1080L
-ness (L.7.4)
Concept Vocabulary
Nobel Speech Speech
5 Word Study: Latin Prefix
COMPARE
Al Gore 1190L
uni- (L.7.4.b)
Nobel Speech Media: Video
5 Concept Vocabulary
Al Gore NP
Performance Task
3
Writing
5
Turtle Watchers • “Nature” is what We See— • The Sparrow Poetry Collection Concept Vocabulary (L.7.4.c)
Linda Hogan • Emily Dickinson • Paul Laurence Dunbar NP Word Study: Etymology (L.7.4, b)
Performance Task
2
Speaking and Listening
Performance-Based Assessment
Writing 2
Unit Reflection
Unit Test 1
* Pacing is suggested for a 40- to 50-minute class period. If you use block scheduling, you may combine days to meet your schedule needs.
Summary (RI.7.2)
Write an Argument
(W.7.1, a–e; W.7.6; W.7.8; W.7.10)
The Speaker in Lyric Author’s Style: Diction and Tone Speaking and Listening: Oral Presentation
Poetry (RL.7.5) (RL.7.1; RL.7.2; RL.7.4) (SL.7.4; SL.7.5; SL.7.6)
Literary Elements: Irony Conventions: Punctuation Marks Writing to Sources: Alternate Ending
(RL.7.1; RL.7.2; RL.7.3) (L.7.2) (W.7.3, b, d, e; W.7.5)
Video
Project the introduction video in class or ask
students to open the video in their interactive
textbooks.
Arctic Ice
352
Pacing Plan
Introduce
Whole-Class LIT22_SE07_U04_UOP.indd 352 18/03/21 3:14 PM
Learning
Performance Task
Unit
Introduction from Silent Spring Nobel Speech Media: Nobel Speech
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Follensby Pond
MEDIA: VIDEO
Nobel Speech
The Nature Conservancy EXPOSITORY NONFICTION Using Trade Books
The Story of Victor
Al Gore d’Aveyron, the Refer to the Teaching with Trade Books
Wild Child section for suggestions on how to incorporate
SHORT STORY
Eloise Montalban
He—y, Come the following thematically-related titles into
On Ou—t!
Shinichi Hoshi, translated
this unit:
ESSAY
by Stanleigh Jones
from Of Wolves • Hatchet by Gary Paulsen
and Men
Barry Lopez • My Side of the Mountain by
Jean Craighead George
• Hoot by Carl Hiaasen
Current Perspectives
To increase student engagement, search
online for stories about people’s influence on
the environment, and invite your students to
© Pearson Education, Inc., or its affiliates. All rights reserved.
Introduce Introduce
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Small-Group /140/PE02830/MYPERSPECTIVES_ENGLISH_LANGUAGE_ARTS_SE_and_TE/NA/SE/2017/G1/XXXXXXX ...
Independent
Learning Learning
Performance Performance-Based
Task Assessment
Turtle Watchers • “Nature” is what Media: Eagle Tracking He—y, Come Independent
We See— • The Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Unit Goals
About the Unit Goals Throughout this unit, you will deepen your perspective about space
These unit goals were backward designed exploration by reading, writing, speaking, listening, and presenting. These
from the Performance-Based Assessment at goals will help you succeed on the Unit Performance-Based Assessment.
the end of the unit and the Whole-Class and Rate how well you meet these goals right now. You will revisit your
Small-Group Performance Tasks. Students will ratings later when you reflect on your growth during this unit.
practice and become proficient in many more
standards over the course of this unit. 1 2 3 4 5
SCALE
NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY
Unit Goals WELL WELL WELL WELL WELL
Taking Responsibility for Learning Teachers learners by providing tips on how to do so, such as 4. Set realistic goals. Then, plan ways to achieve
can talk to students about becoming motivated these: your goals.
learners. Start by having students reflect on things 1. Be self-motivated and persistent. Don’t be 5. Believe in yourself. Visualize success. Recognize
they are good at outside of class, such as sports, discouraged when faced with minor setbacks. that you have the ability to soar.
music, and video games. Then have students
think about how they take responsibility for their 2. Develop effective time management skills. Encourage students to add to this list to help
own achievement in these areas, such as having Track assignments and deadlines. them focus on strategies for taking ownership of
the discipline to practice. Help students further 3. Seek help when necessary. Don’t be afraid to their learning.
understand the value of becoming independent get assistance when you need it.
Vocabulary A Word
Network is a collection of
© Pearson Education, Inc., or its affiliates. All rights reserved.
LIT17_SE07_U04_LT.indd Page 357 21/10/16 7:10 pm s-w-047 Author’s Perspective Elfrieda Hiebert, Ph.D.
/140/PE02830/MYPERSPECTIVES_ENGLISH_LANGUAGE_ARTS_SE_and_TE/NA/SE/2017/G1/XXXXXXX ...
Words in Complex Texts Reassure • Many words will be familiar, but they Making and reviewing word networks
students that complex texts will always may be used in a different way with new helps students develop multiple words
have some words that they haven’t topics and meanings. related to a concept, and the multiple
encountered before. This point needs to be • Authors choose the more complex meanings or concept applications for
reviewed year after year because the texts words (the rare words) for deliberate words. Also encourage students to study
always get harder, and with harder texts effect—not serendipitously—to describe the words in context. Students may wish
come more complex words. Share these characters and contexts, to develop to use digital tools as they do so.
ideas with students: obstacles or problems, or to show ways
of solving problems.
Summary Summary
Write a summary of “Rethinking the Wild.” A summary is a concise,
Have students read the introductory paragraph.
complete, and accurate overview of a text. It should not include a
Provide them with tips for writing a summary: statement of your opinion or an analysis.
• Write in the present tense.
• Make sure to include the title of the work.
• Be concise: A summary should not be equal in
length to the original text. Possible response: The whooping crane survived mass extinctions that took
• If you need to quote the words of the author, place during the prehistoric times, but it was facing extinction in the mid-
use quotation marks. twentieth century. An environmental project raised a new flock of whooping
• Don’t put your own opinions, ideas, or cranes and planned for them to migrate to Florida. It was important that the
interpretations into the summary. The purpose cranes not get become dependent on humans. However, a local family had
of writing a summary is to accurately represent a very good reason to want to spend time around them, which presented a
what the author says, not to provide a critique. challenge to the scientists.
See a possible summary on the student page.
Launch Activity
Explain to students that as they work on this unit,
they will have many opportunities to discuss the
topic of people and the planet. Remind them
that there is no right or wrong position, but they
should be able to support their position with
evidence from the material they’ve read and
analyzed as well as their prior knowledge.
Encourage students to keep an open mind and
really listen to their classmates.
Launch Activity
Let the People Decide Consider this statement: Mrs. Gibbs was wrong
• When it’s time for you to speak, deliver your statement as if you were
giving a political speech. Try to persuade those listening to agree with
your position.
• The class will vote on whether Mrs. Gibbs was right or wrong when
she refused to remove the bird feeders.
QuickWrite QuickWrite
Consider class discussions, presentations, the video, your own
In this QuickWrite, students should present
knowledge, and the Launch Text as you think about the prompt. Record
your first thoughts here.
their own answer to the question based on the
material in the Unit Opener. This initial response
PROMPT: Are the needs of people ever more important than the will help inform their work when they complete
needs of animals and the planet?
the Performance-Based Assessment at the end
of the unit. Students should make sure they
Possible response: We still have time to fix much of the damage the answer the question with a clearly-stated position
environment has sustained. People can be both the cause of the damage and and support their position with relevant, logical
the solution to the problem. If we take away what harms species, they might reasoning.
be able to bounce back. If we take steps to make the environment safer, we can See a possible QuickWrite on the
support many different animal and plant types. Many species have already gone student page.
extinct. But—though it may take millions of years—new species will evolve to
replace them. Evidence Log for People and
the Planet
Students should record their initial response in
their Evidence Logs. Then they should record
evidence from “Rethinking the Wild” that
supports their initial response.
If you choose to print the Evidence Log,
distribute it to students at this point so they can
use it throughout the rest of the unit.
Performance-Based Assessment:
Refining Your Thinking
• Have students watch the video on Refining
Your Thinking.
EVIDENCE LOG FOR PEOPLE AND THE PLANET • A video on this topic is available online in
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
Tool Kit
Evidence Log Model
Block Scheduling •
Each day in this Pacing Plan represents a
40-50 minute class period. Teachers using
block scheduling may combine days to reflect
Interact and • Share your ideas and answer questions, even if you are unsure.
their class schedule. In addition, teachers may
share ideas • Build on the ideas of others by adding details or making a connection.
revise pacing to differentiate and support core
instruction by integrating components and •
resources as students require.
Introduce
Whole-Class LIT22_SE07_U04_A_WCO.indd 360 18/03/21 3:20 PM
Learning
Performance Task
Unit
Introduction from Silent Spring Nobel Speech Media: Nobel Speech
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WHOLE-CLASS LEARNING
MEDIA: VIDEO
Nobel Speech
Al Gore
PERFORMANCE TASK
WRITING FOCUS
Write an Argument
There are many ways in which people affect the environment, both positively and
negatively. The Whole-Class readings and the video address serious problems with
our environment. After reading and viewing, you will write an argument on the
topic of the environment.
Introduce Introduce
LIT17_SE07_U04_A_WCO.indd 361
Small-Group 16-04-18 4:08 PM
Independent Learning
Learning Performance-
Based
Performance Task Assessment
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Insight
Silent Spring was very influential in environmentalism. It brought
problems caused by misuse of pesticides to wide attention.
Essential Question:
What effects do Connection to Essential Question
people have on the This selection depicts stark images of the effects DDT and pesticides like
environment? it have on once-beautiful parts of nature, offering students a variety of
possible responses to the Essential Question.
Whole-Class Learning
Performance Task Connection to Performance Tasks
What is the most Whole-Class Learning Performance Task This excerpt from Silent Spring
significant effect that connects to the Performance Task. Through its use of descriptive
people have on the language, the text clearly provides several different examples that
environment? showcase the impact of human intervention in the enviroment.
Unit Performance-Based Unit Performance-Based Assessment This selection provides an example
Assessment for the Performance-Based Assessment to help students understand
Are the needs of people the long-term effects people can have on the environment. The excerpt
ever more important ends on the note that while the images Carson has presented have not
than the needs of happened to one specific place, each of these changes has occurred in
animals and the planet? at least one place, implying it is not too late for people to take action to
prevent further destruction of our environment.
LESSON RESOURCES
Instructional RI.7.10 By the end of the year, read L.7.1 Demonstrate command of the W.7.1 Write arguments . . .
Standards and comprehend literary nonfiction. . . conventions of standard English . . .
W.7.1.a Introduce claim(s) . . .
RI.7.1 Cite several pieces of textual L.7.3 Use knowledge of language and
W.7.1.b Support claim(s) . . .
evidence . . . its conventions . . .
W.7.1.c Use words, phrases, and clauses . . .
RI.7.2 Determine two or more central L.7.4 Determine or clarify the meaning
ideas in a text . . . of unknown and multiple-meaning W.7.1.d Establish and maintain a formal style.
words and phrases . . .
RI.7.4 Determine the meaning of W.7.7 Conduct short research projects . . .
words and phrases . . . L.7.5.b Use the relationship between
W.7.8 Gather relevant information . . .
particular words . . .
L.7.5.c Distinguish among the
SL.7.4 Present claims and findings . . .
connotations . . .
SL.7.5 Include multimedia components . . .
STUDENT RESOURCES
Available online in the
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction
TEACHER RESOURCES
Selection Resources
udio Summaries: English and
A oncept Vocabulary and
C Writing to Sources: Argument
Available online in the
Spanish Word Study
Interactive Teacher’s S peaking and Listening: Multimedia
Edition or Unit Resources Annotation Highlights Conventions: The Subjunctive Presentation
Accessible Leveled Text
Reteach/Practice (RP)
nalyze Craft and Structure:
A ord Study: Anglo-Saxon Suffix
W Writing to Sources: Argument (RP)
Available online in the
Imagery (RP) -ness (RP)
Interactive Teacher’s S peaking and Listening: Multimedia
Edition or Unit Resources Conventions: The Subjunctive (RP) Presentation (RP)
Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
My Resources* A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Reading Support
Qualitative Measures
Knowledge Demands The central situation described is the impact of chemical use on the environment. Background
1 2 3 4 5 information to understand what chemicals may have caused the destruction will be necessary for
context.
Structure The selection is a descriptive excerpt from an environmental science book, broken up into paragraphs
1 2 3 4 5 that describe different consequences of chemicals.
Language Conventionality and Clarity The selection contains many short sentences. Language is used for figurative power and vocabulary
1 2 3 4 5 is mostly on-level.
Levels of Meaning/Purpose Selection has only one level of meaning, the devastation of the environment due to chemical misuse.
1 2 3 4 5
TEACH
Speaking You may wish to administer SL.5 Include multimedia Challenge students to locate
and the Speaking and components and visual evidence from official sources,
Listening Listening: Multimedia displays in presentations to like government agencies.
Presentation (RP) worksheet clarify claims and findings and
to help students better prepare emphasize salient points.
for their presentations.
TEACH
Language Review the Word Study: L.4 Determine or clarify the Have students locate other
Implement the planned lesson, Anglo-Saxon Suffix -ness meaning of unknown and suffixes they recognize in
and gather evidence of student (RP) worksheet to help multiple-meaning words and the text.
learning. students understand that -ness phrases based on grade 7
Have students practice
means “the condition or quality reading and content, choosing
speaking, switching back
of being.” flexibly from a range of
and forth from indicative to
strategies.
Review the Conventions: The subjunctive.
Subjunctive (RP) worksheet to L.1 Demonstrate command of
help students understand that the conventions of standard
the subjunctive mood is used English grammar and usage
to express a wish, a hope, or a when writing or speaking.
statement contrary to fact.
CLOSE READ
Remind students that they’re looking for details
that describe a “rich environment.” You may
wish to model the Close Read using the following
think-aloud format. Possible responses to
questions on the student page are included. You
may also want to print copies of the Close-Read
Guide: Nonfiction for students to use.
from ANNOTATE: As I read paragraph 2, I look for and
highlight details that describe the town and the
Silent Spring area around it.
QUESTION: I think the author used these details
to convey just how rich this area is in wildlife
Rachel Carson and natural resources, and to reinforce her first
sentence, which says the town “seemed to live
in harmony with its surroundings.” She may be
setting up a “before and after” structure.
BACKGROUND
Pesticides are chemical compounds designed to destroy crop-eating CONCLUDE: These details tell me that this is an
insects. Pesticides can be deadly to many species—including area of great beauty, where wildlife is thriving.
humans—in addition to the insects and other pests they are intended
to kill. In 1962, Rachel Carson published Silent Spring, which revealed
to the public the dangers of DDT, a pesticide in wide use at the time.
The awareness raised by Silent Spring eventually led the United States to
ban DDT entirely in 1972. This excerpt comes from the opening pages
of the book.
T
NOTES
1 here was once a town in the heart of America where all life
seemed to live in harmony with its surroundings. The town CLOSE READ
lay in the midst of a checkerboard of prosperous farms, with fields ANNOTATE: In
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
of grain and hillsides of orchards where, in spring, white clouds of paragraph 2, mark
details the author uses
bloom drifted above the green fields. In autumn, oak and maple
to describe the rich
and birch set up a blaze of color that flamed and flickered across a environment of the town.
backdrop of pines. Then foxes barked in the hills and deer silently
QUESTION: Why might
crossed the fields, half hidden in the mists of the fall mornings.
the author have used such
2 Along the roads, laurel, viburnum and alder, great ferns and
vivid, descriptive details to
wildflowers delighted the traveler’s eye through much of the describe the town?
year. Even in winter the roadsides were places of beauty, where
CONCLUDE: What can you
countless birds came to feed on the berries and on the seed heads
conclude about the town
of the dried weeds rising above the snow. The countryside was, from these details?
in fact, famous for the abundance and variety of its bird life, and
when the flood of migrants was pouring through in spring and
fall people traveled from great distances to observe them. Others
came to fish the streams, which flowed clear and cold out of the
LIT22_SE07_U04_A1_WC.indd 363
PERSONALIZE FOR LEARNING
18/03/21 3:24 PM
Additional English Language Support 364 UNIT 4 • PEOPLE AND THE PLANET
is available in the Interactive Teacher’s
Edition.
LIT17_SE07_U04_A1_WC.indd 364
CROSS-CURRICULAR PERSPECTIVES 16-04-18 4:00 PM
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the text?
Challenge
Research Ask students to research some of the “many real
communities” Carson refers to that have experienced the problems
she is describing. Have them choose one community that has
experienced an environmental problem or disaster and write a
paragraph about it. Students may use these questions to start their
research: When and where did this happen? What was the problem?
What caused it? Has it been dealt with successfully? Why or why
not? Ask volunteers to share their research with the class and discuss
each situation.
As you review the excerpt from Silent Spring, notice how Carson uses 1. See possible responses in the chart on the
word choice and imagery to create a mood that helps make her central student page.
idea more powerful and compelling. 2. (a) Carson may have chosen the word specter to
emphasize how serious environmental disasters
CITE TEXTUAL EVIDENCE are. (b) This word choice creates a mood of alarm
Practice to support your answers.
and fear.
Notebook Respond to these questions. 3. Carson’s use of imagery helps develop the central
idea of the excerpt by first creating a sense that
© Pearson Education, Inc., or its affiliates. All rights reserved.
1. Review the selection. Then, use a chart like this one to list four images in the
text and the sense to which each image appeals. everything is fine, and then making readers feel
they are facing great danger. Examples: “a town
IMAGE SENSE in the heart of America where all life seemed to
a checkerboard of prosperous farms sight live in harmony with its surroundings”; “a grim
streams flowed clear and cold touch specter has crept upon us almost unnoticed.”
oak and maple and birch set up a blaze of color sight
It was a spring without voices. sound
2. (a) A specter is a source of terror or dread. Why might Carson have chosen
to use this word in the last sentence of the excerpt? (b) What mood does this
word choice create?
3. How does Carson’s use of imagery help to develop the central idea of the
excerpt? Cite at least two textual examples to support your response.
FORMATIVE ASSESSMENT
PERSONALIZE FOR LEARNING
LIT17_SE07_U04_A1_WC_APP.indd 367 19/04/16 7:35 AM Analyze Craft and Structure
English Language Support • If students have difficulty understanding
Imagery As students study imagery and Have students write a short paragraph using imagery, then review Carson’s more accessible
connotation, have them list words in the text that their words. Then have them trade paragraphs images and ask students to say what images
have powerful connotations. Have students write a with a partner and point out the connotative they “see” when they read this text.
sentence that includes one of the words that they words and whether their implied meaning is • If students fail to identify images in the excerpt,
listed. EMERGING positive or negative. BRIDGING
then review two or three examples and discuss
Have students write sentences using their words. how the words create an image.
Remind them that the connotation should be clear
from the context of the sentence. EXPANDING For Reteach and Practice, see Analyze Craft and
Structure: Imagery (RP).
Word Study 1. When she returned home from the music festival, the woman found
the ________ of her apartment strange in comparison.
For more support, see Concept Vocabulary and
2. When the concert hall was ________, you could hear a pin drop from
Word Study.
across the room.
Possible responses:
3. After carefully following the recipe, Alfredo was _______ when the
1. In the stillness of the small room, we could hear
cake came out of the oven, hard as a rock.
our own breathing.
4. The _______ destroyed the potatoes grown in the county.
2. The contaminated food caused a great deal of
sickness among those who had eaten it. 5. Common ________, such as colds and flus, affect the most people
during the winter.
6. Before the return of their lost pet, the family had been ________ with
Concept Vocabulary Teachers can help the words as, the, write, or the -ed in • Cognates are words that are
students expand their word networks by stayed. Many new words are members descended from the same language,
using morphemes and cognates. of morphological families of three to five such as the English word family, the
• Morphemes are the smallest words. For example, words that come Spanish familia, the French famille, the
grammatical unit of a language that from the Anglo-Saxon layer of English Italian famiglia, and the German familie.
cannot be subdivided into further such use inflected endings (such as -s/-es, -ed, Explain to students that knowing
elements. Tell students that morphemes -ing) and -er and -est for comparisons cognates can help build language by
can be words or parts of words, such as (such as big, bigger, biggest). introducing multiple words and ways to
decode unfamiliar words.
Conventions Conventions
Verb Mood—The Subjunctive Speakers and writers convey their
Verb Mood—The Subjunctive Review the
attitudes toward the actions expressed by verbs by using different
moods. The indicative mood is used for statements of fact. By contrast,
use of the subjunctive mood. Explain that the
the subjunctive mood expresses one of the following: use of the subjunctive can express things that
haven’t happened, or that the speaker wishes,
• a wish or desire
hopes, or dreams will happen. Remind students
• a condition that is highly unlikely or contrary to fact that the subjunctive is often found in a clause
• a request or demand for action beginning with if or that. For more support, see
Conventions: The Subjunctive.
Subjunctive verbs are often found in clauses that begin with if, as if, as
though, or that. This chart shows situations in which a speaker or writer MAKE IT INTERACTIVE
would use the subjunctive mood. Have students write two sentences in the
subjunctive mood—one that expresses the
IndICatIve Mood SubjunCtIve Mood What SubjunCtIve expreSSeS
speaker’s belief that something is contrary to
Jill is coming with us. I wish that Jill were coming with us. wish fact, and one that expresses a wish, demand, or
She knows the answer. She wishes that she knew the answer. request that an action be taken. You may wish
to provide students with example sentences as
He will not be elected. If he were elected, we’d be shocked. condition that is highly unlikely
a model, such as the following: If Spencer were
I am at home. If I were at home, I’d take a nap. condition that is contrary to fact here, he would be laughing constantly. I wish
Jake has a new car. If Jake had a new car, he’d be happy. that Darcy were on the swimming team.
They are quiet. We asked that they be quiet. request Read It
Matt works hard. Kia insisted that Matt work hard. demand or strong suggestion 1. subjunctive; expresses a wish for the return to a
healthy state.
Avoid using the incorrect verb form to express the subjunctive mood, 2. subjunctive; expresses a situation contrary
especially for third-person singular verbs and all forms of the verb be.
to fact.
Incorrect: Blake speaks as if he was in charge. Write It
Correct: Blake speaks as if he were in charge. 1. was; Carson wishes that she were wrong about
the fate of the town.
Incorrect: Julia’s mother requires that she gets home before dinner.
2. am; The situation Carson relates seems to
Correct: Julia’s mother requires that she get home before dinner.
demand that I be more aware of my effects on
© Pearson Education, Inc., or its affiliates. All rights reserved.
the environment.
Read It
Identify the mood of each sentence, and tell what it expresses.
1. I wish that the town were filled with birds again.
Write It
Notebook Identify the incorrect verb form in each sentence. Then,
rewrite the sentence correctly.
1. Carson wishes that she was wrong about the fate of the town.
2. The situation Carson relates seems to demand that I am more aware
of my effects on the environment.
FORMATIVE ASSESSMENT
LIT17_SE07_U04_A1_WC_APP.indd 369 HOW LANGUAGE WORKS 16-04-19 3:18 PM Conventions
Subjunctive Mood If students have trouble • If I were able to do this alone, I would not ask • If students have trouble identifying the
understanding the subjunctive mood or how or you for help. (expresses a condition contrary subjunctive mood, then review what this mood
when to use it, give them additional examples. to fact) is, when it is used, and how it is formed.
Have students read the following sentences and • Rawley insists that he be given time to reply. • If students have trouble writing in the
identify each use of the subjunctive mood. (expresses a demand) subjunctive mood, then review the sentences
• I would prefer you were at home instead of • I ask that everyone be ready to leave at noon. in the chart and discuss what each expresses
here. (expresses a wish) (expresses a request) and what verb it requires.
For Reteach and Practice, see Conventions: The
Subjunctive (RP).
Rate each statement on a scale of 1 (Not Demonstrated) to multiple print and digital sources,
using search terms effectively; assess FORMATIVE ASSESSMENT
5 (Demonstrated).
the credibility and accuracy of each
source; and quote or paraphrase the Speaking and Listening
The speaker clearly explained the topic and his or her reasons for data and conclusions of others while • If students have trouble choosing a topic, then
choosing the topic. avoiding plagiarism and following a
standard format for citation. suggest the topic you believe best matches
The presentation included well-sequenced multimedia that Speaking and Listening each student’s interests and abilities.
emphasized the main points. • Present claims and findings,
emphasizing salient points in a • If students have trouble conducting research,
The presentation was easy to follow, and the speaker maintained
focused, coherent manner with then suggest sources they might consult.
pertinent descriptions, facts, details,
appropriate volume and eye contact. and examples; use appropriate eye For Reteach and Practice, see Speaking and
contact, adequate volume, and clear
pronunciation.
Listening: Multimedia Presentation (RP).
• Include multimedia components
and visual displays in presentations
to clarify claims and findings and Selection Test
emphasize salient points. Administer the Silent Spring Selection Test, which
is available in both print and digital formats
from Silent Spring 371 online in Assessments.
Strategic Support
Extend Discuss the beginning and growth of today’s environmental
movement, and the impact both Rachel Carson and Silent Spring
had on this movement. Have students research one contemporary
environmental group and report on what it does. Also have students
consider what the world was like before the modern environmental
movement and before environmental awareness became as common
as it is today.
Nobel Speech
Audio Summaries Summary
Audio summaries of “Nobel
Speech” are available online in In his acceptance speech for the Nobel Peace Prize, Al Gore speaks
both English and Spanish in the about the issue of climate change and the effect that it will have on
Interactive Teacher’s Edition or humanity. He says that we face a planetary emergency and that our
Unit Resources. Assigning these own survival is at risk. He goes on to state that we have dumped
summaries prior to reading the enormous amounts of CO2 into the atmosphere. This is having
selection may help students negative effects on the environment, some of which we are already
build additional background seeing. Severe weather events such as droughts and floods have
knowledge and set a context for
become more common, and these problems will only get worse.
their first read.
The consequences for ignoring the issue are enormous. However, he
says, we have a chance to avoid the most severe consequences if we
act quickly.
Insight
This speech is a good introduction to global warming. It calls for new
and creative solutions to environmental problems, and argues that this
provides an opportunity to also address other global problems.
Essential Question:
What effects do Connection to Essential Question
people have on the By burning fossil fuel, people are increasing the amount of CO2 in the
environment? atmosphere, which increases the world’s overall temperature.
Whole-Class Learning
Performance Task Connection to Performance Tasks
What is the most Whole-Class Learning Performance Task This speech connects to the
significant effect that Performance Task by providing students an example of an argument
people have on the in which the speaker’s viewpoint is made very clear. His intention is
environment? to motivate his listeners to act. Gore also includes many anecdotal
references and inspiring quotes to support his purpose. Students may
Unit Performance-Based use this speech as a framework for their own arguments.
Assessment
Are the needs of people Unit Performance-Based Assessment Gore’s speech connects to the
ever more important Performance-Based Assessment at the end of the unit. The speech
than the needs of cites many useful sources of information that students might want to
animals and the planet? research for use in their own essays. Equally, because this speech was
given in 2007, students will have the opportunity to explore the actions
that have been taken, or not taken, to decrease carbon emissions into
Earth’s atmosphere.
LESSON RESOURCES
Instructional RI.7.10 By the end of the year, read and comprehend literary L.7.1 Demonstrate command of the conventions . . .
Standards nonfiction . . .
L.7.1.a Explain the function of phrases . . .
RI.7.8 Trace and evaluate the argument and specific claims in a
L.7.4 Determine or clarify the meaning of unknown and
text . . .
multiple-meaning words and phrases . . .
L.7.4.b Use common, grade-appropriate Greek or Latin affixes
and roots . . .
STUDENT RESOURCES
Available online in the
Selection Audio
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction
TEACHER RESOURCES
Selection Resources Audio Summaries: English and Spanish Concept Vocabulary and Word Study
Available online in the
Interactive Teacher’s Annotation Highlights Conventions: Infinitive Phrases and Gerund Phrases
Edition or Unit Resources Accessible Leveled Text English Language Support Lesson: Gerunds
First Read Extension Questions
Analyze Craft and Structure: Persuasive Speech
Reteach/Practice (RP)
Analyze Craft and Structure: Persuasive Speech (RP) Word Study: Latin Prefix uni- (RP)
Available online in the
Interactive Teacher’s Conventions: Infinitive Phrases and Gerund Phrases (RP)
Edition or Unit Resources
Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test
My Resources
A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Reading Support
Qualitative Measures
Knowledge Demands Historical and scientific knowledge demands; many historical references throughout the speech, not all
1 2 3 4 5 of which are explained.
Language Conventionality and Clarity Figurative language is used to emphasize important points. The selection contains subject specific
1 2 3 4 5 vocabulary and many quotes from world leaders and scientists.
Levels of Meaning/Purpose Selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5
Teach
TEACH
Implement the planned lesson,
and gather evidence of student
learning.
read, they should not answer the close-read Science As Al Gore says, global warming and climate change are
questions that appear in the selection. major issues facing today’s world. Have students research this topic
and write short reports. What is global warming? What is climate
change? What’s causing them? What’s being done about these
problems? Ask volunteers to share their information with the class.
(Research to Clarify)
BACKGROUND
The Nobel Peace Prize is a prestigious award granted to those who
have done outstanding work to promote peace in the world. The Nobel
Prize was established by Alfred Nobel, a Swedish chemist and engineer
known for inventing dynamite. The 2007 Nobel Peace Prize was
awarded to Al Gore for his efforts to educate people about the threats
posed by man-made climate change and to urge people to act against
the effects of climate change.
Strategic Support
Alfred Nobel In paragraph 3, Gore tells the story of Alfred Nobel.
Help students understand and appreciate the historic context of Gore
beginning his speech by referring to Alfred Nobel. Have students
research Nobel and write a paragraph about him. Ask volunteers
to share their information with the class, and discuss Nobel’s life,
achievements, and the Nobel Prize.
1. Seven years ago tomorrow . . . obituary Gore is referring to the highly contested 2000
Additional English Language Support presidential election, which he lost to George W. Bush.
is available in the Interactive Teacher’s 2. Winston Churchill . . . threat Churchill, a British statesman at the time, gave a speech
to the House of Commons in 1937 to criticize their failure to respond to the threat of Nazi
Edition. Germany.
Illuminating the Text To help students grasp Have students discuss the video and how it helps
the magnitude of the kinds of environmental them understand the situations Gore describes.
problems and disasters Gore describes in Then have students write a paragraph explaining
paragraph 15, use search terms such as how the video helped them understand or relate
“environmental disasters” to find video footage to Gore’s warning.
online. (Note: Be sure to preview any video before
showing it to students.)
The penalties for ignoring this challenge are immense and adj. involving everyone in
the world or in a particular
growing, and at some near point would be unsustainable and
group; true or appropriate
unrecoverable. For now we still have the power to choose our in every situation
fate, and the remaining question is only this: Have we the will
to act vigorously and in time, or will we remain imprisoned by a
dangerous illusion? illusion (ih LOO zhuhn) n.
31 Mahatma Gandhi8 awakened the largest democracy on earth something that appears
real but actually is not
and forged a shared resolve with what he called “Satyagraha”—or
“truth force.”
32 In every land, the truth—once known—has the power to set
us free.
8. Mahatma Gandhi (1869–1948) Indian activist known for leading the movement against
British rule of India and for his doctrine of nonviolent protest.
9. initiative (ih NIHSH uh tihv) n. ability to act or take the first step without being urged.
10. Marshall Plan United States–financed plan to rebuild Europe after World War II.
11. One . . . leaders Omar Bradley (1893–1981), a notable field commander in the
United States Army.
Challenge
Problem-Solution Suggestion In paragraph 37, Al Gore is saying
that new ideas and possible solutions to climate change can come
from anyone, anywhere. Have students write one or two paragraphs
in which they discuss how an individual might create something or
have an idea that will help deal with climate change. Ask students
to consider ways that government or the business community could
encourage people to find solutions.
12. universal global cap on emissions . . . market in emissions trading type of law that
uses the market to limit how much pollution factories can emit.
13. moratorium (mawr uh TAWR ee uhm) n. law to stop or delay something.
Research
Research to Clarify If students struggle to
© Pearson Education, Inc., or its affiliates. All rights reserved.
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. For example, you might want to find out more about Alfred Nobel, the United
Nations, or “Earth Summit.” In what way does the information you learned shed light on
an aspect of the speech?
Challenge
Extend Ask students to write a paragraph describing what they
think could happen if the problems of global warming and climate
change are not addressed. Remind them there is no one answer,
but their responses should be based on what they’ve read. Ask
volunteers to share their responses with the class.
FORMATIVE ASSESSMENT 2. (a) Interpret What does Gore mean by “mutually assured
destruction”?
Analyze the Text STANDARDS (b) Make a Judgment Do you think Gore is correct? Explain.
• If students fail to cite evidence, then remind Reading Informational Text
3. Essential Question What effects do people have on the
Trace and evaluate the argument and
them to support their ideas with specific specific claims in a text, assessing environment? What have you learned about the effects people have
information from the text. whether the reasoning is sound and on the environment by reading this selection?
the evidence is relevant and sufficient
• If students fail to identify key ideas or the to support the claims.
relationships among key ideas, then have them
review the relevant sections of the speech. 382 UNIT 4 • PEOPLE AND THE PLANET
support for Gore’s argument. we must stop building facilities that burn coal
without a way to trap and store carbon dioxide.
3. (a) What “massive changes” does Gore say must be made to solve (b) Responses will vary; students should state a
the climate crisis? (b) Has Gore persuaded you that these changes are clear position and give a logical reason for their
possible? Why or why not? answer.
FORMATIVE ASSESSMENT
PERSONALIZE
LIT17_SE07_U04_A2C_WC_APP.indd 383 FOR LEARNING 16-04-18 4:04 PM Analyze Craft and Structure
Strategic Support • If students have difficulty understanding
Persuasive Techniques Review the three types of persuasive
persuasive techniques, then review each one
techniques and discuss how and why each one can work. Use these and provide students with simple examples.
questions to prompt discussion: Why do people respond to appeals • If students have difficulty identifying persuasive
to authority? To appeals to emotion? To appeals to reason? How can techniques in the speech, then review relevant
an appeal to authority be used dishonestly? In what way can appeals parts of the speech and help students study
to emotion be used to manipulate an audience? How can an appeal each example.
to reason be used to manipulate an audience?
For Reteach and Practice, see Analyze Craft and
Structure: Persuasive Speech (RP).
FORMATIVE ASSESSMENT
Concept Vocabulary VOCABULARY DEVELOPMENT
LIT17_SE07_U04_A2C_WC_APP.indd 384 19/04/16 7:55 AM
Conventions Conventions
Infinitive Phrases and Gerund Phrases Writers and speakers, such as
CLARIFICATION Infinitive Phrases and Gerund
Al Gore, use various types of phrases to add detail to sentences and to
clarify the relationships among ideas. Two types of phrases are infinitive In each example, the Phrases Continue the discussion of infinitive
phrases and gerund phrases. An infinitive is a verb form that acts as a
infinitive or gerund is phrases and gerund phrases, focusing on what
underlined, and the each one is, how it functions in a sentence,
noun, an adjective, or an adverb. An infinitive usually begins with the
infinitive phrase or gerund
word to. An infinitive phrase is an infinitive plus its own modifiers, and how to recognize it. For more support, see
phrase is italicized. Refer
objects, or complements. to the Grammar Handbook
Conventions: Infinitive Phrases and Gerund
to learn more about these Phrases.
• Noun (functioning as a subject): To speak Spanish fluently is my goal.
terms.
• Noun (functioning as an object): I want to learn other languages. MAKE IT INTERACTIVE
Write the following sentences on the board. Then
• Adjective (modifying one): She is the one to see immediately,
have students identify each infinitive phrase and
• Adverb (modifying waited): Everyone waited to hear the news. identify its role in the sentence.
A gerund is a verb form that ends in -ing and acts as a noun. It can We were all excited to see the big game. (to see –
function as a subject, an object, a predicate noun, or the object of adverb modifying excited)
a preposition. A gerund phrase is a gerund plus its own modifiers,
Mr. Hadley is the best person to interview for this
objects, or complements.
article. (to interview – adjective modifying person)
• Subject: Remodeling the building was a good idea. To visit three national parks is my hope for this
• Direct Object: Mischa enjoys painting with watercolors. vacation. (to visit – noun functioning as subject)
• Predicate Noun: Her favorite sport is cross-country skiing.
Read It
• Object of a Preposition: Nina never tires of singing holiday songs.
1. (a) to serve; adverb modifying tried
Read It (b) expanding; direct object
1. Reread these sentences from the selection. Mark each infinitive or (c) to make; adjective modifying time
infinitive phrase and each gerund or gerund phrase. Identify the
function each performs in the sentence.
(d) realizing; object of the preposition without
a. It is a purpose I have tried to serve for many years. Write It
Possible response:
b. This new consciousness requires expanding the possibilities inherent 1. To practice until I can play this song perfectly is all
in all humanity. I plan to do.
2. Winning tomorrow’s game is our focus right now.
© Pearson Education, Inc., or its affiliates. All rights reserved.
c. It is time to make peace with the planet. 3. Jerome scrambled to leave the water when he
saw the huge wave.
d. Indeed, without realizing it, we have begun to wage war on the 4. Judy hates knowing the end of a movie she hasn’t
earth itself. seen.
An English Language Support Lesson on
Write It Gerunds is available in the Interactive
Teacher’s Edition.
Notebook Write an example of each sentence named below.
1. A sentence that uses an infinitive as a noun
2. A sentence that uses a gerund as a subject
3. A sentence that uses an infinitive as an adverb
4. A sentence that uses a gerund as an object
FORMATIVE ASSESSMENT
Nobel Speech 385
Conventions
• If students have trouble identifying or using
infinitive phrases, then review how they are
PERSONALIZE FOR LEARNING formed and how they are used.
LIT17_SE07_U04_A2C_WC_APP.indd 385 16-03-31 3:55 PM
Nobel Speech
Audio Summaries Summary
Audio summaries of “Nobel
Speech” are available online in This selection is a video of Al Gore’s 2007 Nobel Peace Prize
both English and Spanish in the acceptance speech. In the speech, former vice president Al Gore
Interactive Teacher’s Edition or speaks to assembled dignitaries and scientists in Oslo, Norway. He
Unit Resources. Assigning these begins by talking about how Alfred Nobel was inspired to create
summaries prior to watching the Nobel prize in the first place—by reading his own premature
the selection may help students obituary that spoke harshly of his legacy. Similarly, Gore decided to
build additional background turn full-time to advocating for the environment after reading harsh
knowledge and set a context for
judgments about his career in politics. His message is ultimately
their first review.
optimistic, calling on listeners to live up to their responsibilities to
future generations.
Insight
Hearing a speech gives students a sense of rhetoric that simply reading
it cannot. This occurs in much the same way that reading a play
provides a different experience than watching that play performed
by actors.
Essential Question:
What effects do Connection to Essential Question
people have on the Gore’s speech illustrates how civilization has been able to alter the
environment? environment, even though these changes are not always apparent. His
speech also emphasizes the choices nations can make now to prevent a
planetary emergency from occurring.
Whole-Class Learning
Performance Task Connection to Performance Tasks
What is the most Whole-Class Learning Performance Task This speech connects to the
significant effect that Performance Task in two ways. First, it provides students an example of
people have on the an argument in which the speaker’s viewpoint is supported by evidence.
environment? Second, it provides a wealth of information to help students address the
prompt.
Unit Performance-Based
Assessment Unit Performance-Based Assessment Gore’s speech also connects to the
Are the needs of people Performance-Based Assessment. The speech cites many useful sources
ever more important of information students can research for use in their own essays. In
than the needs of animals addition, because this speech was presented in 2007, students will have
and the planet? the opportunity to explore the actions that have been taken, or not
taken, to decrease carbon emissions into Earth’s atmosphere.
LESSON RESOURCES
Instructional RI.7.10 By the end of the year, read and L.7.4 Determine or clarify the meaning RI.7.7 Compare and contrast a text . . .
Standards comprehend literary nonfiction. . . of unknown and multiple-meaning W.7.1 Write arguments . . .
words and phrases . . . W.7.1.a Introduce claim(s) . . .
SL.7.3 Delineate a speaker’s argument
W.7.1.b Support claim(s) . . .
and specific claims . . .
W.7.1.c Use words, phrases, and clauses . . .
SL.7.3 Delineate a speaker’s argument . . .
STUDENT RESOURCES
Available online in the Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Review Guide: Media-Video
Close-Review Guide: Media-Video
TEACHER RESOURCES
Selection Resources
udio Summaries: English and
A Concept Vocabulary Writing to Compare: Argument
Available online in the
Spanish
Interactive Teacher’s
Edition or Unit Resources First Review Extension Questions
Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test
My Resources
A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Qualitative Measures
Knowledge Demands Historical and scientific knowledge demands; many historical references throughout the speech, not all
1 2 3 4 5 of which are explained.
Language Conventionality and Clarity Figurative language is used to emphasize important points. The selection contains subject specific
1 2 3 4 5 vocabulary and many quotes from world leaders and scientists.
Levels of Meaning/Purpose Selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5
Nobel Speech
Al Gore
BACKGROUND
Human activities, such as the use of power plants and automobiles, produce
large amounts of greenhouse gases such as carbon dioxide. Greenhouse
gases trap heat in the atmosphere and are the primary cause of global climate
change. Temperature changes that result from global climate change could
have disastrous consequences, such as the melting of polar ice caps, extreme
weather, and the extinction of many species.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
NOTES
Research
Research to Clarify If students struggle to
choose an element of the video to research, you
might suggest that they learn more about who
else won the Nobel Prize in 2007. 3. Who is Cordell Hull?
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly
research that detail. In what way does the information you learned shed light on
an aspect of the speech?
Challenge
Research Encourage students to view another speech Gore has
given, whether the topic was climate change or something else.
They can locate speeches online by using the search term “Al Gore
speeches.” Then have students write a paragraph comparing the
speech they watched with Gore’s Nobel Acceptance Speech. Which
speech is more effective? Why? Is Gore a good speaker? Why or
why not?
Close Review
Watch the video of Al Gore’s Nobel speech again.
Write any new observations that seem important. What Jump Start
questions do you have? What can you conclude?
CLOSE REVIEW Engage students in a brief
NOBEL SPEECH (vidEO)
discussion about the differences they noticed
between the text of the speech and a video.
analyze the media Ask if watching the video provided any
Notebook Complete the activities. insights that reading the speech did not.
Discuss which version of the speech they
1. Identify a section in the video of Al Gore’s speech that you found
preferred and why.
particularly persuasive. Then, write a short paragraph in which you
briefly describe this section, and explain why you chose it.
Possible responses:
3. Why is the word emissions important to the speech? 1. Gore uses the word unprecedented to show that
scientists’ concern about the North Polar ice cap
4. According to Gore, what threat to humanity is imminent? has never been this great before.
StaNdardS
Speaking and Listening 2. Gore uses the word recklessly to emphasize the
5. Why does Gore consider our current approach to climate change Delineate a speaker’s argument point that people are burning and clearing forests
and specific claims, evaluating the
unsustainable? soundness of the reasoning and without thought about immediate consequence
the relevance and sufficiency of or any regard for the future.
the evidence.
6. Name one thing we must do efficiently if we are to successfully 3. CO2 emissions are a major cause of global
Language
address global warming. Determine or clarify the meaning warming.
of unknown and multiple-meaning
words and phrases based on
4. Gore believes the threat of climate crisis is
grade 7 reading and content, imminent.
choosing flexibly from a range of
strategies.
5. Gore considers our current approach to climate
change unsustainable because we are not doing
anything that is effectively stopping it.
Nobel Speech (video) 389
6. We need to efficiently control emissions to
address global warming.
Drafting
Craft Your Claim Decide which version of the speech you think is
Drafting
more convincing and write a claim in which you state your position. Craft Your Claim Remind students that the
Choose your words carefully so that you state your position in a clear claim is the main idea that the argument will
and strong way. develop. Students should decide which format is
most effective and then identify the details that
Claim:
help support that claim.
Use Transitions to Connect Ideas If students
create an outline, they can identify several ideas
Use Transitions to Connect Ideas Use your notes from the analysis you that support their claim. You may decide to
did earlier to analyze the similarities and differences in the video and the
encourage students to draft their essay first and
text. Explain the ways in which these differences made one version more
build in the transitions after. Remind students
persuasive than the other.
that the transitions will help readers follow the
To show similarities and differences, use transitions to connect your ideas. thoughts.
Transitions that show differences Provide Counterarguments To help students
however, unlike, on the other hand, yet, in contrast, but, although build a counterargument, ask them to think
Transitions that show similarities evidence log about the most effective element in the format
Before moving on to a they have not chosen. Students should write to
also, similarly, likewise, too, in addition new selection, go to your express the strength of that element, but they
Evidence Log and record should then return to explain why the other
Provide Counterarguments To make your argument stronger and
what you’ve learned
more convincing, you must address opposing viewpoints. To do so, format is generally more successful.
from the text and video
summarize the opposing view without offering your opinion about it. of Al Gore’s Nobel Prize
Then, use reasons and evidence to offer a counterargument in which
you prove why this position is wrong.
acceptance speech. Review, Revise, and Edit
As students revise, encourage them to review their
Opposing View: draft to be sure they have explained their thinking
clearly. Ask them to review their word choice. Finally,
remind students to check for grammar, usage,
standards and mechanics. For more support, see Writing to
Counterargument: Reading Informational Text Compare: Argument.
Compare and contrast a text to
an audio, video, or multimedia
version of the text, analyzing each
medium’s portrayal of the subject.
© Pearson Education, Inc., or its affiliates. All rights reserved.
Review, Revise, and Edit Writing Evidence Log Support students in completing
Write arguments to support claims
Once you are done drafting, review and revise your essay. Be sure you
with clear reasons and relevant
their Evidence Log. This paced activity will
have provided enough support for your position. Pay close attention to evidence. help prepare them for the Performance-Based
be sure you have used transitions effectively to show the relationships a. Introduce claim(s),
Assessment at the end of the unit.
acknowledge alternate or
among claims, reasons, and evidence. Identify areas where you can add opposing claims, and organize
additional examples to strengthen your argument. the reasons and evidence
logically.
b. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible
sources and demonstrating an
understanding of the topic or
text.
c. Use words, phrases, and FORMATIVE ASSESSMENT
clauses to create cohesion and
clarify the relationships among Writing to Compare
claim(s), reasons, and evidence.
If students are unable to find points of
comparison or cite specific evidence, then have
Nobel Speech (text) • Nobel Speech (video) 391 students skim the speech and rewatch the video.
Strategic Support
Comparisons In paragraphs 38 and 41 of the text of the speech,
Gore compares the challenge of dealing with climate change
to the challenges faced during World War II. Draw students’
attention to these paragraphs and discuss why Gore does this. In
what way is addressing climate change like fighting a war? What
other comparisons to World War II does Gore make? Are these
comparisons valid? Why or why not? Do they make the speech
stronger? Why or why not?
WRITING TO SOURCES
Write an Argument
Jump Start
• from SILENT SPRING
You have read and watched selections that relate to the effects people
• NOBEL SPEECH (text) have on the environment. In Silent Spring, Rachel Carson raised
Ask students to compare Rachel Carson’s awareness by exposing the negative effects that certain human activities
• NOBEL SPEECH (video)
approach to environmental issues in have on the world around them. Decades after Silent Spring was
Silent Spring with Al Gore’s approach to published, the public is coming to terms with a new challenge due to
the effects of human activity on the environment—climate change. In his
environmental issues in his Nobel speech. You
Nobel Prize acceptance speech, Al Gore urges society to take action and
might guide them with questions such as “How
change its behavior before it is too late.
does each explain the problem?” “Why does
this similarity or difference exist?” As students Tool Kit
share, ask them to cite specific examples from Student Model of an Assignment
the selections to support their ideas. Argument Use the knowledge you gained from the selections in this section as
well as from your own experience to write an argument in which you
take a position on the following question:
Write an Argument What is the most significant effect that people have
on the environment?
Make sure students understand what they are
After you write your argument, turn it into a blog post, and post it to
being asked to do in the assignment. Explain
a school or class website. Be sure to include links to your sources.
that they are being asked to take a position on
a question and write an argument supporting
their position.
Students should complete the assignment Elements of an Argument
ACADEMIC
using word processing software to take VOCABULARY In an argument, the writer states and supports a claim based on factual
advantage of editing tools and features. As you craft your evidence. An effective argument includes the following elements:
argument, consider using • a clear statement of your claim, or position, on an issue that has
Elements of an Argument some of the academic more than one side
Remind students that transitional words, phrases, vocabulary you learned in
• the context surrounding the issue
the beginning of the unit.
and clauses that show the relationships among • persuasive evidence and logical reasoning that supports your claim
ethical
claims, reasons, and evidence will greatly help • statements that acknowledge counterclaims, or opposing views,
dissent
readers follow and understand their argument. interject and offer counterarguments to disprove these views
Point that it’s always better to clearly show the discord • a clear organizational structure
the Wild
presents a position. Notice ways in which the
writing and link to and cite sources opportunity to review these elements as you NOTES
1
citing sources.
Academic Vocabulary
humans and would remain wild.
5 When the cranes reached Florida, they were put into a
“release pen” with no top netting, so the birds could fly away
Purposeful Editing Many students resist same structural, grammatical, or style Students copy the sentences. Below the
editing because they don’t see its value. feature on the board. For example: sentences, write “What do I notice?”
Explain that editing, the process of making 1. John, 14, is too young to drive. Students might write:
things correct, adds power to writing. • All the sentences have interruptions.
Teachers can model the process by using 2. My girlfriend, who is afraid of snakes,
refuses to go to the zoo. • All have two commas.
the Sentence of the Week (SoW) strategy.
Before students enter the classroom each 3. The player, exhausted from the long • A comma goes before and after the
Monday, write three sentences with the game, collapsed. interruption.
• If you take out the content between the commas, Strategic Support
the sentences still make sense. Finding Trustworthy Sources Remind students that when
they conduct online research they should be careful to use only
Teaching editing skills through sentence study helps
trustworthy sources. These are usually sources with .gov or .edu in
students to generate the grammar rules organically.
their Web address. Point out that sources with .org in their Web
address can be trustworthy, but these can also be organizations
with an agenda, and the information on those sites might not be
objective. Also remind students that anyone can post anything on
the Internet — just because something is on the Internet doesn’t
mean it’s true or trustworthy.
Drafting Drafting
Organize Your Argument As you draft, present the supporting
Organize Your Argument Encourage students
evidence you have gathered, starting with your least important points
to write an outline of their argument, simply and building to your most important ones. Use transitional words and
listing their position, each reason for taking this phrases to unify your writing and show the relationships among your
position, and each piece of supporting evidence, ideas. Use the method shown in the pyramid diagram to outline your
before writing their first draft. The graphic argument before you write your first draft.
organizer will be a helpful tool for students to
plan their arguments.
Write a First Draft Remind students that their
first draft doesn’t have to be perfect. In their first
draft they should just get their ideas down on
paper. They can revise their writing and the order Introduction
of their ideas when they edit their argument. and claim
Conclusion
Transfer of First Language English capture, express, and organize their ideas. After students have produced their initial
learners’ home languages are valuable Translation software can be useful as a drafts in English, teachers can work with
cognitive tools that can be tapped to starting point to help students move from them on the revision process, focusing on
help them improve the quality of their their home language draft to an English such key areas as organization, paragraph
first drafts. Having students write in their draft. Obviously, the machine-translated formation, and coherence. As students
home language often produces higher draft will require editing but this can be revise with teacher input, teachers should
quality writing than when students write done collaboratively with help from the encourage them to pay special attention to
only in English because it helps them teacher and/or the students’ classmates. cognates and genre rules.
Revising Revising
Evaluating Your Draft
Evaluating Your Draft Remind students to
use the chart to evaluate their drafts. This will Use the following checklist to evaluate the effectiveness of your first
help them check that it contains all the required draft. Then, use your evaluation and the instruction on this page to guide
your revision.
elements of a well-constructed and well-
organized argument. FOCUS AND ORGANIZATION EVIDENCE AND ELABORATION CONVENTIONS
Evaluate Your Evidence As students revise to
strengthen their evidence, encourage them to Provides a clearly stated claim and Supports claims with logical Uses a formal style
information about the context reasoning and persuasive and tone.
add more language that makes the connection
surrounding the issue. evidence.
between evidence and claims. This will help Attends to the norms
reinforce their thinking for readers. Establishes a clear organizational Acknowledges opposing and conventions of the
structure that highlights the main claims and offers discipline, especially
Write a Memorable Conclusion Remind
points. counterarguments to these using participles to
students that the conclusion is one of the most
views. make writing flow
important parts of any essay. The conclusion ties Uses words, phrases, and clauses smoothly while
the essay together and leaves readers feeling to create cohesion and clarify Word choice reflects avoiding misplaced
that the essay is complete. In an argument, the the relationships among claims, consideration of the and dangling
conclusion is a chance to restate the position one reasons, and evidence. intended audience. modifiers.
more time, and to say it in a new way that makes
Provides a concluding statement
a strong impression on the reader. that follows from and supports the
argument.
Peer review
Peer Review
Exchange essays with a classmate. Use the checklist to evaluate your classmate’s argument Before students begin their peer review, remind
and provide supportive feedback. them that they are reviewing for clarity and
1. Is there a clearly stated claim? completeness, not whether they agree or
yes no If no, suggest ways in which the writer might clarify it. disagree with the writer’s argument. They should
not comment on whether their classmate is
2. Is there support for the claim based on logical reasoning and relevant evidence “right” or “wrong.” They can, however, make
from accurate, credible sources?
helpful suggestions if they see something in the
yes no If no, point out where the writer should provide more support. argument that could be better.
3. Are opposing claims acknowledged and effectively addressed with counterarguments?
yes no If no, suggest ways in which the writing can acknowledge and
Editing and Proofreading
address opposing claims. As students proofread, they should check for
grammar, spelling, and punctuation errors.
4. What is the strongest part of your classmate’s essay? Explain. Remind them to check that all claims are
supported by logical, relevant evidence. Also,
remind students to identify sentences that could
be revised using participles or participial phrases.
and restaurant in a dictionary. Notice how each word is broken into multiple print and digital sources,
syllables. Say the word aloud while you look at it, and exaggerate your using search terms effectively; assess
the credibility and accuracy of each Encourage students to reflect not only on their
pronunciation of the sounds and syllables. source; and quote or paraphrase the argument and the process of writing it, but also
data and conclusions of others while
avoiding plagiarism and following a
on the comments they received and what it was
Publishing and Presenting standard format for citation. like to transform their essay into a blog post and
Create a final version of your argument. Then, post it on a class or school
Language put it online.
• Demonstrate command of the
website as a blog post. Include links to the sources you used to support conventions of standard English
your argument. capitalization, punctuation, and
spelling when writing.
b. Spell correctly.
c. Consult general and specialized
Reflecting reference materials, both print and
digital, to find the pronunciation
Reflect on what you learned as you wrote your argument. What was of a word or determine or clarify
the most challenging part of writing your argument? Did you learn its precise meaning or its part of
speech.
something from transforming your argument into a blog post and
posting it on a website?
Performance Task: Write an Argument 397
Challenge
Speculate Ask students to speculate on the reasons people continue
to do things that negatively impact the environment. Have students
write a paragraph describing behavior that has a negative impact on
the environment, and speculate on why someone engaging in this
behavior would not stop. Ask volunteers to share their responses
with the class.
Small-Group Learning Look at these strategies and the actions you can take to practice them as you
Strategies work in teams. Add ideas of your own for each step. Use these strategies during
Small Group Learning.
Review the Learning Strategies with students and
explain that as they work through Small-Group
STRATEGY ACTION PLAN
Learning they will develop strategies to work in
Prepare • Complete your assignments so that you are prepared for group work.
small-group environments.
• Organize your thinking so you can contribute to your group’s discussions.
• Have students watch the video on Small-Group •
Learning Strategies.
• A video on this topic is available online in the
Professional Development Center.
You may wish to discuss some action items to add Participate fully • Make eye contact to signal that you are listening and taking in what is being said.
to the chart as a class before students complete • Use text evidence when making a point.
it on their own. For example, for “Prepare,” you •
might solicit the following from students:
Block Scheduling
Each day in this Pacing Plan represents a
40–50 minute class period. Teachers using Clarify • Paraphrase the ideas of others to ensure that your understanding is correct.
block scheduling may combine days to reflect • Ask follow-up questions.
their class schedule. In addition, teachers may •
revise pacing to differentiate and support core
instruction by integrating components and
resources as students require.
Introduce
Whole-Class LIT22_SE07_U04_B_SGO.indd 398 18/03/21 3:33 PM
Learning
Performance Task
Unit
Introduction from Silent Spring Nobel Speech Media: Nobel Speech
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WHOLE-CLASS LEARNING
SHORT STORY
PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present an Argument
The Small-Group readings present different perspectives on the ways in which
humans impact the natural environment. After reading, your group will plan
and deliver a multimedia presentation about our relationship to the natural
environment.
Introduce Introduce
LIT17_SE07_U04_B_SGO.indd 399
Small-Group 16-04-18 4:17 PM
Independent Learning
Learning Performance-
Performance Based
Task Assessment
Turtle Watchers • “Nature”
is what We see — • The Media: Eagle Tracking He—y, Come Independent
Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
small-group learning
SMALL-GROUP LEARNING
Working as a Team
Working as a Team 1. Take a Position In your group, discuss the following question:
1. Take a Position Remind groups to let all What is our relationship with the natural environment?
members share their responses. You may wish As you take turns sharing your positions, be sure to provide examples
to set a time limit for this discussion. for your choice. After all group members have shared, discuss
the characteristics of this relationship that are suggested by your
2. List Your Rules You may want to have groups
responses.
share their lists of rules and consolidate them
into a master list to be displayed and followed
by all groups. 2. List Your Rules As a group, decide on the rules that you will follow
as you work together. Two samples are provided. Add two more of
3. Apply the Rules As you circulate among the your own. You may add or revise rules based on your experience
groups, ensure that students are staying on together.
task. Consider a short time limit for this step. • Come prepared for group discussions.
4. Name Your Group This task can be creative • Acknowledge other people’s opinions.
and fun. If students have trouble coming
up with a name, suggest that they think of •
something related to the unit topic. Encourage
groups to share their names with the class.
5. Create a Communication Plan Encourage
•
groups to include in their plans agreed-upon
times during the day to share ideas. They
should also devise a method for recording and
saving their communications.
3. Apply the Rules Practice working as a group. Share what you
have learned about survival. Make sure each person in the group
Accountable Talk contributes. Take notes and be prepared to share with the class one
thing that you heard from another member of your group.
Remind students that groups should
communicate politely. You can post these
Accountable Talk suggestions and encourage 4. Name Your Group Choose a name that reflects the unit topic.
Remember to . . .
Explain your thinking.
Which sounds like . . .
I believe _____ is true because _____.
I feel _____ because _____.
400 UNIT 4 • PeoPle aNd The PlaNeT
Remember to . . .
Build on the ideas of others.
Which sounds like . . .
When _____ said _____, it made me think FACILITATING SMALL-GROUP LEARNING
LIT17_SE07_U04_B_SGO.indd 400 16-03-31 4:03 PM
of _____.
Forming Groups You may wish to form groups generating or synthesizing information about the
I agree. That makes me think of _______.
for Small-Group Learning so that each consists environment. A good mix of abilities can make
of students with different learning abilities. Some the experience of Small-Group Learning dynamic
students may be adept at organizing information and productive.
whereas others may have strengths related to
Small Group Learning in Higher based instruction, and increases retention based small-group learning in colleges is
Education College classrooms are rates. As a result, more and more college increasingly common in the workplace as
becoming shared discussion spaces, professors now have small groups lead a well, as collective production is becoming
marked by less lecturing and more small portion of class by sharing/presenting what a new norm. Teachers can encourage
groups. That’s because college professors the group has learned. These professors students to collaborate and develop rubrics
increasingly realize that having students focus on the importance of each group to assess how well students are able to
work in small groups helps develop becoming expert at something that work together.
higher-level learning and problem-solving they must teach the class. Teachers can
skills, increases the success of computer- point out to students that the project-
Insight
All of these poems focus on how nature can be beyond human
understanding. In Dickinson’s poem, this seems to be unchangeable. In
Dunbar’s poem, people could bond with the “birds of peace and hope
and love” but are too distracted. “Turtle Watchers” suggests that we
have lost the ability to connect with nature.
Essential Question:
What effects do Connection to Essential Question
people have on the These poems focus not on how people change the environment but on
environment? whether people can understand it. Students should consider how easy it
is to have unintended effects on something you do not understand.
Small-Group Learning
Performance Task Connection to Performance Tasks
Why do people impact Small-Group Learning Performance Task In this Performance Task,
the environment in a students will develop a multimedia presentation that addresses the
harmful way? impact humans have on the environment. These poems focus on how
the natural world is sometimes beyond our understanding. How can
Unit Performance-Based
Assessment
that lack of understanding impact the effect we have on nature?
Is it too late to fix the Unit Performance-Based Assessment In Dickinson’s poem, nature seems
damage that has been to mean something broader than the parts of our environment that
done to our environment? can be damaged. In Hogan’s poem, people and wild animals can bond
despite the modern world. Dunbar’s poem suggests that we are too
engrossed in our lives to recognize the world around us.
LESSON RESOURCES
Instructional RL.7.10 By the end of the year, read and L.7.4 Determine or clarify the meaning SL.7.4 Present claims and findings . . .
Standards comprehend literature . . . of unknown and multiple-meaning words
SL.7.5 Include multimedia components
and phrases . . .
L.7.4 Determine or clarify the meaning and visual displays . . .
of unknown and multiple-meaning L.7.4.b Use common, grade-appropriate
SL.7.6 Adapt speech to a variety of
words and phrases . . . Greek or Latin affixes and roots . . .
contexts and tasks . . .
L.7.4.c Consult general and specialized RL.7.1 Cite several pieces of textual
reference materials . . . evidence . . .
RL.7.5 Analyze how a drama’s or poem’s RL.7.2 Determine a theme or central
form or structure . . . idea . . .
RL.7.4 Determine the meaning of words
and phrases . . .
STUDENT RESOURCES
Available online in the
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Poetry
Close-Read Guide: Poetry
TEACHER RESOURCES
Selection Resources udio Summaries: English and
A oncept Vocabulary and
C S peaking and Listening: Oral
Available online in the Spanish Word Study Presentation
Interactive Teacher’s
Edition or Unit Resources Annotation Highlights Author’s Style: Word Choice
Text Questions
First Read Extension Questions
nalyze Craft and Structure: Lyric
A
Poetry
Reteach/Practice (RP)
nalyze Craft and Structure: Lyric
A Word Study: Etymology (RP) S peaking and Listening: Oral
Available online in the
Poetry (RP) Presentation (RP)
Interactive Teacher’s Author’s Style: Word Choice (RP)
Edition or Unit Resources
Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test
My Resources A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Reading Support
Text Complexity Rubric: Turtle Watchers • “Nature” is what We see— • The Sparrow
Quantitative Measures
Qualitative Measures
Knowledge Demands The selections are poems that deal with our relationship to nature and the environment.
1 2 3 4 5
Structure All three selections are lyric poems. “Turtle Watchers” is written in free verse. “ ‘Nature’ is what
1 2 3 4 5 We see— “ and “The Sparrow” have more formal structures.
Language Conventionality and Clarity The selections contain figurative language. Vocabulary is mostly on-level.
1 2 3 4 5
Levels of Meaning/Purpose Multiple levels of meaning: poems describe observations or communication between humans and
1 2 3 4 5 nature.
TEACH
Language Review Author’s Style: Word RL.4 Determine the meaning Have students rewrite one of
Choice (RP) to help students of words and phrases as they the poems, changing some of
understand how an author are used in a text, including the words for their synonyms,
constructs tone. figurative and connotative to demonstrate how the
TEACH Review Word Study
meanings; analyze the impact meaning and tone changes.
of rhymes and other repetitions
Etymology (RP) to help Have students look up the
Implement the planned lesson, of sounds on a specific verse or
students understand the origins etymology of words of their
stanza of a poem or section of
and gather evidence of student of words. choosing from the selections.
a story or drama.
learning.
L.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 7
reading and content, choosing
flexibly from a range of
strategies.
POETRY COLLECTION
Turtle Watchers
Jump Start
“Nature” is what We see—
First Read Engage students in a discussion
about the relationship between people and the The Sparrow
natural world to set the context for reading
the poems. Ask: Do you think people have had Concept Vocabulary
a negative effect on the environment? How?
As you perform your first read, you will encounter these words.
What would you like to change about the
relationship? What can you, as an individual, do ancestors wisdom heed
to live in harmony with nature?
Using a Dictionary To check the meanings of unfamiliar words, consult
a print or online dictionary. Dictionaries provide a word’s definition,
Concept Vocabulary pronunciation, part of speech, variant forms, and etymology, or
word origin.
Ask groups to look closely at the information
This box shows an example of a dictionary entry for the word anthology.
about reference materials and how to use them. Note that the pronunciation is in parentheses, and the etymology is in
Walk students through the process of consulting square brackets.
a dictionary. Point out that most dictionaries
include keys to pronunciation. Have students anthology (an THOL uh jee) n., pl. -gies [Gr. anthologia, a garland,
consult reference materials for all three Concept collection of short poems < anthologos, gathering flowers < anthos,
Vocabulary words and any unfamiliar words they flower + legein, to gather] a collection of poems, stories, songs,
excerpts, etc., chosen by the compiler.
encounter.
How Language Works Briefly explaining the meet/encounter, ask/inquire, come/arrive. The The most common Anglo-Saxon words in English
origins of the English language will help demystify Anglo-Saxon words were used by peasants who are determiners (the, a); prepositions (of, to, for,
the difference between conversational and generally didn’t have much education; in contrast, etc.); pronouns (he, she, I, etc.); conjunctions (and,
academic language. Today’s English is a hybrid Greek/Latin vocabulary was used by more educated but, etc.); common verbs, nouns, and adjectives
language, formed from a merger of Anglo‑Saxon and high-status people and became the language (think, little, good, etc.). Because these words
spoken in Britain from about 400–1000 and of written text. Today, words with Anglo-Saxon are high-frequency and are used daily, they are
French brought by the Norman invaders in 1066. roots are short and commonly used, while words generally acquired quickly by English learners.
Students can see this merger in synonyms of words with Greek/Latin roots tend to be low-frequency
derived from Anglo-Saxon and Latin/Greek sources: and long.
Turtle Watchers •
About the Poets Backgrounds
“Nature” is what We see— •
Linda Hogan (b. 1947) is an award-winning Turtle Watchers
Chickasaw novelist, essayist, poet, and Some sea turtles, such as loggerhead
The Sparrow
environmentalist. Her writing often sea turtles, travel thousands of miles to What is our relationship to the natural world?
addresses topics such as the environment, lay their eggs on the same beach where How does this relationship compare to that of
ecofeminism, and Native American history.
they were born. The turtles dig a small previous generations? What is lost when the
An activist and educator, Hogan has spoken
at various global conferences and events
nest in the sand, where they lay their environment is damaged? Modeling questions
including the Environmental Literature eggs, sometimes over a hundred in a such as these will help students connect to these
Conference in Turkey in 2009. She lives in single nest. When the eggs hatch, the poems and to the Small-Group Performance Task
the Colorado mountains and teaches baby turtles make the dangerous trek
assignment. Selection audio and print capability
creative writing. back to the ocean to continue the cycle.
for the selection are available in the Interactive
Teacher’s Edition.
Emily Dickinson (1830–1886) considered “Nature” is what We see—
books her “strongest friend.” Withdrawn From ancient Greeks to English
and shy, she spent most of her time at home romantics to Japanese haiku masters,
in Amherst, Massachusetts, reading and poets from every period of time have
writing. Most of her 1,775 poems were
contemplated the beauty of the natural
discovered after her death, including one
world. The poet William Wordsworth
that begins, “I’m nobody! Who are you?”
Today, Dickinson is considered one of the wrote, “Come forth into the light of
most important American poets. things, let Nature be your teacher.”
CLOSE READ: Poetry Lead a brief discussion students quietly read aloud the poems in their
of the differences between reading poetry and small groups. A volunteer could read each poem
prose. Remind students that in poetry, sound aloud to group members. Students may discuss
elements such as rhythm, rhyme, alliteration, the sound qualities of the poems in addition to
and assonance are very important. Briefly review the meaning conveyed.
these literary elements. Then suggest that
Turtle
Concept Vocabulary
ANCESTORS If groups are struggling to define
the word ancestors in line 18, guide them in
Watchers
consulting a print or online dictionary. You might Linda Hogan
direct them also to the word’s etymology for a
deeper understanding.
Possible response: Ancestors means the “people
from whom one is descended.”
CLOSER LOOK
Analyze Similes
Circulate among groups as students conduct
their close read of “Turtle Watchers.” Suggest
that groups read the entire poem. Encourage
them to talk about the annotations they
mark. If needed, provide the following
Old mother at water’s edge
support. NOTES used to bow down to them,
ANNOTATE: Have students close read the the turtles coming in from the sea,
poem beginning with line 1. Ask students their many eggs,
to mark similes— comparisons that use 5 their eyes streaming water like tears,
connecting words such as like or as—or work and I’d see it all,
with small groups as you highlight them old mother as if in prayer,
together. the turtles called back to where they were born,
QUESTION: Guide students to consider what the hungry watchers standing at the edge of trees
these comparisons might tell them. Ask what 10 hoping for food when darkness gathers.
a reader can infer from the similes, and accept
Years later, swimming in murky waters
student responses.
a sea turtle swam beside me
Concept Vocabulary
WISDOM If groups are struggling to define the
word wisdom in line 11, have them consult a
print or online dictionary. The speaker’s point is
Emily Dickinson
Word Choice As students perform their close note of the last word on each line. Have students
read, explain that poets choose their words very identify end rhymes in Dickinson’s poem. Then
carefully to establish a particular rhythm and have groups discuss the effect of these end
sometimes to rhyme. Remind them that rhyme rhymes on the meaning of the poem.
is the repetition of sounds at the ends of words. Possible response: The words see, bee, Sea,
Words that rhyme exactly have identical vowel Harmony, and Sincerity all end in the same long
sounds in their final accented syllables. Often e sound. This rhyming makes the poem fun to
poets use end rhymes, or rhymes at the ends of read and hear. It also creates a whimsical tone.
lines. Ask students to begin with line 1 and take
Concept Vocabulary
HEED If groups are struggling to define the
word heed in line 7, first make sure they see
the footnote defining lay and understand the
rest of lines 5–8. Then guide students in using
context clues to figure out the meaning of
heed. Explain that the word but signals contrast,
which suggests that heed is opposite in meaning
to neglect in line 8. Tell students to verify the
meaning in a print or online dictionary.
Possible response: Heed means “to pay
attention to.”
The Sparrow
Paul Laurence Dunbar
1. lay n. song.
Turtle Watchers
TURTLE WATCHERS
1. The hungry watchers are waiting for darkness and
hoping to eat.
1. What are the “hungry watchers” doing?
2. Years later, the speaker swims next to a sea turtle
and feels connected to it and to her ancestors.
The Sparrow
“NATURE” IS WHAT WE SEE— 1. The speaker is busy and ignores the sparrow.
1. What does the first stanza say nature is? 2. We plod on with a deadened heart and do not
see these birds.
Research
2. What does the second stanza say nature is?
Research to Explore If students struggle to
choose a detail, have them reread the poems,
looking for new concepts or ideas, such as
sparrow songs, bobolinks, or turtle nests.
3. What does the third stanza say nature is?
THE SPARROW
© Pearson Education, Inc., or its affiliates. All rights reserved.
1. What does the speaker do in response to the bird beside his or her window?
RESEARCH
Research to Explore Choose one unfamiliar detail mentioned in one of the poems.
Briefly research that detail. For instance, you might research the life cycle of the sea turtle.
In what way does the information you learned affect your understanding of the poem?
Explain.
Challenge
Punctuation in Poems Direct groups’ attention to Dickinson’s poem.
Have students work together to write an essay responding to this
prompt: What effect does Dickinson’s use of dashes and unusual
capitalization have in the poem? Students can research what others
have had to say about the poet’s use of dashes and unconventional
capitalization, but they should write their own response essay,
rather than a research report. Challenge each group to use specific
details from the poem to support their ideas about Dickinson’s use of
dashes and unusual capitalization.
discuss in their groups, ask them to consider notebook Complete the activities.
the relationship between people and the 1. Review and Clarify With your group, reread the poems. Analyze
GROUP DISCUSSION
environment and the effects that people’s When you work in your
each poem, and determine the theme about nature that each poem
choices have on the world around them. group to answer the suggests.
Analyze the Text questions,
2. Present and discuss Now, work with your group to share the lines
be sure to support your
opinions and ideas with
from the poems that you found especially important. Take turns
Close Read the Text evidence from the text. presenting your lines. Discuss what you noticed in the poems, what
If needed, model close reading by using the questions you asked, and what conclusions you reached.
Annotation Highlights in the Interactive 3. essential Question: What effects do people have on the
Teacher’s Edition. You may want to print copies of environment? What have these poems taught you about the effects
the Close-Read Guide: Poetry for students to use people have on the environment? Discuss with your group.
as they read.
Remind students to use Accountable Talk in
language development
their discussions and to support one another as
they complete the close read. Concept vocabulary
Analyze the Text ancestors wisdom heed
Possible responses:
WoRd netWoRK Why these Words? The concept vocabulary words from the poems are
1. “Turtle Watchers” suggests that the connection
related. With your group, determine what the words have in common.
between humans and the natural world is ancient Add interesting words
Write your ideas and add another word that fits the category.
and essential. “ ‘Nature’ is what We see –” related to people and the
suggests that we are not able to comprehend planet from the text to your
or describe nature adequately. “The Sparrow” Word Network.
Practice
suggests that we are often too busy to appreciate
What is The subjects The subject is all of nature. The subject is a sparrow, a type
the poem’s are sea turtles. The speaker’s attitude of small songbird. The speaker’s
The speaker’s is humble, awed, and attitude is appreciative, regretful,
subject and attitude is warm, reverential. and apologetic.
the speaker’s empathetic, and
attitude toward respectful.
the subject?
author’s Style
Author’s Style Diction and Tone An author’s word choice, or diction, includes not
Word Choice As you discuss word choice with only the specific words but also the phrases and expressions an author
uses. In poetry, a poet’s word choice plays an important role in creating
students, guide them in identifying words that
poetic language, which is specific, imaginative, and rich with emotion.
contribute to the tone of one of the poems. Then
POETRY COLLECTION A poet’s use of language helps to develop the tone of a poem, or the
work with groups to identify the tone the words poet’s attitude toward his or her subject.
create. For instance, in “Turtle Watchers,” the
words bow, prayer, ancestors, realm, and beings To achieve these effects in a poem, a poet often chooses words not only
create a reverent tone. For more support, see for their denotations, or dictionary definitions, but for the connotations
Author’s Style: Word Choice. the words evoke in readers. Connotations are the ideas and feelings a
word brings to mind. Although, two words many have similar denotations,
a poet may choose one word over another because of the connotations
Read It associated with the word. Consider the following lines of poetry:
See possible responses in chart on student
• They rolled over the swells until they slid ashore.
page.
• They slammed over the waves until they hit land.
Write It Both examples convey roughly the same information. However, in the first
Poems and paragraphs will vary, but should focus STANDARDS example, the words rolled, swells, and slid have calming connotations and
on their relationships to the environment. Remind Reading Literature create a peaceful tone. In the second example, the words slammed, waves,
• Cite several pieces of textual
students to think about the tone they want to evidence to support analysis of what
and hit have harsher connotations and create a dangerous, anxious tone.
convey and to choose words that communicate the text says explicitly as well as
inferences drawn from the text. A poet’s word choice and tone help develop meaning in poem. Analyzing
that tone. • Determine a theme or central idea a poet’s word choice and tone can help you to make inferences, or
of a text and analyze its development
educated guesses, about the theme of a poem, or the insight about life
over the course of the text; provide
an objective summary of the text. that it suggests.
• Determine the meaning of words
and phrases as they are used in Read It
a text, including figurative and
connotative meanings; analyze Notebook Work with your group to identify specific word choices in
the impact of rhymes and other each poem, and note how these choices affect meaning and tone. When
repetitions of sounds on a specific
verse or stanza of a poem or section
you have completed the chart, discuss the possible themes your examples
of a story or drama. suggest.
FORMATIVE ASSESSMENT
PERSONALIZE FOR LEARNING Speaking and Listening
LIT17_SE07_U04_B1_SG_APP.indd 411 16-04-18 4:12 PM
If groups have difficulty planning their
Strategic Support presentations, then assign roles and tasks to
Costumes and Props Some groups may need more time to plan group members. For Reteach and Practice, see
their presentations, especially if they have chosen to use costumes Speaking and Listening: Oral Presentation
and props. Provide additional time and support as needed. For (RP).
instance, you might ask students in your school’s theater classes to
provide access to costumes and props.
Selection Test
Administer the Poetry Selection Test, which is
available in both print and digital formats online
in Assessments.
Insight
This selection shows how reintroduction works, and how it can
succeed. An animal may disappear from part of its habitat, but if a
healthy population remains somewhere, people can use those animals
to reestablish populations elsewhere.
Essential Question:
What effects do Connection to Essential Question
people have on the “Eagle Tracking at Follensby Pond” provides a two-sided connection
environment? to the Essential Question, “What effects do people have on the
environment?” While people were responsible for the near-extinction
of the bald eagle population, people were also responsible for the
reintroduction of bald eagles to the Adirondacks.
Small-Group Learning
Performance Task Connection to Performance Tasks
Why do people impact Small-Group Learning Performance Task In this Performance Task,
the environment in a students will develop a multimedia presentation that addresses our
harmful way? impact on the environment. This selection provides students with both
positive and negative examples of that impact.
Unit Performance-Based
Assessment Unit Performance-Based Assessment “Eagle Tracking at Follensby Pond”
Is it too late to fix the shows that if we act in a timely manner, it is sometimes possible to
damage that has been repair the damage done to our environment.
done to our environment?
LESSON RESOURCES
Instructional RI.7.10 By the end of the year, read and L.7.6 Acquire and use accurately W.7.2 Write informative/explanatory
Standards comprehend literary nonfiction . . . grade-appropriate general academic and texts . . .
domain-specific words . . .
L.7.6 Acquire and use accurately W.7.2.a Introduce a topic . . .
grade-appropriate general academic and
W.7.2.b Develop the topic . . .
domain-specific words . . .
W.7.7 Conduct short research . . .
SL.7.2 Analyze the main ideas and
supporting details presented in diverse W.7.8 Gather relevant information . . .
media and formats . . .
STUDENT RESOURCES
Available online in the Selection Audio Evidence Log
Interactive Student
Edition or Unit Resources F irst-Review Guide: Media Art/
Photography
lose-Review Guide: Media Art/
C
Photography
TEACHER RESOURCES
Selection Resources
udio Summaries: English and
A Media Vocabulary Research: Research Paper
Available online in the
Spanish
Interactive Teacher’s
Edition or Unit Resources Media Questions
First Review Extension Questions
My Resources A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Qualitative Measures
Knowledge Demands Introduction, photos, and captions clearly detail the problem and the reintroduction process.
1 2 3 4 5
Language Conventionality and Clarity The captions in the selection contain conventional syntax and on-level vocabulary.
1 2 3 4 5
Levels of Meaning/Purpose Meaning and concepts are clear and easy to grasp.
1 2 3 4 5
Media Vocabulary
Encourage groups to discuss the media First Review MEDIA: ART AND PHOTOGRAPHY
vocabulary. Have they seen the terms in Study each photograph and its caption using these strategies.
texts before?
Ask groups to look closely at the three terms
and ask which they think might be technical
terms describing the process of making LOOK at each image and NOTE elements in each image
determine whom or what it that you find interesting and
photographs.
portrays. want to revisit.
CLOSE REVIEW: Photography As groups • If the group has questions about what they
perform the close review, circulate and offer see in a photograph, remind them to read
support as needed. the caption and see what the image is meant
• Remind groups that when they view to show.
photographs, they should identify subject and • Challenge students to rewrite the captions that
setting. accompany the photographs.
NOTES
NOTES
Digital perspectives
LIT17_SE07_U04_B2_M_SG.indd 416 16-03-31 4:33 PM
Enriching the Text To help students appreciate piece features commentary by environmental
the power of Photo 6, locate National Public activist and writer Bill McKibben and Nature
Radio’s feature “Retracing Ralph Waldo Emerson’s Conservancy guide Mike Carr as they retrace
Steps In a Now ‘Unchanged Eden,’” and play Emerson’s path through this pristine wilderness.
part or all of it for students. Emphasize that the Have students discuss how the radio feature adds
famous American poet visited Follensby Pond on to their understanding of the photo gallery.
a visit to New York’s Adirondack Mountains in
1858 and wrote about his experience. The radio
4. According to the information in the captions, what is the result of the restoration
© Pearson Education, Inc., or its affiliates. All rights reserved.
project?
Challenge
Symbolism Every nation chooses symbols to League in North America, a confederacy of Native
represent its history, culture, and ideals. Have groups that used a similar symbol involving a
students do some research into the arrow- bundle of six arrows—symbolizing the League’s six
clutching eagle on the back of a U.S. quarter tribes. Some may find that it is also possible that
on quarters minted before 1999. They should the symbol on the quarter derives from the Dutch
discover that the symbol includes 13 arrows, one Republic in the sixteenth century, whose heraldic
for each of the original colonies. They should also emblem involved a lion clutching 17 arrows. The
learn that our own symbol may have its origins in lion stood for courage and independence, the
the symbol of the Iroquois (or Haudenosaunee) arrows for each of the country’s 17 provinces.
Close Review
Jump Start With your group, revisit the selection and your first-review
notes. Jot down any new observations that seem important.
What questions do you have? What can you conclude?
Ask students to consider the following prompt:
EAGLE TRACKING AT
If you were a photographer tasked with FOLLENSBY POND
helping an effort to preserve Africa’s elephant
population, what sort of images would you analyze the media
take and why? As students discuss the prompt
Notebook Complete the activities.
in their groups, have them consider possible
image types they might take, such as close-ups 1. Present and Discuss Choose the photo and caption that you found
to reveal the animal’s character, and longer most interesting or informative. Share your choice with the group, and
shots that show how herds behave in the wild. discuss why you chose it. Explain what you noticed in the photo and
caption, what questions it raised for you, and what conclusions you
reached about it.
2. Review and Synthesize With your group, review the photo gallery.
Close Review How do the captions add meaning to the photographs? Would the
If needed, model close reviewing by using photographs be less effective without the captions? Why or why not?
the Closer Review notes in the Interactive
3. Notebook Essential Question: What effects do people have
Teacher’s Edition. on the environment? How did this photo gallery contribute to your
Remind students to use Accountable Talk in understanding of the ways in which people affect the environment?
their discussions and to support one another as
they complete the close review. language development
Analyze the Media media vocabulary
Encourage groups to discuss their decisions
about the photos, using specific reasons for documentary photography vantage point monochrome
their choices.
Confirm your understanding of the vocabulary words by
1. Responses will vary. Remind students to defend
answering these questions.
their selections.
2. Responses will vary by group. Groups should 1. Do you think the photo gallery effectively conveys information about
discuss the types of information they gleaned the eagle restoration project at Follensby Pond?
Research Research
Assignment
EVIDENCE LOG Formulate a Research Question Guide
Work in your group to research and write a short research paper on
Before moving on to students in narrowing their research topics.
a new selection, go to Using the Broad Research Question example in
one of the following topics: your Evidence Log and
record what you learned
the student edition, ask students to formulate
eagle restoration and tracking programs in other states
from “Eagle Tracking at other Specific Research Questions. For example,
restoration and tracking programs for other endangered species students might suggest these ideas: How does
Follensby Pond.”
the origins and history of the Endangered Species Act biking help reduce a carbon footprint? What is
In your paper, highlight the relationship between the topic you chose a carbon footprint? How can carpools help the
to research and the photo gallery, “Eagle Tracking at Follensby Pond.” environment?
STANDARDS
Writing Organize Your Information Remind students
• Write informative/explanatory texts
Formulate a Research Question Work with your group to formulate
to examine a topic and convey ideas,
that their organizational structure should reflect
a research question that will guide your research process. An effective concepts, and information through the type of information that they are presenting
research question should be specific and manageable, and the purpose of the selection, organization, and
and review topics best suited to each type of
analysis of relevant content.
your paper will be to answer this question. If you do not limit the scope a. Introduce a topic clearly, structure.
of your research question, you will find it difficult to address the question previewing what is to follow;
fully. Consider the following examples: organize ideas, concepts, and If groups have trouble assigning tasks,
information, using strategies encourage them to consider each group
Broad Research Question: How do people affect the environment? such as definition, classification,
comparison/ contrast, and cause/ member’s strengths. For example, if one group
Specific Research Question: How does coal mining affect rivers
and streams?
effect; include formatting, graphics, member has more experience in using search
and multimedia when useful to
aiding comprehension. engines to gather information, that student can
Organize Your Information Take notes from each research source b. Develop the topic with relevant be chosen to direct research and record links.
to answer your research question. Include only information that is facts, definitions, concrete details,
meaningfully related to your topic. Use your notes to organize an outline quotations, or other information For more support, see Research: Research
and examples.
for your research paper. Consider the following methods of organization: • Conduct short research projects
Paper.
• chronological order: sequencing information about events in the to answer a question, drawing on
order in which they occur
several sources and generating Evidence Log Support students in completing
additional related, focused questions
for further research and investigation.
the Evidence Log. This paced activity will help
• comparison and contrast: analyzing and explaining the similarities
• Gather relevant information from prepare them for the Performance-Based
and differences between two or more related subjects multiple print and digital sources,
using search terms effectively; assess
Assessment at the end of the unit.
• cause and effect: analyzing and explaining reasons or results for
the credibility and accuracy of each
something that happens source; and quote or paraphrase the
data and conclusions of others while
© Pearson Education, Inc., or its affiliates. All rights reserved.
Notebook Use a chart such as the one shown to organize avoiding plagiarism and following a
information for your research paper. standard format for citation.
FORMATIVE ASSESSMENT
What organizational structure will we use Research
to present the information?
If students have trouble locating reliable sources,
then encourage them to broaden their search
terms to learn more about bird rescue.
Eagle Tracking at Follensby Pond 419
Strategic Support
Research Students may require support in finding relevant material
for their projects. Remind them that using the process of elimination
is a good way to narrow down a subject or topic. For instance, if
they are looking for eagle restoration programs in different states,
they might begin by searching in the browser for “eagle restoration
projects by state.” They can then examine the list to see which of the
possible projects looks like it might yield the most relevant data for
their report.
Insight
This story is an allegory for pollution. The end of the story implies that
everything dumped into the hole is about to pour down from the sky
upon the city. Similarly, the things we dump into the environment
don’t just disappear. There will be future consequences.
Essential Question:
What effects do Connection to Essential Question
people have on the “He—y, Come On Ou—t!” provides an interesting connection to the
environment? Essential Question. There are no obvious effects on the environment
from human actions in the story. It’s not until the end of the story that
there are suggestions of long-term consequences.
Small-Group Learning
Performance Task Connection to Performance Tasks
Why do people impact Small-Group Learning Performance Task In this Performance Task,
the environment in students will develop a multimedia presentation that explores the
a harmful way? impact that people have on the environment. This selection provides an
example of how what we do in the short term can have consequences
Unit Performance-Based
Assessment
in the long term.
Is it too late to fix the Unit Performance-Based Assessment Since the characters in this story
damage that has been are unaware of the environmental damage that they might be creating,
done to our environment? students will need to consider the potential impact of their actions on
the environment.
LESSON RESOURCES
Instructional Standards RL.7.10 By the end of the year, read and comprehend L.7.4 Determine or clarify the W.7.3 Write narratives . . .
literature . . . meaning of unknown and
W.7.3.b Use narrative
multiple-meaning words and
L.7.4.a Use context as a clue . . . techniques . . .
phrases . . .
SL.7.1 Engage effectively in a range of collaborative W.7.3.d Use precise words and
L.7.4.b Use common, grade-
discussions . . . phrases . . .
appropriate Greek or Latin
SL.7.1.d Acknowledge new information . . . affixes and roots . . . W.7.3.e Provide a conclusion . . .
RL.7.1 Cite several pieces of textual evidence . . . L.7.4.c Consult general and W.7.5 With some guidance
specialized reference materials . . . and support from peers and
RL.7.2 Determine a theme or central idea . . .
adults . . .
L.7.2 Demonstrate command of
RL.7.3 Analyze how particular elements . . .
the conventions . . .
STUDENT RESOURCES
Available online in the Selection Audio Word Network Evidence Log
Interactive Student Edition
or Unit Resources First-Read Guide: Fiction
Close-Read Guide: Fiction
TEACHER RESOURCES
Selection Resources
Audio Summaries: English and Spanish oncept Vocabulary and
C riting to Sources: Write
W
Available online in the
Word Study Your Own Ending
Interactive Teacher’s Annotation Highlights
Edition or Unit Resources onventions: Punctuation
C
Accessible Leveled Text
Marks
Spanish Translation
Text Questions
First Read Extension Questions
Analyze Craft and Structure: Elements of a Short Story
Reteach/Practice (RP)
nalyze Craft and Structure: Elements of a Short
A ord Study: Latin Root
W riting to Sources: Write
W
Available online in the
Story (RP) -sequ- (RP) Your Own Ending (RP)
Interactive Teacher’s
Edition or Unit Resources onventions: Punctuation
C
Marks (RP)
Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test
My Resources
A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Reading Support
Qualitative Measures
Knowledge Demands The selection is an allegorical story about waste and the environment. The background information
1 2 3 4 5 provides some explanation.
Language Conventionality and Clarity Selection has complex sentences, some figurative language, irony; many descriptive passages.
1 2 3 4 5
Levels of Meaning/Purpose Multiple levels of meaning; the selection is an ironic commentary on taking the easy way out and not
1 2 3 4 5 caring for the environment.
TEach
Ou–t!
Circulate among groups as students conduct
their close read. Suggest that groups read
paragraphs 1–8. Encourage them to talk
about the annotations they mark. If needed,
provide the following support.
ANNOTATE: Have students mark details in
paragraphs 1–8 that establish the setting, or
work with small groups as you highlight them
together.
QUESTION: Guide students to consider
what these details might tell them. Ask what
a reader can infer from these details about
setting, and accept student responses.
Shinichi Hoshi Possible response: The story is set in a nameless
translated by Stanleigh Jones village near a nameless city. Outside the village
was a small shrine that was destroyed by a
typhoon. No one is sure how old the shrine was
or exactly where it lay.
BACKGROUND CONCLUDE: Help students formulate
Each year, the world generates billions of tons of waste. Much of that conclusions about the importance of these
waste is disposed of in landfills, where heavy metals and toxins can leak details in the text. Ask students why the
into the environment. The oceans have also been polluted with vast author might have included these details.
amounts of trash because, for many decades, it was common practice Possible response: The author is vague about
to get rid of chemicals, garbage, and even nuclear waste by dumping the setting, as if it could be any rural village in
them directly into the ocean. Asia. The shrine suggests that villagers were
once religious; but since they can’t remember
T he typhoon had passed and the sky was a gorgeous blue. when it was built or where it stood, they seem
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
1
NOTES
Even a certain village not far from the city had suffered less religious now.
damage. A little distance from the village and near the mountains,
Remind students that the setting is the time
a small shrine had been swept away by a landslide.
and place in which a story takes place. The
2 “I wonder how long that shrine’s been here.”
setting of the village and shrine introduced
3 “Well, in any case, it must have been here since an awfully long
in the first page of the story is so generic
time ago.”
that they could represent any village and
4 “We’ve got to rebuild it right away.”
any religion—in fact, they could symbolize
5 While the villagers exchanged views, several more of their
something else.
number came over.
6 “It sure was wrecked.”
7 “I think it used to be right here.”
8 “No, looks like it was a little more over there.”
9 Just then one of them raised his voice. “Hey what in the world
is this hole?”
Word Analysis To practice the vocabulary In this case, the undergrowth is the cause Then create a sentence showing how they
skill for this lesson, have students use context of using machetes, which in turn cut a path. are related by cause and effect. (Possible
to define typhoon and landslide in paragraph 1. Students can infer that undergrowth is low- response: Typhoon: big storm; landslide: the
Remind students that one type of context growing vegetation between the taller trees downward flow of earth on a hill. “The heavy
clue is the cause-and-effect clue. Provide this of a forest, and that machetes are tools for rains brought by the typhoon soaked the
sentence to model how cause and effect can cutting. hillside, leading to a landslide that brought
reveal meaning: Because the undergrowth Have students analyze the causes and down trees and houses.”)
between the forest trees was so thick, we used effects described in paragraph 1 to determine
machetes to make a path through it. the meaning of typhoon and landslide.
several thousand years and that they would share in the profits.
Into the bargain, very shortly a magnificent road was built from
the city to the village.
33 Trucks rolled in over the road, transporting lead boxes. Above
the hole the lids were opened, and the wastes from nuclear
reactors tumbled away into the hole.
34 From the Foreign Ministry and the Defense Agency boxes of
unnecessary classified documents were brought for disposal.
Officials who came to supervise the disposal held discussions on
golf. The lesser functionaries, as they threw in the papers, chatted
about pinball.
Science In paragraph 31, the Offer these questions to guide their • How is nuclear waste disposed of in the
concessionaire declares the hole “perfect research and organize their findings. U.S. today?
for the disposal of such things as waste • Why is nuclear waste treated differently • What problems has Japan had with
from nuclear reactors.” In fact, disposing from other chemical waste? nuclear waste in the 21st century?
of nuclear waste remains a challenge in
nations that have nuclear reactors. Have • What happened to the nuclear waste Ask volunteers to share their research with
students research the various methods from the first nuclear fission experiments the class.
that have been used for this purpose. conducted by the United States?
Poem Have students reread Suggest they choose from following • A free-verse poem
paragraph 39. Ask volunteers to identify structures: • A concrete poem, in which the words
the personification used in this passage. • Japanese haiku (17 syllables, in 3 lines of the poem are arranged to form a
(“The hole accepted; the hole cleansed of 5/7/5 syllables) shape.
the city. . . .”) Ask students to write
• Japanese tanka (31 syllables, in 5 lines The speaker in the poem should reflect an
poems from the point of view of the
of 5/7/5/7/7 syllables, respectively) understanding of the hole as represented
hole. Have them work in their groups to
• A ballad in “He—y, Come on Ou—t!” Have
generate ideas, imagining what else the
student volunteers share their poems with
hole might do, how it might it feel, what • A sonnet
the class.
it knows of the world above, and so on.
Research
4. What does the workman hear at the end of the story? Research to Clarify If groups struggle to
narrow their research topic, suggest they
research an aspect of sinkholes, such as: What
causes sinkholes to form? Are more sinkholes
forming today than in the past? What are some
consequences of sinkholes around human
© Pearson Education, Inc., or its affiliates. All rights reserved.
settlements?
5. Notebook Confirm your understanding of the story by drawing a storyboard
of key events.
RESEARCH
Research to Clarify Briefly research an unfamiliar detail in the story. For instance, you
might want to learn more about sinkholes or the disposal of waste from nuclear power
plants. How does the information you learned deepen your understanding of the story?
Share your findings with your small group.
Challenge
Connecting Across Genres Have students study • Show how changing attitudes about
a Japanese genre that deals with concerns about technology in Japanese culture have mirrored
the environment: Gojira movies (Gojira is known Godzilla’s changing character.
in the United States as Godzilla). Have students do • Explain why such films have been popular in
online research, suggesting one of the following Japan since the middle of the last century.
research prompts:
Ask volunteers to share their research with
• Trace the references to radioactive waste and the class.
nuclear weapons in some of the early films.
Notebook Work with your group to respond to these are always producing new things and throwing
questions. away old things.
1. (a) What type of irony is used in the story? (b) What details in 4. The author may be saying that the people pay no
the story enabled you to identify this type of irony? attention to the environment.
STANDARDS
2. (a) What theme is conveyed through Hoshi’s use of irony? (b) Reading Literature
• Cite several pieces of textual
What details in the story enabled you to identify this theme? evidence to support analysis of
what the text says explicitly as FORMATIVE ASSESSMENT
3. (a) What does the irony tell you about the characters? well as inferences drawn from
(b) What details from the story support this inference? the text. Analyze Craft and Structure
• Determine a theme or central If students have difficulty locating situational
4. What comment do you think the author may be making idea of a text and analyze its
development over the course of irony, then ask them what they expected to
about the relationship between people and the environment? the text; provide an objective happen immediately before the ending of the
summary of the text.
• Analyze how particular elements story. Have them compare that with what actually
of a story or drama interact. occurred. For Reteach and Practice, see Analyze
Craft and Structure: Elements of a Short
He—y, Come On Ou—t! 427 Story (RP).
Conventions Conventions
Punctuation Marks Writers use punctuation marks to make their
Punctuation Marks As you review the
meaning clearer. Each punctuation mark serves a specific purpose, as
explanations and examples of the various types shown in this chart.
of punctuation with students, consider providing
additional examples for clarification. PUNCTUATION/USAGE EXAMPLE
For more support, see Conventions: A colon (:) introduces information Huck likes to fetch various things: sticks,
Punctuation Marks. that defines, explains, or provides a balls, toys, and old shoes.
list of what came before the colon.
Read It
See possible responses in chart on student A semicolon (;) joins related We hiked in the woods in the morning; in
independent clauses to form the afternoon, we swam in the lake.
page.
compound sentences.
Write It
A hyphen (-) joins two or more Maria was the front-runner in the election.
Responses will vary. Student paragraphs should separate words into a single word.
meet the following criteria:
• describe a place in nature
A dash (—) sets off information that I could hear music—what’s the name of
• use sensory details interrupts a thought. that song?—floating through the open
window.
• use at least three of the types of punctuation
from the chart
Brackets ([ ]) add clarifying Arjun said, “That was the year [2015] that
information within a quotation. we won the championship game.”
Read It
Work with your group to identify examples of uses of punctuation
marks in “He—y, Come On Ou—t!” Write your examples in the chart,
identifying the punctuation marks.
Little by little, the hole-filling company expanded its business. (paragraph 35) hyphen
Formative Assessment
Conventions Write It
If students are unclear about choosing between
STANDARDS Notebook Write a paragraph describing a place you go to enjoy
a semicolon and a colon, then point out Language nature. Your place might be a balcony, park, beach, or garden. Use
that a semicolon separates elements of equal Demonstrate command of the
specific sensory details to help readers see and feel the place you are
conventions of standard English
importance, such as main clauses. A colon capitalization, punctuation, and describing. Practice using punctuation marks by including three of the
introduces elements of unequal importance. spelling when writing. punctuation marks you learned.
For Reteach and Practice, see Conventions:
Punctuation Marks (RP). 428 UNIT 4 • PEOPLE AND THE PLANET
life by using dialogue—what the characters say to each other. Do not b. Use narrative techniques, such as
report everything a character says. Instead, create conversations that dialogue, pacing, and description,
to develop experiences, events,
vividly show characters’ feelings, gestures, and expressions as he or and/or characters.
she reacts to events and experiences. d. Use precise words and phrases,
relevant descriptive details, and
• Develop Description Through Sensory Language: When sensory language to capture the
describing the setting, context, characters, and events, use sensory action and convey experiences and
language to enhance your descriptions. Try to incorporate precise and events.
e. Provide a conclusion that
colorful nouns, adjectives, verbs, and adverbs into your writing to follows from and reflects on the
engage readers. narrated experiences or events.
• With some guidance and support
Review and Revise After you have completed your alternate ending, from peers and adults, develop and
each group member should review it individually, and note suggestions strengthen writing as needed by
planning, revising, editing, rewriting,
for revisions. Then, meet as a group to discuss members’ suggestions, or trying a new approach, focusing
and come to a consensus, or agreement, on how to revise the first draft on how well purpose and audience
of your narrative. have been addressed.
FORMATIVE ASSESSMENT
He—y, Come On Ou—t! 429
Writing to Sources
If students are unable to write an ending that
follows logically from the short story details,
LIT17_SE07_U04_B3_SG_APP.indd 429 Personalize for Learning 19/04/16 8:43 AM then have them map out the original story’s plot
using a plot diagram, and suggest that they think
Strategic Support
of the climax of the original story as just having
Collaborative Writing Once groups have settled When groups have finished drafting, have a
on a genre, brainstormed ideas, and roughly group member read it aloud while the others read begun when the story ends. For Reteach and
outlined their endings, suggest that they tag-team along, each making notes to request revisions or Practice, see Writing to Sources: Write Your
the writing. Have one group member start off the corrections. Finally, have group members create Own Ending (RP).
agreed-upon plot, writing one or two sentences. a final draft before presenting their endings to Selection Test
Then have the next student pick up the writing the class.
from there, adding one or two more sentences, Administer the “He—y, Come on Ou—t!”
and so on. Selection Test, which is available in both print and
digital formats online in Assessments.
Present an Argument
soUrces
• TurTle WaTchers
present an argument
Assignment Before groups begin work on their
projects, have them clearly differentiate the role • “NaTure” Is WhaT Assignment
We see—
each group member will play. Remind groups to You have read different perspectives on the relationship between
consult the schedule for Small-Group Learning to • The sparroW
human beings and the natural environment. With your group, develop
guide their work during the Performance Task. and deliver a multimedia presentation in which you respond to the
Students should complete the assignment
• eagle TrackINg aT following question:
FolleNsby poNd
using presentation software to take advantage of Do people always have a negative impact on the
text, graphics, and sound features. • he—y, come oN ou—T! environment?
Active Classroom Listening Teachers can help • What are the implications of…? Remind students to avoid yes/no questions
students participate in class more effectively by • What is the difference between …and …? because they cut off discussion. Teachers can also
discussing how to ask critical questions in classroom teach students to use critical listening—weighing
conversations. Teachers can guide students to • What is the counterargument for …? what has been said to decide if they agree with it or
determine which questions are most important and • What are the strengths and weaknesses of…? not. Critical listening can help students identify the
will yield good answers by modeling questions that • What is another way to look at…? salient parts of each question and integrate these
synthesizing multiple viewpoints and tap critical parts to formulate an idea or an opinion.
thinking skills. Here are some samples to use:
Strategic Support
Checklist Provide students with multiple copies of the practice
checklist. Students can use these checklists to evaluate their own and
others’ presentations. Students with dysgraphia will especially benefit
from using a checklist like this one when evaluating presentations.
Some students may benefit from focusing on one column during
their evaluations, and varying the column over the course of several
presentations.
Look Ahead Preview the texts by reading the descriptions. Which one seems
Independent Learning most interesting and appealing to you?
Strategies Look Inside Take a few minutes to scan through the text you chose. Choose a
Review the Learning Strategies with students and different one if this text doesn’t meet your needs.
explain that as they work through Independent
Learning they will develop strategies to work on
their own. Independent Learning Strategies
• Have students watch the video on Independent Throughout your life, in school, in your community, and in your career, you will
Learning Strategies. need to rely on yourself to learn and work on your own. Review these strategies
and the actions you can take to practice them during Independent Learning.
• A video on this topic is available online in the Add ideas of your own for each category.
Professional Development Center.
Students should include any favorite strategies STRATEGY ACTION PLAN
that they might have devised on their own during
Create a schedule • Understand your goals and deadlines.
Whole-Class and Small-Group Learning. For
• Make a plan for what to do each day.
example, for the strategy “Create a schedule”
students might include: •
• Anticipate other responsibilities.
• Leave extra time for problems or
Introduce
Whole-Class LIT22_SE07_U04_C_INO.indd 432 18/03/21 3:39 PM
Learning
Performance Task
Unit
Introduction from Silent Spring Nobel Speech Media: Nobel Speech
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WHOLE-CLASS LEARNING
Introduce Introduce
LIT22_SE07_U04_C_INO.indd 433
Small-Group 18/03/21 3:39 PM Independent
Learning Learning
Performance Performance-Based
Task Assessment
Turtle Watchers • “Nature”
is what We see— • The Media: Eagle Tracking He—y, Come Independent
Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
INDEPENDENT LEARNING
Audio Summaries
Connection to Essential Question
Selection Audio
This text shows a direct relationship between the narrator and nature,
Selection Test and provides an angle on the Essential Question, “What effects do
people have on the environment?” The young man relies on nature
and his knowledge of it to help him plan to survive in the woods.
Qualitative Measures
Knowledge Demands Students may not have direct experience with the narrator’s challenges of survival in the wilderness, but
1 2 3 4 5 the concepts are explained clearly.
Structure The first-person narrative is told in a straightforward, linear way; conversational language and dialogue
1 2 3 4 5 make it easy to follow.
Language Conventionality and Clarity The selection contains figurative language. Syntax and vocabulary are on-level.
1 2 3 4 5
Levels of Meaning/Purpose The selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5
Audio Summaries
Qualitative Measures
Knowledge Demands The selection is a fantastical Native American origin myth.
1 2 3 4 5
Language Conventionality and Clarity The selection contains simple sentence structure and vocabulary.
1 2 3 4 5
Levels of Meaning/Purpose The myth explains how Earth was created and how various animals earned their characteristics.
1 2 3 4 5
Text Complexity Rubric: The Story of Victor d’Aveyron, the Wild Child
Quantitative Measures
Qualitative Measures
Knowledge Demands The situation of a boy raised in the wild and later studied by scientists may be unfamiliar to readers, but
1 2 3 4 5 the situation is clearly explained.
Language Conventionality and Clarity The selection contains simple sentence structure and on-level vocabulary.
1 2 3 4 5
Levels of Meaning/Purpose The selection raises some questions about why the boy was alone in the woods.
1 2 3 4 5
Qualitative Measures
Knowledge Demands The topic of wolf behavior and the study of wolves may be unfamiliar to students.
1 2 3 4 5
Structure Information in the selection is logically organized, but connections between ideas are not always
1 2 3 4 5 completely explicit or in a predictable sequence.
Language Conventionality and Clarity The selection contains some above-level vocabulary and complex sentences. Language is sometimes
1 2 3 4 5 used for figurative power.
Levels of Meaning/Purpose The main idea is clear, but some of the supporting concepts are complicated. The writing suggests that
1 2 3 4 5 human knowledge of wolves is limited and may be based on what people want to believe.
MY NOTES
Anchor Standards
In the first two sections of the unit, students
worked with the whole class and in small
groups to gain topical knowledge and
greater understanding of the skills required
by the anchor standards. In this section, they STANDARD
are asked to work independently, applying Reading Read and comprehend complex literary and informational texts independently and proficiently.
what they have learned and demonstrating
increased readiness for college and career. 434 UNIT 4 • PeoPle aNd The PlaNeT
Strategic Support
Writing a Summary Students may struggle • Explain that a summary should be short to focus on plot, characters, setting, and
with writing a summary for the Respond and should identify the title and author the problem or conflict in the selection.
section of the First-Read Guide. Discuss the of a selection. • Students should use their own words to
components of a successful summary, and • For a nonfiction text, students should summarize a selection. If they include
have students create a checklist to help remember to include important details exact words from the text, those words
them review and revise their First-Read and facts that help them with the main should be enclosed in quotation marks.
Guide entry. idea. For a fiction text, remind students
QuickWrite
Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.
© Pearson Education, Inc., or its affiliates. All rights reserved.
STANDARD
Reading Read and comprehend complex literary and informational texts independently and proficiently.
Strategic Support
QuickWrite To scaffold support for the descriptions, imagery, or visuals and/or captions
QuickWrite, help students organize and develop related to the paragraph they chose. Students
their ideas about a specific paragraph in the should also talk with their partner about
text. Have them read aloud to a partner the something more they would like to know. For
paragraph they chose, summarize the main example, they might have questions about the
idea and supporting details, and point out main idea or details in the paragraph, or they
specific examples in the writing that captured might want to know more about how the writer
their interest. Students may point to specific decided to craft the paragraph.
vocabulary, direct quotations, dialogue,
Reflect
Students may want to add their reflection to their
Evidence Log, particularly if their insight relates to
a specific selection from the unit.
Make it Interactive
Have the class take part in a friendly, impromptu
debate. Divide the class into two teams and
assign one of the following positions to Reflect
Self-facing Notes Some students may not believe students in discussion because these notes will help • Share Key Ideas: Model how to jot down
that they need to take notes because they’ll them prepare the key points they want to share. information that is essential to understanding.
remember what the teacher and their classmates Point out that the Share Your Independent Learning Focus on identifying the main ideas and critical
said. However, taking notes can provide more activity will help students in these ways: details. Students can use these notes to help
than a memory jog. To reinforce the importance of • Provide Feedback: Making self-facing notes will them make valuable discussion contributions.
taking good notes, teachers should remind students help students give classmates useful comments • Expand on Others’ Ideas: Explain to students
that they will need notes to learn effectively from about their independent reading, which will that effective notes help them cut to the heart of
their peers. In addition, self-facing notes may help result in deeper learning. the matter and so provide a scaffolding for what
others may have noticed in the reading.
staNdards
Writing
Evaluate the Strength of Your Evidence Write arguments to support claims
Do you have enough evidence to support your argument? Do you have with clear reasons and relevant
evidence.
enough evidence to refute a counterclaim? If not, make a plan.
a. Introduce claim(s), acknowledge
alternate or opposing claims, and
Do more research. Talk with my classmates. organize the reasons and evidence
logically.
Reread a selection. Ask an expert. b. Support claim(s) with
logical reasoning and relevant
evidence, using accurate, credible
Other: sources and demonstrating an
understanding of the topic or text.
sources Part 1
Writing to Sources: Argument
Students should complete the Performance-Based
• Whole-class selections Writing to sources: argument
Assessment independently, with little to no input • small-group selections In this unit, you read about the effect that people have on the
environment. You read selections, both fiction and nonfiction, that
or feedback during the process. Students should • independent-learning
express different perspectives on the relationship between people and
use word processing software to take advantage selection
the environment.
of editing tools and features.
Prior to beginning the assessment, ask students
to think about what they already know about the Write an Argument
role of human actions in creating environmental Write an argument in which you state and defend a claim in response
damage—like habitat loss or climate change— to the following question:
and what more they would like to know about are the needs of people ever more important than
slowing or reversing the process. the needs of animals and the planet?
Review the Elements of Effective Argument State your claim with accuracy and support it with logical reasoning
Students can review the work they did earlier and specific, relevant evidence from the selections in this unit.
in the unit as they complete the Performance- Organize your ideas effectively, and use transitions to create cohesion
and show the relationships between your claim, reasons, and evidence.
Based Assessment. They may also consult other
Provide a conclusion that supports your argument and offers new
resources such as:
insight into the topic. Remember to maintain a formal style and tone
• the elements of an effective argument, in your writing.
including a clear statement of the claim,
persuasive evidence and logical reasoning that
Word NetWork Reread the Assignment Review the assignment to be sure you fully
support the claim, and a clear organizational
understand it. The assignment may reference some of the academic
structure, available in Whole-Class Learning As you write and revise your
vocabulary words presented at the beginning of the unit. Be sure you
argument, use your Word
• their Evidence Log Network to help vary your
understand each of these words in order to complete the assignment
correctly.
• their Word Network word choices.
Although students will use evidence from unit ethical dissent interject
selections for their argument, they may need
discord accuracy
to collect additional evidence, including facts,
statistics, anecdotes, quotations from authorities,
or examples. Review the Elements of Effective Argument Before you begin
writing, review the Argument Rubric. Once you have completed your
The introduction states the claim. Some details and examples The argument demonstrates
from the selections are some accuracy in standard
The claim is supported by some relevant. English conventions of usage
reasons and evidence, and opposing and mechanics.
claims may be briefly acknowledged. The style and tone of the
2 argument are occasionally
Reasons and evidence are vaguely formal and objective.
organized with a few transitions to
© Pearson Education, Inc., or its affiliates. All rights reserved.
The claim is not clearly stated. There is little or no relevant The argument contains
support. mistakes in standard English
The claim is not supported by reasons conventions of usage and
and evidence, and opposing claims are The style and tone are mechanics.
not acknowledged. informal.
1
Reasons and evidence are disorganized Words are not appropriate to
and the argument is difficult to follow. purpose or audience.
Part 2
Speaking and Listening:
Speaking and Listening:
Oral Presentation
Students should annotate their written argument
Oral Presentation
in preparation for the oral presentation, marking
Assignment
the important elements (claim, reasons, evidence,
After completing the final draft of your argument, use it as the
and counterclaims) as well as critical anecdotes StandardS
Speaking and Listening foundation for a three- to five-minute oral presentation.
or facts. • Present claims and findings,
Remind students that the effectiveness of emphasizing salient points in a
focused, coherent manner with Do not simply read your argument aloud. Take these steps to make your
an oral argument relies on how the speaker
pertinent descriptions, facts, details, presentation engaging.
establishes credibility with his or her audience. and examples; use appropriate eye
• Review your argument, and mark reasons and evidence that best
If a speaker comes across as confident and contact, adequate volume, and clear
pronunciation. support your claim.
authoritative, it will be easier for the audience to • Include multimedia components
give credence to the speaker’s claim. • Choose multimedia components to add interest to your presentation.
and visual displays in presentations
to clarify claims and findings and • Deliver your argument with confidence, and remember to use a
Review the Oral Presentation Rubric As emphasize salient points.
formal tone.
you review the Oral Presentation Rubric with • Adapt speech to a variety of
contexts and tasks, demonstrating
students, remind them that it is a valuable tool command of formal English when Review the Rubric Before you deliver your presentation, rehearse it
that can help them plan their presentation. They indicated or appropriate. with a peer and check your plans against this rubric.
should strive to include all of the criteria required
to achieve a score of 3. Draw their attention to Content Organization Presentation Techniques
some of the subtle differences between scores of The introduction is engaging The speaker uses time effectively, The speaker maintains eye
2 and 3. and establishes the claim in a spending the right amount on contact and speaks clearly.
persuasive way. each part.
The speaker presents the
The presentation includes strong, Ideas progress logically, with clear argument with confidence
valid reasons and evidence to transitions among ideas. and uses a formal tone.
3 support the claim and answers
counterclaims. The sequence of the multimedia
matches the timing of the speaker.
The conclusion supports the
argument and offers fresh insight
into the topic.
The introduction establishes The speaker uses time effectively, The speaker sometimes
a claim. spending the right amount of time maintains eye contact and
on most parts. speaks somewhat clearly.
The introduction does not state a The speaker does not use time The speaker does not
claim. effectively and focuses too much maintain eye contact or speak
time on some parts. clearly.
The presentation does not include
reasons or evidence to support Ideas do not progress logically. The speaker uses an informal
1 the claim. Listeners have trouble following tone and presents the
the argument. argument in a way that lacks
The conclusion does not relate to confidence.
the argument presented. The sequence of multimedia
does not match the timing of the
speaker.
DIGITAL PERSPECTIVES
LIT17_SE07_U04_U_PAS.indd 440 4/4/16 1:35 PM
Preparing for the Assignment To help students each speaker successful (that is gesture, pacing,
understand what an effective oral presentation tone, and so on). Suggest that students record
of an argument looks and sounds like, find themselves presenting their arguments so they
online examples of students or adults presenting can practice incorporating some of the elements
arguments. Project the examples for the class, in the examples you showed them.
and have students note the techniques that make
from My Side
of the Mountain
Jean Craighead George
BACKGROUND
In My Side of the Mountain, young Sam Gribley runs away from his
home in New York City to live in the Catskill Mountains on his own.
With only a few basic tools and the advice of some locals, he does
what he can to gather food and prepare shelter before the winter. This
excerpt begins in the summer, shortly after Sam has arrived.
NOTES
1
the spring beauties were still blooming in the cool pockets of the
woods. They are all right raw, that is if you are as hungry as I was.
They taste a little like lima beans. I ate these as I went on hunting
food, feeling better and better, until I worked my way back to the
meadow where the dandelions were blooming. Funny I hadn’t
noticed them earlier. Their greens are good, and so are their
roots—a little strong and milky, but you get used to that.
10 A crow flew into the aspen grove without saying a word.
The little I knew of crows from following them in Central Park,
they always have something to say. But this bird was sneaking,
obviously trying to be quiet. Birds are good food. Crow is
crayfish.
17 I jumped up, overturned rocks, and found many crayfish. At
first I hesitated to grab them because they can pinch. I gritted my
teeth, thought about how much more it hurts to be hungry, and
came down upon them. I did get pinched, but I had my dinner.
And that was the first time I had planned ahead! Any planning
that I did in those early days was such a surprise to me and so
successful that I was delighted with even a small plan. I wrapped
the crayfish in leaves, stuffed them in my pockets, and went back
to the burning tree.
18 Bucket of water, I thought. Bucket of water? Where was I going
to get a bucket? How did I think, even if I found water, I could
get it back to the tree? That’s how citified I was in those days. I
had never lived without a bucket before—scrub buckets, water
buckets—and so when a water problem came up, I just thought I
could run to the kitchen and get a bucket.
19 “Well, dirt is as good as water,” I said as I ran back to my tree.
“I can smother the fire with dirt.”
20 Days passed working, burning, cutting, gathering food, and
each day I cut another notch on an aspen pole that I had stuck in
the ground for a calendar. ❧
“The Old, Old Tree,” from My Side of the Mountain by Jean Craighead George, copyright © 1959, renewed © 1987 by Jean
Craighead George. Used by permission of Dutton Children’s Books, an imprint of Penguin Young Readers Group, a division of
Penguin Random House LLC.
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
How Grandmother
Spider Stole the Sun
Michael J. Caduto and
Joseph Bruchac
BACKGROUND
How Grandmother Spider Stole the Sun is a Native American creation
story that explains how the world became the way it is. Grandmother
NOTES
1
W hen the Earth was first made, there was no light. It was
very hard for the animals and the people in the darkness.
Finally the animals decided to do something about it.
2 “I have heard there is something called the Sun,” said the Bear.
“It is kept on the other side of the world, but the people there will
not share it. Perhaps we can steal a piece of it.”
3 All the animals agreed that it was a good idea. But who would
be the one to steal the Sun?
4 The Fox was the first to try. He sneaked to the place where
the Sun was kept. He waited until no one was looking. Then he
IL5 UNIT 4 Independent Learning • How Grandmother Spider Stole the Sun
grabbed a piece of it in his mouth and ran. But the Sun was so hot
it burned his mouth and he dropped it. To this day all foxes have NOTES
black mouths because that first fox burned his carrying the Sun.
5 The Possum tried next. In those days Possum had a very bushy
tail. She crept up to the place where the Sun was kept, broke off
a piece, and hid it in her tail. Then she began to run, bringing the
Sun back to the animals and the people. But the Sun was so hot
it burned off all the hair on her tail and she lost hold of it. To this
day all possums have bare tails because the Sun burned away the
hair on that first possum.
6 Then Grandmother Spider tried. Instead of trying to hold the
Sun herself, she wove a bag out of her webbing. She put the piece
of the Sun into her bag and carried it back with her. Now the
question was where to put the Sun.
7 Grandmother Spider told them, “The Sun should be up high in
the sky. Then everyone will be able to see it and benefit from its
light.”
8 All the animals agreed, but none of them could reach up high
enough. Even if they carried it to the top of the tallest tree, that
would not be high enough for everyone on the Earth to see the
Sun. Then they decided to have one of the birds carry the Sun up
to the top of the sky. Everyone knew the Buzzard could fly the
highest, so he was chosen.
9 Buzzard placed the Sun on top of his head, where his feathers
were the thickest, for the Sun was still very hot, even inside
Grandmother Spider’s bag. He began to fly, up and up toward the
top of the sky. As he flew the Sun grew hotter. Up and up he went,
higher and higher, and the Sun grew hotter and hotter still. Now
the Sun was burning through Grandmother Spider’s bag, but the
Buzzard still kept flying up toward the top of the sky. Up and up
he went and the Sun grew hotter. Now it was burning away the
feathers on top of his head, but he continued on. Now all of his
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
feathers were gone, but he flew higher. Now it was turning the
bare skin of his head all red, but he continued to fly. He flew until
he reached the top of the sky, and there he placed the Sun where it
would give light to everyone.
10 Because he carried the Sun up to the top of the sky, Buzzard
was honored by all the birds and animals. Though his head was
naked and ugly because he was burned carrying the Sun, he is
still the highest flyer of all, and he can be seen circling the Sun
to this day. And because Grandmother Spider brought the Sun
in her bag of webbing, at times the Sun makes rays across the
sky that are shaped like the rays in Grandmother Spider’s web.
It reminds everyone that we are all connected, like the strands
of Grandmother Spider’s web, and it reminds everyone of what
Grandmother Spider did for all the animals and the people. ❧
UNIT 4 Independent Learning • How Grandmother Spider Stole the Sun IL6
EXPOSITORY NONFICTION
The Story of
Victor d’Aveyron,
the Wild Child
Eloise Montalban
BACKGROUND
Feral children are human children who have grown up in the wild, either
raised by animals or surviving on their own. There have been stories of
feral children throughout history, and even in the modern day, there are
occasional news stories about children growing up outside of human
society.
NOTES
1
IL7 UNIT 4 Independent Learning • The Story of Victor d’Aveyron, the Wild Child
3 Shortly after he started to live in the town, he was examined by
a local biology professor. The professor had the boy remove his NOTES
clothes and then took him out into the snow. The boy was not at
all upset about being naked in the snow. He played happily. This
led the professor to believe that the boy was used to being naked
outdoors, even in the winter.
4 The boy was taken to another town where two men whose sons
had gone missing during the French Revolution met him. Their
sons would have been about the same age as the boy, but neither
of the men thought he was their son. There were rumors about
whose child he might be, but no one ever claimed him as theirs.
5 Although the boy could hear, he was taken to the National
Institute for the Deaf so that Roch-Ambroise Cucurron Sicard,
a well-known instructor of the deaf, could study him. Sicard
belonged to a group called the Society of Observers of Man, who
believed they could learn about the relationship of man to society
by studying the boy and teaching him. After a year, Sicard was
unhappy with the boy’s lack of progress. He stopped trying to
teach him and let the boy roam around the institute.
6 A young doctor at the institute, Jean Marc Gaspard Itard,
became interested in the boy and named him Victor. Itard brought
Victor home to live with him. He wanted to know if Victor could
learn language and empathy. Itard believed that these two things
were what made humans different from animals. He worked with
Victor for 5 years. Itard came up with new methods to teach Victor
words, which were used later to teach children with disabilities.
Victor learned to understand language and could read some
words. However, he made little progress after a certain point and
never learned to speak. Itard wrote, “Under these circumstances
his ear was not an organ for the appreciation of sounds, their
articulations1 and their combinations; it was nothing but a simple
means of self-preservation which warned of the approach of a
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
1. articulations (ahr tihk yuh LAY shuhnz) n. ways of pronouncing words and syllables.
UNIT 4 Independent Learning • The Story of Victor d’Aveyron, the Wild Child IL8
now would agree that he missed a developmental2 window of
NOTES opportunity. By the time Itard began to teach him, it was believed
that Victor’s brain was no longer capable of learning language.
We would still say that he was definitely human in spite of his
inability to speak and his “wild” behavior. ❧
2. developmental (dih vehl uhp MEHN tuhl) adj. having to do with stages of growth.
IL9 UNIT 4 Independent Learning • The Story of Victor d’Aveyron, the Wild Child
ESSAY
from
Of Wolves
and Men
Barry Lopez
2
2
BACKGROUND
The gray wolf is featured in myths and legends from all around the
world. Many societies hunted wolves almost to extinction, but since
the late twentieth century, conservation efforts have helped wolf
populations recover somewhat from their lowest levels.
* * *
each wolf is a little different, that new things are always seen. If
someone says big males always lead the pack and do the killing,
the Eskimos shrug and say, “Maybe. Sometimes.”
13 Wolves vary their hunting techniques, share food with the old
who do not hunt, and give gifts to each other. They can live for
a week without food and travel twenty miles without breaking
stride. They have three systems of communication—vocal,
postural, and olfactory.5 Their pelages6 range from slate blue to
almost pure white, through chocolate brown, ocher, cinnamon,
gray, and blond. And like primates they spend a good part of their
time with their young and playing with each other. I once saw a