7Th Grade Unit 5 Facing Adversity Week 5: April 27 – May 1 Daily Planning Guide/Checklist/Additional Support Pp

TH 7 GRADE

Weeks of: APRIL 27TH & MAY 4TH

WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians:

Week 7 and 8 Packets will be mailed out the week of May 11th.

5th, 6th, 7th and 8th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Create a Look at your house Do a random act of Take a long walk with cartoon image of and neighborhood kindness for someone someone in your family. your family. on Google Maps. in your family. Mindful Take pictures of Create a "one word Play charades Minute: Write a letter to your favorite story" with your family. with your family. your future self about people/things in One person starts the your home. story with a single word what is going Tell someone why they and each person on right now. How are your favorite. continues the story are you feeling? by adding one more word. *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. ELA

Week 5 and Week 6 MS ELA Grade 7 Week 5: April 27-May1, 2020 Dear Parent(s)/Guardian(s) and Students, Wow! You have reached the half-way point of Continuous Learning! That is wonderful! As you work on the activities this week, you will read one or two stories to build your collected evidence for your final writing project. The stories are all very interesting, so it will be hard to choose! Of course, always remember this: the more you read the more you learn! You will also work on vocabulary so you have more words to use in your writing. There are many additional activities for grammar, etc. to choose from in this section of the unit. Remember, these are all options to strengthen your literacy skills, if needed or time allows. It’s always a great week to read a book of your choice! Enjoy learning! Grade 7 Unit 5 Facing Adversity: How do we overcome obstacles? Week 5: pp. 489 • Select one (or two) of the stories listed to read. April 27- p. 492 • Vocabulary – Context Clues May 1 pp. 493 - 526 o Read selected story and complete the activities.

7th Grade Unit 5 Facing Adversity Week 5: April 27 – May 1 Daily Planning Guide/Checklist/Additional Support pp. 489 - 526

Monday, April 27 _____ Have a discussion with an adult or older sibling. Take a position on the question: Are any challenges impossible to overcome? Give examples of your thinking – p. 490. _____ Vocabulary (p. 492) Accomplishments – success, achievement, or something that is a success after lots of hard work Extraordinary – remarkable, amazing, or going beyond what is normal or usual Celebrate – observe, honor, salute or to do something special for an important event _____ Look through and complete the rest of the activities on p. 492 _____ Study the picture on p. 493. Journal or discuss - What obstacles does the picture show that Aimee had to overcome? _____ Journal or discuss – Why do you think the title is “A Work in Progress? _____ Look through the personal narrative (p. 493 – 498). Study vocabulary words in both the margins and within text.

Tuesday, April 28 _____ Read (or have read aloud) A Work in Progress (pp. 493 – 498). _____ Answer the comprehension questions #s 1-5 on p. 499.

Wednesday, April 29 _____ Read (or have read aloud) The Story of My Life (pp. 505 – 507). _____ Answer the comprehension questions #s 1-4 on p. 508.

Thursday, April 30 _____ Read (or have read aloud) A Young Tinkerer Builds a Windmill (pp. 519 – 522). _____ Answer the comprehension questions #s 1-4 on p. 523.

Friday, May 1 _____ Use this table to complete the different sections for each text read.

SELECTION PERSON CHALLENGE/SFACED STRENGTH OUTCOME OR QUALITIES THE PERSON HAS A Work in Progress

The Story of My Life

A Young Tinkerer Builds…

_____ Congratulations - you’ve completed Week 5 and you’re one week more awesome!!!

Important Related Vocabulary Through This Unit Adversity (ədˈvərsədē) – Also means difficulty, hard ship, bad luck, or trouble.

Obstacles (äbstək(ə)l) – Also means a hurdle, block, barrier, or stumbling block.

© Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK town. entire an man’s young transforms idea One brilliant Childress Sarah a Nation Electrifying A Young aWindmill, Tinkerer Builds NEW Why be “normal,” be extraordinary? Why be can you when Mullins Aimee A Work Progress in PERSONAL NARRATIVE Present Multimedia Profiles about peoplewhofacedhuge obstacles,butovercame increative them ways. adversity. Afterreading, yourgroup presentation amultimedia plananddeliver will The Small-Group readings demonstrate howpeoplecanovercome tremendous SPEAKING ANDLISTENINGFOCUS COMPARE life forever? Keller’s Helen change moment dramatic one Can Keller,Helen Sullivan withAnne to KellerHow Learned Helen Talk MEDIA: INTERVIEW make difference. all the can word little one Just Keller Helen from AUTOBIOGRAPHY EXCERPT s ARTICLE The Story The ofMy Life Overview: Small-Group Learning CONTENTS

489 490

UNIT 5•Fac OVERVIEW: SMALL-GROUP LEARNING 2. 4. 1. Working aTeam as 5. 3.

• • • • own. You mayaddorrevise rulesbasedonyourexperiencetogether. as youworktogether. Samplesare provided; addtwomore ofyour List Your Rules thought of,butcouldrelate to? to yours?Didothergroup membersshare challengesthatyouhadnot discuss yourresponses. Were othergroup members’responses similar to makeyourresponse clear. Afterallgroup membershaveshared, sharingyourideas,besureAs youtaketurns toprovide examples Our group’s decision: collaboration tools,email,orinstantmessaging. communicate withoneanother. Forexample,youmightuseonline Create aCommunication Plan Our group’s name: Name Your Group one thingthatyouheard from anothermemberofyour group. group contributes.Take notesandbeprepared toshare withtheclass aboutovercominglearned obstacles.Makesure eachpersoninthe Apply theRules Take aPosition People Everyone Are any challenges impossible to overcome? impossible any challenges Are in g A dvers

should

should it

As agroup, decideontherulesthatyouwillfollow

not In yourgroup, discussthefollowingquestion: Practice workingasagroup. Share whatyouhave

participate Choose anamethatreflects theunittopic.

interrupt.

Decide howyouwantto group

discussions.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. completing the tasks. the completing with and your activities group,the texts and make aschedule for findFirst, out the due dates for the Small-Group Then, preview activities. Schedule a Making group member. Here are possible some roles; add your own ideas. beginning roles and discuss aproject, one choose for the necessary each has aspecific role. Different require projects different roles. Before your groupAs together, works you’ll find it if more each effective person Working Group Projects on Electrifying a NationElectrifying aWindmill, Builds A Young Tinkerer to Talk Learned Keller Helen How from Progress in A Work SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR The Story of My Life My of Story The

takes notesduringgroup meetings

organizes research activities

monitors thescheduleandkeepseveryoneontask ACTIVITIES ESSENTIAL QUESTION: Howdoweovercome obstacles? Overview: Small-Group Learning DUE DATE DUE

491 492 of strategies. choosing flexiblyfromarange grade andcontent, 7reading words andphrases basedon of unknownandmultiple–meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  jumping events. records inrunningand where shesetthree world 1996 ParalympicGames, her toparticipateinthe with prosthetics, enabling how towalkandrun the knee.Mullinslearned her legsamputatedbelow she neededtohavebothof actor. Attheageofone, is anathlete,model,and Aimee Mullins(b.1976) About the Author meaning ofawordorphrase. a. Usecontext asacluetothe

STANDARDS

UNIT 5•Fac MAKING MEANING in g A dvers it y various typesofcontextcluesthatyoumayencounterasread. by otherwords inthetextthatsurround theunfamiliarwords. There are clues tohelpyoudeterminetheirmeanings.To doso,lookforcluesgiven Context Clues encounter thesewords. As youperformyourfirstread of“AWork inProgress,” youwill Concept Vocabulary A Work in Progress opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningsofotherunfamiliarwords youencounterduring Apply yourknowledgeofcontextcluesandothervocabularystrategiesto artificial ingredients; heshopsonlyatorganicfoodstores. Contrast ofideasandtopics:Jameswillnoteatfoodsmadewith are delicateandmore likelytobreak. Restatement ofanidea:Becausearare bonedisease,herbones him tobeimpolite. Synonyms: Hisaberrantbehaviorwasunexpected.Itisstrangefor accomplishments have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within

extraordinary the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE

RESPOND celebrate by marking by completing

A Work in Progress Aimee Mullins

BACKGROUND A prosthetic is an artificial substitute for a missing body part. Over the SCAN FOR MULTIMEDIA past few decades, prosthetic technology has advanced greatly. Modern prosthetics can often fully replace the function of a missing limb due to the invention of lighter materials and more sophisticated designs.

1 o two weeks ago I was a bridesmaid, and the reception was NOTES S actually here at the New York Public Library, and I will never forget this wedding. Yes, it was very beautiful. But more importantly, I survived the slick marble floors that are all over this building. Tile and marble floors are public enemy number one to a stiletto-loving girl like me. And I had five-inch heels on that night. 2 Most people learn to walk in very high heels. They bend their ankle so that the ball of the foot touches the ground first; you have © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson more stability.

A Work in Progress 493 494 NOTES

UNIT 5•Fac in g A dvers it 12 11 10 y 9 8 7 6 5 4 3 amputated Institute wouldagree. Ispentalotoftimethere as a child.Doctors “Go big orgohome,man.Godowninflamesif you’re gonnago.” But giventhechoicebetweenpracticalityandtheatricality, Isay, makes thepossibilityofbananapeelwipeoutverylikely. 1. excited togettheselegs.untilIsawthem. got waterproof legsforyou.Nomore rusty bolts!” 2. And allI’mthinkingis,Myparents are gonnakillme.Ibroke myleg! room. Theteacherfaintson thepiano,andkidsare screaming. floor, andthelowerhalf ofmyleftlegisinsplintersacross the mid-twist Ihearthis[makesloudcrackingsound]. And I’monthe know, thewoodrots out. swam inthewoodenlegs. of, andtheywere heldon withabigboltthatrusted outbecauseI I hadthesewoodenlegswitharubber footthatthetoesbroke off “normal” lookedlike.Iknowwantedthatbackthen.Butinstead what “normal”lookedlike. wanted tocontrol herenvironment andmakeitfitintoherideaof because ofthecastsandwheelchair). distraction totheotherstudents(whichofcourseIwas, butnot condition Iwasin,“inappropriate,” andthatIwouldbea prevent mefrom returning toclass,becauseshesaidthatinthe But myteacherhadadifferent ideaaboutthat.Shetriedto much class,Ijustcouldn’twaittogetbackandseeallmyfriends. anticipation ofthedayyoureturn toschool—Ihadmissedso a wheelchairbecauseIcouldn’twearprosthetics. metal pinstoholdthat—fullplastercastsonbothlegs.Ihaduse wonky direction inwhichmytibiawasgrowing. So Ihadtwo and thenwhenIwasfive,hadamajorsurgery tocorrect the

amputated prosthetist And itwould’vebeenaloteasierformetofitintowhat You’re notsupposedtoswim inthewoodenlegs,because,you I guessI’mabitofdaredevil. IthinkthatthenursesatDuPont I don’thaveankles,sohiteachsteponthestiletto,which This isarevelation, right?Thisisgonnachangemylife. Iwasso But thenafewyearslater, myprosthetist It’s amess. So there Iwasinsecondgrade musicclass,doingthetwist,and Clearly sheneededtomakemydifference invisiblebecauseshe One ofthebestthingsaboutgettingouthospitalis

1 (PROS thuh tihst) thuh (PROS (AM pyoo tayt ihd) tayt pyoo (AM bothofmylegsbelowthekneewhenIwasaninfant, professional who fits and designs prosthetic limbs. prosthetic designs and fits who professional n. removed surgically. removed v. 2 tellsme,“Aimee,we

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 21 20 19 18 17 16 15 14 13 bills. You know?Like,they don’tshowthatonBaywatch. thinking, Someone’s gottafindme. under eacharmpit,withthepeachfeetstickingup,andjustbob, And allIcouldthinktodowaspopoff theselegsandputone And I’mtakinginwater, andI’mfighting,fighting. from myvantagepointof where Icouldseemyparents’ towel. technique cancontrol buoyantlegs. ocean, andIwasagoodswimmer, butnoamountofswimming of pairseyesstaringatme. And soI’dgetmyself intothe really fast.Iwasthewhiteflash.didn’twannafeelhundreds the sea. And Iknowthisiswhere Ifirsthonedmyabilitytorun get there, there’s three hundred yards oftowelsbetweenmeand my existence. and come straightbackupfeetfirst.Theywere thebaneof they were buoyant.SowhenI’dgooff thehighdive,I’dgodown planet. And theselegswere sogoodatbeingwaterproof that your life. Ithasnothingtodowithanyhumanskintoneonthe is thenastiestshadeofnuclearpeachthatyou’veeverseenin color” wastherubber foamfootpainted“Caucasian,”which about skincolor;I’mtalkingthecolorwhite.The“skin “milk jug”material. And whenIsay“white,”I’mnottalking about? It’sthebestthingIown.” “That doesn’tlookright.Goupstairsandchange.” waiting totakeuschurch. Hetakesonelookatme,andhesays, safari dress, belted,hitsat theknee. dress thatIthoughtwasthe heightofsophistication—sleeveless since Iwastwelve,andwenttoTheLimited,boughtthis money—the firstthingIeverboughtthatwasn’tonsale. gonna bewearingadress thatIhadpurchased withmyown 3.

lifeguards. Baywatch And alifeguard did. And I’msure hewillcollectfortherapy And thenwhenIwasfourteenitEasterSunday, andIwas So atsomepointIgetcaughtinaripcurrent, andI’mmigrating But thenwe’re attheJerseyShore onesummer. Bythetimewe They were madeofpolypropylene, whichisthatwhite plastic I waslike,“What?Mysuper-classy dress? Whatare youtalking Coming downstairsintothelivingroom, Iseemyfather Momentous event;youneverforget it.I’dhadapaperroute But theysavedmylife, those legs.

popular television show from the late 1990s about the lives of fictional fictional of lives the about 1990s late the from show television popular 3 NOTES A Work inProgress

495 496 NOTES

UNIT 5•Fac in g A dvers it 32 31 30 29 28 27 26 25 24 23 22 y runs—woven carbonfiber. legs modeledafterthehindlegofacheetah,fastestthingthat the righttimetobefirstpersongettheseradicalsprinting artificial legs,andIwaslucky enoughtoarriveintrackatjust designers tobuildlegsforme. sculptors, Hollywoodprosthetic makeupartists,waxmuseum the ground.” create anythingforyouinthespacebetweenwhere yourlegendsand the wrong people.MaybeIneed togofindpeoplewhosay,“Yes, wecan thought, Well, maybeI’mjusthavingthewrong conversationswith a lifetime ofbeinggivenlegs thatjustbarely gotmeby. And I I startedthisadventure in Track andField.Ihadgonethrough strengths. I’vegotweaknesses. Itiswhatitis. able toacceptmyself. You know, okay, I’mnotnormal.Ihave of apositiveattitude,butIthinkthiswasthestartmebeing their mindaboutwhytheywere doingit. somehow hidemyself wassoshockingtohearthatitchanged look nice?Becausemyparents thinkIlookinappropriate.” how niceIlookinthisdress, andI’mlike,“Really? You thinkI house,andeverybody’scomplimentingmeon grandmother’s something sothatotherpeoplecouldfeelmore comfortable. about myself thatwastrue, andIrefused tobeembarrassedabout it wasthefirsttimeIdefiedmyfather. Irefused tohidesomething Go change.” It doesn’tlookright.It’sinappropriate togooutlikethat. 4. can wearopen-toedshoesinthewinter. And mostimportantly, get different legsfordifferent heights.Idon’thavetoshave. capillaries, veins. And, hey, Icanbeastallwannabe,so humanness. with thoselegs. And theymadenoattemptatapproximating

carbon fiber carbon And soIstartedworkingwithengineers,fashiondesigners, And Ihadalwaysbeenathletic,butitwasn’tuntilcollegethat And Ihadalwaysmanagedtogetthrough life with somewhat And Ithinksomethingsnappedinme.refused tochange. And I decidedwantedtobethefastestwomaninworldon But Ithinkthepublicutteranceofthisideathatshould I outedthem(kindamean,really). So afterchurch theextendedfamilyconvenesatmy I wasgrounded forthatdefiance. He said,“No,youcanseethekneejointwhenwalk. Then Igettheseincredibly lifelike siliconlegs—hand-painted,

buhr) FY buhn (KAHR 4 Iwasabletosetthree world records n. very strong, lightweight material. very

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 35 34 33 40 39 38 37 36 6. I canoptoutofthecankles 5. wanted todomore. wore abraceandorthopedic in herleftlegbeingsevencentimetersshorterthan her right.She her life. Shehadbeenborn withabrittlebonediseasethatresulted little girlImetayearearlierwhenshewasatpivotalmomentin street fair, andIgetthistugonmyshirt,lookdown.It’s a strength. extraordinary. And I’lldecidewhatisaweakness and whatis fun withmydifference. ThankGodI’mnotnormal.Igettobe I hadmovedpastmere acceptance ofmydifference. Iwashaving asking metodisablemyself forhimandhisaudience. was askingmetobelessthan,alittlemore downtrodden. Hewas too manyaccomplishments,I’mafraidtheywon’tlikeyou.” walk onstagetoday, andyouare this polished youngwomanwith because youwere thissweet, vulnerable,naïvegirl,andif you Aimee. Thereason everybody likedyouallthoseyearsagowas since mysportscareer. he didn’tknowalltheseamazingthingsthathadhappenedtome “We lovedit.We wantyoutocomeback.” And itwascleartome ago, whenIwasatthebeginningofmytrackcareer, andhesays, sculpture. legs covered infeathers,porcelain legs,jellyfishlegs—all wearable about theseadventures, andhowIhadlegsthatlookedlikeglass, excitement. Iwasbeinginvitedtogoaround theworldandspeak supermodels. Iwassuddenlyinthiswhirlwindofadventure and heel. And Iwasabletowalktherunways oftheworldwith with grapevines andmagnoliasalloverthemasix-inch Alexander McQueen,andtheywere hand-carvedofsolidash genetically.

orthopedic cankles And afewdayslater, I’mwalkingindowntownManhattanata And soIrefused hisrequest. And whatwassoshockingtomeaboutthatIrealized And Igetthiscallfrom aguywhohadseenmespeakyears And thenIgettheselegsmadeformebythelate,great He apparently didn’tthink Iwasvulnerableenoughnow. He For real, hesaidthat.Wow. So asI’mtellinghim,hesays,“Whoa,whoa,whoa.Holdon,

(KANG kuhlz) (KANG

(awr thuh PEE dihk) (awr PEE thuh informal term for thick ankles. thick for term informal n. designed to treat a muscular or skeletal problem. skeletal or amuscular to treat designed adj. 5 Imostcertainlywould’veinherited 6 shoesandtheygotherby, butshe helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING: STRAWR duhnehree)adj. extraordinary (ehk MEANING: plihsh muhnts)n. accomplishments (uhKOM A Work inProgress

497 498 MEANING: celebrate helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (SEHL uhbrayt) in g A v dvers . it 44 43 42 41 y greatest creative power. it isthatmakesusdifferent, we’re abletofindthesource ofour did discover—thatwhenwecancelebrateandtruly ownwhat that ittookmetwenty-somethingyearstoget,butweboth marvelous thingwasthatthissix-year-old understoodsomething red, sequinedMaryJanesonherfeet. tattooed withthecharactersofHighSchoolMusical3,replete with jeans legtoshowmehercoolnewleg. And it’spink,and and rightthere inthemiddleofstreet fairshehikes upher made forher. Sohere shewas,sixmonthsaftertheamputation, new leg?” makes astartlingpronouncement toherparents: out, goestoschool,doesshow-and-tellonit,comeshome,and of imagesprosthetics, manyofthemmine. And sheprintsthem computer andGoogles“newleg,”shecomesupwithdozens And shewasproud ofit.Shewasproud ofherself. And the And ultimatelythatwasthedecisionherparents anddoctors And likeallInternet-savvykindergarteners, shegetsonthe “I wannagetridofmybadleg,”shesays.“WhencanIa

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension your findings with your small group. small your with findings your this does How information your deepen understanding of the personal narrative? Share instance, you might want to learn more about the newest kinds of prosthetic limbs. to Explore Research selection? Share your findings with your small group. research that detail. what In way the information does you learned shed light on the to Clarify Research RESEARCH 5. 4. 3. 2. 1.

key events. According totheauthor, whatisthesource ofthe“greatest creative power”? What doesMullinsdotobecomemore involvedwiththequalityofherlimbs? What happenedbetweenMullinsandherfatherthatcausedtobegrounded? of thelibrary? Why doestheauthor, AimeeMullins,havedifficulty walkingacross themarblefloor

Notebook

Confirm yourunderstandingoftheselectionbybrieflysummarizing

Choose at least one unfamiliar detail from Briefly the text.

Choose something from that the text interested you. For A Work inProgress

499 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. What do you notice? What questions do you have? What can you conclude?

A WORK IN PROGRESS

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify With your group, reread paragraphs 5–6. What GROUP DISCUSSION reason did the narrator’s teacher give for not wanting her to return to When you work with your class? What do you think might have been the real reason? group, be sure to cite textual details to support 2. Present and Discuss Now, work with your group to share the your ideas. passages from the text that you found especially important. Take turns presenting your passages. Discuss what you noticed in the text, the questions you asked, and the conclusions you reached.

3. Essential Question: How do we overcome obstacles? What has this selection taught you about facing adversity? Discuss with your group.  WORD NETWORK Add interesting words related to facing adversity language development from the text to your Word Network. Concept Vocabulary

accomplishments extraordinary celebrate

 Standards Reading Informational Text Why These Words? The concept vocabulary words from the text are • Analyze the interactions related. With your group, determine what the words have in common. between individuals, events, and Write down your ideas, and add another word that fits the category. ideas in a text. • Determine the meaning of words and phrases as they are used in a text, including figurative, Practice connotative, and technical meanings; analyze the impact Confirm your understanding of the concept vocabulary words by using of a specific word choice on them in a discussion with your group in which you address the following meaning and tone. question: What makes a person extraordinary? • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position Word Study from that of others. Latin Prefix extra- The Latin prefix extra- means “beyond the scope of” Language Determine or clarify the meaning or “in addition to what is usual or expected.” At the end of the selection, of unknown and multiple-meaning the author realizes that what makes her different also makes her words and phrases based on grade

extraordinary, or beyond what is ordinary or expected. With your group, All rights reserved. or its affiliates. Inc., Education, © Pearson 7 reading and content, choosing flexibly from a range of strategies. identify and define two other words you know that include this prefix. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

500 UNIT 5 • Facing Adversity © Pearson Education, Inc., or its affiliates. All rights reserved. Author’s Purpose:Word ChoiceandHumor Analyze CraftandStructure literary techniquesthatauthorsusetocreate humorare: express thelighter, humansideofotherwisedifficult situations.Some elements ofhumorous writingintomore seriouswritinginorder to humorous writingistoentertainreaders. Authorsmayincorporate INCONGRUITY COMIC DICTION HYPERBOLE LITERARY TECHNIQUE identify thehumorous passagesonyourown. identified humorous passagesforyoutoanalyze.Inthe lasttworows, the narrative.Usecharttorecord yourideas.The firsttworows have Reread “AWork inProgress.” Then,workwithyourgroup toanalyze Practice PARAGRAPH 22–44 4–21 banana peel likely.” wipeout very a of possibility the makes which stiletto, the on step each Ihit so 3: ankles, “I have don’t building.” this over all are that floors marble slick the Isurvived 1: importantly, more “But S situation orsetting situation place orinappropriate fora isoutof when something and other informal language choices oftenincludeslang reader word laugh;these words chosentomakethe for effect outrageous, exaggeration sometimes intentional, DEFINITION

The mainpurposeof HUMOROU e ss ential S EEETPURPO ELEMENT of a veil with abridaloutfit of aveilwith wearing bunnyearsinstead putting itbackin.” putting bag isaloteasierthan catoutofthe the “Letting ice asa“vast,frozen lake” patchof describing asmall EXAMPLE

que s tion : Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE S E AND EFFECT E AND A Work inProgress

501 502 spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish • or speaking. grammar andusagewhenwriting conventions ofstandardEnglish • Language own clearly. others’ ideasandexpressingtheir texts, andissues, buildingon diverse partnersongrade 7topics, collaborative discussionswith Engage effectivelyinarange of Speaking andListening  Demonstrate commandofthe Demonstrate commandofthe back ontopicasneeded. ideas thatbringthediscussion with relevant observations and others’ questionsandcomments elaboration andrespondto c. Pose questionsthatelicit roles asneeded. deadlines, anddefineindividual toward specificgoalsand discussions, track progress b. Follow rulesforcollegial discussion. and reflectonideasunder topic, text, orissuetoprobe referring toevidenceonthe draw onthatpreparation by material understudy;explicitly having readorresearched a. Cometodiscussionsprepared,

tandards UNIT Language Deve A WORK IN PROGRESS IN A WORK

•

Fac in g A dvers it y 1. Read It connect withheraudience.Somefeatures ofherspokenlanguageinclude: speaking, Mullinschoseinformalgrammar, orcasuallanguagerules,to a speechthatAimeeMullinsgaveattheNewYork PublicLibrary. While Informal Grammar Conventions 2. l create afeelingoflively,spokenlanguage. contractions, informaltransitions, andintroductory conjunctions to and writingdownwhatyou sayasyouare speaking. Usecolloquial know. Imaginethatyouare sharingthisstoryaloudwithanaudience, tell aboutafunnyincidentthathappenedtoyouor someone you Write It For real, Wow. hesaidthat. don’tthey onBaywatch . showthat You bills. fortherapy collect know?Like, And alifeguard AndI’msure did. hewill change mylife. This isarevelation, Thisisgonna right? gonna killme. is,Myparentsare I’mthinking And all TEXT FROM GRAMMAR INFORMAL opment

• • • original languagechoices? follow standard grammarrules.Whatare theadvantagesofMullins’s Compare theimpactofMullins’s originalwords and theversionsthat informal grammartofollowstandard Englishgrammarrules. grammar in“AWork inProgress.” Then,rewrite eachexampleof Work withyourgroup tofindtwomore examplesofinformal Notebook discouraged inmore formalwriting. sentence intoanotherininformalspeech,eventhoughtheyare conjunctions and,but,orsocansmooththetransitionfrom one Introductory ConjunctionsStartingsentenceswiththe to linkideasorcreate emphasis. such asman,I’mlike,sothereIwas,andyouknowwhentheyspeak Informal Transitions Peopleoftenaddcasualwords andphrases imitates casualconversation. (want to)andkinda(kindof)combinetwowords inawaythat Colloquial ContractionsWords suchasgonna(goingto),wanna

Write aparagraphthatuses informallanguageto

“A Work inProgress” istranscribed,orcopied,from STANDARD

GRAMMAR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening Here are somethingstokeepinmindasyouholdyour group discussion. Use achartlikethisonetorecord ideasfrom yourdiscussion. chosen aquotation,usethesequestionstoguideyourgroup’s discussion. minutes; andanote-takertorecord thegroup’s ideas.Onceyouhave timekeeper, whomakessure thatthediscussiontakesnolongerthan15 Roles canincludeagroup leader, whokeepsthediscussionontopic;a Organize Your Discussion 3. 2. 1. DISCUSSION QUESTIONS the followingquotationsfrom theselection. yourgroup, conductadiscussioninwhichyouanalyzeoneof With Assignment • •

felt as this author feels? Whyorwhynot? author asthis felt itwouldhelpsocietyifmoreDo youthink people understanding? ideas?Whatcausedhertoreachthese this toexpress author causesthe What happensthat words? paraphrase it,orrestate ideasinyourown the mean?Howcouldyou quotation What doesthe their thoughts. relevant observationsandquestionsthatprompt them toelaborateon Take speaking.Listentootherstudents’ideas,andrespond turns with viewpoints withexamplesanddetailsfrom theselection. Draw ontheselectiontoexplore andsupportideas.Support

Eff creative power.” (paragraph 44) is that makes us we’re different, to able source find the of our greatest didboth discover—that celebrate we what can it own when and truly butthat to we years get, that twenty-something something me ittook “And thing was that this marvelous six-year-old understood the andthe ground.’ ends yourleg where between space say, who people find to go ‘Yes, cancreate we anything Ineed Maybe people. the wrong with conversations having the wrong thatby. gotme barely just legs given Ithought, Well, And maybe I’m just this adventure in Track through and Ihad Field. alifetime gone of being “And athletic, butitwasn’t been Ihad always until that college Istarted e ctiv e Expr

Assign roles foreachmemberofyourgroup. e ssion RESPONSES ” (paragraph 29) for you inthe you for  “A Work inProgress.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa A Work inProgress

EVIDENCE LOG EVIDENCE

503 504 unique friendship. relationship aswella remarkable teacher-student and Sullivandevelopeda to communicate.Keller Blind, tohelpherlearn the PerkinsSchoolfor Sullivan, ateacherfrom her familyhired Anne Keller wasnearlyseven, two yearsold.When and deafbefore shewas Keller (1880–1968)blind A seriousillnessleftHelen About the Author of strategies. choosing flexiblyfromarange grade andcontent, 7reading words andphrases basedon of unknownandmultiple–meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  meaning ofawordorphrase. a. Usecontext asacluetothe

tandards UNIT 5•Fac MAKING MEANING MY LIFE from THE STORY OF OF STORY THE in g A dvers it y context cluesthatyoumayencounterasread. clues tohelpyoudeterminetheirmeanings.There are various typesof compare the excerpt and the video. you your with do group will help prepare you to excerpt for the activities the first-readand close-read “How Keller Helen to Learned Talk.” complete First, Keller’sHelen autobiography ascene with from this youIn will lesson, compare from apassage Comparing Text to Media opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningsofotherunfamiliarwords youencounterduring Apply yourknowledgeofcontextcluesandothervocabularystrategiesto you willencounterthesewords. As youperformyourfirstread oftheexcerptfrom, ofMyLife TheStory Concept Vocabulary from Context Clues but shewouldnotletthemblockherprogress. Restatement ofanidea:There were manyobstacles onherpath, comprehend orunderstandnewideas. thehelpofherteacher,Synonyms: With shewasableto imitate have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE The Story of Story work The Life. The My from The Story of My Life

the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within mystery

barriers the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND LEARNED TO TALK KELLER HELEN HOW by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2 1 Institution 1. T published in1903,whenKellerwas23yearsold. ofMyLife was experience withlanguageattheageofsix.TheStory In thisexcerptfrom herautobiography,HelenKellerdescribesfirst BACKGROUND in makingtheletterscorrectly Iwasflushedwith childish pleasure in thisfingerplayandtriedtoimitateit.WhenIfinallysucceeded spelled intomyhandtheword “d-o-l-l.”Iwasatonceinterested did notknowthisuntilafterward.

Perkins Institution When Ihadplayedwithitalittlewhile,MissSullivan slowly and gavemeadoll.Thelittleblindchildren atthePerkins he morningaftermyteachercamesheledmeinto herroom 1 hadsentitandLauraBridgmandressed it;butI

The Perkins School for the Blind, founded in 1829 in Boston. in founded Blind, the for School Perkins The

of from

The My Life Helen Keller from TheStoryofMy Life AUTOBIOGRAPHY EXCERPT MEANING: imitate helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

Story (IHM uhtayt) MULTIMEDIA SCAN FOR v.

505 506 MEANING: barriers MEANING: mystery helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (BAR ee uhrz) (BAR eeuhrz) (MIHS tuhree) in n g n . . A dvers it y 4 3 5 with pleasure. sensation maybecalledathought,mademehopandskip was goingoutintothewarmsunshine.Thisthought,if awordless discomfort wasremoved. Shebrought memyhat,andIknew the hearth,andIhadasenseofsatisfactionthatcausemy tenderness. Ifeltmyteachersweepthefragmentstoonesideof still, darkworldinwhichIlivedthere wasnostrong sentimentor followed mypassionateoutburst.Ihadnotlovedthedoll.In fragments ofthebroken doll atmyfeet.Neithersorrow norregret dashed ituponthefloor. Iwaskeenlydelightedwhenfeltthe impatient atherrepeated attemptsand,seizingthenewdoll,I for thetime,onlytorenew itatthefirstopportunity. Ibecame confounding thetwo.Indespairshehaddropped thesubject “m-u-g” ismugandthat“w-a-t-e-r”water,butIpersistedin “w-a-t-e-r.” MissSullivanhadtriedtoimpress ituponmethat in thedaywehadatussleoverwords “m-u-g”and to makemeunderstandthat“d-o-l-l”appliedboth.Earlier put mybigragdollintolapalso,spelled“d-o-l-l”andtried everything hasaname. teacher hadbeenwithmeseveralweeksbefore Iunderstoodthat them pin,hat,cup,andafewverbslikesit,stand,walk.Butmy spell inthisuncomprehending wayagreat manywords, among go inmonkey-likeimitation.InthedaysthatfollowedIlearnedto word oreventhatwords existed;Iwassimplymaking myfingers and madethelettersfordoll.Ididnotknowthatwasspellinga and pride.RunningdownstairstomymotherIhelduphand 2. house everyobjectwhichItouchedseemedtoquiver withlife. each namegavebirthtoanewthought. As wereturned tothe that couldintimebesweptaway. hope, joy, setitfree! There were barriersstill,itistrue, butbarriers over myhand.Thatlivingword awakenedmysoul,gaveitlight, “w-a-t-e-r” meantthewonderfulcoolsomething thatwasflowing mystery oflanguagewasrevealed tome.Iknewthenthat forgotten—a thrillofreturning thought;andsomehowthe fingers. SuddenlyIfeltamistyconsciousnessasofsomething I stoodstill,mywholeattentionfixeduponthemotionsofher spelled intotheotherword water,firstslowly, thenrapidly. under thespout. As thecoolstream gushedoveronehandshe Someone wasdrawingwaterandmyteacherplacedhand the fragranceofhoneysucklewithwhichitwascovered.

well-house We walkeddownthepathtowell-house, One day, whileIwasplayingwithmynewdoll,MissSullivan I leftthewell-houseeagertolearn.Everythinghad aname,and

small building containing a well. containing small building 2 attractedby

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 for me,“like Aaron’s rod, withflowers.” were amongthem—words thatwere tomaketheworldblossom what theyallwere; butIdoknowthatmother, father, sister, teacher repentance andsorrow. tears; forIrealized whatIhaddone,andforthefirsttimefelt I triedvainlytoputthemtogether. Thenmyeyesfilledwith I hadbroken. Ifeltmywaytothehearthandpickeduppieces. that hadcometome.OnenteringthedoorIremembered thedoll That wasbecauseIsaweverythingwiththestrange,newsight 3. me, andforthefirsttimelongedanewdaytocome. close ofthateventfuldayandlivedoverthejoysithadbrought difficult tofindahappierchildthanIwasaslayin mycribatthe

miraculously gives forth buds and flowers. and buds forth gives miraculously “like Aaron’s rod, with flowers” with rod, Aaron’s “like I learnedagreat manynewwords thatday. Idonotremember

in the Old Testament of the Bible, the staff of Aaron Aaron of staff the Bible, the of Testament Old the in 3 Itwouldhavebeen

❧ from TheStoryofMy Life NOTES

507 508 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension your group. thisdoes information your deepen understanding of the text? Share your findings with example, you might want to learn more about how blind learn people to read. How to Explore Research your group. the informationdoes you learned shed light on the excerpt? Share your findings with might want to learn more about HelenKeller’s teacher, Anne Sullivan. what In way to Clarify Research RESEARCH 4. 3. 2. 1.

UNIT 5•Fac summary ofit. Once Helen Keller learns the wordOnce HelenKellerlearns forwater, whatissheeagertodonext? Through whichsensedoesKellerexperiencethewater? What attractsKellerandherteachertoward thewell-house?

Notebook in g

A Confirm yourunderstandingoftheexcerptbywritingabrief dvers

Research an unfamiliar detail in the excerpt. example, For you

Choose something from that the text interested you. For it y

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

from THE STORY OF MY LIFE

Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify With your group, reread the excerpt. How does the author use imagery, or words and phrases that appeal to the five GROUP DISCUSSION senses? How does her use of imagery affect the reader? When you work in your group to answer the 2. Present and Discuss Now work with your group to share the Analyze the Text questions, passages from the text that you found especially important. Take turns be sure to direct listeners to specific words, sentences, presenting your passages. Discuss what you noticed in the text, the and paragraphs in the questions you asked, and the conclusions you reached. selection. 3. Essential Question: How do we overcome obstacles? What has this excerpt taught you about how people overcome obstacles? Discuss with your group.

language development Concept Vocabulary

imitate mystery barriers

Why These Words? The concept vocabulary words from the text are  WORD NETWORK related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category. Add interesting words related to facing adversity from the text to your Word Network. Practice

Notebook Confirm your understanding of these words from  Standards the text by using them in sentences. Be sure to use context clues that Reading Informational Text demonstrate your understand of the meaning of each word. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a Word Study specific word choice on meaning and tone. Greek Root: -myst- The Greek root -myst- means “secret.” In the Language selection, Helen Keller describes how the mystery, or “secret,” of Determine or clarify the meaning of unknown and multiple-meaning

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson language was revealed to her through her experience with water at words and phrases based on grade the well-house. Identify another word you know with the Greek root 7 reading and content, choosing -myst-, and use it in a sentence that shows your understanding of the flexibly from a range of strategies. word’s meaning. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

from The Story of My Life 509 510 from thatofothers. distinguishes hisorherposition and analyzehowtheauthor of vieworpurposeinatext • and tone. specific wordchoiceonmeaning meanings; analyzetheimpactofa connotative, andtechnical used inatext, includingfigurative, words andphrases astheyare • Informational TextReading 

Determine anauthor’s point Determine themeaningof

from STANDARDS

UNIT 5•FACING ADVERSITY LANGUAGE DEVELOPMENT THE STORY OF MY LIFE MY OF STORY THE purpose anduniquepoint ofview? question: HowdoesHelenKelleruse autobiographicalwritingtoeffectivelyexpressher excerpt thatsupportyourinferences aboutKeller’s purpose. Then,answerthefollowing determine HelenKeller’s purposeorpurposesforwriting.Listseveraldetailsfrom the When youhavefinished,share yourideaswithsmallgroup. Work together to suggest herpurposeforwriting. guesses, aboutthewaysinwhichauthor’s toneandword choiceinthesesections selection thatcontributetotheauthor’s purpose.Makeinferences, oreducated Reread ofMyLife. theexcerptfrom TheStory Practice SELECTION DETAIL Notebook

Use thecharttoidentify specific sentencesorpassages from the author’s tone,orhisherattitudetoward thesubjectandaudience. an author’s purposebyanalyzing theauthor’s word choiceandthe about theeventssurrounding hisorherexperiences.You candetermine autobiography tobothentertainreaders withhumorandtoinformthem or reasons forwriting.Forexample,acomedianmightwritean In anautobiographicalwork,authormayhavemanypurposes, events described. first-person pointofviewbecauseheorshetakespartinthe In autobiographicalwriting,theauthorisnarratoranduses and reflections ontheeventsheorshedescribesinnarrative. Autobiographical writingrelates theauthor’s thoughts,feelings, provides trueaccountsofeventswhichheorshedirectly experienced. writing isaformofnonfictionnarrativeinwhichtheauthor Author’s Purpose:AutobiographicalWriting Analyze CraftandStructure POSSIBLE PURPOSE POSSIBLE

Autobiographical to supportyouranswers. CITE TEXTUALEVIDENCE

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. one adverbclause,relative clause,andonenoun clause. smell, andfeeltheexperience. Inyourparagraph,correctly useatleast Usespecificbarrier tolearning. sensorydetailstohelpreaders see,hear, a sentence. Dependent clausesare classified according tohowtheyfunctionin a verb,butitcannotstandaloneascompletesentence. sentence. A dependent,orsubordinate, clausealsohasasubjectand independent clause,ormaincanstandaloneasacomplete A clauseisagroup ofwords withitsownsubjectandverb.An enliven theirwritingandtoprovide detail. underlined. In theexamplesinthischart,eachtypeofdependentclauseis Types ofDependentClauses Conventions Write It dependent clauseshownineachexample. the excerpt.Write yourexamplesinthechart,andlabeltypeof Work withyourgroup toidentify examplesofdependentclausesin Read It e Adverb Clause TYPE OFCLAUSE Noun Clause Relative Clause Relative • • • x Notebook

a whatever, when,where,how, orwhy. A nounclauseactsasanoun.Itbeginswithword suchaswhat, with arelative pronoun, suchaswho,whom,whose,which,orthat. A relative, oradjectiveclauseactsasanadjective.Itusuallybegins subordinating conjunction,suchasalthough,if,when,orbecause. An adverbclauseactsasaninasentence.Itbeginswith m Language Deve ple

FRO

M Write aparagraphdescribing atimeyouovercame a THE TE THE (acts as an adjective, modifying AnneSullivan) modifying (acts asanadjective, preposition between) objectofthe (acts asanoun,the and whatSullivanwaswritingonherhand. Keller madetheconnectionbetweenfeelofwater through thebarriersthatchallengedher. Anne Sullivan,whowasherteacher, helpedKellerbreak verbstruggled) the (acts asanadverb,modifying understand language. Because Kellercouldnotseeorhear, shestruggledto Ex a m X T ple

Good writersuseavarietyofclausesto l opment T ype

of D epe n de n t C from TheStoryofMy Life lause

511 512 expression. important tocomprehensionor when consideringawordorphrase gather vocabularyknowledge domain-specific wordsandphrases; appropriate general academicand Acquire anduseaccurately grade- Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextsReading  teacher. she becameHelenKeller’s she was14.Atage21, School fortheBlindwhen as astudentatthePerkins step wasfindinganopening legendary teacher. Herfirst conditions tobecomea mother. Sherose from these following thedeathofher lived inahomeforthepoor and inherearlyyearsshe herself wasvisuallyimpaired, (1866–1936). Sullivan Anne Sullivan Keller withherteacher, This videoshowsHelen About Anne Sullivan

STANDARDS

UNIT MAKING MEANING from THE STORY OF MY LIFE MY OF STORY THE

•

FACING

ADVERSITY and intheinterview. experience isportrayedinherautobiography consider thedifferences inhowHelenKeller’s teacher, AnneSullivan.Asyouwatchthevideo, to Talk,” aninterviewthatshows Kellerwithher You willnowwatch”HowHelenKellerLearned Comparing Text to Media Study thevideoandtakenotesasyouwatch. First ReviewMEDIA:VIDEO about thevideo. These words willbeusefultoyouasanalyze,discuss,andwrite VocabularyMedia How Helen Keller Learned to Talk with nobackgroundwith visible and shouldersare shown, subject’s the typically head is shownatcloserange; subject shot inwhichthe shot: close-up usually fromusually waistup the from distance, amedium subjectisseen in whichthe shot: medium the subject backgroundthe around assomeof visible aswell entirewhich the subjectis long shot: W AT C H say, andhowtheysayit. CONNECT WATCH experienced, textsyou’veread, video or imagesyou’veseen.

camerashotin to other they who speaks,whatthey camerashot camera ideas in the ideas inthe

media

you’ve • • • • • •

facial expression ofacharacter. A close-upshotisoftenusedtoshowthe with theirhands. detail onaprop orwhatcharactersare doing Close-up shotscanalsobeusedtoshowa characters engagingindialogue. A mediumshotisusefulforshowingtwo between alongshotandclose-upshot. Medium shotsare oftenusedinthetransition subject. happening inthebackground behindthe Long shotsare oftenusedtoshowsomething establish thesettingofascene. Filmmakers willsometimesusealongshotto

interesting andwanttorevisit. at theend. the Comprehension Check NOTE RESPOND elements that you find elements thatyoufind LEARNED TO TALK KELLER HELEN HOW by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Helen Keller, AnneSullivan with How Keller Helen Learned to Talk she isspeaking. feeling thevibrationsthatare madeinaperson’s mouthandthroat whenheor the interview, totalkby Sullivandemonstratesandexplainshow Kellerlearned This videointerviewwithHelenKellerandAnneSullivanwasmadein1928.In BACKGROUND NOTES How Helen Keller Learned toTalkHow HelenKeller Learned MEDIA |INTERVIEW MEDIA MULTIMEDIA SCAN FOR

513 514 Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check 3. 2. 1.

UNIT 5•FACING ADVERSITY Making Meaning What doesKellersayattheendofinterview? order tofeelthevibrationsofspokenword? In whatpositiononherteacher’s facedidKellerhavetoplaceherhandin How oldwasHelenKellerwhenAnneSullivanfirstmether?

Close Review Watch the film clip again. Record any new observations that seem important. What questions do you have? What can you conclude?

HOW HELEN KELLER LEARNED TO TALK Analyze the Media Notebook Complete the activities. 1. Present and Discuss Choose the section of the video you find most interesting or powerful. Share your choice with the group, and discuss why you chose it. Explain what you noticed in the section, the questions it raised for you, and the conclusions you reached about it.

2. Review and Synthesize With your group, review the video interview. How does the video deepen your understanding of the challenges Helen Keller faced? How does it highlight her triumphs? Explain.

3. Notebook Essential Question: How do we overcome obstacles? What have you learned about overcoming obstacles and facing adversity from the interview?

LANGUAGE DEVELOPMENT

Media Vocabulary Use the vocabulary words in your responses to the items.

long shot medium shot close-up shot

1. What type of shot is used at the very beginning of the video? Why do you think the director used that shot?

2. What type of shot is used as Anne Sullivan is introducing Helen Keller at the beginning of the video?

 STANDARDS 3. What type of shot is used when Sullivan is demonstrating how Keller Language placed her hand on Sullivan’s face? What does the shot enable the Acquire and use accurately grade- appropriate general academic and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson director of the video to show? domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

How Helen Keller Learned to Talk 515 516 portrayal ofthesubject. of thetext, analyzing eachmedium’s audio, video, or multimediaversion Compare andcontrast atexttoan Informational TextReading  HOW HELEN KELLER LEARNED LEARNED KELLER HELEN HOW Educational ProcessEducational Sullivan Keller PORTRAYAL

from STANDARDS

UNIT 5•FACING ADVERSITY EFFECTIVE EXPRESSION THE STORY OF MY LIFE MY OF STORY THE TO TALK EXCERPT AUTOBIOGRAPHY 3. 2. 1. process. portray thesubjectsofKellerandSullivanaswellKeller’s educational work withyourgroup toanalyzethewaysinwhichtextandvideo challenges withlanguagethrough thehelpofherteacher, AnneSullivan. show thesenseoftriumphthatKellerexperiencesfrom overcoming toTalk” ofMyLifeand“HowHelenKellerLearned Both theTheStory Writing toCompare Compare theText andVideo Planning Prewriting and the subject,HelenKeller, indifferent ways.Choosefrom theseoptions: presentation, explainhowthewrittenaccountandvideoportray in whichyoucompare andcontrastthetextvideo.Inyour Create amultimediapresentation aboutKeller’s life andeducation Assignment

portrayal of Keller. summarizeBriefly the strengths and weaknesses of each medium’s text? the from them of understanding the portrayal does ofHow Sullivan and Keller in expand the your video Keller’s of personality? understanding and experiences? enable the video Does to viewers gain the same details help in the readers text toWhat understandKeller’s thoughts Notebook

museum guide for guide a museum an exhibit about Keller and her education informationalan Web about site Keller and her education instructionalan booklet

Respond tothefollowingitems. VIDEO INTERVIEW

illustrating Sullivan’s lessons to Keller to Sullivan’s lessons illustrating Using achart,suchastheoneshown, DIFFERENCES SIMILARITIES AND

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Assign Tasks text andmultimediaelementstransitionmore smoothly. presentation. Ifnecessary, revise thearrangementofcontentsothat all themediaandtextyouhavechosentoincludeadd valuetothe Before presenting yourfinishedworktotheclass,checkbesure that Reviewing, Revising,andEditing Keller andhereducation. the videocontributeindifferent waystoyourunderstandingofHelen analysis youdidearliertocreate ascriptthatexplainshowthetextand Include ComparisonsofText toVideo central idea. Work withyourgroup toincorporatethemediasothat itsupportsyour state yourcentralidea. Determine Your CentralIdea Drafting Adapt thislisttosuittheneedsofyourgroup. finish yourpresentation. Assignthetaskstoindividualgroup members. Assigned To: the information. information onKellerandSullivan.Ifyoudo,research andgather Assigned To: will strengthen thesupportforyourmainpoints. support andclarifyyourcentralideas.Notedirect quotationsthat Assigned To: and engageyouraudience. images—that willhighlighttheinformationinyourpresentation Assigned To: can changethesequenceasyoudevelopyourpresentation. that thetextandmultimediaelementscomplementeachother. You Make a Rough Outline: aRough Make Details: and Quotes Gather Media: Locate Topic:Research the TASK LIST Thesis:

Make alistoftasksyouwillhavetoaccomplishinorder to

Find multimediaelements—audio,video,and

Decide whetheryouneedmore background

Organize asequenceforyourcontentso

Identify detailsfrom bothselectionsthat

Write aone-sentencethesisinwhichyou

Use yournotesfrom the from TheStoryofMy Life toTalk •HowHelenKeller Learned e ss e ntia l que stion : How doweovercome obstacles? • Include analysis the concepts, to • Write Writing  • Draw emphasize to and text, explain diverse supporting • Analyze expressing partners collaborative • Engage Speaking andListening analysis, informational issues, Keller Learned toTalk.”Keller Learned the video“HowHelen ofMyLifeand The Story the textexcerptfrom fromwhat you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa  define specific discussions, and quotations, facts, b. aiding and comparison/ such information, organize previewing a. standards b. effect;

b. examine clarify

selection,

Follow Develop Introduce visual S Apply or

examples. multimedia tanda

building

evidence log

media issue definitions,

how evidence informative/explanatory

individual comprehension. include on reflection,

claims

multimedia and goals definition, effectively

the

displays

relevant their grade 7Reading ideas, salient details

rules

a grade 7topics, texts, and

the

under discussions

what topic

organization, texts

track

main information

and a using contrast, literary

on and

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formatting, ideas

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when points.

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formats ds others’

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study. content. progress

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deadlines, collegial findings in classification,

strategies

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clearly, support information

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convey

research. and follow;

useful as

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and needed. and relevant and

graphics,

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517

texts and

518 Street Journal. Newsweek andTheWall has alsowrittenarticlesfor series.Childressjournalism Frontline, PBS’s investigative is aSeniorReporterat Sarah Childress (b. 1980) About the Author strategies. choosing flexiblyfromarange of grade andcontent, 7reading words andphrases basedon of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  meaning ofawordorphrase. a. Usecontext asacluetothe

tan UNIT 5•F MAKING MEANING d a rd acin s g A d v ersity context cluesthatyoumayencounterasread. clues tohelpyoudeterminetheirmeanings.There are varioustypesof Windmill, Electrifying a Nation a Windmill, Electrifying YoungA Tinkerer a Builds opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION your firstread. determine themeaningofotherunfamiliarwords youencounterduring Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Electrifying aNation,”youwillencounterthesewords. As youperformyourfirstread of“AYoung BuildsaWindmill, Tinkerer Concept Vocabulary Context Clues work, butheeventuallyhadtoquit. Contrast ofIdeasandTopics: Hestrivedtomakehisinvention of thehomeuseelectricappliances. expansion oftheelectricalgrid,whichwillleadtoproliferation Restatement ofanIdea:More powersuppliesare neededforthe inspired tocomeupwithasolutionpowerhishome. Synonyms: Duetotheinsufficiency, orlack,ofelectricity,hewas scarcity have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE

the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within desire

attempts the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4 3 2 1 M electricity, whichistypicallylimitedtolargecities. small numberofthealmostseventeenmillionMalawianshaveaccessto mostly farming-based,andmostofitscitizensliveinruralareas. Onlya which istakenupbytheenormousLakeMalawi.Malawi’s economyis Africa,one-fifthMalawi isalandlockedcountryinsoutheastern of BACKGROUND putting himthrough school. across thecountry. Bettinghecandoit,agroup ofinvestorsare where about60familieslive. wells andprovide lightingforMasitala,aclusterofbuildings on adesignforwindmillpowerfulenoughtopump waterfrom seeing apicture ofoneinanoldtextbook.He’scurrently working and aradio.Themachinedrawsinvisitorsfrom milesaround. family’s fewelectricalappliances:10six-wattlight bulbs,aTVset, over thiswindsweptvillage,clatteringawayasit powershis blue to poweruphiscountryonewindmillatatime. Then, hewantstobuildmore windmillsforothervillages Self-taught, Mr. Kamkwambatookupwindmillbuilding after So far, hehasbuiltthree windmillsinhisyard here, using ‑ gum trees andbicycleparts. Histallest,at39feet,towers electricity, 20-year-old William Kamkwambahasadream: asitala, Malawi—Onacontinentwoefullyshortof Electrifying aNation Builds aWindmill, A Young Tinkerer A Young Electrifying aNation BuildsaWindmill, Tinkerer Sarah Childress NOTES MULTIMEDIA NEWS ARTICLE SCAN FOR

519 520 MEANING: scarcity helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (SKAYR suhtee) in g n. A dvers it 14 13 12 11 10 y 8 7 6 5 9 resembles anoldoilderrick. lashed-together blue-gumtree trunks. From adistance,it cellphones. now regularly makethedusty walkupthehilltocharge their aridplainsdrop by.People trekking across Malawi’s Villagers overlooking thevillage,hasturneditintoastopforcurious: family compound,afewbrickbuildingsperched onahill to developmenteconomists.ThewindmillattheKamkwamba supplies inpoorpartsoftheworld—isasubjectgreat interest the road buildhisownmachine. course. Lately, hehasoffered tohelpthevillagehandymandown in Masitala.Heusedittoteachaninformalwindmill-building Lilongwe, where henowgoestoschool. in itsboxthathe’llputupatahouse70milesawaythecapital, his homeandinstalledsolarpanels.Hehasanotherwindmillstill hammered inashinystore-bought windmillnextto thebigoneat ‘What can I do?’” about what I’dliketohaveathome,andIwasthinking, explaining howhegothookedonwind.“Iwasthinking 1. stay uplatestudyingforschool. paraffin forlanternlight.Two ofMr. Kamkwamba’ssixsisters life: aradioand,more recently, aTV. Theynolongerhavetobuy family’s mainhouse. copper wire, acarbattery, andalightbulbforeachroom ofthe his mother. “We thought he wasdoingsomethinguseless.” the rest ofMasitala. one himself. Theproject seemedawasteoftimetohisparents and windmill inatextdonatedtothelocallibraryandstarted tobuild soybeans, hewasreading. Hestumbledontoaphotographof the $80-a-yeartuition. wasn’t goingtoschoolanymore becausehisfamilycouldn’tafford tower violentlybackandforth. When thewindkicksup,bladesspinsofasttheyrock the flattened plasticpipes.Hebuiltaturbinefrom spare bicycleparts.

derrick A fewyearsago,hebuiltawindmillfortheprimaryschool The contraptioncausingallthefussisatowermadefrom “Energy poverty”—thescarcityofmodernfuelsandelectrical To meethisfamily’sgrowing powerneeds,herecently “I wasthinkingaboutelectricity,” saysMr. Kamkwamba, The familysoonstartedenjoyingthetrappingsof modern The laughterendedwhenhehookeduphiswindmill toathin “At first,wewere laughingathim,”says Agnes Kamkwamba, When hewasn’thelpinghisfamilyfarmgroundnuts and Mr. Kamkwamba’swindobsessionstartedsixyearsago.He

(DER ik) (DER metal framework used in oil drilling. drilling. oil in used framework metal n. 1 Forblades,Mr. Kamkwambaused

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 24 23 22 21 20 19 18 17 16 15 of entrepreneurs, African bloggers,andventure capitalists in haltingEnglishtoabigovation. After theconference, agroup got informationaboutawindmill,andItrymadeit,”hesaid Tanzania. (TEDstandsforTechnology EntertainmentDesign.)“I brainstorming sessionearlierthisyear. of Al Gore andBonotoshare ideasatconferences, invitedhimtoa Mr. Kamkwamba. CalledTED,thegroup, whichinvitesthelikes group ofentrepreneurs scoutingforideasin Africa located with somereporters. After thenewshitblogosphere, a about thewindmillanddrove outtotheKamkwambahouse November, Hartford Mchazime,aMalawianeducator, heard 2. see itforourselves,”onefinallyspokeup.Mr. Kamkwamba occasion—standing awkwardly intheyard. scattered, leavingthepair—dressed inshirtsandtiesforthe to get acloserlookandmeetMr. Kamkwamba.Thefamily unsettling forthereserved family. Kamkwamba compound—mostlyunannounced.Thevisitsare clatters inthewind,tomakerepairs. Geoffrey canquicklyscamperupthetower, asitswaysand windmill whenhe’sawayatschool.HissisterDoliceandcousin gossiping andcheckingtheirFacebookprofiles. quietly plowedthrough homework, hisclassmateswere busy said Mrs.MacLeanonedayrecently. While Mr. Kamkwamba attention he’sgetting. sometimes worriesabouthisone-trackmindandallthe missionaries andaidworkers.Buthisteacher, LorileeMacLean, academy inthecapital,Lilongwe,forchildren ofexpatriate switches hemadeoutofflip-flopparts. tune.) Theyrewired hisfamily’shouse,replacing thehomemade an iPod.(KellyClarkson’s“Breakaway” ishiscurrent favorite including acellphonewithhip-hopringtone,laptop,and teary-eyed atthespeech—pledgedtofinancehiseducation.

make money. grow, capitalists venture companies the If companies. those of ownership for partial capitalists venture A steadystream ofcuriosityseekersmakethetripto In June,Mr. KamkwambawasonstageataTEDconference in The newpoweralsoattractedaswarmofadmirers. Last “Our livesare muchhappiernow,” Mrs.Kamkwambasays. “We haveheard aboutthiswindmill,andsowewantedto One afternoon,apairofMalawianhealthworkers cameby Mr. Kamkwambahastaughthisfamilytomaintainthe “I don’twanthimtobeseenasWilliam thewindmillmaker,” They’re payingforhimto attendanexpensiveinternational His backershavealsoshowered himwithnewgadgets,

people who provide money to small companies in exchange exchange in companies to small money provide who people n. A Young Electrifying aNation BuildsaWindmill, Tinkerer 2 —some NOTES

521 522 MEANING: attempts MEANING: desire helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•Fac (dih ZYuhr) (uh TEMPTS) (uh TEMPTS) v. in g n. A dvers it 26 25 28 27 y Mr. Kamkwamba offered tohelphimrebuild, butgotnoreply. A gust ofwindblewthebladesoff theman’sfirstfewattempts. own windmillaftersecretly studyingMr. Kamkwamba’s. support if theybuildawindmill.” admire,” hesays.“Theythinkthattheymightgetthesame says thefamily’snewprosperity iscausingsometensions. educator whoworksinWimbe, thearea thatincludesMasitala, another visitoraround. came around toshakehands,thenquicklymovedawayshow “I’m waitingtoseeif he’sserious,”Mr. Kamkwambasays. Down thehill,villagehandymanstartedbuildinghis “People dodesirewhatishappeninghere. Theycome,and Jealousy isasocialtaboointheseparts,butFred Mwale,an

❧

summary ofit. What is“energypoverty”? What materialsdidKamkwambausetobuildhisfirstwindmill? Kamkwambatobuildawindmill? What inspired William

Notebook

Confirm yourunderstandingofthearticlebywritingabrief

Research an unfamiliar detail in the article. what In way the does

Research other ways that is being addressed energy in poverty A Young Electrifying aNation BuildsaWindmill, Tinkerer

523 MAKING MEANING

Close Read the Text With your group, revisit sections of the text you marked during your first read. What do you notice? What questions do you have? What can you conclude?

A YOUNG TINKERER BUILDS A WINDMILL, ELECTRIFYING A NATION Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities.

1. Review and Clarify Review the selection with your group. How did GROUP DISCUSSION the lack of modern conveniences inspire William Kamkwamba to be When you work in your innovative? What were the results of his innovations? group to answer the Analyze the Text questions, 2. Present and Discuss Now, work with your group to share the be sure to direct listeners to passages from the text that you found especially important. Take turns specific words, sentences, and paragraphs in the story. presenting your passages. Discuss what you noticed in the text, the questions you asked, and the conclusions you reached.

3. Essential Question: How do we overcome obstacles? What has this selection taught you about how people overcome obstacles?

 WORD NETWORK language development Add interesting words Concept Vocabulary related to facing adversity from the text to your Word scarcity desire attempts Network.

Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common.  Standards Record your ideas, and add another word that fits the category. Reading Informational Text • Cite several pieces of textual evidence to support analysis of Practice what the text says explicitly as well as inferences drawn from Notebook Confirm your understanding of these words by using the text. them in sentences containing context clues. • Analyze the interactions between individuals, events, and ideas in a text. • Analyze the structure an Word Study author uses to organize a text, including how the major sections Etymology The etymology of a word is its origin. Etymologies show contribute to the whole and to the how words enter the English language and how they change over time. development of the ideas. Check a dictionary for a guide to the symbols and abbreviations used Language in etymologies. Desire comes from Middle English desiren < Old French Determine or clarify the meaning of unknown and multiple-meaning desirer < Latin desiderare, which means “from the stars.” Knowing this, words and phrases based on you can gain a better understanding of the meaning of desire (“to wish grade 7 reading and content, for”). All rights reserved. or its affiliates. Inc., Education, © Pearson choosing flexibly from a range of strategies. b. Use common, grade- With your group, look up the etymology of at least three other words in appropriate Greek or Latin the selection. Describe how knowing each etymology helps you better affixes and roots as clues to the understand the words. meaning of a word.

524 UNIT 5 • Facing Adversity © Pearson Education, Inc., or its affiliates. All rights reserved. Text Structure: BiographicalWriting Analyze CraftandStructure another person’s life. Theelementsofbiographicalwritinginclude: a typeofnarrativenonfictioninwhichtheauthortellsaboutevents story, itisaworkofnarrativenonfiction.Biographicalwriting • • • • • the blankrows tocapture theinformationyoufind. develop herideas.Modelyouranalysisontheexampleinchart,using in thearticleandwaysauthorstructures informationtoeffectively Work withyourgroup toanalyzetheelementsofbiographical writing Practice P 8 in agivensectionoftextandtheorder inwhichtheyreceive it flow ofinformationinatext—howmuchreaders receive the useofnarrativepacing,whichiswayanauthorshapes of thesubject,suchasaclosefriendorhistorian other peoplethathavearelationship withorsignificant knowledge direct quotations,aperson’s exactwords, from thesubjectand details anddescriptionsthathelpdevelopthesubject’s character factual informationaboutthesettingandcontext a real-life personwhoisthesubjectofbiography A R A GR A PH WR ELE • • •

descriptive details descriptive information the setting about relevant facts ITIN M ENTS G

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When anonfictiontexttells IO GR A PH A Young Electrifying aNation BuildsaWindmill, Tinkerer I essential question: C AL

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ONT F the reader to picture the setting. the to picture reader the enable details descriptive The important. is windmill the why show setting the about facts the and poverty” “energy of definition The I D EAS R I B UTION Howdoweovercome obstacles? to supportyouranswers. CITE TEXTUALEVIDENCE

TO D E V ELO PM ENT

525 526 spelling whenwriting. capitalization, punctuation, and conventions ofstandardEnglish Demonstrate commandofthe Language 

A WINDMILL, ELECTRIFYING S A YOUNG TINKERER BUILDS BUILDS TINKERER A YOUNG

tandards UNIT 5•Fac Language deve in A NATION g A dvers it y paragraph toconfirmthat youhaveusedcorrect capitalization. three proper nouns,oneproper adjective,andaquotation. Reread your briefly describeapersonyouadmire. Inyourparagraph,useatleast 2. just read: Canada). Here are someexamplestakenfrom theselectionyouhave from proper nouns,asinFrench(from France)andCanadian(from events anddocuments,religions. Proper adjectives are derived specific eventsandtimeperiods,organizations,languages,historical Proper nounsincludethenamesofpeople,geographiclocations, and authoritative. use correct capitalizationwillensure thatyourwritinglooksprofessional quotation andidentify proper nounsandproperto adjectives.Learning Capitalization Conventions 1. each sentencetocorrect thecapitalization. each word shouldornotbeginwithacapitalletter. Then,revise Identify theerrors incapitalizationeachsentence, and notethereason Write It 2. 1. following items. in the selection.Findtwoexamplestheselectionforeachof Work withyourgroup toidentify examplesofcorrect capitalization Read It l opment

workers . Proper apairofMalawian health adjectives:Oneafternoon, Proper nouns:HissisterDoliceandcousinGeoffrey . Quotation: “..Iwasthinking,‘Whatcando?” Sentence beginning:Thecontraptioncausingallthefuss. Masitala, where hiskamkwamba Familylives. william’s hasbrought of alotofattentiontotheSmallVillage Windmill toprovide electricitytohisfamilyinmalawi. Windmill kamkwambaisonlyTwentyWilliam Years Old,buthehasbuilta a proper adjective a sentencebeginning Notebook

Capital letterssignalthebeginningofasentenceor Finally, writeabiographicalparagraphinwhichyou

4. 3.

a quotation a person’s name

Dear Parent(s)/Guardians and Students, This week provides the opportunity to strengthen your writing skills by responding to an informational prompt. Have you thought about how things we use every day are made? What items interest you that you would like to know more about? What is something you would like to learn how to do or improve your skills? Cooking? Skateboarding? Speaking in public? Driving? Other? This is an opportunity to research to learn more about your chosen topic and then write an informational essay to inform your reader(s) about your new learning. Enjoy learning!

Grade 7 Unit 5 Facing Adversity: How do we overcome obstacles? Week 6: May 4-8 p. 527 • Writing a How-to-Essay: o If possible, research a topic of interest on how something is made. Ex: how a cell phone is built, video game is made, how to make pasta from scratch, etc. • If not, select something you know how to make and write your paragraph about that topic. Ex: directions from your home to school, making a peanut butter and jelly sandwich, riding a bicycle, etc.

7th Grade Unit 5 Facing Adversity Week 6: May 4 – May 8 Daily Planning Guide/Checklist/Additional Support (p. 527)

Monday, May 4 _____ Make a list of activities you find fun, are good at, or enjoy doing with family or friends. Examples could include: cooking, going fishing, working on your bike, or playing soccer. Make this fun for yourself! _____ Pick one of your choices and think about how you would teach or tell someone how to complete the activity step-by-step – this is a “how to do” something. Examples from the choices above might be: cooking = how to bake a cake, going fishing = how to put bait on the hook and cast the line into the water, working on your bike = how to change the tube in the bike tire, or playing soccer = how to dribble the ball around defensive players.

Tuesday, May 5 _____ Write the steps (how to do it) for the activity you’ve picked in step-by-step format. Be sure to include every little detail needed along the way.

Wednesday, May 6 _____ Create headings for the different sections of your activity. Examples might be: Getting Started, Materials Needed, Preparing the Kitchen, Combining Ingredients, Tools Needed, First Steps, or Putting it Back Together _____ Group your steps (from Tuesday) into the different sections you’ve created.

Thursday, May 7 _____ Go through your steps exactly as written from Wednesday – try to do what you have written. Has something been forgotten, are other material needed, or do you need to add more steps? Revise as needed. _____ Create a checklist (like this one) or bulleted list under each of your headings with your clean/final version of your step-by-step (how to do) activity.

Friday, May 8 _____ Have a parent or sibling complete your activity exactly as you have it written. Did it work? Are more steps needed? Are the steps clear to the other person? _____ Revise as needed. _____ Congratulations - you’ve completed Week 6 and you’re one week more awesome!!!

© Pearson Education, Inc., or its affiliates. All rights reserved. or dosomething. A how-toessayisawritten,step-by-stepexplanationofhowtomake Writing to section ofyouressaythatdescribesthestepimage shows. each sectionofyouressay,andplacegraphicsillustrationsinthe headings, illustrations,andgraphicsinyouressay.Placeheadingsbefore Format Your Essay your essay. until, andmeanwhilewillhelpyoutoorganizeclarify thestepsin and sequenceasyouwriteyouressay.Transitions, suchasfirst,next, Use Clarifying Transitions time followingyourdirections. steps are outoforder, orif theyare unclear, heorshewillhave adifficult well-organized directions inorder tocompleteatask successfully.Ifthe organization, whenyouwriteyourhow-toessay.Areader needsclear, Organize Your Essay or bibliography,attheendofyouressay. source sothatyoucanciteyoursources accuratelyin aWorks-Cited list, and evaluatethecredibility ofeachsource youuse.Take notesoneach will needtowriteyouressay.Consultmultipleprintanddigitalsources, Conduct Research one ofthefollowingtopics: Work withyourgroup towriteahow-toessayinwhichyouaddress Assignment

Eff from Malawi’s capitaltoMasitala? What directions wouldyougivesomeonewhowantstotravel Where isMasitala,Malawi?Isitclosetothecapitalof connected tomakeitasource ofelectricpower? What stepsshouldyoutake?Howcanitbedesignedand How tomakeawindmill.Whatdoyouneedwindmill? e ctiv S ources

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