UNIT 1 Generations Young people often learn from older people, but sometimes it works the other way around. Discuss It What are some examples of things that one generation can learn from another? Write your response before sharing your ideas. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Grizzly Bear Teaches Her Cubs SCAN FOR 2 MULTIMEDIA UNIT 1 UNIT INTRODUCTION LAUNCH TEXT NONFICTION NARRATIVE MODEL ESSENTIAL What can one generation learn Grounded QUESTION: from another? WHOLE-CLASS SMALL-GROUP INDEPENDENT LEARNING LEARNING LEARNING NOVEL EXCERPT NEWS ARTICLE POETRY COLLECTION 2 Two Kinds Tutors Teach Seniors Lineage from The Joy Luck Club New High-Tech Tricks Margaret Walker Amy Tan Jennifer Ludden Family MEDIA CONNECTION: Grace Paley Cyber-Seniors NEWS BLOG OPINION PIECE A Simple Act Memoir “Gotcha Day” Isn’t a Tyler Jackson from Mom & Me Cause for Celebration & Mom Sophie Johnson Maya Angelou PARE MEMOIR PARE SHORT STORY M M from MEDIA: VIDEO CO An Invisible The Grandfather and CO Thread Learning to Love His Little Grandson Laura Schroff and Alex My Mother Leo Tolstoy Tresniowski Maya Angelou with Michael Maher MEDIA CONNECTION: Maurice’s Toast BLOG POST MEDIA: IMAGE GALLERY Bridging the Mother-Daughter Generational Drawings Divide Between a Mica and Myla Hendricks Football Father and a Soccer Son John McCormick SHORT STORY Poetry COLLECTION 1 Water Names Mother to Son Lan Samantha Chang Langston Hughes To James Frank Horne SHORT STORY An Hour With Abuelo Judith Ortiz Cofer PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-Based Assessment PREP WRITING FOCUS: SPEAKING AND LISTENING FOCUS: Review Evidence for a Write a Nonfiction Narrative Present a Nonfiction Narrative Nonfiction Narrative © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson PERFORMANCE-BASED ASSESSMENT Narration: Nonfiction Narrative and Multimedia Presentation PROMPT: In what situations can one generation learn from another? UNIT 1 INTRODUCTION Unit Goals Throughout this unit you will deepen your perspective about different generations by reading, writing, speaking, listening, and presenting. These goals will help you succeed on the Unit Performance-Based Assessment. Rate how well you meet these goals right now. You will revisit your ratings later when you reflect on your growth during this unit. 1 2 3 4 5 SCALE NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY WELL WELL WELL WELL WELL READING GOALS 1 2 3 4 5 • Read and analyze how authors express point of view in nonfiction narrative. • Expand your knowledge and use of academic and concept vocabulary. WRITING AND RESEARCH GOALS 1 2 3 4 5 • Write a nonfiction narrative in which you develop experiences or events using effective technique. • Conduct research projects of various lengths to explore a topic and clarify meaning. LANGUAGE GOAL 1 2 3 4 5 • Develop your voice, or style of writing, with word choice and sentence structure to convey meaning and add variety and interest to your writing and presentations. SPEAKING AND LISTENING GOALS 1 2 3 4 5 • Collaborate with your team to build on STANDARDS the ideas of others, develop consensus, Language and communicate. Acquire and use accurately grade- appropriate general academic and All rights reserved. or its affiliates. Inc., Education, © Pearson domain-specific words and phrases; • Integrate audio, visuals, and text in gather vocabulary knowledge presentations. when considering a word or phrase important to comprehension or expression. SCAN FOR 4 UNIT 1 • GENERATIONS MULTIMEDIA ESSENTIAL QUESTION: What can one generation learn from another? Academic Vocabulary: Nonfiction Narrative Understanding and using academic terms can help you read, write, and speak with precision and clarity. Here are five academic words that will be useful in this unit as you analyze and write narrative texts. Complete the chart. 1. Review each word, its root, and the mentor sentences. 2. Use the information and your own knowledge to predict the meaning FOLLOW THROUGH of each word. Study the words in this 3. For each word, list at least two related words. chart, and mark them or their forms wherever they 4. Refer to the dictionary or other resources if needed. appear in the unit. WORD SENTENCES PREDICT MEANING RELATED WORDS dialogue 1. The television show was known monologue; for its well-written dialogue logical ROOT: between characters. -log- 2. The confusion between Dina “word” and Janet started a dialogue that cleared the air. consequence 1. A consequence of oversleeping is being late for school. ROOT: 2. Earning an A on my math test -sequ- was a positive consequence of “follow” studying all week. perspective 1. It’s important to keep perspective when facing a ROOT: challenging situation. -spec- 2. The personal essay was written “look” from the author’s perspective. notable 1. Every notable person in the city was invited to the mayor’s fund- ROOT: raising gala. -not- 2. It had been a long week, and “mark” nothing particularly notable had happened. contradict 1. The facts of the case remain unclear because the witnesses’ ROOT: statements contradict each © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson -dict- other. “speak” or 2. The new test results contradict “assert” what we once thought to be true about the product. Unit Introduction 5 UNIT 1 INTRODUCTION LAUNCH TEXT | NONFICTION NARRATIVE MODEL This selection is an example of nonfiction narrative text, a type of writing in which an author explores an experience using descriptive details and events. This is the type of writing you will develop in the Performance-Based Assessment at the end of the unit. As you read, look at the way the writer of the selection tells about a real experience she had with her grandmother. How did she feel about it at the time? As you read, look at the way the writer creates a picture of her experience. Mark the text to help you answer this question: How did the author Grounded feel, and how does she show that to the reader? 1 rowing up I really didn’t know my grandmother. She was G a private person, and didn’t talk about her past much, but I know she had one. She once told me that before she got married she was a backup singer in a band that I had actually heard of. But that’s all she would say about it, no matter how often I prodded. 2 “El pasado es el pasado,” she told me. The past is the past. 3 To me, she talked in Spanish. I talked back in English. We understood each other. 4 The thing I remember most about Grandma Sofia was how much she loved driving, especially since she came to live with us. She had a 1960s red Chevy Impala convertible that was all her own, a remnant of her band days. She loved driving with the top down, the radio blasting, singing at the top of her lungs when a good song came on. Driving was her independence, her freedom. 5 My parents, however, were concerned that she was getting too old to drive around by herself. One night, I overheard them: 6 “She’s okay for now, but how long before she can’t manage?” 7 “I’ll speak to her tomorrow.” 8 I felt sick at the thought of Grandma giving up her car. I knew what driving meant to her. I knew that without her wheels she’d feel ordinary—just another grandma, hovering and wise. All rights reserved. or its affiliates. Inc., Education, © Pearson 9 Sometimes it felt like Grandma and I were on the sidelines and my parents were in the middle, dragging us toward the center, where we did not want to be. I was often grounded for the smallest things. I didn’t really mind, under normal circumstances. SCAN FOR 6 UNIT 1 • GENERATIONS MULTIMEDIA ESSENTIAL QUESTION: What can one generation learn from another? 10 One time—the time I’m writing about—circumstances were not normal. My parents had grounded me for the weekend of Luisa’s NOTES party, easily the social event of the season. No way was I going to miss it. But my parents weren’t even going to be home! They were going to my Aunt Leticia’s. It would just be me and Grandma. Me and Grandma and a 1966 red Chevy Impala convertible . 11 Saturday night arrived and I was itching to go to the party, so I did the unthinkable: I asked Grandma to drive me to Luisa’s. I figured she didn’t know about me being grounded. She looked at me quizzically and said she would. I got dressed and ran out to the car. She was waiting for me. I got in. 12 The sky was just beginning to darken, blue clouds against a darker blue sky. Soon it would be nighttime. Grandma looked a little uncomfortable. At first I thought it was because she knew about me being grounded. But then I wondered if maybe she didn’t want to drive at night and didn’t want to tell me. 13 At that moment I wouldn’t have minded getting out and going back home. I felt bad about Grandma. I felt bad about disobeying my parents. But how could I say any of this? 14 We took off. She drove slowly, maybe too slowly. But we didn’t get very far. Suddenly she pulled over and stopped the car. 15 We must have been sitting in that car for five minutes, which is a long time if you’re sitting in a car not talking. I couldn’t ask her if she stopped because she was nervous about driving.