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Program Overview Grades 9–12 Without a rope, a climber takes on the third zigzag of Half Dome, Yosemite National Park. Common Core
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Prepare all students for college and career success with dynamic National Geographic content and authentic multicultural literature. »»Teach with relevant and motivating content. »»Prepare students for Common Core State Standard success. »»Utilize systematic and focused teaching materials.
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National Geographic learning | 888-915-3276 | NGL.Cengage.com 1 Connect your students to the world Expose students to a balance of high-quality informational texts and literature. Informational Texts »» National Geographic »» Digital genres CLOSE READInG from the Declaration of Independence, 1776 The Cruelest The Journey . . . We hold these truths to be self-evident, that all men are created equal, articles by Kira Salak endowed unalienable that they are by their Creator with certain Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to »» Arguments 1 I Cruelest secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, —That whenever any Form n the beginning, my journeys feel at best ludicrous, at worst insane. This of Government becomes destructive of these ends, it is the Right of the one is no exception. The idea is to paddle nearly 600 miles on the Niger People to alter or to abolish it, and to institute new Government, laying its River in a kayak, alone, from the Malian town of Old Ségou to Timbuktu. foundation on such principles and organizing its powers in such form, as to And now, at the very hour when I have decided to leave, a thunderstormJourney 1 1 Argument them shall seem most likely to effect their Safety and Happiness. . . . —Such has bursts open the skies, sending down apocalyptic rain, washing away the What reasons do been the patient sufferance of these Colonies; and such is now the necessity the authors give very ground beneath my feet. It is the rainy season in Mali, for which there by Kira Salak to support their can be no comparison in the world. Lightning pierces trees, slices across which constrains them to alter their former Systems of Government. claim for changing the current »» Narrative nonfiction houses. Thunder racks the skies and pounds the earth like mortar fire, and government? What The history of the present King of Great Britain is a history of repeated every living thing huddles in tenuous shelter, expecting the world to end. specific word injuries and usurpations, all having in direct object the establishment of an choices help the Which it doesn’t. At least not this time. So that we all give a collective sigh absolute Tyranny over these States. To prove this, let Facts be submitted to a authors support to the salvation of the passing storm as it rumbles its way east, and I survey their claim? candid world. . . . 2 the river I’m to leave on this morning. Rain or no rain, today is the day for the journey to begin. And no one, not even the oldest in the village, can say —He has kept among us, in times of peace, Standing Armies without the for certain whether I’ll get to the end. Consent of our legislatures. . . . “Let’s do it,” I say, leaving the shelter of an adobe hut. My guide from town, Modibo, points to the north, to further storms. He says he will pray —He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws . . . »» Expository texts —For cutting off our Trade with all parts of the world . . . —For depriving us in many cases, of the benefits of Trial by2 Jury . . . 2 Form Generalizations —For taking away our Charters, abolishing our most valuable Laws, and What generalization can you make altering fundamentally the Forms of our Governments . . . about the King of Great Britain, We, therefore . . . solemnly publish and declare, That these United Colonies based on evidence from the text? are, and of Right ought to be Free and Independent States . . . Barbara Bey teaches in Orlando, Florida. Kira Salak paddles Remi Benali, 2003. down the Niger River. In Other Words Historical Background In Other Words Geographical Background Timbuktu, MALI
Niger River
ludicrous foolish Timbuktu is in the African endowed given The authors used a writing style typical Her twenty-year teaching career has apocalyptic powerful and intense country of Mali. From unalienable guaranteed of the 1700s, which included capitalizing mortar fire bombs 1400 to 1600, it was a key consent of agreement by important nouns. The Declaration tenuous fragile, weak trading post and center of abolish end contained the first formal statement by a survey look over, study learning. The Niger River usurpations takeovers whole people of their right to a government 214 Unit 2 Against the Odds 624 Unit 6 Rights and Responsibilities adobe clay flows south of Timbuktu. an absolute Tyranny complete power of their choosing.
given her a perspective on teen curfews. 622-626_SE39594_C_R_U6.indd 624 3/25/13 6:06:59 PM
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The Importance of Curfews O nce upon a time, parents weren’t afraid to set guidelines or impose restrictions on their children’s behavior. They understood that loving their children required setting limits and saying no. That time is gone. Too many of today’s parents just don’t want to be responsible for their children. A case in point: A parent dropped a 12-year-old child off in downtown Orlando at 8 o’clock one morning. At 2 o’clock the following morning, the child was still downtown. That’s neglect ,
plain and simple. 1 1 Support for an Since parents won’t parent their children, someone or some entity Argument/Compare Arguments must try to save the youngsters from themselves—and others. If that What evidence Curfew Laws in Five U.S. Cities in 2006 does the writer give means imposing a curfew, I say so be it. in this section? City Age Weekday Times Weekend Times Weekend Times Does it explain why curfews are Orlando, FL under 18 12:00 am – 6:00 am 12:00 am – 6:00 am important? Is there Austin, TX under 17 11:00 pm – 6:00 am 12:30 am – 6:00 am enough evidence in the article to Washington, D.C. under 17 11:00 pm – 6:00 am 12:01 am – 6:00 am substantiate, or prove, the Chicago, IL under 17 10:30 pm – 6:00 am 11:30 pm – 6:00 am writer’s claims? Or is the opinion San Francisco, CA under 14 12:00 am – 5:00 am 12:00 am – 5:00 am unsubstantiated, or unproven? Record Interpret the Chart Would a 15-year-old in San Francisco be breaking the curfew this information in at 12:30 a.m. on a Sunday morning? What about in Orlando? your chart.
Selections featuring “Teen Curfews” Key Vocabulary In Other Words National Geographic Explorers inspire students impose v., to establish, to apply entity group, organization • restriction n., something that limits • activity neglect n., a lack of care and 468 attention Unit 6 Coming of Age 2 Common Core
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Literature »» Multicultural authors »» Contemporary literature
Set a Purpose Find out what Connie thinks when her grandmother comes for a visit.
and characters “Y ou made me feel like a zero, like a nothing,” she says in »» Poems and plays Spanish, un cero, nada. She is trembling, an angry little old 1 1 Theme woman lost in a heavy winter coat that belongs to my mother. What have you Puddle And I end up being sent to my room, like I was a child, to think learned about the characters about my grandmother’s idea of math. so far? It all began with Abuela coming up from the Island for a visit. by Arthur Porges It was her first time in the United States. My mother and father paid her way here so that she wouldn’t die without seeing snow. If you »» Common Core asked me, and nobody has, the dirty slush in this city is not worth Solitude, 1960, Matias Morales. Kactus Foto, Santiago, Chile. »» Classics the price of a ticket. But I guess she deserves some kind of award for exemplars
Critical Viewing: Design What colors do you notice in this painting? Where are the brightest colors? How do colors direct you to look at Set a Purpose certain shapes in the painting?
In Other Words Geography Background
Mama is expecting money from her late husband’s lifeAbuela Grandmother (in insurance.Spanish) Puerto Rico is an island in the Caribbean, near Read to find the Island Puerto Rico the Dominican Republic and Haiti. Puerto Rico slush wet snow has a warm, tropical climate. out what the different members of the Younger family406 Unit 5 Fair Playplan to do with the money.
CharaCters
WALTER LEE YOUNGER, JR., MAMA, Walter and Beneatha’s a limo driver mother RUTH YOUNGER, Walter’s wife, KARL LINDNER, a man from a 1 Dramatic Elements a maid white neighborhood How does the information about TRAVIS YOUNGER, Walter and BOBO, Walter’s friend the characters’ Ruth’s 10-year-old son 1 professions and WILLY, Walter’s friend relationships help BENEATHA YOUNGER, Walter’s identify them MRS. JOHNSON, a nosy as archetypes? younger sister neighbor How might these sCeNe 1 archetypes affect what happens in the play?
run-down apartment stir 2 Description If you were SETTING: It’s a gray Friday morning in 1950s Chicago. In a tiny, summarizing the , begins to . The apartment has two play, would you a family include the detail bedrooms. The bathroom is in the hall and is shared with2 neighbors. that Travis was sleeping on the [Ruth, a young working mother, is the first one up. She shakes her sofa? Why or why not? 10-year-old son, tRavis, who’s sleeping on the sofa.]
3 Dramatic Elements RUTH. Come on now, it’s seven-thirty. Wake up! hurry to the How do Ruth and Walter each bathroom while it’s free. represent the motif of the American [Half asleep, tRavis stumbles toward the bathroom.] Dream? How might their views of the American Dream RUTH. Walter Lee, get up! influence the plot 3 of the play? [Ruth’s husband, WaLteR Lee, comes out of their bedroom.]
WALTER. is Mama’s check coming today?
“A Raisin in the Sun”In Other Words Background Note run-down apartment Common Core
Hampton-Brown stir older apartment that this selection is illustrated with images EDGEReading, Writing & Language The Digital needs repairsPath from the 2004 stage production. it starred Take a virtual tour wake of up the program at NGL.Cengage.com/edgesean “Diddy” Combs (as Walter), and Phylicia Rashad (as Mama). 592 Unit 7 Where We Belong National Geographic learning | 888-915-3276 | NGL.Cengage.com 3 Build Academic Rigor Get all students college and career ready with reading for all levels.
Build language and Farah Ahmedi didn’t have much of a childhood. She was still recovering from literacy with robust losing her leg in a land mine accident when a rocket attack destroyed her home instruction and accessible in Kabul, Afghanistan. Four years and many challenges later, Farah and her mother found their way to a suburb of Chicago. Farah learned English, started instructional selections. high school, and began to make choices that would change her life. Despite her disability, she wanted to fit in. She wanted to “wear high-heeled shoes.” Here, Farah remembers one of those choices.
From Kabul to Chicago
uring our second summer in D America, I switched Visuals help students schools. The ESL understand the text N department at my new high school had an Interpret the Map Use the scale to calculate how far Farah international club. Kids and her mother traveled to their new home. from other countries met every Wednesday after school to play games, talk, and have 1 1 Clarify Vocabulary fun. Ms. Ascadam, the teacher who sponsored this group, decided that What does sponsored mean? the international kids should throw a party at the end of the year and What clues in the present a show. She told us each to bring food from our country to sentences before and after the word the party, and she encouraged us to think about participating in the can help you figure it out? show as well. The first part of the show would be a dance performance by the kids from Mexico. The next part would be a fashion show. Kids from any country could be in the fashion show, and they would model clothes Background building from their own culture, but no one had to do it.
Restatements of difficult In Other Words Historical Background words and idioms
a land mine accident an explosion Afghanistan has been at war for more than caused by a bomb buried in the ground forty years. In 2001, the U.S. and other suburb of town outside of countries invaded the country to force the ESL department English classes for Taliban, the ruling group, to leave. students who spoke other languages 82 Unit 1 Choices fashion show display of special clothes
Student Edition 081-086_SE39587_B_R_U1.indd 82 3/7/13 11:05:32 AM
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EDGEReading, Writing & Language The Digital Path CD 1 of 9 Selection Readings UNIT 1, Clusters 1–3 Level A Track Track 1 The Experiment Part 1 7 Building Bridges Part 3 2 The Experiment Part 2 8 The Right Words Selection readings, close reading and fluency models on CD and in MP3 format 3 The Experiment Part 3 9 The Open Window Part 1 4 Superstitions 10 The Open Window Part 2 5 Building Bridges Part 1 11 The Open Window Part 3 6 Building Bridges Part 2 12 One in a Million
© 2 89 01 8 4 60 Na 7- tio 85 n -12 al G 78 eo N 9 gra . ISB phic , Inc Learn rning 4 ing, a part of Cengage Lea Common Core
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Farah Ahmedi didn’t have much of a childhood. She was still recovering from losing her leg in a land mine accident when a rocket attack destroyed her home Selections are divided into in Kabul, Afghanistan. Four years and many challenges later, Farah and her manageable chunks torn and confused mother found their way to a suburb of Chicago. Farah learned English, started I felt . I could not take part in the dance, of high school, and began to make choices that would change her life. Despite her course, but should I be in the fashion show? I really wanted to do disability, she wanted to fit in. She wanted to “wear high-heeled shoes.” Here, it. I had two beautiful Afghan outfits I could model. But I was also Farah remembers one of those choices. thinking, My leg is damaged. What if I fall down? Finally, I said to myself, Okay, next Wednesday I’ll sit inWHAT on the practice From Kabul to Chicago session and see what it’s like, and then I’ll decide. That day the girl who always picked on me IF I FALL uring our second came to the practice session, because she DOWN? summer in was planning to be in the fashion show. The D America, moment she saw me sitting there, she could I switched tell I was thinking of entering the show, too. schools. The ESL She didn’t tell me to my face that I could not N 2 2 Clarify Vocabulary department at my new do it, but she immediately called out to the teacher. “Ms. Ascadam,” she What are some high school had an said, “when you model clothes at a fashion show, isn’t this how you have meanings for the Interpret the Map Use the scale to calculate how far Farah word model? What international club. Kids and her mother traveled to their new home. to walk? Isn’t this how models walk on a runway?” context clues help you understand from other countries Then she began to walk the way she thought a model should walk— what the word means here? met every Wednesday with long strides, placing one foot in front of the other in a straight after school to play line that made her back end swing from side to side. “Is this the way games, talk, and have you should walk?” she said. “If someone can’t walk like this, should she 1 1 Clarify Vocabulary fun. Ms. Ascadam, the teacher who sponsored this group, decided that What does be in the fashion show? She would just spoil the whole thing, wouldn’t sponsored mean? the international kids should throw a party at the end of the year and What clues in the she?” And she kept walking back and forth, swinging from side to side. present a show. She told us each to bring food from our country to sentences before It made me so angry, because I knew that she was really saying, Farah and after the word the party, and she encouraged us to think about participating in the can help you figure can’t do this. She has a problem with her legs. She shouldn’t be in the fashion it out? 3 Viewpoint Text-dependent questions show as well. show. She didn’t say my name, but she was talking about me and only How is the author The first part of the show would be a dance performance by the kids me, and everyone knew it. feeling? What images help you from Mexico. The next part would be a fashion show. Kids from any That girl broke my heart. I felt as if somebody had punched me or understand her 3 feelings? country could be in the fashion show, and they would model clothes slapped me. I felt as if someone had gotten into my throat and started from their own culture, but no one had to do it. pushing me and pressing me and choking me. I could not stay in that room. I turned and fled, my eyes stinging with tears. At home I Monitor Comprehension Frequent comprehension checks In Other Words Historical Background In Other Words Summarize How does Ahmedi feel about being a model in the fashion show? a land mine accident an explosion Afghanistan has been at war for more than torn and confused mixed up, upset caused by a bomb buried in the ground forty years. In 2001, the U.S. and other Afghan outfits sets of clothes from Afghanistan suburb of town outside of countries invaded the country to force the runway stage ESL department English classes for Taliban, the ruling group, to leave. fled ran away students who spoke other languages 82 Unit 1 Choices The Fashion Show 83 fashion show display of special clothes
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National Geographic learning | 888-915-3276 | NGL.Cengage.com 5 Conduct Close Reading Apply reading skills and strategies with complex texts.
CLOSE READIng Ensure students are exposed 5 to authentic Mae walked around the counter and stood in the door. The man was literature and dressed in gray wool trousers and a blue shirt, dark blue with sweat on the informational back and under the arms. The boys in overalls and nothing else, ragged patched overalls. Their hair was light, and it stood up evenly all over their from 1938, John Vachon. Photographic negative, texts written heads, for it had been roached. Their faces were streaked with dust. They 6 went directly to the mud puddle under the hose and dug their toes into the at grade-level 7 complexity. THE mud.
Farm wife waiting in the car while her husband attends the auction, Oskaloosa, Kansas, Library of Congress The man asked, “Can we git some water, ma’am?” A look of annoyance crossed Mae’s face. “Sure, go ahead.” She said softly over her shoulder, “I’ll keep my eye on the hose.” She watched while the man GRAPES 8 The man…stood slowly unscrewed the radiator cap and ran the hose in. with a curious 9 of WRATH A woman in the car, a flaxen-haired humility in front woman, said, “See if you can’t git it here.” By John Steinbeck The man turned off the hose and of the screen.
Critical Viewing: screwed on the cap again. The little boys Mood What is took the hose from him and they upended the mood, or 1 “…the road is full a them families goin’ west. feeling, of this it and drank thirstily. The man took off his photograph? How dark, stained hat and stood with a curious did the photographer 10 humility in front of the screen. “Could you see your way to sell us a loaf of achieve the mood? 2 11 Never seen so many. Gets worse all a time. Wonder where the hell they all bread, ma’am?” come from?” Mae said, “This ain’t a grocery store. We got bread to make san’widges.” 12 Short, high-quality, “Wonder where they all go to,” said Mae. “Come here for gas sometimes, “I know, ma’am.” His humility was insistent. “We need bread and there 3 13 authentic texts but they don’t hardly never buy nothin’ else. People says they steal. We ain’t ain’t nothin’ for quite a piece, they say.” 14 that merit reading gotnothin’layin’ around. They never stole nothin’ from us.” “ ’F we sell bread we gonna run out.” Mae’s tone was faltering. 4 15 and rereading Big Bill, munching his pie, looked up the road through the screened “We’re hungry,” the man said. window. “Better tie your stuff down. I think you got some of ’em comin’ now.” “Whyn’t you buy a san’widge? We got nice san’widges, hamburgs.” 16 A 1926 Nash sedan pulled wearily off the highway. The back seat was “We’d sure admire to do that, ma’am. But we can’t. We got to make a piled nearly to the ceiling with sacks, with pots and pans, and on the very dime do all of us.” And he said embarrassedly, “We ain’t got but a little.” 17 top, right up against the ceiling, two boys rode. On the top of the car, a Mae said, “You can’t get no loaf a bread for a dime. We only got fifteen- 18 mattress and a folded tent; tent poles tied along the running board. The car cent loafs.” pulled up to the gas pumps. A dark-haired, hatchet-faced man got slowly out. From behind her Al growled, “God Almighty, Mae, give ’em bread.” And the two boys slid down from the load and hit the ground. “We’ll run out ’fore the bread truck comes.”
In Other Words Historical Background In Other Words
athemfamiliesgoin’ of those families going In the early 1930s, a drought hit the midwestern roached brushed to stand upright ain’t nothin’ for quite a piece isn’t anything Student Editionain’tgotnothin’layin’ don’t have anything U.S. and farmers in the area lost all their crops. git get for quite a while lying This area became known as the DustBowl because humility modesty, lack of pride faltering uncertain, hesitating sedan medium-sized car of the wind storms that swept dust over everything. Could you see your way to Would you Whyn’t Why don’t Many families packed what little they had left and san’widges admire like 90 Unit 1 Choices sandwiches The Grapes of Wrath 91 drove west to work in the fields of California. insistent demanding, persistent ain’t got but only have
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Equipping students with strategies to become successful readers.
Paragraph numbers to support students in citing text evidence
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Mae walked around the counter and stood in the door. The man was dressed in gray wool trousers and a blue shirt, dark blue with sweat on the back and under the arms. The boys in overalls and nothing else, ragged patched overalls. Their hair was light, and it stood up evenly all over their heads, for it had been roached. Their faces were streaked with dust. They 6 went directly to the mud puddle under the hose and dug their toes into the 7 mud. The man asked, “Can we git some water, ma’am?” A look of annoyance crossed Mae’s face. “Sure, go ahead.” She said softly over her shoulder, “I’ll keep my eye on the hose.” She watched while the man 8 The man…stood slowly unscrewed the radiator cap and ran the hose in. with a curious 9 A woman in the car, a flaxen-haired humility in front woman, said, “See if you can’t git it here.” The man turned off the hose and of the screen. screwed on the cap again. The little boys took the hose from him and they upended Interactive versions of texts it and drank thirstily. The man took off his support note-taking dark, stained hat and stood with a curious 10 humility in front of the screen. “Could you see your way to sell us a loaf of 11 bread, ma’am?” CLOSE READIng Read for Understanding
1. Genre What kind of Mae said, “This ain’t a grocery store. We got bread to make san’widges.” text is this passage? How 12 do you know? the characters and “I know, ma’am.” His humility was insistent. “We need bread and there dialogue are invented. 13 The title indicates that it ain’t nothin’ for quite a piece, they say.” is a novel excerpt, or part of a longer book. 14 from 1938, John Vachon. Photographic negative,
“ ’F we sell bread we gonna run out.” Mae’s tone was faltering. 2. Topic Write a topic 15 sentence to tell what the THE Library of Congress text is mostly about. Farm wife waiting in the car while her husband attends the auction, Oskaloosa, Kansas, “We’re hungry,” the man said. roadside diner and how GRAPES she treats a poor family “Whyn’t you buy a san’widge? We got nice san’widges, hamburgs.” who stops there for gas. of WRATH 16 By John Steinbeck “We’d sure admire to do that, ma’am. But we can’t. We got to make a Reread and CriticalSummarize Viewing: Mood What is 1 3. Word Choicethe mood,In each or “…the road is full a them families goin’ west. feeling, of this section, circlephotograph? three words How ain’t got but or phrases thatdid expressthe photographer the dime do all of us.” And he said embarrassedly, “We a little.” big ideas in thatachieve section. the mood? 2 17 Note next to each word or Never seen so many. Gets worse all a time. Wonder where the hell they all phrase why you chose it. come from?” Mae said, “You can’t get no loaf a bread for a dime. We only got fifteen- • Section 1: paragraphs 1–18 “Wonder where they all go to,” said Mae. “Come here for gas sometimes, 3 18 • Section 2: paragraphs 19–42 but they don’t hardly never buy nothin’ else. People says they steal. We ain’t gotnothin’layin’ around. They never stole nothin’ from us.” 4 4. Summary Use your Big Bill, munching his pie, looked up the road through the screened cent loafs.” topic sentence and notes from item 3 to write a window. “Better tie your stuff down. I think you got some of ’em comin’ now.” summary of the selection. A 1926 Nash sedan pulled wearily off the highway. The back seat was Possible response: piled nearly to the ceiling with sacks, with pots and pans, and on the very From behind her Al growled, “God Almighty, Mae, give ’em bread.” top, right up against the ceiling, two boys rode. On the top of the car, a When a poor family mattress and a folded tent; tent poles tied along the running board. The car stops at the diner where pulled up to the gas pumps. A dark-haired, hatchet-faced man got slowly out. “We’ll run out ’fore the bread truck comes.” And the two boys slid down from the load and hit the ground. Mae works, she is tough In Other Words Historical Background at first but shows them
kindness in the end. athemfamiliesgoin’ of those families going In the early 1930s, a drought hit the midwestern In Other Words ain’tgotnothin’layin’ don’t have anything U.S. and farmers in the area lost all their crops. lying This area became known as the DustBowl because sedan medium-sized car of the wind storms that swept dust over everything. 48 Unit 1: Choices Many families packed what little they had left and drove west to work in the fields of California. 048-053_IPB43423_B_R_U1.indd 48 Interactive Practice Book3/8/13 2:38:45 PM roached brushed to stand upright ain’t nothin’ for quite a piece isn’t anything git get for quite a while humility modesty, lack of pride faltering uncertain, hesitating Could you see your way to Would you Whyn’t Why don’t san’widges admire like sandwiches The Grapes of Wrath 91 insistent demanding, persistent ain’t got but only have
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090-093_SE39587_B_CR_U1.indd 91 3/8/13 8:19:15 AM j The Necklace REFLECT AND ASSESS j The Fashion Show
&2 What Influences a Person’s Choices?
Reading Vocabulary Integrate GreatCritical Reading Thinking Key Vocabulary Review &2 1. Interpret What is Maupassant saying about Oral Review Work with a partner. Use these words and Great Writingthe influence of society in “The Necklace”? to complete the paragraph. Would Ahmedi agree with this message? Why Connect reading and writing with multiple short writing opportunities humiliating luxuries symbols or why not? and in-depth writing projects. imitations perceive value 2. Compare The necklace in “The Necklace” and inspire poverty high-heeled shoes in “The FashionSupport Show” writing are j The Necklace with text evidence. REFLECT AND ASSESS j The Fashionboth Show symbols . What is similar about the themes that the symbols represent? How are they Some people think that money can buy &2 What Influences a Person’s Choices? different? Explain. happiness. They want (1) that they don’t really Reading 3.Vocabulary Analyze How do Ahmedi’s and Madame Loisel’s need, like big homes and cars. They think it’s Critical Thinking Key Vocabulary Review (2) and embarrassing to wear inexpensive &2 1. Interpret What is Maupassant saying about Oral Reviewcharacters Work with a partner.affect Use thesetheir words decisions? the influence of society in “The Necklace”? to complete the paragraph. clothes. Some may even buy (3) of other things Would Ahmedi agree with this message? Why 4.humiliating Speculate luxuries How symbols would the theme of the memoir or why not? (4) imitations perceive value because they are that represent happiness 2. Compare The necklace in “The Necklace” and inspirebe different poverty if it took place in France in the high-heeled shoes in “The Fashion Show” are and wealth. But those things don’t always make both symbols . What is similar about the themes 1800s? (5) that the symbols represent? How are they Some people think that money can buy them happy. Sometimes, people who live in different? Explain. &2 5. happiness.Evaluate They want Each(1) that theyof don’t the really selections in this unit without enough money can be happier than rich 3. Analyze How do Ahmedi’s and Madame Loisel’s need, like big homes and cars. They think it’s characters affect their decisions? (2)deals and embarrassing with theto wear inexpensivethings that influence us: our (6) clothes. Some may even buy (3) of other things people. It’s because they things that are 4. Speculate How would the theme of the memoir because they are (4) that represent happiness be different if it took place in France in the circumstances, our friends and families, and our and wealth. But those things don’t always make really important, like family and friends. They look 1800s? themcommunities. happy. Sometimes, people Which who live in (5)reason is the most positive? at what they have and (7) it as precious. These &2 5. Evaluate Each of the selections in this unit without enough money can be happier than rich deals with the things that influence us: our people.Use It’s becausetext theyexamples (6) things that to are support your ideas. people (8) me to be more like them. circumstances, our friends and families, and our really important, like family and friends. They look communities. Which reason is the most positive? at what they have and (7) it as precious. These Use text examples to support your ideas. people (8) me to be more like them. Writing Writing Application Write a paragraph about Writing Writing Application Write a paragraph about someone who inspired you. Use at least three someone who inspired you. Use at least three Write About Literature Key Vocabulary words. Response Log Write about a time when a choice Write About Literature Key Vocabulary words. you made had surprising consequences. Compare Fluency your experience to Madame Loisel’s and Ahmedi’s. Response Log Write about a time when a choice Support your writing with examples from both texts. youRead made with Ease: had Intonation surprising consequences. Compare Assess your reading fluency with the passage in Fluency yourthe Reading experience Handbook, p. 753. to Then Madame complete the Loisel’s and Ahmedi’s. self-check below. Support1. My intonation your did/did writing not sound natural. with examples from both texts. Read with Ease: Intonation 2. My words correct per minute: . Assess your reading fluency with the passage in the Reading Handbook, p. 753. Then complete the
Reflect and Assess 87 self-check below.
from Edge Level B Student Edition 1. My intonation did/did not sound natural. 2. My words correct per minute: . 8
Reflect and Assess 87 Common Core
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Hampton-Brown Hampton-Brown EDGEReading, Writing & Language
EDGEReading, Writing & Language Reading, Writing & Language EDGEReading, Writing & Language EDGE
Develop writing traits with argumentative, expository, 3 Analyze a Professional Model As you read, look for the three main parts of the story. and narrative tasks.
The Bike
BY 'ARY 3OTO Interesting background introduces the choice. ) WAS SCARED OF RIDING ON 3ARAH 3TREET -OM SAID HUNGRY DOGS LIVED The choice is stated here. ON THAT STREET AND RED ANGER LIVED IN THEIR EYES 4HEIR THROATS WERE HARD WriteThe consequence a of Draft WITH EXTRA BONES FROM BITING KIDS ON BIKES SHE SAID disbelieving and disobeying Nowhis mother you areis the ready controlling to write. Use your Writing Plan as a guide while you write your "UT ) TOOK THE CORNER ANYWAY ) DIDN´T BELIEVE -OM /NCE SHE idea. Analyze the details that HAD SAID THAT POINTING AT RAINBOWS CAUSED FRECKLES AND AFTER A RAIN narrative.support and It’s elaborate OK to the make mistakes. You’ll have chances to improve your draft. controlling idea. HAD MOVED IN AND DRENCHED THE STREETS A RAINBOW WASHED OVER THE Just keep writing! JUNKYARD ) STOOD AT THE WINDOW LOOKING OUT AMAZED AND DEVIOUS WITH Descriptive details make the 1 THE DEVILISH HORNS OF MY BUTCH HAIRCUT STANDING UP scene Keep come alive,Your even Ideas if they Flowing aren't necessary to tell the ) PEDALED MY SQUEAKY BIKE AROUND THE CURVE ONTO 3ARAH 3TREET BUT story.Sometimes Would you writers include getthem “stuck.” They can’t figure out what to say or how to RETURNED IMMEDIATELY ) BRAKED AND LOOKED BACK AT WHERE ) HAD GONE insay a summary it. If you of havethe story? trouble Why getting your ideas on paper, try these techniques: or why not? -Y FACE WAS HOT MY HAIR SWEATY BUT NOTHING SCARY SEEMED TO HAPPEN • Talk It Over Tell someone what you want to say in your narrative. 4HERE AIN´T NO DOGS ) TOLD MYSELF ) BEGAN TO THINK THAT MAYBE THIS WAS Together, find the words to say it.
LIKE ONE OF THOSE FALSE RAINBOW WARNINGS The writer• Change tells what Your happened Plan If your plan is not helping, change it. Brainstorm, list, ) STOPPED WHEN ) SAW A KID MY AGE COME DOWN A PORCH (IS BIKE in the orderand that organize it happened. new details. WAS A TRICYCLE "IG BABY ) THOUGHT AND SAID ±9OU CAN RUN OVER MY LEG • Skip Over the Hard Part If you have trouble writing one part of your Technology Tip WITH YOUR TRIKE IF YOU WANT² ) LAID DOWN ON THE SIDEWALK AND THE KID paper, skip to a part that is easier to write. It will then be easier go back Make your text double- WITH FINGERS IN HIS MOUTH SAID ±/+² and finish it. or triple-spaced, or as your teacher directs. (Use the (E BACKED UP AND SLOWLY LIKE A TANK ADVANCED 7HEN THE TIRE • Do a Focused Freewrite Write continuously about your topic for about Paragraph feature from the The writer includes actual CLIMBED OVER MY ANKLE ) SAT UP QUICKLY MY EYES FLINGING TEARS LIKE A five minutes. During that time, do not stop writing. If you can’t think of Format menu to change dialogue. line spacing.) Print a copy SPRINKLER anything to say, then say that. Then, reread what you wrote. Underline of your draft to read later. 4HE BOY ASKED ±$ID IT HURT ² ideas that you might be able to use in your paper. Study the student The extra space between example below. lines will give you room to ±.O ² ) SAID ALMOST CRYING mark changes. ) GOT ON MY BICYCLE AND PEDALED MOSTLY WITH THE GOOD LEG 4HEN THE SUDDEN BARK OF A DOG SCARED ME AND MY PANTS LEG FED INTO THE CHAIN THE BIKE COMING TO AN IMMEDIATE STOP ) TUGGED AT THE I was not sure what choice to make. I couldn’t figure out what to CUFF GNASHED AND OIL BLACK UNTIL RIPPING SOUNDS MADE ME QUIT TRYING do. What to do. What to do. I can’t think of anything to say. Wait a minute. I remember. I remember. I felt as if I had information overload. ) FELL TO THE GROUND BIKE AND ALL AND LET THE TEARS LATHER MY FACE ) What happened as a result of THEN DRAGGED THE BIKE HOME WITH THE PANTS LEG IN THE CHAIN 4HERE the narrator'sIs therechoice? such a thing as too much information? There must be because WAS NOTHING TO DO EXCEPT LIE IN THE DIRT BECAUSE -OM SAW ME ROUND I had it. I felt as if I were drowning in facts about Boston and Miami. THE CORNER FROM 3ARAH 3TREET ) JUST LAY THERE WHEN SHE CAME OUT AND ) The more I knew, the harder it was to choose. DIDN´T BLAME THE DOG OR THAT STUPID RAINBOW
2 Create a Catchy Beginning Autobiographical Narrative 97 How will you hook your readers’ attention? What is an interesting detail that you can start out with? Sometimes coming up with a great beginning can help the from Edge Level B Student Edition rest of the writing flow. Here’s an example: OK Better
My mom and I went to My mom and I were eating dinner. My mom told me that Italian food at our favorite she got a promotion at work. place, Tedesco’s, when she We had to move. told me the big news.
100 Unit 1 Writing Project
from095-109_SE39587_B_W_U1.indd Edge Level B100 Student Edition 1/17/13 4:08:04 PM
National Geographic learning | 888-915-3276 | NGL.Cengage.com 9 Go Digital with an Edge National Geographic Learning’s myNGconnect.com is a complete digital resource that will engage all students. It compliments your instruction and enhances the student learning experience. myNGconnect.com for Teachers »» eAssessment and Progress Reports »» Teacher’s eEdition »» Transparencies »» PDFs of teaching and learning resources »» Family Newsletters in multiple languages »» Online Lesson Planner »» Online Professional Development
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The Digital Path EDGEReading, Writing & Language Motivate and engage students with eBooks for mobile devices
10 Common Core
Common Core Hampton-Brown
Hampton-Brown Common Core
Common Core
Hampton-Brown Hampton-Brown EDGEReading, Writing & Language
EDGEReading, Writing & Language Reading, Writing & Language EDGEReading, Writing & Language EDGE
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CD 1 of 9 Selection Readings UNIT 1, Clusters 1–3 Level A Track Track 1 The Experiment Part 1 7 Building Bridges Part 3 2 The Experiment Part 2 8 The Right Words 3 The Experiment Part 3 9 The Open Window Part 1 »» Selection Recordings, 4 Superstitions 10 The Open Window Part 2 5 Building Bridges Part 1 11 The Open Window Part 3 6 Building Bridges Part 2 12 One in a Million
© 2 89 01 8 4 60 Na 7- tio 85 n -12 al G 78 eo N 9 gra ISB Fluency Models and . phic , Inc Learn rning ing, a part of Cengage Lea Close Readings
the Declaration of Independence, 1776
. . . We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, —That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to 1 1 them shall seem most likely to effect their Safety and Happiness. . . . —Such has Argument What reasons do been the patient sufferance of these Colonies; and such is now the necessity the authors give to support their which constrains them to alter their former Systems of Government. claim for changing the current The history of the present King of Great Britain is a history of repeated government? What specific word injuries and usurpations, all having in direct object the establishment of an choices help the authors support absolute Tyranny over these States. To prove this, let Facts be submitted to a their claim? candid world. . . .
—He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. . . .
—He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws . . .
—For cutting off our Trade with all parts of the world . . .
—For depriving us in many cases, of the benefits of Trial by2 Jury . . . 2 Form Generalizations —For taking away our Charters, abolishing our most valuable Laws, and What generalization can you make altering fundamentally the Forms of our Governments . . . about the King of Great Britain, We, therefore . . . solemnly publish and declare, That these United Colonies based on evidence eBooks from the text? Comprehension Coach are, and of Right ought to be Free and Independent States . . .
PoweredIn Other Wordsby Vital SourceHistorical BackgroundBookshelf®, eBooks give Allowing students to record and hear
endowed given The authors used a writing style typical studentsunalienable fully guaranteed integratedof the 1700s, whichonline, included capitalizing downloadable, themselves practice reading, Comprehension consent of agreement by important nouns. The Declaration abolish end contained the first formal statement by a usurpations takeovers whole people of their right to a government 624 Unit 6 Rights and Responsibilities and mobilean absolute Tyranny accesscomplete power to oftheir their choosing. programs. With Coach features built-in voice recognition and eBooks,622-626_SE39594_C_R_U6.indd students 624 can view on mobile devices,3/25/13 6:06:59 PM automatic WCPM scoring. access audio, search for keywords and phrases, highlight texts, and make notes.
National Geographic learning | 888-915-3276 | NGL.Cengage.com 11 Assess Progress Quickly Frequent and varied assessments provide multiple measures of learning outcomes.
Assess & Place • Assess foundational reading skills. • Determine reading level (Lexile®). • Place into the appropriate program level.
Common Core Common Core Common Core Common Core
Hampton-Brown Hampton-Brown Hampton-Brown Hampton-Brown
EDGEReading, Writing & Language EDGEReading, Writing & Language EDGEReading, Writing & Language EDGEReading, Writing & Language
Instruct Develop language and provide explicit and systematic instruction in: • Vocabulary • Listening and Speaking • Comprehension and Critical Thinking • Reading Strategies • Grammar and Sentence Structure • Writing • Literary Analysis • Foundational Reading Skills
Assess to Monitor Progress Reteach • Cluster Tests provide timely information as you deliver instruction. Use reteaching prescriptions • Unit Tests measure skills mastery and monitor progress. for tested skills.
Show Success Use these measures to move students to the next program level or to exit them from the program: • Summative Assessments demonstrate achievement with Level Tests aligned with the Common Core State Standards. • Reading Lexile® Gains Test shows increase in reading level. • Reading Fluency Measures show increase in words read correct per minute.
12 Common Core
Common Core Hampton-Brown
Hampton-Brown Common Core
Common Core
Hampton-Brown Hampton-Brown EDGEReading, Writing & Language
EDGEReading, Writing & Language Reading, Writing & Language EDGEReading, Writing & Language EDGE
eAssessment: Digital Option »» Online tests »» Reports »» Individualized reteaching prescriptions Format
Assessment Test Type Print eAssessment Purpose Reading Placement and Gains Test Places students into the appropriate level of the program by reading level. Three parallel forms report Lexile® text measures. Foundational skills are measured to ✓ ✓ Placement determine placement and identify targeted intervention needs. & Gains Language Placement and Gains Test Places students into the appropriate level of the program by language proficiency level. Three parallel forms report out Beginning, Intermediate, or Advanced ✓ ✓ proficiency level. Cluster Tests These weekly tests allow you to provide immediate feedback and reteaching of the week’s instruction in reading, literary analysis, vocabulary, and comprehension & ✓ ✓ critical thinking. Each test includes a Reader Reflection form for input from students Progress on their own progress. Monitoring Oral Reading Fluency Measures students’ progress toward their words correct per minute goal (wcpm) ✓ and includes self-evaluation for prosody skills including intonation, expression, and Comprehension phrasing. Coach Language Acquisition Rubrics Assess the movement of English learners through the stages of language ✓ Performance acquisition. Assessment Unit Project Rubrics Holistic assessment of students’ performance on the unit project, ✓ including key unit skills. Unit Reading and Literary Analysis Tests Constructed-response and selected-response items measure students’ performance in the targeted unit skills: vocabulary strategies, key vocabulary, reading strategies, ✓ ✓ Summative & literary analysis, and comprehension & critical thinking. Metacognitive Assessments Unit Grammar and Writing Tests Constructed-response and selected-response items measure students’ performance in the targeted unit skills: grammar, traits of good writing, revising and editing for ✓ ✓ written conventions, and written composition. Reteaching Prescriptions Reteaching Include suggestions for re-presenting the skill (from Cluster and Unit Tests), guided ✓ practice, and application.
Affective Surveys, Reflection Forms, Self- and Peer-Assessments Measures Help students make personal connections and get committed to their own learning ✓ through reflection and metacognition.
National Geographic learning | 888-915-3276 | NGL.Cengage.com 13 Focus on the Text Meet the Common Core with coordinated lessons that put texts at the center of instruction.
Essential Questions promote Step-by-step lessons provide argumentation Clear objectives systematic, explicit instruction
T040_TE39686_B_R_U1.pdf March 29, 2013 13:00:09 T041_TE39686_B_R_U1.pdf March 29, 2013 13:00:12
j Thank You, M’am Lesson 11 Before reading reading strategies Lesson 12 PrePare to read j Juvenile Justice from Both Sides of the Bench Plan and Monitor PREPARE TO READ • Determine Importance Before reading • Make Inferences Analyze Characterizationshort story by Langston Hughes • A s k Questions A What Influences a Person’s Choices? Thank You, M’am • Make Connections EQ Find out how circumstances affect choices. When you read a good story, you feel as if you know the characters. That’s • S y n t h e s i z e OBjECtIVES because authors use characterization to reveal, or show, what a character is like. • Visualize Objectives Vocabulary Reading Strategy • Key Vocabulary Make a Connection Look Into the Text • Plan and Monitor: Clarify Ideas • Strategy: Use Cognates; Relate Words AnticipAtion Guide Agree or (reread, read on) Anticipation Guide Think about how Disagree Reading Strategy 1. Criminals choose to break the law, so they Hughes Literary Analysis circumstances, such as education, describes D • Activate Prior Knowledge deserve their punishment. • Analyze Characterization B opportunities, and events, can affect a the woman’s 2. It is OK for hungry people to steal what they need. physical traits. ELL Language & Grammar Lab person’s choice to break the law. Then She was a large woman with a large purse that had everything in it 3. Everyone deserves a second chance. Notice the way tell whether you agree or disagree with he structures Language Function Transparency B but a hammer and nails. It had a long strap, and she carried it slung these statements. his descriptive across her shoulder. It was about eleven o’clock at night, dark, and she Express Ideas and Opinions sentences. TEACH STRATEGIES was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the sudden single tug the boy gave it D Analyze characterization Learn Key Vocabulary How does from behind. But the boy’s weight and the weight of the purse combined Look into the text Read the intro- Study the Words Pronounce each word and learn its meaning. You may also want Hughes uses Hughes show ENGAGE & CONNECT actions to caused him to lose his balance. Instead of taking off full blast as he had the impact of to look up the definitions in the Glossary. duction to define characterization. show what she hoped, the boy fell on his back on the sidewalk, and his legs flew up. her action on Then use the callouts on p. 41 to A Essential Question • Academic Vocabulary is like. the boy? The large woman simply turned around and kicked him right square in locate examples. Help students Focus on Circumstances Ask: Why Key Words Examples his blue-jeaned sitter. Then she reached down, picked the boy up by his recognize not only what the text might a person commit a crime? • circumstances (sur-kum-stans-uz) Circumstances describe the situation a person is in. There are many shirt front, and shook him until his teeth rattled. noun j pages 54, 58 circumstances that cause people to make bad choices. Focus Strategy Plan and Monitor reveals about the characters but also Possible responses: When you monitor your reading, you check with yourself to see if you understand. how Hughes structures his writing. • commit (ku-mit) A person who commits a crime is the one who carries T044_TE39686_B_R_U1.pdf March 29, 2013 13:00:17 • wants or needs something verb j pages 44, 53 it out, or does it. She committed the crime of robbery. Look into the text above and find something that isn’t clear to you. Then, as you • doesn’t understand the consequences read the story, use these strategies to better understand, or clarify ideas. To help students use the clues to un- • consequence (kon-su-kwens) A consequence is something that happens as a result of derstand characters, ask: The woman noun j pages 44, 51, 54 another action. If you lie to a friend, you may have to face B Make a Connection a consequence, like losing your friendship. is large and kicks the boy. What do Set a Purpose focus strategy these clues show about her? Have students complete the Antici- • contact (kon-takt) When you are in contact with people or things, you connect with them in some way.Lesson 12, continued How to CLarIfy Ideas pation Guide and then share answers C noun j page 46 I am still in contact with my friends from first grade. a Find out the consequences for a young person Possible response: 1. Reread If you are confused,who go back makes to see theif you choice missed somethingto commit important. a crime. with a partner to compare their empathy (em-pu-the¯) When you have empathy for people, you feel like you understand their problems, Read • She is a tough character. noun j pages 51, 53, 59 feelings, or behavior. I felt empathy for the lonely boy, and could feel his sadness. NOT CLEAR TO YOU: I’m not sure why other people didn’t stop to help the woman. attitudes about crime. Ask: Why did the boy’s teeth rattle? SL.9-10.1 juvenile (joo-vu-n¯l)l A juvenile is a young person. [noun] Something juvenile is for young REREAD: E adjective; noun j pages 53, 58, 59 people. [adjective] The juvenile court is for people younger than Possible responses: eighteen. TEACH VOCABULARY objectives 2. Read On Keep reading. The Sauthor may give more information later. • The woman shook him too hard. maturity (mu-choor-u-te¯) When people reach maturity, they are fully developed and have all the VocabularyP 16 0 It was about eleven o’clock at night, dark, and she was walking alone. YOU THINK: The boy must havehe gotten was a hurtlarge when woman he fell withon his a back.large purse that had everything in • He was afraid. C Learn Key Vocabulary noun j pages 54, 59 abilities of an adult. The girl’s serious and responsible actions showed maturity. • Key Vocabulary RL.9-10.3 READ ON: A few sentences later it you’llbut a comehammer to this: and nails. It had a long strap, and she carried it Study the Words Review the four salvage (sal-vuj) To salvage is to save someone or something from destruction. I salvaged my Reading Fluency Reading Transparency 2 verb j page 54 friendship by telling my friend I was sorry. • Phrasing slung across her shoulder. It was about eleven o’clock at night, dark, steps of the Make Words Your Own B Use the transparency Reinforce Reading Strategies and she was walking alone, when a boy ran up behind her and tried to routine (see the Vocabulary tab): the features of characterization by Practice the Words Work with a partner to write four sentences. Use at least two • Plan and Monitor: Set a Purpose; Clarify snatch her purse. The strap broke with the sudden single tug the boy 1. Pronounce Ideas introducing the ways authors show Say a word and have of the Key Vocabulary words in each sentence. YOU“If THINK: I turn youThe loose,boy must will begave you OK run?”itif hefrom can asked behind. run theaway. woman.But the boy’s weight and th e weight of the purse students repeat it. Write the Comprehension & Critical Thinking what a character is like. Then read Example: Do you feel empathy for a person who commits a crime? “Yes’m,” said the boy. combined caused him to lose his balance. Instead of taking off full word in syllables and pronounce • Use Text Evidence aloud the dialogue. Ask: What do the blast as he had hoped, the boy fell on his back on the sidewalk and his it, one syllable at a time: ma-tu-ri- Literary Analysis 1 1 Characterizationwoman’s words show about her? 40 Unit 1 Choices • Analyze Characterization legs flew up. The large woman simply turned aroundThank and You, kicked M’am 41him ty. Ask what looks familiar in the WhatPossible does this response: • Analyze Style: Author’s Language and right square in his blue-jeaned sitter. Then she reached down, picked paragraph tell word, and point out other forms Word Choice you• about She theis bossytwo and strong. Reading Transparency 2 the boy up by his shirt front, and shook him until his teeth rattled. main characters? of the word, such as mature. Viewing 3. Encourage Elaboration Provide After that, the woman said, “Pick up my pocketbook, boy, and give Reading E Focus strategy: Plan and • Respond to and Interpret Visuals CharaCterization 000 ELL Use cognates to help students with a sentence frame Analyze Characterization 2 How does an author create characters? it here.” Monitor Spanish speakers with the to complete: I showed maturity Introduce Authors use several techniques to showShe what still a held him tightly. But she bent down enough to permit him character is like. They: clarify ideas Read the introduction words (see the Vocabulary tab). when I . • tell the character’s physical traits. to stoop and pick up her purse. Then she said, “Now ain’t you ashamed with students to define the strategy. TEACH & PRACTICE • describe the character’s actions. 2. Study Examples Read the 4. Practice the Words Have stu- of yourself?” Work through the How To box to • show how other charactersC react. 2 2 Clarify Ideas example in the chart. Provide more dents write sentences using two a chunking the text • show what a character says or thinks. Firmly gripped by his shirt front, the boy said, “Yes’m.” Aremodel you surprised rereading and reading on. by the boy’s examples: Do you show maturity Key Words in each. set a Purpose Remind studentsThe exactof words a character speaks are called Thedialogue woman. said, “What did you want to do it for?” Quotation marks show where the exact words begin and end. answer?Have Ifstudents so, try the strategies with when you take care of a younger try reading on to their responses in the Anticipation The boy said, “I didn’t aim to.” something else that is not clear to sibling, or when you forget to Edge Interactive After that, the woman said, “Pick up my pocketbook, boy, clarify what the Guide. Ask: What might you hopeand give it here.” She said, “You a lie!” boythem means. in Look Into the Text. return library books? Practice Book, p. 20–21 to gain from reading a story about“If I aturn you loose, will you run?” asked theBy woman. that time two or three people passed, stopped, turned to look, and RL.9-10.2 RI.9-10.4; L.9-10.6 young person who commits a crime?“Yes’m,” said the boy. “Then I won’t turn you loose,” said thesome woman. Shestood did not watching. edge interactive release him. Possible responses: “Lady, I’m sorry,” whispered the boy. “If I turn you loose, will you run?” asked the woman. Practice book, pp. 22–23
• You might get to learn about the The woman said, “You ought to be my son.“Yes’m,” I would teach saidyou the boy. consequences of choosing crime.right from wrong. Least I can do right now is to wash your face. Are you hungry?” “Then I won’t turn you loose,” said the woman. She did not release him. • The story might have suspense. OngOIng ASSESSMEnt “Lady, I’m sorry,” whispered the boy. Have students complete an oral OngOing AssessMent Read sentence for each word. For example: Have students read pp. 44–47. Have students explain how they would When you call your parents, you get in Support and monitor their compre- use clues in the text to understand a Key Vocabulary In Other Words with them. hension using the reading support character. CCSS Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical provided. Use the Differentiated002_RTR43515_B_R_RT.indd 1 3/29/13 12:32:08 PM meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with Instruction below to meet students’ diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Literacy.L.9-10.6 Vocab consequence n., result of another Definitionsslung hanging Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college individual needs. CCSS Literacy.RL.9-10.2 Determine• action a theme or central idea of a text and analyze in detail itstaking development off full over blast the course running of the away text, including how it and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension RL.9-10.10 emerges and is shaped and refined by commit specific v.,details; to perform, do, provide an objectiveor carry summary of the text. Literacy. very fastRL.9-10.3 Analyze how complex characters (e.g., T40 Unit 1 Choices or expression. those with multiple or conflicting motivations) develop over the course of a text, interact with otherright characters, square and in advance his blue-jeaned the plot or develop sitter the on theme. Thank You, M’am T41 • out something, often a crime his rear end, or backside B Reading support 44 Unit 1 Choices permit him to stoop let him lean down 1 characterization Ask: What do the physical traits, actions, words, and T040_041_TE39686_B_R_U1.indd 40 3/29/13reactions 12:34:37 PM of othersT040_041_TE39686_B_R_U1.indd tell about the 41 3/29/13 12:34:24 PM Differentiated two characters? dIFFeReNTIaTed INSTRUCTION Possible responses: interactive Reading As you conduct the interactive reading session with students, adjust Instruction • The woman is strong and forceful. your teaching strategies to their needs. Specialized Ongoing • The boy might be small and afraid. RL.9-10.3 struggling Readers For example: You a lie! (You are a liar.) C strategies Assessment Reading support Picture the text Show visually how key Yes’m (Yes, Madam) 2 clarify ideas Ask students ideas in the story relate. For example, pause Discuss additional examples from the story whether they were surprised by the after each major choice that Roger makes and provide restatements. for English boy’s answer and why. Have students and complete a choice-and-consequence read a few more lines and then restate diagram. For example: challenge language the boy’s answer. Choice Consequence Lead the Discussion Have students lead the RL.9-10.3 steals a purse gets caught discussion during reading, posing additional questions for the group. Help leaders model learners positive discussion techniques, such as english Language Learners eLL encouraging each member’s participation. Rephrase Dialect Dialect is a version of a language with some differences in vocabulary, grammar, and pronunciation.
CCSS Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band T44 Unit 1 Choices independently and proficiently.
14 T044_TE39686_B_R_U1.indd 44 3/29/13 12:21:00 PM Common Core
Common Core Hampton-Brown
Hampton-Brown Common Core
Common Core
Hampton-Brown Hampton-Brown EDGEReading, Writing & Language
EDGEReading, Writing & Language Reading, Writing & Language EDGEReading, Writing & Language EDGE
T045_TE39686_B_R_U1.pdf March 29, 2013 13:00:20 Analysis of TEACH & PRACTICE author’s word D Reading Support 3 Language Explain that the choice and phrase is a creative way of saying “the “Um-hum! Your face is dirty. I got a great mind to wash your face for boy who was being dragged.” Have syntax you. Ain’t you got nobody home to tell you to wash your face?” students analyze the author’s use of “No’m,” said the boy. descriptive language and explain how “Then it will get washed this evening,” said the large woman, starting it impacts meaning. Ask: How does up the street, dragging the frightened boy behind her. the descriptive language help you He looked as if he were fourteen or fifteen, frail and willow-wild, understand what is happening? in tennis shoes and blue jeans. Possible response: Access digital The woman said, “You ought to be my son. I would teach you • The language describes the woman’s 3 3 Language resources for right from wrong. Least I can do right now is to wash your face. AreD Authors often use action toward the boy, and shows she you hungry?” familiar words in is in charge. new ways. Here RL.9-10.4 “No’m,” saidThe City thefrom Greenwich being-dragged Village, 1922, Johnboy. Sloan. Oil on “I canvas, just National want Gallery you of toArt, turnWashington, D.C. Hughes uses planning and “being-dragged E Analyze Visuals me loose.” boy” to describe Roger. How does About the Art John Sloan was a teaching this help you painter who used realism to depict picture what’s happening? poor urban neighborhoods. Interpret and Respond Ask: What about this painting looks “realistic” to you? E F Critical Viewing: Effect Scaffolding at Analyze Setting Ask students to study the places shown in the point-of-use painting. ELL Build Background Some students may be unfamiliar with Online Lesson Planner characteristics of an urban setting. Explain: Critical Viewing: Effect Here is how one artist portrayed a New York City scene. What mood, F or feeling, does the artist create? • the elevated train myNGconnect.com • the water tower • the density and height of the Key Vocabulary In Other Words buildings • the skyline in the backgroundT057_TE39686_B_R_U1.pdf March 29, 2013 13:00:53
Vocab Definitionsgot a great mind have a plan or desire Ask: What is the setting of the frail and willow-wild weak and small, with skinny arms and legs painting like? right from wrong that stealing is wrong Thank You, M’am 45 Possible response: • Some places are dark, in shadows, TEACH & PRACTICE while others in the background are in bright lights. D Reading Support 9 Clarify Ideas Review the para- Ask: What mood or feeling does the DAILY ROUTINES graph to get its meaning well in mind. Kurt Kumliartist create? ELL Substitution Have students Vocabulary Fluency: Phrasing The supervisingPossible deputy responses: district CD 11 read the paragraph aloud, substitut- See the Vocabulary and Fluency Routines tab This cluster’s fluency practice uses attorney for • the The Juvenile mood Division seems of gloomy. for more information. a passage from “Thank You, M’am” to the Santa Clara• There County is Districta feeling of loneliness. ing the glossary explanations for Attorney’s Office, he has practiced bold terms. Word Wall Display the words to provide help students practice appropriate phrasing. a visual scaffold. Create word maps or Use Reading Handbook T749 and the exclusively in juvenile court. Fluency Model CD to teach or review Have students paraphrase what choose a graphic organizer from page PD33. Q. the elements of fluent phrasing, and then Mr. Kumli means. Respond to Questions Compose yes/no use the daily fluency practice activities to Possible response: questions using the words. For example: develop students’A. oral reading proficiency. Why should we treat a 14-year-old offender differently • The system doesn’t have enough Do circumstances affect a person’s maturity? RL.9-10.10 resources to help every juvenile of- than a 24-year-old offender? Word Sorts Place words into categories. fender, so choices have to be made If we could take every kid and surround the kid with full-time staffs For example: D about who deserves them. of psychologists and drug and alcohol counselors, then perhaps no • Parts of speech RI.9-10.2 • Related meanings kid should be in adult court. But the fact is, there are only a limited E Reading Support L.9-10.6 number of resources in the juvenile justice system. . . . You have to 10 9 9 Clarify Ideas Language Review the meanings make the hard call, sometimes, as to whether or not the high-end What does Mr. of logical fallacy and rhetorical fallacy Kumli mean here? Q. offenders really are the just recipients of the [limited] resources that Put the meaning in (from page 53). Explain Mr. Kumli’s A. the juvenile justice system has available to it. your own words. logic about spending money on kids sooner rather than later. Ask: Is this CCSS Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumula- tive impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of timeWhat and place; does how it it sets take a formal to or informal rehabilitate tone). Literacy.L.9-10.6 young offenders? logical? Acquire and use accurately general academic and domain-specific words and phrases, sufficient for Whatreading, workswriting, speaking, is different and listening for at theevery college kid, and careerbut readinessthe one rule that I think level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Thank You, M’am T45 E Possible response: is applicable, after years of seeing this, is “the sooner, the better.” • Yes, it’s logical because it would give We need to reach these kids with alternatives, with opportunities, 10 Language Are Mr. Kumli’s kids something to turn to besides before they start to feel [like nobody cares]. If we took half of the logic and rhetoric crime. T045_TE39686_B_R_U1.indd 45 money that we spend on incarceration and put it in front-end 3/29/13 sound?12:20:46 Do PM you find RI.9-10.8 10 any fallacies? programs to give these kids alternatives, then we wouldn’t have as Monitor Comprehension many back-end kids that we needed to incarcerate. And I think that Explain Point out the parallel word Teacher-friendly is the immediate answer. structure in the phrase “the sooner, the better.” Have students explain the meaning using different words. instructional Monitor Comprehension In Other Words Explain Possible response: Tell what Kurt Kumli • Kurt Kumli is saying that if young routines means by “the sooner, the better.” people get help early in life, they resources staff people and services front-end programs programs that help have a greater chance of being the hard call a difficult decision kids before they get into trouble successful. just recipients of people who should receive back-end kids kids who have already RI.9-10.4 rehabilitate help, fix the problems of committed crimes alternatives other choices Juvenile Justice 57 incarceration keeping people in jail Short Resources for foundational research CONTENT AREA CONNECTIONS reading skills Research Juvenile Justice Systems Explore the Brain projects Conduct Research Have students research juvenile Share Facts Tell students the following: justice in other countries and use the information to • The frontal lobe of the brain, which handles all goal- HEALTH & answer the following questions: SOCIOLOGY directed or voluntary behavior, develops throughout BIOLOGY • Is juvenile crime a big problem? adolescence, up to age 20. • What rules are there for young people or “minors”? • A male’s level of testosterone, a hormone associated with • At what age can a young person be tried as an adult? aggression, is ten times higher in adolescence than in childhood. • How are the sentences or punishments different for children Discuss How does biology influence a young person’s choices? and adults? Have students select what they think is the correct answer: • What programs or resources are available to help or rehabilitate 1. Adolescence is typically the healthiest/unhealthiest period in a young offenders? person’s life span. Share and Compare Students can share their findings with the 2. Death rates increase/decrease dramatically from childhood to class to compare juvenile justice across countries. adolescence. W.9-10.7 Research and Confirm Then have students conduct research on adolescence to discover whether they were right. W.9-10.7
CCSS Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Juvenile Justice T57
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