Are There Worlds Beyond Our Galaxy? Should We Find Out?

UNIT 2 A Starry Home

Are there worlds beyond our galaxy? Should we find out?

Discuss It Why are people curious about our galaxy and what lies beyond? Write your response before sharing your ideas. © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson

Earth Views SCAN FOR 116 MULTIMEDIA © Pearson Education, Inc., or its affiliates. All rights reserved. f Maggie Koerth-Baker You to Death! Bore Could to Mars Mission This Danger! ANCHOR TEXT: NE UNIT 2 UNIT Should valuable we spend resources space on exploration? PROMPT: Argument: EssayandOralPresentation W WRITING FOCUS: TASK PERFORMANCE

COMPARE Should we make ahome in space? ESSENTIAL QUESTION: rite anArgument (producer) McDonough Michael and Bradbury, Ray and Golden-Eyed They Dark PLAY RADIO MEDIA: Ray Bradbury and Golden-Eyed They Dark ANCHOR TEXT: SHORT STORY LEARNING W HOLE-CLASS HOLE-CLASS W W W ere, ere, ere, S ARTICLE PERFORMANCE-BASED ASSESSMENT PERFORMANCE-BASED MEDIA: VIDEO  Taylor Redd Nola Planets Alien Mars, on Humans See Exploration Could Space of Future NE Ellen Ochoa Center Space Johnson Director, Ochoa: Ellen Katherine Paterson Dog Last The SHORT STORY Keith Wagstaff Keith Curiosity After Exploration Space U.S. of Future the on Tyson deGrasse Neil INTERVIE Present anArgument SPEAKING ANDLISTENINGFOCUS: TASK PERFORMANCE Starship MEDIA CONNECTION: W UNIT INTRODUCTION S ARTICLE W LEARNING SMALL-GROUP

Leaving Main Street ARGUMENT MODEL LAUNCH TEXT PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED Mary Roach Mary from ESSAY PERSUASIVE Radford Benjamin News and Sightings UFO w Lewis S. C. Cradlesong Science-Fiction POETRY Laura Sanders Brains Astronauts’ Damage Could Trip to Mars SCIENCE ARTICLE Review EvidenceforanArgument eb ARTICLE Packing for Mars for Packing LEARNING INDEPENDENT

117 118 expression. important tocomprehensionor when consideringawordorphrase gather vocabularyknowledge domain-specific wordsandphrases; appropriate general academicand Acquire anduseaccurately grade Language  UNIT

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ratings later, when you on your reflect during growth this unit. Rate how well you meetgoals these right now. You will revisit your goals will help you succeed Assessment. on the Unit Performance-Based exploration by reading, writing, speaking, listening, and presenting. These Throughout this unit you will about space your deepen perspective Goals Unit GOALS LISTENING AND SPEAKING GOALLANGUAGE GOALS RESEARCH AND WRITING GOALSREADING

• • • • • • • SCALE NOT ATNOT ALL presentations. Integrate audio, visuals, in and text communicate. and the ideas of others, develop consensus, Collaborate with your team to build on use of verb tenses. Demonstrate command of the proper meaning. lengths to explore atopic and clarify Conduct research of various projects elements of an argument. you incorporate effectively the key Write an argumentative in essay which concept vocabulary. and academic yourExpand knowledge and use of claims. their support analyzing how authors state and by arguments written Evaluate WELL 1

NOT VERY NOT WELL 2

SOMEWHAT WELL 3

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 WELL VERY 4

EXTREMELY MULTIMEDIA SCAN FOR WELL 5

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. Complete thechart. useful to you in this unit as you analyze and write arguments. discuss with more precision. Here are five academic words that will be Academic terms appear in and all can help subjects you read, write, and Academic Vocabulary: Argument “take up” -sum- ROOT: assumption “believe” -cred- ROOT: discredit “sure” -cert- ROOT: certainty “other” -alt- ROOT: alternative “right” “law”; -jus- ROOT: justify WORD

Refer tothedictionaryorotherresources if needed. For eachword, listatleasttworelated words. of eachword. Use theinformationandyourownknowledgetopredict themeaning Review eachword, itsroot, andthementorsentences. MENTOR S MENTOR 2. 1. 2. 1. 2. 1. 2. 1. 2. 1.

procedure wasnotfollowed. partner’s correct workbecausethe hadtodiscreditThe scientist his years. cometwouldreturn the that againinten The astronomers certainty knewwith valedictorian. certainty forthe ascholarshipseemedtobe Winning tests. study formath Tania wayto developedanalternative pointofview.alternative The guestspeakerpresented an saying shewasstuckintraffic. herlatenessby Lucy decidedtojustify controversial debate. subjectduringthe ona hisposition Raymond hadtojustify facts andresearch. the ifyoudonothaveall assumption It isnotagoodideatomakean onMarsbasedhisexperiments. life about madeanassumption The scientist starwitness. ofthe testimony The lawyerusedfactstodiscredit the enten c es ESSENTIAL QUESTION: PREDI C T MEANING

Should wemakeahomeinspace? appear intheunit. their formswherever they chart, andmarkthemor Study thewords inthis THROUGH FOLLOW RELATED WORDS RELATED justice; justification Unit Introduction

119 120 UNIT NOTES born toexploretheunknown. argument thatpeopleare way thewriterpresents As youread, lookatthe the Unit. Assessment attheendof in thePerformance‑Based of writingyouwilldevelop on atopic.Thisisthetype states anddefendsaposition of writinginwhichanauthor an argumentativetext,atype This selectionisanexampleof LAUNCH TEXT

UNIT 2•ASTARRY HOME

ARGUMENT INTRODUCTION 6 5 4 3 2 1 I necessarily logical.Inother words, moneydoesn’t havemuch makes thepointthatpeople gotospaceforreasons thatare not program, saysMichaelGriffin inAir&SpaceMagazine . Griffin humankind’s sphere ofinfluencetoouterspace. cost ofexplorationisvastlyoutweighedbytheidea ofextending a percent ofthefederalbudget,it’swellworthprice:The and careers inscienceandtechnology. At acostofsix-tenths national security. Itinspires studentstopursueinnovativeprojects national prestige, helpstheeconomy, creates jobs,andimproves hunger andpoverty. has more importantthings tospenditsmoneyon,suchasending for spaceexploration.Theargument goesthattheUnitedStates threats todefundit. serious challengesbefore it couldgetunderway—suchasrepeated future ofspaceexploration. a triumphofhumaningenuity, andahugeleapforward forthe some formoflife. TheNewHorizons missionhasbeenhailedas and volcanicactivity, justasEarthdoes.Itmayevensupport not justagiantballofice.Ithasmoltencore, tectonicplates, dwarf planetattheedgeofoursolarsystem. The spacecraftNewHorizonshadtravelednineyearstostudythe of Plutostreamed backto Earthfrom three billionmilesaway. n July, 2015,theworldwatchedinaweasclose-upphotographs As aresult ofthemission, scientistsdiscovered thatPlutois Yet italmostdidn’thappen.Themissionhadtoovercome some But theseare notthereal reasons forcontinuingthespace Others argue thatasuccessfulspaceprogram addstoour There havealwaysbeennaysayers who’vequestionedtheneed Leaving Street Main MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 11 10 9 8 7 so narrow-minded astothink we’re theonlyonesoutthere? can’t see,tolookforwhat’soverthehorizon. And howcanwebe what it’sliketobehuman.It’shumanwonderaboutthingswe than bypoliticians. achieved whenaproject is basedongoalssetbyscientistsrather to theplanetshavebeenshiningexamplesofwhatcanbe innovation. TheHubbleSpaceTelescope andtherobotic missions other worlds,maybeevenforlandingonMars. time here. Whatwewant to beremembered forisfindinglife on generation willremember whotheyare andhowthey spenttheir commemorate theirgreat achievements,sothatthenext dream istoexplore what’sbeyond. what’s “overthere.” Humanswillnottolerateboundaries;their places. Everyoneremembers beingakidandwantingtosee outperforming others. to bethebest,orfirst,atsomething.Ourancestorssurvivedby direction. Here’s howitbreaks down: hardwired withcertainbuilt-infeatures thatcompelusin need theprospect ofexploringspace. or value-driven,”Griffin says.Hegoesontosaythat Americans money toaproject, wetendtodismissreasons that are emotional to dowithit.“Whenwecontemplatecommittinglarge sumsof complete thisunit. Continue toaddwords as you as mission,exploration,andcurious. words from theLaunchText, such example, youmightbeginbyadding add themtoyourWord Network.For the ideaofspaceexplorationand identify interesting words related to As youread theselections in thisunit, collection ofwords related toatopic. Vocabulary  If westopexploringspace,soonsocietywillhaveforgotten Finally, NASA’s spaceprogram inspires competitionand Third, humanshavealwayscreated monumentsto Second, humansare bynature curiousaboutexploring new First, there issomethingaboutthehumanconditionthatstrives Humans explore spacebecauseit’sinourgenes.We’re Tool Kit

WORD NETWORK FOR ASTARRY FOR HOME NETWORK WORD

Word NetworkModel

A Word Networkisa exploration mission curious ESSENTIAL QUESTION: SPACE EXPLORATION

Shouldwemakeahomeinspace? ❧ NOTES Leaving MainStreet

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HOME missions could be put to better use here on Earth. on here use to better put be could missions space on spent money the because space exploring stop statement ofyouropinionorananalysis. complete, andaccurateoverviewofatext.Itshouldnotinclude Write asummaryof“LeavingMainStreet.” Asummaryisaconcise, Summary Launch aFour-Corner Debate Activity Launch • • • • • corners again.Ifyouchangeyourcorner,corners beready toexplainwhy. After allthegroups havepresented theirviews,moveintothefour a brieftwo-orthree-minute summaryofthegroup’s position. After yourdiscussion,havearepresentative from eachgroup present prior knowledgeledyoutotakethisposition?” Discuss questionssuchas“Whatexamplesfrom thetextoryourown classroom. Form agroup ofthe withlike-minded studentsinonecorner Record yourpositiononthe statementandexplainyourthinking. Strongly Agree

Agree

Consider thisstatement: Disagree

Strongly Disagree We should

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. as youthinkabouttheprompt. Record yourfirstthoughtshere. Consider classdiscussions,presentations, thevideo,andLaunchText QuickWrite PROMPT: your EvidenceLoglookslike. make. Thisgraphicshowswhat gather andtheconnectionsyou Log to record theevidenceyou continue touseyourEvidence After eachselection,youwill supports yourpointofview. “Leaving MainStreet” that Then, record evidencefrom record inyourEvidenceLog. summarize yourpointofviewto Review yourQuickWrite and 

MULTIMEDIA SCAN FOR Tool Kit EVIDENCE LOG FOR ASTARRY LOG FOR HOME EVIDENCE

space exploration? on resources valuable wespend Should

Evidence LogModel How does this text change or add to add or myHow this text does change thinking? ofText:Title CO ECTION TO PROMPT TEXT EV TEXT PROMPT TO NNECTION

ESSENTIAL QUESTION: IDENCE/

Should wemakeahomeinspace? DETAILS ADDITIO

Unit Introduction Date: Date: L NOTES/ NAL

IDEAS

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124 ideas share and Interact understanding Monitor questions byasking Clarify actively Listen STRATEGY

UNIT 2•aS OVERVIEW: WHOLE-CLASS LEARNING OVERVIEW: WHOLE-CLASS step. Get ready to use strategies these during Learning. Whole-Class work with your wholeclass. Add ideas of your own for for each category each Review strategies these and theyou actions can take to practice them as you continue to learn and work in environments. large-group Throughout your life, in school, in your community, and in your career, you will Learning StrategiesWhole-Class with your wholeclass to explore the pros and cons of space exploration. up and at the sky want same to find out or who what is up there. You will work and sky think gaze people Some up it at is astarry beautiful. look people Some Should we make space? in home a QUESTION: ESSENTIAL t arry Home ACTION PLAN ACTION • • • • • • • • • • • • detailsormakingaconnection. byadding ideasofothers Build onthe Share evenifyouare yourideasandanswer questions, unsure. forhelpifyouare struggling. Ask youalready whatinformation Notice knowandbeready tobuildonit. youareIf youseethat instead. guessing,askaquestion whole class. If you’re peopleprobably confused,other tohelpyour aquestion are, too.Ask speaker.Keep youreyesonthe away. Forexample,putyourcellphone distractions. Eliminate MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Could space travel actually be boring? be actually travel space Could Koerth–Baker Maggie Bore You to Death! to Mission Danger! This Could Mars ANCHOR TEXT: ARTICLE NEWS PERFORMANCE TASK space. write anargumentwill ofexploringouter advantagesordisadvantages aboutthe planet.After reading onanother living experience ofactually you andlistening, The Whole-Classreadings represent different toward attitudes spacetravelandthe Write an Argument WRITING FOCUS COMPARE radio play.radio a as story Ray Bradbury this Experience (producer) McDonough Michael and Ray Bradbury, Dark They Were, Golden–Eyed and PLAYMEDIA: RADIO Mars. on settlers these to happening is strange Something Ray Bradbury Dark They Were, Golden–Eyed and ANCHOR TEXT: SHORT STORY Overview: Whole-Class Learning CONTENTS

125 126 needed atthehighendofrange. proficiently, with scaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  considered aclassictoday. published in1950andis colonization ofMars,was stories aboutEarth’s a collectionofBradbury’s The MartianChronicles, science fictionandfantasy. most celebratedwritersof to becomeoneofthe age of12andwenton He beganwritingatthe science fictionstories. magicians, circuses, and (1920–2012) loved As aboy,RayBradbury About the Author Model Annotation First-Read Guideand

Tool Kit STANDARDS

UNIT 2•ASTARRY HOME MAKING MEANING (short story) GOLDEN-EYED AND WERE, THEY DARK

text to the radiotext play. play performance of it. You will then compare the Were,They and and listen Golden-Eyed” to aradio “Dark this you In story will lesson, read the short Comparing Text to Media to completetheclose-read notesafteryourfirstread. Apply thesestrategiesduringyourfirstread. You willhaveanopportunity First ReadFICTION and review yourrankings.Markchangestorankingsasneeded. After completingyourfirstread, comebacktotheconceptvocabulary the words inorder from mostfamiliar(1)toleast(6). Before reading, notehowfamiliaryouare witheachword. Then,rank You willencounterthefollowingwords asyouread theshortstory. Concept Vocabulary Golden-Eyed Were, They Dark and have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE atmosphere submerged immense whom thestory mosaic forlorn WORD canals ideas within YOUR RANKING the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND

(radio play) (radio GOLDEN-EYED AND WERE, THEY DARK by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 8 7 6 5 4 3 2 1 Dark They Were, Golden-Eyed and moment theMartianair mightdrawhissoulfrom him,asmarrow what timeoftheirlife itis.Hisfacewascold. climes. small seeds,mightatanyinstantbesowntoallthe Martian before him,seemedalmosttowhirlawayinsmoke.Thechildren, tight asif hewere standingatthecenterofavacuum.Hiswife, the Martianmeadow, leavingthemanaloneamonghisfamily. and three children. Theotherpassengerswhispered awayacross T surrounded theRedPlanet. science, choosinginsteadtoexplore theauraofmysterythathasalways life onMars.Inthisstory,authorRayBradburydoesawaywithhard fears.” Peoplehavealwaysbeenfascinatedbythepossibilityofalien mythic arena ontowhichwehaveprojected ourearthly hopesand The astronomer CarlSaganoncewrote, “Marshasbecome akindof BACKGROUND The windblewasif toflakeawaytheiridentities. At any “Yes! Listen!” “Go backtoEarth?” “Let’s getbackontherocket.” “What’s wrong?” askedhiswife. The children lookedupathim,aspeoplelooktothesuntell The manfelthishairflutterandthetissuesofbodydraw bulging pop.From itsclockinteriorstepped aman,woman, he rocket metalcooledin the meadowwinds.Itslidgavea Dark TheyWere, andGolden-Eyed ANCHOR TEXT Ray Bradbury these comparisons? Bradbury created with or overallimpression has CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES being compared. mark thethingsthatare comparisons? unusual aboutthese

MULTIMEDIA | Whatis In paragraph 2, Inparagraph2,

Whatmood SHORT STORY SCAN FOR

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with aliquid adj. completelycovered 128 submerged NOTES

UNIT 2•ASTARRY HOME (suhb MURJD)

22 21 20 19 18 17 16 15 14 13 12 11 10 9 The sandhitsmywindow. Igetscared. And Iseethosetownsway we don’tsee.SometimesnightsIthinkhear’em. Ihearthewind. ceased rattlingMr. Bittering swallowedandlookedatthechildren. their emptycities,butnooneinthem.Right?” But didwefindanyMartians?Notalivingsoul! Oh,wefound They saidwe’dfail.SaidtheMartianswouldresent ourinvasion. there’ll beamillionEarthmenonMars.Bigcities,everything! breakfast place.Heforced himself tobeconvivial. from the6a.m.Earthrocket. Hebroke itssealandtilteditathis something tobeamiss.Themorningpaperwastoast-warm hearth, pottedblood-geraniums—precisely asif heexpected they did. Earth. Thenwe’llbesafehere.” tickets forhome!” Mars. ItwasmeantforMartians.Forheaven’ssake,Cora,let’sbuy washed away. We don’tbelonghere. We’re Earthpeople.Thisis midnight talk,ateverydawnawakening. Mr. Bittering andMrs.Bittering,athird unbiddenpartneratevery good breakfasts there, butthefearwasnevergone.Itlaywith Laura, andDavid.Theybuiltasmallwhitecottageate be drowned. said—a manstandingontheedgeofasea,ready towadeinand through thestiff grass. of Martiansky. There wasnoanswerbuttheracinghissofwind sixty millionmiles.” lakes ofgrass. meadows, lyinglikechildren’s delicatebonesamongtheblowing crushing pressure ofyears.Theysawtheoldcities,lostintheir could dissolvehisintellectandburnawaypast. comes from awhitebone.Hefeltsubmergedinchemicalthat 1.

convivial A riverofwind submerged thehouse. When thewindows “I don’tknow,” saidDavid.“Maybethere’re Martiansaround “Colonial daysalloveragain,”hedeclared. “Why, intenyears Something madehimcheckeverythingeachmorning—warm Tick-tock, seveno’clocksangthevoice-clock;timetogetup.And “Safe andinsane!” But sheonlyshookherhead.“Onedaytheatombombwillfix “I feellikeasaltcrystal,”hesaid,“inmountainstream, being Their namewasBittering.Harryandhiswife Cora;Dan, They walkedintotown. He pickeduptheluggageinhiscoldhands.“Here wego,”he The children withtheiryellowhairhollered atthe deep dome “Chin up,Harry,” saidhiswife. “It’stoolate.We’ve comeover They lookedatMartianhillsthattimehadwornwitha

adj. uhl) ee VIHV (kuhn social and friendly. social 1

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 and gobacktoEarth. had alwaystoldhimself: Tomorrow, if Iwant,canbuy aticket a silverwebacross space,hehadbeenabletoaccept Mars.Forhe garden tostandaloneinhisfear. As longastherockets hadspun something totellyou.” again.” Wait. Keepthingsgoinguntilthewarendsand rockets come said, “Therockets willget through someday.” come back!”Instead,hestroked Laura’sheadagainsthimand wanted tostrikeLaura,cry, “No,you’re lying!Therockets will and hisbody;hewasdrenched inthehotnessofhisfear. He back. Noway. Noway. Sweatpoured from hisfaceandhands afternoon. up. Nomore rockets toMars,ever!” just came. Atom bombshitNew York! All thespacerockets blown blindly ontotheporch. “You haven’tbeenprowling upinthoseruins, haveyou?” mind, amemory. It’squitenatural.Imagination.”Hestopped. wonder whatthepainterwaslike. You makealittleghostinyour looked likeclimbingit. You seeMartianpaintingsandyou at thehills.“You seeastaircase andyouwonderwhatMartians have somekindofghostsinthem.Memories,Imean.”Hestared clean, decentpeople.”Helookedathischildren. “Alldeadcities won’t dosomethingtousforcominghere.” I wonderif thoseMartiansminduslivinghere. Iwonderif they And Ithinkseethingsmovingaround thosetowns,Papa. And up inthemountainswhere theMartianslivedalongtimeago. Alone, thoughtBittering.Onlyathousandofushere. Noway In thefollowingdays,Bitteringwandered oftenthrough the “We know,” theysaid. “Children,” hesaid,sittingthere, lookingbeyondthem,“I’ve The twoboyssteppedoutontotheporch. “Go aboutourbusiness,ofcourse.Raisecrops andchildren. “Father, whatwillwedo?” For alongtimethere was onlythesoundofwindinlate Laura wept.“We’re stranded onMars,forever andever!” “Are yousure, Laura?”askedthefatherquietly. “Oh, Harry!”Themotherheldontoherhusbandanddaughter. “Mother, Father—thewar, Earth!”shesobbed.“A radioflash Laura stumbledthrough thesettlement,crying.Shedashed Something happenedthatafternoon. “Just thesame,”saidlittleDavid,“Ibetsomethinghappens.” “See thatyoustayawayfrom them.Passthejam.” “No, Papa.”Davidlookedathisshoes. “Nonsense!” Mr. Bitteringlookedoutthewindows.“We’re Dark TheyWere, andGolden-Eyed emotional state? reveal aboutBittering’s this useoflanguagehelp NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ with alotofrepetition? incomplete sentences, thoughts expressed in thoughts. describe Bittering’s inner of paragraph34that details inthebeginning Whyare these Mark Whatdoes

129 130 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES of languagesuggest? about Marsdoesthisuse language inparagraph 41. examples ofdescriptive passage buildsuspense?

UNIT 2•ASTARRY HOME Whatidea Howdoesthis Mark 53 52 51 50 49 48 47 46 45 44 43 42 41 sun, anachronism given. silent guiltatputtingnewnamestotheseancienthills andvalleys. drained, citiestumbled.Inspiteofthis,theEarthmenhadfelta mountains; sailedseas,namedseas.Mountainsmelted,seas Martians hadbuiltcities,namedcities;climbedmountains, hills, rivers,Martianseatsleftnamelessinspiteofnames.Once those peaks.Earthmen,dropping from thesky, hadgazedupon thought oftheproud oldMartiannamesthathadoncebeenon nervous hands.Work, hethought,workandforget. it wouldeatthem. him, theothers?ThiswasmomentMarshadwaitedfor. Now harvested storagebyMartianwinters.Whatwouldhappento baked likegingerbread shapesinMartiansummers,putinto strangeness ofMars,thecinnamondustsandwineairs,tobe of moltengirder andunsnakedwire. Earthpeople left tothe 2. Rivers, Roosevelt Seas,Ford Hills, Vanderbilt Plateaus,Rockefeller Earthmen hadchangednames.Nowthere were HormelValleys, from Massachusetts. He hungitneatlyonapeachtree hehadimportedasasapling his tie.Pretty bold,hethought. Firstyourcoatoff, nowyourtie. Earth, theatomwar, thelostrockets. touched themagainandagain.Thenheshouted forhiswife. touched theblossomsandpickedthemup.Heturned them,he Come down,moveusout!We’re helpless! All thedeadones,youMartians?Well, here weare, alone,cutoff! the oldmeanings. Idaho, Ohio,Utah,Milwaukee,Waukegan, Osseo.Theoldnames, wisdom, usingoldIndianprairienames:Wisconsin, Minnesota, 3.

anachronism well-known families from mid-twentieth-century America. families from mid-twentieth-century well-known present. the of instead Hormel Valleys . . . Rockefeller Rivers .Rockefeller Valleys Hormel Mr. Bitteringfeltveryaloneinhisgarden undertheMartian Nevertheless, manlivesbysymbolandlabel.Thenameswere He glancedupfrom thegarden totheMartianmountains. He He gotdownonhiskneesintheflowerbed,aspade But now:Thewebgone,therockets lyinginjigsawheaps He returned tohisphilosophy ofnamesandmountains.The He perspired. Heglanced about.Noonewatching.Heremoved Think. Keepthinking.Different things.Keepyourmindfree of She appeared atawindow. Herantoher. “Cora!” He putouthissun-browned handandgaveasmallcry. He The windblewashowerofpeachblossoms. Staring atthemountainswildly, hethought: Are youupthere? 3 onMars.Itwasn’tright.The American settlershadshown

(uh NA kruh nih zuhm) nih (uh n kruh NA 2 benthere, plantingEarth flowersinawildsoil.

something that seems to belong to the past past to the to belong seems that . something the colonists have named places on Mars after after Mars on places named have colonists the

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 I was milkingherandIsawit.Comeon!” touch. “Theroses. Theroses. They’re turninggreen!” get awayfrom this.”Heranacross thegarden. Eachtree felthis into theearth.“Cora,what’shappening?Whatis it?We’ve gotto He felthisheartpounding,andhewasafraid. dughisfingers carrots. Taste: thesamebutdifferent. Smell:notlikeitused tobe.” their beds. about thegarden, pulling upradishes,onions,andcarrots from a leaf,something,thecolor, thesmell!” peach blossomsanymore!” And twodayslaterDancamerunning. “Comeseethecow. And theystoodlookingatthegreen roses. It wasgrowing athird horn. They stoodintheshedand lookedattheironecow. “You knowtheyhave!Onionsbutnotonions,carrots butnot “Perhaps.” “They’re changed.” “Yes .no.”Shehesitated.“Idon’tknow.” “Do theylooklikecarrots?” They handledtheonions,radishes,carrots amongthem. “Cora, comelook!” The children ranoutintime toseetheirfatherhurrying “They’re not.They’re wrong! Ican’ttellhow. An extrapetal, “Look allrighttome,”shesaid. “Do yousee?They’re different. They’vechanged!They’re not She handledthem. “Cora, theseblossoms!” Dark TheyWere, andGolden-Eyed NOTES

131 dialogue? Explain. description ratherthan if ithadbeenwrittenas passage beaseffective 132 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES use ofdialogue? build conflictthrough the Bradbury havechosento other men. between Bitteringandthe indicate disagreement in paragraphs83–85that

UNIT 2•ASTARRY HOME Whymight Markdetails Would this 97 96 95 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 to me!” in theair. A Martianvirus, maybe;someseed,orapollen.Listen stay here, we’llallchange.Theair. Don’tyousmell it?Something blossoms, theonions,grass?” didn’t you?” you frightened? Aren’t youafraid?Whatare yougoingtodo? heard thenews—we’re strandedonthisplanet.Well, move! Aren’t and ease. with theirhandsonknees,conversinggreat leisure do somethingnow. I’llbeback.” any more.” The boards, allwarpedoutofshape.It’snotanEarthman’shouse burnedit.Thefogatnight. wind’s donesomethingtoit.Theair’s mustn’t touchit.” There’s onlyonethingtodo.Burnthisfood!” then we’llchange—whoknowstowhat?Ican’tletithappen. growing upasoftpurple. was coloringitself likespringviolets.Seedfrom Earth but And thelawninfront oftheirhouseveryquietlyandslowly They stared athim. Bittering wantedtocry. “You’ve gottoworkwithme.Ifwe “Now, Harry.” “Idiots!” “Can’t recall thatitdidmuch,Harry.” “Doesn’t itscare you?” “Why, yes,Harry, seemswedid,”saidoneofthemen. “But youmustwanttogoback.Havenoticedthepeach ‘‘A rocket, Harry?To goback toallthattrouble? Oh,Harry!” “Build arocket, that’swhat!” “Do, Harry, do?Whatcanwedo?” “What are yougoingtodo aboutit?” They noddedandlaughed.“Sure. Sure, Harry.” “Look,” hesaidtothem.“You didhearthenews,otherday, “Hello, Harry,” saideveryone. What are youdoing, fools! hethought.Sittinghere! You’ve Mr. Bitteringwantedtofire apistolintheair. In town,ontheshadowystepofgrocery store, themensat But hewasgone. “Wait, Harry!”hiswife cried. He putonhiscoatandtie.“I’mgoingintotown.We’ve gotto ‘‘Oh, yourimagination!” He lookedwithdismayattheirhouse.“EventheThe “But itis.Subtly, verysubtly. A littlebit. A verylittlebit.We “It’s notpoisoned.” “We mustgetaway,” saidBittering.“We’ll eatthisstuff and

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 127 126 125 124 123 122 121 120 119 118 117 116 115 114 113 112 111 110 109 108 107 106 105 104 103 102 101 100 99 98 her, layingouttheblueprints. Once Igetitstarted,the otherswillhelp,”hesaid,notlookingat garden.” Deepfreeze. Foodthatcamefrom Earth.Nothingfrom our with theiryellowingeyes. on lifting something.Butmostlytheyjustidledandwatchedhim without raisingtheirvoices.Onceinawhiletheygavehimhand the rocket. Menstoodinthe opendoorandtalkedjoked “You’ve broken mymirror.” blue ofhiseyes. a lookatyourself.” years.” construct arightpretty rocket, if youworkalone,inaboutthirty sell youthatmetalforfivehundred dollars. You shouldbeableto want toworkinmymetalshoponarocket, you’re welcome.I’ll “I workedinashoponce,whenIwastwenty. Iknowmetal. His wife stoodwatchinghim.“You can’tbuildarocket.” “I won’ttouchit,”hesaid.“I’lleatonlyfoodfrom our His wife appeared withhissupperinawickerbasket. “It’s suppertime,Harry,” theysaid. Harry Bitteringmovedintothemetalshopandbegantobuild “Now lookwhatyou’vedone,”saidSamamomentlater. There were little,verydimflecksofnewgoldcaptured inthe Mr. Bitteringhesitated,andthenraisedthemirror tohisface. “Here youare, Harry.” Samhandedhimapocketmirror. “Take “My eyes?They’re blue,of course.” “Harry, whatcoloreyeshaveyougot?”Samsaid. “Sam, youshouldn’thaveyelloweyes.” “You mightberight,Harry.” “And you’re tallerandthinner—” “Is thatso,Harry?”Samsaid,casually. “Because nowthey’re kind ofyellow-colored.” “Why doyouask,Harry?” “They were, weren’t they?” “Well now, Idon’tremember.” “Didn’t theyusedtobegray?” “What aboutthem,Harry?” “Sam,” Bitteringsaid.“Your eyes—” Sam lookedathimwithquietgoodhumor. “Don’t laugh.” Everyone laughed. “Harry, Igotawholeloadofmetalandsomeblueprints. You “Will youhelpmebuildarocket?” “Yes, Harry?” “Sam,” hesaidtooneofthem. Dark TheyWere, andGolden-Eyed NOTES

133 abandoned ordeserted is thiseventsignificant? 134 CONCLUDE: QUESTION: ANNOTATE: CLOSE READ forlorn NOTES in thestory? speak Martianatthispoint the authorhaveBittering says inparagraph135. Martian word Mr. Bittering

UNIT 2•ASTARRY HOME (fawr LAWRN) Whydoes Markthe Inwhatway adj. 156 155 154 153 152 151 150 149 148 147 146 145 144 143 142 141 140 139 138 137 136 135 134 133 132 131 130 129 128 make sandwichesusingfoodgrown onMars.” all thefoodinDeepfreeze. There’s nothingleft.I’llhaveto very tired inanhourorso andhadtositdown. rocket withthereluctant helpofthree indifferent men.He grew out atthegreen star. “Bittering?Harry, are youthere?” Simpson, thearchaeologist. trembling palm. It drippedinawetnessofthearmandtemple the violetgrass,shakingoutgreen rose petals. wind roaring forlornandchangingthrough theoldpeachtrees, the sun,sleeping,andchildren metallicintheirbeds,andthe afternoons. Darkshewas,andgolden-eyed,burntalmostblackby like gold.Hiswife, lyingbesidehim,wasdarkfrom manysunny settlement, theBitteringhouseshookwithafeelingof change. their twelve-thousandthyearintheshallows.InEarthmen’s moonlit sea meadowspastthelittlewhitechesscitieslying for A strangeword emerged from Mr. Bittering’slips. A green starrose intheeast. “Yes,” hesaid. “You musteat,”shesaid. “You’re weak.” He satdownheavily. His wife tookhimasideafewdayslater. “Harry, I’veusedup “Liar!” ‘‘And taller.” “I’m not.” “You’re gettingthinner, Harry.” “Yes!” “From yourDeepfreeze?” ‘‘I’m eating,”hesaid,angrily. ‘‘Are youeating,Harry?”askedanother. “The altitude,”laughedaman. The dayswere fullofmetal sound.Helaidtheframeof “Hello, hello,hello,”itkeptsayingwhilehesatgazing The telephoneslippedfrom hishand. “No specialreason.” “Why that’stheoldMartianword forourplanetEarth.Why?” “Simpson, whatdoestheword Iorrtmean?” In themiddleofnighthearose anddialedacallthrough to It wasaMartianword. He knewnoMartian. “Iorrt. Iorrt.”Herepeated it. The fearwouldnotbestopped.Ithadhisthroat andheart. Lying abed,Mr. Bitteringfelthisbonesshifted, shaped,melted The nightswere fullofwindthatblewdowntheempty “We’ve gottogetaway, Cora.We’ve gotto!” “Harry, Harry,” shesaid,helplessly.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 167 166 165 164 163 162 161 160 159 158 157 sun. Hewastootired tobeafraid. him, butwere carriedoff inwavesofpleasantheat ashelayinthe their eyesthatwere neveryellowbefore. A fewtremblings shook brown. And hesawtheyelloweyesofhiswife andhischildren, stopped andatemeatsandwiches.Hesawtheirskinbaking father, themother, theracingchildren intheirswimsuits.They staring burnupontheland.Theymovedalongcanal, I’ll come.” children wanttoswiminthecanalsandhike.Pleasecomealong.” at it. She bitherlips.“No.Whydoyouask?” “They didn’tchangefrom brown inthelastthree months?” She wasbewildered. “Always, Iguess.” “Cora, howlonghaveyoureyesbeenyellow?” The sunwashot,thedayquiet.There wasonlyanimmense “Good foryou,Harry.” He rose, sweating.‘‘All right,allright.Leavemealone. “Just foranhour,” sheurged. ‘‘A swim’lldoyougood.” “I can’twastetime.Thisisacrisis!” ‘‘And taketherest ofthedayoff,” shesaid.“It’shot.The He tookasandwich,openedit,lookedatandbegantonibble Dark TheyWere, andGolden-Eyed immense canals NOTES transportation orirrigation artificial waterwaysfor very large (kuh NALZ) (ih MEHNS) n. adj.

135 earth; theair the gassurrounding the 136 atmosphere NOTES

UNIT 2•ASTARRY HOME (AT muhsfihr) n. 194 193 192 191 190 189 188 187 186 185 184 183 182 181 180 179 178 177 176 175 174 173 172 171 170 169 168 family, soalone. rocket, himself workingalone,himself aloneevenamonghis heart poundingslowly. “Whatisthisnewname?” want touse.” even hear. Isaidtomyself, That’snotmyname.I’ve anewnameI ‘father.’“ and lengtheningthebonesand— like crayfishhidden,andthewaterwashingawayouroldbodies deep init,ourpebblehouses,sunkenboulder by atmosphereandtimespace. is upthere? Change. Slow, deep,silentchange. And isn’tthatwhatit green things,deepwaterred things,yellow things. skeleton left. And thenthewatercanbuildonthatskeleton— and eatawaymyfleshuntilthebonesshowlikecoral.Just steady, slowcurrent drift himeasily. silence. All waswater-quiet anddeep,allwaspeace.Hefeltthe and downtothebottomlikeagoldenstatueliethere ingreen He laughed.“ThinkI’llswim.” He heard himself say, “Yes, youcanuseit.” He heard hiswife say, “Whynot?” Mr. Bitteringputhishand tohishead.Hethoughtofthesilly “Linnl. Isn’tthatagoodname?CanIuseit?Can’t I,please?” Mr. Bitteringheldtothe sideofthecanal,hisbodycoldand Dan fidgeted.“TheotherdayyoucalledDan, Dan.Ididn’t His motherswamover. “What’swrong withDanforaname?” “Yes.” “Change it?” The boyhesitated.“I—Iwanttochangemyname.” “What doyouwant?” “I don’tknow. Around. Utha!” “Where didyoulearnit?” The boysmiled.“You know. Utha’s theMartianword for “What?’’ askedhisfather. “Utha,” hesaid. Dan satontheedgeofcanal,regarding hisfatherseriously. He lethimself drift upthrough thesoftlight. Up there, abigriver, hethought,aMartianriver;allofuslying He sawtheskysubmerged abovehim,thesunmadeMartian If Iliehere longenough,hethought,thewaterwillwork They leapedintothecanalwater, andhelethimself sinkdown “Maybe we’re children, too. At leasttoMars.That’sathought.” “Sometimes growing children’s eyeschangecolor.” “The children’s eyes,”hesaid.“They’re yellow, too.” They satthere. “Never mind.”

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 222 221 220 219 218 217 216 215 214 213 212 211 210 209 208 207 206 205 204 203 202 201 200 199 198 197 196 195 the autumn.I’llbeginwork againthen.” suffocating. No! right. cooler.” loaded withchildren and furniture, drivedownthedustystreet. conditions— had letitslipthisway. Butsomehowtheheat,air, theworking dwindled. Theoldfeverwasgone.Itfrightenedhimtothinkhe important. villa entered hismind. As thehourspassed,rocket seemedless be doneontherocket.” this villaforthesummer.” Martians hadn’tbelievedinlarge cities. a swimmingpool.Itwasrefreshing inthishotsummertime. The the valley. Itwasontopofahill.Bluemarblehalls,large murals, cool alltheday, splashingasinacreek, wading. a thinfilmofcoolwaterallsummerlong. You keptyourbare feet beside stillpumpingfountains.Thepathswere covered with “Yes,” hesaid,feelinghis flesh meltinthehotliquidair. “Yes, in “Come on,Harry,” theyallsaid. “In theautumn,”hesaid. No! criedpartofhimself, deepdown,putaway, lockedtight, ‘‘Autumn wouldbebest,”hethought.“Plentyoftime,then.” “Autumn,” theyreasoned. And theysoundedsosensible, “Got towork,”hesaid. “In theautumnisbetter.” Theirvoiceswere lazyin theheat. He tookabreath. “Igotthe frameallsetup.” “Work! You canfinishthatrocket intheautumn,whenit’s “I’ve gotworktodohere. “ “That’s right,Harry. Whataboutyou?” “Yeah, Harry. I’mgoing.SoisSam. Aren’t youSam?” “Up tothevillas,”saidman. Bittering cameout.“Goingwhere?” Hesawacoupleoftrucks, ‘‘All going.That’sright.” “Everyone’s going. You heard?” He heard themenmurmuring ontheporch ofhismetalshop. In theflowofdaysandweeks,rocket receded and But asheworkedthatnight,thethoughtofcoolbluemarble “Come on,”hesaid.“We’re goingbacktotown.There’s workto “How nice,”saidMrs.Bittering,“if wecouldmoveuphere to They cametoasmalldesertedMartianvillawithgoodviewof They walkedintothehills.strolled onoldmosaicpaths, “I don’tknow,” shesaid.“Itjustseemedlikeagoodidea.” Mr. Bitteringlookedathiswife. “Whydidwedothat?” Racing downthemeadowlands,hedancedandshouted. “Yaaa!” screamed theboy. ‘‘I’m Linnl,Linnl!” Dark TheyWere, andGolden-Eyed others? echoes thewords of occurred asBittering important changehas of colored glassorstone made ofmanysmallpieces mosaic NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ the discussionprogresses? happening toBitteringas so often?Whatis words orideasrepeated 212–222. repeated inparagraphs words orideasthatare (moh ZAY ihk) Whyare these Markthe What adj.

137 138 NOTES

UNIT 2•ASTARRY HOME 250 249 248 247 246 245 244 243 242 241 240 239 238 237 236 235 234 233 232 231 230 229 228 227 226 225 224 223 blue inthesun,andaquietwindmovedstrange trees. with asilent,heavydustfrom theirpassage.Thecanalwaterslay were sixtyotherstravelinginthesamedirection. Thetownfilled to whichhecouldneverquitereturn, neverunderstandagain. felt asif hewere goingawayonalongjourney, leavingsomething filled withadesire torush toit,touchsaygood-byeforhe brought toMars,thisisonly ahandful!” walked away. Fatherpeered intothetruck. dresses?” surely?” “Big, lazyfurniture.” the autumn.” cottage. Butupatthevilla?No.We’ll getitwhenwecomebackin to beknown,Ttil,Linnl,andWerr carriedpackages. of thenextday. Pillan Mountains.” Pillan Mountains—” They didnotlookbackagain. “Good-bye, good-bye,”saidthefamily, wavingtoit. “Good-bye, town!”saidMr. Bittering. The truck swungdownthe ancient highwayoutoftown.There “Hi, Bittering!Here wego!” Just thenSamandhisfamilydrove byinanothertruck. Looking atthesmallwhitecottageforalongmoment,hewas He startedthetruck. “Gosh, we’re nottakingmuch,” hesaid.“Consideringallwe They shutoff thegas, water, theylockedthedoorsand The bewildered girlstared. “Why, Idon’twantthemanymore.” They turnedtotheirdaughter. “WhataboutyourNew York Mr. Bitteringglancedaway. “I’llcomeandgetitnextweek.” “What aboutyourencyclopedia? You’re takingitalong, “I’ve someideasonfurniture forthevilla,”hesaidafteratime. Bittering himself wasquiet. “It looked just fine in Boston,” said the mother. “And here in the The furniture wasabandonedinthelittlewhitecottage. Laura, Dan,andDavidcarriedpackages.Or, astheypreferred Everyone workedatloadingthetruck inthehot,stillafternoon “Yes,” saidBittering,buriedinthehot,swarmingair. “The “I meanthePillanMountains,”saidSam. “You meantheRockefellerRange,”saidBittering. “Forget themap.It’sTirra now. NowIfoundaplaceinthe “But onthemap—” “Tirra. TheoldMartianname.” “You meantheRooseveltCanal,don’tyou?” “I gotavillaneartheTirra Canal,”saidsomeone.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 271 270 269 268 267 266 265 264 263 262 261 260 259 258 257 256 255 254 253 252 251 silently downapathofclear-running springwater. taking aswim?” year afterthat,”hesaid,calmly. “Now—I’mwarm.Howabout seemed almostasyoungtheireldestson. was goldenandslenderashisdaughter. Shelookedathim,andhe finished saying.Theylaughed. people. I’mgladthey’vegone.” valley. “Suchodd,suchridiculoushousestheEarthpeoplebuilt.” ancient flutesandpipes,theirlaughterechoinginthe marblevilla. reason to,noneatall.” there anymore.” golden-eyed, upontheslopeabovehisvilla,lookingatvalley. the blazingair. in backyards hungsuspendedlikestoppedclockpendulumsin flaked andpeeled.Rubbertires uponwhichchildren hadswung the meadows.InemptyEarthsettlement,paintedhouses Dark people. Yellow eyes.Martians.Very friendly. We talkedabit, report. headquarters inanabandonedbar. Hislieutenantcamebackto empty shop. theaters wassilent.Theyfoundaflimsyrocket framerusting inan valley. Menleapedoutofit,shouting. At themetalshop,rocket framebegantorust. They turnedtheirbackstothevalley. Arm inarm theywalked “We’ll gobacktotownmaybenextyear, ortheyearafter, orthe “I don’tknow,” shesaid. “Where didtheygo?”he wondered. Heglancedathiswife. She They bothlookedateachother, startledbyalltheyhadjust “They didn’tknowanybetter,” hiswife mused.“Suchugly Mr. BitteringgazedattheEarthsettlementfarawayinlow The daughterwovetapestriesandthesonsplayedsongson “The town’sempty. Noone’sgoingback,”hesaid.“There’s no “Your Illesandyourfineioruelerre,” shesaid. “Your books,”shesaid.“Your fineclothes. “Yes, butwe’re notgoing,”hesaidquietly. “There’s nothing “It’s timetogoback,”saidCora. In thequietautumnMr. Bitteringstood,verydarknow, very Summer burnedthecanalsdry. Summermovedlikeflameupon “The town’sempty, butwefoundnative life inthehills,sir. The rocket mensearched thehills.Thecaptainestablished But the American-built townofcottages,peachtrees, and “We wonthewaronEarth!We’re here torescue you!Hey!” Five yearslaterarocket felloutofthesky. Itlaysteaminginthe * * * Dark TheyWere, andGolden-Eyed Explain. or weakenthestory? lingering mysteryimprove NOTES CONCLUDE: QUESTION: ANNOTATE: CLOSE READ are hintedat? clues tothecolonists’fate include thisscene?What Bradbury chosento Earth. the rescue missionfrom that reveal thefindingsof in paragraphs269–278 Whyhas Markdetails Doesthis

139 140 NOTES

UNIT 2•ASTARRY HOME 283 282 281 280 279 278 277 276 275 274 273 272 quiet mistofthehillsfarbeyondtown. listening, Lieutenant?” not makethistheEinsteinValley, andfartherover.are you favor, mightnameatownforme.Polishingtheapple. And why name thosehillsforyou,Lieutenant.Diplomacy. And you,fora Mountains, thiscanaltheWashington Canal,thosehills—wecan and such.Callsforalittleimagination. have ajobofremapping to do,renaming themountainsandrivers taken. Thework,allthework. And the oldrecords were lost.We’ll Mining sites,mineralstobelookedfor. Bacteriologicalspecimens on asthesunsankbehindbluehills.“Newsettlements. empty table. tapped alarge fresh maphehadthumbtackedtothetopofan heard thesoftwindinair. Heshivered. Then,recovering, he mountains risingbeyond,thecanalsmovinginlight,andhe solve. Oneofthosemysteriesyouread about.” town in,sir.” or itspeople.” built thisEarthsettlement,Lieutenant?” hills, sir. Tall, healthy. Beautiful women.” most friendlywiththem,sir.” not much.TheylearnEnglishfast.I’msure ourrelations willbe “What? Oh,yes,sir!” The lieutenantsnappedhisgazefrom thebluecolorand “What doyouthinkofnamingthosemountainstheLincoln “Lots tobedone,Lieutenant.”Hisvoicedroned onandquietly The captainlookedattheroom, thedustywindows,blue “Perhaps. Isupposethisisoneofthosemysterieswe’llnever “They looksurprisinglypeaceful.Chancesare aplaguedidthis “Strange. You thinkthoseMartianskilledthem?” “They hadn’tthefoggiestnotionofwhathappenedtothistown “Did theytellyouwhatbecameofthemenandwomenwho “Six, eighthundred, I’dsay, livinginthosemarbleruins inthe “Dark, eh?”musedthecaptain.“Howmany?”

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. aspect of the story?aspect research that detail. what In way the information does you learnedshed light an on

What doestherescue crew findwhentheyarriveon Mars afterfiveyears? What changedoesHarryfirstnoticeintheworldaround him? What causesthepeoplefrom EarthtobecomestrandedonMars? What isthestory’s setting?

Notebook

Write asummaryof“Dark TheyWere, andGolden-Eyed.”

Choose atunfamiliar one least Briefly detail from the text. Dark TheyWere, andGolden-Eyed

141 142 meaning. relationships, andnuancesinword of figurative language, word Demonstrate understanding Language drama. of apoemorsectionstory sounds onaspecificverseorstanza rhymes andotherrepetitionsof meanings; analyzetheimpactof including figurative andconnotative phrases astheyareusedinatext, Determine themeaningofwordsand Reading Literature  Close-Read Model Annotation context. a. Interpretfigures ofspeechin

STANDARDS T

ool Kit UNIT 2•ASTARRY HOME MAKING MEANING DARK THEYWERE,AND

Guide and

GOLDEN-EYED 4. 3. 2. 1. 3. 1. TextClose Readthe Analyze the TextAnalyze the 2.

Analyze about livinginspaceissuggestedbythisstory? Essential Question: story detailssupportyouridea? described. Whatdoyouthinkwillbecomeoftherescue team?What Speculate family hasbeguntochangesignificantly? Analyze you conclude? questions suchas“Whydidtheauthormakethischoice?”Whatcan Read thissectioncloselyandannotatewhatyounotice.Askyourself Revisit asectionofthetextyoufoundimportantduringyourfirstread. close-read notes. For more practice,gobackintothetextandcomplete and yourconclusion. passage, andfindanotherdetailtoannotate.Then,writeaquestion annotations, alongwithquestionsandconclusions.Closeread the This model,from paragraph251ofthetext,showstwosample Notebook pendulums intheblazingair. hung suspendedlikestoppedclock children hadswunginbackyards and peeled.Rubbertires uponwhich settlement, thepaintedhousesflaked the meadows.InemptyEarth Summer movedlikeflameupon Summer burnedthecanalsdry. drowsy mood. CONCLUDE: Therepeated soundcreates a repetition create? QUESTION: Whateffect doesthis contain theletterm. ANNOTATE: Inoticethatmanywords

In whatwaysdoestheauthorindicatethatBittering What mighttheconstantlyblowingwindrepresent?

The fateoftheoriginalcolonistsisnotspecifically

Respond tothesequestions.

Should wemakeahomeinspace?Whatidea to supportyouranswers. Cit e t e xtu setting. desolation ofthe the heatand It emphasizes CONCLUDE: with thissimile? effect iscreated QUESTION: What made. comparison is an unusual I noticethat ANNOTATE: a l e vid ence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. things innewways. figurative languagecreates layersofmeaningandhelpsreaders see is writingorspeechthatnotmeanttobetakenliterally.Theuseof Figurative Language:MetaphorandSimile Analyze CraftandStructure • • • 1. 3. 2. Practice Tex eat them. (paragraph41) eat them. had waitedfor. Nowitwould momentMars This wasthe lakes ofgrass.(paragraph9) blowing bones amongthe children’slying like delicate . oldcities, They sawthe (paragraph 2) climes. Martian the to all might atanyinstantbesown The children, seeds, small passengers asittorethroughthesky. is givenhumancharacteristics:Therocketgentlyenfoldedits Personification isacomparisoninwhichnonhumansubject through thesky. one thingisanother:Therocketwasaspeedingbulletthattore A metaphorcompares twoapparently unlikethingsbysayingthat or as:Therocketwaslikeaspeedingbulletthattorethroughthesky. A similecompares twoapparently unlikethingsusingthewords like

reasons foryouranswers. more thanonetypeoffigurativelanguage.Inthefinalcolumnchart,give example ofsimile,metaphor, orpersonification. Somepassagesmaycontain Read eachpassagefrom thestoryshowninchart.Identify eachasan ______throughout thestory. Write asentenceinwhich you personify theblowingwindthatisdescribed ______Rewrite asimileyouidentified inthechartasametaphor. Notebook t Passage

Respond tothesequestions. Ty Language p e(s) of F

igura Figurative language ESSEN t T ive IA L Q UES T ION E x pl Dark TheyWere, andGolden-Eyed :

S ana hould wemakeahomeinspace? t to supportyouranswers. CITE TEXTUALEVIDENCE ion

143 Network. from thetexttoyourWord related tospaceexploration Add interesting words 144 meanings. relationships, of • Demonstrate flexibly andcontent, reading words of • Determine Language  

figurative unknown

STANDARDS

WORD NETWORK and

UNIT 2•ASTARRY HOME from LANGUAGE DEVELOPMENT DARK THEYWERE,AND

phrases

and language, a or

and

range

understanding clarify

multiple-meaning

nuances

based GOLDEN-EYED

choosing the

word

strategies.

on meaning

grade 7 word

1. through theoldpeachtree.” submerged byariverofwind,whichalsoroars “forlornandchanging describe Bradbury’s visionofMars. Forexample,theBitterings’houseis Why TheseWords? 2. 2. Concept Vocabulary 1. caused byabandonmentorloneliness. forlorn is“sad,”butitsnuancesindicatethatitatypeofsadness or nuances,betweensynonyms.Forexample,thebasicmeaningof called synonyms.Often,however, there are subtleshadesofmeaning, Synonyms andNuance Word Study Practice 1. Were, andGolden-Eyed.” 2.

olr mes mosaic atmosphere immense canals forlorn submerged describing analienworld? What otherwords intheselectionconnecttoconceptof of whatitislikefortheBitteringstoliveonMars? How doestheconceptvocabularysharpenreader’s understanding that reflects itsnuances,or shadesofmeaning. definition foreachsynonym,andthenuseword inasentence Using athesaurus,findtwootherwords related toforlorn.Record a differences innuance:immense/colossal. Identify thebasicmeaning ofthesesynonyms,andthendescribetheir positive meaning? sentence? Forexample,whichsentenceisstronger? Whichhasamore synonyms. Howdoestheword changeaffect themeaning ofyour Challenge yourself toreplace eachconceptword withoneortwo understanding oftheword’s meaning. Use eachconceptword inasentencethatdemonstratesyour

Notebook

The conceptvocabularywords appearin“DarkThey

The conceptvocabularywords from thetext

Words thathavethesamebasicmeaningare

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. comparison. and otheradverbs.Mostadjectivesadverbshavethree degrees of or describe,nounspronouns. Adverbsmodify verbs,adjectives, Comparisons UsingAdjectivesandAdverbs Conventions 2. 1. Respond totheseitems. Write It 2. 1. Read It

• • • are notusedintheoriginal sentence. other twodegrees ofcomparison forthatword—whichever twoforms comparative, orsuperlativeadjectiveadverbwith the formsof Rewrite eachsentencebelowtwice.Replacepositive, Identify thesuperlativeadjective. Reread paragraph275of“DarkTheyWere, andGolden-Eyed.” c. b. a. positive, comparativeorsuperlative. Mark theadjectivesandadverbsinthesesentences.Labeleachone positive, onecomparative, andonesuperlativeadjectiveoradverb. “We progressed themostquicklyofall.” -ly. Forexample:“LincolnAvenue isthelongeststreet intown.” superlative degree ofmostlongermodifiers oradverbs thatendwith syllable modifers endswith-est.Thewordmost isusedtoformthe being compared. Thesuperlativedegree ofmostone-ortwo- The superlativedegree isusedwhenthree ormore thingsare Avenue.” “We progressed morequicklythantheydid.” with -ly.Forexample:“Washington Avenue islongerthanJackson comparative degree ofmostlongermodifiers oradverbsthatend modifiers endswith-er.Theword more isusedtoformthe compared. Thecomparativedegree ofmostone-ortwo-syllable The comparativedegree isusedwhentwothingsare being quickly.” example: “JacksonAvenue isalongstreet.” “We progressed The positivedegree isusedwhennocomparisonmade.For

c. b. a. quickly thanCora’s eyesdid. Everybody thoughtitwasoddthatHarry’s gold more eyesturned It wasacold,dreary nightonthequiet,red planet. possibly could. They were determinedtobuildthestrongest rocket thatthey

Notebook

It rainedheavilythrough thenight. This room hasbeenrepainted withadarkershadeofgreen. James drew afunnypicture.

Write abriefparagraphthatincludesatleastone

Adjectives modify, ESSENTIAL QUESTION: Dark TheyWere, andGolden-Eyed Shouldwemakeahomeinspace? speaking. grammar andusagewhenwritingor conventions ofstandardEnglish Demonstrate commandofthe Language  adverbs. about adjectivesand moreHandbook tolearn Refer totheGrammar Through Follow Eyed.” They Were, andGolden- fromyou’ve learned “Dark Log andrecord what selection, goyourEvidence Before movingontoanew 

STANDARDS

Evid e n ce Log

145 146 comprehension orexpression. a wordorphrase importantto knowledge whenconsidering and phrases; gathervocabulary and domain-specificwords grade-appropriate general academic Acquire anduseaccurately Language needed atthehighendofrange. proficiently, withscaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  television shows. to workondozensoffilmsand Young Universityandwenton design asastudentatBrigham sound McDonough firstlearned original soundeffects. scripts andcreated spectacular McDonough wrote allthe 13, 13 series.ForBradbury the producer oftheBradbury professional sounddesignerand Michael McDonoughisa About the Producer

tandards UNIT 2•ASTARRY HOME MAKING MEANING ( GOLDEN-EYED AND WERE, THEY DARK short story short )

the radioplay. then compare thestoryandperformanceof “Dark TheyWere, andGolden-Eyed.”You will In thislesson,youwilllistentoaradioplayof Comparing Text toMedia listen sothatyoucangobackandanalyzesectionsfindinteresting. Study theradioplayusingthesestrategies.Take noteoftimecodesasyou First ReviewMEDIA:AUDIO the radio play. These words willbeusefultoyouasanalyze,discuss,andwriteabout VocabularyMedia Dark TheyWere, andGolden-Eyed radio play radio a in interactions and of events conveyor of sound radio production a for artificially produced silence: voice: human sound effects: and speaking, CONNECT LISTEN or imagesyou’veseen. experienced, textsyou’veread, to othermediayou’ve the absence how they’re sayingit. is and notewhois the central central the sounds sounds what they’re saying, ideas intheaudio

• • • • • •

even more importanceinaradioplay. A speaker’s pitch,volume,andpacingtakeon listeners knowwhichcharacterisspeaking. Voices inaradioplayneedtobe distinctso ticking ofaclock. or onsomethingominous,suchastheover-loud attention oncharacters’probable innerthoughts Silence ornearsilencecanfocuslisteners’ suspense. Silence afterrapiddialoguecanheighten atmosphere (arustydoor;thescreech ofanowl). Certain soundeffects alsohelpcreate moodand noises; thedropping ofabook). Sound effects indicatesettingsandactions(city

interesting andwanttorevisit. RESPOND NOTE Comprehension Check. elements that you find elements thatyoufind by completing the by completingthe (radio play) (radio GOLDEN-EYED AND WERE, THEY DARK

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Michael McDonough, Dark They Were, and Golden-Eyed radio drama. radio adaptations ofRayBradbury’s worksthatre-create thefeelofclassic disappeared. 13 In1984,NationalPublicRadioaired,aseriesof Bradbury entertainment. However, withtheriseoftelevision,radioplaysallbut During the1930sand1940s,radioplayswere ahighlypopularformof Backgr NOTES o u n d P roducer Dark TheyWere, andGolden-Eyed(radio play) MEDIA |r MEDIA MULTIMEDIA SCAN FOR adi o pl

147 a y 148

UNIT 2•ASTARRY HOME Complete thefollowingitemsafteryoufinishyourfirstreview. Comprehension Check How does this does How new knowledge help your deepen appreciation of this selection? author, 13, the seriescalled Bradbury to Explore Research RESEARCH 3. 2. 1.

attitudes? text totheradioplayaidinyourunderstandingofcharacters’changing way doestherestructuring ofdescriptionanddialoguefrom theoriginal The Bitteringsrelocate tothevillatoward theendof the story.Inwhat radio play? What additionaldetailsaboutthebombsonEarthare revealed inthe radio broadcast? What twospeakersthatare notintheoriginaltextbegin

Choose one of the following to research: the story’s or the history of or the history radio plays in general.

Close Review Listen again to the radio play. Write any new observations that seem important. What questions do you have? What can you conclude?

DARK THEY WERE, AND GOLDEN-EYED (radio play) Analyze the Media Notebook Respond to these questions. 1. Compare and Contrast (a) In what way is the opening scene of the radio play similar to the story’s opening scene? (b) In what way does the opening scene differ from the story? POINT OF COMPARISON

The text and the audio version of “Dark They 2. Evaluate Which version of the story did you enjoy more, the text or Were, and Golden-Eyed” the audio? Give reasons for your response. tell the same story. Pay attention to how experiencing the story is different when you read it 3. Connect If you were to cast the radio play, what actor would you and when you listen to it. choose to play each part? Explain your choices.

4. Essential Question: Should we make a home in space? What have you learned about living in space by listening to this radio play?

language development Media Vocabulary Use media vocabulary words in your responses to the following:

sound effects human voice silence

1. In what way has the Martian atmosphere been brought to life in the radio play?

2. Do the characters sound the way you thought they would sound, based on your reading of the story?

 STANDARDS © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Speaking and Listening 3. How are changes of scene indicated in the radio play? Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

Dark They Were, and Golden-Eyed (radio play) 149 150 analysis, reflection, andresearch. informational textstosupport • analysis ofrelevant content. the selection, organization, and concepts, andinformationthrough to examineatopicandconveyideas, • Writing unique toeachmedium. analyzing theeffectsoftechniques filmed, staged, ormultimediaversion, story, drama, orpoemtoitsaudio, Compare andcontrast awritten Reading Literature 

to literature. a. Applygrade standards 7Reading Draw evidencefromliterary or Write informative/explanatorytexts What creates thismood? What istheatmosphere ofthework? Mood are theydepicted? Who are themaincharacters, andhow Characters How are eventspresented? Plot

STANDARDS

UNIT 2•ASTARRY HOME EFFECTIVE EXPRESSION DARK THEYWERE,AND DARK THEYWERE,AND GOLDEN GOLDEN-EYED (short story) (radio play) ‑ EYED thoughts below. of theradioplay.Howmighthisgoalshavediffered? Write your 1949. Then,thinkaboutthegoalsofMichaelMcDonough,producer Consider whathisgoalsmighthavebeenwhenhewaswritingitin music to develop the elements. same like Use achart this one to compare. plot, characters, and Aradio mood. play uses voices,and sound effects, techniques specific to their uses language mediums. story to Ashort develop Compare Elements deepen youranalysisandexpress yourobservationsinwriting. Golden-Eyed” andlistenedtoaradioplayadaptationofthestory.Now, You haveread RayBradbury’s sciencefictiontale“DarkTheyWere, and Writing toCompare Prewriting DARK THEYWERE,ANDGOLDEN-EYED McDonough’s goals Bradbury’s goals an evaluationthattellswhichversionismore effective. techniques eachversionusestobringthistalelife. Concludewith Write a Mars. To prepare foryourassignment,considerthefollowing: Bittering familyandotherpeoplefrom Earthlivinginacolonyon Both thestoryandradioplaydescribeexperiencesof Assignment Notebook • •

What are themostimportantdifferences betweenthetwo? How are thestoryandradioplaysimilar? comparison-and-contrast essay SHORT STORY

Analyze Author’s Purpose

Both versions tell the story, same but they use inwhichyouanalyzethe RADIO PLAY

Skim Bradbury’s story.

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1. 3. 2. Support YourSupport Conclusion Write oneparagraphforeachnumbered sectioninyouroutline. and-contrast essay.Followanoutlinethatincludesdetailsyoucollected. Draft astrong introduction, body,andconclusionforyourcomparison- Drafting review ofeachother’s essays. spelling andgrammarerrors. Finally,workwithapartnertohavepeer evaluation issupportedbyeffective evidence.Proofread yourdraftfor of comparisonandcontrastare clearlyidentified, andaconcluding your essaypresents information inalogicalway.Makesure thepoints When youare donedrafting, review andrevise youressay.Makesure Review, Revise, and Edit hasgreater a emphasize overall version why one impact. conclusion. You may wish to describe the strengths of both versions, but “Dark Were, They and Golden-Eyed” the to evaluation support in your contrasts: and comparisons identify and versions to distinguish help writing about in each sentence. Transitions such as the following can Use Transitions .Eauto Statewhichversion ismore effective. Identify themoodcreated byeachversion. V. Evaluation Conclusion Tell howcharactersare presented ineachversion. IV. Mood III. Characters II. Plot Describethenarrativeandmediums youare comparing. Body I. Opening Introduction

Which versionofthetaleismore effective? Why? Which elementshaveagreater impactintheradioplay? Which narrativeelementsare stronger inBradbury’s shortstory? Notebook benefits from _____. Whereas theradioplaytakesadvantageof_____,story Where thestoryuses_____,radioplayemploys_____. The story’s characters. The languageofthestory. In Bradbury’s story.

Respond tothesequestions.

Clearly identify which version of the you tale are Explain howtheplotisdevelopedineachversion.

Cite specific evidence from both versions of

play . Similarly, play . On theotherhand,radio However, intheradioplay. ESSENTIAL QUESTION: the settlersinradio Dark TheyWere, andGolden-Eyed Should wemakeahomeinspace? analysis ofrelevant content. the selection, organization, and concepts, andinformationthrough to examineatopicandconveyideas, Write informative/explanatorytexts Writing  Golden-Eyed.” of “DarkTheyWere, and the textandaudioversions fromwhat you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa  explanation presented. and supportstheinformationor or sectionthatfollowsfrom f. Provide aconcludingstatement inform aboutorexplainthetopic. domain-specific vocabularyto d. Usepreciselanguageand and examples. quotations, orotherinformation facts, definitions, concretedetails, b. Developthetopicwith relevant aiding comprehension. and multimediawhenusefulto effect; includeformatting, graphics, comparison/contrast, andcause/ such asdefinition, classification, information, usingstrategies organize ideas, concepts, and previewing whatistofollow; a. Introduceatopicclearly,

STANDARDS

EVIDENCE LOG

151 152 needed atthehighendofrange. proficiently, with scaffoldingas the grades 6–8textcomplexityband comprehend literary nonfictionin By theendofyear, readand Informational TextReading  and humanbehavior. between science,culture, writes abouttherelationship Magazine. Koerth-Baker to theNewYork Times has contributedarticles a general-interest blog,and editor atBoingBoing, author. Sheisthescience and science journalist (b. 1981)isanAmerican Maggie Koerth-Baker About the Author

STANDARDS

UNIT 2•ASTARRY HOME MAKING MEANING Could Bore You to Death! Danger! This Mission to Mars opportunity tocompletetheclose-read notesafteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION review yourrankings.Markchangestooriginalrankingsasneeded. After completingthefirstread, comebacktotheconceptvocabularyand most familiar(1)toleast(6). familiar youare witheachword. Then,rankthewords inorder from Mission toMarsCouldBore You toDeath!”Before reading, notehow You willencounterthefollowingwords asyouread “Danger!This Concept Vocabulary have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE subconsciously excruciatingly catastrophic monotony the generalideasof stimulus chronic WORD ideas within the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE RESPOND YOUR RANKING by marking by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 1 pretend—what if welivedonMars? The dome’soccupantsare playingaseriousversionofthegame through amockairlock,cladheadtotoeinsimulatedspacesuits. canned orpreserved food.Whentheygooutside,exit of showertimeaweekandsubsistondietfreeze-dried, volcano. Theysleepintinyrooms, usenomore thaneightminutes 1. R and boredom. to Mars,astronauts wouldalsohavetoendure longperiods ofisolation stress ofbeingisolatedfrom societyformonthsonend. Onamission toll onthecrew’s bodies,crew membersalsostruggledwiththemental the SouthPoleinearly1900s.Whiletheseicyvoyagestookahuge Shackleton,wholedseveralexpeditionsto This articlementionsErnest BACKGROUND

strength, efficiency, and durability. geodesic dome white geodesicdome ight now, sixpeopleare livinginanearlywindowless,

round building that is inexpensive to build and is known for its structural structural its for known is and to build inexpensive is that building round This Mission to Mars Could Mission toThis Mars 1 on the slopes of Hawaii’s MaunaLoa ontheslopesofHawaii’s Bore You to Death! Danger! ThisMission toMarsCouldBore You toDeath! Maggie Koerth-Baker Maggie Koerth-Baker ANCHOR TEXT Danger! NOTES

MULTIMEDIA NEWS ARTICLE SCAN FOR

153

paragraph? topic sentenceofthe effectively supportthe 154 stimulus CONCLUDE: QUESTION: ANNOTATE: CLOSE READ chronic NOTES action orreaction something thatcauses listing suchdetails? is theauthormakingby in paragraph4. descriptive detailsyoufind recurring often lasting alongtimeor

UNIT 2•ASTARRY HOME (KRON ihk) (STIHM yuhluhs) (STIHM Whatpoint Mark Dothedetails adj. n. 5 4 3 2 6 Kring, president oftheSocietyHumanPerformance inExtreme the mirror imageofhavingtoomuchworktodo, saysJason amuse it,searching franticallyforstimulus. restless mindisjustthat—adesperateforsomethingto someone’s mindiswandering.Itsuggeststhatwhat wecalla maps closelytothebrain-activitypatternsscientists see when more thananybodyexpected,Danckertsays.Thedefaultnetwork in thebrainsofpeoplewhoare staringatablankscreen—way directly focusedonsomething.There’s alotofobservableactivity of brainactivitythatseemstoremain onevenwhenyouaren’t a phenomenoncalledthe“defaultnetwork”—abackground hum Danckert ishopingtofindoutwhetherboredom isconnectedto first studyofhowourbrainactivitychangeswhenwe’re bored. of Waterloo. He’scurrently workingonwhathesaysmaybethe Danckert, aprofessor ofcognitive neuroscience attheUniversity result, wenowknow, oftheir ratherunstimulatinglifestyles. their metalcagesandbirds thatgroomed themselvesbald—alla remember zoosfullofmanically pacingtigers,bearsgnawingon harmful patternsofbehavior. Anybody ofacertainagewill mental stimulationthatcomeswiththemcanfallintorepetitive, Branch. Animals deprivedofnaturalistic environments andthe in extreme environments attheUniversityofTexas Medical light orheat,saysSherylBishop,whostudieshumanperformance single-celled amoebaswillmovetoinvestigatenewsources of new smells,tastes,sights,soundsorexperiences.Even simulation ofthestress of ajourneytoMars. say, research facilitiesin Antarctica mightactuallyprovide abetter Station. Butbecauseofthecauseschronicboredom, scientists effects ofboredom atHI-SEAS,andontheInternational Space visiting anotherplanet. And so,attentionisbeingpaidtothe threats toamannedMarsmission,despitethethrillinherent in of scientistssaythat—ofallthings—boredom isoneofthebiggest takes more thaneightmonthseachway. tremendous amountoftime.With current technology, thejourney fuel, travelingthetensofmillionsmilestoMarswilltakea of planningandprecise calculationsandmassiveamountsof rockets topropel aspacecraftoutofEarth’satmosphere, years of time.It’smore thanatechnicalproblem. Besides multistage happen topeoplewhotravelthrough outerspaceforlongperiods continuation ofalonghistoryattemptstounderstandwhatwill Simulation (HI-SEAS)project, fundedinpartbyNASA,isa Boredom, itturnsout,isaformofstress. Psychologically, it’s Human boredom isn’tquite aswellunderstood,saysJames Most livingthingsconstantlyseekoutsensorystimulation— Which meansthatastronauts willgetbored. Infact, anumber Research attheHawaiiSpaceExploration Analog and

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 10 11 9 8 7 overworking people:in1973,theexhaustedcrew ofSkylab4 Station issimilar. (Infact, historically, NASA’s problem hasbeen the timeshegoestobedatnight.Life ontheInternationalSpace hour plannedandaccountedfor, from thetimeshe wakesupto member KateGreene toldmethatherscheduleispacked—every busy withwork.That’sastrategyatHI-SEAS,where thecrew excruciatingly bored. expedition isthis:evenscientistsonimportantmissions canget An importantlessonthat Antarctica canimpartonaMars reminiscent ofprisoners’ stories from solitaryconfinement. boredom, depression anddesperateattemptsatentertainment telling anyoneelsetheywere goingout. outside in40-belowweatherwithoutproper clothingandwithout told mehehasheard about Antarctic researchers venturing nine months,theisolationcanleadtostrangebehavior. Suedfeld scientists andcrew off from therest oftheworldforaslong suffer from chronic boredom. In Antarctica, where wintercancut that peoplewillsometimesdoreckless, stupidthingswhenthey environment bores them. risks, subconsciouslyseekingoutstimulationwhentheir Danckert andKringsay, bored people are alsoprone totaking befuddled whilereading an oxygengauge?More important, astronaut forgets acertainsafetyprocedure? Whatif hegets such alongjourneythrough nothingness. the degree thataMarsmissiondoes,becausenonehaveinvolved in NASA’s historyhasraisedthespecterofchronic boredom to tested forpsychologicalaswellphysicalfitness.Butnomission 6,000 applicants and only8were chosen. Astronauts are rigorously other applicants.The2013class,forinstance,hadmore than to becandidates,theyhavecompeteagainstthousandsof before they’re evenapproved tofly. And before theyare chosen and attentiondeficits. normal functioning.Chronic boredom correlates withdepression about itself. Ifthisgoesontoolong,itcanaffect your mind’s find somethingelsetodo—itdaydreams, itwanders,thinks places. Ifyourbraindoesnotreceive sufficient stimulus, itmight work inspace,underwater, onmountaintopsandotherhigh-risk Environments, anorganization thatstudieshowpeople liveand 2. day off.) But Antarctica isdifferent from HI-SEASorthe actually stagedarelaxation rebellion andtookanunscheduled

Skylab 4 Skylab Astronaut candidatesgothrough twoyearsoftraining One effective wayastronauts combatboredom isbystaying The diariesof earlypolarexplorers are fulloftalesextreme The cognitiveandsocialpsychologistPeterSuedfeld says What if, millionsofmilesfrom home,achronically bored

mission aboard United States space station Skylab. station space States United aboard mission Danger! ThisMission toMarsCouldBore You toDeath! 2

awareness the mindwithoutone’s full a Marsmission? especially problematic for that chronic boredom is understand thereason facts helpyoutobetter CONCLUDE: QUESTION: ANNOTATE: CLOSE READ NOTES excruciatingly subconsciously shuhs lee) painfully; miserably these facts? the authorinclude astronauts are faced. the challengeswithwhich in paragraph7thatshow shee ay tihng lee) adv.occurringin Whydid Markfacts Howdothese (ehk SKROO (suhb KON adv.

155 156 catastrophic monotony NOTES ihk) nee) adj.disastrous n.sameness;boredom

UNIT 2•ASTARRY HOME (muh NOT uh (kat uh STROF (kat uhSTROF 13 12 small printingpress. At McMurdo Station, skits andconcerts.Ononeexpedition,Shackletonbrought a Even ErnestShackleton’s Antarctic crew foundwaystoputon Suedfeld says,andplanningtheeventshelpschangeroutine. traditional andinvented. You needsomethingtolookforward to, culture. Theycelebratearidiculousnumberofholidays,both off boredom bycreating whatyoumightcallauniqueoffice with, nowayoutandlittletobreak upthemonotony. vanish inahazeofwhite.It’sjustyou,thepeopleyoucame nobody outsidethebasedirecting yourday. Spectacularviews International SpaceStation.Communicationsare limited.There’s express writtenpermissionisprohibited. by theCopyrightLawsofUnitedStates.Theprinting,copying,redistribution, orretransmission ofthisContentwithout From TheNewYork Times, July21,2013©TheNewYork Allrightsreserved. Usedbypermissionandprotected Times. 3. the mind’stendencytowanderwhenleftitsowndevices. catastrophic if humanity’sgreatest voyagewere brought lowby endeavor intoapsychologicallygrueling one.Itwouldbe we riskmakingaphysicallyandtechnologicallychallenging this are necessarybecause, withoutproper mentalstimulus, Oddity” thatrackedupmore than16millionviewson YouTube.) Canadian astronaut, madeatributetoDavidBowie’s“Space John Carpenterfilms.(It’snotsofar-fetched. ChrisHadfield,a watch recordings ofMars-boundastronauts actingoutother movie EscapeFrom NewYork. It’spossiblethatwemay, someday, created costumes,learnedlinesandactedoutscenesfrom the

McMurdo Station McMurdo And sosomeresearchers there havelearnedtoactivelyfend It mightsoundabsurd, but manyscientistssaystrategieslike

Antarctic research station. 3 the1983wintercrew

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Complete thefollowingitemsafteryoufinishyourfirstread. Check Comprehension Research to Clarify Research RESEARCH 4. 3. 2. 1. aspect of the article?aspect research that detail. what In way the information does you learnedshed light an on

Bore You toDeath!” mission? According toscientists,whatisoneofthebiggestthreats toamannedMars ourcurrenttoMarstake? technology,howlongwillajourney With Why are sixpeoplelivinginageodesicdomeontheslopesofvolcanoHawaii?

Notebook

Write abriefsummaryof“Danger!ThisMissiontoMarsCould

Choose atunfamiliar one least detail from article. Briefly the news Danger! ThisMission toMarsCouldBore You toDeath!

157 158 the ideas. whole andtothedevelopmentof the majorsectionscontributeto to organizeatext, includinghow Analyze thestructureanauthoruses Informational TextReading  Model Annotation Close-Read Guideand

STANDARDS T

ool Kit UNIT 2•ASTARRY HOME MAKING MEANING DANGER! THISMISSION TO MARS COULDBORE YOU TO DEATH! 3. 1. TextClose Readthe 2. 3. 2. 1. Analyze the TextAnalyze the

you conclude? questions suchas“Whydidtheauthormakethischoice?”Whatcan Read thissectioncloselyandannotatewhatyounotice.Askyourself Revisit asectionofthetextyoufoundimportantduringyourfirstread. notes. For more practice,gobackintothetextandcompleteclose-read and conclusion. passage, andfindanotherdetailtoannotate.Then,writeaquestion annotations, alongwithquestionsandconclusions.Closeread the This model,from paragraph8ofthetext,showstwosample

reading thisarticle? aboutthebenefitsanddrawbacksofspace travelfromyou learned Essential Question convincing? (b)Whichdetailswere leastconvincing? Classify Connect Notebook bores them. stimulation whentheirenvironment risks, subconsciouslyseekingout bored peopleare alsoprone to taking important, DanckertandKringsay, reading anoxygengauge?More What if hegetsbefuddledwhile forgets acertainsafetyprocedure? home, achronically bored astronaut What if, millionsofmilesfrom astronaut boredom. are manyotherpotentialrisksresulting from CONCLUDE: Theauthorisshowingthatthere questions withoutproviding answerstothem? QUESTION: Whydoestheauthorasktwo situations. with twoquestionsthatintroduce possible ANNOTATE: Theauthorbeginsthisparagraph

(a) Whichdetailsaboutthedangersofboredom were most How ischronic boredom aformofstress?

Respond tothesequestions.

Should wemakeahome inspace?Whathave Cit to supportyouranswers. e t e xtual explanation. the author’s strengthens supports and information Expert CONCLUDE: information? include this does theauthor QUESTION: Why experts. subject-matter information from author includes ANNOTATE: The e vid ence

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. and understand. texts present numerous aspectsofatopicinwaythatiseasytofollow informs, orexplainsiscalledinformativewriting.Effective informative Text Structure: InformativeWriting Analyze CraftandStructure • • • 1. 3. 2. Practice often usedtoshowhowideasare connected. Transition words andphrases,suchasfinally,since,infact,are support mayalsoincludequotationsfrom expertsonthetopic. and otherdetailsthatdescribeelaborateonthetopic; The authorprovides supportforhisorherideaswithfacts,statistics, another topresent aclearpicture ofthetopic. sections orparagraphs.Theseparagraphsbuildonone The topicofthetextisintroduced andthendevelopedinrelated

Use thecharttoidentify keyinformationprovided in thearticle. Cite detailstosupportyourresponse. How effectively hastheauthor introduced ideasandsupportedthem? paragraph together? article. (b)Howdothesewords and phrases linktheideasinthis (a) Identify three transitionwords orphrasesinparagraph3ofthe Notebook conclusion? What keyideaisreinforced inthe explored bodyparagraphs? inthe topicareWhat aspectsofthe introduction? What detailsare provided inthe

Respond tothesequestions.

Any kindofwritingthatteaches, ESSENTIAL QUESTION: Danger! ThisMission toMarsCouldBore You toDeath! Shouldwemakeahomeinspace? to supportyouranswers. CITE TEXTUALEVIDENCE

159 Word Network. from thetexttoyour related tospaceexploration Add interesting words 160 range and content, and unknown • Determine speaking. grammar conventions • Demonstrate Language   clues Greek b.

Use phrases

STANDARDS

WORD NETWORK of

UNIT 2•ASTARRY HOME to LANGUAGE DEVELOPMENT

or common, strategies.

and

and DANGER! THISMISSION the TO MARS COULDBORE

Latin

of based or choosing

usage meaning multiple-meaning

standard command clarify

affixes

grade-appropriate

YOU TO DEATH! on

when

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of and

English

of meaning

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word. roots the

from

words

as or

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6. 5. 4. 3. 2. 1. 1. subconsciously seeksomesortofstimulus. are related toboredom. Forexample,whenweare bored, wemight 2. Why TheseWords? 2. Concept Vocabulary 1. them withoutevenbeingaware thattheyare doingso. subconsciously seekoutstimulation,ortheylookforthingstostimulate In thearticle,authorsaysthatwhenpeoplebecome bored, they is notdirectly aware ofhavingthethoughtorperforming theaction. is, itrefers toathoughtoractionthatoccursinwaywhichperson word subconsciouslymeans“inawaythatisbelowconsciousness”; Latin Prefix: sub- Word Study Practice

What mighthappentoashipincatastrophicdisasteratsea? Why mightmanypeoplefindmonotonyinhouseholdchores? What mightitfeelliketohaveanexcruciatinglypainfulheadache? speaking infront ofpeople? What mighthappenif someonewere subconsciously nervousabout What sortofstimulusmightapersonseekif heorshewere sleepy? ifWhy mightadoctorbeconcerned patienthadchroniccough? chronic boredom orthepotentialrisksitposes? What otherwords intheselectionconnecttoconditionof people respond toboredom? How doestheconceptvocabularysharpenyourunderstandingofhow excruciatingly stimulus that correctly useseachword. prefix sub-.Record thedefinitionfor eachword, andwriteasentence Using adictionaryorthesaurus,findthree otherwords thathavethe Write asentencethatcorrectly usestheword subconsciously. Notebook

Respond tothesequestions.

The Latinprefix sub-means“under”or“below.” The

The conceptvocabularywords from thetext ucncosymonotony subconsciously catastrophic

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 3. 2. 1. your sentence. either actionorlinking,choosewhichformtouse,and labelitnextto indicated andtheactionorlinkingverbinparentheses. Ifaverbcanbe linking verbs. examples inthischartwillhelpyoutellthedifference betweenactionand Several verbscanbeusedeitherasactionorlinkingverbs.The 3. 2. one verb. an actionorastateofbeing.Acompletesentencemusthaveatleast Action Verbs andLinkingVerbs Conventions Write It 1. an actionverboralinkingverb. Mark theverbsintheseexcerptsfrom thenewsarticle,andlabeleachas Read It Ac shell.) subject, Jeri,wastouchingthe turtle’s the Jeri felt (The shell. farmer,subject, the israisingcorn.) The farmergrows corn.(The anapple.) subject, Manny,iseating apple.(The Manny tastesthe

• • International SpaceStation(willbe) International boredom (stimulate) scientists (research) astronaut (look) . astronauts willgetbored. reminiscent ofprisoners’storiesfrom solitaryconfinement. boredom, depression anddesperateattemptsatentertainment The diariesofearlypolarexplorers are fulloftales extreme When theygooutside,exitthrough amockairlock.. Notebook tion will be.Otherlinkingverbsincludeseem,become,stay,andfeel. verbs are formsofbe,suchasam,is,are,was,were,hasbeen,and that describesorrenames thesubject.Themostcommonlinking A linkingverbjoinsthesubjectofasentencewithword orphrase An actionverbtellswhatsomeoneorsomethingisdoing. V e rb s

Write asentenceforeach item, usingthesubject

A verb isaword thatexpresses L .) shell turtle’s subject,the describes the The turtle’s hard. felt shell (Hard subject,corn.) describesthe tall, The corngrows (Theadjective, tall. subject, apple.) sour,adjective, describesthe The appletastessour. (The in k in g V e ESSENTIAL QUESTION: rb Danger! ThisMission toMarsCouldBore You toDeath! s Shouldwemakeahomeinspace?

161 162 for additional several to • Conduct evidence. with • Write Writing  • Include pronunciation. contact, and pertinent focused, emphasizing emphasize to and • Present Speaking andListening supports or e. formal style. Establish d. understanding sources evidence, logical b. Support logically. organize alternate Introduce a.

answer clarify

further

Provide visual examples; section STANDARDS clear

UNIT

sources EFFECTIVE EXPRESSION

arguments

adequate

coherent

reasoning

claims

descriptions,

multimedia

claims and

DANGER! THISMISSION

TO MARS COULDBORE reasons

related, displays research

short

the the salient or

using

that question, a

claim(s) salient

and opposing concluding

2 demonstrating claim(s),

reasons argument use

and

research and of follows •

accurate,

manner maintain points.

volume,

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appropriate in to

and A the

and

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with findings,

components presentations support

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facts,

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topic

relevant claims,

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clear eye and text.

HOME

her thoughtsonvarioussubjects. blog, inwhichsomeoneprovides informationaboutorexpresses hisor calleda A blogpostisapieceofwritingaddedtoanonlinejournal Writing toSources linking verbsmaymakeyourwritingdull. want tobeaware ofyouruseactionandlinkingverbs.Usingtoomany several oftheconceptvocabularywords inyourwriting.You mayalso Vocabulary andConventionsConnection 3. 2. 1. After youhavewrittenyourblogpost,answerthese questions. Reflect onYour Writing and thenmakesupportyourclaiminblogpost. worth theexpense?Brieflyresearch different perspectivesonthetopic, boredom whiletravelingtoMars.Istheeffort tocombatboredom post, stateyourpositiononthetopicofcombatingastronauts’ “Danger! ThisMissiontoMarsCouldBore You toDeath!”Inyour Write anargumentintheformofablogpostresponse to Assignment

stimulus chronic argument? writing. Whichwords didyou specifically choosetostrengthen your Why TheseWords? duringyourresearch?What isthemostsurprisingthingyoulearned Was iteasyordifficult tosupportyourclaim? • • • • • your argument. Provide aconcludingstatementthatfollowsfrom and supports Acknowledge andaddressoropposingclaims. alternative your reasons andevidenceare clearlyconnectedand flowlogically. Organize theinformationyouwilluseinyourblogpostsothat evidence tosupportyourargument. Conduct research—using accurate,credible sources—to compile Identify yourclaim,anddecideonaresearch plan.

xrcaigycatastrophic monotony excruciatingly subconsciously The words youchoosemake adifference inyour

Think aboutincluding

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 4. 2. 3. 1. of visualaidssuchascharts,diagrams,illustrations,photos,orvideoclips. A Speaking andListening PRESENTATION EVALUATION GUIDE 5 (demonstrated). Rate eachstatementonascaleof1(notdemonstrated)to boredom thatastronauts willface. sure toclearlyexplainwhyyouractivitywilleffectively combatthe to Mars.Share yourideawiththeclassinavisualpresentation . Be could helpastronauts combatboredom duringaneight-monthjourney these ideas,aswellthoseinthearticle,tocreate anactivitythat Briefly research activitiesthatare designedtocombatboredom. Use Assignment

visual presentation isawayofconveyinginformationthrough theuse classmates’ presentations. like theoneshowntoevaluateyourownaswell Evaluate Presentations Deliver Your Presentation Organize Your Presentation Plan Your Presentation • • • • • • • •

The idea for an activity wascreativeThe ideaforanactivity andoriginal. The speakerspokeclearlyand atanappropriate volume. audience. the The speakermaintainedeyecontactwith The presentation includedavarietyofvisualaids. The presentation organized waswell andeasytofollow. examples. and details, descriptions, The speakersupportedhisorherideaswith you display. Ensure thatyourclassmatescanclearlyseeandexaminethevisuals Speak clearlyandatanappropriate volume. Maintain appropriate eyecontactwithyouraudience. Gather orcreate avarietyofvisualaids. Consult severalprintanddigitalsources togatherinformation. and getfeedback. Rehearse yourpresentation. You maywanttoworkwithapeer Arrange thevisualsinorder inwhichyouwillshowthem. at whichyouwillshowvisuals. Create ascriptthatflowslogically.Indicateinthepoint

Use apresentation evaluationguide

ESSENTIAL QUESTION: Danger! ThisMission toMarsCouldBore You toDeath! Shouldwemakeahomeinspace? Death!” Mars CouldBore You to “Danger! ThisMissionto fromwhat you’velearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

EVIDENCE LOG

163 assumption discredit certainty alternative justify the beginningofunit. in vocabulary youlearned some oftheacademic argument, considerusing As youcraftyour VOCABULARY ACADEMIC 164 purposes, a frames • Write evidence. with • Write Writing  Student Argument

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Elements ofanArgument Model Argument in theformofaneditorial. knowledge ofthesetextstowriteanargumentaboutspaceexploration, to astronauts onverylongspacemissions.Now, youwilluseyour to Death!”examinesthechallengesthatchronic boredom poses changes onMars.“Danger!ThisMissiontoMarsCouldBore You Mars. In“DarkTheyWere, andGolden-Eyed,”afamilyfacesenormous The textsandradioplayinthissectionallrelate totheexplorationof Write prepare towriteyourownargument. an opportunitytoreview these elementsasyou an effective argumentinthe text.You willhave Challenge yourself tofind all oftheelements Street.” argument, seetheLaunchText, “LeavingMain An effective argumentcontainstheseelements: well, revealing personalviewpoints. and logicalreasoning. Editorialsusuallyincludethewriter’s opinionsas writer statesandsupportsaclaim,orposition,basedonfactualevidence and takesapositiononspecific topicorissue.Inanargument,the An editorialisatypeofargumentthattypicallyappearsinnewspaper you respond tothefollowingquestion: as outsidereading andpriorknowledge,writeaneditorialinwhich Based onthetextsandaudioyou’veencountered inthisunit,aswell Assignment • • • • • • • a formalstyle claims, reasons, andevidence words, phrases,andclausesthatshowtherelationships among a clearorganizationalstructure counterarguments totheseviews statements thatacknowledgeopposingviewsandoffer persuasive evidenceandlogicalreasoning thatsupporttheclaim information abouttheissue one side a clearstatementofyourclaimonanissuethathasmore than Do the benefitsofexploringMarsoutweighthe risks? Do the

Argument For amodelofwell-crafted LIT17_SE07_U02_LT.indd 120 120 UNIT NOTES born toexploretheunknown. argument thatpeopleare way thewriterpresents As youread, the Unit. Assessment attheendof in thePerformance‑Based of writingyouwilldevelop on atopic.Thisisthetype states anddefendsaposition of writinginwhichanauthor an This selectionisanexampleof LAUNCH TEXT

argumentative text UNIT 2•ASTARRY HOME

LAUNCH TEXT lookatthe |

ARGUMENT INTRODUCTION , atype 6 5 4 3 2 1 I necessarily logical.Inotherwords, moneydoesn’thavemuch makes thepointthatpeoplegotospaceforreasons thatare not program, saysMichaelGriffin in humankind’s sphere ofinfluence toouterspace. cost ofexplorationisvastlyoutweighedbytheideaextending a percent ofthefederalbudget,it’swellworthprice:The and careers inscienceandtechnology. At acostofsix-tenths national security. Itinspires studentstopursueinnovativeprojects national prestige, helpstheeconomy, creates jobs,andimproves hunger andpoverty. has more importantthingstospenditsmoneyon,suchasending for spaceexploration.Theargument goesthattheUnitedStates threats todefundit. serious challengesbefore itcouldgetunderway—suchasrepeated future ofspaceexploration. a triumphofhumaningenuity, andahugeleapforward forthe some formoflife. The and volcanicactivity, justasEarthdoes.Itmayevensupport not justagiantballofice.Ithasmoltencore, tectonicplates, dwarf planetattheedgeofoursolarsystem. The spacecraft of Plutostreamed backtoEarthfrom three billionmilesaway. n July, 2015,theworldwatchedinaweasclose-upphotographs As aresult ofthemission,scientistsdiscovered thatPlutois Yet italmostdidn’thappen.Themissionhadtoovercome some But theseare notthereal reasons forcontinuingthespace Others argue thatasuccessfulspaceprogram adds toour There havealwaysbeennaysayerswho’vequestionedtheneed New Horizons New Horizons hadtravelednineyearstostudythe Air &SpaceMagazine missionhasbeenhailedas Leaving Street Main MULTIMEDIA . Griffin SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. However, mypositionisstronger because The evidence that supports this alternative positionis The evidencethatsupportsthisalternative The reason heorshemightthinkthisisbecause Consider PossibleCounterclaims your introduction. thesis statement—onestrong sentencethatstatesyourclaim.Includethisin Write aClaim which positionyouwilldefendinyoureditorial. column listinwhichyouwritebenefitsoneandriskstheother. Then,decide reviewing thetextstoevaluatebenefitsandrisksofexploringMars.Make a two- Develop aClaim Prewriting /Planning argument. Askquestionssuchas: Note howtheauthorofLaunchText presents andsupports an marks andnametheauthorworkfrom whichyouare quoting. words. Ifyouquoteanauthor, besure youputthewords inquotation from thetexts.You canalsousedirect quotations,oranauthor’s exact You canparaphrase,orrestate inyourownwords, ideasandinsights with evidencefrom theAnchorTexts, review thetextsandnotekeyideas. Connect Across Texts following exampleasevidencetosupportaclaim: and otherdetails.Forexample,theauthorofLaunchText usesthe ideas. Supportingevidenceincludesfacts,statistics,quotations,examples, Gather Evidence Another reader mightsaythat anticipate counterclaims toyourargument,completethesesentences: counterclaims toyourargumentwillmakeclaimmore persuasiveandpowerful.To views thatopposeyourposition,andexplainwhytheseare flawed.Addressing consider allsidesofanissue.Thismeansthatyoumustidentify counterclaims, or • • survived byoutperformingothers. strives tobethebest,orfirst,atsomething.Ourancestors . thereissomethingaboutthehumanconditionthat the argument? How doestheauthorconnectclaims,evidence, and reasons in How doestheauthorstateandsupportaclaim?

To makeyourpositioncleartoreaders, review yournotesanddevelopa

To determinetheclaimyouwill make inyoureditorial,beginby Reread thetextstofindevidencethatsupportsyour

To effectively present andsupportyourargument

In order toeffectively makeyourclaim,youmust —from “LeavingMainStreet” ESSENTIAL QUESTION Performance Task: Write anArgument : Shouldwemakeahomeinspace? evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing  your argument. may wanttoincludein and identify keydetailsyou Review yourEvidenceLog  understanding ofthetopicortext. sources anddemonstrating an evidence, usingaccurate, credible logical reasoningandrelevant b. Supportclaim(s)with logically. organize thereasonsandevidence alternate oropposingclaims, and a. Introduceclaim(s), acknowledge

STANDARDS

EVIDENCE LOG

165 . . .

. PERFORMANCE TASK: WRITING FOCUS

Drafting Organize Your Argument Most arguments are composed of three parts: • the introduction, in which you state your claim • the body, in which you provide analysis, supporting reasons, and evidence • the conclusion, in which you summarize or restate your claim Each part of your argument should build on the part that came before, and every point should connect directly to your main claim. This outline shows the key sections of the Launch Text. Notice that each paragraph fulfills a specific purpose.

LAUNCH TEXT

MODEL: “Leaving Main Street” My Argument INTRODUCTION AND CLAIM Introduction

Author presents first set of arguments and supporting details Body Author addresses counterarguments

Author presents strongest argument Conclusion Author concludes the argument

Clearly Connect Your Ideas In order for an argument to be effective, it must show clear connections between claims, counterclaims, reasoning, and evidence. Some transitional words and phrases show the connections between similar ideas, whereas others show the connections between opposing ideas. Refer to the examples as you draft. First, determine the relationship between two ideas. Then, choose an appropriate word that will clarify this relationship. Similar Ideas: because, in addition, also, likewise, moreover, as well as, similarly, furthermore  STANDARDS Opposing Ideas: although, but, in contrast, even though, despite, Writing Write arguments to support claims whereas, regardless, however with clear reasons and relevant evidence. Write a Strong Conclusion You should conclude your editorial with a a. Introduce claim(s), acknowledge powerful conclusion that follows the logic of your reasoning and supports alternate or opposing claims, and the position you defined in your thesis statement. Do not introduce new organize the reasons and evidence logically. ideas or information in your conclusion. Because your conclusion is your c. Use words, phrases, and clauses last chance to make your case to your audience, it should be clear and © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson to create cohesion and clarify persuasive. the relationships among claim(s), reasons, and evidence. Write a First Draft As you draft your editorial, review the elements of e. Provide a concluding statement an argument, as well as the information you gathered in the Prewriting/ or section that follows from and supports the argument presented. Planning section of this Performance Task.

166 UNIT 2 • A STARRY HOME © Pearson Education, Inc., or its affiliates. All rights reserved. general Present tenseindicatesanactionthathappensregularly orindicatesa different forms,thattellwhensomethinghappensorexists. A verbexpresses anactionorastateofbeing.Verbs havetenses,or Revising forCorrect Language Deve 2. 1. methods: your editorial.Then,verify the correct formusingoneofthefollowing To fixanincorrect formofaverb,firstidentify anyquestionableverbsin Write It These sentencesfrom theLaunchText showdifferent verbtenses. Read It before another. Future perfecttenseindicatesanactionthatwillhavebeencompleted another actioninthepast. Past perfecttenseindicatesanactionthatwascompletedbefore now. the pastoranactionthathappenedinandisstillhappening Present perfecttenseindicatesanactionthathappenedsometimein Future tenseindicatesanactionthatwillhappen. Past tenseindicatesanactionthathasalready happened.

• • • • • • ideas asprecise aspossible. Then,revise thesentenceusingthattense. Rewrite thesentence.Considerwhichverbtensewillmakeyour that time.Avoid shifting from onetensetoanotherunnecessarily. examples inReadIttodeterminewhichverbformcorresponds with present, past,orfuture—in whichtheactionoccurs.Then,review the Review thebasicformsofsixtenses.First,identify thetime— it’s tobehuman.(future like perfect) haveforgottenIf westopexploringspace,soonsocietywill what edgeofoursolarsystem.(pastperfect) dwarf planetatthe The spacecraftNewHorizonshadtravelednineyearstostudythe achievements. .(present perfect) Humans havealwayscreated monumentstocommemorate nottolerateboundaries..(futureHumans will tense) (pasttense) others. Our ancestorssurvivedbyoutperforming (present tense) core,It hasamolten . tectonicplates,andvolcanic activity.

truth. l opment: C V erb T ONVENT ense ESSENTIAL QUESTION I ON S Performance Task: Write anArgument : Shouldwemakeahomeinspace? reading, conventions • Use spelling capitalization, conventions • Demonstrate speaking. grammar conventions • Demonstrate Language  closely related. if twocompleteideasare Semicolons are appropriate sentences orideas. to separatecomplete Use periodsorsemicolons Punctuation a. wordiness recognizing ideas

Choose STANDARDS

knowledge

precisely

when or

and

listening.

language when of of and

usage and writing. punctuation,

standard standard command command

and redundancy.

eliminating writing,

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English English

of of

writing speaking,

expresses and

the the

and

167

or its

your argument. from yourWord Network in Include appropriate words 168 evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing   style. d. Establishand maintainaformal logically. organize thereasonsandevidence alternate oropposingclaims, and a. Introduceclaim(s), acknowledge FOCUS ANDORGANIZATION

STANDARDS

WORD NETWORK

UNIT PERFORMANCE TASK: WRITINGFOCUS Provides follows aconclusionthat Acknowledges opposingclaimsand Uses words, phrases,andclauses aclearorganizationalEstablishes Provides aclearlystatedclaimand from argument. andsupportsthe offers counterarguments. ideas clear. relationshipsmake the among ideasand together helptie that structure. context surrounding issue. the

•

STARRY

HOME Highlight Your MainPoints your revision. draft. Then,useyourevaluationandtheinstructiononthispagetoguide Use thefollowingchecklisttoevaluateeffectiveness ofyourfirst Evaluating Your Draft Revising Tone clearly, usethefollowingstrategiesasyourevise yourwriting. by point andbuildssupportforyourposition.Create anauthoritativevoice that youhaveusedprecise language.Precise languagehelpsconveyyour Choose Precise Words Precise: alife-changingmission Vague: agoodmission • • • • •

using logically, withyourstrongest pointpreceding yourconclusion. body ofyoureditorial.Thiswillensure thatyoureditorialprogresses If onemainpointisstronger thantheothers,moveittoendof points orcombinetheparagraphsinwhichtheyappear. If onemainpointisessentiallythesameasanother, combinethese one, makesure thefirstmainpointcomesbeforesecond. If areader needstoknowonemainpointunderstandasecond “I think A pure argumentisnotwritten inthe“I”form.Insteadofwriting Make useofacademicvocabularywheneverpossible. shorten it’s

precise,

our EVIDENCE ANDELABORATION

and that

genes.”

Supports claims with logicalSupports claimswith sources. evidence from credible reasoning andpersuasive

strengthen humans lively

words

When youevaluateyourdraft,checktosee explore

the

that

To besure thatyoureditorialisorganized

thought:

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to CONVENTIONS

readers’ it’s

Attends to the norms tothe Attends Uses aformalstyle. discipline. oftheand conventions

explore in

our

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reason. because

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. experience easierandtomake yourargumentstronger? do differently thenexttimeyouwriteanargumentto makethewriting bywritingyoureditorial. Whatcouldyou Think aboutwhatyoulearned Reflecting someone else’s work. Always maintainapoliteandrespectful tonewhencommentingon your editorialshaveincommonandthewayswhich theyare different. review andcommentonyour classmates’work.Asagroup, discusswhat group ofclassmates,sothey canread itandmakecomments.Inturn, Create afinalversionofyour editorial.Share itwithyourclassorasmall andPresentingPublishing punctuation. where sentencesend,whichiswhere youneedappropriate end-sentence mid-sentence punctuation.Readingyourdraftaloudwillhelpyousee spelling andpunctuation.Payparticularattentiontoend-sentence Proofread forAccuracy ensure yourverbtensesare consistent. of transitionwords andphrasesthatconnectyourideas.Alsocheckto language—throughout yourwriting.Besure youhave includedavariety maintained aformalstyle—free ofcontractions,slang,andothercasual Correct errors ingrammarandword usage.Makesure youhave Edit forConventions andProofreadingEditing classmate’s editorialandprovide supportivefeedback. Exchange editorialswithaclassmate.Usethechecklisttoevaluateyour PEER REVIEW 4. 3. 2. 1.

What isthestrongest partofyourclassmate’s editorial?Why? Is there aconcludingstatementthatfollowsfrom andsupportstheargument? accurate, credible sources? Is there supportfortheclaimbasedonlogicalreasoning andrelevant evidencefrom Is there aclearlystatedclaim?

yes yes yes

no no no

Reread yourdraftforaccuracyandconsistency.

Read yourdraftcarefully, correcting errors in If no,suggestthatthewriterincludeone. If no,pointoutwhere thewritershouldprovide support. If no,suggestwaysinwhichthewritermightclarify it. ESSENTIAL QUESTION Performance Task: Write anArgument : Shouldwemakeahomeinspace? have beenaddressed. on howwellpurposeandaudience or tryinganewapproach, focusing planning, revising, editing, rewriting, strengthen writingasneededby from peersandadults, develop and • evidence. with clearreasonsandrelevant • Writing 

With someguidanceandsupport style. d. Establishandmaintainaformal reasons, andevidence. the relationshipsamongclaim(s), to createcohesionandclarify c. Usewords, phrases, andclauses Write argumentstosupportclaims

STANDARDS

169 170 Clarify Support Participate Prepare STRATEGY

UNIT 2•AS OVERVIEW: SMALL-GROUP LEARNING Small-Group Learning. Small-Group work in teams. Add ideas of your own for each step. Usestrategies these during atLook strategies these and theyou actions can take to practice them as you continue to learn and work with others. Throughout your life, in school, in your community, and in your career, you will Small-Group Learning Strategies investigation into the concept of space travel. ofdifferent this subject. Work aspects in asmall group to continue your think it is abig waste of time and money. You will read that selections examine think people Some that space exploration is the thrill biggest of all. Others Should we make space? in home a QUESTION: ESSENTIAL

others

fully ta rry Home • • • • • • ACTION PLAN ACTION • • • • • • Build Invite Paraphrase Ask Use Organize Make Complete

follow-up text

off others eye

evidence ideas

your

contact your

the

who

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SCAN FOR being

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. PERFORMANCE TASK MEDIA CONNECTION: MEDIA Starship a reality? travel to make take will interstellar it What TaylorNola Redd Planets Mars,Alien Humans on Future Could See ofSpace Exploration ARTICLE NEWS outer space. in future our discusses astrophysicist A world-famous Keith Wagstaff Curiosity After Space Exploration TysonNeil deGrasse the on Future ofU.S. INTERVIEW life. her in moments biggest the recounts astronaut An Ochoa Ellen Space Center Ochoa:Ellen Director, Johnson MEDIA: VIDEO outside. to go It’s notsafe Paterson Katherine Dog Last The SHORT STORY Present an Argument presentation pros aboutthe spaceprogram. andconsof the colonizing outerspace.After reading, yourgroup create will amultimedia The small-group readings present different onexploringand perspectives SPEAKING ANDLISTENINGFOCUS Overview: Small-Group Learning CONTENTS

171 172

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

• • • • together. your own.You mayaddorrevise rulesbasedonyourexperience as youworktogether. Two samplesare provided. Addtwomore of List Your Rules challenges youmightencounterif youwere livingonanotherplanet. for yourchoice.Afterallgroup membershaveshared, discussthe sharingyourpositions,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 thing thatyouheard from anothermemberofyourgroup. contributes. Take notesandbeprepared toshare withtheclassone aboutlivinginspace. Makesurelearned eachpersoninthegroup Apply theRules Take aPosition People Everyone another planet? life on experience or Earth on here Would stay you rather ta rry Home

should

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 groupthe texts and make aschedule for findFirst, out the due dates for the small-group Then, preview activities. Schedule a Making to the list. group member. possible Some roles are listed here. 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 Space Exploration After Curiosity After Exploration Space U.S. of TysonFuture the on deGrasse Neil Center Space Johnson Director, Ochoa: Ellen Dog Last The Planets Alien Mars, on Humans See Could Exploration Space of Future SELECTION Recorder: Researcher: Project Manager: MULTIMEDIA SCAN FOR

takes notesduringgroup meetings

organizes research activities

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

173 174 flexibly fromarange ofstrategies. andcontent,reading choosing words andphrases basedongrade 7 of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  as wellon Space.com. Telescope Magazine, Magazine, andSky& American, Astronomy been featured inScientific writer. Redd’s workhas science andastronomy Nola Taylor Reddisa About the Author meaning ofawordorphrase. a. Usecontext asacluetothe

STANDARDS

UNIT 2•ASTARRY HOME MAKING MEANING context cluesthatyoumayencounterasread. words—to helpyoudeterminetheirmeanings.There are varioustypesof clues—other words andphrasesthatappearneartheunfamiliar Alien Planets Alien Could See Humans on Mars, Future of Space Exploration opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Humans onMars,AlienPlanets,”youwillencounterthesewords. As youperformyourfirstread of“Future ofSpaceExplorationCouldSee Concept Vocabulary Context Clues regained radiocommunicationwithourteam. Contrast ofIdeas:We knewtheblackouthadendedbecausewe power itneededtolaunch. Restatement ofanIdea:Therocket boostgavetheshipextra to recalculate itspath. Synonyms: Ifthesatelliteisknockedoutoforbit,scientistswillhave colonize have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE

the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within planetary

interstellar 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. 1 4 3 2 M “An inclusivejourney” exploration andwhatisneededtomakeitpossible. Jemison andNASAengineerAdamSteltznerdiscussthefuture ofspace another planet,suchasMars.Inthisarticle,formerastronaut Mae moon. Thenextbigstepinspaceexplorationistoputapersonon In 1969,NeilArmstrong becamethefirstastronaut to walkonEarth’s BACKGROUND public enthusiasmforspaceaswell.The100-Year Starship commitment,” Jemisonsaid. with technologyandeverythingtodopublic willand foster innovationandenthusiasmforinterstellar travel. concerned withbuildingtheshipitself asmuchitseeksto system withinthenext100years.Theprogram isn’tnecessarily necessary tobuildandflyaspaceshipanother planetary Starship project aimstodevelop thetoolsandtechnology Advanced Research Projects Agency (DARPA), the100-Year described the100-Year Starshipproject toaninterested audience. As aresult, theproject, whichJemisonheads,seekstoincrease “The reason we’re notonthemoonhasnothingtodo Funded byNASA’s Ames Research Center andtheDefense colonize, butitcertainlyisn’ttheonlyone.MaeJemison ars maybeoneoftheclosestplanetshumanswantto Future ofSpace ExplorationCouldSeeHumans onMars,AlienPlanets Humans on Mars, onMars, Humans Exploration Could See Could Exploration Alien Planets Future Space of Nola Taylor Redd adj. MEANING: interstellar MEANING: planetary MEANING: colonize helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES uhr) adj. (KOL uhnyz) (PLAN uhtehr ee) (PLAN MULTIMEDIA (ihn tuhr STEHL (ihn tuhrSTEHL NEWS ARTICLE SCAN FOR v.

175

176 NOTES Media Conne

UNIT 2•ASTARRY HOME Starship c tion 13 12 11 10 9 8 7 6 5 1. 2. program notonlyincludesengineersandastrophysicists, space-time, oranewpropulsion system “I can’treally thinkofacountry that’sbeenstablefor1,000years.” Centauri. 1 mileinthepastfourdecades. which launchedin1977,wasenroute, itwouldhavetraveledonly New York CityandLos Angeles. IfNASA’s Voyager 1spacecraft, distance toProxima Centauri,thenearest star, tothatbetween developing thenecessarytechnology. Jemisoncompares the a betterworldtoday,” shesaid. programs. and unexpectedtechnologythatmakeanimpactonEarth-based Jemison pointsoutthatsuchexplorationoftenleadstoinnovation when there are humanitarianneedsthathavetobe metonEarth, artists andsciencefictionwriters. reduced enthusiasm.“The publicwasleftoutofspace.” involved intheprocess. find awaytoovercome some ofitsinstabilityproblems. 100-Year Starshipprogram is exploring—humanitywouldneedto

propulsion system propulsion astrophysicists At thatrate,itwouldtake70,000yearstoreach Proxima Without thedevelopmentofamethodtowarporshrink Speaking tothelongtimeframesofspacetravel,Steltznersaid, Traveling toanotherstartakesfarmore timethanjust “I believethatpursuinganextraordinary tomorrow willcreate Though manypeopleobjecttofundingthespaceprogram “It hastobeaninclusivejourney,” shesaid. “The publicdidnotleavespace,”shesaidwhilediscussingthe To getthere, Jemisonemphasized thateveryonemustbe Write yourresponsebeforesharingideas. space program?

Discuss It

scientists who study how objects in space behave. space in objects how study who scientists

parts of a rocket that push it through air and space. space. and air through it push that arocket of parts

What skillsandtalentswouldbenefitthe 2 —both ideasthatthe MULTIMEDIA SCAN FOR

❧ 1 butalso

summary ofitsmainpoints. What isoneofthechallengesfacedbyproject? What doesJemisonmeanwhenshesaysthattheproject mustbeinclusive? What isthegoalof100-Year Starshipproject?

Notebook

Confirm yourunderstandingofthenewsarticlebywriting abrief

Choose atunfamiliar one least scientific such detail as in the text, Future ofSpace ExplorationCouldSeeHumans onMars,AlienPlanets

177 MAKING MEANING

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

FUTURE OF SPACE EXPLORATION COULD SEE HUMANS ON MARS, ALIEN PLANETS Cite textual evidence Analyze the Text to support your answers. 1. Review and Clarify With your group, review the article. Discuss Jemison’s goals. Why do you think she believes it is important for the GROUP DISCUSSION public to be enthusiastic about space travel? Come to group discussions prepared to contribute. Be 2. Present and Discuss Now, work with your group to share passages sure you have read and from the article that you found especially important. Take turns understood the selection presenting your passages. Discuss what you noticed in the text, the in advance, verifying the questions you asked, and the conclusions you reached. meanings of any unfamiliar words. 3. Essential Question: Should we make a home in space? What has this selection taught you about the possibility of making a home in space? Discuss with your group.

language development Concept Vocabulary

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

 Standards Practice Speaking and Listening Use the concept vocabulary words in a group discussion of this question: Engage effectively in a range of What would it take to convince people to participate in a space mission collaborative discussions with diverse partners on grade 7 topics, to another planet? texts, and issues, building on others’ ideas and expressing their own clearly. Language Word Study Determine or clarify the meaning Notebook Latin Suffix: -ary According to the article, the of unknown and multiple-meaning words and phrases based on grade 7 100-Year Starship project wants to fly a spaceship to another planetary reading and content, choosing system. The word planetary ends with the Latin suffix -ary, meaning flexibly from a range of strategies. “belonging to” or “relating to.” Using your knowledge of the suffix -ary, b. Use common, grade- appropriate Greek or Latin affixes determine the meanings of the following words: customary, honorary, All rights reserved. or its affiliates. Inc., Education, © Pearson and roots as clues to the meaning revolutionary. Then, use a dictionary to find the precise meaning of each of a word. word. d. Verify the preliminary determination of the meaning of a word or phrase.

178 UNIT 2 • A STARRY HOME © Pearson Education, Inc., or its affiliates. All rights reserved. To developtheideasinherarticle Redd: cohesive text. interview sheconductedwithMaeJemisonandAdamSteltznerintoa Mars, AlienPlanets,”NolaTaylor Reddhasorganizeddetailsfrom an information. In“Future ofSpaceExplorationCouldSeeHumanson what theywanttowriteabout,butalsothebestwaypresent that D Analyze CraftandStructure evelopment of • • • • 3. 2. 1. Practice Concludes withastrong quotationfrom aninterviewsubject Uses transitionstolinkideas Arranges thedetailsfrom theinterviewintoalogicalorder Sets thecontextandbackground fortheinterview

Topic: ______Then, compare yourratingswiththegroup anddiscuss. article usingthisscale.A“1”isleasteffective; a“5”ismosteffective. Then, workingalone,ratetheeffectiveness oftheoverallstructure ofthe your responses. overarching centralideathatReddconveys.Provide supportfor When youhavecompletedthechart,discusswithyour group the in thischart. article. Reread sectionsofthetextasnecessary,andrecord yourfindings Work withyourgroup toidentify varioustypesofdetailsusedinthe Concluding Idea Concluding Link Ideas Use ofTransitions to From Interview Use ofParaphrases Use ofQuotations Background Context and 1 I deas: T 2 ext Structure Future ofSpace ExplorationCouldSeeHumans onMars,AlienPlanets T ext 3

Authors notonlyconsider E xample(s) essential question: 4 5

S hould wemakeahomeinspace? N Cite textualeviden to supportyouranswers. otes and tothedevelopmentofideas. major sectioncontributetothewhole to organizeatext, includinghowthe Analyze thestructureanauthoruses Informational TextReading  S tandards c e

179 180 or speaking. grammar andusagewhenwriting conventions ofstandardEnglish Demonstrate commandofthe Language  S

tan HUM E UNIT 2•ASTARRY HOME Language deve XP L O ANS d RATI ar FU O d T O N U s N M RE

C ARS OF OU P LANETS , L S ALIEN D P ACE SEE

each ofthefourprincipalpartsverbsinyourparagraph. fund ornottothe100-Year Starshipproject. Include anexampleof to home?Write aparagraph inwhichyoupersuadereaders eitherto planetary system,orshouldweusethatmoneytosolve problems closer 4. 3. 2. verb orverbsiscalledaphrase. as has,have,had,am,is,are,andwere.Averbtogetherwithitshelping Notice thatpresent andpastparticiplesare usedwithhelpingverbssuch includes theprincipalpartsofsomecommonlymisusedirregular verbs. The chartshowsthefourprincipalpartsofregular verbwalk.Italso present participle,past,andpastparticiple. The PrincipalPartsofVerbs Conventions Write It 1. present, presentparticiple,past,orpastparticiple. Identify theverborphraseineachsentence.Labelaseither Read It l begin (is)being go am, is,are walk Present opment

Scientists are workingconstantly ontheproblem. Hillary plannedtheconstructionofaspaceship. People haveimaginedtripstootherplanets. Jemison isanastronaut. Notebook

Should wespendmoneytosendaspaceshipanother Partici Present i)bgnigbegan (is) beginning (is) going walked (is) walking p le

A verbhasfourprincipalparts:present, Past went a,wr (has)been was, were Partici Past (has) begun (has) gone (has) walked p le

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Speaking andListening Rehearse andPresent using phrasessuchas“According to..”or“Inthearticleby. were yourown.Whenyoudeliverpresentation, credit sources by sources toavoidplagiarism,orpresenting someoneelse’s ideasasif they you shoulduse,andbesure toincludeaccuratecitationsforallofyour used foryourpresentation. Askyourteacherwhatmethodofcitation Credit Sources visual presentation. questions, workcollaborativelytomakeaplan,orstoryboard, foryour Once youhavecompletedyourresearch andconsidered these and setasidetimetorehearse. Here are questions some to consider as you plan your presentation. include textresearcher, multimediaresearcher, notetaker, andpresenter. Project Plan images toexplainatopic.Choosefrom thefollowingtopics: Create amultimediapresentation inwhichyouincorporatetextand Assignment • • • • • • • Make sure audiencemembers canseeimagesclearly. audience canhear. Speak clearlyandwithenoughvolumesothateveryone inthe your presentation. Make sure thatanyequipment isworkingproperly before youbegin presentation? What materialsandequipmentwillthegroup needforthe What informationwillbebetterconveyedwithmultimedia? What informationwillbebetterconveyedwithtext? the selection? What reliable printanddigitalsources willIuseinaddition to

An An allow peopleto“warp”timeinspace Starship project, includingvariousspaceshipdesignsthatwould requirements necessaryforachievingthegoalsof100-Year project highlights ofhercareer andherinterest inthe100-Year Starship Eff informational brochure inwhichyouexplainthe illustrated biographyaboutMaeJemisonthatincludesthe e

ctiv Assign arole foreachmemberofyourgroup. Rolescan

It isimportanttoproperly credit theresearch sources you e Expr

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182 flexibly fromarange ofstrategies. andcontent,reading choosing words andphrases basedongrade 7 of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  Award. Medal andNationalBook twice wontheNewbery children’s novels.Shehas a renowned writerof years. Patersonbecame during herearlychildhood China andlivedthere in (b. 1932)wasborn Katherine Paterson American missionaries, The daughteroftwo About the Author meaning ofawordorphrase. a. Usecontext asacluetothe

STANDARDS

UNIT 2•ASTARRY HOME MAKING MEANING that surround theunknownword. in thecontext,whichismadeupofwords, punctuation,andimages Context Clues these words. As youperformyourfirstread of“TheLastDog,”youwillencounter Concept Vocabulary Dog The Last opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFi first read of“TheLastDog.” determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Example: Example: threatening Possible Meaning: unknown areas. Context Clue:Thedogisdescribedasinquisitiveandsearching Context Clue: behavior. Possible Meaning: because ofitsstrangebehavior. have already read. already knowandwhatyou the selectiontowhatyou CONNECT as theydo. and whythoseinvolvedreact where and whenithappens, is about,whathappens, NOTICE Theinquisitivedogsearched theunknownsurroundings.

The whom thestory

deviant robot wastakenoutofserviceforitsstrange To findthemeaningofunfamiliar words, lookforclues ideas within A robot describedasdeviantistakenoutofservice c tion

Inquisitive means“curious.” Deviant means“considered strangebyothers.” extinct

mutation 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. 9 8 7 6 5 4 3 2 1 B everyone thinkscan’texist—anditchangeseverything. unsafe andinruins.Thestory’s maincharacterdiscoverssomethingthat people liveinasealeddomeandbelievethattheoutsideworldis In thissciencefictionstory,theauthorimaginesafuture inwhich BACKGROUND dry. “Isthatunderstood?” nodded. Hetriedtolick hisparched lips,buthiswhole mouthfelt liquid andfoodtabletsforonedaytravel.” gloves?” further. podmaster andtheResearch Team. ..” rather thanvirtualresearch. “I—I’vebeencleared bymy never heard ofanyonedoing research outsidethedome—actual didn’t needtobetoldthathisbehaviorwas“irregular.” He’d travel?” the disembodiedvoicesaid.“Whatisyourreason forexternal on theinquiryboard. “This ishighlyirregular, Brock 095670038,” made himtremble. Hisfingers shookashepunchedinhisnumber Last Dog Last The “Remember todrinksparingly. Water supply islimited.”Brock “Affirmative.” Brock pattedthesidesofdrysuittobesure. “You shouldbeequippedwithsevenhundred fifty millilitersof “Affirmative.” “Are youwearingtheprescribed drysuitwithhelmetand “Uh, 1800hours.” “Estimated timeofreturn?” So,hewasn’ttobequestioned Brock tookadeepbreath. “Scientific research,” hereplied. He for thescanner, afeelingitmighthavelabeled“excitement” rock approached thecustomsgate. Although hedidnotreach Katherine Paterson Katherine

NOTES The LastDog MULTIMEDIA SHORT STORY SCAN FOR

183 ihng) 184 MEANING: threatening helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

adj. UNIT 2•ASTARRY HOME (THREHT uhn 14 13 12 11 10 15 deviant? with therepresentative from Research. Didtheythinkhewasa strangely—that sessionwiththepodmasterandtheninterview that hewantedtogooutsidethedome,peoplehadtreated him for himtogo?Eversincehe’dsaidoutloudingroup speak to gate.” wanted, wasn’tit?To gooutsidethedome. was, theydidn’tseemtobehelpinghim.Well, thiswaswhathe 1. laughter. others, theyhadlaughed,butthere wasahollowsoundtothe to seethemountainsforhimself. Whenhe’dmentioneditto discouraging furtherforays?Perhaps hewasadeviantforwanting outside? Orhadallthosewhodared toventure outperished, ever useditnow. hardly anyone(shelookedathimcarefully now),hardly anyone used togoout,buttheoutsideenvironment wasthreatening,so woman wasevasive.Theequipmentold,she said.People venture out.Hetriedtoask theclerkwhooutfittedhim,but but there wasallthisequipment incasesomeonedecidedto dome (storiesofdeviantsexitingthebeinghard toverify), felt more comfortable.No onehereally knewhadeverleftthe function. Heputitontwentydegrees centigradeandimmediately He fumbledabitbefore he foundthetemperature adjustment he walkedsothattheunfamiliarperspirationwouldevaporate. outside theprotection ofthe dome.Headjustedthecontrol as could remember thatnaked skinwouldsuffer irreparable burning He wantedtotakeoff the drysuit,buthehadbeentoldsince remembered “hot”from avirtuallessonhe’dhadonceondeserts. checked it,“hot.”Oh,thatwaswhathefeeling.Hot.He mountains inthedistance. it?] towhatherecognized from hologramsasalineofpurplish the distantstar, andstartedacross anexpanseofbrown soil[was with thealiensungleamingonit,wasevenharder tolookatthan He tookadeepbreath, one lastbackward lookatthedome,which, lessons—was toobrightforhiseyeseveninsidethetintedhelmet. The sun—atleastitwaswhatcalled“thesun”invirtual found himself outsidetheprotection ofthedome.He blinked. deviant hadeverreturned. around thattheyhad“goneoutside,”butnoonereally knew. No

deviant Why weren’t theyquestioninghimfurther?Were theyeager “Turn ontheuniversallocator, Brock 095670038,andproceed “Affirmative.” Was hehopingcustomswouldstophim?If Was Brock, then,theonlynormalpersonstillcuriousabout It was,hepulledthescannerfrom hisoutsidepouchand The gateslidopen.Before hewasquiteready forit, Brock

1 ( Deviantssometimesdisappeared. Theword waspassed DEE vee uhnt vee DEE strange, irregular strange, person. ) n.

© 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 Perhaps, though,heshouldhaveaskedoneofhis podfellowsto research,” Brock saidatlast. with thestrangeinstrument. “I—I’minterested inscientific in hishand.Brock hadhesitated,distractedbytheman’sfidgeting representative hadasked,hiseyesnotonBrock butonthescanner Adventure—a journeyoutsidethedome. and questionedhimabouthisexpressed desired foran Actual representative from Research whohadbrought himthescanner same time,hemusthavealertedResearch, becauseitwasthe sniff. “Nextthingyou’llbeaskingforascanner,” hesaid. pod meeting,hehadvoicedhisdesire togooutside. stopped usingthem.Hehadn’tknowntheyexisteduntil,inthat scanner wasratherinteresting. Hewondered whenpeoplehad these newsensations.Itmadehimfeelabit“proud,” wasit?The “Loneliness,” itregistered. Heratherlikedhavingnamesfor or vaporization. peoples thatnooneinlateryearshadcleared awayforrecycling occasional ruins ofwhatmighthavebeenthedwellingsancient walking foranhourorsohebegantopassrusting hulksand the dome,landwasclearandbarren, butafterhehadbeen plain view. was inthatworldtheyspokeofandthemountainsitwere in food pelletorevenvirtualexperiencecouldsatisfy. And nowhe himself. Theyhadmadehimfeelhollow, hungryforsomethingno posed, heshouldhaveleftthemalone,butcouldn’thelp about thatotherworld—thatworldoutsidethedome. back againandtovisitthem.Theyhadmadehimwonder get enoughofthem.Whennoonewaspayingattention,hewent the peopleinancientfictionsfrightenedhimabit,he couldn’t was theirinsides.Theirinsideswere veryloud.Buteventhough Finn andM.C.HigginstheGreat. Theywere even a littlescary. It actual thandomedwellers.TheyhadstrangenameslikeHuck there—it washard todescribe—butsomehowthey were more more denselythantheydidinthevirtuals.Thepeoplehemet “ancient fictions.”Thingshappenedinthesefictions more—well, wandered intoasubsectionofthehistoricalvirtualscalled He knewthat.Whilehispodfellowsplayedvirtualgames,he’d So here hewasoutofthepod,aloneforfirsttime inhislife. “What hasprompted this,uh—unusualambition?”the The podmasterrequisitioned onefrom storage,butatthe “What’s ascanner?”Brock asked. The podmasterhadlookedathimwitharaisedeyebrow anda He checkedtheemotionalscannerforanunfamiliarsensation. He headedforthepurplecurves.Within ashortdistancefrom Perhaps, oncehehadrealized thedangerancient fictions If heneverreturned, he’dhavenoonetoblamebuthimself. NOTES The LastDog

185 186 MEANING: extinct helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 2•ASTARRY HOME (ehk STIHNGKT) adj. 26 25 28 27 objectivity. later. Hedidn’twantanyoneaccusinghimoflosinghisscientific it lookedlikehisownhand.Heputtheleafinpacktostudy and pulledoff aleaf.Itwas green andhadveins.Insomeways trees hadbeenextinctforhundreds ofyears.Brock reached up they were trees, hewassure ofit.Thepodmasterhadsaidthat giants ofvirtualhistorylessons,more scrubby andbent.But thrill [“excitement”]andpressed on. tablets. Buthewasclosertothehillsthandome.Hefelta have muchmore thanoneday’sscantsupplyofwaterandfood go. Shouldhesignallatereturn orturnaboutnow?Hedidn’t time waswellpastnoon,andhehadatleastthree kilometersto stupider, andmore “fun”tohavearound. too smart.Therobopet inthechildren’s podlastyear wasolder, programmed itsartificial intelligencethey’dsomehow madeit robopet. Itwasoneofthemore modernones,andwhen they’d same asaregular podfellow. Brock didn’treally vibewiththepod given himthatlook.Theydidthinkhewasodd—notquitethe he startedinterfacingwiththeancientfictions,hisfellows had newest Virtual Adventure. Hesuddenlyrealized thateversince and forth.Nothingontheoutside,theysaid,couldequal laughed whenhespokeofgoingoutside,theireyesdartingback come along.Oreventhepodrobopet. Buttheotherfellowsall 2. appeared inhismouth.Itdropped apelletonhistongue.From “conditions unreadable.” He’dbetternotriskit. about uncertainlyuntil,atlength,thedisembodied voice said to read conditions,butthecharactersonscannerpaneldanced he unscrewed hishelmettotakeasniff? Hepunchedthescanner flowers mixedinthegrass.Would theatmosphere poisonhimif on thebank. Yes, thismustbegrass.There were evensometiny been wellconditionedtoavoiddanger. Hesatdownclumsily protective gloveanddipafingerinit,buthedrew back.Hehad journey from hisdome.His firstimpulsewastotakeoff his had driedup.Buthere was arunning brook, notevenafour-hour they hadlongagogrown poisonous, theninthewarmingclimate taught thatthere were suchthingsoutsideinthepastbutthat toward thesound. checked thescanner. There wasnocautionsignal,sohehurried malfunctioned. There’d beenanearpanicinthedomeoverit.He water running. He’dheard itoncewhentheliquiddispenserhad an unfamiliarburblingsound.No,heknewthatItwas

objectivity There were actualtrees growing onthefirsthill.Notgreat He’d badlyunderestimated thedistancetomountains.The He pushedthebuttonsnowforliquidandpellets. A tube It wasa—a“brook”—he was sure ofit!Virtual lessonshad

2 ( Onlydeviantsdidthat.Fartherupthehillheheard ob jehk TIHV uh tee uh TIHV jehk ob ) n. perspective based on facts, not feelings or opinions. or feelings not facts, on based perspective

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 32 31 30 29 4. extradomal he shouldhavebeenwary. Iftheolderdoghaddiedofsome he’d heard from thebrook. Later, muchlater, herealized that once havebeenitsmother, makingthelittlecryingsoundsthat He wassure itwasapuppy, nosingthe stiff bodyofwhatmust not comingfrom it. And thenhesawthesmalldog—thepuppy. about ameterlong.Itwasfurred andquitestill.Thesoundwas scrubby woodstoward thesound. And stoppedabruptly. Nothing onthescannerindicateddanger, sohewentintothe certainly awkward whenyouwantedtostanduporsitdown. different. Hestruggled tohisfeet.Thedrysuitfrom storagewas heard thenewsound.Likethatprogrammed intoa robopet, yet the dome. no doubt,beyankingathissuitalready, urging himbacktoward anxious podfellowor, worse,anadvancedrobopet thatwould, feeling was“pleasure.” Hewasverygladhehadn’tcomewithan brook. A hastyconsultingofthescannerrevealed thatwhathewas Something likethat.Hewashavingapecnecinthewoodsby it theycalledoutsidenourishmentinthehistoryvirtuals? Pecnec? the tubehesuckedliquidenoughtoswallowhismeal.Whatwas 3. confessed toanyonehow, well,saditmadehimfeel. first virtuallessons.Hehadseenthatonemany times. Henever had eventuallydiedoutthemselves.Itwasallin oneofthevery had killedallanimalswildordomesticatedforfood before they the intelligenceorwealthtojoinforesighted domecrafters had becomewarmandpoisonous.Thesavageswho hadnot were extinct,goneduringthedarkageswhenatmosphere even hadnamesthere—Lassie, Toto, Sounder. Butnow dogs had beenabundantonce.Theyfilledtheancient fictions. They of dogbreed descriptions onthescience/historyvirtuals. Dogs would feellike. And whowouldwhimper foratesttube? whose podmateexpired), hedidn’tknowwhatmissingamother could guessthepuppywas“sad”(likethatfictionsperson,Jo, an oldproverb: Thekeyto survivalisefficiency. SothoughBrock knew, hadbeenwastefuloftime,energy, andspace.There was of computersandthepodmaster. Nuclearfamilies, and raisedinunitsoftwelvethepods,presided overbyabank extinct inthedome.Children were conceivedandborninthelab had lostitsmother. the time,allhecouldthinkofwaspuppy, asmallcreature who

nuclear families nuclear extradomal Something waslyingundertheshadowofatree. Something It wasthen,inthemiddleofpost-pecnecsatisfaction,thathe Brock hadneverseenadog, ofcourse,buthe’dseenplenty He’d foundoutaboutmothersfrom theVirtuals. Motherswere

3 from outside the dome. the outside from adj. disease,thepuppymighthavebeenacarrier. Butat

groups consisting of parents and their children. their and parents of consisting groups 4 aseveryone NOTES The LastDog

187 188 NOTES

UNIT 2•ASTARRY HOME 42 41 40 39 38 37 36 35 34 33 Then lookedaround formore, notrealizing thatithad justbolted the littlefurred face,questioninghim. “pleasure.” Helovedthefeelofrough tongueonhispalmand He didn’tneedthescannernowtotellhimthat what hefeltwas hand, lickedit,thenthepellet.Itwrinkleditsnose. Brock laughed. not tostartlethedog,heheldoutapellet.Thedog cametohis his pelletsupply. Makingeverymoveslowanddeliberateso as and reached through hispouchintotheinsidepocketthatheld What wouldadogeat? A puppyonitsown?Hetook off hisglove nourishment musthavelongdriedup,thenaround thelandscape. food, andplasticineglovesweren’t goingtosatisfy. his glovetentatively, thenbackedawayagain.Itwaslookingfor It wasn’toldenoughtobetruly afraid,itseemed.Thepuplicked slowly crept toward himandsniffed, makingwhimperingsounds. anxiously, butwhenBrock keptthehand extended,thepuppy he wasn’tsure he’dbeable tocatchitinhisclumsydrysuit. He stayedstill.didn’twanttofrightenthelittlebeast. Ifitran, or stay. looked athim,headcocked,asthoughdecidingwhethertorun scanner?” moved toward thesmallone. As thoughunderstanding, thepupgulpeddownpellet. “It’s allright,fellow. You caneatit.” Brock lookedfirstatthedead mother, whosesource of Slowly heextendedhisglovedhand.Thedogbackedaway “It’s allright,dog,”Brock saidsoothingly. “Iwon’thurtyou.” The puppyhadlifted itshead atthesoundofhisvoice.It “Affirmative.” Hestuckthe scannerintohispouch. Brock pushedtheoff button.“Are yousure youwanttoturnoff “Alert. Alert. Scanningunknownobject.” But obviously, dogswere notquiteextinct.Cautiously, he

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 44 43 52 51 50 49 48 47 46 45 queried him. the transitionalcubicle.Thedisembodiedvoiceof themonitor was, everyalarminthearea wentoff whenhesteppedinto have. Buthecouldn’tforthelife ofhimfigure outhow. As it stronger. EventheancientscientistDarwin Those whocouldn’tdied,thosecouldsurvivedandgot to breathe theoutsideatmosphere anddrinkitspoisoned water. must haveoccurred, makingitpossibleforatleastsomecreatures support system.Whatcouldthatmean?Someamazingmutation This wasafullyorganic creature ontheoutsidewithoutanylife poisoned atmosphere, wasn’tit?Whyhadn’tithitBrock before? have learnedtotoleratethewater. Butthen,itwasbreathing the wild getliquid?Ifthestreams were notalldriedup, theymust Well, itwas,forthedog.Where elsewouldacreature inthe to drinking,asthoughitwasthemostnormalthinginworld. its headrightdownintothepoisonousstream andlappednoisily. coming, itranovertothebrook. Brock watchedin horror asitput down awholemeal.Whenthedogsawthere wasnomore 6. 5. Canis familiaris dark, thefront ofhisdrysuit stained,carryingawriggling Brog. Iwon’tletyoustarve.” himself whilepreserving thepuppy’suniqueness?“Don’tworry, as wonderful.Didn’thehavetherighttonameitsortofafter named starsafterthemselves.Hehaddiscovered somethingjust languishing here bytheside ofitsdeadparent untilit,too. reached outtoward anothercreature. Thethoughtofthepuppy gone. Forthefirsttimeinhislife somethingdeepinsideBrock to finditswaythere, much lessknowhowtohuntwithitsmother the foodchaingoing,butpuppywouldnotlivelongenough the mountainssomesmallmammalshadalsosurvived,keeping There wasnosignoffood foracarnivore. Perhaps waybackin was apuppy. Onewhohadlostitsmother. Whatwoulditeat? trusting eyes.Howcouldhethinkofitasamutantspecimen?It had comeupononeofthesemagnificent mutants!

Canis familiaris evolution. Darwin “I pulledaleaf.” “And youare carryingcontraband.” “Affirmative.” “Welcome back,Brock 095670038. You’re late.” If there hadbeenanywaytosmugglethedogin,Brock would The puppyturnedmomentarilyatthesound,thenwentback “Don’t!” Brock cried. Which iswhyBrock appeared atthecustomsportalafter “Your nameisBrog, allright?” Theancientastronomers had The puppywhimpered and lookedupatBrock withlarge,

Charles Darwin (1809–1882); scientist who first formulated the theory of of theory the formulated first who (1809–1882); scientist Darwin Charles

6 ( ofuncertainbreed. KAY nihs fuh mihl ee AR ihs AR ee mihl fuh nihs KAY ) scientific name for adog. for name ) scientific 5 knewthat. And Brock shuhn) mutation helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES MEANING: n. The LastDog (myoo TAY

189 190 NOTES

UNIT 2•ASTARRY HOME 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 in three quickgulps,Brock insistedthathebeallowedtostay advantage ofthis. After Brog hadswallowed theMcLikeburger him suddenscientific status.Brock hadsenseenoughtotake advice. Hewas,afterall,thediscoverer ofthelastdog.Itgave affirmative, Brock?” as meat. Anyhow, itwillseemmore likefoodtoherthanapellet, someone outforaMcLikeburger withoutsauce.Shemayregard it the speakerinobservationbooth.“Howthoughtless. Send actual foodavailable—she’snotusedtopellets.” been indisputablyestablished)hadahard day. And if there’s some the midstofhisinspection.“She’s(forbythistimegenderhad prodded thepoorlittlefellow untilitbegantowhimperinprotest. laboratory withBrock and thedog.Hescannedandpoked scientist, dressed inproper protective clothing,cameintothe both physicallyandpsychicallyfrom thecreature. Onlytheoldest the lower-grade quarantine inspectors,theykeptasafedistance live Canisfamiliaris.Butbeingscientistsandmore objectivethan transported toResearch. should beplacedwiththedoginahermeticallysealedaircarand Brock, havingshedhisdry suitandbeingalready contaminated, Several inspectorssoughtthehonor, butthechiefdeclared that Research,” Brock said.There wasabitofanargument aboutthat. declared. do sothatnight. terminated orexpelledit,theycouldn’tquitebringthemselves to And although,onlaterreflection, theyknewshouldhave and Brock’s dogwassomuch,well,more vitalthan arobopet. An actualdog!Noneofthemhadeverseenone,course, puppy happilylickingBrock’s face,interested despite themselves. to inspect,were atfirstnervousandthen,astheywatchedthe sterilization andproceed toquarantineinspection.” The scientists,Brock soonrealized, were lookingtohimfor “Of course,ofcourse,”saidonetheresearchers through “Brog needstorest,” saidBrock, interrupting thescientistin The scientistsinResearch were predictably amazedtoseea “Permission requested to hand carrythedogknownasBrog to “It willhavetogoResearch,” thechiefinspectorfinally The officials inquarantineinspection,whorarely had anything “Correction. Robopetsare bloodless.Leavedrysuit for “Well, maybeit’sjustarobopet thatgotoutsomehow.” “Canis familiarisisextinct.” “A dog.” “Repeat.” “I foundadog,”Brock mumbled. “Sensors denotewarm-bloodedpresence notonofficial roster.” “Affirmative.” “Deposit sameinquarantinebins.”

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 73 72 71 70 69 dish. We can’tgoonthisway. As drasticasitmayseem,wehave One isnearlyeatingand drinkingusoutoftesttubeandpetri posterity tokeepthelinegoing.” forgotten toturnoff thecommunicationsystem. middle ofthenighttosoundsanargument. Someonehad than-objective behavior. SoBrock wasastounded to awakeinthe toward Brog. NomentionwasmadetoBrock ofhisownless got closetothedog,buttheyallseemedbehave positively The othersclaimeditwouldinterfere withobjectivityif they creature, andhealwayswore asterileprotective suit with gloves. of themwouldcomeintothelabandactuallytouchalien and speakcopiousnotesintotheircomputers.Onlytheoldest observe dogandboyfrom theirglass-paneledobservationbooth creature. Nothing wasaswonderfulfeelingthiswarmthtoward another aware thatoneofthescientists waswatching.Well, lethimwatch. her tailandlickedhisfaceraw. Outofthecornerhiseyehewas around herandheldto hischestwhileshebeatathimwith her. There wasnootherwaytoexplainit.Hesimplyputhisarms that hedidwhatTravis CoateshaddonetoOld Yeller. Hehugged her drooping earsandtail, hermournfuleyes,wassodeartohim speak sharplytoherevenwhenthere wasnoneed,forthesightof with sorrowful eyes,begging tobeforgiven. Brock wastemptedto the poorlittlethingputhertailbetweenlegs,lookedupathim those timeswhenBrock’s voicetookonasharptoneofreproof, she wastoobusynosingaboutthelabandfailedtoobeyinstantly, obedience. ShewantedtopleaseBrock, andthosefewtimeswhen it wasn’ttheautomaticresponse ofarobopet. Brog delightedin texts. ThedogquicklylearnedtoobeyBrock’s commands,but “heel,” “come”—allthecommandshecouldcullfrom theancient eating McLikeburgers, playing“fetch,”teachingBrog to“sit,” proper precautions wouldbetaken. It wasbettertokeepthembothisolatedintheresearch labwhere unprotected, hemightwellhavepickedupsomegermfrom her. quarantine, andsinceBrock hadtouchedthedogunglovedand “loneliness.” or shemightwelldieof,”helovedusinghisnewvocabulary, need constantinteractionwithanotherwarm-bloodedcreature “puppies separatedfrom theirlitterscriedallnightlong.Shewill curling upwithotherwarmbodies.Intheoldmyths,”headded, not likeus,”heexplained.“She’susedtotumblingaboutand with Brog, sothathemightinteractandsleepwithher. “She’s “And howare wegoingtoraiseapackofdogsin adome? “Cloning—it’s theonlythingtodo.Ifshe’slast, weoweitto For thefirstweek,researchers seemedquitecontentto For nearlyaweek,Brock livedwithBrog intheresearch center, The scientistsagreed. After all,research wasratherlike NOTES The LastDog

191 192 NOTES

UNIT 2•ASTARRY HOME 81 80 79 78 77 76 75 74 8. primordial the dog,he’sbecomecrippledbyprimalurges.” yearned tocompare virtualresearch withactual?” experiments sincethedarkages.Haven’tyouever, justonce, to berealistic. Besides,noonehashadthechancetodoactual 7. were noanimalsinthedome.Whywouldtheyuseprecious space There wasnoantirabiesserum inthedome,hefeltsure. There animal willsuddenlybitewithoutprovocation.” dangerous, foranotherwisehealthyandfriendlyappearing by biteorscratch.Theearlystagesofthedisease are most animals andhumans,especiallyindogswolves. Transmitted Canis familiaris.Here itwas!“Rabies: A viraldiseaseoccurringin needed wasadiseasethatmightaffect Homosapiensaswell that. Onandonitwent—no,heartwormswouldn’tdo.Whathe first symptomwaslossofappetite.Hecouldn’tmakeBrog fake down thelistwithdescriptions.No,distemperwouldn’tdo.The on Canisfamiliaris.commoncaninediseases.Brock scrolled logged in.Thescientistshadbeendoingnothingbutresearch they mightdowithBrog. showed noparticularconcern.Theywere toobusyplottingwhat hung around himwhimpering, lickinghisface.Thescientists when sheslept.They’dprobably fixthat,too. He lovedtheterriblesmellofherbreath andthewayshesnored behavior. They’dcertainlytrytomakehereatanddrinkless! in herbrain.They’dtrytochangepersonalityormodify her dark ages.They’dprod her withelectricimpulsesandputchips and examineherinternalorgans, thewayscientistshadin how truly uniqueBrog was.Butexperiments!They’dcutheropen who lookedjustlikeBrog sonoonewouldknowhowspecial, by “actualexperiments.”Cloningwouldbebadenough.Ten dogs for himself. Itwasn’thard tofigure outwhatthescientistsmeant “primordial emotions.”Buthewasmore worriedfor Brog than was adesirabletrait.Heratherenjoyedbeingfloodedby resembling scientific objectivity. Hewasnolongersure objectivity triggered byinteractionswithprimitivebeasts,likedogs.” such asours?”anotherasked.“Apparently, emotionsare easily

terminal primordial “Can youthinkwhatchaosmightensueif afloodof “What abouttheboy?Hewon’tagree. Interfacingdailywith Rabies wasit!Somehowhewouldhavetomake Brog bitehim. Brock crept tothenearest terminal The nextdayheplayedsick.Brog, faithfuldogthatshewas, In thedark,heputhisarmaround Brog anddrew herclose. But Brock hadalready heard. Heknewhehadlostanything “Shh. Notnow. Thespeakeris—”systemclickedoff.

7 computer. ( emotionswere tosurfaceinacontrolled environment pry MAWR dee uhl dee MAWR pry ) adj. very ancient and basic. and ancient very 8 inthelab.Itwasalready

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 92 91 90 89 88 87 86 85 84 83 82 let herlooseinthemountains, nooneargued. Neither didthey terminal. WhenBrock offered totakeBrog outofthedomeand checking thehistoricalrecords. ..“ feeling veryweird.” Thescientistscontinuedtostare. “Iwas the twoofthem. body pressed hard againsthisorherchairback.Everyeyewason and bitBrock onthenose. that thebloodstarted.Brog, surprisedandenraged,spunaround keep. You canvirtuallyplay withherwheneveryoulike.” know. We’ve madevirtualsofher—aspecialseriesjustforyouto pretending toagree. “Itwon’tbeasif she’llreally begone,you on water.” Brock listenedtotheirarguments, noddingsolemnly, always, asyouwellknow, shortonfood,andparticularly they wentonto,“Forthesakeofdomecommunity, whichis around Brock andBrog, explainingwhatmustbedone. twitching nervouslyintheirchairs.Theywere sittinginacircle gathered inthelab,allof them inprotective garb,someofthem until theproper moment. Forthefirsttime,allscientistshad gloveandwaggedhertail. researcher’s like that,thoughtBrock, butBrog, ofcourse,simplylickedthe under herchinwithhisglovedhand.IfIwere adog,I’dbitesomeone come intothelab. even tomakethemanlookup. A tinyyipwasallhegotfrom thatcruel effort—not enoughsound computer terminal,Brock brought hisfootdownon Brog’s paw. it. Whilethescientistondutyinboothwasbending overa rubbing againsthisleg.Pinchingobviouslywasnotgoingtodo harder. Brog justsnuggledcloser, slobberingonhisarm. Brog’s neckashard ashecould.Nothing.Hepinched again, of thescientistscameintoobservationbooth,Brock pinched met Brog. stand togobackthelife hehadlivedinthedomebefore he shook himself. Nomatterwhatlayontheoutside,hecouldnot well asBrog forfearofspreading thedisease.Heshivered, then to store anunneededmedication?Sothey’dhavetoexpelhimas All ofthescientistsfledroom. Someonerantoacomputer “I—I don’tknowwhatgotintome,”Brock said.“I’vebeen There wasashockedsilence.Everyscientistleanedbackward, That wasthecue.Brock turned andbitBrog onthetailsohard “It hastobedoneforthesakeofscience,”theybegan.Then That waswhenhegothisgreat idea.Hewaitedtoexecuteit “And howare you,puppy-wuppy?” TheoldmantickledBrog “Affirmative,” Brock answered. “Feeling better, Brock 095670038?”Theoldestresearcher had Disgusted, Brock gotoutofbed.Brog hoppeddown aswell, He crept backtobed,pullingthecoversoverBrog. Whenone NOTES The LastDog

193 194 NOTES

UNIT 2•ASTARRY HOME 99 98 97 96 95 94 93 what hefeltwasexcitement. Thewaterwasdelicious. had alongdrink.Brock nolongercarriedascanner, butheknew humans aswell.” to comefrom somewhere.” knows, maybeouthere youaren’t thelastdog. Your motherhad clumsy suit.“Whoknows?”Brock saidtoafriskingBrog. “Who sunlight. would have? prisoner manyyearslongerthanapoisonedenvironment within therangeofcomputerizedexpectations. trouble reading theoutsideatmosphere wasbecauseitwasn’t itself? Perhaps—perhaps thereason thescannerhadsomuch occur. Couldtheybewrong? Couldtheoutsideworldhavehealed waited forthechokingsensationhehadbeenwarnedof.Itdidn’t freely. Buthisheartwasbeatingsohard, hecouldn’tbesure. He normally. Hetookoff thehelmetentirely. Hewasstillbreathing Nothing happened.Infact,heseemedtobebreathing perfectly his helmetjustenoughtoletinalittleoftheoutsideatmosphere. dwellers claimed?Hisheartbeatingrapidly, Brock unscrewed the atmosphere chokingBrog if itwasaspoisonousthedome and running aboutincircles around Brock’s boots.Whywasn’t monitor askednoquestions. loaded hispouchwithwaterandfoodpellets.Thecustomsgate say, “Hurryback,”oreven,“Take care.” Noonecamecloseashe They stoppedatthebrook where they’dmet,andbothofthem “And maybe,justwhere there are dogs,there are Brog barkedhappilyinreply. It waswonderfulhowmuchfasterhecouldwalk withoutthe He unfastenedthedrysuitandslowlysteppedoutofitinto Could itbe?bethatfearhadkeptthedomedwellers Out ofsightthedome,Brog wasdeliriouswithjoy, jumping

❧

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. clarify detailswithyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewand Check Comprehension Briefly research the answer to your and share question your findings your with group. ofis the purpose Biosphere 2? mission? first What was its What challenges has it faced? Formulate research instance, it. about questions For two could questions include: What Research to Explore Research to Clarify Research RESEARCH 4. 3. 2. 1. aspect of the story?aspect research that detail. what In way the information does you learnedshed light an on

summary. Your summaryshouldincludeonlythemostimportanteventsinstory. What doesBrock discoverabouttheworldoutsidedome? What dopeoplebelieveabouttheworldoutsidedome? Where doesBrock live?

Notebook

Confirm yourunderstandingofthetextbywritingabriefplot

Choose atunfamiliar one least detail from the story. Briefly

Research Biosphere 2, ascientific research facility in Arizona. The LastDog

195 MAKING MEANING

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

THE LAST DOG

Cite textual evidence Analyze the Text to support your answers.

Notebook Complete the activities. GROUP DISCUSSION 1. Review and Clarify With your group, reread paragraph 16 of the story. When you work in your Then, identify the author’s use of allusion, or references to well-known group to answer the people, events, or literary works. Discuss the ways in which the use of Analyze the Text questions, allusion improves or weakens the story. be sure to support your opinions and ideas with 2. Present and Discuss Now, work with your group to share the passages evidence from the text. from the text that you found especially important. Discuss what you noticed in the text, the questions you asked, and the conclusions you reached. 3. Essential Question: Should we make a home in space? What has this selection taught you about the problems of making a home in space?

language development Concept Vocabulary

threatening extinct mutation

 WORD NETWORK Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common. Add interesting words Write your ideas and add another word that fits the category. related to space exploration from the text to your Word Practice Network. Notebook Confirm your understanding of these words by using them in sentences. Include context clues that hint at each word’s meaning.

 Standards Language Word Study • Determine or clarify the meaning Latin Suffix: -tion In the story, Brock thinks that the puppy is the of unknown and multiple-meaning words and phrases based on product of a mutation that enables her to survive in the outside world. grade 7 reading and content, The word mutation is built from the verb mutate, meaning “to change,” choosing flexibly from a range of and the Latin suffix -tion, which turns a verb into a noun. Based on that strategies. a. Use context as a clue to the information, identify the meaning and part of speech meaning of a word or phrase. of mutation. • Demonstrate understanding All rights reserved. or its affiliates. Inc., Education, © Pearson of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech in context.

196 UNIT 2 • A STARRY HOME © Pearson Education, Inc., or its affiliates. All rights reserved. settled insomeway. comes toward theendofstorywhenconflicts,orproblems, are contribute tothemainconflict.Theresolution, oroutcome,often conflict.Inmoststories,aseries ofsmallconflicts andaninternal external A storyoftenhasmore thanoneconflictandmayincludebothan Elements ofaShortStory:ConflictandResolution Analyze CraftandStructure There are twotypesofconflict. the plotcentersonaconflict,orstrugglebetweenopposingforces. • • the followingquestions: When youhavefinished,share yourcompletedchartwithgroup anddiscuss “The LastDog.”Work individuallytocompletethegraphicorganizer. Use thisgraphicorganizertoanalyzetheconflictsandresolution in Practice settled, orresolved?settled, HowareResolution: conflicts the or internal? Type(s) External ofConflict: exist? conflicts other What character strugglewith? main Whatdoesthe Conflict(s): Confli wrestles withopposingfeelings,beliefs,needs,ordesires. conflict Internal force, suchasanothercharacterornature. conflict External • • • resolution satisfying? Did theresolution settlethe conflictsinthestory?Didyoufind conflictsrelated?How areconflictsandtheinternal theexternal Is there amainconflictthat standsoutinthestory?Explain. c t andResolutionin“

is astrugglewithincharacterasheorshe is astrugglebetweencharacterandanoutside T he L ast D og” essential question:

In moststories,

S hould wemakeahomeinspace? to supportyouranswers. CITE TEXTUALEVIDENCE story ordrama interact. Analyze howparticularelementsofa Reading Literature  S tanda The LastDog r ds

197 198 speaking, and • Use or grammar conventions • Demonstrate Language  redundancy. eliminating concisely, expresses a.

speaking.

Choose its S

knowledge tandards

UNIT 2•ASTARRY HOME conventions Language deveDeve

and reading,

recognizing ideas language of

wordiness usage

standard command

of precisely

when THE LASTDOG language when

listening.

that

and and English

Compound Predicate Simple Subject PART OFSENTENCE of

writing,

writing and

the

brush theircoats.Taking careofdogsisalotwork! them water. Mysistersometimesbrushestheircoats.Ialso sometimes I also walkthem.Igivethemwater. Mysisteralsowalksthemandgives My sisterandItakecareofourdogs.feedthem. sisterfeedsthem. more compoundpredicate andonemore compoundsubject. predicates. Revisethefollowing passagesothatitincludesatleastone by combiningsimplesubjectsandpredicates intocompoundsubjectsand can makeyourwritingchoppyandrepetitive. Try adding sentencevariety subject is,does,orhasdonetoit. tells whomorwhatthesentenceisabout.Thepredicate tellswhatthe subject andapredicate andexpresses acompletethought.Thesubject Simple andCompoundSubjectsPredicates Conventions Write It examples inthechart. an exampleofacompoundpredicate in“TheLastDog.”Write your Work withyourgroup toidentify anexampleofasimplesubjectand Read It l or or. suchasand joined byaconjunction samesubject.Theverbsarethe two ormore share mainverbsthat A compoundpredicate contains verb orphrase. A simplepredicate isasinglemain or or. suchasand joined byaconjunction sameverb.Thesubjectsarethe more nounsorpronouns share that A compoundsubjectistwoor noun orpronoun. A simplesubjectisasinglemain PART OFSENTENCE opment Notebook

Sometimes toomanyshort,simplesentencesinarow EXAMPLE EXAMPLE Brog drinkswaterfromthebrook. brook. Brock andBrogdrinkwaterfromthe brook. Brog drinksandlapswaterfromthe Brog drinkswaterfromthebrook.

Every sentencehasa

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. description, dialogue,figurativelanguage,andimagery. a storyandengagereaders. Thesestrategiesincludecharacterization, A fictionalnarrativeusesacombinationofstrategiestotell Writing to Reflect onYour Writing shown, andthendraftyourrevised ending. and bringyourrevised endingtolife. Take notesinachartliketheone Carefully choosewords anddescriptivedetailsthatengage thereader change thestory’s ending? affect theendofstory?Howmightintroducing a newcharacter narrative. Forexample,howwouldwritingfrom thepuppy’s perspective Think carefully abouthowyourchoicewillaffect the resolution ofthe resolution tothestory? of thestory.Howwillitbesimilartoordifferent from theauthor’s Develop Your Story others inyourgroup. Then, asagroup, discussthefollowingquestions. Resolution Plot Events Narrator following options: “Out ofsightthedome,..”Foryourrevision, chooseoneofthe paragraphs ofthisstory.Beginyourrevised endingwiththewords Use yourimaginationtowriteownversionofthelastseven Assignment • • •

What typeofresolution do youfindmostsatisfying? What effects dodifferent resolutions haveonastory? What purposedoesthenarrator’s perspectiveserveinastory?

Add acharactertothestory,whoinfluencesstory’s resolution. Change thenarrator, andwritefrom theperspectiveof puppy, Brog, givingherahumanvoice. Eff e ctiv S ources e

Expr Choose anoptionforyourrevision oftheend NOTES FORMYVERSION

When yourdraftiscompleted,share itwith e ssion well-structured purposes, a frames • Write descriptive using or • Write Writing 

“The LastDog.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa  range experiences from and/or to dialogue, e. b.

imagined

Provide Use develop S

effective t

and and

a routinely narratives

e of

narrative characters.

and vid n

discipline-specific

details,

reflects pacing, shorter

da experiences experiences,

The LastDog

conclusion or

audiences.

technique, e event

events. r nc over

techniques,

and d time on and

develop s

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extended

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frames

that events,

relevant narrated

events

tasks,

real such follows

for time 199

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 TextReading  200 beyond.” you anywhere onEarthand a goodeducationcantake Dr. Ochoasays.“Ibelieve afraid toreach forthestars,” Space Center. “Don’tbe Director ofNASA’s Johnson 2012, Dr. Ochoawasnamed . In the spaceshuttleDiscovery space, asacrewmember aboard first Latinaastronaut togo California. Shebecamethe inLosAngeles, was born Ellen Ochoa,Ph.D,(b.1958) About the Narrator

STANDARDS

UNIT MAKING MEANING

•

STARRY

HOME Johnson SpaceCenter Ochoa:Director,Ellen Study thevideousingthesestrategies. First ReviewMEDIA:VIDEO each word. about thevideo.Contextsentencesare provided totherightof These words willbeusefultoyouasanalyze,discuss,andwrite Technical Vocabulary mission control:mission calculus: aptitude: manned space flight space manned connected withactivities of support and monitoring, control, the for center change talent W AT C H it portrays. determine CONNECT WATCH read orimagesyou’veseen. video toothertextsyou’ve math used to study to study used math natural ability or or ability natural the video and the videoand whom orwhat details in the details inthe a command acommand

• • • manned spaceflightatwork. one dayinorder toseethetechnologyof Carla ishopingtovisitmissioncontrol challenging butfascinating. Carla thinksthatstudyingcalculusis aptitude formath. do extracredit workbecauseofCarla’s Carla’s mathteacherencouragedherto want torevisit. that youfindinteresting and NOTE RESPOND Comprehension Check. elements in the video elements inthevideo by completing the by completingthe

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Johnson Space Center Ellen Ochoa: Director, making the journey tospace. making thejourney Challenger. Sincethen,more than50womenscientistshavejoinedRidein to launchintoouterspacewhenshejoinedtheteamaboard thespaceshuttle of herinfluences.In1983,Ridebecamethefirstwomanfrom theUnitedStates how shecametobeanastronaut withNASA.ShementionsSallyRideasone In thisinterview, JohnsonSpaceCenterDirector Dr. EllenOchoatalksabout BACKGROUND NOTES Ellen Ochoa:Director, JohnsonSpaceCenter MULTIMEDIA MEDIA |VIDEO MEDIA SCAN FOR

201 mission control calculus aptitude the video. discuss andwriteabout Use thesewords asyou Vo TECHNICAL 202  clarify detailswithyourgroup. Complete thefollowingitemsafteryoufinishyourfirstreview. Reviewand Comprehension Check Network. from thevideotoyourWord related tospaceexploration Add interesting words 3. 2. 1. ca

UNIT 2•ASTARRY HOME Making Meaning How didSallyRideinfluenceOchoa? How didOchoamakehistory? Identify atleastonethingthatinspired Ochoatobecomeanastronaut. bu OR la D NETW ry OR K 3. 2. 1. Analyze the Media Analyze you conclude? seem important.Whatquestionsdoyouhave?can Watch thevideoagain.Write anynewobservationsthat Close

Present and with yourgroup. this videotaughtyouaboutspaceexplorationbyhumans? Discuss you mightexpect?Explain. Ochoa’s experienceasanastronaut similartoanddifferent from what yourgroup, reviewReview andSynthesizeWith thevideo.Howis the questionsitraisedforyou,andconclusionsyou reached. why youchoseit.Explainwhatnoticedinthatpart ofthevideo, interesting orpowerful.Share yourchoicewiththegroup anddiscuss E

N ssential Question:Shouldwemakeahomeinspace? Whathas otebook R eview

D Complete theactivities. iscuss Choosethesectionofvideoyoufindmost to supportyouranswers. Cite textualeviden c e

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. tasks to grouptasks might These members. include: discussion, and presentation: Discuss and Analyze Roles Individual Define Plan Present timeline to accompany your presentation. order in which to present your information. You may want to create a to include in the biography. Work collaboratively to determine alogical Invite questions and feedback from the class after your presentation. Speaking and From Research Details Additional research toincludeinthebiography. group discussiontodecidewhichdetailsfrom thevideoandfrom your notes. Then,brieflyresearch EllenOchoa’s career. Afterward, holda life. Watch thevideoagainandhaveeachmemberofgroup take Work asagroup towriteandpresent ashortbiographyofOchoa’s Assignment • • • • • • VIDEO TIMECODE

facts. Fillindetailslaterviewings.Useachartliketheoneshown. Don’t writedowneverythingyouhear. Focusonspecific datesand astronaut. Pausethevideoasneeded. details aboutOchoa’s life andhermotivationsforbecomingan Watch thevideoseveraltimesinorder tocatchandnote important presenting thebiographytoclass typing thefinaldraft integrating research intothedraft leading theplanningdiscussion

Eff Once you have gathered details, discuss with your group each item

Rehearse and then present your finished biography to the class. e ctiv e Expr

L Use tips these to guide your note-taking, istening

Before viewing, writing, and discussing, assign assign discussing, and writing, viewing, Before e ssion DETAILS FROMVIDEO Ellen Ochoa:Director, JohnsonSpaceCenter E clearly. ideas andexpressingtheirown texts, andissues, buildingonothers’ diverse partnersongrade 7topics, one, ingroups, andteacher-led) with collaborative discussions(one-on- Engage effectivelyinarange of Speaking andListening  J the video. fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa  o lle warranted, modifytheirownviews. expressed byothersand, when d. Acknowledge new information topic asneeded. that bringthediscussionbackon relevant observations andideas questions andcommentswith elaboration andrespondtoothers’ c. Pose questionsthatelicit define individualrolesasneeded. specific goalsanddeadlines, and discussions, track progresstoward b. Follow rulesforcollegial discussion. to probeandreflectonideasunder evidence onthetopic, text, orissue that preparation byreferringto under study;explicitlydraw on having readorresearchedmaterial a. Cometodiscussionsprepared,

hn STA

n O so evidence log c N n Sp h DARDS oa ace : D irector C e n ter

, 203 204 flexibly fromarange ofstrategies. andcontent,reading choosing words andphrases basedongrade 7 of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  other outlets. magazine, NBCNews,and He haswrittenforTime and technologyjournalist. Keith Wagstaff isascience About the Author

STANDARDS

UNIT 2•ASTARRY HOME MAKING MEANING first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofbasewords andothervocabularystrategiesto the strategy. the meaningofconceptword. Here isanexampleofhowtoapply knowledge ofthe“inside”word, alongwithcontext,todetermine to seewhetheritcontainsabaseword youknow. Then,useyour Base Words Curiosity After Future of U.S. Space Exploration Neil Tyson deGrasse on the opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION As youperformyourfirstread, youwillencounterthesewords. Concept Vocabulary expectation ofmakingmoneyorgettingsomethingoutit.” is expected.Investmentmightmean“somethingboughtwiththe Conclusion: Theitembeingdiscussedisnotgivenoutfreely; areturn Context: “It’s aninvestment,notahandout.” moreof earning back” Familiar “Inside”Word: invest,meaning“tospendmoneyinhopes Unfamiliar Word: investment cede have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE

If thesewords are unfamiliartoyou,analyzeeachone the generalideasof enterprise ideas within

capitalistic the Comprehension Check. 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. 2 1 4 3 been goinginandoutof low-Earthorbitsince1962. now? Becauselow-Earthorbitisnolongerthefrontier. NASA has should havebeenhappeningdecadesago.Why is thathappening to low-EarthorbitforlessthanwhatNASA wasproviding. That you goingtomakemoney? You’re not. on Marsisnotgoingtobebuiltbyaprivatecompany. How are you cedethattoprivateenterprise. where noonehasgonebefore. Then,whentheroutines are setup, where the trade winds have donethis.Theydrawnthemaps,theyfound risks, andithasunquantified risks.Historically, governments possible becauseaspacefrontier isexpensive,ithasunknown most susceptibledemographictodelusionthatIhaveeverseen. Dreams andDelusionsofSpace Enthusiasts.Spaceenthusiastsare the the UltimateFrontier, wasoriginallytitledFailure toLaunch:The 1. T program. Whydowestillneed NASA? Some peoplearespace questioningtheneedtofundagovernment traveling toMars. Tyson discussestheCuriositymissionandpossibilityofpeople’s for signsofmicrobial life. Inthisinterview, astrophysicist NeildeGrasse then, Curiosityhasbeenroaming Mars,collectingdataandlooking NASA’s Curiosityisarobotic rover thatlandedonMarsin2012.Since BACKGROUND Curiosity After Exploration Futureon the of U.S. Space Tyson deGrasse Neil

the oceans. the winds trade Look what’sgoingonnow. Privateenterpriseisgiving usaccess That’s whyIdon’tknowwhatthey’re thinking.Thefirstcolony Private enterprisecanneverleadaspacefrontier. It’snot simply delusional.Mybookonspace,SpaceChronicles: Facing he peoplewhosaythatallweneedisprivatespacetravelare

reliable winds that captains of sailing ships have traditionally used to cross to cross used traditionally have ships sailing of captains that winds reliable 1 are, they have invented the new tools to go Neil deGrasseTyson ontheFuture ofU.S.SpaceExploration AfterCuriosity

Keith WagstaffKeith enterprise cede helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES MEANING: MEANING: (seed) (EHN tuhr pryz) v. MULTIMEDIA SCAN FOR INTERVIEW

205

n. 206 NOTES

UNIT 2•ASTARRY HOME 12 11 10 9 8 7 6 5 Anything NASA doesinspacethathasneverbeendonebefore think Curiosityisasteppingstonetothat. humans intospaceneedstobehadbefore thathappens.Idon’t orbit. A different kindofunderstandingthevaluesending space industry, butthere willalwaysbethefrontier. Curiosity ischeapcompared tosendinghumansoutoflow investment, notahandout. call NASA—are theengines of21stCenturyeconomies.It’san and technology—brought toyoubytheforce ofnature we that peoplewillcometounderstandinnovationsin science the discoveriesofNASA becomewritlarge inthenewspapers, never happen.NowletmegobackandwatchSnooki.” sitting backandsaying,“Oh,that’sthefuture anditwillprobably imagine havingthat. their structure. We don’thavethat,butthat’sreally coolandIcan that goupanddowncavesuselasertomographytomap example, inthemoviePrometheus , theyhavetheseflyingspheres or movieyoujustsawismaybeinreach. Maybeit’spossible.For mission toMars? and mathematics)togettheAmericanpeoplebehindamanned people togointotheSTEMfields(science,technology,engineering, When Curiositytouchesdown, role ofNASA asaflywheel No. It’sanunderstanding—thatthepublicdoesnotyethave—of Are thebarrierstosending humanstoMarspolitical? 4. 3. 2. No. where yousay, “Iremember where Iwasatthatmoment.”Isthere? I’m guessingthatthere is no singleeventinyourlife thatispositive you were bornafterwelanded ontheMoon.Now, given thatfact, Here’s theproblem. Idon’tknowhowoldyouare, butI’mguessing What isitgoingtomeanthehumanraceif welandonMars? Station—anything NASA doesaccomplishesthis. Spirit andOpportunityrovers, broadcasts from theInternational Space drums upinterest inscience.Imagesfrom theHubbleTelescope, the an innovationnation,youthinkinnovatively, nomatteryourfield. spin-offs butalsotheculture itself. Whenyoufeelthatare partof

Snooki flywheel Mars. on to land scheduled When Curiosity You startthinkingthatthesciencefictionstoryyoujust read I seeprivateenterpriseasafundamentalpartofcreating a Whether that’senoughtogethumansonMars,Idon’tthinkso. I amcertainthatonceflywheelissetintomotionand That ideamightinspire me totryandcreate itinsteadofjust

star of a reality television show. television areality of star

n. wheel that controls a machine’s speed and power. and speed amachine’s controls that wheel touches down 3

ofinnovation,influencingnotonlydirect Curiosity was before days four place took interview This 2 willthatbeenoughtoinspire young 4 -Earth

© 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 15 14 13 16 selection? research that detail. what In way the information does you learned shed light on the to Clarify Research RESEARCH 2. 1. sciences. You won’tneedtariffs interest. You won’tneedaprogram toexcitepeoplegetintothe headlines. Ifyoumaketheheadlines,that’swhatstimulatesSTEM Mars expandsthespacefrontier andthatmakesheadlines. you’ll knowwhere youwere thedaythathappened.Landingon that elevatessocietyinsteadofdiminishesit.IfwelandonMars, broke, withthatnewsstorybeinggreat andgrandsomething not experiencedknowingwhere youare themomentanewsstory that moment.We havebred multiplegenerationsofpeoplewhohave Armstrong walkedontheMoon. You don’thaveit. You don’thave I havethebenefitofbeingabletosayknowwhere IwaswhenNeil 5. you haveahealthyNASA exploringthecosmos. All ofthat. things that[othercountries]can’t.” All ofthatispossiblewhen in acapitalisticsociety. That’showitworks. corporation doesthat,we’veallboughtintothisconcept.We live make thewidgetascheappossible.Don’tgetangrywhena the multi-nationalcorporation,toputfactorywhere itcan and ofcoursethejobsgooverseas.That’sobligation products therest oftheworldhasn’tfigured outhowtomakeyet. because you’llbeinnovatingatapacewhere you’re making

In NeildeGrasseTyson’s opinion,whocanbestleadtheexplorationoffrontiers? What role doesdeGrasseTyson seeforprivatecompanies?

tariffs You don’tcomplain. You say “Let’sinnovatesowecanmake Boldly goingwhere hundreds havegonebefore doesnotmake When anindustrymatures, itmeansit’snotadvancing

( TAIR ihfs TAIR ) n. taxes on goods imported from other countries. other from imported goods on taxes

Choose at least one unfamiliar detail in Briefly the selection. Neil deGrasseTyson ontheFuture ofU.S.SpaceExploration AfterCuriosity 5 tokeepyourfactoriesstateside,

❧ capitalistic helped youdeterminemeaning. another strategyyouusedthat Mark basewordsorindicate NOTES MEANING: tihk) adj. (kap uhtuhLIHS

207 MAKING MEANING

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?

NEIL deGRASSE TYSON ON THE FUTURE OF U.S. SPACE EXPLORATION AFTER CURIOSITY Cite textual evidence Analyze the Text to support your answers. Notebook Complete the activities. 1. Review and Clarify With your group, review paragraphs 1–5 of the GROUP DISCUSSION interview. According to deGrasse Tyson, why are people who say that If you disagree with a group we only need private space travel “simply delusional”? member’s opinion, do so respectfully. Be prepared to 2. Present and Discuss Now, work with your group to share the support your own opinion passages from the selection that you found especially important. with details from the Take turns presenting your passages. Discuss what you noticed in the selection. selection, the questions you asked, and the conclusions you reached.

3. Essential Question: Should we make a home in space? What  WORD NETWORK has this selection taught you about humans making a home in space? Add interesting words Discuss with your group. related to space exploration from the text to your language development Word Network. Concept Vocabulary

cede enterprise capitalistic

Why These Words? The concept vocabulary words from the text are related. With your group, determine what the words have in common. Write your ideas and add another word that fits the category.

Practice Notebook Confirm your understanding of the concept vocabulary words by using them in a discussion of the role of money in space exploration. Should the government play the leading role in funding space travel, or should space travel be handled by private companies?

 Standards Language Word Study Determine or clarify the meaning Multiple-Meaning Words In the interview, deGrasse Tyson discusses of unknown and multiple-meaning words and phrases based on the role of private enterprise in exploring space. The word enterprise grade 7 reading and content, has several meanings. Use a dictionary to find all of the definitions of choosing flexibly from a range of enterprise. Then, determine which meaning is the correct meaning for strategies. c. Consult general and enterprise as it is used in the interview. All rights reserved. or its affiliates. Inc., Education, © Pearson specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

208 UNIT 2 • A STARRY HOME © Pearson Education, Inc., or its affiliates. All rights reserved. audience ortosimplify acomplexidea. language, orlanguagethatisnotmeantliterally,toappealhisher claims, reasons, andevidence.However, anauthormayusefigurative precise, formallanguagethatclearlyshowstheconnectionsbetween can strengthen anargument.Mostargumentsare characterizedby Word choice,orthewords, phrases,andexpressions anauthoruses, in supportofaclaim,orpositiononthetopicactionathand. action. Agoodargumentprovides logicalreasons andrelevant evidence presenting aspecific belief,conclusion,orperspectiveonanissue Evaluate ArgumentandClaims Analyze CraftandStructure • • 3. 2. 1. answer thequestionsthatfollow. argument. Useachartsuchastheoneshowntorecord yournotes.Then, Practice C of therelevant evidence logical reasons: conclusionsthatare reached basedonananalysis from credible sources thatare current relevant evidence:facts,orstatementsthatcanbeproved true,

argument? uses inparagraphs8–11?(b)Howdoestheuseofthismetaphoraffect his by sayingthatonethingisanother. (a)WhatisthemetaphordeGrasseTyson A metaphorisatypeoffigurativelanguagethatcompares twounlikethings support hisargument? (a) WhatisdeGrasseTyson’s mainclaim?(b)Whatevidenceandreasons Why orwhynot? Based onyouranalysis,isdeGrasseTyson’s argumenteffective andconvincing? LAI Notebook M

Work withyourgroup toanalyzeNeildeGrasseTyson’s Neil deGrasseTyson ontheFuture ofU.S.SpaceExploration AfterCuriosity

An argumentisalogicalwayof E V I D EN C E essential question: R EASONS

S hould wemakeahomeinspace? to supportyouranswers. CITE TEXTUALEVIDENCE and sound assessing and • Trace her how view meaning impact and text, and • Determine Informational TextReading • Determine  S

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your paragraphwith group. which youuseeachtypeof sentenceandendmarkatleastonce.Share more interesting toread. Write aparagraphaboutspaceexplorationin according tothefunctionofsentence. which canbeclassified according tohowtheyfunction.Endmarksvary Sentence FunctionsandEndMarks Conventions Write It sentence ofyourown. selection ofeachtypesentence.Ifyoucannotfindanexample,write a Work withyourgroup tofillinthechartwithanexample from the Read It l Exclamatory Imperative Interrogative Declarative Type ofSen Exclamatory Imperative Interrogative Declarative Sen Type of opment Notebook t ence t

ence Using different typesofsentencescanmakeyourwriting F exclaim To outor call or directions To givecommands question To askquestions statements To make unc t ion E xa m ple E point (!) exclamation period (.) point (!)or exclamation mark (?) period (.)

nd Mark There are fourtypesofsentences, E What athrill! Sit down,now! Put onyourseatbelt. travel toanotherplanet? Would youwantto in aspaceship. I havenodesiretoride xa m ple

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Research project, reflect ontheexperiencebyaskingyourself thesequestions. Reflect onYour Research Project logically, andcreate afirst draft. Besure tocitethesources youused. decide whichdetailstouseinyourgroup report. Organize thedetails Organize andDraft Topic andResearch Plan:______research plan.Usethischarttohelpgatherdetails. Project Plan Source (title,A informational report ononeofthefollowingtopics: Work withyourgroup toconductresearch andwriteashort Assignment organized way. from multiple,reliable sources; andpresent theinformationinaclear, Your group shouldformulatearesearch question;gatherinformation • • • • What mightIdodifferently whenworkingongroup projects? What partsofthegroup’s process workedwell? Was itchallengingtoworkin agroup onawrittenproject? What didIlearn?

Eff the robotic rover Curiosity the planetMars the life andworkofNeildeGrasseTyson e

ctiv With yourgroup, chooseatopicandthenformulateyour With UT e

H Share yourresearch findingswiththegroup, and Expr OR , a nd d e ssion Neil deGrasseTyson ontheFuture ofU.S.SpaceExploration AfterCuriosity a e W te)

After youhavepresented your ha t I

L e a rned • Conduct for additional several to analysis the concepts, to • Write Writing  • Gather standard avoiding data source; the using multiple Curiosity.” Space ExplorationAfter on theFuture ofU.S. “Neil deGrasseTyson fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

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211 texts

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212 T A Future TITLE E Future N Johnson E C • • • • Future he xploration llen lien ould Space on N J E Th P Human Af E eil O

llen lanet xploration eil UNIT 2•ASTARRY HOME ter Curiosity e H L

Performance Task:

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country outweighthedrawbacks. or agreement, aboutwhetherthebenefitsofspaceexplorationbyour benefits anddrawbacksofspaceexploration.Then,cometoaconsensus, have read. Usethecharttolistyourideas.Foreachselection,identify opinions aboutspaceexplorationthatare presented inthetextsyou P and videoclips.Alloweachgroup membertomakesuggestions. presentation. Considerphotographs, illustrations,music,charts,graphs, NASA programs andtofind relevant mediatoincludeinthegroup is complete,dosomeadditionalresearch more tolearn aboutcurrent note specific examplesthat supportyourgroup’s claim.Oncethechart Gather EvidenceandMediaExamples Analyze theText YourPlan With S Assignment a multimediapresentation thataddresses thisquestion: yourgroup, developanddeliver drawbacks ofspaceexploration.With You haveread different selectionsthataddress thebenefitsand PACE EXPLORATION resent our country? our S Sp hould space exploration be a priority for apriority be exploration space hould eaking and Lis and eaking

With yourgroup, discussthevariousideasand With A B ENE G roup rgument F IT S AND t

ening DRA

Review theselectionsand WB AC KS FOC U S

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Improve Your UseofMedia confusing andneedclarification. for yourclaims.Work withyourgroup toidentify anypointsthatare to gobackintothetextsandyourresearch sources tofindmore support Your With Rehearse Group note wheneachpartbegins,andrecord whateachpresenter willsay. organize yourpresentation. Assignroles foreachpartofthepresentation, Organize Your Ideas how welltheymeetthechecklist criteria. account eachofthechecklist items.Asyouwatchothergroups, evaluate When youpresent asagroup, besure thateachmember hastakeninto EvaluatePresent and your presentation. Give eachotherfeedbackandencouragementtoimprove andpolish your presentation severaltimes asagroup untilyouare comfortable. Brush UponYour Presentation Techniques change thepacing. If themediaare notwelldistributed through thepresentation, workto in workingorder, andmakeabackupplanincaseyourequipment fails. Fine-Tune theContent guide revisions toyourpresentation. group’s rehearsal. Then,useyourevaluationandtheinstructionhere to the presentation, usethischecklisttoevaluatetheeffectiveness ofyour Practice WithYour Group Presenter 3 Presenter 2 Presenter 1 CONTENT

section. this in texts the from evidence withsupported are claims The are clear. presentation of the claims The

Use a script outline, such as the one shown, to Use ascriptoutline,suchastheoneshown,to USE OFMEDIA

To makeyourargumentstrong, youmayneed

functions properly.functions equipment The effectively. sequenced are media The ideas. communicate key media The claim. the The media support MU As youpracticedeliveringyourportionof

Double-check thatmediaequipmentis L TIMEDIA PRESENTATION SCRIPT Media Cues

Practice delivering essentia TECHNIQUES PRESENTATION

audible. visible and are media The speaks clearly. speaks and contact eye uses speaker The smooth. are media segments the between transitions The l question Performance Task: Present an Argument : Shouldwemakeahomeinspace? Script emphasize to and • Include pronunciation. contact, and pertinent focused, emphasizing • Present Speaking andListening 

clarify

visual examples; S tandards

adequate

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descriptions, multimedia claims

displays salient

salient

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214 learned you’ve what Practice notes Take aschedule Create STRATEGY

UNIT 2•AS OVERVIEW: INDEPENDENT LEARNING INDEPENDENT OVERVIEW: Add ideas of your own for each category. and theyou actions can take to practice them during Independent Learning. toneed rely on yourself to learn and work on your own. Review strategies these Throughout your life, in school, in your community, and in your career, you will Learning StrategiesIndependent another selectionif thistextdoesn’tmeetyourneeds. Look Inside seems mostinteresting andappealingtoyou? Look Ahead you wanttoknowaboutouterspace? Look Back experience in this unit. Follow steps these to help you choose. will one choose additional about outer space selection for your final reading and money to improving conidtions on our own planet. this In you section, space further support exploration, whereas others would prefer to devote time There is much we don’t know about the universe. are people Some eager to Should we make space? in home a QUESTION: ESSENTIAL ta rry Home

Think abouttheselectionsyouhavealready read. Whatmore do

Take afewminutestoscanthrough thetextyouchose.Make Preview theselectionsbyreading thedescriptions.Whichone ACTION PLAN ACTION • • • • • • • • • • Consider the quality andreliability quality Consider the source. ofthe topic. the After youread, evidencetohelpyouunderstand usefulnessofthe evaluatethe Use first-read andclose-read strategiestodeepenyourunderstanding. Review yournotesbefore preparing toshare agroup. with Record importantideasandinformation. Make aplanforwhattodoeachday. Understand yourgoalsanddeadlines. MULTIMEDIA SCAN FOR

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Choose oneselection.Selectionsareavailableonlineonly. we began. we where as same the be might up end we Where Lewis S. C. Cradlesong Science-Fiction POETRY PERFORMANCE-BASED ASSESSMENT PREP ASSESSMENT PERFORMANCE-BASED involve risks. great adventures Great Sanders Laura Astronauts’ Brains Trip to Could Damage Mars ARTICLE SCIENCE it. to reach try there, should we If it’s out Roach Mary from ESSAYPERSUASIVE eyes. your Don’t believe Radford Benjamin UFO Sightings News and WEB ARTICLE Review Evidence for an Argument synthesizing the information you’verecorded. information the synthesizing and whatyou’velearned unitbyevaluating Complete yourEvidenceLogforthe MULTIMEDIA SCAN FOR Packing forPacking Mars Overview: Independent Learning CONTENTS

215 216 Reading 

STANDARD text. about theunittopicasyoufirstread this NOTICE newinformationorideasyoulearn

have read. other knowledgeandtheselectionsyou CONNECT ideaswithintheselectionto UNIT 2•AS Selection Title: Use thispagetorecordyourfirst-readideas. Guide First-Read LEARNING INDEPENDENT

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. tarr y Home passages youwanttorevisit. ANNOTATE bymarkingvocabularyandkey the selection. RESPOND bywritingabriefsummaryof Model Annotation First-Read Guide and Tool Kit

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Selection Title: Use thispagetorecordyourclose-readideas. Guide Close-Read Reading 

Pick aparagraphfrom thetextthatgrabbedyourinterest. Explainthepowerofthispassage. QuickWrite conclude? Write downyourideas. questions aboutthetext.Whatcanyou and annotatewhatyounotice.Askyourself your firstread. Readthesesectionsclosely Revisit sectionsofthetextyoumarkedduring Close Read the Text STANDARD

Read andcomprehendcomplexliterary andinformationaltextsindependently andproficiently. ESSENTIAL QUESTION: Analyze the Text about whatthischoiceconveys. the text.Selectoneandrecord yourthoughts structure, techniques,andideasincludedin Think abouttheauthor’s choicesofpatterns, Shouldwemakeahomeinspace? Overview: Independent Learning Model Annotation Close-Read Guideand Tool Kit

217 Poetry

Science-Fiction Cradlesong

C. S. Lewis

Meet the Poet SCAN FOR C. S. Lewis (1898–1963) was an Irish author best MULTIMEDIA known for his classic Chronicles of Narnia, a fantasy series about four young siblings and their adventures in the magical land of Narnia. He wrote more than thirty books, and most of his writings teach moral lessons. Lewis taught medieval literature at Oxford University and Cambridge University in England.

BACKGROUND During the second half of C. S. Lewis’s writing career, science fiction became more popular as the idea of space flight started to become a reality. The space age began in 1957, when the Soviet Union launched the first satellite into Earth’s orbit. In 1961, Yuri Gagarin became the first man to travel into space.

By and by Man will try NOTES To get out into the sky, Sailing far beyond the air From Down and Here to Up and There. 5 Stars and sky, sky and stars Make us feel the prison bars.

Suppose it done. Now we ride Closed in steel, up there, outside; Through our port-holes see the vast 10 Heaven-scape go rushing past.

IL1 UNIT 2 Independent Learning • Science-Fiction Cradlesong © Pearson Education, Inc., or its affiliates. All rights reserved. 20 15 Equidistant Than onEarth,everywhere Motionless, nonearer there Hang likeapaintedscene Points oflightwithblackbetween 1. There’s nowayintothesky. From prison,inawefly; Never canbeskyorstar. Try nomore. Where weare Is aconcept,notplace. Hush, bestill.Outerspace Heaven hasgivenustheslip.

Equidistant

1 from ourship. (ee kwuh DIHS tuhnt) adj. tuhnt) DIHS (ee kwuh equally distant. equally UNIT 2 Independent Learning •Science-Fiction Cradlesong UNIT 2Independent Learning NOTES

IL2 WEB Article

UFO Sightings & News

Benjamin Radford

About the Author SCAN FOR Benjamin Radford (b. 1970) is an American writer and MULTIMEDIA investigator who serves as the deputy editor of Skeptical Inquirer magazine. He is a former co-host of Monster Talk, a podcast that examines the science and history of legendary creatures such as Bigfoot and werewolves. Radford is the author of several books and the creator of a board game. He writes about the paranormal, urban legends, and the explanations behind mysterious phenomenon.

BACKGROUND A UFO, or “unidentified flying object,” is an unusual light or object in the air that is difficult to explain. Some people believe that UFOs are intelligent aliens traveling in spaceships. From 1952 to 1969, the United States Air Force investigated about 12,000 reports of UFO sightings.

1 UFOs have fascinated and puzzled people for decades, yet hard evidence NOTES seems ever elusive. Many people are convinced that not only are extraterrestrials1 visiting Earth, but that governments have perpetuated a top-secret global conspiracy to cover it up. Skeptic and UFO expert Benjamin Radford takes a look at the history and psychology of UFOs, including some of the most notable sightings.

2 oday most people equate UFOs with extraterrestrial T intelligence and advanced technologies, but this is a very recent idea. That’s not to say that historically people did not report seeing unusual things in the skies, for they surely did: comets, All rights reserved. or its affiliates. Inc., Education, © Pearson meteors, eclipses, and the like had been reported (and sometimes recorded) for millennia. In fact some researchers believe that

1. extraterrestrials (ehks truh tuh REHS tree uhlz) n. creatures from another planet.

IL3 UNIT 2 Independent Learning • UFO Sightings & News © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 3 tourists. had madethewholestoryupasapublicitystunttoattract spacecraft wreckage was ever found.ItturnedoutthatHaydon story, andnothingofthealiennor“severaltons”mysterious when researchers couldfindnoeyewitnessestosupportHaydon’s neighboring stateofNewMexico).Thefantastictaleunraveled a nearlyidenticalstorywouldcirculate aboutacrashinthe dead Martianbody, andmetallicwreckage (fifty yearslater with acrashedspacecraft,dozensofeyewitnesses,recovered Morning News,describedanamazingUFOencountercomplete Texas, whenE.E.Haydon,anewspaperreporter fortheDallas but instead“airships.” in thosedaystheydidn’tusetermslike“UFO”or“flyingsaucer,” of whatcouldbecalledUFOsemerged inthelate1800s,though not indeedbepossibleforadvancedcivilizations.The firstreports technology developedsomepeoplebegantowonderif thatmight Poe fueledthepublic’sinterest invoyagestootherworlds,andas thought theplanetswere gods). creatures mightreside (forexample,ancientGreeks andRomans millennia, butwere notthoughtofasplaceswhere otherliving from otherplanets.Severaloftheplanetshadbeennoticedfor assumed thatunknownlightsorobjectsintheskywere visitors the StarofBethlehem 3. 2. UFO Sightings The FirstUFOs mistake launchedmany“flyingsaucer”reports inlaterdecades. that theobjectsthemselvesresembled “flyingsaucers,”andthat the water,” whichacareless reporter misunderstoodassaying described theirmovementas“likeasaucerif youskipitacross seeing nineobjectsresembling boomerangsinthesky. He dates backto1947whenapilotnamedKenneth Arnold reported especially important.Thefirstreport ofa“flyingsaucer”only UFO reports overthedecades, andafewofthemstandoutas around Jesus’birth. merging ofJupiterandVenus inthesky, whichoccurred right

hoaxes born. was Christ Jesus when Bethlehem of Star Early newspaperhoaxes The mostdramaticearlyUFOencounteroccurred in1897 Early sciencefictionwriterslikeJulesVerne andEdgar Allan But it’sonlybeeninthepastcenturyorsothatanybody

(HOHK sis) n. (HOHK

the Bible refers to an extremely large and bright “star” that appeared appeared “star” that bright and large extremely to an refers Bible the untrue stories or tricks. 2 mayhavebeenanillusioncreated bya 3 aside,there havebeencountless UNIT 1 Independent Learning • UFO Sightings & News & Sightings •UFO UNIT 1Independent Learning NOTES

IL4 IL5 NOTES

UNIT 2 Independent Learning •UFOSightings &News UNIT 2Independent Learning 14 13 12 11 10 9 8 7 5. this day. outside ofRoswell,NewMexico,in1947,andthedebateragesto a spacecraftwithalienpilots—crashedonranchinthedesert something—skeptics sayatop-secret spyballoon,believerssay he described. and misjudgedtheirsize,large wingscreating the“V”shape Investigators believethat Arnold probably sawaflockofpelicans 4. the timeofsightings,UFObuffs over anearbyproving ground duringroutine exercises around night skies.Thoughitisknownthatthemilitarydropped flares in March 1997whenaseriesofbrightlightswere reported inthe remembering itunderhypnosis),manyremain skeptical. the eventandtheydidn’treport theabductionattime(only by aUFO.However, sincethere were noothereyewitnessesto who in1961claimedtohavebeenchaseddownandabducted famous—was thatofBarneyandBettyHill,aninterracialcouple are ahandfulinrecent yearsthatgotalotofattention: explanation ofthelightsandinsistthere’s more tothestory.

buffs abduction Another famousUFOsightingoccurred nearPhoenix, Arizona, The firstUFOabduction The mostfamousUFOcrashallegedlyoccurred when Since then,ahostofUFOsightingshavebeenreported. Here Mount Vernon. helium balloonsthatescapedfrom apartyatschoolin October 13,2010:UFOsoverManhattanturnedouttobe could havebeenadangertothenearbyMorristown airport. Rudy andChrisRusso,were fined$250forcreating what social experiment.Themenwhoperpetratedthe hoax,Joe be heliumballoons,red flares andfishinglines,allpartofa they were reported ontheHistoryChannelturnedoutto Jan. 5,2009:NewJerseyUFOsthatproved sobaffling do it. hoaxer admittedit,andeyewitnessesreported seeinghim a hoax,created byroad flares tiedtoheliumballoons.The April 21,2008:Phoenixlightswere reported again.Itwas airplanes aspartofroutine training. UFO claims,explainingthatflares hadbeendropped from speculation ontheinternetuntil Air Force debunkedthe Jan. 7,2007:Strangelightsover Arkansas fueled much

n. knowledgeable fans. knowledgeable

n. kidnapping. 4 case—andtothisdaythemost 5 dismissthegovernment’s

© 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 whether connectedornot, willformatriangleif you assume triangular spacecraft.The factisthatanythree lights inthesky, of three lightsinthenightskyare reported asappearinga information, whichcanmisleadus.Forexample, manysightings size, distanceandspeedofUFOsveryunreliable. mile away?It’simpossibletoknow, andthismakes estimatesof twenty feetlongand200yards away, orisit200feetlonganda she cannotdeterminethesize.Isthatthingorlight in thesky illusion. Iftheeyewitnessdoesn’tknowdistance, thenheor really smaller, norare theymovingslowly;it’ssimplyanoptical that’s whyweknowthatmovingcarsseenatadistancearen’t how farawaysomethingishelpsusdetermineitssizeandspeed; identify becauseofthelimitations ofhumanperception. Knowing object seeninthesky, especiallyatnight,canbeverydifficult to object beunidentified by whoever islookingatitthetime. Any sightings. After all,theonlycriterion foraUFOisthatsomeflying UFO Psychology Psychologists alsoknowthatourbrainstendto “fill in”missing It’s nothard tounderstand whythere are somanyUFO been mistakenforaUFOevenbyairlinepilots. this oneturnedouttobetheplanetVenus. Infact,Venus has over StudioCity, Calif. Butlikemany, manyUFO sightings, team, Duayne“ShwayShWayans” Wayans, filmedaUFO May 2012: A nephew of the famous Wayans brothers comedy window. Korea likelyshowedadroplet ofwaterontheairplane’s April 2012: A viralUFOvideotakenfrom aplaneoverSouth turned outtobeacameraglitch. April 2012: A UFOnearthesun,spottedinaNASA image, suggest alienorigin. case seemevenmore bizarre, butnoevidencehasemerged to low-resolution sonarimage. A second“anomaly”madethe was “completelyround,” anassertionnotsupportedbythe Lindberg, merely saidthethinghedetectedinblurry images attributed toaSwedishscientist,butthatresearcher, Peter July 2011:ThesightingofaUFOontheoceanfloorwas use were discovered. revealed asahoax—theeffects ofvideoeditingsoftware’s (the DomeoftheRockonJerusalem’s Temple Mount)were Jan. 28,2011:Videos ofUFOshoveringovertheHolyLand UNIT 2 Independent Learning •UFOSightings &News UNIT 2Independent Learning NOTES

IL6 IL7 NOTES

UNIT 2 Independent Learning •UFOSightings &News UNIT 2Independent Learning 22 sky” isnotthesameas“extraterrestrial spacecraft.”❧ evidence. Thelesson,asalways,isthat“unknownlightsinthe and havevisitedEarth,theUFOsightingssofarprovide noreal it. Whileit’spossiblethatextraterrestrials inspacecraftexist same objectfrom adifferent angle)maynotinstantlyrecognize more trainingorexperience(oreventhesamepersonseeing explain somethingtheyseedoesn’tmeanthatsomeoneelsewith person—or evenseveralpeople—can’timmediatelyidentify or may notrecognize alightorobjectinthesky. Butjustbecauseone him; ourbrainssometimesmakeconnectionswhere noneexist. assumed itwasarectangular-shaped objectinthenight skyabove three points.Hadawitnessseenfourlightsheorshewouldhave (without evidence)thateachofthoselightsare fixedattheendsof All thatisneededtocreate aUFOsightingisonepersonwho

from Packing for Mars

Mary Roach

About the Author Mary Roach (b. 1959) grew up in New Hampshire. SCAN FOR After graduating from Wesleyan University, she pursued MULTIMEDIA a career in writing. She has written for Wired, National Geographic, and the New York Times Magazine, and is known for her popular science books.

BACKGROUND It was in 1783 that people first took to the sky on a hot-air balloon designed by the Montgolfier brothers. In 1903, the Wright brothers took flight in the first powered airplane. And in 2000, the first crew arrived to take up residence on the International Space Station. Today, people are contemplating the first manned mission to Mars.

1 he tougher question is not “Is Mars possible?” but “Is Mars T worth it?” An outside estimate of the cost of a manned NOTES mission to Mars is roughly $500 billion. What good will come of sending humans to Mars, especially when robotic landers can do a lot of the science just as well, if not as fast? I could parrot the NASA Public Affairs Office and spit out a long list of products and technologies spawned by aerospace innovations over the decades. Instead, I defer to the sentiments of Benjamin Franklin.1 Upon the occasion of history’s first manned flights—in the 1780s, aboard the Montgolfier brothers’ hot-air balloons—someone asked Franklin what use he saw in such frivolity.2 “What use,” he replied, “is a

1. Benjamin Franklin (1706–1790) American author, scientist, and statesman who was famous for his inventions. 2. frivolity (frih VOL uh tee) n. silly behavior.

UNIT 2 Independent Learning • from Packing for Mars IL8 IL9 NOTES

UNIT 2 Independent Learning •fromPackingforMars UNIT 2Independent Learning 5 4 3 2 conglomerates, involved were toapproach theirrespective entertainment 3. one goesouttoplayanymore. Simulationisbecomingreality. but thebootsofspacesuitswillbe“alittlemore bouncy.”) No the desertoutsideLasVegas. (Theycan’tsimulateMartiangravity, on a$1.6billionresort intherimofasimulatedMartiancrater legally marryatwo-dimensionalcharacter. Fundraisinghasbegun in Japanhavebeenpetitioningthegovernmentfor rightto comparable. Ask anastronaut whethertakingpartinaspace whether learninganatomyonacomputersimulation wouldbe a yeardissectinghumanformtendonbygland bynerve, Google MoonandvisittheTaj MahalviaStreet View. socialize oncomputers. You cantourtheSeaofTranquility on through simulations.We travel viasatellitetechnology, we exactly where theywanted it. 400 million milestoMarsandsetitdownasgentlyababy, had done.Theyflewadelicatescientific instrument more than little chokedup.Itwasinspiring,whatthesemenandwomen began passingoutcigars.We allyelledtooandsomeofusgota enthusiastically thattheyknockedtheirglassescrooked. Someone on theirfeetmakingnoise.Engineersbear-hugged eachotherso crossed. Thetouchdownsignal arrived,andeveryonewasup One manstared athiscomputer withthefingersofbothhands planned forwithbackuphardware andcontingencysoftware. in ahundred different ways,eachofthosefailures havingbeen systems andthrusters, allofwhich,inthisfinalhour, couldfail who’d spentyearsworkingonheatshieldsandparachute It wasstandingroom withengineersandmanagers,people trained onMissionControl attheJetPropulsion Laboratory. for signalstotravelbetweenMarsandEarth.)Thecamerawas The imageshadn’tyetarrived.(Ittakesabouttwentyminutes around Chris’scomputer. We weren’t evenwatchingPhoenix. its parachuteforthedescent,half thepartywasupstairscrowded intact through theMartianatmosphere andwasabout torelease was justChrisandIwatching.BythetimePhoenixhadplowed computer IcouldusetowatchtheNASA TVcoverage. At firstit down onMars.Iaskedtheparty’shost,Chris,if hehada the ultimatereality TV. The more youread aboutMarsmissions,themore yourealize it’s 5. 4.

conglomerates M.D. respectively. world the around streets and moon View .Street Moon Google It mightnotbethathard toraisethefunds.Ifnations But itisn’tanythinglikereality. Ask anM.D. We liveinaculture inwhich, more andmore, peoplelive I wasatapartythedayPhoenixrobotic landertouched

abbrev. medical doctor. medical

(kuhn GLOM uhr ihts) n. ihts) uhr GLOM (kuhn 3 animpressive hunkoffundingcouldberaised.

technology that displays photographic views of the the of views photographic displays that technology large groups of companies. of groups large 5 whospent 4 Anime fans Anime

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 6 Something ineffably Sweat, risk,uncertainty, inconvenience.Butalso,awe.Pride. simulation isanythinglikebeinginspace.What’sdifferent? 6. play. squandered. Let’ssquander someonMars.Let’sgooutand been spentoneducationandcancerresearch? Itisalways would it?Sincewhenhasmoneysavedbygovernmentredlining can dothis.” Yes, themoney couldbebetterspentonEarth.But nothing loftierthanaspeciesjoininghandsandsaying“Ibetwe nobility inexcessive,impracticaloutlaysofcashprompted by in. War, zealotry, greed, malls,narcissism. Iseeabackhanded 20-pound divotofMarsinyourhands. What Ican’tpossiblysimulateforyouisthefeelingofholdinga some shoepolishandIcanmakeyouasimulatedMarsmeteorite. wasn’t beautiful orexotic-looking.Givemeachunkofasphaltand that I’msure I’dneverbefore hadcalltomake.The meteorite taking initshardness andheft,itsrealness, makinganexpression as heavyabowlingballandhandedittome.Istoodthere Earth. Zolenskyopenedacaseandlifted outaMartianmeteorite some otherplanet’sgravitationalpull.Occasionallythatplanetis into space,where theycontinuetotraveluntilare snaggedby that theimpacthurlssmallchunksofMartiansurfacewayout now andthen,apieceofasteroid slamsintoMarshard enough and oneofthecaretakers ofNASA’s meteoritecollection.Every Space Center, IvisitedMikeZolensky, thecuratorofcosmicdust 7.

ineffably mortgage loans. mortgage government redlining The nobilityofthehumanspiritgrows harder formetobelieve

❧

(ihn EHF uh blee) adv. blee) uh EHF (ihn

practice of denying services, such as insurance coverage or or coverage insurance as such services, denying of practice 6 splendidandstirring.OnedayatJohnson unable to describe in words. in to describe unable UNIT 2 Independent Learning •fromPackingforMars UNIT 2Independent Learning 7

NOTES

IL10 SCIENCE Article

Trip to Mars Could Damage Astronauts’ Brains

Laura Sanders

About the Author SCAN FOR Laura Sanders is a staff writer for Science News MULTIMEDIA magazine. As a neuroscience writer, she makes use of her Ph.D. in molecular biology as well as her undergraduate degree in creative writing. Sanders’s research has been published in Current Biology, Developmental Biology, and other scientific journals.

BACKGROUND Created in 1958, the National Aeronautics and Space Administration (NASA) has become a leader in space research and space exploration. Through NASA, the United States has flown people into orbit and ultimately to the moon. NASA has also sent research spacecraft to study planets and other celestial objects in our solar system.

1 articles1 zipping through space could be the wrong stuff for NOTES P Mars astronauts. 2 A study using mice found these high-energy particles slice through the brain. They pruned back connections linking brain cells. This left the animals with memory and learning problems. The study’s authors now worry that astronauts could suffer similar effects on long missions outside Earth’s protective atmosphere. One example: traveling to Mars. 3 The new findings are “worrisome, very worrisome,” says M. Kerry O’Banion. As a neuroscientist he studies how the brain works. O’Banion works at the University of Rochester Medical

Center in New York. All rights reserved. or its affiliates. Inc., Education, © Pearson 4 The explosion of massive stars creates cosmic rays. This energetic radiation consists of electrically charged particles.

1. particles n. tiny amounts of something.

IL11 UNIT 2 Independent Learning • Trip to Mars Could Damage Astronauts’ Brains © Pearson Education, Inc., or its affiliates. All rights reserved. 12 11 10 9 8 7 6 spacecraft more expensiveandmore difficult tolaunch. one solution.However, shielding addsweight. And thatmakes a to protect thoseastronauts. Adding shielding toaspacecraftis more aboutcosmicraysmayhelpscientistscreate betterways astronauts toperformcriticaltasks,thescientistssay. And thisargues thatspaceradiationcouldimpairtheabilityof and uniquesusceptibilityofthe[brain]tospace radiation.” such radiation,hesays. unknown abouthowthehumanbodyandbrainwillrespond to those inthetestbeam.Thedosesdiffer too.Soalotremains out. Spacealsoholdsamore complexmixture ofparticlesthan exposed totheradiationversushowastronauts are,” hepoints says. “There are bigdifferences inthewayanimalsare got backhome. make decisions.Brainimpactsalsomightpersistevenafterthey perform onmissions,includinghowquicklyandwellthey very problematic,” Limoli says.Itcouldaffect howwellpeople space. “Overthecourseofalong-termmission,thismaybecome problems. And sucheffects couldemerge whiletheywere stillin particles,” saysLimoli. “We weren’t expectingsuchdramaticeffects from thesecharged also leftthesebraincellswithfewerbranches,theteam found. the complexbranchesonnervecellsthatreceive messages.It Details appeared May1inScienceAdvances. They alsodidapoorer jobofremembering where atoyhadbeen. a harder timerecognizing newtoysthandidunzapped mice. charged particles.Theideawastosimulatecosmicraysinspace. his team’snewstudy, thescientistsbeamedmicewithhigh-energy estimates. three years,theNational Aeronautics andSpace Administration Well, ahumanmissiontoMarscouldlastbetweenoneand would bombard aspacecraftanditsastronauts. For howlong? Traveling through spaceatnearlythespeedoflight,thisradiation Translating the Findings to People NASA wants to sendastronauts toMars bythe2030s.Learning teamobserves,“Ourdataindicateanunexpected Still, Limoli’s Translating thesedatatopeople,however, isdifficult, O’Banion These findingssuggestMarsastronauts, too,mightsuffer brain Visible braindamagealsoshowedup.Theradiationshortened Six weekslater, themiceshowedmemoryproblems. Theyhad Charles LimoliworksattheUniversityofCalifornia, Irvine.For UNIT 2 Independent Learning •TripUNIT 2Independent Learning toMarsCouldDamage Astronauts’ Brains

❧ NOTES

IL12 218 expressing theirown clearly. issues, buildingonothers’ideasand partners ongrade 7topics, texts, and collaborative discussionswithdiverse Engage effectivelyinarange of Speaking andListening   read. fromlearned thetextyou and record whatyou Go toyourEvidenceLog

Standard

EVIDENCE LOG UNIT 2•ASTARRY HOME INDEPENDENT l s e Prepare toShare Share Your IndependentLearning understanding ofspaceexploration. these writinganddiscussionactivities.Explainhowthisideaaddstoyour Review yournotes,andmarkthemostimportantinsightyougainedfrom Reflect FromLearn Your Classmates unit. Inyournotes,considerwhythistextbelongsin you explored independentlyandwritenotesaboutitsconnectiontothe aboutmakingahomeinspace?Reflectonthetext What didyoulearn continues togrow whenyousharewithothers. whatyouhavelearned Even whenyouread somethingindependently,yourunderstanding learned fromlearned them. own. Asyoutalkwithothersinyourclass,jotdownafewideasthat ar DiscussIt nin Should wemakeahomeinspace? g

Share yourideasaboutthetextyouexplored onyour

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Did youropinionchange? Review yourEvidenceLogandQuickWrite from thebeginningofunit. question: At thebeginningofthisunit,youtookapositiononfollowing Review EvidenceforanArgument How didthetextsyouread impactyourpointofview? Evaluate theStrength of Your Evidence Identify apossiblecounterclaim: State yourpositionnow: 3. 2. 1. mind. your to change you convinced that of evidence pieces three least at Identify 

Other: Reread aselection Do more research

PERFORMANCE-BASED ASSESSMENTPREP Should we spend valuable resources on space exploration? YES EVIDENCE LOG EVIDENCE

Ask anexpert Talk withmyclassmates

Consider yourpointofview. 3. 2. 1. reinforced your initial position. initial your reinforced that of evidence pieces three least at Identify

NO Performance-Based AssessmentPrep evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing  understanding ofthetopicortext. sources anddemonstrating an evidence, usingaccurate, credible logical reasoningandrelevant b. Supportclaim(s)with logically. organize thereasonsandevidence alternate oropposingclaims, and a. Introduceclaim(s), acknowledge

STANDARDS

219 220 purposes, a frames • Write evidence. with • Write Writing  word choices. your to vary help Network argument, your use Word your and you revise write As 

range • • Whole-class • s selection independent- small-group

clear

Word Net Word tandards

UNIT 2•AS and

performance-based assessment routinely arguments of

and

reasons discipline-specific

shorter sources

audiences.

over

and

to time

support selections selections LEARNING LEARNING extended

relevant

w ta frames ork rry Home

tasks,

claims

for time

strengthen thatcomponent. is missingornotasstrong asitcouldbe,revise your essay toaddor first draft,checkitagainsttherubric.Ifoneormore oftheelements writing, read theArgumentRubric.Onceyouhavecompletedyour Review theElementsofEffective Argument Vocabulary Academic each ofthewords givenbelowtocompletetheassignmentcorrectly. words presented atthebeginningofunit.Besure youunderstand understand it.Theassignmentmayreference someof theacademic Reread theAssignment the dangersthatmaycomeasaresult ofit. increased explorationofthefrontiers ofspace.Otherauthorswarned various perspectives.Someauthorsarguedinfavorofcontinuedor In thisunityouread aboutspaceexploration,real andimagined,from Writing to Part 1 Part a formal tone in your writing. address counterclaims, or alternative viewpoints,to your position. Use that so effectively your argument is to easy follow. Remember to logical reasoning and relevant evidence, and organize your ideas researched in this unit to your justify claim. your Support claim with Use credible evidence from that the selections you read and to thefollowing question: response Write an argument Assignment discredit justify exploration? S hould we spend valuable resources on space space on resources valuable wespend hould

S ources: Argument alternative assumption in which you state and defend aclaim defend and in which in you state

Review theassignmenttobesure youfully

certainty

Before youbegin

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Argument Rubric 2 3 4 1 and offers a fresh insight into the topic. topic. the into insight afresh offers and argument the supports conclusion The evidence. and reasons, claims, between relationships the show clearly and cohesion create clauses and phrases, Words, follow. to easy is argument the that so organized logically are evidence and Reasons addressed. are claims opposing and evidence, relevant and reasons logical by supported is claim The way. apersuasive in claim the states and engaging is introduction The Focus and Organization argument or is missing entirely. to the relate not does conclusion The to follow. difficult is argument the and disorganized are evidence and Reasons not acknowledged. are claims opposing and evidence, and reasons by supported not is claim The stated. clearly not is claim The claim. to the relates conclusion The thatand create phrases cohesion. words afew with logically somewhat organized are evidence and Reasons claims may be briefly acknowledged. opposing and evidence, and reasons some by supported is claim The claim. the states introduction The the argument. The conclusion supports evidence. and reasons, claims, between relationships the show clearly clauses and phrases, Words, to follow. easy is argument the that so organized are evidence and Reasons acknowledged. are claims opposing and evidence, and reasons by supported is claim The clearly. claim the states and engaging somewhat is introduction The purpose and audience.purpose to suited generally are Words formalmostly and objective. is argument the of tone The texts. the from evidence by supported is reason and claim Each audience. and to purpose suited and chosen carefully are Words formal and objective. is argument the of tone The texts. the from evidence by clearly and logically supported is reason and claim Each Evidence and Elaboration purpose and audience.purpose to suited not are Words informal. is tone The texts. the from evidence by supported not are reasons and Claims and audience.purpose to suited somewhat are Words objective. and formal occasionally is argument the of tone The texts. the from evidence by supported are reasons and claims Most essential question:

S hould wemakeahomeinspace? Performance-Based Assessment mechanics. and usage of conventions English standard in accuracy demonstrates argument The mechanics. and usage of conventions English standard uses intentionally argument The mechanics. and usage of conventions English standard in mistakes contains argument The mechanics. and usage of conventions English standard in accuracy some demonstrates argument The Conventions

221 222 indicated orappropriate. command offormalEnglishwhen contexts andtasks, demonstrating • emphasize salientpoints. to clarifyclaimsandfindings and visualdisplaysinpresentations • pronunciation. contact, adequatevolume, andclear and examples;useappropriateeye pertinent descriptions, facts, details, focused, coherentmannerwith emphasizing salientpointsina • Speaking andListening 

Adapt speechtoavariety of Include multimediacomponents Present claimsandfindings, 1 2 3

STANDARDS

UNIT 2•ASTARRY HOME PERFORMANCE-BASED ASSESSMENT a claim. information important about restate not does conclusion The counterclaims. acknowledge or aclaim support to evidence or reasons include not does presentation The aclaim. state clearly not does introduction The information. important restates and insight some offers conclusion The counterclaims.acknowledges vaguely and claim the support to evidence and reasons some includes presentation The claim. a establishes introduction The claim. the into insight fresh offers Conclusion counterclaims. address and claim the support to evidence and reasons valid strong, includes presentation The way. persuasive a in claim the establishes and engaging is introduction The Content Speaking andListening:OralPresentation plans againstthisrubric. Review theRubric PART 2 PART lively and engaging. and lively argument aloud. Take the following steps to make your presentation foundation for abrief oral presentation After completing the final draft of your argument, use it as the Assignment • • •

Prepare afinaldraftofyourpresentation, anddelivertotheclass. Choose visualsthataddinterest toyourpresentation. presentation script. support yourclaim.Usetheseannotationsasaguidefor Review yourargument,andmarkkeyreasons andevidencethat Organization matches the timing of the speaker. the of timing the matches sometimes visuals of sequence The transitions among ideas. some with logically progress Ideas amount of time on parts. most right the spending effectively, somewhat time uses speaker The speaker. the of timing the matches visuals the of sequence The follow. to listeners for easy is argument transitions among ideas so the clear with logically, progress Ideas each part. on amount right the spending effectively, time uses speaker The match the timing of the speaker. speaker. the of timing the match not does visuals of sequence The logically. progress not do Ideas others. on little too and parts some on time much too focuses and effectively time use not does speaker The

Before youdeliveryourpresentation, checkyour . Do not. Do simply read your energy or conviction. conviction. or energy lacks argument speaker’s The volume. adequate with clearly speak or contact eye maintain not does speaker The some energy and conviction. with presents speaker The volume. adequate with and clearly somewhat speaks and contact eye maintains sometimes speaker The strong conviction. and energy with argument the presents speaker The volume. adequate with and clearly speaks and contact eye maintains speaker The Presentation Techniques

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. your thoughts. that contributedthemosttogrowth ofyourunderstanding.Record colored pentorateyourself again.Thinkaboutreadings andactivities Look backatthegoalsbeginningofunit.Useadifferent‑ Reflect ontheUnitGoals your learning. Now thatyou’vecompletedtheunit,takeafewmomentstoreflect on Unit Reflect onthe unit What didyoulearn? Which activitytaughtyouthemostaboutmakinga home inouterspace? Explain somethingthatsurprisedyouaboutatextin theunit. it difficult. Choose aselectionthatyoufoundchallengingandexplainwhatmade Reflect ontheText Strategies Reflect ontheLearning Record your ideas before joining in aclass discussion. what didn’t, and what you might to do keep working onstrategies. these your learning basedon your Plans. Action Think about what worked, Discuss It Discuss MULTIMEDIA SCAN FOR 2 reflection

Write on whether areflection you were able to improve Unit Reflection

223