LANGUAGE LITERACY CONTENT

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1 LANGUAGE LITERACY CONTENT Australia Brazil Mexico Singapore United Kingdom United States

2 Inside: Language Literacy Content Grade 7 Director of Development: Sharon Jervis Editorial Manager: Claire Merchant Editorial Project Managers: Dorothy Robertson and Jennifer Farmer Head of Production: Celia Jones Content Project Manager: Sue Povey Manufacturing Manager: Eyvett Davis Cover image: Prochasson Frederic/Alamy Stock Photo 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. National Geographic", "National Geographic Society" and the Yellow Border Design are registered trademarks of the National Geographic Society Marcas Registradas For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, cengage.com/contact For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be ed to permissionrequest@cengage.com Practice Book: ISBN: National Geographic Learning Cheriton House North Way Andover Hampshire SP10 5BE National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders. Locate your local office at international.cengage.com/region Visit National Geographic Learning online at NGL.cengage.com/ELT Visit our corporate website at Printed in Abu Dhabi by United Printing & Publishing Print Number: 01 Print Year: 2017

3 Contents: Reading Unit 1 Unit 1 Launch... 1 Focus on Reading: Reading Strategies... 2 Focus on Vocabulary: Use Word Parts... 5 Hitching a Ride Build Background: Critical Viewing Guide... 6 Learn Key Vocabulary... 7 Prepare to Read: Reading Strategies: Plan, Monitor, Ask Questions... 9 Selection Review Vocabulary Study: Use Compound Words Academic Vocabulary Review The V-HeR 2000 Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Reading Strategies: Make Connections, Make Inferences, Visualize.. 16 Selection Review Vocabulary Study: Use Prefixes Academic Vocabulary Review So You Want To Be An Inventor? Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Reading Strategies: Determine Importance, Synthesize Selection Review Vocabulary Study: Use Suffixes Academic Vocabulary Review Close Reading: The Evolution of a Great Idea Unit 1 Academic Vocabulary Review Unit 1 Key Vocabulary Review Unit 2 Unit 2 Launch Focus on Reading: Analyze Elements of Fiction: Plot, Characters, and Setting Focus on Vocabulary: Relate Words: Synonyms The Shipwreck Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Plot Selection Review Vocabulary Study: Use Word Categories Academic Vocabulary Review Stepping Out Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Character Selection Review Vocabulary Study: Use Synonyms Academic Vocabulary Review Learning to Weave with Grandmother Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Elements of Drama Selection Review Vocabulary Study: Use Synonyms and Antonyms Academic Vocabulary Review Close Reading: Side by Side Unit 2 Academic Vocabulary Review Unit 2 Key Vocabulary Review iii

4 Contents: Reading, continued Unit 3 Unit 3 Launch Focus on Reading: Analyze Interactions: Cause and Effect and Sequence Focus on Vocabulary: Use Word Parts The Chili Plant Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Plot Selection Review Vocabulary Study: Use Prefixes Academic Vocabulary Review Immigrants Today Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Interactions Among Ideas Selection Review Vocabulary Study: Use Prefixes and Suffixes Academic Vocabulary Review The Home We Left Behind Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Compare Fiction and Nonfiction Selection Review Vocabulary Study: Use Word Parts: Roots Academic Vocabulary Review Close Reading: Song of the Open Road Unit 3 Academic Vocabulary Review Unit 3 Key Vocabulary Review Unit 4 Unit 4 Launch Focus on Reading: Text Structure: Main Idea and Chronological Order Focus on Vocabulary: Use Context Clues The Human Machine Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Text Structure: Main Idea and Details Selection Review Vocabulary Study: Use Context Clues: Definition and Restatement Academic Vocabulary Review How Healthy is Your Heart? Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Text Structure: Main Idea and Details Selection Review Vocabulary Study: Use Context Clues: Synonyms and Antonyms Academic Vocabulary Review Two Left Feet, Two Left Hands, and Too Left on the Bench Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Text Structure: Chronological Order Selection Review Vocabulary Study: Use Context Clues: Examples Academic Vocabulary Review Close Reading: Bionic Bargain Unit 4 Academic Vocabulary Review Unit 4 Key Vocabulary Review iv

5 Contents: Reading, continued Unit 5 Unit 5 Launch Focus on Reading: Compare Fiction and Nonfiction Focus on Vocabulary: Go Beyond the Literal Meaning Meeting Marco Polo Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Plot, Setting, and Character Selection Review Vocabulary Study: Analyze Personification Academic Vocabulary Review Journey to Shangdu Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Compare a Topic Selection Review Vocabulary Study: Understand Idioms Academic Vocabulary Review Made in China Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Text Features Selection Review Vocabulary Study: Analyze Idioms Academic Vocabulary Review Close Reading: The Travels of Marco Polo Unit 5 Academic Vocabulary Review Unit 5 Key Vocabulary Review Unit 6 Unit 6 Launch Focus on Reading: Determine Author s Viewpoint Focus on Vocabulary: Use Word Origins Dogs at Work Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Author s Purpose and Tone Selection Review Vocabulary Study: Use Words and Phrases from Nature Academic Vocabulary Review Hero in the Desert Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Author s Viewpoint Selection Review Vocabulary Study: Use Greek, Latin, and Anglo-Saxon Roots Academic Vocabulary Review The Boy and the Camel Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Plot and Theme Selection Review Vocabulary Study: Borrowed Words Academic Vocabulary Review Close Reading: Swept Away Unit 6 Academic Vocabulary Review Unit 6 Key Vocabulary Review v

6 Contents: Reading, continued Unit 7 Unit 7 Launch Focus on Reading: Text Structure: Chronological Order Focus on Vocabulary: Use Context Clues: Multiple-Meaning Words Olympic Dreams Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Text Structure: Chronological Order Selection Review Vocabulary Study: Use Multiple-Meaning Words Across Content Areas Academic Vocabulary Review Tall Mountains, Big Goals Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Compare Media Selection Review Vocabulary Study: Interpret Sporting Jargon Academic Vocabulary Review Parallel Lines Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Determine Viewpoint Selection Review Vocabulary Study: Use Context Clues: Multiple-Meaning Words Academic Vocabulary Review Close Reading: Scattering Sand in the Snow Unit 7 Academic Vocabulary Review Unit 7 Key Vocabulary Review Unit 8 Unit 8 Launch Focus on Reading: Analyze Argument Focus on Vocabulary: Use Context Clues: Specialized Vocabulary and Language Handle with Care Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Argument and Reasons Selection Review Vocabulary Study: Understand Denotation and Connotation Academic Vocabulary Review Melting Away Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Argument and Evidence Selection Review Vocabulary Study: Understand Technical Language Academic Vocabulary Review The Fisherman and the Fish Build Background: Critical Viewing Guide Learn Key Vocabulary Prepare to Read: Analyze Theme Selection Review Vocabulary Study: Understand Figurative Language Academic Vocabulary Review Close Reading: Grand Canyon Speech Unit 8 Academic Vocabulary Review Unit 8 Key Vocabulary Review vi

7 Contents: Grammar Unit 1 Are All Sentences the Same?... G1 How Many Ways Can You Ask a Question?...G3 What Do You Need for a Sentence?... G5 What s a Plural Noun?... G7 Can You Just Add -s or -es to Make a Noun Plural?... G9 What Is a Sentence About?... G11 What s the Most Important Word in the Predicate?... G13 What Is a Fragment?... G15 What s One Way to Fix a Fragment?... G17 Unit 1 Cumulative Review Write Complete Sentences... G19 Fix Sentence Fragments... G21 Unit 2 Is the Subject of a Sentence Always a Noun?... G23 Can a Pronoun Show More Than One?... G25 How Do You Avoid Confusion with Pronouns?... G27 How Do You Know What Verb to Use?... G29 How Do You Know What Verb to Use?... G31 How Do You Know What Verb to Use?... G33 What Adds Action to a Sentence?... G35 How Do You Know What Action Verb to Use?... G37 What Kinds of Verbs Are Can, Could, May, and Might?... G39 Unit 2 Cumulative Review Use Subject Pronouns... G41 Use the Verbs Be, Have, and Do... G43 Make Subjects and Verbs Agree... G45 Unit 3 What Are Adjectives?... G47 How Do You Use a Predicate Adjective?... G49 When Do You Use an Indefinite Adjective?... G51 Can You Use an Adjective to Make a Comparison?... G53 Can an Adjective Compare More Than Two Things?... G55 Which Adjectives Are Irregular?... G57 Why Do You Need Adverbs?... G59 Can You Use an Adverb to Make a Comparison?... G61 What Happens When You Add Not to a Sentence?... G63 Unit 3 Cumulative Review Use Adjectives Correctly... G65 Use Adverbs Correctly... G67 Unit 4 How Do I Show Possession?... G69 How Do I Show Possession?... G71 How Do I Show Possession?... G73 What s a Possessive Adjective?... G75 What Are the Possessive Pronouns?... G77 What Are Reflexive and Intensive Pronouns?... G79 When Do You Use an Indefinite Pronoun?... G81 Which Indefinite Pronouns Are Plural?... G83 Which Indefinite Pronouns Are Tricky?... G85 Unit 4 Cumulative Review Show Possession... G87 Use Indefinite Pronouns and Verbs... G89 vii

8 Contents: Grammar, continued Unit 5 How Do You Know When the Action Happens?... G91 Which Action Verbs End in -s?... G93 How Do You Show That an Action Is in Process?... G95 Can You Just Add -ed to Form a Verb in the Past?... G97 Can You Just Add -ed to Form a Verb in the Past?... G99 When Do You Use Was and Were?....G101 How Do You Show That an Action Already Happened?....G103 How Do You Show That an Action Was in Process?....G105 How Do You Tell About the Future?....G107 Unit 5 Cumulative Review Use Verb Tenses....G109 Use Verb Tenses... G111 Unit 6 How Do Nouns Work in a Sentence?...G113 Why Are There So Many Pronouns?...G115 Which Pronouns Refer to More Than One Person?... G117 What Kinds of Things Do Prepositions Show?... G119 How Do You Recognize a Prepositional Phrase?... G121 Can I Use a Pronoun After a Preposition?... G123 What s an Antecedent?... G125 How Do You Know Which Pronoun to Use?... G127 Do You Ever Talk About Yourself?... G129 Unit 6 Cumulative Review Use Subject and Object Pronouns... G131 Use Pronouns in Prepositional Phrases... G133 Unit 7 What s a Compound Subject?...G135 Can a Compound Subject Include a Pronoun?...G137 What s a Simple Sentence?... G139 How Are Phrases and Clauses Different?... G141 What s a Compound Sentence?... G143 What s a Run-on Sentence?... G145 What s a Complex Sentence?... G147 Can a Clause Act Like an Adverb?... G149 Can a Clause Act Like an Adjective?... G151 What s a Compound-Complex Sentence?... G153 Unit 7 Cumulative Review Use Compound Sentences... G155 Use Complex Sentences... G157 Use Compound-Complex Sentences... G159 Unit 8 Why Do Verbs Have So Many Forms?...G161 What If an Action Happened but You re Not Sure When?...G163 What If a Past Action Is Still Going On?... G165 Do All Past Participles End in -ed?... G167 When Do You Use the Present Perfect Tense?... G169 How Do You Show Which Past Action Happened First?... G171 Can a Verb Act Like an Adjective?... G173 What Are Participial Phrases?... G175 How Can You Improve Your Writing?... G177 Unit 8 Cumulative Review Use Verbs in the Present Perfect Tense... G179 Use Present Perfect and Past Perfect Verbs... G181 Combine Sentences... G183 viii

9 Proofreader s Marks Mark Meaning Example Capitalize. Do not capitalize. Add a period. Add a question mark. Add an exclamation point. Add quotation marks. Add a comma. Add a semicolon. Add a colon. Add a dash. Add parentheses. Add a hyphen. Add an apostrophe. Add a space. Close up a space. Add text. Delete. Change text. Transpose words, letters. I love abu dhabi. I m going shopping at my favorite Store. Mr Khaled is our neighbor. Where is my black pen Look out You are late, said the teacher. Fatima how are you feeling today? This shirt is nice however, that one brings out the color of your eyes. He wakes up at 6 30 a.m. Barney he s my pet cat has run away. I want to work for the Abu Dhabi National Oil Company ADNOC. You were born in mid September, right? I m the oldest of five children. She likes books alot. How much home work do you have? My keys are the table. I am going too my friend s house. too on We have to much garbage. Did you see thier new car? Spell out. Today he is turning 16. Begin a new paragraph. Add italics. Add underlining. I win! I shouted. No you don t, he said. The Spanish word for table is mesa. Finding Nemo is one of my favorite movies. ix

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11 Unit 1 Launch Mind Map Use the Mind Map to show your ideas about solving problems. As you read the selections in this unit, add new ideas to the Mind Map. How it changes things Solve a Problem How it feels Why people do it Academic Vocabulary Think about a time you had to solve a problem. What possibilities did you think about to help solve the problem? Use the word possibility in your answer. Unit 1 Imagine the Possibilities 1

12 Focus on Reading Reading Strategies: Plan, Monitor, Visualize, and Determine Importance A. Read the headings and first two sentences to preview the passage. What do you predict the text is about? What will be your purpose for reading? Possible responses: I think I will learn about a new kind of ride. I will read to find out what George Ferris s idea was. B. Read the passage. Monitor your understanding as you read. A Ride Like No Other Organizers of the 1893 World s Fair wanted a new and unique attraction to draw visitors attention. George Ferris had an idea. The young engineer designed a huge rotating wheel that would serve as both a ride and a way for people to view the event from above. At first, most people thought his idea was crazy. His ambitious design called for a structure that looked like a giant bicycle wheel with seats. The wheel turned on a kg axle set between two pyramid-shaped steel structures. Persistence Pays Off His critics did not discourage George. After finding support from fellow engineers and investors, Ferris had his plan approved. A few months later, crowds of amazed fair-goers were treated to a ride like no other. The Ferris Wheel allowed for 2,160 passengers at a time to ride in 36 deluxe cars. The 20-minute ride amazed over 1.5 million attendees during the fair. C. Answer the questions. 1. What is meant by draw visitors attention? Which words in the text support this? Possible response: I think it means to get people interested. The words new and unique attraction show they wanted to do something special that people would notice. 2. What words help you visualize how people would ride Ferris s invention? Possible response: giant bicycle wheel with seats, a way for people to view from above 3. Summarize the main idea of the passage. Possible response: George Ferris designed a giant wheel-like structure that became a unique ride for the 1893 World s Fair. Academic Vocabulary Describe how you think fair-goers reacted to George Ferris s new ride. What words in the text support your ideas? 2 Unit 1 Imagine the Possibilities

13 Focus on Genre Reading Reading Strategies: Ask Questions, Make Connections, and Make Inferences A. Read the passage. Think about any questions you have as you read. Frank Henry Fleer created the first bubble gum in He called it Blipper-Blubber. Unfortunately, it was not a successful invention and never went on sale. It was too sticky and came apart when people chewed it. However, Fleer s early work was not the end of the Fleer Company s interest in bubble gum. In 1928, Walter E. Diemer, an employee of the Fleer company, accidentally solved the bubble gum problem. Diemer was an accountant, not a scientist or an inventor. He stumbled upon the right combination of ingredients while experimenting in his spare time. This new gum was strong enough and elastic enough to stretch when filled with air. It also did not stick to your face if the bubble popped. The new product was a great success. Diemer named his gum Dubble Bubble. The pink concoction is still sold today. B. Answer the questions. 1. Ask yourself what the word concoction means. In your own words, write a definition of concoction. Explain how you found the answer. Possible response: A concoction is a mixture someone makes, in this case the gum. I figured it out by rereading the text and looking up the word in the dictionary. 2. What connections can you make to_this text? Choose one and tell about it. 3. Reread the second paragraph of the passage. What can you infer about the kind of person Walter Diemer was? Support your answer with details from the text. I read I know And so Possible response: Diemer chose to experiment in his spare time. He kept trying when the company gave up. Possible response: People who like challenges keep trying until they succeed. Possible response: I think Diemer liked a challenge. Unit 1 Imagine the Possibilities 3

14 Focus on Reading Reading Strategies: Synthesize A. Read the passage. I decided to start selling homemade cakes. I talked to my friend Sara because she already has a successful cake selling business. We both like baking, and we are both willing to work hard. Sara encouraged me to sell cakes. She said, Mona, you ll do a great job. I had some doubts about whether I would be successful. Sara is very organized, but I am not. Sara also has a lot of experience baking. Unlike Sara, I have very little experience baking. I asked Sara how she was able to get so many people to buy her cakes. She said that once she started, people recommended her. Sara said she would recommend me! B. Answer the questions. 1. What is a conclusion you can draw about Mona as a baker? Include details from the text to support your conclusion. Possible response: Mona might be not be successful. She doesn t have much experience and is not very organized. On the other hand she likes baking and is willing to work hard. 2. What is a conclusion you can draw about why Sara is a successful baker? Possible response: Sara is successful because she is organized and willing to work hard. Her cakes are probably good because people recommended them. 3. What are two generalizations you could make about bakers from the text? Possible responses: People choose bakers based on recommendations. Bakers need to enjoy baking. Bakers improve with experience. Academic Vocabulary How might Mona solve the problem of her lack of experience? 4 Unit 1 Imagine the Possibilities

15 Focus on Vocabulary Use Word Parts Read the passage. Follow these steps. 1. Look closely at the word to see if you know any of the parts. If you see two base words, think about the meaning of each one. 2. Do you see a prefix or a suffix? If yes, cover it. 3. Think about the meaning of the base word. Then uncover the prefix or suffix, and think about its meaning. 4. Put the meanings of the word parts together to understand the whole word. Be sure the meaning makes sense in the text. Some Word Parts Suffix: -ful means having the qualities of Suffix: -ous means full of Suffix: -ion means state of Follow the directions above. Write the meaning of each underlined word. The first bubble gum was made in Nobody was happy with the gum at the time. It was too sticky and came apart when people chewed it. In 1928, Walter E. Diemer invented the first successful bubble gum. This gum did not come apart when people chewed it. Walter became famous for his invention. He called his gum Dubble Bubble. Today gum lovers everywhere are thankful for his invention! no person 1. nobody having traits of success 2. successful 3. famous full of fame, having fame act of inventing 4. invention all places 5. everywhere full of thanks 6. thankful Academic Vocabulary Possible response: It is made up of two words, news and paper. Newspaper is a compound word because. Unit 1 Imagine the Possibilities 5

16 Build Background Critical Viewing Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What did you find the most interesting part of the video/image? 3. Explain why scientists have to ask questions in order to solve problems. 6 Unit 1 Imagine the Possibilities

17 Learn Key Vocabulary Hitching a Ride: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s The Wright Brothers test their invention. Key Words Check Understanding Deepen Understanding 1 attach (u-tach) verb Rating: You can attach pictures of your family to a wall. True False Do you attach anything to the walls of your bedroom? What? How? Possible response: I use tape to attach posters and pictures to the walls of my bedroom. 2 captive (kap-tiv) adjective Rating: Captive animals are free to go wherever they wish. True False Where do captive animals live? Possible response: Captive animals live at the zoo. 3 challenge (cha-lunj) noun Rating: Winning a race is a challenge. True False What is a challenge you have had? 4 experiment (ik-sper-i-ment) verb Rating: When you experiment, you want to understand something better. True False What are some tools that scientists experiment with? Possible response: Scientists experiment with microscopes, test tubes, and burners. Unit 1 Imagine the Possibilities 7

18 Key Vocabulary, continued When scientists experiment, they record data. They use this data to test their results. s 5 invention (in-ven-shun) noun Key Words Check Understanding Deepen Understanding Rating: A good invention solves a problem. True False What inventions make your life easier? Possible response: Inventions such as dishwashers, computers, and buses make my life easier. 6 record (ri-kord) verb Rating: We usually record words we don t know in a notebook. True False What would you want to record in a diary? Why? Possible response: I would record information about trips I take so that I can remember them more clearly. 7 scientist (sī-un-tist) noun Rating: Some scientists study objects in space. True False What makes someone a great scientist? Possible response: A great scientist is curious, determined, and has a good imagination. 8 test (test) verb Rating: If someone tests something, they already know how it works. True False Tell about a time that you tested something. Possible responses: I tested a chair to see if it was comfortable; I tested food to see how it tasted. B. Imagine you work at a zoo. Use at least two Key Vocabulary words to describe your job. 8 Unit 1 Imagine the Possibilities

19 Prepare to Read Hitching a Ride: Reading Strategies Log Complete at least one row of the Reading Strategies Log for each section of Hitching a Ride. Page: Text: Page: Text: Page: Text: Text I Read Strategy I Used How I Used the Strategy 17 Brightly colored fish swirled around Greg Marshall as he glided over the reef. Plan Monitor Ask Questions To plan my reading, I predicted that the story would be about swimming with fish. 20 The camera couldn t be too buoyant. Plan Possible response: I read on to understand that buoyant 8 Monitor had to do with being able to float. Ask Questions 23 The clamp held the camera on the shark s top fin. Plan Possible response: I asked myself what the clamp that they Monitor used on the shark s fin would look like. Asking questions 8 Ask Questions helps me better understand what they are doing. Unit 1 Imagine the Possibilities 9

20 Selection Review Hitching a Ride A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary attached invention captive record challenge scientists experiment test It is true that scientists learn a lot by studying zoo animals. But captive animals may not act as they would in the wild. Studying wild animals in nature is a bigger challenge. What would it be like to see things from an animal s point of view? These are some of the reasons that Greg Marshall built an invention called the Crittercam. The device can be attached to animals in the wild. Greg had to test the Crittercam many times to make sure it would work correctly. When it was finally ready, field workers could record what the animals were doing. They could track movements and conduct experiments. Studying wildlife can be a wild life! B. Write complete sentences to answer these questions about Hitching a Ride. 1. What invention might help you get a better view of a bird? Possible response: A flight cam or a nesting cam might help you get a better view of a bird. 2. Why is it important to record wildlife? Possible response: Information about wildlife can help us understand the environment and ways to protect it. 10 Unit 1 Imagine the Possibilities

21 Vocabulary Study Use Compound Words Follow the steps below to figure out the meaning of each compound word. 1. Find the base words. 2. Figure out the meaning of the base words. 3. Put the meanings of the base words together to figure out what the word means. 4. Write the definition. 5. Read the sentence to make sure the word makes sense. light from the moon 1. moonlight The bright moonlight came through my bedroom window. a type of flower that looks like the sun 2. sunflower The sunflower grew so tall that it reached the roof of our house. a boat that has sails 3. sailboat The sailboat moved quickly across the water. sight or seeing using eyes 4. eyesight My eyesight is so good that I can see the flowers at the end of our street. to dream while awake during the day 5. daydream Rashid had a daydream about flying to the moon in a rocket. where teams play baseball 6. ballpark We went to the ballpark early to watch the teams practice. a droplet of rain 7. raindrop As soon as I felt the first raindrop, I opened my umbrella. something used to mark a place in a book 8. bookmark Shamma frowned when her bookmark fell from her book. beneath the ground 9. underground The train travels underground to all parts of the city. Unit 1 Imagine the Possibilities 11

22 Focus Academic on Genre Vocabulary Hitching a Ride: Academic Vocabulary Review A. Write the Academic Vocabulary words next to their definitions. Meaning 1. to find the answer to a problem Academic Vocabulary compound research describe solve possibility Word solve 2. made of two or more parts compound 3. a chance that something may happen possibility 4. to tell what something is like describe 5. to collect information about a subject research B. Use each Academic Vocabulary word in a sentence. 1. compound 2. describe 3. research 4. solve 5. possibility 12 Unit 1 Imagine the Possibilities

23 Build Background Critical Viewing Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What was the most interesting part of the video/image? 3. Write three things you know about robots. Unit 1 Imagine the Possibilities 13

24 Learn Key Vocabulary The V-HeR 2000: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Seagulls fly forward to their destination. Key Words Check Understanding Deepen Understanding 1 backward (bak-wurd) adverb Rating: to move toward the back to move side to side A driver might need to move a car backward Possible responses: to get out of a parking spot; to turn around. 2 concentrate (kahn-sun-trāt) verb Rating: to think about what to do to speak loudly to a group of people It is hard to concentrate when Possible response: the TV is on. 3 destination (des-tu-nā-shun) noun Rating: the place where you want to go the place where you are now One way I can figure out how to get to a destination is Possible responses: to look at a map; to ask someone for directions. 4 express (eks-pres) verb Rating: to argue with someone to communicate what you think It s important to express your opinion because Possible responses: other people want to know what you think; your contribution could be valuable. 14 Unit 1 Imagine the Possibilities

25 Key Vocabulary, continued Did You Know? Michael Kevin Kearney is a child genius who started college at age 6. He has a very bright future. Key Words Check Understanding Deepen Understanding 5 forward (for-wurd) adverb Rating: to the front in a circle It is difficult to move forward when Possible responses: you are in a crowd; your car is in traffic. 6 future (fyū-chur) noun some time yesterday One thing I hope to do in the future is Possible response: travel to another country Rating: some time tomorrow. 7 genius (jēn-yus) noun Rating: someone who is very smart someone who is very strong A genius is special because Possible response: he/she can solve problems that _ other people can t. 8 machine (mu-shēn) noun source of information Some machines that I use often are Possible response: a car, a washing machine, and a TV Rating: a tool that helps us make or do something. B. What if you could have a robot of your own? Use at least two Key Vocabulary words to describe how your life would change. Unit 1 Imagine the Possibilities 15

26 Prepare to Read The V-HeR 2000: Reading Strategies Log Complete at least one row of the Reading Strategies Log for each section of The V-HeR Page: Text: Page: Text: Page: Text: Text I Read Strategy I Used How I Used the Strategy 40 frizzy white hair, thick glasses Make Connections Make Inferences Visualize I pictured a genius as an older person whose hair would be white and frizzy. It helps me see how Fatima isn t the typical genius. 41 She wore a white lab coat that she had brought from home. She looked Make Connections Possible Response: I can infer from Amal s statement that 8 Make Inferences the other kids did not bring white coats from home, but they Visualize liked Fatima. It helps me understand Fatima s character and like a doctor and that is when her what others felt about her. nickname was born Make Connections I goggled at her. Make Inferences Visualize Possible Response: This reminds me of when told my mom I had come top in the exam and she looked very surprised. 16 Unit 1 Imagine the Possibilities

27 Selection Review The V-HeR 2000 A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary backward forward concentrated future express genius destination machine Fatima was so smart that she was a genius. One day, Amna peeked into Fatima s workshop and saw an odd-looking machine. Fatima said that it was a robot, and she explained that the robot could go forward to reach its destination, but it could not go backward yet. She hoped it would be able to go upstairs in the future. Fatima concentrated very hard to get the robot to do what she wanted it to do. Amna wanted to write a story for the writing competition, but she did not know how to start. Fatima told Amna to use the robot to write the story. Amna could express her ideas when she typed her story into the robot. Her story won the competition. B. Write complete sentences to answer these questions about the V-HeR At the end of the story, do you think Amna s opinion of herself has changed? Possible response: Yes, she probably realized that she is a good writer. 2. How did Fatima help Amna? Why do you think she wanted to help her? Possible response: Fatima let her use his machine; she helped Amna see that she is smart. She helped her because she wanted Amna to believe in herself; she understands Amna. Unit 1 Imagine the Possibilities 17

28 Vocabulary Study Use Prefixes Follow the steps below to figure out the meaning of each word. 1. Analyze the meaning of each word part. 2. Combine the meaning of each part to figure out the word meaning. 3. Write the definition. 4. Read the sentence in which the word appears. Make sure it makes sense. Prefix disenimun- Meaning the opposite of to give into, inside, not not not welcome 1. unwelcome The guest is unwelcome because he broke two plates the last time he came to our house. not possible 2. impossible I thought long division was impossible at first because there are so many steps. to give trust 3. entrusted My mother entrusted me to look after my baby brother. not happy 4. unhappy The basketball player is unhappy because his shot did not go into the basket. to give a closed space 5. enclose The farmer must enclose the animals in a pen so they don t escape. not patient 6. impatient Ahmed s friend is so impatient that he taps his foot while he is waiting. not proper 7. improper My grandfather taught me that it is improper not to say hello to everyone. not tied 8. untied The student s shoelace came untied as he ran down the stairs. the opposite of honest 9. dishonest The criminal has a very dishonest face. 18 Unit 1 Imagine the Possibilities

29 Academic Vocabulary The V-HeR 2000: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Academic Vocabulary analyze possibility compound solve describe Word 1. analyze Possible response: to study something closely My Definition 2. compound Possible response: something made of two or more parts 3. describe Possible response: to tell what something is like 4. possibility Possible response: a way to do, have or make something 5. solve Possible response: to find the answer to a problem B. Circle the word that best fits into each sentence. 1. Chemists mix two ingredients to make a (compound / possibility) substance. 2. When a scientist (describes / analyzes) an experiment to others, he tells about it. 3. When a scientist (solves / analyzes) a material, she studies it closely. 4. When you (solve / compound) a riddle, you figure out the answer. 5. Going to lunch earlier is a (possibility / compound) for solving our scheduling problem. C. Read each sentence. Circle Yes or No to answer. 1. The best way to analyze something is to ignore it. Yes No 2. If taking the bus is a possibility, it might happen. Yes No 3. Toothpaste is a compound word. Yes No 4. When the police solve a crime, it remains a mystery. Yes No 5. Travel writers often describe faraway places. Yes No Unit 1 Imagine the Possibilities 19

30 Build Background Critical Viewpoint Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What did you find the most interesting about the video/image? 3. Describe a problem you think should be solved by a robot. 20 Unit 1 Imagine the Possibilities

31 Learn Key Vocabulary So You Want To Be An Inventor? Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s The boy persevered doing his exam. 1 believe Key Words Check Understanding Deepen Understanding The girl believes in herself. (bi-lēv) verb True False Rating: List three beliefs you have. 2 challenge (cha-lunj) verb Rating: Tennis players challenge themselves. True False List three ways to challenge yourself. Possible response: decide to get a high score on an exam; try out for a sports team; learn to bake well 3 characteristic (ker-ik-tu-ris-tik) noun Rating: People have different characteristics. True False List three of your characteristics. Possible response: good at Math, quick runner, make my friends laugh 4 mindset (mīn-set) noun Rating: The girl told her friend to have an open mindset. True False What mindset do you need to have to be an inventor? Possible response: determined; like challenges Unit 1 Imagine the Possibilities 21

32 Key Vocabulary, continued Spencer Silver solved a big problem when he invented the Post-It note. s Key Words Check Understanding Deepen Understanding 5 perseverance (per-su-vir-uns) noun Rating: problem (prah-blum) noun Rating: Professional sports players have no perseverance. True False We can solve problems with inventions. True False List three activities that need perseverance. Possible response: climbing a mountain, running a marathon, learning to play a musical instrument List two problems that you would like to solve. Possible response: world hunger, pollution 7 solve (sahlv) verb Rating: When you solve a riddle, you don t know the answer. True False List three ways that people solve problems. Possible response: compromise, help each other, listen to each other s concerns 8 suggestion (su-jes-chun) noun Rating: A suggestion is a command. True False List three suggestions you have to improve your community. Possible response: create more parks, build new stores and restaurants, encourage people to carpool B. Use at least two of the Key Vocabulary words. Write about a problem and the steps you could take to solve it. 22 Unit 1 Imagine the Possibilities

33 Prepare to Read So You Want To Be An Inventor? Reading Strategies Log Complete at least one row of the Reading Strategies Log for each section of So You Want To Be An Inventor? Page: Text: Page: Text: Page: Text: Text I Read Strategy I Used How I Used the Strategy 68 What characteristics you need to develop to turn Determine Importance Synthesize This sentence prepared me to look for the key characteristics needed to be an inventor. those weird and wonderful ideas rattling around in your head into a reality. 69 He is now working with an orthopedic doctor to develop his 8 Determine Importance Synthesize Possible Response: I know that an orthopedic doctor is an expert. I can conclude that Adeeb needs expert help to develop his idea further. idea further. Determine Importance Synthesize Unit 1 Imagine the Possibilities 23

34 Selection Review So You Want To Be An Inventor? A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary believe challenge characteristics problem mindset solve suggestion Inventions often start because someone wants to solve a problem. In everyday life there are things that we simply cannot do. Inventions may begin with a person making a suggestion about something that they truly want to do. It takes a very special person to develop a new invention. Not everyone is up for the challenge of being an inventor. An inventor has specific characteristics, an unusual way of thinking and certain mindset. Inventors are ready to challenge themselves, and don t give up. To be an inventor you certainly have to believe in yourself. B. Write complete sentences to answer these questions about So You Want To Be An Inventor? 1. Write about the main characteristics of an inventor. 2. Describe Adeeb Al-Balushi s invention. 24 Unit 1 Imagine the Possibilities

35 Vocabulary Study Use Suffixes Follow the steps below to figure out the meaning of each word. 1. Analyze the meaning of each word part. 2. Combine the meaning of each part to figure out the word meaning. 3. Write the definition. 4. Read the sentence in which the word appears. Make sure it makes sense. Suffix -al -er/-or -ity -ize -less -tion/-ion Meaning relates to person or thing that does the action the quality of to make without the act or state of relates to emotion 1. emotional The man was emotional when his first grandchild was born. the quality of being pure 2. purity Scientists tested the purity of the water after a company dumped chemicals into the lake. the state of being polluted 3. pollution The pollution in some cities is so bad that it is unhealthy to exercise outside. to make final 4. finalize She wanted to finalize her report so she could go outside with her friends. a person who shops 5. shopper The shopper went to the mall to buy gifts for his family. without effort 6. effortless Math class was effortless for Mariam because she studied every night. a person who edits 7. editor An editor needs to make sure every word is correct. the act of subtracting 8. subtraction I enjoy subtraction because we play games in class while learning how to do it. Unit 1 Imagine the Possibilities 25

36 Focus Academic on Genre Vocabulary So You Want To Be An Inventor? Academic Vocabulary Review A. Read the paragraph. Write an Academic Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Academic Vocabulary analyze research compounds solve problem There are many kinds of scientists. Food scientists carefully analyze food to learn what it is made from. These scientists study the structure of a food s tiny parts, or molecules. Food scientists can also be inventors. They research the way foods can be combined to make new foods. Some new foods can help solve problems such as hunger. Another problem that arises in the food industry, is looking into food compounds and the way they affect people s health. B. Write a complete sentence for each Academic Vocabulary word. 1. analyze 2. compound 3. problem 4. solve 5. research 26 Unit 1 Imagine the Possibilities

37 Build Background Critical Viewing Guide Take Notes. A. Read So You Want To Be An Inventor? again. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What did you find the most interesting part of the video/image? 3. What are the characteristics of inventors? Unit 1 Imagine the Possibilities 27

38 Close close reading Reading SECTION 1 The of a by PeTer DiamanDis and steven KoTler E.1 1 E.1 2 Sir Arthur C. Clarke, inventor of the geostationary communication satellite and author of dozens of best-selling science fiction books, knew something about the evolution of great ideas. He described three stages to their development. In the beginning, says Clarke, people tell you that s a crazy idea, and it ll never work. Next, people say your idea might work, but it s not worth doing. Finally, eventually, people say, I told you that it was a great idea all along! When Tony Spear was given the job of landing an unmanned rover on the Martian surface, he had no inkling that Clarke s three stages would be precisely his experience. A jovial, white-haired cross between Albert Einstein and Archie Bunker, Spear started his career at NASA s Jet Propulsion Laboratory in Over the next four decades, he worked on missions from Mariner to Viking, but it was his final assignment, project manager on the Mars Pathfinder, that he describes as his greatest mission challenge ever. 3 4 F.1 The year was 1997, and the United States had not landed a probe on Mars since July That was Viking, a complex and expensive mission, costing some 13 billion AED (in 1997 AED). Spear s assignment was to find a way to do everything that the previous mission had done, just faster, better, cheaper. And when I say cheaper, I mean a whole lot cheaper: fifteen times cheaper, to be exact, for a fixed and total development cost of only 550 million AED. Out the window went the expensive stuff, the traditional stuff, and the proven stuff, including the types of retro-rockets for landing that got the job done on Viking. To pull this off under these impossible constraints, we had to do everything differently, reflects Spear, from how I managed, to how we landed. That really scared people. At NASA headquarters, I was assigned six different managers in rapid sequence each of the first five found a different excuse to get off the project. Finally I was assigned someone about to retire who didn t mind sticking with me at F.1 Key Vocabulary challenge n., a task that is difficult In Other Words geostationary communication satellite satellite at a fixed point over Earth had no inkling could not have imagined 28 Unit 1 Imagine the Possibilities

39 An artist s depiction of the spacecraft descending toward the airbag landing pad on Mars. SECTION 2 thethe end of of hishis career. Even thethe NASA at end career. Even NASA administrator, Daniel Golden, nearly flipped out when he received his initial mission briefing he couldn t get past how many new things we were trying out. G.1 5 Among the many things Spear tried out, unusualthan thanusing using nothing struck people as zanier airbags to cushion the initial impact, helping the craft bounce around like a beach ball on the Martian surface, before settling down into a safe a safelanding landingspot. spot.but Butairbags airbagswere werecheap, cheap,they wouldn t contaminate their their landing site with they wouldn t contaminate landing site foreign chemicals, and Spear was pretty certain with foreign chemicals, and Spear was pretty that theythat would early tests, however, certain theywork. wouldthe work. The early were disaster,were so the experts were summoned. tests, ahowever, a disaster, so the experts were summoned. In Other Words zanier more unusual contaminate dirty contaminate dirtyw Unit 1 Imagine the Possibilities 29

40 6 G.1 7 SECTION 3 The experts had a pair of opinions. The first was: Don t use airbags. The second was: No, we re totally serious, don t even consider using airbags. Two of them, recounts Spear, told me flat out that I was wasting government money and should cancel the project. Finally, when they realized I wasn t going to give up, they decided to dig in and help me. Together they tested more than a dozen designs, skidding them along a seemingly rocky Martian surface to see which would survive without shredding to pieces. Finally, just eight months prior to launch, Spear and his team completed qualification testing of a design composed of twenty-four interconnected spheres, loaded it aboard Pathfinder, and launched it into space. But the anxiety didn t end there. The trip to Mars took eight months, during which there was plenty of time to worry about the fate of the mission. In the weeks just prior to landing, Spear recalls, everyone was very nervous, speculating whether we d have a big splat when we arrived. Golden himself was wondering what to do: should he come to the JPL control room for the landing or not? Just a few days before our July 4 descent to the surface, the administrator took a bold tack, holding a press conference and proclaiming, The Pathfinder mission demonstrates a new way of doing business at NASA, and is a success whether or not we survive the landing. In Other Words seemingly apparently speculating wondering bold tack risk 30 Unit 1 Imagine the Possibilities

41 H H.1 SECTION 4 The landing, though, went exactly as planned. They had spent one-fifteenth the cost of Viking, and everything worked perfectly especially the airbags. Spear was a hero. Golden was so impressed, he insisted that airbags be used to land the next few Mars missions and was quoted as saying, Tony Spear was a legendary project manager at JPL and helped make Mars Pathfinder the riveting success that it was. The point here, of course, is that Clarke was right. Demonstrating great ideas involves a considerable amount of risk. There will always be naysayers. People will resist breakthrough ideas until the moment they re accepted as the new norm. Since the road to abundance requires significant innovation, it also requires significant tolerance for risk, for failure, and for ideas that strike most as absolute nonsense. As Burt Rutan puts it, innovative ideas come from nonsense. If an idea is truly a breakthrough, then the day before it was discovered, it must have been considered crazy or nonsense or both otherwise it wouldn t be a breakthrough. In Other Words naysayers people who disagree abundance many new ideas innovation trying of new things tolerance acceptance innovative completely new Unit 1 Imagine the Possibilities 31

42 Close Reading, continued Read for Understanding A. From what kind of text is this passage taken? How do you know? Possible response: essay, nonfiction; The text gives facts about a topic; it include quotes from real people, places, and organizations. B. Write a sentence that tells the topic of the selection. Possible response: This text mostly tells about the Mars Pathfinder and how one person s great idea made the mission a success. Reread and Summarize C. On Practice Book pages 28 31, circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important in the section? 1. Section 1: 2. Section 2: 3. Section 3: 4. Section 4: D. Use your topic sentence and your notes to write a summary of the selection. Possible response: When Tony Spear is asked to build the Mars Pathfinder under incredible restrictions, he knows he must look at the probe in a whole new way. His idea is to land the probe on Mars using airbags. Everyone says the idea is crazy, but it works. The authors say that revolutionary ideas are considered crazy at first. 32 Unit 1 Imagine the Possibilities

43 Reread and Analyze E. Analyze how the authors include clarifying details to help readers answer questions they have about the topic. 1. Reread paragraph 1 and the first sentence of paragraph 2 on Practice Book page 28. Who is Sir Arthur C. Clarke, and why do the authors choose to begin the selection with him? Underline the words and phrases that support your answer. Use this evidence to support your answer. Possible response: Clarke is an inventor and science fiction writer who knows about the evolution of great ideas. The authors probably begin with his quotation because Tony Spear had to come up with a crazy idea in order to solve how to land an unmanned rover on Mars. 2. Underline other words and phrases on Practice Book pages that help you answer questions that you have about the topic as you read. How does each detail tell you more about the topic and answers a specific question? F. Analyze how the authors include facts to help readers answer questions they have about the topic. 1. Read paragraph 3 on Practice Book page 28. How do the dates and information about the Viking mission help answer questions you have about Tony Spear s new assignment? Underline the words and phrases that support your answer. Use this evidence to support your answer. Possible response: The dates show that over 20 years have passed since the last Mars probe. The text explains that the Viking mission was very expensive and that Spear was assigned to do the same thing only faster, better, and a lot cheaper. 2. Underline other words on Practice Book pages to analyze how the authors include facts to develop their ideas. Explain how each fact supports the information that the authors include. Unit 1 Imagine the Possibilities 33

44 Close Reading, continued Reread and Analyze G. Analyze how the authors use text structure to develop the important ideas in the text. 1. Reread paragraphs 5 and 6 on Practice Book pages What is the main idea of these paragraphs? How do details help readers understand why it was an unusual idea? Underline the words and phrases that support your answers. Use this evidence to support your answer. Possible response: The main idea is that Spear s plan to use airbags was the most unusual of all his ideas. The authors begin the paragraph with this statement. We know people thought it was a crazy idea because experts said it was a waste of money and should be cancelled. 2. Circle another important idea in a paragraph on Practice Book pages Underline the details that the authors include to support this idea. Explain how the structure of the paragraph helps you understand the main idea. H. Analyze how the authors include supporting details to develop the ideas in the text. 1. Read paragraph 8 on Practice Book page 31. What is the important idea in this paragraph? How do the supporting details help readers understand what is important? Underline the words and phrases that support your answer. Use this evidence to support your answer. Possible response: The Mars Pathfinder project was a success. The details show why it was a success. The landing went as planned. The cost was a lot less. Everything worked perfectly. Spear was praised for his work. 2. On Practice Book pages 28 31, circle another important idea. Explain the details that help you figure out that this is an important idea. 34 Unit 1 Imagine the Possibilities

45 Discuss and Write I. Synthesize your ideas about how the authors present details that answer questions about their topic and show what is important. 1. With the class, discuss the various ways that the authors support the idea that thinking of things in new ways can solve problems. List the examples you discuss. Possible response: Ideas that at first seem crazy can turn out to be good; sometimes we are inspired by a challenge; many constraints can lead to new ways of doing something; don t let others tell you something can t be done; the experts are not always right; great ideas sometimes involve risk. 2. Choose one of the examples that you listed. Write a paragraph to explain how the authors support this example through main ideas and details. Use the questions below to organize your thoughts. What do you think the authors want you to learn from the text? What parts of the text helped you answer questions you had? Give 2 examples. What parts of the text help you determine important ideas? Give 2 examples. Connect with J. Discuss the Guiding Question: What makes an idea powerful? 1. What did the naysayers say about this project? Possible response: It would fail; the airbags would burst upon landing and would not work; Spear s idea had never been done before and therefore was risky; the constraints of the project were impossible. 2. Why did Tony Spear choose to ignore the naysayers? Possible response: He had to find another way to land the probe given the constraints; as project manager, he was motivated by the challenge; he wanted to complete his assignment. 3. How do you know that Spear s idea was a powerful one? Possible response: It was so successful that airbags will now be used to land the next few Mars missions. Unit 1 Imagine the Possibilities 35

46 Unit 1 Review Academic Vocabulary Review A. Circle the word that best fits into each sentence. Academic Vocabulary analyze problem compound research describe solve 1. To find information, you can go to a library and do (solve / research). 2. When you (solve / research) a puzzle, you find the answer to it. 3. He imagined the (problem / compound) of designing a time machine. B. Read each statement. Circle Yes or No to answer. 1. When you describe something, you use words to tell about it. Yes No 2. Something compound is made of only one part. Yes No 3. A scientist can analyze material closely with a microscope. Yes No 4. One way to get information is to research a topic. Yes No C. Answer the questions in complete sentences. 1. Describe your favorite game or sport. 2. If you could interview any person in the world, who would it be? Explain why. 3. What would you do to analyze the steps you need to complete a task? Explain. 4. What subject would you like to research? Explain why. 36 Unit 1 Imagine the Possibilities

47 Unit 1 Review, continued Key Vocabulary Review A. Read each sentence. Circle the word that best fits into each sentence. 1. A person who studies science is a (device / scientist). 2. Tomorrow is in the (future / machine). 3. If you want to know how to get to your (experiment / destination), use a map. 4. You can (attach / solve) pictures to a wall to decorate it. 5. A (backward / captive) animal might live in a cage. 6. It is hard to (concentrate / express) your ideas when someone interrupts you. 7. You can use a notebook to (experiment / record) important ideas. 8. Reading is an important (ability / design). B. Use your own words to write what each Key Vocabulary word means. Then write an example for each word. 1. backward Word My Definition Example Possible response: toward the back Possible response: backing a car out of a driveway 2. problem Possible response: difficult or bad situation Possible response: too much litter on the beach 3. experiment 4. forward 5. genius Possible response: test an idea Possible response: to the front Possible response: a very smart person Possible response: try to grow plants with or without water Possible response: walking to the front of the classroom Possible response: a young child in college 6. solve 7. suggestion Possible response: find the answer Possible response: an opinion or idea Possible response: making an agreement with someone Possible response: giving someone advice 8. test Possible response: try Possible response: holding your hand over something to see if it s hot Unit 1 Imagine the Possibilities 37

48 Unit 1 Review, continued Unit 1 Key Vocabulary attach challenge experiment genius perseverance suggestion backward characteristics express invention problem test believe concentrate forward machine scientist captive destination future mindset solve C. Answer the questions in complete sentences. 1. What is an example of an invention? Possible response: A television is an invention. 2. Think about a machine. How does this machine help you? Possible response: A vacuum cleaner helps me clean my room. 3. What is a challenge for you? Possible response: It is a challenge for me to pass my Math test. 4. Tell about something you would like to design. Possible response: I would like to design a computer game. 5. Describe a device in your home and tell how it helps you. Possible response: The microwave is a device that helps me cook food. 6. Tell about a model you have seen. Possible response: I have seen a model of a new type of car. 7. What is one problem that you can help solve? Possible response: I can help save energy by turning off the lights when I am not home. 8. Give an example of a genius you know of and admire. Possible response: Adeeb Al-Balushi is a genius who has been inventing new technology since he was very young. 38 Unit 1 Imagine the Possibilities

49 Unit 2 Launch Mind Map Use the Mind Map to show your ideas about how you could work on your talents. As you read the selections in this unit, add new ideas. Talent Knowledge Skills Outcome 1. Good at football 1. Strategy, rules of the game 1. Practice dribbling, passing, scoring 1. Winning the championship game Academic Vocabulary Think about a challenge you have faced. Why might people try to challenge themselves? Use the word challenge in your answer. Unit 2 Play to Your Strengths 39

50 Focus on Reading Read The Clever Young Man and complete the chart below. Think about what the message of the story is. What is the title? The Clever Young Man Setting: Where does the story happen? a long time ago, in a palace Who are the characters and what are they like? a king kind What is the conflict? How does the main character resolve the conflict? What is the message of this story? What positive thing does this story remind us to do? Academic Vocabulary What element of friendship do you most enjoy? What trait do you look for in a friend? Explain. 40 Unit 2 Play to Your Strengths

51 Focus on Vocabulary Relate Words: Synonyms Read the passages. Follow these steps. 1. When you read, you can put words into groups, or categories, to help you understand their exact meanings. 2. Use a Synonym Scale to rank synonyms in order of their strength. A. Read the passage. Make a Synonym Scale for the underlined words. My brother is a brilliant painter. We noticed he was talented at a young age. His ideas were clever. Now he is an adult. People buy his paintings. He is very skilled at what he does. Synonym Scale clever skilled talented brilliant B. Read the passage. Make a Synonym Scale for the underlined words. One afternoon, Latifa and her family walked around the old palace. They opened the gate and left the busy street behind. First they stepped into the silent courtyard, and then they listened to the birds in the quiet garden. When they left the tranquil old palace late in the day, the blaring horns of traffic on the street seemed uncomfortably loud. Synonym Scale silent quiet loud blaring Academic Vocabulary How would you make an exact copy of a painting? Possible response: I would make all the details the same as the original. I would use the same colors. Unit 2 Play to Your Strengths 41

52 Build Background Critical Viewing Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What did you find the most interesting about the video/image? 3. What challenges do you think people face at sea on a ship? 42 Unit 2 Play to Your Strengths

53 Learn Key Vocabulary The Shipwreck by Captain Hamilton: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Gales can start very suddenly. Key Words Check Understanding Deepen Understanding 1 adjust (ah-just) verb Rating: The flight attendant asked people to adjust their seats to the correct position for landing. True False Describe what you think the correct position for your seat is when landing in an aeroplane? Possible response: I think my seat should be in an upright position when the airplane is landing. 2 exhausted (ig-zah-stid) adjective Rating: The footballer was exhausted after the challenges of the football game. True False Do you play any sport? Do you get exhausted after playing? Possible response: I play basketball and I get exhausted after playing. 3 gale (gāl) noun Rating: A gale can become very strong, especially at sea. True False Describe what happens during a gale. Possible response: The wind blows hard and it rains a lot. 4 increase (in-krēs) verb Rating: There was an increase in the water coming through. True False How can the crew stop the increase in water coming through the hole in the ship? Possible response: The crew can put a sail over the hole to try to block it. Unit 2 Play to Your Strengths 43

54 Key Vocabulary, continued You can be exhausted after a game of football. s Key Words Check Understanding Deepen Understanding 5 leak (lēk) noun Rating: There was a leak and no water flowed through. True False How did Captain Hamilton and his crew stop the leak on the ship? Possible response: The crew used a sail to reduce the amount of water coming in to the ship. 6 provisions (pru-vi-zhuns) noun Rating: The crew survived on few provisions. True False Describe the provisions the sailors had on the ship. Possible response: There was a small amount of rice. 7 reduce (ri-dyūs) verb Rating: The teacher said she would reduce the amount of homework she gave each week. True False What can you do to reduce how much water you use? Possible response: I can have showers instead of baths. B. Use at least two of the Key Vocabulary words. Imagine a ship at sea during a gale. Describe the situation particularly how it felt to be on the ship. 44 Unit 2 Play to Your Strengths

55 Focus Prepare on to Genre Read Analyze Plot A. As you read The Shipwreck by Captain Hamilton look for the parts of the plot. Complete the Plot Diagram. Climax: The crew on the island might die. They see a boat, but it disappears. Complication: The longboat was caught in the storm and breaks up near the shore. Falling Action Complication: Some crew had to wait on the island. The others took the longboat to find help. Complication: The leak could not be stopped and the crew were shipwrecked on an island. Rising Action Conflict: Captain Hamilton s ship was caught in a Resolution: Finally, a ship arrives to save the men gale and had a leak. and the cargo. B. Write a description of how the crew felt when they saw the leak in their ship. Sample response: The crew felt afraid when they saw the leak. C. Give an example of how the crew s actions affect the events in the story. Sample response: The crew put a sail over the hole to reduce the water leaking into the ship. Unit 2 Play to Your Strengths 45

56 Selection Review Captain Hamilton s Shipwreck A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary adjust exhausted increase leak provisions reduce gale Captain Hamilton and his crew set off in their ship from Bengal on a voyage to Port Jackson. For a month the weather had been variable. They experienced a strong gale and as result of this the men and become tired and quite exhausted. Life at sea is hard and it takes a while to adjust to life on a ship. Captain Hamilton s crew were hardworking and managed to survive in the end even though they had very few provisions. Quite amazingly, the crew managed to work carefully and diligently to reduce the leak in the ship with a simple sail. It was a matter of making sure there was no increase in the amount of water that was getting into the ship. B. Write complete sentences to answer these questions about Captain Hamilton s Shipwreck. 1. What was it that the captain asked all hands to do when he discovered the leak in the ship? Possible response: The captain asked all hands to to work the pumps. 2. Describe the feeling of the crew when they were shipwrecked. How did they survive? 46 Unit 2 Play to Your Strengths

57 Vocabulary Study Use Word Categories Follow the steps to build a Word Web of related words for each category. 1. Look at the category words in the box. 2. Think about words that belong in that category. 3. Write these words in the ovals. 1. football running Sports swimming basketball 2. gale hurricane Types of weather thunderstorm sandstorm 3. books magazines Things to read signs labels 4. desk chair Furniture bed table 5. Sharjah Abu Dhabi Large cities Dubai New York Unit 2 Play to Your Strengths 47

58 Focus Academic on Genre Vocabulary Captain Hamilton s Shipwreck: Academic Vocabulary Review A. Circle the word that best matches each definition. Academic Vocabulary category element challenge exact compare trait conflict 1. a group of things that have something in common (category / trait) 2. a problem or disagreement (conflict / element) 3. a quality or characteristic of something (challenge / trait) 4. something that is accurate and specific (exact / conflict) 5. an important part of something (category / element) 6. when you think about how two things are alike and different (compare / challenge) 7. something that tests your strength and skill (element / challenge) B. Rewrite each sentence. Replace the underlined words with an Academic Vocabulary word. 1. Badreya and Mariam had a disagreement about which game to play. Badreya and Mariam had a conflict about which game to play. 2. Family members often share certain characteristics. Family members often share certain traits. 3. My cousin and I want to see what is alike and different about the two bikes. My cousin and I want to compare the two bikes. 4. I forgot an important part of the story. I forgot an element of the story. 5. Faisal has a watch that keeps very accurate time. Faisal has a watch that keeps exact time. 6. Grains and vegetables are two groups of food. Grains and vegetables are two categories of food. 7. A Math Bee is a difficult task for students who are not good with numbers. A Math Bee is a challenge for students who are not good with numbers. 48 Unit 2 Play to Your Strengths

59 Build Background Critical Viewing Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What did you find the most interesting part of the video/image? 3. Write three sentences about how you would feel if you were shipwrecked. Unit 1 Imagine the Possibilities 49

60 Learn Key Vocabulary Stepping Out: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. Key Words Check Understanding Deepen Understanding 1 clever (kle-vir) adjective Rating: My brother is very good at Math. I think he is very clever. List three characteristics of a clever pupil. Possible response: hard working, keen to learn, good at listening 2 competition (com-pe-ti-shun) noun Rating: Our school has an Art competition every year. I hope I win! Have you entered any competitions this year? Which ones? Possible response: I have entered a spelling competition and a Math competition this year. 3 judgement (juj-mint) noun Rating: We are still waiting for the city authorities to pass judgement on the planning case. Can you think of a situation when you have had to wait for a judgement to have been made? Possible response: I had to wait for the result of the spelling test to see who won. 4 obey (ō-bā) verb Rating: Saif s horse is well trained because he always obeys instructions. Do you have a pet? Does your pet obey you? Possible response: I have a pet cat, but it doesn t obey me. 50 Unit 2 Play to Your Strengths

61 Key Vocabulary, continued Key Words Check Understanding Deepen Understanding 5 possession (pu-zesh-un) noun Rating: We own so many possessions these days! Which is your most treasured possession? Can you describe it in three words? 6 proud (prowd) adjective Rating: Faisal s parents are very proud of him because he had an excellent school report. Can you think of a time your parents have been proud of you? Possible response: My parents were proud when I passed my exams. 7 release (ri-lēs) verb Rating: The zookeeper released the cheetah cubs back into the wild. Why would a captive animal be released into the wild? Possible response: Sometimes a baby wild animal is cared for by a person. When it is old enough to look after itself, it could be released into the wild. 8 traditional (tra-di-shu-nal) adjective Rating: The women wore traditional clothes during the festival. List three traditional things from your country. Possible response: food: shawarma, sport: camel racing, dress: kandura B. Use at least two Key Vocabulary words. Write about a folk tale that you know about from your country. Unit 2 Play to Your Strengths 51

62 Prepare to Read Analyze Character A. As you read Stepping Out, complete Character Charts for Kozha and Bolat. Think about how their actions influenced the plot. Character: Kozha Traits Motives Actions natural horseman wants to train a wild horse tames Star and trains her to pull the plough hardworking wants to enter a riding tournament learns to ride bareback determined wants to pass the trial whispers encouragement to Star B. Character: Bolat Traits Motives Actions reluctant sees the special relationship between Kohza and Star agrees to train Kozha and Star knowledgeable wants Kohza to discipline Star s erratic ways teaches Kozha and Star with time-old, traditional methods good teacher respects that Star is a wild horse teaches Kozha to ride bareback 52 Unit 2 Play to Your Strengths

63 Selection Review Stepping Out A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary clever judgement competition obey possessions proud release traditional Kozha s family did not have many possessions as they were poor, but they did have a horse. When his mother brought home a new yet wild horse, Kozha tried to release it, but the horse came back. His teacher, Bolat taught him the traditional methods to train a horse. The horse was clever so she was able to obey his commands. Kozha and Star entered the trials for the competition. He was proud that the judge s decision, or judgement, allowed him to enter the contest. B. Write complete sentences to answer these questions about Stepping Out. 1. Why is Kozah s horse clever? 2. If you were Kozha, would you want Star to be free? Unit 2 Play to Your Strengths 53

64 Vocabulary Study Use Synonyms Follow the steps below to complete the Synonym Scales. 1. Think of two synonyms for each underlined word. 2. Write the synonyms in order on the Synonym Scale from weakest to strongest. 3. Use a print or online thesaurus to help you find synonyms for words you do not know. 1. When I have coffee, I drink it slowly. sip drink gulp 2. Coffee with dates is delicious. tasty yummy delicious 3. When the baby dropped his ice cream, he cried. weep cry sob 4. My brother was traveling last week. go away travel explore 5. The glass will break into a million pieces if you drop it on the floor. crack break shatter 6. In this story, the two friends disagree with each other. disagree argue fight 7. The baby learned how to walk across the room. crawl walk run 8. It was very hot outside this afternoon. warm hot sweltering 54 Unit 2 Play to Your Strengths

65 Academic Vocabulary Stepping Out: Academic Vocabulary Review A. Use each Academic Vocabulary word in a sentence. You may choose to use two words in one sentence. Write about this story, or compare this story to another story. Academic Vocabulary affect illustrate challenge similar element trait exact B. Circle the word that best fits into each sentence. 1. One important (element / exact) of tennis is good footwork. 2. The two sisters share a (trait / similar) taste in books. 3. Please tell me the (exact / similar) time you arrive. 4. A diagram is a good way to (illustrate / affect) how to build a birdhouse. 5. If you don t get enough sleep, it can (affect / illustrate) how you feel. 6. One important (trait / challenge) in an athlete is good sportsmanship. 7. A marathon is a difficult (challenge / affect) for even the best runners. Unit 2 Play to Your Strengths 55

66 Build Background Critical Viewing Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What was the most interesting part of the video/image? 3. What do you think some of the challenges might be in taming a wild horse? 56 Unit 2 Play to Your Strengths

67 Learn Key Vocabulary Learning to Weave with Grandmother: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s It is important to express knowledge of your topic during a presentation. Key Words Check Understanding Deepen Understanding 1 choice (chois) noun Rating: Circle the synonym for choice. decision rule Tell about a difficult choice you made. Possible response: I made a choice to join the swim team rather than the hockey team. 2 contest (kahn-test) noun Rating: Circle the synonym for contest. competition meeting What contest would you like to enter? Why? Possible response: I would like to enter a game show because I want to be on TV. 3 conversation (kahn-vur-sā-shun) noun Rating: Circle the synonym for conversation. speaking resting When do you have conversations? Explain. Answers will vary. 4 excellent (ek-se-lunt) adjective Rating: Circle the synonym for excellent. awful wonderful What is an excellent movie you have seen? Explain. Answers will vary. Unit 2 Play to Your Strengths 57

68 Key Vocabulary, continued Studying is hard work but the outcome is worth it in the long run. s Key Words Check Understanding Deepen Understanding 5 interpret (in-tur-prut) verb Rating: Circle the synonym for interpret. explain question Give an example of a time when you need someone to interpret something. Possible responses: I would need someone to interpret a language I don t know; I would need someone to interpret something I don t understand. 6 knowledge (nah-lij) noun Rating: Circle the synonym for knowledge. secret understanding What do you have knowledge about? Explain. Possible response: I have knowledge about history, music, and sports. 7 outcome (owt-kum) noun Rating: Circle the synonym for outcome. prediction result What outcome do you want for a competition you are following? Possible response: I hope our city s hockey team wins the league championship. 8 response (ri-spahns) noun Rating: Circle the synonym for response. test answer What response would you give if a friend asked to borrow a pen? Explain. Possible response: I would lend them my pen if I had one. B. Use at least two Key Vocabulary words. Write about a time you won a contest or solved a difficult problem. 58 Unit 2 Play to Your Strengths

69 Prepare to Read Analyze Elements of Drama As you read each scene of Learning to Weave with Grandmother, identify the elements of drama and write them in the first column. Then use the second column to record what you learn about the play from each element. Drama Chart Element of Drama Scene 1 description Stage Directions Dialogue Stage Directions What I Learn It is afternoon. The family is watching television when Noora asks her grandmother to teach her to weave. Noora wants to enter a competition at a festival that celebrates traditional crafts. Noora s grandmother starts to think the competition is a good idea. Scene 2 description Dialogue Stage Directions It s the following week, at home. Noora and her grandmother are discussing weaving. The grandmother agrees to teach Noora how to weave so that she can enter the competition. Noora is excited. Scene 3 description Stage Directions Dialogue Scene 4 description Dialogue and Stage Directions Two months later. Noora and her grandmother are having a conversation. Noora persuades her grandmother that she should weave something more than just belts. The grandmother agrees to go with Noora to the festival. She tells the servant to answer the riddles. When the servant wins, the king can t choose him. The family is getting ready to go to the festival. Noora is very excited and thinking about her future job. Scene 5 description Dialogue Noora is talking with her grandmother at the festival. The grandmother advises Noora not to think about what to make, but just to let her hands start. Unit 2 Play to Your Strengths 59

70 Selection Review Learning to Weave with Grandmother A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary choice contest excellent interpret knowledge conversation outcome responses Noora and her grandmother were having a conversation. Noora wanted her grandmother to share her knowledge and teach her how to make a traditional rug, but her grandmother said she was too old to teach her, and Noora wasn t patient enough to learn. Those weren t the responses that Noora wanted. She hoped that her grandmother would change her mind. When Noora found a bag of wool on her chair, she could interpret that her grandmother had decided to teach her to weave. Noora s grandmother was an excellent teacher and sometimes allowed her to make a choice about colors. An outcome of the lessons was that Noora realized her potential. Another was that Noora entered a weaving contest. B. Write complete sentences to answer these questions about Learning to Weave with Grandmother. 1. How does Noora feel when her grandmother accepts to teach her to weave? Possible responses: She feels very happy and determined to work hard. 2. How do contests show our strengths and weaknesses? 60 Unit 2 Play to Your Strengths

71 Vocabulary Study Use Synonyms and Antonyms Follow the steps below to complete the Synonym-Antonym Scales. 1. Read each sentence. Think about the underlined word. 2. Write the underlined word on the middle line. 3. Write an antonym and a synonym for the word. Use a thesaurus if you need help. 1. The chair felt firm when I sat down on it. soft firm hard 2. Some of my friends like to go to the mall. none some many 3. I left the door open because I was expecting company. closed open unlocked 4. On hot days, Dana likes to stay inside. cold hot warm 5. My teacher asked me not to shout my answer across the room. whisper shout yell 6. I was thrilled because I finished my homework and could watch my favorite television show. upset thrilled ecstatic 7. Salem was uncertain about how to put together the shelf. positive uncertain confused 8. The rug felt damp because it was left outside in the rain. dry damp wet Unit 2 Play to Your Strengths 61

72 Focus Academic on Genre Vocabulary Side by Side: Academic Vocabulary Review A. Use your own words to write what each Academic Vocabulary word means. Academic Vocabulary challenge role elements similar exact traits Possible response: something that is difficult to do 1. challenge Possible response: the part played by someone in a certain situation 2. role Possible response: when things are the same 3. similar B. Read the paragraph. Write an Academic Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. B. Mohammed and his father had many similar traits. They both had brown hair and brown eyes. They were both tall. Even though his father was much older, it was a challenge to tell them apart. The two men also shared many interests. They both liked camels and the desert, and they both liked chess. However, Mohammed was not an exact copy of his father. Mohammed liked racing but his father did not. There are also different elements to their personalities. Mohammed s father s role was to be the calm leader. Mohammed was sometimes impatient. Their differences sometimes caused them to disagree, but they loved each other deeply. 62 Unit 2 Play to Your Strengths

73 Build Background Critical Viewing Guide Take Notes. A. View the video/image. Take notes on at least three things that you see. Analyze the Video/Image. B. Review your notes to help answer these questions. 1. Write two sentences to explain what the video/image shows. 2. What did you find the most interesting about the video/image? 3. Write two sentences about weaving. Unit 2 Play to Your Strengths 63

74 Close Reading SECTION 1 Side by Side by Sue Mendel 1 2 E Not so long ago, in Al Dhafra in Abu Dhabi, in an old, simple family home lived a camel farmer and his son, Mohammed. Mohammed s mother and two brothers had died in a tragic accident years before. Mohammed s father was a quiet man, who was happy to stay home when he wasn t working, or out of the country on business. His business was camels, and there was a lot to do. Mohammed was a good son, but in his father s eyes he had one fault. He did not appreciate where he came from and how important the family business was. On the night this story begins, Mohammed s father was giving him some advice, but Mohammed didn t want to hear it. Son, it s time you joined me in the business. You go car racing, which is dangerous, and you neglect the business, said his father. The business isn t that interesting, Father, Mohammed said, half ashamed of himself. Perhaps not, but business is what we have, 7 E E.2 Son, his father said quietly. I want to go to college in the city, Mohammed complained. I m smart. I want to use my brain, he said proudly. And do what, my son? I don t know, Mohammed said. I haven t decided what I want to do yet. Well, you think it over, but meanwhile, I would like your help in the business, his father said. Mohammed didn t want to drive out to the desert every day to feed the camels and check if they were alright. Every morning and night, Mohammed s father drove into the desert alone. He did not ask Mohammed for help again, or complain when Mohammed went in to the city in his car, or even when Mohammed asked him for money. But one day his father gave him very little money and said there would be no more for a while, because his business wasn t prospering. In Other Words neglect the business not work in the business his business wasn t prospering was not making any profit from his business 64 Unit 2 Play to Your Strengths

75 Unit 2 Play to Your Strengths 65

76 SECTION F.1c Now that Mohammed had no money, he went in to the city and couldn t work on his car. One morning, Mohammed and his father had an argument. I want to go to college in the city, Mohammed insisted. I guess you will, Son, his father said tiredly, turning away. Mohammed grabbed his bag and keys, and ran out the door, banging it behind him and fled to his car. At first, Mohammed sat in his car angrily, but he couldn t drive away. He remembered his mother and his brothers, thinking of his poor father all alone. He realized that family is the most important thing. It was true that he wanted to live in the city, but he loved his father, and he could never leave him. Determined to help and support him better, he got out of his car and walked slowly to the door. As he walked in, his father said, Son, you need money to go. I ll give you the money. If you need to go, you go, he said, tiredly. No, Mohammed said. I m not going. That night, father and son spent many precious hours having a long talk. The next morning, Mohammed was waiting for his father and they went to work together. Then they came home and talked some more. Over the next few weeks, Mohammed got to know his father in a new way. The young boy tried to take his father s advice and figure out F.1b F.1c 24 F.1c what he wanted to do in life, but meanwhile, they worked together. Mohammed became more responsible, taking some of the harder work from his father. And though he still thought about college, and sometimes still wanted more from life, he was happier than he d been for a long time. He enjoyed staying home in the evenings, talking and playing chess with his father. Now that they were spending more time together, Mohammed s father talked with him about what his talents were, and advised him how to use them. Mohammed only knew that he wanted to be honorable, serve his father and his country, and that he liked living in the desert well enough. He didn t want to be a camel trader exactly, but he wasn t sure what he wanted yet. One day his father came home with a lovely old chess set, saying. It s for you. Life is a game of chess, my boy. You sacrifice pawns to win bigger pieces. But the pawns, the simple day-today life, this can make you win. Some days later he said, Son, your talent is loyalty. You were tested, and you triumphed. You have dedicated yourself to the family business. Now you must decide what to do with your life. Not long after that there was a note by the phone. Dear Son, said the note. I am taking the camels to the desert and will be away for some time. The truck was gone, and there was money on the table. In a few days, his father came home, but 66 Unit 2 Play to Your Strengths

77 SECTION 3 Set a Purpose Will Mohammed go to the city, or will he stay with his father? F.1c there were no camels. They are boarding, his father said. All is arranged. What? Mohammed said, confused. What is arranged? We are going to the city, his father said simply. You have been a loyal son, and family is everything. Won t you miss this life, Father? Yes, I will, but we can come to the desert sometimes. And one day, I hope we come back, and I will take up the business again, and you will have another business. But meanwhile, you are going to college In the city, Mohammed found a nice apartment with a courtyard, and filled it with furniture comfortable for an old man. At home, he said, Father, I have found an apartment where you will be comfortable, near a park, and we will have regular visits to the desert, and a lovely chess set. Many years later, when he and his wife and their many children were living in the old family home near Al Dhafra, Mohammed would tell stories about how he and his father spent a few wonderful years working side by side in the desert. Unit 2 Play to Your Strengths 67

78 Close Reading, continued Read for Understanding A. What does Mohammed s father want him to do? Possible answer: He wants Mohammed to help with the family business. He also wants Mohammed to find his own talents. B. Write a sentence to describe Mohammed s father. Possible answer: Mohammed s father is a hardworking man who loves his family and lives a quiet life. Reread and Summarize C. On Practice Book pages 64 67, circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important? 1. Section 1 2. Section 2 3. Section 3 D. Write a one-sentence summary of the selection. Possible answer: The text is about family, loyalty, and a man who helps his son find what he wants to do in his life. 68 Unit 2 Play to Your Strengths

79 Reread and Analyze E. Reread Sections 1 and 2 on pages 64 and How important is the setting to this story? Give evidence to support your answer. Possible answer: The setting is important as the author gives a contrast between the city and the country. 2. Analyze how each character interacts with the setting. What do Mohammed s and his father s actions in this setting tell you about them? Underline the words and phrases that support your answer. Then use the evidence from the text to support your answer. Possible answer: The father feels very comfortable in the country. Initially, Mohammed feels bored and prefers to spend time in the city. Later, Mohammed changes his view and enjoys being with his father in the country. 3. _Underline other words on Practice Book pages to analyze the characters actions that give clues about the setting. Explain what it shows about the setting. Possible response: I want to use my brain. This suggests that Mohammed doesn t think there are opportunities to learn in the desert and this is why he wants to go to the city. Unit 2 Play to Your Strengths 69

80 Close Reading, continued F. Reread Sections 1 and 2 on pages 64 and Analyze how the author gives information about the characters through their actions. a. What do Mohammed s actions show about his character? Possible response: He is loyal to his father and understands responsibility. b. Underline an action that shows what Mohammed s father is like. Explain what this same action shows about Mohammed. c. Underline dialog that shows what Mohammed s father is like. d. Does Mohammed s father change the way he acts in the story? Possible answer: Mostly no, as he always puts Mohammed first and wants the best for him. e. Why do you think Mohammed s father acts the way he does? Possible response: Bilbo is timid and not too clever; He is not good at making up or remembering riddles; He is afraid to disagree with Gollum; He is afraid of being eaten. f. Why do you think the author clearly shows the reader Mohammed s thoughts but not always his father s? Possible answer: The author is showing Mohammed s father s thoughts through his actions. 70 Unit 2 Play to Your Strengths

81 Connect with G. Discuss the Guiding Question: How should people use their talents? 1. How can you tell that Mohammed has changed after he has the disagreement with his father? Possible response: Mohammed becomes more respectful towards his father and realizes what he means to him. Mohammed is then loyal to his father and the family business. 2. What is the author s message about using one s talents? Possible answer: The author believes that we need to discover what our talents are and use them properly. Unit 2 Play to Your Strengths 71

82 Unit 2 Review Academic Vocabulary Review A. Circle the word that best fits into each sentence. 1. Mohammed s father took on a helping (element / role). 2. Giving a speech at school can be a (challenge / category). 3. I could not find my coat because they all look (similar / compare). 4. Can you (identify / exact) which backpack is yours? 5. This detailed painting will be used to (conflict / illustrate) the story. 6. Speaking clearly is an important (affect / element) of a good speech. Academic Vocabulary affect exact category illustrate challenge role compare similar conflict identify element B. Use your own words to write what each Academic Vocabulary word means. Word My Definition 1. affect Possible response: to cause a change 2. conflict Possible response: a problem or disagreement 3. exact Possible response: something accurate and specific 4. illustrate Possible response: to use pictures to explain something or make it clear C. Answer the questions in complete sentences. 1. What is your favorite category of fiction? What is one trait you like about it? 2. Name two sports that are similar. Tell how they are alike. 3. Compare two kinds of fruit. Which do you like better and why? 72 Unit 2 Play to Your Strengths

83 Unit 2 Review, continued Key Vocabulary Review A. Read each sentence. Circle the word that best fits into each sentence. 1. When you are (proud / exhausted) of something you are pleased with yourself. 2. You (notice / practice) to get better at something. 3. People like (traditional / choice) sports like falconry. 4. You do better when your friends (encourage / obey) you. 5. A (possession / choice) is something you own. 6. You can (release / interpret) a bird into the wilderness. 7. To (notice / release) something, you have to see or hear it. 8. A (competition / response) is an answer. B. Use your own words to write what each Key Vocabulary word means. Then write a synonym for each word. Word My Definition Synonym 1. proud 2. clever Possible response: feel good about something you ve done well Possible response: a person who uses intelligence to do something tricky Possible response: satisfied Possible response: smart 3. contest Possible response: game or test Possible response: competition 4. excellent 5. interpret Possible response: very good Possible response: to figure out what something means Possible response: terrific Possible response: explain 6. conversation Possible response: talking with someone Possible response: discussion 7. outcome Possible response: how something turns out Possible response: result Unit 2 Play to Your Strengths 73

84 Unit 2 Review, continued Unit 2 Key Vocabulary adjust choice clever competition contest conversation excellent exhausted gale increase interpret judgement knowledge leak obey outcome possession proud provisions reduce release response traditional C. Answer the questions in complete sentences. 1. Tell about a time when you felt proud. Possible response: I felt proud when I got an A on my book report. 2. What makes you feel exhausted? Possible response: I feel exhausted after playing a lot of sport. 3. What provisions would you take with you on a camping holiday? Possible response: I would take lots of different things to eat and share with my family. 4. Why is it important to obey laws? Possible response: It is important to obey laws to be a good member of society. 5. Why is it sometimes difficult to make a choice? Possible response: It can be difficult to make a choice if you want two things but can have only one. 6. What can happen to a ship during a gale? Explain. Possible responses: During a gale a ship can be shipwrecked; the waves become very large and can take the ship onto the rocks. 7. Why is a leak in a ship serious? Possible response: A leak is serious in a ship, because it means water gets in. The ship could sink. 8. What knowledge should an athlete have? Possible response: An athlete should know the rules of the game and have the skills needed to play it. 74 Unit 2 Play to Your Strengths

85 Unit 3 Launch Mind Map Use the Mind Map to show some of the different chapters in your life. Show important events from past and present chapters in your life and what you want for a future chapter. Past Present A New Chapter Future Academic Vocabulary Think about a chapter in a book. Why do you think authors often use chapters? Use the word chapter in your answer. Unit 3 A New Chapter 75

86 Focus on Genre Reading Analyzing Interactions: Cause and Effect and Sequence A. Read the passage. Look for clues that show the interactions among individuals, ideas, and events. Mike arrived in Abu Dhabi in July 2016 with his family. He started his new high school in late August without knowing any other students. He decided to join every club, association, and sports team that he could. He very quickly made new friends and was made to feel at home. Describe Mike s interactions with the students at his new school. How was Mike treated by his new friends? Mike got to know the other students quickly because he got involved in a lot of school activities. The other students made him feel welcome and at home. B. Read the passage. Look for clues that show the interactions among individuals, ideas, and events. Mike s father, who is a pilot, thought that it would be a great experience for the family to live abroad. In mid-2015, he started to look for jobs in different countries. In December 2015, he had two job offers, one in Singapore and one in Abu Dhabi. In January 2016, the family had a long talk and decided to choose Abu Dhabi. In February, Mike s father accepted the job and in May 2016 he moved to Abu Dhabi. In July, Mike and the rest of the family joined him. Describe the series of events that led to Mike s coming to live in Abu Dhabi. Who decided where they would go? Mike s father is a pilot and wanted the family to experience living abroad. He took a job in Abu Dhabi after the family decided they would move there. Academic Vocabulary Think about an interaction you had with someone today. Analyze and explain how that interaction influenced other events in your day. 76 Unit 3 A New Chapter

87 Focus on Vocabulary Use Word Parts Read the passage. Follow these steps to figure out the meaning of each underlined word. 1. Look closely at the word to see if you know any of the parts. 2. Cover any prefixes or suffixes. Look at the base word. Think about the meaning of the base word. 3. Uncover any prefixes or suffixes and determine their meanings. 4. Put the meanings of the word parts together. Be sure the meaning of the word makes sense in the text. Some Word Parts Prefix: en- means cause to Prefix: un- means not Suffix: -able means can be done Suffix: -al means process of Suffix: -ness means state of Follow the directions above. Write the meaning of each underlined word. I came to the United States from El Salvador when I was eight years old. I was unsure of many English words, and I didn t know the games my new classmates enjoyed playing. However, the students in my class were very nice. They taught me how to play the games, and I taught them a few new games, too. We played at lunch and after dismissal from school. Now, I m older and have learned many new things about the United States. Today my teacher said that a new student will join our class next week. I am filled with happiness because I know exactly what to do. I will help the new student feel comfortable just like my friends did for me. 1. unsure 2. enjoyed not sure cause to feel joy 3. dismissal 4. happiness process of being dismissed state of being happy 5. comfortable can be comforted Academic Vocabulary If I go on a drive in the desert with my big brother, I might identify Possible response: three different types of trees. Unit 3 A New Chapter 77

88 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you saw. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you saw? 3. Explain how moving from the country to a city would start a new chapter in a person s life. 78 Unit 3 A New Chapter

89 Learn Key Vocabulary The Chili Plant: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s When we arrived at the garden, we saw many flowers blooming. Key Words Check Understanding Deepen Understanding 1 bloom (blüm) verb Rating: Flowers often bloom in the spring. Yes No When a flower blooms, it Possible responses: opens from a bud; is beautiful; is colorful. 2 care for (kair-for) verb Rating: He cares for his cat by feeding it. Yes No When you care for a plant, you Possible responses: water it; protect it from the hot sun. 3 chapter (chap-tur) noun Rating: A chapter is part of a book. Yes No A chapter of my life has been Possible response: learning new things and making friends at school. 4 marriage (ma-rij) noun Rating: They had a long and happy marriage. Yes No When a marriage takes place, everybody Possible responses: celebrates; is very happy. Unit 3 A New Chapter 79

90 Key Vocabulary, continued Keepsakes remind us of special times and people from the past. s Key Words Check Understanding Deepen Understanding 5 pot (paht) noun Rating: Large trees grow in pots. Yes No I use pots for Possible response: growing small plants; holding pens and pencils. 6 recognize (rek-ig-nīz) verb Rating: When you recognize someone, you remember them. Yes No I sometimes recognize Possible response: the family members of my friends; my teachers in the shopping mall; football players during matches. 7 remind (ri-mīnd) verb Rating: The story reminds me of my childhood. Yes No A smell that reminds me of home is Possible response: pastries being baked; clean laundry; tea. 8 seedling (sēd-ling) noun Rating: A seedling is an old plant. Yes No When seedlings grow, they Possible response: get new leaves; become plants; need more water. B. Use at least two of the Key Vocabulary words. Write about a special time in your life. 80 Unit 3 A New Chapter

91 Prepare to Read Analyze Plot Complete the Sequence Chain as you read The Chili Plant. Think about the interactions between the characters and the events in the story. 1. The grandmother was given a gift. 2. The chili plant was kept at the entrance to the grandparents home. 3. Each year of their marriage the chilli plant grew. The grandfather watered and pruned it. 4. When the grandfather died, the grandmother went to live with the family. She was unhappy, but she talked to the chili plant every day. 5. The brother accidentally broke the pot. He was ashamed and tried to hide the damage in the yard. 6. The grandmother was very sad. Then one day she became happy again when she saw a seedling of the chili plant growing in the garden. 7. The grandmother gave her grandchildren seeds from the chili plant. Unit 3 A New Chapter 81

92 Focus Selection Genre Review The Chili Plant A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary bloom pots cares for recognize chapter reminded marriage seedlings My grandmother came to live with us many years ago after her long and happy marriage to our grandfather. It was a new chapter in her life. She brought her chili plant along with her so that she would always be reminded of my grandfather. Every spring she plants new seedlings grown from the old plant. When the plants are too big for the pots, she plants them in the earth. She can recognize and name every plant in the garden. She gets very excited when the flowers on her chili plant bloom. She cares for her plant by watering it every day. B. Write complete sentences to answer these questions about The Chili Plant. 1. Why was the chili plant so important to the grandmother? Possible response: The chili plant reminded her of the grandfather. 2. How might the story of the chili plant live on for generations? Possible response: The grandmother gave the grandchildren seedlings of the chili plant to grow. They might do the same for their grandchildren. 82 Unit 3 A New Chapter

93 Vocabulary Study Use Prefixes Write the prefix and the base word with its meaning. Then write a sentence using each word. Be careful, not all of these words have a real prefix. 1. Cover up part of the word that you think is the prefix. 2. If you can t identify the word part that is left, it is not a true prefix. Prefix deenreun- Meaning opposite cause to again not prefix: un-; base word: true 1. untrue Possible response: If something is not a fact, it is untrue. Sentence: prefix: en-; base word: close 2. enclose Possible response: Could you please enclose the letter in the envelope? Sentence: no prefix; base word: read 3. read Possible response: I will read the book. Sentence: prefix: re-; base word: gain 4. regain Possible response: The runner who fell behind wants to regain his lead in the race. Sentence: prefix: un-; base word: tangle 5. untangle Possible response: My sister will untangle the rope. Sentence: no prefix; base word: envelope 6. envelope Possible response: He opened the envelope he received in the mail. Sentence: prefix: en-; base word: trust 7. entrust Possible response: I will entrust my new watch to you while I am swimming. Sentence: no prefix; base word: deliver 8. deliver Possible response: They delivered our pizza right on time. Sentence: prefix: de-; base word: construct 9. deconstruct Possible response: We will deconstruct the tower we built out of blocks. Sentence: Unit 3 A New Chapter 83

94 Focus Academic on Genre Vocabulary The Chili Plant: Academic Vocabulary Review A. Write the Academic Vocabulary word next to its definition. Definition 1. to recognize something or discover it Academic Vocabulary analyze identify chapter sequence Word identify 2. to study something closely analyze 3. the order in which events happen sequence 4. one part of something chapter B. Read each sentence. Circle the word that best fits into each sentence. 1. The scientist will (sequence / analyze) the material in her laboratory. 2. The plot of a story is its (sequence / chapter) of events. 3. Dana is able to (analyze / identify) a rose just by its smell. 4. Naser read the first (analyze / chapter) of his book. C. Use the words analyze and identify in a sentence. 84 Unit 3 A New Chapter

95 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you saw. Analyze the Images. B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you saw? 3. Imagine you are writing a chapter about an immigrant s life. What is the title of your chapter? Why? Unit 3 A New Chapter 85

96 Learn Key Vocabulary Immigrants Today: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Immigrants have many things to adjust to. Key Words Check Understanding Deepen Understanding 1 adjust (u-just) verb Rating: adapt to something remember where you put something Tell about a time when you had to adjust to something. Possible response: Last year I had to adjust to a new school. 2 community (ku-myü-nu-tē) noun Rating: a place where people live and work a place where you can see rare art Describe the community you live in. Possible response: I live in an urban community with many people, shops, and restaurants. 3 foreign (for-in) adjective Rating: from nearby from somewhere else Tell about a foreign place you know or have heard about. Possible response: Mecca is a foreign city that I would like to visit. 4 immigrant (im-u-grunt) noun Rating: a person who comes to a place a person who is local What are some reasons immigrants might move to a new country? Possible response: Immigrants may move to a new country for work, or for a better life. 86 Unit 3 A New Chapter

97 Key Vocabulary, continued Did You Know? There are many types of museums in the world. There are museums for art, history, science, technology, and even special museums for children. Key Words Check Understanding Deepen Understanding 5 local (lō-cul) adjective Rating: far away nearby What local places do you go to? Why? Possible response: I go to the local sports club to spend time with my friends. 6 museum (myü-zē-um) noun Rating: a place to see valuable objects a place to see a movie What type of museum would you like to go to? Why? Possible response: I would like to go to a science museum to see amazing technology. 7 poverty (pah-vur-tē) noun Rating: having a lot of money having little money What are some difficulties for people living in poverty? Possible response: People living in poverty may not have a car and they can t pay bills or buy a house. 8 preserve (pri-zurv) verb Rating: keep something get rid of something Tell about something that is important to preserve. Possible response: It is important to preserve artifacts because they tell us about the past. B. Use at least two of the Key Vocabulary words. Write about a time when you had to adjust to a new situation. Unit 3 A New Chapter 87

98 Prepare to Read Analyze Interactions Among Ideas As you read each section of Immigrants Today, complete the Cause-Effect Charts to show how ideas influence individuals and events. Cause Effects In the mid-1800s, millions of people arrived from northern and western Europe. Historically, America offered opportunity for people from poorer countries. In the late 1800s to the 1920s, immigrants came from southern and eastern Europe. In the mid-1960s to 2000, immigrants came from a variety of countries. not speaking English means low-paying jobs Immigrants face a lot of challenges. some immigrants face prejudice immigrants from rural areas must adjust to city life celebrate ethnic holidays and festivals Immigrants find ways to preserve their history and culture. open ethnic stores, restaurants, museums, theaters, and community centers share their culture through music, magazines, websites, food, and art 88 Unit 3 A New Chapter

99 Selection Review Immigrants Today A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary adjust local community museum foreign poverty immigrant preserve My neighbor is an immigrant from a foreign country. It has taken her a while to adjust to our way of life. She came from a small farming community in Laos. She remembers what it is like to live in poverty. Now she works downtown at the art museum. She is the local expert on Hmong needlework. She shows people treasures from her homeland which helps preserve her culture. B. Write complete sentences to answer these questions about Immigrants Today. 1. How can people from foreign countries preserve their culture when they move to the United States? Possible response: People from foreign countries can continue to follow their traditions, eat some of the same foods, and still speak their native languages. They can share elements of their culture with others. 2. How does having friends or family in their new country in the United States make it easier for immigrants to adjust? Possible response: Communities in the United States have shops, restaurants, and churches from all over the world, so immigrants can find people who share their background and culture. Unit 3 A New Chapter 89

100 Vocabulary Study Use Prefixes and Suffixes Follow the steps below to identify the word parts in each word. 1. Cover up the prefix or suffix. Write the base word and its meaning. 2. Write the prefix or suffix and write the meaning that works best. 3. Write a sentence using the word to see if it makes sense. Prefix imover- Suffix -al -ful Meaning into; not too much; above Meaning process of; having characteristics of full of; filling base word: mobile, able to move; prefix: im-, not 1. immobile Possible response: The car was immobile after it broke down. Sentence: base word: tired, needing sleep; prefix: over-, too much 2. overtired Possible response: The crying baby was overtired. Sentence: base word: perfect, without flaws; prefix: im-, not 3. imperfect Possible response: The chipped vase is imperfect. Sentence: base word: wish, hope; suffix: -ful, full of 4. wishful Possible response: I am wishful that I will get a good grade on my Math test. Sentence: base word: emotion, feeling; suffix: -al, having characteristics of 5. emotional Possible response: My friend was emotional when her pet cat got sick. Sentence: base word: accident, mistake; suffix: -al, having characteristics of 6. accidental Possible response: It was accidental when Ali bumped into my desk. Sentence: base word: work, activity or effort; prefix: over-, too much 7. overwork Possible response: I do not want to overwork my horse when I ride him. Sentence: base word: harm, danger; suffix: -ful, full of 8. harmful Possible response: Some snakes are harmful to people. Sentence: 90 Unit 3 A New Chapter

101 Academic Vocabulary Immigrants Today: Academic Vocabulary Review A. Draw a line to match each Academic Vocabulary word with its meaning. Academic Vocabulary analyze data chapter identify connect Word Definition 1. chapter factual information 2. connect to study something closely 3. data one part of something 4. identify to show how things are related 5. analyze to recognize or discover something B. Write an Academic Vocabulary word to complete each sentence. connect 1. Nutrition experts a balanced diet with better health. identify 2. A map can help you your location. data 3. We entered all the into the computer program. C. Use each word in a sentence. 1. chapter 2. analyze Unit 3 A New Chapter 91

102 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you learned. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you learned? 3. What did the video tell about how a natural disaster might start a new chapter in somebody s life? 92 Unit 3 A New Chapter

103 Learn Key Vocabulary The Home We Left Behind: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s These ruins are beloved by local people. Key Words Check Understanding Deepen Understanding 1 devastated (dev-u-stāt-tid) adjective Rating: When someone is devastated they are happy. Yes No List three things that can make someone devastated. Possible response: illness, a death, an accident 2 earthquake (urth-kwāk) noun Rating: An earthquake is caused by the wind. Yes No List three things an earthquake can cause. Possible response: destroyed buildings, injuries, people to move 3 journey (jur-nē) noun Rating: A journey is when you move between two places. Yes No List three things that you might need on a journey. Possible response: cellphone, drinks, food 4 ruins (rü-inz) noun Rating: Many ancient buildings are ruins. Yes No List three things that can make a building into a ruin. Possible response: earthquake, flood, age Unit 3 A New Chapter 93

104 Key Vocabulary, continued The ground shakes violently as the lava rolls towards the town. s Key Words Check Understanding Deepen Understanding 5 support (su-port) verb Rating: If you are supported by your family, they are helping you. Yes No List three ways your family can support you. Possible response: exams, illness, moving country 6 threat (thret) noun Rating: A threat is a good thing. Yes No List three types of natural threats. Possible response: floods, earthquakes, volcanoes 7 vibration (vī-brā-shun) noun Rating: Vibration is a movement. Yes No List three things that can cause vibrations at home. Possible response: washing machine, vacuum cleaner, somebody running 8 violently (vī-u-lent-lē) adverb Rating: When something moves violently, it moves slowly. Yes No List three sports that can involve moving violently. Possible response: football, snowboarding, basketball B. Use at least two of the Key Vocabulary words. Write about people who took a journey to a new home to improve their lives. 94 Unit 3 A New Chapter

105 Prepare to Read Compare Fiction and Nonfiction A. Read the passage from Tragic Earthquake in Central Italy and write down facts from the article in the first column. Then read the excerpt from The Home We Left Behind. Write down related facts and literary details from this passage. As you read The Home We Left Behind, continue to look for historical facts and fictional details that the author adds to the story. Tragic Earthquake in Central Italy At 3:36 a.m. Italian-time, a massive earthquake of 6.2 magnitude hit the province of Lazio, Central Italy, At least 159 people were killed. Towns and villages have been very badly damaged. Before the emergency services got there local people used their bare hands to free people from the destroyed buildings. There are two priorities now: to continue to search the ruins of the buildings, and to help people left homeless by the earthquake. There is no running water, so bottled water is being sent to the area. The Home We Left Behind No Italian could ever forget the day of August 24, I now know that it all started at 3:36 in the morning. Fabio lived in Amatrice. At school, there were regular earthquake drills. He was asleep when the earthquake struck. Fabio s family all survived. They ran for the safety of the hill behind their house. They could not go back to Amatrice and went to Milan. A year after the earthquake the family is settled in Milan, but Fabio still thinks of Amatrice as his home. B. Compare the facts in Tragic Earthquake in Central Italy to the facts in The Home We Left Behind. What kinds of facts does the nonfiction author give? How is the language different? Possible responses: The nonfiction author includes more precise statistics, numbers and references to numbers. The nonfiction passage is impersonal and analytical. The fiction passage is a first person account of events. It is personal and uses more emotional language. C. What kinds of details does the fiction author add? How does the fictional story help you understand what happened to Fabio? Possible responses: The fiction author includes sensory details to describe events. These details help the reader share Fabio s experiences and his feelings as they happen. The use of the first person makes it feel like Fabio is telling us his story. Unit 3 A New Chapter 95

106 Focus Selection Genre Review The Home We Left Behind A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary devastated supported earthquake threat journey vibrations ruins violently Fabio knew in the back of his mind that the threat was there. One day his home town of Amatrice would become ruins because of an earthquake. There were often vibrations and the whole town could be shaken at any time, but usually not very violently. Fabio dreamt about it sometimes and he was devastated when a big earthquake hit. Luckily he and his family were supported by their relatives in Milan. They went on a journey that might only be one way. B. Write complete sentences to answer these questions about The Home We Left Behind. 1. How did the words and actions of Fabio s father help him understand how bad things were? Possible response: Fabio s father refused to talk about Amatrice, and said that Milan was the family s home now. 2. Imagine you are Fabio. Would you want to go back to Amatrice? Why or why not? 96 Unit 3 A New Chapter

107 Vocabulary Study Use Word Parts: Roots Follow the steps below to figure out the meaning of each word. 1. A root is a word part that needs to have a prefix and/or suffix added to it. Look at some words that are formed when you connect prefixes or suffixes. 2. For each word, write the root and its meaning. Look at the meaning of each prefix or suffix that is given. 3. Then write the meaning of each word. Check your answer in a dictionary. Root cept civ cog famil fin frig par port simil viv Meaning to take; hold; grasp citizen to know family to end cool arrange; prepare; get ready; set to carry together, likeness life 1. except ex-: out of leave out cept means to take Meaning: 2. revive re-: again to live again viv means life Meaning: 3. transport trans-: across to carry across port means to carry Meaning: simil means likeness 4. similarity -ar: being -ity: state of state of being alike Meaning: frig means cool 5. refrigerator re-: again -erator: one that does an appliance used to keep things cold Meaning: par means set 6. partial -ial: of or relating to of or relating to a set Meaning: fin means to end 7. finish -ish: being or relating to to be done Meaning: civ means citizen 8. civilian -ian: one who is a citizen Meaning: Unit 3 A New Chapter 97

108 Focus Academic on Genre Vocabulary The Home We Left Behind: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. 1. analyze 2. chapter Possible response: one part of something 3. compare Possible response: to think about how two things alike or different 4. connect Possible response: to show how one thing relates to another 5. identify Possible response: to recognize something or discover it 6. role Possible response: the part someone plays in a situation B. Complete the sentences. Possible response: to study something very closely Academic Vocabulary analyze chapter compare connect identify role 1. The role of a teacher is. 2. When you compare two things, you. 3. An easy way to identify a tiger is to. 4. When you connect ideas, you. 5. To analyze something well, you. 6. Books are divided into chapters because. 98 Unit 3 A New Chapter

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110 Close CLOSE READING Reading Song of the Open Road by Walt Whitman (Verse 1) 1 Afoot and light-hearted I take to the open road, Healthy, free, the world before me, The long brown path before me leading wherever I choose. 4 Henceforth I ask not good-fortune, I myself am good-fortune, E.1 Henceforth I whimper no more, postpone no more, need nothing, E.1 Done with indoor complaints, libraries, querulous criticisms, Strong and content I travel the open road. F.1 8 The earth, that is sufficient, I do not want the constellations any nearer, I know they are very well where they are, I know they suffice for those who belong to them. 12 (Still here I carry my old delicious burdens, I carry them, men and women, I carry them with me wherever I go, I swear it is impossible for me to get rid of them, I am fill'd with them, and I will fill them in return.) In In Other Words afoot walking henceforth starting now whimper to cry or complain querulous complaining annoyingly constellations groups of of stars in in the sky suffice suffice to to be be enough burdens burdens responsibilities responsibilities Unit Unit 3 A New New Chapter Chapter

111 The constellation lights the path. Unit Song 3 of A the New Open Chapter Road

112 Close Reading, continued Read for Understanding A. What kind of text is this? How do you know? Possible response: first verse of a narrative poem / free verse; It is written in lines to tell the beginning of a story about traveling; there is no rhyming pattern. B. Write a sentence that tells the topic of the selection. Possible response: This text is mostly about setting off on a journey and feeling free. Reread and Summarize C. On Practice Book page 100, circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important in the section? 1. Section 1: (lines 1 3) 2. Section 2: (lines 4 7) 3. Section 3: (lines 8 11) 4. Section 4: (lines 12 15) D. Use your topic sentence from above and your notes to write a summary of the selection. Possible response: The man sets out on the open road feeling light-hearted and content, but filled with memories of his family and friends. 102 Unit 3 A New Chapter

113 Reread and Analyze E. Analyze how the author uses repetition to emphasize important words and ideas in the poem. 1. Read lines 4 7 on Practice Book page 100. How does the writer add meaning to the poem through the use of repetition? Underline the words and phrases that support your answer. Use evidence from the text to support your answer. Possible response: The author repeats the words henceforth and no more. This repetition helps me understand why the traveler is traveling; he wants his future to be different from his past. 2. In the Practice Book, underline other words that show where the author uses repetition to add meaning. Use evidence from the text to support your answer. F. Analyze how the author uses metaphor to show his feelings about important ideas in the poem. 1. Read line 4 on Practice Book page 100 again. How does the writer show his feelings through the use of metaphor? Underline the words and phrases that support your answer. Use evidence from the text to support your answer. Possible response: In line 4 the traveler says, I myself am good-fortune, which means he is feeling independent and strong. He feels like he is in control of his own future and it will be lucky. 2. In the Practice Book, underline other words that show where the author uses metaphor to show his feelings. Use evidence from the text to support your answer. Unit 3 A New Chapter 103

114 Close Reading, continued Discuss and Write G. Synthesize your ideas about how the author conveys emotion and adds meaning to the poem. 1. With the class, discuss how the writer uses poetic elements to convey his feelings about travel and the open road, and add meaning. List the elements you discuss. Possible response: word choice, descriptive adjectives, repetition, metaphor 2. Choose one of the poetic elements that you listed. Write a paragraph about how the writer uses this element to connect traveling to his feelings about his life. Use the questions below to organize your thoughts. What poetic element does the writer use? How does this element help you understand his feelings? How does this element help you understand what the open road represents? Was the writer s use of poetic elements effective? Why? Connect with H. Discuss the Guiding Question: How does our past impact our future? 1. Why do you think the writer of Song of the Open Road wanted to go on a journey? Possible response: To have new experiences and leave his worries behind him. 2. What connection is there between the traveler in this poem and the other migrants you have read about? Possible response: Like the other migrants I have read about, the traveler is starting a new chapter in his life. As with the immigrants to the U.S.A. in Immigrants Today, he is looking forward to a new, different life. 104 Unit 3 A New Chapter

115 Unit 3 Review Academic Vocabulary Review A. Use four Academic Vocabulary words to complete the paragraph. Academic Vocabulary analyze identify chapter role connect sequence data It is not easy to prepare for the lead role in a play. Every day I analyze, or study, my notes carefully and memorize my lines. I must remember to say them in the right order, or sequence. I want to help the audience connect their lives to the life of my character. B. Read each statement. Circle Yes or No to answer. 1. Data includes personal opinions. Yes No 2. You identify a problem when you first recognize it. Yes No 3. Doctors connect exercise with better health. Yes No 4. A book usually contains only one chapter. Yes No C. Answer the questions. Use complete sentences. 1. What role does television play in your life? Explain. 2. What data would you include in a speech about the importance of recycling? Explain why? 3. Identify two reasons why a knowledge of computers and technology is so important nowadays. 4. What sequence do you follow to get ready for school in the morning? Unit 3 A New Chapter 105

116 Unit 3 Review, continued Key Vocabulary Review A. Read each sentence. Circle the word that best fits into each sentence. 1. When a flower (blooms / arrives), the bud opens into a flower. 2. A (threat / museum) can remind you of your history. 3. (Immigrants / Chapters) move to a new country. 4. A holiday is a (foreign / special) day. 5. Mom often (reminds / supports) me when I am sad. 6. You can see art at a (vibration / museum). 7. (Local / Foreign) people sometimes come to the U.A.E. to visit. 8. Living in (poverty / communities) is difficult. B. Use your own words to write what each Key Vocabulary word means. Then write a synonym for each word. Word My Definition Synonym 1. adjust 2. earthquake Possible response: to become used to something Possible response: a sudden and violent movement of the Earth s surface Possible response: adapt Possible response: tremor 3. local Possible response: an area near you Possible response: nearby 4. ruins Possible response: broken parts of an old or damaged building Possible response: broken buildings 5. poverty Possible response: being very poor Possible response: poorness 6. remind 7. violently 8. devastated Possible response: to make someone think of something they have forgotten Possible response: with very powerful, sudden movements Possible response: very sad or completely broken Possible response: evoke Possible response: strongly Possible response: destroyed 106 Unit 3 A New Chapter

117 Unit 3 Review, continued Unit 3 Key Vocabulary adjust community immigrant museum recognize support bloom devastated journey pot remind threat care for earthquake local poverty ruins vibration chapter foreign marriage preserve seedling violently C. Answer the questions in complete sentences. 1. Tell about a chapter you found difficult to read. What did you do to help you read it? Possible response: Sometimes chapters in my science book are difficult to read. Some things that help me read it are looking at pictures and text features, using a dictionary, and asking my teacher for help. 2. Describe a threat and how you can avoid it. Possible response: You can avoid the threat of being hit by a car by being careful when you are crossing the road. 3. Tell about your favorite place or event in your community. Possible response: My favorite spot in my community is the park where I play baseball with my friends. 4. Why would a car start shaking violently? Possible response: A car might start shaking violently if it has a puncture or if the road is very rough. 5. Describe something that you think is important to preserve. Possible response: I think it is important to preserve traditional activities like weaving. 6. What is a good way to remind yourself of something important? Possible response: A good way to remind yourself of something important is to write it down. 7. Describe why someone might be devastated. Possible response: A person might be devastated if their grandmother or grandfather dies. 8. What is a journey that you would like to go on? Why? Possible response: I would like to go on a journey to my cousin s hometown, because it is very beautiful. Unit 3 A New Chapter 107

118 Unit 4 Launch Mind Map Use the Mind Map to show your ideas about the human body. As you read the selections in this unit, add new ideas you learn about the human body. Things the human body is capable of doing The Human Body Ways the human body is amazing Things I am capable of doing Academic Vocabulary Think about something you are capable of doing. Why is it important to be capable of something? Use the word capable in your answer. 108 Unit 4 Every Body Is a Winner

119 Focus on Genre Reading Text Structure: Main Idea and Chronological Order A. Read the passage. Look for clues that tell you what kind of text structure is used to organize the writing. A Healthy Resolution Many people make a resolution to eat well so they can be healthy. Alya decided to change what she ate. First, she plans her menus for the week. She eats three meals a day, starting with breakfast. Between meals she has a healthy snack such as nuts. Then for lunch and dinner, she includes a variety of colorful vegetables, such as broccoli, peppers, and spinach, each day. Desserts are always fresh fruits. Circle the text structure used. Chronological Order Main Idea Tell how you know. Possible response: The events are in time order. The text uses the words First, starting, between, and Then. The events follow time order using the meals she eats during the day. B. Read the passage. Look for clues that tell you what kind of text structure is used to organize the writing. Healthy Diet Plan There are basic things you should do when starting a healthy diet. Make sure to eat a variety of foods. Eat plenty of high-fiber foods such as fruits, vegetables, whole grains, and beans. Limit sugary foods, foods made with white flour, and salty snacks. Drink water and other healthy beverages such as milk. Circle the text structure used. Chronological Order Main Idea Tell how you know. Possible response: The main idea is how to start a healthy diet. The text then gives details about the steps you need to follow. Academic Vocabulary Write a description of your diet. Identify whether you organized your topic using main idea or chronological order. Unit 4 Every Body Is a Winner 109

120 Focus on Vocabulary Use Context Clues Read the passage. Follow these steps. 1. Notice how the underlined words are used in the sentences. 2. Look for signal words to help identify clues to the words meanings. 3. Decide if the clue is a restatement, a definition, or an example. Helpful Signal Words is called is someone like or such as Follow the directions above. Write the meaning of each underlined word. The Olympic games originated, or began, in Greece thousands of years ago. Only men and boys could participate in the sporting events. The contemporary, or current, Olympic games began in Athletes from continents such as North America, Asia, and Africa compete. Each sporting event has a winner, who earns a gold medal. Officials tally how many medals each country wins. To tally is to count things up. Did you know that there is an Olympic sport that is comprised of, or includes, animals? This event is horseback riding. During show jumping, the horse and its rider must jump over about fifteen obstacles. An obstacle is an object that gets in the way of movement. Penalties are acquired, or received, if the horse knocks over a stone or falls into the water while jumping. 1. originated began 2. contemporary current 3. continents large areas of land 4. tally count up 5. is comprised of includes 6. obstacles 7. acquired objects that get in the way of movement received Academic Vocabulary Write a sentence that describes the word athlete. Use context clues. Possible response: The athlete was strong and healthy. She competed well in the race. 110 Unit 4 Every Body Is a Winner

121 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you learned. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you learned? 3. How do body systems help make athletes capable of doing well in sports? Unit 4 Every Body Is a Winner 111

122 Learn Key Vocabulary The Human Machine: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Competitive runners examine their breathing and study how to get oxygen efficiently as they run. Key Words Check Understanding Deepen Understanding 1 cell (sel) noun Rating: Cells are part of our bodies. Yes No How could a scientist examine a cell? Possible response: A scientist needs a microscope to look at a cell. 2 circulate (sur-kyū-lāt) verb Rating: Things that circulate move around a closed system. Yes No What circulates around your body? Possible response: Blood circulates around my body. 3 examine (ig-zam-un) verb Rating: When you examine something, you ignore it. Yes No Tell about something that you have examined closely. Possible response: Last week I examined a drop of wadi water under a microscope in science class. 4 involve (in-vahlv) verb Rating: All students involve themselves in school activities. Yes No What school activity would you like to involve yourself in? Why? Possible response: I would like to be involved in the basketball team so I can help win matches for our school. 112 Unit 4 Every Body Is a Winner

123 Key Vocabulary, continued Did You Know? Vessel can also mean a ship or large boat. Like the vessels in our bodies, a large boat can carry things from one place to another. Key Words Check Understanding Deepen Understanding 5 organ (or-gun) noun Rating: Our bodies have one organ. Yes No What are some organs in your body? What do they do? Possible response: My heart circulates blood through my body. My lungs help me breathe. 6 oxygen (ahk-si-jun) noun Rating: We breathe in oxygen. Yes No How do we get oxygen into our bodies? Possible response: We breathe oxygen in through our mouth and nose. 7 system (sis-tum) noun Rating: Trees have a system of roots that get water from the ground. Yes No When do people follow a system to get something done? Possible response: Builders follow a system to build a house. Workers on an assembly line follow a system to build cars or toys. 8 vessel (ves-ul) noun Rating: Our bodies have blood vessels. Yes No Why are vessels important? Possible response: Vessels carry blood in our bodies. B. Use at least two of the Key Vocabulary words. Write about a time you went to the doctor. Unit 4 Every Body Is a Winner 113

124 Focus Prepare on to Genre Read Text Structure: Main Idea and Details A. Read the passage on page 265. Complete the Main Idea Chart for this section. Main Idea: Our bodies are made up of tiny parts called cells. Detail: Long ago, people could only guess how our bodies worked. Detail: The invention of the microscope helped scientists look inside the body. B. Choose one body system in the selection to analyze. First, identify the topic of the section you chose. As you read the section, complete the Main Idea Chart. Main Idea: Sample response: All plants and animals are made of many different kinds of cells that work together. Detail: Sample response: Your body has many different kinds of cells that do different jobs. Detail: Sample response: Organs, such as the stomach, are groups of cells that work together. Detail: Sample response: The body has organs that work together to form systems. C. Explain how this section of the text contributes to the main idea of the whole article. Sample response: This section explains how the parts of the body work together to help the body function. Groups of cells form organs. Organs then work together to form systems to do big jobs such as breathing or moving. 114 Unit 4 Every Body Is a Winner

125 Selection Review The Human Machine A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary cells organs circulates oxygen examine systems involved vessels Are you sick? You should get a doctor involved. The doctor can examine you at a check-up. The doctor checks organs such as the heart and lungs. He or she can run tests to see how your systems are working. A doctor looks at cells under a microscope to see if you have an infection. He or she listens to your heart as your blood circulates through your blood vessels. The doctor listens to your lungs to hear you breathe in oxygen. He or she prescribes rest, exercise, or medicine to make you feel well again. B. Write complete sentences to answer these questions about The Human Machine. 1. What do you think is the most amazing thing about how your body works? 2. What can you do to keep your organs healthy? Possible response: Get plenty of rest, eat fruits and vegetables, exercise, and spend time outside in the fresh air. Unit 4 Every Body Is a Winner 115

126 Vocabulary Study Use Context Clues: Definition and Restatement Follow the steps below to figure out the meaning of each word or phrase. 1. Read the sentence. Look at the underlined word or words. 2. Look for clues that tell the meaning of the word or words. 3. Write the meaning. 1. The heart uses arteries, or blood vessels, to carry blood to and from the heart. blood vessels arteries 2. In medical school, students may be asked to dissect, or take apart, an animal s heart or lungs. take apart dissect 3. The stomach is an important organ because it stores and digests food. an organ in the body that stores and digests food stomach 4. Cardiovascular exercise is exercise that uses large muscles, such as your legs, and works your heart and lungs. exercise that uses large muscles and works your heart and lungs cardiovascular exercise 5. Doctors often use a microscope, a device used to look at things too small to be seen by the naked eye. device used to look at things too small to be seen by the naked eye microscope 6. A ligament is a tissue that connects bones to other bones in your body. tissue that connects bones to other bones ligament 7. A dietician, a person who is an expert on food and nutrition, can help you find out which foods are healthy and which foods are not. a person who is an expert on food and nutrition dietician 8. A bone fracture is a condition where the bone is cracked or broken. break or crack fracture 116 Unit 4 Every Body Is a Winner

127 Focus Academic on Genre Vocabulary The Human Machine: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Then write a synonym for each word. Academic Vocabulary capable organize context topic Word My Definition Synonym 1. capable 2. context Possible response: when someone has the qualities needed to do something Possible response: surrounding words that help explain another word Possible response: qualified Possible response: background 3. organize Possible response: to place things in order Possible response: arrange 4. topic Possible response: the subject of a speech or paper Possible response: subject B. Read each statement. Circle Yes or No to answer. 1. The topic of a speech is its subject. Yes No 2. It is best to look in a dictionary to find the context of a word. Yes No 3. One way to organize your time is to use a diary. Yes No 4. If you need help with a special job, you should choose someone capable. Yes No C. Answer the questions in complete sentences. 1. Give an example of something you organize at home. Tell how you organize it. 2. What topic would you discuss if you had to give a speech to the class? Unit 4 Every Body Is a Winner 117

128 Build Background Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you learned. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you learned? 3. Explain why someone with an unhealthy heart might not be capable of doing some things. 118 Unit 4 Every Body Is a Winner

129 Learn Key Vocabulary How Healthy Is Your Heart?: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. Playing a sport helps to keep our muscles strong and our bodies healthy. s Key Words Check Understanding Deepen Understanding 1 artery (art-u-rē) noun Rating: a type of blood vessel a type of lung How do your arteries keep you alive? Possible response: Arteries carry blood away from my heart to other body parts that need it. 2 cardiac (kah-dē-ak) adjective Rating: lung-related heart-related What is a cardiac arrest? Possible response: This is a condition when the heart stops beating. 3 cholesterol (ku-les-tu-rol) noun Rating: a fatty chemical a type of blood What foods have a lot of cholesterol? Possible response: cheese, butter, fatty meat, fullfat dairy products 4 healthy (hel-thē) adjective Rating: being fit and well being sick and weak What can we do to stay healthy? Possible response: To stay healthy, we need to eat healthy foods, exercise, and rest. Unit 4 Every Body Is a Winner 119

130 Key Vocabulary, continued Did You Know? There are 40 government hospitals in the U.A.E. The economic burden of obesity is 22 billion AED annually. Key Words Check Understanding Deepen Understanding 5 heart attack (hart-a-tak) noun Rating: too much blood in the heart not enough blood in the heart What are the signs of a heart attack in men? Possible response: chest pain, shortness of breath, dizziness, heartburn, sweating. 6 muscle (mus-ul) noun Rating: a vessel an organ What can we do to make our muscles stronger? Possible response: We can make our muscles stronger by _ exercising and lifting weights. 7 obesity (ō-bē-si-tē) noun Rating: being very overweight being very underweight How can we reduce obesity? Possible response: by doing more physical exercise and eating food that helps to lower cholesterol 8 risk (risk) noun Rating: dangerous safe What puts people at high risk of a heart attack? Possible response: a lack of exercise and eating too much food with saturated fats B. Imagine you were a doctor advising a patient with high cholesterol. What advice would you give them? Use at least two Key Vocabulary words in your advice. 120 Unit 4 Every Body Is a Winner

131 Prepare to Read Text Structure: Main Idea and Details A. As you read, How Healthy Is Your Heart? look for the main idea and details in each section of the text. Then summarize each section. Main Idea and Details High cholesterol is dangerous for your heart. Bella didn t realize she had high cholesterol levels. Summary You can have very high cholesterol and may not know about it until you have medical tests. The heart is the most loved organ but we neglect it. The heart symbol was named the most used word of the year. Despite the heart being the only organ popular enough to have its own symbol, we don t take care of it. The U.A.E. has cholesterol and heart attack rates higher than the global average. U.A.E. residents suffer heart attacks about 20 years earlier than the world average. Heart health in the U.A.E. is below the global average. Although high cholesterol is dangerous for your heart, there are good and bad types of cholesterol. Bad cholesterol comes from foods containing saturated fats, such as shrimps, mayonnaise, butter, and hard and soft cheeses. Cholesterol from food containing saturated fats is the most dangerous for your heart. Dr. Kallmayer says lifestyle in the U.A.E. is to blame for high cholesterol. Our livers produce enough cholesterol, so we don t need to eat it in cheese. Dr. Kallmayer says that high cholesterol in the U.A.E. is caused by eating food we don t need to eat. It is difficult for people in the UA.E. to control their cholesterol levels. While chicken is considered healthy, a chicken leg with the skin on has more cholesterol than a scoop of ice cream. Foods that we eat in the U.A.E. may have much more cholesterol than we realize. The symptoms of a heart attack are different in men and women. Most men will get a crushing chest pain, shortness of breath, dizziness, heartburn, and sweating, but women are more likely to get extreme weakness, fatigue, indigestion, nausea, and a feeling of impending doom. The symptoms of a heart attack in a man are more severe than the symptoms of a heart attack for a woman. B. Explain how the author organized each section to develop ideas about the importance of diet to a healthy heart. Possible response: The author told the story of one patient then she explained the problem, outlined and gave details about the causes, described symptoms and treatments, and finally gave a warning about the future. Unit 4 Every Body Is a Winner 121

132 Selection Review How Healthy Is Your Heart? A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary arteries heart attacks cardiac obesity cholesterol muscle healthy risk Obesity and high cholesterol are the biggest cause of cardiac disease in the world. In particular they can cause life-threatening heart attacks as the arteries become blocked. But this most important muscle, the heart, is not the only organ at risk; the liver can also be damaged by poor diet. We are all at risk of these diseases if we don t have a healthy diet and lifestyle. B. Write complete sentences to answer these questions about How Healthy Is Your Heart? 1. What is a low-cholesterol meal that your whole family would enjoy? 2. What can U.A.E. citizens do to keep themselves healthy? Possible response: U.A.E. citizens can take more exercise and eat less of foods that are high in saturated fats. 122 Unit 4 Every Body Is a Winner

133 Vocabulary Study Use Context Clues: Synonyms and Antonyms Follow the steps below to figure out the meaning of each word. 1. Read each sentence. 2. Look for synonyms or antonyms that can be used as context clues. 3. Write the meaning for each underlined word or words. 1. The brain has four lobes, or sections. sections lobes 2. If you injure your knee, it may not heal before the game. hurt injure 3. The doctor restricted me from playing soccer, so I am not allowed to play in the game. not allowed restricted 4. You must increase your level of physical activity, or movement, to decrease the amount of fat in your body. physical activity 5. I sprained, or twisted, my ankle and needed to use crutches to walk. twisted sprained 6. You can stay passive, or you can become active. not active passive 7. We should sterilize the bandages by cleaning them with intense heat. clean movement sterilize 8. An acute cough occurs suddenly, while a chronic cough occurs over time. sudden and quick, not gradual acute 9. The doctor will bind, or bandage, my wound. bandage bind Unit 4 Every Body Is a Winner 123

134 Academic Vocabulary How Healthy Is Your Heart?: Academic Vocabulary Review Academic Vocabulary capable organize context topic A. Draw a line to match each Academic Vocabulary word with its meaning. Word Definition 1. capable surrounding text that helps explain the meaning of a word 2. context something that you write or talk about 3. organize to arrange or order things 4. topic when you have the qualities needed to do something B. Rewrite each sentence. Replace the underlined words with an Academic Vocabulary word. 1. Sultan placed the books into two separate categories: fiction and nonfiction. Sultan organized the books into two separate categories: fiction and nonfiction. 2. Alya chose statins as the subject of her report. Alya chose statins research as the topic of her report. 3. Hessa reread the surrounding text to better understand the new word. Hessa reread the context to better understand the new word. 4. Reem did not want to compete in a swim meet until she felt ready. Reem did not want to compete in a swim meet until she felt capable. C. Use two Academic Vocabulary words in a sentence. 124 Unit 4 Every Body Is a Winner

135 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you saw. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you saw? 3. Why is it important to be capable of overcoming failure? Unit 4 Every Body Is a Winner 125

136 Learn Key Vocabulary Two Left Feet, Two Left Hands, and Too Left on the Bench: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Both teams are determined to play well so they can enjoy the glory of winning. Key Words Check Understanding Deepen Understanding 1 accept (ek-sept) verb Rating: Circle the synonym for accept. admit reject List other words that describe accept. Possible response: agree, understand, recognize 2 assignment (u-sīn-mint) noun Rating: Circle the synonym for assignment. job disaster List other words that describe assignment. Possible response: task, chore, homework 3 clueless (klü-lis) adjective Rating: Circle the synonym for clueless. certain confused List other words that describe clueless. Possible response: uncertain, no idea, don t understand 4 determined (di-tur-mind) adjective Circle the synonym for determined. List other words that describe determined. Possible response: focused, intense, won t give up Rating: committed tired 126 Unit 4 Every Body Is a Winner

137 Key Vocabulary, continued Public safety campaigns, such as Smokey Bear, can help people prevent or survive natural disasters. s Key Words Check Understanding Deepen Understanding 5 disaster (diz-as-tur) noun Rating: Circle the synonym for disaster. mess award List other words that describe disaster. Possible response: wreck, damage, destruction 6 glory (glor-ē) noun Rating: Circle the synonym for glory. success disappointment List other words that describe glory. Possible response: happiness, champion, celebration 7 realize (rē-u-līz) verb Rating: Circle the synonym for realize. forget understand List other words that describe realize. Possible response: know, agree, accept 8 survive (sur-vīv) verb Rating: Circle the synonym for survive. endure stop List other words that describe survive. Possible response: put up with, withstand, get through, live B. Imagine you have been assigned to deal with a disaster. Use at least two Key Vocabulary words to describe the situation. Unit 4 Every Body Is a Winner 127

138 Prepare to Read Text Structure: Chronological Order A. Complete the Sequence Chain as you read Two Left Feet, Two Left Hands, and Too Left on the Bench. 1. In second grade, Lubar joins the after-school football team. 2. Lubar realizes others know more about sports than he does. 3. Then Lubar discovers basketball and gets his first basketball. 4. Lubar has his first moment of greatness with kickball. 5. Lubar goes out for fencing in high school. 6. In high school, Lubar learns that karate is his sport. 7. Because of karate, he becomes good at other sports. 8. Lubar s daughter takes up karate, too. B. The author is writing about his own experiences playing sports. How did he use chronological order to organize these events? Possible response: He organizes events around the experiences he had in school learning to play different sports. 128 Unit 4 Every Body Is a Winner

139 Selection Review Two Left Feet, Two Left Hands, and Too Left on the Bench A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary accepted disaster assignment glory clueless realize determined survived Sometimes, no matter how determined you are, you fail. It did not take long for David Lubar to realize this. In school sports, he suffered some bad starts that led to one disaster after another. He was hopeless at football and clueless at basketball. His only moment of glory was a kickball accident! He was the last player to get an assignment on any team, but he accepted it as something he would just have to live with. And guess what? He survived to tell other people that they ll live through it, too. B. Write complete sentences to answer these questions about Two Left Feet, Two Left Hands, and Too Left on the Bench. 1. How might the author feel about sports if he had not found karate? Possible response: The author might have hated all sports and would not have gotten better at baseball. 2. Which sport would you like to be able to play well? Explain your answer. Unit 4 Every Body Is a Winner 129

140 Vocabulary Study Use Context Clues: Examples Follow the steps below to figure out the meaning of each word. 1. Read each sentence. 2. Use context clues to figure out the meaning of each underlined word. 3. Write the meaning of each word. 1. A referee is an official who watches a game. For example, he decides if the players break any rules. an official who decides if the players break any rules referee 2. Players on the same team wear identical uniforms, such as orange shirts and shorts, during a game. the same identical 3. Khaled walked up the wooden steps to the stage, or platform, to accept his award. platform stage 4. I tried to hit the target, which was a bull s eye, in gym class. goal or bull s eye target 5. The person who throws the javelin, which is like a spear, the farthest distance will win. spear javelin 6. The players drank a lot of liquids like water and juice. things to drink such as water and juice liquids 7. When he rides a bike, Naser wears protective gear. For instance, he has a helmet and knee pads. equipment gear 8. The most productive member of the basketball team scores at least 30 points every game and keeps the other team from scoring. helpful productive 130 Unit 4 Every Body Is a Winner

141 Focus Academic on Genre Vocabulary Two Left Feet: Academic Vocabulary Review A. Write the Academic Vocabulary word next to its definition. Academic Vocabulary capable sequence context topic element element 1. a basic part of something context 2. surrounding text that helps explain the meaning of a word sequence 3. the order in which events happen _ topic 4. the subject that you talk or write about capable 5. when someone has the qualities needed to do something B. Read each sentence. Circle the word that best fits into each sentence. 1. The (context / topic) of the sentence made the unfamiliar word more clear. 2. The speaker knew a lot about the (sequence / topic). 3. The young child was (capable / context) of tying his own shoelaces. 4. The surgery involved a (topic / sequence) of complicated steps. C. Write an Academic Vocabulary word to complete each sentence. 1. Obaid chose a for his science project. context topic 2. The of the sentence did not help us understand the word. We had to look it up in the dictionary. 3. Instructions usually follow a step-by-step. capable 4. Mona is of doing the work without help. element sequence 5. An important in sportsmanship is respect for the other players. Unit 4 Every Body Is a Winner 131

142 Close Reading Bargain U.A.E. boy s design could bring hope to amputees around the world 1 Imagine life without one of your arms. What wouldn t you be able to do? Could you hold a games controller? Pick up a toothbrush and toothpaste? Take a photograph? Whether a person has been born without an arm or has lost one in an accident, the world is a far more challenging place to live in when you are missing an arm and a hand. 2 Doctors have been working on the design of replacement limbs for hundreds, if not E.1 thousands, of years. From simple wooden limbs with hook attachments to fitted arms made from modern lightweight materials, the technology has come a long way. We have seen the greatest improvements over the last twenty years. Scientists realized that, although a patient s bones and muscles may be missing, the parts of the brain and body that power them are still there. What s more, they came up with a way to connect to these parts to new prosthetics known as bionic limbs. 3 In many patients with missing limbs, the nerves are still there wanting to E.1 communicate like computer wires, separated from the screen. Nerves conduct electricity, but they cannot be directly joined to an electronic device. Instead, doctors found that they could use the electricity created by the patient s remaining muscles to connect to an electrode placed on the skin, which in turn could control a bionic arm and hand. Through delicate surgical procedures, the loose wires the nerves that usually control the arm and hand can be connected to different muscles. E.1 These muscles provide the signals needed to control the bionic hand directly from the brain. The new bionic limbs have mind-controlled moveable fingers and some are said to perfectly mimic the function of a real hand. 4 All of this comes at a price though. And, for many, the cost of a bionic arm puts this innovative treatment completely out of reach. A complete high-end, lifelike bionic arm costs around AED However, a 14-year-old student from Sharjah has designed a bionic arm which promises to bring even more functionality at a lower price. Rishabh Java has devised a low-cost, 3D-printed, bionic forearm with individual finger control. Using 3D-printing as the method of production, has allowed the young innovator to slash the F.1 typical costs involved in producing a bionic arm from around AED to a projected production cost of just AED 110. The implications of this saving for healthcare programs and amputees around the world cannot be overestimated. Key Vocabulary limb n., arm or leg prosthetic n., artificial arm or leg bionic adj., an artificial mechanical device forearm n., the lower part of the arm implications n., the future results of something In Other Words slash reduce dramatically projected production cost what something is likely to cost to make implications the future results of something 132 Unit 4 Every Body Is a Winner

143 5 It started out as two projects: a mindcontrolled drone and a Lego arm that I had made for my school s innovation competition Innovista. I later decided to combine the two projects and made the bionic arm. His work was awarded the first prize in a Gulf 3D Printing Olympiad. The participants were asked to design innovative products which could be printed on a 3D printer and would ideally help people in their everyday lives. The key to Rishabh s win was the vastly improved quality of life this type of bionic limb could offer to so many amputees. 6 Like the high-end bionic limbs already on the market, Rishabh s bionic arm is mindcontrolled. It uses Electroencephalography F.2 (EEG) an electrophysiological monitoring method that records electrical activity in the brain through a headset. It calculates the attention values of the brain and sends it to a micro-controller inside the bionic arm that opens and closes the hand based on these attention values. If the attention value is over 50 per cent, the hand closes, and if it is under 50 per cent, it opens. In this way, the prosthetic can perform simple tasks such as picking up an object. 7 The loss of a limb is a shocking and lifechanging experience for anybody. Rishabh said that in the future he planned to add other functionalities to the prosthetic such as equip it with sensors that give a real-time response to the residual arm, include greater wrist and elbow movement, and make the arm more user friendly. Rishabh continues in his mission to contribute to an easier and more fulfilling life for amputees all around the world. Key Vocabulary implications n., the future results of something amputees n., people who have lost limbs residual adj., remaining In Other Words on the market available to buy attention values how hard the brain thinks about something micro-controller a small device that operates a piece of equipment Unit 4 Every Body Is a Winner 133

144 Close Reading, continued 134 Unit 4 Every Body Is a Winner

145 Unit 4 Every Body Is a Winner 135

146 Close Reading, continued Read for Understanding A. From what kind of text is this passage taken? How do you know? Possible response: an article; It gives information and facts about a topic. B. Write a sentence that tells the topic of the selection. Possible response: This article mostly tells about how a boy from the U.A.E. developed a low-cost bionic arm. Reread and Summarize C. On Practice Book pages , circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important? 1. Section 1: (paragraph 1) 2. Section 2: (paragraphs 2 3) 3. Section 3: (paragraphs 4 7) 4. Section 4: (diagram on pages ) D. Use your topic sentence from above and your notes to write a summary of the selection. Possible response: New prosthetics have been developed that use the nerves to control them they are called bionic limbs. Rishabh Java has designed a bionic arm made on a 3D printer which offers hope to many more amputees. 136 Unit 4 Every Body Is a Winner

147 Reread and Analyze E. Analyze how the author presents main ideas to convey important information in Bionic Bargain. 1. Reread paragraphs 1 3 on Practice Book page 132. What is the main idea of this section? Underline words and phrases to support your answers. Use evidence from the text to support your answer. Possible response: Doctors and scientists have been developing prosthetics for thousands of years. New technology uses the nerves and makes the limbs mind-controlled. 2. Choose another section of text on Practice Book pages and determine the main idea. Figure out what this section is mostly about. F. Analyze how the author uses details to explain a main idea. 1. Read the sixth sentence in paragraph 4 on Practice Book page 132. How does this detail help you understand the main idea of the paragraph? Underline the words and phrases that support your answer. Use evidence from the text to support your answer. Possible response: This sentence explains the difference in cost between a typical prosthetic arm and the ones produced by Rishabh. 2. In the Practice Book, underline details that explain the main idea that it is possible for a prosthetic device to be mind-controlled. Describe how these details explain this idea. Possible response: The details describe the process of using EEG and a headset. Unit 4 Every Body Is a Winner 137

148 Close Reading, continued Reread and Analyze G. Analyze how the author uses headings and diagrams to help explain a main idea. 1. Reread the title and headings in the diagram on Practice Book pages What main idea does the writer explain with these details? Underline words and phrases to support your answers. Use evidence from the text to support your answer. Possible response: Technology allows scientists to create more and more lifelike prosthetic limbs. 2. Underline another detail that supports this main idea in the diagram on Practice Book pages that supports the idea that technology helps scientists make these limbs more lifelike. H. Analyze how the author uses chronological order to organize supporting details in a passage. 1. Read the first and second sentences in paragraph 5 on Practice Book page 133. How does the organization of the details that follow help you understand the fact that this project took time to develop? Underline the words and phrases that support your answer. Explain how the text evidence supports your answer. Possible response: The details are arranged in chronological order. They tell what happened first and then what the next stage was. 2. In the Practice Book, underline other details that support this main idea. Explain why the writer arranged these details in chronological order. 138 Unit 4 Every Body Is a Winner

149 Discuss and Write I. Synthesize your ideas about how the author uses the main idea and details to organize his information for readers. 1. With the class, discuss how the writer used the main idea and details to organize the information about bionic limbs. List the ideas you discuss. 2. Choose an idea that you listed. Write a paragraph about how the main idea and details help you understand the topic. Use the questions below to organize your thoughts. What was the main idea of this passage? What details support this main idea? Give two examples. How did the organization of these details help you understand this information? Connect with J. Discuss the Guiding Question: Why is the human body so amazing? 1. How do you think the author feels about bionic technology and the human body? Explain. Possible responses: The author seems to be amazed by both the technology and the human body s ability to adapt. He also seems very impressed with Rishabh s invention and how it will help amputees all around the world. 2. What surprised you about the information you learned? 3. Which do you think is more amazing the technology used to make bionics or the human body? What from the selection makes you think this? Unit 4 Every Body Is a Winner 139

150 Unit 4 Review Academic Vocabulary Review A. Circle the Academic Vocabulary word that best fits into each sentence. Academic Vocabulary capable organize context sequence element topic 1. You can read the (context / element) of a sentence to learn more about a new word. 2. When you arrange art materials by their use, you (organize / capable) them. 3. The order in which objects are shown or listed is their (context / sequence). 4. (Topic / Context) is another word for subject. B. Rewrite each sentence. Replace each underlined word with an Academic Vocabulary word. 1. The subject of his report will be of interest to other students. The topic of his report will be of interest to other students. 2. From the word s position in the sentence, I can tell it means the opposite of fearful. From the word s context in the sentence, I can tell it means the opposite of fearful. 3. The directions must be followed in the correct order. The directions must be followed in the correct sequence. 4. I arrange the papers on my desk to keep things neat. I organize the papers on my desk to keep things neat. C. Complete the sentences. 1. It is important to organize your ideas when writing because. 2. One topic I would like to learn more about is. 3. When you study you feel more capable of making a good grade because. 4. The cost of production is an important element in developing an innovative product because. 140 Unit 4 Every Body Is a Winner

151 Unit 4 Review, continued Key Vocabulary Review A. Read each sentence. Circle the word that best fits into each sentence. 1. A (cell / organ) is the smallest working part of a living thing. 2. (Organs / Assignments) are parts of our bodies. 3. (Cholesterol / Obesity) is something your body needs. 4. A (muscle / ventricle) is something you can feel and see in your arm. 5. When you (survive / accept), you continue to live after something. 6. A flood is a natural (disaster / assignment). 7. We breathe in (oxygen / glory). 8. A (cardiac / vessel) disease is a heart disease. B. Use your own words to write what each Key Vocabulary word means. Then write a synonym for each word. Word My Definition Synonym 1. assignment Possible response: a job someone gives you Possible response: task 2. cholesterol Possible response: something found in fatty foods Possible response: lipoprotein 3. clueless Possible response: don t know anything about something Possible response: ignorant 4. examine Possible response: look at carefully Possible response: study 5. glory Possible response: a successful moment Possible response: greatness 6. muscle Possible response: a part of the body that makes movement Possible response: organ 7. realize Possible response: to know something Possible response: understand 8. section Possible response: part of something Possible response: piece Unit 4 Every Body Is a Winner 141

152 Unit 4 Review, continued Unit 4 Key Vocabulary accept cell determined healthy obesity risk artery cholesterol disaster heart attack organ survive assignment circulate examine involve oxygen system cardiac clueless glory muscle realize vessel C. Answer the questions in complete sentences. 1. Describe something you do that you would like to involve others in. Possible response: I would like to involve others in my book club. 2. What do some people do that stops them from being healthy? Explain. Possible response: Some people eat unhealthy foods and they don t exercise. 3. Tell about something that people can have a high risk of. Possible response: People have a high risk of heart disease if they do not exercise or eat healthy food. 4. What is something that you accept? Possible response: I accept that I need to work hard to get good grades. 5. Tell about someone you know or have heard about who is determined to do something. Possible response: I read about an athlete who is determined to break the world record in the 100-meter dash. 6. What is obesity? Why is it a problem? Possible responses: Obesity is the condition of being very overweight. It is a problem because it can cause health problems, such as heart disease. 7. Tell about a system that helps you make or do something. Possible response: The system of teachers, principals, and other people at my school helps me get an education. 8. Describe a vessel and what it does. Possible response: A vessel is a tube that carries something from one place to another, usually in a living thing. 142 Unit 4 Every Body Is a Winner

153 Unit 5 Launch Mind Map Use the Mind Map to show what might happen when you encounter a new culture. As you read the selections in this unit, add new ideas about encountering a new culture. Differences New Cultures Problems Good things Academic Vocabulary Think about an encounter with a friend. What might you talk about when you encounter a friend? Use the word encounter in your answer. Unit 5 Close Encounters 143

154 Focus on Reading Compare Fiction and Nonfiction A. Read each passage. Determine if it is fiction or nonfiction and circle the correct response. Henry Hudson s Third Voyage Henry Hudson was an English explorer. In 1609, The Dutch East India Company hired him to find a passage to China. Hudson sailed northeast from Holland, but found that way was blocked by ice. When there was unrest among the crew, he decided to try another route. He sailed his ship, the Half Moon, west to the New World. Hudson s River When Hudson reached the New World, he found a wide river. He sailed up the river to Albany, New York, and then turned back. That river is named after him, the Hudson River. An Inexperienced Sailor Thomas shivered. The Half Moon had been sailing for over a month now. The air was colder, and the ice grew thicker every day. Even an inexperienced sailor like himself knew the ship could not go much farther. Thomas rubbed his hands together, daydreaming about a nice warm bed and dry clothes. No wonder there had been arguments among the crew. Just last night, he d overheard a conversation that disturbed him greatly. The sailors said that Captain Hudson was no longer fit to lead the expedition. Thomas shivered again, this time with fear. He hoped that the captain would give up the idea of a passage to China and sail for home. Fiction Nonfiction Fiction Nonfiction B. Compare the factual details that are included in the two passages. Possible response: Both passages tell about Henry Hudson s third voyage to find a passage to China. Both mention the ice and unhappiness with the captain among the crew. The nonfiction writer includes a date and the names of the ship, the company, and actual places on the journey. The fiction writer includes only the name of the ship. Academic Vocabulary Contrast the differences between the two passages. What kinds of fictional details does the author add to the story? Possible response: The writer makes up a story about a young sailor on Hudson s ship. Thomas and his feelings about the voyage are all imaginary. The author makes up details to describe the cold and Thomas s reaction to it. He also makes up a conversation Thomas overheard about the captain. 144 Unit 5 Close Encounters

155 Focus on Vocabulary Go Beyond the Literal Meaning Read the passages. Follow these steps. 1. Look at each underlined phrase. 2. Think about the types of figurative language. For metaphors and similes, ask yourself what two things are being compared. For personification, picture what the writer is saying. For idioms, look at the other words around the phrase. 3. Use the chart or check the dictionary if you need to. Figurative Language A simile compares two things that are alike using like, as, or than. A metaphor compares two things without using like, as, or than. Personification gives human qualities to things that are not human. In an idiom, the words together mean something different than the words by themselves. Follow the directions above. Label the phrase as a simile, a metaphor, personification, or an idiom. Write the meaning of the phrase. There are many things to do in the Caribbean. Snorkeling is a popular underwater sport. People search for sea creatures that are as colorful as a rainbow. Jamaica is one of the Caribbean s most popular destinations. It sparkles like a diamond in the Caribbean Sea. Jamaican food is one of the reasons this island is such a hot spot. Jamaican people use many spices in their food. Jerk is a spicy sauce that is usually added to meat. This sauce gives tourists a real kick! a simile As colorful as a rainbow is an example of. It means very colorful. a simile Sparkles like a diamond is an example of. It means a beautiful place that stands out. Hot spot is an example of an idiom. It means a popular place. metaphor/personification Gives tourists a real kick is an example of. It means the sauce is very enjoyable or is spicy. Academic Vocabulary It is important to learn the definition of words you do not know because Possible responses: you can better understand what is said to you; you can better understand what you read. Unit 5 Close Encounters 145

156 Build Background Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you saw. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you saw? 3. What did the images tell about an important encounter? 146 Unit 5 Close Encounters

157 Learn Key Vocabulary Meeting Marco Polo: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. It is a Caribbean custom to eat saltfish with ackee (a type of fruit). s Key Words Check Understanding Deepen Understanding 1 amazement (u-māz-munt) noun Rating: Virtual reality can cause amazement. Yes No Describe something that caused your amazement. Possible response: In class this week, I was amazed to learn about the causes of heart disease. 2 appreciation (u-prē-shē-ā-shun) noun Rating: Giving flowers can show your appreciation. Yes No How would you show your appreciation to someone who had helped you with a school subject? Possible response: I would say "thank you" to that person. 3 custom (kus-tum) noun Rating: Shaking hands is a custom in the United States. Yes No Describe a custom in your family. Possible response: In my family, it is a custom to eat together. 4 merchant (mur-chunt) noun Rating: Merchants sell things at the market. Yes No Which qualities, in your view, are important for the success of a merchant? Possible response: I think honesty and hard work are important qualities for a merchant. Unit 5 Close Encounters 147

158 Key Vocabulary, continued A good host always welcomes guests to their home warmly. s Key Words Check Understanding Deepen Understanding 5 official (u-fi-shul) noun Rating: Officials sometimes work for the government. Yes No Describe an encounter that you or a member of your family had with a government official. Possible response: My father spoke to a government official when he got his passport. 6 stranger (strān-jur) noun Rating: A stranger is someone you know. Yes No What would you do if a stranger stopped you in the street? Possible response: I would help the stranger if necessary. 7 trust (trust) verb Rating: Young children usually trust their parents and close relatives. Yes No Which person in your life do you trust the most? Why? Possible response: I trust my parents the most, because they teach me how to live correctly. 8 welcome (wel-kum) verb Rating: When you welcome someone, you make the person feel uncomfortable. Yes No How would you welcome a visitor from another country? _ Possible response: My family would invite the visitor to have a meal with us. B. Use at least two of the Key Vocabulary words. Write about a time you went to a new place. 148 Unit 5 Close Encounters

159 Prepare to Read Analyze Plot, Setting, and Character A. As you read Meeting Marco Polo, look for historical and fictional details about the plot, characters, and setting. Complete the Details Chart. Historical Details They spoke in their native language. Fictional Details Their hissing words were like water rushing through a riverbed. The Europeans had blue eyes. There seemed to be something wrong with the men s eyes. They were blue like those of a blind old man! Do they see clearly? I must ask Uncle! I thought as I followed. Marco Polo and his fellow travelers met Kublai Khan. The strangers had slid down from their camels and approached the Khan upon their knees. It was the first time Marco had seen paper money. Marco leaned forward very close to the note that the man was handing over. He pulled his hand away angrily, as if to guard his money from this untrustworthy stranger! The local people had stopped using precious stones and gold to trade long ago. My honorable grandmother had explained it all to me. These strangers must come from a very simple place. B. Choose one historical detail and one related fictional detail from the chart above. Tell why you think the author included each one and how these details affect the story. Possible response: The author includes the historical detail that Marco Polo and his fellow travelers met Kublai Khan. He adds the fictional detail of the visitors approaching the Khan upon their knees, to help the reader imagine how important the Khan was and how impressed the visitors were by him. Unit 5 Close Encounters 149

160 Selection Review Meeting Marco Polo A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary amazement officials appreciation strangers custom trust merchants welcomes Marco Polo arrives in China, with his father and uncle. The older men are experienced merchants who have been to China before. Kublai Khan welcomes them warmly to show his appreciation for the difficult journey they have made. The Khan s officials also show their respect. The Khan s nephew, Chengiz, follows the strangers as they go around the market. He notices Marco s amazement when he sees paper money and coal. Chengiz wonders if he should trust the strangers. Suddenly, Marco introduces himself and offers to shake hands. Chengiz respects their custom and shakes hands with them. B. Write complete sentences to answer these questions about Meeting Marco Polo. 1. Why did the Khan trust the strangers and treat them as honored guests? Possible response: It was a custom to welcome strangers to the land. 2. How would you feel if you had to follow strangers without being detected to make sure they were all right? Why? 150 Unit 5 Close Encounters

161 Vocabulary Study Analyze Personification Follow the steps below. 1. Read each sentence. 2. Think about the image that comes to your mind. 3. Write the meaning of each sentence. 1. Snow blanketed the playground in white. Possible response: The snow covered the playground and turned it white. 2. The leaves raced to the ground in the windstorm. Possible response: The leaves fell to the ground quickly. 3. The wind whispered a pleasant poem as it moved through the forest. Possible response: The wind made a soft noise as it rustled the leaves in the forest. 4. The windows complained loudly when Mom opened them in the summer. Possible response: The windows made noise when Mom opened them. 5. The earthquake made a hole in the ground and swallowed the houses. Possible response: The earthquake caused the ground to break apart and some houses fell into the hole. 6. The rain pounded on the rooftop. Possible response: It was raining very hard. 7. The mountain stared down at us as we began our hike. Possible response: There was a very high mountain in front of us. 8. The hungry waves gobbled up our sandcastle. Possible response: When the waves came onto the beach, they ruined our sandcastle. 9. The cornstalks waved hello when I approached the garden. Possible response: The cornstalks moved in the wind. 10. The clouds ran across the sky after the storm. Possible response: The clouds moved very quickly in the sky. Unit 5 Close Encounters 151

162 Academic Vocabulary Meeting Marco Polo: Academic Vocabulary Review A. Draw a line to match each Academic Vocabulary word with its meaning. Academic Vocabulary analyze encounter contrast image definition response Word Definition 1. analyze the meaning of a word 2. contrast an answer 3. definition to study closely 4. encounter a meeting 5. image to tell how things are different 6. response a picture of something B. Read each sentence. Circle the Academic Vocabulary word that best fits into each sentence. 1. Some words have more than one (contrast / definition). 2. Our team (analyzes / contrasts) games so we can play better. 3. Our group leader (contrasted / analyzed) our best science project with our worst. 4. Marion had no (encounter / response) to the difficult question. 5. The story created wonderful (definitions / images) in my mind. 6. I was nervous about my (encounter / image) with my American cousin as I had never met him before. C. Imagine you have an encounter with a bear. What would your response be? Use complete sentences. 152 Unit 5 Close Encounters

163 Build Background Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you learned. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you learned? 3. Explain why people took such long, dangerous journeys in those days. Unit 5 Close Encounters 153

164 Learn Key Vocabulary Journey to Shangdu: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Shangdu was the capital of Kublai Khan s Yuan dynasty in China, before he decided to move to a new capital, renamed Khanbaliq, present-day Beijing. 1 board Key Words Check Understanding Deepen Understanding (bord) verb Rating: List three things you can board. Possible response: a get on plane, a train, a subway run along 2 capital (kap-i-tul) noun a government List three capitals. Possible response: Abu Dhabi, Ankara, Muscat Rating: a city 3 currency (ku-run-sē) noun 8 money List three types of currency. Possible response: dirham, dollar, riyal Rating: course 4 region (rē-jun) noun 8 an area Name three important regions in your country. Possible response: Abu Dhabi, Ajman, Fujairah Rating: a person 154 Unit 5 Close Encounters

165 Key Vocabulary, continued Did You Know? The roots of the word currency can be traced back to PIE, the earliest language known to man. Key Words Check Understanding Deepen Understanding 5 route (rowt) noun a car List three routes to the same or different destinations. Rating: a path 6 ruler (rü-lur) noun 8 a person List three rulers that you have learned about. Rating: a place 7 trade (trād) noun a thing List three important trade centers in the world. Possible response: Shanghai, New York, Tokyo Rating: an activity 8 wealth (welth) noun 8 possessions and money List three sources of wealth for your country. Possible response: oil, tourism, shipping Rating: problems and solutions B. Use at least two of the Key Vocabulary words. Tell about a country you would like to visit. Unit 5 Close Encounters 155

166 Prepare to Read Compare a Topic A. As you read Journey to Shangdu and Shanghai, Old and New, record the information in each article about the city and its inhabitants. Use the bottom row to show similarities in each article. Journey to Shangdu Includes sensory and descriptive details about the palace and the city. Gives details about the route the Polos took and how they traveled. Describes the difficulty of the journey because of the different landscapes and their challenges. Tells that Marco Polo may not have been as important as he claimed to be in China. Describes the Polo's stay in China and Marc's amazement at things he had never seen before. Gives extracts from Marco Polo's diary. Shanghai, Old and New Lists facts, dates and places in the city. Gives historical context how the city developed. Mentions the importance of the Huangpu River and the port to the city. Tells of how the city was attacked in 1550s. Tells how modern and important as a trade center the city is. Tells how traditional neighborhoods have been lost. Compare Texts Both talk about the significance of Kublai Khan. Both describe the importance of trade. Both talk about trade between the Chinese and the Europeans. Both talk about the wealth of a city. B. Choose one comparison you made. Explain the information each author included and why you think each emphasized certain information. Possible response: Journey to Shangdu describes how Marco Polo spent his time in the richest trading cities in the East and how amazed he was by what he saw. I think this helps you understand China's importance in the world at that time. In Shanghai, Old and New the author describes the number of immigrants to Shanghai in the nineteenth century, using a different kind of detail to communicate the same idea. 156 Unit 5 Close Encounters

167 Selection Review Journey to Shangdu A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary board route capital ruler currency trade region wealth From Turkey, the Polos followed a trade route to a seaport in order to board a boat, but decided to continue by land. They followed an old trade route through deserts and mountainous areas. They traveled through the Wakhan region in Afghanistan, the Pamir plateau and the Taklimakan desert before arriving at Kublai Khan s summer capital, Shangdu. Marco Polo describes the wealth, exquisite art, and park of the ruler s palace. However, Daidu became the Polos home until their departure. Marco was fascinated by everything he saw, especially coal and paper currency, both unknown in Europe at the time. B. Write complete sentences to answer these questions about Journey to Shangdu. 1. What might have happened if the Polos had boarded the dhow and traveled by sea? Possible responses: The Polos might have stayed in India and traded there, rather than going on to China. 2. What do you think Shanghai would be like today if it had not attracted foreign investors and businesses in the past? Possible response: It probably would not be such an important trading center in the world, and might be less developed. Unit 5 Close Encounters 157

168 Vocabulary Study Understand Idioms Follow the steps below. 1. Read each sentence. 2. Think about the image you picture for each underlined idiom. 3. Write how the image helped you understand the idiom. 1. The train was up and running early this morning. Possible response: The image of a train running helped me understand it was moving on its track. 2. He beat around the bush, because he did not want to tell his friend he could not go to the game. Possible response: The image of a person kicking a bush helped me understand that the boy didn t want to talk to his friend directly. 3. My friend got a kick out of gaming with his new VR headset on. Possible response: The image of a person being kicked helped me understand the movie had an impact. 4. I have to hit the hay early on school nights. Possible response: The image of a person lying on hay helped me understand he or she was lying down and sleeping. 5. The athlete lost the race, but her coach told her to keep her chin up because she had tried her best. Possible response: The image of a girl holding her chin up helped me understand she was trying to smile and be happy. 6. The college student did not study very much, so he had to burn the midnight oil before the test. Possible response: The image of a student keeping a lamp on all night helped me understand he studied all night long. 7. It s no use crying over spilled milk. Try to get over it and re-sit the exam next semester. Possible response: The image of spilled milk helped me understand that you shouldn't get upset about something that you cannot change. 8. The child did not go to school because he was feeling under the weather. Possible response: The image of the child under a dark cloud helped me understand he was not feeling well. 158 Unit 5 Close Encounters

169 Academic Vocabulary Journey to Shangdu: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Academic Vocabulary definition image encounter source compare Word 1. definition record Possible response: the meaning of a word My Definition 2. encounter Possible response: a meeting 3. compare Possible response: to tell how two or more things are alike 4. image Possible response: a picture in your mind 5. source Possible response: a place to get information B. Rewrite each sentence. Replace each underlined word or phrase with an Academic Vocabulary word. 1. Reviewers analyze the similarities between this map and an earlier version of it. Reviewers compare this movie and an earlier version of it. 2. I used many books and magazine articles to research my paper. I used many sources to research my paper. 3. Synonyms are words that have a similar meaning. Synonyms are words that have a similar definition. 4. I imagined some wonderful pictures as I read the poem. I created some wonderful mental images as I read the poem. 5. We had a successful meeting with the doctor. We had a successful encounter with the doctor. Unit 5 Close Encounters 159

170 Build Background Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you learned. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you learned? 3. Which of the items was most important? 160 Unit 5 Close Encounters

171 Learn Key Vocabulary Made in China: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Block printing was an important discovery that made documents and books accessible to more people. Key Words Check Understanding Deepen Understanding 1 culture (kul-chur) noun Rating: Culture is shared by all. Yes No Each community has Possible response: its own traditions and customs. 2 discovery (dis-ku-vu-rē) noun Rating: A discovery is a regular thing. Yes No I can think of one important, new discovery and that is Possible response: new kinds of antibiotics. 3 economic (ek-u-nah-mik) adjective Rating: All countries are interested in economic growth. Yes No Economic growth depends on Possible response: good trade. 4 export (eks-port) adjective Rating: You can buy export items in the country that produces them. Yes No My country s main export items are Possible response: oil and gas. Unit 5 Close Encounters 161

172 Key Vocabulary, continued The first Chinese compass that was invented during the Han dynasty was not used to navigate but could show direction. s Key Words Check Understanding Deepen Understanding 5 harbor (har-bur) noun Rating: A harbor is a place near the desert. Yes No A harbor can protect Possible response: shipping. 6 link (link) verb Rating: A road links different places. Yes No The new highway links Possible response: two cities. 7 navigate (na-vi-gāt) verb Rating: When you navigate, you get lost. Yes No Large and small boats need to navigate Possible response: the sea to avoid accidents. 8 transform (trans-form) verb Rating: When you transform something, you restore it to its original state. Yes No The things that have transformed Dubai are Possible response: the export of oil and tourism. B. Imagine you are a European merchant living in Shanghai. Use at least two of the Key Vocabulary words to write about your life. 162 Unit 5 Close Encounters

173 Prepare to Read Analyze Text Features A. As you read Made in China, compare and contrast the information in the text with the information given in text features such as illustrations, maps, charts, and diagrams. Complete a Comparison Chart. In the left and right columns, write information given only by the text or a feature. Then write the information that is the same for both in the middle column. Text Both Text Features page 385: it was the route taken by merchants and camel caravans. The Silk Road linked the Far East with the Middle East and Europe. page 385: map shows route of the Silk Road page 386: page 386: the water route s sea-lanes and The Maritime Silk Route went from map shows Maritime Silk Route harbors linked distant ports and Basra to Guangzhou. cultures in a constant flow of goods. page 388: page 388: Some ceramic items were perfectly preserved. Divers found a ninth-century Arab dhow and the largest shipment of early ninth-century southern Chinese gold and ceramics ever discovered. photo of actual ceramic jug from the dhow shows how it was decorated page 389: page 389: The dhow was built of wood and fitted with a square sail. It carried tall stoneware jars. explains details of what the dhow looked like, it s size, how it was constructed, the type of goods carried and how they were packaged diagram of the dhow shows the people who sailed the dhow, different details of the boat s construction and where the goods were stored page 391: page 391: Paper was made in China using fibers from (mulberry) trees. Paper-making is traced back to China about 105 CE. The process of paper-making is explained and the improvements made to process in the Islamic world are described. page 394: page 394: Coal was mined in the mountains in China. The uses of coal in China and where it was mined. Col's importance in industry is described. old illustration shows different people doing different jobs in the paper-making process photo shows what a coal mine in China looks like Unit 5 Close Encounters 163

174 Selection Review Made in China A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary cultures discovery economic export harbors linked navigating transformed The flow of communication and information between cultures led to new discoveries and innovations and transformed the way people lived. economic powers, like China, mass-produced export goods for other countries. The accidental discovery of the Belitung wreck provided evidence that confirmed China s role as a mass-producer and global trade partner, as well as the importance of the Maritime Silk Route that linked a number of harbors in Asia, the Middle East and Europe. Fragile goods like ceramics were transported by boat, as they were too heavy to be carried by camel caravans. Arab dhows transported heavy loads, navigating through dangerous waters. B. Write complete sentences to answer these questions about Made in China. 1. Why do cultures sometimes resist change? Possible responses: Sometimes cultures resist change because they are afraid of losing their traditional way of life or because they are afraid of something unknown. 2. How did Chinese innovations influence other cultures? Possible response: The Chinese use of coal influenced the West as it was used to power the industrial era. The innovation of paper means that cultures have been able to record detail in writing. 164 Unit 5 Close Encounters

175 Vocabulary Study Analyze Idioms Follow the steps below to understand idioms. 1. Read each sentence. 2. Think about the connotative meaning of the idiom. 3. Write the meanings of the underlined phrases. Use context clues. 1. She was getting very stressed, so I told her to take it easy. Possible response: to calm down, relax 2. The boss asked his employees to keep him up-to-date. Possible response: give him the most recent information 3. She was two-faced and told her friends secrets. Possible response: untrustworthy 4. I thought she was pulling my leg when she said she was planning to leave the country. Possible response: joking around 5. I can never make up my mind when it is time to pick a holiday destination. Possible response: make a decision 6. I said I would keep an eye out for my neighbor s lost cat. Possible response: watch 7. My little brother was getting on my nerves because he kept unplugging my video game. Possible response: causing me to become irritated 8. After five hours of basketball, we decided to call it a day. Possible response: stop for the day 9. Omar knew all the chemistry terms by heart. The test would be a piece of cake. Possible response: easy to do Unit 5 Close Encounters 165

176 Academic Vocabulary Made in China: Academic Vocabulary Review A. Write each Academic Vocabulary word next to the correct definition. Academic Vocabulary analyze compare context contrast definition encounter feature 1. to tell how things differ Definition Word contrast 2. a meeting encounter 3. to study closely analyze 4. the meaning of a word definition 5. a separate but important part of something feature 6. the surrounding text that explains the meaning of a word context 7. to tell how things are the same compare B. Write an Academic Vocabulary word to complete each sentence. 1. Aisha and Maha their diagrams to see if they are the same. 2. Hind asked the teacher to repeat the of the vocabulary word. 3. The remote control is a helpful of the television. encounter 4. During our with the foundation official, we found out that new programs would be launched next month. 5. To understand a word, it helps to read it in its. analyze compare 6. Can you the results of the survey and give me a detailed report? contrast feature definition context 7. It is easy to the twins because they have very different personalities. C. Write one sentence to compare camels and horses. Possible response: Camels and horses are alike because people ride on them. 166 Unit 5 Close Encounters

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178 Close CLOSE READING Reading adapted from The Travels of Marco Polo by Marco Polo and Rustichello of Pisa Book II, Chapter 24 HOW THE GREAT KHAN MAKES THE BARK OF TREES INTO SOMETHING LIKE PAPER AND USES IT AS CURRENCY THROUGHOUT HIS LANDS 1 Now that I have described to you in detail the splendor of the city of the Emperor's, I shall go on to tell you of the mint which he has there, in which he has his money coined. In telling you I shall explain exactly how the Great Khan may be able to accomplish all and more than I have already described to you. However I tell it to you, you may not be able to believe me! 2 The Emperor's mint then is in this same City of Kanbalu, and the way the money is made is such that you might say he has perfected the process down to a fine art. He E.1 makes them take the bark of a certain tree, in fact it is the mulberry tree, the leaves of which are the food of the silkworms these trees are so numerous that whole districts are full of them. What they take is a certain fine white skin which lies between the wood of the tree and the thick outer bark, and make this into something resembling sheets of paper, but black. Once these sheets of paper have dried, they are cut up into pieces of all shapes and sizes. 3 All these pieces of paper are treated with as much seriousness and formality as if they were worth their weight in pure gold or silver. And, on every piece a variety of officials, whose E.1 duty it is, have to write their names, and to put their seals. And when this has been completed, the chief officer, selected by the Great Khan, smears the seal he has been trusted with in vermilion and stamps it on the paper. The Money is then authentic. Anyone forging it would be punished with death. And the Khan has such a vast quantity of this money made every year, which costs him nothing, that it E.1 must be equal in amount to all the treasure in the world. 4 With these pieces of paper, made as I have described, he makes all his own payments; and he ensures the money is used universally over all his lands, wherever his power extends. And nobody, however important he may think himself, dares to refuse the paper money. And actually everybody takes them happily, for wherever a person may go throughout the Great Khan's lands, he will find these pieces of paper accepted as currency. They will be able F Unit Unit 5 Close Close Encounters Encounters In Other In Words Other Words mint mint a factory a factory where where money money is made is made accomplish accomplish do something do something impressive impressive or difficult or difficult bark bark the outside the outside surface surface of a tree of a tree worth their worth weight their weight in be in of equal be of value equal to value to seals seals unique unique stamps stamps used to used identify to identify particular particular people people or organizations smear rub organizations a substance across the surface of something so it is covered vermillion smear an rub expensive a substance red paint across the surface of something so it is covered vermillion an expensive red paint

179 to buy and sell goods by means of them just as well as if they were coins of pure gold. And they are much lighter to carry than gold! 5 What is more, all merchants arriving from India or other countries, and bringing with them gold or silver or gems and pearls, are prohibited from selling to anyone but the Emperor. He has twelve experts who examine the articles, and the Emperor then pays a generous price for them in those pieces of paper. The merchants accept his price happily, because, in the first place, they would not get so good a price from anybody else, and secondly they are paid immediately. Furthermore, several times a year an announcement is made throughout the city that anyone who has gold or silver or gems or pearls can take them to the mint and will be paid an excellent price for them. In this way, nearly all the valuables in the F.1 country come into the Khan's possession. 6 When the paper money gets damaged after a lot of use, the owner can go along to the mint where, by paying just three percent, they will get brand new notes in exchange. And if any rich man needs gold or silver or gems or pearls to make things such as plates or jewelry, they go to the mint and buy as much as they like with their paper money. 7 Now you have heard the ways in which the Great Khan may have, and in fact has, more treasure than all the kings in the world; and you know all about it and the reason why. Critical Viewing Look at the scene in the illustration. Which Critical part Viewing of the text Look does at the it remind scene in you the of? illustration. Which part of the text does it remind you of? In Other Words In Other Words prohibited from forbidden by law prohibited from forbidden by law Unit 5 Close Encounters 169 from The Travels of Marco Polo 401

180 Close Reading, continued Read for Understanding A. From what kind of text is this passage taken? How do you know? Possible response: a travelogue; the title says that it is about the travels of Marco Polo and that he wrote it, and it is written in first person point of view. B. Write a sentence that tells the topic of the selection. Possible response: This text is mostly about the use of paper currency in China and Marco Polo's thoughts about it. Reread and Summarize C. On Practice Book pages , circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important in the section? 1. Section 1: (paragraphs 1 2) 2. Section 2: (paragraphs 3 4) 3. Section 3: (paragraphs 5 7) D. Use your topic sentence from above and your notes to write a summary of the selection. Possible response: Marco Polo explains the idea of paper money for people in the West, who will not know about. He is amazed by the system and how it allows Kublai Khan to become the wealthiest person in the world. 170 Unit 5 Close Encounters

181 Reread and Analyze E. Analyze how Marco Polo s descriptions about the papermaking and paper currency production have influenced his ideas about the Chinese people and their culture. 1. Reread paragraphs 1 3 on Practice Book page 168. What does Marco Polo learn about the process of making money from paper? How does this information influence his view of the Great Khan? Underline words and phrases to support your answers. Use evidence from the text to support your answer. Possible response: He learns that the money is made from paper made from mulberry trees, which there are many of. He learns that each note is a particular size and that it has to be stamped by officials. He learns that the money costs nothing to make. 2. Underline another detail about transactions with paper currency on Practice Book pages Explain how this information influences Marco Polo s view of the Kublai Khan and his people. F. Analyze how cause-and-effect relationships influence individuals and their views. Identify features in the text that help you identify tone and attitude. 1. Read paragraphs 4 7 on Practice Book page 168 and 169. What is Marco Polo s opinion about paper currency, in your view? How might this affect his future plans and actions? Underline the words and phrases that support your answer. Use evidence from the text to support your answer. Possible response: Polo thinks that there are benefits to using paper money, such as it being lighter than gold and silver. He also thinks that the use of paper money profits the Khan greatly. 2. In the Practice Book, underline other examples that help you understand how Marco Polo s ideas are affected by the innovative processes used in China. How might his opinion have influenced later actions when he returned to Europe? Unit 5 Close Encounters 171

182 Close Reading, continued Discuss and Write G. Synthesize your ideas about how writers describe encountering new cultures, ideas, and events. 1. With the class, discuss how writers can show how encountering new cultures affect ideas and events. List the examples you discuss. Possible response: Writers can show the effects encounters have by using description of what they see, hear, and experience; giving facts; and telling about feelings and impressions. 2. Choose one of the examples that you listed. Write a paragraph about how the writer describes the encountering new inventions, ideas, and customs. Use the questions below to organize your thoughts. What do you learn about the differences between the cultures? How does the writer s description of encountering a new culture help you understand the events and ideas in this log? Connect with H. Discuss the Guiding Question: What happens when cultures meet? 1. Why does Marco Polo begin by saying you may not be able to believe me!? Possible response: Because he thinks that the readers will find the information surprising, and wants to get their attention. 2. What do the actions of the people of Kanbalu tell you about their culture? Possible response: Trade is very important to them. They all respect, accept and use the economic system introduced by Kublai Khan. 3. What does Marco Polo s description tell you about him? Possible response: He is observant he has watched the process and the culture in detail. He wants to share his experience with other people. He wants to understand how to become very wealthy. 172 Unit 5 Close Encounters

183 Unit 5 Review Academic Vocabulary Review A. Use five Academic Vocabulary words to complete the paragraph. Academic Vocabulary analyze definition compare encounter context feature contrast image response source Some words have more than one meaning, or definition. It is important to analyze the text to find out which definition works. The surrounding words, or context, can help. A dictionary is another reliable source of information. It might even help you form a mental image of the word. B. Read each statement. Circle Yes or No to answer. 1. When you tell how two things are the same, you contrast them. Yes No 2. Your response is how you react to something. Yes No 3. When you analyze something, you are looking at its parts. Yes No C. Answer the questions in complete sentences. 1. Why is it a good idea to compare the prices of similar items at a store? Possible response: It is a good idea to compare the prices of similar items at a store so you can choose the product with the best value. 2. In your opinion, what is the most important feature of a television? Explain. Possible response: I think the screen is the most important feature of a television because you could not see any programs without it. 3. Would you like to have an encounter with someone famous? Tell why or why not. Possible response: No, I would not like to have an encounter with someone famous, because I would feel shy and I wouldn't know what to say. 4. What is the best response to someone who insults you? Possible response: The best response is to ignore the person. Unit 5 Close Encounters 173

184 Unit 5 Review, continued Key Vocabulary Review A. Read each sentence. Circle the Key Vocabulary word that best fits into each sentence. 1. You can visit many government buildings in the (capital / currency). 2. A (discovery / culture) can transform the way people live. 3. A strong (official / ruler) governed the empire. 4. (Customs / Strangers) are people you do not know. 5. Passengers are requested to (board / trade) in groups of ten. 6. Commercial (harbors / routes) can store and transport containers. 7. You can follow the old (route / region) but it will take you a lot longer to get there. 8. The expression on his face showed his (amazement / welcome) and admiration. B. Use your own words to write what each Key Vocabulary word means. Then write a synonym for each word. Word My Definition Synonym 1. appreciation 2. custom Possible response: recognizing the value of something Possible response: something a group of people do regularly Possible response: gratitude Possible response: tradition 3. route Possible response: way to go somewhere Possible response: path 4. trade Possible response: buying and selling Possible response: exchange 5. link 6. harbor 7. merchant 8. capital Possible response: to join two or more places or things Possible response: a place on the coast where ships enter and leave Possible response: someone who buys and sells Possible response: a city that is the center of government for a country Possible response: connect Possible response: port Possible response: trader Possible response: main city 174 Unit 5 Close Encounters

185 Unit 5 Review, continued Unit 5 Key Vocabulary amazement culture economic merchant route transform appreciation currency export navigate ruler trust board custom harbor official stranger wealth capital discovery link region trade welcome C. Answer the questions in complete sentences. 1. Tell about a discovery that you have made. 2. What culture would you like to find out more about? Why? 3. If you were a merchant, what kind of goods would you export? 4. If you were a stranger who had just arrived in a new place, what would you do first? Why? 5. Would you trust someone you had met a few days earlier? Why? Why not? 6. Would you board a traditional dhow to travel to Malaysia? Why? Why not? 7. What can you do to make a new student feel welcome in your class? 8. Would you like to transform your room or another part of your home or school? Explain what you would do and why. Unit 5 Close Encounters 175

186 Unit 6 Launch Mind Map Answer the questions in the Mind Map to show your ideas about the word aid. As you read the selections in this unit, add new ideas you learn about the word aid. What are kinds of aid? Who gives aid? Why do people need aid? Aid How are people aided? Academic Vocabulary Think about a time you might need to aid someone. Why is it important to aid others? Use the word aid in your answer. 176 Unit 6 To the Rescue

187 Focus on Reading Determine Viewpoints A. Read the fiction passage. Look at the words and phrases the author uses to help you figure out each character s viewpoint. The Rescue I was walking home from school when I heard something. I looked up and saw a kitten stuck in a the tree. It was meowing loudly. You poor little thing! I ll get you some help, I called. I went to my neighbor s house and asked for help. At first he was reluctant. Kittens are trouble. If it found its way up, it will find its way down. It took some convincing, but he finally got a ladder and helped me rescue the kitten. Contrast the narrator s and the neighbor s viewpoints about kittens. What words and phrases help you distinguish between them? Possible response: I think the narrator likes kittens. Words like you poor little thing, I ll get you some help tell me the narrator cared about the kitten and wanted to help. I think the neighbor did not like kittens. He said they were trouble and had to be convinced to help rescue it. B. Read the nonfiction passage. Use the author s word choice and details to determine the author s viewpoint. Helping Victims of Disaster When disaster first strikes, many of us say we want to help. However, just saying the words is not enough. Sympathy alone is not the answer. To truly help victims of a disaster, we must act on our words. Do something that is within your means, ability, or time: clean up, start repairs, collect supplies, give assistance, or provide transportation. It s not what you do that is important, it s that you do something. What is the author s viewpoint on helping victims of disaster? Tell how you know. Possible response: The author believes it is important to help people in need by taking action. The author gives examples and says It s not what you do, it s that you do something. Academic Vocabulary Write about how you might aid someone in need. Unit 6 To the Rescue 177

188 Focus on Vocabulary Use Word Origins Read the passages. Follow these steps. 1. Break the word into meaningful parts. If you cannot break the word into parts, it may be a borrowed word. 2. Focus on the root. Think about related words. Use the Roots Chart to find its meaning. 3. Put the meanings of all the word parts together. 4. See if the meaning makes sense in the sentence. Roots Chart Root Origin Meaning aud Latin hear com Latin together, in association log Greek reason, study part Latin portion, part phys Greek nature port Latin to carry A. Follow the directions above. Write the meaning of each underlined word. Physicians often recommend that visually challenged patients get a trained seeing dog as a working partner. Working dogs that help people with needs are a logical way of dealing with the day-to-day tasks. physicians doctors partners parts or people that work together logical related to reason B. Follow the directions above. Write the meaning of each underlined word. Trained dogs can help people in danger. Community authorities use search and rescue dogs to find people who are lost. The police also use dogs to help stop crime. Some dogs work at airports to help officials find items that are not allowed on airplanes. Dogs have such a good sense of smell. They also have excellent auditory skills, so they can hear sounds that people cannot. community people who live in the same area airports auditory a place where airplanes take off and land pertaining to hearing Academic Vocabulary The original reason for the dogs excellent sense of smell is associated with hunting. Possible response: Before dogs were used by people, they had to hunt to find food Unit 6 To the Rescue

189 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you saw. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you learned? 3. Explain some of the different ways dogs aid people. Unit 6 To the Rescue 179

190 Learn Key Vocabulary Dogs at Work: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Obedient animals can be trained to help people with special needs. Key Words Check Understanding Deepen Understanding 1 dependable (di-pen-du-bul) adjective Rating: can be trusted to do the right thing can make you laugh List three people who are dependable. Possible response: family member, teacher, police officer 2 employee (im-ploi-ē) noun a job List three places where employees work. Possible response: hospital, post office, grocery store Rating: a worker 3 job (jahb) noun 8 something you do for money List three examples of jobs. Possible response: truck driver, letter carrier, cashier Rating: something you do for fun 4 obedient (ō-bē-dē-unt) adjective Rating: do what you re told help someone else List three ways that you are obedient. Possible response: obey the law, follow school rules, respect your parents rules 180 Unit 6 To the Rescue

191 Key Vocabulary, continued Did You Know? Some flowers have odors that bees can smell from more than half a mile away. Key Words Check Understanding Deepen Understanding 5 odor (ō-dur) noun an event List three things that have an odor. Possible response: garbage, flowers, food Rating: a smell 6 search (surch) verb, noun, adjective to find something List three examples of things people search for. Possible response: keys, remote controls, treasure Rating: to look for something 7 service (sur-vis) noun Rating: something you do to help someone something you do to keep going List three examples of services your community provides. Possible response: transportation, mail delivery, a library 8 train (trān) verb Rating: teach someone how to do something help someone search for something List three things we can train animals to do. Possible response: race, hunt, help people with special needs B. Use at least two of the Key Vocabulary words. Write about what it means to be a dependable employee. Unit 6 To the Rescue 181

192 Prepare to Read Analyze Author s Purpose and Tone A. As you read Dogs at Work, look at the word choices made by the author. Complete the chart to help you analyze the author s tone and purpose. Word Choice Tone Purpose professional pooches informal: funny, light-hearted to entertain, to interest hunt for missing persons formal: precise words to inform physical disabilities, sense of independence, visually impaired formal: more difficult technical words to inform Beagle Brigade, furry, four-legged baggage inspectors, sniffs out the truth informal: comic to entertain, to add humor dead skin cells, bacteria, disasters, SAR dogs formal: technical, serious to explain go bonkers, Herculean effort, big game of hide-and-seek informal: funny, exaggerated to entertain professional pooches, go bonkers informal: lighthearted, emotional to appeal to emotions voice commands, Halt, distractions, blindfold, training formal: clear, procedural to explain, to instruct B. Explain how the author s word choice and tone support the author s purposes and viewpoint that dogs are valuable. Use details from the text to support your answer. Possible response: The author uses humorous phrases such as doggone dependable and go bonkers to get readers interested in his topic. He then uses more formal language to inform readers of the many kinds of meaningful and helpful work that dogs do. They pull sleds and help solve crimes. Example answers will vary. 182 Unit 6 To the Rescue

193 Focus Selection Genre Review Dogs at Work A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary dependable odors employees search jobs service obedient train Four-legged employees are some of the hardest workers you can find. The jobs dogs do provide a service to many humans. To train for the work they will do, the dogs must be smart. They must learn to take orders, or be obedient. They must be faithful and trustworthy so that they will be dependable in any situation. Sniffer dogs must be good at smelling different odors when they search through all kinds of items. B. Write complete sentences to answer these questions about Dogs at Work. 1. What qualities does a search dog need? Possible response: A search dog needs to be obedient and good at smelling different odors. 2. How would you train a dog to help you with the jobs you need to do? Unit 6 To the Rescue 183

194 Vocabulary Study Use Words and Phrases from Nature Follow the steps below to figure out the meaning of each phrase from nature. 1. Read each sentence. 2. Read the connection with nature and think about how it relates to the sentence. 3. Explain what the underlined words mean in each sentence. 1. A talent needs to be cultivated to reach its potential. Nature Connection: Farmers work on the land in order to raise or improve the growth of crops or plants. Meaning: to be helped to grow 2. I am sorry I can t join you for dinner but I am really snowed under and need to work late. Nature Connection: After hours of snowfall everything is covered in a thick blanket of snow. Meaning: to have so much work it is difficult to do anything else 3. We can weed out less attractive pictures and use the rest to illustrate our story. Nature Connection: A weed is an undesirable, useless plant that can damage crops or other desirable plants. to remove unwanted things Meaning: 4. Mansour was solid as rock throughout the emergency and helped us get out in time. Nature Connection: A rock is a large stone or a mass of stony material. Meaning: very dependable 5. You will need to water down your viewpoint if you want the rest of the board to agree. Nature Connection: Water can be used to dissolve or thin out substances. Meaning: soften your opinion 6. Don t worry! You ll be right as rain after a good meal or two and a day s rest. Nature Connection: Rain is desirable as it falls on the ground and provides much needed water for crops and all living beings. Meaning: feel better 184 Unit 6 To the Rescue

195 Focus Academic on Genre Vocabulary Dogs at Work: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Then write a synonym for each word. Academic Vocabulary aid purpose characteristic refer original Word My Definition Synonym 1. aid Possible response: to help someone Possible response: support 2. characteristic Possible response: a quality of something Possible response: aspect 3. original Possible response: one of a kind Possible response: unique 4. purpose Possible response: why you do something Possible response: reason 5. refer Possible response: to relate to something that came before Possible response: associate B. Read each statement. Circle Yes or No to answer. 1. It is kind to aid people who need help. Yes No 2. Loyalty is a characteristic of a good friend. Yes No 3. An original idea is completely new. Yes No 4. The purpose of exercise is to improve your health. Yes No 5. To refer is to give support. Yes No C. Answer the questions in complete sentences. 1. If you were going to refer someone for a job, what characteristics would you tell about them? 2. Name an object that has more than one purpose. What are two ways it can be used? Unit 6 To the Rescue 185

196 Build Background Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you learned. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you learned? 3. How can people help others? Give examples. 186 Unit 6 To the Rescue

197 Learn Key Vocabulary Hero in the Desert: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s The coastguards heroic actions help save people at sea. Key Words Check Understanding Deepen Understanding 1 attitude (a-tu-tūd) noun Rating: An attitude is an action. Yes No Tell about your best friend s attitude to difficult Possible response: My best friend always challenges. works hard to overcome challenges. 2 awareness (u-wair-nus) noun Rating: Awareness is knowledge. Yes No Tell about a project to raise public awareness that you know about. Possible response: There is a project to make the public aware of the needs of kids with diabetes. 3 campaign (kam-pān) noun Rating: A campaign is a person. Yes No Tell about a campaign you think is a good idea. Possible response: I think the campaign to raise awareness about the health risks of obesity is a good idea. 4 heroic (he-rō-ik) adjective Rating: Heroic actions save lives. Yes No Describe a heroic action that you witnessed, read or heard about. Possible response: I read about a woman who used an abaya to save someone whose clothes were on fire. Unit 6 To the Rescue 187

198 Key Vocabulary, continued Volunteer firefighters in training on how to use water hoses during missions. s Key Words Check Understanding Deepen Understanding 5 mission (mi-shun) noun Rating: Firefighting pilots have a dangerous mission in uncontrollable forest fires. Yes No Tell about the mission of environmental campaigners and sea life or desert oases. Possible response: I know the Emirates Environmental Group organizes clean ups of the coast and beaches. 6 priority (prī-o-ri-tē) noun Rating: A priority is an object. Yes No Tell about your main priorities in choosing a travel destination or a career. Possible response: My main priority for a career is to do something to help other people, such as education or medicine. 7 responsibility (ri-spahn-su-bil-i-tē) noun Rating: A responsibility is something that you should do. Yes No What responsibilities do you have in your life? Possible response: I sometimes have to take care of my younger brother when my parents are busy. I also have to keep my room tidy. 8 volunteer (vah-lun-tēr) verb Rating: When you volunteer you are offered a good salary. Yes No Tell about a time when you volunteered to help with a project, a campaign or an emergency. What was it like? Possible response: I volunteered with my friends to help collect cans for recycling. B. Imagine you are a campaigner doing a challenge. Use at least two of the Key Vocabulary words. Describe your challenge. 188 Unit 6 To the Rescue

199 Prepare to Read Analyze Author s Viewpoint A. As you read Hero in the Desert, look for words and phrases that tell you about the author s viewpoint. Complete the Two-Column Chart. Words and Phrases Bin Thaneya braved the heat and the unpaved roads. What I Learn About the Author s Viewpoint The author believes Bin Thaneya s actions show he is brave. He will experience extremes of cold and exhaustion. But he will not be stopped. I think the author is trying to show how determined Bin Thaneya is to achieve his goals. Some even laughed at his attempts. Since then attitudes have slowly changed. He trained hard before his attempt, wore a safety vest, and had constant medical monitoring and support. The author thinks it is not just physical challenges that Bin Thaneya had to overcome, but also some people s attitudes. His campaign helped change social attitudes. The author believes that there were real health risks involved in his record-breaking walks. Each campaign has aimed to attract attention to or support a different aspect of the plight of people, especially children, with special needs. Professional athletes only have to cover around 3,500 kilometers in the same time and they get two rest days between stages! I don t see this aspect as heroic. I simply volunteered my time to raise awareness for special needs people The author chooses the word plight to show that the situation for people with special needs is not very good and should be improved. The author uses this comparison with professional athletes to show how difficult the challenges are that Bin Thaneya has attempted. The author includes this quote from Bin Thaneya to show that he is humble and that his motivation is to help people, not for personal fame. B. How would you describe the author s overall viewpoint of challenges like Jalal s as a way of raising people s awareness of special needs? Use evidence from the text to support your answer. Unit 6 To the Rescue 189

200 Selection Review Hero in the Desert A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary attitudes mission awareness priority campaign responsibility heroic volunteered Jalal bin Thaneya is a strong believer in helping other people. He set out on his mission to raise awareness of the countless people with special needs in the Arab world in When he started, at the age of 20, people s attitudes to campaigners like Jalal varied greatly. However, attitudes have changed and now many organizations feel a sense of social responsibility. Jalal s main priority and the aim of each campaign has been to raise support for a project that would benefit people, especially children, with special needs. Jalal does not consider his actions heroic, and comments: I simply volunteered my time to raise awareness for special needs people B. Write complete sentences to answer these questions about Hero in the Desert. 1. How has Jalal affected people s attitudes and actions in his community? 2. Which of Jalal s challenges do you think would be the hardest for you? Why? 190 Unit 6 To the Rescue

201 Vocabulary Study Use Greek, Latin, and Anglo-Saxon Roots Many English words have Greek, Latin, or Anglo-Saxon roots. Follow the steps below to figure out the meaning of each word. 1. Write the root of the word. 2. Use the chart to find the meaning of the root. 3. Write the meaning of the whole word. Root Original Meaning Language bi Latin two medic Latin physician; to heal sophos Greek wise 1. The doctor prescribed a medicine for my allergies. medic something that heals 2. The man planted a bicolored flower in his backyard. bi two-colored 3. Aristotle was a great Greek philosopher and teacher. sophos a wise person 4. The school will have its biannual Parents Math Night next week. bi twice a year 5. The man was very sophisticated and had traveled around the world. sophos a person who is worldly and well-educated 6. The child rode his bicycle up the hill. bi a vehicle with two wheels that moves by turning pedals Unit 6 To the Rescue 191

202 Academic Vocabulary Hero in the Desert: Academic Vocabulary Review A. Use the Academic Vocabulary words to complete the paragraph. Academic Vocabulary aid original communicate perspective Each person has his or her own perspective, or way of thinking about things. The ideas we have are original because they belong to us alone. One reason we talk is to share our unique point of view. Our ideas can help, or aid, others. For this reason, it is important to communicate our thoughts clearly. B. Answer the questions in complete sentences. 1. In what ways can you aid your neighbors? Possible response: I can take care of their plants while they are away. 2. How can you communicate feelings without using words? Possible response: I can use body language, such as a smile or frown, to communicate how I feel. 3. How can you create original artwork? Possible response: I can draw a picture of something in a unique way. 4. What is your perspective on people who talk loudly? Possible response: that people should not talk so loudly that it causes problems for others. C. Use two Academic Vocabulary words in a sentence. 192 Unit 6 To the Rescue

203 Build Background Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you learned. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you learned? 3. What are some of the ways animals aid people in everyday life? Unit 6 To the Rescue 193

204 Learn Key Vocabulary The Boy and the Camel: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Good friends comfort each other at difficult times. Key Words Check Understanding Deepen Understanding 1 comfort (cum-furt) verb 8 make someone feel better When you comfort someone, you should Possible response: listen and help them Rating: make someone feel bad. 2 confidence (kahn-fi-duns) noun a bad feeling People feel confidence when Possible response: they do a good job Rating: a good feeling. 3 dig (dig) verb Rating: make a hole in the ground fill in a hole in the ground When you want to dig a hole in the ground, you need to use Possible response: a spade. 4 dust (dust) noun large pieces of sand It is not always easy to keep dust from Possible response: getting in your eyes Rating: small pieces of sand. 194 Unit 6 To the Rescue

205 Key Vocabulary, continued Sun shelters in Abu Dhabi provide shade and relief from the heat. s Key Words Check Understanding Deepen Understanding 5 guilty (gil-tē) adjective 8 a bad feeling You feel guilty when Possible responses: you do something you shouldn t Rating: a good feeling. 6 relief (ri-lēf) noun 8 a feeling of happiness You feel relief when Possible responses: a problem is sorted out Rating: a feeling of sadness. 7 sandstorm (sand-storm) noun 8 strong wind Sandstorms make it difficult for people to Possible response: see Rating: heavy rain. 8 shelter (shel-tur) noun Rating: challenges you protects you You need shelter when Possible responses: there is a sandstorm or when it is extremely hot. B. Use at least two of the Key Vocabulary words. Write about a time when someone gave you confidence. Unit 6 To the Rescue 195

206 Prepare to Read Analyze Plot and Theme A. As you read The Boy and the Camel, continue to identify key events and complete the Plot Diagram to analyze how the theme develops. Climax They find shelter, but Omar is hungry. He gets milk from Saha. Conflict: Complication: Complication: They find a farm but no one is home and it is securely shut. Omar and Saha get caught in a sandstorm and need shelter. Omar s father wanted to slaughter Saha, Omar s favorite camel. Rising Action Falling Action Theme: Every living thing has value. Resolution: Omar is saved and no one thinks to harm Saha again. B. Explain how these events help to develop the theme. Use examples from the text. Possible answer: At the beginning, Omar s father intends to slaughter Saha for the banquet, and this makes Omar sad as Saha is his favorite camel. Omar takes Saha for a ride in the desert, but when a sudden sandstorm comes, he knows they are in danger. Saha, though, is able to take Omar to a farm. However, they cannot get in, so Saha takes Omar to the animal stables where they can shelter. Omar is very hungry and he takes milk from Saha. As the story develops we see how important even a grumpy old camel like Saha can be. 196 Unit 6 To the Rescue

207 Selection Review The Boy and the Camel A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary comforted guilty confidence sandstorm dig shelter dust relief Omar and Saha, his camel, went for a ride in the desert. Suddenly a sandstorm filled the air with dust and prevented them from seeing. But Saha regained her confidence and fought her way to a shelter. Omar had to dig a passage through the sand to get out of the storm. Saha found plenty of food but Omar only found a few apples. He felt guilty when he ate them because they were Saha s favorite. They had to stay in the shelter for some time, and Saha comforted Omar when he was sad. Omar s cousin Ali found them after two days. There was great relief when they returned home. B. Write complete sentences to answer these questions about The Boy and the Camel. 1. What would have happened to Saha the camel if the sandstorm had not stopped the journey? Possible response: She probably would have been slaughtered for the banquet. 2. Why was Omar s family relieved when he and Saha came home? Possible response: They thought they might have got lost and died in the sandstorm. Unit 6 To the Rescue 197

208 Vocabulary Study Borrowed Words Follow the steps below to figure out the meaning of each word. 1. Find each word in a dictionary. 2. Write the original language from which the word was borrowed. 3. Then use the word in a sentence. Spanish 1. canyon Possible response: The canyon was very steep and narrow. Sentence: Italian 2. macaroni Possible response: My favorite food is macaroni and cheese. Sentence: Greek 3. gymnasium Possible response: Our school has a new gymnasium with four basketball hoops. Sentence: Japanese 4. karate Possible response: My brother is a black belt in karate. Sentence: Italian 5. moustache Possible response: My father has a moustache, but my mother wants him to shave it off. Sentence: Greek 6. marathon Possible response: A marathon is a race in which people run more than 42 kilometers. Sentence: French 7. crayon Possible response: I have a box of 64 colorful crayons. Sentence: Greek 8. calendar Possible response: I have a calendar with a picture of a different horse for each month. Sentence: Spanish 9. mosquito Possible response: My arm itches where the mosquito bit it. Sentence: 198 Unit 6 To the Rescue

209 Academic Vocabulary The Boy and the Camel: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Academic Vocabulary affect original aid response Possible response: to cause change 1. affect Possible response: to help 2. aid Possible response: one of a kind 3. original Possible response: an answer 4. response B. Read each sentence. Circle the Academic Vocabulary word that best fits into each sentence. 1. Good weather always (response / affects) my mood. 2. Zayed nodded in (aid / response) to the question. 3. I thought my sweater was (original / affect) until I saw you with the same one. 4. Nurses (aid / original) people in a hospital. C. Complete the sentences. Possible response: I can t concentrate. 1. Loud noise affects me because 2. One response to someone who offers you help is 3. One way to aid your parents is to 4. People are inspired by original thought because a new way. Possible response: to say thank you. Possible response: help tidy the house. Possible response: it helps them to see the world in Unit 6 To the Rescue 199

210 Close CLOSE READING Reading Swept Away 1 Until one fateful day, my childhood was pretty idyllic. Dramas, tragedies, and crises happened to other people but never to me. When an accident was reported on the news, like so many others, I would think, How terrible! and carry on with my life. But when disaster strikes close to home, putting you or someone dear to you in harm s way, it can change your perspective forever. I was utterly unprepared for such an event when it happened to me. 2 It was the summer of 1998, and I was about nine years old. I was happily spending a summer vacation by the sea, with my 12-year-old cousin, Saif and his family. One morning, Saif and I raced down to the beach, daring each other to swim out to the rock in the middle of the small cove as fast as possible. I was not at all confident, but I agreed, determined not to let my cousin get the best of me! Halfway there I began to tire and I realized that the challenge was well beyond my limits. I shouted to let my cousin know that I was turning back and that he was the winner. 3 He raised his hand and then plunged under the surface. I thought he was up to his usual antics until he reappeared shouting for help. I could just make out the words Cramp! Help cousin! He was having trouble keeping his head above water. I knew that I was not strong enough to swim out to him, so I started swimming towards the shore, shouting frantically for help. 4 Fortunately, two of our neighbors had just arrived at the beach. They got into a speedboat and dashed out to sea, but Saif had disappeared. They dived into the water to search for him. Eventually, after what felt like a lifetime, one of the men resurfaced holding my unconscious cousin. When they reached the shore, two medics rushed over to help resuscitate him. I caught a glimpse E.1 of his chalk-white face and blue lips. It s all my fault! I wept. And although the grown-ups tried to comfort me, I was inconsolable. 5 Saif had to stay in the intensive care unit of the local hospital for a week. When I was finally allowed to visit him later that month, I hardly recognized him. He was very pale, had lost a lot of weight, and was still in shock. He smiled at me with great effort but did not have the energy to speak. 6 I was devastated. My cousin was the person who always looked out for me wherever we were. He shared his games and books with me and taught me to cycle. He was the person who had been closest to me my whole life. 7 I insisted on going to the hospital on a daily basis. If Saif was going to be stuck in hospital, so would I, I decided. Thankfully, Saif was released from hospital a month later, having made a complete recovery. Key Vocabulary devastated adj., very upset, shocked, destroyed In In Other Words in in harm s way in a dangerous situation utterly utterly completely, totally get the best of me beat me in competition get the best of me beat me in competition resuscitate revive, restore consciousness inconsolable resuscitate revive, very sad restore consciousness inconsolable very sad Unit Unit 6 To To the the Rescue Rescue

211 8 After high school Saif moved to the U.S. We keep in touch through and arrange to meet when he visits. He is a highly accomplished researcher and PhD candidate. We still talk about our lives and plans but never mention the F.1 accident. For example, I have never told him of how my fear of open water has grown into terror, how I have never since swum in the ocean. It is easy to hide it from him; I am an accomplished swimmer and a water polo athlete in the pool. How could I tell him that I had developed such a F.1 phobia, when he had overcome so much more? 9 Then, an unexpected event forced me to confront my fears head on. One afternoon, my best friend, Faris and I were taking a walk along the sea front. We had just graduated from university and were making plans for the future. 10 Faris and I were lifelong friends. We had only occasionally fallen out minor disagreements that never lasted. Minutes later, we would break into uncontrollable laughter, having forgotten what had caused us to argue in the first place. Faris was like a brother to me. 11 That day, we were walking along the corniche, enjoying the view and the cool sea breeze. Approaching a bench, the sound of screeching brakes stopped us in our tracks. A large SUV swerved wildly onto the promenade, brushing Faris aside as it plunged into the water. Faris! I cried. 12 I spotted Faris about 100 meters from the shore, desperately trying to keep his head above water, his arms flailing helplessly. I called out to him, but he did not respond. Then, I remembered that he could not swim. I desperately wanted to jump in and save him, but froze, as the image of my unconscious cousin s pale face and blue lips flashed before my eyes. I tried frantically to erase it as I struggled to overcome my fear. 13 Faris s head bobbed beneath the waves, and I knew he was running out of time. I no longer cared about what would happen to me. Faris needed me and I needed him. It was time to beat my fear of the ocean for Faris s sake! I closed my eyes and leapt into the water. 14 I reached him just in time and held him as I backstroked to shore. By the time we reached the edge of the promenade, hundreds of outstretched hands were there to catch us! The driver of the SUV was there too. He had thrown himself out of the car at the last minute. He was among the many that gathered round us to help. 15 I came to learn a valuable lesson that day. Unfortunate things, things beyond our control, happen in life and can cause us to withdraw from life. However, such events can also sweep away our doubts and cause us to confront our fears. I know now that within each person lies the power to overcome any fear. If we can harness this power, we can live our lives to their full potential. Key Vocabulary sweep away v., remove, get rid of rid of In Other In Other Words Words fallen fallen out out had had a disagreement a flailing flailing move move in an in an uncontrolled uncontrolled manner manner harness control harness control to their full potential live our lives to the to fullest their full potential live our lives to the fullest Unit 6 To Swept the Rescue Away

212 Close Reading, continued Read for Understanding A. From what kind of text is this passage taken? How do you know? Possible response: narrative nonfiction; essay; It uses narrative text to tell about an event from one person s viewpoint. B. Write a sentence that tells the topic of the selection. Possible response: This text is mostly about a boy whose cousin was nearly drowned at sea and how he overcame his fear of the ocean to save a friend s life as an adult. Reread and Summarize C. On Practice Book pages , circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important in the section? 1. Section 1: (paragraphs 1 5) 2. Section 2: (paragraphs 6 10) 3. Section 3: (paragraphs 11 15) D. Use your topic sentence from above and your notes to write a summary of the selection. Possible response: The writer developed a fear of the ocean after his cousin had to be rescued and resuscitated when they were having a swimming race. He hid his fear of the sea for many years. After graduation, the writer had to save his closest friend from the water. He learned that we can overcome anything by facing our fears. 202 Unit 6 To the Rescue

213 Reread and Analyze E. Analyze how the writer shares personal experiences to communicate his viewpoint on an issue. 1. Reread paragraphs 1 7 on Practice Book page 200. What does the writer show you about his viewpoint by sharing this experience? Underline words and phrases to support your answers. Use evidence from the text to support your answer. Possible response: He shows how he blamed himself and how upset he was by what happened to his cousin. 2. Underline another example of personal experience on Practice Book pages that shows the writer s viewpoint. Explain how this experience shows his viewpoint. F. Analyze how the author uses word choice to communicate his emotions and viewpoint on an issue. 1. Read paragraph 8 on Practice Book page 201. What words and phrases does the writer use to communicate that his feelings are causing him problems? Underline the words and phrases that support your answer. Use evidence from the text to support your answer. Possible response: After the incident, which he and his cousin never discuss, he had developed a phobia because of the terror he felt when thinking of swimming in the sea. 2. In the Practice Book, underline other words and phrases that communicate the writer s viewpoint. Explain what it shows about the changes to his viewpoint. Unit 6 To the Rescue 203

214 Close Reading, continued Discuss and Write G. Synthesize your ideas about how an author has a purpose for writing and communicates his viewpoint to meet that purpose. 1. With the class, discuss how this author s purpose in writing is to use his viewpoint to teach a lesson. What lessons do you think he is trying to teach? List the ideas you discuss. Possible responses: we may think that disasters only happen to other people, but they can also happen to us; a bad experience can change our view of things forever; we all have the power to overcome our fears. 2. Choose one of the examples that you listed. Write a paragraph about how the writer supports this example with his own personal story. Use the questions below to organize your thoughts. _What had caused the author s fear of open water that had developed into a phobia? What happened that led him to overcome his fears? Connect with H. Discuss the Guiding Question: How do we come to the aid of one another? 1. What did the author think about before jumping into the water? Possible response: his cousin and how he had to stop being afraid 2. What did he learn about unfortunate events? How can we benefit from them? Possible response: They can happen to anybody, but they can help us confront our fears and live our lives to their full potential. 3. Explain what he means by If we can harness this power, we can live our lives to their full potential. Possible response: By understanding our fears can be beaten, we can achieve more in life. 204 Unit 6 To the Rescue

215 Unit 6 Review Academic Vocabulary Review A. Circle the Academic Vocabulary word that best fits into each sentence. 1. Every question deserves a (response / purpose). 2. A player s attitude can (refer / affect) the outcome of a game. 3. The (characteristic / original) automobile was much slower than cars today. 4. The (purpose / aid) of sleeping is to get rest. Academic Vocabulary affect perspective aid purpose characteristic refer communicate response original B. Read each statement. Circle Yes or No to answer. 1. To affect is to make a request for something. Yes No 2. Painters can communicate ideas through their art. Yes No 3. A good way to aid people is to tease them. Yes No 4. When you refer to something, you criticize it. Yes No C. Answer the questions in complete sentences. 1. What response can you give someone if you don t know the answer to a question? Possible response: You can refer the person to a reference source that might help him or her find the answer. 2. What are some characteristics of a good doctor? Possible response: A good doctor is patient, listens well, and knows how to heal people. 3. Why is it important to consider different perspectives when reading an article or story? Possible response: Comparing what sources say or what characters think about something can help you understand the text better. 4. How can you communicate in a nice way that you need time alone? Possible response: I can tell my friends and family that I care for them, but I need some time to process my thoughts and feelings. Unit 6 To the Rescue 205

216 Unit 6 Review, continued Key Vocabulary Review A. Read each sentence. Circle the Key Vocabulary word that best fits into each sentence. 1. When you are (obedient / heroic), you do what you are told. 2. A (shelter / mission) is a place that protects you from danger or bad weather. 3. An (employee / campaign) works in a company. 4. When you (search / train) someone, you help them learn something new. 5. A (job / volunteer) is usually eager to help others. 6. You shouldn t be in the desert during a (sandstorm / shelter). 7. We should organize a campaign to raise (awareness / confidence). 8. Firefighting pilots need (dependable / guilty) planes. B. Use your own words to write what each Key Vocabulary word means. Then write an example for each word. Word My Definition Example 1. train Possible response: teach Possible response: to train someone how to use a machine 2. dependable Possible response: can be counted on Possible response: my older sister 3. heroic Possible response: not easy Possible response: long-distance running 4. employee 5. job Possible response: someone who works for a company Possible response: work to do Possible response: the cashier in the store Possible response: bank teller 6. odor Possible response: a smell Possible response: the scent of perfume 7. volunteer 8. search Possible response: someone who does work without payment Possible response: look for Possible response: volunteers help clean up the local beach Possible response: looking for your homework 206 Unit 6 To the Rescue

217 Unit 6 Review, continued Unit 6 Key Vocabulary attitude confidence employee mission relief service awareness dependable guilty obedient responsibility shelter campaign dig heroic odor sandstorm train comfort dust job priority search volunteer C. Answer the questions in complete sentences. 1. When do you have confidence? Why? Possible response: I have confidence when my teammates cheer for me, because I know they support me. 2. Tell about the time when you decided to volunteer. Possible response: This week I volunteered to help collect cans for recycling. 3. Whom do you consider dependable, among your friends? Possible response: My best friend is dependable and gives me help when I need it. 4. Where would you take a friend if you wanted to comfort them? Possible response: I would take them to a quiet and peaceful place, like a park. 5. What are some of your career priorities? Possible response: My career priority is to do work which helps other people, such as a doctor. 6. What would you do to raise awareness of water management? Possible response: I would start a blog online to talk about how important it is to save water. 7. What kind of attitude would you try to combat as a campaigner? How? Possible response: I would like to combat negative or uncaring attitudes to people with special needs. 8. What service would you like to provide to your community? Explain. Possible response: I would like to help by doing chores for the elderly. Unit 6 To the Rescue 207

218 Unit 7 Launch Mind Map Use the Mind Maps to show your ideas about how sports can help people overcome personal challenges. As you read through the selections in this unit, add more examples that you think show how people can overcome these challenges. Effect #6 Effect #1 Effect #5 Effect #4 Cause Overcoming personal challenges through sports Effect #2 Effect #3 Academic Vocabulary Think about someone you know who has overcome a personal challenge. How did they overcome it? Use the word challenge in your answer. 208 Unit 7 Rising to the Challenge

219 Focus on Reading Text Structure: Chronological Order Read the passage. Underline the clues that show the organization. Born in 1989, Amna Al Haddad is a female weightlifting athlete from the United Arab Emirates. She started her weightlifting career in 2007 and her first competitive entrance was four years later. Since then she has competed in a number of international competitions, becoming the first Emirati female to compete in the Reebok Crossfit Games in Amna has made history by being the first Emirati and GCC national to compete in the Asia Regionals. She then embarked on Olympic Weightlifting in 2013, in a bid to represent her country at the Rio Olympics. In 2015, she competed at the IWF Asian interclub championship and won six gold medals and three silver. Reread the passage and answer the questions. 1. How is the passage organized? The passage is organized chronologically by dates and events in Amna Al Haddad s life that are related to her career as a weightlifter. 2. Tell how you know. The author uses time words and dates to describe the order in which events happened. 3. What elements tell you that the passage is nonfiction? The passage has facts and details about Amna Al Haddad s life. It tells about a real person and real organizations. It gives dates and locations of actual events. Academic Vocabulary Write about a goal you or someone you know worked to achieve. Unit 7 Rising to the Challenge 209

220 Focus on Vocabulary Use Context Clues: Multiple-Meaning Words Read the passages. Follow these steps. 1. Look at each underlined multiple-meaning word. Think about the topic of the passage. 2. Look for clues to the word s meaning in surrounding words and sentences. 3. Use a dictionary and the clues to decide which meaning makes sense. A. Follow the directions above. Write the meaning of each underlined word. Do you want to learn how to play basketball? If you do, there are many things you should learn before getting on the court. First, you should understand the basic rules of the game. You should also learn about the different positions teammates can play. Then you should practice drills, such as dribbling, passing, and shooting. Soon, you ll be ready for your first competition. court a surface used to play basketball or tennis positions roles drills training exercises B. Follow the directions above. Write the meaning of each underlined word. Can you imagine running, biking, and swimming all in one race? This type of event is called a triathlon. Athletes begin by swimming many laps in a pool. Then, they jump out of the water and hop onto their bikes. After their long bike ride, they run a road race! Every athlete has special gear to use for each part of this very hard race. laps gear hard a length of a pool clothing, equipment difficult Academic Vocabulary Describe an exciting situation you might see at a sporting event. Possible response: A tied score in the last few seconds of a basketball game would be exciting. 210 Unit 7 Rising to the Challenge

221 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the videos. Take notes on at least three things that you saw. Analyze the Videos B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the videos. 2. What was the most interesting thing you saw? 3. How do you think the competitors reached their potential and overcame personal challenges? Unit 7 Rising to the Challenge 211

222 Learn Key Vocabulary Olympic Dreams: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Young Olympic hopeful, Zahra Lari. Key Words Check Understanding Deepen Understanding 1 amateur (am-u-tur) noun Rating: works for money works for free List examples for the word amateur: Possible response: sportspeople, writers, and artists can be amateurs 2 champion (cham-pē-un) noun Rating: a loser a winner List examples of people for the word champion: Possible response: Sheikh Ahmed Al Maktoum is an Olympic champion, my best friend is the class Math champion 3 compete (kum-pēt) verb Rating: to participate in a contest to watch a contest List examples for the word compete: Possible response: run a race, enter a spelling bee, play in a tennis match 4 fan (fan) noun Rating: a person who supports a team a person who competes on a team List examples of sports which have increased the number of fans: Possible response: football, basketball, skiing 212 Unit 7 Rising to the Challenge

223 Key Vocabulary, continued Did You Know? Up until 1986, only amateur sports people could take part in the Olympic Games. After this date, professionals were also allowed to compete. Key Words Check Understanding Deepen Understanding 5 feat (fēt) noun Rating: a difficult challenge an easy task List examples for the word feat: Possible responses: passing a difficult exam, walking across a desert, reaching the North Pole 6 hopeful (hōp-ful) noun Rating: somebody who wants to win somebody who wants to watch List examples of people for the word hopeful: Possible response: someone in a competition or a race 7 pastime (pas-tīm) noun Rating: an activity for pets an activity for fun List examples for the word pastime: Possible response: collecting stamps, weaving, visiting museums 8 popularity (pahp-yu-la-ri-tē) noun Rating: amount something is liked amount something costs List examples of sports which have increased in popularity: Possible response: weightlifting, camel racing, dhow racing B. Use at least two of the Key Vocabulary words. Write about a sport you enjoy. Unit 7 Rising to the Challenge 213

224 Prepare to Read Text Structure: Chronological Order A. Look for the sequence of events as you read Olympic Dreams. Complete the Time Line by adding the most important dates and events First Winter Games held in Chamonix, France. It is a success It was agreed that Olympic Winter Games would be a regular event The debut of an unusual and daring sport: skeleton sledding Worldwide economic depression affects third Winter Olympics Sonia Henie won her third and last gold medal as an ice skater The Winter Olympics were televised for the first time A scoring error was corrected from the 1924 Winter Olympics Eddie Eagan was inducted into the U.S. Olympic Hall of Fame At Calgary, Canada a Jamaican bobsled team competed Phillip Bolt from Kenya entered the cross-country ski race. Prince Hubertus von Hohenlohe competed at the age of 55. B. Compare events recorded on your Time Line with the Time Line included at the end of Olympic Dreams. What kind of events did the author include? Possible response: The author included the number of athletes and nations that competed, new sports that were added and some key historic moments. My Time Line also includes the historic moments, but it has more of the athlete s personal stories from the text. 214 Unit 7 Rising to the Challenge

225 Selection Review Olympic Dreams A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary amateur feat champions hopeful compete pastimes fans popularity The Winter Olympic Games started in 1924 in France. 12-year-old Sonja Henie was a very young Olympic hopeful at these Games. Since then the Games have grown in popularity with more and more sports people taking part. At first amateur athletes would combine their sporting pastimes with their day jobs. Later, the International Olympic Committee agreed that professionals could participate too. In 1960, when the Winter Olympics were televised, more fans could watch the events. More and more athletes from hot countries started to compete. Over the years, many excellent sportsmen and women have become champions. For example, Eddie Eagan, who won gold medals in both the Summer and Winter Games, is in the U.S. Olympics Hall of Fame in recognition of this amazing feat. B. Write complete sentences to answer these questions about Olympic Dreams. 1. How have the Winter Olympic Games changed since 1924? Possible response: The Winter Olympics have become much more popular and athletes from many more countries now compete. The participants used to be amateur, but now many are professional. 2. How do you feel about skiing as a pastime? Unit 7 Rising to the Challenge 215

226 Vocabulary Study Use Multiple-Meaning Words Across Content Areas Follow the steps below to write the correct definition of each multiple-meaning word. 1. Read each sentence and think about the topic. Look at the underlined word. 2. Look for words and phrases that may be clues to the word s meaning. 3. Use a dictionary and the clues to figure out the meaning that makes the most sense. 4. Write the correct meaning of the word. 1. The coiled wire springs up when released. to leap or rise springs 2. You should be careful while walking on bumpy streets or you may trip. stumble trip 3. The waiter brought us our check so we could pay for lunch. a slip showing an amount owed check 4. The carpenter pounds on the nail with the hammer. to hit or strike with great force pounds 5. The office worker found a file containing information about another company. a folder that contains papers or other documents file 6. The road angles to the right in one kilometer. to turn slightly angles 7. Bread and milk are staples that many people buy weekly. basic food items staples 8. The steep grade of the ramp made the toy car roll faster. slope or incline grade 216 Unit 7 Rising to the Challenge

227 Focus Academic on Genre Vocabulary Olympic Dreams: Academic Vocabulary Review A. Draw a line to match each Academic Vocabulary word with its meaning. Academic Vocabulary overcome sequence goal situation reflect Word Definition 1. overcome the order in which events happen 2. goal to achieve something despite difficulties 3. reflect to be a sign of something 4. sequence the context, or where something is placed 5. situation a purpose B. Use each Academic Vocabulary word in a sentence. 1. overcome 2. goal 3. reflect 4. sequence 5. situation Unit 7 Rising to the Challenge 217

228 Build Background Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you saw. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you saw? 3. What did the video tell you about how the sports stars overcame personal challenges to succeed? 218 Unit 7 Rising to the Challenge

229 Learn Key Vocabulary Tall Mountains, Big Goals: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. For many climbers, conquering Mount Everest is a lifelong goal. s Key Words Check Understanding Deepen Understanding 1 ascend (u-send) verb Rating: We ascended to the top of the mountain. Yes No Tell about a time when you ascended a tall building. Possible response: My family and I went to the observation deck at Etihad Towers last year. 2 avalanche (a-va-lanch) noun Rating: Avalanches are useful safety devices. Yes No Tell about how you might feel if you saw an avalanche. Possible response: I would feel very frightened. 3 conquer (kahng-kur) verb Rating: I am going to conquer my fear of heights. Yes No Tell about a way to conquer a fear of spiders. Possible response: You could learn more about them so that you understand they are not harmful. 4 gear (gear) noun Rating: My brother has the latest climbing gear. Yes No Tell about some special gear that you need for a pastime. Possible response: For cycling you need to wear a helmet. Unit 7 Rising to the Challenge 219

230 Key Vocabulary, continued Did You Know? It takes 30,000 kilograms of fresh snow every day to maintain the slopes at Ski Dubai. Key Words Check Understanding Deepen Understanding 5 honor (ahn-ur) noun Rating: It is an honor to get a bad grade. Yes No Tell about an honor you can receive at school. Possible response: You can receive the honor of being chosen to lead a sports team. 6 peak (pēk) noun Rating: We walked down to the peak of the mountain. Yes No Tell about the highest peak in the UAE. Possible response: Jabal Jais is the highest peak in the U.A.E. It is near the border with Oman. 7 permission (pur-mi-shun) noun Rating: You need permission to enter this area. Yes No Tell about a time when you needed permission to do something. Possible response: I asked my parents for permission _ to start ice-skating lessons. 8 slope (slōp) noun Rating: It was an easy slope to ski down. Yes No Tell about a slope in your area. Possible response: There is a slope near my house that is very steep to walk up. B. Use at least two of the Key Vocabulary words. Write about an honor that you or somebody you know received. 220 Unit 7 Rising to the Challenge

231 Prepare to Read Compare Media A. Reread the last two paragraphs silently. Then listen as a partner reads them aloud. Record your reactions to reading the text and listening to it. Look Into the Text Please welcome Jordan Romero! said Martha Stewart. WHOOOOOOH!!! screamed the studio audience, applauding wildly. Jordan was appearing on a popular TV show to talk about his climb. I told my Dad I wanted to climb Kilimanjaro. We started training for a WHOLE year. Excitedly Jordan described his feelings, telling what happened as he approached the summit. The guides were telling him, Po-lay, PO-LAY which means slow-ly, SLOW-ly Yeah, but I m like, come on! I wanna get up there! Jordan then described his plans to climb three more peaks that year! Experience Reading the Text Experience Listening to the Text Read As I read the text the capital letters stood out. They showed me how excited the audience was to see Jordan. Listening to my partner read the text, I can imagine what it must have felt like to have been in the audience. Possible response: The words in italics showed me which words Jordan emphasized when he was speaking. Possible response: Listening to my partner read the words po-lay and slow-ly I can tell that Jordan still remembers how he felt clearly. B Possible response: The author used capitals for the words HUH. CRUNCH. and repeated them. This emphasized for me how difficult it was to keep walking on the mountain. B Possible response: Hearing the reader say the words HUH. CRUNCH. HUH. CRUNCH. HUH. it reminded me of the sound of someone walking in snow. B. Read the following passage to yourself. Then listen to a partner read it aloud. Add your responses to the chart above. Day 17, May 2010 of the ascent was a day he would never forget. What a perfect day for mountain climbing! The sky was blue and the air was crisp as they set out. HUH. CRUNCH. HUH. CRUNCH. HUH. All he could hear was his breath panting in and out and the crunch of his crampons as they bit into the snow as he traversed an almost vertical slope on the north face. Then, suddenly, CRRRRRAAAASSSH! A thunderous roar ripped through the air. Unit 7 Rising to the Challenge 221

232 Selection Review Tall Mountains, Big Goals A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary ascend honor avalanche peak conquer permission gear slopes When Jordan Romero decided to ascend the Seven Summits, he needed to train to do so. He practiced ascending steep slopes and he learned to use all kinds of climbing gear. Sometimes his father had to write for permission to climb the mountains. It was a huge honor for him to appear on the Martha Stewart Show after climbing Mount Kilimanjaro. Despite experiencing an avalanche, when he reached the peak of Mount Everest, he felt on top of the world. We do not know which mountains Jordan wishes to conquer next. B. Write complete sentences to answer these questions about Tall Mountains, Big Goals. 1. Jordan set himself the ultimate goal at a young age. What does this tell you about his personality? Possible response: He is very determined and willing to work hard to achieve his goals. 2. Edmund Hillary said It is not the mountain we conquer, but ourselves. Do you agree or disagree? Why? 222 Unit 7 Rising to the Challenge

233 Vocabulary Study Interpret Sporting Jargon Use context clues to help you interpret the meaning of jargon. 1. Look for other words or phrases in the sentence that may be clues to the meaning of each underlined word or phrase. 2. Test the meaning in the sentence to see if it makes sense. 3. Use a dictionary if you need help. Then write the meaning of the underlined word or phrase. 1. He used the edges of his skis to carve his way from side to side down the slope. to swing the bat and miss the ball carve 2. He scored a hat trick and on the third goal the crowd went wild. to score three goals hat trick 3. We are advised not to go off-piste as we could cause an avalanche. areas not supposed to be used for skiing off-piste 4. I played well today and was two strokes under par for the course. the expected number of strokes it should take a good golfer to complete the course par for the course 5. My sister loves going fast so she prefers to schuss down the easy slopes. to ski downhill at high speed schuss 6. I think it must hurt if they hit the posts in the skiing slalom. a race that bends in and out between poles slalom 7. When I first learned to ski I could only snowplow down the mountain. a downhill skiing braking and turning technique taught to beginners snowplow 8. I need some new salopettes before we go skiing. Mine are torn. special trousers used for skiing salopettes Unit 7 Rising to the Challenge 223

234 Academic Vocabulary Tall Mountains, Big Goals: Academic Vocabulary Review A. Choose a synonym for each Academic Vocabulary word. Write the word in the chart below. Academic Vocabulary overcome interpret evidence sequence goal situation Word Choose from These Words Synonym 1. overcome connect defeat struggle defeat 2. evidence share count proof proof 3. goal aim grade job aim 4. interpret predict show blame show 5. sequence support group order order 6. situation room circumstance feature circumstance B. Read each statement. Circle Yes or No to answer. 1. Ambitious people are always ready to overcome difficulties. Yes No 2. It is best to support facts with evidence. Yes No 3. One goal of school is to learn. Yes No 4. You can interpret artwork in more than one way. Yes No 5. The sequence of events happens at the end of a story. Yes No 6. Purpose is another word for situation. Yes No C. Use the following word pair in a sentence. interpret evidence Possible response: A scientist interprets the evidence in an experiment. 224 Unit 7 Rising to the Challenge

235 Build Background Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you saw. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you saw? 3. Do you think it is more difficult to overcome personal challenges for disabled sports people? Why? Unit 7 Rising to the Challenge 225

236 Learn Key Vocabulary Parallel Lines: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Cross-country skiing requires lots of energy. Key Words Check Understanding Deepen Understanding 1 capable (kā-pu-bul) adjective 8 can do it I am capable of Possible response: passing the exam. Rating: cannot do it. 2 compulsory (kum-puls-rē) adjective 8 must do it At my school it is compulsory to Possible response: wear a uniform. Rating: must not do it. 3 countdown (kownt-down) noun count from 1 to 10 There is usually a countdown before Possible response: the start of a race. Rating: count from 10 to 1. 4 cross-country (kros-kun-trē) adjective on the ski slope Some places you can do cross-country sports are Possible response: in the mountains and rural areas. _ Rating: through the forest. 226 Unit 7 Rising to the Challenge

237 Key Vocabulary, continued Did You Know? Once bitten, twice shy is a saying that means that if you have a bad experience the first time you do something, you will be afraid to do it in the future. Key Words Check Understanding Deepen Understanding 5 energy (e-nur-jē) noun the desire to stop It takes a lot of energy to Possible response: run a marathon Rating: the power to go on. 6 shy (shī) adjective confident I feel shy when Possible response: I meet people I haven t met before Rating: nervous. 7 sprint (sprint) noun go slow You need to sprint when Possible response: you run in the 100 meters race Rating: go fast. 8 stride (strīd) noun 8 a long step A person who strides everywhere is Possible response: always in a hurry Rating: a short step. B. Use at least two of the Key Vocabulary words. Write about why it is compulsory to have a license to drive a car. Unit 7 Rising to the Challenge 227

238 Prepare to Read Determine Viewpoint A. As you read the story, fill in the chart to show how the author develops Torun s viewpoint of her sister before, during, and after the race. Character s Words and Actions I have to look out for her. Torun says, I have to do all the talking for both of us. Torun says that Elsa always tells me I m the best. I am speechless. Elsa, who is the most uncompetitive person I know, is actually proposing I slide a quick glance over to Elsa and then it dawns on me. Torun gives her sister her ski so she can finish and win the race. I have never felt so proud. Character s Viewpoint The narrator feels she is responsible for her twin. Torun feels that Elsa is too quiet and she needs to speak for her. Torun feels that she is better than Elsa at skiing and that Elsa knows it. Torun is very surprised by her sister s proposal. This is the moment that Torun realizes something has changed in Elsa. This shows that Torun realizes how important it is for Elsa to win the race. Torun loves Elsa so much that she is more proud of her sister s achievements than her own. B. How does Torun s viewpoint about Elsa change as the story develops? Possible Response: At first, Torun thinks that Elsa is weak and needs protecting. Then she realizes that Elsa is changing and becoming more confident. Finally, she realizes that the race is an important moment in her sister s development and she helps her to win. 228 Unit 7 Rising to the Challenge

239 Selection Review Parallel Lines A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary capable compulsory countdown cross-country energy shy sprint stride My sister and I took part in the long distance cross-country race this winter. We registered two weeks before because it is compulsory and you cannot just turn up on the day. During the countdown to the race we practiced a lot. One technique we did was to sprint ski really fast. We also stretched our leg muscles every night to increase the length of our stride. But then we rested the day before so that we had plenty of energy on the big day. My sister is quite shy, so she would never say that she was capable of beating me. But it was no surprise to me when she won the race. B. Write complete sentences to answer these questions about Parallel Lines. 1. How does the relationship between the two sisters develop during the selection? Possible response: It begins with Torun being very protective of Elsa, but ends with them being on an equal level. 2. How can you tell that Torun set off to win the race? Possible response: She says May the best twin win!, but she thinks she is the best and so is confident of winning the race. Unit 7 Rising to the Challenge 229

240 Vocabulary Study Use Context Clues: Multiple-Meaning Words Follow these steps for each item below. 1. Look at each underlined multiple-meaning word. Think about the topic of the sentence. 2. Look for clues to the word s meaning in surrounding words. 3. Use an online or print dictionary and the clues to decide which meaning makes sense. 4. Write the meaning of the word. 1. The camel carried a heavy load through the desert. a large amount of something load 2. He brushed past the table, but somehow the glass fell over. to touch very lightly in passing brushed 3. After withdrawing some money, his bank account balance was AED 200. dirham amount that remains balance 4. He will press the wrinkles out of his clothes. to iron press 5. The basketball player was lean, tall, and fast. thin lean 6. I will hire a car and drive to the desert. to pay to borrow something hire 7. The men work in an underground mine that contains coal. a cave-like hole mine 8. Ali bought a yard of string to tie the package. a unit of measurement equal to about 90 centimeters yard 9. This issue of the magazine is the best one this year. something that is printed and distributed issue 230 Unit 7 Rising to the Challenge

241 Academic Vocabulary Parallel Lines: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Academic Vocabulary overcome goal distinguish situation evaluate Word 1. overcome My Definition Possible response: to get over a problem or obstacle 2. distinguish Possible response: to recognize the differences between two things 3. evaluate Possible response: to decide the value of something 4. goal Possible response: an aim for what you do 5. situation Possible response: where something is placed B. Read each sentence. Circle the Academic Vocabulary word that best fits into each sentence. 1. The soldiers had to (distinguish / overcome) the danger. 2. Our coach s (situation / goal) was to give every player a position in the game. 3. I (evaluated / distinguished) each product to choose the best one. 4. It was difficult to (distinguish / evaluate) between the two twin sisters. C. Answer the questions in complete sentences. 1. How would you distinguish a safe bicycle from an unsafe bicycle? Possible response: I would check the handlebars, seat, tires, and chain to make sure each part was working and in good shape. 2. What evidence might show that a person has to overcome a difficulty? Possible response: The person might have special needs. Unit 7 Rising to the Challenge 231

242 Close CLOSE READING Reading Scattering Sand in the Snow 1 April 24, I was 15 and living in sunny F.1 Freshwater, Florida, with my parents when Elham Al Qasimi, the first woman from the Emirates to do so, skied the last degree to the F.1 North Pole. Obsessing as only teenagers can, I tracked Elham s unstoppable progress through F.1 the online blog she had been writing. 2 Elham s achievement was an historic moment witnessed by thousands and thousands F.1 of her followers all over the world. As we watched online, our perception of what was possible changed forever. She made history, and her courage and determination inspired me, personally, to achieve something similar. 3 Elham was once an investment banker; she graduated from one of the highest-ranking universities in the world and had been pursuing an illustrious career. It seemed that she had everything. However, she knew she was in need of personal development and this was not something she was going to find in her work. So, she started to look for a challenge outside of her comfort zone; something that would isolate her from everything and where she would have to rely on herself for survival. I discovered Elham s quest by chance through social media, and I was hooked. As an avid young skier myself, it was great to see her push the boundaries to the limit to achieve her goal. I was so enthusiastic about the sport that my parents worked round the clock so that they could afford to pay for extra skiing lessons for me. 4 On the day itself, when Elham was to E.1 scatter sand from her homeland desert around the frozen glacier, I got up extra early, before E.1 E.1 sunrise, to switch on my computer. The previous day Elham and her team had drifted off target and now had even less time to get to the Pole. E.1 What was supposed to be a relaxed pace turned into an adrenaline-packed rush to make it to the helicopter before the blizzards arrived. I could E.1 see that morning that Elham was struggling. She E.1 looked exhausted and her clothes were soaking wet. Would she make it to the top of the world? was the question I kept asking myself. From my tiny bedroom, along with her family and all her followers, I willed her on. It seemed that she had heard us and felt our support as the next post showed Elham circling around the Pole. She was waving her arms ecstatically and scattering sand from a small plastic bag brought with her from her homeland far away. She had done it! Her mission was complete. In Other In Other Words Words illustrious illustrious successful successful outside outside of her of comfort her comfort zone zone unusual unusual and and difficult for for her her avid avid very keen very keen willed willed tried to tried make to make something something happen happen by by wishing wishing for for it it scattering scattering throwing throwing gently gently Unit Unit 7 Rising Rising to to the the Challenge Challenge Geographical background The North Pole is the northernmost point on Earth. It lies at zero degrees longitude. At the North Pole all directions point south. The North Pole is located in the middle of the Arctic Ocean in waters that are almost permanently permanently covered covered with with sea sea ice. ice.

243 5 Despite the fact this event only took place a few years ago, a lot has changed for me since then. Although I was a keen skier, there was no way that I could ever entertain the possibility of going on an expedition like Elham did. Trekking to the North Pole was something that only rich, successful, or talented people could do. Or that is what I thought. When I did get the opportunity to go skiing, it was for an afternoon on a dry ski slope. And that was not always entirely straightforward. Before taking the three-hour bus ride to the Ski Center, I used to have to go and borrow my best friend s tattered salopettes and oversized jacket as I didn t have the money to buy my own kit. Then, when I got to the slope, we were given rusty old skis with old-fashioned bindings. However, slipping on the boots, I always felt as if I had been transported to another place, and I would glide effortlessly down those slopes. 6 My lucky chance came when I was sponsored for a place to go on a trek to the North Pole. A program had been started to provide young people with the Polar experience in order to equip them with the skills necessary for twenty-first-century living. There was only one prerequisite: you needed to know how to ski. Entertaining only the slightest hope, I applied for a place, as I was so keen to relive Elham s amazing experience. Little did I know that my ski coach had put in a good word for me, persuading the judges that I would benefit immensely from the once-in-a-lifetime adventure. Elham Al Qasimi wandering in the garden of her house. 7 In the short time since Elham reached the Polar summit, a number of people have questioned why Elham, an Emirati woman, and her mission was so important to me, an American girl from sunny Florida. I always tell them: Scattering Florida sand over the frozen North Pole was so empowering and it quite honestly changed my life forever. Perhaps one day, I will get the chance to meet and interview Elham. I imagine what it would be like to say to her This is what your expedition meant to a fifteen-year-old girl in Freshwater in Florida 8 I wouldn t have to complete the sentence. She would know. In Other Words In Other Words glide slide glide slide prerequisite something that must exist prerequisite first something that put in a good word for me recommended must meexist first empowering life changing put in a good word for me recommended me empowering life changing Unit Scattering 7 Rising to Sand the in Challenge the Snow

244 Close Reading, continued Read for Understanding A. From what kind of text is this passage taken? How do you know? Possible response: memoir; It is about a specific period in the author s life. B. Write a sentence that tells the topic of the selection. Possible response: The text is about how the author was inspired by another person to achieve something they thought impossible. Reread and Summarize C. On Practice Book pages , circle the 3 5 most important words in each section. Make notes about why you chose each word. Why is the word important? 1. Section 1: (paragraphs 1 2) 2. Section 2: (paragraphs 3 4) 3. Section 3: (paragraphs 5 6) 4. Section 4: (paragraphs 7 8) D. Use your topic sentence from above and your notes to write a summary of the selection. Possible response: The author wrote about how, when she was 15, she saw Elham Al Qasimi become the first Emirati woman to ski to the North Pole. This event inspired her to reach her own achievements in her life, the biggest being to also ski to the North Pole. 234 Unit 7 Rising to the Challenge

245 Reread and Analyze E. Analyze how the author uses chronological order to connect events in the text. 1. Reread paragraph 4 on Practice Book page 232. What time order words does the author use to help you understand the sequence of events? Underline the words and phrases that support your answer. Use evidence from the text to support your answer. Possible response: She uses time words such as on the day itself, before sunrise, the previous day, now, that morning. 2. In the Practice Book, underline other time words and dates that show chronological order. Explain how they help you understand the sequence of events. F. Analyze how the author uses chronological order to help you understand the setting in which the story takes place. 1. Reread paragraphs 1 2 on Practice Book page 232. How does the narrator s use of dates, places, and names help you understand the setting in which this event took place? Underline words and phrases to support your answers. Explain how the text evidence supports your answer. Possible response: the date April 24, 2010; 15 years old; sunny Freshwater Florida; the North Pole; online blog; teenagers; followers all over the world; watched online. These are details that help readers understand the setting in which the event took place. 2. Underline other dates, names, or places on Practice Book pages that help you understand when this event took place. Explain how these details show chronological order. Unit 7 Rising to the Challenge 235

246 Close Reading, continued Discuss and Write G. Synthesize your ideas about how the author connects events through chronological order. 1. With the class, discuss why you think the writer used chronological order to tell about how she was inspired by a role-model. List the details you discuss. Possible response: To show how much her life changed in a short time period. 2. Choose one of the details of chronological order that you listed. Write a paragraph to explain why you think the writer used chronological order to tell about how she was inspired by a role model. Use the questions below to organize your thoughts. What is the key event in this selection? Before this event, what was life like for the author? Give two examples. After this event, how did things change for the author? Give two examples. How does the chronological order help you understand the memoir s time and place? Connect with H. Discuss the Guiding Question: How do sports help people overcome personal challenges? 1. Why does the author say she was obsessed? Possible response: To show how strongly the event affected her but also emphasize her age at the time. 2. How did Elham s achievement affect the author? Possible response: It affected her greatly and inspired her to follow her own dreams. 3. What personal challenges did the author overcome? How? Possible responses: The author initially thought that kind of achievement was only for rich, successful, or talented people. She also couldn t go to the Ski Center very often and couldn t afford her own kit. 236 Unit 7 Rising to the Challenge

247 Unit 7 Review Academic Vocabulary Review A. Circle the Academic Vocabulary word that best fits into each sentence. 1. A coach (evaluates / reflects) players who want to join the team. 2. Judges (sequence / interpret) laws when they decide a case. 3. A (goal / situation) helps people aim for success. 4. We sometimes have to (reflect / overcome) our fears to achieve things. Academic Vocabulary overcome interpret distinguish reflect evaluate evidence goal sequence situation B. Rewrite each sentence. Replace the underlined word or words with an Academic Vocabulary word. 1. I planned the order of events for my graduation party. I planned the sequence of events for my birthday party. 2. It is easy to tell apart the cats since one has a longer tail. It is easy to distinguish the cats since one has a longer tail. 3. I share a close relationship with my cousin, despite living in different Emirates. I share a bond with my cousin, despite living in different Emirates. 4. The man had overwhelming facts to prove his statements were true. The man had overwhelming evidence to prove his statements were true. C. Answer the questions in complete sentences. 1. How do your actions reflect your mood when you are happy? Possible response: When I am happy, I smile more and joke with my friends. 2. What is one of your goals for the school year? Possible response: One of my goals for the school year is to get to class on time every day. 3. Give an example of someone in a serious situation. Explain. Possible response: A person who is lost in the mountains is in a serious situation because he or she needs to find a way down or be rescued before night comes. Unit 7 Rising to the Challenge 237

248 Unit 7 Review, continued Key Vocabulary Review A. Read each sentence. Circle the Key Vocabulary word that best fits into each sentence. 1. When you have (permission / energy), you have physical power. 2. When you pass your exams, your parents will (conquer / congratulate) you. 3. Faisal has to get written (permission / honor) from his school. 4. Reaching the (peak / countdown) was the highlight of the tour. 5. Athletes (compete / conquer) in sports. 6. Many football teams have large groups of (amateurs / fans) to support them. 7. Camel racing is a popular (pastime / feat). 8. It is a great (honor / peak) to be asked to go to see the Principal. B. Use your own words to write what each Key Vocabulary word means. Then write a synonym for each word. Word My Definition Synonym 1. champion Possible response: a person who wins Possible response: winner 2. fan 3. feat 4. hopeful Possible response: a person who really likes something Possible response: to achieve something difficult Possible response: person who wants to achieve something Possible response: admirer Possible response: achievement Possible response: competitor 5. honor Possible response: a great reward Possible response: reward 6. pastime 7. popularity Possible response: something you do in your free time Possible response: liked by many people Possible response: hobby Possible response: well-liked 8. shy Possible response: quiet around other people Possible response: nervous 238 Unit 7 Rising to the Challenge

249 Unit 7 Review, continued Unit 7 Key Vocabulary amateur champion countdown feat pastime shy ascend compete cross-country gear peak slope avalanche compulsory energy honor permission sprint capable conquer fan hopeful popularity stride C. Answer the questions in complete sentences. 1. In your opinion, which sports have grown in popularity? Explain. Possible response: I think football has grown in popularity, because a lot of people now watch it on TV. 2. If you could describe someone who has accomplished an incredible feat, who would it be and what would it be for? Possible response: I think that Elham Al Qasimi s expedition to the North Pole was an incredible feat. 3. Would you like to compete in a sporting event? Explain. Possible response: I would like to compete in the Winter Olympics because I really like skiing. 4. What is your favorite pastime? Explain. Possible response: My favorite pastime is swimming, because I like being in water and it keeps me fit. 5. What is something that you want to do, but are too shy to try. Explain. Possible response: I want to read some poetry to the class but I m too shy because I m not used to speaking in public. 6. Describe an event which has been an honor to attend. Possible response: I attended my older brother s university graduation ceremony which was an honor. 7. If you had to conquer one fear, what would it be? Explain. Possible response: I would want to conquer my fear of spiders, because I know really that mostly they are not harmful. 8. If you could meet an Olympic hopeful, who would it be? Possible response: I would meet Zahra Lari, the ice-skater. Unit 7 Rising to the Challenge 239

250 Unit 8 Launch Mind Map Think of a global warning sign. Write it in the first box of the Mind Map. In the following boxes, write what you can do to change it and how the change can benefit the planet. Global Warnings Changes Benefits Academic Vocabulary Think about how a clean environment can benefit you. What are some ways you can help keep the environment clean? Use the word benefit in your answer. 240 Unit 8 Global Warnings

251 Focus on Reading Analyze Argument Read the passage. Underline the writer s position on protecting the environment. Look for evidence that supports the argument. You can help protect the environment by making small changes in your daily life. The next time you shop for school supplies, think about the environment first. Look for products that are made from recycled materials. Recycled materials are materials that were originally used for one purpose but have been reused for a new purpose. You should avoid products that use harmful materials. Look for chlorine-free paper and avoid PVC vinyl, which can contain lead. Both chlorine and lead can harm the environment. You should also try to reduce your waste. Pack your lunch in reusable containers instead of paper and plastic bags. You can make a big difference if you try. 1. What is the writer s position? What is the writer s reasoning for this? Possible response: The writer argues that everyone can protect the environment by making small changes. The writer s position is that these changes are easy for everyone to make. The writer s reasoning is that if everyone makes these simple changes it will have a big effect. 2. What evidence supports the writer s argument? Give examples of the support the writer provides for this argument. Possible response: Examples like using recycled paper, avoiding PVC vinyl, and packing my lunch in reusable lunch bags all support the position of the passage. Academic Vocabulary Write about your position on saving water. Is it a good idea? Would it help the environment? What are some ways to save water? Unit 8 Global Warnings 241

252 Focus on Vocabulary Use Context Clues: Specialized Vocabulary and Language Read the passages. Follow these steps to figure out the meaning of each underlined word or phrase. 1. Think about the topic of the text. 2. Reread the sentence and look for clues in the other words. 3. Read the sentences before and after to find more clues. 4. Check your word in a dictionary. Check the denotation against the meaning you determined from the context clues. A. Follow the directions above. Write the meaning of each underlined word or phrase. Ethanol is a fuel made from sugars found in grains, such as corn. Ethanol is considered a renewable resource. Some people feel it is better for the environment than gasoline. Ethanol is nontoxic, so it is safe to handle. If it spills, it breaks down naturally because it is biodegradable. If more people turn their backs on gasoline and use ethanol, we could have a cleaner, safer environment. nontoxic not poisonous biodegradable able to break down naturally turn their backs on stop using or being involved with B. Follow the directions above. Write the meaning of each underlined word or explain its connotation. Do you know what a carbon footprint is? It s not like the footprints you see on the beach. Scientists use carbon footprints to measure how much pollution an individual person contributes to the environment. Many factors are used to figure out someone s carbon footprint. People who ride their bikes to work instead of driving have smaller carbon footprints. You can reduce your own carbon footprint by using recycled products and walking when you can. footprint factors impact an element or idea that adds to something contributes adds to, increases The connotation is negative because the person is increasing pollution. Academic Vocabulary Sometimes you may associate a certain smell with a memory. Write about a smell and the memory you associate with it. 242 Unit 8 Global Warnings

253 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the images. Take notes on at least three things that you saw. Analyze the Images B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the images. 2. What was the most interesting thing you saw? 3. What are some things you can do to benefit the environment? Use the word benefit in your answer. Unit 8 Global Warnings 243

254 Learn Key Vocabulary Handle with Care: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s Litter is an issue in many communities. The problem can be solved if people remember to put waste where it belongs. Key Words Check Understanding Deepen Understanding 1 damage (dam-ij) verb 8 to cause harm List three things that might be damaged by a storm: _ Possible response: houses, power lines, trees Rating: to give help 2 issue (ish-ü) noun Rating: a problem a solution List three issues in your community: Possible response: not enough streetlights, no sidewalks, no parks 3 prevent (pri-vent) verb to watch something List three things that we should try to prevent: Possible response: sadness, litter, bullying Rating: to stop something 4 protect (pru-tekt) verb Rating: to give something away to keep something safe List three things we should protect: Possible response: our health, the environment, endangered species 244 Unit 8 Global Warnings

255 Key Vocabulary, continued Recycling is one way to protect the environment. s Key Words Check Understanding Deepen Understanding 5 recycle (rē-sī-kul) verb use up List three things you can recycle: Possible response: paper, aluminum, glass Rating: use again 6 resource (rē-sors) noun 8 something you can use List three examples of Earth s resources: Possible response: fossil fuels, wood, water Rating: something you don t want 7 source (sors) noun 8 where something comes from List three sources of water: Possible response: springs, rivers, lakes Rating: where something goes 8 waste (wāst) noun 8 something you throw away List three examples of waste: Possible response: garbage, sewage, food scraps Rating: something you keep B. Use at least two of the Key Vocabulary words. Write about an issue that is important to you. Unit 8 Global Warnings 245

256 Prepare to Read Analyze Argument and Reasons A. As you read, Handle with Care, look for the kinds of appeals made by the author. Complete the Three-Column Chart. Kind of Appeal Example My Evaluation appeal to emotion and logic Human activities such as plowing fields, mining, and building highways can destroy the land. The word destroy worries me. There is evidence in the text to support this statement. appeal to ethics So does this mean we shouldn t build a highway or plow a field? Of course not. This writer s question seems drastic, but his response shows me he is asking the reader to think about choices we have to make. appeal to emotions We may be losing species without even knowing it. This statement makes me feel concerned. The author cites the opinions of scientists as evidence. appeal to logic Reusing and reducing what you throw away can cut down on the need for more landfills. The writer includes facts and statistics to support his statement. appeal to logic Clean water is essential to our lives. The writer includes facts and statistics to support his claim. appeal to ethics To protect our planet in the future, we must make responsible decisions today. This makes me think how I personally can make a difference. The writer is making a reasonable statement. 246 Unit 8 Global Warnings

257 Focus Selection Genre Review Handle with Care A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary damage recycle issue resources prevent source protect waste We have only one Earth. To protect Earth, we must conserve our valuable natural resources. This is an important issue for each of us. If we don t protect the environment and prevent things like pollution and global warming, we might do permanent damage to Earth. Humans are the greatest source of trouble. We all need to reduce the waste we produce, reuse the products we make, and recycle as much as we can. B. Write complete sentences to answer these questions about Handle with Care. 1. Explain why it is important to cut down the need for more landfills. Give at least two reasons. Possible response: Landfills take up valuable land and can pollute the air, water, and land around them. 2. How can laws help prevent pollution and protect the environment? Possible responses: Laws can set limits on the amount of pollution businesses can cause; laws can demand that businesses clean up after themselves; laws can encourage businesses to cut their use of resources. Unit 8 Global Warnings 247

258 Vocabulary Study Understand Denotation and Connotation Follow the steps below to figure out the meaning of each word. 1. Look up the denotations, or dictionary definitions, of the underlined words. Write the definition. 2. Use the context to identify the words connotations and write them down if different. 3. Write whether the underlined words have a positive or negative connotation. 1. Cars that run on gasoline can spew toxic fumes into the air. spew pour out Positive or Negative? negative 2. Some people oppose drilling for oil, because they believe it is detrimental to the environment. detrimental damaging Positive or Negative? negative 3. Scientists have figured out how to harness wind to produce energy. harness capture, control Positive or Negative? positive 4. Southern California, with its plentiful sunshine, is a prime location for using solar power. prime excellent, ideal Positive or Negative? positive 5. Pollutants that are dumped into a lake may produce contaminated drinking water. contaminated dirty, poisonous Positive or Negative? negative 6. It is possible to help the environment just by walking to school instead of taking the bus. possible capable of happening Positive or Negative? positive 7. If you turn off lights as you leave a room, you will conserve electricity. conserve save Positive or Negative? positive 248 Unit 8 Global Warnings

259 Focus Academic on Genre Vocabulary Handle with Care: Academic Vocabulary Review A. Write the Academic Vocabulary words next to their definitions. Definition 1. to connect or relate two things Academic Vocabulary appeal logical associate position benefit Word associate 2. believable; reasonable logical 3. to gain good from benefit 4. what you think about an issue position 5. a strong request appeal B. Complete the sentences. 1. If I could make an appeal to the school librarian, I would Possible response: ask him or her to keep the library open longer after school. 2. A tradition I associate with the holidays is Possible response: coming together as a family to share a meal. 3. One benefit of exercise is Possible response: a healthier heart. 4. My position on an important issue that affects my school is Possible response: the air pollution from road traffic. 5. If you are doing a project on global warming, it is logical to Possible response: use the library or the Internet to do research. Unit 8 Global Warnings 249

260 Build Background Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you learned. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you learned? 3. Explain how taking care of the environment will benefit animals. 250 Unit 8 Global Warnings

261 Learn Key Vocabulary Melting Away: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s A big chunk of the glacier breaks off as the ice melts. Key Words Check Understanding Deepen Understanding 1 area (air-ē-u) noun Rating: An area is part of a year. Yes No An area in my community is Possible response: downtown, where there are many stores and restaurants. 2 atmosphere (at-mu-sfear) noun Rating: Our atmosphere is made of ice. Yes No Our atmosphere is in danger because Possible response: we produce air pollution from cars and factories. 3 feature (fē-chur) noun Rating: A feature is something that stands out. Yes No My best feature is my Possible response: nose. 4 glacier (glā-shur) noun Rating: A glacier is made of air. Yes No You might see a glacier Possible response: in the mountains. Unit 8 Global Warnings 251

262 Key Vocabulary, continued Did You Know? Reefs are endangered. The Earth has lost 10% of its reefs because of global warming. Key Words Check Understanding Deepen Understanding 5 melt (melt) verb Rating: A solid becomes a liquid when it melts. Yes No Ice cream melts when Possible response: it s very hot outside. 6 reef (rēf) noun Rating: Reefs are in the mountains. Yes No Some things you might see on a reef are Possible response: fish, sharks, and coral. 7 soil (soil) noun Rating: Soil covers the roots of trees and plants. Yes No Some things you can see in soil are Possible response: worms, snails, rocks, and roots. 8 temperature (tem-pur-chur) noun Rating: You measure temperature to find the length of something. Yes No I like when the outside temperature is Possible responses: cool because _ I can go for a picnic with my family.. B. Use at least two of the Key Vocabulary words. Write about your favorite season. 252 Unit 8 Global Warnings

263 Prepare to Read Analyze Argument and Evidence As you read Melting Away, identify claims made by the author. Use the Evidence Charts to record and evaluate the evidence for each claim. Claim: The once mighty Grinnell Glacier could vanish completely. Text Evidence It is much smaller now than it was in My Evaluation This fact can be checked and is supported by photos from a reliable source. Water from the glacier has formed a new lake in the park. This fact is also supported by the photos. Grinnell Glacier is wasting away because the park is getting warmer. Claim: Text Evidence Since 1910, the average summer temperature has risen more than 1.5 degrees Celsius (C). My Evaluation This is a fact that can be checked, and it supports the writer s claim. Most scientists agree that the rest of Earth is slowly warming up, too. The words most scientists are vague and hard to prove. This is more opinion than fact. Since 1850, Earth has warmed by about 0.56 degrees Celsius. This is a fact that can be verified. It supports the claim in this section. Warming is causing big changes worldwide. Claim: Text Evidence In the Antarctic and Arctic, sea ice is melting. The meltdown forms clouds that can make more snowfall than usual. More snow can harm wildlife. My Evaluation The photos and captions of Arctic Sea Ice coverage provide factual evidence that supports the claim. This information can be verified. Penguins in Antarctica are having a hard time finding a place to lay eggs. This fact can be checked and builds on the claim that warming will harm wildlife. But many coral reefs are in trouble. Because of global warming, ocean water is heating up. These facts can be checked. The writer includes photos and captions showing how warm water kills reefs. Unit 8 Global Warnings 253

264 Selection Review Melting Away A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary area melt atmosphere reefs feature soil glaciers temperature Every area of Earth is affected by global warming. As Earth s temperature rises, heat becomes trapped in the atmosphere. This causes glaciers to melt, uncovering rocks and soil. Delicate coral reefs are affected, too. As ocean waters become warmer, the coral s bright colors, a distinctive feature of the reefs, begin to fade to white. B. Write complete sentences to answer these questions about Melting Away. 1. Why is it important to prevent global warming? Possible response: Global warming can cause many problems on Earth. Animals are threatened. Melting ice caps mean polar bears can t find as much food. Deadly diseases are spreading. Rising temperatures make it easier for wildfires to start. 2. How could you organize a tree-planting project in your community? Possible response: I could work with other students and our parents to see if we can plant more trees in our community. 254 Unit 8 Global Warnings

265 Vocabulary Study Understand Technical Language Follow the steps below to figure out the meaning of the technical language. 1. Look for clues to the meaning of the underlined technical language. 2. If you still do not have enough information, check a dictionary. 3. Write the meaning of the underlined technical language. 1. The epicenter of the earthquake was near San Francisco, where the damage was the worst. the point on Earth s surface directly above the place where an earthquake occurs epicenter 2. In very windy places, scientists use wind turbines to turn wind into energy. large machines used to capture wind and turn it into energy wind turbines 3. The directions say to use lightbulbs that are no more than 75 watts. a measurement of electrical power watts 4. Ethanol is created by using sugar to make fuel. a type of fuel ethanol 5. A tornado that measures EF1 on the Enhanced Fujita scale will probably cause only minor damage. a scale used to measure the strength of a tornado Enhanced Fujita scale 6. Earth is made up of large plates that are constantly moving. When these plates rub up against each other, an earthquake occurs. large areas of land plates 7. The defendant pleaded not guilty to the charges against him. accusations charges 8. Oil must be refined in order to make gasoline. to make pure refined 9. The nurse slid the girl s leg under an x-ray machine to see if the bone was broken. a machine that takes images of bones x-ray machine Unit 8 Global Warnings 255

266 Academic Vocabulary Melting Away: Academic Vocabulary Review A. Use your own words to tell what each Academic Vocabulary word means. Key Vocabulary appeal logical associate position benefit process evidence unique Word My Definition 1. associate to connect ideas in your mind 2. benefit to be helped by 3. evidence information that shows something is true 4. logical reasonable or sensible 5. position what you believe about an issue 6. appeal a strong request for something 7. unique one of a kind B. Rewrite each sentence. Replace the underlined words with an Academic Vocabulary word. 1. We made a strong request for the rules to be changed. We made an appeal for the rules to be changed. 2. I relate the smell of salty air with the sea. I associate the smell of salty air with the sea. 3. My viewpoint on recycling is based on plenty of facts. My position on recycling is based on plenty of evidence. 4. It was reasonable for us to be tired after the long, busy week. It was logical for us to be tired after the long, busy week. 5. Her ideas about ways to reduce global warming are unusual. Her ideas about ways to reduce global warming are unique. 256 Unit 8 Global Warnings

267 Focus Build Background on Genre Critical Viewing Guide Take Notes A. View the video. Take notes on at least three things that you learned. Analyze the Video B. Review your notes to help answer these questions. 1. Write two sentences to explain what was in the video. 2. What was the most interesting thing you learned? 3. Stories sometimes tell how nature and people benefit each other. How do these stories benefit the people who listen to them? Unit 8 Global Warnings 257

268 Learn Key Vocabulary The Fisherman and the Fish: Key Vocabulary A. Study each word. Circle a number to rate how well you know it. Then complete the chart. Rating Scale 1 I have never seen this word before. 2 I am not sure of the word s meaning. 3 I know this word and can teach the word s meaning to someone else. s A morality tale often contains lessons for future generations. Key Words Check Understanding Deepen Understanding 1 ancestors (an-ses-turz) noun Rating: Ancestors were people that lived a long time ago. Yes No Write a sentence using ancestors and another Key Vocabulary word. Possible response: The earlier generations of my family are my ancestors. 2 catch (kach) noun Rating: A catch is the amount of balls that have been caught. Yes No Write a sentence using catch and another Key Vocabulary word. Possible response: He went out fishing with a new hook and came back with a large catch. 3 despair (dis-pair) noun Rating: When you have no hope of improving a situation you feel despair. Yes No Write a sentence using despair and another Key Vocabulary word. Possible response: The fisherman felt despair that he could not catch any more fish to sustain his village. 4 foolish (fü-lish) adjective Rating: If you do something foolish, it is unwise or of poor judgment. Yes No Write a sentence using foolish and another Key Vocabulary word. Possible response: He felt foolish because he could not settle anywhere. 258 Unit 8 Global Warnings

269 Key Vocabulary, continued Did You Know? Our Emirati ancestors would chant to fishermen to motivate them before the dangerous journey out to sea. Key Words Check Understanding Deepen Understanding 5 generation (gen-ur-ā-shun) noun Rating: A generation is one year long Yes No Write a sentence using generation and another Key Vocabulary word. Possible response: A previous generation of my family settled in the city. 6 hook (hook) noun Rating: A hook is a sharp piece of metal. Yes No Write a sentence using hook and another Key Vocabulary word. Possible response: You can use a hook to get a big catch of fish. 7 settle (set-ul) verb Rating: If you move somewhere permanently, you settle there. Yes No Write a sentence using settle and another Key Vocabulary word. Possible response: I would like to settle in the area where my ancestors lived. 8 sustain (sus-tān) verb Rating: Food and drink cannot sustain us. Yes No Write a sentence using sustain and another Key Vocabulary word. Possible response: If we are not foolish, we can sustain ourselves with good food and drink. B. Use at least two of the Key Vocabulary words. Write about an important environmental issue in the U.A.E. you have seen or heard about. Unit 8 Global Warnings 259

270 Prepare to Read Analyze Theme Read the theme at the top of the chart. As you read The Fisherman and the Fish, summarize the main events of the story in the first column. Then tell how the author uses each of those events to develop the story s theme. Complete the Theme Chart as you read the selection. Theme: People should respect nature and protect the environment. What Happens How This Develops the Theme The fishermen begin to fish on the same spot every day. The villagers do not ask questions. Shows how the people think only about feeding themselves and not about the consequences for nature. The fisherman catches fewer and fewer fish, but returns to the same spot. Shows that the fisherman is not thinking about the problem and why he is catching fewer fish. One day he catches only one small fish, the sort of fish that his father and uncle used to throw to a cat. Shows the extent of the problem. The fish asks the fisherman to let him go, so that he can grow bigger, but the fisherman says he cannot because he is afraid that another fisherman will catch it. Shows how selfish and short-sighted the fisherman is. The fish says that it will bring its wife and fill the river with fish for the fisherman to catch. Makes the point that fishing needs to be managed and fish given time to increase in number. Finally, there are no more fish and the fisherman looks regretfully at the water and knows that he has been foolish. Makes the point that once all the fish have disappeared, there is no way of bringing them back. 260 Unit 8 Global Warnings

271 Focus Selection Genre Review The Fisherman and the Fish A. Read the paragraph. Write a Key Vocabulary word in each blank. Reread the paragraph to make sure the words make sense. Key Vocabulary ancestors generations catch hook despair settle foolish sustain The fisherman was responsible for catching fish to sustain the people of his village. They had decided to settle near the river many years ago. Every day he went to the same spot that had been discovered by his ancestors, and fished by different generations in his family. Over time, however, the fisherman s catch diminished. One day, only one fish took the bait. The fish begged to be let off the hook, but the fisherman thought that would be foolish. After that, the fisherman didn t catch any more fish at all. He felt despair at the situation. Eventually, he admitted defeat and realized there were no more fish left. B. Write complete sentences to answer these questions about The Fisherman and the Fish. 1. Describe the ways in which the fisherman was foolish. Possible response: He was foolish because he always went to the same place to fish and continued fishing until there were no more fish left. 2. What do you think the fisherman and his village did when there were no more fish left at the fishing spot? Possible response: They probably moved to another place, to look for another source of food. Unit 8 Global Warnings 261

272 Vocabulary Study Understand Figurative Language Follow the steps below to figure out the meaning of the figurative language. 1. Use context clues to figure out the meaning of each example of figurative language. 2. Write the meaning of each underlined phrase. 1. We ran as if our feet were on fire. Possible response: We ran quickly and with excitement. 2. The full moon loomed over the horizon. Possible response: The moon was large and low in the sky. 3. The time passed like a speeding train. Possible response: The time seemed to go very quickly. 4. His eyes glowed with anger. Possible response: His eyes showed how angry he was. 5. Memories from my past flooded my mind. Possible response: I remembered my past all at once. 6. The baby cried as if there were no tomorrow. Possible response: The baby cried very hard. 7. The music was booming through my body. Possible response: The music was very loud. 8. The boy lunged across the lawn to catch the frisbee. Possible response: The boy jumped up to catch the frisbee. 9. When my mother sings, it brings me back to my childhood. Possible response: It makes me remember. 262 Unit 8 Global Warnings

273 Focus Academic on Genre Vocabulary The Fisherman and the Fish Academic Vocabulary Review A. Draw a line to match each Academic Vocabulary word with its meaning. Word Academic Vocabulary associate position benefit symbol connotation Definition 1. associate thoughts or beliefs about an issue 2. benefit to improve from something 3. connotation to relate ideas 4. position an object that represents something else 5. symbol the feelings suggested by a word B. Circle the word that best fits into each sentence. 1. Lions are a (symbol / connotation) of bravery in some cultures. 2. Students (associate / benefit) from the efforts of a dedicated teacher. 3. Homophones are words that sound the same but have different (positions / connotations). 4. I doubt that your arguments will make me change my (position / symbol) on the issue. 5. Most people (associate / benefit) a ringing sound with the telephone. C. Answer the question in complete sentences. How can a person benefit from learning about new cultures? Possible response: A person who learns about new cultures can see his or her own life in new ways. A person can consider different ideas, values, and customs. Unit 8 Global Warnings 263

274 Close Reading from GRAND CANYON SPEECH by Theodore Roosevelt Arizona, May 6, In the Grand Canyon, Arizona has a natural wonder which, so far as I know, is in kind absolutely unparalleled throughout the rest of the world. I want to ask you to do one thing in connection with it in your own interest and in the interest of the country to keep this great wonder of nature as it now is. 2 I was delighted to learn of the wisdom of the Santa Fe railroad people in deciding not to build their hotel on the brink of the canyon. I hope you will not have a building of any kind, not a summer cottage, a hotel, or anything else, to mar the wonderful grandeur, the sublimity, the great loneliness and beauty of the canyon. Leave it as it is. You cannot improve on it. The ages have been at work on it, and man can only mar it. 3 What you can do is to keep it for your children, your children s children, and for all who come after you, as one of the great sights which every American if he can travel at all should see. We have gotten past the stage, my fellow citizens, when we are to be pardoned if we treat any part of our country as something to be skinned for two or three years for the use of the present generation, whether it is the forest, the water, the scenery. 4 Whatever it is, handle it so that your children s children will get the benefit of it. If you deal with irrigation, apply it under circumstances that will make it of benefit, not to the speculator who hopes to get profit out of it for two or three years, but handle it so that it will be of use to the home-maker, to the man who comes to live here, and to have his children stay after him. Keep the forests in the same way. 5 Preserve the forests by use; preserve them for the ranchman and the stockman, for the people of the Territory, for the people of the region round about. Preserve them for that use, but use them so that they will not be squandered, that they will not be wasted, so that they will be of benefit to the Arizona of 1953 as well as the Arizona of Historical Background Before they became states, many regions of the Western U.S. were Territories. Land was given away or sold for very little. In Other Words in kind absolutely unparalleled unique mar the wonderful grandeur, the sublimity spoil the wonderful, awesomeness pardoned forgiven round about around there 264 Unit 8 Global Warnings

275 ... keep this great wonder of NATURE as it is now... Unit 8 Global Warnings 265