Subject Link 9tg

S U B J E C T
Curriculum Integration Reading Program
L9
Te a c h e r ' s G u i d e
Subject Link 9
2 Subject Link L9 • Teacher’s Guide 3

Chapter 1
• Do you like or dislike volcanoes? Why?

Lesson 1 |
Effects of Volcanoes • What happens to an area when volcanic ash and lava cover it?
• Can volcanoes have any good effects? What are they?
2) Turn to the chapter’s Background

Background Knowledge page (p. 8) right after the chapter
title page. Read through the Lesson 1 background knowledge with the students
and clarify any confusion they may have. If time permits, ask the students basic
comprehension questions about the passage. Explain that this information will be
Objectives helpful to them in understanding the main reading passage.
1. Students will learn about the positive and negative effects of volcanoes.
2. Students will understand the meanings of new words and be able to use them in 3) Read the discussion question in Before You Read part A and encourage the
sentences. students to discuss it either in pairs or as a class.
3. Students will practice reading comprehension skills – identifying the main idea and
supporting details, making inferences, and using context to understand vocabulary. 4) Introduce the keywords from Before You Read part B. Give denitions of the words
4. Students will practice summarizing passages. to the students and have them match the easier synonyms in the box with the
5. Students will make connections between the reading selection and their own sentences below. Quickly check them as a class, and then offer examples of the
experiences. words in another context if possible. The objectives box above also lists other
suggested vocabulary words that can be dened for the students, but when those
are introduced is up to the teacher’s discretion.
Key Words
simultaneous, peninsula, destruction, obvious, generate, benecial, ash, mineral,
5) Have the students ll i n the sentences with the keywords either individually, in pairs,
fertilizer, plateau, thermal, utilize, regardless of, deadly, pose
or as a class. Check their answers to ensure comprehension.
Extra Idea for Vocabulary Practice (optional): Quiz Show

Write all the keywords on the board and split the students into two or three teams.
LESSON GUIDE Have a student from each team come to the front of the class. Tell them that
you’re going to read a word denition out loud, and that if they know the answer,
Before Reading
they should ring a bell or hit a buzzer (if you have props) or raise their hands. Ask
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the the student who reacts rst to the denition what the answer is. If their answer is
Think BIG question, and the Lesson 1 question (other lesson questions are also
correct, they get a point for their team. If it is incorrect, the other student(s) may
an option). Brainstorm answers to these questions all together. Any response is
have a chance to answer.
answer. Continue until all the keywords have been used.
desirable, so do not limit the students in their answers. Some of the following guide
questions may also be asked of individual students or giv en to pairs to discuss:

During Reading After Reading
1) Play the accompanying CD track for the students. Tell them to follow along i n the 1) Ask the students what the main idea of the reading passage was. Since they will
book as the native speaker reads the passage. If the class is advanced enough, be doing more summaries of the information later, there is no need to go in depth
ask basic comprehension questions about the topic, main idea, details, etc. into supporting details. If necessary, write the main idea on the board for future
reference.
2) Read the title and subtitle together. Tell the students to keep them in mind while
they read the passage themselves since the title and subtitle often contain the 2) Read the Connect to Yourself question at the bottom of the second page of the
passage’s topic and/or main idea. reading passage. Have the students answer it using the information from the
passage and/or their own personal experience to integrate what they have learned
3) There are many ways to read a passage as a class, and different classes may into their lives. Any answers or discussion should be encouraged.
respond better to different techniques. It is also good to use different techniques
on different days to prevent too much routine. Some different ways to read through 3) Reading Comprehension
a passage are: If you feel that the students have a good understanding of the passage or are at the
• Select students to read each paragraph aloud one at a ti me. level to answer the questions by themselves, have them complete the page on their
• Have the students take turns reading sentences in a predetermined pattern. own or with a par tner and check the answers as a class. However, if the students
• Have the students read up to three or four sentences before choosing the next are at a lower level or cannot answer the questions easily, go through the page as a
reader. class. Read both the question and answer choices all together, and explain why the
• Have the entire class read a paragraph or the whole passage out loud together. correct choice is the answer after the students have identied it. Explain what main
• Read a paragraph or the passage yourself, but tell the students to say the next idea, purpose, detail, and inference all mean as you do so.
word out loud any time you pause mid-sentence.

• Read each sentence and have an individual student or the class repeat it back to 4) Graphic Organizer
you to practice reading pronunciation. Explain how graphic organizers help show information from reading passages in
a logical way. Put this unit’s graphic organizer on the board and go through it as
4) Whenever a keyword or phrase is read, have the students underline it. If time a class so the students can process the ow of information better. Check the
permits, ask one or more students for a quick summary of the word’s denition. students’ answers before you move on.
5) After each paragraph is read, ask the students what its main idea is and then direct 5) Summary
them to the Paragraph Summary below the passage. Have them ll in the sentence Have the students complete the summary by lling i n the blanks either individually
summarizing that paragraph and quickly discuss why it is the paragraph’s most or in pairs. Refer them to their graphic organizers and any notes on the board
important information. If necessary, write the summary on the board as well and/ for assistance. Another option is to ll in the summary all together as a class if
or explain why it is the best summary. Writing it on the board is useful since you will students are struggling. Check the students’ answers before continuing.
have a complete summary on the board for easy reference by the end of the passage.

6) Vocabulary Test Speaking
This vocabulary test covers all of the keywords in the objectives box above, not just Put the students into pairs. Give each pair a starting line, such as "I was in Hawaii
the ones in Before You Read. It is up to the teacher on when to go over these extra last summer when a volcano erupted." Then have each student take turns adding
vocabulary words. Some possible places are: right after matching up the words sentences to the story. Tell the students that they must use keywords and phrases
in the Before You Read section, as they come up in the reading passage, or right from the unit. Not only will the students be entertained by their classmates'
before the Vocabulary Test itself. This has been left intentionally open ended to creative adventures, but they will have to use comprehension and vocabulary skil ls
allow the teachers some exibility in their class plans. to contribute to the story. Continue for a set amount of time or until each pair of
students has used all the keywords from the unit.
Extra Idea (optional)

Divide the class into two to four teams. Have one volunteer from each team come
to the front of the classroom facing away from the board. Write a v ocabulary word
on the board and have the rest of the students explain the word (without saying it)
to their team members who are at the front. The rst student to guess the word
receives a point for their team, and the team with the most points at the end wins
the game. If necessary, it is also possible to use previous vocabulary words.
Additional Writing and Speaking (optional)

Writing
Have the students answer the Connect to Yourself question either on spare paper
or in the blank Memo section in the back of the workbook. Encourage them to write
at least ve or six sentences using the information from the passage and their own
experience. Then edit their responses and have the students present them at the
front of the class.

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Before You Read Part A
Discussion 1. benecial 2. thermal
(Sample Answer) Yes, I watched a video of a volcano erupting in science class. It 3. regardless of 4. simultaneous
was amazing to see and also a bit frightening. 5. peninsula 6. generate
Vocabulary 7. destruction 8. pose
1. c 2. d 3. b 4. e 5. a 9. obvious 10. utilize

11. mineral 12. ash
Paragraph Summary 13. plateau 14. deadly
1. Vulcan / erupt 2. negative/ wildlife 15. fertilizer
3. attractions / electricity 4. advantage / dangers

Part B
Connect to Yourself (A) since
(Sample Answer) I don’t want to live near a volcano. Regardless of all the positive (B) lived
effects of volcanoes, I don’t think I can feel safe around volcanoes. (C) were recorded
Reading Comprehension Part C

1. c 2. a 3. d 4. b 5. b 6. c (C)
7. It comes from the Roman god Vulcan, the god of re.
8. Thousands of people were stuck in airports for weeks when the eruption Part D
produced a giant ash cloud. (c)
9. The steam produced by volcanic heat is utilized to create electricity.
Graphic Organizer & Summary

Step 1
Negative – buildings, plants, and wildlife habitats / move quickly / breathing
problems / damage jet engines
Positive – major tourist attractions / benecial for farming / a natural fertil izer /
create electricity
Step 2
Volcanoes have both negative effects and positive effects. The negative effects
include death and destruction. Lava ows can destroy buildings, plants, and
wildlife habitats. Mixtures of hot gas and ash can move quickly and are ver y
deadly. Finally, volcanic ash can cause breathing problems or can cause houses
to collapse. It can also damage jet engines. But there are positive effects of
volcanoes as well. Some volcanoes are major tourist attractions. Moreover,
volcanic eruptions can be benecial for farming because the ash from volcanic
eruptions acts as a natural fertilizer. Finally, volcanic heat can be used to create
electricity.
Vocabulary Test
1. c 2. d 3. b 4. a 5. b 6. d 7. d 8. a
9. c 10. minerals 11. generate 12. peninsula

• Are you interested in studying rocks? Why or why not?
Lesson 2 |
Volcanic Rocks • How are volcanic rocks different from other rocks?
• What are some ways that volcanic rocks are useful?
2) Turn to the chapter’s Background Knowledge page (p. 8) right after the chapter
1. Students will learn about the types of igneous rock.

Key Words
determine, picture, dough, harden, igneous, solid, fortress, weapon, cobblestone,
rich, iron, rub, polish, abrasive, treat
Extra Idea for Vocabulary Practice (optiona l): Time is Ticking

Have the students work in pairs. Tell each pair that they have one minute (you can
LESSON GUIDE extend the time limit if necessary) to make as many sentences as possible using
the different words from the keyword section. However, remind the students that
Before Reading
spelling and grammar still count. E ach correct sentence they make is worth one
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the point. The team with the most points is the winner.

reference.


This vocabulary test covers all of the keywords in the objectives box above, not just Select three or four vocabulary or topic categories within the reading passage’s
the ones in Before You Read. It is up to the teacher on when to go over these extra theme. Put the students into three or four groups and divide the board into
vocabulary words. Some possible places are: right after matching up the words sections, one for each team. Have a student from each group come to the board
in the Before You Read section, as they come up in the reading passage, or right as the designated writer. These writers are not allowed to bring any paper up with
before the Vocabulary Test itself. This has been left intentionally open ended to them. Instead, after you give the students a category, have their team members
allow the teachers some exibility in their class plans. shout out ideas for the writers to put on their sections of the board. For advanced
students, have them say the correct spelling for the writer as well. The team with
Extra Idea (optional) the most relevant words on the board at the end of a set time wins. Change writers
After reading the passage, have the students come up with their own questions and until each student has had a chance to write.
answer choices about it. Have them write the questions on index cards and shufe
them carefully. Then, distribute the cards back to students and have them answer
the questions. If it is a small class, you can even have the students write and
answer several questions each.

Writing
front of the class.

Discussion 1. dough 2. solid
(Sample Answer) My apartment is made out of rock. My pencil eraser is made 3. cobblestone 4. rich
out of rock too. 5. harden 6. fortress
Vocabulary 7. determine 8. iron
1. b 2. a 3. e 4. c 5. d 9. abrasive 10. polish

11. weapon 12. rub
Paragraph Summary 13. treat 14. igneous
1. igneous / hardens 2. Intrusive

/ extrusive 15. picture
3. cobblestone / erasers 4. Magma / lava

Part B
Connect to Yourself (A) combined
(Sample Answer) If I could make something with igneous rock, I would make a (B) rock
building with granite because granite is very hard. (C) how

1. d 2. b 3. d 4. c 5. c 6. d (B)
7. It is formed when liquid magma from volcanoes cools and becomes solid.
8. Basalt is rich i n iron and is used to make roads or statues. Part D
9. People commonly rub pumice on their feet to remove dead skin. Pumice is (a)
also used in pencil erasers, polishes, and abrasive hand soaps.

Step 1
Intrusive – magma cools and hardens / make buildings and gravestones / make
cobblestone streets
Extrusive – lava cools and hardens / make roads and statues / thousands of
tiny bubbles / remove dead skin
Step 2
Igneous rock is formed by volcanoes. There are two types of igneous rock:
intrusive rock and extrusive rock. Intrusive igneous rock is formed when magma
cools and hardens under the earth’s surface. Granite and diorite are examples
of intrusive rock. Granite is a ver y hard rock used to make buildings and
gravestones. Diorite is a hard rock used to make cobblestone streets. Extrusive
igneous rock is formed when lava cools and hardens on the earth’s surface.
Basalt and pumice are examples of extrusive rock. Basalt is rich in iron and used
to make roads and statues. Pumice is very light because it contains thousands
of tiny bubbles and it is often used to remove dead skin from people’s feet.
Vocabulary Test
1. b 2. c 3. d 4. b 5. a 6. d 7. c 8. b
9. c 10. polish 11. cobblestone 12. rich

Lesson 3 |
The Giant’s Causeway • What is a giant? What is a causeway?
• Does your country have any interesting legends about natural features?
• What do you think made the interesting rocks in the picture above?
Objectives
helpful to them in understanding the main reading passage.
1. Students will learn about the Giant’s Causeway and how it was formed.
Key Words are introduced is up to the teacher’s discretion.

devastating, countless, phenomenon, bishop, existence, curiosity, warrior, pretend,
column, crack, attraction, weathering, scenery, conservation, litter 5) Have the students ll i n the sentences with the keywords either individually, in pairs,
Extra Idea for Vocabulary Practice (optiona l): Guess the Word
LESSON GUIDE Have the students work in groups of two to four. Write all the keywords on the
board. Give the students one minute to l ook at the keywords and their sentences
Before Reading in the book. Then have the students close their books, and have each group write
down what they think each word’s denition is. Call on different groups for answers
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the
and write the best denitions on the board. Correct the answers together as a
class.
questions may also be asked of individual students or given to pairs to discuss:

reference.


6) Vocabulary Test Speaking: Storytelling & Memory Game
This vocabulary test covers all of the keywords in the objectives box above, not just Have the students sit in a circle. Ask one student to start a story with a sentence
the ones in Before You Read. It is up to the teacher on when to go over these extra that has one of the unit’s keywords. For example, if “empty” is a keyword, the
vocabulary words. Some possible places are: right after matching up the words sentence could be, "Once there was a boy with an empty box." The next student
in the Before You Read section, as they come up in the reading passage, or right will continue the story with another keyword sentence, and so on until every student
before the Vocabulary Test itself. This has been left i ntentionally open ended to has participated or every keyword has been used. For advanced students, have
allow the teachers some exibility in their class plans. them repeat the previous sentences before adding their own. Any student who
forgets a line is out of the game. In this way, the students will build a stor y while
Extra Idea (optional): Word Mix-up remembering and repeating the previous sentences.
Prepare copies of the passage for the students. On the copies, switch all of the
keywords around with each other. Ask the students to read the text as a group
normally and then tell them to stop after each sentence with a keyword is read.
Ask the students which word in the sentence should not be there and what word i t
should be replaced with.

Writing
front of the class.

ANSWER KEY: STUDENT BOOK Vocabulary Test
1. c 2. a 3. d 4. a 5. c 6. d 7. b 8. a
Before You Read 9. d 10. bishop 11. existence 12. columns
Discussion
(Sample Answer) I see lots of different rocks by the sea.
Vocabulary
1. c 2. b 3. a 4. e 5. d
Paragraph Summary ANSWER KEY: Workbook

1. devastating / landscapes 2. Bishop / existence
3. giant / cracked 4. attraction
5. Conservation / preserve
Part A
1. attraction 2. bishop
3. litter 4. phenomenon
Connect to Yourself
5. warrior 6. pretend
(Sample Answer) I would like to visit the Giant’s Causeway because I want to see
7. column 8. conservation
the Giant’s Boot.
9. devastating 10. scenery
11. countless 12. curiosity
Reading Comprehension
13. existence 14. crack
1. b 2. a 3. c 4. d 5. a 6. d
15. weathering
7. It was formed when Fingal came to Ireland to ght with Finn McCool.
8. Volcanic activity created a lava plateau, and this hardened and cracked as it
cooled. Part B
9. Many people work as conservation volunteers to help preserve the area and
(A) number
keep it clean. (B) that
(C) to
Step 1
Part C
Legend – ght with an Irish warrior, Finn McCool / pretended to be his own baby (E)
/ much sm aller t han Fing al / F ingal r an away
Scientic Facts – experienced heavy volcanic activity / columns formed as a Part D
(B)
result / a popular tourist attraction / its beautiful scenery
Step 2
Volcanic eruptions have caused new natural landscapes. An example of this is
the Giant’s Causeway in County Antrim, Northern Ireland. An Irish legend says
that Fingal, a giant from Scotland, came to Ireland to ght with an Irish warrior,
Finn McCool. Finn McCool was much smaller than Fingal, so he pretended to be
his own baby. This scared Fingal, and the Giant’s Causeway was destroyed when
he ran away. Scientists, however, know that the area where the Giant’s Causeway
is located experienced heavy volcanic activity 50 to 60 mill ion years ago.
Columns formed as a result of a lava plateau hardening and cracking. It became
a popular tourist attraction and is still known for its beautiful scenery.

• What is Hawaii like?
Lesson 4 |
The Story of Pele • Do you know any legends about volcanoes?
• What would happen if you made a volcano goddess angry?
1. Students will learn about the story of Pele, the goddess of the volcano.
Key Words
goddess, chant, sacred, settle, slope, cliff, disturb, sibling, shore, chief, discourage,
attracted, grove, length, furious
Extra Idea for Vocabulary Practice (optiona l): Scramble for Words
Prepare small cardboard cards with the unit’s keywords, their meanings, and their
LESSON GUIDE synonyms. Half of the cards should have vocabulary words written on them, and
half should have their meanings or synonyms written on them. Spread all the cards
Before Reading
out on the oor and have a student come over and pick out two cards that match.
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the After picking the cards out, have the student go up to the board and stick the
two cards next to each other. Continue the activity until there are no cards left on
the oor. Review the vocabulary words and their meanings or synonyms with the
students after the activity is nished.

reference.


This vocabulary test covers all of the keywords in the objectives box above, not just Write each keyword from the unit on a piece of paper and put it in a bowl or hat.
the ones in Before You Read. It is up to the teacher on when to go over these extra Have each student draw out a keyword and use it in a sentence aloud. Encourage
vocabulary words. Some possible places are: right after matching up the words the students to use different sentence forms like declarative, imperative,
in the Before You Read section, as they come up in the reading passage, or right interrogative, and exclamatory sentences. For vocabulary words that are verbs, ask
before the Vocabulary Test itself. This has been left intentionally open ended to the students to change their sentences into the past, present, and future tenses.
allow the teachers some exibility in their class plans.
Extra Idea (optional): And Now the News

Ask the students to pretend they are TV newscasters. Have each student read
one paragraph from the passage. Encourage them to use expressive voices and
gestures when reading. Afterward, take a vote to see who the students thought the
best newscaster was.

Writing
front of the class.

3) Once all the lessons have been reviewed by the students, split them into pairs
Chapter 1 REVIEW CLASS LESSON GUIDE and have them briey discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.
Chapter 1 Project Worksheet

1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
Objectives 9 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
2. Students will apply what has been learned about the chapter topic by completing a
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the keywords that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 1, the end result
will be a science report about a simple volcano experiment that each student can
do. Have the students follow the steps on the worksheet to work their way up to
the nished project. Offer advice and answer questions as needed. For lower levels,
you may want to do the project yourself before class to show the students as an
example.
LESSON GUIDE
3) After the students have nished their projects, have them briey present their
Chapter 1 Wrap-up
worksheets to the rest of the class. This helps the students practice their spoken
1) Have the students turn to the Chapter 1 Wrap-up on p. 33. Remind them of the
English and encourages them to share their creative ideas more freely.
chapter’s topic (“Volcano”).
2) The idea of the concept map is to solidify all the information that the students have Other Ideas and Activities
learned in whatever way the teacher prefers. One recommended way is to have the
1) Any time l eft over in this review class may be used at the teacher’s discretion. One
students brainstorm either individually or in pairs and write down any and all ideas
recommendation is to complete any lesson comprehension questions, vocabulary
that they remember from each lesson. Another way is to divide the class into four
review, or workbook homework that the students have not nished already.
groups and have the groups review one lesson each and present it to the class.
Your job is to facilitate the conversation in each group and answer any questions
2) If the students have nished all their work, look through the “Extra Idea” and
that come up. As each group or pair presents the ideas from their lesson, write
speaking activities suggested in each lesson and pick out one or two for the class
them on the board for more effect. Also, encourage the students to use as many
to do. These are useful since they are fairly easy but still help the students practice
keywords as possible when they write or speak.
their keywords, reading, and passage comprehension.

ANSWER KEY: STUDENT BOOK
CHAPTER 1 WRAP-UP ANSWER KEY
Before You Read
Chapter 1 Concept Map Sample Responses Discussion
(Sample Answer) Yes, I have. I went there with my family a few years ago. The
beaches there were amazing.
Vocabulary
1. c 2. e 3. a 4. b 5. d
Paragraph Summary
1. goddess / chased 2. ooded / settled
3. spirit / sibling 4. furious / lava
Connect to Yourself
(Sample Answer) I think Pele can be kind, but she can also be scar y when she is
angry.
1. d 2. b 3. c 4. c 5. a 6. b
7. They describe Pele as “She who shapes the sacred land.”
8. Hi‘iaka promised to bring Lohi‘au to Pele and discourage him if he became
attracted to her. Pele promised not to send re and lava ows to a grove of trees
where Hi‘iaka liked to dance with her friend.
9. Lohi‘au had already died of sadness because Pele had left.

Step 1
Beginning – chased to Hawaii / settled on Mauna Loa Mountain
Middle – turned into a spirit / return to the Big Island / go to Kauai
End – became attracted to her / had broken her promise / burn down Hi‘iaka’s
grove
Step 2
Pele, goddess of re, made her older sister angr y and was chased to Hawaii.
Pele settled on Mauna Loa Mountain on the Big Island. One day, Pele turned into
a spirit and visited Kauai. She fell in love with Lohi‘au, but she had to return to
the Big Island. She told Hi‘iaka to go to Kauai and bring Lohi‘au to her. Hi‘iaka
promised to discourage Lohi‘au if he became attracted to her, and Pele promised
Chapter 1 Project Worksheet not to destroy Hi‘iaka’s favorite grove. It took so long to bring Lohi‘au, that Pele
thought Hi‘iaka had broken her promise. Pele was angry, so she sent a ood of
will vary by student lava to burn down Hi‘iaka’s grove and kill Lohi‘au. That’s why it was traditionally
believed that Pele caused volcanic eruptions in Hawaii.
Vocabulary Test
1. c 2. a 3. c 4. b 5. a 6. d 7. a 8. d
9. b 10. slopes 11. goddess 12. chant

Chapter 2
ANSWER KEY: Workbook

Lesson 5 |
Part A
Bouncing and Bend-
1. slope 2. furious
3. attracted
5. grove
4. length
6. disturb
ing Light
7. chant 8. cliff
9. chief 10. settle
11. shore 12. sibling
13. sacred 14. goddess
15. discourage
Part B
(A) goddesses
(B) where
Objectives
(C) by
1. Students will learn about the absorption, reection, and refraction of light.
Part C 2. Students will understand the meanings of new words and be able to use them in
(E)
sentences.
Part D 3. Students will practice reading comprehension skills – identifying the main idea and
(d) supporting details, making inferences, and using context to understand vocabulary.
4. Students will practice summarizing passages.
5. Students will make connections between the reading selection and their own
experiences.
Key Words
linear, path, outcome, refract, occur, bounce, smooth, rough, manner, scatter, at,
equivalent, skyscraper, bend, material
LESSON GUIDE
Before Reading

During Reading
1) Play the accompanying CD track for the students. Tell them to follow along i n the
• How can we see color?
book as the native speaker reads the passage. If the class is advanced enough,
• How does light move?
ask basic comprehension questions about the topic, main idea, details, etc.
• What happens when you put things in water? Do they l ook different?
they read the passage themselves since the title and subtitle often contain the
passage’s topic and/or main idea.
3) There are many ways to read a passage as a class, and different classes may
on different days to prevent too much routine. Some different ways to read through
3) Read the discussion question in Before You Read part A and encourage the
a passage are:
students to discuss it either in pairs or as a class.
• Select students to read each paragraph aloud one at a ti me.
• Have the students take turns reading sentences in a predetermined pattern.
4) Introduce the keywords from Before You Read part B. Give denitions of the words
• Have the students read up to three or four sentences before choosing the next
to the students and have them match the easier synonyms in the box with the
reader.
sentences below. Quickly check them as a class, and then offer examples of the
• Have the entire class read a paragraph or the whole passage out loud together.
words in another context if possible. The objectives box above also lists other
• Read a paragraph or the passage yourself, but tell the students to say the next
• Read each sentence and have an individual student or the class repeat it back to
you to practice reading pronunciation.
4) Whenever a keyword or phrase is read, have the students underline it. If time
permits, ask one or more students for a quick summary of the word’s denition.
Extra Idea for Vocabulary Practice (optiona l): Word Lottery
Prepare small slips of paper with the keywords written on them. Put all the slips
5) After each paragraph is read, ask the students what its main idea is and then direct
of paper in a hat or bowl. Have a student come to the front of the class and pull
them to the Paragraph Summary below the passage. Have them ll in the sentence
out a word. Tell the student to read the word out loud for the class and use it in a
summarizing that paragraph and quickly discuss why it is the paragraph’s most
sentence. Repeat until all the words have been used.
important information. If necessary, write the summary on the board as well and/
or explain why it is the best summary. Writing it on the board is useful since you will

After Reading 6) Vocabulary Test
This vocabulary test covers all of the keywords in the objectives box above, not just
1) Ask the students what the main idea of the reading passage was. Since they will
the ones in Before You Read. It is up to the teacher on when to go over these extra
be doing more summaries of the information later, there is no need to go in depth
vocabulary words. Some possible places are: right after matching up the words
into supporting details. If necessary, write the main idea on the board for future
in the Before You Read section, as they come up in the reading passage, or right
reference.
before the Vocabulary Test itself. This has been left intentionally open ended to
2) Read the Connect to Yourself question at the bottom of the second page of the
reading passage. Have the students answer it using the information from the
Extra Activity (optional)
Select a word related to the reading passage from the dictionary that the students
into their lives. Any answers or discussion should be encouraged.
are sure not to know. On slips of paper, have the student write what they think the
denition of the word is. Write the real denition on a slip yourself, and then mix up
3) Reading Comprehension
all the slips. After reading and talking about all the denitions, have the students
If you feel that the students have a good understanding of the passage or are at the
guess which denitions they think are correct. Gi ve them a point for guessing the
level to answer the questions by themselves, have them complete the page on their
correct denition and a point for each person who picked the denition they wrote.
own or with a par tner and check the answers as a class. However, if the students
are at a lower level or cannot answer the questions easily, go through the page as a
class. Read both the question and answer choices all together, and explain why the
correct choice is the answer after the students have identied it. Explain what main
idea, purpose, detail, and inference all mean as you do so.
4) Graphic Organizer Additional Writing and Speaking (optional)

Explain how graphic organizers help show information from reading passages in
Writing
a class so the students can process the ow of information better. Check the
students’ answers before you move on.
5) Summary
front of the class.
Have the students complete the summary by lling i n the blanks either individually
or in pairs. Refer them to their graphic organizers and any notes on the board
for assistance. Another option is to ll in the summary all together as a class if
students are struggling. Check the students’ answers before continuing.

Speaking ANSWER KEY: STUDENT BOOK
Divide the students into two teams and give them time to look through the reading
Before You Read
passage for comprehension questions to ask the other team. The teams will Discussion
alternate asking and answering questions, and each team should designate which (Sample Answer) The lights are being reected off the water’s surface.
Vocabulary
student from their team will answer the next question before it is read. Each
1. a 2. e 3. d 4. c 5. b
student gets to ask ONE question and answer ONE question to ensure that every
student gets to participate. Give points for questions that are answered correctly Paragraph Summary
1. object / refract 2. Absorption / light
and questions that are phrased properly.
3. Reection / absorbed 4. rough / mirror
5. materials / bent
Connect to Yourself
(Sample Answer) Sometimes I can see my reection in the surface of a lake or in
very shiny, polished shoes.
1. a 2. c 3. d 4. d 5. a 6. c
7. The object can absorb the light, reect it, or refract it.
8. Some objects appear white because they reect all colors of light.
9. It bounces off, but does not scatter. Instead, it is reected at an equivalent
angle and a mirror image is reected.

Step 1
Absorption – takes light in / different colors of light
Reection – bounces off objects / a rough surface / a smooth surface
Refraction – moves from air to water / has two par ts
Step 2
When light hits an object, the object can absorb the light, reect it, or refract
it. When an object takes light in, it is called absorption. Different colors of light
are absorbed by different objects. Reection takes place when light bounces off
objects. When light hits a rough surface, it scatters. If light hits a smooth surface
like glass or metal, it reects a mirror image. Light bends instead of bouncing if it
passes from one substance to another. It can occur when li ght moves from air to
water. It can make a solid object look like it has two parts because of refraction.
Vocabulary Test
1. b 2. a 3. b 4. c 5. a 6. d 7. a 8. d
9. b 10. materials 11. skyscraper 12. refracted

Lesson 6 |
Part A
Georges-Pierre
1. linear 2. refract
3. manner
5. bend
4. rough
6. material
Seurat
7. path 8. equivalent
9. bounce 10. occur
11. scatter 12. skyscraper
13. outcome 14. smooth/at
Part B
(A) to see
(B) until
(C) appears
Objectives
1. Students will learn about Georges-Pierre Seurat’s artwork and pointillism.
Part C
(B) 2. Students will understand the meanings of new words and be able to use them in
sentences.
Part D
(c) 3. Students will practice reading comprehension skills – identifying the main idea and
supporting details, making inferences, and using context to understand vocabulary.
experiences
Key Words
emerge, strive, capture, depict, canvas, renowned, dot, complete, physically, blend,
theory, vivid, fascination, masterpiece, crucial
LESSON GUIDE
Before Reading

Chapter 2
During Reading
• Who was Georges-Pierre Seurat?
• How do artists show light in paintings?
• Do you want to be an ar tist? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Draw Something
Prepare small slips of paper wi th the unit’s keywords written on them. Put the
slips in a hat or bowl. Divide the class into two teams and ask one member from
each team to come up to the front. Have one of them pick a word from the bowl
or hat and show it to the other student. Split the board into two halves and have
the students draw pictures that will help their teams guess the word (no letters or
numbers allowed). The team that guesses the word rst gets a point. Repeat until
all the keywords have been used.

6) Vocabulary Test
After Reading
be doing more summaries of the information later, there
there is no need to go in depth
reference.
The teacher chooses a sentence from the passage and reads it aloud. On the
count of three, the students then try to nd the sentence. The rst student to nd
the sentence then comes to the front and chooses another sentence for the other
students to nd, and so on. You can limit the search to a par ticular page, depending
on the students’ reading level.
own or with a par tner and check the answers as a class. However,
However, if the students
class. Read both the question and answer choices all together,
together, and explain why the
Additional Writing
Writing and Speaking (optional)
(optional)
4) Graphic Organizer
Writing
front of the class.
5) Summary
Have the students complete the summary
summary by lling i n the blanks either individually

Speaking ANSWER KEY:
KEY: STUDENT BOOK
Give the students several minutes to draw their own picture showing different
Before You Read
effects of light. Encourage them to use the concepts explained in this and previous Discussion
passages. When they are nished, have the students show their pictures to the rest (Sample Answer) No, I don’t. It sounds like something a child would do.
Vocabulary
of the class and explain how they show different forms of l ight. Encourage the other
1. a 2. e 3. d 4. b 5. c
students to ask questions and comment on each presenter.
Paragraph Summary
1. Impressionism / light 2. scientic / color
3. dots 4. Pointillism / blend
5. masterpiece / modern
Connect to Yourself
(Sample Answer) I would like to make interesting collages with pictures from
magazines and newspapers.
1. d 2. c 3. a 4. b 5. b 6. d
7. By focusing on how objects appeared under certain types of light, the artists
strived to capture different moods and emotions in their paintings.
8. He wanted to use a more scientic method to depict light and color in his own
paintings.
9. By using pointillism, he could introduce more light into his paintings and make
the colors look brighter and more vivid.

Step 1
Inspiration – the impressionist movement / show light and color
A Sunday on La Grande Jatte – made of colored dots / three mill ion colored dots /
the course of two years
Pointillism – mixed on the canvas / blends colored dots / more li ght into
paintings
Step 2
Seurat was a painter during the impressionist movement. Impressionist
Impressionist artists
used light to show the changing effect of light in nature. Seurat wanted to use
science to show light and color in his art. Seurat’s A Sunday on L a Grande Jatte is
made of colored dots. It has more than three million colored dots. This painting
style became known as pointillism. With pointillism, colors are not mixed on
the canvas. Instead, the human eye blends colored dots that are close together
into different tones. This allows more light into paintings and makes colors look
brighter. A Sunday on La Grande Jatte is now a famous masterpiece.

Vocabulary Test
Lesson 7 |
1. c
9. c
2. a 3. d
10. theory
4. d
11. dots
5. c 6. b
12. fascination
7. a 8. b
Bioluminescence

Workbook Objectives
Part A 1. Students will learn about bioluminescence in animals.
1. physically 2. fascination 2. Students will understand the meanings of new words and be able to use them in
3. depict 4. masterpiece
sentences.
5. strive 6. dot
7. renowned 8. vivid 3. Students will practice reading comprehension skills – identifying the main idea and
9. canvas 10. blend
11. complete 12. emerge
13. capture 14. crucial 4. Students will practice summarizing passages.
15. theory 5. Students will make connections between the reading selection and their own
experiences.
Part B
(A) in
(B) how
Key Words
(C) directly
possess, remarkable, convert, diverse, potential, mate, prey, sticky, trapped,
Part C camouage, predator, medical, infection, track, progress
(E)
Part D
(b)
LESSON GUIDE
Before Reading

• What is bioluminescence?
During Reading
• What kinds of animals give off light?
• Do you wish you were bioluminescent? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Verb or Noun?

Tell the students that you are going to start reading the keywords out loud. Ask
them to look up at the ceiling if the word you read is a noun, and down at their desk
if the word is a verb. If the word you read isn’t a noun or a verb tell them to look
straight ahead.

6) Vocabulary Test
After Reading
reference.
Choosing titles from a list of possibilities can show whether the students have
understood the overall theme of the text. The titles should be worded in such a way
as to make the students think about the overall meaning of the reading passage.
Some of the incorrect titles could focus only on one paragraph or specic details.
When the correct title has been chosen, explain why none of the other titles were
correct.
4) Graphic Organizer Additional Writing and Speaking (optional)

Writing
5) Summary
front of the class.

Speaking: Student Interviews ANSWER KEY: STUDENT BOOK
Choose a topic from the passage that you feel will interest the students. Ask the
Before You Read
students to write ve or more questions about this topic (or come up with the Discussion
questions in small groups). Once they have nished the questions, they should (Sample Answer) I see many lights in a forest.
Vocabulary
interview at least two other students in the class and take notes on their answers.
1. c 2. e 3. a 4. d 5. b
When the students have nished the activity, ask them to summarize what they
found out from the students they interv iewed. Paragraph Summary
1. Bioluminescent / light 2. chemical / glow
3. mates / predators 4. scientists / infections
Connect to Yourself
(Sample Answer) I would use my bioluminescent abilities when I walk through the
woods at night.
1. b 2. c 3. a 4. d 5. c 6. b
7. Bioluminescence is caused by a chemical reaction that changes chemical
energy to light energy.
8. They warn other reies of danger by ashing the lights in their tails. They also
use their lights to attract potential mates.
9. They light up to camouage themselves from predators.

Step 1
How – produce light with their bodies; Study – new medical methods
For Communication – warn of possible danger / search for potential mates
To Find Food – hang sticky threads / trap other insects
For Protection – camouage themselves
Step 2
Bioluminescent animals can glow or light up. This is caused by a chemical
reaction that allows some creatures to produce light with their bodies. These
animals light up for different reasons. For example, reies light up to warn of
possible danger. They also use their lights to search for potential mates. Glow-
worms hang sticky threads in caves and then use their lights to attract and
trap other insects for food. Some kinds of squid and jellysh light up i n bright
water. They use their lights to camouage themselves from predators. Scientists
study bioluminescence in animals in order to nd new medical methods to help
humans.
Vocabulary Test
1. c 2. d 3. a 4. d 5. a 6. c 7. b 8. c
9. a 10. sticky 11. possess 12. progress

Lesson 8 |
Part A
Diwali
1. track 2. possess
3. sticky 4. diverse
5. infection 6. prey
7. camouage 8. convert
9. medical 10. predator
11. trapped 12. remarkable
13. progress 14. mate
15. potential
Objectives
Part B
1. Students will learn about India’s festival of lights.
(A) were
(B) when 2. Students will understand the meanings of new words and be able to use them in
(C) to
sentences.
Part C 3. Students will practice reading comprehension skills – identifying the main idea and
(D) supporting details, making inferences, and using context to understand vocabulary.
Part D
(e) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
integral, pay tribute to, row, triumph, originally, harvest, pray, exiled, demon, lunar,
decorate, rooftop, display, organize, take part
LESSON GUIDE
Before Reading

• Do you like to watch reworks? Why or why not?
During Reading
• When can you see lots of reworks or other festival lights in your country?
• Have you ever been to India? If not, would you like to go?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optiona l): Missing Words

Prepare sample sentences containing the unit’s keywords and write them on slips
of paper with the actual keywords blanked out. Put all the slips of paper in a hat or
bowl. Have each student come up to the front and pull out one piece of paper. Tell
them to read the sentence out loud and guess what the correct word for the blank
is.

6) Vocabulary Test
After Reading
reference.
Select several students from the class to read different paragraphs from the
passage. Once they've read the passage to the group, have the other students try
to summarize the events by drawing or writing the key points. The students who
read the paragraphs must answer questions about the story and help the other
students as they draw or write.
Writing
front of the class.
5) Summary

Speaking
Play a picture guessing game with the students. Ask one student to come to the Chapter 2 REVIEW CLASS LESSON GUIDE
board and draw a picture associated with a keyword from the unit. Have the class
guess what the word is. The person that correctly guesses the word must use it in
a sentence. Continue until all the keywords have been used.
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the keywords that they have learned in this chapter.
LESSON GUIDE
Chapter 2 Wrap-up
chapter’s topic (“Light”).
2) The idea of the concept map is to solidify all the information that the students have

and have them briey discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 2 Concept Map Sample Responses

9 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 2, the end result
will be a short research assignment on aspects of light. Have the students follow
the steps on the worksheet to work their way up to the nished project. Offer advice
and answer questions as needed. For lower levels, you may want to do the project
yourself before class to show the students as an example.
Other Ideas and Activities


speaking activities suggested in each lesson and pick out one or two for the class will vary by student

1. b 2. c 3. d 4. a 5. d 6. c 7. d 8. b
Before You Read 9. a 10. rooftops 11. harvest 12. display
Discussion
(Sample Answer) Yes, I do. It’s India’s most important holiday.
Vocabulary
1. c 2. a 3. e 4. b 5. d
Paragraph Summary
1. Light 2. festival / harvest ANSWER KEY: Workbook
3. pray / legends 4. ve / reworks
5. culture
Part A
1. pay tribute to 2. exiled
Connect to Yourself
3. row 4. integral
(Sample Answer) I would like to organize a festival celebrating delicious foods
5. decorate 6. take part
from all over the world.
7. originally 8. harvest
9. organize 10. demon
11. lunar 12. pray
1. d 2. b 3. a 4. b 5. c 6. d
13. rooftop 14. display
7. It means “a row of lights,” and people often refer to the holiday as the “festival
15. triumph
of lights.”
8. People lit rows of oil lamps to help Rama nd his way home so that he could
become king. Part B
9. The exact dates of the holiday are based on the Hindu lunar calendar, so they
(A) as
(B) began
change every year.
(C) during
Step 1
Part C
What It Is – the festival of lights / the triumph of light over darkness / the last (D)
harvest of the year
How It Is Celebrated – good fortune / decorated with oil lamps / new clothes / Part D
(D)
exchange gifts / reworks light up
Step 2
Referred to as “the festival of lights,” Diwali is the most important holiday in
India. It celebrates the triumph of light over darkness and good over evil. It
originally started as a celebration of the last harvest of the year. Diwali lasts
for ve days. During the holiday, people ask the goddess of wealth, Lakshmi, for
good fortune. They also decorate their homes with oil l amps, wear new clothes
and eat large meals together with their families. Families and friends exchange
gifts, too. At night, reworks light up the sky. Diwali is a great way for people to
learn about Indian culture.

Chapter 3
• What is a phobia?
Lesson 9 |
Frightening Phobias • How do you get phobias?
• What do you do to feel better when you are afraid?
1. Students will learn about phobias, what causes them, and ways to overcome them.
2. Students will understand the meanings of new words and be able to use them in
sentences.
experiences.
Key Words
response, gene, descendant, rarely, germ, overall, interfere, embarrassed, compact,
trigger, overcome, gradually, face, address, proper
Extra Idea for Vocabulary Practice (optional): Word Associations

Write one word from the unit’s keywords on the board. Ask the students to think
LESSON GUIDE of other words or phrases associated with it. For example, if one of the words was
“habitat,” you could ask the students, “What comes to mind when you read the
Before Reading
word ‘habitat’?” The students can call out (or write on the board) things like “home,”
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the “natural,” “man-made,” “articial,” “forest,” “land,” “sea,” etc. Continue the activity
Think BIG question, and the Lesson 9 question (other lesson questions are also until all the keywords have been used.

reference.


6) Vocabulary Test Speaking: Just a Minute
This vocabulary test covers all of the keywords in the objectives box above, not just Write topics randomly around the board. Then have a student throw a sticky ball (or
the ones in Before You Read. It is up to the teacher on when to go over these extra piece of rolled-up paper) at the board. The topic which is closest to where the ball
vocabulary words. Some possible places are: right after matching up the words hits is their topic. The student must then stand and speak for one minute without
in the Before You Read section, as they come up in the reading passage, or right hesitation, repetition, or undue silliness about the topic. If the student hesitates,
before the Vocabulary Test itself. This has been left intentionally open ended to repeats, or becomes silly, then stop them and write their name and the time they
allow the teachers some exibility in their class plans. spoke for on the board. Repeat until the entire class has spoken, and then choose
a winner.

Encourage better summary skills by doing reading summary exercises. Have the
students read a passage, either to themselves or aloud in a group. They should
then write up summaries for what they read and tell them to you. Emphasize that
the summaries should include all of the main points of the passage as well as any
details they understood. However, the summaries should not copy the passage word
for word. For advanced students, ask them to do the summaries without a copy of
the passage in front of them.

Writing
front of the class.

1. d 2. c 3. a 4. a 5. c 6. c 7. c 8. a
Before You Read 9. d 10. gene 11. address 12. overall
Discussion
(Sample Answer) I see a boy sitting on some stairs. He looks scared.
Vocabulary
1. a 2. c 3. e 4. d 5. b
Paragraph Summary
1. response / survive 2. extreme ANSWER KEY: Workbook
3. social / claustrophobia 4. brain / experiences
5. overcome
Part A
1. overall 2. overcome
Connect to Yourself
3. gene 4. trigger
(Sample Answer) If a person had a ying phobia, he or she wouldn’t be able to
5. interfere 6. compact
travel overseas easily.
7. response 8. embarrassed
9. proper 10. rarely
11. descendant 12. gradually
1. c 2. c 3. a 4. b 5. d 6. d
13. germ 14. address/face
7. Fear helps us to avoid dangerous situations.
8. It can make it very hard for people to make friends or even talk to others.
9. Phobias are often caused by having a scary experience with a thing or
Part B
situation. (A) Believe
(B) feared
(C) than
Step 1
Cause – a particular scary experience / stores the memory / is triggered by Part C
similar situations (A)
Effects – the person’s daily life / hard to make friends / afraid of compact
spaces Part D
(a)
Solutions – face his or her fears / take medicine
Step 2
Extreme fears of a certain thing or situation is called a phobia. Phobias
commonly develop after a person has a particular scary experience. Later, a part
of the brain called the amygdala stores the memory. Then a strong reaction is
triggered by similar situations. Phobias make the person feel afraid of potential
danger. Phobias create fear that interferes with the person’s daily life. Social
phobia, for example, makes it hard to make friends. And claustrophobia, which is
being afraid of compact spaces, can make it impossible for someone to ride i n
an elevator. However, phobias can be overcome by facing them gradually, talking
to a doctor, or taking medicine.

Lesson 10 |
The Science Behind questions may also be asked of individual students or giv en to pairs to discuss:
• What are goosebumps?
Goosebumps • Why do people get goosebumps?

• What other things besides goosebumps happen to you when you’re cold?
1. Students will learn about goosebumps and why we get them.

sentences.
experiences.
Key Words
goosebumps, chill, connection, exactly, tiny, protrude, originate, resemble, feather,
pluck, chiey, adrenaline, signicantly, frigid, advantageous
Extra Idea for Vocabulary Practice (optional): Act it Out

Prepare small pieces of paper with the unit’s keywords on them. Put the pieces of
LESSON GUIDE paper in a bowl or hat. Ask a student to pull out a piece of paper and mime the
keyword for the other students to guess. Tell them that they are only allowed to use
Before Reading
actions to demonstrate the keyword (no talking). Whichever student guesses the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the phrase correctly gets to be the next actor.

reference.


6) Vocabulary Test Speaking: Q&A
This vocabulary test covers all of the keywords in the objectives box above, not just Write a question on the board and ask the students to ask you it (ex. “When do you
the ones in Before You Read. It is up to the teacher on when to go over these extra usually get goosebumps?”). This provides an excellent opportunity f or you to model
vocabulary words. Some possible places are: right after matching up the words some example answers and check their pronunciation. Then have a student ask
in the Before You Read section, as they come up in the reading passage, or right another student the question. When the students understand some of the possible
before the Vocabulary Test itself. This has been left intentionally open ended to ways of answering the question, move to open pairs (student A asks student C,
allow the teachers some exibility in their class plans. etc.). After a few rounds with open pairs, put the students in closed pairs, and walk
around the room listening as they ask and answer. Finish the exercise by calling on
Extra Activity (optional) individual students to answer the question.

Gather the class together to play "Wheel of Detail." Using a Bristol board and
colored markers, make a "Wheel of Fortune"-type game wheel. Insert a pin
or straightened paper clip through the center of the wheel, and glue or tape a
cardboard arrow to it. On the wheel, write a detail question from the reading
passage and cover it with a piece of paper. Divide the students into two teams and
have a representative from each come up to the front. After spinning the wheel, a
question is uncovered, and the students compete to see who can answer it rst.
Continue until all the questions on the wheel have been answered.

Writing
front of the class.

Discussion 1. resemble 2. connection
(Sample Answer) A few weeks ago, I watched a horror movie. The movie was 3. exactly 4. goosebumps
really scary and I got goosebumps. 5. pluck 6. adrenaline
Vocabulary 7. originate 8. tiny
1. c 2. e 3. b 4. d 5. a 9. frigid 10. advantageous

11. signicantly 12. protrude
Paragraph Summary 13. chiey 14. chill
1. chill 2. muscles / hairs 15. feather
3. skin / plucked 4. cold / adrenaline

5. ancient / protection 6. advantageous / hair Part B
(A) chilly
Connect to Yourself (B) are
(Sample Answer) Yes. When my cat gets frightened, her fur stands up straight. (C) to protrude

1. c 2. a 3. c 4. a 5. b 6. d (A)
7. It causes bumps to form and the hairs to stand up.
8. The body produces adrenaline in both cases. Part D
9. It made them look larger and scarier. (B)

Step 1
What – tiny bumps on the skin / its feathers have been plucked
When – get a chill or feel scared
How – connected to the hairs / the hairs stand up
Why – had more body hair / it trapped air / look bigger and scarier
Step 2
Goosebumps are tiny bumps on the skin. The name came from the skin looking
like a bird’s skin after its feathers have been plucked. Goosebumps form on our
skin when we get a chill or feel scared. There are tiny muscles under our skin
that are connected to the hairs on our body. When the muscles contract, bumps
form and the hairs stand up. In the past, humans had more body hair. When this
hair stood up, it trapped air and kept them warm. And i n dangerous situations,
it made them look bigger and scarier. Getting goosebumps may have been
benecial to our ancestors, but it’s not useful to us now.
Vocabulary Test
1. c 2. d 3. b 4. a 5. d 6. b 7. c 8. a
9. c 10. connection 11. resembles 12. exactly

• Does your culture show death in music or art? Why or why not?
Lesson 11 |
Danse Macabre • Do you think it’s good to think about death? Why or why not?
• What happens to a person in your culture after they die?
1. Students will learn about the Dance of Death art genre.

Key Words
medieval, genre, pandemic, turn away, grave, portray, horror, discriminate, grim,
composer, superstition, incorporate, imitate, skeleton, rattling
Extra Idea for Vocabulary Practice (optional): Whispering Game

Divide the class into two teams and have each team form a line. If there are an
LESSON GUIDE odd number of students, one student can be the teacher’s “helper.” Whisper the
meaning of one of the unit’s keywords into the ear of the r st student in line for
Before Reading
each team. On your signal, have the students whisper the message down the line
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the until it gets to the last student for each team. Those students must then write the
correct word on the blackboard. Whoever writes the correct word rst wins a point
for their team. Continue the game until all the words have been used.

reference.


6) Vocabulary Test Speaking: Sentence Chain
This vocabulary test covers all of the keywords in the objectives box above, not just The objective of this game is to have the students use keywords in sentences that
the ones in Before You Read. It is up to the teacher on when to go over these extra start with the last word the previous person said. Ask the rst student on one side
vocabulary words. Some possible places are: right after matching up the words of the room to start the game and instruct the next student in the row to give the
in the Before You Read section, as they come up in the reading passage, or right next sentence. Go around the entire room until everyone has participated. Don't
before the Vocabulary Test itself. This has been left intentionally open ended to allow students to use keywords that have already been said unless there are more
allow the teachers some exibility in their class plans. students than keywords.
Extra Idea (optional): The Secret Word

Choose a frequently used function word from the passage (ar ticle, pronoun,
preposition, etc.). Have the students stand up and read the passage again as a
group, but tell them they are not allowed to say your chosen word. Whenever a
student is caught saying the word, have them sit down. Continue until the passage
is nished or until there is only one student left standing. Have that student nish
reading the passage normally and give him or her a small prize.

Writing
front of the class.

Discussion 1. composer 2. rattling
(Sample Answer) I think that those people all have the same sickness. 3. grave 4. discriminate
Vocabulary 5. horror 6. pandemic
1. c 2. a 3. e 4. d 5. b 7. genre 8. superstition
9. turn away 10. portray
Paragraph Summary 11. incorporate 12. medieval
1. art / Black Death 2. paintings / portray 13. grim 14. imitate
3. composers / music 4. genre 15. skeleton
Connect to Yourself Part B

(Sample Answer) I would make a skeleton costume and perform a scary dance to (A) had killed
some music. (B) go
(C) that
1. c 2. a 3. c 4. c 5. d 6. a Part C
7. The Black Death pandemic killed between 75 million and 200 million people (B)
across Europe.
8. The painting shows an army of skeletons killing and destroying everything in Part D
its path. (e)
9. It was used to imitate the sound of skeletons’ rattling bones.

Step 1
Background – people across Europe / death comes to everyone
Painting – turning away from God / an army of skeletons / everything in i ts path
Music – an old French superstition
Step 2
By the mid-1300s, millions of people across Europe had been killed by the
Black Death. Around that time, the Dance of Death genre emerged as an artistic
reminder that death comes to everyone. In 1493, Michael Wolgemut painted The
Dance of Death as a warning to German society about turning away from God.
Later, Pieter Bruegel the Elder painted another grim work, The Triumph of Death,
which portrays an army of skeletons killing and destroying everything in its path.
Composers have also created works in the Dance of Death genre. Camille Saint-
Saëns’s Danse Macabre, for example, represents an old French superstition
about dancing skeletons.
Vocabulary Test
1. b 2. d 3. a 4. a 5. b 6. c 7. c 8. d
9. a 10. pandemic 11. imitate 12. discriminate

• What is a sinkhole?
Lesson 12 |
Sinkholes • Would you like to see a sinkhole? Why or why not?
• What are some problems that sinkholes cause?
1. Students will learn about the formation of sinkholes and how to prevent them.
Key Words
unexpected, swallow, underneath, range, depth, enormous, story, clay, enlarge,
construct, destruction, clogged, drain, redirect, at risk
Extra Activity for Vocabulary Practice (optional)

Prepare some small cards with the keywords from the unit and other small cards
LESSON GUIDE with their meanings in advance. Put all the cards in a small bowl or hat and have
each student choose a card. The object of the activity is for the students to match
Before Reading
the keywords with their meanings. You can either have the students match the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the cards where they are already sitting or place the students who get words on one
side of the room and the students who get meanings on the other side. P rizes and
penalties can be given to the rst and last pairs to nish.

reference.


This vocabulary test covers all of the keywords in the objectives box above, not just Write down the keywords from the unit on individual cards. With the students in a
the ones in Before You Read. It is up to the teacher on when to go over these extra circle and a soft ball, play a game titled "Freeze!" Place a set of vocabulary cards in
vocabulary words. Some possible places are: right after matching up the words the middle of the circle and tell the students that they are to throw the ball to any
in the Before You Read section, as they come up in the reading passage, or right person in the circle. When the teacher yells, "Freeze!" everyone must stop moving.
before the Vocabulary Test itself. This has been left intentionally open ended to The person with the ball must draw a card and say the keyword. Then, they must
allow the teachers some exibility in their class plans. use the word in a sentence.
Extra Idea (optional): The Best Actor

Write down simple situations on pieces of paper using the different keywords from
the unit. For example, if “seashell” is a keyword, a situation could be “You are
collecting seashells on the beach.” Have the students stand up (you can ask them
to move their chairs and tables to the side of the room to create more space),
and tell them to take turns acting out the situations they draw out of a hat or bag.
Continue until all the situations have been performed.

Writing
front of the class.

Chapter 3 REVIEW CLASS LESSON GUIDE and have them briey discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic.

Objectives 9 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the keywords that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 3, the end result will
be a news report about a disaster from each pair of students. Have the students
follow the steps on the worksheet to work their way up to the nished project. Offer
advice and answer questions as needed. For lower levels, you may want to do the
project yourself before class to show the students as an example.
LESSON GUIDE
Chapter 3 Wrap-up
chapter’s topic (“Fear”).
2) The idea of the concept map is to solidify all the information that the students have Other Ideas and Activities

Before You Read
Chapter 3 Concept Map Sample Responses Discussion
(Sample Answer) Yes, it does. There have been some news reports of houses
being damaged and people being injured by sinkholes.
Vocabulary
1. c 2. a 3. b 4. e 5. d
Paragraph Summary
1. sinkholes 2. depth / common
3. water / dissolve 4. destruction / ooding
5. risk
Connect to Yourself
(Sample Answer) I think the people living nearby should move to a safe place.
Then the hole can be lled with dir t and rocks.
1. d 2. d 3. a 4. d 5. c 6. b
7. There is usually a layer of limestone with sand and clay on top of it.
8. It can be treated in order to prevent it from dissolving in water.
9. The cracks and spaces in the li mestone become enlarged, and big, empty
spaces are created.

Step 1
How They Form – a layer of sand and clay / absorbing chemicals / cracks and
spaces in the limestone / the limestone collapses
The Damage They Cause – Cars and buildings
How to Avoid Them – avoid construction in areas / keep these areas dry / prevent
it from dissolving
Step 2
Sinkholes form when heavy rain occurs in places where a layer of sand and
clay covers limestone. As the rain passes through the sand and clay, it absorbs
chemicals. It then causes cracks and spaces in the limestone to expand. Finally,
the limestone collapses. Sinkholes can swallow up cars and buildings, and
Chapter 3 Project Worksheet ooding can also occur. To prevent sinkholes, cities should avoid construction in
areas where sinkholes occur. Also, better drain systems should be built to keep
will vary by student these areas dry, and limestone can be treated to prevent it from dissolving.
Vocabulary Test
1. d 2. a 3. c 4. b 5. d 6. b 7. a 8. b
9. c 10. constructed 11. clogged 12. ranged

Chapter 4

Lesson 13 |
Part A
The Evolution of
1. swallow 2. clogged
3. drain
5. destruction
4. underneath
6. at risk
Language
7. depth 8. construct
9. enlarge 10. enormous
11. clay 12. unexpected
13. range 14. story
15. redirect
Part B
(A) its
(B) causing
Objectives
(C) others
1. Students will learn about how languages change and become extinct.
Part C
sentences.
(E)
Part D supporting details, making inferences, and using context to understand vocabulary.
(c)
experiences.
Key Words
grasp, distinct, extinct, region, gender, status, dependent, cease, dialect,
endangered, implement, vanish, alive, observe, evolve
LESSON GUIDE
Before Reading

desirable, so do not limit the students in their answers. Some of the following guide team made. Then switch representatives and continue until all the cards have been
questions may also be asked of individual students or gi ven to pairs to discuss: used.
• What languages can you speak?
• How do languages change over time?
• Do you think it’s bad if a language disappears? Why or why not?
During Reading
a passage are:
reader.
This is a speed game. P repare small cards with keywords and related words
in advance. Divide the class into two teams and have each team choose a
representative. Each team is given a turn; when it is Team A’s turn, show the card
to Team A’s representative without letting any of the other students see it. The
representative is given a time limit to describe each thing on the card using only
English. However, he or she cannot say the words on the cards. After the ti me has
expired, each team is awarded points according to how many correct guesses their

5) After each paragraph is read, ask the students what its main idea is and then direct 4) Graphic Organizer
them to the Paragraph Summary below the passage. Have them ll in the sentence Explain how graphic organizers help show information from reading passages in
summarizing that paragraph and quickly discuss why it is the paragraph’s most a logical way. Put this unit’s graphic organizer on the board and go through it as
important information. If necessary, write the summary on the board as well and/ a class so the students can process the ow of information better. Check the
or explain why it is the best summary. Writing it on the board is useful since you students’ answers before you move on.
will have a complete summary on the board for easy reference by the end of the
passage. 5) Summary
6) Vocabulary Test
After Reading
reference.
Extra Idea (optional): Reading Orchestra
Divide the class into three groups. Ask one group to read the passage in a high
voice, tell the second group to read in a normal voice, and have the third group read
in a low, deep voice. Tell each group that they should read only when you gesture to
them. As the conductor, you can have the groups reading individually, two at a time,
or all at once.

Before You Read
Writing Discussion
Have the students answer the Connect to Yourself question either on spare paper (Sample Answer) I can speak two languages, Korean and English.
or in the blank Memo section in the back of the workbook. Encourage them to write Vocabulary
1. e 2. b 3. d 4. a 5. c
experience. Then edit their responses and have the students present them at the Paragraph Summary
1. distinct / extinct 2. Social / technology
front of the class.
3. Bo / hundred 4. endangered / extinct
5. observe
Speaking
Connect to Yourself
Divide the class into two groups and arrange each group in a straight line or row.
(Sample Answer) These days, many young Americans shorten words to make them
Ask for a volunteer li stener from each group. Take them outside of the classroom easier to say.
and give them a message (one sentence or more, depending on the students’
level). Open the door and let the students run to the rst member of their group to 1. c 2. b 3. a 4. d 5. c 6. c
whisper the message. Each member passes the message by whispering to their 7. The words “television” and “computer” did not exist in the English language
until they were invented.
neighbor. When the message reaches the end, the last person r uns to the board
8. When the last speaker of a language dies, that language becomes extinct.
and writes the message that they heard. The winner can be determined in various 9. Speakers of the same language can connect through social media, audio, and
ways: the rst team to pass a legible, complete message (even if it's wrong), the video to try to keep the language alive.
rst team to nish, or the team with the message closest to the original sentence. Graphic Organizer & Summary
Step 1
Changes – dependent on society / cause languages to change / New i nventions
and technologies
Extinction – the last speaker of that language dies / a Scottish dialect called
Cromarty
Preservation – save endangered languages
Step 2
There are about 6,000 to 7,000 languages in the world. Languages can change or
become extinct over time. Language is dependent on society, so social changes
can cause languages to change. New words can be added because of new
inventions and technologies. A language becomes extinct when the l ast speaker
of that language dies. The Bo language and a Scottish dialect called Cromarty
both recently became extinct. Some people are working to preserve l anguages.
For example, Google is trying to save endangered languages from becoming
extinct with their Endangered Languages Project website.
Vocabulary Test
1. c 2. b 3. d 4. b 5. d 6. a 7. b 8. d
9. a 10. regions 11. dependent 12. status

Lesson 14 |
Part A
Cracking the Copiale
1. alive 2. distinct
3. dependent
5. status
4. dialect
6. observe
Cipher
7. endangered 8. cease
9. extinct 10. implement
11. grasp 12. evolve
13. region 14. vanish
15. gender
Part B
(A) Because
(B) whether
Objectives
(C) were invented
1. Students will learn about a mysterious manuscript called the Copiale Cipher.
(E)
sentences.
(e) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
discover, crack, letter, abstract, decode, bafe, analyze, consonant, ritual,
manuscript, initiation, candidate, admit, eyebrow, come up with
LESSON GUIDE
Before Reading

desirable, so do not limit the students in their answers. Some of the following guide with the most pairs i s the winner.
questions may also be asked of individual students or gi ven to pairs to discuss:
• What is a cipher?
• Are you interested in secret codes? Why or why not?
• What are some of the uses of secret codes?
During Reading
a passage are:
reader.
Assign each student a keyword. Have each student write their word and its meaning
on separate pieces of paper. Mix up the pieces of paper and turn them upside
down on a desk or the oor. Have the students take turns turning over two pieces of
paper at a time. If the pieces of paper are a keyword and its matching meaning, the
student that picked them gets to keep them and tr y again. If they do not match, the
student turns them back over in the same spot and the next student takes a turn.
Continue the game until all the pieces of paper have been matched up. The student

5) After each paragraph is read, ask the students what its main idea is and then direct 4) Graphic Organizer
them to the Paragraph Summary below the passage. Have them ll in the sentence Explain how graphic organizers help show information from reading passages in
summarizing that paragraph and quickly discuss why it is the paragraph’s most a logical way. Put this unit’s graphic organizer on the board and go through it as
important information. If necessary, write the summary on the board as well and/ a class so the students can process the ow of information better. Check the
or explain why it is the best summary. Writing it on the board is useful since you students’ answers before you move on.
will have a complete summary on the board for easy reference by the end of the
passage. 5) Summary
6) Vocabulary Test
After Reading
reference.
Putting sentences in chronological order is a good exercise for students. Prepare
by writing a summary of the given material. Then cut and paste the sentences in a
random order. Put a blank at the beginning of each sentence. Individual students or
pairs can place the sentences in chronological order by writing sequential numbers
in the blanks. The rst group with the correctly numbered sequence is the winner.

Before You Read
Writing Discussion
Have the students answer the Connect to Yourself question either on spare paper (Sample Answer) The man is typing at a computer. It looks like he is tr ying to
or in the blank Memo section in the back of the workbook. Encourage them to write gure out a password or break a code.
Vocabulary
1. d 2. a 3. c 4. e 5. b
front of the class. Paragraph Summary
1. cracked 2. 40 / technology
3. eye / Oculists 4. manuscript / candidates
Speaking 5. complex
Conduct an activity where the objective is to guess what keyword another person
Connect to Yourself
is thinking about. The guesser can only ask 20 yes or no questions (ex. “Are you (Sample Answer) I would search on the Internet to see if there is any information
thinking of an object?”). The person answering must respond with a full sentence about the code.
to practice their grammar (ex. “Yes, I am thinking of an object.”). The guesser wins Reading Comprehension
if they guess the keyword in fewer than 20 questions. The person answering wins 1. d 2. a 3. d 4. c 5. d 6. c
7. The Copiale Cipher contains 105 pages and 75,000 characters.
if the guesser cannot guess the keyword in fewer than 20 questions. Repeat with
8. They discovered that it was the symbols that made up the words, not the
different pairs of students until all the keywords have been used or the whole cl ass letters, and that a colon meant the previous consonant was doubled.
9. They mainly wanted to challenge the power of kings and religious leaders, so
has participated.
they had to be careful not to get caught.

Step 1
What – 105 pages long and contains 75,000 characters / abstract symbols /
people who wanted to join the Oculists
Who – a secrete group called Oculists
When – originated in the late 1700s / crack the code until April 2011
Step 2
The Copiale Cipher is a secret German document that is 105 pages long and
contains 75,000 characters. The characters consist of Greek, Roman letters,
and abstract symbols. It was written by a secret group called the Oculists. The
Oculists were a secret society in Europe. The manuscript contains initiation
rituals for people who wanted to join the Oculists. Scientists believe the Copiale
Cipher originated in the late 1700s. But they were unable to crack the code until
April 2011, which shows how complex the secret code was.
Vocabulary Test
1. c 2. a 3. b 4. b 5. c 6. d 7. d 8. b
9. d 10. ritual 11. manuscript 12. letter

Lesson 15 |
Part A
Speak Differently,
1. manuscript 2. crack
3. eyebrow
5. consonant
4. abstract
6. initiation
Think Differently
7. bafe 8. discover
9. admit 10. come up with
11. ritual 12. letter
13. analyze 14. candidate
15. decode
Part B
(A) is believed
(B) to decode
Objectives
(C) nearly
1. Students will learn about the Sapir-Whorf hypothesis.
(D)
sentences.
(b) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
hypothesis, debate, philosopher, scholar, linguist, state, psychologist, native,
specic, despite, translate, furthermore, concrete, at best, put an end to
LESSON GUIDE
Before Reading

During Reading
questions may also be asked of individual students or gi ven to pairs to discuss:
• How many different languages do you know?
• Do you think people from different countries think differently? Why or why not?
• Do you think your native l anguage affects how you view the world? Why or why
not?
a passage are:
reader.
Extra Activity for Vocabulary Practice (optional): Board Race

Write all the keywords on the board and make sure the students understand each
one. Divide the students into teams and have one person from each team come up
to the board in an all otted space. Have the students at the board write the keyword
or phrase from the denition you state. The rst student to write the keyword or
phrase correctly gets a point and then sits back down as their team changes
writers. Continue until all the keywords have been used.

6) Vocabulary Test
After Reading
reference.
Extra Idea (optional): Sum it Up
Ask the students to work i n groups of two to four. Tell them to read the passage
again and work together to write their own summaries of the passage. Have all
the groups present their summaries to the class. Take a vote to see which group
created the best summary and give the winning group a small prize.
Writing
front of the class.
5) Summary

Speaking ANSWER KEY: STUDENT BOOK
Declare a mini-debate topic (ex. Our native languages determine how we think.).
Before You Read
Divide the class into pairs and have one student argue for the topic and one Discussion
student argue against it in each pair. Guide the students in the mini-debate by (Sample Answer) Yes, I know that “Aloha” is Hawaiian. It means “hello” and
“goodbye.”
asking how cultures and languages are similar or different.
Vocabulary
1. b 2. e 3. a 4. d 5. c
Paragraph Summary
1. Sapir-Whorf hypothesis / language 2. thoughts / psychologist
3. evidence / l anguage 4. test / technology
Connect to Yourself
(Sample Answer) I don’t agree with the Sapir-Whorf hypothesis because a perfect
way to test it doesn’t exist yet.
1. d 2. c 3. a 4. d 5. c 6. d
7. Plato believed the world around us determined our language and thoughts.
8. It states that people who speak different languages think and see the world
differently.
9. A perfect test does not exist yet because it is hard to study and record thought.

Step 1
Benjamin Whorf – the Sapir-Whorf hypothesis / think and see the world differently
Lera Boroditsky – test Benjamin Whorf’s ideas / language affects thought
Problem & Prediction – study and record thought / become more advanced
Step 2
An American linguist named Benjamin Whorf believed people who speak different
languages think and see the world differently. He came up with the Sapir-
Whorf hypothesis in the 1950s. Lera Boroditsky is a psychologist who ran a
series of experiments to test Benjamin Whorf’s ideas. From her experiments,
she found evidence that language affects thought. However, not all agree with
the hypothesis. It is hard to study and record thought, so a perfect test of the
hypothesis does not exist. But maybe one day, the perfect test will exist as
technology and research become more advanced.
Vocabulary Test
1. b 2. d 3. b 4. a 5. c 6. b 7. b 8. d
9. b 10. philosopher 11. despite 12. hypothesis

Lesson 16 |
Part A
Baseball Hand Signals
1. psychologist 2. despite
3. linguist 4. put an end to
5. state 6. concrete
7. native 8. hypothesis
9. debate 10. furthermore
11. at best 12. specic
13. philosopher 14. scholar
15. translate
Objectives
Part B
1. Students will learn about the origin of hand signals in baseball.
(A) us
(B) became 2. Students will understand the meanings of new words and be able to use them in
(C) differently
sentences.
Part C 3. Students will practice reading comprehension skills – identifying the main idea and
(D) supporting details, making inferences, and using context to understand vocabulary.
Part D
(e) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
signal, umpire, credit, deaf, dummy, revolutionize, genius, pitcher, concentrate, be
supposed to, alike, st, hammer, envision, owe
LESSON GUIDE
Before Reading

• What are hand signals?
During Reading
• Why are there hand signals in baseball?
• Are there any other sports that y ou think need hand signals?
a passage are:
reader.

Use vocabulary words in complete sentences. For lower level classes, provide ll-
in-the-blank sentences with a word bank. For advanced classes, direct the students
to use vocabulary words in their own sentences to demonstrate the meanings of
the words. Encourage the students to use different sentence forms l ike declarative,
imperative, interrogative, and exclamatory sentences. For vocabulary words that are
verbs, ask the students to write their sentences using the past, present, and future
tenses.

6) Vocabulary Test
After Reading
reference.
Extra Idea (optional): Word Scavenger Hunt
Make a list of all the keywords in the same order they appear in the passage on
the board. Tell the students to read the passage quietly in their seats and to raise
their hands when they nd one of the words on the list. A sk the student who nds
the rst word to read the sentence that contains it out loud. Ask them if they also
remember the meaning of the word. They can check the denition in the keyword
section if they can’t remember it. For advanced students, ask them to use the word
in a different sentence instead. Continue until all the keywords have been found
and dened or used.
a logical way. Put this unit’s graphic organizer on the board and go through it as Additional Writing and Speaking (optional)
Writing
5) Summary
front of the class.

Speaking
Have the students create their own hand signals for a different sport. Encourage Chapter 4 REVIEW CLASS LESSON GUIDE
them to be practical and creative. Then have each student demonstrate their hand
signals to the class and explain what they mean in their own words.
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the keywords that they have learned in this chapter.
LESSON GUIDE
Chapter 4 Wrap-up
chapter’s topic (“ Language”).
2) The idea of the concept map is to solidify all the information that the students have

and have them briey discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 4 Concept Map Sample Responses

9 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 4, the end result
will be a secret letter from each student in a code that they make up. Have the
students follow the steps on the worksheet to work their way up to the nished
project. Offer advice and answer questions as needed. For lower levels, you may
want to do the project yourself before class to show the students as an example.
Other Ideas and Activities

1) Any time left over in this review class may be used at the teacher’s discretion. One
2) If the students have nished all their work, look through the “Extra Idea” and will vary by student

Discussion 1. be supposed to 2. pitcher
(Sample Answer) No, I don’t. I don’t watch baseball so I’m not familiar with the 3. envision 4. alike
baseball hand signals. 5. signal 6. revolutionize
Vocabulary 7. st 8. deaf
1. d 2. e 3. b 4. a 5. c 9. concentrate 10. umpire

11. genius 12. dummy
Paragraph Summary 13. credit 14. owe
1. deaf / hand signals 2. nickname / revolutionized 15. hammer
3. enabled / umpire 4. different / alike

5. thanks Part B
(A) give
Connect to Yourself (B) would
(Sample Answer) I think it would be ver y different because the umpire would need (C) received
to use a microphone for everyone to hear his or her calls.
Part C
Reading Comprehension (C)
1. d 2. c 3. d 4. c 5. b 6. c
7. His nickname was “Dummy” because he was deaf. Part D
8. He kept getting struck out while waiting to nd out the umpire’s calls, so he (a)
started using hand signals with his third base coach.
9. Players try to keep their hand signals a secret, but umpires’ hand signals are
supposed to be known by both players and fans.

Step 1
Origin – using hand signals in baseball / as early as the late 1880s
William Ellsworth Hoy – understand the umpire’s calls / used by other players
and umpires
Today – do not understand them / understood by everyone
Step 2
Hand signals are an important part of baseball. Umpire Bill Klem is given credit
for using hand signals in baseball in 1905 . But actually, a player named William
Ellsworth Hoy rst used hand signals as early as the late 1880s. Hoy was deaf
and needed hand signals to understand the umpire’s calls. Soon after, hand
signals started to be used by other players and umpires. Today, teams try to
keep their hand signals secret so that other teams do not understand them.
However, umpires’ hand signals are supposed to be understood by everyone.
Vocabulary Test
1. c 2. d 3. a 4. d 5. d 6. a 7. b 8. c
9. c 10. deaf 11. concentrate 12. umpire

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S U B J E C T

Curriculum Integration Reading Program

2 Subject Link L9 • Teacher’s Guide 3

• Do you like or dislike volcanoes? Why?

2) Turn to the chapter’s Background

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optional): Quiz Show

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word out loud any time you pause mid-sentence.

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Extra Idea (optional)

Additional Writing and Speaking (optional)

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Vocabulary 7. destruction 8. pose

1. c 2. d 3. b 4. e 5. a 9. obvious 10. utilize

Paragraph Summary 13. plateau 14. deadly

1. Vulcan / erupt 2. negative/ wildlife 15. fertilizer

3. attractions / electricity 4. advantage / dangers

Reading Comprehension Part C

Graphic Organizer & Summary

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1. Students will learn about the types of igneous rock.

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optiona l): Time is Ticking

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word out loud any time you pause mid-sentence.

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Additional Writing and Speaking (optional)

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Vocabulary 7. determine 8. iron

1. b 2. a 3. e 4. c 5. d 9. abrasive 10. polish

Paragraph Summary 13. treat 14. igneous

1. igneous / hardens 2. Intrusive

3. cobblestone / erasers 4. Magma / lava

Reading Comprehension Part C

Graphic Organizer & Summary

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Key Words are introduced is up to the teacher’s discretion.

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word out loud any time you pause mid-sentence.

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Additional Writing and Speaking (optional)

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Before You Read 9. d 10. bishop 11. existence 12. columns

Paragraph Summary ANSWER KEY: Workbook

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sentences. students to discuss it either in pairs or as a class.

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word out loud any time you pause mid-sentence.

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Extra Idea (optional): And Now the News

Additional Writing and Speaking (optional)

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Chapter 1 Project Worksheet

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Graphic Organizer & Summary

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ANSWER KEY: Workbook

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4) Graphic Organizer Additional Writing and Speaking (optional)

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Graphic Organizer & Summary