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    180 views594 pages

    Enrique Cavazos - HMH Full Student Textbook

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    Enrique Cavazos

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    ‘aun (into) Literature” GRADES Program Consultants: Kylene Beers Martha Hougen Elena Izquierdo Carol Jago Erik Palmer Robert E. Probst PROGRAM CONSULTANTS e Kylene Beers Nationally known lecturer and author on reading and Iteracy coauthor with Robert Probst of Dirupting Thinking Novice & Note: Strategies for Close Reading, ‘and Reading Nonfiction: former president ofthe National Counc of Teachers of English. Dr. Beers s the author of When Kids Cant Read: What Teachers Con Do ant ‘coeditor of Adolescent Literacy: Tening Promise Into Practice as well as articles in the Journal of Adolescent and Adult Literacy. Former editor of Voices from the ‘Middle, she the 2001 reciplent of NCTE’ Richard W. Malle Award, given for ‘outstanding contributions ta middle school iteracy, She recently served as Senior Reading Researcher atthe Comer School Development Program at Yale University a5 well a Senior Reading Advisor to Secondary Schools forthe Reading and Witing Project at Teachers College Martha Hougen "National consultant, presenter, researcher and author Areas of expertise include ifferentating instruction fr students with leming dificult, including those vith eaming disabilities and dyslexia; and teacher and leader preparation improvement, Dr, Hougen has taught a the middle school through graduate levels.n addition to peer-seviewed articles, cuticular documents and, presentations, Ox. Hougen has published two college textbooks: The Fundomentals of iteracy Asessment and instruction Pre (2012) and The Fundamentals of iteracy Asessment and struction 6-12 (2014), Dr. Hougen has supported Educator Preparation Program reforms while working at the Meadows Cente for Preventing Educational Risk a The University of Texas at Austin and at the CEEDAR Center, University of Florida, i Elena Izquierdo "Nationally recognized teacher educator and advocate for English language learners Dr lzquierdo isa linguist by training, with aPh.D. In Applied Linguistics {and Bilingual Education from Georgetown University. She has served on various state and national boards working to close the achievernent gaps for bilingual students and English language learners. Ox zqulerdo isa member of the Hispanic Leadership Council, which supports Hispanic students and educators a both the state and federal levels, She served as Vice President on the Executive Board of ‘the National Associaton of Bilingual Education and as Publications and, Profesional Development Chait, s j x haem hag et FMA Grades Carol Jago “Teacher of English with 32 years of experience at Santa Monica High School in California; author and nationally known lecturer former president of the National Council of Teachers of English. Ms.Jago currently serves a Associate Director of the California Reading and Literature Project at UCLA With expertise in standards {assessment and seconda'y education, Ms Jago the author of numerous books (on education, including With Rigor fr Aland Papers Papers Papers and is active With the California Assocation of Teachers of English, editing its scholarly journal Colfornia English since 1996. Ms. Jago also served on te planning committee for the 2009 NAEP Reading Framework and the 2011 NAEP Welting Framework. Erik Palmer | ‘Veteran teacher and education consultant based in Denver, Colorado. Author of Well Spoken: Teaching Speaking to All Students and Digitally Speaking: How to l Improve Student Presentations His areas of focus include improving oral ‘communication, promoting technology in classroom presentations and ‘updating instruction thrcugh the use of digital tools. He holds a bachelor’s degree from Oberlin Collage and a master’s degree n curriculum and instruction from the University of Colorado. Robert E, Probst "Nationally respected authority on the teaching of terature; Professor Emeritus of English Education at Georgla State Unversity. Dr. Probst’ publications include = numerous articles in Engish Journal and Voices from the Middl, aswell as Professional texts including as coeelitor) Adolescent Literacy: Turing Promise into % 1B practice and (as coauthor with Kylee Beers) Osrupting Thinking, Notice & Note: “Strategies for Close Readig, and Reading Nonfiction. He tegulaly speaks at national and Intemational conventions including those ofthe International Literacy Association, the National Counc of Teachers of English, the Association ‘of Supervisors and Curriculum Developers, and the National Assocation of ‘Secondary School Principals, He has served NCTE In various leadership roles, Including the Conference on English Leadership Board of Directors, the ‘Commision on Reading, and column editor ofthe NCTE journal Voices fam the _Middl. He is also the 200 recipient of the CEL Exemplary Leader Award hn rnp ne eer 8 FMS, UNIT 1 GADGETS AND GLITCHES PAGE Q) ssexma ‘uesrion Does technology improve or control our ives? [ANALYZE & APPLY nonce snore | IBN Sie oreve ite Toaster... oan senna, vila ‘re Bionic Supertumans on the Horizon? 16 bby Ramez Naam Sey c COLLABORATE & COMPARE ss.2B ancumevt A ‘The Automation Paradox 3 ES by samessessen eats Up. Humans. “ SA" by Claudla Aareén FMe Gages INDEPENDENT READING .. a ‘These selections can be accessed through the digital eiton, BE cote temsrosnn Fadia ecaony byHeather Chrstle Vtclnaton plone mov ScENcEricTION #7 There Will Come Soft Rains Bea by Ray Bradbury {rom Nilthe Light We Cannot See by anthony Doerr ‘Suggested Novel Connection ve a ite an fomatonal Ey. 7 a { reenandRespondtoan nsractandl Spee --scvccccecsssnecees 7 Reflect on the Unit ... B Key Learning Objectives et oe nerctivg ate Ana abi lenes een 1 hbescecetcon + Batnendence + UnandSelactoe an 5 Anabeonrznon Ana erica eds Sections ‘eae sce seoeneg 1 Section aso crgs sabony hanced Opts Deahaecamondnsnce Contents FMT ESSENTIAL ‘QUESTION Why do we sometimes like to feel frightened? ANALYZE & APPLY fomcea nore SB rns recom ie 2 by sharon A Muse BG 0 » retro rota Thetiow sense 18 yc COLLABORATE & COMPARE Th Monkeys Paw 1 ea byweW.Jacobs from The Monkey's Paw paar tliaa by Ricky Lewis Je Fs Grade INDEPENDENT READING... 140 ‘These selections canbe accessed trough the dgtal ection, roe Fantnsten tytn b, *| Seward tre hs poem Byatt ge bess by Zonda simon The outer brn ovet Sonya x by Jackie Torrence: ‘Suggested Novel Connection ane Dracula by Bram Stoker i if H i feflectonthe Unit H it 5 1 cay teening Objectives acaate Heese eer tee re So Hieseste ees ae ead es ere Contents FMI ESSENTIAL ‘QUESTION are? ANALYZE & APPLY reel sort stony pl ‘My Favorite Chaperone. ne by Jean Daves Okmoto from he Book of Unknown Ameticans by Cistina Herviquez Spirit Walking in the Tundra... byloy Hao COLLABORATE & COMPARE Bis pocumenrany FA New immigrants Share Their tories Mb clirected by Lisa Gorsels compan PuRPoses Inronmanional r5x1 ‘ACommon Bond: Teens Forge Friendships Despite Differences... by Brooke Hauser FMIO. Graces What are the places that shape who you 154 104 22 Suerte rs eeneeteeeeme INDEPENDENT READING... oeitieorit gas ‘These selections can be accessed through the digital edition Mags Poem ‘My Father and the Figtree Naomi Shihab Nye Golden Glass by Pima tuz vitanueva trom Te tatehomecomer by Kao Kalla Yang RESEARCH STUDY ‘APlace to Call Home by Scott Bittle and Jonathan Rochkind wma DAE sstrontoy ‘by Michael J. Caduto and Josep Bruchac ‘Suggested Novel Connection nove. = Seedfolks ee = Wie aShor Stn 230 Reflect on the Unit 27 i Tae i ee Pence eee ses eee aoe he + Exhnced Dgalinsncon Contents FM uniT 4 THE FIGHT FOR FREEDOM PAGE238 ESSENTIAL ©) question What will people risk to be free? ANALYZE & APPLY Lerten ‘rom Naretve ofthe fe of Frederick Douglass, bby Frederick Douglass freee PF Underground Ratroad a4 by Ann Petry GS ccm sycirns... ae se Fait tegen esi, COLLABORATE & COMPARE — HISTORY WRITING [MENTOR TEXT. ' i fom Fores ones m He meee FMI2. Grade INDEPENDENT READING... Troe decors cen recormed capital cin, BB ecrte te dif by Walt Whiteman ee cee (A ere tystnnencone Bs item Bloody Tmes:The Funeral of Abraham neon tndthe Harun or efeson Das eect octane ty tend Dose oyun ecomen TT taunt rl sitar suggested Novel Connection a The lon Feld Dyer Deon jes unt (2) tests tea scare Report, 32 “paricpatein a Calabonive bacon ..cvscseussseeseensnennees 319 Reflect on the Unit ataddsti eet key Learning Objectives ate tie taeda are areee some, hy sess teas rnd rete taies REE isimcecersinin < tnsmtguenetoune | | Meson mio 1 ese Dect kcoe _ haar | < emenesbgzanancton Contents FMI, UNIT 5 FINDING YOUR PATH PAGES22 adulthood? (ANALYZE & APPLY EE | Fah, ote mente tan by sane hie romroncMasqura... COLLABORATE & COMPARE PA reer ee ty oe ios ve F Sommer ots Forces ear by Gloria Amescua apy scone wero xt from Compleat Th Sal Lie “COMPARE - of Networked Teens. acs Bea bt t=) BB oussmart Your Smartphone. Oy Catharine Steinar Adair FMI4 Giadee ESSENTIAL ‘QUESTION How do your teenage years prepare you for 26 338 a2 358 376 a INDEPENDENT READING ‘These selections can be accessed though the dlgtl edition, a erases 2 Dynan oa Hard on the Gas by anet . Wong Marigolds by Eugenia Collier isa My Summer of Scoopit bby Shonda Rhimes Suggested Nonfiction Connection Reaching Out by Fancisco Jiménez aoa ts ryt ty it Reflect onthe Unit an ce Cream 304 40 403 Key Learing objectives + Ana ste 1 ina sehr purpose 1B pnayae hacen 1 anaes vers py 1 Moke iferneet, Sueitarcntectinnce era npsehote coaches eae argument erty courteramgument ean htora devees Student Eten for + UnanSlecion Vso, + Masa Sectors 1 Section uso Recortras Francs scucton Contents. FMS ANALYZE & APPLY READING MODEL (7 ii The Diary of Anne Frank... ESSENTIAL ‘QUESTION ‘Anne Frank? > by Frances Goodrich and Alber Hackett ian from The Diary ofa Young Git. by Anne Frank After Auschoite by Ele Wiesel COLLABORATE & COMPARE covenne POEMS FMI6. Grade ‘ThereBut for the Grace byWieawa Seymboeska = ty cis Menton Text What can we learn from 500 512 . 52 58 Ecaeteac peice come by Christine Kingery a= ‘Ona Sunny Evening by Anonymous swost stony s ‘The Singing Women by Resecca Makkai annus from A Tragedy Revesled: A Heroine’ Last Days A by Est Scnabel pe Nobel ize Acceptance Speen bye eset Suggested Novel Connection yA Number the Stars. yastowy unt (6) ase rein ater oareat ‘Nites Pesan. rr ee 588 Reflecton the Unit sa 4 i Key Learning Objectives si the Incractive a faery Peart Student Eton fo. JE] tgning cee (> sensing Banas gs Ci, “Internet Things th evar ees aca apances are » frou) contig oa acetate yatta 16 The dishwasher wouldnt wash it (‘I don't mean to annoy or ‘chafe, but I'm simply not dishwasher saf!”), The toilet wouldat flush i ("I donit belong inthe bog, because down there I'm sure to dog!”). The windows wouldrit retract their safety screen to letit drop, but that wasst much of a surprise. v7 “Lhate you. Mister Toussaint said to LOONY GOONY, and he stuck t in his coat pocket. Hed throw it out ina trash-can on ‘the way to work. 1 Thay arrested Mister Toussaint atthe 678th Street station. They ‘were waiting for him on the platform, and they cuffed him just as oon as he stepped off the train. The entire station had been ‘evacuated and the police wore fll biohazard containment gear. ‘They even shrinkwrapped their machine-guns. 1» "Youi better wear a breather and yould better wear a hat, ‘Tma vial of terrible deadly hazmat?” LOONY GOONY sang, 22 When they released Mister Toussaint the nextday, they ‘made him take LOONY GOONY home with him. There were lots more people with LOONY GOONYs to process. 2 Mister Toussaint paid the rush-rush fe that the storage depot charged to send over his container. Tey forkifted it out of the giant warehouse under the desert and zipped it straight to ‘thecargo-bay in Mister Toussaint building. He put on old, stupid clothes and clipped some lights to his glasses and started sorting. 22 Mostof the things in the container were stupid. Hed been throwing away stupid stuff all his life, because the smart stuff NOTICE & NOTE, hate {chap «To ctf ist0 anny (erate) «Tore ite palin ANALYZE SCIENCEFICTION pargapne 120th so Tours reo aipors of towerk AnabyaeWnyare he pce ‘aon Whatides about technology a suggested by ‘The BraveLitle Toaster 9 10 NOTICE & NOTE (Garp off Tobe amplesto Sepential or enaugh teinegrate (elm pat) vTorenepae ‘Stocometogether ashen Ems mate caacted ‘orreylng. vA MOMENT 4 Noe Ae vrwors epvossn pages ges rac ‘urn arent a octane Causaltfact Wat does Miser oun suey fect whathe doesnot? shode (sta) a. Anabodeisa home (Sas ten) , {ncemation feng of slnorfen (inh 0) oh Something Nite stone a hut orpunth someone Unit was just so much easier. Bu then his grandpa had died and they’ cleaned out his litle room at the pensioners ward* and ‘hed just shoved italln the container and sent itout to the desert 22 From timeto time, hed thought ofthe eight ube meters cof stupidity held inherited and sighed a put-upon sigh. Hed loved Grandpa, but he wished the old man had used some of the ample spare time fom the tal end of his lf to replace his junk with staff that could more gracefully reintegrate with the ‘materials stream, 24 How inconsiderate! 2s The house chattered enthusiastically atthe toaster when he plugged it in, but the toaster said nothing back, It couldnt. Twas stupa, Its bread-slots were crusted over with carbon. residue and it dribbled crumbs from the il-fitirg tray beneath it. had been designed and built by cavemen who hadat ever considered the advantages of networked envirorments. 24 twas stupid, but it was brave It would do anything Mister ‘Toussaint asked itto do. 2 “Its getting hot and sticky and I'm not playing any games, youll better get me out before I burst into flames!” LOONY GOONY sang loudly, but the toaster ignored it. 28 “Tdorit mean to endanger your abode, but you dort et ‘me out, im going to explode!” The smart appliances chattered ‘nervously atone another, bt the brave litle taster said nothing as Mister Toussaint depressed its lever again. 2 Justashe did, he thought to checkin withthe at's agnostics. Justin time, too! Its quorum: sensors? were redlinng® as it istened in on the appliances’ consternation. “Mister Toussaint unplugged the fridge and the microwave and ‘the dishwasher. se The cooker and trash-can were hard-wired, ut they didnt represent a quorum. 2» The fire department took away the melted toaster and used their axes to knock huge, vindictive holes in Mister Toussants walls. "Just looking for embers” they claimed, Bathe knew that * PemtoncP warp ofa hyp at provide caro pele ecg Penis orpoeramet uportal pons + Qeoram seman: devices a ce opt om Mier Touts art ‘folance when een suber (equ a aplasia res ‘Serene acon ak. ‘exhing init or mama: proche poi at hh he Sorte wuld lc atone se cmon NOTICE & NOTE they were ope because there was simply no goods for ——_quauyzesToMES- Pot Sticking pouch oFindependently powered compuation and Amana in tensor and treme intoan antique for and psig pengusest eta dwn the ver unl tx amok ied the whole 04h statlperentoome floor, Mine oust neighbor wesc happy about tether. Amb etn es Bit Miser ousin dst mind Ithadallbeen worth, cae Justtohear LOONY GOONY begand weep fo ities Mie ced pend chon LanavAc conveons “He argued mightily but the firefighters refused to let him ee keep the toaster, comcttns naconpaied ‘antence Markie ‘Wording conjunction in gaph 38 Interpret hat deste a4 conjunction suggest about the Toone CHECK YOUR UNDERSTANDING Answer these questions before moving onto the Analyze the Text Section on thefallowng pane. 1 Why does Miter Toussaint’ refigerator order more groceries? 1 Therefigerator detects tat al the food has gone bad 8 Miz Rousseau receives a signed oder for more groceries. ‘¢ LOONY GCONY tells the refrigerator the fod spoiled Theappliaxces reach a quorum about placing an order. 2 The police arest Mister Toussaint because — F they believe the energy beverage Is hazardous material G itisillega to dispose of smart devices in public H they are cellecting all the energy beverages for dlsposal 4 the tain sation has been evacuated for no reason 3 The toaster sable to destroy LOONY GOONY because — 1k toasters are braver than all other appliances 8 the other eppliances are aad ofthe toaster the quotum-sensors approve its actions D Itdoes not receive messages from other devices Mrebraveuite toaster 11 RESPOND RESEARCHTIF Remember inatyeu can use quotation nas round 3 ‘peciie phnseto foci your Search. For eagle etching tweed ut searches hatte Soot the eet in genera Iyoutnd nat your esuts ‘osee ore ustremevete ‘uotaion make ANALYZE THE TEXT Suppor your responses with evidence from the text. {No7EBOOK 1. Draw Conclusions Is the story setin the past, the present, or the ‘future? What detalsin the text help you draw this conclusion? 2. Interpret Is LOUNY GOONY an “internet of Things prank’ as Mister Toussaint suspects? Explain why. 13. Cause/Efect What s Mister Toussaint’ main motivation throughout the story? How do his goals and desires cause the story's action to unfold? 4. Analyze What I the ellimax, or most exciting moment, inthe story’ plot? How doesit lead tothe resolutlon ofthe main confict? 5, Notice & Note Find the statement that Mister Toussaint repeats Inparagraphs 8 and 14. What she responding t each time? What theme about people and technology does the repetition suggest? RESEARCH Sect How close are we t having refrigerators that automaticaly order our groceries for us? Du some research about the lntemet of Things Find ‘out what ts today and what it might hold instore for us tomorrow. ETON 5 Te ee eT Whatisthe Internet of Tings? Whatare some examples in today’s wore? wwernnnne | ‘eel he | Siretet Unie ‘Connect Science fiction often conveys a warning about the possible negative effets ef tchnology if people don't use it wisely. Witha ‘group, discuss the warning implied by The Brave LittieToaster What can peuple do toys future benefits ho the internet of Tings while also avoiding potential problems? CREATE AND DISCUSS Write a Summary Write a summary of The Brave Little Toaster" Your summary should briefly retell the most important events of the story In yourown words. fyou created a cause-and-effect chart to tack story events while reading, you may refer tothe chart as you wite your summary. © Begin by describing the story’ seting and introducing the main character, Mister Toussaint. {2 Next, describe the conflict Mister Toussaint faces and how he responds tt Tel the main event ofthe story nthe order in which they happened {2 Explain how the conflicts resolved at the end of the stow Discuss with a Small Group What could Mister Toussaint teach his neighbors about dealing with a prank like LOONY GOONY? Work with a group tocreatea set of helpful tips. 1D Asa group, review the story and note Mister Toussaint’ actions im response to LOONY GOONY. Discuss which actions wete ‘effective and which were ineffective or destructive, and why. {2 Brainstorm alist of tips or guidelines that would help someone ‘overcome a similar Internet of Things prank 1 Together, organize everyones ideas into a set of step-by-step Instructions for what a person should do iffaced with something like LOONY GOON, RESPOND TO THE ESSENTIAL QUESTION Does technology improve or control our lives? Gather Information Review your annotations and notes on*The Brave LittleToaster?Then, add relevant details — to your Response Log. As you determine ‘which Information o Include, think about: + waysin which Mister Toussaint ies y made easier by technology + ways in which technology causes problems for him * whether the benefits outweigh the drawbacks [Atthe end ofthe unit you may want to refer to your notes when you ‘write an informational essay RESPOND eigtaniongin. ‘Stispenng ond Sei hn ACADEMICVOCABULARY Soulesned mth soy, bomreto ue the endemic Vocabulary wots. Check of each ofthe wor that ou se, O commantary occupation option 1 speculate 1 technology ‘TetraveLitieToaster 13, RESPOND WoRO BANK diagnoses cate feimegrate shode’ incitve WORD —_POSSIBLEMEANINGS CONTEXT CLUES MEANINGIN PARAGRAPH 21 | CRITICAL VOCABULARY Practice and Apply Words with similar meanings are called synonyms. Antonyms ae words with opposite meanings. ently ‘each word pal below as being either syronyms or antonyms. 1. dlagnostissmethods 5. rentegrate/explode 2. chafe/soothe 6, sbode/nome 3. retractlextend 7, consteration/worty 4 ample/lenty 1. vinditve/vengetul VOCABULARY STRATEGY: Context Clues. ‘Context clues are words, phrases, and ideas in the surrounding text ‘that help you figure out the meaning ofan unfamillar word or one that could have several diferent meanings. These clues may appearin the same sentence or paragraph, but sometines you also need to search in nearby paragraphs. The structure of the sentence in which the word appears can also help you determine its meaning, Find the word ferrous inthis paragraph ftom the tory: Fuca mca ence oe ade [ee eee ecto pe case er | Sizovurewolastewtdton“Heon dnt adm | Soma LDONY GOON ang mares np seas" Ferous appears right before lump, whichis a noun. This helps you determine thatthe word ferrous describes lump, and in turn you can ‘tell that it san adjective. You also know fom previous paragraphs that LOONY GOONY pretends to be made of dangerous materials. Microwaving metas dangerous, and steel contains ional ofthese are cues tothe words meaning "made cron” Practice and Apply Find the word contzner and stupid in paragraph 21 Complete the chart for both words. RESPOND LANGUAGE CONVENTIONS: The Structure of Sentences Z Good writers use a variety of diferent sentence structures. The ote stn sre Simplest structure has one main clause, a group of words with a Ramee subject anda predicate. Other structures have more than one clause study the examples inthe chart SENTENCE TYPE EXAMPLE Acimplesentncahncone mince. __| Therefor hummed smut ahi. ‘A.compound sentence has two main clauses “The windows wouldnt retract their safety screento Jelned bya comma and coordinating letiedrop bu that wasn't much oa surprse conjunction, such as andor but ‘The smart appliances chattered nervously atone aretha Butte rave itl toater ld nothings) szerTussine presi sever bn ‘A compound-complex sentence hes tees ‘oman dauses and one subodinate clause. Notice how the conjunctionsin the example sentences connect the ideas in the clauses, Without the conjunctions, each sentence would bea run-on, or muktile sentences writen as they were one. The ‘writer's meaning would also be les lear without conjunctions. ‘Run-on: The smart appllanceschattered nervously atone another the brave litle toaster said nothing Mister Toussaint depressed its leveragain |Acommen erorin writing is to use a comma by itself 0 join two Clauses, instead of using a comma and a conjunction. This errors called comma splice, and itis atype of un-on, ‘Comma splice: Hs reftgeratorhad sent in thelist she had the signed order to prove. Correct sentences His refrigerator ha sent inthe list-and she had ‘the signed order to proveit. Practice and Apply Write simple sentence about ONY GOONY.Then ‘se that sentence to bud a compound sentence, acomplex sentence, anda compound:-complex sentence. Thesraveurtereaser 15 Informational Text by Ramez Naam ESSENTIAL QUESTION: Does technology improve or control our lives? hen rite he ee aieaianoeser ‘QUICK START Ifa scientist could implant a device inside you that made you smarter, faster or stronger, would you have the surgery? What ifthe procedure ‘were risky or expensive? Discuss your reaction with the cass. IDENTIFY MAIN IDEA AND DETAILS How can you understand a text when youdonit now anything about GENE ELEMENTS: itstopic?You can ask questions about the text as youread. You might INFORMATIONAL TEXT ‘ry re-eading the text. Lethe tex teach you by doing the following: «rides fauliormaon + Identify the main idea—the mostimportantidea about atopkc—ot "iar merc tonne «each paragraph or section of text Itmay be stated drecty athe saoetenti beginning or end of each paragraph or section. eee «Read the supporting details, orinformation about the mainidea,to “wera suesanscous learn more the mala idea is stated, use these detlstolnfer entiying these elements will help you summarize the text—thats, ‘obriefy retell in your own words the text's main ideas and details, ANALYZE ORGANIZATION This article has mostly a main-idea-and-supporting-detalls pattern ‘of organization, Near the end, however It breaks away from this patter filing one paragraph with questions and the next with a all, toaction. As you read think about wit the author uses both types ‘of organization to convey his thesis or the controlling idea ofhis entire text. Also pay attention to text features, such as headings, subheadings, photos, and captions. These can help you make predictions about the text's main ideas and organizational pattems bby making them visually prominent. TYPEOF ORGANIZATION EXAMPLE fimonsaseand Were in the mids ofa bionic revolution, etazorgunzaton, | yetmostofus dont krow it ch paagrephortet sectoninoducesemain | Around 220000 people worlwide ideaandghesevamples | already walkaround with cochlear ingles. ony the rich have aces to these enhancements? authorposesquestonsand | hentlorcadennfertiey. | We havealitle while to consider these [ought do, questions but we ought to star. ‘reBlonicSuperumanson the Horizon? 17 © crrmsoy CRITICAL VOCABULARY implant imert_—integrity enhancements Tosee how many Critical Vocabulary words you already know, use them to complete the sentences 1, Soccer hasno if some players cheat. 2. Iaroke «tooth, 30D Lu will an otificiel ane in my jae 3. These new gadgets are because they saveyou time. 4, Hisold artificial hand was the fingers did not move. LANGUAGE CONVENTIONS _ Commonly Confused Words In this article the author uses both it andits two words that even experienced writers sometimes confuse, les with an apostrophe is a contraction that means ‘itis! What happens when it’s possible to improve on the human body and mind? Its without the apostrophe means“belonging tit" “The technology wil sneak its way into our lives. ‘When you find anit or ts, consider why it's correct in ts sentence, ANNOTATION MODEL NOTICE & NOTE @ ‘As you fad, determine the main ideas and supporting details. You can ‘also mark up the article, Here are one reader’ notes. 1 (Were in the midst of bionic revolution, yet most ous dont) frst sentence now it eee 1 Around230/00 people worldwide already walk around ‘with cochlear implants~devices worn around the ear that | tur sounc waves into electrical impulses shunted dizectly into the auditory nerve, ‘Tens of thousands of people have been implanted sith deep brainstimulators, devices that send an electrode ‘tuaneling several inches inthe brain. Deep brain stimulators are used tocontrol.. paragraph give devices thot hel nie hep teetney NOTICE & NOTE BACKGROUND Technology can make our ives ete, but itso can change thera {isa science fcion author Rammex Naam shares some scence facts about binic body pars that can now change arimat and hurman copobiliies Sonic body parts ave those containing mechanical or elecwonic elements that improve functioning, ond they ‘may bear of youre someday. Pinas (oyu cob r ak jut fas . OD gE: HORIZONZ) } v pi Cho) Astle clad ey a SETTING A PURPOSE Asyouread ker detals that ealwnattheoutormeonsby alae oncsrehimanantawheornn MANES set sine gppan ee i I IDENTIFY MAINIDEA AND i rein the mids of bionic revoition,yetmostofur BETAS i dot kaow it nnoe:Cce remain ten i 2 Around 220,000 people worldwide already walk around Renae = Dae i with cochearimplants~devices wor around theear that Zutatsopor PHC re gett ace older TE jntotheandtor serve Scenmace anne 1 Tensof thousands of people have been implanted wih -syurown no } deep brain imulators, device that send an ectrode? a i ‘tunneling several inches in the brain. Deep brain iepian) v-Toimpant a i Seder sn q soca age £2 madi om ne pany sate tag * toy "ae ete en > decode (8p aatral oogh whch eri ows ‘Ae Bionic Superhumanson theHorzon? 19 NOTICE & NOTE ‘worn cies Notice Note Yat worn ‘rconfsng? Makthese or InfersUse contest esto ‘ues the matings cf the words you steel unceraln ‘em pina desonay. mere (le) a net means unble 20° unk stimulators are used to control Parkinson’ disease though lately they've also been tested—with encouragingresults— in use against severe depression and obsessive compulsive disorder. 4 The most obvious bonics are those that replace limbs. ‘Olympian "Blade Runner” Oscar Pistorius made «splash ‘ith is Cheetah carbon fiber prostheses? Yet these area relatively simple technology—a curved piece of sight springy, super-strong material Inthe digital age, were seeing more sophisticated limbs. 5 Consider the thought-controlled bionic leg that Zac Vawter used to climb all 103 floors of Chicago’s Willi Tower. Or the nerve-contolled bionic hand that Iraq war veteran Glen ‘Lehman had attached ater the loss ofhis original hand. 4. ©. Orthe even more sophisticated limb Ultra an artificial hand with five independently articulating artificiel fingers. ‘Those limbs dont just react mechanically to pressure. They actully respond tothe thoughts and intentions oF thei owners, flexing, extending, gripping, and releasing on mextal command. 7 Theage when prostheses were largely inert pieces of wood, metal, and plastics passing. Advances in microprocessors in techniques to interface digital technology withthe human nervous system, and in battery technology tallow prostheses to pack more power with less weight are turning replacement. limbs into active parts of the human body. Tn some cases, they're not even part of the body tall ‘Consider the case of Cathy Hutchinson. In 1997, Cathy had a stroke, leaving her without control of her arms. Hatchinson volunteered for an experimental procedure that could one day help millions of peopl with partial or complete paralysis. She let researchers implant a small device inthe part ofher brain, responsible for motor control. With that device she i able to control an external robotic arm by thinking about That in turn, brings up an interesting question: Ifthe em {isnt physically attached to her body, how far away could she be and still contol it? The answer is atleast thousands of miles. In animal studies, scientist have shown that a monkey with @ brain implant can contro a robot am 7,000 miles away. The ‘monkey’ mental signals were sent over the interoet. from Duke ‘University in North Carolina, to the robot arm in Japan In this day and age, distance is almost irrelevant. "Primos soe that weskns muss and cases pres » poss (ps: i device tht replace injured misingbdy fe tert: 0 connect orate ct The Superhuman Frontier {0"The 7000. mile-away proshetc arm makes an important point: These new prostheses are jus going to restore ising human ables. Theyre going to enbance nr abilities, giving tspowers we never had before, and augmenting’ other capabilites we have. While the curent generation of prostheses is sill primitive, we can already se tis aking shape when 8 ‘monkey moves a robotic am on the othersde ofthe plane just by thinking about it. 11 Other research pointing to enhancements to memory and Asssion making ‘2 Thehippocampus small, seahorse shaped part of the brain thas essential in forming new memories. Tits damaged—by an injury to the head, for example—peope srt having difcally forming new longterm memories. In the most extreme case, this can lead to the complet inability to form new long-term memories, asin the film Memento, Working finda way to repair this sort of brain damage, researches in 2011 created “hippocampus chip" that an replace damaged bain tissue When they implanted iin rats with a damaged hippocampus, they found that not only could their chip repair damaged memory itcould improve the rt ability to lar new things 18. Nor s memory the end oft, Another sud, in 2012, demonstrated that we an boot inteligence—at last one sort—in monkeys. Scientists at Wake Foret University Implanted specialized bran chips in a set of monkeys and trsned those monkeys to perform a pct: matching ame. When the implant was activated it rased hee sores by an average of 10 points ona 100-point scale. The implant makes ‘monkeys smarter. F gmenting tng: nego aig ANALYZE ORGANIZATION ‘anotate: Ce the heting on tis page Underine deus parroph 10-13 hat ip you Ugetstand what heeding Axayze: Does the heading help you pedir he mah ides coftheseeton? Cofino Mdina sentence, IDENTIFY MAIN IDEA [AND DETAILS Aanotate!Underine te ines in paragraph 2 Ciseseyceaietan ge Evaate: hy do youn the ister nthe poagrph ‘Are BlonicSuperhumanson the Hozon? 2 2 NOTICE & NOTE ANALYZE ORGANIZATION ‘Anna: Voss the ‘ueslons paragraphs, ‘Symthasize: How do the ‘questions andthe call acon enogeter Incegrty cy 8) mga ‘hownga steteode oF she ence From Disabled to Super-capable 14 Both of those technologies for boosting memory and. lnteligence are in very early stages, in small animal studies only, and years (or possibly decades) away from wide use in humans. Sill, they make us wonder—what happens when its possible to Improve on the human body and mind? 1s The debate has started already, of course, Oscar Pistorius had to fight hard for inclusion in the Olympics. Many objected that his carbon fber prostheses gave im a cempettive advantage. He was able—with th help of doctors and biomedical engineers—to make a compelling case that his Cheetah blades didnt give him any advantage on the field. But how long will that be true? How long until we have prostheses (not to mention drugs and genetic therapies) that make athletes better in thle sports? 16 But the issue is much, much wider than profesional sports, We may care passionately about the integrity ofthe (Olympics or professional cycling or 0 on, bu they only directly leat a very sual ausnbes of us. In other areas of ifn the workforce in particular—enhancement technology might affect NOTICE @NOTE 1? When poate to make humane mart shape and fines how wl that affect wt With eft be mony postive, LANGUAGE boosting ourprodacviyand ibe ae ofhumanincraon? CONVENTIONS Criltbe jst ance pressure to compete at wort Who Sammut wld able alford these technologie Willanyonebe able to. sftangoe machen ave ter body and more importa ther ran upgraded? Pee. (Or will only the rich have access to these enhancements? Infer se conten ces nd 1s Wehave alitle while to consider these questions, but we _-2.

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