MYPNA TE G07 U4 Web

UNIT 4 AT A GLANCE
Pacing /
Contents Genre / Lexile Vocabulary / Word Study
# of Days
Unit Introduction Academic Vocabulary (L.7.6)

INTRO
2*
Argumentative Text
Launch Text: Rethinking the Wild
980L
Whole-Class Learning Introduction
WHOLE-CLASS LEARNING
3 Concept Vocabulary
from Silent Spring Descriptive Nonfiction
Word Study: Anglo-Saxon Suffix
Rachel Carson 1080L
-ness (L.7.4)
Concept Vocabulary
Nobel Speech Speech
5 Word Study: Latin Prefix
COMPARE
Al Gore 1190L
uni- (L.7.4.b)
Nobel Speech Media: Video
5 Concept Vocabulary
Al Gore NP
Performance Task
3
Writing
Small-Group Learning Introduction

SMALL-GROUP LEARNING
5
Turtle Watchers • “Nature” is what We See— • The Sparrow Poetry Collection Concept Vocabulary (L.7.4.c)
Linda Hogan • Emily Dickinson • Paul Laurence Dunbar NP Word Study: Etymology (L.7.4, b)
Eagle Tracking at Follensby Pond Media: Photo Gallery

3 Media Vocabulary (L.7.6)
The Nature Conservancy NP
Concept Vocabulary (L.7.4, a)

He—y, Come On Ou—t! Short Story
4 Word Study: Latin Root
Shinichi Hoshi, translated by Stanleigh Jones 870L
-sequ- (L.7.4.b)
Performance Task
2
Speaking and Listening
Independent Learning Introduction

INDEPENDENT LEARNING
Independent Learning Strategies

from My Side of the Mountain Novel Excerpt
Jean Craighead George 820L
Independent Learning provides
How Grandmother Spider Stole the Sun Myth students with the opportunity
Michael J. Caduto and Joseph Bruchac 2 850L to analyze a selection
The Story of Victor d’Aveyron, the Wild Child Expository Nonfiction independently. To facilitate
980L students’ independence, no skills
Eloise Montalban
have been assigned.
from Of Wolves and Men Essay
Barry Lopez 1010L
END OF UNIT
Performance-Based Assessment
Writing 2
Unit Reflection
Unit Test 1
* Pacing is suggested for a 40- to 50-minute class period. If you use block scheduling, you may combine days to meet your schedule needs.
352A UNIT 4 • People and the Planet

PEOPLE AND THE PLANET
Analyze Craft and Conventions / Author’s Composition / Research /

Structure Style Speaking and Listening
Summary (RI.7.2)
Writing to Sources: Argument

Imagery (RI.7.1; RI.7.2; Conventions: The Subjunctive (W.7.1, a–d)
RI.7.4; L.7.5.c) (L.7.1; L.7.3) Speaking and Listening: Multimedia
Presentation (SL.7.4; SL.7.5)
Persuasive Speech Conventions: Infinitive Phrases

(RI.7.8) and Gerund Phrases (L.7.1.a) Writing to Compare: Argument
(RI.7.7; W.7.1, a–c; SL.7.3)
Write an Argument
(W.7.1, a–e; W.7.6; W.7.8; W.7.10)
The Speaker in Lyric Author’s Style: Diction and Tone Speaking and Listening: Oral Presentation
Poetry (RL.7.5) (RL.7.1; RL.7.2; RL.7.4) (SL.7.4; SL.7.5; SL.7.6)
Research: Research Paper

(W.7.2, a–b; W.7.7; W.7.8)
Literary Elements: Irony Conventions: Punctuation Marks Writing to Sources: Alternate Ending
(RL.7.1; RL.7.2; RL.7.3) (L.7.2) (W.7.3, b, d, e; W.7.5)
Present an Argument (SL.7.1, a–b; SL.7.2;

SL.7.3; SL.7.4; SL.7.5; SL.7.6)
Independent Learning provides students with the

opportunity to analyze a selection independently. To
Share Your Independent Learning (SL.7.1)
facilitate students’ independence, no skills have been
assigned.
Writing to Sources: Argument (W.7.1, a–b)

Speaking and Listening: Oral Presentation
(SL.7.4; SL.7.5; SL.7.6)
Reflect on the Unit
UNIT 4 • AT A GLANCE 352B

INTRODUCTION UNIT
4
Jump Start People and

the Planet
Use the following prompts to engage
students in a discussion about people and the
environment.
What is nature?
Do you consider water and air part of nature?
How do people have a positive or negative
effect on nature?
Have students write down their answer to each
question, then ask volunteers to share their
answers to start the discussion.
People and the Planet

Ask students what the phrase people and the
planet suggests to them. Point out that as they
work through this unit, they will read about
many examples of humans’ relationship with the
natural world.
Video
Project the introduction video in class or ask
students to open the video in their interactive
textbooks.
Discuss It If you want to make this a digital

activity, go online and navigate to the Discussion Many people wonder at the beauty of nature,
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Board. Alternatively, students can share their
responses in a class discussion. but do they wonder about the future of our
Block Scheduling planet?

Each day in this pacing calendar represents
a 40–50 minute class period. Teachers using Discuss It In what way are people and animals
block scheduling may combine days to reflect dependent on our planet?
their class schedule. In addition, teachers may Write your response before sharing your ideas.
revise pacing to differentiate and support core
instruction by integrating components and
resources as students require.
Arctic Ice
352
Pacing Plan
Introduce
Whole-Class LIT22_SE07_U04_UOP.indd 352 18/03/21 3:14 PM
Learning
Performance Task
Unit
Introduction from Silent Spring Nobel Speech Media: Nobel Speech
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
352 UNIT 4 • PEOPLE AND THE PLANET

Digital
perspectives Audio Video Document Annotation EL Online
Highlights Highlights Assessment
UNIT 4
UNIT INTRODUCTION
ESSENTIAL What effects do people have on LAUNCH TEXT What effects do people have
ARGUMENT MODEL
QUESTION:
the environment? Rethinking the Wild on the environment?
Introduce the Essential Question and point out
that students will respond to related prompts.
WHOLE-CLASS SMALL-GROUP INDEPENDENT
LEARNING LEARNING LEARNING • Whole-Class Learning What is the most
ANCHOR TEXT: DESCRIPTIVE NONFICTION POETRY COLLECTION NOVEL EXCERPT significant effect that people have on the
from Silent Spring Turtle Watchers from My Side of the environment?
Rachel Carson Linda Hogan Mountain
Jean Craighead George • Small-Group Learning Do people always have
“Nature” is what a negative impact on the environment?
We see—
Emily Dickinson • Performance-Based Assessment Are the
ANCHOR TEXT: SPEECH
The Sparrow
MYTH needs of people ever more important than the
Nobel Speech How Grandmother
Al Gore Paul Laurence Dunbar
Spider Stole the Sun
needs of animals and the planet?
Michael J. Caduto and
MEDIA: PHOTO GALLERY Joseph Bruchac
Eagle Tracking at
COMPARE
Follensby Pond
MEDIA: VIDEO
Nobel Speech
The Nature Conservancy EXPOSITORY NONFICTION Using Trade Books
The Story of Victor
Al Gore d’Aveyron, the Refer to the Teaching with Trade Books
Wild Child section for suggestions on how to incorporate
SHORT STORY
Eloise Montalban
He—y, Come the following thematically-related titles into
On Ou—t!
Shinichi Hoshi, translated
this unit:
ESSAY
by Stanleigh Jones
from Of Wolves • Hatchet by Gary Paulsen
and Men
Barry Lopez • My Side of the Mountain by
Jean Craighead George
• Hoot by Carl Hiaasen
Current Perspectives
To increase student engagement, search
online for stories about people’s influence on
the environment, and invite your students to
© Pearson Education, Inc., or its affiliates. All rights reserved.
recommend stories they find. Always preview

content before sharing it with your class.
• News Story: The Hidden Meltdown of
Greenland (NASA) Greenland’s glaciers
PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-BASED ASSESSMENT PREP and ice sheets are melting due to human-
WRITING FOCUS: SPEAKING AND LISTENING FOCUS: Review Evidence for an Argument caused climate change.
Write an Argument Present an Argument
• Video: Weather Versus Climate Change
PERFORMANCE-BASED ASSESSMENT (National Geographic) Astrophysicist
Argument: Essay and Oral Presentation
Neil deGrasse Tyson explains the difference
PROMPT:
between weather and climate.
Are the needs of people ever more important than the needs of animals
and the planet?
Unit Introduction 353
Introduce Introduce
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Small-Group /140/PE02830/MYPERSPECTIVES_ENGLISH_LANGUAGE_ARTS_SE_and_TE/NA/SE/2017/G1/XXXXXXX ...
Independent
Learning Learning
Performance Performance-Based
Task Assessment
Turtle Watchers • “Nature” is what Media: Eagle Tracking He—y, Come Independent
We See— • The Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

INTRODUCTION UNIT
4 INTRODUCTION
Unit Goals
About the Unit Goals Throughout this unit, you will deepen your perspective about space
These unit goals were backward designed exploration by reading, writing, speaking, listening, and presenting. These
from the Performance-Based Assessment at goals will help you succeed on the Unit Performance-Based Assessment.
the end of the unit and the Whole-Class and Rate how well you meet these goals right now. You will revisit your
Small-Group Performance Tasks. Students will ratings later when you reflect on your growth during this unit.
practice and become proficient in many more
standards over the course of this unit. 1 2 3 4 5
SCALE
NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY
Unit Goals WELL WELL WELL WELL WELL
Review the goals with students and explain that

READING GOALS 1 2 3 4 5
as they read and discuss the selections in this unit,
they will improve their skills in reading, writing, • Evaluate written arguments by
research, language, and speaking and listening. analyzing how authors state and
• Have students watch the video on Goal Setting. support their claims.
• A video on this topic is available online in the

Professional Development Center. • Expand your knowledge and use of
academic and concept vocabulary.
Reading Goals Tell students they will read and
evaluate arguments. They will also read an essay,
WRITING AND RESEARCH GOALS 1 2 3 4 5
a speech, and several poems to better understand
the ways writers express ideas. • Write an argumentative essay in which
Writing and Research Goals Tell students that you effectively incorporate the key
they will learn the elements of argumentative elements of an argument.
writing. They will also write their own argument.
Students will write to organize and share ideas; to • Conduct research projects of various
reflect; and to gather evidence. lengths to explore a topic and clarify
meaning.
Language Goals Tell students that they will
develop a deeper understanding of participles LANGUAGE GOALS 1 2 3 4 5

and participial phrases.
Speaking and Listening Goals Explain
• Demonstrate command of the use of
to students that they will work to build on participles and participial phrases.
one another’s ideas, develop consensus, and
communicate.
SPEAKING AND LISTENING
GOALS 1 2 3 4 5
• Collaborate with your team to build on

 STANDARDS the ideas of others, develop consensus,
Language
and communicate.
HOME Connection Acquire and use accurately grade
appropriate general academic
and domain-specific words • Integrate audio, visuals, and text in
A Home Connection letter to students’ and phrases; gather vocabulary
presentations.
parents or guardians is available in the knowledge when considering
a word or phrase important to
Interactive Teacher's Edition. The letter comprehension or expression.
explains what students will be learning in
this unit and how they will be assessed. 354 UNIT 4 • PEOPLE AND THE PLANET
AUTHOR’S PERSPECTIVE Ernest Morrell, Ph.D.

LIT22_SE07_U04_UOP.indd 354 18/03/21 3:14 PM
Taking Responsibility for Learning Teachers learners by providing tips on how to do so, such as 4. Set realistic goals. Then, plan ways to achieve
can talk to students about becoming motivated these: your goals.
learners. Start by having students reflect on things 1. Be self-motivated and persistent. Don’t be 5. Believe in yourself. Visualize success. Recognize
they are good at outside of class, such as sports, discouraged when faced with minor setbacks. that you have the ability to soar.
music, and video games. Then have students
think about how they take responsibility for their 2. Develop effective time management skills. Encourage students to add to this list to help
own achievement in these areas, such as having Track assignments and deadlines. them focus on strategies for taking ownership of
the discipline to practice. Help students further 3. Seek help when necessary. Don’t be afraid to their learning.
understand the value of becoming independent get assistance when you need it.

ESSENTIAL QUESTION: What effects do people have on the environment?
Academic Vocabulary: Argument Academic Vocabulary:

Academic terms appear in all subjects and can help you read, write, and Follow Through
discuss with more precision. Here are five academic words that will be Study the words in this chart, Argument
useful to you in this unit as you analyze and write arguments. and mark them or their Introduce the blue academic vocabulary words in
forms wherever they appear the chart on the student page. Point out that the
Complete the chart. in the unit.
root of each word provides a clue to its meaning.
1. Review each word, its root, and mentor sentences. Discuss the mentor sentences to ensure students
2. Use the information and your own knowledge to predict the meaning understand each word’s usage. Students should
of each word. also use the mentor sentences as context to help
them predict the meaning of each word. Check
3. For each word, list at least two related words.
that students are able to fill the chart in correctly.
4. Refer to the dictionary or other resources if needed. Complete pronunciations, parts of speech, and
definitions are provided for you. Students are only
WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS
expected to provide the definition.
ethical 1. The company was praised for its ethical ethics; unethical
business practices. Possible responses:
ROOT: 2. The animal-rights activists argued that it is
ethical adj. (EHTH uh kuhl)
-eth- not ethical to experiment on chimpanzees.
Meaning: related to moral principles
“character” Related words: ethics, unethical
or “custom”
Additional word related to the root -eth-: ethos
dissent 1. Robin expressed her dissent from the
opinion that was held by the majority of the
dissent v., n. (dih SEHNT)
class.
Meaning: to disagree; disagreement
ROOT:
-sent- 2. The king used all of his power to suppress Related words: dissenting, dissentingly
“feel” political dissent within his country. Additional words related to root -sent-: sensible,
sensation, consent, assent
interject 1. Every time I tried to express my opinion,
Eric would interject with his own ideas. interject v. (ihn tuhr JEHKT)
ROOT: 2. As I explain the directions, please feel free Meaning: to throw in between; to interrupt
-jec- to interject a question if anything is unclear. Related words: interjection, interjecting
“throw”
Additional words related to root -ject-: project,
discord 1. Jake acted as a mediator to end the discord eject, trajectory
between his two arguing friends.
discord n. (DIHS kawrd)

ROOT: 2. The two countries signed a peace treaty to Meaning: disagreement; lack of harmony
-cord- end their long history of discord.
“heart” Related word: discordant
accuracy 1. He could shoot an arrow with great Additional words related to root -cord-: accord,
accuracy, almost never missing his target. concord, cordial
ROOT: 2. I was impressed with the accuracy of her accuracy n. (AK yuhr uh see)
-cur- painting. The portrait looked just like me. Meaning: being without errors; correctness
“care for”
Related words: accurate, inaccurate, inaccuracy
Additional words related to root -cur-: curator,
curious, secure
LIT17_SE07_U04_UOP.indd 355 Personalize for Learning 19/04/16 6:57 AM
English Language Support

Cognates Some of the academic words have Spanish cognates.
Use these cognates with students whose home language is Spanish.
ethical – ético
discord – discordia ALL LEVELS

INTRODUCTION UNIT
4 INTRODUCTION
Purpose of the Launch Text

The Launch Text provides students with
a common starting point to address the
unit topic. After reading the Launch Text, LAUNCH TEXT | ARGUMENT MODEL
all students will be able to participate in This text presents an argument, a type
discussions about people and the planet. of writing in which an author states and
defends a position on a topic. This is the
Lexile: 980 The easier reading level of
type of writing you will develop in the
this selection makes it perfect to assign for Performance‑Based Assessment at the end of
homework. Students will need little or no
support to understand it.
the unit.
As you read, think about the way the writer
Rethinking
the Wild
Additionally, “Rethinking the Wild” presents a position. Notice ways in which the
provides a writing model for the writer weaves together elements of story‑
Performance-Based Assessment students telling and informative writing in support of
complete at the end of the unit. the argument.
Launch Text: Argument Model

Remind students to determine the main idea
of the text as well as other ideas the author
NOTES
1
T here are seven billion people on the planet, and each of us

has an impact on the animals and plants we share it with.
It’s a constant give-and-take, and people have strong opinions.
develops along the way. Have students pay
Even though the correct course of action isn’t always obvious,
attention to the structure of the text. They should
sometimes the needs of human beings have to take priority.
note that the text’s main argument is mentioned
2 In Jon Mooallem’s book Wild Ones, he describes the attempt of
in the first paragraph, and then the author
one organization to save the whooping crane from extinction. It’s
develops this idea with a story that demonstrates a story that may challenge what you thought you knew about the
it. Finally, a conclusion restates the author’s sometimes competing interests of people and animals.
position. 3 The North American whooping crane—one of the few living
Encourage students to read this text on their relics of the Pleistocene era—suffered a huge drop in population
own and annotate unfamiliar words and sections in the nineteenth and twentieth centuries. In 1860 there were
of text they think are particularly important. 1,400 whooping cranes. In 1941 there were just 15, and in 1967 the

AUDIO SUMMARIES whooping crane was listed as “endangered.”
Audio summaries of “Rethinking the Wild!” 4 Mooallem explains how Operation Migration planned to save
are available in both English and Spanish in the the whooping crane by raising a new flock in Wisconsin. The hard
Interactive Teacher’s Edition or Unit Resources. part would come next: getting the birds to migrate to Florida.
Assigning these summaries before students read Here’s how they did it: they led the birds there themselves. In a
the Launch Text may help them build additional disguised aircraft, that looked and flew like a bird, they flew along
background knowledge and set a context for with the flock. They avoided talking, and even wore all-white
costumes, so that the cranes wouldn’t get too comfortable with
their reading.
humans and would remain wild.
5 When the cranes reached Florida, they were put into a
“release pen” with no top netting, so the birds could fly away
themselves when they were ready. The complex was surrounded
by houses. In fact, it was practically in the backyard of a couple
named Gibbs. And that’s where the second part of the story starts.
LIT22_SE07_U04_LT.indd 356 CROSS-CURRICULAR PERSPECTIVES 18/03/21 3:17 PM
Science Have students research and write short reports on efforts

to help birds. As students research, ask them to find the answers to
questions like these:
• Who was involved and where?
• What birds were they trying to help?
• What was done?
• Was the effort successful? Why or why not?
Have students share their information with the class, and discuss
how this information relates to the Launch text.

6 The Gibbses—an elderly couple who’d lived there for

50 years—loved nothing better than to sit on their back porch, NOTES Word Network for People and
sip tea, and watch the birds as they fed from the two bird feeders the Planet
they’d set up in the backyard. There were all kinds of birds
Tell students that they can fill in the Word
around—but the Gibbs’ favorites were the whooping cranes that
Network as they read the texts in the unit, or they
had started showing up lately.
can jot down the words elsewhere and add them
7 As far as Operation Migration was concerned, this could
later. Point out to students that people may have
destroy their project. Unless something were done about those
personal associations with some words. A word
feeders, the birds would continue to hang around the Gibbs’
that one student thinks is related to the concept
house. They would no longer be wary of people, and wouldn’t be
of people and the planet might not be a word
able to survive on their own.
another student would pick. However, students
8 After explaining the situation to Mrs. Gibbs, representatives
should feel free to add any relevant words to their
from Operation Migration asked her to remove the feeders from
Word Network. Each person’s Word Network
her backyard. She refused! Her husband, it turns out, was dying of
will be unique. If you choose to print the Word
Alzheimer’s and the only thing that made him happy and brought
Network, distribute it to students at this point so
him into the present was seeing the family of whooping cranes in
they can use it throughout the rest of the unit.
his own backyard.
9 The scientists were unmoved by Mrs. Gibbs’ story. They were
thinking of the birds that people had spent 24 hours a day trying
to keep wild. They were thinking of all the time and money they
had invested in this group of cranes. But in the end they had to
back down. How can you ask a woman to choose between her
husband and a flock of birds?
10 According to Jon Mooallem, Mrs. Gibbs did what any of us
would do. As humans, we’re hard-wired to put our particular
set of needs above others. We also have a responsibility to be
the earth’s caretakers, because of the power we have over other
species. And sometimes we have to be comfortable balancing our
needs with theirs. ❧
 WORD NETWORK FOR PEOPLE AND THE PLANET
Vocabulary A Word
Network is a collection of
words related to a topic. As

you read the selections in
this unit, identify interesting
words related to the idea impact
of people and the planet
and add them to your Word PEOPLE
extinction AND THE
Network. For example, you
might begin by adding words PLANET
from the Launch Text, such as survive
impact, extinction, and survive.
Continue to add words as you
complete this unit.
Tool Kit
Word Network Model
Rethinking the Wild 357
LIT17_SE07_U04_LT.indd Page 357 21/10/16 7:10 pm s-w-047 Author’s Perspective Elfrieda Hiebert, Ph.D.
/140/PE02830/MYPERSPECTIVES_ENGLISH_LANGUAGE_ARTS_SE_and_TE/NA/SE/2017/G1/XXXXXXX ...
Words in Complex Texts Reassure • Many words will be familiar, but they Making and reviewing word networks
students that complex texts will always may be used in a different way with new helps students develop multiple words
have some words that they haven’t topics and meanings. related to a concept, and the multiple
encountered before. This point needs to be • Authors choose the more complex meanings or concept applications for
reviewed year after year because the texts words (the rare words) for deliberate words. Also encourage students to study
always get harder, and with harder texts effect—not serendipitously—to describe the words in context. Students may wish
come more complex words. Share these characters and contexts, to develop to use digital tools as they do so.
ideas with students: obstacles or problems, or to show ways
of solving problems.

INTRODUCTION UNIT
4 INTRODUCTION
Summary Summary
Write a summary of “Rethinking the Wild.” A summary is a concise,
Have students read the introductory paragraph.
complete, and accurate overview of a text. It should not include a
Provide them with tips for writing a summary: statement of your opinion or an analysis.
• Write in the present tense.
• Make sure to include the title of the work.
• Be concise: A summary should not be equal in
length to the original text. Possible response: The whooping crane survived mass extinctions that took
• If you need to quote the words of the author, place during the prehistoric times, but it was facing extinction in the mid-
use quotation marks. twentieth century. An environmental project raised a new flock of whooping
• Don’t put your own opinions, ideas, or cranes and planned for them to migrate to Florida. It was important that the
interpretations into the summary. The purpose cranes not get become dependent on humans. However, a local family had
of writing a summary is to accurately represent a very good reason to want to spend time around them, which presented a
what the author says, not to provide a critique. challenge to the scientists.
See a possible summary on the student page.
Launch Activity
Explain to students that as they work on this unit,
they will have many opportunities to discuss the
topic of people and the planet. Remind them
that there is no right or wrong position, but they
should be able to support their position with
evidence from the material they’ve read and
analyzed as well as their prior knowledge.
Encourage students to keep an open mind and
really listen to their classmates.
Launch Activity
Let the People Decide Consider this statement: Mrs. Gibbs was wrong

in refusing to remove the bird feeders from her backyard. Decide your
position and explain why you feel this way.
• Prepare a brief statement that expresses your position. Include
reasons why you feel as you do. Your statement should be written as
a short speech designed to influence people.
• A class discussion will be conducted as if it were a political campaign
gathering. When the “campaign” begins, have your statement ready.
• When it’s time for you to speak, deliver your statement as if you were
giving a political speech. Try to persuade those listening to agree with
your position.
• The class will vote on whether Mrs. Gibbs was right or wrong when
she refused to remove the bird feeders.
LIT17_SE07_U04_LT.indd 358 20/04/16 9:17 AM

QuickWrite QuickWrite
Consider class discussions, presentations, the video, your own
In this QuickWrite, students should present
knowledge, and the Launch Text as you think about the prompt. Record
your first thoughts here.
their own answer to the question based on the
material in the Unit Opener. This initial response
PROMPT: Are the needs of people ever more important than the will help inform their work when they complete
needs of animals and the planet?
the Performance-Based Assessment at the end
of the unit. Students should make sure they
Possible response: We still have time to fix much of the damage the answer the question with a clearly-stated position
environment has sustained. People can be both the cause of the damage and and support their position with relevant, logical
the solution to the problem. If we take away what harms species, they might reasoning.
be able to bounce back. If we take steps to make the environment safer, we can See a possible QuickWrite on the
support many different animal and plant types. Many species have already gone student page.
extinct. But—though it may take millions of years—new species will evolve to
replace them. Evidence Log for People and
the Planet
Students should record their initial response in
their Evidence Logs. Then they should record
evidence from “Rethinking the Wild” that
supports their initial response.
If you choose to print the Evidence Log,
distribute it to students at this point so they can
use it throughout the rest of the unit.
Performance-Based Assessment:
Refining Your Thinking
• Have students watch the video on Refining
Your Thinking.
 EVIDENCE LOG FOR PEOPLE AND THE PLANET • A video on this topic is available online in
the Professional Development Center.

Review your QuickWrite.
Summarize your point of view Title of Text: Date:
in one sentence to record in CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS
your Evidence Log. Then, record
evidence from “Rethinking the
Wild” that supports your point
of view.
After each selection, you will
continue to use your Evidence
How does this text change or add to my thinking? Date:
Log to record the evidence you
gather and the connections you
make. This graphic shows what
your Evidence Log looks like.
Tool Kit
Evidence Log Model
LIT22_SE07_U04_LT.indd 359 PERSONALIZE FOR LEARNING 04/04/21 10:51 PM

Suffix -tion Help students understand the suffix following words from the Launch Text and discuss
-tion. Explain that words in which this suffix the formation and meaning of each:
appears are nouns, and adding this suffix to a organization (organize) extinction (extinct)
verb makes that word a noun. Show students the operation (operate) migration (migrate)
Ask students to use the noun form of these words in
sentences. ALL LEVELS

OVERVIEW
OVERVIEW: WHOLE-CLASS LEARNING
WHOLE-CLASS LEARNING ESSENTIAL QUESTION:
What effects do people have What effects do people have on

on the environment? the environment?
Engage students in a conversation about ways Our environment provides us with the basic necessities we need to
that humans affect the environment. Point survive—air, water, and soil in which to grow food. However, it’s not just a
out that different societies and cultures relate one-way relationship. People’s actions also have an impact on the environment.
differently to the environment. There is also an In an era of rapid technological change, we have become very aware of the
important historical aspect to this relationship. complex inter-relationship between people and their environment. We depend
During Whole-Class Learning, students will read on the Earth and it depends on us: Getting the balance right is the challenge
of our age.
and listen to selections about the need to lessen
our impact on the environment.
Whole-Class Learning Strategies
Whole-Class Learning Review these strategies and the actions you can take to practice them as you
Strategies work with your whole class. Add ideas of your own for each strategy.
Review the Learning Strategies with students and
explain that as they work through Whole-Class STRATEGY ACTION PLAN
Learning they will develop strategies to work in Listen actively • Eliminate distractions. For example, put your cellphone away.
large-group environments.
• Keep your eyes on the speaker.
• Have students watch the video on Whole-Class
•
Learning Strategies.
Professional Development Center.
You may wish to discuss some action items to add Clarify by asking • If you’re confused, other people probably are, too. Ask a question to help your
to the chart as a class before students complete questions whole class.
it on their own. For example, for “Interact and • If you see that you are guessing, ask a question instead.
share ideas,” you might solicit the following from
•
students:

• Encourage others to share their ideas.
• Be respectful of opinions you don’t share. Monitor • Notice what information you already know and be ready to build on it.
understanding • Ask for help if you are struggling.
Block Scheduling •
Each day in this Pacing Plan represents a
40-50 minute class period. Teachers using
block scheduling may combine days to reflect
Interact and • Share your ideas and answer questions, even if you are unsure.
their class schedule. In addition, teachers may
share ideas • Build on the ideas of others by adding details or making a connection.
instruction by integrating components and •

Pacing Plan
Introduce
Whole-Class LIT22_SE07_U04_A_WCO.indd 360 18/03/21 3:20 PM
Learning
Performance Task
Unit
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

CONTENTS
ANCHOR TEXT: DESCRIPTIVE NONFICTION
Contents
from Silent Spring
Anchor Texts Preview the anchor texts and
Rachel Carson
media with students to generate interest.
An excerpt from the powerful book that Encourage students to discuss other texts they
inspired a new public awareness about may have read or movies or television shows
environmental issues. they may have seen that deal with the issues of
people’s harmful effects on the environment.
You may wish to conduct a poll to determine
which selection students think looks more
interesting and discuss the reasons for their
preference. Students can return to this poll
after they have read the selections to see if their
ANCHOR TEXT: SPEECH
preference changed.
Nobel Speech
Al Gore Performance Task
A former vice president of the United States Write an Argument Explain to students that
calls for the entire human race to unite to save after they have finished reading and listening to
our planet. the selections, they will write an argument about
people’s impact on the environment. To help
them prepare, encourage students to think about
the topic as they progress through the selections
and as they participate in the Whole-Class
Learning experience.
MEDIA: VIDEO
Nobel Speech
Al Gore
Watch the former vice president’s acceptance

speech in Oslo, Norway.
PERFORMANCE TASK
WRITING FOCUS
Write an Argument
There are many ways in which people affect the environment, both positively and
negatively. The Whole-Class readings and the video address serious problems with
our environment. After reading and viewing, you will write an argument on the
topic of the environment.
Overview: Whole-Class Learning 361
Introduce Introduce
LIT17_SE07_U04_A_WCO.indd 361
Small-Group 16-04-18 4:08 PM
Independent Learning
Learning Performance-
Based
Performance Task Assessment
Turtle Watchers • “Nature” is Media: Eagle Tracking He—y, Come Independent

what We see— • The Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Whole-Class Learning 361

PLANNING WHOLE-CLASS LEARNING • from SILENT SPRING
from Silent Spring

Audio Summaries Summary
Audio summaries of “from Silent
Spring” are available online in This excerpt from Silent Spring by Rachel Carson is an example of
both English and Spanish in the descriptive nonfiction. She describes a town surrounded by nature
Interactive Teacher’s Edition or and farms with a beautiful and healthy ecosystem around it. Plants
Unit Resources. Assigning these and animals are abundant and varied. Yet the town and the farms
summaries prior to reading the begin to change. Strange diseases become common among the
selection may help students animals, and then the people become sick, too. Some of the deaths
build additional background are sudden, occurring only hours after people first become sick.
knowledge and set a context for
Birds are gone, and farm animals no longer give birth to young that
their first read.
can survive. At the end of the excerpt, the author says that no real
community has undergone all of these disasters—but she warns
that every one she lists has happened somewhere, and gone nearly
unnoticed.
Insight
Silent Spring was very influential in environmentalism. It brought
problems caused by misuse of pesticides to wide attention.
Essential Question:
What effects do Connection to Essential Question
people have on the This selection depicts stark images of the effects DDT and pesticides like
environment? it have on once-beautiful parts of nature, offering students a variety of
possible responses to the Essential Question.
Whole-Class Learning
Performance Task Connection to Performance Tasks
What is the most Whole-Class Learning Performance Task This excerpt from Silent Spring
significant effect that connects to the Performance Task. Through its use of descriptive
people have on the language, the text clearly provides several different examples that
environment? showcase the impact of human intervention in the enviroment.
Unit Performance-Based Unit Performance-Based Assessment This selection provides an example
Assessment for the Performance-Based Assessment to help students understand
Are the needs of people the long-term effects people can have on the environment. The excerpt
ever more important ends on the note that while the images Carson has presented have not
than the needs of happened to one specific place, each of these changes has occurred in
animals and the planet? at least one place, implying it is not too late for people to take action to
prevent further destruction of our environment.
362A UNIT 4 • PEOPLE AND THE PLANET

DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment
LESSON RESOURCES
Making Meaning Language Development Effective Expression

Lesson First Read Concept Vocabulary Writing to Sources
Close Read Word Study Speaking and Listening
Analyze the Text Conventions
Analyze Craft and Structure
Instructional RI.7.10 By the end of the year, read L.7.1 Demonstrate command of the W.7.1 Write arguments . . .
Standards and comprehend literary nonfiction. . . conventions of standard English . . .
W.7.1.a Introduce claim(s) . . .
RI.7.1 Cite several pieces of textual L.7.3 Use knowledge of language and
W.7.1.b Support claim(s) . . .
evidence . . . its conventions . . .
W.7.1.c Use words, phrases, and clauses . . .
RI.7.2 Determine two or more central L.7.4 Determine or clarify the meaning
ideas in a text . . . of unknown and multiple-meaning W.7.1.d Establish and maintain a formal style.
words and phrases . . .
RI.7.4 Determine the meaning of W.7.7 Conduct short research projects . . .
words and phrases . . . L.7.5.b Use the relationship between
W.7.8 Gather relevant information . . .
particular words . . .
L.7.5.c Distinguish among the
SL.7.4 Present claims and findings . . .
connotations . . .
SL.7.5 Include multimedia components . . .
STUDENT RESOURCES
Available online in the
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction
TEACHER RESOURCES
Selection Resources
udio Summaries: English and
A oncept Vocabulary and
C Writing to Sources: Argument
Spanish Word Study
Interactive Teacher’s S peaking and Listening: Multimedia
Edition or Unit Resources Annotation Highlights Conventions: The Subjunctive Presentation
Accessible Leveled Text
First Read Extension Questions

nalyze Craft and Structure:
A
Imagery
Reteach/Practice (RP)
nalyze Craft and Structure:
A ord Study: Anglo-Saxon Suffix
W Writing to Sources: Argument (RP)
Imagery (RP) -ness (RP)
Interactive Teacher’s S peaking and Listening: Multimedia
Edition or Unit Resources Conventions: The Subjunctive (RP) Presentation (RP)
Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test
My Resources* A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Whole-Class Learning 362B

PERSONALIZE FOR LEARNING WHOLE-CLASS LEARNING • from SILENT SPRING
Reading Support
Text Complexity Rubric: from Silent Spring

Quantitative Measures
Lexile: 1080 Text Length: 659 words
Qualitative Measures
Knowledge Demands The central situation described is the impact of chemical use on the environment. Background
1 2 3 4 5 information to understand what chemicals may have caused the destruction will be necessary for
context.
Structure The selection is a descriptive excerpt from an environmental science book, broken up into paragraphs
1 2 3 4 5 that describe different consequences of chemicals.
Language Conventionality and Clarity The selection contains many short sentences. Language is used for figurative power and vocabulary
1 2 3 4 5 is mostly on-level.
Levels of Meaning/Purpose Selection has only one level of meaning, the devastation of the environment due to chemical misuse.
1 2 3 4 5
Decide and Plan
English Language Support Strategic Support Challenge

Provide English Learners with support for Provide students with strategic support Provide students who need to be challenged
context and vocabulary as they read the to ensure that they can successfully read with ideas for how they can go beyond a
selection. the text. simple interpretation of the text.
Knowledge Demands Tell students that Knowledge Demands Use the Text Analysis Discuss what it means
this selection is about the devastating background information to discuss Rachel to use language figuratively or literally.
impact of chemical use on the environment. Carson and her work. Determine students’ The selection does both. Ask students to
Involve students in a discussion of the prior knowledge and experience with find examples of each type of use in the
topic. Guide students to understand the chemicals and the environment. Provide selection. Then have them discuss their
context of the selection and language additional background if needed. examples in small groups.
related to chemicals, the environment, and
Levels of Meaning/Purpose As students Written Response Challenge students to
preservation.
read, and as they listen, ask them to make choose a chapter of Carson’s book to read
Meaning Students may find the use notes of the main ideas. If students have and report on. Then have them share their
of sensory language difficult to grasp. trouble finding the main ideas, ask them findings with the class.
Explain that the author often uses words to read or listen more than once and ask
in a figurative way to create feelings or questions to direct them to the main ideas.
sensations. Figurative language is language
that is used imaginatively rather than
literally. Work to support students in
analyzing the imagery in the text.
TEACH
Read and Respond

Have students do their first read of the selection. Then have them complete their close read. Finally,
work with them on the Making Meaning, Language Development, and Effective Expression activities.
362C UNIT 4 • PEOPLE AND THE PLANET

Standards Support Through Teaching and Learning Cycle
IDENTIFY NEEDS
Analyze results of the Beginning-
of-Year Assessment, focusing on
the items relating to Unit 4. Also DECIDE AND PLAN
take into consideration student
• If students have performed poorly on items matching these standards, then provide selection
performance to this point and
scaffolds before assigning them the on-level lesson provided in the Student Edition.
your observations of where
particular students struggle. • If students have done well on the Beginning-of-Year Assessment, then challenge them to
keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for “from Silent Spring” to help
students continually improve their ability to master the standards.
Instructional Standards: from Silent Spring

Catching Up This Year Looking Forward
Reading You may wish to administer the RI.1 Cite several pieces of Challenge students to rewrite
ANALYZE AND REVISE Analyze Craft and Structure: textual evidence to support a portion of the selection,
Imagery (RP) worksheet to analysis of what the text says striking some of the descriptive
• Analyze student work for help students understand explicitly as well as inferences language, to show the effect
how authors use descriptive drawn from the text. the author’s choices made.
evidence of student learning. language to create imagery.
• Identify whether or not
students have met the Writing You may wish to administer W.1.b Support claim(s) Challenge students to address
expectations in the standards. the Writing to Sources: with logical reasoning and counterarguments in their
Argument (RP) worksheet to relevant evidence, using essays.
• Identify implications for future help students better prepare accurate, credible sources
instruction. them for their arguments. and demonstrating an
understanding of the topic
or text.
Speaking You may wish to administer SL.5 Include multimedia Challenge students to locate
and the Speaking and components and visual evidence from official sources,
Listening Listening: Multimedia displays in presentations to like government agencies.
Presentation (RP) worksheet clarify claims and findings and
to help students better prepare emphasize salient points.
for their presentations.
TEACH
Language Review the Word Study: L.4 Determine or clarify the Have students locate other
Implement the planned lesson, Anglo-Saxon Suffix -ness meaning of unknown and suffixes they recognize in
and gather evidence of student (RP) worksheet to help multiple-meaning words and the text.
learning. students understand that -ness phrases based on grade 7
Have students practice
means “the condition or quality reading and content, choosing
speaking, switching back
of being.” flexibly from a range of
and forth from indicative to
strategies.
Review the Conventions: The subjunctive.
Subjunctive (RP) worksheet to L.1 Demonstrate command of
help students understand that the conventions of standard
the subjunctive mood is used English grammar and usage
to express a wish, a hope, or a when writing or speaking.
statement contrary to fact.
Whole-Class Learning 362D

TEACHING MAKING MEANING
About the Author

from Silent Spring
Jump Start Concept Vocabulary
You will encounter the following words as you read the excerpt from
First Read Prior to their first read, engage Silent Spring. Before reading, note how familiar you are with each word.
students in a discussion about environmental Then, rank the words in order from most familiar (1) to least familiar (6).
damage to help them make connections
between the text and their own knowledge. Even as a child, Rachel WORD YOUR RANKING
Carson (1907–1964)
blight
wanted to be a writer.
Once in college, she
from Silent Spring renewed her interest in
maladies
nature and majored in
What causes environmental damage? In what puzzled
marine biology. She later
kinds of ways does environmental damage earned a master’s degree in stricken
affect people as well as the environment? What zoology. Carson had long
have we learned about environmental damage been worried about the stillness
in recent years? Modeling questions such as overuse of pesticides and
these will help students connect to this excerpt wanted to raise awareness deserted
about this problem. Her
from Silent Spring and to the Performance Task book Silent Spring became
assignment. Selection audio and print capability After completing your first read, come back to the concept vocabulary
one of the most influential
for the selection are available in the Interactive and review your rankings. Mark changes to your original rankings
environmental texts ever
as needed.
Teacher’s Edition. written.
Concept Vocabulary First Read NONFICTION

Support students as they rank the words. Ask if
Tool Kit Apply these strategies as you conduct your first read. You will have an
they’ve ever heard, read, or used them. Reassure
First-Read Guide and opportunity to complete the close-read notes after your first read.
them that the definitions for these words are Model Annotation
listed in the selection.
FIRST READ NOTICE the general ideas of ANNOTATE by marking

the text. What is it about? vocabulary and key passages
As they read, students should perform the steps Who is involved? you want to revisit.

of the first read:
NOTICE: You may want to encourage students
to notice what happens to the town, the area
around it, and the people who live there as the CONNECT ideas within RESPOND by completing
selection progresses. the selection to what you the Comprehension Check and
already know and what you by writing a brief summary of
ANNOTATE: Remind students to mark passages have already read. the selection.
they feel are particularly evocative or worthy of
analysis in their close read. For example, students
 STANDARDS
may want to focus on Carson’s language or on
Reading Informational Text
specific changes that affect the town or the By the end of the year, read and
people. comprehend literary nonfiction in
the grades 6–8 text complexity band
CONNECT: Encourage students to make proficiently, with scaffolding as
needed at the high end of the range.
connections beyond the text. If they cannot make
connections to their own lives or other texts,
have them consider news reports, movies, and
TV shows.
RESPOND: Students will answer questions and
write a summary to demonstrate understanding. AUTHOR’S PERSPECTIVE Kelly Gallagher, M.Ed. /140/PE02830/MYPERSPECTIVES_ENGLISH_LANGUAGE_ARTS_SE_and_TE/NA/SE/2017/G1/XXXXXXX
LIT17_SE07_U04_A1_WC.indd Page 362 21/10/16 7:07 pm s-w-047
Point out to students that while they will always

complete the Respond step at the end of the Deep Reading Deep reading means taking the in it. Discuss their responses, encouraging
first read, the other steps will probably happen time to consider more than just what the text students to support their ideas.
somewhat concurrently. You may wish to print says by making inferences, seeing and thinking • Complete a Say/Doesn’t Say T-Chart: Draw
about information not literally on the page. a T-Chart on the board. On the left, have
copies of the First-Read Guide: Nonfiction for
Teachers can use the following techniques to students write what the passage says (literal
students to use. model how to make inferences: comprehension). On the right, have them
Remind students that during their first • Study Photographs: Have students study a record what the passage doesn’t say. This helps
read, they should not answer the close-read photo and describe what might have happened students get at the author’s inference.
questions that appear in the selection.

ANCHOR TEXT | DESCRIPTIVE NONFICTION
CLOSE READ
Remind students that they’re looking for details
that describe a “rich environment.” You may
wish to model the Close Read using the following
think-aloud format. Possible responses to
questions on the student page are included. You
may also want to print copies of the Close-Read
Guide: Nonfiction for students to use.
from ANNOTATE: As I read paragraph 2, I look for and
highlight details that describe the town and the
Silent Spring area around it.
QUESTION: I think the author used these details
to convey just how rich this area is in wildlife
Rachel Carson and natural resources, and to reinforce her first
sentence, which says the town “seemed to live
in harmony with its surroundings.” She may be
setting up a “before and after” structure.
BACKGROUND
Pesticides are chemical compounds designed to destroy crop-eating CONCLUDE: These details tell me that this is an
insects. Pesticides can be deadly to many species—including area of great beauty, where wildlife is thriving.
humans—in addition to the insects and other pests they are intended
to kill. In 1962, Rachel Carson published Silent Spring, which revealed
to the public the dangers of DDT, a pesticide in wide use at the time.
The awareness raised by Silent Spring eventually led the United States to
ban DDT entirely in 1972. This excerpt comes from the opening pages
of the book.
T
NOTES
1 here was once a town in the heart of America where all life
seemed to live in harmony with its surroundings. The town CLOSE READ
lay in the midst of a checkerboard of prosperous farms, with fields ANNOTATE: In
of grain and hillsides of orchards where, in spring, white clouds of paragraph 2, mark
details the author uses
bloom drifted above the green fields. In autumn, oak and maple
to describe the rich
and birch set up a blaze of color that flamed and flickered across a environment of the town.
backdrop of pines. Then foxes barked in the hills and deer silently
QUESTION: Why might
crossed the fields, half hidden in the mists of the fall mornings.
the author have used such
2 Along the roads, laurel, viburnum and alder, great ferns and
vivid, descriptive details to
wildflowers delighted the traveler’s eye through much of the describe the town?
year. Even in winter the roadsides were places of beauty, where
CONCLUDE: What can you
countless birds came to feed on the berries and on the seed heads
conclude about the town
of the dried weeds rising above the snow. The countryside was, from these details?
in fact, famous for the abundance and variety of its bird life, and
when the flood of migrants was pouring through in spring and
fall people traveled from great distances to observe them. Others
came to fish the streams, which flowed clear and cold out of the
from Silent Spring 363
LIT22_SE07_U04_A1_WC.indd 363
PERSONALIZE FOR LEARNING
18/03/21 3:24 PM
• Use Positive-Negative Chart: Have students chart a English Language Support

character’s good and bad behavior, positive and negative Figurative Language Help students understand • “Oak and maple and birch set up a blaze of
influence, or the highest and lowest point in a story. Carson’s figurative language in paragraphs 1 color” is a way of saying that the red and
This technique is an excellent way to have students track and 2 by discussing and explaining the following orange of the leaves made it look as if the trees
specific literary elements in a novel or a play. images. were on fire.
• Play Literary Dominoes: Start with the resolution • A “checkerboard of . . . farms” is another way • “The flood of migrants” refers to the many
of a narrative and have students work backwards, of saying the successful farms were set up in a birds that migrated through the area in the fall
recording the events that led to it. This creates a chain pattern like the squares on a checkerboard. and spring. ALL LEVELS
of key events.

TEACHING
hills and contained shady pools where trout lay. So it had been
NOTES from the days many years ago when the first settlers raised their
CLOSER LOOK
houses, sank their wells, and built their barns.
blight (blyt) n. something Then a strange blight crept over the area and everything
Analyze Author Viewpoint that spoils, prevents
3
began to change. Some evil spell had settled on the community:

Students may have marked text in growth, or destroys
mysterious maladies swept the flocks of chickens; the cattle and
paragraph 3 during their first read. Use this maladies (MAL uh deez) n. sheep sickened and died. Everywhere was a shadow of death. The
paragraph to help students understand how illnesses or diseases
farmers spoke of much illness among their families. In the town
Carson introduces the change and why puzzled (PUHZ uhld) adj. the doctors had become more and more puzzled by new kinds of
she transitions to it in this way. Encourage confused and unable to sickness appearing among their patients. There had been several
understand something
students to talk about the annotations that sudden and unexplained deaths, not only among adults but even
they marked. You may want to model a close stricken (STRIHK uhn) adj. among children, who would be stricken suddenly while at play
read with the class based on the highlights very badly affected by and die within a few hours.
trouble or illness
shown in the text. 4 There was a strange stillness. The birds, for example—where
Annotate: Have students mark text stillness (STIHL nihs) n. had they gone? Many people spoke of them, puzzled and
absence of noise or motion disturbed. The feeding stations in the backyards were deserted.
in paragraph 3 that shows how Carson
introduces the change, or have students The few birds seen anywhere were moribund; they trembled
violently and could not fly. It was a spring without voices. On the
participate while you highlight text.
mornings that had once throbbed with the dawn chorus of robins,
QUESTION: Guide students to consider catbirds, doves, jays, wrens, and scores of other bird voices, there
what this text might tell them about Carson’s was now no sound; only silence lay over the fields and woods and
intention in this part of the excerpt. marsh.
Possible response: By introducing the change 5 On the farms the hens brooded, but no chicks hatched. The
suddenly and matter-of-factly, Carson is farmers complained that they were unable to raise any pigs—the
emphasizing how suddenly and drastically things litters were small and the young survived only a few days. The
changed for the town and the people. apple trees were coming into bloom but no bees droned among
CONCLUDE: Help students to formulate the blossoms, so there was no pollination and there would be
conclusions about the importance of this shift no fruit.
and why Carson transitions to it in this way. 6 The roadsides, once so attractive, were now lined with browned
Possible response: Carson is giving the reader and withered vegetation as though swept by fire. These, too, were
the same experience as the people in the town: deserted (dih ZUR tihd) adj. silent, deserted by all living things. Even the streams were now
Everything is wonderful until suddenly everything abandoned; empty lifeless. Anglers* no longer visited them, for all the fish had died.
is horrible. 7 In the gutters under the eaves and between the shingles of the

Remind students that the author’s roofs, a white granular powder still showed a few patches; some
viewpoint is the perspective a writer uses weeks before it had fallen like snow upon the roofs and the lawns,
to share information. Point out that Carson the fields and streams.
could have led up to the change slowly, 8 No witchcraft, no enemy action had silenced the rebirth of new
preparing readers for how huge and terrible life in this stricken world. The people had done it themselves.
it was going to be. Instead, she chose to 9 This town does not actually exist, but it might easily have a
suddenly shift from her beautiful descriptions thousand counterparts in America or elsewhere in the world.
of the area to the “blight” that transformed I know of no community that has experienced all the misfortunes
I describe. Yet every one of these disasters has actually happened
it. Just as the people in the town didn’t see
somewhere, and many real communities have already suffered
this coming, neither does the reader.
a substantial number of them. A grim specter has crept upon us
almost unnoticed, and this imagined tragedy may easily become a
stark reality we all shall know. ❧
* anglers (ANG gluhrz) n. people who fish with a line and hook.
Additional English Language Support 364 UNIT 4 • PEOPLE AND THE PLANET
is available in the Interactive Teacher’s
Edition.
LIT17_SE07_U04_A1_WC.indd 364
CROSS-CURRICULAR PERSPECTIVES 16-04-18 4:00 PM
Science Have students research and write short reports on the

effects of environmental damage on people, animals, or plants.
Suggest that students narrow their topics by choosing one source
of environmental damage, such as the use of pesticides, the
burning of fossil fuels, or deforestation. Ask volunteers to share
their research with the class, and discuss how this information is
reflected in the text. (Research to Clarify)

Comprehension Check Comprehension Check
Complete the following items after you finish your first read.
Possible responses:
1. What are two animals that attracted visitors to the town? 1. birds and fish
2. Chickens, cattle, and sheep got sick and
died; people got sick and there were sudden,
unexplained deaths; the wildlife and vegetation
died.
3. a white powder
4. There was once an American town of great
beauty and abundance that teemed with
wildlife and where all life lived in harmony
with its surroundings. A strange blight set in
2. What happened to the animals and the people in the town? and everything changed. Farm animals got
sick and died; people got sick and there were
unexplained deaths; the wildlife and vegetation
died. A white powder had fallen on the town
and might have had something to do with these
changes. The changes were all caused by people.
This town doesn’t exist, but there are places
that have experienced one or several of these
problems. These disasters could become part of
everyday life.
3. What fell on the roofs, lawns, fields, and streams?
Research
Research to Clarify
If students struggle to identify an unfamiliar
detail, have them reread the text and notice an
idea or concept that might be new to them, such
as an animal or plant they don’t know, or the
impact of chemicals on the environment.
4. Notebook Write a brief summary of the excerpt from Silent Spring.
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the text?
LIT17_SE07_U04_A1_WC.indd 365 PERSONALIZE FOR LEARNING 16-03-31 3:26 PM
Challenge
Research Ask students to research some of the “many real
communities” Carson refers to that have experienced the problems
she is describing. Have them choose one community that has
experienced an environmental problem or disaster and write a
paragraph about it. Students may use these questions to start their
research: When and where did this happen? What was the problem?
What caused it? Has it been dealt with successfully? Why or why
not? Ask volunteers to share their research with the class and discuss
each situation.

Close Read the Text

Jump Start 1. This model, from paragraph 3 of the text, shows two sample
annotations, along with questions and conclusions. Close read the
passage, and find another detail to annotate. Then, write a question
Close Read Have students close read the
and your conclusion.
title, Silent Spring. Ask students to suggest from SILENT SPRING
reasons why Carson picked this particular title.

Also ask students to suggest other possible ANNOTATE: The author uses descriptive
titles. Do they work as well? Why or why not? details to show the changes in the town.
QUESTION: What kind of mood do these
words create? ANNOTATE: The
author uses the
Close Read the Text CONCLUDE: This description creates a
sense of destruction and despair.
words everything
and everywhere.
Walk students through the annotation model on
QUESTION: Why
the student page. Encourage them to complete Then a strange blight crept over the does the author
items 2 and 3 on their own. Review and discuss area and everything began to change. use two words
the sections students have marked. If needed, Some evil spell had settled on the containing the
continue to model close reading by using community: mysterious maladies word every?
the Annotation Highlights in the Interactive swept the flocks of chickens; the CONCLUDE:
Teacher’s Edition. cattle and sheep sickened and died. The use of these
words shows
Everywhere was a shadow of death.
Analyze the Text The farmers spoke of much illness
the widespread
impact of the
Possible responses: among their families. blight.
1. (a) “Heart of America” suggests a place that
is representative of the country and American Tool Kit 2. For more practice, go back into the text and complete the
society. DOK 2 (b) Carson chose this phrase to Close-Read Guide and close-read notes.
convey the idea that this could happen anywhere Model Annotation 3. Revisit a section of the text you found important during your
in the country, and to emphasize how serious this
first read. Read this section closely and annotate what you
issue is—it could strike us “at our heart.” DOK 3
notice. Ask yourself questions such as “Why did the author
2. Carson was writing at a time when the dangers of make this choice?” What can you conclude?
DDT weren’t widely known. For many readers, this
was still an issue of the future. DOK 3
3. Responses will vary. Students may conclude that  STANDARDS CITE TEXTUAL EVIDENCE
Analyze the Text

Reading Informational Text to support your answers.
people can unknowingly severely damage their • Cite several pieces of textual
local environment. evidence to support analysis of what Notebook Respond to these questions.
the text says explicitly as well as
inferences drawn from the text. 1. (a) Interpret In paragraph 1, what does the phrase “heart of
• Determine two or more central America” suggest? (b) Speculate Why does Carson use this phrase in
ideas in a text and analyze their the first paragraph?
Formative Assessment development over the course of the
text; provide an objective summary 2. Make Inferences In the book, the excerpt you read is called “A Fable
Analyze the Text of the text. for Tomorrow.” Why does Carson use this title for this section of the
• Determine the meaning of words
• If students struggle with figurative language, and phrases as they are used in a book?
then ask volunteers to rephrase the text’s text, including figurative, connotative,
3. Essential Question: What effects do people have on the
and technical meanings; analyze the
figurative language in their own words. impact of a specific word choice on environment? What have you learned about the effects people have
meaning and tone. on the environment by reading this selection?
• If students struggle with the lack of
Language
environmental awareness reflected in the Distinguish among the connotations
excerpt, then remind them that Carson was of words with similar denotations.
writing at a time when there was no active
environmental movement. 366 UNIT 4 • PEOPLE AND THE PLANET
LIT17_SE07_U04_A1_WC_APP.indd 366 19/04/16 7:35 AM

Analyze Craft and Structure Analyze Craft And Structure

Author’s Word Choice: Imagery Imagery is language that includes
Discuss with students that well-written imagery
images—words or phrases that appeal to one or more of the five
senses. A writer uses imagery to bring his or her writing to life with vivid
can make prose read almost like poetry. Also
descriptions of how the subjects look, sound, feel, taste, or smell. A writer’s point out that because imagery creates pictures
word choice, or the specific words, phrases, and expressions he or she in the reader’s mind, different readers might
uses, contributes to memorable imagery. Look at the following examples react differently to the same use of imagery. For
of imagery, and note the ways in which the individual words help create a example, the phrase “the blue blanket of the
realistic image for readers: sky” might suggest warmth and comfort to one
reader, while another reader might imagine a
• The phrase “sweet, slippery mango slices” appeals to the senses of
vast open space. Encourage students to notice
taste and touch.
and think about how Carson uses imagery in the
• The phrase “glaring lights and wailing sirens” appeals to the senses
excerpt from Silent Spring. For more support, see
of sight and hearing.
Analyze Craft and Structure: Imagery.
Writers also create mood through their use of imagery, word choice, and
MAKE IT INTERACTIVE
descriptive details. Mood is the feeling created in the reader by a piece
Have students write a sentence in which they
of writing. The mood of a work may be described with adjectives such
as joyous or frightening. To fully appreciate images and experience the include imagery. You may wish to provide
mood of a text, use these strategies: students with an example as a model, such as
the following: As Allan stood on the beach, he
• determine the specific meanings of unfamiliar words watched the dancing sunlight throw sparkled
• consider the connotations, or emotional associations, of words, as kisses at the ocean.
well as their figurative, or nonliteral, meanings
• analyze the author’s word choice, and make inferences, or educated Practice
guesses, as to why the author may have chosen certain words Possible responses:
As you review the excerpt from Silent Spring, notice how Carson uses 1. See possible responses in the chart on the
word choice and imagery to create a mood that helps make her central student page.
idea more powerful and compelling. 2. (a) Carson may have chosen the word specter to
emphasize how serious environmental disasters
CITE TEXTUAL EVIDENCE are. (b) This word choice creates a mood of alarm
Practice to support your answers.
and fear.
Notebook Respond to these questions. 3. Carson’s use of imagery helps develop the central
idea of the excerpt by first creating a sense that
1. Review the selection. Then, use a chart like this one to list four images in the
text and the sense to which each image appeals. everything is fine, and then making readers feel
they are facing great danger. Examples: “a town
IMAGE SENSE in the heart of America where all life seemed to
a checkerboard of prosperous farms sight live in harmony with its surroundings”; “a grim
streams flowed clear and cold touch specter has crept upon us almost unnoticed.”
oak and maple and birch set up a blaze of color sight
It was a spring without voices. sound
2. (a) A specter is a source of terror or dread. Why might Carson have chosen
to use this word in the last sentence of the excerpt? (b) What mood does this
word choice create?
3. How does Carson’s use of imagery help to develop the central idea of the
excerpt? Cite at least two textual examples to support your response.
FORMATIVE ASSESSMENT
LIT17_SE07_U04_A1_WC_APP.indd 367 19/04/16 7:35 AM Analyze Craft and Structure
English Language Support • If students have difficulty understanding
Imagery As students study imagery and Have students write a short paragraph using imagery, then review Carson’s more accessible
connotation, have them list words in the text that their words. Then have them trade paragraphs images and ask students to say what images
have powerful connotations. Have students write a with a partner and point out the connotative they “see” when they read this text.
sentence that includes one of the words that they words and whether their implied meaning is • If students fail to identify images in the excerpt,
listed. EMERGING positive or negative. BRIDGING
then review two or three examples and discuss
Have students write sentences using their words. how the words create an image.
Remind them that the connotation should be clear
from the context of the sentence. EXPANDING For Reteach and Practice, see Analyze Craft and
Structure: Imagery (RP).

TEACHING LANGUAGE DEVELOPMENT
Concept Vocabulary Concept Vocabulary

blight puzzled stillness
Why These Words
Possible responses: maladies stricken deserted
1. The concept vocabulary gives the reader a sense from SILENT SPRING
of what happened when the environmental Why These Words? The concept vocabulary words from the text are
disaster struck and what it felt like to live in the related to unwelcome change—in this case, to a town’s landscape. For
town afterward. example, after the town is stricken with the mysterious blight, there is a
2. mysterious (paragraph 3); death (paragraph 3); strange stillness everywhere.
illness (paragraph 3); unexplained (paragraph 3);
1. How does the concept vocabulary sharpen the reader’s understanding
moribund (paragraph 4); trembled (paragraph 4)
of what happens to the town and its people?
Practice
Possible responses: 2. What other words in the selection are related to this concept?
1. stillness (quiet/noise); 2. deserted (empty/crowded);
3. puzzled (confused/confident); 4. blight (disease/
health); 5. maladies (sicknesses/well-being); Practice
 WORD NETWORK
6. stricken (afflicted/cured)
Add interesting words Notebook First, correctly complete each sentence using a concept
Word Network related to people and the vocabulary word. Then, identify one synonym, or word with a similar
Possible words: spring; countryside; vegetation planet from the text to your meaning, and one antonym, or word with an opposite meaning, for
Word Network. each vocabulary word.
Word Study 1. When she returned home from the music festival, the woman found
the ________ of her apartment strange in comparison.
For more support, see Concept Vocabulary and
2. When the concert hall was ________, you could hear a pin drop from
Word Study.
across the room.
Possible responses:
3. After carefully following the recipe, Alfredo was _______ when the
1. In the stillness of the small room, we could hear
cake came out of the oven, hard as a rock.
our own breathing.
4. The _______ destroyed the potatoes grown in the county.
2. The contaminated food caused a great deal of
sickness among those who had eaten it. 5. Common ________, such as colds and flus, affect the most people
during the winter.
6. Before the return of their lost pet, the family had been ________ with

worry and fear.
Formative Assessment  STANDARDS
Concept Vocabulary Language Word Study

• Demonstrate command of the
If students fail to see the connection among conventions of standard English Notebook Anglo-Saxon Suffix: -ness The Anglo-Saxon suffix
grammar and usage when writing or
the words, then have them use each word in a -ness means “the condition or quality of being.” It usually indicates that
speaking.
sentence and think about what is similar about • Use knowledge of language and its the word in which it appears is a noun. In the text, Carson describes the
conventions when writing, speaking, stillness that occurs after the blight as “strange.” It is strange because
the sentences. reading, or listening.
• Determine or clarify the meaning
the absence of noise and movement is unusual in the town.
Word Study of unknown and multiple-meaning 1. Write your own sentence that correctly uses the word stillness.
words and phrases based on grade 7
If students struggle with understanding the reading and content, choosing 2. Find a word in paragraph 3 of the excerpt that ends with the suffix
suffix -ness, then show them several words with flexibly from a range of strategies.
-ness, and write a sentence that shows your understanding of it.
• Use the relationship between
this suffix. Review the meaning of each word particular words to better understand
and discuss how it is formed. For Reteach and each of the words.
Practice, see Word Study: Anglo-Saxon Suffix

-ness (RP). 368 UNIT 4 • PEOPLE AND THE PLANET
Author's Perspective Elfrieda Hiebert, Ph.D.

LIT17_SE07_U04_A1_WC_APP.indd 368 19/04/16 7:35 AM
Concept Vocabulary Teachers can help the words as, the, write, or the -ed in • Cognates are words that are
students expand their word networks by stayed. Many new words are members descended from the same language,
using morphemes and cognates. of morphological families of three to five such as the English word family, the
• Morphemes are the smallest words. For example, words that come Spanish familia, the French famille, the
grammatical unit of a language that from the Anglo-Saxon layer of English Italian famiglia, and the German familie.
cannot be subdivided into further such use inflected endings (such as -s/-es, -ed, Explain to students that knowing
elements. Tell students that morphemes -ing) and -er and -est for comparisons cognates can help build language by
can be words or parts of words, such as (such as big, bigger, biggest). introducing multiple words and ways to
decode unfamiliar words.

Conventions Conventions
Verb Mood—The Subjunctive Speakers and writers convey their
Verb Mood—The Subjunctive Review the
attitudes toward the actions expressed by verbs by using different
moods. The indicative mood is used for statements of fact. By contrast,
use of the subjunctive mood. Explain that the
the subjunctive mood expresses one of the following: use of the subjunctive can express things that
haven’t happened, or that the speaker wishes,
• a wish or desire
hopes, or dreams will happen. Remind students
• a condition that is highly unlikely or contrary to fact that the subjunctive is often found in a clause
• a request or demand for action beginning with if or that. For more support, see
Conventions: The Subjunctive.
Subjunctive verbs are often found in clauses that begin with if, as if, as
though, or that. This chart shows situations in which a speaker or writer MAKE IT INTERACTIVE
would use the subjunctive mood. Have students write two sentences in the
subjunctive mood—one that expresses the
IndICatIve Mood SubjunCtIve Mood What SubjunCtIve expreSSeS
speaker’s belief that something is contrary to
Jill is coming with us. I wish that Jill were coming with us. wish fact, and one that expresses a wish, demand, or
She knows the answer. She wishes that she knew the answer. request that an action be taken. You may wish
to provide students with example sentences as
He will not be elected. If he were elected, we’d be shocked. condition that is highly unlikely
a model, such as the following: If Spencer were
I am at home. If I were at home, I’d take a nap. condition that is contrary to fact here, he would be laughing constantly. I wish
Jake has a new car. If Jake had a new car, he’d be happy. that Darcy were on the swimming team.
They are quiet. We asked that they be quiet. request Read It
Matt works hard. Kia insisted that Matt work hard. demand or strong suggestion 1. subjunctive; expresses a wish for the return to a
healthy state.
Avoid using the incorrect verb form to express the subjunctive mood, 2. subjunctive; expresses a situation contrary
especially for third-person singular verbs and all forms of the verb be.
to fact.
Incorrect: Blake speaks as if he was in charge. Write It
Correct: Blake speaks as if he were in charge. 1. was; Carson wishes that she were wrong about
the fate of the town.
Incorrect: Julia’s mother requires that she gets home before dinner.
2. am; The situation Carson relates seems to
Correct: Julia’s mother requires that she get home before dinner.
demand that I be more aware of my effects on
the environment.
Read It
Identify the mood of each sentence, and tell what it expresses.
1. I wish that the town were filled with birds again.
2. If the town’s settlers were present, they would be sad.
Write It
Notebook Identify the incorrect verb form in each sentence. Then,
rewrite the sentence correctly.
1. Carson wishes that she was wrong about the fate of the town.
2. The situation Carson relates seems to demand that I am more aware
of my effects on the environment.
LIT17_SE07_U04_A1_WC_APP.indd 369 HOW LANGUAGE WORKS 16-04-19 3:18 PM Conventions
Subjunctive Mood If students have trouble • If I were able to do this alone, I would not ask • If students have trouble identifying the
understanding the subjunctive mood or how or you for help. (expresses a condition contrary subjunctive mood, then review what this mood
when to use it, give them additional examples. to fact) is, when it is used, and how it is formed.
Have students read the following sentences and • Rawley insists that he be given time to reply. • If students have trouble writing in the
identify each use of the subjunctive mood. (expresses a demand) subjunctive mood, then review the sentences
• I would prefer you were at home instead of • I ask that everyone be ready to leave at noon. in the chart and discuss what each expresses
here. (expresses a wish) (expresses a request) and what verb it requires.
For Reteach and Practice, see Conventions: The
Subjunctive (RP).

TEACHING EFFECTIVE EXPRESSION
Writing to Sources Writing to Sources

Discuss with students the importance of stating Assignment
a clear position, supporting it with relevant,
In Silent Spring, Rachel Carson paints a harsh picture of the future.
logical evidence, and including and addressing
Write an argument in which you answer this question: Does Carson’s
counterclaims. Also remind students to include from SILENT SPRING
description inspire readers to take action, or does it discourage action
details from the excerpt in their argument.
because the problem seems so big?
For more support, see Writing to Sources:
Argument. First, decide on your position. Then, review the selection to find
specific details that support your position. As you draft, be sure to do
Reflect on Your Writing the following:
1. Responses will vary. Students should clearly • State your position clearly in the introduction.
answer the question and give a reason or • In the body of your argument, support your position with reasons
reasons for their response. and evidence, including specific details from Silent Spring.
2. Responses will vary. Students should clearly • Address alternate, or opposing, positions, and respond with
answer the question and give a reason or counterarguments that address these views.
reasons for their response. • Use transitional words and phrases to connect your ideas and
show the relationships among them.
3. Why These Words? Responses will vary. Have
students list specific examples of words they • Establish and maintain a formal style.
have chosen that add power to their argument.
Vocabulary and Conventions Connection Think about including
several of the concept vocabulary words in your writing. Also, remember
to avoid improper shifts in mood in your writing by using verbs in the
indicative and subjunctive moods correctly.
blight puzzled stillness

maladies stricken deserted
Reflect on Your Writing

After you have written your argument, answer these questions.
 STANDARDS

Writing 1. Was it easy or difficult to determine your position?
Write arguments to support claims
with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge
alternate or opposing claims, and 2. Have your ideas about our ability to solve environmental problems
organize the reasons and evidence changed after writing this argument? Why or why not?
logically.
b. Support claim(s) with
logical reasoning and relevant
FORMATIVE ASSESSMENT evidence, using accurate, credible
3. Why These Words? The words you choose make a difference in
sources and demonstrating an
Writing to Sources understanding of the topic or text.
c. Use words, phrases, and clauses
your writing. Which words did you specifically choose to make your
argument stronger?
• If students have trouble articulating a position, to create cohesion and clarify
then ask them to talk with you to verbalize the relationships among claim(s),
reasons, and evidence.
their ideas in one or two sentences. Then d. Establish and maintain a formal
have them write their response. For Reteach style.
and Practice, see Writing to Sources:

Argument (RP). 370 UNIT 4 • PEOPLE AND THE PLANET
LIT17_SE07_U04_A1_WC_APP.indd 370 WriteNow Express and Reflect 19/04/16 7:35 AM
Brainstorm Have students brainstorm ideas for their argument.

Have them ask themselves: What is my position? Why do I feel
this way? What do I think is most important to write about? What
evidence can I use to support my position? What counterclaims am I
aware of? How will I respond to these counterclaims? Students can
then use their responses to begin writing.

Speaking and Listening Speaking and Listening

Assignment 1. Organize Your Presentation You may wish
Choose one of the following topics, conduct research on the topic, and to guide students in choosing a topic by having
deliver a multimedia presentation of your findings to the class. them think about which topic they already
know the most about or which one they find
the importance of Silent Spring and the impact it had on the way
in which humans view their environment
most appealing. Then encourage students to
confirm that they can find enough information
the struggle to ban DDT and the ban’s eventual victory about the topic.
the parallels between the current threats to bee populations
2. Prepare Your Presentation As students build
worldwide and the impacts DDT had on wildlife when Carson
wrote Silent Spring
their presentation, encourage them to use
presentation slides carefully. Remind them that
they should not make slides that are hard to
1. Organize Your Presentation read or that have too much text.
• Research the topic you have chosen.
 EVIDENCE LOG 3. Deliver Your Presentation Encourage
• Use credible Internet and library resources to gather information students to speak clearly and to try to be
Before moving on to a new
and relevant visual aids.
selection, go to your log comfortable while they present.
2. Prepare Your Presentation and record what you’ve
learned from Silent Spring.
4. Evaluate Presentations Encourage students
• Use the information you find to create your presentation.
to make one supportive comment about each
• Decide how to sequence textual and visual information so that presentation.
each emphasizes your main points.
For more support, see Speaking and Listening:
3. Deliver Your Presentation
Multimedia Presentation.
• Explain why you chose your topic.
Evidence Log Support students in completing
• Maintain eye contact with your audience.
their Evidence Log. This paced activity will
• Speak at an appropriate volume and with clear pronunciation so as help prepare them for the Performance-Based
to be heard by the entire class.  STANDARDS Assessment at the end of the unit.
Writing
4. Evaluate Presentations Use a presentation evaluation guide like the
• Conduct short research projects
one shown to analyze your classmates’ presentations. to answer a question, drawing on
several sources and generating
additional related, focused questions
PRESENTATION EVALUATION GUIDE for further research and investigation.
• Gather relevant information from
Rate each statement on a scale of 1 (Not Demonstrated) to multiple print and digital sources,
using search terms effectively; assess FORMATIVE ASSESSMENT
5 (Demonstrated).
the credibility and accuracy of each
source; and quote or paraphrase the Speaking and Listening
The speaker clearly explained the topic and his or her reasons for data and conclusions of others while • If students have trouble choosing a topic, then
choosing the topic. avoiding plagiarism and following a
standard format for citation. suggest the topic you believe best matches
The presentation included well-sequenced multimedia that Speaking and Listening each student’s interests and abilities.
emphasized the main points. • Present claims and findings,
emphasizing salient points in a • If students have trouble conducting research,
The presentation was easy to follow, and the speaker maintained
focused, coherent manner with then suggest sources they might consult.
pertinent descriptions, facts, details,
appropriate volume and eye contact. and examples; use appropriate eye For Reteach and Practice, see Speaking and
contact, adequate volume, and clear
pronunciation.
Listening: Multimedia Presentation (RP).
• Include multimedia components
and visual displays in presentations
to clarify claims and findings and Selection Test
emphasize salient points. Administer the Silent Spring Selection Test, which
is available in both print and digital formats
from Silent Spring 371 online in Assessments.
LIT17_SE07_U04_A1_WC_APP.indd 371 PERSONALIZE FOR LEARNING 19/04/16 2:07 PM
Strategic Support
Extend Discuss the beginning and growth of today’s environmental
movement, and the impact both Rachel Carson and Silent Spring
had on this movement. Have students research one contemporary
environmental group and report on what it does. Also have students
consider what the world was like before the modern environmental
movement and before environmental awareness became as common
as it is today.

PLANNING WHOLE-CLASS LEARNING • NOBEL SPEECH
Nobel Speech
Audio summaries of “Nobel
Speech” are available online in In his acceptance speech for the Nobel Peace Prize, Al Gore speaks
both English and Spanish in the about the issue of climate change and the effect that it will have on
Interactive Teacher’s Edition or humanity. He says that we face a planetary emergency and that our
Unit Resources. Assigning these own survival is at risk. He goes on to state that we have dumped
summaries prior to reading the enormous amounts of CO2 into the atmosphere. This is having
selection may help students negative effects on the environment, some of which we are already
build additional background seeing. Severe weather events such as droughts and floods have
become more common, and these problems will only get worse.
their first read.
The consequences for ignoring the issue are enormous. However, he
says, we have a chance to avoid the most severe consequences if we
act quickly.
Insight
This speech is a good introduction to global warming. It calls for new
and creative solutions to environmental problems, and argues that this
provides an opportunity to also address other global problems.
Essential Question:
people have on the By burning fossil fuel, people are increasing the amount of CO2 in the
environment? atmosphere, which increases the world’s overall temperature.
What is the most Whole-Class Learning Performance Task This speech connects to the
significant effect that Performance Task by providing students an example of an argument
people have on the in which the speaker’s viewpoint is made very clear. His intention is
environment? to motivate his listeners to act. Gore also includes many anecdotal
references and inspiring quotes to support his purpose. Students may
Unit Performance-Based use this speech as a framework for their own arguments.
Assessment
Are the needs of people Unit Performance-Based Assessment Gore’s speech connects to the
ever more important Performance-Based Assessment at the end of the unit. The speech
than the needs of cites many useful sources of information that students might want to
animals and the planet? research for use in their own essays. Equally, because this speech was
given in 2007, students will have the opportunity to explore the actions
that have been taken, or not taken, to decrease carbon emissions into
Earth’s atmosphere.

DIGITAL
LESSON RESOURCES
Making Meaning Language Development

Lesson First Read Concept Vocabulary
Close Read Word Study
Instructional RI.7.10 By the end of the year, read and comprehend literary L.7.1 Demonstrate command of the conventions . . .
Standards nonfiction . . .
L.7.1.a Explain the function of phrases . . .
RI.7.8 Trace and evaluate the argument and specific claims in a
L.7.4 Determine or clarify the meaning of unknown and
text . . .
multiple-meaning words and phrases . . .
L.7.4.b Use common, grade-appropriate Greek or Latin affixes
and roots . . .
STUDENT RESOURCES
Selection Audio
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction
TEACHER RESOURCES
Selection Resources Audio Summaries: English and Spanish Concept Vocabulary and Word Study
Interactive Teacher’s Annotation Highlights Conventions: Infinitive Phrases and Gerund Phrases
Edition or Unit Resources Accessible Leveled Text English Language Support Lesson: Gerunds
Analyze Craft and Structure: Persuasive Speech
Analyze Craft and Structure: Persuasive Speech (RP) Word Study: Latin Prefix uni- (RP)
Interactive Teacher’s Conventions: Infinitive Phrases and Gerund Phrases (RP)
Edition or Unit Resources
Assessment
Available online in
My Resources
A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.

PERSONALIZE FOR LEARNING WHOLE-CLASS LEARNING • NOBEL SPEECH
Reading Support
Text Complexity Rubric: Nobel Speech

Lexile: 1190 Text Length: 2,801 words
Knowledge Demands Historical and scientific knowledge demands; many historical references throughout the speech, not all
1 2 3 4 5 of which are explained.
Structure The selection is a logically organized speech.

1 2 3 4 5
Language Conventionality and Clarity Figurative language is used to emphasize important points. The selection contains subject specific
1 2 3 4 5 vocabulary and many quotes from world leaders and scientists.
Levels of Meaning/Purpose Selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5
Decide and Plan

context and vocabulary as they read the to ensure that they can successfully read with ideas for how they can go beyond a
selection. the text. simple interpretation of the text.
Knowledge Demands Tell students Knowledge Demands Use the Text Analysis Pair students. Have them
that this selection is a speech. Make sure background information to discuss Al Gore each take a paragraph and retell it to
students understand the context. Tell and his work on climate change. Determine their partner, using their own descriptions
students they should expect to see language students’ prior knowledge and experience without reading from the text. Encourage
about the threat of global warming on the with global warming. Provide additional them to include details and descriptive
planet. Ask students to list words that help background if needed. language. They may refer to the text as
convey the warning that Gore delivers. needed to remember details, but should use
Language Students will likely have
(Students may suggest: emergency, threat, their own words.
difficulty with some of the scientific
dire, . . .) Written Response In paragraph 42, Gore
vocabulary. Instead of trying to understand
Meaning For students who have difficulty every word, encourage students to scan says “We must understand the connections
understanding figurative language, have for ideas in each paragraph that they between the climate crisis and the afflictions
them underline or list the phrases that understand. Ask them to write sentences of poverty, hunger, HIV-AIDS, and other
they don’t understand. Then have them restating the information they understood. pandemics.” Challenge students to choose
read those phrases again and work with a one of these issues and research the
partner to try to figure out the comparison connection between it and climate change.
the speaker is making. Then ask students to write a short essay
about their findings and share their research
with the class.
Teach
Read and Respond

Have the class do their first read of the selection. Then have them complete their close read. Finally,
work with them on the Making Meaning and Language Development activities.

IDENTIFY NEEDS
• Use the Selection Resources listed on the Planning pages for “Nobel Speech” to help
students continually improve their ability to master the standards.
Instructional Standards: Nobel Speech

Reading You may wish to administer the RI.8 Trace and evaluate the Challenge students to seek
ANALYZE AND REVISE Analyze Craft and Structure: argument and specific claims out any irrelevant information
Persuasive Speech (RP) in a text, assessing whether in Gore’s speech. If there is
• Analyze student work for worksheet to help students the reasoning is sound and none, have them discuss how
understand the different the evidence is relevant and a speech could suffer from
evidence of student learning. appeals a persuasive speech sufficient to support the claims. unneeded information.
• Identify whether or not can use.
students have met the
expectations in the standards. Language Review the Word Study: Latin L.4.b Use common, grade- Have students locate other
• Identify implications for future Prefix uni- (RP) worksheet appropriate Greek or Latin prefixes in the text they
instruction. to help students understand affixes and roots as clues to the recognize.
that uni- means “having or meaning of a word.
Have students look up the
consisting of only one.”
L.1.a Explain the function of functions of participial phrases
Review the Conventions: phrases and clauses in general to distinguish them from
Infinitive Phrases and and their function in specific infinitive and gerund phrases.
Gerund Phrases (RP) sentences.
worksheet to help students
understand the functions of
infinitive and gerund phrases.
TEACH
Implement the planned lesson,
and gather evidence of student
learning.
Whole-Class Learning 372D

Comparing Text to Media

In this lesson, you will read Al Gore’s Nobel Prize
Jump Start NOBEL SPEECH (tExt)

acceptance speech and then watch a video of Gore
delivering the speech. First, you will complete the
NOBEL SPEECH (vidEO)
first-read and close-read activities for the text of
First Read Prior to students’ first read, the speech. These activities will help prepare you to
engage them in a discussion about global compare the speech and the video.
warming and what they already know about it.
This will help them make connections between
the text and their own ideas and experiences.
About the Author
Nobel Speech
Concept Vocabulary
Nobel Speech
You will encounter the following words as you read the speech. Before
How serious is climate change? What can reading, note how familiar you are with each word. Then, rank the words
we do about it? Modeling questions such as in order from most familiar (1) to least familiar (6).
these will help students connect to Al Gore’s
Nobel Speech and to the Performance Task Former United States WORd YOUR RANKiNG
assignment. Selection audio and print capability Vice President Al Gore crisis
for the selection are available in the Interactive (b.1948) was practically
born into politics. His father pollution
Teacher’s Edition.
was a senator, and after urgency
Gore served a tour of duty
Concept Vocabulary in Vietnam, he went on universal
Support students as they rank the words. Ask if to serve in both houses of
illusion
they’ve ever heard, read, or used them. Reassure Congress before becoming
vice president in 1993. As a environment
them that the definitions for these words are
congressman, Gore became
listed in the selection. active in environmental After completing your first read, come back to the concept vocabulary
issues. He has written
and review your rankings. Mark any changes to your original rankings.
FIRST READ several books about the
dangers of climate change,
and his campaign to
As they read, students should perform the steps First Read NONFICTION
educate the public about
of the first read: climate change is the Apply these strategies as you conduct your first read. You will have an
NOTICE: Encourage students to notice the subject of An Inconvenient
opportunity to complete the close-read notes after your first read.

Truth, which won the
general idea of Gore’s speech.
Academy Award for Best
ANNOTATE: Remind students to mark text Documentary Feature
that demonstrates the elements of an effective in 2007.
NOTICE the general ideas of ANNOTATE by marking
argument. the text. What is it about? vocabulary and key passages
CONNECT: Encourage students to make Tool Kit Who is involved? you want to revisit.
connections beyond the text. If they cannot make First-Read Guide and
Model Annotation
connections to their own lives or other texts,
have them consider news reports, movies, and CONNECT ideas within RESPOND by completing
 StANdARdS the selection to what you the Comprehension Check and
TV shows. Reading Informational Text already know and what you by writing a brief summary of
RESPOND: Students will answer questions and By the end of the year, read and
have already read. the selection.
comprehend literary nonfiction in
write a summary to demonstrate understanding. the grades 6–8 text complexity band
proficiently, with scaffolding as
Point out to students that while they will always needed at the high end of the range.
complete the Respond step at the end of the
first read, the other steps will probably happen 372 UNIT 4 • PEOPLE AND THE PLANET
somewhat concurrently. You may wish to print
copies of the First-Read Guide: Nonfiction for
students to use.
Remind students that during their first LIT17_SE07_U04_A2C_WC.indd 372 CROSS-CURRICULAR PERSPECTIVES 16-04-18 4:03 PM
read, they should not answer the close-read Science As Al Gore says, global warming and climate change are
questions that appear in the selection. major issues facing today’s world. Have students research this topic
and write short reports. What is global warming? What is climate
change? What’s causing them? What’s being done about these
problems? Ask volunteers to share their information with the class.
(Research to Clarify)

ANCHOR TEXT | SPEECH
Nobel Speech Al Gore
BACKGROUND
The Nobel Peace Prize is a prestigious award granted to those who
have done outstanding work to promote peace in the world. The Nobel
Prize was established by Alfred Nobel, a Swedish chemist and engineer
known for inventing dynamite. The 2007 Nobel Peace Prize was
awarded to Al Gore for his efforts to educate people about the threats
posed by man-made climate change and to urge people to act against
the effects of climate change.
Nobel Lecture, Oslo, December 10, 2007

Y our Majesties, Your Royal Highnesses, Honorable members

of the Norwegian Nobel Committee, Excellencies, Ladies and
gentlemen.
NOTES
2 I have a purpose here today. It is a purpose I have tried to serve

for many years. I have prayed that God would show me a way to
accomplish it.
3 Sometimes, without warning, the future knocks on our
door with a precious and painful vision of what might be. One
hundred and nineteen years ago, a wealthy inventor read his own
obituary, mistakenly published years before his death. Wrongly
believing the inventor had just died, a newspaper printed a harsh
judgment of his life’s work, unfairly labeling him “The Merchant
of Death” because of his invention—dynamite. Shaken by this
Nobel Speech 373
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Strategic Support
Alfred Nobel In paragraph 3, Gore tells the story of Alfred Nobel.
Help students understand and appreciate the historic context of Gore
beginning his speech by referring to Alfred Nobel. Have students
research Nobel and write a paragraph about him. Ask volunteers
to share their information with the class, and discuss Nobel’s life,
achievements, and the Nobel Prize.

TEACHING
condemnation, the inventor made a fateful choice to serve the
NOTES cause of peace.
Close Read
4 Seven years later, Alfred Nobel created this prize and the others
Remind students that the word or is often used that bear his name.
to show differences. You may wish to model 5 Seven years ago tomorrow, I read my own political obituary1
CLOSE READ in a judgment that seemed to me harsh and mistaken—if not
the Close Read using the following think-aloud
ANNOTATE: Mark words premature. But that unwelcome verdict also brought a precious if
format. Possible responses to questions on in the quotation in
the student page are included. You may also painful gift: an opportunity to search for fresh new ways to serve
paragraph 7 that show the
want to print copies of the Close-Read Guide: two different futures to my purpose.
Nonfiction for students to use. which Gore refers. 6 Unexpectedly, that quest has brought me here. Even though
I fear my words cannot match this moment, I pray what I am
ANNOTATE: As I read paragraph 7, I notice and QUESTION: Why might
Gore have chosen this
feeling in my heart will be communicated clearly enough that
highlight words that show two possible futures. those who hear me will say, “We must act.”
quotation to show the
QUESTION: I think that Gore might have chosen two different futures 7 The distinguished scientists with whom it is the greatest
the quotation to emphasize how serious this facing society? honor of my life to share this award have laid before us a choice
problem is. CONCLUDE: What effect between two different futures—a choice that to my ears echoes the
does the inclusion of words of an ancient prophet: “Life or death, blessings or curses.
CONCLUDE: This makes me think about the this quotation have on Therefore, choose life, that both thou and thy seed may live.”
importance and urgency of the issue. Gore is readers? 8 We, the human species, are confronting a planetary
saying that this is a matter of life and death. emergency—a threat to the survival of our civilization that is
gathering ominous and destructive potential even as we gather
here. But there is hopeful news as well: we have the ability to
crisis (KRY sihs) n. time when solve this crisis and avoid the worst—though not all—of its
a situation is very bad or consequences, if we act boldly, decisively and quickly.
dangerous; turning point
9 However, despite a growing number of honorable exceptions,
at which a change must be
made for better or worse too many of the world’s leaders are still best described in the
words Winston Churchill applied to those who ignored Adolf
Hitler’s threat:2 “They go on in strange paradox, decided only to
be undecided, resolved to be irresolute, adamant for drift, solid for
fluidity, all powerful to be impotent.”
10 So today, we dumped another 70 million tons of
pollution (puh LOO shuhn) n. global‑warming pollution into the thin shell of atmosphere
presence or introduction surrounding our planet, as if it were an open sewer. And

into a space of a substance
or thing that has harmful or
tomorrow, we will dump a slightly larger amount, with the
poisonous effects cumulative concentrations now trapping more and more heat
from the sun.
11 As a result, the earth has a fever. And the fever is rising. The
experts have told us it is not a passing affliction that will heal by
itself. We asked for a second opinion. And a third. And a fourth.
And the consistent conclusion, restated with increasing alarm, is
that something basic is wrong.
12 We are what is wrong, and we must make it right.
1. Seven years ago tomorrow . . . obituary Gore is referring to the highly contested 2000
Additional English Language Support presidential election, which he lost to George W. Bush.
is available in the Interactive Teacher’s 2. Winston Churchill . . . threat Churchill, a British statesman at the time, gave a speech
to the House of Commons in 1937 to criticize their failure to respond to the threat of Nazi
Edition. Germany.
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Archaic Words Help students understand the words thou and thy
in paragraph 7. Explain that these are archaic, or old, words that are
no longer commonly used. Thou means “you”; thy means “your.”
Also show students the words thee (“you”); thine (“your”); and ye
(“you”). Explain that these words appear in some versions of the
Bible and in old texts, but are no longer used today. Ask students
why Gore may have chosen to include this quotation. All Levels

13 Last September 21, as the Northern Hemisphere tilted away
from the sun, scientists reported with unprecedented distress NOTES
CLOSE READ
that the North Polar ice cap is “falling off a cliff.” One study
estimated that it could be completely gone during summer in less You may wish to model the Close Read using the
than 22 years. Another new study, to be presented by U.S. Navy following think-aloud format. Possible responses
researchers later this week, warns it could happen in as little as to questions on the student page are included.
7 years.
14 Seven years from now. ANNOTATE: As I read paragraph 15, I notice that
15 In the last few months, it has been harder and harder to CLOSE READ Gore has included many geographic locations.
misinterpret the signs that our world is spinning out of kilter.3 ANNOTATE: Mark QUESTION: I think that Gore is showing that
geographic locations in
Major cities in North and South America, Asia and Australia many areas around the world are affected.
paragraph 15.
are nearly out of water due to massive droughts and melting
glaciers. Desperate farmers are losing their livelihoods. Peoples QUESTION: Why do you CONCLUDE: He is showing that the effects of
in the frozen Arctic and on low-lying Pacific islands are planning think Gore chooses to climate change are not limited to one region,
evacuations of places they have long called home. Unprecedented
include these details? which makes his argument more powerful.
wildfires have forced a half million people from their homes in CONCLUDE: What effect
one country and caused a national emergency that almost brought does the inclusion of these
down the government in another. Climate refugees have migrated locations have on Gore’s
argument?
into areas already inhabited by people with different cultures,
religions, and traditions, increasing the potential for conflict.
Stronger storms in the Pacific and Atlantic have threatened whole
cities. Millions have been displaced by massive flooding in South
Asia, Mexico, and 18 countries in Africa. As temperature extremes
have increased, tens of thousands have lost their lives. We are
recklessly burning and clearing our forests and driving more and
more species into extinction. The very web of life on which we
depend is being ripped and frayed.
16 We never intended to cause all this destruction, just as Alfred
Nobel never intended that dynamite be used for waging war. He
had hoped his invention would promote human progress. We
shared that same worthy goal when we began burning massive
quantities of coal, then oil and methane.
17 Even in Nobel’s time, there were a few warnings of the
likely consequences. One of the very first winners of the Prize

in chemistry worried that, “We are evaporating our coal mines
into the air.” After performing 10,000 equations by hand, Svante
Arrhenius calculated that the earth’s average temperature would
increase by many degrees if we doubled the amount of CO24 in the
atmosphere.
18 Seventy years later, my teacher, Roger Revelle, and his
colleague, Dave Keeling, began to precisely document the
increasing CO2 levels day by day.
3. out of kilter off balance; not functioning right.

4. CO2 carbon dioxide, a naturally occurring gas that is also created through human activities
such as burning oil and coal; it is considered a major cause of man-made climate change.
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Illuminating the Text To help students grasp Have students discuss the video and how it helps
the magnitude of the kinds of environmental them understand the situations Gore describes.
problems and disasters Gore describes in Then have students write a paragraph explaining
paragraph 15, use search terms such as how the video helped them understand or relate
“environmental disasters” to find video footage to Gore’s warning.
online. (Note: Be sure to preview any video before
showing it to students.)

TEACHING
19 But unlike most other forms of pollution CO2 is invisible,
NOTES tasteless, and odorless—which has helped keep the truth
CLOSER LOOK
about what it is doing to our climate out of sight and out
of mind. Moreover, the catastrophe now threatening us is
Analyze Word Choice unprecedented—and we often confuse the unprecedented with
Students may have marked paragraphs the improbable.
23–24 during their first read. Help students 20 We also find it hard to imagine making the massive changes
appreciate Gore’s use of language in this part that are now necessary to solve the crisis. And when large truths
of the speech. You may want to model a close are genuinely inconvenient, whole societies can, at least for a
read with the class based on the highlights time, ignore them. Yet as George Orwell reminds us: “Sooner or
shown in the text. later a false belief bumps up against solid reality, usually on a
ANNOTATE: Have students mark details in battlefield.”
paragraphs 23–24 that demonstrate Gore’s 21 In the years since this prize was first awarded, the entire
use of language and precise word choice relationship between humankind and the earth has been radically
to make his argument, or have students transformed. And still, we have remained largely oblivious to the
participate while you highlight them. impact of our cumulative actions.
22 Indeed, without realizing it, we have begun to wage war
Question: Guide students to consider how on the earth itself. Now, we and the earth’s climate are locked
Gore is using language to make the speech in a relationship familiar to war planners: “Mutually assured
more powerful and accept student responses. destruction.”
Possible response: Gore is comparing global 23 More than two decades ago, scientists calculated that nuclear
warming to nuclear war, and using opposites war could throw so much debris and smoke into the air that it
such as winter/summer to make his comparison would block life-giving sunlight from our atmosphere, causing
more vivid. Words like danger and permanent
a “nuclear winter.” Their eloquent warnings here in Oslo helped
increase the power of the warning.
galvanize the world’s resolve to halt the nuclear arms race.
CONCLUDE: Help students to formulate 24 Now science is warning us that if we do not quickly reduce the
conclusions about the importance of these global warming pollution that is trapping so much of the heat our
words in the speech. Ask students why this planet normally radiates back out of the atmosphere, we are in
comparison, and this use of language, is so danger of creating a permanent “carbon summer.”5
powerful. 25 As the American poet Robert Frost wrote, “Some say the world
Possible response: Comparing global warming will end in fire; some say in ice.” Either, he notes, “would suffice.”
to nuclear war is extremely powerful because 26 But neither need be our fate. It is time to make peace with the
it implies that global warming would be as planet.

devastating as a nuclear war. Making this urgency (UR juhn see) n. state 27 We must quickly mobilize our civilization with the urgency
comparison using these opposite words creates of being very important and resolve that has previously been seen only when nations
powerful images for the audience and gives the and needing to be dealt
mobilized for war. These prior struggles for survival were won
speech an almost poetic quality. with right away
when leaders found words at the eleventh hour6 that released
Remind students word choice in a speech is a mighty surge of courage, hope and readiness to sacrifice for a
critical to conveying a message. Explain that protracted and mortal challenge.
using opposite ideas to create a contrasting 28 These were not comforting and misleading assurances that the
effect is a literary technique called antithesis. threat was not real or imminent; that it would affect others but not
A famous example of this is Neil Armstrong’s ourselves; that ordinary life might be lived even in the presence of
statement when he landed on the moon: extraordinary threat; that Providence7 could be trusted to do for us
“One small step for man; one giant leap for what we would not do for ourselves.
mankind.” Another is the first line of Charles
5. “carbon summer” a permanent summer caused by too much heat in the atmosphere.
Dickens’s A Tale of Two Cities: “It was the best 6. eleventh hour latest possible moment before it is too late to make a change.
of times, it was the worst of times.” 7. Providence (PROV uh duhns) n. protective care of nature or God.
LIT17_SE07_U04_A2C_WC.indd 376 16-03-31 3:36 PM

29 No, these were calls to come to the defense of the common
future. They were calls upon the courage, generosity and strength NOTES
of entire peoples, citizens of every class and condition who were

ready to stand against the threat once asked to do so. Our enemies
in those times calculated that free people would not rise to the
challenge; they were, of course, catastrophically wrong.
30 Now comes the threat of climate crisis—a threat that is real,
rising, imminent, and universal. Once again, it is the 11th hour. universal (yoo nuh VUR suhl)
The penalties for ignoring this challenge are immense and adj. involving everyone in
the world or in a particular
growing, and at some near point would be unsustainable and
group; true or appropriate
unrecoverable. For now we still have the power to choose our in every situation
fate, and the remaining question is only this: Have we the will
to act vigorously and in time, or will we remain imprisoned by a
dangerous illusion? illusion (ih LOO zhuhn) n.
31 Mahatma Gandhi8 awakened the largest democracy on earth something that appears
real but actually is not
and forged a shared resolve with what he called “Satyagraha”—or
“truth force.”
32 In every land, the truth—once known—has the power to set
us free.
8. Mahatma Gandhi (1869–1948) Indian activist known for leading the movement against
British rule of India and for his doctrine of nonviolent protest.
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Idioms Help students understand the idioms Explain that stand against means to resist or
11th hour and stand against in paragraphs 29 oppose something. To stand against a threat
and 30. Explain that the 11th hour means “the is to oppose or fight back against that threat.
latest possible time before it is too late.” There Also point out these idioms: stand a chance (to
are 12 hours in the time periods from midnight to have a chance); stand for (to be a symbol for);
noon and from noon to midnight. The 11th hour stand one’s ground (to maintain one’s position);
is the last hour in one of these time cycles, so it stand tall (to exhibit courage, strength, or calm
has come to mean the latest time something can especially in the face of adversity.) All Levels
be done.

TEACHING
33 Truth also has the power to unite us and bridge the distance
NOTES between “me” and “we,” creating the basis for common effort and
CLOSE READ
shared responsibility.
Remind students that quotations are set off by 34 There is an African proverb that says, “If you want to go
quotation marks. You may wish to model the quickly, go alone. If you want to go far, go together.” We need to
Close Read using the following think-aloud go far, quickly.
format. Possible responses to questions on the 35 We must abandon the conceit that individual, isolated, private
student page are included. actions are the answer. They can and do help. But they will
not take us far enough without collective action. At the same
ANNOTATE: As I read paragraph 38, I look for time, we must ensure that in mobilizing globally, we do not
details that support Gore’s claim about people invite the establishment of ideological conformity and a new
uniting together for an important cause. lock-step “ism.”
QUESTION: I think Gore chose this example 36 That means adopting principles, values, laws, and treaties
because people can agree that fascism was that release creativity and initiative9 at every level of society in
dangerous. The united front against fascism was multifold responses originating concurrently and spontaneously.
able to achieve the good things he names. 37 This new consciousness requires expanding the possibilities
inherent in all humanity. The innovators who will devise a
CONCLUDE: This example might persuade new way to harness the sun’s energy for pennies or invent an
readers because it shows that when people engine that’s carbon negative may live in Lagos or Mumbai or
get together to solve a problem, it can benefit Montevideo. We must ensure that entrepreneurs and inventors
the world. Referencing the United Nations and everywhere on the globe have the chance to change the world.
democracy allows Gore to tap into people’s belief CLOSE READ 38 When we unite for a moral purpose that is manifestly good
in freedom. ANNOTATE: In paragraph and true, the spiritual energy unleashed can transform us. The
38, mark the example generation that defeated fascism throughout the world in the
Gore uses to support
1940s found, in rising to meet their awesome challenge, that they
his claim.
had gained the moral authority and long-term vision to launch
QUESTION: Why do the Marshall Plan,10 the United Nations, and a new level of global
you think Gore chooses
cooperation and foresight that unified Europe and facilitated
to include this specific
example?
the emergence of democracy and prosperity in Germany, Japan,
Italy and much of the world. One of their visionary leaders11 said,
CONCLUDE: How does
“It is time we steered by the stars and not by the lights of every
this example help to
passing ship.”
persuade readers?
39 In the last year of that war, you gave the Peace Prize to a man

from my hometown of 2,000 people, Carthage, Tennessee. Cordell
Hull was described by Franklin Roosevelt as the “Father of the
United Nations.” He was an inspiration and hero to my own
father, who followed Hull in the Congress and the U.S. Senate and
in his commitment to world peace and global cooperation.
40 My parents spoke often of Hull, always in tones of reverence
and admiration. Eight weeks ago, when you announced this prize,
the deepest emotion I felt was when I saw the headline in my
hometown paper that simply noted I had won the same prize that
9. initiative (ih NIHSH uh tihv) n. ability to act or take the first step without being urged.
10. Marshall Plan United States–financed plan to rebuild Europe after World War II.
11. One . . . leaders Omar Bradley (1893–1981), a notable field commander in the
United States Army.
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Challenge
Problem-Solution Suggestion In paragraph 37, Al Gore is saying
that new ideas and possible solutions to climate change can come
from anyone, anywhere. Have students write one or two paragraphs
in which they discuss how an individual might create something or
have an idea that will help deal with climate change. Ask students
to consider ways that government or the business community could
encourage people to find solutions.

Cordell Hull had won. In that moment, I knew what my father
and mother would have felt were they alive. NOTES
41 Just as Hull’s generation found moral authority in rising to

solve the world crisis caused by fascism, so too can we find our
greatest opportunity in rising to solve the climate crisis. In the
Kanji characters used in both Chinese and Japanese, “crisis” is
written with two symbols, the first meaning “danger,” the second
“opportunity.” By facing and removing the danger of the climate
crisis, we have the opportunity to gain the moral authority and
vision to vastly increase our own capacity to solve other crises that
have been too long ignored.
42 We must understand the connections between the climate
crisis and the afflictions of poverty, hunger, HIV-AIDS and other
pandemics. As these problems are linked, so too must be their
solutions. We must begin by making the common rescue of the
global environment the central organizing principle of the world environment (ehn VY uhrn
community. muhnt) n. land, air, and
water in which people,
43 Fifteen years ago, I made that case at the “Earth Summit” in
animals, and plants live,
Rio de Janeiro. Ten years ago, I presented it in Kyoto. This week, I and all the natural features
will urge the delegates in Bali to adopt a bold mandate for a treaty of these places
that establishes a universal global cap on emissions and uses the
market in emissions trading12 to efficiently allocate resources to
the most effective opportunities for speedy reductions.
44 This treaty should be ratified and brought into effect
everywhere in the world by the beginning of 2010—two years
sooner than presently contemplated. The pace of our response
must be accelerated to match the accelerating pace of the
crisis itself.
45 Heads of state should meet early next year to review what
was accomplished in Bali and take personal responsibility for
addressing this crisis. It is not unreasonable to ask, given the
gravity of our circumstances, that these heads of state meet every
three months until the treaty is completed.
46 We also need a moratorium13 on the construction of any new

generating facility that burns coal without the capacity to safely
trap and store carbon dioxide.
47 And most important of all, we need to put a price on
carbon—with a CO2 tax that is then rebated back to the people,
progressively, according to the laws of each nation, in ways that
shift the burden of taxation from employment to pollution. This is
by far the most effective and simplest way to accelerate solutions
to this crisis.
12. universal global cap on emissions . . . market in emissions trading type of law that
uses the market to limit how much pollution factories can emit.
13. moratorium (mawr uh TAWR ee uhm) n. law to stop or delay something.
Nobel Speech 379
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Transitions Draw students’ attention to Al Gore’s use of

transitional words and phrases in paragraphs 41–47. Have students
look at how Gore begins each paragraph and identify which of
these paragraphs starts with a transition. Have students highlight
the opening words of each paragraph and analyze how these
words help reveal the structure of his argument.

TEACHING
48 The world needs an alliance—especially of those nations that
NOTES weigh heaviest in the scales where earth is in the balance. I salute
CLOSER LOOK
Europe and Japan for the steps they’ve taken in recent years to
Analyzing Metaphor meet the challenge, and the new government in Australia, which
has made solving the climate crisis its first priority.
Students may have marked paragraphs 52–54 49 But the outcome will be decisively influenced by two nations
during their first read. Use these paragraphs that are now failing to do enough: the United States and China.
to help students see the metaphor Gore is While India is also growing fast in importance, it should be
creating. You may want to model a close read absolutely clear that it is the two largest CO2 emitters—most of all,
with the class based on the highlights shown my own country—that will need to make the boldest moves, or
in the text. stand accountable before history for their failure to act.
ANNOTATE: Have students highlight 50 Both countries should stop using the other’s behavior as an
language in paragraphs 52–54 that describe a excuse for stalemate and instead develop an agenda for mutual
path or a destination. survival in a shared global environment.
51 These are the last few years of decision, but they can be the
QUESTION: Guide students to consider what
first years of a bright and hopeful future if we do what we must.
these details might tell them. Ask what a
No one should believe a solution will be found without effort,
reader can infer from what was marked, and
without cost, without change. Let us acknowledge that if we wish
accept student responses.
to redeem squandered time and speak again with moral authority,
Possible response: He is explaining that we then these are the hard truths:
don’t know the way. By referencing shadows
52 The way ahead is difficult. The outer boundary of what we
and forks in the road, he emphasizes the
currently believe is feasible is still far short of what we actually
uncertainty ahead.
must do. Moreover, between here and there, across the unknown,
CONCLUDE: Help students to formulate falls the shadow.
conclusions about the importance of the 53 That is just another way of saying that we have to expand the
details in the text. Ask students why the boundaries of what is possible. In the words of the Spanish poet,
author might have included these details. Antonio Machado, “Pathwalker, there is no path. You must make
Possible response: Gore tells the audience that the path as you walk.”
the path is unclear but that we must begin. This 54 We are standing at the most fateful fork in that path. So I want
allows him to elaborate on the first sentence in to end as I began, with a vision of two futures—each a palpable
paragraph 52: The way ahead is difficult. possibility—and with a prayer that we will see with vivid clarity
the necessity of choosing between those two futures, and the
Remind students that a metaphor is a figure
urgency of making the right choice now.
of speech in which one thing is compared to

55 The great Norwegian playwright, Henrik Ibsen, wrote, “One
another. In this case, Gore compares the job
of these days, the younger generation will come knocking at my
of finding a solution to climate change to the
door.”
task of walking somewhere without a path.
56 The future is knocking at our door right now. Make no mistake,
the next generation will ask us one of two questions. Either they
will ask: “What were you thinking; why didn’t you act?”
57 Or they will ask instead: “How did you find the moral courage
to rise and successfully resolve a crisis that so many said was
impossible to solve?” We have everything we need to get started,
save perhaps political will, but political will is a renewable
resource.
58 So let us renew it, and say together: “We have a purpose. We are
many. For this purpose we will rise, and we will act.” ❧
LIT17_SE07_U04_A2C_WC.indd 380 WriteNow Express and Reflect 16-03-31 3:36 PM
Analysis Review paragraphs 54–58. Have students write a

paragraph about whether they think Gore’s speech may have
convinced or will convince people to act on climate change. Have
them explain their ideas and cite specific details from the speech to
support their opinion.

Complete the following items after you finish your first read.
Possible responses:
1. Why has Al Gore been asked to give this speech? 1. Al Gore was asked to give this speech because he
won the Nobel Prize.
2. climate change / global warming
3. 70 million tons
4. Robert Frost
5. Summaries will vary; however, students should
include: because of climate change, the human
2. What is the planetary emergency about which Gore is so concerned? species is facing a planetary emergency; we
must act immediately to avoid a terrible fate that
could mean the end of our civilization; there
are people who don’t believe this problem is
real, and we continue to put global-warming
pollution into the atmosphere; the crisis is getting
steadily worse, and might be even worse than
people think; we’re already seeing the effects
3. According to Gore, how much global-warming pollution was added to the of climate change: the North Polar ice cap is
atmosphere on the day he gave the speech? melting; cities are running out of water; there are
huge wildfires and stronger storms at sea; there
is massive flooding; even with all this evidence,
some people still refuse to believe global warming
is a threat and refuse to try to stop it; one reason
is that CO2, the major cause of global warming,
can’t be seen or smelled; another reason is that
some people prefer to avoid the huge changes
4. Which American poet does Gore quote in his speech? necessary to deal with this crisis.
Research
Research to Clarify If students struggle to
identify an unfamiliar detail, have them reread

the speech and notice an idea or concept that
might be new to them, such as CO2 emissions,
5. Notebook Write a brief summary of paragraphs 7–21 of the speech. Franklin Roosevelt, or Kanji characters.
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. For example, you might want to find out more about Alfred Nobel, the United
Nations, or “Earth Summit.” In what way does the information you learned shed light on
an aspect of the speech?
Nobel Speech 381
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Challenge
Extend Ask students to write a paragraph describing what they
think could happen if the problems of global warming and climate
change are not addressed. Remind them there is no one answer,
but their responses should be based on what they’ve read. Ask
volunteers to share their responses with the class.

Close Read the Text

Jump Start 1. This model, from paragraph 11 of the text, shows two sample
annotations, along with questions and conclusions. Close read the
passage and find another detail to annotate. Then, write a question
Close Read Have students close read
and your conclusion.
paragraphs 3–5. Ask: What vision is Gore NOBEL SPEECH
talking about? Why is he calling it “precious

and painful”? How and why is Gore comparing ANNOTATE: Gore uses the word
himself with Alfred Nobel? fever twice.
QUESTION: Why does Gore emphasize
this word?
ANNOTATE:
Close Read the Text CONCLUDE: Gore is personifying the earth These short bursts
as being vulnerable and feverish—due to
Walk students through the annotation model on global warming.
of thought are
interesting.
the student page. Encourage them to complete
items 2 and 3 on their own. Review and discuss QUESTION: What
is the purpose
the sections students have marked. If needed, As a result, the earth has a fever. And
behind this
continue to model close reading by using the fever is rising. The experts have passage?
the Annotation Highlights in the Interactive told us it is not a passing affliction
CONCLUDE:
Teacher’s Edition. that will heal by itself. We asked for Gore creates
a second opinion. And a third. And a a metaphor of
Analyze the Text fourth. And the consistent conclusion, earth as a patient
restated with increasing alarm, is that and scientists
Possible responses: as doctors. The
something basic is wrong.
1. Gore says we never intended to cause so much shortness of the
destruction to the planet, just as Nobel never passages creates a
intended that dynamite be used for waging war. sense of urgency.
Paragraph 16 DOK 2
2. (a) Mutually assured destruction means that 2. For more practice, go back into the text and complete the
Tool Kit
people are destroying the planet at the same time Close-Read Guide and close-read notes.
as the planet is destroying human life. DOK 2 Model Annotation 3. Revisit a section of the text you found important. Read this section
(b) Responses will vary.
closely and annotate what you notice. Ask questions such as “Why
3. Responses will vary. Students may conclude that did the author make this choice?” What can you conclude?
people have caused climate change without

intending to.
CITE TEXTUAL EVIDENCE
Analyze the Text to support your answers.
Notebook Respond to these questions.

1. Compare and Contrast How does Gore compare Alfred Nobel’s
intentions and goals with those of modern society?
FORMATIVE ASSESSMENT 2. (a) Interpret What does Gore mean by “mutually assured
destruction”?
Analyze the Text  STANDARDS (b) Make a Judgment Do you think Gore is correct? Explain.
• If students fail to cite evidence, then remind Reading Informational Text
3. Essential Question What effects do people have on the
Trace and evaluate the argument and
them to support their ideas with specific specific claims in a text, assessing environment? What have you learned about the effects people have
information from the text. whether the reasoning is sound and on the environment by reading this selection?
the evidence is relevant and sufficient
• If students fail to identify key ideas or the to support the claims.
relationships among key ideas, then have them
review the relevant sections of the speech. 382 UNIT 4 • PEOPLE AND THE PLANET
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Similar Words As students review the Close-Read Model, help them
analyze the word basic. Explain to students that as it is used in the
speech, the word basic (paragraph 11) is an adjective that means
“of extreme importance.” Gore is saying that something of extreme
importance is wrong. Show students the word basis and explain that
this word is a noun that means “something on which something else
is established or based.” ALL LEVELS

Analyze Craft and Structure Analyze Craft And Structure

Argument: Persuasive Speech A persuasive speech is a work of
Discuss with students that an effective persuasive
nonfiction that presents a series of arguments to convince people to
think or act in a certain way. When you read or listen to a persuasive
speech has more than one type of appeal. The
speech, be alert to the use of persuasive techniques. Then, decide reason this is effective is that a speech with
whether a particular technique provides reasonable and relevant support different types of appeals may persuade more
that persuades you to accept or act on the author’s ideas. people. For example, people who don’t respond
to an appeal to authority might respond to an
• Appeals to authority use the statements of experts and well-known appeal to emotion. People who don’t respond to
people.
an appeal to emotion might respond to an appeal
• Appeals to emotion use words that convey strong feelings. to reason. For more support, see Analyze Craft
• Appeals to reason use logical arguments backed by facts. and Structure: Persuasive Speech.
Most arguments will combine these techniques to appeal to their MAKE IT INTERACTIVE
audience on many levels. As you read Gore’s speech, analyze his use of Have students write an appeal to authority, an
persuasive techniques. appeal to emotion, and an appeal to reason. You
may wish to provide students with examples as a
model, such as the following:
Practice to support your answers. Authority: According to a recent study, air travel
is safer than it’s ever been.
Notebook Respond to these questions. Emotion: Every patriotic citizen must join this
1. Review the speech. Then, use the chart to identify at least one example march.
of each type of persuasive technique. Reason: If we want cleaner parks, we have to be
PErSUASIvE TEchNIQUE EXAMPLE willing to pay taxes.
appeal to authority (scientists) Paragraph 7 Practice
1. See possible responses in the chart on the
appeal to reason (we can solve the crisis if we act fast) Paragraph 8 student page.
2. Responses will vary; students should clearly
appeal to emotions (strong words) Paragraph 10 determine whether each example is relevant and
reasonable support.
2. Analyze the examples of persuasive techniques that you identified in 3. (a) We must greatly reduce the amount of CO2
the chart. Determine whether each example is relevant and reasonable emissions we’re discharging into the atmosphere;
support for Gore’s argument. we must stop building facilities that burn coal
without a way to trap and store carbon dioxide.
3. (a) What “massive changes” does Gore say must be made to solve (b) Responses will vary; students should state a
the climate crisis? (b) Has Gore persuaded you that these changes are clear position and give a logical reason for their
possible? Why or why not? answer.
4. (a) According to Gore, what is “shared responsibility”? (b) Is the

4. (a) Everyone must be responsible for finding
support he provides to highlight this idea persuasive and convincing?
solutions to global warming and everyone
should be allowed to contribute to this effort.
Why or why not?
(b) Responses will vary; students should state a
5. Write a paragraph in which you briefly summarize Gore’s overall clear position and give a logical reason for their
argument, and evaluate whether his reasons, evidence, and appeals answer.
convinced you of his claims. 5. Responses will vary; in addition to a summary,
students should state a clear position and give a
logical, relevant reason for their answer.
Nobel Speech 383
PERSONALIZE
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Strategic Support • If students have difficulty understanding
Persuasive Techniques Review the three types of persuasive
persuasive techniques, then review each one
techniques and discuss how and why each one can work. Use these and provide students with simple examples.
questions to prompt discussion: Why do people respond to appeals • If students have difficulty identifying persuasive
to authority? To appeals to emotion? To appeals to reason? How can techniques in the speech, then review relevant
an appeal to authority be used dishonestly? In what way can appeals parts of the speech and help students study
to emotion be used to manipulate an audience? How can an appeal each example.
to reason be used to manipulate an audience?
For Reteach and Practice, see Analyze Craft and
Structure: Persuasive Speech (RP).

TEACHING LANGUAGE DEVELOPMENT
Concept Vocabulary Concept Vocabulary

crisis urgency illusion
Why These Words?
Possible responses: pollution universal environment
1. Responses will vary. Crisis expresses the level that NOBEL SPEECH
Gore says the problem has reached. Urgency Why These Words? The concept vocabulary words describe situations
expresses his belief in the strength of the need or settings. For example, in paragraph 10 of his speech, Gore states that
to act. “we dumped another 70 million tons of global-warming pollution into
2. human species (paragraph 8); planetary the thin shell of atmosphere surrounding our planet, as if it were an
emergency (paragraph 8); threat (paragraph 8); open sewer.” The word pollution describes a poisonous component of a
survival (paragraph 8); civilization (paragraph 8); setting—Earth’s atmosphere.
ominous (paragraph 8); destructive (paragraph 8)
1. Select two concept vocabulary words other than pollution. Explain
consequences (paragraph 8)
how each word describes a setting or a situation.
Practice
Possible responses: 2. What other words in the selection might describe a setting or
1. illusion a situation?
2. crisis
3. universal Practice
4. urgency Notebook Confirm your understanding of the concept vocabulary
 WORD NETWORK
5. environment words by using them to complete the sentences.
Add interesting words
6. pollution related to people and the 1. Environmental groups work to educate the public and eliminate the
planet from the text to your ___________ that the earth is perfectly healthy.
Word Network Word Network
2. Despite scientific evidence, many world leaders have yet to consider
Possible words: communities; disasters; the health of the environment a ___________.
misfortunes; caretakers
3. Water shortages are common across the world, making the
problem ___________.
Word Study 4. Leaders such as Gore work with a variety of organizations to create a
For more support, see Concept Vocabulary and sense of ___________ about environmental issues.
Word Study. 5. Increased instances of wildfires show how the ___________ is changing.
Possible responses: 6. ___________ can affect all parts of our environment, from the water

1. Free education should be a universal right for the we drink to the air we breathe.
children of the world.  STANDARDS
Language
2. unicycle: a vehicle that has a single wheel and is • Demonstrate command of the Word Study
usually propelled by pedals; It takes good balance conventions of standard English
to ride a unicycle. grammar and usage when writing or Latin Prefix: uni- The Latin prefix uni- means “one.” In his speech,
speaking. Gore defines the climate crisis as universal because it affects everyone in
nicellular: having or consisting of a single cell; An
u a. Explain the function of phrases
the world similarly, as if all people were one entity.
amoeba is a unicellular organism. and clauses in general and their
function in specific sentences.
nilingual: knowing or using a single language;
u • Determine or clarify the meaning
1. Write your own sentence that correctly uses the word universal.
My younger brother is unilingual—he speaks only of unknown and multiple-meaning
English. reading and content, choosing 2. Using a dictionary, find three other words with the prefix uni-. Record
flexibly from a range of strategies. a definition for each word and write a sentence using it.
b. Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word.
Concept Vocabulary VOCABULARY DEVELOPMENT
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If students fail to see the connection among

Concept Vocabulary Reinforcement Reinforce 1. After the mud slide, authorities responded with
the words, then have them use each word in a students’ comprehension with “show-you- great urgency; _________.
sentence and think about what is similar about know” sentences. The first part of the sentence Possible response: they rescued people as fast
the sentences. uses the vocabulary word and the second part as they could.
clarifies its meaning. Model the strategy with this
Word Study example: The storm created a crisis; the town
2. The cleanliness of the water was an
If students have trouble finding appropriate illusion;_________.
had no power or water. Give students these
words, then review using a dictionary to find prompts: Possible response: it was dangerously polluted.
words. For Reteach and Practice, see Word
Study: Latin Prefix uni- (RP).

Infinitive Phrases and Gerund Phrases Writers and speakers, such as
CLARIFICATION Infinitive Phrases and Gerund
Al Gore, use various types of phrases to add detail to sentences and to
clarify the relationships among ideas. Two types of phrases are infinitive In each example, the Phrases Continue the discussion of infinitive
phrases and gerund phrases. An infinitive is a verb form that acts as a
infinitive or gerund is phrases and gerund phrases, focusing on what
underlined, and the each one is, how it functions in a sentence,
noun, an adjective, or an adverb. An infinitive usually begins with the
infinitive phrase or gerund
word to. An infinitive phrase is an infinitive plus its own modifiers, and how to recognize it. For more support, see
phrase is italicized. Refer
objects, or complements. to the Grammar Handbook
Conventions: Infinitive Phrases and Gerund
to learn more about these Phrases.
• Noun (functioning as a subject): To speak Spanish fluently is my goal.
terms.
• Noun (functioning as an object): I want to learn other languages. MAKE IT INTERACTIVE
Write the following sentences on the board. Then
• Adjective (modifying one): She is the one to see immediately,
have students identify each infinitive phrase and
• Adverb (modifying waited): Everyone waited to hear the news. identify its role in the sentence.
A gerund is a verb form that ends in -ing and acts as a noun. It can We were all excited to see the big game. (to see –
function as a subject, an object, a predicate noun, or the object of adverb modifying excited)
a preposition. A gerund phrase is a gerund plus its own modifiers,
Mr. Hadley is the best person to interview for this
objects, or complements.
article. (to interview – adjective modifying person)
• Subject: Remodeling the building was a good idea. To visit three national parks is my hope for this
• Direct Object: Mischa enjoys painting with watercolors. vacation. (to visit – noun functioning as subject)
• Predicate Noun: Her favorite sport is cross-country skiing.
Read It
• Object of a Preposition: Nina never tires of singing holiday songs.
1. (a) to serve; adverb modifying tried
Read It (b) expanding; direct object
1. Reread these sentences from the selection. Mark each infinitive or (c) to make; adjective modifying time
infinitive phrase and each gerund or gerund phrase. Identify the
function each performs in the sentence.
(d) realizing; object of the preposition without
a. It is a purpose I have tried to serve for many years. Write It
Possible response:
b. This new consciousness requires expanding the possibilities inherent 1. To practice until I can play this song perfectly is all
in all humanity. I plan to do.
2. Winning tomorrow’s game is our focus right now.
c. It is time to make peace with the planet. 3. Jerome scrambled to leave the water when he
saw the huge wave.
d. Indeed, without realizing it, we have begun to wage war on the 4. Judy hates knowing the end of a movie she hasn’t
earth itself. seen.
An English Language Support Lesson on
Write It Gerunds is available in the Interactive
Notebook Write an example of each sentence named below.
1. A sentence that uses an infinitive as a noun
2. A sentence that uses a gerund as a subject
3. A sentence that uses an infinitive as an adverb
4. A sentence that uses a gerund as an object
Nobel Speech 385
Conventions
• If students have trouble identifying or using
infinitive phrases, then review how they are
PERSONALIZE FOR LEARNING formed and how they are used.
LIT17_SE07_U04_A2C_WC_APP.indd 385 16-03-31 3:55 PM
• If students have trouble identifying or using

Challenge gerund phrases, then review how they are
Extend At the end of his speech, Gore says the next generation formed and how they are used.
will ask one of two questions: “What were you thinking; why
didn’t you act?” or “How did you find the moral courage to rise For Reteach and Practice, see Conventions:
and successfully resolve a crisis that so many said was impossible Infinitive Phrases and Gerund Phrases (RP).
to solve?” Ask students to imagine they must answer one of these
questions. Have students pick one question and write an answer.
Selection Test
Ask volunteers to share their response with the class. Administer the “Nobel Speech” Selection Test,
which is available in both print and digital formats
online in Assessments.

PLANNING WHOLE-CLASS LEARNING • NOBEL SPEECH
Nobel Speech
Audio summaries of “Nobel
Speech” are available online in This selection is a video of Al Gore’s 2007 Nobel Peace Prize
both English and Spanish in the acceptance speech. In the speech, former vice president Al Gore
Interactive Teacher’s Edition or speaks to assembled dignitaries and scientists in Oslo, Norway. He
Unit Resources. Assigning these begins by talking about how Alfred Nobel was inspired to create
summaries prior to watching the Nobel prize in the first place—by reading his own premature
the selection may help students obituary that spoke harshly of his legacy. Similarly, Gore decided to
build additional background turn full-time to advocating for the environment after reading harsh
judgments about his career in politics. His message is ultimately
their first review.
optimistic, calling on listeners to live up to their responsibilities to
future generations.
Insight
Hearing a speech gives students a sense of rhetoric that simply reading
it cannot. This occurs in much the same way that reading a play
provides a different experience than watching that play performed
by actors.
Essential Question:
people have on the Gore’s speech illustrates how civilization has been able to alter the
environment? environment, even though these changes are not always apparent. His
speech also emphasizes the choices nations can make now to prevent a
planetary emergency from occurring.
What is the most Whole-Class Learning Performance Task This speech connects to the
significant effect that Performance Task in two ways. First, it provides students an example of
people have on the an argument in which the speaker’s viewpoint is supported by evidence.
environment? Second, it provides a wealth of information to help students address the
prompt.
Unit Performance-Based
Assessment Unit Performance-Based Assessment Gore’s speech also connects to the
Are the needs of people Performance-Based Assessment. The speech cites many useful sources
ever more important of information students can research for use in their own essays. In
than the needs of animals addition, because this speech was presented in 2007, students will have
and the planet? the opportunity to explore the actions that have been taken, or not
taken, to decrease carbon emissions into Earth’s atmosphere.

DIGITAL
LESSON RESOURCES

Lesson First Review Concept Vocabulary Writing to Compare
Close Review
Analyze the Media
Instructional RI.7.10 By the end of the year, read and L.7.4 Determine or clarify the meaning RI.7.7 Compare and contrast a text . . .
Standards comprehend literary nonfiction. . . of unknown and multiple-meaning W.7.1 Write arguments . . .
words and phrases . . . W.7.1.a Introduce claim(s) . . .
SL.7.3 Delineate a speaker’s argument
W.7.1.b Support claim(s) . . .
and specific claims . . .
W.7.1.c Use words, phrases, and clauses . . .
SL.7.3 Delineate a speaker’s argument . . .
STUDENT RESOURCES
Available online in the Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Review Guide: Media-Video
Close-Review Guide: Media-Video
TEACHER RESOURCES
Selection Resources
A Concept Vocabulary Writing to Compare: Argument
Spanish
Interactive Teacher’s
Edition or Unit Resources First Review Extension Questions
Assessment
Available online in
My Resources
Media Complexity Rubric: Nobel Speech

Format and Length Video; 21 minutes
Knowledge Demands Historical and scientific knowledge demands; many historical references throughout the speech, not all
1 2 3 4 5 of which are explained.
Structure The selection is a formal speech.

1 2 3 4 5
Language Conventionality and Clarity Figurative language is used to emphasize important points. The selection contains subject specific
1 2 3 4 5 vocabulary and many quotes from world leaders and scientists.
Levels of Meaning/Purpose Selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5

Comparing Text to Media

In this lesson, you will watch Al Gore’s Nobel
Jump Start NOBEL SPEECH (TEXT)

Prize acceptance speech. While you watch and
listen, think about how the written speech and
NOBEL SPEECH (VIDEO)
spoken speech have different effects.
FIRST REVIEW Assuming that students have
read Al Gore’s speech, engage them in a
discussion about how seeing and hearing Gore
deliver the speech might be different from
reading the speech.
About the Author
Nobel Speech
Concept Vocabulary
You will encounter the following words as you listen to the speech.
Nobel Speech
What advantages might there be to seeing and unprecedented (uhn PREHS uh dehn tihd) adj. never having happened
before; unheard of
hearing a speech rather than reading it? Is it
possible that seeing and hearing a speech could Former United States recklessly (REHK lihs lee) adv. without regard for consequences; carelessly
be less effective than reading it? Why? Modeling Vice President Al Gore
(b.1948) continues imminent (IHM uh nuhnt) adj. threatening and likely to occur at any
the questions viewers might ask as they watch moment
dedicating his life to
Al Gore’s Nobel Speech brings the speech alive environmental issues and is unsustainable (uhn suh STAY nuh buhl) adj. unable to continue at the same
for students and connects it to the Whole-Class a prominent advocate for rate or in the same way
Performance Task assignment. Project the video solutions to climate change.
emissions (ih MIHSH uhnz) n. gas or other substance sent into the air
in class or ask students to open the video in their Since winning a Nobel Prize
interactive textbooks. and donating his portion efficiently (uh FIHSH uhnt lee) adv. with the least amount of effort and
of the $1.6 million award, waste; effectively
Gore has established
Concept Vocabulary and runs a nonprofit
Encourage students to discuss the concept organization, The Climate First Review MEDIA: VIDEO
vocabulary. Have they seen or used these terms Reality Project. He released
another book on climate Apply these strategies as you conduct your first review. You will have an
or concepts before? For more support, see change, The Future: Six opportunity to complete a close review after your first review.
Concept Vocabulary. Drivers of Global Change.
Gore also collaborated
with NASA, the National
FIRST REVIEW TC
H
Oceanic and Atmospheric
WA

Organization (NOAA), and WATCH who speaks, what they NOTE elements that you find
As they watch, students should perform the steps
the United States Air Force say, and how they say it. interesting and want to revisit.
of the first review: to launch a satellite into
WATCH: Ask students to note the situation of the space that would allow
anyone to see Earth and
speech. How is it being delivered?
track its changes online.
NOTE: Students should note the time stamp of CONNECT ideas in the RESPOND by completing the
any moments they find especially interesting or video to other media you’ve Comprehension Check.
important. experienced, texts you’ve read,
or images you’ve seen.
CONNECT: Encourage students to increase their
understanding by connecting the video of the  STANDARDS
Reading Informational Text
speech to other media they have seen or heard. By the end of the year, read and
comprehend literary nonfiction in
RESPOND: Students will answer questions to the grades 6–8 text complexity band
demonstrate understanding. proficiently, with scaffolding as
needed at the high end of the range.
Point out to students that while they will
complete the Respond step at the end of the 386 UNIT 4 • PEOPLE AND THE PLANET
first review, the other steps will probably happen
somewhat concurrently. You may wish to print
copies of the First-Review Guide: Media:
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Prefix un- Help students better understand the prefix un-. Explain
that this prefix means “not.” Discuss the meaning of each of the
following words and how it is formed using this prefix: unambitious;
unskilled; unavailable; unartistic; undesirable; ungraceful;
unbelieving; unacceptable.
Review the two technical vocabulary words that have this prefix:
unprecedented; unsustainable. Also discuss the suffix -able (“capable
of, fit for, worthy of being so acted upon”), and discuss the words
that have both the prefix and the suffix. ALL LEVELS
MEDIA | VIDEO
Nobel Speech
Al Gore
BACKGROUND
Human activities, such as the use of power plants and automobiles, produce
large amounts of greenhouse gases such as carbon dioxide. Greenhouse
gases trap heat in the atmosphere and are the primary cause of global climate
change. Temperature changes that result from global climate change could
have disastrous consequences, such as the melting of polar ice caps, extreme
weather, and the extinction of many species.
NOTES
Nobel Speech (video) 387
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DIGITAL PERSPECTIVES
Enriching the Selection To help students showing it to students.) Have students discuss
understand and appreciate Gore’s reference to what they see in the video and how this helps
the North Polar ice cap “falling off a cliff,” use them understand and appreciate Gore’s concern.
the search term “melting polar ice caps” to find Then have students write a paragraph about
video footage online showing melting polar ice. how the video and Gore’s speech are connected.
(Note: Be sure to preview any video before (Research to Clarify)

TEACHING

Complete the following items after you finish your first review.
Possible responses:
1. Gore is directly addressing those in the audience:
the Swedish royal family, the Nobel Committee, 1. Whom is Gore addressing in his speech?
and everyone else in the room. He is delivering his
message to everyone in the world.
2. One study estimates it could be completely gone
during summer in less than 22 years. Another
study warns this could happen in 7 years.
3. Cordell Hull won the Nobel Peace Prize in 1945
and was instrumental in establishing the United
Nations. He lived in Al Gore’s hometown of
Carthage, Tennessee. 2. What do recent studies say about the North Polar ice cap?
4. Responses will vary; students should identify
specific language in the speech and clearly explain
why they chose it.
Research
Research to Clarify If students struggle to
choose an element of the video to research, you
might suggest that they learn more about who
else won the Nobel Prize in 2007. 3. Who is Cordell Hull?

4. Notebook Choose an example of powerful language in the speech, and
explain why this language is so powerful.
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly
research that detail. In what way does the information you learned shed light on
an aspect of the speech?
LIT17_SE07_U04_A3C_M_WC.indd 388 PERSONALIZE FOR LEARNING 16-04-18 4:05 PM
Challenge
Research Encourage students to view another speech Gore has
given, whether the topic was climate change or something else.
They can locate speeches online by using the search term “Al Gore
speeches.” Then have students write a paragraph comparing the
speech they watched with Gore’s Nobel Acceptance Speech. Which
speech is more effective? Why? Is Gore a good speaker? Why or
why not?

MAKING MEANING
Close Review
Watch the video of Al Gore’s Nobel speech again.
Write any new observations that seem important. What Jump Start
questions do you have? What can you conclude?
CLOSE REVIEW Engage students in a brief
NOBEL SPEECH (vidEO)
discussion about the differences they noticed
between the text of the speech and a video.
analyze the media Ask if watching the video provided any
Notebook Complete the activities. insights that reading the speech did not.
Discuss which version of the speech they
1. Identify a section in the video of Al Gore’s speech that you found
preferred and why.
particularly persuasive. Then, write a short paragraph in which you
briefly describe this section, and explain why you chose it.

environment? What have you learned about the ways in which
Close Review
people affect the environment from watching the video of Al Gore’s
speech? Remind students to use Accountable Talk in their
discussions and to support one another as they
language development
complete the close review.
Concept vocabulary
Analyze the Media
unprecedented imminent emissions 1. Responses will vary. Students should describe
recklessly unsustainable efficiently a specific part of the video and clearly explain
why they chose it.
Notebook Demonstrate your understanding of these words in your 2. Responses will vary. Students might
 WoRd netWoRK
conclude that even when people are told an
responses to these questions.
Add interesting words environmental problem exists, they might
1. Why does Gore most likely use the word unprecedented to describe about people and the choose to deny it or ignore it.
scientists’ distress about the North Polar ice cap? planet from the text to
your Word Network.
2. Why does Gore most likely use the word recklessly to describe the
Concept Vocabulary
burning and clearing of forests? For more support, see Concept Vocabulary.
Possible responses:
3. Why is the word emissions important to the speech? 1. Gore uses the word unprecedented to show that
scientists’ concern about the North Polar ice cap
4. According to Gore, what threat to humanity is imminent? has never been this great before.
 StaNdardS
Speaking and Listening 2. Gore uses the word recklessly to emphasize the
5. Why does Gore consider our current approach to climate change Delineate a speaker’s argument point that people are burning and clearing forests
and specific claims, evaluating the
unsustainable? soundness of the reasoning and without thought about immediate consequence
the relevance and sufficiency of or any regard for the future.
the evidence.
6. Name one thing we must do efficiently if we are to successfully 3. CO2 emissions are a major cause of global
Language
address global warming. Determine or clarify the meaning warming.
of unknown and multiple-meaning
words and phrases based on
4. Gore believes the threat of climate crisis is
grade 7 reading and content, imminent.
choosing flexibly from a range of
strategies.
5. Gore considers our current approach to climate
change unsustainable because we are not doing
anything that is effectively stopping it.
Nobel Speech (video) 389
6. We need to efficiently control emissions to
address global warming.
LIT17_SE07_U04_A3C_M_WC_APP.indd 389 Formative Assessment Concept Vocabulary 16-04-20 9:28 AM
Analyze the Media If students struggle to answer the concept

If students struggle to close review the video, vocabulary questions, then review relevant parts
then encourage them to follow along with the of the video and discuss how these words are
used in the speech.
text to anticipate Gore’s argument.

TEACHING eFFeCTIVe eXPreSSION
Writing to Compare Writing to Compare

You have studied the written version and video of Al Gore’s Nobel Prize
As students prepare to compare the text and a
acceptance speech. Now, analyze both versions and consider how the
video of Al Gore’s Nobel Prize acceptance speech, medium in which the message is provided—written or video—affects
they will consider the way the delivery impacts how persuaded you are by Gore’s message.
NOBEL SPEECH (tExt)
the success of the message.
Assignment
Prewriting Both the written and video versions of Gore’s Nobel speech contain
Gather Evidence Encourage students to review the same message. However, the different modes of delivery, text
each format to consider how each format reveals and speech, may affect how an audience is persuaded by the message.
something they might not have noticed in the Write an argument in which you state a claim as to which medium
other. more persuasively conveys Gore’s argument. Explain how the elements of
NOBEL SPEECH (vidEO) the video or the written text either strengthen or weaken the argument.
a. Text presents the argument. Evidence may be
easier to follow because a reader can see the
structure. Prewriting
b. It may be harder to trace the organizational Gather Evidence Review both the text and video. Use a chart like this to
structure in the speech. gather your notes. In the left column, record key ideas that are conveyed
in both the text and video. Then, take note of how effectively that key
c. Text is more effective for allowing readers to idea is portrayed in each medium.
review details.
d. Text may feel dense. KEY idEA EFFECtivENESS iN tExt EFFECtivENESS iN vidEO
e. Spoken word is more musical and more rhythmic. a. See b. c.

responses
f. Video is more effective for allowing readers to in Teacher’s
Edition
hear the sounds of the speech. Viewers also see
reaction to the speech.
d. e. f.
1. Responses may vary. Students may note that
the video allows students to hear the way Gore
presents the information. Some may say that  StANdArdS
it sounds like a political campaign speech. The Reading Informational Text
Compare and contrast a text to
video allows us to hear the rhythm and figurative

an audio, video, or multimedia
language in the speech. version of the text, analyzing each
medium’s portrayal of the subject.
2. Students will likely say that Gore’s mood comes
Writing
through in his speech on the video more than Write arguments to support claims
it does in the text of the speech. Students may with clear reasons and relevant
notice themes that they hadn’t noticed just in evidence.
b. Support claim(s) with logical
reading the text. For example, they may not have reasoning and relevant evidence, Notebook Respond to these questions.
noticed the deep comparison to war that comes using accurate, credible
1. Does the text reveal aspects of the argument that the video does not?
through in the speech. They also may notice that sources and demonstrating an
understanding of the topic or Explain.
for much of the speech, Gore does not speak with text.
the passion the text may suggest. The last section 2. Does the video communicate the author’s tone in a way the text does
of the speech is very powerful. Delineate a speaker’s argument not? Explain.
soundness of the reasoning and
the relevance and sufficiency of
the evidence.
390 UNIT 4 • PeoPle aNd The PlaNeT
LIT17_SE07_U04_A3C_M_WC_APP.indd 390 16-04-20 9:29 AM
390 UNIT 4 • people and the planet

essential question: What effects do people have on the environment?
Drafting
Craft Your Claim Decide which version of the speech you think is
Drafting
more convincing and write a claim in which you state your position. Craft Your Claim Remind students that the
Choose your words carefully so that you state your position in a clear claim is the main idea that the argument will
and strong way. develop. Students should decide which format is
most effective and then identify the details that
Claim:
help support that claim.
Use Transitions to Connect Ideas If students
create an outline, they can identify several ideas
Use Transitions to Connect Ideas Use your notes from the analysis you that support their claim. You may decide to
did earlier to analyze the similarities and differences in the video and the
encourage students to draft their essay first and
text. Explain the ways in which these differences made one version more
build in the transitions after. Remind students
persuasive than the other.
that the transitions will help readers follow the
To show similarities and differences, use transitions to connect your ideas. thoughts.
Transitions that show differences Provide Counterarguments To help students
however, unlike, on the other hand, yet, in contrast, but, although build a counterargument, ask them to think
Transitions that show similarities  evidence log about the most effective element in the format
Before moving on to a they have not chosen. Students should write to
also, similarly, likewise, too, in addition new selection, go to your express the strength of that element, but they
Evidence Log and record should then return to explain why the other
Provide Counterarguments To make your argument stronger and
what you’ve learned
more convincing, you must address opposing viewpoints. To do so, format is generally more successful.
from the text and video
summarize the opposing view without offering your opinion about it. of Al Gore’s Nobel Prize
Then, use reasons and evidence to offer a counterargument in which
you prove why this position is wrong.
acceptance speech. Review, Revise, and Edit
As students revise, encourage them to review their
Opposing View: draft to be sure they have explained their thinking
clearly. Ask them to review their word choice. Finally,
remind students to check for grammar, usage,
 standards and mechanics. For more support, see Writing to
Counterargument: Reading Informational Text Compare: Argument.
Compare and contrast a text to
an audio, video, or multimedia
version of the text, analyzing each
medium’s portrayal of the subject.
Review, Revise, and Edit Writing Evidence Log Support students in completing
Write arguments to support claims
Once you are done drafting, review and revise your essay. Be sure you
have provided enough support for your position. Pay close attention to evidence. help prepare them for the Performance-Based
be sure you have used transitions effectively to show the relationships a. Introduce claim(s),
Assessment at the end of the unit.
acknowledge alternate or
among claims, reasons, and evidence. Identify areas where you can add opposing claims, and organize
additional examples to strengthen your argument. the reasons and evidence
logically.
b. Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible
sources and demonstrating an
understanding of the topic or
text.
c. Use words, phrases, and FORMATIVE ASSESSMENT
clauses to create cohesion and
clarify the relationships among Writing to Compare
claim(s), reasons, and evidence.
If students are unable to find points of
comparison or cite specific evidence, then have
Nobel Speech (text) • Nobel Speech (video) 391 students skim the speech and rewatch the video.
LIT17_SE07_U04_A3C_M_WC_APP.indd 391 PERSONALIZE FOR LEARNING 19/04/16 8:08 AM
Strategic Support
Comparisons In paragraphs 38 and 41 of the text of the speech,
Gore compares the challenge of dealing with climate change
to the challenges faced during World War II. Draw students’
attention to these paragraphs and discuss why Gore does this. In
what way is addressing climate change like fighting a war? What
other comparisons to World War II does Gore make? Are these
comparisons valid? Why or why not? Do they make the speech
stronger? Why or why not?

TEACHING PERFORMANCE TASK: WRITING FOCUS
WRITING TO SOURCES
Write an Argument
Jump Start
• from SILENT SPRING
You have read and watched selections that relate to the effects people
• NOBEL SPEECH (text) have on the environment. In Silent Spring, Rachel Carson raised
Ask students to compare Rachel Carson’s awareness by exposing the negative effects that certain human activities
• NOBEL SPEECH (video)
approach to environmental issues in have on the world around them. Decades after Silent Spring was
Silent Spring with Al Gore’s approach to published, the public is coming to terms with a new challenge due to
the effects of human activity on the environment—climate change. In his
environmental issues in his Nobel speech. You
Nobel Prize acceptance speech, Al Gore urges society to take action and
might guide them with questions such as “How
change its behavior before it is too late.
does each explain the problem?” “Why does
this similarity or difference exist?” As students Tool Kit
share, ask them to cite specific examples from Student Model of an Assignment
the selections to support their ideas. Argument Use the knowledge you gained from the selections in this section as
well as from your own experience to write an argument in which you
take a position on the following question:
Write an Argument What is the most significant effect that people have
on the environment?
Make sure students understand what they are
After you write your argument, turn it into a blog post, and post it to
being asked to do in the assignment. Explain
a school or class website. Be sure to include links to your sources.
that they are being asked to take a position on
a question and write an argument supporting
their position.
Students should complete the assignment Elements of an Argument
ACADEMIC
using word processing software to take VOCABULARY In an argument, the writer states and supports a claim based on factual
advantage of editing tools and features. As you craft your evidence. An effective argument includes the following elements:
argument, consider using • a clear statement of your claim, or position, on an issue that has
Elements of an Argument some of the academic more than one side
Remind students that transitional words, phrases, vocabulary you learned in
• the context surrounding the issue
the beginning of the unit.
and clauses that show the relationships among • persuasive evidence and logical reasoning that supports your claim
ethical
claims, reasons, and evidence will greatly help • statements that acknowledge counterclaims, or opposing views,
dissent
readers follow and understand their argument. interject and offer counterarguments to disprove these views
Point that it’s always better to clearly show the discord • a clear organizational structure

relationships among ideas rather than make the accuracy
• words, phrases, and clauses that show the relationships among
readers make the connection for themselves.
claims, reasons, and evidence
Remind students that they’ll find the elements of
• a formal style that appeals mainly to the audience’s sense of reason
an effective argument in “Rethinking the Wild.”
 STANDARDS
MAKE IT INTERACTIVE Writing
Model Argument For a model of an argument, LAUNCH TEXT
Project “Rethinking the Wild” from the Interactive • Write arguments to support claims
see the Launch text, “Rethinking the Wild.”
with clear reasons and relevant 4
UNIT INTRODUCTION
Teacher’s Edition and have students identify the evidence.

Challenge yourself to find the elements of an LAUNCH TEXT | ARGUMENT MODEL
elements of an argument, such as a position on • Use technology, including the

This text presents an argument, a type
of writing in which an author states and
defends a position on a topic. This is the
type of writing you will develop in the
effective argument in the text. You will have an

Performance‑Based Assessment at the end of
the unit.
Rethinking
Internet, to produce and publish
As you read, think about the way the writer
the Wild
presents a position. Notice ways in which the
an issue, a context for the issue, evidence that

writer weaves together elements of story‑
telling and informative writing in support of
the argument.
writing and link to and cite sources opportunity to review these elements as you NOTES
1
T here are seven billion people on the planet, and each of us

has an impact on the animals and plants we share it with.
supports the position taken, opposing views, and a

It’s a constant give-and-take, and people have strong opinions.
as well as to interact and collaborate

Even though the correct course of action isn’t always obvious,
sometimes the needs of human beings have to take priority.
prepare to write your own argument.

2 In Jon Mooallem’s book Wild Ones, he describes the attempt of
a story that may challenge what you thought you knew about the
with others, including linking to and

sometimes competing interests of people and animals.
clear organizational structure.

3 The North American whooping crane—one of the few living
relics of the Pleistocene era—suffered a huge drop in population
in the nineteenth and twentieth centuries. In 1860 there were
1,400 whooping cranes. In 1941 there were just 15, and in 1967 the
citing sources.

whooping crane was listed as “endangered.”
4 Mooallem explains how Operation Migration planned to save
the whooping crane by raising a new flock in Wisconsin. The hard
part would come next: getting the birds to migrate to Florida.
Here’s how they did it: they led the birds there themselves. In a
disguised aircraft, that looked and flew like a bird, they flew along
• Write routinely over extended time

with the flock. They avoided talking, and even wore all-white
costumes, so that the cranes wouldn’t get too comfortable with
Academic Vocabulary
humans and would remain wild.
5 When the cranes reached Florida, they were put into a
“release pen” with no top netting, so the birds could fly away
frames and shorter time frames for

themselves when they were ready. The complex was surrounded
by houses. In fact, it was practically in the backyard of a couple
named Gibbs. And that’s where the second part of the story starts.
a range of discipline-specific tasks,

Ask students for examples of how they might use
LIT22_SE07_U04_LT.indd 356 18/03/21 3:17 PM
purposes, and audiences.

the academic vocabulary in their essays.
AUTHOR'S PERSPECTIVE Kelly Gallagher, M.Ed.

LIT22_SE07_U04_A_WC_PT.indd 392 18/03/21 3:28 PM
Purposeful Editing Many students resist same structural, grammatical, or style Students copy the sentences. Below the
editing because they don’t see its value. feature on the board. For example: sentences, write “What do I notice?”
Explain that editing, the process of making 1. John, 14, is too young to drive. Students might write:
things correct, adds power to writing. • All the sentences have interruptions.
Teachers can model the process by using 2. My girlfriend, who is afraid of snakes,
refuses to go to the zoo. • All have two commas.
the Sentence of the Week (SoW) strategy.
Before students enter the classroom each 3. The player, exhausted from the long • A comma goes before and after the
Monday, write three sentences with the game, collapsed. interruption.

ESSENTIAL QUESTION : What effects do people have on the environment?
Prewriting / Planning Prewriting/Planning

Craft Encourage students to consider the
Craft a Claim Review the notes you took on the selections. Craft a one- or
two-sentence thesis statement that clearly states your claim, or position. Make sure
selections they have read in this unit so far.
your statement can be supported with several reasons and a variety of relevant evidence. Remind them to read the prompt and consider
the variety of possible topics they might choose.
Address Counterclaims Strong arguments address counterclaims, or opposing
positions, and explain why these views are flawed. In your argument, address at
As students draft their claim, they should be
least one counterclaim and provide a response in which you disprove it, or your able to note a few reasons to support why they
counterargument. believe that their response is the most significant
effect that people have on the environment.
Possible counterclaim: Gather Evidence Remind students that
when they find online sources they will use for
Reasons and evidence that support counterclaim:
evidence, they should be sure to record the site’s
My counterargument: name and URL so they can cite their source when
they write. The easiest way to capture a URL is to
Reasons and evidence that support my counterargument: cut and paste the information from their browser
into a text document.
Connect Across Texts Remind students to try to
Gather Evidence Before you begin drafting, gather details that support connect across both selections: Silent Spring and
 EVIDENCE LOG
your claim. Include the strongest and most convincing details to support Nobel Speech. Point out that Gore’s speech has
Review your Evidence Log
your claim. In the Launch Text, the writer uses an anecdote, a quick story and identify key details you
specific information, and facts and figures, and
that reinforces a main point, to illustrate how difficult it can be to balance may want to include in that the excerpt from Silent Spring does not have
the needs of people and animals. your argument. this level of researchable detail. However, Silent
In Jon Mooallem’s book, Wild Ones he describes the attempt of Spring has ideas that students can build on.
a story that may challenge what you thought you knew about the
sometimes competing interests of people and animals.
Connect Across Texts To effectively present and support your argument
with evidence from the selections, review the texts and note key ideas,
examples, and important details. If the exact words are important, use
direct quotations from the text, or an author’s exact words. To simplify
a complicated idea and make it easier to understand, paraphrase the
idea, or restate it in your own words. When using direct quotations,

place quotation marks around the exact words of another author. When
paraphrasing, be sure your paraphrases correctly reflect the ideas in the
original text.
Analyze the ways in which the Launch Text presents and supports an
argument. To do so, ask questions such as:
 STANDARDS
• What important information does the author use to support his or Writing
her position? Why might the author have chosen this evidence? • Introduce claim(s), acknowledge
alternate or opposing claims, and
• How does the author’s diction, or word choice, affect the strength of organize the reasons and evidence
the argument? logically.
• Support claim(s) with logical
Seeing how an author effectively presents and supports an argument will reasoning and relevant evidence,
enable you to better apply these skills to your own writing. using accurate, credible sources and
demonstrating an understanding of
the topic or text.
Performance Task: Write an Argument 393
LIT17_SE07_U04_A_WC_PT.indd 393 Personalize for Learning

20/04/16 9:31 AM
• If you take out the content between the commas, Strategic Support
the sentences still make sense. Finding Trustworthy Sources Remind students that when
they conduct online research they should be careful to use only
Teaching editing skills through sentence study helps
trustworthy sources. These are usually sources with .gov or .edu in
students to generate the grammar rules organically.
their Web address. Point out that sources with .org in their Web
address can be trustworthy, but these can also be organizations
with an agenda, and the information on those sites might not be
objective. Also remind students that anyone can post anything on
the Internet — just because something is on the Internet doesn’t
mean it’s true or trustworthy.

a
Drafting Drafting
Organize Your Argument As you draft, present the supporting
Organize Your Argument Encourage students
evidence you have gathered, starting with your least important points
to write an outline of their argument, simply and building to your most important ones. Use transitional words and
listing their position, each reason for taking this phrases to unify your writing and show the relationships among your
position, and each piece of supporting evidence, ideas. Use the method shown in the pyramid diagram to outline your
before writing their first draft. The graphic argument before you write your first draft.
organizer will be a helpful tool for students to
plan their arguments.
Write a First Draft Remind students that their
first draft doesn’t have to be perfect. In their first
draft they should just get their ideas down on
paper. They can revise their writing and the order Introduction
of their ideas when they edit their argument. and claim
Appeal to Your Audience Remind students • First point in argument

that in addition to using a formal tone and • Reasons and supporting
maintaining standard English, they should not get details
overly emotional in presenting their argument. • Counterclaims (opposing views)
Their argument should be strong, but if it’s too • Counterargument that disproves
emotional readers might feel they’re not being counterclaim
objective.
• Strongest point in arguments
• Reasons and supporting details
Conclusion
Appeal to Your Audience An author’s style is the “sound” of his or

her writing—it refers to the unique ways an author uses words. Word
choice and tone, or the author’s attitude toward his or her subject, are
important elements of style. To keep your audience engaged choose

words that add interest. Regardless of your audience, your style should
be formal in an argument—never include slang and always maintain
standard English.
Address Counterclaims Address counterclaims to your position
directly—do not avoid them. To do so, respond to counterclaims with
statements that show why these claims are flawed. These statements are
your counterargument and should be supported by logical reasons and
relevant evidence.
Write a First Draft Review the elements of an effective argument,
 STANDARDS
and write your first draft based on your completed outline and the
Writing
• Write arguments to support claims information you have gathered. Use a variety of sources and different
with clear reasons and relevant types of evidence for support as you draft your argument.
evidence.
d. Establish and maintain a
formal style.
AUTHOR'S PERSPECTIVE Jim Cummins, Ph.D.

LIT17_SE07_U04_A_WC_PT.indd 394 19/04/16 8:21 AM
Transfer of First Language English capture, express, and organize their ideas. After students have produced their initial
learners’ home languages are valuable Translation software can be useful as a drafts in English, teachers can work with
cognitive tools that can be tapped to starting point to help students move from them on the revision process, focusing on
help them improve the quality of their their home language draft to an English such key areas as organization, paragraph
first drafts. Having students write in their draft. Obviously, the machine-translated formation, and coherence. As students
home language often produces higher draft will require editing but this can be revise with teacher input, teachers should
quality writing than when students write done collaboratively with help from the encourage them to pay special attention to
only in English because it helps them teacher and/or the students’ classmates. cognates and genre rules.

Language DeveLopment: Conventions Sentence Fluency: Revising

sentence Fluency: Revising sentences Sentences Using Participles
Encourage students to combine sentences using
using participles
participles and participial phrases, but caution
To make your writing flow smoothly, combine sentences using participles them to avoid misplaced modifiers and dangling
and participial phrases. A participle is a verb form that acts as an
modifiers. Remind students to look out for and
adjective, modifying a noun or pronoun. Present participles end in -ing.
revise these errors when they edit their writing.
Past participles usually end in -ed, but may have an irregular ending, such
as the -en in spoken.
Read It
past participle noun
Possible responses: When you buy a recyclable
beverage container in California, you pay from four
She banged her fist against the closed windows.
to eight cents per container, depending on the size.
(present participle used as an adverb to modify pay.)
A participial phrase consists of a participle and its modifiers.
A misplaced modifier is placed far away from the word it describes. You have to know what to pull out of your
Misplaced modifier: I heard her voice listening to the song.
trash, take the tie to sort the recycling from the
garbage, and then take the goods to a recycling
Revised: Listening to the song, I heard her voice.
center. (present participle used as an adjective to
A dangling modifier is not logically connected to any word in the
modify center.)
sentence.
Dangling modifier: Raising the flag, the wind felt strong. Write It
Revised: Raising the flag, the sailors felt the strong wind. 1. Possible responses: (a) Having arrived late for
Fixing Choppy Passages Using Participles To fix a choppy passage, school, Rory needed a written explanation. (b)
The audience watched the track star, who was
identify sentences that can be combined. Then, rewrite the passage using
running swiftly.
one or more of the following methods:
2. Responses will vary. Students should effectively
• Combine sentences using a present participle. revise their draft, correctly using participles or
Example: We arranged a tour. We would walk the grounds. participial phrases to combine choppy sentences.
We arranged a walking tour of the grounds.
• Combine sentences using a past participle.
Example: The food is cooked. It will not spoil.
The cooked food will not spoil.
• Combine sentences using a participial phrase.

Example: Marisol ate her food quickly. She was running late.
Running late, Marisol ate her food quickly.  STANDARDS
Read It Language
Review the Launch Text, and identify two sentences that use participles or conventions of standard English
participial phrases. grammar and usage when writing or
speaking.
Write It c. Place phrases and clauses within a
sentence, recognizing and correcting
1. Revise each sentence to correct the misplaced or dangling modifier.
misplaced and dangling modifiers.
a. Having arrived late for school, a written explanation was needed. • Use knowledge of language and its
conventions when writing, speaking,
b. Running swiftly, the audience watched the track star. reading, or listening.
a. Choose language that expresses
2. Choose three paragraphs in your draft. Read the paragraphs aloud, ideas precisely and concisely,
marking any passages that sound choppy. Using one of the methods recognizing and eliminating
described, fix the choppy passages by combining sentences. wordiness and redundancy.
LIT17_SE07_U04_A_WC_PT.indd 395 PERSONALIZE FOR LEARNING 16-04-18 4:07 PM

Revising Sentences Review with students Mary was swimming in the pool. She The dog watched the ball sail overhead.
how to combine short, choppy sentences enjoyed the warm water. (Swimming in the The dog started to run after it. (The
using participles or participial phrases. pool, Mary enjoyed the warm water.) dog started to run after the ball sailing
Provide the following sentences for Jose looked around the playground. He overhead.) all levels
revision. saw his friends playing ball. (Looking
I was practicing for the concert. I was around the playground, Jose saw his
playing as fast as I could. (Practicing for the friends playing ball.)
concert, I was playing as fast as I could.)

Revising Revising
Evaluating Your Draft
Evaluating Your Draft Remind students to
use the chart to evaluate their drafts. This will Use the following checklist to evaluate the effectiveness of your first
help them check that it contains all the required draft. Then, use your evaluation and the instruction on this page to guide
your revision.
elements of a well-constructed and well-
organized argument. FOCUS AND ORGANIZATION EVIDENCE AND ELABORATION CONVENTIONS
Evaluate Your Evidence As students revise to
strengthen their evidence, encourage them to Provides a clearly stated claim and Supports claims with logical Uses a formal style
information about the context reasoning and persuasive and tone.
add more language that makes the connection
surrounding the issue. evidence.
between evidence and claims. This will help Attends to the norms
reinforce their thinking for readers. Establishes a clear organizational Acknowledges opposing and conventions of the
structure that highlights the main claims and offers discipline, especially
Write a Memorable Conclusion Remind
points. counterarguments to these using participles to
students that the conclusion is one of the most
views. make writing flow
important parts of any essay. The conclusion ties Uses words, phrases, and clauses smoothly while
the essay together and leaves readers feeling to create cohesion and clarify Word choice reflects avoiding misplaced
that the essay is complete. In an argument, the the relationships among claims, consideration of the and dangling
conclusion is a chance to restate the position one reasons, and evidence. intended audience. modifiers.
more time, and to say it in a new way that makes
Provides a concluding statement
a strong impression on the reader. that follows from and supports the
argument.
Revising for Focus and Organization

 WORD NETWORK Use Transitions To make the connections between ideas in your
argument clear to readers, use transition words and phrases such as
Include interesting words
from your Word Network in
however, nevertheless, even so, and in addition. Consider the relationship
your essay. between ideas you are trying to express. Then, choose transitional words
or phrases that show that relationship.
• to show examples: for instance, also, in addition
• to contrast ideas: however, yet, unlike

• to show causes and effects: therefore, since, because, as a result
Write a Memorable Conclusion Bring your argument to a close
by restating your thesis statement and synthesizing, or briefly pulling
together, the evidence you presented. End with a memorable statement
or section that summarizes your argument in a new way and provides a
 STANDARDS
Writing
fresh insight into your claim.
• Introduce claim(s), acknowledge
alternate or opposing claims, and Revising for Evidence and Elaboration
organize the reasons and evidence
logically. Evaluate Your Evidence To make sure your argument is convincing,
• Use words, phrases, and clauses evaluate your evidence by asking yourself the following questions.
to create cohesion and clarify
the relationships among claim(s), • Does every piece of evidence support my claim?
• Provide a concluding statement • Where can I add evidence to make my argument stronger?
or section that follows from and • Have I given proper credit to the source of each piece of evidence
supports the argument presented.
I used?
LIT17_SE07_U04_A_WC_PT.indd 396 27/05/16 2:10 PM

Peer review
Peer Review
Exchange essays with a classmate. Use the checklist to evaluate your classmate’s argument Before students begin their peer review, remind
and provide supportive feedback. them that they are reviewing for clarity and
1. Is there a clearly stated claim? completeness, not whether they agree or
yes no If no, suggest ways in which the writer might clarify it. disagree with the writer’s argument. They should
not comment on whether their classmate is
2. Is there support for the claim based on logical reasoning and relevant evidence “right” or “wrong.” They can, however, make
from accurate, credible sources?
helpful suggestions if they see something in the
yes no If no, point out where the writer should provide more support. argument that could be better.
3. Are opposing claims acknowledged and effectively addressed with counterarguments?
yes no If no, suggest ways in which the writing can acknowledge and
Editing and Proofreading
address opposing claims. As students proofread, they should check for
grammar, spelling, and punctuation errors.
4. What is the strongest part of your classmate’s essay? Explain. Remind them to check that all claims are
supported by logical, relevant evidence. Also,
remind students to identify sentences that could
be revised using participles or participial phrases.
Publishing and Presenting

Editing and Proofreading Before students review their classmates’ essays,
Edit for Conventions Quotations from persuasive sources can make remind them to:
an argument more powerful and convincing. Pay careful attention • Be honest, but maintain a respectful tone in
to the punctuation, indentation, and capitalization of the quotations their comments.
you include. Use quotation marks to set off short quotations. Longer
quotations of four or more lines should begin on a new line, be indented, • Use formal rather than informal language.
 STANDArDS
and appear without quotation marks. Always remember to follow a • Move the discussion forward by building on the
Writing
standard format for citation when using quotations in your writing. • Use technology, including the ideas of others.
Internet, to produce and publish
Proofread for Accuracy The syllables in some words are barely heard. writing and link to and cite sources • Disagree respectfully. Different opinions are
Because of this, letters are often left out in spelling. Proofread your as well as to interact and collaborate fine, but they should be expressed politely.
argument to make sure you have spelled words with tricky syllables with others, including linking to and
citing sources.
correctly. Double-check the spellings of words such as different, average, • Gather relevant information from
Reflecting
and restaurant in a dictionary. Notice how each word is broken into multiple print and digital sources,
syllables. Say the word aloud while you look at it, and exaggerate your using search terms effectively; assess
the credibility and accuracy of each Encourage students to reflect not only on their
pronunciation of the sounds and syllables. source; and quote or paraphrase the argument and the process of writing it, but also
data and conclusions of others while
avoiding plagiarism and following a
on the comments they received and what it was
Publishing and Presenting standard format for citation. like to transform their essay into a blog post and
Create a final version of your argument. Then, post it on a class or school
Language put it online.
website as a blog post. Include links to the sources you used to support conventions of standard English
your argument. capitalization, punctuation, and
spelling when writing.
b. Spell correctly.
c. Consult general and specialized
Reflecting reference materials, both print and
digital, to find the pronunciation
Reflect on what you learned as you wrote your argument. What was of a word or determine or clarify
the most challenging part of writing your argument? Did you learn its precise meaning or its part of
speech.
something from transforming your argument into a blog post and
posting it on a website?
LIT17_SE07_U04_A_WC_PT.indd 397 Personalize for Learning 16-04-18 4:07 PM
Challenge
Speculate Ask students to speculate on the reasons people continue
to do things that negatively impact the environment. Have students
write a paragraph describing behavior that has a negative impact on
the environment, and speculate on why someone engaging in this
behavior would not stop. Ask volunteers to share their responses
with the class.

OVERVIEW
OVERVIEW: SMALL-GROUP LEARNING
SMALL-GROUP LEARNING ESSENTIAL QUESTION:

Point out to students that although modern Our world is filled with amazing natural wonders. Will our children’s children be
society has serious negative impacts on the able to enjoy these wonders as we have? In this section, you will read selections
natural world, some people also work to preserve that discuss the relationship between humans and our environment. You will
the environment. Often, their struggle for work as a group to continue your exploration of the ways in which people affect
environmental conservation must overcome the the environment.
status quo, or “business as usual.” During Small-
Group Learning, students will read and review Small-Group Learning Strategies
selections that show how people appreciate
Throughout your life, in school, in your community, and in your career, you
nature and work to protect it.
will continue to learn and work with others.
Small-Group Learning Look at these strategies and the actions you can take to practice them as you
Strategies work in teams. Add ideas of your own for each step. Use these strategies during
Small Group Learning.
Review the Learning Strategies with students and
explain that as they work through Small-Group
STRATEGY ACTION PLAN
Learning they will develop strategies to work in
Prepare • Complete your assignments so that you are prepared for group work.
small-group environments.
• Organize your thinking so you can contribute to your group’s discussions.
• Have students watch the video on Small-Group •
Learning Strategies.
You may wish to discuss some action items to add Participate fully • Make eye contact to signal that you are listening and taking in what is being said.
to the chart as a class before students complete • Use text evidence when making a point.
it on their own. For example, for “Prepare,” you •
might solicit the following from students:

• Discuss the assignments with other students
before class.
Support others • Build off ideas from others in your group.
• Think of key questions you have about the • Invite others who have not yet spoken to join the discussion.
assignments.
•
Block Scheduling
40–50 minute class period. Teachers using Clarify • Paraphrase the ideas of others to ensure that your understanding is correct.
block scheduling may combine days to reflect • Ask follow-up questions.
their class schedule. In addition, teachers may •
instruction by integrating components and

Pacing Plan
Introduce
Whole-Class LIT22_SE07_U04_B_SGO.indd 398 18/03/21 3:33 PM
Learning
Performance Task
Unit
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

CONTENTS
POETRY COLLECTION
Contents
Turtle Watchers Linda Hogan
Selections Circulate among groups as they
“Nature” is what We see— Emily Dickinson preview the selections. You might encourage
groups to discuss any knowledge they already
The Sparrow Paul Laurence Dunbar have about any of the selections or the situations
and settings shown in the photographs. Students
These poets use poetic structure and language to may wish to take a poll within their group
beautifully capture different aspects of the
relationship between people and the environment. to determine which selections look the most
interesting.
Remind students that communicating and
collaborating in groups is an important skill that
they will use throughout their lives—in school, in
MEDIA: PHOTO GALLERY their careers, and in their community.
Eagle Tracking at Follensby Pond
The Nature Conservancy Performance Task
Present an Argument Give groups time to
Follow along as conservationists track the growth read about and briefly discuss the multimedia
of bald eagle populations from Alaska to
New York.
presentation they will create after reading.
Encourage students to do some preliminary
thinking about the types of media they may want
to use. This may help focus their subsequent
reading and group discussion.
SHORT STORY
He—y, Come On Ou—t!

Shinichi Hoshi,
translated by Stanleigh Jones
It might be a bad idea to ignore the obvious.

PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present an Argument
The Small-Group readings present different perspectives on the ways in which
humans impact the natural environment. After reading, your group will plan
and deliver a multimedia presentation about our relationship to the natural
environment.
Overview: Small-Group Learning 399
Introduce Introduce
LIT17_SE07_U04_B_SGO.indd 399
Small-Group 16-04-18 4:17 PM
Independent Learning
Learning Performance-
Performance Based
Task Assessment
Turtle Watchers • “Nature”
is what We see — • The Media: Eagle Tracking He—y, Come Independent
Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
small-group learning
Small-Group Learning 399

OVERVIEW
OVERVIEW: SMALL-GROUP LEARNING
SMALL-GROUP LEARNING
Working as a Team
Working as a Team 1. Take a Position In your group, discuss the following question:
1. Take a Position Remind groups to let all What is our relationship with the natural environment?
members share their responses. You may wish As you take turns sharing your positions, be sure to provide examples
to set a time limit for this discussion. for your choice. After all group members have shared, discuss
the characteristics of this relationship that are suggested by your
2. List Your Rules You may want to have groups
responses.
share their lists of rules and consolidate them
into a master list to be displayed and followed
by all groups. 2. List Your Rules As a group, decide on the rules that you will follow
as you work together. Two samples are provided. Add two more of
3. Apply the Rules As you circulate among the your own. You may add or revise rules based on your experience
groups, ensure that students are staying on together.
task. Consider a short time limit for this step. • Come prepared for group discussions.
4. Name Your Group This task can be creative • Acknowledge other people’s opinions.
and fun. If students have trouble coming
up with a name, suggest that they think of •
something related to the unit topic. Encourage
groups to share their names with the class.
5. Create a Communication Plan Encourage
•
groups to include in their plans agreed-upon
times during the day to share ideas. They
should also devise a method for recording and
saving their communications.
3. Apply the Rules Practice working as a group. Share what you
have learned about survival. Make sure each person in the group
Accountable Talk contributes. Take notes and be prepared to share with the class one
thing that you heard from another member of your group.
Remind students that groups should
communicate politely. You can post these
Accountable Talk suggestions and encourage 4. Name Your Group Choose a name that reflects the unit topic.

students to add their own. Students should:
Our group’s name:
Remember to . . .
Ask clarifying questions. 5. Create a Communication Plan Decide how you want to
communicate with one another. For example, you might use online
Which sounds like… collaboration tools, email, or instant messaging.
Can you please say that again?
Would you give me an example?
I think you said _____. Did I understand you? Our group’s decision:
Remember to . . .
Explain your thinking.
Which sounds like . . .
I believe _____ is true because _____.
I feel _____ because _____.
Remember to . . .
Build on the ideas of others.
Which sounds like . . .
When _____ said _____, it made me think FACILITATING SMALL-GROUP LEARNING
LIT17_SE07_U04_B_SGO.indd 400 16-03-31 4:03 PM
of _____.
Forming Groups You may wish to form groups generating or synthesizing information about the
I agree. That makes me think of _______.
for Small-Group Learning so that each consists environment. A good mix of abilities can make
of students with different learning abilities. Some the experience of Small-Group Learning dynamic
students may be adept at organizing information and productive.
whereas others may have strengths related to

Making a Schedule Making a Schedule

First, find out the due dates for the small-group activities. Then, preview
Encourage groups to preview the reading
the texts and activities with your group and make a schedule for
completing the tasks.
selections and to consider how long it will take
them to complete the activities accompanying
SELECTION ACTIVITIES DUE DATE each selection. Point out that they can adjust the
due dates for particular selections as needed as
Turtle Watchers
they work on their small-group projects; however,
they must complete all assigned tasks before the
“Nature” is what We see— group Performance Task is due. Encourage groups
The Sparrow to review their schedules upon completing the
activities for each selection to make sure they are
on track to meet the final due date.

Working on Group Projects
Point out to groups that the roles they assign
can also be changed later. Students might have
to make changes based on who is best at doing
what. Try to make sure that there is no favoritism,
cliquishness, or stereotyping by gender or other
means in the assignment of roles. Encourage
students to think creatively as a group about
ways to present the texts and ask for all students’
participation.
Also, you should review the roles each
group assigns to its members. Based on your
Working on Group Projects understanding of students’ individual strengths,
Different projects require different roles. As your group works together, you might find it necessary to suggest some
you’ll find it more effective if each person has a specific role. Before changes.
beginning a project, decide among yourselves on each group member’s
role. Here are some possible roles; add your own ideas.
Project Manager: monitors the schedule and keeps everyone on task

Researcher: organizes research activities
Recorder: takes notes during group meetings
Overview: Small-Group Learning 401
LIT22_SE07_U04_B_SGO.indd 401 AUTHOR'S PERSPECTIVE Ernest Morrell, Ph.D. 18/03/21 3:33 PM
Small Group Learning in Higher based instruction, and increases retention based small-group learning in colleges is
Education College classrooms are rates. As a result, more and more college increasingly common in the workplace as
becoming shared discussion spaces, professors now have small groups lead a well, as collective production is becoming
marked by less lecturing and more small portion of class by sharing/presenting what a new norm. Teachers can encourage
groups. That’s because college professors the group has learned. These professors students to collaborate and develop rubrics
increasingly realize that having students focus on the importance of each group to assess how well students are able to
work in small groups helps develop becoming expert at something that work together.
higher-level learning and problem-solving they must teach the class. Teachers can
skills, increases the success of computer- point out to students that the project-

PLANNING SMALL- GROUP LEARNING • TURTLE WATCHERS • “NATURE” IS WHAT WE SEE — • THE SPARROW
Turtle Watchers • “Nature” is what We see— •

The Sparrow
Audio Summaries
Audio summaries of these
Summary
poems are available online in “Turtle Watchers,” “‘Nature’ is what We see—,” and “The Sparrow”
both English and Spanish in the are poems about people and their relationship to the natural world.
Interactive Teacher’s Edition or Linda Hogan’s poem “Turtle Watchers” moves between two time
Unit Resources. Assigning these
periods. In the first, an old woman watches turtles coming in from
summaries prior to reading the
the sea to lay eggs. In the second, the speaker considers a sea turtle
selection may help students
build additional background
that swam alongside her, and ponders turtles’ mystic significance.
knowledge and set a context for “‘Nature’ is what We see—” is a poem by Emily Dickinson. In the
their first read. poem, the speaker says that we know nature by what we can see
and hear but that nature is something much greater than that.
Paul Laurence Dunbar’s poem “The Sparrow” describes a bird that
sings at his window. He is too focused on work to pay attention to
it, and so it flies away. The speaker says that many good things in
life are like that sparrow—we don’t realize what we’ve lost until it’s
too late.
Insight
All of these poems focus on how nature can be beyond human
understanding. In Dickinson’s poem, this seems to be unchangeable. In
Dunbar’s poem, people could bond with the “birds of peace and hope
and love” but are too distracted. “Turtle Watchers” suggests that we
have lost the ability to connect with nature.
Essential Question:
people have on the These poems focus not on how people change the environment but on
environment? whether people can understand it. Students should consider how easy it
is to have unintended effects on something you do not understand.
Small-Group Learning
Why do people impact Small-Group Learning Performance Task In this Performance Task,
the environment in a students will develop a multimedia presentation that addresses the
harmful way? impact humans have on the environment. These poems focus on how
the natural world is sometimes beyond our understanding. How can
Assessment
that lack of understanding impact the effect we have on nature?
Is it too late to fix the Unit Performance-Based Assessment In Dickinson’s poem, nature seems
damage that has been to mean something broader than the parts of our environment that
done to our environment? can be damaged. In Hogan’s poem, people and wild animals can bond
despite the modern world. Dunbar’s poem suggests that we are too
engrossed in our lives to recognize the world around us.

DIGITAL
LESSON RESOURCES

Lesson First Read Concept Vocabulary Speaking and Listening
Close Read Word Study
Analyze the Text Author’s Style
Instructional RL.7.10 By the end of the year, read and L.7.4 Determine or clarify the meaning SL.7.4 Present claims and findings . . .
Standards comprehend literature . . . of unknown and multiple-meaning words
SL.7.5 Include multimedia components
and phrases . . .
L.7.4 Determine or clarify the meaning and visual displays . . .
of unknown and multiple-meaning L.7.4.b Use common, grade-appropriate
SL.7.6 Adapt speech to a variety of
words and phrases . . . Greek or Latin affixes and roots . . .
contexts and tasks . . .
L.7.4.c Consult general and specialized RL.7.1 Cite several pieces of textual
reference materials . . . evidence . . .
RL.7.5 Analyze how a drama’s or poem’s RL.7.2 Determine a theme or central
form or structure . . . idea . . .
RL.7.4 Determine the meaning of words
and phrases . . .
STUDENT RESOURCES
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Poetry
Close-Read Guide: Poetry
TEACHER RESOURCES
Selection Resources udio Summaries: English and
A oncept Vocabulary and
C S peaking and Listening: Oral
Available online in the Spanish Word Study Presentation
Edition or Unit Resources Annotation Highlights Author’s Style: Word Choice
Text Questions
nalyze Craft and Structure: Lyric
A
Poetry
nalyze Craft and Structure: Lyric
A Word Study: Etymology (RP) S peaking and Listening: Oral
Poetry (RP) Presentation (RP)
Interactive Teacher’s Author’s Style: Word Choice (RP)
Edition or Unit Resources
Assessment
Available online in
My Resources A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Small-Group Learning 402B

PERSONALIZE FOR LEARNING SMALL- GROUP LEARNING • TURTLE WATCHERS •
“NATURE” IS WHAT WE SEE — • THE SPARROW
Reading Support
Text Complexity Rubric: Turtle Watchers • “Nature” is what We see— • The Sparrow
Lexile: NP Text Length: 25 lines; 12 lines; 16 lines
Knowledge Demands The selections are poems that deal with our relationship to nature and the environment.
1 2 3 4 5
Structure All three selections are lyric poems. “Turtle Watchers” is written in free verse. “ ‘Nature’ is what
1 2 3 4 5 We see— “ and “The Sparrow” have more formal structures.
Language Conventionality and Clarity The selections contain figurative language. Vocabulary is mostly on-level.
1 2 3 4 5
Levels of Meaning/Purpose Multiple levels of meaning: poems describe observations or communication between humans and
1 2 3 4 5 nature.
Decide and Plan

Knowledge Demands and Meaning as they to ensure that they can successfully read with ideas for how they can go beyond a
read the selection. the text. simple interpretation of the text.
Knowledge Demands Tell students Language Remind students that in the Text Analysis Ask students to make a list
that these poems deal with the human poems they are about to read, they will of all the metaphors and similes they find
connection to nature and the environment. find metaphors and similes. Discuss the in the poems. Pair students and have one
They should look for language that difference – similes use the words like or say a simile or metaphor. Then have the
describes this relationship and the feelings as to compare, whereas metaphors do not. other describe the image conveyed by these
it evokes. Give an example from “Turtle Watchers,” words and tell what they think the poet is
Meaning Work with students to help such as their eyes streaming water like tears, trying to describe.
them understand the meaning of figurative and ask students to be on the lookout for Written Response Encourage students to
language by first understanding the literal other such similes or metaphors. consider the message of these poems and
meaning. For example, discuss the imagery Meaning For students who have difficulty to write a response poem from the point
in “Turtle Watchers,” in the line a sea turtle understanding metaphors and similes, have of view of nature. Ask students to consider
swam beside me both of us watching as if them underline or list the phrases that how nature might feel about the humans’
clasped together. they don’t understand. Then have them behavior on the planet.
read those phrases again and work with a
partner to try to figure out the comparison
the poet is making.
TEACH
Read and Respond

Have the groups read the selections and complete the Making Meaning, Language Development, and
Effective Expression activities.

IDENTIFY NEEDS
Analyze results of the
Beginning‑of-Year Assessment,
focusing on the items DECIDE AND PLAN
relating to Unit 4. Also take
into consideration student
your observations of where • If students have done well on the Beginning-of-Year Assessment, then challenge them to
particular students struggle. keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for these poems to help students
continually improve their ability to master the standards.
Instructional Standards: Turtle Watchers • “Nature” is what We see—” • The

Sparrow
ANALYZE AND REVISE Reading You may wish to administer the RL.5 Analyze how a drama’s Challenge students to seek
Analyze Craft and Structure: or poem’s form or structure out other short lyric poems
• Analyze student work for Lyric Poetry (RP) worksheet contributes to its meaning. and identify specific examples
to help students understand of word choice that affect
evidence of student learning. how lyric poems express meaning or tone.
• Identify whether or not the speaker’s thoughts and
students have met the feelings.
expectations in the standards. Speaking You may wish to administer the SL.5 Include multimedia Challenge students to blend
and Speaking and Listening: Oral components and visual displays aspects of the poetry slam
• Identify implications for future Listening Presentation (RP) worksheet option with the multimedia
in presentations to clarify claims
instruction. to help students understand and findings and emphasize presentation.
the different appeals a salient points.
persuasive speech can use.
Language Review Author’s Style: Word RL.4 Determine the meaning Have students rewrite one of
Choice (RP) to help students of words and phrases as they the poems, changing some of
understand how an author are used in a text, including the words for their synonyms,
constructs tone. figurative and connotative to demonstrate how the
TEACH Review Word Study
meanings; analyze the impact meaning and tone changes.
of rhymes and other repetitions
Etymology (RP) to help Have students look up the
Implement the planned lesson, of sounds on a specific verse or
students understand the origins etymology of words of their
stanza of a poem or section of
and gather evidence of student of words. choosing from the selections.
a story or drama.
learning.
L.4 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 7
reading and content, choosing
flexibly from a range of
strategies.
Small-Group Learning 402D

FACILITATING MAKING MEANING
POETRY COLLECTION
Turtle Watchers
Jump Start
“Nature” is what We see—
First Read Engage students in a discussion
about the relationship between people and the The Sparrow
natural world to set the context for reading
the poems. Ask: Do you think people have had Concept Vocabulary
a negative effect on the environment? How?
As you perform your first read, you will encounter these words.
What would you like to change about the
relationship? What can you, as an individual, do ancestors wisdom heed
to live in harmony with nature?
Using a Dictionary To check the meanings of unfamiliar words, consult
a print or online dictionary. Dictionaries provide a word’s definition,
Concept Vocabulary pronunciation, part of speech, variant forms, and etymology, or
word origin.
Ask groups to look closely at the information
This box shows an example of a dictionary entry for the word anthology.
about reference materials and how to use them. Note that the pronunciation is in parentheses, and the etymology is in
Walk students through the process of consulting square brackets.
a dictionary. Point out that most dictionaries
include keys to pronunciation. Have students anthology (an THOL uh jee) n., pl. -gies [Gr. anthologia, a garland,
consult reference materials for all three Concept collection of short poems < anthologos, gathering flowers < anthos,
Vocabulary words and any unfamiliar words they flower + legein, to gather] a collection of poems, stories, songs,
excerpts, etc., chosen by the compiler.
encounter.
Apply your knowledge of using a dictionary and other vocabulary

FIRST READ strategies to determine the meanings of unfamiliar words you encounter
during your first read.
As they read, students should perform the steps
of the first read:
First Read POETRY
NOTICE: You may want to encourage students to
notice sensory details and specific word choices in Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.
the poems.  STANDARDS

Reading Literature
ANNOTATE: Remind students to mark lines they By the end of the year, read and
feel are key to each poem’s meaning or effect. comprehend literature, including
stories, dramas, and poems, in the NOTICE who or what is ANNOTATE by marking
CONNECT: Encourage students to go beyond grades 6–8 text complexity band “speaking” the poem and vocabulary and key passages
the text to make connections to their own needed at the high end of the range. whether the poem tells a story you want to revisit.
experiences with nature. Language or describes a single moment.
Determine or clarify the meaning
RESPOND: Students will answer questions to of unknown and multiple-meaning
demonstrate understanding. words and phrases based on grade 7
reading and content, choosing
Point out to students that while they will always flexibly from a range of strategies. CONNECT ideas within RESPOND by completing
c. Consult general and specialized
complete the Respond step at the end of the reference materials, both print and
the selection to what you the Comprehension Check.
first read, the other steps will probably happen digital, to find the pronunciation already know and what you
of a word or determine or clarify have already read.
somewhat concurrently. You may wish to print its precise meaning or its part of
copies of the First-Read Guide: Poetry for speech.
students to use.
Author's Perspective Jim Cummins, Ph.D.

LIT17_SE07_U04_B1_SG.indd 402 16-04-18 4:12 PM
How Language Works Briefly explaining the meet/encounter, ask/inquire, come/arrive. The The most common Anglo-Saxon words in English
origins of the English language will help demystify Anglo-Saxon words were used by peasants who are determiners (the, a); prepositions (of, to, for,
the difference between conversational and generally didn’t have much education; in contrast, etc.); pronouns (he, she, I, etc.); conjunctions (and,
academic language. Today’s English is a hybrid Greek/Latin vocabulary was used by more educated but, etc.); common verbs, nouns, and adjectives
language, formed from a merger of Anglo‑Saxon and high-status people and became the language (think, little, good, etc.). Because these words
spoken in Britain from about 400–1000 and of written text. Today, words with Anglo-Saxon are high-frequency and are used daily, they are
French brought by the Norman invaders in 1066. roots are short and commonly used, while words generally acquired quickly by English learners.
Students can see this merger in synonyms of words with Greek/Latin roots tend to be low-frequency
derived from Anglo-Saxon and Latin/Greek sources: and long.

Turtle Watchers •
About the Poets Backgrounds
“Nature” is what We see— •
Linda Hogan (b. 1947) is an award-winning Turtle Watchers
Chickasaw novelist, essayist, poet, and Some sea turtles, such as loggerhead
The Sparrow
environmentalist. Her writing often sea turtles, travel thousands of miles to What is our relationship to the natural world?
addresses topics such as the environment, lay their eggs on the same beach where How does this relationship compare to that of
ecofeminism, and Native American history.
they were born. The turtles dig a small previous generations? What is lost when the
An activist and educator, Hogan has spoken
at various global conferences and events
nest in the sand, where they lay their environment is damaged? Modeling questions
including the Environmental Literature eggs, sometimes over a hundred in a such as these will help students connect to these
Conference in Turkey in 2009. She lives in single nest. When the eggs hatch, the poems and to the Small-Group Performance Task
the Colorado mountains and teaches baby turtles make the dangerous trek
assignment. Selection audio and print capability
creative writing. back to the ocean to continue the cycle.
for the selection are available in the Interactive
Emily Dickinson (1830–1886) considered “Nature” is what We see—
books her “strongest friend.” Withdrawn From ancient Greeks to English
and shy, she spent most of her time at home romantics to Japanese haiku masters,
in Amherst, Massachusetts, reading and poets from every period of time have
writing. Most of her 1,775 poems were
contemplated the beauty of the natural
discovered after her death, including one
world. The poet William Wordsworth
that begins, “I’m nobody! Who are you?”
Today, Dickinson is considered one of the wrote, “Come forth into the light of
most important American poets. things, let Nature be your teacher.”
Paul Laurence Dunbar (1872–1906) was The Sparrow

the son of former slaves. Encouraged by his Sparrows are one of the most common
mother, he began writing poetry at an early birds in the world. They are often seen in
age. Dunbar was inspired by Harriet Beecher North America, but this was not always
Stowe’s novel Uncle Tom’s Cabin, and in his the case. In the mid-1800s, a man
own work he honored people who fought
named Nicholas Pike decided to bring
for the rights of African Americans. Over the
course of his life, Dunbar published more
several dozen over from England and
than ten volumes of poetry, four novels, and release them in New York. Since then,
four volumes of short stories. these small brown birds have flourished
and spread across the continent.
Poetry Collection 403
LIT17_SE07_U04_B1_SG.indd 403 FACILITATING SMALL-GROUP CLOSE READING 16-04-19 9:10 AM
CLOSE READ: Poetry Lead a brief discussion students quietly read aloud the poems in their
of the differences between reading poetry and small groups. A volunteer could read each poem
prose. Remind students that in poetry, sound aloud to group members. Students may discuss
elements such as rhythm, rhyme, alliteration, the sound qualities of the poems in addition to
and assonance are very important. Briefly review the meaning conveyed.
these literary elements. Then suggest that

FACILITATING POETRY
Turtle
Concept Vocabulary
ANCESTORS If groups are struggling to define
the word ancestors in line 18, guide them in
Watchers
consulting a print or online dictionary. You might Linda Hogan
direct them also to the word’s etymology for a
deeper understanding.
Possible response: Ancestors means the “people
from whom one is descended.”
CLOSER LOOK
Analyze Similes
Circulate among groups as students conduct
their close read of “Turtle Watchers.” Suggest
that groups read the entire poem. Encourage
them to talk about the annotations they
mark. If needed, provide the following
Old mother at water’s edge
support. NOTES used to bow down to them,
ANNOTATE: Have students close read the the turtles coming in from the sea,
poem beginning with line 1. Ask students their many eggs,
to mark similes— comparisons that use 5 their eyes streaming water like tears,
connecting words such as like or as—or work and I’d see it all,
with small groups as you highlight them old mother as if in prayer,
together. the turtles called back to where they were born,
QUESTION: Guide students to consider what the hungry watchers standing at the edge of trees
these comparisons might tell them. Ask what 10 hoping for food when darkness gathers.
a reader can infer from the similes, and accept
Years later, swimming in murky waters
student responses.
a sea turtle swam beside me

Possible response: The simile in line 5 suggests
both of us watching as if clasped together
that the turtles are crying or sad. The simile in
line 7 suggests that old mother sees the turtles in the lineage of the same world
as holy and worthy of reverence. The simile 15 the sweep of the same current,
Use a dictionary or indicate
in lines 13–14 suggests that the speaker and another strategy you used that
even rising for a breath of air at the same time
the turtle are joined together by ancestry. The helped you determine meaning. still watching.
similes in the last two lines suggest that the ancestors (AN sehs tuhrz) n. My ancestors call them
speaker feels a connection to the turtles and the MEANING: the keepers of doors
ancestors. 20 and the shore a realm to other worlds,
CONCLUDE: Help students formulate both ways and
conclusions about the importance of these water moves the deep shift of life
similes in the text. Ask students why the back to birth and before
author might have included these figures as if there is a path where beings truly meet,
of speech. 25 as if I am rounding the human corners.
Possible response: These similes point to the
author’s message in the selection: All creatures
are connected across time and even species. 404 UNIT 4 • PEOPLE AND THE PLANET
Remind students that a simile is a figure

of speech that uses like or as to make a
comparison between two unlike things or DIGITAL PERSPECTIVES
LIT22_SE07_U04_B1_SG.indd 404 18/03/21 3:34 PM
ideas. Point out that poets use similes to
create images in the reader’s mind. Illuminating the Text To help students can get them. This will help students understand
understand the scene described in lines 3–10, the “hungry watchers” in lines 9–10. If possible,
show them a video of a sea turtle coming ashore find a video that explores the ways humans have
to lay her eggs and the baby sea turtles hatching harmed and helped sea turtle populations around
and scurrying into the water before predators the world.

POETRY
Concept Vocabulary
WISDOM If groups are struggling to define the
word wisdom in line 11, have them consult a
print or online dictionary. The speaker’s point is
“Nature” is that perhaps compared to nature, humans are

not so wise after all.
what We see— Possible response: Wisdom means “understanding,

or deep knowledge.”
Emily Dickinson

The Hill—the Afternoon— NOTES
Squirrel—Eclipse—the Bumble bee—

Nay—Nature is Heaven—
5 “Nature” is what We hear—

The Bobolink1—the Sea—
Thunder—the Cricket—
Nay—Nature is Harmony—

“Nature” is what We know— another strategy you used that
10 But have no Art to say— helped you determine meaning.
So impotent our Wisdom is wisdom (WIHZ duhm) n.
To Her Sincerity— MEANING:
1. Bobolink n. small bird.
Turtle Watchers • “Nature” is what We see— 405
LIT22_SE07_U04_B1_SG.indd 405 HOW LANGUAGE WORKS 18/03/21 3:34 PM
Word Choice As students perform their close note of the last word on each line. Have students
read, explain that poets choose their words very identify end rhymes in Dickinson’s poem. Then
carefully to establish a particular rhythm and have groups discuss the effect of these end
sometimes to rhyme. Remind them that rhyme rhymes on the meaning of the poem.
is the repetition of sounds at the ends of words. Possible response: The words see, bee, Sea,
Words that rhyme exactly have identical vowel Harmony, and Sincerity all end in the same long
sounds in their final accented syllables. Often e sound. This rhyming makes the poem fun to
poets use end rhymes, or rhymes at the ends of read and hear. It also creates a whimsical tone.
lines. Ask students to begin with line 1 and take

FACILITATING POETRY
Concept Vocabulary
HEED If groups are struggling to define the
word heed in line 7, first make sure they see
the footnote defining lay and understand the
rest of lines 5–8. Then guide students in using
context clues to figure out the meaning of
heed. Explain that the word but signals contrast,
which suggests that heed is opposite in meaning
to neglect in line 8. Tell students to verify the
meaning in a print or online dictionary.
Possible response: Heed means “to pay
attention to.”
The Sparrow
Paul Laurence Dunbar
A little bird, with plumage brown,

NOTES Beside my window flutters down,
A moment chirps its little strain,
Ten taps upon my window-pane,
another strategy you used that
5 And chirps again, and hops along,
helped you determine meaning. To call my notice to its song;
heed (heed) v. But I work on, nor heed its lay,1

MEANING: Till, in neglect, it flies away.
So birds of peace and hope and love

10 Come fluttering earthward from above,
To settle on life’s window-sills,
And ease our load of earthly ills;
But we, in traffic’s rush and din
Too deep engaged to let them in,
15 With deadened heart and sense plod on,
Nor know our loss till they are gone
1. lay n. song.
LIT22_SE07_U04_B1_SG.indd 406 PERSONALIZE FOR LEARNING 18/03/21 3:34 PM

Vocabulary of Poems English Learners might have difficulty with
some of the language in this poem, beginning with the word
plumage in line 1. Have groups create personalized glossaries for
this selection. Students should note any words that are unfamiliar to
anyone in the group and work together to identify their meanings.
They can organize their glossaries alphabetically or list the words in
the order in which they appear in the selection. Each entry should
provide a pronunciation key and a brief definition. ALL LEVELS

Complete the following items after you finish your first read. Review and clarify
details with your group. Possible responses:
Turtle Watchers
TURTLE WATCHERS
1. The hungry watchers are waiting for darkness and
hoping to eat.
1. What are the “hungry watchers” doing?
2. Years later, the speaker swims next to a sea turtle
and feels connected to it and to her ancestors.

2. What happens years later? 1. The first stanza says nature is what we see.
2. The second stanza says nature is what we hear.
3. The third stanza says nature is what we know.
The Sparrow
“NATURE” IS WHAT WE SEE— 1. The speaker is busy and ignores the sparrow.
1. What does the first stanza say nature is? 2. We plod on with a deadened heart and do not
see these birds.
Research
2. What does the second stanza say nature is?
Research to Explore If students struggle to
choose a detail, have them reread the poems,
looking for new concepts or ideas, such as
sparrow songs, bobolinks, or turtle nests.
3. What does the third stanza say nature is?
THE SPARROW
1. What does the speaker do in response to the bird beside his or her window?
2. According to the speaker, how do we “plod on”?
RESEARCH
Research to Explore Choose one unfamiliar detail mentioned in one of the poems.
Briefly research that detail. For instance, you might research the life cycle of the sea turtle.
In what way does the information you learned affect your understanding of the poem?
Explain.
LIT17_SE07_U04_B1_SG.indd 407 Personalize for Learning 16-03-31 4:05 PM
Challenge
Punctuation in Poems Direct groups’ attention to Dickinson’s poem.
Have students work together to write an essay responding to this
prompt: What effect does Dickinson’s use of dashes and unusual
capitalization have in the poem? Students can research what others
have had to say about the poet’s use of dashes and unconventional
capitalization, but they should write their own response essay,
rather than a research report. Challenge each group to use specific
details from the poem to support their ideas about Dickinson’s use of
dashes and unusual capitalization.

FACILITATING maKIng meanIng
Close Read the text

Jump Start With your group, revisit sections of the text you marked
during your first read. annotate what you notice. What
Close Read Ask groups to consider the
POETRY COLLECTION
following prompts: What effects have you had
on the environment? What effects would you Cite textual evidenCe
like to have on the environment? As students analyze the text to support your answers.
discuss in their groups, ask them to consider notebook Complete the activities.
the relationship between people and the 1. Review and Clarify With your group, reread the poems. Analyze
GROUP DISCUSSION
environment and the effects that people’s When you work in your
each poem, and determine the theme about nature that each poem
choices have on the world around them. group to answer the suggests.
Analyze the Text questions,
2. Present and discuss Now, work with your group to share the lines
be sure to support your
opinions and ideas with
from the poems that you found especially important. Take turns
Close Read the Text evidence from the text. presenting your lines. Discuss what you noticed in the poems, what
If needed, model close reading by using the questions you asked, and what conclusions you reached.
Annotation Highlights in the Interactive 3. essential Question: What effects do people have on the
Teacher’s Edition. You may want to print copies of environment? What have these poems taught you about the effects
the Close-Read Guide: Poetry for students to use people have on the environment? Discuss with your group.
as they read.
Remind students to use Accountable Talk in
language development
their discussions and to support one another as
they complete the close read. Concept vocabulary
Analyze the Text ancestors wisdom heed
Possible responses:
 WoRd netWoRK Why these Words? The concept vocabulary words from the poems are
1. “Turtle Watchers” suggests that the connection
related. With your group, determine what the words have in common.
between humans and the natural world is ancient Add interesting words
Write your ideas and add another word that fits the category.
and essential. “ ‘Nature’ is what We see –” related to people and the
suggests that we are not able to comprehend planet from the text to your
or describe nature adequately. “The Sparrow” Word Network.
Practice
suggests that we are often too busy to appreciate

nature until it is too late. notebook Use each concept vocabulary word in a sentence that
demonstrates its meaning. Read aloud your sentences to a partner, and
2. Students should support their ideas with evidence  STaNdaRdS discuss any differences in your understandings.
from the poems. Reading Literature
3. Responses will vary. Analyze how a drama’s or poem’s
form or structure contributes to its Word Study
meaning.
etymology The etymology, or word origin, of the word ancestors
Concept Vocabulary Language
Determine or clarify the meaning can help you understand and remember its meaning. Ancestors was
Why These Words? Possible response: The of unknown and multiple-meaning
formed from the Latin prefix ante-, meaning “before,” and the Latin
words and phrases based on
words all relate to the importance of ancestral grade 7 reading and content, verb cedere, meaning “go.” Thus, ancestors literally means “those who
knowledge. choosing flexibly from a range of have gone before us.” With your group, discuss “Turtle Watchers.” How
strategies.
b. Use common, grade-
does understanding the etymology of the word ancestors deepen your
Practice appropriate Greek or Latin understanding of the poem?
Responses will vary. Encourage students to peer affixes and roots as clues to the
meaning of a word.
edit their partner’s sentences to add context clues
if needed.
Word Network
Possible responses: sea, trees, air, harmony
Word Study FORMATIVE ASSESSMENT

LIT17_SE07_U04_B1_SG_APP.indd 408 word in a sentence about the relationship 19/04/16 9:28 AM
between people and the environment and

For more support, see Concept Vocabulary and Analyze the Text
consider what the sentences have in common.
Word Study. If students struggle to close read the text, then
Possible response: Knowing the meaning of provide the Poetry Collection: Text Questions Word Study
ancestors may reinforce the idea of generations and available online in the Interactive Teacher’s If students have difficulty understanding
the connection between all humans and nature. Edition or Unit Resources. Answers and DOK how the etymology of a word can help them
levels are also available. understand its meaning, then explain that a
word’s etymology is its history, or life story.
Concept Vocabulary For Reteach and Practice, see Word Study:
If students have difficulty seeing the connection Etymology (RP).
among the words, then have them use each
ESSENTIal QUESTION: What effects do people have on the environment?
Analyze Craft and Structure Analyze Craft and Structure

The Speaker in Lyric Poetry When you read a poem you can “hear” a
Analyze Poetic Form: The Speaker in Lyric
voice speaking to you. That is the voice of the poem’s speaker. Like the
narrator in a story, the speaker in a poem is an imaginary voice created
Poetry Point out to students that lyric poetry
by the poet. The speaker presents a unique view that expresses his or her often has a distinctly musical quality. Explain
thoughts, feelings, personality, and attitude toward the subject. Although that in ancient Greece, a lyric was originally
they sometimes overlap, the speaker’s point of view is not necessarily the a song sung to the accompaniment of a
point of view of the poet. stringed instrument called the lyre. Lyric poems,
however, achieve their musical effect through
All three poems in this collection are examples of lyric poetry. A lyric
sound devices like rhythm, rhyme, alliteration,
poem expresses the thoughts and feelings of a speaker about a
assonance, and onomatopoeia. For more support,
setting, a moment, or an idea, such as nature. In this form of poetry,
a poet typically uses vivid, musical language to express the speaker’s
see Analyze Craft and Structure: The Speaker
observations, feelings, and insights. As a consequence, the reader’s in Lyric Poetry.
understanding is filtered through and shaped by the speaker’s Practice
perceptions.
See possible responses in chart on
student page.
Practice to support your answers.
Work with your group to analyze the poetry in this collection.
Answer the questions and use the chart to examine the similarities
and differences in approach in each of the poems.
QUESTIONS Turtle Watchers “Nature” is what We see— The Sparrow
What is The subjects The subject is all of nature. The subject is a sparrow, a type
the poem’s are sea turtles. The speaker’s attitude of small songbird. The speaker’s
The speaker’s is humble, awed, and attitude is appreciative, regretful,
subject and attitude is warm, reverential. and apologetic.
the speaker’s empathetic, and
attitude toward respectful.
the subject?
“eyes streaming “Eclipse”; “Heaven”; “chirps its little strain, / Ten

What vivid water like tears”; “Thunder”; “So impotent taps upon my window-pane”;
“old mother as if in our Wisdom is / To Her “fluttering earthward from above”;
words and
prayer”; “clasped Sincerity” “traffic’s rush and din”; “deadened

descriptions together/in the heart”
are used? lineage of the same
world”
The speaker’s The speaker’s message is The speaker’s message is

What is the message is that that human language is that humans are often too
speaker saying humans are one incapable of capturing the preoccupied to appreciate
about people’s with animals. full majesty of nature. nature’s simple beauties.
relationship to
nature?
LIT17_SE07_U04_B1_SG_APP.indd 409 Personalize for Learning 19/04/16 8:36 AM
Strategic Support Formative Assessment

Lyric Poetry To help students understand the How is listening to the poetry different from Analyze Craft and Structure
importance of musicality in lyric poetry, locate a reading it? What do you notice from listening If students struggle to analyze the poems, then
recording of at least one of these poems being that you did not notice when you were reading? guide them by asking more pointed questions,
read aloud. Have students listen to the recordings Did hearing the poem help you to understand it
such as “What does the image of the turtles’ eyes
in their groups, or individually, using headphones. better or to better understand the nature of lyric
Then have groups discuss these questions:
‘streaming water like tears’ make you think about
poetry? Explain.
and feel?” For Reteach and Practice, see Analyze
Craft and Structure: The Speaker in Lyric
Poetry (RP).

FACILITATING Language DeveLopment
author’s Style
Author’s Style Diction and Tone An author’s word choice, or diction, includes not
Word Choice As you discuss word choice with only the specific words but also the phrases and expressions an author
uses. In poetry, a poet’s word choice plays an important role in creating
students, guide them in identifying words that
poetic language, which is specific, imaginative, and rich with emotion.
contribute to the tone of one of the poems. Then
POETRY COLLECTION A poet’s use of language helps to develop the tone of a poem, or the
work with groups to identify the tone the words poet’s attitude toward his or her subject.
create. For instance, in “Turtle Watchers,” the
words bow, prayer, ancestors, realm, and beings To achieve these effects in a poem, a poet often chooses words not only
create a reverent tone. For more support, see for their denotations, or dictionary definitions, but for the connotations
Author’s Style: Word Choice. the words evoke in readers. Connotations are the ideas and feelings a
word brings to mind. Although, two words many have similar denotations,
a poet may choose one word over another because of the connotations
Read It associated with the word. Consider the following lines of poetry:
See possible responses in chart on student
• They rolled over the swells until they slid ashore.
page.
• They slammed over the waves until they hit land.
Write It Both examples convey roughly the same information. However, in the first
Poems and paragraphs will vary, but should focus  STANDARDS example, the words rolled, swells, and slid have calming connotations and
on their relationships to the environment. Remind Reading Literature create a peaceful tone. In the second example, the words slammed, waves,
• Cite several pieces of textual
students to think about the tone they want to evidence to support analysis of what
and hit have harsher connotations and create a dangerous, anxious tone.
convey and to choose words that communicate the text says explicitly as well as
inferences drawn from the text. A poet’s word choice and tone help develop meaning in poem. Analyzing
that tone. • Determine a theme or central idea a poet’s word choice and tone can help you to make inferences, or
of a text and analyze its development
educated guesses, about the theme of a poem, or the insight about life
over the course of the text; provide
an objective summary of the text. that it suggests.
• Determine the meaning of words
and phrases as they are used in Read It
a text, including figurative and
connotative meanings; analyze Notebook Work with your group to identify specific word choices in
the impact of rhymes and other each poem, and note how these choices affect meaning and tone. When
repetitions of sounds on a specific
verse or stanza of a poem or section
you have completed the chart, discuss the possible themes your examples
of a story or drama. suggest.
POEM WORD OR PHRASE EFFECT ON MEANING OR TONE
Turtle Watchers “bow down” suggests reverence

suggests specificity, may
“Nature” is what We see— “Bobolink”
suggest humor
The Sparrow “Till, in neglect, it flies away.” suggests formality
Formative Assessment Write It

Author’s Style Notebook Using your notes from the chart and your discussion,
If students are unable to identify the effect of work individually to write a brief paragraph about the theme of each
specific word choices, then have them generate poem. In each paragraph, support your ideas about the theme with
pairs of words that have similar denotations but the specific examples you gathered while working with your group. To
ensure you describe your thoughts accurately and concisely, consider the
very different connotations (such as home and
connotations of the words you use.
residence; athlete and jock; stealthy and sneaky).
For Reteach and Practice, see Author’s Style:
Word Choice (RP). 410 UNIT 4 • PeoPle aNd The PlaNeT
LIT17_SE07_U04_B1_SG_APP.indd 410 Personalize for Learning 16-04-18 4:12 PM

Word Choice To help students understand the impact of word
choice on meaning and tone, work with groups to paraphrase each
line in one of the poems. Then have volunteers read the paraphrase
and the original poem. Discuss with students the difference between
the two versions. This will help English Learners better understand
the poem and the importance of word choice and author’s style.
ALL LEVELS

EffEctivE ExprEssion
speaking and Listening Speaking and Listening

Assignment  EviDEncE LoG Oral Presentation Explain to students that
Before moving on to a poem’s theme is expressed through word
Using the analysis you have done so far, work with your group to
a new selection, go to choice, imagery, and tone. Provide students with
create an oral presentation that highlights the theme of one of the your log and record what
poems in the collection. Choose from the following options: these questions to help them as they hold their
you learned from “Turtle
Watchers,”’Nature’ is
discussions on theme.
a dramatic reading in which you use multimedia, such as music,
props, and costumes, to convey the meaning and theme of the what We see—,” and 1. What is the topic of the poem?
“The Sparrow.”
poem 2. What tone, or attitude, does the speaker
convey toward the topic?
a digital multimedia presentation in which you use videos,
images, and other digital media to convey the meaning and theme 3. What feelings does the speaker express?
of the poem 4. How does the poem make readers feel?
5. What theme or big idea about the topic or
about life is conveyed by the poem?
Project Plan Assign roles for each member of your group. For groups
who have chosen the dramatic reading, roles can include speakers to Project Plan Remind students that whether they
recite the poem, a sound person, a costume designer, and a person to choose a poetry slam or multimedia presentation,
identify and organize visuals and music. For groups who have chosen the they should make sure that their presentation
digital multimedia presentation, roles can include a speaker, a multimedia conveys the same tone, or attitude, toward the
researcher, and a person to organize the information for the presentation. topic and expresses the same theme as the poem.
Plan and Practice Your Delivery To project confidence and a positive Plan and Practice Your Delivery Encourage
attitude, plan and practice your delivery both individually and as a group. students to take notes during rehearsal to ensure
As you practice, use the following strategies to refine your presentation that they can strengthen their presentations. For
techniques: more support, see Speaking and Listening:
• Check equipment. If your presentation involves use of audio or Oral Presentation.
video, practice your presentation along with the media. Work on the An English Language Support Lesson on
timing of media and how it relates to the rest of the performance. Multimedia Presentation is available in the
• Use your voice well. Be energetic, but speak clearly and precisely. Interactive Teacher’s Edition.
Enunciate every word. Vary the pitch and speed of your voice to keep
listeners engaged. Make sure you are speaking loudly enough to be
heard by the entire class. their Evidence Log. This paced activity will
help prepare them for the Performance-Based
• Make eye contact. Memorize as much of your part of the
presentation as possible. Doing so will enable you to make eye

contact with your audience more frequently.  StandardS
Present and Evaluate Once you have rehearsed, present your work to • Present claims and findings,
the class. After the presentation, invite comments and feedback from emphasizing salient points in a
focused, coherent manner with
your classmates. Be prepared to answer their questions.
pertinent descriptions, facts, details,
and examples; use appropriate eye
When other groups present their work, listen attentively. Evaluate their contact, adequate volume, and clear
performance, and provide feedback to them in a respectful way. pronunciation.
to clarify claims and findings and
emphasize salient points.
• Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
PERSONALIZE FOR LEARNING Speaking and Listening
LIT17_SE07_U04_B1_SG_APP.indd 411 16-04-18 4:12 PM
If groups have difficulty planning their
Strategic Support presentations, then assign roles and tasks to
Costumes and Props Some groups may need more time to plan group members. For Reteach and Practice, see
their presentations, especially if they have chosen to use costumes Speaking and Listening: Oral Presentation
and props. Provide additional time and support as needed. For (RP).
instance, you might ask students in your school’s theater classes to
provide access to costumes and props.
Selection Test
Administer the Poetry Selection Test, which is
available in both print and digital formats online
in Assessments.

PLANNING SMALL- GROUP LEARNING • EAGLE TR ACKING AT FOLLENSBY POND

Audio summaries of “Eagle
Tracking at Follensby Pond” “Eagle Tracking at Follensby Pond” is a photo gallery that was
are available online in both produced by The Nature Conservancy. The gallery documents the
English and Spanish in the eagle reintroduction project at Follensby Pond in the Adirondack
Interactive Teacher’s Edition or Mountains. The bald eagle disappeared from the area in the 1950s,
Unit Resources. Assigning these and was reintroduced in the 1980s. Peter Nye, a conservationist with
summaries prior to reading the the New York State Department of Environmental Conservation,
selection may help students traveled to Alaska to collect baby eagles to release at Follensby Pond.
The eagles thrived and reproduced, and thanks to the reintroduction
project, eagles soar once more over the lakes in the Adirondack
their first read.
Mountains.
Insight
This selection shows how reintroduction works, and how it can
succeed. An animal may disappear from part of its habitat, but if a
healthy population remains somewhere, people can use those animals
to reestablish populations elsewhere.
Essential Question:
people have on the “Eagle Tracking at Follensby Pond” provides a two-sided connection
environment? to the Essential Question, “What effects do people have on the
environment?” While people were responsible for the near-extinction
of the bald eagle population, people were also responsible for the
reintroduction of bald eagles to the Adirondacks.
the environment in a students will develop a multimedia presentation that addresses our
harmful way? impact on the environment. This selection provides students with both
positive and negative examples of that impact.
Assessment Unit Performance-Based Assessment “Eagle Tracking at Follensby Pond”
Is it too late to fix the shows that if we act in a timely manner, it is sometimes possible to
damage that has been repair the damage done to our environment.
done to our environment?

DIGITAL
LESSON RESOURCES

Lesson First Review Media Vocabulary Research
Close Review
Analyze the Media
Instructional RI.7.10 By the end of the year, read and L.7.6 Acquire and use accurately W.7.2 Write informative/explanatory
Standards comprehend literary nonfiction . . . grade-appropriate general academic and texts . . .
domain-specific words . . .
L.7.6 Acquire and use accurately W.7.2.a Introduce a topic . . .
grade-appropriate general academic and
W.7.2.b Develop the topic . . .
domain-specific words . . .
W.7.7 Conduct short research . . .
SL.7.2 Analyze the main ideas and
supporting details presented in diverse W.7.8 Gather relevant information . . .
media and formats . . .
STUDENT RESOURCES
Available online in the Selection Audio Evidence Log
Interactive Student
Edition or Unit Resources F irst-Review Guide: Media Art/
Photography
lose-Review Guide: Media Art/
C
Photography
TEACHER RESOURCES
Selection Resources
A Media Vocabulary Research: Research Paper
Spanish
Edition or Unit Resources Media Questions
First Review Extension Questions
My Resources A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.
Media Complexity Rubric: Eagle Tracking at Follensby Pond

Format and Length: 6 photos with captions
Knowledge Demands Introduction, photos, and captions clearly detail the problem and the reintroduction process.
1 2 3 4 5
Structure The selection consists of 6 photographs with captions.

1 2 3 4 5
Language Conventionality and Clarity The captions in the selection contain conventional syntax and on-level vocabulary.
1 2 3 4 5
Levels of Meaning/Purpose Meaning and concepts are clear and easy to grasp.
1 2 3 4 5

FACILITATING Making Meaning
About The Nature

Conservancy Eagle Tracking at Follensby Pond
Jump Start The Nature Conservancy is
a charitable organization
Media Vocabulary
that was founded in Virginia These words will be useful to you as you view, analyze, and discuss
First Review What role do you think
in 1951. Its mission is to photography.
photography might play in preserving an “conserve the lands and waters
endangered species? Why might images of such on which all life depends.” documentary • Documentary photography aims to portray
an animal be crucial to its ultimate survival? The organization has over one photography: subjects objectively, or in a way that is based
Engage students in a discussion of what makes million members and works photographs taken with on facts and not influenced by feelings and
in 35 countries, as well as all
people emotional and even passionate about a of the 50 states, protecting
the main purpose of opinions.
cause or course of action. recording a place, an • Documentary photos may evoke feelings in
habitats ranging from
grasslands to coral reefs. event, or a person viewers based on the subject matter.
vantage point: place • A photographer may use a particular vantage
Eagle Tracking at Follensby where the photographer point in order to capture the subject in a
particular position or in a certain light.
Pond positions the camera
• Different vantage points can cause the same
What makes the bald eagle so special in the subject to be seen differently by the viewer.
United States? Why is it important to conserve monochrome: photos • In early photography, all photographs were
them? Modeling questions such as these will help that are black and white monochrome.
students connect to “Eagle Tracking at Follensby • Although color photography has existed for
Pond” and to the Small-Group Performance Task decades, photographers still use monochrome to
assignment. create specific artistic effects.
Media Vocabulary
Encourage groups to discuss the media First Review MEDIA: ART AND PHOTOGRAPHY
vocabulary. Have they seen the terms in Study each photograph and its caption using these strategies.
texts before?
Ask groups to look closely at the three terms
and ask which they think might be technical
terms describing the process of making LOOK at each image and NOTE elements in each image
determine whom or what it that you find interesting and
photographs.
portrays. want to revisit.

FIRST Review
As they review, students should perform the steps CONNECT details in the RESPOND by completing the
 StandardS
of the first review: images to other media you’ve Comprehension Check.
Reading Informational Text experienced, texts you’ve read,
LOOK: Remind students to notice what is By the end of the year, read and
comprehend literary nonfiction in or images you’ve seen.
happening in each photograph. the grades 6–8 text complexity band
NOTE: Encourage students to mark any photos needed at the high end of the range.
with questions they may want to revisit during Language
Acquire and use accurately grade-
their close review. appropriate general academic and
domain-specific words and phrases;
CONNECT: Encourage students to make gather vocabulary knowledge
connections beyond the photos themselves. If when considering a word or phrase
they cannot make connections to their own lives, important to comprehension or
expression.
have them consider nature shows they’ve seen on
television or online sites featuring wild animals.
RESPOND: Students will answer questions to
demonstrate understanding.
LIT17_SE07_U04_B2_M_SG.indd 412 Personalize for Learning 4/4/16 1:32 PM
first read, the other steps will probably happen English Language Support
somewhat concurrently. You may wish to print Domain-Specific Vocabulary Some students may have
copies of the First-Review Guide Media: difficulty with the word monochrome. Tell students that the word
Art / Photography for students to use. monochrome is made up of two Greek words, mono, meaning
“one,” and chrome, meaning “color.” Put together, the words
describe something that has one color. Explain that in photography,
this usually refers to black and white. Display a newspaper or other
source of black-and-white photographs, and have students write
a sentence about one of the photos, using the word monochrome.
ALL LEVELS

MEDIA | PHOTO GALLERY
Eagle Tracking CLOSER REVIEW
at Follensby Pond Analyze Vantage Point

The Nature Conservancy their close review. Suggest that groups review
Photo 1. Encourage them to talk about the
notes they make. If needed, provide the
BACKGROUND following support.
The bald eagle has been a national symbol of the United States since 1782. NOTE: Have students note the details in the
But by the mid-1900s, decades of habitat destruction, hunting, and the use of photo that result from the photographer’s
pesticides, such as DDT, had brought the bald eagle population within danger close-up vantage point, or work with small
of extinction. Since then, social awareness and government protections have groups to have students participate while you
helped the bald eagle population make great steps toward recovery. note them together.
Possible response: Students may notice the
intensity of the bird’s eyes, the detail of the
beak, or the look of the feathers.
QUESTION: Guide students to consider how

the close-up photo makes them respond to
the subject. Ask about the emotions it evokes.
Accept student responses.
Possible response: The close-up look gives a
dramatic, almost surprising sensation; the eyes
are striking and the beak is sharp. Students
might note that the beak is scratched and
scarred and the feathers look soft, almost
like fur.
CONCLUDE: Help students to formulate

conclusions about the importance of what
the close-up photo reveals. Ask students why
the photographer might have chosen this

vantage point.
Possible response: The photographer probably
chose a vantage point that would emphasize an
eagle’s powerful presence. He or she may also
PHOTO 1: Bald eagles had been absent from Adirondack skies for nearly three decades before they have wanted to indicate certain physical aspects,
were reintroduced at Follensby Pond in the 1980s. showing how the eagle’s eyes would be good for
spotting prey, and its beak would be perfect for
NOTES killing that prey.
Remind students that the vantage point is
the place where a photographer sets up a
camera. A close-up is a photographic angle
that allows artists and journalists to get
intimate details of an image. A close-up may
be shot with a special lens that allows the
Eagle Tracking at Follensby Pond 413 photographer to zoom in to get closer to the
subject.
LIT22_SE07_U04_B2_M_SG.indd 413 FACILITATING SMALL-GROUP CLOSE REVIEWING 18/03/21 3:35 PM
CLOSE REVIEW: Photography As groups • If the group has questions about what they
perform the close review, circulate and offer see in a photograph, remind them to read
support as needed. the caption and see what the image is meant
• Remind groups that when they view to show.
photographs, they should identify subject and • Challenge students to rewrite the captions that
setting. accompany the photographs.

FACILITATING
PHOTO 2: In 1981, Endangered Species
Unit leader Peter Nye of the New York State
Department of Environmental Conservation
(NYSDEC) traveled to Alaska to collect eaglets to
release at Follensby Pond. At the time, Alaska was
one of the few states in the nation with a healthy
bald eagle population.
NOTES

PHOTO 3: The eaglets
traveled by boat across
Alaska’s open waters to
meet an airplane that
was waiting to take
them to the continental
United States.
NOTES
LIT17_SE07_U04_B2_M_SG.indd 414 VOCABULARY DEVELOPMENT 16-03-31 4:33 PM
Concept Vocabulary Reinforcement If groups are struggling

with the concept of vantage point, remind them that the word
vantage shares the same base as the word advantage. Make clear
that advantage means “a position or circumstance that favors a
goal, or objective.” Elicit that a good vantage point for seeing
great distances would be a high spot with no objects in the way.
Then have students use the term vantage point in a sentence that
demonstrates its meaning, as in “The front row seats gave us a
perfect vantage point to see the concert.”

PHOTO 4: NYSDEC’s Endangered
Species Unit rushed the birds to their
new home at Follensby Pond.
CLOSER Review
NOTES
Analyze Documentary
Photography
Circulate among groups as students close
review. Suggest that groups review Photo 4.
Encourage them to talk about the notes
they make. If needed, provide the following
support.
NOTE: Have students note details in the
photo that show the recovery effort, or work
with small groups to have students participate
while you note them together.
Possible response: Students may note the
number of boxes on the small boat. They may
notice the holes in the boxes which allow the
birds to breathe.
Question: Guide students to consider what

this photo shows. Ask what a viewer can infer
from special boxes on the deck of the boat,
and accept student responses.
Possible response: Students may suggest that
each box contains an eagle. Students may be
surprised by the number of boxes, or by the size
of the small boat.
Conclude: Help students to formulate

conclusions about the function of
documentary photography in this image. Ask
students why the photographer might have
included these details.

Possible response: The people behind the
PHOTO 5: Follensby Pond was chosen as the perfect site for this eagle restoration project because of its preservation program probably wanted to
habitat, abundant food sources, and isolation. document the work involved in transferring live
eagles from Alaska to New York. Students may
NOTES also note that this effort to repopulate a region
with eagles takes the work of only a few people.
Remind students that documentary
photography is meant to show viewers a
process, an event, or a place. The purpose
of these photographs is to show people the
steps involved in the restoration project.
Eagle Tracking at Follensby Pond 415
LIT17_SE07_U04_B2_M_SG.indd 415 CROSS-CURRICULAR PERSPECTIVES 16-03-31 4:33 PM
Science As students view Photo 5, they may have more questions

about this project. In 1972, when DDT was banned, the eagle
population in much of the northeastern United States had been
virtually wiped out. By the year 2000, New York State was home
to 43 breeding eagles. By 2009 that number had reached 153.
The population has continued to increase, but the birds still face
challenges. Have students research the history of bald eagles,
including their current situation, and write a one-page report.

FACILITATING
PHOTO 6: Today, bald eagles can be seen near
many Adirondack lakes as a result of the efforts
of NYSDEC’s Endangered Species Unit. In 1975,
CLOSER Review prior to restoration efforts, only one pair of
eagles remained in New York. As of 2008, more
Analyze Vantage Point than 145 pairs of eagles are thriving.

their close review. Suggest that groups review NOTES
Photo 6. Encourage them to talk about the

notes they make. If needed, provide the
following support.
NOTE: Have students note details in the
photo that show how the vantage point helps
make a statement about the subject, or work
with small groups to have students participate
while you note them together.
Possible response: The photographer took this
shot from underneath a bird in flight.
Question: Guide students to consider what

these details might tell them. Ask what a
viewer can infer from the vantage point, and NOTES
accept student responses.

Possible response: This vantage point reveals
the entire eagle in flight. The wings show a bird
that is powerful and flying free.
Conclude: Help students to formulate

conclusions about the importance of the
photographer’s vantage point. Ask students
why the photographer might have chosen
this view.
Possible response: The photographer probably
chose this vantage point to demonstrate the

eagle’s power and majesty, to show how it
looks in flight, and possibly to express how its
freedom and independence make it a perfect
national symbol.
Remind students that the vantage point, or
position of the camera, can impact the image
captured. For example, if the photographer
had shot this image from the same height as
the bird, the image might not have revealed
the dramatic full wingspan.
Digital perspectives
LIT17_SE07_U04_B2_M_SG.indd 416 16-03-31 4:33 PM
Enriching the Text To help students appreciate piece features commentary by environmental
the power of Photo 6, locate National Public activist and writer Bill McKibben and Nature
Radio’s feature “Retracing Ralph Waldo Emerson’s Conservancy guide Mike Carr as they retrace
Steps In a Now ‘Unchanged Eden,’” and play Emerson’s path through this pristine wilderness.
part or all of it for students. Emphasize that the Have students discuss how the radio feature adds
famous American poet visited Follensby Pond on to their understanding of the photo gallery.
a visit to New York’s Adirondack Mountains in
1858 and wrote about his experience. The radio

Complete the following items after you finish your first review. Review and clarify
1. Eagles had been missing from the skies of the
1. According to the information in the captions, how long were bald eagles missing Adirondacks for nearly three decades before they
from the Adirondacks? were brought back in 1981.
2. The conservationists collected the eaglets
in Alaska.
3. The eaglets traveled through Alaska over open
water by boat, and were flown to the continental
United States in a plane.
4. Eagles can now be seen near many
Adirondack lakes.
2. Where did conservationists collect eaglets for eventual release in New York State? 5. Explanations will vary but should note that while
eagles could be found in Alaska, they had nearly
vanished from the lower 48 states. To get a new
eagle population started it was necessary to bring
pairs of these birds from the one place that had
them in abundance—Alaska.
3. How did the eaglets travel?
4. According to the information in the captions, what is the result of the restoration
project?
5. Notebook Confirm your understanding of the selection by writing a brief

summary of the eagle restoration project at Follensby Pond.
LIT17_SE07_U04_B2_M_SG.indd 417 PERSONALIZE FOR LEARNING 16-03-31 4:33 PM
Challenge
Symbolism Every nation chooses symbols to League in North America, a confederacy of Native
represent its history, culture, and ideals. Have groups that used a similar symbol involving a
students do some research into the arrow- bundle of six arrows—symbolizing the League’s six
clutching eagle on the back of a U.S. quarter tribes. Some may find that it is also possible that
on quarters minted before 1999. They should the symbol on the quarter derives from the Dutch
discover that the symbol includes 13 arrows, one Republic in the sixteenth century, whose heraldic
for each of the original colonies. They should also emblem involved a lion clutching 17 arrows. The
learn that our own symbol may have its origins in lion stood for courage and independence, the
the symbol of the Iroquois (or Haudenosaunee) arrows for each of the country’s 17 provinces.

FACILITATING maKIng meanIng
Close Review
Jump Start With your group, revisit the selection and your first-review
notes. Jot down any new observations that seem important.
What questions do you have? What can you conclude?
Ask students to consider the following prompt:
EAGLE TRACKING AT
If you were a photographer tasked with FOLLENSBY POND
helping an effort to preserve Africa’s elephant
population, what sort of images would you analyze the media
take and why? As students discuss the prompt
Notebook Complete the activities.
in their groups, have them consider possible
image types they might take, such as close-ups 1. Present and Discuss Choose the photo and caption that you found
to reveal the animal’s character, and longer most interesting or informative. Share your choice with the group, and
shots that show how herds behave in the wild. discuss why you chose it. Explain what you noticed in the photo and
caption, what questions it raised for you, and what conclusions you
reached about it.
2. Review and Synthesize With your group, review the photo gallery.
Close Review How do the captions add meaning to the photographs? Would the
If needed, model close reviewing by using photographs be less effective without the captions? Why or why not?
the Closer Review notes in the Interactive
3. Notebook Essential Question: What effects do people have
Teacher’s Edition. on the environment? How did this photo gallery contribute to your
Remind students to use Accountable Talk in understanding of the ways in which people affect the environment?
their discussions and to support one another as
they complete the close review. language development
Analyze the Media media vocabulary
Encourage groups to discuss their decisions
about the photos, using specific reasons for documentary photography vantage point monochrome
their choices.
Confirm your understanding of the vocabulary words by
1. Responses will vary. Remind students to defend
answering these questions.
their selections.
2. Responses will vary by group. Groups should 1. Do you think the photo gallery effectively conveys information about
discuss the types of information they gleaned the eagle restoration project at Follensby Pond?

from the captions.
3. Possible response: Just as human actions can
result in the destruction of animals and their
 STANDARDS
habitats, they can also restore and conserve those 2. Describe the vantage point of each photograph, and explain how the
creatures and their environments. Analyze the main ideas and vantage point affects the subject.
supporting details presented in
diverse media and formats and
Media Vocabulary explain how the ideas clarify a topic,
text, or issue under study.
For more support, see Media Vocabulary. Language
Acquire and use accurately grade- 3. How do the monochrome photographs differ from the color
Possible responses: appropriate general academic and photographs?
1. The documentary photography shows the steps domain-specific words and phrases;
gather vocabulary knowledge
that the rescuers took to save the eaglets. when considering a word or phrase
2. The vantage point of PHOTO 1 is a close up that important to comprehension or
expression.
reveals the features of the eagle’s face. PHOTO 2
was taken by a photographer standing in front of
a bird. It helps the viewer see size. PHOTO 3 was 418 UNIT 4 • PeoPle aNd The PlaNeT
taken from the vantage point of the ship with
the camera aimed forward, revealing the forward
motion of the project. PHOTO 4 was taken from
a distance showing the size of the lake. PHOTO Formative Assessment
LIT17_SE07_U04_B2_M_SG_APP.indd 418 16-04-18 4:15 PM
5 was taken from the ground with the camera
aimed into the trees to set a perspective for the Analyze the Text Media Vocabulary
nests. PHOTO 6 was taken from below a flying If students struggle to close review the If students struggle to think of good locations
eagle, making the eagle look majestic. photography, then provide the Eagle Tracking for documentary photography, then have them
3. The monochrome images seem flatter and less at Follensby Pond: Media Questions available consider some of their favorite outdoor parks or
current. online in the Interactive Teacher’s Edition or Unit wilderness areas.
Resources. Answers and DOK levels are also
available.

Research Research
Assignment
 EVIDENCE LOG Formulate a Research Question Guide
Work in your group to research and write a short research paper on
Before moving on to students in narrowing their research topics.
a new selection, go to Using the Broad Research Question example in
one of the following topics: your Evidence Log and
record what you learned
the student edition, ask students to formulate
eagle restoration and tracking programs in other states
from “Eagle Tracking at other Specific Research Questions. For example,
restoration and tracking programs for other endangered species students might suggest these ideas: How does
Follensby Pond.”
the origins and history of the Endangered Species Act biking help reduce a carbon footprint? What is
In your paper, highlight the relationship between the topic you chose a carbon footprint? How can carpools help the
to research and the photo gallery, “Eagle Tracking at Follensby Pond.” environment?
 STANDARDS
Writing Organize Your Information Remind students
• Write informative/explanatory texts
Formulate a Research Question Work with your group to formulate
to examine a topic and convey ideas,
that their organizational structure should reflect
a research question that will guide your research process. An effective concepts, and information through the type of information that they are presenting
research question should be specific and manageable, and the purpose of the selection, organization, and
and review topics best suited to each type of
analysis of relevant content.
your paper will be to answer this question. If you do not limit the scope a. Introduce a topic clearly, structure.
of your research question, you will find it difficult to address the question previewing what is to follow;
fully. Consider the following examples: organize ideas, concepts, and If groups have trouble assigning tasks,
information, using strategies encourage them to consider each group
Broad Research Question: How do people affect the environment? such as definition, classification,
comparison/ contrast, and cause/ member’s strengths. For example, if one group
Specific Research Question: How does coal mining affect rivers
and streams?
effect; include formatting, graphics, member has more experience in using search
and multimedia when useful to
aiding comprehension. engines to gather information, that student can
Organize Your Information Take notes from each research source b. Develop the topic with relevant be chosen to direct research and record links.
to answer your research question. Include only information that is facts, definitions, concrete details,
meaningfully related to your topic. Use your notes to organize an outline quotations, or other information For more support, see Research: Research
and examples.
for your research paper. Consider the following methods of organization: • Conduct short research projects
Paper.
• chronological order: sequencing information about events in the to answer a question, drawing on
order in which they occur
several sources and generating Evidence Log Support students in completing
additional related, focused questions
for further research and investigation.
the Evidence Log. This paced activity will help
• comparison and contrast: analyzing and explaining the similarities
• Gather relevant information from prepare them for the Performance-Based
and differences between two or more related subjects multiple print and digital sources,
using search terms effectively; assess
• cause and effect: analyzing and explaining reasons or results for
the credibility and accuracy of each
something that happens source; and quote or paraphrase the
data and conclusions of others while
Notebook Use a chart such as the one shown to organize avoiding plagiarism and following a
information for your research paper. standard format for citation.
What is our research question?
What are at least three relevant, reliable

print or digital sources we can use?
What organizational structure will we use Research
to present the information?
If students have trouble locating reliable sources,
then encourage them to broaden their search
terms to learn more about bird rescue.
LIT17_SE07_U04_B2_M_SG_APP.indd 419 PERSONALIZE FOR LEARNING 27/05/16 2:13 PM
Strategic Support
Research Students may require support in finding relevant material
for their projects. Remind them that using the process of elimination
is a good way to narrow down a subject or topic. For instance, if
they are looking for eagle restoration programs in different states,
they might begin by searching in the browser for “eagle restoration
projects by state.” They can then examine the list to see which of the
possible projects looks like it might yield the most relevant data for
their report.

PLANNING SMALL- GROUP LEARNING • HE —Y, COME ON OU —T!

Audio summaries of “H—ey,
Come On Ou—t!” are available In “Hey—y, Come On Ou—t!” by Shinichi Hoshi, a village suffers
online in both English and damage from a typhoon and a large hole appears where a shrine
Spanish in the Interactive had stood. The hole is so deep that it seems bottomless, and the
Teacher’s Edition or Unit villagers can’t decide what to do about it. As news of the hole
Resources. Assigning these spreads, people from around the area come to investigate and offer
summaries prior to reading the opinions on what to do. Finally, it is decided to give the hole to
selection may help students a businessman in exchange for a new shrine closer to the village.
Soon, the hole becomes a dumping ground for everything from
nuclear waste and diseased animals to classified documents and
their first read.
personal diaries, and the village seems to have taken care of its trash
problems. However, no one is aware of the coming consequences.
Insight
This story is an allegory for pollution. The end of the story implies that
everything dumped into the hole is about to pour down from the sky
upon the city. Similarly, the things we dump into the environment
don’t just disappear. There will be future consequences.
Essential Question:
people have on the “He—y, Come On Ou—t!” provides an interesting connection to the
environment? Essential Question. There are no obvious effects on the environment
from human actions in the story. It’s not until the end of the story that
there are suggestions of long-term consequences.
the environment in students will develop a multimedia presentation that explores the
a harmful way? impact that people have on the environment. This selection provides an
example of how what we do in the short term can have consequences
Assessment
in the long term.
Is it too late to fix the Unit Performance-Based Assessment Since the characters in this story
damage that has been are unaware of the environmental damage that they might be creating,
done to our environment? students will need to consider the potential impact of their actions on
the environment.

DIGITAL
LESSON RESOURCES

Lesson First Read Concept Vocabulary Writing to Sources
Close Read Word Study Speaking and Listening
Instructional Standards RL.7.10 By the end of the year, read and comprehend L.7.4 Determine or clarify the W.7.3 Write narratives . . .
literature . . . meaning of unknown and
W.7.3.b Use narrative
multiple-meaning words and
L.7.4.a Use context as a clue . . . techniques . . .
phrases . . .
SL.7.1 Engage effectively in a range of collaborative W.7.3.d Use precise words and
L.7.4.b Use common, grade-
discussions . . . phrases . . .
appropriate Greek or Latin
SL.7.1.d Acknowledge new information . . . affixes and roots . . . W.7.3.e Provide a conclusion . . .
RL.7.1 Cite several pieces of textual evidence . . . L.7.4.c Consult general and W.7.5 With some guidance
specialized reference materials . . . and support from peers and
RL.7.2 Determine a theme or central idea . . .
adults . . .
L.7.2 Demonstrate command of
RL.7.3 Analyze how particular elements . . .
the conventions . . .
STUDENT RESOURCES
Available online in the Selection Audio Word Network Evidence Log
Interactive Student Edition
or Unit Resources First-Read Guide: Fiction
Close-Read Guide: Fiction
TEACHER RESOURCES
Selection Resources
Audio Summaries: English and Spanish oncept Vocabulary and
C riting to Sources: Write
W
Word Study Your Own Ending
Interactive Teacher’s Annotation Highlights
Edition or Unit Resources onventions: Punctuation
C
Accessible Leveled Text
Marks
Spanish Translation
Text Questions
Analyze Craft and Structure: Elements of a Short Story
nalyze Craft and Structure: Elements of a Short
A ord Study: Latin Root
W riting to Sources: Write
W
Story (RP) -sequ- (RP) Your Own Ending (RP)
Edition or Unit Resources onventions: Punctuation
C
Marks (RP)
Assessment
Available online in
My Resources

PERSONALIZE FOR LEARNING SMALL- GROUP LEARNING • HE —Y, COME ON OU —T!
Reading Support
Text Complexity Rubric: He —y, Come On Ou —t!

Knowledge Demands The selection is an allegorical story about waste and the environment. The background information
1 2 3 4 5 provides some explanation.
Structure The selection is a linear story with dialogue.

1 2 3 4 5
Language Conventionality and Clarity Selection has complex sentences, some figurative language, irony; many descriptive passages.
1 2 3 4 5
Levels of Meaning/Purpose Multiple levels of meaning; the selection is an ironic commentary on taking the easy way out and not
1 2 3 4 5 caring for the environment.
DECIDE AND PLAN

Knowledge Demands and Language as they to ensure that they can successfully read with ideas for how they can go beyond a
read the selection. the text. simple interpretation of the text.
Knowledge Demands Before reading Knowledge Demands Use the Text Analysis Have students reread
the text, have students summarize the background information to discuss waste paragraphs 18–20 and discuss the role
background information. Making notes of and the environment. Determine students’ of the scientist in the story. Why can’t he
what they already know will help them as prior knowledge and experience with admit he doesn’t have an answer for the
they read the text. landfills. Provide additional background if hole? What is the result? What point might
Language Help students reword long and needed. the author be making?
complex sentences. Using the language Levels of Meaning and Purpose If Written Response Challenge students
from the selection, suggest simpler students have difficulty understanding to write an essay about what the hole
sentences that convey the same meaning. the multiple levels of meaning, focus on symbolizes in the story. Have students
Ask students to read the new sentences individual paragraphs. Ask students to first use evidence from the text to support
and discuss. state the events that happen. Then ask their ideas.
them to reread the paragraph to determine
what feelings or ideas are conveyed by the
hole and the villagers’ reactions to the hole.
TEach
Read and Respond

Have the groups read the selection and complete the Making Meaning, Language Development,
and Effective Expression activities.

IDENTIFY NEEDS
• Use the Selection Resources listed on the Planning pages for “He—y, Come On Ou—t!” to
help students continually improve their ability to master the standards.
Instructional Standards: He—y, Come On Ou—t!

Reading You may wish to administer the RL.3 Analyze how particular Have students identify these
ANALYZE AND REVISE Analyze Craft and Structure: elements of a story or drama types of irony in other works
Elements of a Story (RP) interact. they are familiar with. Have
• Analyze student work for worksheet to help students them cite evidence to support
understand the types of irony what they find.
evidence of student learning. used in literature.
• Identify whether or not
Writing You may wish to administer W.3.e Provide a conclusion Challenge students to write not
students have met the the Writing to Sources: that follows from and reflects just an ending, but an epilogue
expectations in the standards. Write Your Own Ending (RP) on the narrated experiences or or a sequel to the story.
• Identify implications for future worksheet to better prepare events.
students to write their endings.
instruction.
Language Review the Conventions: L.2 Demonstrate command of Challenge students to rewrite
Punctuation Marks (RP) the conventions of standard parts of the selection using
worksheet to help students English capitalization, different punctuation. Have
understand how authors use punctuation, and spelling them analyze how this changes
punctuation. when writing. the effect.
Review the Word Study: Latin L.4 Determine or clarify the Have students list words they
Root -sequ- (RP) worksheet to meaning of unknown and believe have only one meaning,
better familiarize students with multiple-meaning words and and then look them up to see if
words that have more than one phrases based on grade 7 there are multiple meanings.
TEACH meaning. reading and content, choosing
flexibly from a range of
Implement the planned lesson, strategies.
and gather evidence of student
learning.
Small-Group Learning 420D

About the Author

Jump Start Concept Vocabulary
As you perform your first read of “He—y, Come On Ou—t!” you will
First Read What do we know about the encounter these words.
destination of the stuff we put in our garbage
cans? Can we really make the waste we create disposal consequences resolved
disappear? Engage students in a discussion Shinichi Hoshi
about our relationship with garbage that sets (1926–1997), a Japanese Context Clues If these words are unfamiliar to you, try using context
the context for reading the short story “He—y, writer, is best known clues—or words and phrases that appear nearby in the text—to help you
for his “short-short determine their meanings. There are various types of context clues that
Come On Ou—t!”
stories,” in which he you may encounter as you read.
makes observations about
human nature and society.
Synonyms: A throng gathered around the hole, so the village built
He—y, Come On Ou—t! Hoshi wrote more than
a fence to keep the crowd from getting too close.
a thousand short-short
Do we create too much waste? Is it possible stories, as well as longer Restatement of an Idea: People traveled to the village to see the
to dispose of all waste without harming the fantasy stories, detective hole, and when they arrived, they were so impressed by its depth
environment? Modeling questions such as these stories, biographies, and that they gawked at it.
will help students connect to “He—y, Come On travel articles. In addition,
he was one of the first Contrast of Ideas: The scientist was able to keep his composure
Ou—t!” and to the Small-Group Performance
Japanese science-fiction despite the fact that he was scared of the deep hole.
Task assignment. Selection audio and print writers. Hoshi’s stories
capability for the selection are available in the have been translated into
Interactive Teacher’s Edition. many languages, and Apply your knowledge of context clues and other vocabulary strategies to
devoted readers enjoy their determine the meanings of unfamiliar words you encounter during your
Concept Vocabulary unexpected plot turns. first read.
Have groups discuss the different types of context

clues illustrated on the student page. For each First Read FICTION
word used in the examples (throng, gawked,
Apply these strategies as you conduct your first read. You will have an
composure), encourage groups to come up
opportunity to complete a close read after your first read.
with a definition based on the clues provided.
Ask group members if they can think of any
other types of context clues. Possibilities include
antonyms, cause and effect, and agent-object.

NOTICE whom the story is ANNOTATE by marking
about, what happens, where vocabulary and key passages
FIRST READ  STANDARDS and when it happens, and you want to revisit.
Reading Literature why those involved react as
As they read, students should perform the steps By the end of the year, read and they do.
comprehend literature, including
of the first read: stories, dramas, and poems, in the
grades 6–8 text complexity band
NOTICE: You may want to encourage students to proficiently, with scaffolding as
CONNECT ideas within RESPOND by completing
notice the kinds of people who react to the hole needed at the high end of the range.
Language
the selection to what you the Comprehension Check.
as the story develops. already know and what you
Determine or clarify the meaning
ANNOTATE: Remind students to mark contrasts, of unknown and multiple-meaning have already read.
such as contrasts between old and new, that reading and content, choosing
occur throughout the story. flexibly from a range of strategies.
a. Use context as a clue to the
CONNECT: Encourage students to connect meaning of a word or phrase.
specific portions of text with items they have read

or heard about in the news, seen on TV or in 420 UNIT 4 • PEOPLE AND THE PLANET
movies, or experienced firsthand.
RESPOND: Students will answer questions
and develop a storyboard to demonstrate FACILITATING SMALL-GROUP CLOSE READING
LIT17_SE07_U04_B3_SG.indd 420 4/4/16 3:02 PM
understanding.
Point out to students that while they will always CLOSE READ: Narrative Check in with each which elements are reflected in the story they
group as they perform the close read, offering are reading.
support as needed. • If the group is confused about certain aspects
first read, the other steps will probably happen
somewhat concurrently. You may wish to print • Remind students that when they read a of the story, suggest that they think about the
narrative, they should identify the main culture represented in the story, or that of the
copies of the First-Read Guide: Fiction for
characters and the plot elements. Emphasize, author.
students to use. however, that not all narratives neatly fit this • Challenge groups to identify the narrative’s
pattern. Therefore, students should decide theme and the specific details that reinforce it.
420 UNIT 4 • People and the Planet

SHORT STORY
He–y, CLOSER LOOK
Come On Analyze Setting
Ou–t!
their close read. Suggest that groups read
paragraphs 1–8. Encourage them to talk
about the annotations they mark. If needed,
provide the following support.
ANNOTATE: Have students mark details in
paragraphs 1–8 that establish the setting, or
work with small groups as you highlight them
together.
QUESTION: Guide students to consider
what these details might tell them. Ask what
a reader can infer from these details about
setting, and accept student responses.
Shinichi Hoshi Possible response: The story is set in a nameless
translated by Stanleigh Jones village near a nameless city. Outside the village
was a small shrine that was destroyed by a
typhoon. No one is sure how old the shrine was
or exactly where it lay.
BACKGROUND CONCLUDE: Help students formulate
Each year, the world generates billions of tons of waste. Much of that conclusions about the importance of these
waste is disposed of in landfills, where heavy metals and toxins can leak details in the text. Ask students why the
into the environment. The oceans have also been polluted with vast author might have included these details.
amounts of trash because, for many decades, it was common practice Possible response: The author is vague about
to get rid of chemicals, garbage, and even nuclear waste by dumping the setting, as if it could be any rural village in
them directly into the ocean. Asia. The shrine suggests that villagers were
once religious; but since they can’t remember
T he typhoon had passed and the sky was a gorgeous blue. when it was built or where it stood, they seem
1
NOTES
Even a certain village not far from the city had suffered less religious now.
damage. A little distance from the village and near the mountains,
Remind students that the setting is the time
a small shrine had been swept away by a landslide.
and place in which a story takes place. The
2 “I wonder how long that shrine’s been here.”
setting of the village and shrine introduced
3 “Well, in any case, it must have been here since an awfully long
in the first page of the story is so generic
time ago.”
that they could represent any village and
4 “We’ve got to rebuild it right away.”
any religion—in fact, they could symbolize
5 While the villagers exchanged views, several more of their
something else.
number came over.
6 “It sure was wrecked.”
7 “I think it used to be right here.”
8 “No, looks like it was a little more over there.”
9 Just then one of them raised his voice. “Hey what in the world
is this hole?”
He—y, Come On Ou—t! 421
LIT22_SE07_U04_B3_SG.indd 421 VOCABULARY DEVELOPMENT 18/03/21 3:37 PM
Word Analysis To practice the vocabulary In this case, the undergrowth is the cause Then create a sentence showing how they
skill for this lesson, have students use context of using machetes, which in turn cut a path. are related by cause and effect. (Possible
to define typhoon and landslide in paragraph 1. Students can infer that undergrowth is low- response: Typhoon: big storm; landslide: the
Remind students that one type of context growing vegetation between the taller trees downward flow of earth on a hill. “The heavy
clue is the cause-and-effect clue. Provide this of a forest, and that machetes are tools for rains brought by the typhoon soaked the
sentence to model how cause and effect can cutting. hillside, leading to a landslide that brought
reveal meaning: Because the undergrowth Have students analyze the causes and down trees and houses.”)
between the forest trees was so thick, we used effects described in paragraph 1 to determine
machetes to make a path through it. the meaning of typhoon and landslide.

FACILITATING
10 Where they had all gathered there was a hole about a meter
NOTES in diameter. They peered in, but it was so dark nothing could be
seen. However, it gave one the feeling that it was so deep it went
clear through to the center of the earth.
11 There was even one person who said, “I wonder if it’s a fox’s
hole.”
12 “He—y, come on ou—t!” shouted a young man into the hole.
There was no echo from the bottom. Next he picked up a pebble
and was about to throw it in.
13 “You might bring down a curse on us. Lay off,” warned an
old man, but the younger one energetically threw the pebble in.
As before, however, there was no answering response from the
bottom. The villagers cut down some trees, tied them with rope
and made a fence which they put around the hole. Then they
repaired to the village.
14 “What do you suppose we ought to do?”
15 “Shouldn’t we build the shrine up just as it was over the hole?”
16 A day passed with no agreement. The news traveled fast, and
a car from the newspaper company rushed over. In no time a
scientist came out, and with an all-knowing expression on his
face he went over to the hole. Next, a bunch of gawking curiosity
seekers showed up; one could also pick out here and there men
of shifty glances who appeared to be concessionaires.1 Concerned
that someone might fall into the hole, a policeman from the local
substation kept a careful watch.
17 One newspaper reporter tied a weight to the end of a long cord
and lowered it into the hole. A long way down it went. The cord
ran out, however, and he tried to pull it out, but it would not come
back up. Two or three people helped out but when they all pulled
too hard, the cord parted at the edge of the hole. Another reporter,
a camera in hand, who had been watching all of this, quietly
untied a stout rope that had been wound around his waist.
18 The scientist contacted people at his laboratory and had them

bring out a high-powered bull horn, with which he was going
to check out the echo from the hole’s bottom. He tried switching
through various sounds, but there was no echo. The scientist
was puzzled, but he could not very well give up with everyone
watching him so intently. He put the bull horn right up to the hole,
turned it to its highest volume, and let it sound continuously for
a long time. It was a noise that would have carried several dozen
kilometers above ground. But the hole just calmly swallowed up
the sound.
19 In his own mind the scientist was at a loss, but with a look
of apparent composure he cut off the sound and, in a manner
1. concessionaires (kuhn sehsh uh NAIRZ) n. businesspersons.

LIT17_SE07_U04_B3_SG.indd 422 16-03-31 4:23 PM

Cohesion Review paragraph 10 with students. are left out). For example, the first sentence Concerned that someone might fall
English Learners may struggle with cohesive in paragraph 10 provides an example of the into the hole, a policeman from the local
devices, which refer to some of the methods elliptical type of cohesion: “Where they had substation kept a careful watch.
writers use to express their ideas smoothly and all gathered there was a hole about a meter Knowing the types of constructions that
succinctly. These methods include the use of in diameter.” The word Where substitutes for can cause confusion for English Language
references (such as pronouns referring to things “The place where.” Learners, you can offer more targeted help
before or after them) or elliptical constructions Challenge students to “translate” the following when they have trouble comprehending
(where certain words inside phrases or clauses example from paragraph 16. specific sentences. ALL LEVELS

suggesting that the whole thing had a perfectly plausible
explanation, said simply, “Fill it in.” NOTES
Concept Vocabulary
20 Safer to get rid of something one didn’t understand.
DISPOSAL If groups are struggling to define the
21 The onlookers, disappointed that this was all that was going to
word disposal in paragraph 31, point out that
happen, prepared to disperse. Just then one of the concessionaires,
the word has multiple meanings, so they should
having broken through the throng and come forward, made a
use context to determine the correct meaning
proposal.
here. Draw students’ attention to the phrase such
22 “Let me have that hole. I’ll fill it in for you.”
things as waste from nuclear reactors. Point out
23 “We’d be grateful to you for filling it in.” replied the mayor of
that this is an “example” context clue, because
the village, “but we can’t very well give you the hole. We have to
it gives an example of the types of things that
build a shrine there.”
require disposal.
24 “If it’s a shrine you want, I’ll build you a fine one later. Shall I
make it with an attached meeting hall?” Possible response: In this context, disposal means
25 Before the mayor could answer, the people of the village all “getting rid of.”
shouted out.
26 “Really? Well, in that case, we ought to have it closer to the
village.”
27 “It’s just an old hole. We’ll give it to you!”
28 So it was settled. And the mayor, of course, had no objection.
29 The concessionaire was true to his promise. It was small,
but closer to the village he did build for them a shrine with an
attached meeting hall.
30 About the time the autumn festival was held at the new shrine,
the hole-filling company established by the concessionaire hung
out its small shingle at a shack near the hole.
Use context clues or indicate
31 The concessionaire had his cohorts mount a loud campaign in another strategy you used that
the city. “We’ve got a fabulously deep hole! Scientists say it’s at helped you determine meaning.
least five thousand meters deep! Perfect for the disposal of such disposal (dihs POH zuhl) n.
things as waste from nuclear reactors.” MEANING:
32 Government authorities granted permission. Nuclear power

plants fought for contracts. The people of the village were a bit
worried about this, but they consented when it was explained that
there would be absolutely no above-ground contamination2 for
several thousand years and that they would share in the profits.
Into the bargain, very shortly a magnificent road was built from
the city to the village.
33 Trucks rolled in over the road, transporting lead boxes. Above
the hole the lids were opened, and the wastes from nuclear
reactors tumbled away into the hole.
34 From the Foreign Ministry and the Defense Agency boxes of
unnecessary classified documents were brought for disposal.
Officials who came to supervise the disposal held discussions on
golf. The lesser functionaries, as they threw in the papers, chatted
about pinball.
2. contamination (kuhn tam uh NAY shuhn) n. pollution by poison or another dangerous

substance.
LIT17_SE07_U04_B3_SG.indd 423 CROSS-CURRICULAR CONNECTIONS 16-03-31 4:23 PM
Science In paragraph 31, the Offer these questions to guide their • How is nuclear waste disposed of in the
concessionaire declares the hole “perfect research and organize their findings. U.S. today?
for the disposal of such things as waste • Why is nuclear waste treated differently • What problems has Japan had with
from nuclear reactors.” In fact, disposing from other chemical waste? nuclear waste in the 21st century?
of nuclear waste remains a challenge in
nations that have nuclear reactors. Have • What happened to the nuclear waste Ask volunteers to share their research with
students research the various methods from the first nuclear fission experiments the class.
that have been used for this purpose. conducted by the United States?

FACILITATING
35 The hole showed no signs of filling up. It was awfully deep,
Concept Vocabulary NOTES thought some; or else it might be very spacious at the bottom.
Little by little the hole-filling company expanded its business.
CONSEQUENCES If groups are struggling to
36 Bodies of animals used in contagious disease experiments at
define the word consequences in paragraph 37,
the universities were brought out and to these were added the
suggest that they focus on these context clues:
unclaimed corpses of vagrants. Better than dumping all of its
junk dealers and these problems. Point out that
garbage in the ocean, went the thinking in the city, and plans were
these clues are “example” types of context clues;
made for a long pipe to carry it to the hole.
junk dealers and these problems both seem
37 The hole gave peace of mind to the dwellers of the city. They
to be examples of the consequences of over- Use context clues or indicate
another strategy you used that concentrated solely on producing one thing after another.
production. In other words, they are examples of helped you determine meaning.
Everyone disliked thinking about the eventual consequences.
the ______ of over-production. consequences (KON suh People wanted only to work for production companies and sales
kwehns ihz) n.
Possible response: In this context, consequences corporations; they had no interest in becoming junk dealers. But, it
means “results.” MEANING:
was thought, these problems too would gradually be resolved by
RESOLVED If groups struggle to define the word the hole.
resolved in paragraph 37, point out that the resolved (rih ZOLVD) v. 38 Young girls whose betrothals3 had been arranged discarded old
word has multiple meanings, so they need to use MEANING: diaries in the hole. There were also those who were inaugurating
context to determine the correct meaning here. new love affairs and threw into the hole old photographs of
Draw students’ attention to these surrounding themselves taken with former sweethearts. The police felt
words: it was thought, these problems, and comforted as they used the hole to get rid of accumulations of
eventually. Ask students, What do people tend expertly done counterfeit bills. Criminals breathed easier after
to think—or hope—will eventually happen to throwing material evidence into the hole.
problems? 39 Whatever one wished to discard, the hole accepted it all. The
hole cleansed the city of its filth; the sea and sky seemed to have
Possible response: In this context, resolved means
become a bit clearer than before.
“settled.”
40 Aiming at the heavens, new buildings went on being
constructed one after another.
41 One day, atop the high steel frame of a new building under
construction, a workman was taking a break. Above his head he
heard a voice shout:
42 “He—y, come on ou—t!”
43 But, in the sky to which he lifted his gaze there was nothing at
all. A clear blue sky merely spread over all. He thought it must be

his imagination. Then, as he resumed his former position, from the
direction where the voice had come, a small pebble skimmed by
him and fell on past.
44 The man, however, was gazing in idle reverie4 at the city’s
skyline growing ever more beautiful, and he failed to notice. ❧
Additional English Language Support is
available in the Interactive Teacher’s
3. betrothals (bih TROTH uhlz) n. promises of marriage.
Edition. 4. idle reverie (Y duhl REHV uh ree) daydreaming.
WriteNow Express and Reflect LIT17_SE07_U04_B3_SG.indd 424 4/4/16 1:33 PM
Poem Have students reread Suggest they choose from following • A free-verse poem
paragraph 39. Ask volunteers to identify structures: • A concrete poem, in which the words
the personification used in this passage. • Japanese haiku (17 syllables, in 3 lines of the poem are arranged to form a
(“The hole accepted; the hole cleansed of 5/7/5 syllables) shape.
the city. . . .”) Ask students to write
• Japanese tanka (31 syllables, in 5 lines The speaker in the poem should reflect an
poems from the point of view of the
of 5/7/5/7/7 syllables, respectively) understanding of the hole as represented
hole. Have them work in their groups to
• A ballad in “He—y, Come on Ou—t!” Have
generate ideas, imagining what else the
student volunteers share their poems with
hole might do, how it might it feel, what • A sonnet
the class.
it knows of the world above, and so on.

Complete the following items after you finish your first read. Review and clarify
1. He shouts, “He—y, come on ou—t!”
1. What does the young man shout into the hole at the beginning of the story? 2. They are afraid it will bring a curse on them.
3. It is used to dispose of poisonous, toxic, and
unwanted things: nuclear, experimental, and
construction waste; counterfeit money; old love
letters; incriminating evidence; the bodies of dead
vagrants; and so on.
4. He hears a voice shout, “He—y, come on ou—t!”
2. Why do the villagers tell the young man not to throw the pebble into the hole? A pebble skims by him.
5. Storyboards should depict the key events of the
story: Villagers examine site of shrine destroyed
after a storm and find a deep hole; against advice
of elders a boy shouts and throws a pebble down
hole; news of deep hole spreads and people
come to gawk and study it; concessionaire offers
3. How is the hole used? to buy it and then charges people to dispose of
waste; hole becomes receptacle of every kind of
waste imaginable as the nearby city explodes with
development; worker hears a call from the sky as
a pebble whizzes past.
Research
4. What does the workman hear at the end of the story? Research to Clarify If groups struggle to
narrow their research topic, suggest they
research an aspect of sinkholes, such as: What
causes sinkholes to form? Are more sinkholes
forming today than in the past? What are some
consequences of sinkholes around human
settlements?
5. Notebook Confirm your understanding of the story by drawing a storyboard
of key events.
RESEARCH
Research to Clarify Briefly research an unfamiliar detail in the story. For instance, you
might want to learn more about sinkholes or the disposal of waste from nuclear power
plants. How does the information you learned deepen your understanding of the story?
Share your findings with your small group.
LIT17_SE07_U04_B3_SG.indd 425 PERSONALIZE FOR LEARNING 16-03-31 4:23 PM
Challenge
Connecting Across Genres Have students study • Show how changing attitudes about
a Japanese genre that deals with concerns about technology in Japanese culture have mirrored
the environment: Gojira movies (Gojira is known Godzilla’s changing character.
in the United States as Godzilla). Have students do • Explain why such films have been popular in
online research, suggesting one of the following Japan since the middle of the last century.
research prompts:
Ask volunteers to share their research with
• Trace the references to radioactive waste and the class.
nuclear weapons in some of the early films.

Close Read the Text

Jump Start With your group, revisit sections of the text you marked
during your first read. Annotate what you notice. What
CLOSE READ Ask students to consider
this prompt: Your community can choose HE—Y, COME ON OU—T
between great productivity with high levels of CITE TEXTUAL EVIDENCE

pollution or less productivity within a cleaner Analyze the Text to support your answers.
environment. Which would you choose, Notebook Complete the activities.

and why?
1. Review and Clarify Review the short story with your group. Why do
GROUP DISCUSSION
you think the author includes so many details about what people put
As you complete the
into the hole? What effect do these details have on the reader?
Close Read the Text Analyze the Text section
with your group, consider 2. Present and Discuss Now, work with your group to share the
If needed, model close reading by using other members’ responses.
passages from the text that you found especially important. Take turns
the Annotation Highlights in the Interactive Did the responses of your
presenting your passages.
Teacher’s Edition. classmates change your
Remind students to use Accountable Talk in original ideas or thoughts
on the story? Why or why
their discussions and to support one another as environment? What has this story taught you about the effects that
not?
they complete the close read. people have on the environment? Discuss with your group.
Analyze the Text  WORD NETWORK LANGUAGE DEVELOPMENT

Possible responses: Add interesting words
1. The long list of items reinforces how much related to people and the
Concept Vocabulary
garbage the people have. planet from the text to your
consequences resolved disposal
Word Network.
2. Passages will vary by group. Remind students
to explain why they chose the passage they  STANDARDS
Why These Words? The concept vocabulary words from the text are
presented to group members. Speaking and Listening
• Engage effectively in a range related. With your group, determine what the words have in common.
3. Responses will vary by group. of collaborative discussions with Write your ideas and add another word that fits the category.
diverse partners on grade 7 topics,
texts, and issues, building on Practice
Concept Vocabulary others’ ideas and expressing their
own clearly. Notebook Confirm your understanding of these words by using
Why These Words? Possible response: All d. Acknowledge new information them to write a response to this question: How should we dispose of the

expressed by others and, when
three words relate to the outcome of a process. warranted, modify their own toxic and polluting byproducts of human activity?
They help readers understand the effects of the views.
Language
characters’ actions. Determine or clarify the meaning Word Study
of unknown and multiple-meaning
Practice words and phrases based on Latin Root: -sequ- The Latin root -sequ- means “to follow.” In the
grade 7 reading and content, story, the author writes that people disliked thinking of the consequences
Possible response: One way to reduce the choosing flexibly from a range of of dumping things in the hole because people did not want to think of
negative consequences of waste is to reduce strategies.
the things that might follow as a result of their actions.
b. Use common, grade-
its production. For example, some cities have appropriate Greek or Latin
resolved the problem of plastic-bag disposal by affixes and roots as clues to the 1. Write your own sentence that correctly uses the word consequences.
meaning of a word.
preventing stores from handing them out. c. Consult general and 2. Use a dictionary to find three other words that contain the root -sequ-.
specialized reference materials,
Write each word’s definition in your own words and write an example
Word Network both print and digital, to find
the pronunciation of a word or sentence for each.
Possible words: village, mountains, trees, determine or clarify its precise
contamination, disposal meaning or its part of speech.

Word Study
For more support, see Concept Vocabulary and
Word Study.
Formative Assessment
LIT17_SE07_U04_B3_SG_APP.indd 426 20/04/16 9:36 AM
Possible responses:
1. Responses will vary. Analyze the Text words to describe a cause and effect and think
If students struggle to close read the text, then about where the words fit into the explanation.
2. sequel, a story that follows an existing one.
subsequent: following, later. sequence: an order provide the He—y, Come On Ou—t!: Text Word Study
or pattern. Questions available online in the Interactive If students struggle to find words with the Latin
Teacher’s Edition or Unit Resources. Answers root -sequ-, then have them use an online
and DOK levels are also available. resource to find related words.
Concept Vocabulary For Reteach and Practice, see Word Study:
If students fail to see the connection among the Latin Root -sequ- (RP).
vocabulary words, then have them use the
Analyze Craft and Structure Analyze Craft and Structure

Literary Elements: Irony Irony is a literary element that involves a
Analyze Elements of a Short Story While
contradiction or contrast of some kind. In literature, authors often use
irony to entertain and to convey a theme, or message. There are several
students have no trouble understanding verbal
types of irony. irony, situational irony can be more difficult to
identify in a text. Sometimes readers confuse
TYPE OF IRONY DEFINITION EXAMPLE PURPOSE situational irony with coincidence. Explain that
DRAMATIC IRONY a contrast between an unaware to create excitement, both coincidences and situational irony are
what the reader character suspense, or tragedy or to jarring. Something is ironic when you expect a
knows and what the approaching a keep the readers’ interest different outcome. In contrast, coincidence—such
character knows door that only the as the discovery of a shared experience or the
audience can see is
chance occurrence of two events at the same
actually a trap set by
another character
time—is jarring because it can seem improbable,
but its significance ends there. We often find
SITUATIONAL a contrast between expecting a big, to create humor or tragedy situational irony in a twist at the end of a story.
IRONY what a reader or strong man to be
For more support, see Analyze Craft and
character expects the hero of a story
Structure: Elements of a Short Story.
and what actually and finding out that
happens a young girl actually
saves the day
Practice
Possible responses:
VERBAL IRONY a contrast between a character saying to create humor or build
what a narrator “I love cleaning suspense 1. (a) The story is an example of situational irony.
or character says up other peoples’ (b) The villagers believe that the hole has a
and what he or she messes” when the bottom, and they use it as a garbage collection
means character actually site. They do not expect it to lead to another city.
hates cleaning up 2. (a) Hoshi’s story develops the theme that people
after others don’t explore the consequences of their actions,
and this ignorance can lead to bad outcomes.
Depending on how an author chooses to use a certain type of irony, all (b) Details include the fact that animals used in
types of irony can help the author to develop the theme of a story. contagious disease experiments and the unclaimed
corpses are thrown away without worry.
Practice to support your answers. 3. (a) The characters do not think about their
actions. (b) Details include the fact that the people
Notebook Work with your group to respond to these are always producing new things and throwing
questions. away old things.
1. (a) What type of irony is used in the story? (b) What details in 4. The author may be saying that the people pay no
the story enabled you to identify this type of irony? attention to the environment.
 STANDARDS
2. (a) What theme is conveyed through Hoshi’s use of irony? (b) Reading Literature
• Cite several pieces of textual
What details in the story enabled you to identify this theme? evidence to support analysis of
what the text says explicitly as FORMATIVE ASSESSMENT
3. (a) What does the irony tell you about the characters? well as inferences drawn from
(b) What details from the story support this inference? the text. Analyze Craft and Structure
• Determine a theme or central If students have difficulty locating situational
4. What comment do you think the author may be making idea of a text and analyze its
development over the course of irony, then ask them what they expected to
about the relationship between people and the environment? the text; provide an objective happen immediately before the ending of the
summary of the text.
• Analyze how particular elements story. Have them compare that with what actually
of a story or drama interact. occurred. For Reteach and Practice, see Analyze
Craft and Structure: Elements of a Short
He—y, Come On Ou—t! 427 Story (RP).
LIT17_SE07_U04_B3_SG_APP.indd 427 Personalize for Learning 19/04/16 8:43 AM

Irony vs. Coincidence Many English 1. Two students meet for the first time in the When writers use irony, it is often to
Learners confuse the concepts of irony cafeteria. After chatting for a while, they figure support the story’s theme. Ask students
and coincidence. They may see anything out that they have the same dentist. Irony to discuss the ending of the story. After
unexpected as irony, when it may be or coincidence? (Coincidence—two people the shock of it, it may seem fitting. In
simple coincidence. To make sure English unexpectedly discovered something in common.) “He—y, Come on Ou—t!,” it is ironic
Learners understand the difference, but also fitting that all the trash is
2. The dentist, it turns out, has terrible teeth.
provide these examples, and encourage coming back to the people who thought
Irony or coincidence? (Irony—there is a strong
students to explain their responses. they were rid of it, even if that result was
expectation that dentists will have healthy teeth.)
unexpected. all levels

FACILITATING LANGUAGE DEVELOPMENT
Punctuation Marks Writers use punctuation marks to make their
Punctuation Marks As you review the
meaning clearer. Each punctuation mark serves a specific purpose, as
explanations and examples of the various types shown in this chart.
of punctuation with students, consider providing
additional examples for clarification. PUNCTUATION/USAGE EXAMPLE
For more support, see Conventions: A colon (:) introduces information Huck likes to fetch various things: sticks,
Punctuation Marks. that defines, explains, or provides a balls, toys, and old shoes.
list of what came before the colon.
Read It
See possible responses in chart on student A semicolon (;) joins related We hiked in the woods in the morning; in
independent clauses to form the afternoon, we swam in the lake.
page.
compound sentences.
Write It
A hyphen (-) joins two or more Maria was the front-runner in the election.
Responses will vary. Student paragraphs should separate words into a single word.
meet the following criteria:
• describe a place in nature
A dash (—) sets off information that I could hear music—what’s the name of
• use sensory details interrupts a thought. that song?—floating through the open
window.
• use at least three of the types of punctuation
from the chart
Brackets ([ ]) add clarifying Arjun said, “That was the year [2015] that
information within a quotation. we won the championship game.”
Parentheses (( )) enclose extra Can you explain that term to me

information in a sentence without (linear equations)?
changing its meaning.
Read It
Work with your group to identify examples of uses of punctuation
marks in “He—y, Come On Ou—t!” Write your examples in the chart,
identifying the punctuation marks.

EXAMPLE PUNCTUATION MARK
The hole cleansed the city of its filth; the sea and sky seemed to have become a bit clearer semicolon
than before. (paragraph 39)
Above his head he heard a voice shout: colon; dash
“He—y, come on ou—t!” (paragraphs 41–42)
Little by little, the hole-filling company expanded its business. (paragraph 35) hyphen
Formative Assessment
Conventions Write It
If students are unclear about choosing between
 STANDARDS Notebook Write a paragraph describing a place you go to enjoy
a semicolon and a colon, then point out Language nature. Your place might be a balcony, park, beach, or garden. Use
that a semicolon separates elements of equal Demonstrate command of the
specific sensory details to help readers see and feel the place you are
conventions of standard English
importance, such as main clauses. A colon capitalization, punctuation, and describing. Practice using punctuation marks by including three of the
introduces elements of unequal importance. spelling when writing. punctuation marks you learned.
For Reteach and Practice, see Conventions:
Punctuation Marks (RP). 428 UNIT 4 • PEOPLE AND THE PLANET

LIT17_SE07_U04_B3_SG_APP.indd 428 20/04/16 9:35 AM

Using Colons and Semicolons Have students Ask students to write a speech expressing
write their opinion about the selection. Tell them their opinion and then deliver the speech for the
to use colons and semicolons in their writing. class. Ask students to point out where they used
Ask students to write two or three sentences colons and semicolons and explain why they were
and then share them with a partner. Emerging used. BRIDGING
Have students write a paragraph and then An expanded English Language Support
share it with the class. Ask students to point Lesson on Punctuation is available in the
out where they used colons and semicolons and Interactive Teacher’s Edition.
explain why they were used. EXPANDING
EFFECTIVE EXPRESSION
Writing to Sources Writing to Sources

You can often understand a situation better by thinking about
Discuss Purpose As they plan their ending,
what might happen next. The same thing is true of a fictional story.
By imagining what happens after the story ends, you can deepen your
suggest that students work together to decide
understanding of the story itself. the mood they want their ending to convey.
Brainstorm Once students have identified the
Assignment type of ending they will build, encourage them
Use your imagination to write an alternate ending in which you to spend time working out a plan for the story.
explore what might happen after the story ends. Write at least three Remind students to make sure that everyone in
paragraphs that narrate what happens after the pebble skims past the the group is participating.
man at the end of “He—y, Come On Ou—t!”
Capture the Action and Experiences Encourage
 EVIdENCE lOg students to think about the tone they want to
Discuss Purpose Based on what you know from the story, what do you Before moving on to a convey, whether one of panic, cooperation,
think might happen next? In your group, decide the kind of ending you new selection, go to your surprise, or humor. Once they know this, students
want to create. Do you want your ending to be funny, sad, ironic, log and record what you can gather details that will help to develop the
or hopeful? learned from “He—y, tone they have selected.
Come On Ou—t!”
Brainstorm Consider several ideas for alternative endings. For each idea, Review and Review As students revise their
list which characters will be involved and jot down what they say and do. new endings, remind them to work together to
Consider the effect the ending will have on the reader. Track ideas in a improve the text. Groups may assign each student
chart like this one.
a revision focus, such as transitions, descriptive
aCtIons that
language, or cohesion of plot.
Idea CharaCters effeCt
happen For more support, see Writing to Sources:
Write Your Own Ending.

Capture the Action and Experiences To create a vivid engaging  standards
Writing help prepare them for the Performance-Based
picture for your readers, use narrative techniques, descriptive details, Write narratives to develop Assessment at the end of the unit.
and sensory language to capture the action and convey experiences and real or imagined experiences or
events. Consider the following strategies: events using effective technique,
relevant descriptive details, and
• Develop Characters Through Dialogue: Bring your characters to well-structured event sequences.
life by using dialogue—what the characters say to each other. Do not b. Use narrative techniques, such as
report everything a character says. Instead, create conversations that dialogue, pacing, and description,
to develop experiences, events,
vividly show characters’ feelings, gestures, and expressions as he or and/or characters.
she reacts to events and experiences. d. Use precise words and phrases,
relevant descriptive details, and
• Develop Description Through Sensory Language: When sensory language to capture the
describing the setting, context, characters, and events, use sensory action and convey experiences and
language to enhance your descriptions. Try to incorporate precise and events.
e. Provide a conclusion that
colorful nouns, adjectives, verbs, and adverbs into your writing to follows from and reflects on the
engage readers. narrated experiences or events.
• With some guidance and support
Review and Revise After you have completed your alternate ending, from peers and adults, develop and
each group member should review it individually, and note suggestions strengthen writing as needed by
planning, revising, editing, rewriting,
for revisions. Then, meet as a group to discuss members’ suggestions, or trying a new approach, focusing
and come to a consensus, or agreement, on how to revise the first draft on how well purpose and audience
of your narrative. have been addressed.
Writing to Sources
If students are unable to write an ending that
follows logically from the short story details,
LIT17_SE07_U04_B3_SG_APP.indd 429 Personalize for Learning 19/04/16 8:43 AM then have them map out the original story’s plot
using a plot diagram, and suggest that they think
Strategic Support
of the climax of the original story as just having
Collaborative Writing Once groups have settled When groups have finished drafting, have a
on a genre, brainstormed ideas, and roughly group member read it aloud while the others read begun when the story ends. For Reteach and
outlined their endings, suggest that they tag-team along, each making notes to request revisions or Practice, see Writing to Sources: Write Your
the writing. Have one group member start off the corrections. Finally, have group members create Own Ending (RP).
agreed-upon plot, writing one or two sentences. a final draft before presenting their endings to Selection Test
Then have the next student pick up the writing the class.
from there, adding one or two more sentences, Administer the “He—y, Come on Ou—t!”
and so on. Selection Test, which is available in both print and
digital formats online in Assessments.

FACILITATING Performance Task: sPeakInG anD LIsTenInG focUs
Present an Argument
soUrces
• TurTle WaTchers
present an argument
Assignment Before groups begin work on their
projects, have them clearly differentiate the role • “NaTure” Is WhaT Assignment
We see—
each group member will play. Remind groups to You have read different perspectives on the relationship between
consult the schedule for Small-Group Learning to • The sparroW
human beings and the natural environment. With your group, develop
guide their work during the Performance Task. and deliver a multimedia presentation in which you respond to the
Students should complete the assignment
• eagle TrackINg aT following question:
FolleNsby poNd
using presentation software to take advantage of Do people always have a negative impact on the
text, graphics, and sound features. • he—y, come oN ou—T! environment?
Plan With Your Group Plan With Your Group

Analyze the Text Remind students that they will Analyze the Texts With your group, review the selections you have
need to include evidence from the selections in read in Small-Group Learning. What message does each selection
their arguments. As they fill in the chart, groups send about the relationship between people and nature? Consider
should note page and paragraph numbers of changes in the environment and ways people’s actions contribute to the
sentences and details they might want to refer to changes. Discuss as a group, and write your ideas in the chart. Then,
or include in their presentations. Taking the time come to a consensus, or agreement, on the claim you will make in your
to record this information as they plan will save presentation.
them time when they begin to gather evidence.
Gather Evidence and Media Examples Discuss What does the selection suggest about
selecTIoN
people’s impact on the environment?
with students how they can use media examples
to support their arguments. Remind students to Turtle Watchers
consider using media to address counterclaims. “Nature” is what We see—
For instance, if students are arguing that people
The sparrow
have a negative impact on the environment,
they should also address the point that some
conservationists have worked hard to help the
eagle Tracking at
environment. Students may be able to locate  sTaNdards Follensby pond
images or video to develop this counterclaim. Speaking and Listening
• Engage effectively in a range of
collaborative discussions with diverse

partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly. he—y, come on ou—t!
a. Come to discussions prepared,
having read or researched material
under study; explicitly draw on
that preparation by referring to
evidence on the topic, text, or issue
to probe and reflect on ideas under
discussion. Gather Evidence and Media Examples Determine which group
b. Follow rules for collegial
discussions, track progress toward
members will work to identify examples from the texts that support your
specific goals and deadlines, and claim, and which members will work on gathering multimedia. Then,
define individual roles as needed. brainstorm ideas for your multimedia presentation. Identify photos,
• Analyze the main ideas and illustrations, audio, and video that illustrate the examples you will use to
supporting details presented in
diverse media and formats and support your claim.
explain how the ideas clarify a topic,
text, or issue under study.
AUTHOR'S PERSPECTIVE Ernest Morrell, Ph.D.

LIT17_SE07_U04_B_SG_PT.indd 430 19/04/16 8:45 AM
Active Classroom Listening Teachers can help • What are the implications of…? Remind students to avoid yes/no questions
students participate in class more effectively by • What is the difference between …and …? because they cut off discussion. Teachers can also
discussing how to ask critical questions in classroom teach students to use critical listening—weighing
conversations. Teachers can guide students to • What is the counterargument for …? what has been said to decide if they agree with it or
determine which questions are most important and • What are the strengths and weaknesses of…? not. Critical listening can help students identify the
will yield good answers by modeling questions that • What is another way to look at…? salient parts of each question and integrate these
synthesizing multiple viewpoints and tap critical parts to formulate an idea or an opinion.
thinking skills. Here are some samples to use:

essential question : What effects do people have on the environment?
Organize Your Presentation Decide the order of your multimedia

presentation and the role each group member will play. Choose your Organize Your Ideas Discuss with students
words carefully to make your claim clear. Select multimedia that best some strategies for organizing an argument. For
illustrate your ideas and will make the most impact on your audience. instance, students might consider organizing
Then, write a script for your presentation that details what each speaker ideas according to the selections. That is, after
will say to audience during the presentation. Your script is where you can their introduction, they could present all their
add important details, and explain the relationship between your evidence and media related to one selection, and
multimedia and the point that it highlights. then all the evidence and media related to the
next selection, and so on. Alternatively, students
MULTIMEDIA PRESENTATION SCRIPT
might choose a cause-effect, comparison-
Slide Script
contrast, or problem-solution organizational
Speaker 1
structure.
Speaker 2
Speaker 3 Practice With Your Group Suggest that
students practice using any multimedia
equipment they will need to use in the
Rehearse With Your Group presentation. They should make sure they
Practice With Your Group As you run through rehearsals, use this know how to use the equipment and that it
checklist to evaluate the effectiveness of your multimedia presentation. is working correctly.
Improve Your Use of Media Remind students
PRESENTATION
CONTENT USE OF MEDIA
TECHNIQUES that any media they include should directly clarify
and support their ideas. In addition, media should
The presentation Multimedia Transitions
be suited to purpose and audience. For instance,
includes a clearly elements support between
stated claim. and elaborate on speakers’
students should avoid music that conveys the
the claim. sections are wrong tone for their presentation.
The evidence from smooth.
the texts supports
the claim.
Multimedia
elements add to Each speaker
Present and Evaluate
and strengthen the speaks clearly. Before beginning the presentations, set the
The presentation presentation. expectations for the audience. You may wish to
is logically
have students consider these questions as groups
organized.
 STANDARDS present.
• What was the presenting group’s claim?
• Delineate a speaker’s argument

Fine-tune the Content To strengthen your multimedia presentation, soundness of the reasoning and • What was some of their supporting evidence?
the relevance and sufficiency of the
review each speaker’s section to make sure it clearly expresses and evidence.
• Which multimedia best supported the claim?
supports the group’s claim about whether or not people always • Present claims and findings, • What presentation skills did this group excel at?
negatively impact the environment. emphasizing salient points in a
focused, coherent manner with As students provide feedback to the presenting
Improve Your Use of Media Review all multimedia in your pertinent descriptions, facts, details,
and examples; use appropriate eye group, remind them that compliments are just as
presentation. Make sure each piece adds something interesting to the
contact, adequate volume, and clear valuable as constructive criticism.
presentation and contributes toward your overall claim. pronunciation.
Present and Evaluate to clarify claims and findings and
emphasize salient points.
When you present as a group, be sure that each member has taken into • Adapt speech to a variety of
account each of the checklist items. As you watch other groups, evaluate command of formal English when
how well their presentations meet the checklist requirements. indicated or appropriate.
Performance Task: Present an Argument 431
LIT17_SE07_U04_B_SG_PT.indd 431 PERSONALIZE FOR LEARNING 16-04-18 4:17 PM
Strategic Support
Checklist Provide students with multiple copies of the practice
checklist. Students can use these checklists to evaluate their own and
others’ presentations. Students with dysgraphia will especially benefit
from using a checklist like this one when evaluating presentations.
Some students may benefit from focusing on one column during
their evaluations, and varying the column over the course of several
presentations.

OVERVIEW
OVERVIEW: INDEPENDENT LEARNING
INDEPENDENT LEARNING ESSENTIAL QUESTION:

Encourage students to think carefully about what Our natural environment has an impact on everybody and everything on the
they have already learned and what more they planet. In this section, you will complete your study of people and the planet by
want to know about the unit topic of people and exploring an additional selection related to the topic. You’ll then share what you
the planet. This is a key first step to previewing learn with classmates. To choose a text, follow these steps.
and selecting the text or media they will read or Look Back Think about the selections you have already studied. What more do
review in Independent Learning. you want to know about the environment?
Look Ahead Preview the texts by reading the descriptions. Which one seems
Independent Learning most interesting and appealing to you?
Strategies Look Inside Take a few minutes to scan through the text you chose. Choose a
Review the Learning Strategies with students and different one if this text doesn’t meet your needs.
explain that as they work through Independent
Learning they will develop strategies to work on
their own. Independent Learning Strategies
• Have students watch the video on Independent Throughout your life, in school, in your community, and in your career, you will
Learning Strategies. need to rely on yourself to learn and work on your own. Review these strategies
and the actions you can take to practice them during Independent Learning.
• A video on this topic is available online in the Add ideas of your own for each category.
Students should include any favorite strategies STRATEGY ACTION PLAN
that they might have devised on their own during
Create a schedule • Understand your goals and deadlines.
Whole-Class and Small-Group Learning. For
• Make a plan for what to do each day.
example, for the strategy “Create a schedule”
students might include: •
• Anticipate other responsibilities.
• Leave extra time for problems or

unexpected issues. Practice what you • Use first-read and close-read strategies to deepen your understanding.
have learned • After you read, evaluate the usefulness of the evidence to help you understand
Block Scheduling the topic.
• Consider the quality and reliability of the source.
40–50 minute class period. Teachers using •
block scheduling may combine days to reflect
Take notes • Record important ideas and information.
their class schedule. In addition, teachers may
revise pacing to differentiate and support core • Review your notes before preparing to share with a group.
instruction by integrating components and •

Pacing Plan
Introduce
Whole-Class LIT22_SE07_U04_C_INO.indd 432 18/03/21 3:39 PM
Learning
Performance Task
Unit
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

CONTENTS
Choose one selection. Selections are available online only.
NOVEL EXCERPT
Contents
from My Side of the Mountain Selections Encourage students to scan and
Jean Craighead George preview the selections before choosing the one
Can you imagine living in a tree? they would like to read or review. Suggest that
they consider the genre and subject matter of
each one before making their decision. You can
use the information on the following Planning
pages to advise students in making their choice.
MYTH Remind students that the selections for

How Grandmother Spider Stole the Sun Independent Learning are only available in the
Michael J. Caduto and Joseph Bruchac
Interactive Student Edition. Allow students
who do not have digital access at home to
A Native American myth explains the origin of the sun. preview the selections or review the media
selection(s) using classroom or computer lab
technology. Then either have students print
the selection they choose or provide a printout
for them.
EXPOSITORY NONFICTION Performance Based-Assessment Prep

The Story of Victor d’Aveyron, Review Evidence for an Argument Point
the Wild Child out to students that collecting evidence
Eloise Montalban during Independent Learning is the last step in
completing their Evidence Log. After they finish
Does Victor hold the key to defining what is human?
their independent reading, they will synthesize all
the evidence they have compiled in the unit.
The evidence students collect will serve as the
primary source of information they will use to
ESSAY
complete the writing and oral presentation for
the Performance-Based Assessment at the end
from Of Wolves and Men of the unit.

Barry Lopez
How do our imagination and humanity influence our ideas

about the nature of animals?
PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Argument
Complete your Evidence Log for the unit by evaluating what you’ve learned and
synthesizing the information you have recorded.
Overview: Independent Learning 433
Introduce Introduce
LIT22_SE07_U04_C_INO.indd 433
Small-Group 18/03/21 3:39 PM Independent
Learning Learning
Performance Performance-Based
Task Assessment
Turtle Watchers • “Nature”
is what We see— • The Media: Eagle Tracking He—y, Come Independent
Sparrow at Follensby Pond On Ou—t! Learning
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
INDEPENDENT LEARNING
Independent Learning 433

PLANNING INDEPENDENT LEARNING
from My Side of the Mountain

Summary Insight
“The Old, Old Tree” is an excerpt from the novel My Side of the This selection illustrates how
Mountain by Jean Craighead George. The narrator looks at a large familiarity with nature can help
old tree, and thinks about how to make it into a home. He realizes keep someone alive. It also
SELECTION RESOURCES
that part of it is rotten, and hollows it out. He is exhausted and shows someone taking food
First-Read Guide: Fiction hungry, but manages to take care of himself and find some edible directly from nature as a way
plants. Later, he sees a crow sneaking around. He follows it back to to live.
Close-Read Guide: Fiction
its nest to collect eggs. He makes a fire to cook his food, and then
from My Side of the figures out more ways to make his life easier, using fire and water.
Mountain: Text Questions
Audio Summaries
Connection to Essential Question
Selection Audio
This text shows a direct relationship between the narrator and nature,
Selection Test and provides an angle on the Essential Question, “What effects do
people have on the environment?” The young man relies on nature
and his knowledge of it to help him plan to survive in the woods.
Connection to Performance-Based Assessment

The prompt is “Is it too late to fix the damage that has been done to
our environment?” Students may decide that this text shows a safe
relationship between the narrator and his environment. He is working
on living off the land, and without significant tools or machines, his use
or abuse of nature is very limited.
Text Complexity Rubric: from My Side of the Mountain

Knowledge Demands Students may not have direct experience with the narrator’s challenges of survival in the wilderness, but
1 2 3 4 5 the concepts are explained clearly.
Structure The first-person narrative is told in a straightforward, linear way; conversational language and dialogue
1 2 3 4 5 make it easy to follow.
Language Conventionality and Clarity The selection contains figurative language. Syntax and vocabulary are on-level.
1 2 3 4 5
Levels of Meaning/Purpose The selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5

DIGITAL
Audio Video Document Annotation EL Online
PERSPECTIVES
How Grandmother Spider Stole the Sun

Summary Insight
Michael J. Kaduto and Joseph Bruchac have retold this Muskogee This story is partly about the
myth, “How Grandmother Spider Stole the Sun.” At first, there was interdependence of nature, and
no light on one side of the world. Life was dark and difficult for the partly about the importance of
SELECTION RESOURCES animals that humans usually
animals until one of them told the others about the Sun. He had
First-Read Guide: Fiction heard about the Sun on the other side of the world. The animals don’t like. The spider and
decided to steal part of the Sun to bring home. The first animals the buzzard, not the most
Close-Read Guide: Fiction photogenic of animals, play key
who tried were burned and their injuries changed they way they
roles in bringing light to everyone
ow Grandmother Spider
H looked forever. Finally, Grandmother Spider and the Buzzard found else. This is analogous to their
Stole the Sun: Text a way to bring the Sun to the sky. important roles in the ecosystem.
Questions
Audio Summaries
Selection Audio Connection to Essential Question

Selection Test The Essential Question is “What effects do people have on the
environment?” This creation myth explains parts of the world as the
Muskogee Indians knew it. The animals play a role in changing nature
for the benefit of animals and people. Some of the animals were hurt
by their interference.

As a creation myth, the story tells about the beginning of the
relationship between man and nature. The prompt is “Is it too late to
fix the damage that has been done to our environment?” In this story,
touching the Sun forever changes the animals that touch it, and this
may set up the power that nature has over other living things.
Text Complexity Rubric: How Grandmother Spider Stole the Sun

Knowledge Demands The selection is a fantastical Native American origin myth.
1 2 3 4 5
Structure The selection is a simple, linear story.

1 2 3 4 5
Language Conventionality and Clarity The selection contains simple sentence structure and vocabulary.
1 2 3 4 5
Levels of Meaning/Purpose The myth explains how Earth was created and how various animals earned their characteristics.
1 2 3 4 5
Independent Learning 434B

PLANNING INDEPENDENT LEARNING
The Story of Victor d’Aveyron, the Wild Child

Summary Insight
“The Story of Victor d’Aveyron, the Wild Child” is a piece of This selection covers an unusual
expository nonfiction that reports on a child who grew up case that probes the boundaries
in the wilderness in France around 200 years ago. When he was between human and animal,
SELECTION RESOURCES
discovered, he was about twelve years old, could not speak, and wild and civilized.
irst-Read Guide:
F seemed to have been living in the woods for a long time. Scientists
Nonfiction were eager to study him, especially so they could understand
whether he could learn to speak, because many thought that
lose-Read Guide:
C
Nonfiction
language and empathy were traits that only humans had. Ultimately,
Victor did learn to understand and read a few words, but never
he Story of Victor
T could speak.
d’Aveyron, the Wild Child:
Text Questions
Audio Summaries Connection to Essential Question

Selection Audio This text looks at the Essential Question from a different angle.
The Essential Question is “What effects do people have on the
Selection Test environment?” The text asks students what effects the environment—
and a lack of human interaction—might have on a person.

The prompt is “Is it too late to fix the damage that has been done to
our environment?” Researchers have found “developmental windows”
or critical periods of development. Without human interaction, this wild
child might have lost opportunities for growth. Students might consider
whether nature might be the same way, whether opportunities for new
growth are being irretrievably lost.
Text Complexity Rubric: The Story of Victor d’Aveyron, the Wild Child
Knowledge Demands The situation of a boy raised in the wild and later studied by scientists may be unfamiliar to readers, but
1 2 3 4 5 the situation is clearly explained.
Structure The selection is structured in a straightforward, logical way.

1 2 3 4 5
Language Conventionality and Clarity The selection contains simple sentence structure and on-level vocabulary.
1 2 3 4 5
Levels of Meaning/Purpose The selection raises some questions about why the boy was alone in the woods.
1 2 3 4 5

DIGITAL
PERSPECTIVES
from Of Wolves and Men

Summary Insight
In this excerpt from Of Wolves and Men, Barry Lopez writes from the This selection emphasizes the
Alaskan woods. He provides his perspective on what little is known mismatch between imagination
about wolves. He begins by telling the story of the wolves in Alaska and reality. But it does not seek
SELECTION RESOURCES
who ate dogs during the very cold winter. Different groups offered to replace a set of myths with
First-Read Guide: different explanations for why the wolves began eating dogs that new facts; it simply emphasizes
Nonfiction winter. Wolves provoke strong emotions, especially when we find what we do not know. Even a
them dangerous. We know little about wolves, and Lopez says that part of nature as heavily studied
lose-Read Guide:
C some claims that most people think are true are not. Wolves show a as wolves are can remain
Nonfiction mysterious.
lot of variety, like people do, and we do not fully understand them.
from Of Wolves and Men: In the end, he says, it is difficult to pin down the truth.
Text Questions
Audio Summaries
Selection Audio Connection to Essential Question

Selection Test The Essential Question is “What effects do people have on the
environment?” In this essay, Lopez shows how animals can use human
civilization as a source of food and how people fight back against
such animals.

This essay includes an interesting perspective on the prompt “Is it too
late to fix the damage that has been done to our environment?” This
selection portrays nature as mysterious and resilient. It makes only
passing reference to the ease with which people have killed large
numbers of wolves. Lopez’s essay suggests that people and wolves can
live together, but that humans do not fully understand nature.
Text Complexity Rubric: from Of Wolves and Men

Knowledge Demands The topic of wolf behavior and the study of wolves may be unfamiliar to students.
1 2 3 4 5
Structure Information in the selection is logically organized, but connections between ideas are not always
1 2 3 4 5 completely explicit or in a predictable sequence.
Language Conventionality and Clarity The selection contains some above-level vocabulary and complex sentences. Language is sometimes
1 2 3 4 5 used for figurative power.
Levels of Meaning/Purpose The main idea is clear, but some of the supporting concepts are complicated. The writing suggests that
1 2 3 4 5 human knowledge of wolves is limited and may be based on what people want to believe.
Independent Learning 434D

MY NOTES
434E UNIT 4 • PEOPLE AND THE PLANET

DIGITAL
PERSPECTIVES
MY NOTES
Independent Learning 434F

ADVISING INDEPENDENT LEARNING
First-Read Guide Tool Kit

You may wish to direct students to use the First-Read Guide and
generic First-Read and Close-Read Guides Use this page to record your first-read ideas.
Model Annotation
in the Print Student Edition. Alternatively, you
may wish to print copies of the genre-specific Selection Title:
First-Read and Close-Read Guides for students.
These are available online in the Interactive
Student Edition or Unit Resources.
NOTICE new information or ideas you learn ANNOTATE by marking vocabulary and key
about the unit topic as you first read this passages you want to revisit.
First Read text.
Students should perform the steps of the first

read independently.
NOTICE: Students should focus on the basic
elements of the text to ensure they understand
what is happening.
ANNOTATE: Students should mark any passages
they wish to revisit during their close read.
CONNECT: Students should increase their
understanding by connecting what they’ve read
to other texts or personal experiences.
RESPOND: Students will write a summary to
demonstrate their understanding.
first read, the other steps will probably happen CONNECT ideas within the selection to RESPOND by writing a brief summary of
other knowledge and the selections you the selection.
somewhat concurrently. Remind students that
have read.
they will revisit their first-read annotations during
the close read. You may wish to print copies of
the First-Read Guide for students to use.

After students have completed the First-
Read Guide, you may wish to assign the Text
Questions for the selection that are available
in the Interactive Teacher’s Edition.
Anchor Standards
In the first two sections of the unit, students
worked with the whole class and in small
groups to gain topical knowledge and
greater understanding of the skills required
by the anchor standards. In this section, they  STANDARD
are asked to work independently, applying Reading Read and comprehend complex literary and informational texts independently and proficiently.
what they have learned and demonstrating
increased readiness for college and career. 434 UNIT 4 • PeoPle aNd The PlaNeT
Personalize for Learning

LIT17_SE07_U04_C_INO.indd 434 15-11-25 9:59 AM
Strategic Support
Writing a Summary Students may struggle • Explain that a summary should be short to focus on plot, characters, setting, and
with writing a summary for the Respond and should identify the title and author the problem or conflict in the selection.
section of the First-Read Guide. Discuss the of a selection. • Students should use their own words to
components of a successful summary, and • For a nonfiction text, students should summarize a selection. If they include
have students create a checklist to help remember to include important details exact words from the text, those words
them review and revise their First-Read and facts that help them with the main should be enclosed in quotation marks.
Guide entry. idea. For a fiction text, remind students

What effects
ESSENTIAL QUESTION:ESSENTIAL do people
QUESTION: Whathave
does
onitthe
take
environment?
to survive?
Close-Read Guide Tool Kit

Close-Read Guide and
Model Annotation
CLOSE READ
Use this page to record your first-read ideas.
Students should begin their close read by
Selection Title: revisiting the annotations they made during their
first read. Then students should analyze one
of the author’s choices regarding the following
Close Read the Text Analyze the Text
elements:
Revisit sections of the text you marked during Think about the author’s choices of patterns,
your first read. Read these sections closely structure, techniques, and ideas included in
• patterns, such as repetition or parallelism
and annotate what you notice. Ask yourself the text. Select one and record your thoughts • structure, such as cause-and-effect or
questions about the text. What can you about what this choice conveys. problem-solution
conclude? Write down your ideas.
• techniques, such as description or dialogue
• ideas, such as the author’s main idea or claim
Make it Interactive
Group students according to the selection they
have chosen. Then have students meet to discuss
the selection in depth. Their discussions should be
guided by their insights and questions.
QuickWrite
Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.
 STANDARD
Reading Read and comprehend complex literary and informational texts independently and proficiently.
Overview: Independent Learning 435
LIT17_SE07_U04_C_INO.indd 435 PERSONALIZE FOR LEARNING 12/8/15 11:54 AM
Strategic Support
QuickWrite To scaffold support for the descriptions, imagery, or visuals and/or captions
QuickWrite, help students organize and develop related to the paragraph they chose. Students
their ideas about a specific paragraph in the should also talk with their partner about
text. Have them read aloud to a partner the something more they would like to know. For
paragraph they chose, summarize the main example, they might have questions about the
idea and supporting details, and point out main idea or details in the paragraph, or they
specific examples in the writing that captured might want to know more about how the writer
their interest. Students may point to specific decided to craft the paragraph.
vocabulary, direct quotations, dialogue,
Independent Learning 435

ADVISING INDEPENDENT lEarNINg
Share Your Share Your Independent Learning

Prepare to Share
Independent Learning  evIdence Log
Go to your Evidence Log What effects do people have on the environment?
Prepare to Share and record what you learned Even when you read something independently, your understanding
Explain to students that sharing what they from the text you read. continues to grow when you share what you’ve learned with others.
learned from their Independent Learning selection Reflect on the text you explored independently and write notes about its
provides classmates who read a different selection connection to the unit. In your notes, consider why this text belongs in
with an opportunity to consider the text as a this unit.
source of evidence during the Performance-Based
Assessment. As students prepare to share, remind
them to highlight how their selection contributed
to their knowledge of the concept of people and
the planet as well as how the selection connects
to the question What effects do people have on
the environment?
Learn From Your Classmates

As students discuss the Independent Learning Learn From Your Classmates
selections, direct them to take particular note of Discuss It Share your ideas about the text you explored on your
how their classmates’ chosen selections align with own. As you talk with your classmates, jot down ideas that you learn
their current position on the Performance-Based from them.
Assessment question.
Reflect
Students may want to add their reflection to their
Evidence Log, particularly if their insight relates to
a specific selection from the unit.
Make it Interactive
Have the class take part in a friendly, impromptu
debate. Divide the class into two teams and
assign one of the following positions to Reflect

each team. Mark the most important insight you gained from these writing and
• People have mainly negative impacts on the discussion activities. Explain how this idea adds to your understanding of
environment. the topic of our environment.
• People have mainly positive impacts on the

environment.
Give teams time to prepare. Then have members
of each team alternate, giving short arguments
for their team’s position.
 StandardS
Evidence Log Support students in completing Speaking and Listening
Engage effectively in a range of
their Evidence Log. This paced activity will collaborative discussions with diverse
help prepare them for the Performance-Based partners on grade 7 topics, texts, and
issues, building on others’ ideas and
Assessment at the end of the unit. expressing their own clearly.
436 UNIT 4 • PeoPle ANd The PlANeT
AUTHOR'S PERSPECTIVE Ernest Morrell, Ph.D.

LIT17_SE07_U04_C_IN_PT.indd 436 19/04/16 8:46 AM
Self-facing Notes Some students may not believe students in discussion because these notes will help • Share Key Ideas: Model how to jot down
that they need to take notes because they’ll them prepare the key points they want to share. information that is essential to understanding.
remember what the teacher and their classmates Point out that the Share Your Independent Learning Focus on identifying the main ideas and critical
said. However, taking notes can provide more activity will help students in these ways: details. Students can use these notes to help
than a memory jog. To reinforce the importance of • Provide Feedback: Making self-facing notes will them make valuable discussion contributions.
taking good notes, teachers should remind students help students give classmates useful comments • Expand on Others’ Ideas: Explain to students
that they will need notes to learn effectively from about their independent reading, which will that effective notes help them cut to the heart of
their peers. In addition, self-facing notes may help result in deeper learning. the matter and so provide a scaffolding for what
others may have noticed in the reading.

PERFORMANCE-BASED ASSESSMENT PREP
Review Evidence for an Argument Review Evidence for

At the beginning of this unit, you took a position on the following
question:
an Argument
Are the needs of people ever more important than the
Evidence Log Students should understand that
needs of animals and the planet? Explain your position. their position on an issue could evolve as they
learn more about the subject and are exposed
 EvidEncE log to additional points of view. Point out that just
Review your Evidence Log and your QuickWrite from the beginning of the unit.
because they took an initial position on the
Has your position changed? question Is it too late to fix the damage that has
been done to our environment? doesn’t mean
Yes NO that their position can’t change after careful
Identify at least three pieces of evidence that Identify at least three pieces of evidence that consideration of their learning and evidence.
convinced you to change your mind. reinforced your initial position.
Evaluate the Strength of Your
1. 1. Evidence
Remind students that they can use different types
of evidence to support their argument, including:
• facts
2. 2.
• statistics
• quotations from reliable authorities
• examples
3. 3.
• details
Students should also evaluate the reliability of
their evidence. Discuss the characteristics of
reliable, or credible evidence:
State your position:
• reliable sources, including government,
educational, and professional organizations
• experts and scientists
• confirmation provided by other sources
Identify a possible counterclaim:
 staNdards
Writing
Evaluate the Strength of Your Evidence Write arguments to support claims
Do you have enough evidence to support your argument? Do you have with clear reasons and relevant
evidence.
enough evidence to refute a counterclaim? If not, make a plan.
a. Introduce claim(s), acknowledge
alternate or opposing claims, and
Do more research. Talk with my classmates. organize the reasons and evidence
logically.
Reread a selection. Ask an expert. b. Support claim(s) with
logical reasoning and relevant
evidence, using accurate, credible
Other: sources and demonstrating an
understanding of the topic or text.
Performance-Based Assessment Prep 437
LIT17_SE07_U04_C_IN_PT.indd 437 4/18/16 7:00 PM
Performance-Based Assessment Prep 437

ASSESSING performaNce-based assessmeNt
sources Part 1
Writing to Sources: Argument
Students should complete the Performance-Based
• Whole-class selections Writing to sources: argument
Assessment independently, with little to no input • small-group selections In this unit, you read about the effect that people have on the
environment. You read selections, both fiction and nonfiction, that
or feedback during the process. Students should • independent-learning
express different perspectives on the relationship between people and
use word processing software to take advantage selection
the environment.
of editing tools and features.
Prior to beginning the assessment, ask students
to think about what they already know about the Write an Argument
role of human actions in creating environmental Write an argument in which you state and defend a claim in response
damage—like habitat loss or climate change— to the following question:
and what more they would like to know about are the needs of people ever more important than
slowing or reversing the process. the needs of animals and the planet?
Review the Elements of Effective Argument State your claim with accuracy and support it with logical reasoning
Students can review the work they did earlier and specific, relevant evidence from the selections in this unit.
in the unit as they complete the Performance- Organize your ideas effectively, and use transitions to create cohesion
and show the relationships between your claim, reasons, and evidence.
Based Assessment. They may also consult other
Provide a conclusion that supports your argument and offers new
resources such as:
insight into the topic. Remember to maintain a formal style and tone
• the elements of an effective argument, in your writing.
including a clear statement of the claim,
persuasive evidence and logical reasoning that
 Word NetWork Reread the Assignment Review the assignment to be sure you fully
support the claim, and a clear organizational
understand it. The assignment may reference some of the academic
structure, available in Whole-Class Learning As you write and revise your
vocabulary words presented at the beginning of the unit. Be sure you
argument, use your Word
• their Evidence Log Network to help vary your
understand each of these words in order to complete the assignment
correctly.
• their Word Network word choices.
Although students will use evidence from unit ethical dissent interject
selections for their argument, they may need
discord accuracy
to collect additional evidence, including facts,
statistics, anecdotes, quotations from authorities,
or examples. Review the Elements of Effective Argument Before you begin
writing, review the Argument Rubric. Once you have completed your

first draft, check it against the rubric. If one or more of the elements
is missing or not as strong as it could be, revise your essay to add or
strengthen that component.
 standards
Writing
• Write arguments to support claims
evidence.
• Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
• Write routinely over extended time
frames and shorter time frames for
a range of discipline-specific tasks,
purposes, and audiences.
LIT17_SE07_U04_U_PAS.indd 438 19/04/16 8:48 AM

Argument Rubric Argument Rubric

Focus and Organization Evidence and Elaboration Language Conventions As you review the Argument Rubric with
The introduction is engaging and Details, examples, and The argument intentionally students, remind them that the rubric is a
states the claim in a persuasive way. quotations from the selections follows standard English resource that can guide their revisions. Students
are specific and relevant. conventions of usage and
The claim is supported by logical mechanics. should pay particular attention to the differences
reasons and relevant evidence, and The style and tone of the between an argument that contains all of the
opposing claims are addressed. argument are formal and
objective. required elements (a score of 3) and one that is
Reasons and evidence are logically comprehensive, engaging, and progresses in a
4 organized so that the argument is easy Words are carefully chosen
to follow. and suited to purpose and logical and thoughtful manner (a score of 4).
audience.
Transitions clearly show the
relationships between the claim,
The conclusion supports the argument

and offers a new insight into the topic.
The introduction is somewhat Details, examples, and The argument demonstrates

engaging and states the claim clearly. quotations from the selections accuracy in standard English
are relevant. conventions of usage and
The claim is supported by reasons and mechanics.
evidence, and opposing claims are The style and tone of the
acknowledged. argument are mostly formal
and objective.
3 Reasons and evidence are organized so
that the argument is easy to follow. Words are generally suited to
purpose and audience.
Transitions show the relationships
between the claim, reasons, and
evidence.
The conclusion supports the argument.
The introduction states the claim. Some details and examples The argument demonstrates
from the selections are some accuracy in standard
The claim is supported by some relevant. English conventions of usage
reasons and evidence, and opposing and mechanics.
claims may be briefly acknowledged. The style and tone of the
2 argument are occasionally
Reasons and evidence are vaguely formal and objective.
organized with a few transitions to
orient readers. Words are somewhat suited to

purpose and audience.
The conclusion relates to the argument.
The claim is not clearly stated. There is little or no relevant The argument contains
support. mistakes in standard English
The claim is not supported by reasons conventions of usage and
and evidence, and opposing claims are The style and tone are mechanics.
not acknowledged. informal.
1
Reasons and evidence are disorganized Words are not appropriate to
and the argument is difficult to follow. purpose or audience.
The conclusion does not include

relevant information.
Performance-Based Assessment 439
LIT17_SE07_U04_U_PAS.indd 439 Personalize for Learning 16-04-18 6:28 PM

Syntax If students are having difficulty organizing their argument,
have them break their argument down into simple sentences.
Remind them that even the simplest sentence has a subject and a
verb, but that is all it needs. Once they’ve expressed their ideas in
the simplest sentences they can write, encourage them to join these
sentences together in ways that help make their arguments clearer
and more effective. Point out that when making an argument,
complex sentences joined with words like “because” or “although”
can actually be clearer than a pair of simple sentences. ALL LEVELS

ASSESSING performance-based assessment
Part 2
Speaking and Listening:
Speaking and Listening:
Oral Presentation
Students should annotate their written argument
Oral Presentation
in preparation for the oral presentation, marking
Assignment
the important elements (claim, reasons, evidence,
After completing the final draft of your argument, use it as the
and counterclaims) as well as critical anecdotes  StandardS
Speaking and Listening foundation for a three- to five-minute oral presentation.
or facts. • Present claims and findings,
Remind students that the effectiveness of emphasizing salient points in a
focused, coherent manner with Do not simply read your argument aloud. Take these steps to make your
an oral argument relies on how the speaker
pertinent descriptions, facts, details, presentation engaging.
establishes credibility with his or her audience. and examples; use appropriate eye
• Review your argument, and mark reasons and evidence that best
If a speaker comes across as confident and contact, adequate volume, and clear
pronunciation. support your claim.
authoritative, it will be easier for the audience to • Include multimedia components
give credence to the speaker’s claim. • Choose multimedia components to add interest to your presentation.
to clarify claims and findings and • Deliver your argument with confidence, and remember to use a
Review the Oral Presentation Rubric As emphasize salient points.
formal tone.
you review the Oral Presentation Rubric with • Adapt speech to a variety of
students, remind them that it is a valuable tool command of formal English when Review the Rubric Before you deliver your presentation, rehearse it
that can help them plan their presentation. They indicated or appropriate. with a peer and check your plans against this rubric.
should strive to include all of the criteria required
to achieve a score of 3. Draw their attention to Content Organization Presentation Techniques
some of the subtle differences between scores of The introduction is engaging The speaker uses time effectively, The speaker maintains eye
2 and 3. and establishes the claim in a spending the right amount on contact and speaks clearly.
persuasive way. each part.
The speaker presents the
The presentation includes strong, Ideas progress logically, with clear argument with confidence
valid reasons and evidence to transitions among ideas. and uses a formal tone.
3 support the claim and answers
counterclaims. The sequence of the multimedia
matches the timing of the speaker.
The conclusion supports the
argument and offers fresh insight
into the topic.
The introduction establishes The speaker uses time effectively, The speaker sometimes
a claim. spending the right amount of time maintains eye contact and
on most parts. speaks somewhat clearly.

The presentation includes valid
reasons and evidence to support Ideas progress logically with some The speaker uses a formal
2 the claim. transitions among ideas. tone when presenting the
argument.
The conclusion supports the The sequence of multimedia
argument. sometimes matches the timing of
the speaker.
The introduction does not state a The speaker does not use time The speaker does not
claim. effectively and focuses too much maintain eye contact or speak
time on some parts. clearly.
The presentation does not include
reasons or evidence to support Ideas do not progress logically. The speaker uses an informal
1 the claim. Listeners have trouble following tone and presents the
the argument. argument in a way that lacks
The conclusion does not relate to confidence.
the argument presented. The sequence of multimedia
does not match the timing of the
speaker.
DIGITAL PERSPECTIVES
LIT17_SE07_U04_U_PAS.indd 440 4/4/16 1:35 PM
Preparing for the Assignment To help students each speaker successful (that is gesture, pacing,
understand what an effective oral presentation tone, and so on). Suggest that students record
of an argument looks and sounds like, find themselves presenting their arguments so they
online examples of students or adults presenting can practice incorporating some of the elements
arguments. Project the examples for the class, in the examples you showed them.
and have students note the techniques that make

UNIT
4 REFLECTION
Reflect on the Unit Reflect on the Unit

Now that you’ve completed the unit, take a few moments to reflect on
• Have students watch the video on Reflecting
your learning.
on Your Learning.
Reflect on the Unit Goals • A video on this topic is available online in the
Review the goals at the beginning of the unit. Use a different colored
pen to rate yourself again. Think about readings and activities that
Reflect on the Unit Goals
contributed the most to the growth of your understanding. Record your
thoughts. Students should reevaluate how well they met
the unit goals now that they have completed
the unit. You might ask them to provide a
written commentary on the goal they made the
most progress with as well as the goal they feel
warrants continued focus.
Reflect on the Learning Strategies

Discuss It If you want to make this a digital
Reflect on the Learning Strategies activity, go online and navigate to the Discussion
Discuss It Write a reflection on whether you were able to improve Board. Alternatively, students can share their
your learning based on your Action Plans. Think about what worked, learning strategies reflections in a class discussion.
what didn’t, and what you might do to keep working on these strategies.
Record your ideas before a class discussion. Reflect on the Text
Consider having students share their text
reflections with one another.
MAKE IT INTERACTIVE
Have students prepare one slide using
presentation software that summarizes their
reflection.
Collate student slides into a presentation that
Reflect on the Text can be viewed by the class. Students should be
Choose a selection that you found challenging and explain what made prepared to give a 30-second oral summary for
it difficult. their slide.
Unit Test and Remediation

Explain something that surprised you about a text in the unit. After students have completed the
Performance-Based Assessment, administer
the Unit Test. Based on students’ performance
on the test, assign the resources as indicated
Which activity taught you the most about the environment? What did
you learn? on the Interpretation Guide to remediate.
Students who take the test online will be
automatically assigned remediation, as
warranted by test results.
Unit Reflection 441
LIT22_SE07_U04_U_PAS.indd 441 18/03/21 3:40 PM

NOVEL EXCERPT
from My Side
of the Mountain
Jean Craighead George
About the Author

Award-winning novelist, nonfiction writer, short-story writer, and memoirist
Jean Craighead George (1919–2012) was born in Washington, D.C. A
naturalist as much as an author, George wrote more than 100 books about
the natural world, most of them for children. Her best-known works are
Julie of the Wolves (1972) and My Side of the Mountain (1959).
BACKGROUND
In My Side of the Mountain, young Sam Gribley runs away from his
home in New York City to live in the Catskill Mountains on his own.
With only a few basic tools and the advice of some locals, he does
what he can to gather food and prepare shelter before the winter. This
excerpt begins in the summer, shortly after Sam has arrived.
NOTES
1
I knew enough about the Catskill Mountains to know that when

the summer came, they were covered with people. Although
Great-grandfather’s farm was somewhat remote, still hikers and
campers and hunters and fishermen were sure to wander across it. Copyright © SAVVAS Learning Company LLC. All Rights Reserved.
2 Therefore I wanted a house that could not be seen. People
would want to take me back where I belonged if they found me.
3 I looked at that tree. Somehow I knew it was home, but I was
not quite sure how it was home. The limbs were high and not
right for a tree house. I could build a bark extension around it, but
that would look silly. Slowly I circled the great trunk. Halfway
around the whole plan became perfectly obvious. To the west,
between two of the flanges1 of the tree that spread out to be roots,
was a cavity. The heart of the tree was rotting away. I scraped at
it with my hands; old, rotten insect-ridden dust came tumbling
out. I dug on and on, using my ax from time to time as my
excitement grew.
1. flanges (FLAN jihz) n. raised edges at the base of a tree.
IL1 UNIT 4 Independent Learning • from My Side of the Mountain

4 With much of the old rot out, I could crawl in the tree and sit
cross-legged. Inside I felt as cozy as a turtle in its shell. I chopped NOTES
and chopped until I was hungry and exhausted. I was now in

the hard good wood, and chopping it out was work. I was afraid
December would come before I got a hole big enough to lie in. So I
sat down to think.
5 You know, those first days, I just never planned right. I had
the beginnings of a home, but not a bite to eat, and I had worked
so hard that I could hardly move forward to find that bite.
Furthermore, it was discouraging to feed that body of mine. It
was never satisfied, and gathering food for it took time and got it
hungrier. Trying to get a place to rest it took time and got it more
tired, and I really felt I was going in circles and wondered how
primitive man ever had enough time and energy to stop hunting
food and start thinking about fire and tools.
6 I left the tree and went across the meadow looking for food. I
plunged into the woods beyond, and there I discovered the gorge
and the white cascade splashing down the black rocks into the
pool below.
7 I was hot and dirty. I scrambled down the rocks and slipped
into the pool. It was so cold I yelled. But when I came out on the
bank and put on my two pairs of trousers2 and three sweaters,
which I thought was a better way to carry clothes than in a pack,
I tingled and burned and felt coltish.3 I leapt up the bank, slipped,
and my face went down in a patch of dogtooth violets.
8 You would know them anywhere after a few looks at them at
the Botanical Gardens4 and in colored flower books. They are little
yellow lilies on long slender stems with oval leaves dappled with
gray. But that’s not all. They have wonderfully tasty bulbs. I was
filling my pockets before I got up from my fall.
9 “I’ll have a salad type lunch,” I said as I moved up the steep
sides of the ravine. I discovered that as late as it was in the season,
the spring beauties were still blooming in the cool pockets of the
woods. They are all right raw, that is if you are as hungry as I was.
They taste a little like lima beans. I ate these as I went on hunting
food, feeling better and better, until I worked my way back to the
meadow where the dandelions were blooming. Funny I hadn’t
noticed them earlier. Their greens are good, and so are their
roots—a little strong and milky, but you get used to that.
10 A crow flew into the aspen grove without saying a word.
The little I knew of crows from following them in Central Park,
they always have something to say. But this bird was sneaking,
obviously trying to be quiet. Birds are good food. Crow is
2. trousers (TROW zuhrz) n. pants.

3. coltish (KOHL tihsh) adj. like a colt; energetic but awkward.
4. Botanical Gardens refers to one of the large public gardens in New York City.
UNIT 4 Independent Learning • from My Side of the Mountain IL2

certainly not the best, but I did not know that then, and I launched
NOTES out to see where it was going. I had a vague plan to try to noose5
it. This is the kind of thing I wasted time on in those days when
time was so important. However, this venture turned out all right,
because I did not have to noose that bird.
11 I stepped into the woods, looked around, could not see the
crow, but noticed a big stick nest in a scrabbly pine. I started to
climb the tree. Off flew the crow. What made me keep on climbing
in face of such discouragement, I don’t know, but I did, and that
noon I had crow eggs and wild salad for lunch.
12 At lunch I also solved the problem of carving out my tree. After
a struggle I made a fire. Then I sewed a big skunk cabbage leaf
into a cup with grass strands. I had read that you can boil water
in a leaf, and ever since then I had been very anxious to see if this
were true. It seems impossible, but it works. I boiled the eggs in
a leaf. The water keeps the leaf wet, and although the top dries
up and bums down to the water level, that’s as far as the burning
goes. I was pleased to see it work.
13 Then here’s what happened. Naturally, all this took a lot of
time, and I hadn’t gotten very far on my tree, so I was fretting and
stamping out the fire when I stopped with my foot in the air.
The fire! Indians made dugout canoes with fire. They burned
them out, an easier and much faster way of getting results. I
would try fire in the tree. If I was very careful, perhaps it would
work. I ran into the hemlock forest with a burning stick and got a
fire going inside the tree.
14 Thinking that I ought to have a bucket of water in case things
got out of hand, I looked desperately around me. The water was
far across the meadow and down the ravine. This would never do.
I began to think the whole inspiration of a home in the tree was no
good. I really did have to live near water for cooking and drinking
and comfort. I looked sadly at the magnificent hemlock and was

about to put the fire out and desert it when I said something to
myself. It must have come out of some book: “Hemlocks usually
grow around mountain streams and springs.”
15 I swirled on my heel. Nothing but boulders around me. But the
air was damp, somewhere—I said—and darted around the rocks,
peering and looking and sniffing and going down into pockets
and dales. No water. I was coming back, circling wide, when I
almost fell in it. Two sentinel boulders, dripping wet, decorated
with flowers, ferns, moss, weeds—everything that loved water—
guarded a bathtub-sized spring.
16 “You pretty thing,” I said, flopped on my stomach, and pushed
my face into it to drink. I opened my eyes. The water was like
glass, and in it were little insects with oars. They rowed away
5. noose v. catch with a loop of string or rope.
IL3 UNIT 4 Independent Learning • from My Side of the Mountain

from me. Beetles skittered like bullets on the surface, or carried
a silver bubble of air with them to the bottom. Ha, then I saw a NOTES
crayfish.
17 I jumped up, overturned rocks, and found many crayfish. At
first I hesitated to grab them because they can pinch. I gritted my
teeth, thought about how much more it hurts to be hungry, and
came down upon them. I did get pinched, but I had my dinner.
And that was the first time I had planned ahead! Any planning
that I did in those early days was such a surprise to me and so
successful that I was delighted with even a small plan. I wrapped
the crayfish in leaves, stuffed them in my pockets, and went back
to the burning tree.
18 Bucket of water, I thought. Bucket of water? Where was I going
to get a bucket? How did I think, even if I found water, I could
get it back to the tree? That’s how citified I was in those days. I
had never lived without a bucket before—scrub buckets, water
buckets—and so when a water problem came up, I just thought I
could run to the kitchen and get a bucket.
19 “Well, dirt is as good as water,” I said as I ran back to my tree.
“I can smother the fire with dirt.”
20 Days passed working, burning, cutting, gathering food, and
each day I cut another notch on an aspen pole that I had stuck in
the ground for a calendar. ❧
“The Old, Old Tree,” from My Side of the Mountain by Jean Craighead George, copyright © 1959, renewed © 1987 by Jean
Craighead George. Used by permission of Dutton Children’s Books, an imprint of Penguin Young Readers Group, a division of
Penguin Random House LLC.
UNIT 4 Independent Learning • from My Side of the Mountain IL4

MYTH
How Grandmother
Spider Stole the Sun
Michael J. Caduto and
Joseph Bruchac
About the Authors

Michael J. Caduto (b. 1955) is an award-winning author, storyteller,
educator, poet, and musician. His work emphasizes respecting Earth and
the environment, and the scientific knowledge and cultural traditions that
underline the importance of the natural world.
Joseph Bruchac (b. 1942) is a novelist, poet, and

storyteller of Abenaki descent. He lives in the foothills of
New York’s Adirondack Mountains, where his ancestors
also lived. Bruchac has written more than 70 books
for children and has performed worldwide as a teller of
Native American folk tales.
BACKGROUND
How Grandmother Spider Stole the Sun is a Native American creation
story that explains how the world became the way it is. Grandmother

Spider often appears in folk tales from Southwestern tribes, such as
the Hopi, Navajo, and Cherokee, as an important creator who is also a
powerful teacher and helper. This story comes from the Muskogee, or
Creek, people.
NOTES
1
W hen the Earth was first made, there was no light. It was
very hard for the animals and the people in the darkness.
Finally the animals decided to do something about it.
2 “I have heard there is something called the Sun,” said the Bear.
“It is kept on the other side of the world, but the people there will
not share it. Perhaps we can steal a piece of it.”
3 All the animals agreed that it was a good idea. But who would
be the one to steal the Sun?
4 The Fox was the first to try. He sneaked to the place where
the Sun was kept. He waited until no one was looking. Then he
IL5 UNIT 4 Independent Learning • How Grandmother Spider Stole the Sun
grabbed a piece of it in his mouth and ran. But the Sun was so hot
it burned his mouth and he dropped it. To this day all foxes have NOTES
black mouths because that first fox burned his carrying the Sun.
5 The Possum tried next. In those days Possum had a very bushy
tail. She crept up to the place where the Sun was kept, broke off
a piece, and hid it in her tail. Then she began to run, bringing the
Sun back to the animals and the people. But the Sun was so hot
it burned off all the hair on her tail and she lost hold of it. To this
day all possums have bare tails because the Sun burned away the
hair on that first possum.
6 Then Grandmother Spider tried. Instead of trying to hold the
Sun herself, she wove a bag out of her webbing. She put the piece
of the Sun into her bag and carried it back with her. Now the
question was where to put the Sun.
7 Grandmother Spider told them, “The Sun should be up high in
the sky. Then everyone will be able to see it and benefit from its
light.”
8 All the animals agreed, but none of them could reach up high
enough. Even if they carried it to the top of the tallest tree, that
would not be high enough for everyone on the Earth to see the
Sun. Then they decided to have one of the birds carry the Sun up
to the top of the sky. Everyone knew the Buzzard could fly the
highest, so he was chosen.
9 Buzzard placed the Sun on top of his head, where his feathers
were the thickest, for the Sun was still very hot, even inside
Grandmother Spider’s bag. He began to fly, up and up toward the
top of the sky. As he flew the Sun grew hotter. Up and up he went,
higher and higher, and the Sun grew hotter and hotter still. Now
the Sun was burning through Grandmother Spider’s bag, but the
Buzzard still kept flying up toward the top of the sky. Up and up
he went and the Sun grew hotter. Now it was burning away the
feathers on top of his head, but he continued on. Now all of his
feathers were gone, but he flew higher. Now it was turning the
bare skin of his head all red, but he continued to fly. He flew until
he reached the top of the sky, and there he placed the Sun where it
would give light to everyone.
10 Because he carried the Sun up to the top of the sky, Buzzard
was honored by all the birds and animals. Though his head was
naked and ugly because he was burned carrying the Sun, he is
still the highest flyer of all, and he can be seen circling the Sun
to this day. And because Grandmother Spider brought the Sun
in her bag of webbing, at times the Sun makes rays across the
sky that are shaped like the rays in Grandmother Spider’s web.
It reminds everyone that we are all connected, like the strands
of Grandmother Spider’s web, and it reminds everyone of what
Grandmother Spider did for all the animals and the people. ❧
UNIT 4 Independent Learning • How Grandmother Spider Stole the Sun IL6
EXPOSITORY NONFICTION
The Story of
Victor d’Aveyron,
the Wild Child
Eloise Montalban
About the Author

Eloise Montalban (b. 1987) grew up in a small town in South Dakota. She
enjoys writing but her first love is teaching. Eloise is currently living in Japan
where she teaches English to Japanese children.
BACKGROUND
Feral children are human children who have grown up in the wild, either
raised by animals or surviving on their own. There have been stories of
feral children throughout history, and even in the modern day, there are
occasional news stories about children growing up outside of human
society.
NOTES
1
O ne day in 1797, a boy was found wandering naked in the

woods near the town of Saint-Sernin-sur-Rance in France.
He was caught and brought into the town, but he escaped a few
days later. He was seen again in 1798 and 1799. Then, in 1800, he

came into the town by himself.
2 The villagers guessed that he was about 12 years old. He
couldn’t speak and had many scars on his body. Also, he didn’t
like to eat the food the people in town ate—for example, he
preferred to eat raw meat. These things made people think that he
had been living alone in the woods for a long time. The villagers
were kind to him, but soon doctors and scientists heard about the
boy and came to examine him. They were especially interested in
him because at that time, many people talked and argued about
what makes people human. They thought that language was one
of the main things that made people human, yet here was a boy
who didn’t know how to speak. Was he human? Could he be
taught to speak and behave like a human?
IL7 UNIT 4 Independent Learning • The Story of Victor d’Aveyron, the Wild Child
3 Shortly after he started to live in the town, he was examined by
a local biology professor. The professor had the boy remove his NOTES
clothes and then took him out into the snow. The boy was not at
all upset about being naked in the snow. He played happily. This
led the professor to believe that the boy was used to being naked
outdoors, even in the winter.
4 The boy was taken to another town where two men whose sons
had gone missing during the French Revolution met him. Their
sons would have been about the same age as the boy, but neither
of the men thought he was their son. There were rumors about
whose child he might be, but no one ever claimed him as theirs.
5 Although the boy could hear, he was taken to the National
Institute for the Deaf so that Roch-Ambroise Cucurron Sicard,
a well-known instructor of the deaf, could study him. Sicard
belonged to a group called the Society of Observers of Man, who
believed they could learn about the relationship of man to society
by studying the boy and teaching him. After a year, Sicard was
unhappy with the boy’s lack of progress. He stopped trying to
teach him and let the boy roam around the institute.
6 A young doctor at the institute, Jean Marc Gaspard Itard,
became interested in the boy and named him Victor. Itard brought
Victor home to live with him. He wanted to know if Victor could
learn language and empathy. Itard believed that these two things
were what made humans different from animals. He worked with
Victor for 5 years. Itard came up with new methods to teach Victor
words, which were used later to teach children with disabilities.
Victor learned to understand language and could read some
words. However, he made little progress after a certain point and
never learned to speak. Itard wrote, “Under these circumstances
his ear was not an organ for the appreciation of sounds, their
articulations1 and their combinations; it was nothing but a simple
means of self-preservation which warned of the approach of a
dangerous animal or the fall of wild fruit.”

7 Itard believed that Victor learned to have empathy for other
people; as an example of this, he told the story of Victor trying
to comfort Itard’s housekeeper when he saw her crying over
the death of her husband. Victor eventually moved in with the
housekeeper and lived with her until his death in 1828. He would
have been about 40 years old at that time.
8 Today, doctors speculate that Victor may have had a condition,
such as autism, that caused his family to abandon him in the
woods. This would also explain his inability to speak. Regardless,
he made an interesting case study because scientists would never
intentionally deprive a child of a family in order to study the
results. While Itard thought that Victor chose not to speak, doctors
1. articulations (ahr tihk yuh LAY shuhnz) n. ways of pronouncing words and syllables.
UNIT 4 Independent Learning • The Story of Victor d’Aveyron, the Wild Child IL8
now would agree that he missed a developmental2 window of
NOTES opportunity. By the time Itard began to teach him, it was believed
that Victor’s brain was no longer capable of learning language.
We would still say that he was definitely human in spite of his
inability to speak and his “wild” behavior. ❧
2. developmental (dih vehl uhp MEHN tuhl) adj. having to do with stages of growth.
IL9 UNIT 4 Independent Learning • The Story of Victor d’Aveyron, the Wild Child
ESSAY
from
Of Wolves
and Men
Barry Lopez
About the Author

Barry Lopez (b. 1945) writes about natural history and
the environment. His book Arctic Dreams won the
National Book Award in 1986. In this book, he explores
the interaction between the environment and the native
people and animals of the far north. Lopez is known for
his essays, short stories, and nonfiction.
2
2
BACKGROUND
The gray wolf is featured in myths and legends from all around the
world. Many societies hunted wolves almost to extinction, but since
the late twentieth century, conservation efforts have helped wolf
populations recover somewhat from their lowest levels.
I am in a small cabin outside Fairbanks, Alaska, as I write these

words. The cold sits down like iron here, and the long hours
NOTES
of winter darkness cause us to leave a light on most of the day.

Outside, at thirty below, wood for the stove literally pops apart
at the touch of the ax. I can see out across the short timber of the
taiga1 when I am out there in the gray daylight.
2 Go out there.
3 Traveling for hours cross-country you see only a few animal
tracks. Perhaps a single ptarmigan2 or a hare. Once in a while the
tracks of a moose. In the dead of winter hardly anything moves.
It’s very hard to make a living. Yet the wolf eats. He hunts in the
darkness. And stays warm. He gets on out there.
4 The cabin where I am writing sits a few miles north of the city,
in Goldstream Valley. This valley came briefly into the news a
1. taiga (TY guh) n. pine forests.

2. ptarmigan (TAHR muh guhn) n. wild bird, also called rock grouse.
UNIT 4 Independent Learning • from Of Wolves and Men IL10

few years ago when wolves killed a lot of domestic dogs here.
NOTES Goldstream Valley is lightly settled and lies on the edge of active
wolf range, and that winter wolves got into the habit of visiting
homes and killing pet dogs. A dog owner wouldn’t hear a sound
but the barking and growling of his dog. Then silence. He would
pass a flashlight beam through the darkness and see nothing. In
the morning he would find the dog’s collar or a few of its bones
stripped of meat. The wolves would have left behind little else but
their enormous footprints in the snow.
5 After the wolves killed about twenty dogs like this, a petition
turned up in local stores. Sign one sheet and it meant you wanted
the Alaska Department of Fish and Game to kill the wolves. Sign
another and it meant you didn’t. The plan was defeated, five to
one, and the Department of Fish and Game, for its part, declined
to get involved. Some residents set out poisoned meat and steel
traps on their own. The wolves went on killing dogs until spring,
when the toll was something like forty-two.
6 When it was over some biologists, pressed for an explanation,
told residents it had been a hard winter, that wolves had simply
turned to dogs for food. Athabascan Indians living in Fairbanks
said with a grin that that might be true—they didn’t know—but
wolves just naturally hate dogs, and that’s all it had been about.
The owner of a sled-dog team argued that the wolf was a born
killer, like the wolverine and the weasel. Some creatures God put
on earth to help man, he said, and others to hinder him, and the
wolf was a hinderer.
7 The dog-killing incident in Goldstream Valley brings together
the principal threads in this book. What wolves do excites men
and precipitates3 strong emotions, especially if men feel their lives
or the lives of their domestic animals are threatened. Explanations
for the wolf’s behavior are rampant. Biologists turn to data.
Eskimos and Indians accept natural explanations but also take

a wider view, that some things are inexplicable except through
the metaphorical language of legend. The owner of a dog team
is more righteously concerned with the safety of his animals
than with understanding what motivates wolves. And everyone
believes to some degree that wolves howl at the moon, or weigh
two hundred pounds, or travel in packs of fifty, or are driven
crazy by the smell of blood.
8 None of this is true. The truth is we know little about the wolf.
What we know a good deal more about is what we imagine the
wolf to be.
9 Alaska is the last North American stronghold of the wolf. With
Eskimos and Indians here, with field biologists working on wolf
studies, with a suburban population in Fairbanks wary of wolves
3. precipitates (prih SIHP uh tayts) v. sparks.
IL11 UNIT 4 Independent Learning • from Of Wolves and Men

on winter nights, with environmentalists pushing for protection,
there is a great mix of opinion. The astounding thing is that, in NOTES
large part, it is only opinion. Even biologists acknowledge that

there are things about wolves and wolf behavior you just have to
guess at.
10 Let’s say there are 8,ooo wolves in Alaska. Multiplying by 365,
that’s about 3 million wolf-days of activity a year. Researchers
may see something like 75 different wolves over a period of 25 or
30 hours. That’s about 90 wolf-days. Observed behavior amounts
to about three one-thousandths of 1 percent of wolf behavior.
The deductions made from such observations represent good
guesses, and indicate how incomplete is our sense of worlds
outside our own.
* * *
11 Wolves are extraordinary animals. In the winter of 1976 an

aerial hunter4 surprised ten gray wolves traveling on a ridge in
the Alaska Range. There was nowhere for the animals to escape
to and the gunner shot nine quickly. The tenth had broken for
the tip of a spur running off the ridge. The hunter knew the spur
ended at an abrupt vertical drop of about three hundred feet and
he followed, curious to see what the wolf would do. Without
hesitation the wolf sailed off the spur, fell the three hundred feet
into a snowbank, and came up running in an explosion of powder.
12 The Nunamiut Eskimos of the central Brooks Range speak
of wolves as hunters something like themselves. They believe
that wolves know where they are going when they set out to
find caribou, and that perhaps wolves learn from the behavior
of ravens where caribou might be. They believe certain wolves
in a pack never kill, while others in the pack specialize in killing
small game. Always, to requests for generalizations, they say that
each wolf is a little different, that new things are always seen. If
someone says big males always lead the pack and do the killing,
the Eskimos shrug and say, “Maybe. Sometimes.”
13 Wolves vary their hunting techniques, share food with the old
who do not hunt, and give gifts to each other. They can live for
a week without food and travel twenty miles without breaking
stride. They have three systems of communication—vocal,
postural, and olfactory.5 Their pelages6 range from slate blue to
almost pure white, through chocolate brown, ocher, cinnamon,
gray, and blond. And like primates they spend a good part of their
time with their young and playing with each other. I once saw a
4. aerial hunter n. hunter shooting from a helicopter or other aircraft.

5. olfactory (ol FAK tuhr ee) adj. smell-based.
6. pelages (PEHL ihj ihz) n. mammals’ fur coats.

wolf on the tundra winging a piece of caribou hide around like a
NOTES Frisbee for an hour by himself.
14 You can look at a gray wolf standing in the snow in winter
twilight and not see him at all. You may think I’m pulling your
leg—I’m not. Sometimes even the Eskimos can’t see them, which
causes the Eskimos to smile.
15 Perhaps you already know some of these things, or have heard
that wolves, especially in the time before the responsibility of
hunting is upon them, chase through caribou herds for the fun of
it. In the past twenty years biologists have given us a new wolf,
one separated from folklore. But they have not found the whole
truth. For example, wolves do not kill just the old, the weak, and
the injured. They also kill animals in the prime of health. And
they don’t always kill just what they need; they sometimes kill in
excess. And wolves kill each other. The reasons for these acts are
not clear. No one—not biologists, not Eskimos, not backwoods
hunters, not naturalist writers—knows why wolves do what
they do.
16 The wolf exerts a powerful influence on the human
imagination. It takes your stare and turns it back on you. (The
Bella Coola Indians believed that someone once tried to change
all the animals into men but succeeded in making human only the
eyes of the wolf.) People suddenly want to explain the feelings
that come over them when confronted with that stare—their fear,
their hatred, their respect, their curiosity. Wolf-haters want to say
they are born killers, which isn’t true. Wolf-lovers want to say no
healthy wolf ever killed anyone in North America, which isn’t true
either. They have killed Indians and Eskimos.
17 Everything we have been told about wolves in the past should
have been said, I think, with more care, with the preface that it is
only a perception in a particular set of circumstances, that in the
end it is only an opinion.

18 To be rigorous about wolves—you might as well expect rigor of
clouds.
19 I have looked for a wolf different from that ordinarily given us
in the course of learning about animals. I have watched captive
wolves in Barrow, Alaska; in Saint Louis, and in Nova Scotia.
I drove across the Dakotas and Montana and Wyoming, speaking
with old men who killed wolves for a living when they were
young. In New York I read in libraries like the Pierpont Morgan
what men thought of wolves hundreds of years ago. I read in
the archives of historical societies of outlaw wolves and Indians.
I went out with field biologists in Minnesota and Alaska and
spoke with Eskimos. I spoke with people who loved wolves and
with people who hated them.
IL13 UNIT 4 Independent Learning • from Of Wolves and Men

20 I remember sitting in this cabin in Alaska one evening reading
over the notes of all these encounters, and recalling Joseph NOTES
Campbell, who wrote in the conclusion to Primitive Mythology that

men do not discover their gods, they create them. So do they also,
I thought, looking at the notes before me, create their animals. ❧

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UNIT 4 AT A GLANCE

Unit Introduction Academic Vocabulary (L.7.6)

Small-Group Learning Introduction

Eagle Tracking at Follensby Pond Media: Photo Gallery

Concept Vocabulary (L.7.4, a)

Independent Learning Introduction

Independent Learning Strategies

352A UNIT 4 • People and the Planet

Analyze Craft and Conventions / Author’s Composition / Research /

Writing to Sources: Argument

Persuasive Speech Conventions: Infinitive Phrases

Research: Research Paper

Present an Argument (SL.7.1, a–b; SL.7.2;

Independent Learning provides students with the

Writing to Sources: Argument (W.7.1, a–b)

Reflect on the Unit

UNIT 4 • AT A GLANCE 352B

Jump Start People and

People and the Planet

Discuss It If you want to make this a digital

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Block Scheduling planet?

352 UNIT 4 • PEOPLE AND THE PLANET

recommend stories they find. Always preview

Unit Introduction 353

Unit Introduction 353

Review the goals with students and explain that

• A video on this topic is available online in the

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

• Collaborate with your team to build on

AUTHOR’S PERSPECTIVE Ernest Morrell, Ph.D.

354 UNIT 4 • PEOPLE AND THE PLANET

Academic Vocabulary: Argument Academic Vocabulary:

discord n. (DIHS kawrd)

Unit Introduction 355

LIT17_SE07_U04_UOP.indd 355 Personalize for Learning 19/04/16 6:57 AM

English Language Support

Unit Introduction 355

Purpose of the Launch Text

Launch Text: Argument Model

T here are seven billion people on the planet, and each of us

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356 UNIT 4 • PEOPLE AND THE PLANET

LIT22_SE07_U04_LT.indd 356 CROSS-CURRICULAR PERSPECTIVES 18/03/21 3:17 PM

Science Have students research and write short reports on efforts

356 UNIT 4 • PEOPLE AND THE PLANET

6 The Gibbses—an elderly couple who’d lived there for

 WORD NETWORK FOR PEOPLE AND THE PLANET

words related to a topic. As

Rethinking the Wild 357

Rethinking the Wild 357

© Pearson Education, Inc., or its affiliates. All rights reserved.

358 UNIT 4 • PEOPLE AND THE PLANET

LIT17_SE07_U04_LT.indd 358 20/04/16 9:17 AM

358 UNIT 4 • PEOPLE AND THE PLANET

the Professional Development Center.

Unit Introduction 359

LIT22_SE07_U04_LT.indd 359 PERSONALIZE FOR LEARNING 04/04/21 10:51 PM

English Language Support

Rethinking the Wild 359

WHOLE-CLASS LEARNING ESSENTIAL QUESTION:

What effects do people have What effects do people have on