Sample Lesson Visionaries - … · Sample Lesson Visionaries ... yellow fever, encephalitis, and...

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UNIT 1 Above & Beyond Teacher Guide 59

Sample Lesson Visionaries“Dr. Finlay’s Fever Dream,” pages 4–11

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e Summary Before a vaccine for yellow fever was developed in the 1930s, this disease claimed the lives of many people. Scientists believed it was being spread from Cuba, but they weren’t sure how. Dr. Carlos Juan Finlay thought he knew the answer—mosquitoes. When Finlay presented his theory, other scientists thought he was crazy. However, his initial studies, combined with the work of Jesse Lazear and Dr. Walter Reed, proved that he was right. Though Reed is often credited with stopping the spread of yellow fever, he gave credit to medical visionaryDr. Carlos Finlay.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then writethe following questions on the board. Read the questions aloud and discuss the answers with students.

affl icted: badly affected by disease ingested: taken in as foodepidemics: outbreaks of diseases that spread quickly transmitted: sent or spread from one person or place to anotherimmune to: protected from

1. If you are affl icted with an illness, would you go to the movies 4. Which could be ingested, socks or a sandwich? or stay home in bed? 5. If your voice was transmitted, could anyone hear you? Why?2. What would happen if epidemics were common at your school? Why?3. If you are immune to chicken pox, would you expect to get the disease? Why or why not?

Activate Prior Knowledge1. Ask students where they have encountered mosquitoes.

What do mosquitoes look like? What do they sound like? What does a bite look and feel like?

2. Discuss with students what they do to prevent mosquito bites.3. What are some ways that infectious diseases are spread?

(Possible answers: human contact, animal or insect bites, eating or drinking contaminated food or water)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about doctors who studied yellow fever and how it is spread.)

Build Background Mosquitoes are familiar summertime pests, but only the females bite and cause the annoying itchy welts on our skin. Mosquitoes are attracted to heat, light, perspiration, body odor, and carbon dioxide. Once the female mosquito has chosen her target, she lands and inserts her sharp, slender proboscis into the skin and begins drinking blood. When she is done, she fl ies off but leaves behind some saliva in the wound. The human body’s response to the saliva results in a swollen, itchy bump. Most bites are merely a nuisance and can be treated with a mild over-the-counter anti-itch cream. However, mosquitoes can also transmit a host of potentially deadly diseases, including malaria, yellow fever, encephalitis, and dengue fever. The best prevention from mosquito bites is wearing protective clothing and using mosquito repellent, as well as eliminating sources of standing water, which are breeding grounds for mosquitoes.

DURING READINGInfer An inference is a logical guess about information that the writer suggests but doesn’t directly say. Making inferences helps readers fi nd deeper meaning in what they read. Ask students to look for details that aren’t fully explained. Have them combine clues from the text with their personal knowledge to identify what the writer suggests.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Dr. Finlay’s work. Ask students: Why do you think Dr. Finlay felt so strongly about proving his theory? What might have happened if his idea had not been proven true? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONCollect passages, newspaper headlines, jokes, or cartoons that require students to make inferences in order to understand the text fully. Place students in groups and have them work together to make inferences based on the text. The dialogue among students builds background knowledge, and those who have difficulty with this skill can learn from those who are more adept at it. Allow groups to share their inferences with the class.

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. Why? by Nikolai Popov shows how disagreements can escalate into war. The Stranger by Chris Van Allsburg tells about a mysterious stranger. The reader must use clues to fi gure out who he is.

GRAPHIC ORGANIZERSUse Graphic Organizer 3 as an Inference Map. Ask students to label the columns What the Article Says, What I Know, and My Inference. Then have students write the information below in the fi rst column. Ask students to complete their charts. Discuss their responses.

He fully expected the scientists . . . to ridicule his theory—and they did.For the next 20 years he conducted one test after another.Some of the volunteers got sick from his mosquitoes, but many others did not.

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Unit 1, Lesson 1 Visionaries“The Boy Who Powered a Village,” pages 14–21

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Summary In 2002 14-year-old William Kamkwamba faced an uncertain future. A drought had brought famine to his home country of Malawi, and Kamkwamba’s family was barely surviving. Although they could not afford to send him to school, Kamkwamba did not give up on getting an education. He learned about windmills from a book at his old elementary school library and decided to build one for his family. Though the windmill was built from unlikely materials, such as a broken bicycle, it worked. His family’s home had electric power. When others fi nally recognized Kamkwamba’s accomplishment, they donated funds to help him build better windmills for his village. He was also able to return to the classroom to continue his education. Kamkwamba hopes to use what he has learned to one day bring power to all of Malawi.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then writethe following sentence stems on the board. Read the sentence stems aloud and ask students to complete them.

bleak: depressing, hopeless modifi cations: alterations, minor changesperplexed: puzzled, bewildered prodigy: highly talented, intelligent young personmiscellany: mixture, assortment

1. The day looked bleak because . . . 4. Rodrigo had to make modifi cations to his plan because . . .2. The dogs were perplexed at the training session because . . . 5. My cousin is a prodigy because . . .3. Some of the miscellany at the garage sale included . . .

Activate Prior Knowledge1. Show students Malawi on a map. Ask students what they

know about droughts. Why would it be diffi cult to live in a place where there is little rainfall? (Possible answer: It would be diffi cult to raise crops or livestock.)

2. Ask students what they know about windmills. How are they powered? What are they used for? (wind; to generate electricity)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think I will read about a boy named William Kamkwamba who made a windmill to power his village.)

Build Background People have long understood the potential of wind to provide energy. As early as 200 B.C., the Chinese were using basic windmills to pump water. In the Middle East, windmills were used to grind grain. Merchants and crusaders who visited the Middle East brought the windmill technology to Europe, where the Dutch adapted it to drain lakes and marshes. The settlers who came to America from Europe built windmills to pump water, grind grain, and cut wood at sawmills. Until power lines became common throughout the United States in the 1930s, many rural areas continued to use windmills to generate electricity. By the early 21st century, however, wind power dwindled to slightly more than one percent of total energy production. Nevertheless, in recent decades, increased concern about fossil fuel costs and emissions have prompted some to give wind power a second look.

DURING READINGCause and Effect A cause is an event or action that makes something else happen. An effect is the result or the outcome of that action. Writers use clue words such as because, so, that meant, and resulting in to signal cause and effect. Have students look for cause-and-effect relationships by asking: What happened? Why?

AFTER READINGRespond to the Article Have students write a journal or blog entry about the way windmills are used in the village of Masitala. Ask students: Why do you think Kamkwamba was so determined to build a windmill? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONAsk students to watch a news report about something that was caused by an action, such as a fire caused by a space heater. Ask students to rewrite the report using words such as because, as a result, since, consequently, therefore, and so to help show cause-and-effect relationships. Have students read their reports aloud while listeners identify each cause-and-effect relationship.

ENGLISH LANGUAGE LEARNERSAsk students to tell a partner a common folktale that has one or more cause-and-effect events. You may model the activity by telling the tale of Jack and the Beanstalk: Jack’s mother threw the beans out of the window, which resulted in the growth of a giant beanstalk, leading to Jack’s adventures. Point out how you used key words when retelling the story to signal cause-and-effect relationships.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-EffectChart. Have students label the left column Causes and the right column Effects. Have students write the sentences below in the Effects column. Then ask students to write in the Causes column a cause for each effect. Discuss their responses.

EffectsKamkwamba would not get into one of the better high schools.A famine had killed thousands of Malawians.Kamkwamba decided to build a windmill. The villagers cheered.

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Unit 1, Lesson 2 Visionaries“Musical Noise,” pages 22–29

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e Summary Composer John Cage was a musical innovator. He believed that everything we do is music, and his compositions were often built around a collection of random sounds. Though many are unsure of whether the noises Cage created were actually music, he is recognized in the musical community as a visionary who challenged people’s ideas about music.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then writethe sentences that contain the words on the board. Read the sentences aloud and discuss them with students.

contemporary: modern scoffed at: mockedrevelation: discovery random: without a pattern; selected by chancediscredit: ruin the reputation of

1. The new building has a very contemporary design. 4. Robert scoffed at Carlos’s plan and was surprised when it was2. Josiah had a revelation about how to solve his problem. successful.

3. A bad review in the newspaper can discredit a restaurant. 5. Lia picked a television station at random and watched whatever was on.

Activate Prior Knowledge1. Have students describe their favorite kind of music. What

does it sound like? What are the primary instruments used? 2. Ask students who have heard an orchestra perform to

describe the experience.3. Ask students if they think noises such as horns honking or

crickets chirping can be considered music. Why or why not?

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think I will read about someone named John Cage and the unusual music he composed.)

Build Background An orchestra is made up of a large group of musicians who play a composition together on different instruments. Orchestras are divided into sections by instrument type. Most orchestras have string, woodwind, brass, and percussion sections. The music of string instruments comes from vibrating strings, which musicians either pluck or play with a bow. This family of instruments includes violins, violas, cellos, harps, and double basses. (The piano, a stringed keyboard instrument, produces music when its strings are struck by hammers connected to the keys.) The woodwinds are made up of piccolos and fl utes, oboes, clarinets, and bassoons. These instruments make music when the musician blows air across a mouthpiece or a reed. Percussion instruments make sounds when they are struck or shaken. The brass section includes horns, trumpets, trombones, and tubas. Musicians play these instruments by pursing their lips and blowing air into the mouthpiece. The conductor leads all the musical sections so that they play together.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who was John Cage? What made his compositions so unusual? How did he get inspired? Why was he a visionary?

AFTER READINGRespond to the Article Have students write a journal or blog entry about John Cage’s compositions. Ask students: Do you think John Cage made music or art? Why? Would you like to hear a composition by John Cage? Why or why not? Have students use evidence from the text to support their responses.

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Help students keep a reading log to answer questions like the following for articles they read: Did anything in the text remind you of an experience you have had? Did you have a positive or negative reaction to anything in the text? With what parts of the text did you agree or disagree? Which part of the text, if any, was confusing to you?

ENGLISH LANGUAGE LEARNERSAssign proficient English-speaking partners to ELLs and ask them to help the ELLs form questions. Having ELLs actively question what they don’t understand will help them as they encounter difficult text in a new language.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Concept Map. Ask students to write John Cage in the center bubble of the map and one of the phrases below in each of the surrounding bubbles. Then have students write sentences around each bubble according to what they learned about John Cage in the article. Discuss their responses.

How he defi ned musicWhat kind of music he createdHow he explored soundWhat he wanted his audiences to do

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Unit 1, Lesson 3 Visionaries“Temple Grandin: Thinking in Pictures,” pages 30–37

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e Summary By the time Temple Grandin was two, it was clear that she was developing differently from other children. Doctors diagnosed her with severe autism, a brain disorder that affects language, complex thinking, and social interaction. They were doubtful that Grandin could lead a productive life, but she has since proved them wrong. At age 14, Grandin spent time on a cattle ranch and realized that, as a sensory thinker, she had a special understanding of cattle. She has applied this understanding and her advanced degree in animal science to making the meat-packing industry more humane for cattle.

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inexplicable: impossible to explain humane: considerate and kindeccentric: strange, peculiar unethical: without proper morals or honorcallous: cruel, insensitive

1. What word goes with “odd”? (eccentric) 4. What word goes with “cheating”? (unethical)2. What word goes with “caring”? (humane) 5. What word goes with “unkind”? (callous)3. What word goes with “mysterious”? (inexplicable)

Activate Prior Knowledge1. Have students share what they know about the cattle

industry and the products that come from it.2. Ask students to share their ideas about what it means to treat

an animal humanely. What things do they think all animals should be entitled to? (Possible answers: adequate food and fresh water, clean living spaces, room to move around)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about how Dr. Temple Grandin is changing the way people view autism and how the cattle industry treats cattle.)

Build Background Autism is the result of abnormalities in brain biology and chemistry. Presently, the cause of autism is not known, but scientists are actively researching it. They do know that genetics and gender seem to play a role in the development of autism. Identical twins are far more likely to each have autism than fraternal twins or siblings, and boys are three to four times more likely than girls to be diagnosed with the condition. Some people believe that autism is linked to the MMR (measles, mumps, rubella) vaccine, but many major studies have found no connection between the two, and most scientists believe that any link is coincidental because children receive this vaccine at the age that autism typically manifests itself. Therapy has improved the prognosis for people with autism, and many can live with their families instead of staying in a special facility.

DURING READINGCause and Effect A cause is an event or action that makes something else happen. An effect is the result or the outcome of that action. Writers use clue words such as because, so, thanks to, if, and therefore to signal cause and effect. Have students look for cause-and-effect relationships by asking: What happened? Why?

AFTER READINGRespond to the Article Have students write a journal or blog entry about Temple Grandin’s view of autism. Ask students: Do you agree with Temple Grandin that scientists should not get rid of the autism gene? Why or why not? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONKinesthetic learners may benefi t from using physical movements to understand cause-and-effect relationships. Have students perform actions that illustrate cause and effect, such as clapping their hands to cause a sound. Also have them brainstorm actions in a sport that demonstrate cause-and-effect relationships, such as scoring a goal in a soccer match or making a touchdown in a football game.

ENGLISH LANGUAGE LEARNERSHave students fold pieces of paper in half lengthwise and label the left side Causes and the right side Effects. They should draw sketches or cut pictures from magazines that show cause-and-effect relationships. For example, they may place a picture of a speeding car on the left and a traffic ticket on the right.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-EffectChart. Have students label the left column Causes and the right column Effects. Have students write each sentence below in the Effects column. Then ask students to write in the Causes column one cause for each effect. Discuss students’ responses.

Grandin made great progress.Grandin determined she could see and feel what the animals see and feel.Grandin designed a new chute and wrote rules for the humane killing of cattle.By 2010 over half of the meatpacking plants had made changes.


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Unit 1, Lesson 4 Visionaries“Who Turned on the Lights?” pages 38–45

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e Summary Nikola Tesla lived and worked at the same time as Thomas Edison, but Edison’s inventions are so well known that Tesla’s contributions are often overlooked. However, many experts believe that Tesla was a true scientifi c genius. He found a way to transmit alternating current electrical power and to harness the energy of Niagara Falls to produce hydroelectric power. Tesla’s ideas didn’t stop there. He conducted research in space-age fi elds such as robotics, wireless communication, and computer science until his death in 1943.

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sophisticated: wise in the ways of the world; cultured embittered: angeredinferior: poor, worse in quality signifi cant: meaningful, worthwhileintervals: periods of time between two events

1. What word goes with “schedule”? (intervals) 4. What word goes with “irritated”? (embittered)2. What word goes with “important”? (signifi cant) 5. What word goes with “less than”? (inferior)3. What word goes with “scholar”? (sophisticated)

Activate Prior Knowledge1. Have students share the names of some famous inventors

and their inventions. Ask them to share which inventions they think were most important and why.

2. Ask students to list some ways we use electricity each day. Why is it important to have a reliable, effi cient way to supply homes and businesses with power?

3. Have students name some electrical equipment that brings power to their homes. (Possible answers: generators, power plants, transformers, power lines)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about Nikola Tesla’s inventions and experiments with electricity.)

Build Background The electricity that powers our homes and businesses begins at a power plant, which houses a spinning electrical generator. Most often, the generator is powered by steam, which in turn is produced by nuclear reactors or by burning coal, oil, or gas. Before electricity leaves the power plant, it is converted to a very high voltage (the force that drives an electric current) for more efficient long-distance transmission. From the plant, electricity is sent along power lines to distribution substations, where voltage is lowered to a safer level. It may go from 765,000 volts to less than 10,000 volts. When electricity gets to homes and businesses at around 7,200 volts, a transformer reduces it even further. In the end, after passing through a watt-hour meter that keeps track of power usage for billing purposes, electricity reaches our outlets at around 100–250 volts to meet our everyday electrical needs.

DURING READINGFind Vocabulary in Context As students read the article, have them note the new vocabulary words. Ask them to think about each word’s meaning as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Tesla’s relationship with Edison. Ask students: What do you think about the way Edison treated Tesla? What do you think made the relationship so sour? Have students use evidence from the text to support their responses.

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Tell students that the main idea is the most important idea in a paragraph or selection. Supporting details are examples, reasons, or facts that prop up the main idea. It may help students to think of the main idea as a strong bridge. The supporting details are the concrete pilings that hold the bridge firmly in place.

ENGLISH LANGUAGE LEARNERSPut students in pairs and ask them to explain something they know to their partner, such as the differences between two instruments or sports. Then have the partner identify what he or she believes to be the main idea of the explanation. The student should provide details that support the main idea.

GRAPHIC ORGANIZERSUse Graphic Organizer 9 as a Main Idea-and-Details Map. Ask students to write Tesla was a scientifi c genius in the left box of the graphic organizer. Then have students write three details that support this main idea in the boxes on the right. Discuss their responses.


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Unit 1, Lesson 5 Visionaries“The Bullet Stopper,” pages 46–53

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e Summary Many police offi cers can thank a chemist named Stephanie Kwolek for their lives. She is the person who invented Kevlar, the material used to make bulletproof vests. As a researcher at the DuPont Corporation, a chemical company, Kwolek discovered an unusual polymer, a molecule with a network of repeating units. Many would have discarded the mysterious polymer, but Kwolek had it spun into a fi ber. The new fi ber was light, heat-resistant, and stronger than steel. Today Kevlar is used in brake pads, gloves, fi ber optic cables, and lifesaving bulletproof vests.

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synthetic: artifi cial disperses: scattersintrigued: made curious dissipate: reduce or cause to vanishstability: resistance to change

1. Which is synthetic, cotton or nylon? 4. What disperses water better, a sprinkler or a faucet? 2. What would make you intrigued, a new movie or a movie 5. If the storm is beginning to dissipate, will it clear up soon or you’ve seen before? continue?3. Which has more stability, water or a rock? Why?

Activate Prior Knowledge1. Ask students to name kinds of protective clothing they own.

When do they use these items? Why? (Possible answers: helmets, knee pads, wrist guards; riding motorcycles, bicycles)

2. What are some occupations that might require protective clothing? What kind of special clothing do they need? (Possible answers: police offi cers—bulletproof vests, fi refi ghters—heat- and fi re-resistant clothing, construction workers—hard hats and goggles)

3. What qualities do scientists, inventors, and other innovators share? (Possible answers: intelligence, curiosity, persistence)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about how Stephanie Kwolek discovered the fi ber that is used to make bulletproof vests.)

Build Background Protein, starch, DNA, and most living-tissue structures are all examples of natural polymers. Humans have used natural polymers since prehistoric times to make things like textiles and papyrus, while more modern applications include mercerized cotton, rayon, acetate, cellophane, and waterproof fabrics. Synthetic, or man-made, polymers are now also very successful and have a wide range of characteristics and uses, from common textiles (nylon and fl eece) and household plastics to groundbreaking medical devices such as artifi cial skin. Synthetic polymers have also advanced the nanotechnology revolution by making it possible to make circuits that are a fraction of the size of a human hair.

DURING READINGDetermine Word Meanings from Context Think of context as the words or sentences that surround a word you don’t know. This information can help you make a good guess about what the word means. Have students look for clues such as descriptions, synonyms, or examples to help them fi gure out what diffi cult words mean.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Kwolek’s career path. Ask students: What connection do you see in Kwolek’s early nature walks with her father and her career as a scientist? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONAsk students to bring in an instruction manual or recipe that contains a word that may be unfamiliar to other students. Have students take turns explaining to the class how they determined the meaning of an unfamiliar word using context clues.

ENGLISH LANGUAGE LEARNERSShow students how to use an explanation to defi ne a word within a sentence. Point out that authors often follow an unfamiliar term with a defi nition or explanation. Provide this example from the article: “A polymer is a large molecule composed of a network of many repeating units.”

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Have students label the columns Fact and Opinion. Then have students write the following sentences about the article under the appropriate heading. Discuss students’ responses.

Every police department needs bulletproof vests. Kwolek would not have been as successful if she had gone to medical school.Kevlar is light and fl exible.Kevlar-lined bulletproof vests have saved countless lives.

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Unit 2, Lesson 6 Visionaries“Whatever It Takes,” pages 60–67

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e Summary Maurice Wilson had never fl own an airplane or climbed a mountain, but that didn’t stop him from deciding to conquer Mount Everest, the world’s highest mountain. His fervor earned him the nickname “the Madman of Everest.” His original plan was to crash-land a plane as high up on Everest as possible and then climb the rest of the way. Wilson’s plans to fl y onto Everest were thwarted by bureaucratic diffi culties, but his determination was not. Wilson made three attempts to climb Everest. His third attempt on May 29, 1934, ended with his death just 7,500 feet from the summit.

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resolute: determined, single-minded undetected: unnoticedrigorous: severe, strict futile: unsuccessful, uselessmediocre: average, ordinary

1. Which would a resolute runner do when she got tired—keep running or quit running?2. Which would be a rigorous school schedule—a full load of college credits or one class per semester?3. Would you be surprised if a mediocre singer had a hit song? Why or why not?4. Which person is more likely to go undetected at night—a person in a bright yellow shirt or a person in a black shirt?5. Is something futile more like a success or a failure?

Activate Prior Knowledge1. Have students share what they know about Mount Everest.

Why is reaching the top a goal for so many climbers? (Possible answer: It is the highest mountain in the world.) For a photo of the view from the top of Mount Everest, go to http://www.panoramas.dk/, enter “everest” in the search box, and click on the fi rst result.

2. Discuss the dangers of climbing Mount Everest. Then ask students if there has ever been anything they wanted so badly that they were willing to take a big risk to accomplish it.

3. Show students the location of Mount Everest on a map.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article will be about a man who did whatever it took to reach the top of Mount Everest.)

Build Background Beginning in 1921, many expeditions set out to conquer Mount Everest, with the famous 1924 attempt by George Mallory and Andrew Irvine ending in the two men’s disappearance. Although Mallory’s body was later found, it was never established whether the pair had made it to the summit. In 1950 a new southern approach to the mountain was discovered, paving the way for the fi rst successful expedition in 1953. Edmund Hillary and Tenzing Norgay were part of a large-scale British expedition led by Sir John Hunt to conquer Everest. When the expedition fi nally reached the South Col, a point from which an ascent to the top would be possible, Hunt fi rst selected Tom Bourdillon and Charles Evans to climb to the summit, but when one of their oxygen devices malfunctioned, they were forced to turn back. It was then Hillary and Norgay’s turn. On May 29, 1953, the pair became the fi rst confi rmed climbers to reach the top of Mount Everest.

DURING READINGIdentify Sequence Sequence is the order in which events, ideas, or things are arranged. Time order refers to the order in which events occur. Following the sequence of events helps you see how the text is organized and how events relate to each other. As students read, ask them to look for key words and phrases such as then, after, and a month later.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Maurice Wilson’s failed fi rst attempt to reach the summit. Ask students: How do you think Wilson felt when he was forced to return to Rongbuk Monastery? What do you think was going through his mind as he waited for his injuries to heal? Have students use evidence from the text to support their responses.

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Explain that the most common types of sequence are time order, spatial order, order of importance, and steps in a process. Spatial order refers to where things are in relation to one another. Order of importance refers to events or ideas arranged from most to least important. Steps in a process refers to the order in which something is done, such as following a recipe.

ENGLISH LANGUAGE LEARNERSHave students describe an event from their past in time order or explain something they can do using steps in a process. Prompt them to use signal words in their description. Have students create a time line of the events they are describing as a visual aid.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Have students write the events below in time order. Discuss their responses.

EventsWilson reached the Rongbuk Monastery and then set out to climb to the top of Everest.Wilson left London to fl y to the Himalayas.Wilson died 7,500 feet from the top.Wilson made a second try.


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Unit 2, Lesson 7 Visionaries“DJ Kool Herc: Hip-Hop Hero,” pages 68–75

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e Summary When Clive Campbell moved to New York from his native Jamaica, he quickly assimilated to the dress, customs, and speech of the Bronx, but he never forgot the music and dance of his native country. When his younger sister Cindy organized a back-to-school dance and asked Campbell to be the disc jockey, he knew he had discovered his talent. He adopted the name DJ Kool Herc soon after. DJ Kool Herc integrated Jamaican traditions with his own style and played funky music with break beats that were perfect for dancing. His rhyming banter with the crowd led the way for today’s rap music, and hip-hop originated from the experimental way he mixed or repeated breaks.

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assimilated: took on as one’s own, absorbed parlance: style or manner of speakingutilized: made use of customized: original; made to orderspontaneous: unprepared, made up at the moment

1. When Wilfredo moved to Florida from Puerto Rico, the students 4. My brother and his friends have developed an unusual parlance helped him get assimilated. that they use when they are together.2. Rosa utilized the computers in the library to do research for 5. I customized my 2007 Kia with seats from a 1957 Mustang. her report. 3. When our neighbors stopped by, our family cookout turned into a spontaneous party.

Activate Prior Knowledge1. Have students share the names of some popular rap and

hip-hop artists. Discuss what this kind of music sounds like and why people enjoy listening to it.

2. Invite students to share their opinions about what makes someone a good DJ.

3. Ask students to share their ideas about how music can bring people of all cultures together.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article will be about DJ Kool Herc, who played music that people could dance to. I think I will learn that he had a big impact in the world of hip-hop.)

Build Background Although some people think that rap music and hip-hop mean the same thing, hip-hop actually refers to a unique culture combining music, art, and dance. The four main elements of the hip-hopculture include graffi ti, deejaying, rapping (or “MCing”), and break dancing. Graffi ti involves words or images that are painted, marked, or scratched in public places. DJs play records for an audience at a social gathering. MC is an abbreviation for “master of ceremonies.” MCs rap over the beats the DJ plays. Break dancing, a style of street dancing, combines acrobatics with footwork and fl oorwork. Along with DJ Kool Herc, a DJ named Kevin “Afrika Bambaataa” Donovan and his group, the Zulu Nation, helped to spread hip-hop culture by break dancing and writing graffi ti all over New York City. The Zulus were committed to promoting a positive message and used hip-hop to fi ght violence and drugs in their community.

DURING READINGDetermine Word Meanings from Context Think of context as the words or sentences that surround a word you don’t know. This information can help you make a good guess about what the word means. Have students look for clues such as descriptions, synonyms, or examples to help them fi gure out what diffi cult words mean.

AFTER READINGRespond to the Article Have students write a journal or blog entry about DJ Kool Herc’s infl uence on music. Ask students: What if you were a DJ at the time when Kool Herc was becoming popular? How would you have reacted to him and his music? Would you have changed your style to be more like his? Why or why not?

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Ask students to bring in some song lyrics that contain a word that may be unfamiliar to other students. Have students take turns explaining to the class how they determined the meaning of the unfamiliar word using context clues.

ENGLISH LANGUAGE LEARNERSShow students how to use an explanation to defi ne a word within a sentence. Point out that when an em dash follows a word or phrase, the writer might be using the explanation that follows the dash to defi ne the word or phrase that comes before it. Provide an example from the article, such as, “He was looking for songs with certain kinds of breaks—short sections where the vocals stop and the instruments take over.”

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Concept Map. Ask students to write DJ Kool Herc in the center bubble and one of the phrases below in each of the surrounding bubbles on the map. Then have students write sentences around each bubble according to what they learned about DJ Kool Herc in the article. Discuss their responses.

Who he is When his music career began How he created hip-hopHow he infl uenced rap


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Unit 2, Lesson 8 Visionaries“Lucy: An Experiment,” pages 76–83

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e Summary Lucy, a chimpanzee, was just two days old when she joined the Temerlin family. Maurice Temerlin was a behavior scientist who wanted to test the theory that nature is stronger than nurture, so he and his wife raised Lucy as they would a human child. By the time Lucy was 12, she was too much for the Temerlins to handle. They fl ew her to Gambia to join other chimpanzees at a chimpanzee sanctuary. The drastic change for Lucy was diffi cult, but with the help of Janis Carter, a graduate student in psychology, Lucy eventually grew accustomed to life in ape society. Sadly, Lucy’s life ended in tragedy when she was found dead, possibly the victim of poachers.

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exclusively: entirely interact: join with sociallycareening: rushing carelessly integrated into: become a part ofsterile: lacking variety or creativity

1. The fl ower arrangement was made up exclusively of roses. 4. Children can interact with each other at a playground.2. The robot cars knocked things over as they went careening 5. It took a month before our new puppy was fully integrated into through the house. our family.3. Mrs. Johnson hung posters and bulletin boards so the classroom would not seem so sterile.

Activate Prior Knowledge1. Have students name some different kinds of apes. In what

ways are apes like humans? (Possible answers: chimpanzees, orangutans, gorillas; walk upright, use their thumbs, are highly intelligent)

2. Discuss with students what they know about raising animals as pets. What challenges might an animal that has been raised by humans face if it had to survive in the wild?

3. Have students discuss nature vs. nurture. Ask them if they think people’s nature or how they are raised has a greater impact on their behavior.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about how scientists tried to raise a chimpanzee like a human as part of an experiment.)

Build Background Great apes, which include gorillas, chimpanzees, bonobos, orangutans, and gibbons, are threatened by hunting, loss of habitat, illegal pet trade, and outbreaks of disease. This has led to all the apes being in danger of extinction. In the 1960s more than one million chimpanzees lived in the forests of Africa, but by 2010 their numbers were around 200,000 and still dropping. Hunting is of particular concern because roads built for logging and mining have enabled poachers to reach previously inaccessible ape habitats. In 2000 the U.S. Congress passed the Great Ape Conservation Act, which provided funds for research, as well as increasing law enforcement and habitat preservation efforts. With committed conservation efforts, apes have a greater chance of survival.

DURING READINGIdentify Sequence Sequence is the order in which events, ideas, or things are arranged. Time order refers to the order in which events occur. Following the sequence of events helps you see how the text is organized and how events relate to each other. As students read, ask them to look for key words and phrases, such as when, by the time, fi nally, and after eight years.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Maurice Temerlin’s experiment. Ask students: Do you agree with the Temerlins’ decision to release Lucy into the wild? What do you think about what Janis Carter did? Should she have done more or less? Explain. Have students use evidence from the text to support their responses.

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Have students place photographs or magazine pictures in sequence and explain why they chose to order the pictures in time order, in spatial order, in order of importance, or as steps in a process. They could also use objects to create spatial-order sequences, such as arranging pens, paper clips, and books on a desk, and use signal words to describe the order.

ENGLISH LANGUAGE LEARNERSWorking in pairs, have students find an article from a newspaper written about an event. While reading the article, have them underline key words that indicate sequence. Then have students share the words they identified.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Ask students to write the events below in the correct sequence. Discuss their responses.

Lucy became too diffi cult to manage.The Temerlin family adopted Lucy.Lucy was found dead.Lucy was moved to a chimpanzee sanctuary in Gambia.


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Unit 2, Lesson 9 Visionaries“Wrapped Up in Their Art,” pages 84–91

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e Summary Christo and Jeanne-Claude were famous for wrapping buildings, monuments, bridges, and other landmarks with plastic and fabric. Because their projects were so large and were created in public places, it often took them years to secure permission and complete a work of art. People’s opinions of the couple’s work have varied widely. The two never accepted money or charged people to see their projects because they did not want to compromise their artistic vision. Jeanne-Claude died in 2009, but Christo will continue developing projects and bringing people a new way of seeing the world around them.

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provocative: stimulating, exciting adamant: fi rmly decided, determinedbillowy: wavy, rising and falling intervened in: became involved with subjective: based on feelings rather than fact

1. The book was provocative because . . . 4. Most teachers are adamant that . . .2. Some things people describe as billowy are . . . 5. My friend intervened in the fi ght because . . . 3. Her comments about the art were subjective because . . .

Activate Prior Knowledge1. Have students name some different forms of art that they are

familiar with, such as painting, sculpture, and photography. 2. Ask students to share their ideas about what makes a piece

of art good or bad. Do most people have to like it for it to be good? Why or why not?

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think I will read about how someone named Christo and his wife Jeanne-Claude worked to create large public works of art.)

Build Background Installation art is art that has been installed, or arranged in place, by the artist or under the direction of the artist. The art may or may not be specifi c to a location, it may be installed indoors or outdoors, and the installation may be permanent or temporary. Christo and Jeanne-Claude made their art temporary in order to create a sense of urgency and compel people to see it before it was gone. They believed this would add another dimension to their works, invoking the feeling of tenderness people have for the fl eeting nature of childhood and even life itself. Like other temporary installations, their works, once dismantled, exist only in sketches, photographs, fi lms, books, and memory.

DURING READINGFind Vocabulary in Context As students read the article, have them note the new vocabulary words. Ask them to think about each word’s meaning as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about the art of Christo and Jeanne-Claude. Ask students: Do you think the artists were able to give people a new way to look at their surroundings? Why or why not? Do you think it is important to look at familiar surroundings in a new way? Explain your answer. Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONTell students that a fact is an accurate statement that can be proved. An opinion tells what someone thinks or believes. Read aloud from the “Letters to the Editor” section of a magazine or newspaper. Ask students to raise their hands when they hear a judgment word that signals an opinion.

ENGLISH LANGUAGE LEARNERSSome students may need to see pictures to help them understand the differences between fact and opinion. Have them look at a picture of a work of art and record as many facts as they can by examining the picture. Then have them record their opinions about the piece of art.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Ask students to label the columns Fact and Opinion. Then have them organize the following sentences about the article according to whether each sentence is a fact or opinion. Discuss their responses.

Christo and Jeanne-Claude were born in the same hour on the same day.The Gates was a stunning display.The Gates was a waste of money.Christo and Jeanne-Claude made art that was temporary.


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Unit 2, Lesson 10 Visionaries“Mark Zuckerberg: Making Friends,” pages 92–99

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Summary In 2003 Mark Zuckerberg was a student at Harvard University. At the time, many universities had computerized student directories with student pictures and background information. Zuckerberg wanted something similar at Harvard, but university offi cials were slow to comply. Deciding to take matters into his own hands. Zuckerberg, along with cofounders Dustin Moskovitz, Chris Hughes, and Eduardo Saverin, launched the social networking Web site known as Facebook on February 4, 2004. What started as a university Web site grew to include anyone over the age of 13 with an email address. Though the site raises questions about privacy, it has changed the way people share information and connect with each other.

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aggregate: gather together qualifying: making less harsh or offensiveviral: so popular that it seemed out of control controversies: disputes or argumentscallow: immature, youthful

1. We will need to aggregate our money before we . . . 4. I began qualifying my remarks when I noticed . . . 2. The video went viral because . . . 5. The sisters had many controversies over . . .3. Johanna thought Skylar was callow because . . .

Activate Prior Knowledge1. Have students share their experiences with Facebook. Ask

students to explain how they use Facebook or other social media sites to connect with their friends and family members. Discuss the pros and cons of these types of sites.

2. Discuss privacy issues related to Facebook and the Internet. What limits should there be on posting pictures or sharing information about others? How can you control what information others can gather about you on these sites?

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about Mark Zuckerberg, the creator of Facebook.)

Build Background A social network refers to an online community where members exchange information and share activities. Some social networks revolve around similar interests (travel, shopping), while others may have a focus on academic or career networking. The earliest version of a social network, created in 1979, was a system of newsgroups called USENET. In the early 1990s the system became easier to navigate with the advent of the World Wide Web. The fi rst Web-based social networks as we know them today were Classmates.com and SixDegrees.com, launched in the mid-1990s, followed by Friendster and MySpace in the early 2000s. These networks all featured the ability for a user to create a profi le, maintain a list of contacts, and communicate with other users. Facebook joined the scene in 2004, and although it was initially accessible only in select academic settings, it eventually expanded its model to involve more users and quickly became the most popular social networking site.

DURING READINGPredict Predicting is thinking ahead to guess how events might become resolved. Predicting helps readers become involved in the text. Readers base predictions on details in the text and their own knowledge. Tell students that their predictions may change as details change or are added.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Facebook. Ask students: Do you think Mark Zuckerberg’s life would have been greatly different if he had taken the money he was offered for Synapse? If so, how? If not, why do you think so? Have students use evidence from the text to support their responses.

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Have students tell a partner a story. They should stop at least three times in their story and ask, “What do you think happened next?” The partner should make a prediction. Then have students change roles. Partners should tell each other whether their predictions were correct.

ENGLISH LANGUAGE LEARNERSHelp students make predictions by giving them a variety of prediction starters. For example, you might say, “I felt warm. My head started to ache. What happened next?” or “I got out the phone book. I picked up the phone. What am I going to do next?” Have students give their predictions and explain how they made them. Then have them try the activity with a partner.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Question-and-Answer Chart. Ask students to write the questions below in the left column. Then have them use the article to answer the questions in the right column. Discuss their responses.

What did Zuckerberg do?Why did he do it?What pressure did he get?How did he respond?


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Unit 3, Lesson 11 Visionaries“Caught on the Web,” pages 106–113

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Summary After the terrorist attacks of September 11, 2001, Shannen Rossmiller was angered and curious about how such terrible events could occur. When she learned that the government had little or no ability to monitor terrorist communications on Web sites, she became determined to get involved. With the help of online Arabic language courses and computer software, Rossmiller began posing as terrorists. She began passing along the information she received to the FBI and helped put Ryan Anderson, a National Guardsman who was also a traitor, in jail. Eventually, the stress of Rossmiller’s one-person anti-terrorist operation overwhelmed her, and she has since turned her sights on teaching others to track and trap terrorists.

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sympathizer: someone who supports divulged: revealedinfi ltrate: break into fi ctitious: imagined or inventedradical: extreme

1. What word goes with “made known”? (divulged) 4. What word goes with “supporter”? (sympathizer)2. What word goes with “gain access to”? (infi ltrate) 5. What word goes with “too much”? (radical)3. What word goes with “made up”? (fi ctitious)

Activate Prior Knowledge1. Have students tell what they know about the events of

September 11, 2001. (Possible answer: Four planes were hijacked by terrorists and crashed into the World Trade Center towers, the Pentagon, and Stony Creek Township, Pennsylvania.) Ask students to share their ideas about how the terrorist attacks changed the United States.

2. Have students who communicate on Internet message boards and Web sites share information about how these sites work. Do people communicate openly on these sites? Why might these sites be a good source of information about people’s plans, ideas, and beliefs?

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about how Shannen Rossmiller catches terrorists on the Internet.)

Build Background The FBI, or Federal Bureau of Investigation, works to investigate and prevent acts of terrorism against the United States. One way that the bureau gets information about potential terrorists or terrorist acts is through its Internet tip line, established right after the events of September 11, 2001. Since then the tip line, which has been accepting information from the public regarding terrorism, counterintelligence, and crimes, has received millions of tips. Despite the high volume of tips—more than 900 a day— two different analysts scrutinize each tip or threat, as it is considered signifi cant until it is proven otherwise. According to Unit Chief Jesse Levine, the main reason for establishing the tip line was “to protect against the next September 11.”

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who is Shannen Rossmiller? What does she do? Why does she do this? What challenges does Rossmiller face? How does she overcome them?

AFTER READINGRespond to the Article Have students write a journal or blog entry based on the evidence presented in the article. Ask students: What evidence shows that not all terrorist sympathizers live outside of the United States. What evidence shows that Rossmiller spent a lot of her time tracking terrorists on the Internet? Do you think Rossmiller’s method of tracking terrorists will continue to provide results? Why or why not?

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DIFFERENTIATED INSTRUCTIONHave students choose a newspaper article that interests them. Then have them pretend they are the editor of the paper and want more information about the article. Have them write at least five questions they can ask the writer to gain the additional information.

ENGLISH LANGUAGE LEARNERSHave students fi nd an article in a news magazine. Help students read the headline and picture captions if necessary. Ask them to come up with three questions about the pictures accompanying the article. Then have students read the article with a partner to fi nd out if their questions about the pictures are answered in the text.

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Have students write the dates below on the time line. Then have them write what happened on each date according to the article. Discuss their responses.

Right after September 11, 2001March 2002February 12, 2004September 3, 2004December 5, 2004 2009


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Unit 3, Lesson 12 Visionaries“Building the Panama Canal,” pages 114–121

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Summary Beginning with the Spanish explorers in the 1500s, people dreamed of digging a canal through the narrow strip of land connecting North and South America. The canal did not begin to become a reality until the late 1800s, when French engineer Ferdinand Marie de Lesseps began working on the project in earnest. However, the French encountered many diffi culties, including rocky terrain, inadequate equipment, and tropical diseases. They were only too glad to turn the project over to the United States. In 1905 President Theodore Roosevelt appointed John F. Stevens as chief engineer. He revised de Lesseps’s plans and began creating a stable place for work to begin. Engineer George Goethals brought the plans to completion, and the canal was opened to shipping in August 1914.

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cursory: quick and superfi cial excavated: dug outpromoted: advertised and encouraged interest in eradicate: eliminatediverted: changed, rerouted

1. If a mechanic gave your car a cursory check, would you expect 4. If you excavated a treasure, did you bury it or discover it? him to fi nd every problem? Why or why not? 5. If you eradicate something, do you keep it or get rid of it?2. Why would a new movie be promoted? 3. If traffi c is diverted, can cars stay on the same road or do they have to go another way?

Activate Prior Knowledge Ask students to share what they know about canals and shipping. Show students a world map. Explain that before the Panama Canal was built, ships had to travel around the tip of South America. Trace this route with your fi nger. Ask why being able to cut through the Panama Canal would save time and money for ships.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article will explain about the diffi cult conditions that workers had to overcome to build the Panama Canal.)

Build Background In 2007 the Panama Canal began undergoing a 5.25-billion-dollar expansion to modernize it for today’s ships and increased trade volume. The plan included the addition of a new lane that would allow bigger ships to go through the canal. Previously, some of the huge freighters had to unload their cargo at ports along the west coast of the United States and ship them by rail to transport them across the United States and Canada. Expanding the canal to accommodate larger ships would enable goods to arrive directly at East Coast ports and, consequently, lower the retail prices of these items. Completion of the expansion was aimed for 2014, just in time for the canal’s 100th anniversary.

DURING READINGVisualize Visualizing is picturing in your mind the details of the setting, events, and characters in the text. Encourage students to draw pictures or diagrams of these images as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about the building of the Panama Canal. Ask students: In what ways do you think the United States may have benefi tted from France’s experience in Panama? What do you think is the most important reason why the United States succeeded where France had failed? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONHave students choose descriptive paragraphs from stories they have read. Have partners work together to practice visualizing. Partners take turns reading their paragraphs and visualizing the details. Ask students to draw pictures to show their visualizations.

ENGLISH LANGUAGE LEARNERSHave students take turns describing one of their favorite places. As they describe it, ask the other students to visualize what the place is like and then draw pictures or write descriptions of the place. Encourage students to ask questions if they need additional information to clarify their visualizations.

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Have students write the dates below on the time line. Then have them write what happened on each date according to the article. Discuss their responses.

January 1, 188018891899190419051907August 1914


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Unit 3, Lesson 13 Visionaries“Can Boats Save Bangladesh?” pages 122–129

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Summary Annual fl oods have always been a fact of life in Bangladesh, but rising sea levels, changing weather patterns, and melting glaciers have caused fl ooding that is more extreme than ever. Architect Abul Hasanat Mohammed Rezwan has turned his training and creativity to solving Bangladesh’s most pressing crises—education and health care. Rezwan started a non-profi t organization called Shidhulai Swanirvar Sangstha, which brings teachers and medical personnel, along with needed supplies such as books and medicines to villages plagued by sustained fl ooding. Rezwan’s fl oating classrooms and health-care boats have changed the lives of some 90,000 families, but Rezwan knows he must reach as many as 20 million people.

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acute: critical, severe sustained: extended, lengthydevastation: destruction erosion: wearing awaysusceptible: open to change; capable of being affected

1. The doctor described the injuries as acute because . . . 4. The concert was sustained because . . . 2. We knew the storm caused great devastation because . . . 5. Hillsides that lack bushes or trees are threatened by erosion 3. Pam thinks she is susceptible to colds because . . . because . . .

Activate Prior Knowledge1. Ask students to describe climate change and what causes it.

(Climate change refers to any signifi cant change in measures of climate, such as temperature, precipitation, or wind, lasting for an extended—decades or longer—period.)

2. Show students Bangladesh on a map. Ask them how this country might be affected by rising sea levels.

3. Ask students how they would feel if they could not go to school or get medical care for months at a time. What problems would this present?

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think I will read about how flooding in Bangladesh is forcing the residents to use boats for housing and for places to teach their children.)

Build Background Around the globe, temperatures are rising, with alarming increases occurring in the last few decades. Scientists have concluded that the warming experienced since the 1950s is almost certainly due to human activities. These activities include burning coal, oil, and natural gas; cutting down trees; producing waste; and farming. Scientists are studying climate change to better understand how it will affect our planet in the long term, but some changes have already begun to affect people. Extreme temperatures, intensified storms, reduced air quality, flooding, and an increase in diseases such as malaria have all had direct or indirect impacts on the quality of human life. There is no easy fix for global warming, but simple steps such as walking more instead of driving and turning off the water when brushing teeth can all make a difference.

DURING READINGPredict Predicting is thinking ahead to guess how events might become resolved. Predicting helps readers become involved in the text. Readers base predictions on details in the text and their own knowledge. Tell students that their predictions may change as details change or are added.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Rezwan’s work. Ask students: Do you think Rezwan’s idea to build a fl oating community is a good one? Why or why not? What do you see as some of the problems and benefi ts to this plan? Have students use evidence from the text to support their responses.

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Give students a comic strip with the fi nal frame missing. Ask them to draw their prediction of what happens at the end. Remind them to use clues the author has provided. When they fi nish, give them the rest of the comic and have them compare their predictions to the ending.

ENGLISH LANGUAGE LEARNERSHave students read the book Bad Day at Riverbend by Chris Van Allsburg. Ask students to draw a three-column chart in their notes and make and record three predictions as they read about what happened at Riverbend.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Concept Map. Ask students to write Shidhulai Swanirvar Sangstha in the center bubble of the graphic organizer. Then in each of the surrounding bubbles have students write a sentence about how Shidhulai Swanirvar Sangstha is changing lives. Discuss students’ responses.


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Unit 3, Lesson 14 Visionaries“Great Idea, Dr. NakaMats!” pages 130–137

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Summary Inventor Yoshira Nakamatsu, or Dr. NakaMats, as he is affectionately known in his native Japan, has more than earned the nickname “the Edison of Japan.” He has more than 3,200 patents to his name and is constantly working on new ideas. He invented the fi rst CD and DVD, the digital watch, taxicab meters, and countless other more offbeat inventions, including a musical putter and spring-loaded running shoes. Nakamatsu leads a unique lifestyle, which includes only one regular meal a day, four hours of sleep a night, and a unique ritual he calls “creative swimming.” Though some may think Nakamatsu’s habits are quirky, he has no plans on changing or retiring. He loves inventing and enjoys every minute of his work.

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distorted: unclear stimulating: making active, movingprolifi c: very productive refi ne: improve by making small changesdiminishes: shrinks

1. What word goes with “make better”? (refi ne) 4. What word goes with “fuzzy, hard to understand”? (distorted)2. What word goes with “energizing”? (stimulating) 5. What word goes with “makes or does a lot”? (prolifi c)3. What word goes with “gets smaller”? (diminishes)

Activate Prior Knowledge1. Have students name some inventors and their inventions.

Discuss how these inventors have changed our lives. (Possible answers: Alexander Graham Bell—telephone; Wright Brothers—airplane; Thomas Edison—light bulb, phonograph)

3. Ask students why they think people invent things. (Possible answers: There is a need that is not being met; they have an idea to make an existing product better or more effi cient.)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Dr. Nakamatsu and some of his unusual inventions.)

Build Background After an inventor has developed a new invention, he or she can patent it to claim ownership of the invention. A patent gives inventors authority over how their inventions are used and allows them to profi t from their creations. In other words, patents declare an idea the intellectual property of its owner. To obtain a patent, an invention must be substantially different from anything that is already patented, marketed, or publicized. Most patents are for improvements or adaptations of existing inventions, but the improvements have to be unique. For example, you can’t patent a waffl e iron that makes more waffl es because that is just making an existing product bigger, not more innovative. An invention must also be useful, which essentially means that it is designed for a purpose and can successfully fulfi ll it. Patenting can be a lengthy and expensive process, but for most inventors, obtaining patents is both a necessity and a reward for their hard work.

DURING READINGInfer An inference is a logical guess about information that the writer suggests but doesn’t directly say. Making inferences helps readers fi nd deeper meaning in what they read. Ask students to look for details that aren’t fully explained. Have them combine clues from the text with their personal knowledge to identify what the writer suggests.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Dr. Nakamatsu. Ask students: What do you think of Dr. Nakamatu’s creative process? Do you think Dr. Nakamatsu’s lifestyle and creative process would work for everyone? Why or why not?

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DIFFERENTIATED INSTRUCTIONAsk students to write riddles about animals, sports, classroom objects, or other subjects of interest. Have partners take turns reading and guessing the answers to their riddles. Encourage them to discuss how clues in the riddles and their previous knowledge helped them make inferences and solve the riddles.

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. You Can’t Take a Balloon into the Museum of Fine Arts by Jacqueline Preiss Weitzman and Robin Preiss Glasser shows what happens when a child’s balloon is set free.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Have students label the columns Fact and Opinion and write each statement below in the appropriate column. Discuss students’ responses.

Dr. Nakamatsu made his fi rst invention when he was fi ve.Sitting in a quiet room is the best way to be creative.Nakamatsu is known as “the Edison of Japan.”Nakamatsu does not get enough sleep.Nakamatsu claims to hold the most patents in the world.


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Unit 3, Lesson 15 Visionaries“Sign of the Times,” pages 138–145

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prestigious: honored; having a good reputation accommodate: adjust for; make changes to satisfyamplify: make greater, strengthen delicate: diffi cult, requiring great careinadequate: not good enough

1. My brother has organized a prestigious organization. 4. If you call ahead, many restaurants will accommodate your special2. Turning up the volume on the radio will amplify the sound. food requests.

3. Huong worried that her test scores would be inadequate to get 5. Mrs. Lopez is known for her skill at delicate embroidery. her into a good college.

Activate Prior Knowledge1. Ask students to share what they know about the deaf

community and sign language.2. Invite students who know sign language to demonstrate

some words or phrases they know.3. Ask students what they think makes an invention successful.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think I will read about someone named José Hernandez-Rebollar and how he invented a glove that can translate sign language.)

Build Background American Sign Language (ASL) is a language that is expressed with hand gestures, body postures, and facial expressions. It is the primary form of communication for many Americans who are deaf and the fourth most common language in the United States. Many people believe that ASL is based on French Sign Language, brought to the United States by a teacher named Laurent Clerc who started the fi rst school for the deaf in the United States. Although American Sign Language is used in the United States, it functions separately from English and has its own grammar, punctuation, and sentence rules. Like any language, ASL is subject to variations based on region, ethnicity, age, and gender. Children learn ASL most easily if they are introduced to it before they reach school age.

DURING READINGVisualize Visualizing is picturing in your mind the details of the setting, events, and characters in the text. Encourage students to draw pictures or diagrams of these images as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Hernandez-Rebollar’s AcceleGlove. Ask students: How could the AcceleGlove be used in public safety, the military, or emergency situations? Ask students to provide details of the AcceleGlove performing in these situations. Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONHave students work in groups of three to practice visualizing. Ask one student to read a paragraph from a newspaper article or magazine. Have the other students visualize what they hear and discuss their visualizations. How are they the same? How are they different? Then have students switch roles.

ENGLISH LANGUAGE LEARNERSHave students choose pictures from books or magazines. As each student describes a picture (without showing it), have others visualize it and then draw pictures or write about the description they heard. When students have fi nished drawing, invite them to compare their pictures to the original.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Have students label the columns Fact and Opinion and write at least three facts and three opinions about the information in the article. Discuss their responses.


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Visionaries

Unit 1 Assessment ArticleDirections: Read this story. Then answer each question that follows.Circle the letter of your answer.

A Haven for Those in NeedEven as a child growing up in rural Cedarville, Illinois, Jane Addams was well aware that life was kinder to some than to others. Some people—herself included—were fortunate enough to live in comfortable homes surrounded by a loving family. Others lived in poverty, often isolated and alone.

2 Perhaps Addams sympathized with the less fortunate in part because at times she too felt isolated. She was a sickly young girl who walked pigeon-toed and had a crooked back that made her tilt her head to one side. Although surgery helped when she got older, as a child her physical problems distressed her and made her feel ugly.

3 As she grew up, Addams remained sensitive to the diffi culties faced by less fortunate people. After college, she set out to pursue a career in medicine. Becoming a doctor would be one way for her to help the poor. However, severe back problems put her in the hospital and led to a change of plans.

4 Then, in 1887, when Addams was 27 years old, she visited Toynbee Hall in London, England, one of the world’s fi rst settlement houses. Settlement houses work to develop disadvantaged neighborhoods and improve the lives of people living there. They provide advice and information to individuals and families in need and sponsor various educational and recreational activities.

5 What Jane Addams saw at Toynbee Hall made a strong impression on her. Indeed, the experience inspired her to create a settlement house as a way of helping needy people in her own country. Returning to the United States, she and her college friend Ellen Gates Starr acquired an old mansion in Chicago that had been built by businessman Charles Hull. In 1889 they moved into the building, which they called Hull House.

6 Addams, Starr, and others at Hull House reached out to aid those in need. They made speeches, raised money, set up a daycare center to help working mothers, opened a kindergarten, and offered clubs and educational classes at night for adults. Before long, thousands of men, women, and children were coming to Hull House every week.

7 As more donations arrived, Hull House gradually grew. By 1907 the settlement included a dozen buildings and took up a whole block. There was a gymnasium, an art gallery, a community kitchen, playgrounds, a library, a music school, a theater, and various other facilities. Young children, middle-aged immigrants, lonely older people—all found aid and comfort at Hull House.

8 Jane Addams continued working with Hull House for 46 years. She became famous as a leader for social reform and a champion for the rights of women, children, and immigrants. Today, the Jane Addams Hull House Association continues to fulfi ll Addams’s vision of helping others by serving tens of thousands of people at over 40 sites in the Chicago area.

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1. Which sentence states the main idea best?

a. Jane Addams fulfi lled her lifelong desire to help needy people by establishing a settlement house in Chicago.

b. Jane Addams was a well-known supporter of women’s and children’s rights.

c. Visiting Toynbee Hall inspired Jane Addams to create a similar place.

2. Hull House was located in

a. Cedarville, Illinois.

b. London, England.

c. Chicago, Illinois.

3. Which answer is probably true?

a. Jane Addams hoped that Hull House would make her rich.

b. Ellen Gates Starr shared Jane Addams’s concern for needy people.

c. Jane Addams’s health problems had little effect on her as a person.

4. What is the meaning of the underlined word?

Settlement houses work to develop disadvantaged neighborhoods and improve the lives of people living there.

a. growing

b. needy

c. unpopular

5. The main purpose of this article is to

a. persuade readers to follow Jane Addams’s example.

b. explain how Jane Addams overcame her back problems.

c. inform readers about Jane Addams’s efforts to help people.

6. Which answer correctly restates this sentence from paragraph 2?

Perhaps Addams sympathized with the less fortunate in part because at times she too felt isolated.

a. Addams may have understood the feelings of less fortunate people because she shared some of their feelings of loneliness.

b. Addams had less sympathy for some people because sometimes she felt lonely.

c. Feeling sympathy for less fortunate people sometimes made Addams feel lonely.

7. Based on the article, readers can conclude that

a. the community services of settlement houses are available only in Chicago.

b. Ellen Gates Starr opened her own settlement house in another part of Illinois.

c. the Jane Addams Hull House Association will continue for years to come.

8. Which of the following led Jane Addams to open Hull House?

a. a request from businessman Charles Hull

b. her surgery for back problems

c. her visit to an English settlement house

9. Into which of the following categories would this article best fi t?

a. biography

b. autobiography

c. historical fi ction

10. Based on the article, readers can reasonably conclude that the author

a. doubts the value of Hull House.

b. admires the work of Jane Addams.

c. disapproves of Jane Addams’s goal.

Visionaries

Unit 1 Assessment Questions

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Visionaries

Unit 2 Assessment ArticleDirections: Read this article. Then answer each question that follows.Circle the letter of your answer.

Inspired by NatureSometimes ingenious ideas occur when least expected. Who would have guessed that a walk in the woods would lead to a new way of fastening things together?

2 Yet that’s exactly what happened when, one day in the 1940s, a Swiss engineer by the name of Georges de Mestral was walking through the woods with his dog. Born in a small village near Lausanne, Switzerland, de Mestral especially enjoyed two pastimes: hiking and inventing. So perhaps it was not so surprising that he could readily appreciate the genius of Mother Nature.

3 Returning from his walk, de Mestral noticed that his woolen clothes and his dog’s fur were covered with numerous burrs—the small, prickly seed pods of certain plants. These burrs, which cling to passing animals, are nature’s way of spreading plant seeds from place to place. Indeed, the burrs on de Mestral’s clothing gripped so fi rmly that the engineer was intrigued.

4 De Mestral studied a few burrs under a microscope. He saw that they were covered with tiny, sharp hooks that entangled themselves with the loops of fabric in his clothing and the fur of his dog. De Mestral began to consider the possibilities.

5 Until then, people had relied mainly upon buttons, snaps, and zippers to fasten clothing. De Mestral had an idea: why not create a new fastener that joined together hooks and loops in the same manner that burrs attached themselves to clothes and fur?

6 As de Mestral began experimenting with ways to create the kind of fastener he had in mind, he found the process a challenge. At fi rst, he could not get his tiny hooks and loops to join together as securely as he wanted. When he discussed his idea with other people, most would not take it seriously. However, de Mestral strongly believed in his invention and continued working on it.

7 With help from a French weaver, de Mestral gradually improved his design. After years of trial and error, he fi nally developed a product that worked to his satisfaction: a two-sided fastener that joined together hooks and loops but could be easily unfastened. He named his invention Velcro®, a blend of velours and crochet, French for “velvet” and “hook.”

8 De Mestral patented his invention and began to manufacture it in the 1950s. Velcro® fasteners became a huge success, and de Mestral later sold the rights to his innovation to a Swiss company.

9 Today, Velcro® fasteners are used around the world in clothing, shoes, toys, offi ce equipment, sports gear, and countless other products. They are widely employed in the automotive and medical industries, and they even play a part in the space program, holding equipment in place in a weightless environment.

10 Georges de Mestral’s vision enabled him to transform a scientifi c observation into one of the most useful inventions of the 20th century.


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a. Velcro® fasteners are used for many different products all over the world.

b. Inventors often get clever ideas in unexpected ways.

c. Georges de Mestral devised a fastener based on something he observed in nature.

2. The term Velcro® comes from

a. the French words for “velvet” and “hook.”

b. a Swiss phrase meaning “hook and loop.”

c. a French word meaning “fastener.”


a. Velcro® has become a multi-million-dollar industry.

b. Velcro® fasteners will one day eliminate the need for zippers.

c. de Mestral could have simply used burrs instead of inventing tiny hooks and loops.


Velcro® fasteners became a huge success, and de Mestral later sold the company and the rights to his innovation to a Swiss company.

a. a substance used to join materials

b. a new idea or device

c. a corporation or business

5. What is the author’s main purpose in writing this article?

a. to describe how burrs help transport seeds from one place to another

b. to inform readers about the life of Georges de Mestral

c. to explain how a new kind of fastener was invented

6. Which answer best restates the meaning of this sentence from paragraph 2?

So perhaps it was not so surprising that he could readily appreciate the genius of Mother Nature.

a. Surprisingly, he was able to understand what a genius Mother Nature was.

b. It was understandable that he could recognize Mother Nature’s cleverness.

c. Because he was a genius, he was able to appreciate Mother Nature.

7. Like the burrs found in nature, Velcro®

a. will not come off once attached.

b. clings by means of hooks and loops.

c. comes from plants growing in the woods.

8. Which word best describes de Mestral as he is portrayed in this article?

a. determined

b. unimaginative

c. indifferent

9. Based on the article, readers can conclude that the author

a. admires Georges de Mestral for inventing Velcro®.

b. considers Velcro® an interesting but pointless invention.

c. believes that de Mestral simply copied a natural fastener.

10. Into which of the following categories would this article best fi t?

a. medical advances

b. heroic deeds

c. practical devices

Visionaries



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Visionaries

Unit 3 Assessment ArticleDirections: Read this article. Then answer each question that follows.Circle the letter of your answer.

So That Others Might Hear . . . The thing that I always tried to do with important singers when I met them was to sit down and record everything they knew, give them a fi rst real run-through of their art.

2 These are the words of Alan Lomax, a man who spent more than 60 years encouraging people to listen to and appreciate the world’s folk music. Lomax was a musicologist—a music scholar—as well as a writer, producer, fi lmmaker, photographer, and singer. He did all that he could to preserve traditional music and expand its audience. He recorded thousands of musicians who might otherwise never have had an opportunity to share the music that meant so much to them.

3 Lomax was born in Austin, Texas, in 1915. In 1933 he began traveling through the American South and West with his musicologist father, John Avery Lomax. Using a bulky, 500-pound machine, they recorded folk music for the Library of Congress. The folk musicians whose songs they gathered and recorded during their thousands of miles of travel included cowboys, laborers, and men in prisons.

4 Alan Lomax was with his father when they discovered a musician named Huddie Ledbetter in a Louisiana prison. Ledbetter, who became better known as Leadbelly, went on to become a famous blues singer and guitarist. Among the songs the Lomaxes recorded by Leadbelly was “Goodnight Irene,” which later became a hit record and remains popular to this day.

5 Leadbelly may have been the fi rst outstanding musician that Alan Lomax found, but he was far from the last. As the years passed and Lomax’s musical collection grew, he introduced national audiences to such important folk and blues musicians as Woody Guthrie, Muddy Waters, Josh White, Pete Seeger, and Burl Ives. In addition to music from the South and West, Lomax collected folk songs from New England and the Midwest as well as from Haiti and the Bahamas. He recorded a wide range of traditional music, from country, blues, jazz, and Cajun fi ddle tunes to gospel choirs, calypso ballads, and steel-band music. In the 1950s he traveled to Europe and added to his collection recordings from Great Britain, Italy, and Spain.

6 In addition to the thousands of songs he collected, Lomax also recorded interviews with many performers. In this way, he preserved not just the music but also the history behind the music.

7 Lomax’s recordings, broadcast on the radio and in later years shared via television and CDs, drew widespread attention to folk music. Musicians in many countries learned the songs in his ever-growing collection and popularized them with enthusiastic listeners.

8 Alan Lomax died in 2002. However, the music he gathered, which might otherwise have been lost forever, lives on, enriching the lives of all who are fortunate enough to hear it.


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a. Thanks to Alan Lomax, many folk and blues singers had their music recorded.

b. By collecting thousands of songs, Alan Lomax helped to preserve traditional music.

c. Alan Lomax helped popularize such musicians as Woody Guthrie, Muddy Waters, and Pete Seeger.

2. In the 1950s Lomax added to his collection

a. musical recordings from Europe.

b. cowboy folk songs from the West.

c. the guitar songs of Huddie Ledbetter.


a. Before Lomax recorded it, folk music was unknown.

b. Lomax learned a great deal about folk music from his father.

c. Folk music began in America in the early 1900s.


Musicians in many countries learned the songs in his ever-growing collection and popularized them with enthusiastic listeners.

a. translated to another language

b. gave their approval

c. caused to become well-liked

5. The main purpose of the last paragraph is to

a. highlight the lasting importance of Lomax’s work.

b. let readers know that Lomax is no longer alive.

c. express the author’s love of folk music.

6. Which answer correctly restates this sentence from the article?

Leadbelly may have been the fi rst outstanding musician that Alan Lomax found, but he was far from the last.

a. Many years passed before Lomax found another musician as talented as Leadbelly.

b. Lomax discovered many fi ne musicians besides Leadbelly.

c. The last musician that Lomax found was even more outstanding than Leadbelly.

7. According to the article, both Lomax and his father were

a. photographers.

b. blues singers.

c. music scholars.

8. Which sentence expresses an opinion?

a. “Goodnight Irene” later became a hit record and remains popular to this day.

b. The folk musicians included cowboys, laborers, and men in prisons.

c. The music lives on, enriching the lives of all who are fortunate enough to hear it.

9. Based on the article, readers can conclude that the author

a. appreciates what Lomax accomplished.

b. is amused by how long it took Lomax to gather his collection.

c. does not have a high opinion of folk music.

10. Which word best describes Alan Lomax as he is portrayed in this article?

a. dedicated

b. easygoing

c. careless

Visionaries



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ESL/DI Skill Vocabulary Words: inexplicable, eccentric, callous, humane, unethical

Visionaries

Unit 1 Language Development Activity: Vocabulary Review

Activity Steps:

Interview Questions:

1. Review the article “Temple Grandin: Thinking in Pictures” (Unit 1, Lesson 3, p. 30) with the class.

2. Review the defi nitions of the Lesson 1 vocabulary words with the class.

3. The class discusses how each word or phrase was used in the article. Tell students that partners will be interviewing each other using these words in a new context.

4. Students pair off.

5. Dictate the fi rst interview question aloud: Describe something about life that you feel is inexplicable.

6. Each partner writes the sentence in his or her notebook.

7. One volunteer substitutes the underlined word or phrase by its defi nition and reads the sentence to the class: Describe something about life that you feel is impossible to explain.

8. Point out that, like Temple Grandin, some people use visual images to help them understand concepts. Tell students that they will be using images to answer the interview questions.

9. Partners ask each other the discussion question from step 5 in turn. Each partner draws a simple sketch of his or her answer and writes the vocabulary word underneath. The other partner takes notes on the answer.

10. Repeat steps 5–7 and 9 with the second (third, etc.) interview question.

11. When all the questions have been covered, the fi rst partner summarizes the second partner’s answers to him or her. The second partner suggests any corrections that may be necessary. Partners then reverse the process.

12. With permission, each partner summarizes one of the other partner’s answers to the class and draws the partner’s sketch on the board.

1. Describe something about life that you feel is inexplicable.

2. Describe someone you know who is eccentric.

3. What is an example of a callous action? Why is it callous?

4. In your opinion, what is needed to make certain the humane treatment of animals?

5. What is one example of unethical behavior?

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1. Review the article “Temple Grandin: Thinking in Pictures” (Unit 1, Lesson 3, p. 30)

2. Write on the board or otherwise present the Lesson 1 vocabulary words: inexplicable (“impossible to explain”); eccentric (“strange, peculiar”); callous (“cruel, insensitive”); humane (“considerate and kind”); unethical (“without proper morals or honor”).

3. Read the interview questions below and have a copy on hand.A

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1. Constructing word meanings from context: whole class

2. Interviewing: partners3. Note taking: individual4. Personal responses/summary of partner’s

responses: individual5. Optional game: whole class

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ESL/DI Skill Multiple-Meaning Words: playing, break, needle, record, mix

Visionaries

Unit 2 Language Development Activity: Multiple Meanings

Activity Steps:

He tried playing a break, then picking the needle up off the record and dropping it back… Herc found a way to mix the sounds of the two records…*

1. Review “DJ Kool Herc: Hip-Hop Hero” (Unit 2, Lesson 7, p. 68) with the class.

2. Volunteers read the sentences on the board aloud to the class.

3. Students form small groups.

4. Groups talk about what the underlined words mean in the context of the sentences. They choose a Note Taker to write the defi nitions they create. Circulate to confi rm defi nitions.*

5. Each student chooses a different underlined word from one of the sentences, for example, break.

6. Each student writes an original sentence with his or her chosen word, using the meaning of the word from step 4 (call this meaning M1—in this case, “section of music where the vocals stop”). For example: I like to watch Chris dance when there is a break in the music.

7. Students count off to determine an order for participating in the next steps.

8. Student 1 in each group says his or her word (clear) and reads his or her M1 sentence to the group.

9. Students collaborate to identify a second meaning (M2) for the word.* They fi nd or confi rm the additional meaning in the dictionary. (break: a brief time of rest) Circulate among groups to support students’ work.

10. Each student writes an original sentence using M2 of the chosen word. For example: I need a break from studying. Each student reads his or her sentence to the group.

11. Repeat Steps 8–10 for Student 2, Student 3, etc. with the words each person chose in step 5.

12. Once everyone has taken a turn, volunteers read both of their sentences to the class.

*Multiple meanings: playing (“making [something] sound” / “doing something that is fun or not serious”); break (“section of music where the vocals stop” / “a brief time of rest”); needle (“part of a record player that touches the groove of the record” / “very thin piece of metal used to give medical injections”); record (“vinyl disc used to create musical sound” / “piece of data that beats all others”); mix (“alternate the sounds of” / “stir [ingredients] together”)

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1. Review the article “DJ Kool Herc: Hip-Hop Hero” (Unit 2, Lesson 7, p. 68).

2. Write on the board or otherwise present the short passage below this box. (“He tried playing….”)

3. For each group of 3 to 5 people, provide a dictionary.

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1. Discussion/analysis: small group2. Writing sentences: individual3. Reading sentences aloud: small group,

whole class


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ESL/DI Skill Idiom: having the time of his life

Visionaries

Unit 3 Language Development Activity: Idioms and Common Phrases

Activity Steps:

1. Review the article “Great Idea, Dr. NakaMats!” (Unit 3, Lesson 14, p. 130) with the class.

2. Ask volunteers what having the time of his life means in the context of the article. Does Dr. Nakamatsu enjoy what he does? (Yes; he is enjoying himself so much he expects to continue working until he’s 144 years old.)

3. Write a simple defi nition of having the time of his life on the board: “enjoying his life and his work very much.” Students write the idiom on one side of an index card and its defi nition on the other.

4. Read the following sentence aloud, fi rst as is and then substituting the defi nitions on the board for the underlined words: He’s having the time of hislife! / He’s enjoying his life and his work very much!

5. A volunteer describes an event in which he or she had the time of his or her life.

6. Write additional idioms and their defi nitions on the board, for example: time and time again (“repeatedly”); life is a bowl of cherries (“life is easy and pleasant”).

7. Students write each additional idiom on one side of an index card and its defi nition on the other.

8. Students pair off.

9. Partners practice silently with their own cards for several minutes. Then they quiz each other.

10. Model a sentence pair for one of the additional idioms presented. For example: He tried to make the team time and time again. / He tried to make the team repeatedly.

11. Partners write original sentence pairs for the other idioms.

12. If students know an idiom used in their home language or in their neighborhood, they write it on the board and share the meaning with the class. If the idiom is connected to a national or neighborhood culture, students explain why.

13. As an alternative, partners collaborate on an original dialogue, poem, or paragraph that employs all of the idioms, using the theme of having the time of one’s life. Circulate among the groups to support the collaborations.

14. Individuals or partners present their work to the class.

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1. Review the article “Great Idea, Dr. NakaMats!” (Unit 3, Lesson 14, p. 130).

2. Provide three blank index cards per student.3. Write the following sentence on the board:

He’s having the time of his life!

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1. Flashcards: individual, partners2. Deducing word meaning from context:

individual3. Reading sentences to the class: individual5. Writing original sentences: partners4. Sharing aspects of personal experience and

culture: individual


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