UNIT 5 AT A GLANCE

Pacing /
Contents Genre / Lexile Vocabulary / Word Study
# of Days
Unit Introduction Academic Vocabulary (L.6.6)
INTRO

2* Argument
Launch Text: What on Earth Is Left to Explore?
950L
Whole-Class Learning Introduction
WHOLE-CLASS

from A Long Way Home 10 Memoir Concept Vocabulary

LEARNING

Saroo Brierley 1130L Word Study: Latin Suffix: -ive (L.6.4.b)

BBC Science Club: All About Exploration

3 Video Media Vocabulary (L.6.6)
narrated by Dara Ó Briain
Performance Task
3
Writing

Small-Group Learning Introduction

4 Concept Vocabulary (L.6.4.c)
Mission Twinpossible News Article
SMALL-GROUP LEARNING

Word Study: Latin Root: -dur-

TIME For Kids 980L
(L.6.4.b)

Concept Vocabulary (L.6.4.a; RL.6.4)

from Tales From the Odyssey Epic Retelling
3 Word Study: Latin Root: -vad-
Mary Pope Osborne 710L
COMPARE

(L.6.4.b–c)

Concept Vocabulary (L.6.4)

To the Top of Everest Blog
2 Word Study: Latin Root: -ped-
Samantha Larson 1040L
(L.6.4.b–d)
from Lewis & Clark Graphic Novel
3 Media Vocabulary (L.6.6)
Nick Bertozzi NP
Performance Task
2
Speaking and Listening
Independent Learning Introduction
INDEPENDENT LEARNING

Mars Can Wait. Oceans Can’t. Opinion Piece

Amitai Etzioni 1400L

from Shipwreck at the Bottom of the World Nonfiction Narrative

Jennifer Armstrong 1110L
Independent Learning provides
from Sacajawea 2 Historical Fiction students with the opportunity to
Joseph Bruchac 790L analyze a selection independently. To
facilitate students’ independence, no
The Legacy of Arctic Explorer Matthew Henson Expository Nonfiction skills have been assigned.
James Mills 1240L

Should Polar Tourism Be Allowed? Informative Articles

Emily Goldberg 1120L; 1210L

Performance-Based Assessment
END OF UNIT

Writing 1
Unit Reflection
Unit Test 1
* Pacing is suggested for a 40- to 50-minute class period. If you use block scheduling, you may combine days to meet your schedule needs.

400A UNIT 5 • EXPLORATION

 EXPLORATION

Conventions / Author’s Composition / Research /

Analyze Craft and Structure
Style Speaking and Listening

Summary (RI.6.2)

Writing to Sources: Argument (W.6.1, 1a–c, e)

Central Ideas: Autobiographical Author’s Style: Word Choice
Speaking and Listening: Annotated Map (SL.6.1, 1.a, d;
Writing (RI.6.2; RI.6.3) and Mood (RI.6.3)
SL.6.2; SL.6.5)

Research: Storyboard (W.6.2, 2.b; W.6.7; SL.6.5)

Write an Argument (W.6.1; W.6.4; W.6.5; W.6.9; L.6.3)

Central Idea: Make Inferences Conventions: Prepositions and

Research: How-To Essay (W.6.2, 2.a–c; W.6.7; W.6.8)
(RI.6.1; RI.6.2; RI.6.3; RI.6.5) Prepositional Phrases (L.6.1)

Conventions: Participial and

Universal Theme (RL.6.2; RL.6.5)
Gerund Phrases (L.6.1)
Write to Compare: Compare-and-Contrast Essay
(RL.6.9; W.6.2, 2.b; W.6.9, 9.a)
Conventions: Subject
Central Idea (RI.6.2; RI.6.3)
Complements (L.6.1)

Research: Annotated Timeline (RI.6.7; W.6.7; W.6.8;

SL.6.2; SL.6.5)

Present an Advertisement (W.6.1; SL.6.5; L.6.3)

Independent Learning provides students with the opportunity

to analyze a selection independently. To facilitate students’ Share Your Independent Learning (SL.6.1)
independence, no skills have been assigned.

Writing to Sources: Argument (W.6.1)

Speaking and Listening: Speech (SL.6.6)

Reflect on the Unit

UNIT 5 • AT A GLANCE 400B

INTRODUCTION UNIT
5

Jump Start
Engage students in a discussion about the lure
of the unknown and why some people travel
to previously unexplored places. Ask them to
share answers to these questions: Where does
Exploration
an explorer go? Why would someone want to
go “where no one has gone before”?

Exploration
Ask students what the word exploration suggests
to them. Point out that as they work through
this unit, they will read many examples about
exploration.

Video
Project the introduction video in class, and ask
students to open the video in their interactive
textbooks.

Discuss It If you want to make this a digital

activity, go online and navigate to the Discussion
Board. Alternatively, students can share their
responses in a class discussion.

The road to the unknown can be

Block Scheduling

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Each day in this pacing calendar represents dangerous and challenging, but
a 40–50 minute class period. Teachers using
block scheduling may combine days to reflect people continue to explore it.
their class schedule. In addition, teachers may
revise pacing to differentiate and support core
instruction by integrating components and
resources as students require. Discuss It Why might explorers want to discover
unknown places?
Write your response before sharing your ideas.

Hang Son Doong

400
Pacing Plan

Introduce
Whole-Class LIT17_SE06_U05_UOP.indd 400 16/03/21 1:50 PM
Learning

Performance Task
Media: BBC Science
Unit Club: All About
Introduction from A Long Way Home Exploration

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

400 UNIT 5 • EXPLORATION

 Digital
perspectives Audio Video Document Annotation EL Online
Highlights Highlights Assessment
UNIT 5
UNIT INTRODUCTION
ESSENTIAL QUESTION: LAUNCH TEXT What drives people to explore?
ARGUMENT MODEL

What drives people to explore? What on Earth Is Left

to Explore?
Introduce the Essential Question and point out
that students will respond to related prompts.
WHOLE-CLASS SMALL-GROUP INDEPENDENT • Whole-Class Learning Is exploration a
LEARNING LEARNING LEARNING courageous act that requires a unique sense
ANCHOR TEXT: MEMOIR NEWS ARTICLE OPINION PIECE
of adventure? Or, is exploration so natural to
A Long
from Mission Twinpossible Mars Can Wait. human beings that anyone can be an explorer?
Way Home Oceans Can’t.
Saroo Brierley
TIME For Kids
Amitai Etzioni
• Small-Group Learning Why should we
explore new frontiers?
• Performance-Based Assessment What fuels
MEDIA: VIDEO EPIC RETELLING NONFICTION NARRATIVE people’s desire to explore?
BBC Science Club: All from Tales From from Shipwreck at the
About Exploration the Odyssey Bottom of the World
narrated by Dara Ó Briain Mary Pope Osborne Jennifer Armstrong Using Trade Books
Refer to the Teaching with Trade
COMPARE

Books section in this book or online in

BLOG HISTORICAL FICTION
To the Top of from Sacajawea
myPerspectives+ for suggestions on how to
Everest Joseph Bruchac incorporate the following thematically related
Samantha Larson
novels into this unit.
• Around the World in 80 Days by Jules Verne
MEDIA: GRAPHIC NOVEL EXPOSITORY NONFICTION • The House of Dies Drear by Virginia
from Lewis & Clark The Legacy of Arctic Hamilton
Nick Bertozzi Explorer Matthew
Henson • Maniac Magee by Jerry Spinelli
James Mills

INFORMATIVE ARTICLE
Should Polar Tourism
Current Perspectives
Be Allowed? To increase student engagement, search
Emily Goldberg
online for stories about exploration, and invite
your students to recommend stories they find.
Always preview content before sharing it with
© Pearson Education, Inc., or its affiliates. All rights reserved.

your class.
• Article/Video: “Modern Day Adventure:
Is There Anything Left To Discover?”
(Channel 4 News) Three adventurers discuss
why they feel people should explore.
PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-BASED ASSESSMENT PREP
• Video: “Bill Nye: Why We Explore“ (Big
Review Evidence for an Argument
WRITING FOCUS:
Write an Argument
SPEAKING AND LISTENING FOCUS:
Present an Advertisement
Think) A video of Bill Nye discussing the
importance of space exploration, and why
PERFORMANCE-BASED ASSESSMENT our curiosity drives us to learn more.
Argument: Essay and Speech
PROMPT:

Should kids today be encouraged to become explorers?

401

Introduce Introduce
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Learning Learning
Performance Performance-Based
Task Assessment

from Tales From To the Top Media: from Independent

Mission Twinpossible the Odyssey of Everest Lewis & Clark Learning

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Unit Introduction 401

INTRODUCTION UNIT
5 INTRODUCTION

Unit Goals
About the Unit Goals Throughout this unit, you will deepen your understanding of exploration
These unit goals were backward designed by reading, writing, speaking, listening, and presenting. These goals will
from the Performance-Based Assessment at help you succeed on the Unit Performance-Based Assessment.
the end of the unit and the Whole-Class and Rate how well you meet these goals right now. You will revisit your
Small-Group Performance Tasks. Students will ratings later when you reflect on your growth during this unit.
practice and become proficient in many more
standards over the course of this unit. 1 2 3 4 5

SCALE
NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY
Unit Goals WELL WELL WELL WELL WELL

Review the goals with students and explain that READING GOALS 1 2 3 4 5
as they read and discuss the selections in this unit,
they will improve their skills in reading, writing, • Evaluate written arguments by
research, language, and speaking and listening. analyzing how authors state and
support their cl aims.
• Have students watch the video on Goal Setting.
• A video on this topic is available online in the • Expand your knowledge and use of
Professional Development Center. academic and concept vocabul ary.
Reading Goals Tell students they will read, view,
and evaluate arguments. WRITING AND RESEARCH GOALS 1 2 3 4 5

Writing and Research Goals Tell students • Write an essay in which you effectively
that they will learn the elements of writing an incorporate the key elements of an
argument. They will also write their own argument. argument.
Students will write for a number of reasons,
including organizing and sharing ideas, reflecting • Conduct research projects of various
on experiences, and gathering evidence. They will lengths to explore a topic and cl arify
conduct research to clarify and explore ideas. meaning.
Language Goal Tell students that they will
develop a deeper understanding of correcting LANGUAGE GOAL 1 2 3 4 5

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errors with verb usage. They will then practice
correct verb usage in their own writing. • Correct errors with verbs.

Speaking and Listening Explain to students SPEAKING AND LISTENING

that they will work together to build on one GOALS 1 2 3 4 5
another’s ideas, develop consensus, and
• Eng age in coll aborative discussions,
communicate with one another. They will also
build on the ideas of others, and
learn to incorporate audio, visuals, and text in
express your own ideas clearly.
presentations.
 STANDARDS
Language
Acquire and use accurately grade- • Integrate audio, visuals, and text in
HOME Connection appropriate general academic and presentations.
domain-specific words and phrases;
gather vocabulary knowledge
A Home Connection letter to students’ when considering a word or phrase
parents or guardians is available in important to comprehension or
expression.
myPerspectives+. The letter explains what
students will be learning in this unit and how
they will be assessed. 402 UNIT 5 • EXPLORATION

AUTHOR’S PERSPECTIVE Ernest Morrell, Ph.D.

LIT17_SE06_U05_UOP.indd 402 16/03/21 1:51 PM

How to Support Kids When They Have 3. What support will I need from others in question helps students understand
Trouble When setting goals with students, order to achieve this goal and how will that achieving goals takes hard work,
have them consider these questions: I ensure that I get that support? resilience, and determination. The third
1. What are the opportunities open to me The first question helps students see that question reassures students that help is
if I achieve this goal? setting goals helps them take control available and shows them the importance
2. What are the biggest challenges that I of their life and focus on the issues that of seeking—and accepting—help when
will face in attempting to achieve this matter to them. As a result, they are likely necessary.
goal? to make good decisions. The second

402 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

Academic Vocabulary: Argument Academic Vocabulary:

Understanding and using academic terms can help you read, write, and
speak with precision and clarity. Here are five academic words that will be
Follow Through Argument
Study the words in this
useful in this unit as you analyze and write arguments. Introduce the blue academic vocabulary words in
chart, and mark them or
their forms wherever they
the chart on the student page. Point out that the
Complete the chart.
appear in the unit. root of each word provides a clue to its meaning.
1. Review each word, its root, and the mentor sentences. Discuss the mentor sentences to ensure students
2. Use the information and your own knowledge to predict the meaning understand each word’s usage. Students should
of each word. also use the mentor sentences as context to help
them predict the meaning of each word. Check
3. For each word, list at least two related words.
that students are able to fill the chart in correctly.
4. Refer to the dictionary or other resources if needed. Complete pronunciations, parts of speech, and
definitions are provided for you. Students are only
WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS
expected to provide the definition.
critical 1. I don’t think she liked the critic; critically
Possible responses:
story because she had many
ROOT: critical comments. critical adj. (KRIHT uh kuhl)
-crit- Meaning: disapproving; unfavorable; very
2. It is critical to follow the
“judge” steps exactly, otherwise the important
experiment might fail. Related words: critically; criticism
Additional words related to root -crit-: critic;
assume 1. If you get the leash, the criticize
puppy will assume you’re
ROOT: taking him for a walk. assume v. (uh SOOM)
-sum- / -sumpt- Meaning: think to be true without proof
2. Jon won the election and will
“take up” assume the role of mayor.
Related words: assumption; assuming
Additional words related to root -sum- /
compel 1. His disregard of the rules -sumpt-: assumption; presume
may compel the group to
dismiss him.
compel v. (kuhm PEHL)
ROOT:
-pel-
Meaning: to force someone to do something
2. In the movie, the bad guy
“drive” Related words: compelling; compels
tries to compel the hero to
Additional words related to root -pel-: propel;
give up.
impel
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valid 1. You need a valid password to

valid adj. (VAL ihd)
log in to the network.
Meaning: legally acceptable; based in logic;
ROOT: 2. If you want to convince me, reasonable
-val- you had better use valid
“strong”
Related words: validity; validly
reasons.
Additional words related to root -val-: invalidate;
coherent 1. Present your information in a invalid
clear, coherent order so it is
coherent adj. (koh HIHR uhnt)
ROOT: easy to understand.
Meaning: logical, clear communication
-her- / -hes- 2. Sam’s speech was coherent Additional words related to root -here- / -hes-:
“cling”; “stick” because he used clear logic incoherent; adhere
and evidence.

Unit Introduction 403

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English Language Support

Cognates Many of the academic words have Spanish cognates.
Use these cognates with students whose home language is Spanish.
ALL LEVELS
critical – crítico valid – válido     coherent – coherente

Unit Introduction 403

INTRODUCTION UNIT
5 INTRODUCTION

Purpose of the Launch Text LAUNCH TEXT | ARGUMENT MODEL

This selection is an example

The Launch Text provides students with of an argument, a type of
a common starting point to address the writing in which an author
unit topic. After reading the Launch Text, states and defends a position
all students will be able to participate in on a topic. This is the type of
discussions about exploration. writing you will develop in the
Performance-Based Assessment
Lexile: 950 The easier reading level of at the end of the unit.
this selection makes it perfect to assign
As you read, look at the way
for homework. Students will need little or no that the author builds a case.
support to understand it. Mark the text to help you
Additionally, “What on Earth Is Left to answer this question: What
Explore?” provides a writing model for the
What on Earth Is
is the author’s position, and
Performance-Based Assessment students what evidence supports it?
complete at the end of the unit.

Launch Text: Argument Model Left to Explore?

Remind students to determine the main claim
of the argument and how the author supports
that claim.
Have students note the structure of the text.
Point out that the position statement can be
NOTES
1

A t the beginning of the 1800s, the United States was a young

country. Most people lived in small towns clustered on the
Atlantic coast. To the west lay an entire continent, full of mystery
inferred from the second and third paragraphs
and that the rest of the text provides reasons that and promise.
support this claim. Point out that the concluding 2 Government leaders believed that exploration of the continent
paragraph restates the main claim. was important. Exploration would bring knowledge and
resources. Urged on by President Thomas Jefferson, Congress
Encourage students to read this text on their
funded a small expedition to explore the lands west of the
own and annotate unfamiliar words and sections
Mississippi River. The Lewis and Clark expedition became one of
of the text they think are particularly important.
the most famous exploratory journeys in history.

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AUDIO SUMMARIES 3 In the modern world, the idea of exploration has changed. Cars,
Audio summaries of “What on Earth Is Left trains, and airplanes have made the world seem much smaller.
to Explore?” are available in both English and People seem to be everywhere. Thousands have climbed Mount
Spanish in the Interactive Teacher’s Edition or Unit Everest, the world’s highest mountain. There are even people
Resources. Assigning these summaries before living in Antarctica, the world’s coldest continent. In addition, the
students read the Launch Text may help them Internet allows people to visit faraway places through the screens
build additional background knowledge and set of their computers. Given these changes, some people may ask
a context for their reading. whether exploration matters anymore. Is there anything left to
explore? The answer is simple: Exploration matters as much today
as it ever has.
4 Let’s start with ocean exploration. It is true that much of Earth
has been visited and charted. However, we should remember that
people actually live on less than twenty percent of the planet. We
inhabit the land, but Earth is mostly ocean. Vast stretches of the

404 UNIT 5 • EXPLORATION

LIT17_SE06_U05_LT.indd 404 16/03/21 1:00 PM

CROSS-CURRICULAR PERSPECTIVES
Social Studies Tell students that twentieth and twenty-first
century explorers include Tenzig Norgay, Matthew Henson,
Jacques Cousteau, Mae C. Jemison, Valentina Tereshkova,
Reinhold Messner, and Sally Ride. Have students select one of
these explorers and learn more about their life and exploits.
Then, as a class, debate how the achievements of these modern
explorers compare to the achievements of history’s most renowned
explorers, for example Christopher Columbus.

404 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

oceans are hidden under miles of water. The little we do know

about these secret places is fascinating. For example, almost a NOTES Word Network for
quarter of Earth is made up of a single mountain range. It just Exploration
happens to be under the sea! Consider the other wonders we
Tell students that they can fill in the Word
might find as we explore.
Network as they read texts in the unit, or they
5 Ocean exploration might help us solve tough problems. For
can record the words elsewhere and add them
example, it might lead to new food sources for the planet’s
later. Point out to students that people may have
growing population. It may also help us find ways to slow
personal associations with some words. A word
damage to the environment. These types of problems threaten
that one student thinks is related to the concept
all of us, and we need solutions. They make the need for ocean
of exploration might not be a word another
exploration more important than ever.
student would pick. However, students should
6 Space exploration is another area of great importance. Human
feel free to add any word they personally think
beings have always been interested in the skies. We are curious
is relevant to their Word Network. Each person’s
about the stars and planets and the possibility that they hold
Word Network will be unique. If you choose to
other intelligent life. Satisfying that curiosity is one good reason to
print the Word Network, distribute it to students
explore space. Another reason is that by exploring beyond Earth,
at this point so they can use it throughout the
we will answer essential questions about the history of our solar
rest of the unit.
system and of the universe itself. This will help us understand our
own planet and ourselves better. Human exploration of space also
has practical benefits. According to NASA (National Aeronautics
and Space Administration), space exploration pushes us to
“expand technology, create new industries, and help to foster a
peaceful connection with other nations.”
7 Lewis and Clark did not know what they would find as they
set out on their journey. They only knew that they would have an
adventure. In the end, their efforts added to the country’s territory
and to people’s knowledge and understanding. The results of
exploration may not always be that impressive, but that may not
be the point. The need to explore and extend the boundaries of
knowledge remains vital and should continue. ❧

 WORD NETWORK FOR EXPLORATION

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

Vocabulary A Word
Network is a collection of
words related to a topic. As
you read the selections in expedition
this unit, identify interesting
words related to the idea of
exploration and add them wilderness
Exploration
to your Word Network. For
example, you might begin by
curiosity
adding words from the Launch
Text, such as expedition,
wilderness, and curiosity.
Continue to add words as you
complete this unit.
Tool Kit
Word Network Model

What on Earth Is Left to Explore? 405

LIT17_SE06_U05_LT.indd 405 Author’s Perspective Elfrieda Hiebert, Ph.D. 13/05/16 8:28 PM

Rare Words Increasing reading rare unknown words pertain to known heavy blah indolent inactive
comprehension relies on a connection concepts, teachers should emphasize comatose inert   off sullen
between fluency and vocabulary. Rare semantic connections across words. This
words are less frequently used words that can be achieved effectively with concept Digital tools, including online dictionaries,
represent what might be a common idea. maps or word networks that help students often have features to help demonstrate
Instead of calling a character nervous, an understand the essential characteristics of the increasing complexity of the spectrum
author might use disconcerted or flustered. a word’s meaning. Here’s an example for of these words by filtering out levels of
In reading/language arts, where many sluggish: complexity.

What on Earth Is Left to Explore? 405

INTRODUCTION UNIT
5 INTRODUCTION

Summary Summary
Write a summary of “What on Earth Is Left to Explore?” A summary is a
Have students read the introductory paragraph.
concise, complete, and accurate overview of a text. It should not include
Provide them with tips for writing a summary: a statement of your opinion or an analysis.
• Write in the present tense.
• Make sure to include the title of the work.
• Be concise: a summary should not be equal in
length to the original text. Possible response: In this text, the author argues that although there might
• If you need to quote the words of the author, seem to be few unknown places left to discover on Earth, there is still much to
use quotation marks. explore. In particular, we know very little about the bottom of the oceans. The
• Don’t put your own opinions, ideas, or author cites the work of Robert Ballard, an underwater explorer. Using robots
interpretations into the summary. The purpose that can explore the ocean depths, Ballard discovers new things and shares the
of writing a summary is to accurately represent knowledge with everyone else. The author also includes the views of wildlife
what the author says, not to provide a critique. photographer Michael Nichols. He believes that part of what modern explorers
If necessary, students can refer to the Tool Kit for should do is make notes on areas of the planet that are untouched so that they
help in understanding the elements of a good can be protected. Ballard and Nichols believe that anyone who has the interest
summary. can be a modern-day explorer.
See possible Summary on student page.

Launch Activity
Explain to students that as they work on this unit,
they will have many opportunities to discuss the
topic of exploration. Remind them that there is
no right or wrong position, but that they should
be able to support their ideas with evidence from
the material they’ve read, viewed, and analyzed
in the unit, as well as from prior knowledge.
Encourage students to listen to arguments that Launch Activity
their classmates make and to keep an open mind.
Four-Corner Debate Consider this statement: There is nothing left

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

on Earth to explore. Decide your position and check one of the boxes.
Then, briefly note why you feel this way.
Strongly Agree Agree Disagree Strongly Disagree

• Each corner of the classroom represents one position on the

question. Go to the corner of the room that represents your position.
Briefly discuss reasons for your position with the others in your
corner. Make a list of three strong reasons.
• Start off the debate by stating your position and one reason. Then,
go around the room, presenting positions and reasons.
• If you change your mind as the debate continues, move to the corner
that represents your new position. Then, explain why your thinking
changed.

406 UNIT 5 • EXPLORATION

LIT17_SE06_U05_LT.indd 406 13/05/16 8:28 PM

406 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

QuickWrite QuickWrite
Consider class discussions, the video, and the Launch Text as you think
In this QuickWrite, students should present
about the prompt. Record your first thoughts here.
their own response to the prompt based on the
PROMPT: Should kids today be encouraged to become material they have read and viewed in the Unit
explorers? Overview and Introduction. This initial response
will help inform their work when they complete
the Performance-Based Assessment at the end
Possible response: Exploration is often about curiosity, but it isn’t only about of the unit. Students should make sure they cite
curiosity. As Robert Ballard and Michael Nichols tell us, explorers care about reasons expressed by the explorers featured in
documenting and informing other people about what they have found. They their reading.
explore to satisfy their curiosity and to tell other people what they have found. See possible QuickWrite on student page.
Everyone likes to tell other people about interesting things he or she knows.
Sharing information can be even more enjoyable than finding it in the first Evidence Log for Exploration
place; that’s why many people like to write for fun. Students should record their initial thinking in
their Evidence Logs along with evidence from
“What on Earth Is Left to Explore?” that support
this thinking.
If you choose to print the Evidence Log,
distribute it to students at this point so they
can use it throughout the rest of the unit.

Performance-Based Assessment:
Refining Your Thinking
• Have students watch the video on Refining
Your Thinking.
 EVIDENCE LOG FOR EXPLORATION • A video on this topic is available online
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Review your QuickWrite. in the Professional Development Center.

Summarize your point of view Title of Text: Date:

in one sentence to record in CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS

your Evidence Log. Then, record
evidence from “What on Earth Is
Left to Explore?” that supports
your point of view.
After each selection, you will
continue to use your Evidence How does this text change or add to my thinking? Date:
Log to record the evidence you
gather and the connections you
make. This graphic shows what
your Evidence Log looks like.
Tool Kit
Evidence Log Model

Unit Introduction 407

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English Language Support

Provide Context Students may not have experience with all of
the Academic Vocabulary words or their related forms. If needed,
provide additional examples of related words. Work with students to
construct context sentences for these words. Point out the parts of
speech of the related words. ALL LEVELS

What on Earth Is Left to Explore? 407

OVERVIEW
OVERVIEW: WHOLE-CLASS LEARNING

WHOLE-CLASS LEARNING ESSENTIAL QUESTION:

What drives people to explore? What drives people to explore?

Engage students in a conversation about what Exploration may be physical, involving travel to unknown places. It may be
mental, involving new ways of looking at a topic. In many cases, it requires both
exploration means to them. Point out that
action and imagination. You will work with your whole class to learn more about
people have always had the need to explore. Ask exploration. The selections you will read present different ideas about explorers
students to consider reasons famous explorers set and exploration.
out to discover the unknown and to think about
what might drive modern-day explorers to go out
and make their own discoveries. Whole-Class Learning Strategies
Throughout your life, in school, in your community, and in your career, you will
Whole-Class Learning continue to learn and work in large-group environments.
Strategies Review these strategies and the actions you can take to practice them as you
Review the Learning Strategies with students and work with your whole class. Add ideas of your own for each step. Get ready to
explain that as they work through Whole-Class use these strategies during Whole-Class Learning.
Learning, they will develop strategies to work in STRATEGY ACTION PLAN
large-group environments.
Listen actively • Eliminate distractions. For example, put your cellphone away.
• Have students watch the video on Whole-Class • Keep your eyes on the speaker.
Learning Strategies.
•
• A video on this topic is available online in the
Professional Development Center.
You may wish to discuss some action items to add
to the chart as a class before students complete it Clarify by asking • If you’re confused, other people probably are, too. Ask a question to help your
on their own. For example, for “Clarify by asking questions whole class.
questions,” you might solicit the following from • If you see that you are guessing, ask a question instead.
students:
•
• When reading or listening to a presentation,
take notes on information that isn’t clear. Then,

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

use your notes to form a question.
Monitor • Notice what information you already know and be ready to build on it.
• Asking a question can lead to new questions, understanding • Ask for help if you are struggling.
so ask follow-up questions as needed.
•

Block Scheduling
Each day in this Pacing Plan represents a
40–50 minute class period. Teachers using Interact and • Share your ideas and answer questions, even if you are unsure.
block scheduling may combine days to reflect share ideas • Build on the ideas of others by adding details or making a connection.
their class schedule. In addition, teachers may
revise pacing to differentiate and support core •
instruction by integrating components and
resources as students require.

408 UNIT 5 • EXPLORATION

Pacing Plan

Introduce
Whole-Class LIT17_SE06_U05_A_WCO.indd 408 16/03/21 12:52 PM
Learning

Performance Task
Media: BBC Science
Unit Club: All About
Introduction from A Long Way Home Exploration

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WHOLE-CLASS LEARNING

408 UNIT 5 • EXPLORATION

 CONTENTS
ANCHOR TEXT: MEMOIR
Contents
from A Long Way Home
Anchor Texts Preview the anchor text and media
Saroo Brierley
with students to generate interest. Encourage
Is technology the exploration vehicle of the students to discuss other texts they may have
twenty-first century? read or movies or television shows they may have
seen that deal with the issues of exploration.
You may wish to conduct a poll to determine
whether students think the anchor text or video
looks more interesting and discuss the reasons for
their preference. Students can return to this poll
after they have read and viewed the selections to
see if their preferences changed.
MEDIA: VIDEO
Performance Task
BBC Science Club: All About Exploration
Write an Argument Explain to students that
narrated by Dara Ó Briain
after they have finished reading and viewing
Throughout history, the human drive to explore the selections, they will write an argument
has been the source of many important advances on the topic of exploration. To help them
in science and engineering. prepare, encourage students to think about
how science and technology have influenced
human exploration as they progress through the
selections and as they participate in the Whole-
Class Learning experience.

PERFORMANCE TASK
WRITING FOCUS
Write an Argument
The Whole-Class readings offer new ideas and perspectives on the topic of
exploration. After reading the selection and watching the video, you will write an
argument in which you make a claim as to what defines an “explorer.”
© Pearson Education, Inc., or its affiliates. All rights reserved.

Overview: Whole-Class Learning 409

Introduce Introduce
LIT17_SE06_U05_A_WCO.indd 409
Small-Group 13/05/16 8:07 PM
Independent Learning
Learning
Performance
from Tales From the Task Performance-Based
Odyssey Assessment
To the Top Media: from Independent
Mission Twinpossible of Everest Lewis & Clark Learning

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Whole-Class Learning 409

PLANNING WHOLE-CLASS LEARNING • from A LONG WAY HOME

from A Long Way Home

Audio Summaries Summary
Audio summaries of the excerpt
This selection is an excerpt from a memoir titled A Long Way Home
from A Long Way Home are
by Saroo Brierley. In it, he talks about his attempts to find the town
available online in both English
he was born in. Brierley got lost at a train station at the age of five,
and Spanish in the Interactive
ended up in an orphanage at Kolkata, and was ultimately adopted
Teacher’s Edition or Unit
by an Australian family. As an adult, he decided to search again for
Resources. Assigning these
his small town using Google Earth. As he began his search, he tried
summaries prior to reading the
to piece together his early memories of his town, but he quickly
selection may help students
realized that trying to search through a list of towns would do him
build additional background
no good. Instead, he estimated how long he traveled, and he used
knowledge and set a context
that to figure out how far away his village could be. Several nights a
for their first read.
week, he used satellite pictures of train lines and stations to see all
the possible routes he could have taken. His focus on his search was
all-consuming until he solved the mystery.

Insight
Exploration isn’t only about finding new places. Brierley explores to
learn about places he has been before. Brierley ultimately succeeds in
finding his hometown.

Essential Question:
What drives people to Connection to Essential Question
explore? Brierley explores to find his birth family and the town in which he
was born. He is driven to find his family and to let them know what
happened to him.

Whole-Class Learning
Performance Task Connection to Performance Tasks
Can anyone be an Whole-Class Learning Performance Task Brierley is an ordinary person,
explorer? and anyone with enough drive, determination, and patience could use
online maps the way he does. Yet, few people have been separated
Unit Performance-Based
Assessment from home the way he was, giving him an unusually intense motivation
Should kids today be for his exploration.
encouraged to become Unit Performance-Based Assessment People have many different
explorers? reasons for exploring. In the case of Brierley, he was motivated to
explore in order to search for his roots. Students will use examples from
several selections to answer this question.

410A UNIT 5 • EXPLORATION

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Language Development Effective Expression

Lesson First Read Concept Vocabulary Writing to Sources
Close Read Word Study Speaking and Listening
Analyze the Text Author’s Style
Analyze Craft and Structure

Instructional RI.6.1 Cite textual evidence to support RI.6.3 Analyze in detail how a key W.6.1 Write arguments to support claims . . .
Standards analysis of what the text says explicitly individual, event, or idea . . .
W.6.1.a Introduce claim(s) . . .
as well as inferences . . . L.6.4 Determine or clarify the meaning
W.6.1.b Support claim(s) . . .
RI.6.2 Determine a central idea of of unknown and multiple-meaning
a text . . . words and phrases . . . W.6.1.c Use words, phrases, and clauses . . .

RI.6.5 Analyze how a particular L.6.4.b Use common, grade- W.6.1.e Provide a concluding statement . . .
sentence, paragraph, chapter, or section appropriate Greek or Latin affixes and
SL.6.1 Engage effectively in a range of
fits into the overall structure . . . roots . . .
collaborative discussions . . .
RI.6.10 By the end of the year, read SL.1.a Come to discussions prepared, . . .
and comprehend literary nonfiction . . .
SL.1.d Review the key ideas expressed . . .
SL.6.2 Interpret information . . .
SL.6.5 Include multimedia . . .
STUDENT RESOURCES
Available online in the
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction

TEACHER RESOURCES
Selection Resources
 udio Summaries: English and
A  oncept Vocabulary and
C Writing to Sources: Argument
Available online in the
Spanish Word Study
Interactive Teacher’s Speaking and Listening:
Edition or Unit Resources Annotation Highlights  uthor’s Style: Word Choice
A Annotated Map
and Mood
Accessible Leveled Text
First Read Extension Questions
 nalyze Craft and Structure:
A
Central Ideas: Autobiographical
Writing

Reteach/Practice (RP)
 nalyze Craft and Structure:
A Word Study: Latin Suffix –ive (RP) Writing to Sources: Argument (RP)
Available online in the
Central Ideas: Autobiographical
Interactive Teacher’s  uthor’s Style: Word Choice and
A Speaking and Listening:
Writing (RP)
Edition or Unit Resources Mood (RP) Annotated Map (RP)

Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test

My Resources A Unit 5 Answer Key is available online and in the Interactive Teacher’s Edition.

Whole-Class Learning 410B

PERSONALIZE FOR LEARNING WHOLE-CLASS LEARNING • from A LONG WAY HOME

Reading Support
Text Complexity Rubric: from A Long Way Home
Quantitative Measures

Lexile: 1130 Text Length: 4,747 words

Qualitative Measures
Knowledge Demands The selection relies on some knowledge or familiarity with India and its geography, religions, and
1 2 3 4 5 languages. Students also need to understand Google Earth and how the author is using it for his search.

Structure The personal account is told chronologically, and it is mixed with some information about India and the
1 2 3 4 5 author’s early history.

Language Conventionality and Clarity The language has the familiar style of a personal narrative; there is some use of idiomatic expressions;
1 2 3 4 5 sentences are sometimes lengthy, with multiple clauses; and some vocabulary is above-level.

Levels of Meaning/Purpose The author’s purpose is not explained right away (selection is an excerpt), but it is explained in the
1 2 3 4 5 background information. The descriptions include details with a wide range of information about India’s
geography, religions, and languages.

DECIDE AND PLAN

English Language Support Strategic Support Challenge

Provide English Learners with support for Provide students with strategic support Provide students who need to be challenged
knowledge demands and meaning as they to ensure that they can successfully read with ideas for how they can go beyond a
read the selection. the text. simple interpretation of the text.
Knowledge Demands Use the Knowledge Demands Have students read Text Analysis Pair students. Have them
background information to preview the background information and the first reread the selection to make two lists:
necessary content before reading. Then two paragraphs. Then stop to ask questions one of things the author knows about
have students read the first paragraph to make sure students understand the his hometown, and the other about what
to look for more information. List the author’s basic situation. For example, Where students learned about India. Ask them
information with students’ help: Brierley did he come from? (a town in India) How to include basics and details. For example,
is searching for his hometown and birth is he searching for it? (He is using Google (List 1) The town he is searching for is
family. The hometown is in India. Make Earth.) in India. There’s a bridge over a river.
sure students understand the use of Google Meaning Have students stop after one or (List 2) Muslims and Hindus live in India. The
Earth for searching. Clarify if necessary. two paragraphs to list some of the relevant Himalayas are mountains in India.
Meaning Ask students to reread information they find. For example, for Written Response Ask students to
paragraph 4. As a group, make a list of paragraph 4, ask them to list everything the imagine they are writing a similar narrative
what Brierley knew about his hometown. author knows about his hometown. (It has a about a person searching for his or her
Have volunteers suggest items for the list. train station. Hindi is spoken there. Muslims hometown, but the person is from the
Clarify the meaning of any unclear phrases. and Hindus live close to each other. The student’s hometown. Have students write
For example, in close proximity means “near nights are warm. It isn’t in the mountains.) a paragraph listing details about their own
each other.” hometown that the person uses as clues.

TEACH

Read and Respond

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

410C UNIT 5 • EXPLORATION

Standards Support Through Teaching and Learning Cycle
IDENTIFY NEEDS
Analyze results of the Beginning-
of-Year Assessment, focusing on
the items relating to Unit 5. Also DECIDE AND PLAN
take into consideration student
• If students have performed poorly on items matching these standards, then provide selection
performance to this point and
scaffolds before assigning them the on-level lesson provided in the Student Edition.
your observations of where
particular students struggle. • If students have done well on the Beginning-of-Year Assessment, then challenge them to
keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for the excerpt from A Long Way
Home to help students continually improve their ability to master the standards.

Instructional Standards: from A Long Way Home

Catching Up This Year Looking Forward
ANALYZE AND REVISE Reading You may wish to administer RI.2 Determine a central Challenge students to think of
the Analyze Craft and idea of a text and how it is other autobiographical works
• Analyze student work for Structure: Central Ideas: conveyed through particular they’ve read and to consider
Autobiographical Writing details; provide a summary of the central idea of those works.
evidence of student learning.
(RP) worksheet to help the text distinct from personal
• Identify whether or not students understand the opinions or judgments.
students have met the purpose of autobiography.
expectations in the standards. Writing You may wish to administer W.1 Write arguments to Challenge students to identify
• Identify implications for future the Writing to Sources: support claims with clear and address opposing claims to
instruction. Argument (RP) worksheet to reasons and relevant evidence. their arguments.
help students prepare for their
writing.

Speaking You may wish to administer SL.2 Interpret information Challenge students to use
and the Speaking and Listening: presented in diverse media Google Earth to identify other
Listening Annotated Map (RP) and formats and explain how places Brierley mentions in
worksheet to help students it contributes to a topic, text, the text.
complete the annotated map or issue under study.
with paraphrased descriptions
of places.
TEACH Language Review the Word Study: Have students identify words
L.4.b Use common, grade-
Latin Suffix –ive (RP) appropriate Greek or Latin in the selection that use other
Implement the planned lesson, worksheet with students to affixes and roots as clues to suffixes they recognize.
and gather evidence of student ensure they understand the the meaning of a word.
learning. suffix -ive means “pertaining
L.4 Determine or clarify the Have students think about
to,” “tending to,” or “serving
meaning of unknown and other works they’ve read
to do.”
multiple-meaning words and in which an author uses
You may wish to administer the phrases based on grade 6 descriptive language to create a
Author’s Style: Word Choice reading and content, choosing certain mood.
and Mood (RP) worksheet to flexibly from a range of
ensure students understand strategies.
that analogies allow authors to
compare two or more things
that are similar in some ways.

Whole-Class Learning 410D

TEACHING MAKING MEANING

About the Author

from A Long Way Home
Jump Start Concept Vocabulary
You will encounter the following words as you read the excerpt from
First Read What does it mean to be an A Long Way Home. Before reading, note how familiar you are with
explorer? Is an explorer someone who goes each word. Then, rank the words in order from most familiar (1) to least
into unknown territory for the first time, or familiar (6).
is it someone who embarks on a journey of Saroo Brierley (b. 1981)
discovery? Engage students in a discussion was born in a tiny village in WORD YOUR RANKING
India. At around the age of
about what it takes to be an explorer to set the deliberate
5, he accidentally boarded a
context for reading the excerpt from A Long train alone and was whisked
Way Home. away from his family, quest
hopelessly lost. He ended up
thorough
at an orphanage in the West
Bengal capital of Kolkata,
obsessive
formerly known as Calcutta.
from A Long Way Home Brierley was eventually
intensity
adopted by an Australian
How can Brierley find his hometown using
family and was raised in relentlessly
Google Earth? How does Brierley’s story connect Tasmania. After twenty-five
to the concept of exploration? Modeling the years of separation, Brierley
questions that readers might ask as they read the finally succeeded in his After completing the first read, come back to the concept vocabulary and
excerpt from A Long Way Home for the first time quest to find his Indian review your rankings. Mark changes to your original rankings as needed.
brings the text alive for students and connects it family.

to the Whole-Class Performance Task assignment.

Selection audio and print capability for the First Read NONFICTION
selection are available in the Interactive Teacher’s Tool Kit Apply these strategies as you conduct your first read. You will have an
Edition. First-Read Guide and opportunity to complete the close-read notes after your first read.
Model Annotation

Concept Vocabulary
Support students as they rank their words. Ask if NOTICE the general ideas of ANNOTATE by marking
the text. What is it about? vocabulary and key passages
they’ve ever heard, read, or used them. Reassure
Who is involved? you want to revisit.
them that the definitions for these words are

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

listed in the selection.

FIRST READ
CONNECT ideas within RESPOND by completing
As they read, students should perform the steps the selection to what you the Comprehension Check and
of the first read: already know and what you by writing a brief summary of
have already read. the selection.
NOTICE: You may want to encourage students to
notice what Brierley is looking for and how he is
conducting his search.  STANDARDS
Reading Informational Text
ANNOTATE: Remind students to mark passages By the end of the year, read and
comprehend literary nonfiction in
that they feel are particularly evocative or worthy the grades 6–8 text complexity band
of analysis in their close read. For example, proficiently, with scaffolding as
needed at the high end of the range.
students may want to focus on passages that
have descriptive language or contain dialogue.
410 UNIT 5 • ExploraTIoN
CONNECT: Encourage students to make
connections beyond the text. If they cannot make
connections to their own lives or to other texts,
have them think about connections they can AUTHOR‘S PERSPECTIVE
LIT17_SE06_U05_A1_WC.indd 410 Kelly Gallagher, M.Ed. 13/05/16 8:03 PM
make to television shows or movies they’ve seen.
Reading Reasons Students often ask “Why Building reading motivation is complex, as there
RESPOND: Students will answer questions and
should I read?” Increasingly, teachers see isn’t a single correct motivational tool, but
write a summary to demonstrate understanding. students who often give up easily when together, many of these techniques send the
Point out to students that while they will always confronted with challenging reading material message that reading is rewarding.
complete the Respond step at the end of the such as a biology textbook or a state-mandated • Give students access to high-interest reading
first read, the other steps will probably happen exam. They are unable, or unwilling, to material, which is provided in this program.
somewhat concurrently. You may wish to print tackle difficult text. How do teachers turn • Give students a time and place to read.
around this apathy? How do teachers shelter
copies of the First-Read Guide: Nonfiction for
fragile adolescent readers and help them
students to use. grow into people for whom reading matters?

410 UNIT 5 • EXPLORATION

 ANCHOR TEXT | MEMOIR

from
A Long Way Home
Saroo Brierley

BACKGROUND
In his memoir A Long Way Home, Saroo Brierley shares his memories
of searching for his hometown and his birth family. He describes the
detailed method he used to locate them after decades of separation. At
this point in the memoir, Brierley has recently graduated from college
and moved in with his friend Byron.

1 Alas, the new search didn’t start out as an obsession.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

NOTES
2 If Byron wasn’t home, I might spend a couple of hours musing
over the various “B” towns1 again. Or I might make a casual
sweep down the east coast, to see what was there. I even checked
out a Birampur in Uttar Pradesh, near Delhi, in the central north
of India, but that was a ridiculously long way from Kolkata, and I
couldn’t have traveled that far in twelve or so hours. It turned out
it doesn’t even have a train station.
3 These occasional forays showed the folly of searching by town,
particularly when I wasn’t sure about the names. If I was going to
do this, I needed to be strategic and methodical about it.

1. “B” Towns Brierley remembers that the name of the train station near his hometown
begins with a "B." This is the station at which he boarded a train and became lost.

from A Long Way Home 411

LIT17_SE06_U05_A1_WC.indd 411 16/03/21 12:53 PM

• Model the value of reading. Read with students, so they see you
enjoying reading. Start a student book club in school.
• Build in an element of choice.
• Build in time to confer with students to discuss their reading
progress.
• Establish reading goals.
• Provide structure to the reading program by logging the number
of words, pages, and time that students read.

Whole-Class Learning 411

TEACHING
4 I went over what I knew. I came from a place where Muslims
NOTES and Hindus lived in close proximity and where Hindi was spoken.
CLOSER LOOK
Those things were true of most of India. I recalled all those
warm nights outside, under the stars, which at least suggested it
Analyze First-Person wouldn’t be in the colder regions of the far north. I hadn’t lived
Narrative by the sea, although I couldn’t rule out that I’d lived near it. And
Students may have marked paragraph 4 I hadn’t lived in the mountains. My hometown had a railway
during their first read. Use this paragraph station—India was riddled with train lines, but they didn’t run
to help students understand some of the through every single village and town.
elements that make up a first-person narrative. 5 Then there was the opinion of the Indians at college that I
You may want to model a close read with looked like someone from the east, perhaps around West Bengal.
the class based on the highlights shown in I had my doubts: in the eastern part of the country, the region took
the text. in some of the Himalayas,2 which wasn’t right, and part of the
Ganges Delta, which looked much too lush and fertile to be my
ANNOTATE: Have students mark words in
home. But as these were people who had firsthand experience of
paragraph 4 that indicate that this narrative is
India, it seemed silly to dismiss their hunch.
written in the first person.
6 I also thought I could remember enough landmark features to
Question: Guide students to consider what recognize my hometown if I came across it, or to at least narrow
these details might tell them. Ask what a the field. I clearly recalled the bridge over the river where we
reader can infer from what was marked, and played as kids and the nearby dam wall that restricted the river’s
accept student responses. flow below it. I knew how to get from the train station to our
house, and I knew the layout of the station.
Possible response: The use of the words
7 The other station I thought I remembered quite well was the
I and my show that the author himself is
“B” one, where I’d boarded the train. Although I’d been there
describing events from his life. He is detailing
quite a few times with my brothers, they’d never let me leave it,
the process of his search as he remembers it.
so I knew nothing of the town outside the station—all I’d ever
CONCLUDE: Help students to formulate seen beyond the exit was a sort of small ring road for horse carts
conclusions about the importance of the and cars, and a road beyond it that led into the town. But still,
details in the text. Ask students why the there were a couple of distinguishing features. I remembered the
author might have included these details. station building and that it only had a couple of tracks, over the
Possible response: The use of the first person other side of which was a big water tank on a tower. There was
gives the author’s account a directness and also a pedestrian overpass across the tracks. And just before the
power that might otherwise be missing. Readers train pulled into town from the direction of my home, it crossed a

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

learn of his struggle and how he worked small gorge.
through portions of the problem of finding his 8 So I had some vague thoughts on likely regions, and some ways
home in his own words. of identifying “Ginestlay”3 and the “B” place if I found them.
Remind students that the first-person Now I needed a better search method. I realized that the names of
is a point of view in which an author is places had been a distraction, or were at least not the right place
directly involved in the events that he or she to start. Instead, I thought about the end of the journey. I knew
describes. The first-person point of view is that train lines linked the “B” place with Kolkata. Logic dictated,
indicated through the use of words such as I then, that if I followed all the train lines out of Kolkata, I would
and my. eventually find my starting point. And from there, my hometown
was itself up the line, not far away. I might even come upon my

2. Himalayas (hihm uh LAY uhz) tallest mountain range in the world.

3. “Ginestlay” Brierley remembered this as the name of his hometown, but no one he
asked had heard of it and he could not find it on a map.

412 UNIT 5 • ExploraTIoN

CROSS-CURRICULAR PERSPECTIVES
LIT17_SE06_U05_A1_WC.indd 412 13/05/16 8:01 PM

Social Studies Have students research the up of deserts, mountains, rainforests, and flat,
geography of India and create a map. They rolling plains. Explain that India is approximately
should label regions and the major geographical one third the size of the United States with
features mentioned in the selection, such as about 1.25 billion people, roughly four times the
the Himalayas and the Ganges Delta, which are population of the United States. Ask students to
mentioned in paragraph 5. Once students have consider how the size and the population of the
finished their maps, discuss the geography of country affected Brierley’s search.
India. Elicit from students that India is made

412 UNIT 5 • EXPLORATION

 home first, depending on how the lines linked up. This was an
intimidating prospect—there were many, many train lines from NOTES
CLOSE READ
the national hub of Kolkata’s Howrah Station, and my train might CLOSE READ
have zigzagged across any of the lines of the spider’s web. It was ANNOTATE: In
Remind students to focus on the comparison
unlikely to be a simple, straight route. paragraph 8, mark
details that describe the of the train lines and something not made by
9 Still, even with the possibility of some winding, irregular paths humans. You may wish to model the close read
challenges Brierley faces in
out of Howrah, there was also a limit to how far I could have been finding his hometown. using the following think-aloud format. Possible
transported in the time frame. I’d spent, I thought, a long time on responses to questions on the student page are
QUESTION: Why does
the train—somewhere between twelve and fifteen hours. If I made included. You may also want to print copies of
Brierley provide so much
some calculations, I could narrow the search field, ruling out the Close-Read Guide: Nonfiction for students
detail about his thought
places too far away. process? to use.
10 Why hadn’t I thought of the search with this clarity before?
Maybe I had been too overwhelmed by the scale of the problem
CONCLUDE: What can you ANNOTATE: As I read paragraph 8, I notice and
conclude about Brierley mark two things that are being compared: the
to think straight, too consumed by what I didn’t know to focus and his mission from these
on what I did. But as it dawned on me that I could turn this into train lines and something that isn’t made by
details?
a painstaking, deliberate task that simply required dedication, humans and appears in the natural world.
something clicked inside. If all it took were time and patience to deliberate (dih LIHB uhr iht) QUESTION: The author may have made the
find home, with the aid of Google Earth’s4 god’s-eye view, then I adj. carefully thought over comparison to show that although the two things
would do it. Seeing it almost as much an intellectual challenge as in advance; planned
being compared may not seem to have much
an emotional quest, I threw myself into solving it. in common at first, they share some qualities. If
quest (kwehst) n. long
search undertaken in viewed from above, many train lines extending
11 First, I worked on the search zone. How fast could India’s diesel
order to find or realize out from a central point, or hub, might look like
something
trains travel, and would that have changed much since the a spider’s web, which also has lines extending out
eighties? I thought my Indian friends from college might be able from a central point.
to help, especially Amreen, whose father would likely have a CONCLUDE: There are many train lines extending
more educated guess, so I got in touch with them. The general out from the hub—just like there are many lines
consensus was around seventy or eighty kilometers an hour. That in a spider’s web. This shows that the author’s
seemed like a good start. Figuring I had been trapped on the train task will be difficult because there are many
for around twelve to fifteen hours, overnight, I calculated how possible train destinations.
many kilometers I might have traveled in that time, which I put at
around a thousand, or approximately 620 miles.
12 So the place I was looking for was a thousand kilometers along
a train line out of Howrah Station. On Google Earth you can
© Pearson Education, Inc., or its affiliates. All rights reserved.

draw lines on the map at precise distances, so I made a circular

boundary line of a thousand kilometers around Kolkata and saved
it for my searches. That meant that as well as West Bengal, my
search field included the states of Jharkhand, Chhattisgarh, and
nearly half of the central state of Madhya Pradesh to the west,
Orissa to the south, Bihar and a third of Uttar Pradesh to the
north, and most of the northeastern spur of India, which encircles
Bangladesh. (I knew I wasn’t from Bangladesh, as I’d have
spoken Bengali, not Hindi. This was confirmed when I discovered
Additional English Language Support
is available in the Interactive Teacher’s
4. Google Earth computer program that displays satellite images of the world. Edition.

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English Language Support

Idioms Idioms can be confusing to English into studying for a test, they would be studying
learners. Explain that the term I threw myself eagerly and with enthusiasm. Point out that
into in paragraph 10 is an idiom. To help them here, the author is saying that once he figured
understand its usage in the paragraph, explain out how to do the search, he became eager and
that to throw oneself into something means to enthusiastic about it—he began searching with
do it with a lot of energy and commitment. For great energy and commitment. ALL LEVELS
example, tell them if they threw themselves

Whole-Class Learning 413

TEACHING
that a rail connection between the two countries had only been
NOTES established a few years ago.)
13 It was a staggering amount of territory, covering some
962,300 square kilometers, over a quarter of India’s huge
landmass. Within its bounds lived 345 million people. I tried to
keep my emotions out of the exercise, but I couldn’t help but
wonder: Is it possible to find my four family members among
these 345 million? Even though my calculations were reliant on
guesswork and were therefore very rough, and even though
that still presented me with a huge field within which to search,
it felt like I was narrowing things down. Rather than randomly
throwing the haystack around to find the needle,5 I could
concentrate on picking through a manageable portion and set it
aside if it proved empty.

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

Image from Google Earth.

14 The train lines within the search zone wouldn’t all simply
stretch out to the edge in a straight radius, of course—there would
be a lot of twists, turns, and junctions, as they wound around
and traveled much more than a thousand kilometers before they

5. haystack . . . needle the saying “finding a needle in a haystack” means looking for
something almost impossible to find.

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LIT17_SE06_U05_A1_WC.indd 414 DIGITAL PERSPECTIVES 10/21/16 5:28 PM

Enriching the Text Beginning in paragraph 8, the author mentions

how many train lines ran to and from Kolkata. To help students
visualize these many train lines and what an enormous task
Brierley had, find and show Indian railway maps on the Internet,
especially aerial images of the lines that run in and out of Kolkata.
Ask students to locate Kolkata on the maps and discuss how the
maps help them understand the difficulties the author faced. Guide
students to match the details from the maps to the author’s written
description.

414 UNIT 5 • EXPLORATION

 reached the boundary edge. So I planned to work outward from
Kolkata, the only point of the journey I was certain about. NOTES
CLOSE READ
15 The first time I zoomed in on Howrah Station, looking at the
CLOSE READ
rows of ridged gray platform roofs and all the tracks spilling out Remind students to look for two things that are
ANNOTATE: A simile
of it like the fraying end of a rope, I was amazed and shocked compares two unlike being compared using the word like. You may
that I’d once trod barefoot along these walkways. I had to open things using the word like wish to model the close read using the following
my eyes wide to make sure what I was looking at was real. I was or as. Mark the simile in think-aloud format. Possible responses to
about to embark on a high-tech version of what I’d done in my paragraph 15.
questions on the student page are included.
first week there, twenty years ago, randomly taking trains out to QUESTION: Why might
see if they went back home. the author have used a
ANNOTATE: As I read paragraph 15, I notice and
16 I took a deep breath, chose a train line, and started scrolling simile to describe what mark two things that are being compared using
along it. he was viewing on his the word like.
computer screen?
QUESTION: The author may have included
17 Immediately, it became clear that progress would be slow. Even
CONCLUDE: How does the simile as a way of describing what he was
the simile help the reader viewing on his screen. The image of the frayed
with broadband, my laptop had to render the image, which took to better understand the
time. It started a little pixelated, then resolved into an aerial rope end helps readers visualize the train lines
challenges the author is
photograph. I was looking for landmarks I recognized and paid facing? extending out from the station.
particular attention to the stations, as they were the places I CONCLUDE: The simile helps readers get a sense
remembered most vividly. of how many train lines the author has to trace. It
18 When I first zoomed out to see how far I’d gone along the track, will be a long, slow process.
I was amazed at how little progress the hours of scrolling and
studying had brought me. But rather than being frustrated and
impatient, I found I had enormous confidence that I would find
what I was looking for as long as I was thorough. That gave me thorough (THUR oh) adj.
a great sense of calm as I resumed my search. In fact, it quickly including everything
possible; careful and
became compelling, and I returned to it several nights a week. complete
Before I turned in each night, I’d mark how far I’d gone on a
track and save the search, then resume from that point at the next
opportunity.
19 I would come across goods yards, overpasses and underpasses,
bridges over rivers and junctions. Sometimes I skipped along a
bit but then nervously went back to repeat a section, reminding
myself that if I wasn’t methodical, I could never be sure I’d looked
© Pearson Education, Inc., or its affiliates. All rights reserved.

everywhere. I didn’t jump ahead to look for stations in case I

missed a small one—I followed the tracks so I could check out
anything that came along. And if I found myself reaching the edge
of the boundary I’d devised, I’d go back along the train line to a
previous junction and then head off in another direction.
20 I remember one night early on, following a line north, I came
to a river crossing not far outside a town. I caught my breath as
I zoomed in closer. The dam wall was decaying, but maybe the
area had since been reconstructed? I quickly dragged the cursor
to roll the image along. Did the countryside look right? It was
quite green, but there were a lot of farms on the outskirts of my
town. I watched as the town unpixelated before my eyes. It was
quite small. Too small, surely. But with a child’s perspective . . .

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LIT17_SE06_U05_A1_WC.indd 415 VOCABULARY DEVELOPMENT 13/05/16 8:00 PM

Domain-Specific Words Reinforce students’ Then give students these sentence prompts and
comprehension of the technical vocabulary in the coach them to create the clarification parts.
selection with “show-you-know” sentences. The 1. When I zoomed in on the image, it
first part of the sentence uses the vocabulary word showed ________.
in an appropriate context. The second part—the
“show-you-know” part—clarifies the first. Model 2. She had broadband, which helped with
the strategy with this example for the word pixelated homework because it ________.
from paragraph 17: 3. Dragging the cursor allowed
The image was pixelated, so I had trouble recognizing her to ___________.
people and objects because they were grainy.

Whole-Class Learning 415

TEACHING
And there was a high pedestrian overpass across the tracks near
NOTES the station! But what were the large blank areas dotted around
the town? Three lakes, four or five even, within the tiny village’s
bounds—and it was suddenly obvious that this wasn’t the place.
You didn’t clear whole neighborhoods to put in lakes. And of
course, many, many stations were likely to have overpasses, and
many towns would be situated near life-giving rivers, which the
tracks would have to cross. How many times would I wonder if
all the landmarks aligned, only to be left with tired, sore eyes and
the realization that I was mistaken again?
21 Weeks and then months passed with my spending hours at a
time every couple of nights on the laptop. Byron made sure I spent
other nights out in the real world so I didn’t become an Internet
recluse. I covered the countryside of West Bengal and Jharkhand
in these early stages without finding anything familiar, but at least
it meant that much of the immediate vicinity of Kolkata could be
ruled out. Despite the hunch of my Indian friends, I’d come from
farther away.
22 Several months later, I was lucky enough to meet someone with
whom I started a new relationship, which made the search less
of a priority for a while. Lisa and I met in 2010 through a friend
of Byron’s and mine. We became friends on Facebook, and then I
asked her for her phone number. We hit it off immediately; Lisa’s
background is in business management and she is smart, pretty,
and can hold a great conversation. However, we had an unsettled
start together, with a couple of breakups and reunions, which
meant there was a similar inconsistency in the periods I spent
looking on the Internet, before we finally settled into the lasting
relationship we have today.
23 I didn’t know how a girlfriend would take to the time-
consuming quest of her partner staring at maps on a laptop. But
Lisa understood the personal and growing importance of the
search, and was patient and supportive. She was as amazed as

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

anyone about my past, and wanted me to find the answers I was
looking for. We moved into a small flat6 together in 2010. I thought
of the nights I spent there on the laptop as being a pastime, like
playing computer games. But Lisa says that even then, with our
obsessive (uhb SEHS ihv) relationship in full swing, I was obsessive. Looking back, I can see
adj. tending to think or that this was true.
worry so much about
24 After all the years of my story being in my thoughts and
something that you cannot
think about anything else dreams, I felt I was closing in on the reality. I decided this time
I wasn’t going to listen to anybody who said, “It might be time
to move on,” or “It’s just not possible to find your hometown in

6. flat n. apartment.

416 UNIT 5 • ExploraTIoN

WriteNow Express and Reflect

LIT17_SE06_U05_A1_WC.indd 416 13/05/16 8:00 PM

Description In paragraph 23, the author encouragement from a friend or family member.
describes how his girlfriend Lisa encouraged Have them explain what the person said or
his search. Have students write a one-page did and how it affected them. Draw students’
description of a time when someone encouraged attention to the way the author describes Lisa’s
them to do something that was important to encouragement of his search in paragraph 23,
them. For example, perhaps they decided they and direct students to include similar details in
wanted to learn tae kwon do and were unsure if their descriptions.
they could do it before receiving support and

416 UNIT 5 • EXPLORATION

 all of India like this.” Lisa never said those things, and with her
support, I became even more determined to succeed. NOTES
CLOSE READ
25 I didn’t tell many people what I was doing anyway. And
I decided not to tell my parents. I was worried they might Remind students to look for words or phrases
misunderstand my intentions. I didn’t want them to think that that indicate how the author is spending his time.
the intensity of my search revealed an unhappiness with the life intensity (ihn TEHN suh You may wish to model the close read using the
they’d given me or the way they’d raised me. I also didn’t want tee) n. great focus or
concentration; strong following think-aloud format. Possible responses
them to think that I was wasting time. So even as it took up more to questions on the student page are included.
commitment
and more of my life, I kept it mostly to myself. I finished work
with Dad at five p.m., and by five-thirty I would be back at the ANNOTATE: As I read paragraph 27, I notice and
laptop, slowly advancing along train tracks and studying the mark words that show when the author was at
towns they led to. This went on for months—it had been over a his computer searching for his hometown.
year since I started. But I reasoned that even if it took years . . . or QUESTION: The details show that the author
decades . . . it was possible to eventually sift completely through a is making progress. He is eliminating areas, and
haystack. The needle would have to show up if I persisted. those results encourage him. The encouragement
26 Slowly, over several more months, I eliminated whole areas of he feels makes him want to press on even more.
India. I traced all the connections within the northeastern states
CONCLUDE: The details show how determined
without finding anything familiar, and I was confident that I could
the author is. He is willing to make a huge effort
rule out Orissa, too. Determined to be thorough, no matter how
to achieve his goal.
long it took, I started following lines farther out than my original
thousand-kilometer zone. South beyond Orissa, I eliminated
Andhra Pradesh, five hundred kilometers farther down the east
coast. Jharkhand and Bihar didn’t offer up anything promising,
either, and as I wound up in Uttar Pradesh, I thought I’d keep
going to cover most of the state. In fact, the states eventually
replaced my zone boundary as a way of marking my progress.
Ruling out areas state by state provided a series of goals that
spurred me on.
27 Unless I had something pressing to do for work, or some other CLOSE READ
unbreakable commitment, I was on the laptop seven nights a ANNOTATE: In
week. I went out with Lisa sometimes, of course, but the moment paragraph 27, mark
we got home I was back on the computer. Sometimes I caught details that show how
often Brierley is searching
her looking at me strangely, as though she thought I might have
© Pearson Education, Inc., or its affiliates. All rights reserved.

for his hometown at this

gone a bit crazy. She’d say, “You’re at it again!” but I would reply, point.
“I have to . . . I’m really sorry!” I think Lisa knew she simply had
QUESTION: What do these
to let me exhaust myself of the interest. I became distant during
details reveal about how
that time, and although Lisa would have been within her rights his search is progressing?
to feel alone in this still-new relationship, we worked through it.
Perhaps to some extent sharing something so fundamental to me CONCLUDE: How do these
details help the reader
strengthened our connection—and that came through when we
to better understand
sometimes talked about what it all meant. It wasn’t always easy Brierley's state of mind?
for me to articulate,7 especially as I was trying to keep a lid on
my expectations, trying to convince myself it was a fascinating
exercise, not a deeply meaningful personal quest. Talking to Lisa

7. articulate (ahr TIHK yuh layt) v. express clearly using words.

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English Language Support

Idioms Explain to students that keep a lid on convince myself it was a fascinating exercise,
in paragraph 27 is an idiomatic expression—the not a deeply meaningful personal quest.”) Make
words used are not meant literally. If students sure students understand that keep a lid on my
struggle to understand idioms, encourage them expectations means to control his expectations, to
to look for context clues. Instruct students to keep make sure they don’t grow too much and set him
reading to get clues about the meaning of this up for disappointment later. ALL LEVELS
expression. (Context clue: “trying to

Whole-Class Learning 417

TEACHING
sometimes revealed the underlying importance of the search to
NOTES me: that I was looking for my home to provide closure and to
understand my past and perhaps myself better as a result, in the
hope that I might somehow reconnect with my Indian family so
they would know what had happened to me. Lisa understood all
this and didn’t resent it, even if there were times when she wanted
to ban me from staring at the screen for my own sake. Once in a
while she would simply come over and shut my laptop and place it
on the floor because I was becoming so obsessive about my search.
28 At times Lisa admitted her own greatest fear: that I would find
what I thought I was looking for, go back to India, and somehow
be wrong or fail to find my family there. Would I return to Hobart8
and simply start again, obsessively searching online? I couldn’t
answer her questions any more than I could allay her fears.
I couldn’t allow myself to think about failure.
29 If anything, I became more intense about my search as 2010
drew to a close, and the speed of our newly acquired broadband
connection made it quicker to refresh the images and zoom in
and out. But I still had to take it slowly—if I rushed, I’d leave
myself open to wondering later if I’d missed anything and then
going back in an endless cycle. And I had to try not to bend my
memories to fit what I was looking at.
30 By early 2011, I was concentrating more on areas within
India’s center, in Chhattisgarh and Madhya Pradesh. I spent
relentlessly (rih LEHNT lihs months poring over them, relentlessly, methodically.
lee) adv. without stopping; 31 Of course, there were times when I doubted the wisdom, and
with determination
even the sanity, of what I was doing. Night after night, with the
day’s last reserves of energy and willpower, I sat staring at railway
lines, searching for places my five-year-old mind might recognize.
It was a repetitive, forensic9 exercise, and sometimes it started to
feel claustrophobic, as if I were trapped and looking out at the
world through a small window, unable to break free of my course
in a mind-twisting echo of my childhood ordeal.

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

32 And then one night in March around one in the morning, in just
such a mood, spent with frustration, I took a wild dive into the
haystack, and it changed everything.

33 As always, on March 31, 2011, I had come home from work,

grabbed my laptop, opened Google Earth, and settled in for a
session on the sofa, stopping only briefly for dinner when Lisa got
home. I was examining the central west at this time, so I picked
up there, “traveling” a train line near my former search zone

8. Hobart capital of Tasmania, an island state of Australia, where Brierley lives.

9. forensic (fuh REHN sihk) adj. careful and detailed, similar to the scientific methods used to
solve a crime.

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418 UNIT 5 • EXPLORATION

 boundary. Even with quicker broadband, it was still slow going.
I continued for what seemed like ages, looking at a few stations, NOTES
Closer look
but as usual, when I zoomed out, I found I’d only covered a
tiny area. I thought that the countryside looked a bit green for
my dusty old town, but I knew by now that India’s landscape
Analyze Description
changed appearance regularly as you moved across it. Students may have marked paragraph 36
34 After a few hours, I had followed a line to a junction. I took a during their first read. Use this paragraph to
break, checking Facebook for a while before rubbing my eyes, help students understand how the author’s
stretching my back, and returning to my task. description helps the reader see what he sees.
35 Before zooming in, I idly flicked the map along to get a quick Encourage them to talk about the annotations
picture of where the westerly line out of the junction headed, and that they marked. You may want to model
watched hills, forests, and river sweep by, a seemingly endless a close read with the class based on the
terrain of reasonably similar features. I was distracted by a large highlights shown in the text.
river that fed into what looked like a massive, deep blue lake ANNOTATE: Have students mark details in
called Nal Damayanti Sagar, which was surrounded by some lush paragraph 36 that describe what the author
country and had mountains to its north. For a while, I enjoyed sees as he looks at the images on Google
this little exploration, indulgently unrelated to my search, like a Earth, or have students participate while you
recreational hike of grand proportions. It was getting late, after all, highlight them.
and I’d turn in soon.
36 There didn’t seem to be any train lines in this Question: Guide students to consider
part of the country, which might have been why what these details might tell them. Ask what
it was relaxing to look at. But once I’d noticed a reader can infer from the descriptions of
that, I found myself almost subconsciously Could it be—perhaps it was the countryside and the town with a railway
looking for one. There were villages and towns station, and accept student responses.
the ring road I used to be
dotted around here and there, and I wondered Possible response: The author describes exactly
able to see from the platform! what he sees as he follows the railway tracks
how the people traveled without rail—perhaps
they didn’t move around much? And farther Was it possible? along the countryside and into a village. As he
west, still no tracks! Then as the countryside
zooms in and describes more specific details of
the place, such as the station with a platform on
flattened out into farmland, I finally came
only one side of the tracks and the nearby water
across a little blue symbol denoting a train tower, the author allows readers to see what he
station. I was so attuned to looking for them, I was somehow is seeing.
relieved to find this one, and I checked out the tiny wayside
station, just a few buildings to the side of a reasonably major train CONCLUDE: Help students to formulate
© Pearson Education, Inc., or its affiliates. All rights reserved.

line with several tracks. Out of habit, I started tracing the route conclusions about the importance of these
as it wound southwest. I quickly came across another station, a details in the text. Ask students why the
bit bigger, again with a platform on only one side of the tracks, author might have included these details.
but some areas of the township on either side. That explained the Possible response: As the author’s details
overpass, and was that . . . was that a water tower just nearby? become more specific, he builds suspense. The
37 Holding my breath, I zoomed in for a closer look. Sure enough, reader follows the description and wonders if
the author has finally found his childhood home.
it was a municipal water tank just across from the platform, and
not far from a large pedestrian overpass spanning the railway line. Remind students that a description is a
I scrolled over to the town side and saw something incredible—a portrait in words of a person, place, or thing.
horseshoe-shaped road around a square immediately outside Descriptive writing uses images that appeal
the station. Could it be—perhaps it was the ring road I used to to the senses: sight, hearing, taste, smell, and
be able to see from the platform! Was it possible? I closed my touch. Point out that in this case, the writer
is mostly appealing to the reader’s sense of
sight, allowing the reader to follow the rail
line along with the author.
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English Language Support

Domain-Specific Vocabulary Students Route: road or path For example:
may need help interpreting the vocabulary Wayside: roadside I checked out the tiny wayside station, just
related to transportation. Support them in a few buildings to the side of a reasonably
understanding the text by reviewing the Have students locate these terms in major train line with several tracks.
following terms: paragraphs 36 and 37 and read the
sentences containing the terms. Then, have I checked out the tiny roadside station, just
Pedestrian: a person who is walking them paraphrase the sentences, replacing a few buildings to the side of a reasonably
Overpass: a bridge that crosses over a the transportation term with its definition. major train line with several tracks.
road or railway ALL LEVELS

Whole-Class Learning 419

TEACHING

CLOSE READ
Remind students to look for the words that have
been italicized. You may wish to model the close
read using the following think-aloud format.
Possible responses to questions on the student
page are included.
ANNOTATE: As I read paragraph 37, I notice and
highlight the words that are set in italics.
QUESTION: The author emphasizes these words
to let the reader know that they are important
and that special attention should be given
to them.
CONCLUDE: The emphasis placed on the
sentence “This is unique…” helps readers
understand the suspense that the author himself
is feeling, and the emphasis placed on the word
Burhanpur, which is italicized and is punctuated
with an exclamation mark, shows his excitement.

eyes and went back twenty four years in time to when I would
NOTES walk to the station’s exit and see the ring road with an island in
the middle. I thought to myself, This is unique; I haven’t seen this
CLOSE READ
ANNOTATE: In paragraph before. I zoomed out, discovering that the train line skimmed the
37, mark the words the northwestern edge of a really large town. I clicked on the blue
author emphasizes with train station symbol to reveal its name . . . Burhanpur. My heart
italics. nearly stopped. Burhanpur!

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

QUESTION: Why does 38 I didn’t recognize the town itself, but then I’d never been in
the author choose to it—I’d never left the platform. I zoomed back in and re-examined
emphasize these words? the ring road, the water tower, the overpass, and they were all
CONCLUDE: How does positioned where I remembered them. That meant that not far
this emphasis help away, just up the line, I should find my hometown, “Ginestlay.”
the reader understand 39 Almost afraid to do so, I dragged the cursor to pull the image
Brierley's thoughts and north along the train line. When I saw that the track crossed a
emotions? gorge just on the edge of the built-up area, I was flooded with
adrenaline—I remembered in a flash that the train I took with
my brothers traveled on a small bridge over a gorge like that
before pulling into the station. I pushed on more urgently, east
then northeast, in just moments zooming over seventy kilometers

420 UNIT 5 • ExploraTIoN

VOCABULARY DEVELOPMENT
LIT17_SE06_U05_A1_WC.indd 420 13/05/16 8:00 PM

Multiple Meanings Tell students that the 3. The bend in the river was blocked by an ice
word gorge has multiple meanings. Discuss the gorge. (a mass that blocks the way)
following sentence with students. Have students reread the following sentence in
1. The children stood on the bridge and looked paragraph 39: When I saw that the track crossed
down into the gorge. (a narrow valley between a gorge just on the edge of the built-up area, I
hills or mountains) was flooded with adrenaline . . . Guide them to
2. He gorged himself on apple pie at identify which meaning is used in the sentence.
Thanksgiving. (ate large amounts of food) Discuss how to use context clues to define a
word with multiple meanings.

420 UNIT 5 • EXPLORATION

 of green farms, forested hills, and small rivers. Then I passed
across some dry, flat land, broken up by a patchwork of irrigated NOTES
CLOSE READ
farmland and the occasional small village, before I hit a bridge
over a substantial river. Ahead I was able to see the town’s Remind students to look for words that describe
outskirts. The river’s flow was significantly reduced below the the author’s reaction. You may wish to model
bridge by dam walls on either side. If this was the right place, the close read using the following think-aloud
this was the river I used to play in, and there should be a bigger format. Possible responses to questions on the
concrete dam wall to my right a little farther from the bridge . . . student page are included.
40 There it was!
41 I sat staring at the screen for what seemed like an eternity. What CLOSE READ ANNOTATE: As I read paragraph 41, I notice and
I was looking at matched the picture in my head exactly. I couldn’t ANNOTATE: In paragraph mark the words that show Brierley’s reaction to
think straight; I was frozen with excitement, terrified to go on. 41, mark the words that the image on his screen.
show Brierley's reaction to
42 Finally, after a couple of minutes, I forced myself to take the QUESTION: Brierley might have reacted the way
the image on his screen.
next step, slowly, nervously. I tried to calm myself so I didn’t jump he did because he realized that after so much
to any rash conclusions. If I really was looking at “Ginestlay” QUESTION: Why might time and effort spent in searching, he might be
Brierley react with these
for the first time in twenty-four years, then I should be able to very close to finding his hometown.
feelings?
follow the path I remembered from the river back to the train
CONCLUDE: How does the
CONCLUDE: The phrases “frozen with
station, only a short way up ahead. I began to drag the cursor
description of his reaction excitement” and “terrified to go on” add
again, slowly rolling the map to trace the course of the path,
add suspense to Brierley's suspense because the author is hopeful that he is
which wound gently alongside a tributary stream, left and right,
narrative? close to finding his hometown, but if he is wrong,
around a field, under a street overpass and then . . . the station. I
the disappointment would be great. Readers are
clicked on the blue symbol and the name came up on the screen:
meant to share in the author’s excitement and
Khandwa Railway Station.
fear of being wrong.
43 The name meant nothing to me.
44 My stomach knotted. How could this be?
45 Things had looked so right all the way from Burhanpur, which
had to be the “B” town I had tried to remember. But if the bridge
and the river were correct, where was “Ginestlay”? I tried not
to despair. I had spent a lot of time in and around our local train
station as a boy, so I checked off what I remembered—the three
platforms, the covered pedestrian overpass that connected them,
an underpass road beneath the tracks at the northern end. But
it wasn’t so much the existence of these reasonably common
© Pearson Education, Inc., or its affiliates. All rights reserved.

features but their position in relation to each other that would

identify the specific place that I was looking for. It all checked out.
I also remembered a huge fountain in a park near the underpass,
and I went looking. Sure enough, it was a little indistinct, but I
thought I detected its familiar circular shape in a central clearing,
surrounded by trees.
46 From here, I knew the route to where my home should be. This
was why I’d gone over and over it in my head since I was a little
boy: so that I would never forget it.
47 Now, as a man, I followed the road up from the fountain and
along the route of the underpass, and then the streets and alleys I
had walked as a child—the way I used to imagine myself walking

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LIT17_SE06_U05_A1_WC.indd 421 HOW LANGUAGE WORKS 13/05/16 7:59 PM

Troublesome Verbs Explain to students towel.) Then point out that the past tense
that some verb pairs can be confusing. of lie is lay, which is what is used in the Present Past Past Present
Point to the first sentence in paragraph 47: sentence in paragraph 47. Explain that lay Tense Tense Participle Participle
. . . the way I used to imagine myself is also the present tense of the verb to lay, lie lay have lain Is lying
walking when I lay in bed at night . . . which means “to place something.”
Explain that the verb pairs lie and lay are Provide students with the following
often confused. Point out that lie means lay laid have laid Is laying
chart, which shows how the words are
“to recline” and that it usually refers to conjugated.
a person. (She wants to lie on the beach

Whole-Class Learning 421

TEACHING
when I lay in bed at night, in the safe comfort of my house in
NOTES Hobart, trying to project myself back to my village home to let my
CLOSER LOOK
mother know I was okay. Before I realized I’d gone far enough, I
was looking down at the neighborhood I knew as a boy.
Analyze Tone 48 Still, nothing like “Ginestlay” came up on the map. It was the
Students may have marked paragraphs 48 strangest feeling, and one that I became familiar with over the
and 49 during their first read. Use these next year or so—part of me was certain, but still another part of
paragraphs to help students understand me doubted. I was sure this was the right place, but for all this
tone. Encourage students to talk about the time I’d also been sure of the name “Ginestlay.” Khandwa rang no
annotations that they marked. You may want bells whatsoever. Maybe “Ginestlay” was a part of Khandwa? A
to model a close read with the class based on suburb? That seemed possible. I looked through the maze of alleys
the highlights shown in the text. where my family lived, and although the image wasn’t as clear as
ANNOTATE: Have students mark details what I would get when I looked at where I lived in Hobart, I was
in paragraphs 48 and 49 that reveal tone, sure I could see the little rectangular roof of my childhood home.
or have students participate while you Of course, I’d never seen the place from above, but the building
highlight them. was the right shape and in precisely the correct location. I hovered
over the streets for a while, astonished, trying to take it all in.
Question: Guide students to consider what Finally I couldn’t contain my excitement any longer.
these details might tell them. Ask what a 49 I called out to Lisa, “I’ve found my hometown! You’ve gotta
reader can infer from the author’s description come and see this!” It was only then that I realized the time. I’d
of when he first realized he had found his been at the computer for over seven hours nonstop, except for
home, and accept student responses. dinner.
Possible response: The author’s use of the 50 Lisa poked her head around the corner, yawning, in her nightie.
words astonished and excitement and his It took her a moment to wake up properly, but even half-asleep
exclamations (“I’ve found my hometown! You’ve she could see my excitement. “Are you sure?” she asked.
gotta come and see this!”) help set a tone of 51 “This is it, this is it!” I replied.
amazement and joy.
52 In that moment, I was convinced. “This is my hometown!”
CONCLUDE: Help students to formulate 53 It had taken eight months of intense searching, and it was
conclusions about the importance of these nearly five years since I’d first downloaded Google Earth.
details in the text. Ask students why the 54 Lisa grinned and hugged me tightly. “That’s so great! You did
author might have included these details. it, Saroo!” ❧
Possible response: The happy, excited
tone helps readers realize both what a huge

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

accomplishment this was for the author and also
how life-changing this discovery is for him. It
helps the reader feel the joy that the author felt
in finding his home.
Remind students that the tone of a literary
work is the writer’s attitude toward his or her
audience and subject. This tone can often be
described by a single adjective, such as formal
or informal, serious or playful, gentle or bitter,
naive or ironic, sympathetic or scathing,
friendly or distant, breezy or pompous. Tone
almost always affects the mood of a literary
work—the overall feeling that it evokes in
the reader.
422 UNIT 5 • ExploraTIoN

Personalize for Learning

LIT17_SE06_U05_A1_WC.indd 422 13/05/16 7:59 PM

Strategic Support
Key Ideas Point out the beginning of paragraph 48 author still had doubts, remind them that the
to students—specifically, where the author writes, selection is an excerpt of a book, and explain that
“It was the strangest feeling, and one that I became in the remaining chapters, the author describes in
familiar with over the next year or so—part of me detail how he determined for certain that this was
was certain, but still another part of me doubted.” his home.
If students have difficulty understanding why the

422 UNIT 5 • EXPLORATION

 Comprehension Check Comprehension Check
Complete the following items after you finish your first read.
Possible responses:
1. What is the goal of Saroo Brierley's search? 1. He is looking for his hometown in India.
2. Brierley uses Google Earth to follow train
tracks until he finds a place that looks like his
hometown.
3. According to the author, Lisa’s greatest fear is
that he will travel to India thinking he will find his
family—only to not find them, return home, and
continue his obsessive online search.
2. What is the main resource Brierley uses to conduct his search?
4. “Ginestlay” is what Brierley remembers as the
name of his hometown. He finds what he believes
is his hometown using Google Earth, but he
doesn’t see the name “Ginestlay” on the map.
5. Summaries will vary but should include a
description of the process Brierley used and how
he eventually located his hometown.
3. According to the author, what is Lisa's greatest fear?
Research
Research to Clarify If students struggle to come
up with a detail to research, you may want to
suggest that they focus on one of the following
topics: Kolkata, rail travel, or Google Earth.
Research to Explore If students aren’t sure how
4. What is "Ginestlay"? Does Brierley ever find it? to go about formulating a research question,
suggest that they use their findings from Research
to Clarify as a starting point. For example,
if students researched Kolkata, they might
formulate a question such as Where is the city of
© Pearson Education, Inc., or its affiliates. All rights reserved.

Kolkata, and what is it like there?

5. Notebook Write a summary of the memoir to show your understanding.

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly
research that detail. In what way does the information you learned shed light on an aspect
of the text?

Research to Explore Choose something that interests you from the text, and formulate
a research question.

from A Long Way Home 423

LIT17_SE06_U05_A1_WC.indd 423 PERSONALIZE FOR LEARNING 13/05/16 7:59 PM

Challenge
Speculate Ask students to speculate on what happened when
he went to his home and saw his family. Remind students of his
commitment to finding his family and letting them know he is okay.
Then have students write a one-page description from the point
of view of Brierley of what they think happened. Explain that they
should try to use Brierley’s descriptive writing style as they describe
what he thought when he visited his home, how he reacted upon
seeing his family, and how they reacted upon seeing him.

Whole-Class Learning 423

TEACHING MAKING MEANING

Close Read the Text

Jump Start 1. This model, from paragraph 13, shows two sample
annotations, along with questions and conclusions. Close
read the passage, and find another detail to annotate. Then,
Close Read Provide students with the
from A Long WAy Home write a question and conclusion.
following prompts: Why do you think Brierley
finally succeeded in finding his home? Was
his success a result of dedication, skill, good
luck, or a combination? As students discuss the ANNOTATE: The author has included
numbers and statistics in this passage.
prompt in groups, ask them to consider the role
that Google Earth played in Brierley’s search QUESTION: What information is provided
by these details?
and whether he would have found his home
CONCLUDE: The data reveal how difficult
without it.
Brierley’s search will be.

ANNOTATE:
The author
Close Read the Text It was a staggering amount of asks himself a
question.
Walk students through the annotation model territory, covering some 962,300
on the student page. Encourage them to square kilometers…. Within its QUESTION: What
purpose does this
complete items 2 and 3 on their own. Review bounds lived 345 million people.
question serve?
and discuss the sections students have marked. I tried to keep my emotions out of
CONCLUDE: This
If needed, continue to model close reading by the exercise, but I couldn’t help but
question creates
using the Annotation Highlights in the Interactive wonder: Is it possible to find four suspense and
Teacher’s Edition. family members among these 345 reveals Brierley’s
million? doubt.
Analyze the Text
Possible responses:
1. (a) Brierley emphasizes how painstaking and Tool Kit 2. For more practice, go back into the text and complete the
thorough he was in his search and how this Close-Read Guide and close read sections.
meticulousness required a great deal of his time Model Annotation
3. Revisit a section of the text you found important during your
and energy. DOK 2 (b) The text details suggest
first read. Read this section closely and annotate what you
that Brierley is focused, patient, detail-oriented,
notice. Ask yourself questions such as “Why did the author
and hard-working. DOK 2

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

make this choice?” What can you conclude?
2. He means that it would be tempting to deceive
himself and tell himself that he recognized a place
 STAnDARDS CITE TExTual EvIdENCE
just so that his long search would end. DOK 3
Reading Informational Text
Analyze the Text to support your answers.
3. People often explore to find new places, but the • Cite textual evidence to support
Notebook Respond to these questions.
author explored to find out where he came from analysis of what the text says
explicitly as well as inferences drawn
and to let his family know what happened to him. 1. (a) Connect How does Brierley emphasize the importance of his
from the text.
DOK 3 • Determine a central idea of a text search method and process throughout the excerpt?
and how it is conveyed through (b) Infer What do those text details suggest about Brierley’s
particular details; provide a summary
of the text distinct from personal
personality?
opinions or judgments. 2. Interpret Review paragraph 29. What does Brierley mean
• Analyze how a particular sentence,
paragraph, chapter, or section fits when he says “And I had to try not to bend my memories to fit
into the overall structure of a text what I was looking at”?
and contributes to the development
of the ideas. 3. Essential Question: What drives people to explore? What has
this text revealed about what drives people to explore?
424 UNIT 5 • EXPLORATION

Formative Assessment WriteNow Analyze and Interpret

LIT17_SE06_U05_A1_WC_APP.indd 424 14/05/16 7:43 AM

Analyze the Text Reflection Have students write a short • Do you think Brierley’s efforts were worth it?
• If students fail to cite evidence, then remind reflection about the role of family in Brierley’s Why or why not?
them to support their ideas with specific search. Direct students to answer questions such Encourage students to use text details and
information. as the following in their reflections: provide examples from their own lives as they
• If students struggle to understand the • Why is family so important for so many respond to the questions.
importance of Brierley’s search method, then people?
have them consider whether he would have • Why might Brierley have spent so much time
found his hometown if he had not stuck to his searching for his family?
method or if he had used another method.

424 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

Analyze Craft and Structure Analyze Craft and Structure

Central Ideas: Autobiographical Writing An autobiography is a true
Central Ideas: Autobiographical
account of events and experiences written by the person who directly
experienced them. A memoir is a type of autobiography that focuses on
Writing Discuss with students that
a specific period in the author’s life or an experience that holds particular autobiographical writing can be thought of as
significance for the author. all or part of the author’s life story that he or
she tells. The events and experiences that the
Autobiographical writing relates an author’s thoughts, feelings,
author relates are true, and autobiographies are
and reflections on the events and experiences he or she describes.
Autobiographies and memoirs can communicate a variety of
usually written so that the author can reflect on
insights including: the importance of those events and experiences.
Point out to students that an author may relate
• what the author learned from the event or experience
only a part of his or her life, such as a period
• what the author values and his or her goals in life that was especially important, or he or she may
• how the author feels about other people in his or her life try to relate a summary of his or her life up
• how the author relates to his or her environment and the world to the point of writing. For more support, see
• how the author responds to the conflicts, or struggles, with which Analyze Craft and Structure: Central Ideas:
he or she is faced Autobiographical Writing.

These insights help to develop the author’s central ideas, or main points.
To determine an author’s central ideas in a text, analyze and connect
Practice
details that reveal the author’s reflections and insights. Possible responses:
(a) “Why hadn’t I…before?”; Maybe I had been
too overwhelmed…”; “it dawned on me…” (b)
CITE TEXTUAL EVIDENCE The author discovers a method that might allow
Practice to support your answers.
him to find his hometown. (c) “it became clear
Notebook Review the excerpt from A Long Way Home. Use the chart that progress would be slow”; “I was amazed at
to identify the author’s central ideas in each passage. Then, answer the how little progress…”; “That gave me a great
questions that follow. sense of calm” (d) The author realizes that his
DETAILS THAT REVEAL task will be slow and tedious, but he believes
PARAGRAPH(S) CENTRAL IDEA OF PASSAGE
REFLECTIONS AND INSIGHTS his method will work if he is thorough. (e) “I
a. See sample answers in b. doubted …what I was doing”; “sometimes it
10
the Teacher’s Edition. started to feel claustrophobic…” (f) The process
c. d.
17–18 of searching wears on the author and causes him
© Pearson Education, Inc., or its affiliates. All rights reserved.

to question himself.
31 e. f.
1. The author is determined to find his family, and
he won’t be discouraged by how tedious and
1. Review your completed chart. What inference can you make about the central time-consuming the task is.
idea of the text as a whole, based on the central ideas you identified for each 2. (a) The author feels certain that he has found
passage? his hometown, but he also has doubts. (b) The
2. (a) Review paragraphs 48–51. What conflicting feelings does Brierley express in author’s search relies on images taken from high
this passage? (b) How does the method and process of Brierley’s search create above. Such images aren’t always clear, so they
inner conflict? add to the author’s uncertainty.
3. What comparisons does Brierley make between his childhood journey and his 3. The author traces the same path he took when he
quest to find his hometown as an adult? became lost as a child—but in reverse and using
4. (a) What role do Brierley’s childhood memories play in his search? (b) What do the technology of Google Earth.
they reveal about Brierley’s goals? 4. (a) Brierley’s childhood memories help him in his
task—he tries to recall landmarks that will aid
from A Long Way Home 425 him in his search. (b) Brierley wants closure and to
make a connection to the person he was.

LIT17_SE06_U05_A1_WC_APP.indd 425 FORMATIVE ASSESSMENT 13/05/16 8:04 PM

Analyze Craft and Structure  hat the passage is about and what message
w
• If students are unable to identify reflections the author is trying to express.
and insights, then have them look for details For Reteach and Practice, see Analyze
that show the author gaining clarity or Craft and Structure: Central Ideas:
coming to a realization about something. Autobiographical Writing (RP).
• If students struggle to identify the central idea
of a passage, then have them ask themselves

Whole-Class Learning 425

TEACHING LANGUAGE DEVELOPMENT

Concept Vocabulary Concept Vocabulary

Why These Words? deliberate thorough intensity
Possible responses: quest obsessive relentlessly
1. They help show that the author was driven to from A Long WAy Home
find his hometown. Why These Words? The concept vocabulary words relate to the idea of
2. painstaking, challenge, strategic, methodical searching or exploring. Saroo Brierley uses these words as he describes
his search for his hometown in India. For example, Brierley discusses how
Practice his search must be deliberate, or carefully planned, if he has any chance
Students’ paragraphs will vary but should include of succeeding.
three concept vocabulary words other than quest. 1. How does the concept vocabulary sharpen the reader’s understanding
the author’s experiences while on his mission?
Word Network
Possible words: search, landmarks, advancing,
progress, expectations 2. What other words in the selection connect to this concept?

Word Study
For more support, see Concept Vocabulary and Practice
Word Study.
Notebook Demonstrate your understanding of the concept
Possible responses: vocabulary words by writing a paragraph in which you describe an
1. supportive: tending to give help or imaginary quest. For example, you may write about a quest to find a
encouragement mythical creature or a hidden treasure. Include three concept vocabulary
words, other than quest, in your paragraph.
2. active: tending to be part of a physical activity;
inclusive: tending to include or cover everything;
possessive: tending to not share
 WORD NETWORK
Add words related to Word Study
exploration from the text to Latin Suffix: -ive The Latin suffix -ive means “pertaining to,” “tending
your Word Network. to,” or “serving to do.” Words that contain this suffix are usually
adjectives. In A Long Way Home, Brierley describes his behavior and
attitude as obsessive because he tended to think about his search so
much that he neglected his personal relationships.

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

1. Find another word in paragraph 23 that contains the Latin suffix -ive,
and write a brief definition of it.
FORMATIVE ASSESSMENT
Concept Vocabulary  STAnDARDS
Reading Informational Texts
If students fail to see a connection among the Analyze in detail how a key
words, then have them use each word in a individual, event, or idea is 2. Explain how the suffix -ive contributes to the meanings of the
introduced, illustrated, and
sentence and think about what is similar about elaborated in a text. following words: active, inclusive, possessive.
the sentences. Language
Determine or clarify the meaning
Word Study of unknown and multiple-meaning
words and phrases based on grade 6
If students struggle to identify words with the reading and content, choosing
flexibly from a range of strategies.
suffix -ive, then have them think of common b. Use common, grade-appropriate
verbs and determine if the suffix can be added Greek or Latin affixes and roots as
clues to the meaning of a word.
to the verb to form an adjective. For Reteach and
Practice, see Word Study: Latin Suffix -ive
(RP). 426 UNIT 5 • EXPLORATION

AUTHOR‘S PERSPECTIVE Elfrieda Hiebert, Ph.D.

LIT17_SE06_U05_A1_WC_APP.indd 426 13/05/16 8:04 PM

Digital Tools As students develop and expand their tools to access word families is especially helpful in so include the words settler, heritage, mission,
word networks, remind them of the digital tools a cross-cultural context. A word family for science, and manifest destiny. To conclude, help students
available and of their value. Explain what digital for instance, might include the words botanist, understand that digital tools also have drawbacks.
tools offer—pronunciation; audio; word families; chemist, geneticist, neurologist, nutritionist, For instance, the word family feature doesn’t show
definitions; links to synonyms and antonyms; physicist, zoologist, as they all end with the suffix how the words are related in meaning, only in sound.
interactive levels of complexity of synonyms and –ist. A word family for westward expansion might
antonyms; words in context sentences. Using digital be organized around the common concept, and

426 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

Author’s Style Author’s Style

Word Choice and Mood Saroo Brierley’s memoir contains rich
Author’s Style: Word Choice and Mood
descriptive details. In his narrative he introduces people, events, and ideas
and then provides additional details to further illustrate and elaborate.
Discuss with students how authors create mood
The depth of description enables readers to fully engage in Brierley’s by choosing certain words. Authors of nonfiction
journey, along with him. Here are some descriptive examples from The likewise use certain words to build a mood—
Long Way Home: sometimes in a specific section of a text and
sometimes in the overall work.
• Description of Actions: I traced all the connections within the
northeastern states without finding anything familiar, and I was Relate to students that they likely create mood
confident that I could rule out Orissa, too. in their writing all of the time without even
• Description of Places: I zoomed back in and re-examined the ring realizing it. For instance, have them consider the
road, the water tower, the overpass, and they were all positioned mood created if they were writing an e-mail to
where I remembered them. a friend on one of the following subjects. What
• Description of Emotions: Finally, after a couple of minutes, I forced words might they use, and what mood would be
myself to take the next step, slowly, nervously. I tried to calm myself created?
so I didn’t jump to any rash conclusions. • planning a surprise birthday party
Writers’ word choices also help to create mood, or atmosphere. Mood
• having to take a test they forgot to study for
can be described using adjectives such as gloomy, upbeat, eerie, and
lighthearted. Sometimes the mood of a narrative shifts to match the main • having to work instead of hanging out with
character’s experiences and observations; sometimes the mood of a story friends
stays the same throughout. For more support, see Author’s Style: Word
Choice and Mood.
Practice
Complete the chart by marking descriptive words in the passages Practice
provided from the memoir. Then, in the column to the right, describe the Possible responses:
mood of the passage.
(a) The mood is reflective and dreamy, as the author
recalls memories of his childhood.
PASSAGE FROM TEXT MOOD OF PASSAGE
(b) The mood is one of tenseness and eagerness.
I recalled all those warm nights outside, under the stars, which at least (c) The mood is one of anticipation and great
suggested it wouldn’t be in the colder regions of the far north. I hadn’t lived excitement.
a. See sample answers in
by the sea, although I couldn’t rule out that I’d lived near it. And I hadn’t
© Pearson Education, Inc., or its affiliates. All rights reserved.

teacher’s edition.
lived in the mountains. My hometown had a railway station—India was
riddled with train lines, but they didn’t run through every single village and
town. (paragraph 4) FORMATIVE ASSESSMENT
If anything, I became more intense about my search as 2010 drew to a close, Author’s Style
and the speed of our newly acquired broadband connection made it quicker b. • If students struggle to understand the
to refresh the images and zoom in and out. But I still had to take it slowly—if connection between word choice and mood,
I rushed, I’d leave myself open to wondering later if I’d missed anything and then have them consider the language they
then going back in an endless cycle. (paragraph 29)
might use to write for different occasions.
I thought to myself, This is unique; I haven’t seen this before. I zoomed out, • If students have difficulty completing the
discovering that the train line skimmed the northwestern edge of a really c. chart, then have them identify the descriptive
large town. I clicked on the blue train station symbol to reveal its name . . . words used by the author and consider what
Burhanpur. My heart nearly stopped. Burhanpur! (paragraph 37) they have in common and the overall feeling
they help create. For Reteach and Practice, see
Author’s Style: Word Choice and Mood
from A Long Way Home 427 (RP).

LIT17_SE06_U05_A1_WC_APP.indd 427 PERSONALIZE FOR LEARNING 14/05/16 7:22 AM

English Language Support Have students write a sentence or two that another work of their choosing. They
Creating Mood To reinforce the could serve as the beginning of a mystery, should determine the mood they want to
connection between word choice and a work of science fiction, or another create and use descriptive words to help
mood, have students provide descriptive work of their choosing. They should use set that mood. BRIDGING
words or phrases that they might use to descriptive words to help set the mood. An expanded English Language Support
create mood in, for example, a mystery EXPANDING Lesson on Mood is available in the
or work of science fiction. Then, discuss Have students write the first paragraph Interactive Teacher’s Edition.
how these words would contribute to the of a mystery, a work of science fiction, or
overall feeling of the mystery or work of
science fiction. Emerging

Whole-Class Learning 427

TEACHING EFFECTIVE EXPRESSION

Writing to Sources Writing to Sources

In an argument, an author makes a claim in which he or she states an
Make sure students understand what they are
opinion on a topic or an issue. Then, the author tries to persuade readers
being asked to do. Explain that they will write an to adopt this opinion by providing reasons and supporting evidence for it.
essay in which they answer the question about
from A Long WAy Home
whether Saroo Brierley is an explorer and that Assignment
they will support their answer with evidence from When we think of explorers, we often think of pioneers who travel to
the text. Remind students that every paragraph in new and unknown places. Write an argument in which you state a
their argument should directly support their claim claim in response to the following question:
or position statement and that the argument
Is Saroo Brierley an explorer? Why, or why not?
should be written in a formal and objective tone.
For more support, see Writing to Sources: Consider Brierley’s search and how he conducted his search, as well as
what you think an explorer should try to accomplish.
Argument.
• Begin your argument by clearly stating whether or not you think
Vocabulary Connection As students write
Brierley is an explorer—this is your claim.
their arguments, they should include several
of the concept vocabulary words and, where • Support your claim by providing logical reasons and evidence from
the text.
appropriate, technical language. If students
have difficulty generating technical language, • Organize your reasons and evidence clearly, and use transition
encourage them to think of terms that might be words and phrases to clarify and connect your ideas.
related to geography or technology or travel. • Include a strong conclusion that restates your claim in a
new way and provides an additional idea or insight.
Reflect on Your Writing
1. Responses will vary. If students need support,
ask them to consider which part took the Vocabulary Connection You may want to use some concept vocabulary
most time. words and descriptive details in your writing.
2. Responses will vary. Be sure that students have
deliberate thorough intensity
included all the elements of an argument.
quest obsessive relentlessly
3. Why These Words? Responses will vary.
Have students list specific examples of words
they have chosen that help them convey ideas
clearly and accurately. Reflect on Your Writing

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

After you have written your argument, answer the following questions.
 STAnDARDS
Writing 1. What do you think was the most challenging part of the assignment?
Write arguments to support claims
with clear reasons and relevant
evidence.
a. Introduce claim(s) and organize
2. How would you revise your argument to improve it?
the reasons and evidence clearly.
b. Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an understanding of 3. Why These Words? The words you choose make a difference in
FORMATIVE ASSESSMENT the topic or text. your writing. Which words did you choose to help you convey
c. Use words, phrases, and clauses
Writing to Sources to clarify the relationships among precise ideas?
If students struggle to identify support for their claim(s) and reasons.
e. Provide a concluding statement
claim, then have them look up the definition of or section that follows from the
explorer in the dictionary and determine if Brierley argument presented.
fits the definition. For Reteach and Practice, see
Writing to Sources: Argument (RP). 428 UNIT 5 • EXPLORATION

LIT17_SE06_U05_A1_WC_APP.indd 428 PERSONALIZE FOR LEARNING 13/05/16 8:03 PM

English Language Support

Define Key Terms Ask students to write key terms used in the
lesson, such as argument, claim, and evidence. Then have them
reread the instructions to find the definitions of these terms:
argument—a claim that is supported by evidence; claim—a position;
evidence—examples or ideas that support a claim. Discuss aspects of
the words that will help students understand their meanings. Explain
that argument comes from argue and that claim can also be a verb.
ALL LEVELS

428 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

Speaking and Listening Speaking and Listening

An annotated map is a type of map that includes descriptions and
1. Prepare for the Activity After students
explanations of map locations. Annotated maps enable viewers to quickly
and easily find information.
review paragraphs 33–54 and jot down the
names of places mentioned, they might,
if resources allow, use online maps to find
Assignment
these places quickly and get a sense of the
As a class, create an annotated map in which you trace the route
geography of the area.
Brierley follows on March 31, 2011, when he finally finds his
childhood home. 2. Find the Locations Point out that the map of
India will be divided into states and that they
1. Prepare for the Activity Work individually to review the excerpt, should find the name of the state from the
and take notes on the specific locations Brierley describes in  EVIDENCE LOG March 31, 2011, search. Explain to students
paragraphs 33–54. Use print or online resources to locate a map Before moving on to a that the author was searching in the state of
of India to familiarize yourself with the locations he discusses. new selection, go to your Madhya Pradesh when he found the clues that
Evidence Log and record
led him to his hometown.
2. Find the Locations As a class, use your notes to mark the locations what you learned from
from the March 31st search on a map of India, print or digital, that A Long Way Home. 3. Paraphrase Descriptions Remind students
your teacher provides. that before they paraphrase the descriptions,
they should reread them to make sure they
3. Paraphrase Descriptions Once you have identified the locations understand fully what the author was saying.
on the map, take turns with classmates to paraphrase, or restate
Brierley’s descriptions of the area. Include details about what he 4. Annotate the Map Tell students that they
remembers as well as what he sees as he approaches and zooms in on must attach the annotation to the place it
his hometown. describes.
5. Discuss Lead students in a class discussion
4. Annotate the Map Annotate the map with the paraphrased
about the process. Ask them to discuss how
descriptions. When you annotate, you add notes that give additional
information or explain something. If you are using a print map, use difficult locating the specific places on the map
sticky notes or notecards with pins to add your annotations. If was and how it helped them understand the
you are using a digital map, create text boxes and enter your difficulty of Brierley’s quest.
 STANDARDS
paraphrases there. Speaking and Listening For more support, see Speaking and Listening:
• Engage effectively in a range of
collaborative discussions with diverse
Annotated Map.
5. Discuss Once your map is complete, discuss the map as a class. Use
partners on grade 6 topics, texts, and
these questions as a guide for your discussion: issues, building on others’ ideas and
Evidence Log Support students in completing
© Pearson Education, Inc., or its affiliates. All rights reserved.

• How does the map help you to visualize Brierley’s search? expressing their own clearly. their Evidence Log. This paced activity will
a.Come to discussions prepared,
help prepare them for the Performance-Based
• How does seeing a map of India enable you to grasp the enormous having read or studied required
scope of his search? material; explicitly draw on Assessment at the end of the unit.
that preparation by referring to
• How did the process of annotating the map deepen your evidence on the topic, text, or issue
to probe and reflect on ideas under
understanding of the excerpt? discussion.
d.Review the key ideas expressed
and demonstrate understanding
of multiple perspectives through
reflection and paraphrasing.
• Interpret information presented
in diverse media and formats and
explain how it contributes to a topic,
text, or issue under study.
• Include multimedia components
and visual displays in presentations FORMATIVE ASSESSMENT
to clarify information.
Speaking and Listening
• If students struggle to paraphrase, then have
from A Long Way Home 429
them jot down ideas about the description
as they read it and then paraphrase based on
their notes.
LIT17_SE06_U05_A1_WC_APP.indd 429 PERSONALIZE FOR LEARNING 13/05/16 8:03 PM • If students fail to note how the annotations
helped them visualize Brierley’s quest, then
Strategic Support ask them to compare what they did to what
Identify Key Ideas Some students may struggle to identify the Brierley did.
relevant descriptors in the text that they should locate on the map
and paraphrase. Pair students and have them highlight place names For Reteach and Practice, see Speaking and
in the text. Then have one student read aloud the text that surrounds Listening: Annotated Map (RP).
or describes that place name while the other listens. Ask students to
work together to jot down ideas about the place and then locate it
Selection Test
on the map. Then have them team up with another pair of students Administer the “from A Long Way Home”
and compare the locations and annotations they made. Selection Test, which is available in both print and
digital formats online in Assessments.

Whole-Class Learning 429

PLANNING WHOLE-CLASS LEARNING • BBC Science Club: ALL ABOUT EXPLORATION

BBC Science Club: All About Exploration

Audio Summaries
Audio summaries of “BBC
Summary
Science Club: All About The animated video “BBC Science Club: All About Exploration” is
Exploration” are available online an overview of the history of exploration from the BBC. Narrated
in both English and Spanish in by Dara Ó Briain, it discusses tricks that past explorers used, such as
the Interactive Teacher’s Edition the Vikings’ use of birds to find land, the refinement of star-based
or Unit Resources. Assigning navigation in medieval Islamic countries, and the invention of the
these summaries prior to viewing
compass in China. It explains that Columbus mistook America for
the selection may help students
India because he sailed before clocks worked accurately aboard
build additional background
knowledge and set a context for
traveling ships. The video then moves to later periods, when people
their first viewing. found ways to reach the sky and, ultimately, space.

Insight
This video illustrates how exploration is not limited to any one part of
the world or even one part of the universe. People everywhere have
made contributions to our collective knowledge.

Essential question:
What drives people Connection to Essential Question
to explore? In the examples in the video, curiosity and the desire to possess more
land are the main motivations.

whole-class learning
Performance Task Connection to Performance Tasks
Can anyone be an Whole-Class Learning Performance Task Rather than a common sense of
explorer? adventure, the video indicates that curiosity is the shared element in the
human urge to explore. From the ancient Greeks to modern astronauts,
Unit Performance-Based
Assessment anyone with determination and drive can explore the universe.
Should kids today be Unit Performance-Based Assessment The video shows that curiosity is a
encouraged to become common factor in people’s desire to explore the world and the universe.
explorers?

430A UNIT 5 • EXPLORATION

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Effective Expression

Lesson First Review Analyze the Media Research
Close Review Media Vocabulary

Instructional RI.6.1 Cite textual evidence to support analysis of what the W.6.2 Write informative/explanatory texts . . .
Standards text says explicitly . . .
W.6.2.b Develop the topic with relevant facts, . . .
RI.6.10. By the end of the year, read and comprehend literary
W.6.7 Conduct short research projects to answer a question, . . .
nonfiction . . .
SL.6.5 Include multimedia components (e.g., graphics,
L.6.6 Acquire and use accurately grade-appropriate general
images, music, sound) and visual displays . . .
academic and domain-specific words and phrases . . .

STUDENT RESOURCES
Available online in the
Selection Audio Evidence Log
Interactive Student
Edition or Unit Resources First-Review Guide: Media-Video
Close-Review Guide: Media-Video
Word Network

TEACHER RESOURCES
Selection Resources
Audio Summaries: English and Spanish Research: Storyboard
Available online in the
Interactive Teacher’s Media Vocabulary
Edition or Unit Resources
First Review Extension Questions

My Resources A Unit 5 Answer Key is available online and in the Interactive Teacher’s Edition.

Media Complexity Rubric: BBC Science Club: All About Exploration

Quantitative Measures

Format and Length: Video, 4 minutes 16 seconds

Qualitative Measures
Knowledge Demands The video covers a wide range of topics that are all related to exploration (for example, Greeks, Vikings,
1 2 3 4 5 stellar navigation, air balloons, first flights, rockets, moon landing).

Structure The video covers a wide range of content. At times, there is one-to-one correspondence of images and
1 2 3 4 5 audio, but there are also topics that are not shown visually.

Language Conventionality and Clarity The language is somewhat complex, with lengthy sentences and above-level vocabulary. At some
1 2 3 4 5 moments, speech can be difficult to understand due to the fast pace and the accent of the speaker.

Levels of Meaning/Purpose Although the progression of ideas is logical, the main ideas of the video are not explicitly stated. Many
1 2 3 4 5 details are described but not summarized.

Whole-Class Learning 430B

TEACHING MAKING MEANING

About the Narrator

BBC Science Club:
Jump Start All About Exploration
First Review Did you ever wish you could Media Vocabulary
“watch” history that took place before the time The following words or concepts will be useful to you as you analyze,
of videos and photos? Filmmakers can use many discuss, and write about animated videos.
tools, including animation, to make modern The Irish comedian Dara
Ó Briain (b. 1972) is a
media about the past. Animation not only tells cut-out animation: Cut-out animation involves moving cut-out
self-described “geek.” He
stories, but it can also bring events and people attended University College,
technique that uses flat objects in small steps to imitate natural
from history to life. characters, backgrounds, movement while taking a picture at each step.
Dublin, and studied math
and props cut from
and theoretical physics.
materials such as paper,
Ó Briain is best known,
cardboard, and fabric
however, for his comedy
BBC Science Club: All About and for his hosting of many
popular television shows,
object animation: • The objects used in this type of animation
form that involves the are generally not designed to look like a
Exploration including the British version movement of non-drawn recognizable human or animal character.
of The Apprentice: You’re objects, such as a book
What tools do filmmakers use to bring historical • Animated objects are not made of flexible
Fired and Mock the Week. or a pen
events to life? Why do filmmakers choose to materials, such as clay or wax.
portray certain events? How do filmmakers real-time animation: style • Interactive video games commonly use
use humor to describe events? Modeling the in which animated events real-time animation to mimic the pace of
questions students might ask as they review “BBC or objects are reproduced natural movements.
so that they appear to be
Science Club: All About Exploration” brings the • Animated movies also use real-time
occurring or moving at the animation to give viewers the impression
video to life and connects it to the Whole-Class
same speed they would in of real life.
Performance Task question. Selection audio is real life
available in the Interactive Teacher’s Edition.

Media Vocabulary First Review MEDIA: VIDEO

Encourage students to discuss the media Apply these strategies as you watch the video. As you watch, note the
vocabulary. Have they seen the terms in texts time codes of sections so that you can easily revisit them.
before? Do they use any of them in their speech
and writing? For more support, see Media TC
H

Vocabulary.
WA

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

WATCH who speaks, what NOTE elements that you find
they say, and how they say it. interesting and want to revisit.

FIRST Review  StAndArdS

Reading Informational Text
As they watch and listen, students should By the end of the year, read and
perform the steps of the first review: comprehend literary nonfiction in
the grades 6–8 text complexity band CONNECT details in the RESPOND by completing the
WATCH: Remind students to notice which pieces proficiently, with scaffolding as video to other media you’ve Comprehension Check.
needed at the high end of the range.
of history the filmmakers chose to animate. Language
experienced, texts you’ve read,
Acquire and use accurately grade- or images you’ve seen.
NOTE: Encourage students to notice how the appropriate general academic and
filmmakers chose to share the history. domain-specific words and phrases;
gather vocabulary knowledge
CONNECT: Encourage students to make when considering a word or phrase
connections beyond the video. If they cannot important to comprehension
or expression.
make connections to their own lives, have them
consider other videos or books, as well as stories
430 UNIT 5 • EXPLORATION
or historical events they have learned in school.
RESPOND: Students will answer questions and
write a summary to demonstrate understanding.
LIT17_SE06_U05_A2_M_WC.indd 430 Personalize for Learning 13/05/16 8:10 PM
Point out to students that while they will always
complete the Respond step at the end of the English Language Support
first review, the other steps will probably happen Humor The filmmakers chose to use humor to animate the stories.
somewhat concurrently. You may wish to print Ask students, Did humor make the film more interesting? Then,
copies of the First-Review Guide: Media-Video discuss the challenges of separating the humor from the important
for students to use. information. Ask students to cite examples of humor in the film. Was
the humor meant to be an accurate depiction of events? Did it have
any impact on their understanding of the events? ALL LEVELS

430 UNIT 5 • EXPLORATION

 MEDIA | VIDEO

BBC Science Club: CLOSER REVIEW

All About Exploration Analyze Information
Students may have noted the section of
the video from 1:04 to 1:40 during their
first review. Encourage them to talk about
what they noted. You may want to model
a close review with the class based on the
notes below.
NOTE: Have students note details in the video
from 1:04 to 1:40 that describe Columbus’s
mistake, focusing on the animation of the
Native American, or have students participate
while you note them together.
QUESTION: Guide students to consider what
these details might tell them. The Native
American in the excerpt from 1:04 to 1:40
changes his expression. Have students infer
why he does this.
Possible response: Columbus plants a flag that
reads “India” on the Native American.
CONCLUDE: Help students to formulate
BACKGROUND conclusions about the importance of this
In the video, the narrator mentions the pioneering scientist Dr. Robert Goddard, detail in the video. Ask students why the
who invented liquid-fueled rockets in the early 20th century. Goddard devoted filmmakers might have included this detail.
his life to researching and developing rockets, laying the groundwork for space Possible response: The filmmakers may have
exploration. An insightful physicist and inventor, Goddard envisioned the included this detail to show that Columbus
possibility of space flight, and his contributions were essential to making space mistakenly named a place that he thought
travel a reality. The Goddard Space Flight Center in Maryland, a major NASA he “discovered” without regard to the native
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

research laboratory, was established in his memory. people who were living there. The Native
American’s expression of displeasure shows that
he doesn’t appreciate being named by a newly
NOTES arrived European.

BBC Science Club: All About Exploration 431

LIT17_SE06_U05_A2_M_WC.indd 431 CROSS-CURRICULAR PERSPECTIVES 16/03/21 12:52 PM

Humanities Have students select an exploration event or explorer,

from either the video (such as Samuel Langley at 2:13 of the
video) or from independent research. Then have each student
create a comic strip telling about the explorer or an event from the
explorer’s experiences. Offer examples of comic strips if needed.
Students’ comic strips should contain at least five boxes and tell a
story using words and pictures. Remind students that they can use
humor as long as they stay true to the story. Display comic strips
in class.

Whole-Class Learning 431

TEACHING Making Meaning

Comprehension Check Comprehension Check

Complete the following items after you finish your first review.

Possible responses:
1. The ancient Greeks used stars to navigate. 1. How did ancient Greeks navigate?
2. He didn’t know how far he had gone.
3. People couldn’t control where they went.
4. Reporters said a rocket could not fly in a vacuum. 2. Why didn’t Columbus know he wasn’t in India?

Close Review
If needed, model close reviewing by using the
Closer Review notes in the Interactive Teacher’s 3. What was the problem with the early balloons used for air travel?
Edition.
Remind groups to use Accountable Talk in their
discussions and to support one another as they
4. Why didn’t the New York Times initially believe that it was possible to go to
complete the close review. You may wish to print
the moon?
the Close-Review Guide: Media-Video for
students to use.

Analyze the Media

Possible responses:
1. (a) Advancements in navigation have allowed
people to broaden areas of exploration. DOK 2
Media VoCabulaRy
Close Review
(b) Students’ responses will vary but should be
Use these words as you Watch the video or parts of it again. Write any new
supported by details from the video. DOK 2
discuss and write about observations that seem important. What questions do
2. He means that people need the right tools to the video. you have? What can you conclude?
determine where they are going, how far they
cut-out animation
have traveled, and how they get there. DOK 2
object animation
3. People long ago went to new places themselves, real-time animation CItE tExtual EvIDENCE
but we explore space mostly by sending robots analyze the Media to support your answers.

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

and probes to do it for us. DOK 2 Notebook Respond to these questions.
4. I have learned that people explore because they 1. (a) Draw Conclusions What conclusions can you draw about the
want to travel and because they want to discover ways in which exploration has been influenced by advancements in
new places and try new things. DOK 3 navigation? (b) Make a Judgment Do you think that navigational
advancements or technological advancements were more important to
Word Network expanding our ability to explore? Explain.
Encourage students to add words about 2. Interpret At the beginning of the video, the narrator says that people
exploration from the selection to their Word need “effective means and methods” to explore. What does he mean
Networks. by this statement?
Possible words: wanderlust, voyaging, navigation,  StandardS
Reading Informational Texts
3. Evaluate How effective is the use of animation in conveying
probing Cite textual evidence to support information about exploration?
analysis of what the text says
explicitly as well as inferences drawn 4. Essential Question: What drives people to explore? What have
from the text. you learned about what drives people to explore from watching
the video?
432 UNIT 5 • EXPLORATION

LIT17_SE06_U05_A2_M_WC_APP.indd 432 PERSONALIZE FOR LEARNING 13/05/16 8:10 PM

FORMATIVE ASSESSMENT
English Language Support
Analyze the Media Drawing Conclusions The filmmakers provided information about
If students struggle to analyze the events in the exploration through time. Have students draw a conclusion about
video, then have them watch the video again, the filmmakers’ message or purpose in making this video. Have each
pausing the video after each segment to take student write down the conclusion on a slip of paper. Read several
notes and jot down questions they still have conclusions aloud and decide as a class which most accurately
about the segment. explains the filmmakers’ purpose. ALL LEVELS

432 UNIT 5 • EXPLORATION

 EFFECTIVE EXPRESSION

Research Research
The video “All About Exploration” provides a humorous but factual look
Discuss with students that storyboards are often
at the history of exploration.
used by filmmakers as a way to get a visual
representation of ideas. They help with planning
Assignment BBC SCIENCE CLUB:
ALL ABOUT EXPLORATION and organizing, too, as they often show scenes in
Perform research to identify an explorer whose accomplishments
sequence.
could be added to the “All About Exploration” video. Then, create a
storyboard in which you provide information about the explorer and Research and Plan Once students have chosen
his or her exploration activities. a historical figure to research, encourage them
to look for information about him or her that will
Research and Plan Begin by performing research on an explorer from make the figure come alive and interest viewers.
 EVIDENCE LOG
This information will help them to potentially see
history. Once you have identified the explorer, consult various sources and
Before moving on to a
take careful notes about his or her mission, the dates of the mission, and something humorous in the person.
new selection, go to your
the success of the mission. Strive to find facts, explanations, quotations, Evidence Log and record Draft a Storyboard Explain to students that
or other interesting information that will bring your explorer to life. what you learned from their drawing skills are not being judged. They
the video. can make simple representations of people—even
Draft a Storyboard Once your research is completed, use a storyboard
template like this one to present your ideas. Draw or find images that stick figures are fine. The point is to translate their
depict key events of the exploration. Style the images to match the style research into something visual.
in “All About Exploration.” Then, add captions to images in which you
For more support, see Research: Storyboard.
indicate the voiceover narration that would accompany the images.
Challenge yourself to create a humorous tone as in the original video.

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

 STANDARDS
Writing
• Write informative/explanatory texts
to examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content.
FORMATIVE ASSESSMENT
b. Develop the topic with relevant
facts, definitions, concrete details,
Research
quotations, or other information If students struggle to think of a historical figure
and examples.
to research, then have them consider a scientist,
• Conduct short research projects
Present Once you are happy with your storyboard, share it with your to answer a question, drawing on an explorer, or a world leader they’ve read about
classmates. If you are comfortable using digital tools, consider animating several sources and refocusing the or seen a documentary about.
inquiry when appropriate.
your images and recording the voiceover narration. If you prefer, simply
Speaking and Listening Selection Test
present your storyboard on an overhead projector and read the voiceover Include multimedia components and
narration as classmates listen. visual displays in presentations to
Administer the “BBC Science Club: All About
clarify information. Exploration” Selection Test, which is available
in both print and digital formats online in
BBC Science Club: All About Exploration 433 Assessments.

LIT17_SE06_U05_A2_M_WC_APP.indd 433 Personalize for Learning 27/05/16 11:02 AM

Strategic Support
Taking Notes Taking notes while watching a film
Event Obstacle Turning Point
can be challenging and might lead to students
missing the humor. Point out that if they have
trouble remembering details, they can revisit
the film. To organize the information they note
in their second viewing, draw a chart and have
students copy it and fill it in.

Whole-Class Learning 433

TEACHING PERFORMANCE TASK: WRITING FOCUS

WRITING TO SOURCES
Write an Argument
Jump Start
• from A LONG WAY HOME
You have read an excerpt from a memoir and watched a video that
• BBC SCIENCE CLUB: ALL discuss different aspects of exploration. In A Long Way Home, the author
What would it take to be an explorer? ABOUT EXPLORATION describes how he used Google Earth to search for his childhood home in
Would you need to be unusually bright or India. In “BBC Science Club: All About Exploration” viewers learn about
the history of exploration.
courageous? Would it take great wealth or just
the will to explore new places? Have students
write answers to these questions and share Assignment
them with the class. Use your knowledge of both the memoir and the video to take
and defend a position on the topic of exploration. Write a brief
argumentative essay in which you state and support your position
on this question:
Write an Argument Can anyone be an explorer?
Tell students that in order to complete this Include examples and details from the memoir and the video, as well
assignment and write an effective argument, they as your own observations to support your reasoning.
need to choose a side. It is possible to feel that
there is truth to both sides, but to be successful in
constructing an argument, they are going to have Elements of an Argument
to choose and support one perspective. An argumentative essay is a short work in which a writer presents a
Students should complete the assignment position and supports it with reasons and evidence. The purpose is to
using word processing software to take ACADEMIC persuade readers to think a certain way about the topic. An effective
advantage of editing tools and features. VOCABULARY argumentative essay contains these elements:
As you craft your
argument, consider
• a claim, or statement of a position
Elements of an Argument using some of the • clear, convincing reasons that relate to the claim
Remind students to choose their position, list academic vocabulary • evidence, or facts and examples that support the claim
reasons for their position, and provide evidence you learned in the • a clear organization, including an introduction, a body, and a
to support it. Finally, they will write a conclusion beginning of the unit.
conclusion
in which they convince others of the validity of critical • transitional words and phrases that make the relationships among
their argument. assume
claims and reasons clear
compel
MAKE IT INTERACTIVE valid • a concluding statement or section that follows from the ideas
presented earlier in the essay

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Project “What on Earth Is Left to Explore?” from coherent
the Interactive Teacher’s Edition. Have students • a formal style that takes the subject and reader seriously
identify the elements of an argument and identify • error-free grammar, including accurate use of verbs
the writer’s claim. Next, ask volunteers to identify
Model Argument For a model of a well-crafted
evidence that supports the author’s claim.  STANDARDS
LAUNCH TEXT
argument, see the Launch Text, “What on Earth Is UNIT
5 INTRODUCTION

Writing
LAUNCH TEXT | ARGUMENT MODEL

Left to Explore?”
This selection is an example

Academic Vocabulary
of an argument, a type of
writing in which an author
states and defends a position

• Write arguments to support claims

on a topic. This is the type of
writing you will develop in the
Performance-Based Assessment
at the end of the unit.
As you read, look at the way

with clear reasons and relevant Challenge yourself to find all of the elements of
that the author builds a case.
Mark the text to help you
answer this question: What

What on Earth Is
is the author’s position, and
what evidence supports it?

Have students use each of the academic evidence.

an effective argument in the text. You will have
Left to Explore?

• Draw evidence from literary or A t the beginning of the 1800s, the United States was a young

vocabulary words to make a statement about

1
NOTES country. Most people lived in small towns clustered on the

an opportunity to review these elements as you

Atlantic coast. To the west lay an entire continent, full of mystery
and promise.

informational texts to support

2 Government leaders believed that exploration of the continent
was important. Exploration would bring knowledge and
resources. Urged on by President Thomas Jefferson, Congress
funded a small expedition to explore the lands west of the

their arguments. Provide an example, such as the

Mississippi River. The Lewis and Clark expedition became one of

analysis, reflection, and research. prepare to write your own argument.

the most famous exploratory journeys in history.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

3 In the modern world, the idea of exploration has changed. Cars,
trains, and airplanes have made the world seem much smaller.
People seem to be everywhere. Thousands have climbed Mount
Everest, the world’s highest mountain. There are even people

b. Apply grade 6 Reading standards

living in Antarctica, the world’s coldest continent. In addition, the

following: To be an explorer, curiosity is critical.

Internet allows people to visit faraway places through the screens
of their computers. Given these changes, some people may ask
whether exploration matters anymore. Is there anything left to
explore? The answer is simple: Exploration matters as much today

to literary nonfiction.
as it ever has.
4 Let’s start with ocean exploration. It is true that much of Earth
has been visited and charted. However, we should remember that
people actually live on less than twenty percent of the planet. We
inhabit the land, but Earth is mostly ocean. Vast stretches of the

• Write routinely over extended time

404 UNIT 5 • EXPLORATION

LIT17_SE06_U05_LT.indd 404 16/03/21 1:00 PM

frames and shorter time frames for

a range of discipline-specific tasks,
purposes, and audiences.

434 UNIT 5 • EXPLORATION

AUTHOR'S PERSPECTIVE Kelly Gallagher, M.Ed.

LIT17_SE06_U05_A_WC_PT.indd 434 16/03/21 3:53 PM

Read, Analyze, Emulate Teachers can use for the moves the writer made to elicit a response distinctive voice?” Finally, ask questions about
scaffolding to help students grow as writers by in readers. organization, such as “How did the writer pace
studying good writing with them. When students Step 2: Analyze Focus on the ideas by asking events?” “What do you notice about the writer’s
recognize the qualities of good writing, they begin students questions such as “What is the writer’s paragraphing decisions?”
producing it. theme? How did the writer develop it?” Then turn Step 3: Emulate Select one or two of the writer’s
Step 1: Read Provide students with excellent to style and voice, asking, “How did the writer moves to practice. Guide students to follow the
narratives from the text and direct them to “read develop the characters?” “What effect did the models they studied as they write.
like a writer” by paying attention to ideas, style, dialogue have?” “What sensory details did the
voice, and organization. Encourage students to look writer use?” and “Where do you hear the author’s

434 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION : What drives people to explore?

Prewriting / Planning Prewriting/Planning

Write a Working Claim Is exploration a
Write a Working Claim A working claim is a statement of your main idea that will
help you get started with your writing. It allows you to try out your ideas and evidence. courageous act? Or, is it something that is natural
Depending on how your essay develops, you may wind up keeping your working claim to human beings? Ask students to raise their
or you may change it completely. Write a working claim here. hands to show which argument they think is
most valid. Have a few volunteers share a thought
Working Claim: or two as to why they chose the sides they did.
Remind students to think about each other’s ideas
as they formulate their own claims.
Collect Evidence Have students review their
Consider Other Opinions Considering how other people feel or think about a topic can
Evidence Log to find possible support for their
strengthen your argument. Think about questions readers might have about your position,
claim. They may have sufficient evidence in their
or opinions that might differ from yours. Plan to answer those questions or address those
opinions in your essay. Use these sentence starters to pull your ideas together.
Evidence Log, but they may want to go back and
review the selections to identify additional or
A different opinion is stronger evidence for their argument. Point out
to students that they can also use other sources
The reason someone might think this is because to support their claim and should remember
to identify and cite evidence used from theses
The reason this idea is not convincing is sources.
Connect Across Texts When students
write their arguments, they should draw on
Collect Evidence The most important evidence you will use comes
 EVIDENCE LOG information from the selections in this unit.
from the memoir and video. However, you may want to support your
Review your Evidence Log Remind them of the structure they need to use to
position with other types of details, as well. Consider using these types of
and identify key details you
evidence: make an exact quote, including quotation marks.
may want to cite in your
• facts: statements that can be proved true argument.
For paraphrasing, select a quote from one of the
selections and ask for volunteers to paraphrase
• statistics: facts presented in the form of numbers
the quote.
• anecdotes: brief stories that can be used as examples
• quotations from authorities: statements from experts
• examples: specific people, situations, or events that support a
general idea
© Pearson Education, Inc., or its affiliates. All rights reserved.

Using a variety of evidence can make your argument stronger. In the

Launch Text, the writer includes a variety of examples to support the
point that “people seem to be everywhere.”
Thousands have climbed Mount Everest, the world’s highest
 STANDARDS
mountain. There are even people living in Antarctica, the
Writing
world’s coldest continent. In addition, the Internet allows people Write arguments to support claims
to visit faraway places through the screens of their computers. with clear reasons and relevant
—from “What on Earth Is Left to Explore?” evidence.
a. Introduce claim(s) and organize
the reasons and evidence clearly.
Connect Across Texts As you write your essay, you will use evidence from b. Support claim(s) with clear
reasons and relevant evidence,
both the video and the memoir to support your ideas. Include that evidence using credible sources and
in different ways. For example, use exact quotations if the exact words are demonstrating an understanding of
important. Otherwise, paraphrase, or restate ideas in your own words. the topic or text.

Performance Task: Write an Argument 435

LIT17_SE06_U05_A_WC_PT.indd 435 PERSONALIZE FOR LEARNING 13/05/16 8:06 PM

Strategic Support Claim

Graphic Organizer In preparing to write a
cohesive argument, organization of ideas will Reason Evidence Type of
help students more effectively write their essays. Evidence
Suggest that students create a chart like the one
here to help organize their thoughts before they
begin to write.

Whole-Class Learning 435

TEACHING PERFORMANCE TASK: WRITING FOCUS

Drafting Drafting
Organize Ideas Argumentative essays include three sections: an
Organize Ideas Explain to students the
introduction, a body, and a conclusion. Each section should build on
difference between the elements of an argument the one that came before it, and every point should support your main
(claim, counterclaims, valid reasoning and claim. Look at the guidelines for each section given in the chart. Then,
evidence, and concluding statement) and the add notes about the ideas and evidence you will include in each part of
organization of an argument (introduction, your essay. This outline will help you plan a logical order for your ideas
body, and conclusion). Students should use and evidence.
their working claim, possible counterclaims, and
evidence to complete an Argument Outline of SECTION GUIDELINES PLAN FOR EACH SECTION
their own.
Write a First Draft Remind students to begin
• Engage readers
their argument with an interesting point that will Introduction with interesting
engage the reader. Students should remember to Present the topic and information.
include sufficient details to ensure that a reader claim. • Clearly state
with no knowledge of the subject can understand the claim.
their claim and reasoning.

• Use one
paragraph for
each reason.
• Include a topic
Body
sentence,
Give supporting
or main
reasons and evidence.
idea, in each
paragraph.
• Use strong
evidence.

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

• Restate the
claim in
Conclusion different words.
Sum up the argument. • End with
a strong,
statement.

 STANDARDS
Writing
Write arguments to support claims Write a First Draft Use your outline to write your first draft. Be sure to
with clear reasons and relevant write an introduction that will grab the reader’s attention. Then, present
evidence.
your supporting reasons in a logical order. Provide a strong conclusion
e. Provide a concluding statement
or section that follows from the that ends your argument with a clear statement.
argument presented.

436 UNIT 5 • EXPLORATION

AUTHOR'S PERSPECTIVE Jim Cummins, Ph.D.

LIT17_SE06_U05_A_WC_PT.indd 436 27/05/16 11:06 AM

Working in Pairs There is an important sense • First, teachers can partner students to read, Encourage students to include specific details
in which the development of academic expertise discuss, and react to a reading in the unit. from the text in their drafts.
on the part of English learners is a process of Select a text, such as a nonfiction article, poem,
socialization rather than simply instruction. As a • Then, teachers can invite partners to share their
or narrative. writing with the whole class. Guide students
result, English writing development will be enhanced
when students can work in pairs to create texts • Have partners discuss the text, make notes to explain how working together helped them
to share with others. That’s because the process about their ideas, and together write a response express their ideas more effectively than
of collaboration and communication entails social that highlights what they found important, working alone.
interaction, which fosters language development. or responds to a prompt teachers provide.

436 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION : What drives people to explore?

LANGUAGE DEVELOPMENT Word Choice for Style

Word Choice for Style and Tone and Tone
In an argument, your writing style should be formal. Your tone, or Read It
attitude, should be serious. These two qualities help make your ideas Provide examples to help students grasp the
believable, which strengthens your argument. To create and maintain
idea of formal versus informal tone when writing.
the right style and tone, pay careful attention to your word choice
For instance, if a person were writing an e-mail
throughout your essay.
to a close friend about going to see a movie, the
Read It tone would be casual and informal. The purpose
of such writing is simply to organize a meeting
These sentences from the beginning, middle, and end of the Launch Text
and share the anticipation of doing something
are both formal and serious.
fun—and the tone reflects the familiarity of the
Passage 1 (beginning): To the west lay an entire continent, full of
reader and the overall purpose of writing.
mystery and promise.
Passage 2 (middle): Vast stretches of the oceans are hidden under miles
But, if a person were writing a cover letter for a
of water. job or a proposal to a community organization
seeking change, the tone would be serious and
Passage 3 (end): The need to explore and extend the boundaries of
knowledge remains vital and should continue.
formal. The writer would likely not know the
reader, and the purpose is to achieve a goal—
Write It either to get hired or to affect some sort of
change. The seriousness of the intended outcome
As you draft your essay, avoid using slang, people’s first names, and
contractions. In addition, apply the following strategies to choose words is reflected in the tone.
that create the formal style and serious tone you need:
• Choose accurate words. Informal or exaggerated expressions
Write It
may be fun, but they may not say exactly what you mean. In an Remind students that a formal tone will help
argument, avoid exaggeration. Choose accuracy over excitement. them be taken seriously by readers. If a writer
Original Sentence: The number of tourists has gone through makes careless jokes and refers to people by
the roof. their first names, readers may think that he or
Revised Sentence: The number of tourists has increased. she doesn’t have respect for his or her subject.
• Avoid absolute words. Words such as all, always, never, and only Likewise, all of the claims in an argument should
may lead to statements that are too broad. Replace them with words be supported, and generalizations should be
you can defend. avoided, so that readers get the sense that the
© Pearson Education, Inc., or its affiliates. All rights reserved.

Original Sentence: Climbing Mount Everest is not as special writer has prepared the argument carefully.
because everyone has done it.
Revised Sentence: Climbing Mount Everest is not as special
because many people have done it.  STANDARDS
• Use reasonable words. Charged words can capture readers’ Writing
interest, but make sure you focus more on facts. Always avoid • Write arguments to support claims
with clear reasons and relevant
name-calling. evidence.
Original Sentence: Exploring a cave without proper d. Establish and maintain a formal
style.
equipment is stupid.
Language
Revised Sentence: Exploring a cave without proper Use knowledge of language and its
equipment is risky. conventions when writing, speaking,
reading, or listening.
b. Maintain consistency in style
and tone.

Performance Task: Write an Argument 437

LIT17_SE06_U05_A_WC_PT.indd 437 27/05/16 11:06 AM

Whole-Class Learning 437

TEACHING PERFORMANCE TASK: WRITING FOCUS

Revising
Revising
Evaluating Your Draft
Evaluating Your Draft As students draft,
remind them to avoid using phrases such as “I Use the following checklist to evaluate the effectiveness of your first
think” or “I know.” Using a formal style and draft. Then, use your evaluation and the instruction on this page to guide
your revision.
making a convincing argument in the third-
person point of view, backed by evidence and FOCUS AND ORGANIZATION EVIDENCE AND ELABORATION CONVENTIONS
facts, will be more effective than an argument
that uses a first-person point of view. Introduces a clear claim. Provides clear reasons Observes the
and strong evidence that conventions of
Show Connections Remind students that Provides a conclusion that follows supports them. standard English
transition words help connect two thoughts. from the argument. grammar.
Words such as because, in fact, therefore, Uses words, phrases, and
such as, and including are transitions. Have the Establishes a logical organization clauses that clarify the
students suggest other transitions and create a and develops a clear progression. relationships among ideas.
list accessible to students to aid them as they
Establishes and maintains
write their arguments.
a formal style and serious
tone.

 WORD NETWORK Revising for Focus and Organization

Include words from your Show Connections Reread your argument. Revise your sentences to
Word Network in your clarify the relationships between the claim you make and the evidence
narrative. you provide. Use transition words such as because, in fact, or therefore to
show the connections among ideas.

Revising for Evidence and Elaboration

Check Your Evidence Make sure that you have stated your ideas with
authority and supported them with relevant evidence from the texts. Also
consider how you have presented evidence. Make sure you have chosen
the approach that gives readers information in the most effective way.
• Summarize, or briefly restate ideas, to give readers information

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

quickly.
• Paraphrase, or restate ideas in your own words, when you wish to
help readers understand a complicated idea.
 STANDARDS • Quote a writer’s or a speaker’s exact words when they are especially
Writing interesting or powerful.
Write arguments to support claims
with clear reasons and relevant Make sure to clearly introduce each piece of evidence you use. Explain
evidence. why it is important and how it connects to your ideas.
a. Introduce claim(s) and organize
the reasons and evidence clearly.
b. Support claims with clear
reasons and relevant evidence,
using credible sources and
demonstrating an understanding of
the topic or text.
c. Use words, phrases, and clauses
to clarify the relationships among
claim(s) and reasons.

438 UNIT 5 • EXPLORATION

LIT17_SE06_U05_A_WC_PT.indd 438 13/05/16 8:06 PM

438 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION : What drives people to explore?

PEER REVIEW
Peer Review
Exchange essays with a classmate. Use the checklist to evaluate your classmate’s essay and Remind students that the purpose of peer review
provide supportive feedback. is to help the writer. Constructive, respectful
1. Is the claim clear? input can give the writer ideas about how to
yes no If no, explain what confused you. strengthen his or her argument. When students
point out the strongest part of the argument,
2. Is the organization logical? they should explain why they chose that point.
yes no If no, explain what was confusing about the organization.

3. Does the conclusion logically wrap up the essay? Editing and Proofreading
yes no If no, point out what is missing. Suggest that students edit each other’s essays
for conventions and accuracy. Explain that when
4. What is the strongest part of your classmate’s essay?
writers spend a lot of time developing an essay,
they can often miss their own errors. Having
another person edit their work can help catch an
overlooked mistake.

Publishing and Presenting

Before students review their classmates’
Editing and Proofreading arguments, remind them to keep comments
Edit for Conventions Reread your draft for accuracy and consistency. positive, use formal language, and disagree
Correct errors in grammar and word usage. Make sure you have used respectfully. Constructive and thoughtful
words that accurately reflect your meaning. Avoid using any words that comments will help polish the arguments before
you are uncertain about. Check a dictionary, glossary, or other reference
they are presented.
to make sure you have used every word correctly.

Proofread for Accuracy Read your draft carefully, looking for errors in Reflecting
spelling and punctuation. Make sure that you have not confused words
that sound the same. For example, ships sail across the sea, they don’t
 STANDARDS Remind students to take a few notes on what
Writing
sale across the see. • With some guidance and support
they learned from constructing and presenting an
from peers and adults, develop and argument.
strengthen writing as needed by
Publishing and Presenting planning, revising, editing, rewriting,
© Pearson Education, Inc., or its affiliates. All rights reserved.

or trying a new approach.

Use technology to create a slide show to accompany your essay. Find • Use technology, including the
Internet, to produce and publish
images that support the claims you make, and add explanations of the writing as well as to interact and
images to your essay. Record a presentation of the slide show with collaborate with others; demonstrate
sufficient command of keyboarding
audio of your essay and post it online to a school or class website. Share
skills to type a minimum of three
your presentation with your classmates and offer polite feedback in the pages in a single sitting.
comments section of the website. Language
• Demonstrate command of the
conventions of standard English
Reflecting grammar and usage when writing or
speaking.
Think about what you learned by writing your argument. What could you e. Recognize variations from
standard English in their own
do differently to make writing an argument simpler or easier?
and others’ writing and speaking,
and identify and use strategies to
improve expression in conventional
language.

Performance Task: Write an Argument 439

LIT17_SE06_U05_A_WC_PT.indd 439 PERSONALIZE FOR LEARNING 13/05/16 8:05 PM

Challenge
Prepare an Argument Arrange students into pairs and select several
topics that are relevant to students. The topics can be serious or
fun. Have the pairs select a topic. Each student in the pair will
take one side of the argument and prepare a brief presentation
supporting that side. Students will discuss the effectiveness of each
argument. Remind students to review the important components
of an argument they employed in this unit as they work on this
assignment.

Whole-Class Learning 439

OVERVIEW
OVERVIEW: SMALL-GROUP LEARNING

SMALL-GROUP LEARNING ESSENTIAL QUESTION:

What drives people to explore? What drives people to explore?

Discuss with students how many attempts were Explorers of faraway places, the ocean depths, and outer space must adapt to
and survive in new and extremely challenging conditions. In this section, you will
made to cross the Atlantic Ocean before explorers
read about some of those conditions. You will work in a group to examine the
arrived in the Americas. Does this compare to concept of exploration.
the attempts to travel to the moon and beyond?
During Small-Group Learning, students will read
about explorers and exploration. Small-Group Learning Strategies
Throughout your life, in school, in your community, and in your career, you will
Small-Group Learning continue to learn and work with others.
Strategies Review these strategies and the actions you can take to practice them as you
Review the Learning Strategies with students and work in teams. Add ideas of your own for each step. Use these strategies during
explain that as they work through Small-Group Small-Group Learning.
Learning, they will develop strategies to work in
small-group environments. STRATEGY ACTION PLAN
• Have students watch the video on Small-Group Prepare • Complete your assignments so that you are prepared for group work.
Learning Strategies. • Organize your thinking so you can contribute to your group’s discussion.
• A video on this topic is available online in the
•
Professional Development Center.
You may wish to discuss some action items to add
to the chart as a class before students complete it
on their own. For example, for “Support others,” Participate fully • Make eye contact to signal that you are listening and taking in what is being said.
you might solicit the following from students: • Use text evidence when making a point.

• Encourage others in your group to elaborate on •

an opinion or idea.
• Ask group members questions to show that
you are interested in what they have to say.

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Support others • Build on ideas from others in your group.
• Invite others who have not yet spoken to join the discussion.
Block Scheduling
•
Each day in this Pacing Plan represents a
40–50 minute class period. Teachers using
block scheduling may combine days to reflect
their class schedule. In addition, teachers may Clarify • Paraphrase the ideas of others to ensure that your understanding is correct.
revise pacing to differentiate and support core • Ask follow-up questions.
instruction by integrating components and
resources as students require. •

440 UNIT 5 • EXPLORATION

Pacing Plan

Introduce
Whole-Class LIT17_SE06_U05_B_SGO.indd 440 16/03/21 12:56 PM
Learning

Performance Task
Media: BBC Science
Unit Club: All About
Introduction from A Long Way Home Exploration

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WHOLE-CLASS LEARNING

440 UNIT 5 • EXPLORATION

 CONTENTS
NEWS ARTICLE
Contents
Mission Twinpossible
Selections Circulate among groups as they
TIME For Kids
preview the selections. You might encourage
Space exploration often depends on experimentation. groups to discuss any knowledge they already
have about any of the selections or the situations
and settings shown in the photographs. Students
may wish to take a poll within their group
to determine which selections look the most
interesting.
EPIC RETELLING Remind students that communicating and
from Tales From the Odyssey collaborating in groups is an important skill that
Mary Pope Osborne they will use throughout their lives—in school, in
their careers, and in their community.
As the Greek epic hero Odysseus journeys home from
war, he encounters and explores strange new places.
Performance Task
Present an Advertisement Give groups time to
read about and briefly discuss the advertisement
they will create after reading. Encourage students
COMPARE

to do some preliminary thinking about the

BLOG
types of media they may want to use. This may
To the Top of Everest help focus their subsequent reading and group
Samantha Larson discussion.
A teenager and her father attempt to climb to
the summit of the world’s highest mountain.

MEDIA: GRAPHIC NOVEL

from Lewis & Clark

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

Nick Bertozzi

Two American explorers lead the first expedition to cross

America’s uncharted West.

PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present an Advertisement
The Small-Group readings feature explorers, both real and imaginary, who face
different challenges and make different discoveries as they travel to new places.
After reading, your group will create and present an advertisement in which you try
to persuade readers to participate in an upcoming expedition to a new frontier.

Overview: Small-Group Learning 441

Introduce Introduce
LIT17_SE06_U05_B_SGO.indd 441
Small-Group 13/05/16 8:23 PM Independent
Learning Learning
Performance Performance-Based
Task Assessment
from Tales From the Odyssey
To the Top Media: from Independent
Mission Twinpossible of Everest Lewis & Clark Learning

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
SMALL-GROUP LEARNING

Small-Group Learning 441

OVERVIEW
OVERVIEW: SMALL-GROUP LEARNING

SMALL-GROUP LEARNING
Working as a Team
Working as a Team 1. Take a Position In your group, discuss the following question:

1. Take a Position Remind groups to let all Would you rather explore an ancient civilization in the
members share their responses. You may wish middle of a desert or an island in the middle of the ocean?
to set a time limit for this discussion. As you take turns sharing your positions, be sure to provide reasons
for your choices. After all group members have shared, come to a
2. List Your Rules You may want to have groups
consensus, or agreement, as to the pros and cons of each option.
share their lists of rules and consolidate them
into a master list to be displayed and followed
by all groups. 2. List Your Rules As a group, decide on the rules that you will follow
as you work together. Samples are provided; add two more of your
3. Apply the Rules As you circulate among the own. You may add or revise rules based on your experience together.
groups, ensure that students are staying on
• Everyone should participate in group discussions.
task. Consider a short time limit for this step.
• People should not interrupt.
4. Name Your Group This task can be creative
and fun. If students have trouble coming •
up with a name, suggest that they think of
something related to the unit topic. Encourage
groups to share their names with the class.
5. Create a Communication Plan Encourage •
groups to include in their plans agreed-upon
times during the day to share ideas. They
should also devise a method for recording and
saving their communications. 3. Apply the Rules Practice working as a group. Share what you have
learned about exploration. Make sure each person in the group
contributes. Take notes and be prepared to share with the class one
Accountable Talk thing that you heard from another member of your group.
Remind students that groups should
communicate politely. You can post these 4. Name Your Group Choose a name that reflects the unit topic.
Accountable Talk suggestions and encourage
Our group’s name:

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

students to add their own. Students should:

Remember to . . . 5. Create a Communication Plan Decide how you want to

Ask clarifying questions. communicate with one another. For example, you might use online
collaboration tools, email, or instant messaging.
Which sounds like . . .
Can you please repeat what you said?
Would you give me an example? Our group’s decision:
I think you said _____. Did I understand you
correctly?

Remember to . . .
Explain your thinking.
Which sounds like . . .
I believe _____ is true because _____.
I feel _____ because _____. 442 UNIT 5 • ExploraTIoN
Remember to . . .
Build on the ideas of others.
Which sounds like . . . LIT17_SE06_U05_B_SGO.indd 442 FACILITATING SMALL-GROUP LEARNING 13/05/16 8:23 PM
When _____ said _____, it made me think
of _____. Forming Groups You may wish to form groups for Small-Group
Learning so that each consists of students with different learning
abilities. Some students may be adept at organizing information
whereas others may have strengths related to generating or
synthesizing information. A good mix of abilities can make the
experience of Small-Group Learning dynamic and productive.

442 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

Making a Schedule Making a Schedule

First, find out the due dates for the Small-Group activities. Then,
Encourage groups to preview the selections
preview the texts and activities with your group and make a schedule for
completing the tasks.
and to consider how long it will take them to
complete the activities accompanying each
SELECTION ACTIVITIES DUE DATE selection. Point out that they can adjust the due
dates for particular selections as needed as they
work on their small-group projects. However,
Mission Twinpossible
they must complete all assigned tasks before the
group Performance Task is due. Encourage groups
to review their schedules upon completing the
from Tales From the Odyssey activities for each selection to make sure they are
on track to meet the final due date.

Working on Group Projects

To the Top of Everest
Point out to groups that the roles they assign
can also be changed later. Students might have
to make changes based on who is best at doing
from Lewis & Clark what. Try to make sure that there is no favoritism,
cliquishness, or stereotyping by gender or other
means in the assignment of roles.
Also, you should review the roles each
Working on Group Projects group assigns to its members. Based on your
understanding of students’ individual strengths,
As your group works together, you’ll find it more effective if each person
you might find it necessary to suggest some
has a specific role. Different projects require different roles. Before
changes.
beginning a project, discuss the necessary roles and choose one for each
group member. Here are some possible roles; add your own ideas.

Project Manager: monitors the schedule and keeps everyone on task

Researcher: organizes research activities
Recorder: takes notes during group meetings
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Overview: Small-Group Learning 443

LIT17_SE06_U05_B_SGO.indd 443 AUTHOR'S PERSPECTIVE Kelly Gallagher, M.Ed. 16/03/21 12:56 PM

Accountability in Group Work The ensure accountability, teachers can follow 3. Pull the whole class back together to
teacher’s role during group work is to serve these three steps: share back information and to check
as the facilitator rather than as the leader. 1. First, define and clarify the task. Explain learning.
This means that the teacher should support why it is valuable, and make sure students If groups struggle, teachers can prod them
the thinking and discussion, but not know what they are expected to do. with questions that support how they will
provide the answers or content direction. get to the answer. For example, if they are
Problems can arise if a group is unfocused, 2. Let each group know that one student
will be selected randomly to share the unable to find the main point of the essay,
if the task is not meaningful, or if there ask them: “In this type of text, where might
is no accountability. To help groups work group’s thinking. This randomness builds
in accountability. a reader look to find the main idea?”
together well, achieve their goals, and
Overview: Small-Group Learning 443
PLANNING SMALL- GROUP LEARNING • MISSION T WINPOSSIBLE

Mission Twinpossible
Audio Summaries
Audio summaries of “Mission
Summary
Twinpossible” are available The TIME For Kids news article “Mission Twinpossible” describes a
online in both English and NASA mission with identical twins Scott and Mark Kelly. Scott Kelly
Spanish in the Interactive will go to the International Space Station while Mark Kelly will stay
Teacher’s Edition or Unit on Earth. Over the course of one year, scientists will study both twins
Resources. Assigning these to help them understand more about how living and working in
summaries prior to reading the space affects the human body.
selection may help students
build additional background
knowledge and set a context for
their first read.
Insight
NASA is looking for ways that humans can travel beyond the moon
to explore more of space. In order to do that, scientists must first
understand how space travel and living in space affects the human
body. With this knowledge, future astronauts will be better prepared
for exploration.

Essential Question:
What drives people to Connection to Essential Question
explore? This selection will give students a sense of how medical exploration is
used for the sake of space exploration. Investigating how space affects
health will enable scientists to help plan for longer missions in space.

Small-Group Learning
Performance Task Connection to Performance Tasks
Why should we explore Small-Group Learning Performance Task Exploring new frontiers, such
new frontiers? as long-term space travel, helps us expand on what we already know
about the universe.
Unit Performance-Based
Assessment Unit Performance-Based Assessment Sometimes, people explore to
What fuels people’s desire test their limits—to see what they are capable of and what they can
to explore? endure. In this news article, scientists explore the effects of space travel
to determine what humans might be capable of doing in space during
long-term exploration.

444A UNIT 5 • EXPLORATION

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Language Development Effective Expression

Lesson First Read Analyze Craft Concept Vocabulary Research
and Structure
Close Read Word Study
Analyze the Text Conventions

Instructional RI.6.1 Cite textual evidence to support L.6.1 Demonstrate command of the W.6.2 Write informative/explanatory . . .
Standards analysis of what the text says explicitly . . . conventions of standard English grammar
W.6.2.a Introduce a topic . . .
RI.6.2 Determine a central idea . . . and usage . . .
W.6.2.b Develop the topic with
RI.6.3 Analyze in detail how a key L.6.4 Determine or clarify the meaning of
relevant facts, . . .
individual, event, or idea . . . unknown and multiple-meaning words . . .
RI.6.5 Analyze how a particular sentence . . . W.6.2.c Use appropriate transitions . . .
L.6.4.b Use common, grade-appropriate
RI.6.10 By the end of the year, read and Greek or Latin affixes and roots . . . W.6.7 Conduct short research
comprehend literary nonfiction . . . projects to answer a question, . . .
L.6.4.c Consult reference materials (e.g.,
L.6.4 Determine or clarify the meaning of
dictionaries, glossaries, thesauruses), both W.6.8 Gather relevant information
unknown and multiple-meaning words . . .
print and digital, . . . from multiple print and digital . . .
L.6.5 Demonstrate understanding of
figurative language, word relationships, L.6.6 Acquire and use accurately
and nuances . . . grade-appropriate general academic and
domain-specific words . . .
L.6.5.b Use the relationship between
particular words . . .
L.6.6 Acquire and use accurately
grade-appropriate general academic and
domain-specific words . . .
STUDENT RESOURCES
Available online in the
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction

TEACHER RESOURCES
Selection Resources
 udio Summaries: English and
A T echnical Vocabulary and Word Research: How-To Essay
Available online in the
Spanish Study
Interactive Teacher’s
Edition or Unit Resources Annotation Highlights  onventions: Prepositions and
C
Accessible Leveled Text Prepositional Phrases
Text Questions E nglish Language Support Lesson:
First Read Extension Questions Prepositions and Prepositional
Phrases
 nalyze Craft and Structure:
A
Central Idea: Make Inferences

Reteach/Practice (RP)
 nalyze Craft and Structure: Central
A Word Study: Latin Root -dur- (RP) Research: How-To Essay (RP)
Available online in the
Idea: Make Inferences (RP)
Interactive Teacher’s  onventions: Prepositions and
C
Edition or Unit Resources Prepositional Phrases (RP)

Assessment
Selection Test: English
Available online
in Assessments Selection Test: Spanish
Extension Selection Test

My Resources
A Unit 5 Answer Key is available online and in the Interactive Teacher’s Edition.

Small-Group Learning 444B

PERSONALIZE FOR LEARNING SMALL- GROUP LEARNING • MISSION T WINPOSSIBLE

Reading Support

Text Complexity Rubric: Mission Twinpossible

Quantitative Measures

Lexile: 980 Text Length: 445 words

Qualitative Measures
Knowledge Demands Readers will need to be familiar with the International Space Station (ISS) and NASA.
1 2 3 4 5

Structure Organization is clear and straightforward; connection between ideas is apparent. Use of subheadings
1 2 3 4 5 helps clarify content of sections.

Language Conventionality and Clarity Language is straightforward, with journalistic style. Sentences mostly have simple construction;
1 2 3 4 5 vocabulary is mostly on-level, with some more difficult words.

Levels of Meaning/Purpose Events and situations described in article are not immediately apparent, but are eventually explained.
1 2 3 4 5

Decide and Plan

English Language Support Strategic Support Challenge

Provide English Learners with support for Provide students with strategic support Provide students who need to be challenged
knowledge demands and language as they to ensure that they can successfully read with ideas for how they can go beyond a
read the selection. the text. simple interpretation of the text.
Knowledge Demands Write the acronym Knowledge Ask students to tell you what Text Analysis Ask students to think about
NASA and what it stands for: National they know about ISS and NASA. Refer them the roles of the two twins—one in space
Aeronautics and Space Administration. to the background information to read what and one on the ground. Ask what factors
Clarify that NASA is the U.S. government ISS stands for. Then ask them what they would be important in choosing which
agency in charge of the space program think the S in NASA could be for (space). should go to space, such as desire, family,
and research. Write ISS and ask students Say the name National Aeronautics and and health.
to read the background to find what it is Space Administration and ask students what Written Response Ask students to
(International Space Station). Explain that it they know about it. If necessary, explain imagine that they are astronauts, each with
is a spacecraft orbiting Earth. Astronauts live more about NASA and ISS. a twin as in the article. Have them choose
in it and it is used as a lab. It is international Meaning After students read each if they would rather be on the ground or in
because several countries worked together section of the text, pause to confirm their the space station for the experimental year.
to build it. understanding of the events described. For Have them write a paragraph in the voice
Language Have students read aloud parts example, after reading the section “Star of that astronaut, describing their feelings
of the text. After listening to each part, Twins,” ask, Are both twins going to go to about going into space or being on the
have students identify unfamiliar words. space together? (No—one is going to space ground, explaining why they prefer that
Guide them to figure out meanings or look and the other will stay on the ground.) choice, and sharing what other plans they
them up. have for the year.

TEACH

Read and Respond

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

444C UNIT 5 • EXPLORATION

Standards Support Through Teaching and Learning Cycle
IDENTIFY NEEDS
Analyze results of the Beginning-
of-Year Assessment, focusing on
the items relating to Unit 5. Also DECIDE AND PLAN
take into consideration student
• If students have performed poorly on items matching these standards, then provide selection
performance to this point and
scaffolds before assigning them the on-level lesson provided in the Student Edition.
your observations of where
particular students struggle. • If students have done well on the Beginning-of-Year Assessment, then challenge them to
keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for “Mission Twinpossible” to help
students continually improve their ability to master the standards.

Instructional Standards: Mission Twinpossible

Catching Up This Year Looking Forward
Reading You may wish to administer the RI.2 Determine a central idea Challenge students to
ANALYZE AND REVISE Analyze Craft and Structure: of a text and how it is conveyed determine whether the
Central Idea: Make through particular details; selection may have more
• Analyze student work for Inferences (RP) worksheet provide a summary of the text than one central idea, or
to help students understand distinct from personal opinions sub-themes. If not, then refer
evidence of student learning. how to determine a work’s or judgments. to a prior text.
• Identify whether or not central idea.
students have met the Writing You may wish to administer the W.2 Write informative/ Challenge students to write
expectations in the standards. Research: How-To Essay (RP) explanatory texts to examine “How-Not-To” essays after they
worksheet to help students a topic and convey ideas, have written their “How-To”
• Identify implications for future prepare for their writing. concepts, and information essays.
instruction. through the selection,
organization, and analysis of
relevant content.
Language Review the Word Study: Latin L.4.b Use common, grade- Have students identify words
Root -dur- (RP) worksheet appropriate Greek or Latin in the selection that use other
with students to ensure they affixes and roots as clues to the Latin roots they recognize.
understand the Latin root -dur- meaning of a word.
means “to harden,” “to hold
out,” or “to last.”
L.1 Demonstrate command of
TEACH You may wish to administer the the conventions of standard Have students find examples of
Conventions: Prepositions English grammar and usage prepositions in other selections
Implement the planned lesson, and Prepositional Phrases when writing or speaking. they have read.
(RP) worksheet to ensure
and gather evidence of student students understand that a
learning. preposition relates a noun or
a pronoun that follows it to
another word in the sentence.

Small-Group Learning 444D

FACILITATING MAKING MEANING

About the Source

TIME For Kids is a
Mission Twinpossible
Jump Start weekly classroom news
magazine for kids. Real-
Technical Vocabulary
world topics are explored As you perform your first read, you will encounter these words.
First Read Ask students to consider the
both in the magazine and
following prompts: How is exploring space on the website. Science, program manager sample group endurance test
similar and different from other exploration? technology, and social issues
Why might the urge to explore run in families? are discussed in a way that Infer Meaning Technical terms are often made up of two familiar
As students discuss in groups, ask them to is easy for young readers words that combine to have a specialized meaning. If a technical term is
consider why identical twins might be able to understand. Many TiMe unfamiliar to you, try using your knowledge of the individual words to
For Kids articles are actually make an inference, or an educated guess, about the term’s meaning.
to provide important information during
written by kid reporters and
exploration. deal with subjects that kids Unfamiliar Term: genetic makeup
enjoy, such as sports, travel,
and entertainment. Familiar Individual Words: genetic and makeup
Mission Twinpossible Inferred Meaning: Genetic relates to genes, the parts of your DNA
How can Scott and Mark Kelly each improve our that you inherit from your parents and that determine your personal
understanding of the effects of space travel? traits. Makeup is the way something is made, or put together. Using
your knowledge of these words, you can make an inference that genetic
Modeling the questions readers might ask as they
makeup means “the way in which a person’s inherited traits come
read “Mission Twinpossible” brings the text alive
together.”
for students and connects it to the Small-Group
Performance Task assignment. Selection audio Make inferences and use other vocabulary strategies to determine the
and print capability for the selection are available meanings of unfamiliar words and technical terms you encounter during
in the Interactive Teacher’s Edition. your first read.

Technical Vocabulary
Ask groups to look closely at the technical First Read NONFICTION
vocabulary. Have they seen the terms in texts  STANDARDS
Apply these strategies as you conduct your first read. You will have an
Reading Informational Text
before? Do they use any of them in their speech By the end of the year, read and opportunity to complete a close read after your first read.
or writing? comprehend literary nonfiction in
the grades 6–8 text complexity band
Then, ask students to consider how clues can proficiently, with scaffolding as
help them understand the term genetic makeup. needed at the high end of the range.
NOTICE the general ideas of ANNOTATE by marking
Have groups discuss how words surrounding Language

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

• Determine or clarify the meaning the text. What is it about? vocabulary and key passages
an unknown word help them narrow down of unknown and multiple-meaning Who is involved? you want to revisit.
possibilities of meaning, especially when the words and phrases based on grade 6
reading and content, choosing
unknown word has multiple meanings. flexibly from a range of strategies.
• Demonstrate understanding
of figurative language, word
FIRST READ relationships, and nuances in word
meanings. CONNECT ideas within RESPOND by completing
b. Use the relationship between the selection to what you the Comprehension Check and
Have students perform the steps of the first read particular words to better already know and what you by writing a brief summary of
independently: understand each of the words.
have already read. the selection.
• Acquire and use accurately grade-
NOTICE: You may want to encourage students appropriate general academic and
to notice the basic meaning of the informational domain-specific words and phrases;
gather vocabulary knowledge
text, including the main idea of the selection. when considering a word or phrase
important to comprehension or
ANNOTATE: Remind students to mark passages expression.
that include important details that support the
main idea of the selection. 444 UNIT 5 • ExploraTIoN
CONNECT: Students can increase their
understanding of the selection by connecting it
to other articles or stories they have read or
media they have viewed about space or about LIT17_SE06_U05_B1_SG.indd 444 Author‘s Perspective Jim Cummins, Ph.D. 13/05/16 8:15 PM

identical twins.
Language Awareness Vocabulary knowledge is an extremely
RESPOND: Students will answer questions and robust predictor of students’ reading comprehension. The Frayer
write a summary to demonstrate understanding. model is an effective tool for enabling students to extend their
Point out to students that while they will always vocabulary knowledge in a systematic way.
complete the Respond step at the end of the The tool aims to deepen students’ knowledge of words and
first read, the other steps will probably happen concepts by focusing their attention not only on simple definitions
somewhat concurrently. You may wish to print but also on characteristics of the concept and examples and
copies of the First-Read Guide: Nonfiction for nonexamples of it.
students to use.

444 UNIT 5 • EXPLORATION

 NEWS ARTICLE

CLOSER LOOK

Analyze Key Details

Circulate among groups as students conduct
their close read. Suggest that groups close
read paragraph 1. Encourage them to talk
about the annotations they mark. If needed,
provide the following support.
ANNOTATE: Have students mark details in
paragraph 1 that seem important, or work
with small groups as you highlight them
together.
QUESTION: Guide students to consider what

Mission
these details might tell them. Ask what a
reader can infer from the details about Scott
Kelly and where he will be.

Twinpossible Possible response: Scott Kelly will be living in

the International Space Station and will be trying
to call home.
CONCLUDE: Help students to formulate
conclusions about the importance of these
BACKGROUND
details in the text. Ask students why the
So far, human participation in space exploration has been limited to
missions close to Earth. Astronaut crews have been living and working
author might have included these details.
in the International Space Station in Earth’s orbit since 2000. The Possible response: Scott Kelly is one of the
farthest a person has gone is to the moon, but the next step may be twins who is part of a study. He is the one who
landing on Mars, Earth’s nearest planet. will be traveling to the space station. These key
details help support the main idea of the text.
1

W hen Scott Kelly calls home from the International Space

Station (ISS) sometime this year, whoever answers the
phone might simply hang up on him. The call will be welcome,
NOTES
Remind students that key details tell about
the topic of the text and support the central
idea. In this case, the details about Scott
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

but the connection can be bad. That can happen when you’re Kelly—who he is and where he will be—are
placing your call from 229 miles above the Earth. “When someone more important than the details about a
answers, I have to say, ‘It’s the space station! Don’t hang up!’” possible bad phone connection.
says Scott.
2 But his brother, Mark, knows the crackle of an extraterrestrial1
signal in his ear. Mark is a former astronaut who has been to
space four times. Mark is also known for being married to
former congresswoman Gabrielle Giffords, who was hurt in an
assassination attempt in 2011.
3 Mark and Scott, 50, are identical twins. They have the same
genetic makeup. Though they have served a combined seven
missions, the brothers have never gone to space together.

1. extraterrestrial (ehks truh tuh REHS tree uhl) adj. not from Earth.

Mission Twinpossible 445

LIT17_SE06_U05_B1_SG.indd 445 16/03/21 12:56 PM

Create an electronic template and have students work in groups of Definition Image
“language detectives” to enter new and interesting words onto the
group’s template. If time allows, encourage students to compile
two to five words each day. Where multiple home languages are TARGET WORD
represented in a group, students could take turns entering words Synonym Sentence
in their home language, and all members of the group could learn and/or Antonym
that word. At the end of each week, the teacher could compile the
words into a class quiz.

Small-Group Learning 445

FACILITATING
A Year in Space
Concept Vocabulary NOTES
4 In March,2 Scott will leave his family in Houston, Texas, for a
PROGRAM MANAGER If groups are struggling one-year stay aboard the ISS. It will set a single-mission record
to define the term program manager in for a US astronaut. Scott will share his marathon mission with
paragraph 5, point out that they should look Russian cosmonaut Mikhail Kornienko. A rotating cast of 13 other
at each individual word. For example, students crew members will join them for shorter visits.
should think about what program means and 5 The US has long dreamed of sending astronauts to Mars. The
what manager means. Have them use that biggest problem with reaching this goal is, simply, the human
understanding to define the term program body. We are designed for Earth. In space, bones get brittle,
Make an inference or indicate
manager. another strategy you used that
eyeballs lose their shape, hearts beat less efficiently, and balance
helped you determine meaning. goes awry. “There’s quite a bit of data [on human health] for
Possible response: In this case, program manager program manager (PROH six months in orbit,” says space-station program manager Mike
means “project director.” gram man ih juhr) n. Suffredini. “Do things change at one year?”
SAMPLE GROUP If groups are struggling to MEANING: 6 NASA needs subjects to test the long-term effects of space. In
define the term sample group in paragraph 6, a perfect experiment, every subject would have a control subject
point out that they should look at each individual on Earth with the exact same genes. This would help scientists
word. That is, students should think about what separate the changes that come from being in space from those
sample means and what group means. Have that are a result of growing the same year older on Earth. In the
them use their understanding of both words to Kelly brothers—and only the Kelly brothers—NASA has that
define the term sample group. sample group (SAM puhl two-person sample group.
groop) n.
Possible response: In this case, sample means
MEANING:
“selection” and group means “a set of people,” so Star Twins
a sample group is a “selection of a set of people.” 7 Scott’s days on the ISS will be packed with science experiments,
ENDURANCE TEST If groups are struggling to exercise, and monitoring and fixing the station’s systems. The
define the term endurance test in paragraph 9, station is stocked with movies and books, and the crew can surf
point out that they should look at each individual the Internet.
word. That is, students should think about what 8 On this flight, Scott and Kornienko will be very closely
endurance means and what test means. Have monitored with medical and psychological tests. Mark will
them use that understanding to define the term undergo similar study on the ground. Scientists hope that
endurance test. comparing the data will shed light on the impact of spending a
long time in space.
Possible response: An endurance test is “a trial of
9 Scott’s upcoming mission may be equal parts science
one’s ability to go on.”
endurance test (ehn DUR experiment, endurance test, and human drama. To the Kelly

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

uhns tehst) n.
brothers, it is just the latest mile in a journey they’ve shared for
MEANING:
half a century. ❧

2. March This article was written in 2015.

© 2015 Time Inc. All rights reserved. Reprinted/Translated from TIME and published with permission of Time Inc. Reproduction
in any manner in any language in whole or in part without written permission is prohibited. TIME and the TIME logo are
Additional English Language Support registered trademarks of Time Inc. used under license.

is available in the Interactive Teacher’s

Edition.

446 UNIT 5 • ExploraTIoN

CROSS-CURRICULAR PERSPECTIVES
LIT17_SE06_U05_B1_SG.indd 446 13/05/16 8:14 PM

Science Have students reread paragraph 6. Next, have groups conduct research on identical-
Then, pose the following questions: twin studies in science, including some of the
• Why are identical twins such as Mark and Scott results of the studies. Lastly, have each group
Kelly so important to scientific research? share its findings with the class.
• What are some other scientific studies that
have involved identical twins?

446 UNIT 5 • EXPLORATION

 Comprehension Check Comprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group. Possible responses:
1. The biggest problem with sending astronauts
1. According to the selection, what is the biggest problem with reaching the goal of to Mars is that the human body is designed for
sending astronauts to Mars? Earth, not space.
2. In space, according to the selection, “bones get
brittle, eyeballs lose their shape, hearts beat less
efficiently, and balance goes awry.”
3. Scott Kelly will stay at the International Space
Station for one year.
4. Mark Kelly will undergo medical and psychological
2. What happens to the human body in space? tests similar to what his brother is receiving.
5. Summaries will vary but should include the facts
that Scott Kelly will be at the International Space
Station for one year and scientists will study the
effects of living in space on his body. At the same
time, scientists will study his identical twin brother,
Mark Kelly, so that they can compare changes
3. How long will Scott Kelly stay at the International Space Station? in Mark’s health on Earth with changes in Scott’s
health on the International Space Station.

Research
Research to Clarify If groups struggle to come
up with an unfamiliar detail, have them reread
4. What will Mark Kelly do while his brother is on the International Space Station? the selection and notice something that might
be new to them, such as the International Space
Station or data on humans in orbit.
Research to Explore If groups struggle to
narrow their research topic, you may want to
© Pearson Education, Inc., or its affiliates. All rights reserved.

suggest that they focus on one of the following

ideas: the missions of Mark and Scott Kelly,
5. Notebook Write a summary of the news article. the Russian cosmonaut’s role in the mission,
or the known effects of space travel on the
human body.
RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the article?

Research to Explore Choose something that interests you from the article, and
formulate a research question.

Mission Twinpossible 447

LIT17_SE06_U05_B1_SG.indd 447 PERSONALIZE FOR LEARNING 13/05/16 8:14 PM

Challenge
Space Travel Encourage interested students to such as Russian cosmonaut Valeri Polyakov, who
research past space missions. What have scientists spent 438 days on the former Mir space station,
learned about the effects of long space travel or Spanish American astronaut Michael López-
on the human body? What about the effects on Alegría, who spent 215 days in space. Students
personality? Students may choose to research one should write a short informational report, sharing
astronaut who has spent a long time in space, what they learn.

Small-Group Learning 447

FACILITATING MAKING MEANING

Close Read the Text

Jump Start With your group, revisit sections of the text you marked
during your first read. annotate details that you notice.
CLOSE READ Ask groups to consider the What questions do you have? What can you conclude?
following prompt: What would it be like to live MISSION TWINPOSSIBLE

and work in space for long periods of time?

What would it be like to wait at home while Cite textual evidenCe
Analyze the Text to support your answers.
your identical twin got to live and work in
notebook Complete the activities.
space? As students discuss in their groups, ask
them to consider the contribution that each of GROUP DISCUSSION
1. Review and Clarify Reread paragraph 6 of the article. Use a
the Kelly twins is making to science. If you disagree with a dictionary of scientific terms to determine the meaning of the term
classmate, it is okay to voice control subject. Why might having a control subject be important
your disagreement, as long when conducting a science experiment? Discuss with your group.
as you do so respectfully.
Close Read the Text Wait for your classmate to 2. Present and discuss Now, work with your group to share the
finish speaking, and then passages from the text that you found especially important. Discuss
If needed, model close reading by using the
politely explain why your what you noticed in the article, what questions you asked, and what
Annotation Highlights in the Interactive
opinion differs. Some of conclusions you reached.
Teacher’s Edition. the best discussions emerge
Remind students to use Accountable Talk in from differing opinions! 3. essential Question: What drives people to explore? What has
their discussions and to support one another as this article taught you about why people are driven to explore?
they complete the close read.
 WORD NETWORK lANguAgE DEVElOpmENT
Analyze the Text Add words related to
Possible responses: exploration from the text to
Technical Vocabulary
1. A control subject is a person or group in a your Word Network.
program manager sample group endurance test
scientific study that is not subjected to the
particular treatment or condition that is being Why these Words? Many fields of study have specialized vocabularies.
studied. Without them, researchers wouldn’t Although you may recognize some of the individual words, they combine
know whether results are caused by the treatment  STaNdardS
Language to form technical terms that have specific meanings. Use a dictionary
or by other factors. • Determine or clarify the meaning of scientific terms to determine the precise meaning of each of these
2. Remind students to explain why they chose the of unknown and multiple-meaning
technical terms. How does understanding each term’s precise meaning
words and phrases based on
passage they shared with their group members. deepen your understanding of the text?

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

grade 6 reading and content,
3. Responses will vary by group. choosing flexibly from a range of
strategies.
b. Use common, grade-
Word Study
Technical Vocabulary appropriate Greek or Latin
affixes and roots as clues to the latin Root: -dur- The word endurance is part of the technical
Why These Words? Possible response: A program meaning of a word.
c. Consult reference materials, vocabulary term endurance test. The Latin root -dur- in endurance means
manager means “project director.” A sample group both print and digital, to find “hard,” “to hold out,” or “to last.”
is “a selection of a set of people used in a study the pronunciation of a word or
to represent a larger group.” An endurance test determine or clarify its precise Explain how the root -dur- contributes to the meaning of the technical
meaning or its part of speech.
is “a trial of one’s ability to go on under difficult • Acquire and use accurately vocabulary term endurance test. Then, find the definition of each of the
conditions.” Understanding precise meanings helps grade-appropriate general following words, and explain how the root -dur- contributes to the its
me understand the relationship between what academic and domain-specific meaning: durable, duress, duration.
words and phrases; gather
scientists will find by studying Scott and Mark Kelly. vocabulary knowledge when
considering a word or phrase
Word Network important to comprehension or
expression.
Possible words: International, Space, extraterrestrial

Word Study 448 UNIT 5 • ExploraTIoN

For more support, see Technical Vocabulary

and Word Study.
Possible responses: FORMATIVE ASSESSMENT
LIT17_SE06_U05_B1_SG_APP.indd 448 13/05/16 8:15 PM

Endurance means “the ability to stay strong under Analyze the Text then review the meanings as a group, asking
difficult conditions,” and Scott Kelly will face difficult students to try to use the words in a sentence.
If students struggle to close read the text,
conditions. Durable describes an object that stays
then provide the Mission Twinpossible: Text Word Study
tough and lasts. Duress describes a situation when
someone is being coerced into doing something he Questions available online in the Interactive If students have difficulty understanding how
or she does not want to do. Duration is a period of Teacher’s Edition or Unit Resources. Answers and the root -dur- is important to each word’s
time that something lasts. DOK levels are also available. meaning, then model how the root contributes
to the meaning of the word endurance. For
Technical Vocabulary Reteach and Practice, see Word Study: Latin
If students have difficulty understanding the Root: -dur- (RP).
technical meaning of the vocabulary,
448 UNIT 5 • EXPLORATION
 essential question: What drives people to explore?

Analyze Craft and Structure Analyze Craft and Structure

Central Idea: Make Inferences The central idea is the most important
Central Idea: Make Inferences Explain to
point in a text. Sometimes, the central idea is stated directly, but more
often it is implied, or suggested. When a central idea is implied, the
students that when they are trying to identify
reader must make inferences to identify it. An inference is a logical key details in a news article, they should pay
conclusion that you develop about information that is not directly stated. attention to important information about the
To make inferences about a central idea, combine your prior knowledge,  stanDaRDs people described in the article. Information that
Reading Informational Text
or what you already know, with the key details that the author provides. • Cite textual evidence to support
tells more about what these people are doing
Remember that the details in a text are not equal. The key details are analysis of what the text says and why may help readers understand the central
explicitly as well as inferences
the ones that support or tell more about the central idea. Follow these
drawn from the text.
idea of the text. For more support, see Analyze
guidelines to distinguish key details from unimportant ones: Craft and Structure: Central Idea: Make
• Determine a central idea of
• Key details often reveal the topic or subject of the text.
a text and how it is conveyed Inferences.
through particular details;
• Key details are sometimes repeated throughout the text in provide a summary of the text See possible responses in the chart on the
distinct from personal opinions
different ways or in different words. or judgments. student page.
• Key details are related to other details in the text. • Analyze in detail how a key
individual, event, or idea is
• Together, key details support the central idea. introduced, illustrated, and
elaborated in a text.
As you make inferences to determine the central idea of a text, ask yourself • Analyze how a particular
questions about the details the author included, such as Why did the sentence, paragraph, chapter,
author include this detail?, Does this detail help readers understand the or section fits into the overall
structure of a text and contributes
central idea?, and How does this detail support the central idea? to the development of the ideas.

CITE TEXTUAL EVIDENCE

Practice to support your answers.

With your group, reread the paragraphs from the selection that are
identified in the chart. Use the key details in each paragraph to make
inferences about the central idea of the paragraph. Then, combine your
inferences to infer the central idea of the news article as a whole.
PaRaGRaPH inFeRenCes aBout CentRal iDea

Paragraph 5 Scientists want to study the effects of one year of space travel on a human body.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Paragraph 7 Scott will be active and will communicate with people on Earth.

Paragraph 8 Scientists will use Mark Kelly’s data to help understand the effects of space on Scott Kelly
and Kornienko.

FORMATIVE ASSESSMENT
Central Idea of “Mission Twinpossible”: Analyze Craft and Structure
Scott and Mark Kelly are each playing an important role in helping scientists understand the effects of If students have difficulty making inferences,
long-term space travel on the human body. then have them summarize each paragraph of
the selection and tell what the key details help
them figure out. For Reteach and Practice, see
Analyze Craft and Structure: Central Idea:
Mission Twinpossible 449 Make Inferences (RP).

LIT17_SE06_U05_B1_SG_APP.indd 449 Digital perspectives 14/05/16 7:28 AM

Enriching the Text To help students understand more about the

International Space Station, show photographs and video of the
space station. You may be able to find video of Scott Kelly checking
in from the space station or of another astronaut or cosmonaut
who is currently there. Discuss with students how viewing the
photographs or video sheds light on the selection.

Small-Group Learning 449

FACILITATING Language deveLopment

Conventions Conventions
Prepositions and Prepositional Phrases A preposition relates a noun
Prepositions and Prepositional
or a pronoun that follows it to another word in the sentence. In the
Phrases Review the following prepositions sentence The book is on the table, the preposition on relates the noun
from the selection with students. Consider table to another word in the sentence, book.
MISSION TWINPOSSIBLE
providing additional examples to reinforce their
understanding of prepositions and objects of A prepositional phrase begins with a preposition and ends with
prepositions. a noun or pronoun—called the object of the preposition. In the
• Paragraph 2: “in his ear”; Preposition: in; prepositional phrase on the table, the preposition is on, and the object
of the preposition is table. This chart shows a number of commonly used
Object of preposition: ear
prepositions.
• Paragraph 4: “for shorter visits”; Preposition:
for; Object of preposition: visits COMMONLY USED PREPOSITIONS

• Paragraph 7: “with movies and books”; above below in over

Preposition: with; Object of preposition: movies across beneath into through
and books after between near to
For more support, see Conventions: against by of toward
Prepositions and Prepositional Phrases. along down on under
at during onto until
Read It
before for out up
Possible responses:
1. Paragraph 1: “above the Earth”; Object of behind from outside with
preposition: Earth
2. Paragraph 4: “with Russian cosmonaut Mikhail
Kornienko”; Object of preposition: Mikhail Read It
Kornienko Notebook In the selection, find a prepositional phrase that
3. Paragraph 5: “at one year”; Object of preposition: contains each of these prepositions. Then, determine the object of
year each preposition.
4. Paragraph 4: “for a U.S. astronaut”; Object of 1. above 3. at 5. from
preposition: astronaut 2. with 4. for 6. to
5. Paragraph 1: “from the International Space
Station”; Object of preposition: International

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

Space Station Write It
6. Paragraph 9: “To the Kelly brothers”; Object of Write a short paragraph in which you explain whether you would like to
preposition: Kelly brothers go on a yearlong space mission. In your paragraph, correctly use at least
three of the commonly used prepositions. Then, exchange paragraphs
Write It with a member of your group. Identify each prepositional phrase in your
Paragraphs will vary, but make sure that students classmate’s paragraph.
use common prepositions and write prepositional
phrases correctly.

 STaNDaRDS
Language
Demonstrate command of the
conventions of standard English
grammar and usage when writing
or speaking.

450 UNIT 5 • ExploraTIoN

Personalize for Learning
LIT17_SE06_U05_B1_SG_APP.indd 450 13/05/16 8:15 PM

English Language Support

Formative Assessment Prepositions and Prepositional Phrases Have wish to challenge them to construct sentences
Conventions English learners take turns using prepositional with two or more prepositional phrases.
If students are unable to identify prepositions, phrases in sentences. Encourage students to Then, have pairs of students work together to
emphasize each preposition and its object. For
then return to the list of common prepositions use prepositional phrases in a summary of the
example, “The space station orbits above the news article “Mission Twinpossible.” ALL LEVELS
and work together to find prepositional phrases
Earth.” As students gain confidence, you might
within the text. For Reteach and Practice, see
Conventions: Prepositions and Prepositional
Phrases (RP).

450 UNIT 5 • EXPLORATION

 EffEctivE ExpREssion

Research Research
If students have difficulty in choosing a topic,
Assignment
point out that the first option has to do with
Work with your group to write a how-to guide. Choose from the
the effects of space travel on human beings,
following options:
including unpleasant physical effects that some
Option 1: The article mentions the negative effects that the lack students may find unsettling. Students who
of gravity in space has on the human body. Conduct research are very interested in space travel may find this
to learn more about how astronauts minimize these negative
topic particularly intriguing. Explain that the
effects while they are traveling in space. Write a how-to guide for
second option includes the physical and mental
keeping fit in space.
preparation that astronauts undergo. For more
Option 2: Astronauts must go through years of training and support, see Research: How-To Essay.
preparation before traveling to space. Conduct research to find  EviDEncE LoG
Before moving on to a
Conduct Research Once students have decided
out more about the training and preparation required to become
an astronaut. Write a how-to guide for people who want to new selection, go to your on their topic, make sure that they conduct
become astronauts. Evidence Log and record research using credible sources. Explain to
what you learned from them that information from NASA and other
“Mission Twinpossible.” government websites is most likely trustworthy.

Conduct Research As you conduct your research, keep in mind that Organize Your Information As students work
your purpose is to explain a specific process. In order to create a clear on organizing their information, point out that
explanation, identify the following: they may simply number the steps of the process
they are describing. Before describing the steps
• important steps  StandardS of the process, however, they should include an
• the order in which the steps should be completed Writing introduction that tells what the process is and
• Write informative/explanatory texts
• any materials required to complete the task—for example, exercise to examine a topic and convey ideas, why it is important.
equipment concepts, and information through
the selection, organization, and Cite Your Sources Explain to students that it
Take care to include only essential information about staying fit in space analysis of relevant content. is important to use more than one source and
a. Introduce a topic; organize
or becoming an astronaut. Unnecessary information will distract readers ideas, concepts, and information, to provide full information about the sources
and make the steps of the process you are explaining difficult to follow. using strategies such as definition, they use.
classification, comparison/
Organize Your Information A clear organizational format is an contrast, and cause/effect; Evidence Log Support students in completing
include formatting, graphics, and
important part of any successful how-to essay. Make sure you explain multimedia when useful to aiding their Evidence Log. This paced activity will
and order the steps in the process clearly and precisely. Use transitional comprehension. help prepare them for the Performance-Based
© Pearson Education, Inc., or its affiliates. All rights reserved.

words, such as first, next, after, then, and finally, to keep the order clear. b. Develop the topic with relevant
facts, definitions, concrete details, Assessment at the end of the unit.
Use visuals, such as illustrations and diagrams, to help your readers quotations, or other information
understand information that might be complicated or confusing. and examples.
c. Use appropriate transitions to
Cite Your Sources Include a works-cited list, also called a clarify the relationships among
bibliography, at the end of your guide. This list should include
ideas and concepts. FORMATIVE ASSESSMENT
• Conduct short research projects
bibliographic information for all the sources that you used to write to answer a question, drawing on Research
your guide. Ask your teacher what citation style you should use when several sources and refocusing the If students have difficulty in researching a topic,
creating your list of sources. Failure to properly credit your sources can be inquiry when appropriate.
• Gather relevant information from
then have them work with their group to
considered plagiarism because you are using the ideas, words, or work review effective search terms. For Reteach and
multiple print and digital sources;
of someone else as if it is your own. assess the credibility of each source;
and quote or paraphrase the data
Practice, see Research: How-To Essay (RP).
and conclusions of others while
avoiding plagiarism and providing
basic bibliographic information
Selection Test
for sources. Administer the “Mission Twinpossible” Selection
Test, which is available in both print and digital
Mission Twinpossible 451 formats online in Assessments.

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Strategic Support
Research Help students find trustworthy online • .edu – Information from an educational
sources for their research by pointing out the research center or department is likely to be
following information about the last three letters carefully checked but may also include student
of an internet URL, which identify the domain of pages that are not edited or monitored.
the site. • .org – Groups with organization domains are
• .gov – Government sites are created and nonprofit groups. Nonprofit groups usually
maintained by the United States federal maintain credibility, but their sites may reflect
government and are considered reliable. strong biases.

Small-Group Learning 451

PLANNING SMALL- GROUP LEARNING • from Tales from the Odyssey

from Tales from the Odyssey

Audio Summaries
Audio summaries of the excerpt
Summary
from Tales from the Odyssey This excerpt from Tales from the Odyssey by Mary Pope Osborne tells part of the
are available online in both story of Odysseus. Based on a famous ancient Greek epic called the Odyssey,
English and Spanish in the readers of Osborne’s myth meet the Greek king and war hero Odysseus and his men
Interactive Teacher’s Edition or as they are trying to get home after fighting in the Trojan War. They face challenges
Unit Resources. Assigning these and dangers on their journey, and Odysseus must show bravery, intelligence, and
summaries prior to reading the leadership if he is to get his men home safely.
selection may help students
build additional background
knowledge and set a context for
their first read.
Insight
Sometimes, unexpected or unplanned journeys can lead to opportunities for exploration
and learning. For example, in the section from the excerpt from Tales from the Odyssey
called “The Mysterious Shore,” it is Odysseus’ curiosity that leads him to suspend his
journey home long enough to explore the mysterious shore. Curiosity and the desire to
learn are characteristics shared by many explorers, though in Odysseus’ case, they may
lead to unexpected dangers.

Essential Question:
What drives people to Connect to the Essential Question
explore? Although Odysseus’ journey was not a planned journey of exploration, his sense of
curiosity leads him to explore. This curiosity links him to other explorers throughout
history who are driven by a desire to learn and discover.
Small-Group Learning
Performance Task Connection to Performance Tasks
Why should we explore Small-Group Learning Task By exploring new frontiers, we expand the limits of our
new frontiers? knowledge. For example, the knowledge that Odysseus gains by exploring would
have remained obscured had he simply focused on his journey home and not
Unit Performance-Based
Assessment explored.
What fuels people’s desire Unit Performance-Based Assessment Part of what drives people to explore is
to explore? curiosity and the desire to know something new. In Odysseus’ case, knowledge
gained through exploration might simply satisfy his curiosity, but it might also
expedite his journey home.

452A UNIT 5 • EXPLORATION

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Language Development

Lesson First Read Concept Vocabulary
Close Read Word Study
Analyze the Text Conventions
Analyze Craft and Structure

Instructional RL.6.2 Determine a theme or central idea of a text . . . RL.6.4 Determine the meaning of words and phrases . . .
Standards
RL.6.5 Analyze how a particular sentence, chapter, scene, or L.6.1 Demonstrate command of the conventions of
stanza fits into the overall structure . . . standard English grammar and usage . . .
RL.6.10 By the end of the year, read and comprehend L.6.4 Determine or clarify the meaning of unknown and
literature, . . . multiple-meaning words and phrases . . .
L.6.4 Determine or clarify the meaning of unknown and L.6.4.b Use common, grade-appropriate Greek or Latin
multiple-meaning words and phrases . . . affixes and roots . . .
L.6.4.a Use context (e.g., the overall meaning of a L.6.4.c Consult reference materials (e.g., dictionaries,
sentence . . .) as a clue to the meaning of a word . . . glossaries, thesauruses), both print and digital, . . .

STUDENT RESOURCES
Available online in the ...
Selection Audio Word Network
Interactive Student
Edition or Unit Resources First-Read Guide: Fiction
Close-Read Guide: Fiction

TEACHER RESOURCES
Available online in the
Audio Summaries: English and Spanish Concept Vocabulary and Word Study
Interactive Teacher’s
Edition or Unit Resources Annotation Highlights Conventions: Participial and Gerund Phrases
Accessible Leveled Text
Text Questions
First Read Extension Questions
Analyze Craft and Structure: Universal Theme

Reteach/Practice (RP)
Analyze Craft and Structure: Universal Theme (RP) Word Study: Latin Root: -vad- (RP)
Available online in the
Interactive Teacher’s Conventions: Participial and Gerund Phrases (RP)
Edition or Unit Resources

Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test

My Resources A Unit 5 Answer Key is available online and in the Interactive Teacher’s Edition.

Small-Group Learning 452B

PERSONALIZE FOR LEARNING SMALL- GROUP LEARNING • from Tales from the Odyssey

Reading Support

Text Complexity Rubric: from Tales from the Odyssey

Quantitative Measures

Lexile: 710 Text Length: 1,318 words

Qualitative Measures
Knowledge Demands The selection requires background knowledge of who Odysseus is and why he and his men are on a
1 2 3 4 5 journey. Some knowledge of Greek mythology is also required, though some references to the Greek
gods are explained.
Structure Fairly straightforward order of events and narrative structure.
1 2 3 4 5

Language Conventionality and Clarity Short to moderate-length sentences; some formal diction and terms that will be unfamiliar to students.
1 2 3 4 5

Levels of Meaning/Purpose Myth contains some fantastic elements, and the concept of gods who act like humans and are vengeful
1 2 3 4 5 may be challenging.

Decide and Plan

English Language Support Strategic Support Challenge

Provide English Learners with support for Provide students with strategic support Provide students who need to be challenged
language and meaning as they read the to ensure that they can successfully read with ideas for how they can go beyond a
selection. the text. simple interpretation of the text.
Language Point out to students that the Knowledge Demands Review what Text Analysis Have students work in
author uses some words and phrases that students know about Greek mythology. pairs to identify the relationship between
will likely be unfamiliar to them, such as Explain that the ancient Greeks believed in the gods and humans in the selection.
the word valiantly in paragraph 9 or the hundreds of gods and goddesses and that They should consider why Odysseus is so
phrase “Why did they tarry?” in paragraph each one had his or her realm of influence. concerned about offending the gods and
18. Ask students to skim the text and pick These gods were thought to share human how his concerns shape the narrative.
out an example of a word or phrase that is traits, such as jealousy and anger. Written Response Ask students to
unfamiliar to them. Help students to define Meaning Have students skim the text conduct research on Greek gods, listing
these to foster reading comprehension. and note references to specific gods. several of the most well known and noting
Meaning As they read, have students Then, provide background information their characteristics. Then, challenge
jot down words or phrases that they on these gods. For example, you might them to write a paragraph in which they
don’t understand. Then, as a class, define explain that Poseidon is god of the sea, and explain how these gods might help or hurt
unfamiliar words and phrases and discuss then ask why offending him would have Odysseus and his men if they chose to
them in the context of the narrative. consequences for Odysseus and his men, intervene in his journey.
who are traveling by sea.

TEACH

Read and Respond

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

452C UNIT 5 • EXPLORATION

Standards Support Through Teaching and Learning Cycle
IDENTIFY NEEDS
Analyze results of the Beginning-
of-Year Assessment, focusing on
the items relating to Unit 5. Also DECIDE AND PLAN
take into consideration student
• If students have performed poorly on items matching these standards, then provide selection
performance to this point and
scaffolds before assigning them the on-level lesson provided in the Student Edition.
your observations of where
particular students struggle. • If students have done well on the Beginning-of-Year Assessment, then challenge them to
keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for the excerpt from Tales from the
Odyssey to help students continually improve their ability to master the standards.

Instructional Standards: from Tales from the Odyssey

Catching Up This Year Looking Forward
Reading You may wish to administer the Challenge students to think
ANALYZE AND REVISE Analyze Craft and Structure:
RL.5 Analyze how a particular
of other myths they know and
sentence, chapter, scene, or
Universal Theme (RP) stanza fits into the overall consider what the themes of
• Analyze student work for worksheet to help students structure of a text and those myths might be.
evidence of student learning. better understand the theme of contributes to the development
this work. of the theme, setting, or plot.
• Identify whether or not
students have met the
expectations in the standards. Language Review the Word Study: Latin Have students identify other
L.4.b Use common,
• Identify implications for future Root: -vad- (RP) worksheet grade-appropriate Greek or words that contain the root
with students to ensure they -vad-.
instruction. Latin affixes and roots as clues
understand the Latin root -vad- to the meaning of a word. Have students find examples of
means “to go.”
L.1 Demonstrate command of participles and gerunds in
You may wish to administer the conventions of standard the selection.
the Conventions: Participial English grammar and usage
and Gerund Phrases (RP) when writing or speaking.
worksheet to ensure students
understand how participles and
gerunds function.

TEACH
Implement the planned lesson,
and gather evidence of student
learning.

Small-Group Learning 452D

FACILITATING MAKING MEANING

Comparing Texts
In this section, you will read and compare two

Jump Start from TAlES FROm THE

works about adventure and challenges. First, you
will complete the first-read and close-read activities
TO THE TOP OF EVEREST
ODySSEy for the excerpt from Tales From the Odyssey.
First Read Tell students that they will read
about some of the adventures of a hero from
Greek mythology named Odysseus. Explain
that Odysseus and his men are trying to return
home after fighting in the Trojan War, but they
About the Author
Mary Pope Osborne
from Tales From the Odyssey
face dangers and challenges and are thrown (b. 1949) has lived an Concept Vocabulary
off course on their journey. Ask students to adventurous life. Her father
As you perform your first read, you will encounter these words.
speculate on how searching for ways to get was in the military, and
home might lead to exploration. her family moved seven
times before Osborne was
invaded violent offended wrath
fifteen. As a young adult,
she explored sixteen Asian Context Clues If these words are unfamiliar to you, try using context
from Tales from the countries with friends. clues—other words and phrases that appear in nearby text—to help you
Odyssey Osborne began to write in
her thirties. Today, she is
determine their meanings. There are various types of context clues that
may help you as you read.
What makes an explorer? Is it a desire to find best known for her series
new places? Is it a sense of curiosity? A desire for The Magic Tree House. Synonyms: Tourism depends on visitors who participate in leisure
adventure? Modeling the questions readers might “There is no career better and entertainment activities.
suited to my eccentricities,
ask as they read the excerpt from Tales from the Contrast of Ideas: Once a sullen girl, Elena had grown into a
strengths, and passions than
Odyssey for the first time brings the text alive that of a children’s book bright, cheerful young woman.
for students and connects it to the Small-Group author,” Osborne says.
Performance Task assignment. Selection audio Apply your knowledge of context clues and other vocabulary strategies to
and print capability for the selection are available determine the meanings of unfamiliar words you encounter during your
in the Interactive Teacher’s Edition. first read.

Concept Vocabulary First Read FICTION

Have groups discuss the concept vocabulary Apply these strategies as you conduct your first read. You will have an
words and share their knowledge of the words. opportunity to complete a close read after your first read.
Then, ask students to study the modeling of

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

context clues, and have groups discuss how
nearby words can help them understand an
unfamiliar word. NOTICE whom the story is ANNOTATE by marking
 STANDARDS
about, what happens, where vocabulary and key passages
Reading Literature
By the end of the year, read and and when it happens, and you want to revisit.
comprehend literature, including why those involved react as
FIRST READ stories, dramas, and poems, in the they do.
grades 6–8 text complexity band
Have students perform the steps of the first read proficiently, with scaffolding as
needed at the high end of the range.
independently:
Language CONNECT ideas within RESPOND by completing
NOTICE: Encourage students to note Odysseus’ Determine or clarify the meaning
the selection to what you the Comprehension Check and
of unknown and multiple-meaning
characteristics and to pay attention to the way words and phrases based on grade already know and what you by writing a brief summary of
that the characters view the gods. 6 reading and content, choosing have already read. the selection.
flexibly from a range of strategies.
ANNOTATE: Remind students to mark passages a. Use context as a clue to the
meaning of a word or phrase.
that include vivid details or that seem important
in advancing the narrative.
452 UNIT 5 • EXPLORATION
CONNECT: Encourage students to go beyond the
text to make connections to their own personal
experiences or to other stories they’ve read or
movies and TV shows they’ve seen. FACILITATING SMALL-GROUP CLOSE READING
LIT17_SE06_U05_B2C_SG.indd 452 13/05/16 8:16 PM

RESPOND: Students will answer questions and Myths Explain that a myth is a type of fictional were part of the oral storytelling tradition—a
write a summary to demonstrate understanding. story that involves gods, goddesses, heroes, lesson about life. It was also meant to teach
Point out to students that while they will always and heroines. Myths reflect the values and listeners how their society or culture thought
complete the Respond step at the end of the beliefs of the culture that originated them, and a person should behave or what qualities a
first read, the other steps will probably happen they sometimes explain or teach a lesson. person should have.
somewhat concurrently. You may wish to print
One of the functions of a myth was to teach
copies of the First-Read Guide: Fiction for
the people who heard it—myths of this type
students to use.

452 UNIT 5 • EXPLORATION

 EPIC RETELLING

from CLOSER LOOK

TALES Analyze Conflict

Circulate among groups as students conduct
From the their close read. Suggest that groups close
read paragraph 4. If needed, provide the

ODYSSEY following support.

ANNOTATE: Have students reread paragraph
4 and mark the names of the two gods,
where they rule, and what Odysseus thinks
Mary Pope Osborne they are doing to him and his men.

QUESTION: Guide students to consider what

these details might tell them. Ask what a
reader can infer from these details, and accept
student responses.
Possible response: Odysseus thinks that he and
his men must have done something to offend
the gods because they appear to be causing the
thunder and waves of the storm.
BACKGROUND CONCLUDE: Help students to formulate
In Tales From the Odyssey, Mary Pope Osborne adapts the famous conclusions about the importance of the
Greek epic by Homer called the Odyssey. Homer’s prequel to the details in the text. Ask students why the
Odyssey was called the Iliad, which tells the story of the Trojan War, author might have included these details.
a ten year war between the Greeks and the people of Troy. In the
Possible response: The details tell us that
Odyssey, Homer tells the story of Odysseus, a Greek king and war hero,
ancient Greeks believed in gods who took an
and the long, dangerous journey he and his men make on their way
active role in their lives. In this case, Odysseus
home from the Trojan War. The excerpt from Osborne’s retelling starts at
believes that he and his men must have offended
the beginning of the their ten year journey.
the gods and are therefore being punished by
the storm they created.
The Odyssey Begins
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Remind students that conflict is a struggle

1

S oon after the Greek ships left Troy, the skies began to blacken.
Lightning zig-zagged above the foamy sea. Thunder shook
the heavens.
NOTES between opposing forces. In this case, the
conflict is between the gods and Odysseus
and his men.
2 Mighty winds stirred the water. The waves grew higher and
higher, until they were rolling over the bows of the ships.
3 “The gods are punishing us!” the Greek warriors shouted. “We
shall all drown!”
4 As his men frantically fought the storm, Odysseus felt
bewildered. Why was Zeus, god of the skies, hurling his
thunderbolts at them? Why was Poseidon, lord of the seas,
sending great waves over the waters?
5 Odysseus turned to his men. “What has happened to anger the
gods?” he shouted. “Tell me!”

from Tales From the Odyssey 453

LIT17_SE06_U05_B2C_SG.indd 453 VOCABULARY DEVELOPMENT 16/03/21 12:54 PM

Dictionary Use Students may not be familiar • bows:

with some of the above-level and multiple- • frantically:
meaning words used in the selection. Working
• hurling:
in their groups, have students use a dictionary
to determine the definition and part of speech After students have determined the definitions
for the following words from paragraphs 2 and parts of speech, direct them to use each
and 4 of the selection. For the word bows, word in a sentence. Or, challenge students
students should use the context of the to use all three words in one sentence about
narrative to determine which meaning fits. Odysseus and his men in the storm. Have
groups share their sentences with the class.

Small-Group Learning 453

FACILITATING
6 “Before we left Troy,1 Greek warriors invaded Athena’s2
Concept Vocabulary NOTES temple!” said one of his men. “They were violent and
Mark context clues or indicate disrespectful.”
INVADED If groups struggle to define the word another strategy you used that 7 Odysseus was stunned. The Greeks had offended the goddess
invaded in paragraph 6, point out that they can helped you determine meaning.
who had helped them to victory! And now her anger might
use context clues to help determine the word’s invaded (ihn VAYD ihd) v.
drown them all.
meaning. Draw students’ attention to the fact MEANING:
8 The wind grew stronger. It whipped the sails of the Greek ships
that Odysseus and his men fear they are being
and slashed them to rags. “Lift your oars!” Odysseus shouted to
punished by the gods, and in paragraph 6,
violent (VY uh luhnt) adj. his men. “Row! Row to shore!”
Odysseus’ men tell him what Greek warriors did.
MEANING: 9 The Greeks struggled valiantly against the mighty wind and
Possible response: Based on context clues, the waves. Fighting for their lives, they finally rowed their battered
word invaded means “entered by force.” ships to a strange shore. There they found shelter in a rocky cave.
VIOLENT If groups struggle to define the word offended (uh FEHND ihd) v. 10 The storm raged for two more days and nights. Then, on the
violent in paragraph 6, work with them to use MEANING: third day, a fair wind blew, the sun came out, and the wine-dark
context clues to uncover the word’s meaning. For sea was calm at last.
example, readers know that Odysseus asks his 11 “Now we can continue on our way,” Odysseus said to his men.
men why the gods might be angry with them. “Athena is no longer angry.” In the rosy dawn, he ordered them
And, in paragraph 6, his men tell him what the to raise their tattered sails and set off again for Ithaca.3
Greek warriors did to Athena’s temple—it was wrath (rath) n. 12 But, alas, the wrath of Athena had not been fully spent. Hardly
something disrespectful. MEANING: had Odysseus reached the open sea than another gale began to
blow.
Possible response: Based on these clues, the word
violent means “using physical force to damage 13 For many days, Odysseus and his men fought the wind and
or harm.” the waves, refusing to surrender to the storm. Finally, on the tenth
day, there was sudden calm.
OFFENDED If groups struggle to define the 14 Odysseus ordered his fleet to sail into the cove of a leafy green
word offended in paragraph 7, work with island. There he hoped to find food and drink for his hungry,
them to define it using context clues. Point out weary men.
that readers learn in paragraph 6 that Greek 15 The Greeks dropped anchor. Then they dragged themselves
warriors were disrespectful at Athena’s temple. ashore. They drank cool, fresh water from a spring and collapsed
In paragraph 7, readers learn that her anger is onto the sand.
behind the storm that threatens Odysseus and 16 As Odysseus rested, he ordered three of his men to explore the
his men. island and look for provisions.
Possible response: Based on these clues, the word 18 When the three had not returned by late afternoon, Odysseus

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

offended means “hurt or upset through speech or grew angry. Why did they tarry? he wondered.
action.” 18 Odysseus set out in search of the men. He moved through the
WRATH If groups struggle to define the brush and brambles, calling their names.
word wrath in paragraph 12, direct them to 19 He had not gone far when he came upon a group of peaceful
use context clues to help uncover the word’s islanders. They greeted him with warm, friendly smiles. And they
meaning. In paragraph 12, Odysseus and his men offered him their food—lovely bright flowers.
encounter another storm because Athena’s wrath
had not been satisfied, and readers know from 1. Troy site of the Trojan War in the Greek oral and literary tradition.
paragraph 6 that the Greeks did something to her 2. Athena’s In Greek mythology, Athena is the daughter of Zeus and the goddess of
wisdom and victory in war.
temple that was disrespectful and caused her to 3. Ithaca Greek island that is Odysseus’s home.
act against Odysseus and his men.
Possible response: Based on these clues, the word
wrath means “anger; rage.”

454 UNIT 5 • EXPLORATION

PERSONALIZE FOR LEARNING

LIT17_SE06_U05_B2C_SG.indd 454 13/05/16 8:16 PM

Strategic Support
Research Call students’ attention to the words • the role of Helen of Troy
“Before we left Troy...” in paragraph 6. Then,
• the Trojan Horse
explain that in the excerpt from Tales from the
Odyssey, the hero Odysseus and his men are • Odysseus’ role in the war
trying to return home after fighting in the Trojan You may wish to assign a specific point of
War. Have students perform research to learn research to each group and then have groups
more about the basics of the Trojan War in Greek
report their findings to the class, which can
mythology, including the following:
be assembled into a more complete picture
• the combatants (the Greeks and the Trojans) of events.
454 UNIT 5 • EXPLORATION
 Closer look

Infer Key Ideas

Circulate among groups as students conduct
their close read. Suggest that groups close
read paragraph 23. If needed, provide the
following support.
Annotate: Have students reread paragraph
23 and mark what the islanders say would
make the gods angry.
Question: Guide students to consider what
this detail might tell them. Ask what a reader
can infer from this detail, and accept student
responses.
Possible response: In Greek mythology, the
gods took an active role in humans’ lives and
had human-like emotions, such as anger.
Conclude: Help students to formulate
conclusions about the importance of this
detail in the text. Ask students why this detail
was included in the myth.
Possible response: This detail reveals that
ancient Greeks valued hospitality in their culture,
and including it in this narrative strengthens the
importance of that belief.

20 Odysseus was famished. But just as he was about to eat the Remind students that key ideas are those
flowers, he caught sight of his missing men. The three were lying NOTES that are central to the meaning of a text. In
on the ground with dreamy smiles on their faces. this case, the author doesn’t state explicitly
21 Odysseus called each man by name, but none of them that ancient Greeks valued hospitality.
Readers must make an inference, or a logical
© Pearson Education, Inc., or its affiliates. All rights reserved.

answered. They did not even look at him.

22 “What have you done to them?” he asked the islanders. conclusion based on details in the text.
23 “We have given them our flowers to eat,” an islander answered.
“This is our greatest gift. The gods would be angry if we did not
offer to feed our guests.”
24 “What sort of flowers are these?” Odysseus asked.
25 “They come from the lotus tree,” the islander said. “They have
the magical power of forgetfulness. They make a man forget
the past.”
26 “Forget his memories of home?” asked Odysseus. “And his
memories of his family and friends?”

from Tales From the Odyssey 455

LIT17_SE06_U05_B2C_SG.indd 455 13/05/16 8:16 PM

Small-Group Learning 455

FACILITATING
27 The lotus-eaters only smiled. They again offered Odysseus
NOTES their sweet, lovely flowers. But he roughly brushed them away.
Closer look
He pulled his three men to their feet and commanded them all to
return to their ships at once.
Analyze Suspense 28 The men began to weep. They begged to be left behind so they
Circulate among groups as students conduct could stay on the island and eat lotus flowers forever.
their close read. Suggest that groups close 29 Odysseus angrily herded the men back to the ships. As they
read paragraph 32. If needed, provide the drew near the shore, the three tried to escape. Odysseus called
following support. for help.
Annotate: Have students reread paragraph 30 “Tie their hands and feet!” he shouted to his crew. “Make haste!
32 and mark the words that show how Before others eat the magic flowers and forget their homes, too!”
Odysseus feels and the sentence that builds 31 The three flailing men were hauled aboard and tied to rowing
suspense. benches. Then Odysseus ordered the twelve ships to push off from
shore.
Question: Guide students to consider what 32 Once more, the Greeks set sail for Ithaca, sweeping the gray sea
these details might tell them. Ask what a with their long oars. As they rowed past dark islands with jagged
reader can infer from these details, and accept rocks and shadowy coves, Odysseus felt troubled and anxious.
student responses. What other strange wonders lurked on these dark, unknown
Possible response: Based on Odysseus feeling shores?
“troubled and anxious” and the unanswered
question that ends the paragraph, readers can The Mysterious Shore
infer that Odysseus and his men will face more 33 Soon the Greek ships came upon a hilly island, thick with trees.
dangers and challenges on their journey home. No humans seemed to live there. Hundreds of wild goats could be
heard bleating from the island’s gloomy thickets.
Conclude: Help students to formulate
34 Odysseus ordered his men to drop anchor in the shelter of a
conclusions about the importance of these
mist-covered bay. By the time the Greeks had lowered their sails,
details in the text. Ask students why these
night had fallen. The moon was hidden by clouds. In the pitch
details were included in the myth.
dark, the men lay down on the sandy shore and slept.
Possible response: The question the author
35 When daylight came, the men woke to see woodland nymphs,4
poses is intentionally left unanswered so that
readers will want to read on and find out what the daughters of Zeus, driving wild goats down from the hills.
happens next. The hungry Greeks eagerly grabbed their bows and spears and
slew more than a hundred goats.
Remind students that suspense is a feeling 36 All day, the Greeks lingered on the island, feasting on roasted

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

of anxious uncertainty about the outcome of meat and drinking sweet wine. As the sun went down, they stared
events. Authors create suspense by raising at a mysterious shore across the water. Smoke rose from fires
questions about what will happen, and on the side of a mountain. The murmur of deep voices and the
delaying the answers. bleating of sheep wafted through the twilight.
37 Who lives there? Who stokes those fires? Odysseus wondered
silently. Are they friendly or lawless men?
38 Darkness fell, and the Greeks slept once more on the sand.
When he was wakened by the rosy dawn, Odysseus stared again

4. woodland nymphs female spirits of the natural world and nurses to the Greek gods.

456 UNIT 5 • EXPLORATION

DIGITAL PERSPECTIVES
LIT17_SE06_U05_B2C_SG.indd 456 13/05/16 8:15 PM

Enriching the Text Review the lotus-eaters Have students record their thoughts on the
scene which begins in paragraph 27. There is a images they found and share their findings with
long history of artists and filmmakers creating the rest of the class. If they have trouble getting
depictions of scenes from the Odyssey. With started, you may wish to prompt them with
their groups, have students review the scene. questions such as the following:
Then, have groups do research online for images • H
 ow did the images you found compare to
that show Odysseus and his men among the what you imagined as you read?
lotus-eaters. Students can research paintings,
illustrations, stills from movies, and so on. • W
 hich did you find more powerful—the
descriptions in the text, or the images? Why?

456 UNIT 5 • EXPLORATION

 at the mysterious shore in the distance. Though he was yearning
to set sail for Ithaca, a strange curiosity had taken hold of him. NOTES
CLOSER LOOK
39 Odysseus woke his men. “I must know who lives on that far
shore,” he said. “With a single ship, I will lead an expedition to
find out whether they are savages or civilized humans. Then we
Analyze Character
will continue our journey home.” Circulate among groups as students conduct
40 Odysseus chose his bravest men to go with him. They untied a their close read. Suggest that groups close
ship from their fleet and pushed off from the island. read paragraphs 38, 39, and 47. If needed,
41 Soon the Greeks were swinging their long oars into the calm provide the following support.
face of the sea, rowing toward the mysterious shore. When they ANNOTATE: Have students reread paragraphs
drew close, they dropped anchor beneath a tall, rocky cliff. 38, 39, and 47 and mark the words that
42 Odysseus filled a goatskin with the best wine he had on board, show that Odysseus has a desire to know
made from the sweetest grapes. “This will be our gift to repay the something.
hospitality of anyone who welcomes us into his home,” he said.
43 He ordered some of this men to remain with the ship, then led Question: Guide students to consider what
the rest up the side of the cliff. On a ledge high above the water, these details might tell them. Ask what a
they discovered a large, shady clearing. On the other side of reader can infer from these details, and accept
the clearing, creeping vines hung over the mouth of a cave. The student responses.
Greeks pushed past the vines and stepped inside. Possible response: Readers can infer that
44 The cave was filled with young goats and lambs. Pots of cheese Odysseus is by nature a curious person. The
and pails of goat’s milk were everywhere. But there was no sign of details also show his persistence—he doesn’t
a shepherd. want to continue the journey home until he
45 “Hurry!” said one of Odysseus’s men. “Let us grab provisions finds out who lives on the mysterious shore.
and leave!” CONCLUDE: Help students to formulate
46 “Yes! We should drive the lambs down to our ship before their conclusions about the importance of these
master returns!” said another. details in the text. Ask students why these
47 “No,” said Odysseus. “We will wait awhile. . . . I am curious to details were included in the myth.
see who lives here.”
Possible responses: Odysseus’ curiosity shows
48 The Greeks made a fire and gave an offering to the gods. Then that despite his desire to get home, he is still
they greedily took their fill of milk and cheese. Finally, in the late an explorer at heart. His desire for knowledge
afternoon, they heard whistling and bleating. outweighs his desire to resume his journey.
49 “Ah, the shepherd returns,” Odysseus said. “Let us step
forward and meet this man.”
© Pearson Education, Inc., or its affiliates. All rights reserved.

50 But when they peered out of the cave, the Greeks gasped with
horror—for the shepherd was no a man at all. He was a monster. ❧

from Tales From the Odyssey 457

LIT17_SE06_U05_B2C_SG.indd 457 13/05/16 8:15 PM

Small-Group Learning 457

FACILITATING

Comprehension Check Comprehension Check

Complete the following items after you finish your first read. Review and clarify
Possible responses: details with your group.
1. The gods are punishing Odysseus and his men,
who are Greek, because Greek warriors invaded 1. At the beginning of the epic retelling, why are the gods punishing Odysseus and
and disrespected the goddess Athena’s temple. his men?
2. The islanders give Odysseus’ men lotus flowers
to eat.
3. Odysseus and his men find a monster in the cave.
4. Summaries will vary, but they should include the
main events described in the narrative.

Research 2. What do the islanders give Odysseus’ men at the first place they stop?
Research to Clarify If students struggle to
come up with a detail to research, you may want
to suggest they choose a detail from the text
that provides evidence that the ancient Greeks
believed that the gods played an active role in
their lives.
Research to Explore If students struggle to 3. At the second place Odysseus and his men stop, what do they find in the cave?
generate a research topic, you may want to
suggest that they focus on one of the following
topics: the Trojan War, Odysseus’ journey, or the
gods and goddesses of Greek mythology.

4. Notebook Confirm your understanding of the excerpt from Tales From the
Odyssey by writing a brief summary.

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

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly
research that detail. In what way does the information you learned shed light on an
aspect of the retelling?

Research to Explore Choose something that interests you from the text, and
formulate a research question that you might use to find out more about it.

458 UNIT 5 • EXPLORATION

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458 UNIT 5 • EXPLORATION

 essential question: What drives people to explore?

Close Read the text

With your group, revisit sections of the text you marked
during your first read. Annotate details that you notice. Jump Start
What questions do you have? What can you conclude?
Close Read Ask students to consider the
from tales FroM tHe
odYsseY
following prompt: Should Odysseus have insisted
CiTe TexTuAL eviDeNCe on finding out who lived on the mysterious shore?
analyze the text to support your answers.
Why or why not? As students discuss the prompt
Complete the activities. in their groups, have them consider what chances
1. Review and Clarify If events in a story are the opposite of what are sometimes necessary to take in order to explore,
you expect, the effect is called situational irony. Reread paragraphs and whether the risks are worth it.
33–50 of the epic retelling. Why is the ending ironic? What effect does
the situational irony have on you as a reader?
2. Present and Discuss Now, work with your group to share passages Close Read the Text
from the excerpt that you found especially interesting. Discuss If needed, model close reading by using the
what you noticed in the text, what questions you asked, and what
Annotation Highlights in the Interactive Teacher’s
conclusions you reached.
Edition. Remind students to use Accountable Talk
3. Essential Question: What drives people to explore? What has in their discussions and to support one another as
this retelling taught you about what drives people to explore? they complete the close read.

language development Analyze the Text

1. Possible response: The end of the myth is ironic
Concept vocabulary because Odysseus insists on finding out who lives
invaded violent offended wrath  WoRd netWoRK on the mysterious shore, and it turns out to be a
monster.
Add words related to explo-
Why These Words? The concept vocabulary words from the text are ration from the text to your 2. Passages will vary by group. Remind students to
related. With your group, determine what the words have in common. Word Network. explain why they chose specific passages.
How does the author’s word choice help develop the characters and 3. Responses will vary by group.
settings in the myth?

Practice
Concept Vocabulary
 standards Why These Words? Possible response: All
Notebook With your group, write a brief paragraph predicting Reading Literature
© Pearson Education, Inc., or its affiliates. All rights reserved.

what will happen to Odysseus and his men after they meet the monster Determine the meaning of words and of these words relate to the goddess Athena in
mentioned at the end of the selection. Use all four concept vocabulary
phrases as they are used in a text, some way and the revenge she takes on Odysseus
including figurative and connotative
words in your paragraph. meanings; analyze the impact of a and his men.
specific word choice on meaning
and tone. Practice
Word Study Language
Determine or clarify the meaning Paragraphs will vary, but students should correctly
Latin Root: -vad- In the epic retelling, the gods are angry because the of unknown and multiple-meaning use the concept vocabulary words.
words and phrases based on grade 6
Greek warriors invaded Athena’s temple. The word invaded is formed from reading and content, choosing
the Latin prefix in-, which means “in” or “into,” and the Latin root -vad-, flexibly from a range of strategies. Word Network
which means “go.” Write a sentence or two in which you explain how b. Use common, grade-appropriate Possible words: ships, shelter, provisions, curiosity,
Greek or Latin affixes and roots as
knowing the meaning of the root -vad- helps you understand the meaning clues to the meaning of a word. bewildered, valiantly
of invaded. Then, use a dictionary to find the definitions of the words c. Consult reference materials,
evade and pervade. Discuss with your group how these words are related both print and digital, to find
the pronunciation of a word or Word Study
to the word invaded. determine or clarify its precise
meaning or its part of speech. For more support, see Concept Vocabulary and
Word Study.
from Tales From the Odyssey 459
Possible responses:
evade: avoid; escape from
pervade: spread throughout
LIT17_SE06_U05_B2C_SG_APP.indd 459 FORMATIVE ASSESSMENT encourage them to revisit the selection 14/05/16
and 7:37 AM

review how they are used in context.

Analyze the Text
If students struggle to close read the text, then Word Study
provide the from Tales from the Odyssey: Text If students have trouble explaining how the Latin
Questions available online in the Interactive root -vad- relates to the meaning of each word,
Teacher’s Edition or Unit Resources. Answers and then work as a class to break the words down
DOK levels are also available. and see how the root contributes to the meaning
of each.
Concept Vocabulary
If students struggle to make a connection among For Reteach and Practice, see Word Study: Latin
the concept vocabulary words, then Root: -vad- (RP).
Small-Group Learning 459
FACILITATING MAKING MEANING

Analyze Craft and Structure Analyze Craft and Structure

Universal Theme Stories of Odysseus have been around, in some
Universal Theme Explain to groups that
form, for thousands of years. One reason they have lasted so long is
themes aren’t always expressed directly by an that people still connect with their messages and with their portrayals of
author. Often, readers have to make inferences, human nature. In other words, their themes are universal. A universal
from TALES FROM THE ODYSSEY
or conclusions based on details in the text, to theme is a message or insight about life that is expressed in the literature
determine a theme. and art of all cultures and time periods. Examples include the importance
For more support, see Analyze Craft and of courage, the power of love, and the danger of greed.
Structure: Universal Theme. The ancient version of the Odyssey is an epic—a long poem about
heroes. Even though the version you read was adapted for our times, the
Practice universal themes remain. To find universal themes in the epic retelling,
Possible responses: focus on the main character, analyze the problems he faces, and notice
1. (a) The Greek warriors who invaded Athena’s how he responds or changes as a result.
temple cause problems for Odysseus. The Greek
gods Zeus and Poseidon and the goddess Athena
cause problems for Odysseus. (b) Odysseus
CITE TEXTUAL EVIDENCE
struggles with a keen sense of curiosity—he needs Practice to support your answers.
to know who lives on the mysterious shore.
Notebook Work together to examine how this universal
2. (a) The characters are curious, and in Odysseus’ theme is expressed in the epic retelling: We are all tested by life’s
case, this brings him face to face with “a challenges. Complete the activity and answer the questions.
monster.” (b) Odysseus is clever, as when he
figures out the effect of eating lotus flowers and 1. Use the chart to identify details from the text that show specific
saves the men who have eaten them by having types of challenges Odysseus faces.
them tied to the rowing benches of the ship.
3. (a) Odysseus overcomes these problems by being CHALLENGES FROM OTHERS CHALLENGES FROM HIMSELF
clever, resourceful, and confident. (b) Odysseus
overcomes such problems by trusting his instincts. Which people and gods create What feelings or thoughts does
problems for Odysseus? Odysseus struggle with?
4. Reponses will vary.

a. See possible responses b.

in the teacher’s edition.

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

 STANDARDS
Reading Literature 2. (a) In what ways do the characters’ personalities make their
• Determine a theme or central problems worse? (b) In what ways do their personalities make
idea of a text and how it is them better?
conveyed through particular
details; provide a summary of 3. (a) How does Odysseus overcome problems with others?
the text distinct from personal
opinions or judgments.
(b) How does Odysseus overcome problems that arise from his
• Analyze how a particular own thoughts or feelings? Explain.
sentence. chapter, scene, or stanza
fits into the overall structure of 4. What might the ways in which Odysseus responds to problems
a text and contributes to the suggest about how people can or should deal with challenges?
development of the theme, setting, Explain.
or plot.

460 UNIT 5 • EXPLORATION

LIT17_SE06_U05_B2C_SG_APP.indd 460 27/05/16 11:09 AM

FORMATIVE ASSESSMENT
Analyze Craft and Structure:
Universal Theme
If students have trouble identifying themes in the
selection, then suggest they reread the selection
and look for larger messages about life or the
culture of ancient Greeks.
For Reteach and Practice, see Analyze Craft
and Structure: Universal Theme (RP).

460 UNIT 5 • EXPLORATION

 Language deveLopment

Conventions Conventions
Participial and Gerund Phrases A participle is a verb form that acts
Participial and Gerund Phrases As you review
as an adjective. The present participle of a verb ends in -ing: relaxing
music. The past participle of a regular verb ends in -ed: a relaxed
the participles and gerunds in the selection with
 EVIDENCE LOG
students, consider providing additional examples
position. For irregular verbs, you must memorize the past participle form:
Before moving on to a to reinforce the differences between the
broken promises.
new selection, go to your
different types.
A participial phrase combines a present or past participle with other Evidence Log and record
words; the entire phrase acts as an adjective:
what you have learned • Present participles: a refreshing beverage, a
from the excerpt from Tales flourishing business
Relaxing on the patio, Jo fell asleep. (The participial phrase from the Odyssey.
modifies Jo.) • Past participles: a ruined cake, a stuffed animal,
a broken glass. (Explain that since to break is
The small ship, beaten by the winds, couldn’t manage to reach the
an irregular verb, it does not end in -ed like
shore. (The participial phrase modifies ship.)
the others.)

A gerund is a verb form that also ends in -ing but is used as a noun:
• Participial phrase: Singing quietly to herself,
I like relaxing. Becky was beginning to miss her best friend.
A gerund phrase combines a gerund with other words; the entire • Gerund: Tony is afraid of flying.
phrase acts as a noun: • Gerund phrase: Flying to the moon would be
Relaxing in your spare time is important. (The gerund phrase is the an awesome experience.
subject of the sentence.) For more support, see Conventions: Participial
The sailors tried anchoring the ship. (The gerund phrase is the and Gerund Phrases.
object of the verb tried.)
Read It
1. Participial phrase: Fighting for their lives
Read It 2. gerund: bleating
Identify and label all the participles, gerunds, participial phrases, and 3. participle: flailing
gerund phrases in each of these sentences from the excerpt from Tales
From the Odyssey. Write It
1. Fighting for their lives, they finally rowed their battered ships to a Paragraphs will vary, but make sure that students
strange shore. answer the prompt and correctly use all the
2. The murmur of deep voices and the bleating of sheep wafted through required elements.
© Pearson Education, Inc., or its affiliates. All rights reserved.

the twilight.
Evidence Log Support students in completing
3. The three flailing men were hauled aboard and tied to rowing their Evidence Logs. This paced activity will
benches.
help prepare them for the Performance-Based
Assessment at the end of the unit.
Write It
Notebook Think of a fictional adventure at sea that you could write
as a story. Then, write the first paragraph of that story. Include at least FORMATIVE ASSESSMENT
one participial phrase and at least one gerund phrase.
Conventions
 StandardS If students have trouble determining whether a
Language
Demonstrate command of the word that ends in -ing is a gerund or a present
conventions of standard English participle, then remind them to look at whether
grammar and usage when writing
or speaking. it is being used as a noun or an adjective. For
Reteach and Practice, see Conventions:
from Tales From the Odyssey 461
Participial and Gerund Phrases (RP).
Selection Test
Administer the “from Tales from the Odyssey”
Selection Test, which is available in both print and
PERSONALIZE FOR LEARNING
LIT17_SE06_U05_B2C_SG_APP.indd Page 461 9/30/16 2:01 AM f-0242new /147/PE00219_R3/setup/custdoc/Reprint_2016/013333872X%20MPELA17%20SE%20GRADE%2006 ...
digital formats online in Assessments.
English Language Support
Participles and Gerunds Review the definitions to sort them or label them with the correct part of
of the parts of speech referenced in this lesson speech. Then, ask students to think of their own
(participles, present participles, past participles, example of each part of speech and use it in a
participial phrases, gerunds, and gerund phrases). sentence. ALL LEVELS
Give students a list of examples of these parts of An expanded English Language Development
speech (you can use the additional examples in Lesson on Participles and Gerunds is available in
the side column or create your own) and ask them the Interactive Teacher’s Edition.

Small-Group Learning 461

PLANNING SMALL- GROUP LEARNING • To the Top of Everest

To the Top of Everest

Audio Summaries
Audio summaries of “To the Top
Summary
of Everest” are available online “To the Top of Everest” is a series of blog entries by Samantha
in both English and Spanish and Larson that follows her successful climb to the top of the world’s
can be assigned to students in tallest mountain at age 18. She describes the process of getting used
the Interactive Teacher’s Edition to high elevations, which involves hiking between camps at different
or Unit Resources. Assigning elevations on the mountain. She also describes the Puja ceremony,
these summaries prior to reading in which a Tibetan spiritual leader asks the mountain gods for
the selection may help students
permission to climb the mountain. Details related to getting to the
build additional background
top of the mountain are shared—as is Larson’s return home.
knowledge and set a context for
their first read.

Insight
This selection shows that being an explorer is more about a certain
mindset than it is about age. Samantha Larson shows that the desire
to seek out something new makes facing the obstacles worthwhile.

Essential Question:
Should kids today be Connection to Essential Question
encouraged to explore? Reaching the summit of Mount Everest requires time, energy, and
sacrifice. When Samantha Larson was 18, her devotion to her goal
drove her to achieve it. Students may argue that her drive supports a
positive answer to the Essential Question.
Small-Group Learning
Performance Task Connection to Performance Tasks
Why should we explore Small-Group Learning Performance Task This selection describes a
new frontiers? teenager’s ascent of the world’s tallest mountain. As she does so, she
pushes the boundaries of her own personal frontiers.
Unit Performance-Based
Assessment Unit Performance-Based Assessment Larson’s writing will help students
What fuels people’s desire consider the prompt. This selection suggests that people explore
to explore? because they are seeking a unique experience. In this case, that unique
experience is exploring a remote environment.

462A UNIT 5 • EXPLORATION

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Language Development Effective Expression

Lesson First Read Concept Vocabulary Writing to Compare
Close Read Word Study
Analyze the Text Conventions
Analyze Craft and Structure

Instructional RI.6.2 Determine a central idea of a L.6.1 Demonstrate command of the RI.6.9 Compare and contrast
Standards text . . . conventions of standard English grammar one author’s presentation of
and usage . . . events with that of another . . .
RI.6.3 Analyze in detail how a key
individual, event, or idea is introduced, . . . L.6.4 Determine or clarify the meaning of W.6.2 Write informative/
unknown and multiple-meaning words and explanatory texts . . .
RI.6.10 By the end of the year, read and phrases . . .
comprehend literary nonfiction . . . W.6.2.b Develop the topic with
L.6.4.b Use common, grade-appropriate relevant facts, . . .
L.6.4 Determine or clarify the meaning of Greek or Latin affixes and roots . . .
unknown and multiple-meaning words and W.6.9 Draw evidence from
phrases . . . L.6.4.c Consult reference materials (e.g., literary or informational texts . . .
dictionaries, glossaries, thesauruses), both
print and digital, . . . W.6.9.a Apply grade 6 Reading
standards to literature . . .
L.6.4.d Verify the preliminary determination
of the meaning of a word . . .

STUDENT RESOURCES
Available online in the
Selection Audio Word Network Evidence Log
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction

TEACHER RESOURCES
Selection Resources
Audio Summaries: English and Spanish Concept Vocabulary and Word Study  riting to Compare:
W
Available online in the
Compare-and-Contrast Essay
Interactive Teacher’s Annotation Highlights Conventions: Subject Complements
Edition or Unit Resources
Accessible Leveled Text
Spanish Translation
Text Questions
First Read Extension Questions
 nalyze Craft and Structure:
A
Central Idea

Reteach/Practice (RP)
 nalyze Craft and Structure:
A Word Study: Latin Root: -ped- (RP)
Available online in the
Central Idea (RP)
Interactive Teacher’s Conventions: Subject Complements (RP)
Edition or Unit Resources

Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test

My Resources
A Unit 5 Answer Key is available online and in the Interactive Teacher’s Edition.

Small-Group Learning 462B

PERSONALIZE FOR LEARNING SMALL- GROUP LEARNING • To the Top of Everest

Reading Support

Text Complexity Rubric: To the Top of Everest

Quantitative Measures

Lexile: 1040 Text Length: 2.068 words

Qualitative Measures
Knowledge Demands Students need a knowledge of the challenges of mountain climbing and the dangers of Everest.
1 2 3 4 5

Structure Text is presented in chronological order. Material is written in a diary format.

1 2 3 4 5

Language Conventionality and Clarity Language is clear and written for a general audience.
1 2 3 4 5

Levels of Meaning/Purpose Meaning and purpose are clear: the author writes to detail her experiences.
1 2 3 4 5

DECIDE AND PLAN

English Language Support Strategic Support Challenge

Provide English learners with support for Provide students with strategic support Provide students who need to be challenged
knowledge demands and meaning as they to ensure that they can successfully read with ideas for how they can go beyond a
read the selection. the text. simple interpretation of the text.
Knowledge Demands Ask students to Knowledge Demands Review terms such Text Analysis Ask students to read the
talk in pairs about “bucket list” goals that as base camp, crevasse, and icefall and blog, listing the risks and challenges that
they have. As students share these ideas of discuss the skills necessary to complete a Larson faces. For each one, ask students
big adventures they’d like to have in their climb on Mount Everest. to determine how she prepared for these
lives, ask them to consider the sacrifices Meaning As a group, list the pros and challenge and whether she was successful.
they might have to make to achieve them. cons of climbing activities like Larson’s. Written Response Ask students to write
Meaning Make a timeline to help Ask students to list the reasons that a reflective essay about the character traits
students understand Larson’s trip. Locate someone might want to complete such a that certain activities demand. Students
key locations on a map and help students climb. Invite students to vote on whether may consider the mindset and physical
understand the distances. For example, they would want to take part in such an discipline that extreme mountain climbing
have students use the dates in the blog to extreme activity. requires. Alternatively, students to write
determine how many days it takes to get about an activity that they enjoy, such as
from Kathmandu to Base Camp. marching band or track, that requires similar
commitment an dedication.

TEACH

Read and Respond

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

462C UNIT 5 • EXPLORATION

Standards Support Through Teaching and Learning Cycle
IDENTIFY NEEDS
Analyze results of the Beginning-
of-Year Assessment, focusing on
the items relating to Unit 5. Also DECIDE AND PLAN
take into consideration student
• If students have performed poorly on items matching these standards, then provide selection
performance to this point and
scaffolds before assigning them the on-level lesson provided in the Student Edition.
your observations of where
particular students struggle. • If students have done well on the Beginning-of-Year Assessment, then challenge them to
keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for “To the Top of Everest”
Allowed?” to help students continually improve their ability to master the standards.

Instructional Standards: To the Top of Everest

Catching Up This Year Looking Forward
Reading You may wish to administer the RI.3 Analyze in detail how a Challenge students to break the
ANALYZE AND REVISE Analyze Craft and Structure: key individual, event, or idea blog into sections to find details
Central Idea (RP) worksheet to is introduced, illustrated, and that support the central ideas.
• Analyze student work for help students understand how elaborated in a text.
nonfiction texts are organized.
evidence of student learning.
• Identify whether or not
students have met the
Language Review the Word Study: Latin L.4 Determine or clarify the Encourage students to find
expectations in the standards. meaning of unknown and
Root: -ped- (RP) worksheet other words that have this root.
• Identify implications for future to ensure students recognize multiple-meaning words and
Have students find examples of
instruction. this root. phrases based on grade 6
predicate nouns and adjectives
reading and content, choosing
You may wish to administer in the selection.
flexibly from a range of
the Conventions: Subject
strategies.
Complements (RP) worksheet
to ensure students understand L.1 Demonstrate command of
how predicate nouns and the conventions of standard
predicate adjectives work. English grammar and usage
when writing or speaking.

TEACH
Implement the planned lesson,
and gather evidence of student
learning.

Small-Group Learning 462D

FACILITATING MAKING MEANING

Comparing Texts
You will now complete the first-read and close-

Jump Start from TalES FROm THE

read activities for “To the Top of Everest.” Then,
you will compare the blog with the excerpt from
TO THE TOP OF EVEREST
OdySSEy Tales From the Odyssey.
First Read Engage students in a discussion
about Mount Everest. Ask students to share
what they know about the people who work
to climb it. Use this prompt: Would you want
to climb to the top of Mount Everest if you
About the Author
To the Top of Everest
could? Why or why not? Ask: Would you visit Concept Vocabulary
Antarctica or the Arctic if you had the chance?
As you perform your first read, you will encounter these words.
Why or why not?
expedition trek journeys destination

To the Top of Everest In 2007, American Context Clues If these words are unfamiliar to you, try using context
Samantha Larson clues other words and phrases that appear in nearby text—to help you
Why would someone want to visit the top of (b. 1988) became the determine their meanings. There are various types of context clues that
Mount Everest? What are some of the challenges youngest person to climb may help you as you read.
climbers face? Modeling the questions readers the “Seven Summits”—the
might ask as they read “To the Top of Everest” highest mountains on each Definition: Cygnets, or young swans , tend to be larger than
brings the text alive for students and connects of the seven continents. ducklings or chicks of the same age.
Larson climbed her first,
it to the Small-Group Performance Task
Mount Kilimanjaro in Africa, Elaborating Details: As the acrobat, performed the crowd cheered
question. Selection audio and print capability at the age of 12. She at every leap, flip, and somersault
for the selection are available in the Interactive finished her quest when she
Teacher’s Edition. successfully reached the top Apply your knowledge of context clues and other vocabulary strategies to
of Mount Everest at age 18. determine the meanings of unfamiliar words you encounter during your
Concept Vocabulary Larson calls Everest “much
harder, longer, and higher”
first read.
Ask groups to look closely at the type of context than the other peaks. “It
clues described on the student page. Discuss how was one big challenge,” First Read NONFICTION
these types of clues can help clarify meaning. she recalls, but adds, “Deep Apply these strategies as you conduct your first read. You will have an
Encourage groups to think of two other types of down, I thought I would opportunity to complete a close read after your first read.
make it.”
context clues that they might encounter in a blog
written in an informal writing style. Possibilities

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

include examples, antonyms, and synonyms.
NOTICE the general ideas of ANNOTATE by marking
the text. What is it about? vocabulary and key passages
FIRST READ Who is involved? you want to revisit.
 STaNdaRdS
Have students perform the steps of the first Reading Informational Text
read independently. By the end of the year, read and
comprehend literary nonfiction in CONNECT ideas within RESPOND by completing
NOTICE: Encourage students to notice the types the grades 6–8 text complexity band
the selection to what you the Comprehension Check and
proficiently, with scaffolding as
of details that seem important to Larson. needed at the high end of the range. already know and what you by writing a brief summary of
Language have already read. the selection.
ANNOTATE: Remind students to mark passages Determine or clarify the meaning
that provide specific details that show the of unknown and multiple-meaning
words and phrases based on grade 6
challenges of the adventure. reading and content, choosing
flexibly from a range of strategies.
CONNECT: Encourage students to connect
mountain climbing to other activities that require
a big commitment. 462 UNIT 5 • EXPLORATION

RESPOND: Students will answer questions and

write a summary to demonstrate understanding.
Point out to students that while they will always FACILITATING SMALL-GROUP CLOSE READING
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complete the Respond step at the end of the

CLOSE READ: Blog As groups perform the close • Most blogs are written for a very specific
first read, the other steps will probably happen read, circulate and offer support as needed. purpose. Encourage students to review the
somewhat concurrently. You may wish to print content to determine why Larson is writing.
• Remind groups that when they read a blog,
copies of the First-Read Guide: Nonfiction for
they are reading an online diary that may be • Ask students to discuss the tone of the blog’s
students to use. more informal than other types of nonfiction. writing. Is it humorous, serious, informal,
Ask students to look for details that reveal lighthearted? Challenge students to discuss
Larson’s personality. how the tone of the work suits its purpose.

462 UNIT 5 • EXPLORATION

 BLOG

To the
Top
of
Concept Vocabulary
EXPEDITION If groups are struggling to define
expedition in paragraph 2, point out that they
can use context clues to infer the meaning of

Everest
the word. Details in paragraph 2 indicate that
Larson is doing physical training. Details in
paragraph 1 and 3 indicate that she is going on a
trip. Encourage students to use this information
to define the word.
Samantha Larson Possible response: Expedition means “a trip.”
More specifically, an expedition is “a trip taken with
a specific purpose, often to explore or to conduct
research.”

BACKGROUND
Mount Everest is the highest mountain in the world, rising
approximately 29,000 feet above sea level. It is part of the Asian
mountain range called the Himalayas, and is located on the border
between Nepal and Tibet. Tibetans refer to the mountain as
Chomolunga, or “Mother Goddess of the Earth.” In 1953, Sir Edmund
Hillary of New Zealand and Sherpa Tenzing Norgay of Nepal became
the first people to reach Mount Everest’s summit. Sherpas are an ethnic
group that is native to the highest regions in Nepal and are known for
NOTES
their abilities in mountaineering. Sherpas are still valued today for their
key role in successful attempts to climb Mount Everest.

Friday, March 30, 2007

Here we go Kathmandu!
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

1 Today is the day! Our bags are (nearly) packed and we’re (just
about) ready to go. I’ve got eleven hours to run around doing last
minute errands before our plane takes off.

2 I arrived back in Long Beach from New York last Saturday, where
I’ve been since our return from Cho Oyu. When I wasn’t training
by running, swimming at the pool, taking dance classes, or rock
Mark context clues or indicate
climbing, I was taking oboe lessons, French, and photography another strategy you used that
classes. Hopefully I’ll be able to take some great pictures on this helped you determine meaning.
expedition! expedition (ehks puh DIHSH
uhn) n.
3 It has been a very exciting week in all our general trip preparation MEANING:
mayhem, filled with lots of gear sorting and FedEx package
arrivals. But now my dad and I are pretty much all set to go.

4 See you in Kathmandu!

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LIT17_SE06_U05_B3C_SG.indd 463 VOCABULARY DEVELOPMENT 16/03/21 12:55 PM

Concept Vocabulary Reinforcement If groups 4. distant in relationship or connection

are struggling with the definition of remote, Explain to groups that in the selection, remote
remind them that the word has multiple refers to the second definition. The Arctic and
meanings. Point out four of the most Antarctica are out-of-the-way and secluded
common definitions: because they are difficult to access and they
1. far apart have very little human settlement. Have groups
2. out-of-the-way or secluded brainstorm example sentences for the other
definitions of the word remote.
3. controlled from a distance

Small-Group Learning 463

FACILITATING
Monday, April 2, 2007
Concept Vocabulary Kathmandu
5 After nearly 24 hours of travel we finally arrived in Kathmandu
TREK If groups are struggling to define trek in
yesterday afternoon. Doug, my dad, and I met up with the rest of
paragraph 6, point out that they can use context
the team (Victor, James, and Wim) at our hotel in Kathmandu. We
clues to infer the meaning of the word. Details
had a group meeting where we went over the route we are going
in paragraph 5 indicate that the group is
to take to base camp, and then we picked up some odds and ends
planning its route. In paragraph 7, details
Mark context clues or indicate at one of the dozens of local climbing stores.
like porters and loads also provide context. another strategy you used that
Encourage students to use this information to helped you determine meaning. 6 The team is flying to Lukla to begin the trek to base camp early
define the word. trek (trehk) n. tomorrow morning.
MEANING:
Possible response: Trek means “a trip taken Wednesday, April 4, 2007
on foot.”
Namche Bazaar
JOURNEYS If groups are struggling to define 7 Yesterday after a very scenic flight and a heart-stopping landing
journeys in paragraph 7, point out that they can on a small airstrip perched on the side of a mountain, we arrived
use context clues to infer the meaning of the in Lukla to begin the trek to base camp. Lukla was filled with
word. Details in paragraph 7 include a four-hour excitement as porters organized their loads and trekkers began
hike through several villages. Encourage students their journeys. From Lukla, we hiked for about 4 hours through
to use this information to define the word. journeys (JUR neez) n. the beautiful Nepalese countryside, passing through several
Possible response: Journeys means “trips from one MEANING: villages until we reached the village of Monjo, where we stayed
place to another.” the night in the Monjo Guesthouse. I think my dad and I got the
big sleep that we needed to catch up on our jetlag; around 4 in the
DESTINATION If groups are struggling to define afternoon, we decided to take a “nap” that lasted until 7 the next
destination in paragraph 12, point out that they morning!
can use context clues to infer the meaning of
the word. Paragraph 12 uses a contrasting piece Thursday, April 12, 2007
of information to help define the word. The Base Camp
group would turn around at a specific time, not 8 We made it to base camp yesterday afternoon. Today we are going
a specific destination. Encourage students to use to practice crossing the ladders over the Khumbu Icefall. We are
this information to define the word. well and safe.
Possible response: Destination means “a specific 9 En route here we visited Lama Gesa and he blessed our journey. It
ending place.” was an amazing experience!

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

10 I am going to try and connect my laptop and charge it with my
solar charger—we will see if that works.

11 More to follow. . . .

Monday, April 16, 2007

Rest Day
12 Yesterday we got an early start for our first time through the
icefall. We left around 6:30 in the morning, with the idea that we
destination (dehs tuh NAY would turn around 11—we did not necessarily have a destination
shuhn) n. in mind, it was more for acclimatization1 and to get an idea of
MEANING:

1. acclimatization (uh kly muh tuh ZAY shuhn) n. process of allowing the body to adjust to
the climate, especially at high altitude.

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Challenge
Ecosystem Research Call student attention to paragraphs 5–8.
Encourage interested students to research the geographic locations
named in the text. Students can annotate a map to indicate the dates
and places of the groups’ travel. Ask students to continue to update
the map based on the information they read in the rest of the blog.

464 UNIT 5 • EXPLORATION

 what the icefall was like. However, at 11 we were about half an
hour from the top of the icefall, so we decided to just continue to NOTES

the top.

13 It was quite fun climbing up the icefall. The ladders that we had to
cross over crevasses2 were especially exciting. I was pretty tired by
the time we got back to base camp, but today was a rest day (our
first), so I’ve had plenty of time to recover.

14 Tomorrow we are going up to camp one to spend the night. Camp

one is about an hour further than we went yesterday. The next day
we will go up to tag camp two and then come back down to base
camp.

Thursday, April 19, 2007

Puja
15 The day before yesterday we all made it up to camp one to spend
the night. This time we were able to get through the Khumbu
Icefall an hour quicker than the last. We had a pretty good night at
camp one; my dad and I both had a bit of a headache at first, but
we were both able to eat and sleep well.

16 Camp one is at the start of the Western Cwm.3 Yesterday, from

camp one we continued up the Cwm to camp two. The Cwm
is infamous for being very uncomfortably hot, but yesterday it
was actually really nice. It was very beautiful, and we could see
the summit of Everest, which we haven’t been able to see since
before we got to base camp. After we tagged camp two we came
all the way back down to base camp. It was a long day, and we
all returned pretty tired. However, it was nice to be back in base
camp, and after dinner we watched Mission Impossible III on Ben’s
laptop (from the London Business School team). Unfortunately the
power ran out about halfway through, but I have been asked to
charge up my laptop so we can finish tonight.
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17 Today was the Puja, which is a ceremony that the Sherpas

organize. A Lama comes up and performs many chants to ask the
mountain gods for permission to climb the mountain, and to ask
for protection. I had my ice ax and my crampons4 blessed in the
ceremony. As part of the ceremony, they also put out long lines of
prayer flags coming out from the stupa where the ceremony was
performed. Afterwards, they passed out lots of yummy treats.

2. crevasses (kruh VAS ihz) n. deep cracks in ice or a glacier.

3. Western Cwm broad valley at the base of Mount Everest.
4. crampons (KRAM puhnz) n. metal plates with spikes that are attached
to boots to provide greater traction.

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Small-Group Learning 465

FACILITATING
NOTES
Closer look

Analyze Conflict
With Nature
Circulate among groups as students conduct
their close read. Suggest that groups close
read paragraphs 19 and 20. Encourage them
to talk about the annotations they mark. If
needed, provide the following support.
Annotate: Have students mark details in
paragraphs 19 and 20 that indicate the risks
of the adventure or work with small groups as
you highlight them together.

Question: Guide students to consider what

these details might tell them. Ask what a
reader can infer from these details, and accept
student responses.
Possible response: These risks are serious. If
18 While we were up at camp one, the shower tent was set up here at
the climbers are not careful, they could endure
base camp. It’s just a little bucket of water with a hose attached to
critical injury or death. As an example, students
might be interested to read that the group plans it, but definitely 15 minutes of heaven.
to rest for a few days before their next climb. Saturday, April 28, 2007
Base Camp
Conclude: Help students to formulate
19 We are back at base camp! We came down from camp two
conclusions about the importance of these
yesterday, and arrived just in time for lunch. We were delayed a
details in the text. Ask students why the
bit in the morning because we were radioed from base camp that
author might have included these details.
there was a break in the icefall, and we didn’t want to leave until
Possible response: The author probably we knew that the “ice doctors” had fixed up the route. As we
included these details in order to explain the
came down, we found that the break was in a flat area known as
challenges of the climb and to help readers
the “football field” that we had previously designated as a “safe”

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

understand the seriousness of the adventure.
area to take a little rest. And the whole shelf just collapsed!
Remind students that a conflict with nature pits
people against the elements such as wind, rain, 20 Now that we have spent a night at camp three, we are done with
cold, and natural danger. the acclimatization process. We are going to take a few days for
rest and recovery, and then we just wait for good weather to make
a summit bid. We plan to go back down to Pengboche tomorrow
so we can really get a good rest at lower altitude before our
summit attempt.

21 Here is what we have been up to these past few days:

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466 UNIT 5 • EXPLORATION

 4/23/07
NOTES
22 Yesterday we all made it up to camp one for the night. We were
joined by Tori from the London Business School team, because she
wasn’t feeling 100% when her team went up the day before.

23 Today we all came up to camp two. It was very hot coming up

the Cwm this time, and we all had heavy packs because we had
to bring up what we had left at camp one the last time we stayed
there. It certainly made it a lot harder work!

4/24/07
24 Despite the fact that I caused us to get a later start than planned
this morning (I had a particularly hard time getting out of my
warm sleeping bag into the cold air) we accomplished our goal for
the day. We went up the very first pitch of the Lhotse Face, and are
now back at camp two for the evening.

4/26/07
25 Yesterday we went about halfway up the Lhotse Face to camp
three to spend the night. This was a new record for my dad and
me, as our highest night ever! Camp three is at about 23,500 feet,
and our previous highest night was at camp two on Cho Oyu, at
23,000 feet. We arrived at camp three around noon, and then had
a lot of time to kill in our tents, as it wasn’t really safe to go more
than five feet outside the tent without putting on crampons and
clipping into the fixed ropes. Thankfully, I had not yet reached a
hypoxic5 level where I couldn’t enjoy my book.

26 Coming up the Lhotse Face was a bit windy, and some parts were
pretty icy. It gets fairly steep, so I was glad to have my ascender,
which slides up the rope, but not back down, so you can use it as a
handhold to pull yourself up.

Sunday, May 6, 2007

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

27 We’re back at base camp from our little holiday down the
mountain.

28 Now that we are back in base camp, we are just waiting till we
can go for our summit attempt. The ropes are not yet fixed to the
summit. Once the ropes are fixed, we hope there will soon be a
good weather window.

Friday, May 11, 2007

Base Camp
29 We’re still at base camp. Hopefully we’ll be able to go up soon
though.

5. hypoxic (hy POK sihk) adj. having too little oxygen.

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English Language Learners

Analyzing Supporting Details Call student moving around without crampons was not safe.)
attention to paragraphs 25 and 26. Larson Ask students to note the meaning of hypoxic, and
describes the conditions at camp three as a rest then to generate a list of adjectives that describe
stop at a very high altitude. Encourage students the conditions at camp three. Finally, ask students
to work with partners to mark details in these to write a paragraph that expresses the main
paragraphs that show what it was like to spend idea of these paragraphs and uses the supporting
time there. (Students should note that they had to details they found. ALL LEVELS
stay in tents, that it was windy and icy, and that

Small-Group Learning 467

FACILITATING
30 We’ve tried to hold on to our fitness these past few days by
NOTES doing some sort of activity each day. We’ve been ice climbing in a
really neat cave near base camp, and we’ve also been on hikes up
Pumori to Pumori base camp, and then up to camp one. Pumori is
a 7145-meter mountain near Everest.

Saturday, May 12, 2007

Still at Base Camp
31 It looks like we’re going to be able to go up soon for our summit
attempt. Fingers crossed!

32 We’ve gotten our oxygen masks and tested them out. I was able to
get my oxygen saturation back up to 100% this morning! After I
turned off the oxygen, I only had a few seconds of being at pseudo
sea level before it went back down, though.

33 We’re all getting a little restless hanging around base camp.

Monday, May 14, 2007

Camp 2
34 We finally started our summit push yesterday, making our way
from base camp to camp two. We don’t have Internet access
up here, but we were able to relay this information to our
correspondents in New York via satellite phone. We’re taking a
rest day today, and plan to press on tomorrow. If all goes well, we
should summit on the 17th.

Thursday, May 17, 2007

Summit!
35 We made it to the top! Now all we have to do is get back
down . . .

Wednesday, May 23, 2007

Back Home!
36 We’ve been in a big rush getting back home, and I haven’t been
able to update for a while, as I have not had Internet access. We

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

woke up this morning at 16,000 feet in a village called Lobuche,
and this evening my dad and I arrived back at sea level in Long
Beach! The rest of the team are celebrating in Kathmandu—my
dad and I skipped out on the celebration to make it back in time
for my brother Ted’s college graduation in New York.

37 The day after we summited, we came down from the South Col
(camp four) to camp two. I was very tired at that point, but glad
that we had all made it back safely lower on the mountain. It was
amazing how after being to almost 30,000 feet, 20,000-foot camp
two felt like it was nearly at sea level!

38 The day after that, we came back down to base camp,

where we received lots of warm hugs and congratulations.

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Strategic Support
Using Graphic Organizers Call student attention to paragraphs
31–34. Help students track the risks and difficulties that the group
faced during the expedition. Prepare a two-column chart. In the first
column, ask students to write the challenges the text describes. In
the second column, ask students to explain why it is a challenge. Ask
students to discuss these risks in a group discussion.

468 UNIT 5 • EXPLORATION

 NOTES
Closer look

Analyze Descriptive
Language
Circulate among groups as students conduct
their close read. Suggest that groups close
read paragraph 39. Encourage them to talk
about the annotations they mark. If needed,
provide the following support.
Annotate: Have students mark details in
paragraph 39 that describe how Larson felt
about leaving the camp or work with small
groups as you highlight them together.

Question: Guide students to consider what

these details might tell them. Ask what a
reader can infer from these details, and accept
student responses.
Possible response: These details show that
she feels sad to leave a place that has become
somewhat of a home to her.
39 We only had one night back at base camp, as the next day (the
20th), we packed up our bags and headed down the valley. Base Conclude: Help students to formulate
camp had a strange, empty feeling—it was sad to leave my little conclusions about the importance of these
tent that had been my home for the past 2 months! My dad, Doug, details in the text. Ask students why the
Wim, and I were hoping to get a helicopter out of Lobuche on the author might have included these details.
21st to save a little time, but Victor and James decided to walk Possible response: The author expresses her
down to the Lukla airstrip to fly out to Kathmandu on the 23rd. emotions. So much of the text has been details
However, even though we awoke on the 21st to a beautiful, clear about the climb, but this information gives some
day in Lobuche, apparently there were clouds lower down the insight into how she feels.
valley, so the helicopter couldn’t fly in until the 23rd either. It was
Remind students that descriptive language
© Pearson Education, Inc., or its affiliates. All rights reserved.

kind of hard waiting those two days in Lobuche. We were just an helps writers convey feelings to readers. Words
hour away from a hot shower and a big meal, if only those clouds like strange and empty help paint a picture for
would clear! readers.
40 Once the helicopter landed in Kathmandu, I was greeted by a mob
of journalists and cameramen. I was so surprised! After nearly 20
hours of travel, my dad and I landed at LAX6 and were greeted by
my family, and some more news people. Now we only have a few
hours before we jump back on a plane to go to New York! I am
very excited to see my mom and brother though.

41 Thank you everyone for all of your wonderful comments and

your support!!! ❧

6. LAX n. Los Angeles International Airport.

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Small-Group Learning 469

FACILITATING

Comprehension Check Comprehension Check

Complete the following items after you finish your first read. Review and clarify
Possible responses: details with your group.
1. Lama Gesa blessed the journey.
2. A Puja is a ceremony run by the Sherpas. A leader 1. Who blessed Larson’s journey before she began?
asks for the blessings of the mountain gods for
the safety of the group that will climb.
3. Camp three is 23,500 feet high.
4. She reached the summit on Thursday,
May 17, 2007. 2. What is a Puja?
5. Summaries should include details of the trip
including leaving the United States, arriving in
Kathmandu, traveling to base camp, working
to get acclimatized, reaching the summit, and
going home. 3. How high is camp three?

RESEARCH
Research to Clarify If students struggle to find a
detail to research, suggest they learn more about
crampons, icefalls, crevasses, Sherpas, and other 4. On what day did Larson reach the top of Mount Everest?
Mount Everest climbs.
Research to Explore If students struggle to devise
research questions, suggest that the start with the
detail they identified in the previous activity.
5. Notebook Confirm your understanding of the blog posts by writing a brief
summary.

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

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly
research that detail. In what way does the information you learned shed light on an
aspect of the blog posts?

Research to Explore Choose something that interests you from the text, and
formulate a research question that you might use to find out more about it.

470 UNIT 5 • EXPLORATION

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Challenge
Research Student may want to learn more about Samantha Larson
and her life after her climb. Invite students to go online to find out
more about Larson’s life and work. Use these questions to guide
research: Does she still have a blog? Does she continue to climb?
How has she incorporated her climbing experience into her life?
Ask students to share their findings with the class.

470 UNIT 5 • EXPLORATION

 maKIng meanIng

Close Read the text

With your group, revisit sections of the text you marked
during your first read. annotate details that you notice. Jump Start
What questions do you have? What can you conclude?
Close Read Ask groups to consider the
TO THE TOP OF EVEREST following prompt: What are the unique
Cite textual evidenCe challenges to mountain climbing as a teenager?
analyze the text to support your answers. As students discuss the prompt in their groups,
Complete the activities. remind them to refer to specific details from
the selection and from any additional research
1. Review and Clarify With your group, review paragraphs 35–41.
Discuss with your group the reasons for the six-day gap between blog GROUP DISCUSSION they have conducted.
posts. Consider reasons Larson gives, and speculate about others. In a group discussion,
listening is just as important
2. Present and discuss Now, work with your group to share passages as speaking. When others
from the blog that you found especially important. Discuss what are speaking, be sure to give
you noticed in the selection, what questions you asked, and what them your full attention. Close Read the Text
conclusions you reached. Students may speculate that the climb down was
just as tough as the climb up, that the oxygen
3. essential Question: What drives people to explore? What
has this blog taught you about what drives people to explore? level was challenging, or that Larson needed to
rest and recover.
Remind students to use Accountable Talk in
language development their discussions and to support one another as
Concept vocabulary they complete the close read.

expedition trek journeys destination  WoRd netWoRK

Analyze the Text
Add words related to
Why these Words? The concept vocabulary words from the blog are exploration from the text to 1. Possible response: Larson may have been too
related. With your group, determine what the words have in common. your Word Network. busy or been too excited to write.
Add another word that fits the concept. 2. Passages will vary by group. Remind students
to explain why they chose the passage they are
Practice presenting to the group members.
notebook Confirm your understanding of the concept vocabulary 3. Responses will vary by group.
words by using each one in a sentence. Include context clues that hint at
© Pearson Education, Inc., or its affiliates. All rights reserved.

each word’s meaning.  STandaRdS

Language
Concept Vocabulary
Determine or clarify the meaning Why These Words? Possible response: These
Word Study of unknown and multiple-meaning
words describe the difficult trip that Larson and the
words and phrases based on grade 6
latin Root: -ped- The Latin root -ped- in expedition means “foot.” Use reading and content, choosing group take. Other words include travel, hike, climb,
this information to answer these questions. flexibly from a range of strategies. exploration.
b. Use common, grade-
1. Which of these words containing -ped- have a meaning connected to
appropriate Greek or Latin Practice
affixes and roots as clues to the
feet? Use a dictionary to check your answers. meaning of a word. Possible response: The expedition took 42
a. pediatrician c. pedal c. Consult reference materials, days in difficult conditions. The group planned
both print and digital, to find to trek across the desert. After days of travel,
b. pedestal d. peddler the pronunciation of a word or
determine or clarify its precise group members could see their destination in the
2. What other words related to “feet” are formed from the root -ped-? meaning or its part of speech. distance. Some of my favorite journeys happen
Use a dictionary to check your answers. d. Verify the preliminary when I travel away from home.
determination of the meaning of
a word or phrase.
Word Network
Possible words: route, accomplish, summit.
To the Top of Everest 471

Word Study
1. Answer choices b. (pedestal) and c. (pedal) derive
from the Latin root meaning “foot.” are related
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to -ped-. Pediatrician is related to -ped-, meaning
Analyze the Text then encourage them to review the selection to “child.” Peddler may derive from a root meaning
If students struggle to close read the text, see how the concept vocabulary words are used “basket.”
then provide the To the Top of Everest: Text in context. 2. Possible response: pedestrian, biped.
Questions available online in the Interactive
Teacher’s Edition or Unit Resources. Answers
Word Study
and DOK levels are also available. If students fail to find words related to -ped-,
then help students to use online sources that
Concept Vocabulary indicate word origins. For Reteach and Practice,
If students struggle to identify the concept, see Word Study: Latin Root: -ped- (RP).

Small-Group Learning 471

FACILITATING MAKING MEANING

Analyze Craft and Structure Analyze Craft and Structure

Central Idea A central idea is an important point that is supported by
Central Idea Explain to students that a blog is a
other details and examples in the text. Certain types of informal writing,
special type of writing that usually is written for such as blogs, friendly letters, or diary entries, are not necessarily written
a very specific purpose—to convey information with one central idea in mind. Authors are simply writing about their
TO THE TOP OF EVEREST
about a narrow topic. Each blog post is a self- daily life experiences. However, by grouping together particular details
contained essay about a focused topic that and determining what is repeated or emphasized, you can identify a
expresses a central idea. For more support, see central idea.
Analyze Craft and Structure: Central Idea. The blog entries you read offer numerous details about Samantha
Possible responses Larson’s trip to and ascent of Mount Everest. Some of the details revolve
1. a. training at home; practicing crossing ladders; around preparation and training, others around the physical effort
acclimatization work; Puja ceremonies. required to climb the world’s highest mountain, and still others about the
b. 24-hour travel to Kathmandu; long days of emotions—from excitement to boredom—that Larson experiences during
rest and recovery; difficulty of showers; issues her trip. The central idea of this blog is an overarching statement that can
with oxygen. tie together these diverse collections of details.
c. excitement of packing; excitement of meeting
CITE TEXTUAL EVIDENCE
Lama Gesa; happiness over seeing the view; the Practice to support your answers.
thrill of the summit; sadness of leaving.
Notebook Work together to complete the activity and answer
2. (a) There were long hikes and lots of time without the questions.
activity. The climb was dangerous. The weather
1. Identify details from the blog entries that fit into the categories
was very challenging. There was very little
listed in the chart. Then, work together to state a central idea
electricity. (b) Larson had a good attitude and
that ties these details together.
seemed able to manage these difficulties.
TYPES OF DETAILS EXAMPLES FROM BLOG
3. Responses will vary. Some students will say that
a. See possible responses in
she focuses more on the preparation and training. preparation and training
Teacher’s Edition.
4. Responses will vary. Some students may say
that she is an explorer. She was very focused on
her goal. b.
effort required to climb Everest

thoughts and feelings c.

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

Central Idea:

 STANDARDS
Reading Informational Text
• Determine a central idea of 2. (a) What were some of the difficulties that Larson experienced on
a text and how it is conveyed her trip to and up Mount Everest? (b) Did these difficulties seem
through particular details;
FORMATIVE ASSESSMENT provide a summary of the text
hard for her to overcome? Explain.
distinct from personal opinions or 3. Which type of detail does Larson emphasize in her blog? Why do
Analyze Craft and Structure judgments.
you think that is?
If students have trouble identifying the central • Analyze in detail how a
key individual, event, or idea 4. Do you think Larson possesses the qualities of an explorer? Why,
idea of the text, then remind them think about is introduced, illustrated and
the message they got from reading the blog. For elaborated in a text. or why not?
Reteach and Practice, see Analyze Craft and
Structure: Central Idea (RP). 472 UNIT 5 • EXPLORATION

Personalize for Learning

LIT17_SE06_U05_B3C_SG_APP.indd 472 27/05/16 11:12 AM

English Language Support

Central Idea Ask students to choose a Ask students to list the central idea they Ask students to write a multi-paragraph
nonfiction topic that they would like to would develop, and then ask them to list blog entry that develops the central idea
explore in a short blog entry. For example, several details that support the main idea. with several details that explore it. BRIDGING
students might want to explain something EMERGING An expanded English Language Support
they have learned in after-school activities, Have students write a one-paragraph blog Lesson on Central Ideas is available in the
a tip for getting around school, or an entry. They should introduce the central Interactive Teacher’s Edition.
idea for using smartphones or other idea and then include details that build the
digital devices. idea. EXPANDING

472 UNIT 5 • EXPLORATION

 Language deveLopment

Conventions Conventions
Subject Complements Writers use subject complements to provide
Subject Complements If necessary, remind
more information about their subjects. A subject complement is a
noun, a pronoun, or an adjective that appears after a linking verb, such
students that the subject of a sentence is the
as be, become, remain, look, seem, or feel. person, place, thing, or idea that is doing (or
being) something.
There are two kinds of subject complements. A predicate nominative For each example in the chart, encourage
is a noun or pronoun that renames or identifies the subject. A predicate students to think of another subject complement
adjective is an adjective that describes the subject. that could replace the one shown in italics.
PREDICATE NOUN OR PRONOUN PREDICATE ADJECTIVE
For more support, see Conventions: Subject
Complements.
I am she. That popcorn looks delicious.

Read It
Cindy will become a doctor. You have seemed cheery all week.
Possible responses:
He remains a fool. My legs felt exhausted. 1. We are well and safe. (predicate adjectives)
2. I was pretty tired by the time we got back to
base camp, but today was a rest day. (predicate
Read It adjective/predicate noun)
Identify the subject complement(s) in each of these sentences from “To 3. It has been a very exciting week. (predicate noun)
the Top of Everest.” Label each one as a predicate noun or a predicate
adjective. Write It
1. We are well and safe. Possible responses:
1. adventurous
2. I was pretty tired by the time we got back to base camp, but today 2. adventure
was a rest day. . . .

3. It has been a very exciting week. . . .

Write It
Complete each sentence with a subject complement. Use either a
predicate adjective or a predicate noun, as indicated in parentheses.
© Pearson Education, Inc., or its affiliates. All rights reserved.

1. People who travel to remote regions are _________________.

(predicate adjective)
FORMATIVE ASSESSMENT
2. Climbing the peak of Mount Everest could be a great Conventions
__________________. (predicate noun) If students have trouble identifying subject
complements, then remind them to look for
linking verbs, such as to be, to feel, to become,
to seem, and to look. For Reteach and Practice,
see Conventions: Subject Complements
 STANDARDS
Language
(RP).
Demonstrate command of the
conventions of standard English
grammar and usage when writing Selection Test
or speaking. Administer the “To the Top of Everest” Selection
Test, which is available in both print and digital
To the Top of Everest 473 formats online in Assessments.

LIT17_SE06_U05_B3C_SG_APP.indd 473 PERSONALIZE FOR LEARNING 13/05/16 8:41 PM

English Language Support

Subject Complements English learners may be predicate adjectives are always preceded by a
confused by the various terms used in this lesson. linking verb. In phrases such as “the soft pillow”
Review the definitions of nouns, pronouns, linking and “the cute puppy,” the adjectives are not
verbs, and adjectives. Explain that predicate nouns subject complements because there is no linking
and predicate adjectives are two types of subject verb. Ask students how they could turn these
complements. Point out that predicate nouns phrases into complete sentences with subject
and predicate adjectives are nouns and adjectives complements. (Possible response: The pillow is
but that not all nouns and adjectives are subject soft. The puppy is cute.) ALL LEVELS
complements. Explain that predicate nouns and

Small-Group Learning 473

FACILITATING eFFeCTIVe eXPreSSION

Writing to Compare Writing to Compare

Both the excerpt from Mary Pope Osborne’s Tales From the Odyssey and
As students prepare to compare the excerpt
Samantha Larson’s blog suggest that exploration and adventure offer
from Tales From the Odyssey with the blog entry both risks and rewards. Deepen your understanding of the two texts and
“To the Top of Everest,” they will consider how the nature of exploration by comparing and writing about them.
from TALES FROM THE ODYSSEY
each selection presents the risks and rewards of
exploration. Assignment
Planning and Prewriting Write a comparison-and-contrast essay in which you discuss how
these two selections present the risks and rewards of exploration and
Analyze the Texts adventure. Consider the risks and dangers the Greek warriors face
Remind students that a “reward” is not in the Odyssey. Explain the rewards they experience or expect. Also,
necessarily something of monetary value. For discuss the risks and dangers Larson faces as she climbs Mount Everest.
explorers, a reward might simply be the sense of Consider the rewards she experiences or hopes to receive. At the end
satisfaction that comes from achieving a personal of your essay, express your opinion about which selection better shows
TO THE TOP OF EVEREST the risks and rewards of exploration.
goal. Or, it might take the form of overcoming
a struggle.
Planning and Prewriting
To reinforce this concept of a personal, non- Analyze the Texts Work with your group to discuss the tale and blog
material reward, you might provide examples that entries. Identify specific events and details related to risk or danger. Then,
students can relate to, such as the following: identify other details or events related to rewards. Make sure to consider
different types of risks and rewards. For example, risks might involve
• studying for a test and feeling great when you
physical, emotional, or mental dangers. In the same way, rewards can
get an A
be material—involving money or comfort, for example—or emotional.
• seeing a friend’s reaction to a thoughtful act Capture your observations and notes in the chart.
or gift
from TALES FROM THE TO THE TOP OF
See possible responses in chart on student page.
ODYSSEY EVEREST
Possible responses: Odysseus ventures into the The author endures a “heart-
Risks and Dangers
1. In the excerpt from Tales From the Odyssey, unknown to find out who lives stopping landing” on a plane
Odysseus and his men are in danger because on the mysterious shore. to get to base camp.
Greek soldiers have offended the Greek goddess
Athena, and she, Zeus, and Poseidon are  STAnDARDS
punishing them. In “To the Top of Everest,” the Reading Literature
Compare and contrast texts in
author is choosing to take risks to achieve her different forms or genres in terms

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

Odysseus’ curiosity is satisfied. The author eventually has
goal of summiting Mount Everest. of their approaches to similar Rewards
the satisfaction of summiting
themes and topics.
2. Odysseus takes action to lead his men out of Writing
Mount Everest.
danger, but he ends up unwittingly putting • Write informative/explanatory
them in danger when he decides to explore the texts to examine a topic and
convey ideas, concepts, and
mysterious shore. The author of “To the Top information through the selection,
of Everest” knows that she has to take risks to organization, and analysis of
achieve her goal, but the risks don’t prevent her relevant content.
b. Develop the topic with
from continuing her climb. relevant facts, definitions, Notebook Respond to these questions.
concrete details, quotations,
or other information and 1. In the two selections, why are characters or people in risky situations?
examples. Was it their choice or was it their fate?
• Draw evidence from literary or
FORMATIVE ASSESSMENT informational texts to support 2. Do the reasons characters or people are in risky situations affect how
analysis, reflection, and research.
Write to Compare a. Apply grade 6 reading their feelings and actions? Explain.
If students are unable to compare the two standards to literature.
selections, then have them first write a brief
summary of the main points in each selection. 474 Unit 5 • Exploration

Personalize for Learning

LIT17_SE06_U05_B3C_SG_APP.indd 474 13/05/16 8:41 PM

Strategic Support
Setting The excerpt from Tales From the Similarly, because it is a blog, “To the Top of
Odyssey has multiple settings, which may confuse Everest” contains multiple settings and may
students. Tell students to focus on one setting at appear disjointed. Have students consider the
a time and take notes on what happens there. action of one entry at a time and decide if risks
Then, they can note the risks that Odysseus and are being taken and what rewards these risks
his men face there. After they have identified the might lead to.
risks, students can then discuss potential rewards.

474 UNIT 5 • EXPLORATION

 essential question: What drives people to explore?

Drafting
Write a Main Idea Write two or three sentences that sum up your
Drafting
ideas. State how the two selections show risks and rewards in ways that Write a Main Idea Remind students that their
are the same and different. Use compare and contrast key words such as main idea will need to be supported. So, if they
those underlined in the frames. jot down a brief summary of their ideas and find
that they can’t provide support, they will need to
Sentence Frames: Both the excerpt from Tales From the Odyssey and
change the main idea of their essay.
Larson’s blog posts show _________________________________________
______________________________________________________________
Organize Ideas Explain that proper
paragraphing is a key to a good organizational
However, the stories from the Odyssey show ________________________
plan. Main ideas should appear in separate
______________________________________________________________ paragraphs. Each paragraph should also include
In contrast, the blog entries ______________________________________ supporting evidence.
______________________________________________________________ Use Transitions Relate to students that writing
Organize Ideas Consider using one of these two ways to organize without transitions will be confusing to readers.
your essay. Transitions signal to readers that a new thought is
being expressed or a new point is being made.
 EVIDENCE LOG
Block Organization Point-by-Point Organization Review, Revise, and Edit
Before moving on to a
I. Tales From the Odyssey I. Risks Characters/People Face new selection, go to your As students revise, have them make sure they
Evidence Log and record
A. risks characters face A. Tales From the Odyssey
what you learned from
have included supporting evidence that involves
B. reasons they face the risks B. To the Top of Everest “To the Top of Everest.” the risks and rewards of exploration. Ask students
C. rewards they receive II. Risks to review their word choice to be sure they are
II. To the Top of Everest A. Tales from the Odyssey saying exactly what they want to say, and remind
A. risks people face B. To the Top of Everest students to check for grammar, usage, and
B. reasons they face the risks III. Rewards They Receive mechanics.
C. rewards they receive A. Tales from the Odyssey For more support, see Writing to Compare:
B. To the Top of Everest Compare-and-Contrast Essay.
Evidence Log Support students in completing
Use Transitions When you write a comparison-and-contrast essay, you their Evidence Log. This paced activity will
will need to shift from one topic to another. Use transition words and help prepare them for the Performance-Based
phrases, such as the ones shown here, to make shifts in your ideas clear.
Assessment at the end of the unit.
© Pearson Education, Inc., or its affiliates. All rights reserved.

Comparison Contrast
 standards
and, also, additionally, likewise, in but, however, on the other hand, in Writing
the same way, both, similarly a different way, in contrast, although • Write informative/explanatory texts
to examine a topic and convey ideas, FORMATIVE ASSESSMENT
concepts, and information through
the selection, organization, and Writing to Compare
Review, Revise, and Edit analysis of relevant content. If groups struggle to identify risks and rewards
Reread your draft, and ask yourself these questions: a. Introduce a topic; organize
ideas, concepts, and information, in the selections, then ask them to think about
• Have I used words that say exactly what I mean? using strategies such as definition, times when the characters or people are in
classification, comparison/
• Did I leave out any details that I want to include? contrast, and cause/effect; danger and what they achieve that’s positive.
include formatting, graphics, and
• Does the order of my ideas make sense? multimedia when useful to aiding
Swap drafts with group members and give feedback on one another’s comprehension. Selection Test
c. Use appropriate transitions to
work. Discuss the changes your peers recommend and make the ones clarify the relationships among Administer the “To the Top of Everest (with the
you feel are important. Fix any spelling or grammar errors you find. ideas and concepts. excerpt from Tales From the Odyssey)” Selection
Test, which is available in both print and digital
from Tales From the Odyssey • To the Top of Everest 475 formats online in Assessments.

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Small-Group Learning 475

PLANNING SMALL- GROUP LEARNING • from LEWIS & CLARK

from Lewis & Clark

Audio Summaries Summary
An excerpt from Lewis & Clark
is available online in both This selection is a graphic novel by Nick Bertozzi. It begins with
English and Spanish in the workers on the Lewis and Clark expedition constructing a fort to
Interactive Teacher’s Edition or spend the winter in. Once it is complete, they honor the Native
Unit Resources. Assigning these Americans who have helped them with a dance. The weather
summaries prior to reading the outside becomes miserable and rainy, and there is little food to find.
selection may help students A hunter, Mister Ordway, speaks with York, a skilled scout who grew
build additional background up in slavery. Ordway suggests that York run away, but York says he
knowledge and set a context
will earn his freedom rather than running. York then knocks away a
for their first read.
local who tries to touch his hair.

Insight
Exploration can seem like a great expression of freedom. However,
explorers do not leave society behind when they strike out into the
unknown. Power, legal structures, and values can limit people no
matter where they go.

Essential Question:
What drives people to Connection to Essential Question
explore? The excerpt from Lewis & Clark provides a clear-cut connection to
the Essential Question, “What drives people to explore?” The members
of the expedition face great challenges in surviving the winter. Although
they manage to have at least one celebration, they also spend a lot
of time working hard to get, make, and maintain food, clothing, and
shelter. Each member of the party may have a different experience of
the drive to explore.

Small-Group Learning
Performance Task Connection to Performance Tasks
Why should we explore Small-Group Learning Performance Task Exploration provides
new frontiers? opportunities to meet new people, and to find freedom.
Unit Performance-Based Unit Performance-Based Assessment Early on, we see that Lewis is more
Assessment interested in doing research than in anything else. Clark and Ordway
What fuels people’s seem partly motivated by the power they can have on the expedition.
desire to explore? York seems motivated to stay on the expedition rather than run away
due to his strong sense of responsibility.

476A UNIT 5 • EXPLORATION

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Effective Expression

Lesson First Review Close Review Research

Analyze the Media Media Vocabulary

Instructional RL.6.10 By the end of the year, read and comprehend RI.6.7 Integrate information presented in different media or
Standards literature, . . . formats . . .
L.6.6 Acquire and use accurately grade-appropriate W.6.7 Conduct short research projects to answer a question, . . .
general academic and domain-specific words and
W.6.8 Gather relevant information from multiple print and digital
phrases . . .
sources; . . .
SL.6.2 Interpret information presented in diverse media and
formats . . .
SL.6.5 Include multimedia components (e.g., graphics, images,
music, sound) and visual displays . . .

STUDENT RESOURCES
Available online in the Selection Audio Evidence Log
Interactive Student
Edition or Unit Resources First-Review Guide: Media: Art/Photography Word Network
Close-Review Guide: Media: Art/Photography

TEACHER RESOURCES
Selection Resources Audio Summaries: English and Spanish Research: Annotated Timeline
Available online in the
Interactive Teacher’s Spanish Translation
Edition or Unit Resources Text Questions
First Review Extension Questions
Media Vocabulary

My Resources A Unit 5 Answer Key is available online and in the Interactive Teacher’s Edition.

Media Complexity Rubric: from Lewis & Clark

Quantitative Measures

Format and Length graphic novel excerpt

Qualitative Measures
Knowledge Demands At the center of the selection are situations about which students will have little prior knowledge.
1 2 3 4 5 Familiarity with the Lewis and Clark expedition is helpful (some information is given in the background).

Structure Both text and graphics are used to convey meaning and events. Some illustrations are complex and
1 2 3 4 5 show story developments without the support of text.

Language Conventionality and Clarity Language is conversational but as it is meant to show scenes in the early 1800s, language is more
1 2 3 4 5 formal sounding and does not follow contemporary style. Language is supported by images.

Levels of Meaning/Purpose Reader needs to infer meanings and events by following the text and interpreting events that are shown
1 2 3 4 5 only in illustrations.

Small-Group Learning 476B

TEACHING MAKING MEANING

About the Author

from Lewis & Clark
Jump Start Media Vocabulary
The following words or concepts will be useful to you as you analyze,
First Review Ask students to consider the discuss, and write about graphic novels.
following prompts: What type of person would
volunteer to travel into unknown territory on a penciler: artist who • A penciler shows the figures, expressions,
journey that could take months or even years? Nick Bertozzi (b.1970) was sketches the basic layout objects, and backgrounds in each panel.
introduced to comics by his
Would you? Why or why not? Engage students for each panel • The amount of detail in the drawings varies
father before he could read.
in a discussion of the kinds of people who As an adult, he developed from penciler to penciler.
become explorers. his own mini-comic while inker: artist who goes over • An inker uses pen and brush with ink to create
working in the marketing the penciled art in ink an image that will print well.
department at DC Comics. • The amount of detail left for the inker to fill in
Besides being an illustrator
from Lewis and Clark and an author of graphic
depends on how much detail was done by the
penciler.
What is the point of undertaking a dangerous novels, Bertozzi is also a
computer programmer letterer: artist who letters • A letterer fills in the speech ballons and may
journey into unknown territory? What are the the dialogue and captions also place them in the panel.
and an educator who has
possible benefits to the explorer and to his or
taught his craft at several • Different weights, shapes, and sizes of letters
her society? Modeling the questions readers prestigious art schools. can convey different emotions and meanings.
might ask as they read “Lewis & Clark” brings
the text alive for students and connects it to
the Small-Group Performance Task question.
First Review MEDIA: GRAPHIC NOVEL
Selection audio for the selection is available in the
Interactive Teacher’s Edition. Apply these strategies as you conduct your first review. You will have an
opportunity to complete a close review after your first review.
Media Vocabulary
Encourage students to discuss the media
vocabulary. Have they seen or used these terms LOOK at each image and NOTE elements in each image
before? Do they use any of them in their speech determine whom or what it that you find interesting and
portrays. want to revisit.
or writing?
Ask groups to look closely at the terms to
see what they have in common. Students will
notice that each identifies a specific type of

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

CONNECT details in the RESPOND by completing
artist and the role that artist plays in creating a images to other media you’ve the Comprehension Check.
graphic novel.  StandardS experienced, texts you’ve read,
Reading Literature or images you’ve seen.
By the end of the year, read and
FIRST Review comprehend literature, including
stories, dramas, and poems, in the
grades 6–8 text complexity band
Have students perform the steps of the first proficiently, with scaffolding as
review independently. needed at the high end of the range.
Language
LOOk: Encourage students to focus on the basic Acquire and use accurately grade-
appropriate general academic and
elements of each panel of the graphic novel to domain-specific words and phrases;
ensure they know who is pictured, what the gather vocabulary knowledge
when considering a word or phrase
setting is, and what is happening. important to comprehension or
expression.
NOTE: Students should mark any panels they
have questions about or wish to revisit during the
close review. 476 UNIT 5 • EXPLORATION

CONNECT: Encourage students to make

connections beyond the images. If they cannot
make connections to their own lives, have them VOCABULARY DEVELOPMENT
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consider films or TV shows they may have seen or
selections they have read in this unit. Domain-Specific Words Help students understand the media
vocabulary by making sure they understand domain-specific words
RESPOND: Students will answer questions to surrounding the media vocabulary as needed. For instance, explain
demonstrate understanding. Point out to students the meanings of layout, panel, dialogue, and captions, and point
that while they will always complete the Respond out examples in the graphic novel. Making things as concrete as
step at the end of the first review, the other steps possible and engaging their senses will help students understand
will probably happen concurrently. You may wish and learn these words.
to print copies of the First-Review Guide: Media:
Art / Photography for students to use.

476 UNIT 5 • EXPLORATION

 MEDIA | GRAPHIC NOVEL

CLOSER REVIEW

Analyze the Image

Circulate among groups as students conduct
their close review. Suggest that groups close
review the cover art. Encourage them to
analyze and discuss the scene depicted. What
does the image suggest about the story to
follow? What does it suggest about Lewis and
Clark and about their journey? Does the cover
image make you want to read the graphic
novel? Why or why not?
NOTE: Have students note details in the
graphic novel that emphasize color, line,
shape, and perspective, or work with small
groups to have students participate while you
note them together.
QUESTION: Guide students to consider
the artist’s purpose by asking: Based on the
colors, lines, shapes, and perspective, what do
you think was the artist’s purpose?
Possible response: The artist uses bright
contrasting colors; strong, dark lines; simple
shapes; and a dramatic perspective to engage
and focus the readers’ attention.
CONCLUDE: Help students to formulate
conclusions about the importance of design
elements in a graphic novel.
Possible response: Design elements are very
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

important in a graphic novel because the author

is using pictures, as well as words, to tell a story.
Remind students that images in Graphic Novels
are critical to the storytelling. Colors, textures,
and details are all important to presenting the
narrative.

BACKGROUND
The Lewis and Clark expedition (1804–1806) was a major exploration
of the northwestern United States that allowed the government to
later claim the area. The band of explorers and their co-leaders, Captain
Meriwether Lewis and Lieutenant William Clark, were known as the
Corps of Discovery.

from Lewis & Clark 477

LIT17_SE06_U05_B4_M_SG.indd 477 CROSS-CURRICULAR PERSPECTIVES 16/03/21 12:56 PM

Social Studies Have students work in their geography of the expedition, about Lewis, about
small groups to research a specific aspect of Clark, interactions with Native Americans, the
Lewis and Clark’s journey. Students can choose winter of 1804–05, arrival at the Pacific, results
their own specific topics for research or you can of expedition. Guide each group to research a
provide topics. Here are some possible topics: different topic and have groups present their
purpose of the expedition, method of travel, findings to the class.

Small-Group Learning 477

FACILITATING

Closer Review

Analyze the Image

Circulate among groups as students conduct
2
their close review. Suggest that groups close 1
review panel 8. What does the image suggest
about what wintering at Fort Clatsop was
like? What design elements does the artist use
to suggest this impression?
NOTE: Have students note details about line,
shape, and perspective.
Possible response: The artist uses lots of
black ink; sharp, diagonal lines; and a distant
perspective.
3 4 5
QUESTION: Guide students to consider the
artist’s purpose by asking: Based on the lines,
shapes, and perspective, what impression of
wintering at Fort Clatsop did the artist want
to create?
Possible response: The artist wanted to suggest
that wintering at Fort Clatsop was wet, cold,
dreary, isolated, and difficult.
CONCLUDE: Help students to formulate
conclusions about the effectiveness of images
in establishing setting and mood. 6
7
Possible response: Design elements can be
used to create images that establish the setting
and mood of a story.

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

8

478 UNIT 5 • EXPLORATION

LIT17_SE06_U05_B4_M_SG.indd 478 VOCABULARY DEVELOPMENT 13/05/16 8:20 PM

Domain-Specific Words Have groups work together to use

context clues and word parts to determine the meanings of any
unfamiliar words, such as armory in panel 4 and specimens in
panel 5. You can guide students through this process by providing
these sentence prompts.
1. Arms is another word for weapons. An armory is a room in which
you store _______.
2. Captain Lewis is famous for collecting, identifying, and identifying
many plant ______.

478 UNIT 5 • EXPLORATION

 9

10

11 12 13
© Pearson Education, Inc., or its affiliates. All rights reserved.

14

from Lewis & Clark 479

LIT17_SE06_U05_B4_M_SG.indd 479 Personalize for Learning 13/05/16 8:20 PM

Challenge
Dialogue and Captions Have students write dialogue and captions
for panels 10–14. Challenge groups to keep the purpose, mood, and
tone of the dialogue and captions that they write consistent with the
purpose, mood, and tone of the images and the existing captions.
Afterward, have groups share their dialogue and captions with the
class.

Small-Group Learning 479

FACILITATING

15 16 17

18 19

20 21

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

22 23

480 UNIT 5 • EXPLORATION

Digital perspectives
LIT17_SE06_U05_B4_M_SG.indd 480 13/05/16 8:20 PM

Enriching the Text Call students’ attention to Native Americans, and how he felt at the end of
panel 18, and note that York was an African- the expedition can be found online. Be sure to
American man enslaved by Clark’s family. He was listen to each recording first. Have students listen
a valuable member of the expedition, and he is to the interviews and then reread the excerpt
reputed to have facilitated relations with Native from the graphic novel. Ask students how
Americans and saved several lives, including knowing more about York can help them better
Clark’s. Recordings of radio interviews with understand this section of the graphic novel.
experts discussing York, his interactions with

480 UNIT 5 • EXPLORATION

 Closer Review

Analyze the Image

24 25 Circulate among groups as students conduct
their close review. Suggest that groups close
review panels 29–32.

NOTE: Have students note details in panels

29–32 that show what actions the people
take and how they feel.
QUESTION: Who is depicted in these panels?
What actions do they take? What can we
infer about their thoughts?
Possible response: The characters depicted
in the panels are York and a Native American.
26 27 York sews a moccasin. He might be thinking
about his conversation with Ordway on freedom.
The Native American, after observing the
conversation, reaches out to touch York’s hair.
York scowls and knocks the hand away.
CONCLUDE: What does the final panel of the
selection suggest about York, his relationship
to the people around him, and how he feels?
Possible response: The final panel shows York
28 29
sitting alone in the dark with his head down.
This suggests he does not feel like part of a
group, is isolated, and feels sad and lonely.
© Pearson Education, Inc., or its affiliates. All rights reserved.

30 31 32

from Lewis & Clark 481

LIT17_SE06_U05_B4_M_SG.indd 481 Facilitating Small-Group CLOSE reviewing 13/05/16 8:19 PM

CLOSE REVIEW: Graphic Novels As groups shape, and line. For example, you might call
perform the close review, circulate and offer students’ attention to panel 32 and ask how
support as needed. the lines, shading, and perspective add to
• Remind groups that when they view each panel, the mood.
they should decide who is depicted, what the • Suggest that trying to write captions and
setting is, and what the people are doing. dialogue for a panel can help them understand
• Tell students to consider the mood and tone it more fully.
created by design elements such as shading,

Small-Group Learning 481

FACILITATING Making Meaning

Comprehension Check Comprehension Check

Complete the following items after you finish your first review. Review and
clarify details with your group.
Possible responses:
1. The men are building a fort.
1. What are the men building?
2. Captain Lewis prefers to collect plant and animal
specimens.
3. The Clatsop are Native Americans. The fort is
named after them.
4. Ordway says this because a single squirrel was the 2. Why doesn’t Captain Lewis help with the construction of the building?
result of his hunting trip. There is not much to eat
around the fort.

Close Review 3. Who or what are the Clatsop?

If needed, model close reviewing by using the
Closer Review notes in the Interactive Teacher’s
Edition.
Remind students to use Accountable Talk in
4. Why does Ordway say, “It’s no wonder you’re all such a scrawny bunch”?
their discussions and to support one another as
they complete the close review.

Analyze the Media

1. Students’ responses will vary. Make sure
students identify what they noticed and what
questions were raised, and explain the conclusions
they reached.
2. Students’ responses will vary. Groups should
MEDia VOcabulaRy
close Review
Use these words as you
notice that most of the story is told by the discuss and write about Revisit the graphic novel and your first-review notes. Write
illustrations and that there are few words. Groups the graphic novel. down any new observations that seem important. What
might also note that sometimes pictures can questions do you have? What can you conclude?
penciler
convey mood and feelings better than words. For
inker
instance, the last panels on several of the pages

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

letterer
are illustrations that effectively convey isolation Cite textual evidenCe
and loneliness. analyze the Media to support your answers.

3. Students’ responses will vary. Require that they Complete the activities.
support their opinions with specific evidence from
 WORD NETWORK
Add words related to 1. Present and discuss Choose the section of the graphic novel you
the graphic novel.
exploration from the text to found most interesting or powerful. Discuss what you noticed, what
your Word Network. questions you asked, and what conclusions you reached.
Media Vocabulary
2. Review and Synthesize With your group, review the illustrations in
For more support, see Media Vocabulary.
the selection. How do the illustrations add to your understanding of
Word Network what it was like to be a member of the Lewis and Clark expedition?
What do they tell you that the words do not?
Possible words: specimens, wintering, optimism,
expertise 3. essential Question: What drives people to explore? What has this
graphic novel taught you about exploration? Discuss with your group.

482 UNIT 5 • EXPLORATION

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482 UNIT 5 • EXPLORATION

 EffEctivE ExprEssion

Research Research
A timeline is a way of displaying events in the order in which they actually
Explain to students that a timeline graphically
occurred over time.
represents a sequence of events in chronological
order, or time order. Tell groups that their
Assignment from LEWIS & CLARK
timelines should include the date of each event,
As a group, conduct research to learn more about the Lewis and Clark
a very brief description of the event, and, if space
expedition, including the events and people presented in the graphic
novel. Then, create and present an annotated timeline of important
permits, a photo or an illustration that depicts
events in the expedition. You may present your timeline digitally, as a the event. Tell groups to begin their timelines
poster, or through another method of visual display. with the start of the expedition and end with
the homecoming. Have groups also include at
least five events in between. Students will have
Conduct Research Work with your group to find credible print and
to work together to decide which are the most
digital sources of information about the Lewis and Clark expedition. As
important events to include in their group’s
you research, note the specific dates and locations of important events
as well as the source from which you obtained the information. Pick
timeline. For more support, see Research:
five or six key events to highlight in your timeline. Then, find images Annotated Timeline.
to accompany at least three events; for example, you might use a map
to accompany the arrival of the expedition in a new location, or an  evidence log
illustration of Lewis or Clark to highlight an event in which the explorer Before moving on to a
new selection, go to your Evidence Log Support students in completing
played an important role.
Evidence Log, and record their Evidence Log. This paced activity will
Organize Your Timeline First, arrange the events you will include in what you learned from help prepare them for the Performance-Based
your timeline in chronological order, or the order in which the events the graphic novel Lewis & Assessment at the end of the unit.
actually happened. The first event on your timeline should have the Clark.
earliest date, and the last should have the latest date.

Create Your Annotations To annotate your timeline, use the

information and images from your research to create a brief explanatory
note for each event. In each note, write a sentence or two in which  StAndARdS
Reading Informational Text
you summarize what happened and why it was important. If you are • Integrate information presented in
including an image in an annotation, you should provide a short caption different media or formats as well
in which you describe the image and explain how it connects to the event as in words to develop a coherent
understanding of a topic or issue.
it illustrates.
Writing
• Conduct short research projects
© Pearson Education, Inc., or its affiliates. All rights reserved.

Assemble and Present Once you have finished your annotations, to answer a question, drawing on
assemble your timeline to display in your presentation. Assign group several sources and refocusing the
members to explain the information about each event during the inquiry when appropriate.
• Gather relevant information from
presentation. multiple print and digital sources;
assess the credibility of each source;
and quote or paraphrase the data
and conclusions of others while
avoiding plagiarism and providing
basic bibliographic information for
sources.
Speaking and Listening
• Interpret information presented
in diverse media and formats and
explain how it contributes to a topic,
text, or issue under study.
• Include multimedia components
and visual displays in presentations
to clarify information.

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English Language Support

Graphic Novels English learners will be on a level historical events, classic literature, epic poems, or
playing field with native speakers when it comes traditional tales. Being familiar with these stories
to interpreting illustrations in the graphic novel. If will help students understand allusions and other
students enjoy reading this graphic novel, suggest cultural references and will generally improve their
that they look for other graphic novels that depict cultural literacy.

Small-Group Learning 483

FACILITATING Performance Task: sPeaking and LisTening focUs

SOURCES
Present an Advertisement • Mission Twinpossible present an advertisement
Before groups begin work on their projects, have
• from Tales FroM The
them clearly differentiate the role each group Assignment
odyssey
member will play. Remind groups to consult the You have read about expeditions to remote places. Now, write and
schedule for Small-Group Learning to guide their • To The Top oF everesT present an argument in the form of an advertisement that answers
work during the Performance Task. this question:
• from lewis & Clark
Students should complete the assignment
Why should we explore new frontiers?
using presentation software to take advantage of
You may imagine and advertise an upcoming expedition on Earth, in
text, graphics, and sound features.
space, or to an imagined location. It can take place in the past, the
present, or the future.
Plan With Your Group
Analyze the Text Discuss with groups the
attributes of good advertising. For example, Plan With Your Group
a convincing advertisement is memorable, Analyze the Text As a group, review the selections in this section and
entertaining, attention-grabbing, and clear, analyze the ways in which the selections would make exploration seem
while effectively targeting a specific audience. exciting to potential tourists. Record your notes in the chart shown. Then,
Point out that “less is more” when it comes when the chart is complete, decide what kind of expedition to advertise,
to advertising—it is better to deliver one clear, as well as the location, time, and purpose of the expedition.
concise message than to overload the target
TiTle noTes
audience with too much information.
Gather Evidence and Media Examples Remind Mission Twinpossible
groups to choose media that makes the
expedition look safe, rewarding, and fun. Any
from Tales From the odyssey
people in the images should look like they are
happy to be there. Suggest to students that
using too much media could overwhelm their To the Top of everest
presentation and cause their audience to lose
interest. Students should choose one or two
powerful images that effectively communicate from lewis & Clark
the message of the advertisement.

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

Discuss Advertising Elements With your group, discuss what you
know about advertising. How do advertisers convince customers to buy
 sTandards their products? Then, decide whether to make your advertisement a
Writing poster or a digital graphic.
• Write arguments to support claims
with clear reasons and relevant Gather Evidence and Media Examples Scan the selections to record
evidence. specific examples that would add interest and strengthen your argument
b. Support claim(s) with clear
reasons and relevant evidence, for participating in the imagined expedition. Brainstorm for types of
using credible sources and media that would make the advertisement more enticing. Consider
demonstrating an understanding of photographs, illustrations, music, charts, graphs, and video clips. Allow
the topic or text.
each group member to make suggestions.
• Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.

484 UNIT 5 • ExploraTIoN

AUTHOR'S PERSPECTIVE Ernest Morrell, Ph.D.

LIT17_SE06_U05_B_SG_PT.indd 484 13/05/16 8:22 PM

Digital Speech Since “a picture is worth a • Keep it simple. Choose one striking image rather should have no more than six words across and six
thousand words,” help students find and use than several smaller ones. Position the visual lines down of text.
effective images for oral presentations. Remind carefully, allowing “white space” to make the • Choose color and font carefully. Cool colors
students to give full credit to visual sources, as they image stand out. (blues, greens) work best for backgrounds; warm
would for print ones. Teachers can guide students to • Go for quality. Choose clear, high-quality images colors (orange, red) work best for objects in the
create rhetorically powerful digital presentations such or take high-resolution photos. foreground. Use a simple, standard font, such as
as slideshows, blogs, and online forums using these Arial or Helvetica. Last, teachers can help students
suggestions: • Limit bullet points and text. The most effective
slideshows have limited text. Suggest that slides create a rubric to assess presentations.

484 UNIT 5 • EXPLORATION

 essential question : What drives people to explore?

Create a Draft As a group, design and create your advertisement.

Assign roles to each member—for instance, finding media, organizing Create a Draft Encourage students to be
examples, writing text, and advertisement design. Also, decide which creative in their use of materials and media,
group member or members will be presenting the advertisement to and remind them to play to their strengths. For
the class. example, if one student is a talented painter,
that student might paint an illustration for the
advertisement.
Rehearse With Your Group
Practice With Your Group Practice presenting your ad to the class.
Use this checklist to evaluate the effectiveness of your group’s first
Rehearse With Your Group
run-through. Then, use your evaluation and these instructions to guide Fine-Tune the Content Encourage students to
your revision. read their advertisement from the perspective of
a potential adventure-seeker. Ask them to think
CONTENT USE OF MEDIA
PRESENTATION about what would make them, personally, want
TECHNIQUES
to join the expedition.
The ad presents Media components Speakers make
Improve Your Use of Media Remind groups to
a convincing are relevant and eye contact
argument for well chosen. and speak
consider whether they have used too many media
joining the Media components clearly with components (does the advertisement appear
expedition. add to the adequate cluttered?) and to make sure that the media is
The ad maintains excitement of the volume. large enough to be easily viewed by the class.
consistency in expedition. Speakers
style and tone. sound
enthusiastic
Present and Evaluate
and persuasive. Before beginning the presentations, set the
expectations for the audience. You may wish to
have students consider these questions as groups
Fine-Tune the Content Reread your advertisement. If it is not present.
convincing, find places where you can strengthen your argument. If
necessary, review your notes and add evidence to support your claim. • What expedition is being advertised?
Use engaging, precise language to draw attention to exciting adventures • What are the advertisement’s most convincing
that await potential explorers. Consider listing the benefits of joining the claims?
expedition someplace in your advertisement.
• How do the media components strengthen the
Improve Your Use of Media Review your media components. Do your advertisement’s argument?
© Pearson Education, Inc., or its affiliates. All rights reserved.

visuals provide enough relevant evidence to convince thrill-seekers to join  STANDARDS

your expedition? If not, carefully choose vivid photographs or graphics to • What presentation skills did this group excel at?
Speaking and Listening
provide a dramatic illustration of the claim you make in your argument. • Delineate a speaker’s argument and As students provide feedback to the presenting
specific claims, distinguishing claims
that are supported by reasons and group, remind them to balance constructive
evidence from claims that are not. criticism with praise.
Present and Evaluate • Present claims and findings,
sequencing ideas logically and using
When you present your advertisement, be sure to pronounce words pertinent descriptions, facts, and
clearly and maintain appropriate eye contact. As your classmates deliver details to accentuate main ideas
or themes; use appropriate eye
their group presentations, consider whether they have been successful in contact, adequate volume, and clear
convincing you to participate in their expeditions. Listen attentively and pronunciation.
evaluate their content, use of media, and presentation skills. • Include multimedia components
and visual displays in presentations
to clarify information.
Language
Maintain consistency in style
and tone.

Performance Task: Present an Advertisement 485

LIT17_SE06_U05_B_SG_PT.indd 485 PERSONALIZE FOR LEARNING 13/05/16 8:22 PM

Strategic Support
Advertisements If some groups have trouble Then ask students to discuss what elements
planning and creating their advertisements, make each advertisement effective or ineffective.
suggest that they look for examples of Finally, encourage students to make a list of
advertisements both online and in newspapers elements that they want to include in their own
and magazines. Encourage students to sort the advertisement. They might also use one of the
examples they find into two categories: Effective advertisements they found as a design template
Advertisements and Ineffective Advertisements. for their own advertisement.

Small-Group Learning 485

OVERVIEW
OVERVIEW: INDEPENDENT LEARNING

INDEPENDENT LEARNING ESSENTIAL QUESTION:

What drives people to explore? What drives people to explore?

Encourage students to think carefully about what What challenges do explorers face in unfamiliar environments? In this section,
you will complete your study of exploration by studying an additional selection
they have already learned and what more they
related to the topic. You’ll then share what you learn with classmates. To choose
want to know about the unit topic of exploration. a text, follow these steps.
This is a key first step to previewing and selecting
the text they will read in Independent Learning. Look Back Think about the selections you have already studied. What more do
you want to know about the topic of exploration?
Independent Learning Look Ahead Preview the texts by reading the descriptions. Which one seems
Strategies most interesting and appealing to you?

Review the Learning Strategies with students and Look Inside Take a few minutes to scan through the text you chose. Make
explain that as they work through Independent another selection if this text doesn’t meet your needs.
Learning they will develop strategies to work on
their own. Independent Learning Strategies
• Have students watch the video on Independent Throughout your life, in school, in your community, and in your career, you will
Learning Strategies. need to rely on yourself to learn and work on your own. Review these strategies
• A video on this topic is available online in the and the actions you can take to practice them during Independent Learning.
Professional Development Center. Add ideas of your own for each category.

Students should include any favorite strategies STRATEGY ACTION PLAN

that they might have devised on their own during Create a schedule • Understand your goals and deadlines.
Whole-Class and Small-Group Learning. For
• Make a plan for what to do each day.
example, for the strategy “Create a schedule,”
students might include: •

• Understand the goals and deadlines.

• Make a schedule for what to do each day.
Practice what you • Use first-read and close-read strategies to deepen your understanding.
have learned • After you read, evaluate the usefulness of the evidence to help you understand
Block Scheduling

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

the topic.
Each day in this Pacing Plan represents a • Consider the quality and reliability of the source.
40–50 minute class period. Teachers using
block scheduling may combine days to reflect •
their class schedule. In addition, teachers may Take notes • Record important ideas and information.
revise pacing to differentiate and support core • Review your notes before preparing to share with a group.
instruction by integrating components and
resources as students require. •

486 UNIT 5 • EXPLORATION

Pacing Plan

Introduce
Whole-Class LIT17_SE06_U05_C_INO.indd 486 16/03/21 12:57 PM
Learning

Performance Task
Media: BBC Science
Unit Club: All About
Introduction from A Long Way Home Exploration

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
WHOLE-CLASS LEARNING

486 UNIT 5 • EXPLORATION

 CONTENTS
Choose one selection. Selections are available online only.
OPINION PIECE
Contents
Mars Can Wait. Oceans Can’t. Selections Encourage students to scan and
Amitai Etzioni
preview the selections before choosing the
Why go to Mars when there is a frontier closer to home? one they would like to read. Suggest that they
consider the genre and subject matter of each
one before making their decision. You can use
the information on the following Planning pages
NONFICTION NARRATIVE
to advise students in making their choice.
from Shipwreck at the Bottom of the World
Jennifer Armstrong Remind students that the selections for
Will the crew of the Endurance survive? Independent Learning are only available in the
Interactive Student’s Edition. Allow students
who do not have digital access at home to
HISTORICAL FICTION preview the selections or review the media
selection(s) using classroom or computer lab
from Sacajawea
technology. Then either have students print
Joseph Bruchac
the selection they choose or provide a printout
Why does Sacajewea feel torn between her love for her for them.
family and her duty as a guide for Lewis and Clark?

Performance Based-Assessment Prep

EXPOSITORY NONFICTION Review Evidence for an Argument Point out
The Legacy of Arctic Explorer to students that collecting evidence during
Matthew Henson Independent Learning is the last step in
completing their Evidence Log. After they finish
James Mills
their independent reading, they will synthesize all
One man’s historic discovery of the North Pole is the evidence they have compiled in the unit.
minimized by extreme prejudice and racism. The evidence students collect will serve as the
INFORMATIVE ARTICLE
primary source of information they will use to
complete the writing and oral presentation for
Should Polar Tourism Be Allowed? the Performance-Based Assessment at the end
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Emily Goldberg of the unit.

Read about the pros and cons of exploration in polar regions.

PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Argument
Complete your Evidence Log for the unit by evaluating what you have learned
and synthesizing the information you have recorded.

Overview: Independent Learning 487

Introduce Introduce
LIT17_SE06_U05_C_INO.indd 487
Small-Group 16/03/21 12:57 PM Independent
Learning Learning
Performance Performance-Based
Task Assessment
from Tales From To the Top of Media: from Independent
Mission Twinpossible the Odyssey Everest Lewis & Clark Learning

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
INDEPENDENT LEARNING

Independent Learning 487

PLANNING INDEPENDENT LEARNING

Mars Can Wait. Oceans Can’t.

Summary Insight
In “Mars Can Wait. Oceans Can’t,” an opinion piece, Amitai Etzioni This argument makes the case
argues that exploring the oceans should be a higher priority than that exploring the oceans is more
exploring space. He says that sending humans into space is more urgent and useful than sending
SELECTION RESOURCES people to space.
expensive than sending robots. He points out that space exploration
 irst-Read Guide:
F is helpful in inspiring the next generation of scientists. However,
Nonfiction he says that ocean exploration could be just as inspirational for a
much lower cost. He argues there are many more valuable things
 lose-Read Guide:
C
Nonfiction
in the oceans than in space. He says that the oceans can teach us
about climate control and water scarcity. Also, he says that studying
 ars Can Wait. Oceans
M ocean animals has helped us solve many problems in human
Can’t: Text Questions biology, including developing better medicines. Etzioni argues that
Audio Summaries technologies that come from ocean exploration tend to be more
practical than those that come from space exploration.
Selection Audio

Selection Test
Connection to Essential Question
Etzioni provides many answers to the Essential Question, “What drives
people to explore?” In this opinion piece, the author emphasizes
discovering things that can help humanity, such as new medicines and
ways to mitigate global warming.

Connection to Performance-Based Assessment

The prompt is “What fuels people’s desire to explore?” This text offers
strong evidence to support students’ responses. Some students may say
that the author suggests that hope of finding something that will be
useful back home is a strong motivator.

Text Complexity Rubric: Mars Can Wait. Oceans Can’t.

Quantitative Measures

Lexile: 1400 Text Length: 1,063 words

Qualitative Measures
Knowledge Demands Selection contains multiple details about which students will have very little prior knowledge. Numerous
1 2 3 4 5 references are made to people, processes, and events that will be unfamiliar.

Structure Text covers a wide range of ideas; organization is clear, but many examples and elaboration techniques
1 2 3 4 5 may challenge some readers.

Language Conventionality and Clarity Language is very complex, but also has an informal, conversational style at times. Many sentences are
1 2 3 4 5 lengthy, with complex construction, multiple ideas and clauses, and above-level vocabulary.

Levels of Meaning/Purpose Main idea and opinion are explicitly stated up front. However, multiple details back up main concepts,
1 2 3 4 5 and readers must be able to understand difficult language in order to understand meaning.

488A UNIT 5 • EXPLORATION

 DIGITAL
Audio Video Document Online EL Online
PERSPECTIVES
Assessment Highlights Assessment

from Shipwreck at the Bottom of the World

Summary Insight
The excerpt from Shipwreck at the Bottom of the World is a This selection helps students
nonfiction narrative by Jennifer Armstrong. It details the experiences understand how technological
of the crew of The Endurance, a ship that was exploring Antartica change made exploration easier.
SELECTION RESOURCES But it also shows how nature’s
in 1915. At the time—before radios and satellites—the only ways
 irst-Read Guide:
F to track location were through navigational strategies that relied on whims can overwhelm our
Nonfiction clocks, the stars, and the sun. When these strategies failed because ability to solve problems with
technology. The description of
of inclement weather, the ship wound up in completely frozen
 lose-Read Guide:
C the men’s survival experience
Nonfiction
waters. The men struggled to survive through freezing Antarctic is gripping.
temperatures.
from Shipwreck at the
Bottom of the World: Text
Questions
Connection to Essential Question
Audio Summaries
The Essential Question is “What drives people to explore?” The men’s
Selection Audio motivation to explore was quickly diverted into a deep desire to survive
despite very difficult challenges.
Selection Test
Connection to Performance-Based Assessment
This text describes the challenges of exploration in the days of limited
technology. It provides background for the prompt, “What fuels people’s
desire to explore?” The challenge of crossing Antarctica was immense. That
difficulty and danger may have been what motivated Shackleton to do it.

Text Complexity Rubric: from Shipwreck at the Bottom of the World

Quantitative Measures

Lexile: 1110 Text Length: 2,280 words

Qualitative Measures
Knowledge Demands The text includes information about navigation, voyage by ship, and survival on ice. Students may not
1 2 3 4 5 have prior knowledge of these topics. Background information about the expedition is provided.

Structure Text includes both scientific explanation and narration which may present a challenge. Story is told
1 2 3 4 5 chronologically; text is dense with multiple details; quotations are included.

Language Conventionality and Clarity Language is concrete, but dense and complex; some language is not contemporary. Many sentences
1 2 3 4 5 are complex and include above-level vocabulary.

Levels of Meaning/Purpose Purpose of text is to account the experiences of The Endurance crew. Information about means of
1 2 3 4 5 navigation provides background, but may challenge some readers.

Independent Learning 488B

PLANNING INDEPENDENT LEARNING

from Sacajawea
Summary Insight
Told from the point of view of Sacajawea, this excerpt from the While the party does not
novel Sacajawea by Joseph Bruchac describes the Lewis and Clark encounter Sacajawea’s people
Expedition. In this selection, the group approaches Sacajawea’s in this selection, it raises the
homeland. Captain Clark is ill, but insists on scouting ahead for question of European contact
Sacajawea’s people. She expects to find them soon, and recognizes with Native American nations.
the landscape the group travels through. She worries that they may
not recognize her, and tries not to show emotion to the group.
SELECTION RESOURCES When she tells the captains that her people are nearby, they give
her a string of beads as a present. She explains the customs of her
First-Read Guide: Fiction people, and how to greet them, and what Europeans would be
Close-Read Guide: Fiction called in her language. The party continues along the river, hoping to
make contact soon.
from Sacajawea: Text
Questions
Connection to Essential Question
Audio Summaries
The Essential Question is “What drives people to explore?” This selection
Selection Audio describes both the expedition led by Lewis and Clark, and Sacajawea’s
own drive to return to her people. In that sense, the exploration is itself
Selection Test
in question, as Sacajawea is returning to a place she knows better than
any other.

Connection to Performance-Based Assessment

Students may use this text to prepare to address the prompt, “What fuels
people’s desire to explore?” In this selection, Sacajawea’s motivation is
made very clear, as she desires to explore both to return to her homeland
and to prove her worth to the expedition. Sacajawea does not explain the
motivations of Lewis and Clark, but she does describe their habit of taking
notes and making careful drawings, which suggest they wanted to learn.

Text Complexity Rubric: from Sacajawea

Quantitative Measures

Lexile: 790 Text Length: 1,613 words

Qualitative Measures
Knowledge Demands Prior knowledge or familiarity is needed of Sacajawea, Lewis and Clark’s expedition, and Native
1 2 3 4 5 American culture. Students may have some of this background information from previous studies
and selections.
Structure Story is told chronologically in a narrative style. Students may struggle to identify First Born Son, the
1 2 3 4 5 person that Sacajawea addresses in the text. Some dialogue is included.

Language Conventionality and Clarity Language is descriptive, with some figurative phrases and symbols. Sentences mostly have simple
1 2 3 4 5 construction, though some may have unfamiliar syntax and non-contemporary style.

Levels of Meaning/Purpose Text includes plot events with levels of cultural meaning. Story events are clear and explicit, but readers
1 2 3 4 5 need to infer meaning related to the cultural understanding of past events.

488C UNIT 5 • EXPLORATION

 DIGITAL
Audio Video Document Online EL Online
PERSPECTIVES
Assessment Highlights Assessment

The Legacy of Arctic Explorer Matthew Henson

Summary Insight
This article by James Mill describes the life of an often-overlooked This article raises one of the
American explorer, Matthew Henson. As a member of the Peary fundamental questions of
1909 expedition, Henson is the first person to reach the North exploration: the question of
SELECTION RESOURCES credit. Not only do others
Pole. An African American man from Maryland, Henson first takes
 irst-Read Guide:
F a job aboard a sailing ship at the age of twelve. Returning to question the group’s success,
Nonfiction Washington, D.C., to take a job as a shop clerk, he meets Robert but also within the group
Henson and Peary are divided by
Peary, an explorer. The pair travel across Central America and later
 lose-Read Guide:
C questions of credit.
Nonfiction
explore Greenland’s northern shore. They make a number of famous
scientific discoveries, and after eight attempts, they are the first team
 he Legacy of Arctic
T to reach the North Pole. The team of four Inuit guides, Henson, and
Explorer Matthew Peary, return to great acclaim. The men’s long-term friendship ends
Henson: Text Questions because of a dispute about whether Peary or Henson arrived at the
Audio Summaries North Pole first. Henson is only received as a hero in 1937, many
years after his historic expedition.
Selection Audio

Selection Test
Connection to Essential Question
The Essential Question is “What drives people to explore?” Henson’s
biography is laid out in the article, and shows that he pursued exploration
and adventure throughout his life. From a young age, he traveled great
distances and took dangerous jobs.

Connection to Performance-Based Assessment

Students may decide to use Henson’s life story to help them address the
prompt, “What fuels people’s desire to explore?” Henson’s career, and
Peary’s support, allowed him to turn his drive to explore into action. The
article outlines how the infrastructure of exploration meant that Henson,
an excellent explorer, was unable to continue without that support.

Text Complexity Rubric: The Legacy of Arctic Explorer Matthew Henson

Quantitative Measures

Lexile: 1240 Text Length: 2,491 words

Qualitative Measures
Knowledge Demands Selection presents information about Arctic exploration that will be unfamiliar to most readers.
1 2 3 4 5

Structure Events are explained chronologically; organization is evident; multiple intricate events and details
1 2 3 4 5 are included.

Language Conventionality and Clarity Language is concrete and straightforward; some sentences are lengthy or complex, with multiple
1 2 3 4 5 clauses and ideas; some vocabulary is above-level.

Levels of Meaning/Purpose Main idea is clearly explained at beginning of selection and at end; multiple concepts and ideas are
1 2 3 4 5 explored in detail and fully explained.

Independent Learning 488D

PLANNING INDEPENDENT LEARNING

Should Polar Tourism Be Allowed?

Summary Insight
Emily Goldberg’s article “Should Polar Tourism Be Allowed?” makes “Should Polar Tourism Be
an argument that tourism to the Arctic and Antarctica may be a bad Allowed?” shows how
idea. Transporting tourists to the poles puts fragile ecosystems at exploration can put ecosystems
SELECTION RESOURCES at risk. Even if people don’t
risk. Tourists can damage plants, and vehicles can disturb animals.
 irst-Read Guide:
F But Goldberg also presents the pro-tourism side of the debate, build anything, their presence
Nonfiction noting that some people argue that polar tourism offers economic might disrupt the environment.
Still, there is value in seeing new
benefits and encourages people to support conservation efforts.
 lose-Read Guide:
C places, and tourism does provide
Nonfiction an incentive to keep these places
intact.
 hould Polar Tourism Be
S
Allowed?: Text Questions
Connection to Essential Question
This selection connects to the Essential Question by suggesting
Audio Summaries that some people explore to impress others or to make their nation
Selection Audio look impressive, and others want the experience of exploring the
environment of a remote area.
Selection Test
Connection to Performance-Based Assessment
This selection connects to the Performance-Based Assessment by noting
that some people explore because of a sense of competition, and others
seek an experience outside of everyday life.

Text Complexity Rubric: “Should Polar Tourism Be Allowed?”

Quantitative Measures

Lexile: 1210 Text Length: 338 words

Qualitative Measures
Knowledge Demands Some knowledge of the Arctic and Antarctica is required.
1 2 3 4 5

Structure Text is organized clearly and logically.

1 2 3 4 5

Language Conventionality and Clarity Language in text is concrete and straightforward.

1 2 3 4 5

Levels of Meaning/Purpose In the text, the two sides of the issue/argument are clearly explained.
1 2 3 4 5

488E UNIT 5 • EXPLORATION

 DIGITAL
Audio Video Document Annotation EL Online
PERSPECTIVES
Highlights Highlights Assessment

MY NOTES

Independent Learning 488F

ADVISING INDEPENDENT LEARNING

First-Read Guide Tool Kit

You may wish to direct students to use the First-Read Guide and
generic First-Read and Close-Read Guides Use this page to record your first-read ideas. Model Annotation
in the Print Student Edition. Alternatively, you
may wish to print copies of the genre-specific Selection Title:
First-Read and Close-Read Guides for students.
These are available online in the Interactive
Student Edition or Unit Resources. NOTICE new information or ideas you learn ANNOTATE by marking vocabulary and key
about the unit topic as you first read this passages you want to revisit.
text.
FIRST READ
Students should perform the steps of the first
read independently.
NOTICE: Students should focus on the basic
elements of the text to ensure they understand
what is happening.
ANNOTATE: Students should mark any passages
they wish to revisit during their close read.
CONNECT: Students should increase their
understanding by connecting what they’ve read
to other texts or personal experiences.
RESPOND: Students will write a summary to
demonstrate their understanding.
Point out to students that while they will
always complete the Respond step at the end
CONNECT ideas within the selection to RESPOND by writing a brief summary of
of the first read, the other steps will probably other knowledge and the selections you the selection.
happen somewhat concurrently. Remind students have read.
that they will revisit their first-read annotations
during the close read. You may wish to print
copies of the First-Read Guide for students to use.

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

After students have completed the First-Read
Guide, you may wish to assign the Text
questions for the selection that are available in
the Interactive Teacher’s Edition.

Anchor Standards
In the first two sections of the unit, students
worked with the whole class and in small
groups to gain topical knowledge and
greater understanding of the skills required
by the anchor standards. In this section, they  STANDARD
Reading Read and comprehend complex literary and informational texts independently and proficiently.
are asked to work independently, applying
what they have learned and demonstrating
488 UNIT 5 • ExploraTIoN
increased readiness for college and career.

LIT17_SE06_U05_C_INO.indd 488 PERSONALIZE FOR LEARNING 13/05/16 8:27 PM

Challenge
Additional Questions To help students reflect on their first read
and prepare for the close read, encourage them to think about what
more they would like to know about a text. Ask students to write
two to three questions they have about the text. Then, students can
meet in small groups with others who have read the same selection.
Each group can share First-Read Guides and their additional
questions before proceeding to the Close Read.

488 UNIT 5 • EXPLORATION

 ESSENTIAL QUESTION: What drives people to explore?

Close-Read Guide Tool Kit

Close-Read Guide and
Model Annotation
CLOSE READ
Use this page to record your first-read ideas.
Students should begin their close read by
Selection Title: revisiting the annotations they made during their
first read. Then, students should analyze one
of the author’s choices regarding the following
Close Read the Text Analyze the Text
elements:
Revisit sections of the text you marked during Think about the author’s choices of patterns, • patterns, such as repetition or parallelism
your first read. Read these sections closely structure, techniques, and ideas included in
and annotate what you notice. Ask yourself the text. Select one, and record your thoughts
• structure, such as cause-and-effect or
questions about the text. What can you about what this choice conveys. problem-solution
conclude? Write down your ideas. • techniques, such as description or dialogue
• ideas, such as the author’s main idea or claim
MAKE IT INTERACTIVE
Group students according to the selection they
have chosen. Then, have students meet to discuss
the selection in-depth. Their discussions should be
guided by their insights and questions.

QuickWrite
Pick a paragraph from the text that grabbed your interest. Explain the power of this passage.
© Pearson Education, Inc., or its affiliates. All rights reserved.

 STANDARD
Reading Read and comprehend complex literary and informational texts independently and proficiently.

Independent Learning 489

LIT17_SE06_U05_C_INO.indd 489 PERSONALIZE FOR LEARNING 13/05/16 8:26 PM

Challenge
Group Review Have students who have read the members should revise and edit the writing for
same selection collaborate to write a group review coverage of the entire text, and make sure ideas
of the entire text. The review should include a are logically organized and expressed clearly. They
summary and excerpts from each group member’s can use signal words and transitions to connect
Close-Read Guide. Group members should agree the ideas and writing of all the contributors. After
on contributions, the order in which the excerpts editing and proofreading, the completed reviews
will appear, and how the excerpts will fit into may be posted in a blog or printed and distributed
paragraphs within the review. Together, group to the class.

Independent Learning 489

ADVISING INDEPENDENT lEarNINg

Share Your Share Your Independent Learning

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

Learn From Your Classmates

As students discuss the Independent Learning Learn From Your Classmates
selections, direct them to take particular note of Discuss It Share your ideas about the text you explored on your
how their classmates’ chosen selections align with own. As you talk with your classmates, jot down ideas that you learn
their current position on the Performance-Based from them.
Assessment question.

Reflect
Students may want to add their reflection to their
Evidence Log, particularly if their insight relates to
a specific selection from the unit.
Make it Interactive
With students, create a game of “Concentration”
with the names of explorers and the places they
Reflect
explored. The explorers can be from this unit,
Review your notes, and mark the most important insight you gained from

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

or students can research for names and data
these writing and discussion activities. Explain how this idea adds to your
on famous explorers from history. Make up
understanding of the topic of exploration.
15 three-inch by five-inch index cards with an
explorer and the place they explored written on
each card. Then, make a matching set of cards.
(You will have 30 cards altogether.) Shuffle all of
the cards. Place the cards face down in five rows
of 6 each. Each student then takes a turn by
turning over two cards. The student must explain  StandardS
how they match. Other students may disagree. If Speaking and Listening
they match, the cards remain right side up. If they Engage effectively in a range of
collaborative discussions with diverse
do not match, they are placed face down again, partners on grade 6 topics, texts, and
and the next student takes a turn. The game issues, building on others’ ideas and
expressing their own clearly.
continues until all of the cards are matched and
face up.
You can increase the difficulty of this game by 490 UNIT 5 • EXPLORATION
having 15 cards with explorers’ names and 15
cards with the names of the places they explored.
Students must match each explorer to a place.
AUTHOR'S PERSPECTIVE
LIT17_SE06_U05_C_IN_PT.indd 490 Ernest Morrell, Ph.D. 13/05/16 8:26 PM
Evidence Log Support students in completing
their Evidence Log. This paced activity will Powerful Speaking in Small Groups Explain 1. Earn credibility. Speakers who are prepared
help prepare them for the Performance-Based to students that learning how to speak with with evidence tailored to their audience’s needs
Assessment at the end of the unit. confidence, without over-compensating, will help will sway their audience with the power of
them make and/or defend an argument and point their proof. As a result, these speakers will
of view in a small group. Point out that their goal have no need to try to harass or intimidate
is to be convincing, but not argumentative. To their listeners.
help build this skill, provide students with the 2. Choose words carefully. Effective speakers
following guidelines: use the exact words they need, words that

490 UNIT 5 • EXPLORATION

 PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Argument Review Evidence for

At the beginning of this unit you took a position on the following
question:
an Argument
Evidence Log Students should understand that
Should kids today be encouraged to become explorers?
their position on an issue can evolve as they
learn more about the subject and are exposed
 EvidEncE log
to additional points of view. Point out that just
Review your Evidence Log and your QuickWrite from the beginning of the unit. because they took an initial position on the
Has your position changed?
question What fuels people’s desire to explore?
doesn’t mean that their position can’t change
Yes NO
after careful consideration of their learning
Identify at least three pieces of evidence that Identify at least three pieces of evidence that and evidence.
convinced you to change your mind. reinforced your initial position.
Evaluate the Strength of
1. 1.
Your Evidence
Encourage students to keep in mind that their
written argument should include evidence.
2. 2.
The evidence they provide should support their
position, or their side of the argument. Evidence
may include facts (such as statistics and physical
details), personal anecdotes (personal experience
3. 3. of the student or others), and expert opinions.
The evidence that they provide in their written
argument should support and strengthen
their position.

State your claim now:

Identify a possible counterclaim, or opposing position:

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

Evaluate the Strength of Your Evidence Consider your argument. Do

you have enough evidence to support your claim? Do you have enough
evidence to disprove possible counterclaims? If not, make a plan.  staNdards
Writing
Write arguments to support claims
Do more research Talk with my classmates with clear reasons and relevant
evidence.
Reread a selection Ask an expert b. Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
Other: demonstrating an understanding of
the topic or text.

Performance-Based Assessment Prep 491

LIT17_SE06_U05_C_IN_PT.indd 491 13/05/16 8:26 PM

convey their precise meaning. Further, effective speakers avoid

“loaded words” that attempt to sway an audience by appealing
to stereotypes.
3. Be audible, not loud. Speakers who avoid shouting convey
their point with greater confidence than those who do raise
their voices.

Performance-Based Assessment Prep 491

ASSESSING performance-based assessment

sources Part 1
Writing to Sources: Argument
Students should complete the Performance-Based
• Whole-class
selections
Writing to sources: Argument
Assessment independently, with little to no input In this unit, you read about a variety of explorers and considered different
• small-group
or feedback during the process. Students should selections
perspectives on important issues related to exploration.
use word processing software to take advantage
• independent-learning
of editing tools and features. selection Assignment
Prior to beginning the Assessment, ask Write an argument in which you state and defend a claim in response
students to think about what might make people to the following question:
want to explore.
should kids today be encouraged to become
Review the Elements of Effective Argument explorers?
Students can review the work they did earlier in
First, state your claim, and then develop a coherent argument to
the unit as they complete the Performance-Based
support that claim. Organize your argument logically, and support your
Assessment. They may also consult other
claim with valid evidence from credible sources. Use precise words
resources such as: to clarify the relationships among the reasons and the claim. Include
• the elements of an effective argument, a conclusion that follows from your argument. Strive to maintain a
including language, tone, and grammar, as well formal tone throughout your writing.
as how to organize an argument, available in
Whole-Class Learning
Reread the Assignment Review the assignment to be sure you fully
• their Evidence Log understand it. The task may reference some of the academic words
• their Word Network presented at the beginning of the unit. Be sure you understand each of
the words given below in order to complete the assignment correctly.
Although students will use evidence from unit Also, consider using the academic vocabulary words in your argument.
selections for their argument, they may need These words may help you to clarify your claims with precise word
to collect additional evidence, including facts, choices.
statistics, anecdotes, quotations from authorities,
or examples that support their position. critical compel coherent
assume valid

 Word NetWork
As you write and revise your Review the Elements of Effective Argument Before you begin
argument, use your Word writing, read the Argument Rubric. Once you have completed your

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

Network to help vary your first draft, check it against the rubric. If one or more of the elements
word choices. is missing or not as strong as it could be, revise your essay to add or
 standards
strengthen that element.
Writing
• Write arguments to support claims
with clear reasons and relevant
evidence.
• Write routinely over extended time
frames and shorter time frames for
a range of discipline-specific tasks,
purposes, and audiences.
Language
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
b. Maintain consistency in style
and tone.

492 UNIT 5 • EXPLORATION

LIT17_SE06_U05_U_PAS.indd 492 13/05/16 8:29 PM

492 UNIT 5 • EXPLORATION

 essential question: What drives people to explore?

Argument Rubric Argument Rubric

Focus and Organization Evidence and Elaboration Conventions As you review the Argument Rubric with
The introduction is engaging and Sources are credible and The argument correctly uses students, remind them that the rubric is a
states the claim in a compelling way. support the claim. standard English conventions resource that can guide their revisions. Students
of usage and mechanics.
The claim is supported by clear reasons The tone of the argument is should pay particular attention to the differences
and relevant evidence. formal and objective. between an argument that contains all of the
4
Words, phrases, and clauses are used Words are carefully chosen required elements (a score of 3) and one that
to clarify the relationships among the and suited to purpose and
is compelling, well-organized, and strongly
claim and reasons. audience.
supported by logical reasons and relevant
The conclusion clearly follows from the
evidence (a score of 4).
argument.

The introduction is mostly engaging Sources are mostly credible The argument mostly
and states the claim. and mostly support the claim. demonstrates accuracy in
standard English conventions
The claim is mostly supported by clear The tone of the argument is of usage and mechanics.
reasons and relevant evidence. mostly formal and objective.

Words, phrases, and clauses are mostly Words are mostly suited to
3 used to clarify the relationships among purpose and audience.
the claim and reasons.

The conclusion mostly follows from the

argument.

The introduction somewhat states Sources are somewhat The argument demonstrates
the claim. credible and somewhat some accuracy in standard
support the claim. English conventions of usage
The claim is supported by some and mechanics.
reasons and evidence. The tone of the argument
is occasionally formal and
Words, phrase, and clauses objective.
2 are occasionally used to clarify
relationships among the claim and Words are somewhat suited to
reasons. purpose and audience.

The conclusion somewhat follows from

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

The introduction does not clearly state Sources are not credible nor The argument contains
the claim. do they support the claim. mistakes in standard English
conventions of usage and
The claim is not supported by reasons The tone is informal. mechanics.
and evidence.
Words are not suited to
Words, phrase, and clauses are not purpose or audience.
1 used to clarify relationships among the
claim and reasons.
The conclusion does not follow from
the argument.

Performance-Based Assessment 493

LIT17_SE06_U05_U_PAS.indd 493 Personalize for Learning 13/05/16 8:29 PM

English Language Support

Sentence starters Provide sentence starters . Pair students and have them work
to help students organize their claim and their together to complete the answers. Ask them to
supporting reasons and evidence. For example, read their responses aloud to each other and to
I think that and fuels help each other correct any errors. Then have
people’s desire to explore because and them write their arguments independently.
ALL LEVELS

Performance-Based Assessment 493

ASSESSING performance-based assessment

Part 2
Speaking and Listening: Speaking and Listening: Speech
Speech
Students should annotate their written argument Assignment
in preparation for the oral presentation, marking After completing the final draft of your argument, use it as the
the important elements (claim, reasons, and foundation for a brief speech.
evidence) as well as critical facts, quotations,
or statistics. Do not simply read your argument aloud. Take the following steps to
Remind students that the effectiveness of make your presentation lively and engaging.
an oral argument relies on how the speaker • Review your argument and annotate the most important reasons and
establishes credibility with his or her audience. evidence. Refer to the annotations to guide your presentation.
If a speaker comes across as confident and  StandardS
• Keep your audience in mind, and adapt the wording of your speech
Speaking and Listening
authoritative, it will be easier for the audience to • Present claims and findings, as needed to appeal to them.
give credence to the speaker’s claim. sequencing ideas logically and using
• Use appropriate eye contact. Make sure to pronounce words clearly
pertinent descriptions, facts, and
Review the Rubric As you review the rubric details to accentuate main ideas and speak loudly enough for people to hear you. Vary your volume
with students, remind them that it is a valuable or themes; use appropriate eye and your talking speed to emphasize key points.
contact, adequate volume, and clear
tool that can help them plan their presentation. pronunciation.
They should strive to include all of the criteria • Adapt speech to a variety of Review the Rubric Before you deliver your presentation, check your
contexts and tasks, demonstrating plans against this rubric. If one or more of the elements is missing or not as
required to achieve a score of 3. Draw their command of formal English when
strong as it could be, revise your presentation.
attention to some of the subtle differences indicated or appropriate.

between scores of 2 and 3.

Content Organization Presentation Techniques
The introduction is engaging Ideas progress logically, with clear The speaker maintains
and establishes the claim in a transitions so that the argument is effective eye contact and
compelling way. easy to follow. speaks clearly with adequate
volume.
The presentation includes strong, Important ideas are given emphasis
3 clear reasons and relevant and are well supported.
evidence to support the claim.

The conclusion clearly follows

from the argument.

The introduction establishes Ideas progress logically with some The speaker sometimes
the claim. transitions between ideas.that the maintains effective eye

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

argument is easy to follow. contact and speaks somewhat
The presentation includes some clearly and with adequate
clear reasons and relevant Important ideas are sometimes volume.
2
evidence to support the claim. emphasized and are supported.

The conclusion somewhat follows

from the argument.

The introduction does not clearly Ideas do not progress logically. The speaker does not
establish the claim. maintain effective eye contact
Important ideas are not or speak clearly with adequate
The presentation does not include emphasized and may lack support. volume.
reasons or evidence to support
1
the claim.

The conclusion does not follow

from the argument.

494 UNIT 5 • EXPLORATION

Digital perspectives
LIT17_SE06_U05_U_PAS.indd 494 13/05/16 8:29 PM

Preparing for the Assignment To help students within the allotted time limit. Afterward, students
prepare for their presentation, suggest that should watch the recordings together and use
they pair up with another student and video the rubric to evaluate the rehearsals. Remind
record each other’s presentation rehearsals. The students to incorporate feedback from their
student doing the recording should time the partner into their final presentation.
other student’s presentation to make sure it stays

494 UNIT 5 • EXPLORATION

 UNIT
5 REFLECTION

Reflect on the Unit Reflect on the Unit

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

Reflect on the Learning Strategies

Discuss It If you want to make this a digital
activity, go online and navigate to the Discussion
Reflect on the Learning Strategies
Board. Alternatively, students can share their
Discuss It Write a reflection on whether you were able to improve learning strategies reflections in a class discussion.
your learning based on your Action Plans. Think about what worked,
what didn’t, and what you might do to keep working on these strategies. Reflect on the Text
Record your ideas before participating in a class discussion. Consider having students share their text
reflections with one another.
MAKE IT INTERACTIVE
Have students write a blog post reflecting on
what they learned from the units in the selection.
Then encourage them to share their posts with
their classmates, and to comment on each
other’s posts.
Reflect on the Text
Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Choose a selection that you found challenging, and explain what

made it difficult. Unit Test and Remediation
After students have completed the Performance-
Based Assessment, administer the Unit Test.
Based on students’ performance on the test,
Explain something that surprised you about a text in the unit.
assign the resources as indicated on the
Interpretation Guide to remediate. Students
who take the test online will be automatically
Which activity taught you the most about exploration? What did assigned remediation, as warranted by
you learn? test results.

Unit Reflection 495

LIT17_SE06_U05_U_PAS.indd 495 16/03/21 1:01 PM

Unit Reflection 495

OPINION PIECE

Mars Can Wait.

Oceans Can’t.
Amitai Etzioni

About the Author

Amitai Etzioni (b. 1929) is a University Professor at
George Washington University. He was previously a
professor at Harvard Business School and Columbia
University. Etzioni was also Senior Advisor to the White
House under President Jimmy Carter. His work appears
frequently in newspapers such as the New York Times,
Washington Post, and Wall Street Journal.

BACKGROUND
In March 2012, Canadian deep-sea explorer James Cameron reached
the bottom of Challenger Deep, at the southern end of the Mariana
Trench in the Pacific Ocean. Alone in a specially designed submarine, he
collected samples and took videos—a skill he was already known for,
having directed two of the world’s highest-grossing movies: Titanic and
Avatar.

NOTES
1

W hile space travel still gets a lot of attention, not enough

attention has been accorded to a major new expedition
to the deepest point in the ocean, some 7 miles deep—the recent
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journey by James Cameron, on behalf of National Geographic.

2 The cover story of the prestigious journal Foreign Affairs lays
out the “Case for Space.” 60 Minutes recently ran a story about
the dire1 effects on Florida’s space industry of scaling back our
extraterrestrial endeavors. Newt Gingrich gained attention earlier
this year by calling for building a permanent base on the moon.
And President Obama has talked of preparing to eventually send
Americans into orbit around Mars.
3 Actually, there are very good reasons to stop spending billions
of dollars on manned space missions, to explore space in ways
1. dire (dyr) adj. having terrible consequences.

IL1 UNIT 5 Independent Learning • Mars Can Wait. Oceans Can’t.

 that are safer and much less costly, and to grant much higher
priority to other scientific and engineering mega-projects, the NOTES

oceans in particular.
4 The main costs of space exploration arise from the fact that we
are set on sending humans, rather than robots. The reasons such
efforts drive up the costs include: A human needs a return ticket,
while a robot can go one way. Space vehicles for humans must
be made safe, while we can risk a bunch of robots without losing
sleep. Robots are much easier to feed, experience little trouble
when subject to prolonged weightlessness, and are much easier to
shield from radiation. And they can do most tasks humans can.
5 British astronomer royal Martin Rees writes, “I think that the
practical case (for manned flights) gets weaker and weaker with
every advance in robotics and miniaturization. It’s hard to see any
particular reason or purpose in going back to the moon or indeed
sending people into space at all.” Nobel Laureate Steven Weinberg
calls manned missions “an incredible waste of money” and argues
that “for the cost of putting a few people on a very limited set of
locations on Mars we could have dozens of unmanned, robotic
missions roving all over Mars.”
6 The main argument for using humans is a public relations
one. As Neil deGrasse Tyson puts it in Foreign Affairs, “China’s
latest space proclamations could conceivably produce another
‘Sputnik moment’ for the United States, spurring the country
into action after a relatively fallow2 period in its space efforts.”
Also, astronauts are said to inspire our youth to become scientists
and explorers. However, it is far from established that we cannot
achieve the same effects by making other R&D projects our main
priority.
7 Take the oceans, about which we know much less than the dark
side of the moon. Ninety percent of the ocean floor has not even
been charted, and while we have been to the moon, the technology
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to explore the ocean’s floors is still being developed. For example,

a permanent partially submerged sea exploration station, called
the SeaOrbiter, is currently in development.
8 The oceans play a major role in controlling our climate. But we
have not learned yet how to use them to cool us off rather than
contribute to our overheating. Ocean organisms are said to hold
the promise of cures for an array of diseases. An examination of
the unique eyes of skate (ray fish) led to advances in combating
blindness, the horseshoe crab was crucial in developing a test
for bacterial contamination, and sea urchins helped in the
development of test-tube fertilization.
9 The toadfish’s ability to regenerate its central nervous system
is of much interest to neuroscientists. A recent Japanese study

2. fallow (FAL oh) adj. not active.

UNIT 5 Independent Learning • Mars Can Wait. Oceans Can’t. IL2

 concluded that the drug eribulin, which was derived from sea
NOTES sponges, is effective in combating breast, colon, and urinary
cancer.
10 Given the looming crisis of water scarcity, we badly need more
efficient and less costly methods to desalinate3 ocean water. By
2025, 1.8 billion people are expected to suffer from severe water
scarcity, with that number jumping to 3.9 billion by 2050—well
over a third of the entire global population.
11 If the oceans do not make your heart go pitter-patter, how about
engineering a bacteria that eats carbon dioxide—and thus helps
protect the world from overheating—AND excretes fuel which
will allow us to drive our cars and machines, without oil? I cannot
find any evidence that people young or old, Americans or citizens
of other nations, would be less impressed or less inspired with
such a breakthrough than with one more set of photos of a far
away galaxy or a whole Milky Way full of stars.
12 Space enthusiasts claim that space exploration has generated
major spinoffs for our life right here on Earth. Tyson quotes
President Obama suggesting that the Apollo mission “produced
technologies that have improved kidney dialysis and water
purification systems; sensors to test for hazardous gases; energy-
saving building materials; and fire-resistant fabrics used by
firefighters and soldiers,” and adds a few more innovations to the
list: “digital imaging, implantable pacemakers, collision-avoidance
systems on aircraft, precision LASIK eye surgery, and global
positioning satellites.”
13 Of course, the space environment is radically different from
the one on Earth. Materials and technologies that are suited for a
vacuum, zero gravity, and extreme cold and heat are not the ones
we typically can use on Earth.
14 Elias Carayannis, professor of Science, Technology, Innovation
and Entrepreneurship at The George Washington University, notes

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“government agencies—particularly those such as the National
Space and Aeronautics Administration that are continually
pressured to justify their activities—tout4 the spin-off value
of their investments in sometimes quite extravagant claims.”
Products such as Velcro, Tang, and Teflon that are often cited as
spinoffs of space technology did not actually result from the space
program.
15 Space promoters tell us, once every few months, that there are
signs that there might be or has been water on one of the planets
that might make “life” possible. I wonder if some of those who
hear these reports interpret them to mean that we expect to find
a civilization out there, one that we could ally with, say against

3. desalinate (dee SAL uh nayt) v. remove the salt from something.

4. tout (towt) v. promote or publicize.

IL3 UNIT 5 Independent Learning • Mars Can Wait. Oceans Can’t.

 the Chinese. What scientists are really talking about is organic
material, the kind found in any compost—not a reason to spend NOTES

billions of dollars of public funds.

16 In short, do not cry for Mars. It is not going away. We can
send R2D2 to explore it and still keep a whole pile of dough for
important and inspiring exploration missions right here on Earth,
starting at the beach nearest you. ❧

From CNN.com, August 17, 2012 © 2012 Turner Broadcast Systems, Inc. All rights reserved. Used by permission and protected
by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of the Content without
express written permission is prohibited.
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UNIT 5 Independent Learning • Mars Can Wait. Oceans Can’t. IL4

NONFICTION NARRATIVE

from Shipwreck
at the Bottom
of the World
Jennifer Armstrong

About the Author

By the time she was six years old, Jennifer Armstrong (b. 1961) knew that
she would become an author. She has written more than 100 books of all
genres, with history as a recurring theme. Armstrong traveled to the South
Pole on a grant from the National Science Foundation, but lives in Saratoga
Springs, New York, with two miniature dachshunds and a pink bike.

BACKGROUND
In 1914, the Irish explorer and hero Ernest Shackleton made his
third trip to Antarctica on an expedition intending to cross the entire
continent. Early the next year, his ship Endurance became trapped in ice,
and the whole crew had to abandon the ship and live on the
floating ice.

NOTES
1

H ow did they know where they were? Since the outset of their
voyage through featureless ocean and anonymous ice pack,
the officers and crew of Endurance had been able to track their
exact location and chart their zigzagging progress on their maps. Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

This was before the use of radio signals to plot position, before
radar, before satellites. They used a few basic instruments, some
almanacs, and math.
2 For centuries, mapmakers, astronomers, and navigators have
marked the globe with imaginary lines of latitude, which are
parallel to the equator (and are often called parallels), and lines of
longitude (also called meridians), great circles that all run through
the North and South poles. The meridians are perpendicular
to the parallels on the surface of the globe; that is, they meet at
right angles, or ninety degrees. When a navigator knows his
coordinates—the degree of latitude and degree of longitude he is
at—he knows where on the wide, blank ocean he is. But how does
he know the latitude and longitude?

IL5 UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World
 3 Astronomers have long known that the celestial bodies—the
sun, the moon, the planets, and the stars—follow regular and NOTES

predictable paths through the heavens, and centuries of patient

nighttime observation have produced detailed almanacs1 listing
the daily positions of these bodies. As a navigator moves farther
north or south, the height of a star above the horizon changes.
Using an instrument called a sextant, the navigator can measure
the height of the star above the horizon. Then, by referring to the
almanacs and making some calculations, he can determine how
far north or south he is: that is his latitude. No matter where on
the globe the observer is, an accurate measurement of that star’s
height, or altitude, and the use of proper almanacs or tables will
provide latitude.
4 Longitude proved to be a harder puzzle to solve. Astronomers
have known for centuries that the earth takes twenty-four hours
to complete one full rotation—one day. Because a circle (one
rotation) is 360 degrees, it is possible to divide 360 by twenty-four
to find out how many degrees the earth spins in just one hour.
The answer is fifteen degrees. With that information, longitude is
within reach—assuming accurate clocks. Imagine a traveler going
west with two clocks. After several days, it is no longer noon
when the clocks say twelve. So the traveler adjusts the first clock
to read twelve when it is noon where he is. The second clock tells
a different time, the time at the starting point. If the difference in
time is one hour, the traveler knows he has gone fifteen degrees.
He can continue to travel as long as he wants, always resetting the
first clock at noon, when the sun is at its highest point in the sky.
As long as he continues to wind the second clock, and as long as it
is accurate, he will know the time difference between his present
position and his starting point. He can then convert the difference
in time to a distance in degrees.
5 This makes accurate clocks indispensable on ocean voyages,
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but it wasn’t until the eighteenth century that accurate clocks

became a reality. In 1714, the British Parliament offered a prize
to the person who could solve the longitude puzzle. Decades
later, the prize was awarded to a clockmaker, John Harrison.
The mechanism of Harrison’s chronometer2 could withstand the
turbulent motion of a ship at sea, defy changes of temperature,
and resist the corrosion of salt water and air. His first three models
were large, clumsy, heavy instruments, but his final masterpiece
was not much larger than a heavy pocket watch. Any captain
could take such a timekeeper to sea with him. Harrison had
solved the problem of fixing longitude.

1. almanacs (AWL muh naks) n. annual publications containing meteorological, tidal, and
astronomical information.
2. chronometer (kruh NOM uh tuhr) n. timepiece designed to be accurate in all kinds of
conditions.

UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World IL6
 6 By 1914, when Endurance set sail from London, dependable and
NOTES accurate chronometers were every skipper’s constant companions.
Armed with sextant, chronometers, compass, and nautical tables,
Frank Worsley, skipper of Endurance, had been able to calculate
and plot their every position. He was able to judge the pack’s rate
of travel by comparing positions from one day to the next. He
knew how far they were from the nearest land; he knew when
they had crossed the Antarctic Circle; he knew how many miles
of forbidding ocean still lay between the crew and their home. Of
course, there were many days on the ice when getting a sight from
the heavens was impossible. Fog, cloud cover, blizzard conditions,
rain, and foul weather of every description often hid the sun
and stars from Worsley’s sight. But whenever the sun made an
appearance, he was sure to take as many readings as he could. The
big box chronometers on the ship had been abandoned at Dump
Camp, but Worsley had chronometer watches. He periodically
checked their accuracy by taking a kind of astronomical reading
called an occultation. Most astronomers use the moon or the major
planets for their occultations: Worsley used tiny Mercury once,
“just for swank,” to show he could do it.
7 Nobody liked to think what might happen if Worsley lost any
of his instruments or tables. After Shackleton, they looked to the
skipper to get them home. How else would they find their way?
8 Now, after the initial excitement of the ocean swell, the men
began to grow even more restless. For several days the pack closed
in tight again, and they could no longer detect the movement of
the ocean. But they knew it was out there, not far. The weather
was growing fouler every day as the Antarctic winter approached,
with hard frosts and cold rain. Ice began to build up under the
sledge runners beneath the boats, and the crew had to shift the
boats from one site to another to keep them from freezing in place:
they had to be ready to launch at any moment. Every morning

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they lashed up and stowed their gear.
9 But the ice around them still didn’t open. On March 23, they
spied land to the west, probably one of the Danger Islands at the
entrance to Erebus and Terror Gulf—a scant fifty-seven miles
away. “If the ice opens we could land in a day,” Hurley lamented
in his diary. Yet the ice pack, with Patience Camp and its twenty-
eight frustrated and helpless men, drifted past.
10 The men busied themselves with repairs to clothing and
equipment, readying themselves for the next stage of the journey.
Now there were always at least two men on watch as the stubborn
ice began eroding. A biting southerly gale intensified the cold at
the same time that the blubber supply ran alarmingly low. Hot
food was limited to once a day; the other meals were cold and
comfortless.

IL7 UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World
 11 Four days after Patience Camp passed the Danger Islands,
icebergs began bulldozing through the pack. The bergs, with their NOTES

deep bottoms caught in opposing currents, crashed in zigzagging

paths through the ice as far as the men could see. Horrified, the
crew of Endurance watched as one large berg began plowing in
slow motion toward their position. Huge blocks of ice tumbled
out of its path, and large floes3 were churned into chunks. Some of
the men swallowed hard and shook hands with their mates. They
all knew that if the berg plowed through their camp, there would
be no hope of survival, and trying to get out of its unpredictable
path was pointless. Shackleton scratched a match alight with his
thumbnail, then lit a cigarette as the rogue iceberg blundered
toward them.
12 The men watched it come closer and closer, breathing a sigh of
relief when it veered away and passed them to the east. They were
spared—for now.
13 As March continued, the weather turned to rain and then
to snow, and the men crawled into their damp sleeping bags
in complete, wretched misery. They were hungry, cold, and
frightened. Fights broke out for the flimsiest reasons. Some men
cried, their tears freezing on their bearded cheeks. The ice men
began to believe that they would never be released from their
prison. Shackleton did what he could to encourage his men, going
from one tent to the next and asking how they were, or starting
conversations on topics totally unrelated to their present dangers.
14 Then, during the early morning hours of March 28, their floe
split in half. “Crack!” came a yell from Cheetham, on watch. “Lash
up and stow!” As the men struggled out of their tents, they saw
two cracks running through their floe; the edges rose and fell
in a strong swell. Each man knew his emergency orders. Some
dashed to the boats and began heaving and cracking them out of
the night’s ice; others broke down the camp and began stowing
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tents and gear. Macklin rounded up his team of dogs—the last

of the dogs—and got them in order. Some of the men saw with
alarm that their seal meat supply was on a piece of floe that was
beginning to drift away in the heavy mist, so they jumped the
widening crack and began tossing the meat over. Once all the men
and gear were safe on the same piece of floe with the boats, they
began to relax, only to have another crack split directly under
the James Caird. Another scramble in the chilly, damp morning
followed. Finally, they dared to eat a cold breakfast.
15 Just as they were finishing, a leopard seal loomed through
the mist, hunching itself across the ice. Wild ran for his rifle and
brought the seal down with one bullet, and when the eleven-foot-
long animal was butchered, the men discovered fifty undigested

3. floes (flohz) n. sheets of floating ice at sea.

UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World IL8
 fish inside its stomach. Minutes earlier, the crew had been on
NOTES short rations eaten cold. Now they had 1,000 pounds of meat and
at least two weeks’ worth of blubber. Shackleton announced they
would make a holiday feast on the seal’s liver at lunchtime.
16 And yet, in spite of the new bounty of food, it was time for
the last dogs to go. It was obvious to everyone that the pack was
breaking up all around them, and it would be impossible to take
the dogs in the boats. Macklin harnessed his team for the last
time and drove them some distance from the camp with Wild.
Sick with regret, Macklin took his dogs one by one from harness.
Wild took each unsuspecting animal behind a hummock of ice
and quickly put a bullet in its brain. Then Macklin skinned and
butchered the dogs for meat and brought them back to camp.
Later, as the men feasted on the dogs, Worsley commented that
the piece he was eating had a better flavor than the leopard
seal, and Hurley found it “exquisitely tender and flavorous.” As
Hurley later wrote, “A casual observer might think the Explorer
a frozen-hearted individual, especially if he noticed the mouths
watering when tears ought to be expected. Hunger brings us all
to the level of other species, and our saying that ‘sledge dogs are
born for work & bred for food’ is but the rationale of experience.
17 Overhead, terns and Cape pigeons wheeled, and a giant snow
petrel flew on snow-white wings; the birds were a sure sign that
open water was near. In an open lead of water, Clark spotted some
jellyfish, another sign of open ocean. They were very close.
18 Shackleton now ordered the men to keep “watch and watch,”
four hours on and four hours off, and to sleep fully dressed in
boots, mittens, and hats. The men lay down to sleep on a floe that
rose and fell at least a foot with the swell, and some of them felt
seasick after so long on a motionless, frozen ocean.
19 “Our little boats may be compelled any day now to sail
unsheltered over the open sea,” Shackleton wrote in his diary,

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“with a thousand leagues4 of ocean separating them from the
land to the north and east. It seems vital that we should land on
Clarence Island or its neighbor, Elephant Island.” These islands
to the northwest were at the very end of the Antarctic Peninsula;
beyond them lay the open ocean. If the crew did not reach one of
the islands, their chances of survival were very small.
20 The days continued to wear on, and their floe continued to
erode. By April 3, it was only 200 yards across, surrounded by
open water and continually bumping into other floes. The sounds
of the ice grinding and crushing, creaking and cracking, filled the
cold, damp air all around them. All around them, too, were signs
that the Antarctic winter was fast approaching: there were now
twelve hours of darkness, and during the daylight hours petrels

4. leagues (leegz) n. units of distance, each being equivalent to three miles.

IL9 UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World
 and terns fled toward the north. Skuas kept up a screeching
clamor, and penguins on the move honked and brayed from the NOTES

ice for miles around. Killer whales cruised the open leads, blowing
spouts of icy spray. The tricks of the Antarctic atmosphere brought
mock suns and green sunsets, and showers of jewel-colored ice
crystals.
21 The floe beneath Patience Camp cracked again and again over
the next several days. By April 8, there were open leads of black
water on all sides, and the floe was rising and falling three feet
with the ocean swell—the ice pack as far as the eye could see was
rippling with it, like a box of giant jigsaw puzzle pieces being
stirred by a giant hand. The floe was now a mere fifty yards
across. The voyagers had traveled 600 miles since Endurance was
first trapped in the ice.
22 At twelve forty on April 8, Shackleton gave the order: “Launch
the boats.” ❧
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UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World IL10
HISTORICAL FICTION

from
Sacajawea
Joseph Bruchac

About the Author

Joseph Bruchac (b. 1942) is a novelist, poet, and
storyteller of Abenaki descent. He lives in the foothills of
New York’s Adirondack Mountains, where his ancestors
also lived. Bruchac has written more than 70 books for
children and has performed worldwide as a teller of
Native American folk tales.

BACKGROUND
The narrator of this excerpt of Bruchac’s novel is Sacajawea, relating the
story to her son Pomp. Sacajawea was a Shoshone interpreter on the
Lewis and Clark Corps of Discovery expedition in the early 1800s, and
was the only woman among the explorers. She proved invaluable in the
expedition’s dealings with the Shoshone, and her presence—and that of
her infant son—convinced many of the other tribes they met that the
explorers were not a war party.

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Long ago, many of our people were sick. So our chiefs called on
NOTES
a medicine man to help them. His name was Man from the Sky.
He went into his lodge, opened his medicine bundle, and prayed.
When he was done, he told the people to bring all those who were
sick to him. He would take them on a journey. He led the people
up the Snake River to a place in the hills. Then he went up the hill
and tapped a rock with his stick. Healing water flowed from that
rock. The people bathed in that water and grew well again.

Y our good uncle1 had made himself ill. With all of his walking
through the prickly pear cactus, his feet were covered with
open wounds and blisters. He was so tired that it was an effort for

1. good uncle Captain William Clark.

IL11 UNIT 5 Independent Learning • from Sacajawea

 him to stand again after he sat upon the ground. Yet he did not
wish to stop. His heart told him to keep seeking my people, even NOTES

after Captain Lewis begged him to rest.

3
2 Although we had not yet found my relatives, we had come to
the lands that I remembered. They were as clear in the eye of my
heart as if I had slept but a single night without seeing them, even
though it had been five winters. My heart pounded and it seemed
as if it would burst from my chest when I first recognized a place
where the river bent around a little island filled with wild onions.
3 But I could not tell if I was filled with happiness at returning
home or if my heart was beating so fast because I was afraid of
what I might find. What had happened to those close to my heart
when the Minnetarees raided on that harsh day?2 Were any of
them still alive? Was my mother among the living? My brother,
Stays Here? What of my friends? Would I ever again see the face
of anyone from my childhood other than Otter Woman?
4 It had been many moons since I had seen Otter Woman. It was
so long now since those nights in the Minnetaree village where
we had sat with our heads close together, speaking to each other
in our own language. Our language is one that your father3 has
never wished to learn.
5 There were so many questions in my mind, so many voices
speaking to me from within, I could not answer them all.
6 So I showed no emotion, for I did not know what emotion it
was that now made my whole body tremble as it did.
7 “This is the river on which my relations live,” I told them. My
voice stayed calm. “The Three Forks are no great distance from
here.”
8 All of them were made happy by my words. Though he was
ill, your good uncle hugged me, and Captain Lewis looked at me
with a brief smile and nodded his head.
9 Such a serious man, Captain Lewis was. It always seemed as if
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there was something that made him doubt himself, even though
he was good and strong. It is not that way with your good uncle.
He always knows who he is. The red of his hair is a sign of the
sunshine that lives in his heart. The spirit power in his heart is his
friend. It never confuses him.
10 Now I could tell them where we were going and help show
them the way. The captains were so pleased that they gave me a
beautiful string of the blue beads that everyone loves. I used them
as a belt. I did not own that belt long, but I still remember how
good it felt to my touch, how proud I was to be useful. Now I was
not just the one who set up the tent, who found the good roots

2. that harsh day when she was about twelve years old, Sacajawea and her friend Otter
Woman were kidnapped by an enemy tribe.
3. father Sacajawea’s husband, Toussaint Charbonneau, a French-Canadian fur trader.

UNIT 5 Independent Learning • from Sacajawea IL12

 to eat. I was also the one who could show them the way to my
NOTES people, the one who could help them get horses.
11 Yes, Firstborn Son, your good uncle told you they expected this
of me all along. But perhaps their hopes would not have come
true. I might have been like that iron boat, unable to carry the
load. Now it seemed all they hoped of me would come true. My
heart was singing.
12 But we still had not met with my people.

***

13 As we went along I showed them things. There was the creek

where we got the earth from which we made our white paint. I
taught them how a friend would paint the cheeks of someone he
or she met. I told them that they should carry paint with them. If
they ever met any of my people, they should use the vermilion
paint to honor them in this way. I explained how we would greet
friends. You know how it is done, Firstborn Son. We put the arms
closest to our hearts around each other’s shoulders, we press our
cheeks together like this. And what do we say? Uh-huh. We say
“Ah-hi-e, ah-hi-e.” I am so pleased, I am so pleased.
14 They listened closely to me and nodded. But Captain Lewis
needed to know something else. Captain Lewis was trying to find
words to speak in other languages. Though he sometimes got
them wrong, as soon as he was able to turn them into his marks
on white leaves he was sure he understood perfectly.
15 “What do you call us?” Captain Lewis asked.
16 “You are the Red-Haired Captains,” I answered.
17 “No,” he said, looking unhappy. “That is not what I mean,”
he said, speaking very slowly, as if it were his words, not his
question, that confused me. “All of us.” He gestured with his
hands. Then he looked at our little party. He motioned for York4 to

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take Seaman5 and lead him off to the side. He had your father join
them. Then he made a circling motion, including him, your good
uncle, and the other men who came from far away. “All of us,” he
said.
18 He wanted our word for white men. But I still could not
understand. Your father looked worried. Captain Clark caught my
eye. He held out one of his hands and raised an eyebrow.
19 “Janey?”6 he said.
20 I had to say something or Captain Lewis would have been
unhappy all that day. I remained silent, though, until Captain

4. York William Clark’s life-long black companion, an important member of the expedition
who also happened to be Clark’s slave.
5. Seaman a Newfoundland dog that Meriwether Lewis purchased in Pittsburg to take on
the expedition.
6. Janey the nickname that William Clark gave Sacajawea.

IL13 UNIT 5 Independent Learning • from Sacajawea

 Lewis asked one more question. He made the motion in sign
language that stands for our people. NOTES

21 “What would your people, the Snakes, call us?”

22 At last I thought I understood. “Ta-ba-bone,” I said. “Ta-ba-bone.”
It is a word for those who are strangers, who might be enemies.
23 “Ta-ba-bone,” Captain Lewis said. He was very pleased. He
smiled as he turned it into black lines on a white leaf. “Ta-ba-bone.”
24 Despite his sickness, your good uncle kept scouting ahead,
walking far along the shore and farther inland as we came down
the river in the cottonwood canoes. Your father had sprained his
ankle some days before, but he assured Captain Clark he was
better now. He begged to go with him. You know how your father
always wants to see something new. So your good uncle agreed.
And I remained behind.

***

25 The mountains were so close to the river now that we could no

longer see the ranges of peaks beyond them. Captain Lewis was
greatly worried that we would come to waterfalls or dangerous
rapids.
26 “No,” I told him, “our river has no such places. It flows all the
way just as it does now.”
27 He did not believe me, or at least he was not ready to let go of
his worries. He was troubled so much by the insects that bit him.
His eyes and face were always swollen, even though he covered
his head each night within the thin cloth you can see through. He
also kept urging your good uncle to cease his walking and allow
him to take a turn looking for our people. But everyone in our
party, including Captain Lewis, knew that your good uncle was
the better of the two men at speaking with Indians. You could
see in his face how he enjoyed meeting our people, sharing their
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food, and hearing their stories. Captain Lewis only showed such
excitement when he looked at some small plant he had never
seen before or when an animal or bird new to him was brought
in. Then he would spend much time making his marks on white
leaves, sometimes even drawing the exact shape of that fish or
animal or bird.

***

28 It was a fine day when we came to the place where I had been
taken captive. There were the Three Forks of the river, that same
river I had spoken to on that day long ago when I made my
foolish wish to travel. The river had certainly heard me then. I
whispered to it again.

UNIT 5 Independent Learning • from Sacajawea IL14

 29 “Help my friends,” I said in a very soft voice. Then I stood
NOTES quietly on the banks and looked.
30 Now your good uncle was so sick that he had no wish to eat.
Yet he wanted to walk. He walked along the north branch of the
three rivers with only your father and one other man by his side.
31 The river almost took your father that day, Firstborn Son. They
were wading together out to a large island when your father lost
his footing. He was pulled into the deep water by the fast current.
Weak though he was, your good uncle came into the river after
him and pulled him to safety. Then they continued on to the
island, where Captain Clark decided to camp for the night. His
scout for my people had not succeeded. ❧

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IL15 UNIT 5 Independent Learning • from Sacajawea

 EXPOSITORY NONFICTION

The Legacy of
Arctic Explorer
Matthew Henson
James Mills

About the Author

James Mills says “Me? I’ve got nothing but questions.”
He has spent more than 20 years as a freelance
journalist and radio producer trying to answer those
questions. In his written and spoken work, Mills
explores outdoor recreation (his experiences include
mountaineering, rock climbing, backcountry skiing, and
kayaking), the environment, and sustainable living. He
lives in Madison, Wisconsin, with his wife and two dogs.

BACKGROUND
Earth spins on its axis, like a wheel spins on a hub. The ends of the axis
are the most northern and most southern points on the planet: the
North Pole and the South Pole. The North Pole lies on the ice cap that
floats on the Arctic Ocean. The ice cap is about 6–10 feet thick at the
Pole, while the water beneath it is about 13,000 feet deep.
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I n 1909 a team of six men on dog sledges made their way to

a single point at the center of vast Arctic wilderness. It was a
block of ice 413 nautical miles off the coast of Greenland believed
NOTES

to be the North Pole. There were many who refuted the events
that led up to the day, April 6th, when an American flag was
planted there. But in the years that followed an irrefutable truth
would be revealed. The first person to stand on top of the world
was a black man named Henson.
2 When Commander Robert Edwin Peary set out on the
expedition his company included 24 men, 19 sledges, and 133
dogs. After months of travel across an immense field of ice from
the edge of Cape Sheridan on Ellesmere Island, as planned, one by
one members of the party began turning back. So there were only
a handful of men who could substantiate the claim. When the first

UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson IL16
 human footprints were pressed into the snow at the most northern
NOTES point on the planet, all that remained of the original corps were
Peary, 40 dogs, four native Inuit1 hunters and an African-American
man who would be forgotten by history for almost half a century.
3 Matthew Alexander Henson was born on August 8, 1866, to a
family of freeborn sharecroppers in Nanjemoy, Maryland. It was
one year after emancipation and the end of the Civil War. An
African-American of the first generation to roam the world after
the abolition of slavery, Henson led a singular life of exploration
and discovery that would usher in the modern era of adventure
that continues now through the 21st century.
4 Orphaned at a very young age, Henson made his own way in
life with uncommon courage and tenacity. When he was only 12,
he signed on as a cabin boy aboard a three-masted sailing ship
called the Katie Hines. For the next six years under the mentorship
of a Captain Childs, Henson received an education, learned a
variety of technical skills, became a competent sailor, and traveled
around the world visiting the then Orient, North Africa, and the
Black Sea.
5 Captain Childs died in 1887. Upon his passing, Henson left the
Katie Hines to take a job as a shop clerk for a furrier in Washington,
D.C. Though his time at sea as a sailor was a thing of the past,
Henson was still very interested in a life of travel and adventure.
So it was no small quirk2 of fate when a naval officer entered the
shop one day to sell a collection of seal and walrus pelts that had
just arrived from an expedition to Greenland. Impressed with
Henson’s experience and enthusiasm to see more of the world,
Robert Peary hired him almost immediately as his personal
assistant and invited him to take part in his next assignment.
6 Serving in the Navy Corps of Civil Engineers, Peary was
tasked to map and explore the jungles of Nicaragua in the hopes
of creating a canal to connect the Atlantic Ocean with the Pacific.

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Henson and Peary spent the next two years traveling together
through the rainforests of Central America, a journey that would
cement their friendship and bind their destinies together for the
rest of their lives.
7 When they returned from Nicaragua, Peary helped Henson to
get a job working as a messenger at the League Island Naval Yard
in Philadelphia. On leave from the Navy to do more exploring in
Greenland, Peary once again invited Henson to join his party. In
1891 the two companions began an 18-year partnership of Arctic
exploration that included the complete mapping of the Greenland
ice cap.

1. Inuit (IHN yu iht) North American Indian people sometimes known as Eskimo.
2. quirk (kwurk) n. peculiar trait.

IL17 UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson
 8 Together Henson and Peary discovered the great island’s
northernmost terminus.3 And in two expeditions in 1896 and NOTES

1897 they recovered three enormous meteor fragments that they

sold to the American Museum of Natural History in New York
for $40,000. The largest piece called the Cape York meteorite is
also known by its Inuit name Ahnighito, which means the Tent.
The massive iron rock weighs 31 metric tons, is the third largest
intact meteor ever discovered, and the heaviest ever transported
by human beings. The funds Peary and Henson acquired through
these two ventures would go to support other expeditions over
the next ten years.
9 Although Peary was the public face of their partnership,
Henson was the front man in the field. With his skills as a
carpenter and craftsman, Henson personally built and maintained
all of the sledges used on their expeditions. He was fluent in the
Inuit language and established a rapport4 with the native people
of the region. He was known by all he encountered as “Matthew
the Kind One.” Henson learned the methods the Inuit used to
survive and travel through the incredibly hostile landscape of the
Arctic. “He was more of an Eskimo than some of them.” Peary
once said.
10 Henson was a very capable hunter, fisherman, and dog handler.
And it was he who trained even the most experienced of Peary’s
recruits on each of the eight attempts they made to reach the
North Pole.
11 It’s fair to suggest then that much of the success in their
expeditions was due to Henson’s expertise. Though Peary
repeatedly failed to reach his goal he managed to return safely
time and time again having progressed a little further with every
trip. In 1906 with the support of President Theodore Roosevelt,
Peary and Henson managed to get within 174 miles of the North
Pole by ship using a state-of-the-art5 ice breaker. On the three-
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masted steam-powered schooner called the Roosevelt, Peary and

Henson made it closer to the pole than on any expedition to date.
“When my observations were taken,” Peary wrote in his journal,
“they showed that we had reached 87°6’ north latitude, and had at
last beaten the record, for which I thanked God.”
12 Two years later Peary and Henson would make their eighth and
final attempt to reach the North Pole. Whether they succeeded or
not both men, now in their 40s, could feel the strain of their long
careers and decided this would be their last voyage together. Once
again aboard the Roosevelt, a hand-picked team sailed from New
York Harbor on July 6, 1908. Joining the party was Dr. John W.

3. terminus (TUR muh nuhs) n. end point.

4. rapport (ra PAWR) n. good relationship.
5. state-of-the-art best example of its kind at the time.

UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson IL18
 Goodsell, Donald B. MacMillan, Ross G. Marvin, George Borup
NOTES and Robert Bartlett, the ship’s captain. In a now classic system
of caches6 the plan was to ferry and deposit loads of gear and
food along the way with each successive team of dog mushers
returning to the ship that was iced into port at Ellsemere Island. A
smaller team of two Americans and four Inuit companions would
make the final push to their objective. Peary and Henson were the
most likely choices to lead the Pole team.
13 “With years of experience equal to that of Peary himself,
[Henson] was indispensable,” MacMillan would recall later.
14 And even Peary agreed that the expedition would never be
completed without his trusted friend. “Henson must go all the
way,” he said as they planned the trip months earlier. “I can’t
make it there without him.”
15 The group arrived at their starting point at Cape Sheridan on
September 5, 1908. There they spent the long Arctic winter storing
supplies of meat that included musk-ox, deer, and rabbit. Several
of the Inuit men brought along their wives and children who set
about the task of creating all the clothing and perishable supplies
the expedition would need. In February, Peary led the party by
sledge to Cape Columbia, where out on the ice he established a
forward base camp. The expedition began in earnest as Henson
led the first group of sledges toward the pole on March 1, 1909.
And for the next five weeks the teams raced toward their goal.
16 Along the way, in addition to temperatures that fell to 65
degrees below zero, they encountered the frequent hazards of
cracking and drifting ice that formed patches of open water called
leads. But the group made steady progress as each of the support
teams deposited their supply caches and turned back the way they
came. McMillan led the first team back with Dr. Goodsell. They
were followed days later by Borup, then Marvin. Bartlett was
the last to return to the ship. Once he arrived the captain of the

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Roosevelt readied the ship for the Pole Team’s safe return.
17 In his account of the adventure, A Negro at the North Pole,
published in 1912, Henson made a detailed summary of the five-
day march. He, Peary, and Inuits Ooqueah, Ootah, Egingwah,
and Seegloo drove the five remaining dog sledges at a breakneck
pace day after day for stretches that lasted 12 to 14 hours. Moving
quickly to avoid the possibility of a massive lead opening up
behind them and blocking their way back home they traveled
more than 170 miles. In a series of hard pushes they made their
way navigating by sextant7 and dead-reckoning8 until finally on

6. caches (KASH ihz) n. secure storage places.

7. sextant (SEHKS tuhnt) n. instrument used to determine position by measuring angles of
the stars.
8. dead-reckoning determining position using speed and direction from a known previous
position.

IL19 UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson
 April 6th, as conditions on the trail ahead seemed to improve,
Henson reported in his account that he felt certain their objective NOTES

was within reach.

18 “We crawled out of our igloos and found a dense mist hanging
over everything,” he wrote. “Only at intervals, when the sun’s
rays managed to penetrate the mist, could we catch even a
glimpse of the sky. Estimating the distance that we had come
during the last four days, we figured that, unless something
unusual happened to us during the course of this day, we should
be at the Pole before its close.”
19 According to his own recollection Henson was in the lead
sledge through much of the day scouting the trail ahead.
20 “The Commander, who was about fifty yards behind, called
out to me and said we would go into camp,” wrote Henson. “We
were in good spirits, and none of us were cold. So we went to
work and promptly built our igloos, fed our dogs and had dinner.
The sun being obscured by the mist, it was impossible to make
observations and tell whether or not we had actually reached the
Pole. The only thing we could do was to crawl into our igloos and
go to sleep.”
21 The following day when the mist had cleared, Peary took
measurements of their location relative to the position of the sun
at the noon hour.
22 “The results of the first observation showed that we had figured
out the distance very accurately, for when the flag was hoisted
over the geographical center of the Earth it was located just
behind our igloos,” Henson wrote.
23 The party had indeed reached the North Pole. But the question
remained who had arrived there first. “I was in the lead that had
overshot the mark by a couple of miles,” Henson was quoted in
a newspaper article upon their return. “We went back then and I
could see that my footprints were the first at the spot.”
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24 Upon their return to the United States some reports in the press
indicated that there was tension between Peary and Henson as to
whom between them deserved credit for reaching the North Pole
first. “From the time we knew we were at the Pole, Commander
Peary scarcely spoke to me,” Henson would later reveal. “It nearly
broke my heart . . . that he would rise in the morning and slip
away on the homeward trail without rapping on the ice for me, as
was the established custom.”
25 It seems odd that after such a long and successful partnership
the two men would become estranged from one another. With a
difference of a few hours at most it would be reasonable to give
Peary and Henson equal credit for having reached the North Pole
together as a team. But the racially divisive climate of time would
not give an African-American man the same standing in the

UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson IL20
 public eye for the accomplishment of such a monumental feat of
NOTES human achievement. Peary was the recognized discoverer of the
Pole while Henson was relegated to the role of trusty companion.
Despite Henson’s indispensable contributions to their efforts for
almost 20 years he received very little acknowledgment.
26 Matters only got worse when even Peary’s claim of success
was called into question. A member of a previous Greenland
expedition, a man by the name of Frederick Cook, professed9 to
have reached the North Pole one year earlier on April 21, 1908.
But the controversy quickly faded when several individuals came
forward with compelling evidence to dispute Cook’s contrived
story of discovery. Unfortunately many doubts were raised
to suggest that Peary had also failed to reach the North Pole.
Several skeptics speculated that he missed the mark by several
hundred miles. With few ways to verify the success of this kind
of remote expedition reports of a successful outcome were made
on the honor system. Really the only other person to back up
Peary’s story was Henson, as the four Inuit hunters didn’t speak
English. Though as a black man his testimony was likely deemed
by many to be less than credible, the strength of his character as
substantiated by other members of the party carried a great deal
of weight in affirming the truth of their journey to the top of the
globe.
27 Robert Peary died on February 20, 1920. After returning from
his last polar expedition he was promoted to Rear Admiral and
traveled the world through his remaining years of life as an
acclaimed hero. But history would treat Matthew Henson much
differently. Upon his return from the Pole, Henson took a job as
a clerk with the federal customs house in New York City, on the
recommendation of Theodore Roosevelt. He would spend the
next 30 years leading a quiet life in relative seclusion. But in 1937
his contributions to the discovery of the North Pole would finally

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be recognized. The Explorers Club of New York made him an
honorary member. A few years later in 1946 Henson was awarded
a medal, identical to the one given to Peary, by the U.S. Navy. And
in 1954 he was invited to the White House by President Dwight
Eisenhower to receive a special commendation for his early work
as an explorer on the behalf of the United States of America.
28 Henson died the following year on March 9, 1955. Though he
was buried in Woodlawn cemetery in the Bronx, New York on
April 6, 1988, his remains along with his wife’s were relocated
to Arlington National Cemetery. On the 79th anniversary of his
having reached the North Pole Henson was laid to rest with
full military honors near the monument to Robert Peary. In
1996 an oceanographic survey ship was commissioned as the

9. professed (pruh FEHST) v. claimed.

IL21 UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson
 U.S.N.S Henson in his honor. And in the year 2000 the National
Geographic Society presented Henson posthumously10 its most NOTES

prestigious award, the Hubbard Medal. Ironically, the first

recipient of this prize was Robert Peary in 1906. ❧

10. posthumously (POS chu muhs lee) adv. occurring after death.
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UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson IL22
INFORMATIVE ARTICLES

Should Polar
Tourism Be
Allowed?
Emily Goldberg

About the Author

Emily Goldberg is a blogger and writer. She has worked for several online
publications. This article was written while Goldberg was an editorial intern
at TIME For Kids. She attended the University of Southern California.

BACKGROUND
Antarctica and the Arctic are the coldest regions on Earth and are
located opposite each other at the North and South Poles. They share
many similarities, like being covered in thick ice year-round, but they are
very different from each other. Antarctica, located at the South Pole,
is the fifth largest continent. The Arctic, located at the North Pole, is a
frozen ocean surrounded by North America, Europe, and Asia

NOTES
1

E ach year thousands of tourists visit the polar regions of the

Arctic and Antarctica. These trips provide unique experiences
for people to experience nature in remote areas. But the increasing

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number of people traveling to the ends of the Earth can have a
negative effect on fragile ecosystems.1 Should tourists be allowed
to visit polar regions?
2 About 40,000 tourists visit Antarctica each year. More than five
million travel to the Arctic and sub-Arctic. Transporting tourists to
the regions increases ship and airplane traffic, and adds to the risk
of pollution, oil spills, and other environmental damage.
3 Because the places where wildlife is accessible are few in
number, tourist traffic can become concentrated in specific areas,
putting at risk Arctic vegetation. Recreational activities such as
boating, fishing, and skiing can also cause disturbances to animal

1. ecosystems n. communities of living organisms interacting with each other and their
environment.

IL23 UNIT 5 Independent Learning • Should Polar Tourism Be Allowed?

 colonies, according to GRID-Arendal, an organization working
with the United Nations Environment Program. NOTES

4 Antarctic New Zealand environment manager Neil Gilbert told

the Associated Press in 2013 that increased monitoring is needed
to measure the environmental impact of tourism in polar regions.
“We really don’t know what additional impact tourism numbers
. . . are having on what is already a very significantly changing
environment,” he said.
5 Others say that access to these very special parts of the world
should not be restricted to only researchers and scientists. Polar
tourism allows people to develop deep personal connections
with polar regions. “Those who travel to the Arctic or Antarctica
often become cheerleaders for supporting those places, not only
in the form of speaking with friends and family about important
issues in those regions, but also giving money to conservation2
organizations,” Jim Sano, vice president for travel and
conservation at World Wildlife Fund, told TFK.
6 Polar tourism also provides a beneficial economic impact. Many
Arctic residents rely on tourists as a source of income, says Sano.
“One in 11 jobs are related to travel and tourism,” he says. “This
gives local communities an incentive to protect the place, and they
can be much more effective guardians than the government.” ❧

2. conservation (kon suhr VAY shuhn) n. protection of the natural environment and wildlife.
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UNIT 5 Independent Learning • Should Polar Tourism Be Allowed? IL24