PLATFORM
AA
BECOME RESILIENT
2
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BECOME RESILIENT
How do you stay strong when life puts obstacles in your way? 1 Platform Introduction View a slide show to introduce the platform, Become Resilient. Engage your students in a discussion and an activity about overcoming obstacles, and then have them respond in writing (pp ) (pp. 60–61).
2 Lead Book Life and Death As a class, explore this platform’s Lead Book, which focuses on two people who faced obstacles and made tough choices (pp. 62–77).
How do you stay strong when life puts obstacles in your way?
Wes Moore
Maria Reyes
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3
Stretch Texts Complex texts and strategies for building comprehension
Reader’s Choice Books Students read books independently or in small groups, discussing the profiles as they relate to building resilience (pp. 130–153).
THE BIG Thought-provoking questions to generate deep discussions
G
IN WRIT
Writing • Go On the Record: an in-depth assignment, p. 61 • Go Off the Record: personal responses, pp. 63, 66, 72 • Writing Focus: skills, pp. 69, 75 • Argumentative Essay: writing guide, pp. 78–79
Research Projects A bank of topics to promote independent research, pp. 224–233 Become Resilient
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Introduce the Platform
BECOME RESILIENT How do you stay strong when life puts obstacles in your way?
O Overcoming obstacles takes strength. But sometimes st adversity itself is what builds a rresilience. In this platform, students will read about st people whose lives threw p tthem punches.They came b back swinging, with more d determination than ever.
“I ’ not a “It’s question of if something’s going to come along and try to knock you off your feet—it’s when. So how do you learn to keep going?” —Dr. Alfred Tatum
Play the Platform Slide Show The Become Resilient slide show spotlights several people profiled in this platform, along with the obstacles that they had to overcome. Before viewing the slide show with your class, you may want to preview it. (Go to “View” in the top menu bar and choose “Notes Page.”) Look through the slides and read the photo captions. You may also wish to print the slide show ahead of time and add any additional notes of your own. Play the slide show for your class. (Go to “View” in the top menu bar and choose “Slide.”) You can read aloud or have students read silently. Pause on the secondto-last slide to highlight the essential question of this platform: How do you stay strong when the world puts obstacles in your way?
Discuss the Platform Slide Show After the first viewing, you may wish to revisit some of the images in the p platform slide show. Use the following background information and prompts to star start a discussion with your class.
Joe Simpson ■
In 1985 24-year-old Joe Simpson traveled to Peru with his friend Simon Yates to climb Siula Grande, a mountain in the Andes.
■
After A they successfully reached the summit, disaster struck during the descent w when Simpson fell off an ice cliff, severely shattering his leg.
Discuss What is the appeal of extreme adventures such as the one Simpson Dis und undertook? Do you think it has anything to do with resilience? Slide 4 AA 60
Teacher’s Guide
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Sherman Alexie ■
Alexie grew up on the Spokane Indian Reservation in Washington State. d When he was 13, he left the reservation to get a better education but had trouble finding his place in either world.
■
Alexie became a successful writer and comedian.
Discuss After growing up on a reservation, what might it have been like for Alexie to be thrust into the outside world? Slide 11
Everett Alvarez ■
In 1964 Alvarez was a lieutenant in the U.S. Navy. He was the first American can pilot to be shot down in the Vietnam War.
■
Alvarez was captured and endured almost nine years as a prisoner of war.
Discuss If you spent years in prison without much contact with others, how wouldd you keep yourself from going crazy?
Write About the Platform Slide 16
Use the writing activity below to help students explore the platform’s essential question.
COMMON CORE FOCUS
GO ON THE
How Do You Stay Strong?
RECORD
Have students turn to pages 22–23 of the Reader’s Handbook for an overview of the platform and an organizer to help them plan this writing activity.
●
Students write narratives to develop real experiences or events using well-structured event sequences. [W3]
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Students produce clear and coherent writing appropriate to task and purpose. [W4]
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Students develop and strengthen writing as needed by revising, editing, and rewriting. [W5]
Get Ready to Write! Have students fill out the obstacles chart on page 23. Point out that there are three columns: one for obstacles, a second for actions, and a third for character traits that helped the students overcome the obstacles. Model how you might fill out one row of the chart yourself. After students are finished, encourage volunteers to share the obstacles they described. What did you do to overcome the obstacle? What character traits helped you?
Also: SL1 Resources Reader’s Handbook, pp. 22–23
Write! Explain to students that their writing assignment is to answer the question: “How have you responded to an obstacle in your life?” Encourage them to use the brainstorming chart as a launching point and to write about the following details
PLATFORM
BECOME
2 RESILIENT
How do you stay strong when the world puts obstacles in your way?
How do you stay strong when the world puts obstacles in your way?
Welcome to Platform 2. Here’s what’s ahead!
GO ON THE
1 The Platform: BECOME RESILIENT
How Do You Stay Strong?
Some people have thrived in the most difficult circumstances. Find out what keeps them going.
RECORD
*UTUPVHIPVUUIFSF8IBUDIBMMFOHFTBSJTFJOZPVSMJGFBOEIPXEPZPVGBDFUIFN
Get Ready to Write! 'JMMJOUIFDIBSUCFMPXXJUIPCTUBDMFTZPVWFGBDFEBOEUIFBDUJPOTZPVWFUBLFO UPPWFSDPNFUIFN5IFOBEEUIFDIBSBDUFSUSBJUTUIBUIFMQFEZPVBMPOHUIFXBZ
What was the obstacle? ■ How did I feel when confronted with it? ■ What solutions did I attempt? ■ What helped me get through it?
OBSTACLE
■
CHARACTER TRAIT
The Lead Book for this platform is Life and Death, which focuses on the choices two people made that set their lives on a better course. What choices are you making now that might shape your future?
3 Reader’s Choice Books Now it’s your turn! Choose a book you haven’t already read. Remember to keep track of your reading on pages 98–99 of this book.
See pages 73–76 for the In the Margins Book Guide.
See pages 77–80 for the Never Say Die Book Guide.
Write! See pages 85–88 for the P.O.W. Book Guide.
See pages 89–92 for the Schooled Book Guide.
See pages 93–96 for the Sky High Book Guide.
Write in your journal about this question: “How have you faced an obstacle in your life?” Use the chart above to help you get started. Also consider these questions:. r8IBUXBTUIFPCTUBDMF r)PXEJE*GFFMXIFODPOGSPOUFEXJUIJU r8IBUTPMVUJPOTEJE*BUUFNQU r8IBUIFMQFENFHFUUISPVHIJU
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Encourage students to revise their stories and to share them with each other in pairs or in small groups.
ACTION
2 The Lead Book: Life and Death
Reader’s Handbook
Become Resilient
Page 23 available on the Teacher’s Resources CD (#13) for IWB use Become Resilient
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Introduce the Lead Book
Life and Death
Maria Reyes
Life a and Death tells the stories of two people who storie stood at a crossroads. Wes Moore met a murderer with tthe same name and wondered why their lives wond turned out so different. turne Gang member Maria Reyes wanted to escape her old life, wante but first she had to make an impossible choice. impo
Play the Lead Book Slide Show Before viewing the slide show with your class, you may want to preview it. (Go to “View” in the top menu bar and choose “Notes Page.”) Look through the slides and read the photo captions. Play the slide show for your class. (Go to “View” in the top menu bar and choose “Slide.”) You can read aloud or have students read silently.
“Most kids are desperate to fit in, desperate for an identity—so even if they don’t join a gang, it is important to see how the choices they make as teens can impact them as adults.” — Erin Gruwell
You may also want to teach the character words for this book, shown below.
Acquire Character Words Remind students that the two people in the slide show they just saw, Wes Moore and Maria Reyes, share certain characteristics that helped them get their lives on track. Write the following three words on the board: resilient, resourceful, resolute. Explore these character words with students, providing definitions and inviting students to connect the qualities to their own lives.. ■
A person who is resilient is able to recover or adjust when bad things happen. When have you had to be the most resilient in your life?
■
Resourceful people are able to use their skills and other means to respond productively to new situations. What happened to you in the last month that forced you to be resourceful?
■
People who are resolute are fully committed to achieving a goal once they set their minds to it. Have you ever been resolute in a situation when you should have been flexible instead?
Remind students to keep these words in mind as they read about Moore and Reyes. Direct students’ attention to the character web on pages 108–109 of the Reader’s Handbook. Students can add other people who share these characteristics as they read Life and Death.
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Teacher’s Guide
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Discuss the Lead Book Slide Show After the first viewing, you may wish to revisit some of the images in the Lead d tart Book slide show. Use the following background information and prompts to start a discussion with your class.
Slide TK
Learning to Succeed ■
Wes Moore calls education a “skeleton key” that can open any door.
■
Tell students that as of September 2011, 14% of people who didn’t have a high school diploma were unemployed. Just 4% of people with a college degree were unemployed.
Slide 10 Slid
Discuss Why do you think high school and college degrees are so important for people’s careers?
Murder in America ■
■
Tell students that there were 14,748 murders in the United States in 2010. 0. Although this is down from a peak of 24,700 murders in 1991, the United States still has one of the highest murder rates of any developed country.
Slide 20
COMMON CORE FOCUS
The United States also has one of the highest incarceration rates in the world. More than two million Americans are currently behind bars.
Discuss Why is the murder rate in the United States so high? Why might it be falling, and what can be done to make the U.S. a safer place?
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Students draw evidence from literary or informational texts to support analysis, reflection, and research. [W9]
●
Students evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. [RI7]
Preview the Lead Book Distribute the lead book, Life and Death, to the whole class. ■
Tell students they are going to preview the book. Look at the front and back covers. What do you expect this book to be about?
■
Read aloud the quotations on pages 4–5. What do you think these two stories have in common? Then have students look at the table of contents.
■
Have students look at the photo on page 54. If this image is a metaphor for Maria Reyes’s life, what does it say about the way she feels?
Also: L6; W4; W10; R12; R13 Resources Reader’s Handbook, pp. 108–109 Additional Resources
Invite students to write personal responses to one or more of the writing prompts below.
GO OFF THE
RECORD
Do you live in what Wes Moore calls a “precarious” community? In what ways does the community you live in provide a stable or unstable environment? ■ Have you ever been at a crossroads in your life? ■ Have you ever felt trapped in a bad situation?
Character Word Webs The webs below show the character traits shared by the people in each book. Add other people from your reading and from your life who share these characteristics.
State of Emergency
Family Ties Barack Obama
Amy Tan
Barack Obama
perceptive
Barack Obama
■
Amy Tan
Josh Neufeld
Josh Neufeld
Dave Eggers
committed
empathetic
Dave Eggers
Reporting Live Maria Reyes
Wes Moore
resolute
Wes Moore
Dave Eggers
ingenious
Amy Tan
eloquent
Life & Death Wes Moore
Josh Neufeld
introspective
Maria Reyes
resourceful
resilient
Maria Reyes
Sebastian Junger
Sonia Nazario
Sonia Nazario
Sebastian Junger
Sonia Nazario
persistent
inquisitive
intrepid
Sebastian Junger
AA Reader’s Handbook 108
Character Word Web 109
Also available on the Teacher’s Resources CD (#100) for IWB use Life and Death
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4Teach Life and Death
“Moment of Truth” The T first profile in Life and Death, “Moment of Truth,” features Wes “ Moore. Moore was on the wrong track M before he turned his life around in b military school. As an adult, he found m out about a man with the same name o who was serving a life sentence for w murder. Moore decided to find out how m o one Wes Moore ended up on Wall Street a and the other in prison.
“ [For] those of us who live in the most precarious places in this country, our destinies can be determined by a single stumble down the wrong path, or a tentative step down the right one.” —Wes Moore Resources Reader’s Handbook, p. 24 Read Life and Death
“Moment of Truth”
Acquire Academic & Content Vocabulary Have students turn to page 24 in the Reader’s Handbook. Tell them that they are about to read about Wes Moore, an author who wrote a book examining the other path his life could have taken. Then use the following routine to preteach these vocabulary words that relate to turning a life around. defiant adjective unwilling to give in or obey (p. 15)
triumph noun great victory or achievement (p. 21)
prestigious adjective having a high status that comes from being successful, powerful, or famous (p. 19)
alien adjective different and strange (p. 33)
tactic noun a plan or method to win something or achieve a goal (p. 42)
1. Introduce Vocabulary Words In the Reader’s Handbook, students will indicate how familiar they are with each word. They’ll put an X in the box by the word if they don’t know it at all. They’ll put a ? if they’ve heard of it or read it but don’t know exactly what it means. And they’ll put a ✔ if they know the word and can use it easily.
Acquire Academic & Content Vocabulary #FMPXBSFTPNFXPSETZPVXJMMSFBEJOLife and Death i.PNFOUPG5SVUIuUIBU relate to turning a life around.
Wes Moore
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Vocabulary Word
Udefiant adjective
(di-FYE-uhnt) p. 17
Definition
Notes or Examples
unwilling to give in or obey
1. Rolls Royce 2. award 3. impressive
Uprestigious noun
QSF45&&+VIT p. 19
Leroy was sure that he would triumph over his rivals in the chili-cooking contest.
Utriumph noun
(in-tur-VEEN) p. 21
The winter was alien to Tyra, who had always lived in tropical weather.
Ualien adjective
(AY-lee-uhn) p. 33
Utactic noun
5",UJL p. 42
AA 18
AA 64
Related Words and Phrases
Pronounce each word, and ask students to repeat it. Then give its part of speech. Ask students if they know any other forms of the word.
a plan or method to win something or achieve a goal
Reader’s Handbook
2. Teach Definitions ■
Have students read the definitions supplied in the second column. You can have students work independently or as a group to fill in remaining definitions.
Teacher’s Guide
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■
For each vocabulary word, ask students to complete a sentence using the word. defiant For example, If you refuse to obey someone’s orders, you are being ____________.
■
Ask questions that relate each word to students’ lives. For example, Have you ever had an experience where something felt alien to you?
COMMON CORE FOCUS ●
Students cite textual evidence that most strongly supports their analysis of the text and inferences drawn from the text. [RI1]
●
Students determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. [RI2]
●
Students delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient. [RI8]
●
Students read and comprehend literary nonfiction independently and proficiently. [RI10]
3. Notes, Examples, and Related Words and Phrases Explain to students that the third and fourth columns are designed to help them remember the vocabulary words. In the third column, they’ll add a note, example, or illustration for each word. In column four, they’ll write related words and phrases that come to mind when they think about the word. (Examples are provided in both columns.)
Respond to Text Have students read “Moment of Truth” independently, using “Prepare for Discussion” on page 25 of the Reader’s Handbook to take notes. You can then use any or all of the questions provided below to prompt discussion, review vocabulary words, check comprehension, and encourage close reading and critical thinking. (Starred questions are tied to the questions that students addressed in “Prepare for Discussion,” page 25. As you discuss the book with your students, encourage them to refer to their notes on this page, as well as any questions they have recorded in the side column.) Chapter
1
✴ Get students to compare what they know about the two Wes Moores from the opening anecdotes. Is there evidence in this chapter to suggest which Wes goes to college and which to prison? Wes the tagger goes to private school so he probably has family support and some money; he’s remorseful when he gets caught by the police; he’s hanging out with drug dealers, but not dealing himself.
Also: L6; L4; L4a; L4c; L5b
VOCABULARY: defiant (p. 15) Read the second paragraph. How is Shea defiant? He swears at the cops. Chapter
2
Why does Moore say it’s “chilling” that “his story could have been mine,” and tragic that “my story could have been his”? He means that he could easily have ended up in prison, while the other Wes could have gotten it together and been successful. VOCABULARY: prestigious (p. 19) What details help show that Moore’s scholarship is prestigious? It’s in the newspaper.
Resources Reader’s Handbook, p. 25 Prepare for Discussion
Confused?
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1 Chapter
What evidence can you find in this chapter to suggest which Wes goes to college and which to prison?
Is there any part of the profile that you’d like to understand better? If there’s something you’d like to clarify, write your questions below.
8IBULJOETPGUIJOHTTFFNUPNPUJWBUFUIFiPUIFSu8FT
3 Chapter
4
What advantages does the Wes in this chapter (the author) have over the “other” Wes?
What’s Your Question? What part of the profile would you like to talk about with your classmates?
Chapter
5
Chapter
7
8IBUNBLFTJUTPIBSEGPS8FTUPMFBWFUIFESVHUSBEFCFIJOE and start over?
Write your ideas for class discussion topics here.
Wes Moore the author says that “other people hold on to your ESFBNTVOUJMZPVSFSFBEZUPUBLFUIFNPOZPVSTFMGu8IPJO 8FTTMJGFIFMEPOUPIJTESFBNTGPSIJN *OXIBUXBZ %JEUIF PUIFS8FTIBWFBOZPOFEPJOHUIFTBNFGPSIJN
Life and Death
19
Life and Death
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“Moment of Truth” (continued) DON’T
MISS!
✴ What seems to motivate the “other” Wes to take up a life of violence and dealing drugs? The desire to command other people’s respect by defending his honor and by owning cool stuff (the headset and gold ring).
Chapter
3
✴ Both Wes Moores were in trouble by the time they were 12. Ask students what advantages Wes from the Bronx had over the other Wes. He lived with his mother and grandparents, while the other Wes was “on his own much of the time.” His mother had the motivation and the means to send him to a new school when he got in trouble.
Chapter
4
VOCABULARY: alien (p. 33) How might Wes Moore have felt when he was “dropped into an alien world?” He might have felt uncomfortable and different from everyone around him. He might have felt a desire to fit in. Call students’ attention to the images on page 18. These photos show where the paths of the two Moores led—one to a Rhodes scholarship at Oxford University and the other to life imprisonment in Jessup Correctional Institution. Have students discuss what sorts of decision points in a person’s life could have such drastic consequences in one direction or another.
✴ After trying to leave the drug trade behind, Wes is tempted to go back to it. Ask the class what makes it so hard for him to start over. He has kids and girlfriends to support. He has trouble finding steady, well-paying work, partly because he doesn’t have job experience or a college degree.
Chapter
5 Chapter
What happened at the military academy that changed Wes’s outlook? He found a mentor who he respected and developed a new idea of what being a man meant. He was rewarded for trying hard. How does his experience in the military academy compare to the other Wes’s experience in the previous chapter? No one can offer the other Wes Moore the help he needs.
6
✴ Wes Moore the author says that “other people hold on to your dreams until you’re ready to take them on yourself.” Who held on to Wes’s dreams for him? How did they do this? His mother and grandparents encouraged him, sent him to good schools, and got tough with him when he got into trouble. Did the other Wes have anyone to do the same for him? He had Tony threatening him if he dealt drugs, but also urging him to live by the rules of the street. Mary Moore wanted the best for Wes but lacked the resources to follow through.
Chapter
7
Invite students to write personal responses to the writing prompt below. ■
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GO OFF THE
RECORD
Mary Moore, like nearly all parents, may feel she made mistakes in raising her son. What mistakes have you seen parents make that you would try not to repeat with your own children? What mistakes do you think you couldn’t avoid?
Teacher’s Guide
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CLOSE READING
Analyze Text Have students turn to page 26 in the Reader’s Handbook (shown below). Working individually or in small groups, they will complete the “Cite Text Evidence” section, including page numbers when possible. Then they’ll use this evidence to answer questions in the “Evaluate the Text” section. After students have finished, have them come together for a whole-class discussion of their responses.
COMMON CORE FOCUS ●
Students cite textual evidence that most strongly supports their analysis of the text and inferences drawn from the text. [RI1]
●
Students determine a central idea of a text, including its relationship to supporting ideas; provide an objective summary of the text. [RI2]
●
Students analyze how a text makes connections among and distinctions between individuals, ideas, or events. [RI3]
●
Students determine the figurative/connotative meaning of words and phrases as they are used in a text. [RI4]
●
Students read and comprehend literary nonfiction independently and proficiently. [RI10]
Analyze Text How were the lives of the two Wes Moores shaped by the decisions that they made? Dig deep to find the answers. Be sure to back up your ideas with evidence from the book.
Cite Text Evidence Moore the author says that there are crucial moments in people’s lives when they either stumble down the wrong path or take the first steps down the right one. Identify three crucial moments in the life of each Wes Moore. What decision was made in each case? Include page numbers when possible. Moment of Decision
Result
Wes Moore the author
1. started tagging and got in 1. hung out with people trouble with the police, who tagged, p. 13 pp. 13–15 2. was forced to stay at 2. threw himself into school, military school, p. 33 pp. 42–43 3. learned about the other 3. reached out to the other Wes Moore, p. 20 Wes Moore and began writing a book, pp. 21–23
The “other” Wes Moore
1. envied the drug lookout’s headset and gold ring, p. 27 2. got busted by Tony and his mother, pp.16–17 3. got beaten up by the jealous boyfriend, p. 28 4. tried to get a legal job after Job Corps, p. 37
1. decided to go work for the dealer, p. 27 2. became furious with his mother and went back to dealing, p. 28 3. went after him with a gun and ended up in juvie, p. 29 4. went back to dealing after a few jobs didn’t work out, p. 39
Also: W4; W9; L1; L3; L6; SL1; SL1a
Resources Reader’s Handbook, p. 26 “Moment of Truth” (continued)
Evaluate the Text How would you answer the central question of the profile:
CLOSE READING
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Why did the two Wes Moores take such different paths?
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Answers will vary. Example: Wes Moore the author had a supportive network of family around him who worked to keep him on the right track. They sacrificed to send him to military school and maintained their high expectations of him. The other Wes Moore did not have these same luxuries. AA 26
Moment of Decision
Wes Moore the author
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Reader’s Handbook AA 20
Reader’s Handbook
Also available on the Teacher’s Resources CD (#14) for IWB use Life and Death
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“Moment of Truth” (continued) COMMON CORE FOCUS ●
Students analyze the development of a central idea of the text, including its relationship to supporting ideas. [RI2]
●
Students analyze how a text makes connections among and distinctions between individuals, ideas, or events. [RI3]
●
Students read and comprehend literary nonfiction independently and proficiently. [RI10]
Also SL1; SL1a
COMPREHENSION FOCUS
Compare and Contrast Introduce Help students understand the importance of comparing and contrasting information in a text. Today, I’m going to show you how to compare and contrast the information you read in “Moment of Truth.” When you compare two or more things, you look for how they are the same. When you contrast two or more things, you look for how they are different. Words such as like, different, same, also, and but can signal that information is being compared or contrasted.
Teach/Model Read aloud the following text from page 20 of Life and Death: Moore was rattled. Not only did the two men share the same name, they had been born in Maryland just a few years apart. Both Moores had grown up without a father, done poorly in school as kids, and had trouble with police. Think Aloud First I’ll look for signal words that alert me to comparisons that show how both Wes Moores are alike. There is the word “same” in the second sentence. The two men share the same name. The next sentence begins with another signal word—both. This sentence also compares the two Moores. Both Moores grew up without a father, did poorly in school, and had trouble with the police. Continue reading aloud from the top of page 21: A couple of months before Moore left for Oxford, his namesake was sentenced to life in prison without parole. Think Aloud I see that this sentence contrasts the two Wes Moores. I can tell that even without a signal word because there is such a difference in the facts: One Wes Moore went to Oxford University; the other went to prison for life.
Resources Reader’s Handbook, p. 27 COMPREHENSION FOCUS
Apply Direct students to complete page 27 of the Reader’s Handbook. Encourage them to read strategically to compare and contrast how Wes Moore the top student is similar to and different from Wes Moore the prisoner.
Compare and Contrast 5XPQFBTJOBQPE PSBQQMFTBOEPSBOHFT 1BSUTPGBTUPSZCFDPNFDMFBSFSXIFO ZPVVOEFSTUBOEIPXUIFZBSFBMJLFBOEEJGGFSFOU
Apply 3FBEUIFTUBUFNFOUTCFMPXBCPVUUIFUXP8FT.PPSFT%FDJEF whether eachTUBUFNFOUDPNQBSFTPSDPOUSBTUTUIFN5IFOVTFUIF7FOO EJBHSBNUPTIPXIPXUIFUXP8FT.PPSFTBSFUIFTBNFBOEEJGGFSFOU r#PUIIBEBTJOHMFNPUIFS r8FT.PPSFUIFUPQTUVEFOUXBTBSSFTUFEGPSHSBGàUJ IPXFWFS 8FT .PPSFUIFQSJTPOFSXBTBSSFTUFEGPSNVSEFS r0OF8FT.PPSFNPWFEUPUIF#SPOY CVUUIFPUIFS8FT.PPSF TUBZFEJO8FTU#BMUJNPSF r8FT.PoSFUIFUPQTUVEFOUIBEUIFTBNF"GSJDBO"NFSJDBOIFSJUBHF as Wes Moore the prisoner.
nt Differe Wes Moore, top student
Same Both
Differe nt Wes Moore, the prisoner
Read Strategically "TZPVSFBENPSFPGi.PNFOUPG5SVUI uMPPLGPS PUIFSXBZTUPDPNQBSFBOEDPOUSBTUUIFUXPNFO"EEBOPUIFSDPNQBSJTPO and contrast to the chart above.
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STRETCH TEXTS
WRITING FOCUS
Now that students have read “Moment of Truth,” give them a chance to stretch their comprehension with Stretch Text 3, a book review. See pp. 168–171 of the Teacher’s Guide and Teacher’s Resources CD (#69).
Create the Lead Introduce Explain why creating a strong lead is an important trait for good writing. Good writers begin a piece of writing with a strong lead, or opening. A strong lead grabs the reader’s attention and makes him or her want to find out what happens. You can make your own writing more exciting by learning to write a strong lead.
Teach/Model Ask students to turn to page 13 of Life and Death. The writer begins with a strong first paragraph. The lead sets the scene and grabs the reader’s attention. Read the first paragraph aloud, or invite a volunteer to read it. ■
How does this lead grab your attention? It lets you know that Wes Moore is facing a decision about whether to break the law by spray-painting on a wall.
■
Why do you want to keep reading? To find out what decision he made.
Now ask students to turn to page 25 of Life and Death. This is the lead into Chapter 3. Listen for how it lets you know what you’ll be reading about in the chapter. Read the first paragraph aloud, or invite a volunteer to read it. ■
Why is this a strong lead? It says that Wesley John Moore would be sent to prison for life. What do you think you’ll learn in the chapter? Why he went to prison.
■
Looking at a writer’s lead helps you know what is coming in the text. It also teaches you different kinds of leads so you can add variety to your own writing.
Apply Direct students to complete page 28 of the Reader’s Handbook. Remind them to ask these questions about their own writing: ■
COMMON CORE FOCUS ●
Students analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. [RI5]
R Resources R Reader’s Handbook, p. 28 “Moment of Truth” (continued) WRITING FOCUS
Did I give the reader something interesting to think about right from the start?
Create the Lead Reel ’em in. Learn how to grab your reader’s attention.
Apply Good writers use different techniques for writing a strong lead. Here are several: Use a Question The writer asks a question or a series of questions. Example: Do video games turn players into zombies? Imagine a Situation The writer captures a moment in words or pictures. Example: You’re trapped in a pit of snakes, and there’s no way out. Fascinating Fact The writer presents an intriguing piece of information. Example: 50% of teens play video games daily for an hour or more.
■
Will the reader want to keep on reading?
Now reread the lead on page 19 of Life and Death. Then rewrite it using the following techniques:
Did I let the reader know what was coming?
Imagine a Situation
■
Use a Question
Fascinating Fact
Write Fluently Write a lead to begin a narrative about a memorable experience you’ve had during your life. Write it on a separate sheet of paper, using one of the techniques you’ve practiced.
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Teach Life and Death
“Bird in a Cage” The second profile in Life and Death, “Bird in a Cage,” features Maria Reyes. After joining a gang when she was 11 years old, Reyes was arrested for carjacking and other crimes. At 14 she met a teacher named Erin Gruwell and slowly realized that she needed to start her life over. But first she had to risk her life and go against the gang.
“I was raised in gangs . . . I didn’t know anything else. I thought drive-bys, drug deals, and beatings were normal.”
Acquire Academic & Content Vocabulary Have students turn to page 29 in the Reader’s Handbook. Tell them that they are about to read about Maria Reyes, a gang member who decided to steer her life in a new direction. Then use the following routine to preteach these vocabulary words that relate to turning a life around. fulfill verb to complete or achieve (p. 59)
endure verb to put up with something painful or unpleasant (p. 68)
consequence noun the result of an action (p. 61)
rigged adjective controlled dishonestly (p. 77)
tolerance noun willingness to accept the customs, beliefs, or opinions of others (p. 87)
—Maria Reyes
1. Introduce Vocabulary Words Resources Reader’s Handbook, p. 29
In the Reader’s Handbook, students will indicate how familiar they are with each word. They’ll put an X in the box by the word if they don’t know it at all. They’ll put a ? if they’ve heard of it or read it but don’t know exactly what it means. And they’ll put a ✔ if they know the word and can use it easily.
Read Life and Death
“Bird in a Cage”
Pronounce each word, and ask students to repeat it. Then give its part of speech. Ask students if they know any other forms of the word.
Acquire Academic and Content Vocabulary #FMPXBSFTPNFXPSETZPVXJMMSFBEJOLife and Death, “Bird in a Cage” that relate to turning a life around. 1. 3FBEFBDIXPSECFMPX4IPXIPXXFMMZPVLOPXUIFWPDBCVMBSZ CZNBLJOHBNBSLJOUIFCPYOFYUUPFBDIXPSE
X !HSR´XORS[MX
? !LIEVHSJMX !ORS[MXERHGERYWIMX
Maria Reyes
2. 0SSOEXXLIWIGSRHGSPYQR=SY´PPWIIHI½RMXMSRWJSVWSQISJXLIZSGEFYPEV] [SVHW;SVOMRKMRHITIRHIRXP]SV[MXL]SYVGPEWW½PPMRXLIQMWWMRKSRIW 3. -RXLIXLMVHGSPYQREHHRSXIWI\EQTPIWSVMPPYWXVEXMSRWXLEX[MPPLIPT]SY VIQIQFIVXLI[SVHW-RXLIJSYVXLGSPYQREHHXLVIIVIPEXIH[SVHWSVTLVEWIW XLEXGSQIXSQMRH[LIR]SYXLMROEFSYXXLI[SVH Vocabulary Word
Definition
Notes or Examples
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noun ,0/TVI LXFOTT p. 61
FO%63 p. 68
to put up with something painful or unpleasant
3*(% p. 77
50-VSVIOTT p. 87
■
The poker players realized the game was rigged when the same person won every hand.
Urigged adjective
Utolerance noun
2. Teach Definitions
Detention is the consequence for chewing gum in class.
Uconsequence
Uendure adjective
Related Words and Phrases 1. a promise 2. a dream 3. satisfaction
Ufulfill verb
willingness to accept the customs, beliefs, or opinions of others
Life and Death
AA 70
Have students read the definitions supplied in the second column. You can have students work independently or as a group to fill in remaining definitions.
23
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■
For each vocabulary word, ask students to complete a sentence using the word. For example, If someone destroys votes for one candidate to make sure rigged another candidate is elected, the election is _____________ .
■
Ask questions that relate each word to students’ lives. For example, Do you think about the consequences of something before you do it?
COMMON CORE FOCUS
3. Notes, Examples, and Related Words and Phrases Explain to students that the third and fourth columns are designed to help them remember the vocabulary words.
●
Students cite textual evidence that most strongly supports their analysis of the text and inferences drawn from the text. [RI1]
●
Students determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. [RI2]
●
Students read and comprehend literary nonfiction independently and proficiently. [RI10]
In the third column, they’ll add a note, example, or illustration for each word. In column four, they’ll write related words and phrases that come to mind when they think about the word. (Examples are provided in both columns.)
Respond to Text Have students read “Bird in a Cage” independently, using “Prepare for Discussion” on page 30 of the Reader’s Handbook to take notes. You can then use any or all of the questions provided below to prompt discussion, review vocabulary words, check comprehension, and encourage close reading and critical thinking. (Starred questions are tied to the questions that students addressed in “Prepare for Discussion,” page 30. As you discuss the book with your students, encourage them to refer to their notes on this page, as well as any questions they have recorded in the side column.) Chapter
8 Chapter
9
✴ Use the opening anecdote to lead students into a discussion of the gang’s code, which demands that members put their loyalty to each other above all else. What effect did the African-American woman and her daughter have on Maria? They made her empathize with the family of the innocent man she was about to help send to jail. How did those feelings conflict with the gang’s code? The gang demanded that she apply an entirely different value system to non-gang members. ✴ Why would the gang put its new members through such a violent ritual? To test the commitment of new members; to create a bond through shared adversity. Do any other groups have similar rituals? Students could compare getting jumped in to basic training in the military or hazing at fraternities and sororities.
Also: L1; L6; L4; L4a; L4b; L4c; L5b; SL1; SL1a; SL1d
Resources Reader’s Handbook, p. 30 “Bird in a Cage” (continued) Confused?
Prepare for Discussion
Is there any part of the profile that you’d like to understand better? If there’s something you’d like to clarify, write your questions below.
"TZPVSFBEUIFQSPàMFi#JSEJOB$BHF uUBLFOPUFTPOFBDIDIBQUFSUPQSFQBSF GPSXIPMFDMBTTEJTDVTTJPO:PVDBOBMTPDPNFVQXJUIZPVSPXORVFTUJPOTJOUIF DPMVNOPOUIFMFGU Chapter
8 Chapter
9
VOCABULARY: endure (p. 68) Why did Maria endure a beating? It was part of joining a gang.
Chapter
What’s Your Question? What part of the profile would you like to talk about with your classmates? Write your ideas for class discussion topics here.
10 Chapter
11 Chapter
12 Chapter
13 AA 24
8IFO.BSJBTBXUIF"GSJDBO"NFSJDBOXPNBOBOEIFSEBVHIUFS in court, what effect did it have on her?
8IZXPVMEUIFHBOHQVUJUTOFXNFNCFSTUISPVHIBSJUVBMTP WJPMFOUUIBUQFPQMFDPVMEFOEVQXJUICSPLFOMJNCT
Why is Maria “beyond caring” when she appears in court at the end of this chapter?
Why does Maria hate Erin Gruwell, even after Maria starts to feel BCPOEXJUIUIFSFTUPGUIFLJETJODMBTT
8IBUEJE.BSJBGFFMTIFIBEJODPNNPOXJUI"OOF'SBOL *O XIBUXBZTEJETIFGFFMEJGGFSFOUGSPN'SBOLBOEUIF)PMPDBVTU TVSWJWPSTTIFNFU
.BSJBJTFWFOUVBMMZDPOWJODFEUIBUFEVDBUJPOJTFTTFOUJBM0OQBHF TIFRVPUFT.BSUJO-VUIFS,JOHi*OUFMMJHFODFQMVTDIBSBDUFS UIBUJTUIFHPBMPGUSVFFEVDBUJPOu8IBUEPFT,JOHNFBO
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“Bird in a Cage” (continued) DON’T
MISS!
Chapter
10
✴ Why is Maria beyond caring when she appears in court at the end of this chapter? Students should discuss the way Maria feels trapped by everyone’s negative expectations for her. What might make her care? Answers will vary. VOCABULARY: rigged (p. 77) In what ways does Maria think "the game is rigged?" She thinks the cops will make up a bogus charge; she thinks one way or another she’ll end up back in court.
Chapter
11 Call students’ attention to the photo of Anne Frank’s diary on page 86. Anne inspired Erin Gruwell to have her students keep their own journals. She was surprised to learn that most of the class had never heard of the Holocaust.
Chapter
12
Ask students to characterize Maria’s initial feelings about Erin Gruwell. She mistrusted Gruwell, thought she wasn’t tough enough for the class, and felt sure her concern for the students was not sincere. Do Maria’s feelings change during her freshman year? She begins to feel a bond with the other students, but she’s still angry with Gruwell. Why is she so tough on Gruwell? Is she being fair? Answers will vary. During her sophomore year, Maria begins to change. What causes her to rethink her life? She identifies with Anne Frank and meets Holocaust survivors who went through worse than she did without giving up hope. She has also bonded with classmates who are not members of her gang. VOCABULARY: tolerance (p. 87) What does the Diary of Anne Frank have to do with Gruwell’s theme of tolerance? The Nazis were intolerant, or bigoted, toward Jews and other ethnic groups.
How might Anne’s story cause people to rethink how they treat each other? Chapter
13
✴ Maria decides that education is the best way out of “being poor, powerless, and in prison.” But it’s not just job skills she’s after. She quotes Martin Luther King: “Intelligence plus character—that is the goal of true education.” Ask students what King meant. King implies that knowledge doesn’t do any good unless a person has the character to put it to good use. Do you agree? Is it a school’s job to teach character? Can it even be taught, or is it something you’re born with? Answers will vary.
GO OFF THE
Invite students to write personal responses to the writing prompt below. ■
AA 72
RECORD
In order to do what she felt was right, Maria had to break the trust her fellow gang members had in her. Have you ever felt torn between your loyalty to friends or family members and the desire to do the right thing?
Teacher’s Guide
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CLOSE READING
Analyze Text Have students turn to page 31 in the Reader’s Handbook (shown below). Working individually or in small groups, they will complete the “Cite Text Evidence” section for Question 1. Then they’ll use this evidence to answer questions in the first “Evaluate the Text” section. They’ll repeat this process for Question 2. After students have finished, have them come together for a whole-class discussion.
Analyze Text
COMMON CORE FOCUS ●
Students produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W4]
●
Students draw evidence from informational texts to support analysis and reflection. [W9]
●
Students cite textual evidence that most strongly supports their analysis of the text and inferences drawn from the text. [RI1]
●
Students determine a central idea of a text. [RI2]
●
Students analyze how a text makes connections among and distinctions between individuals, ideas, or events. [RI3]
●
Students read and comprehend literary nonfiction independently and proficiently. [RI10]
What kind of person was Maria, and what type of world did she live in? Dig deep to find the answers. Be sure to back up your ideas with evidence from the book. Question 1
Cite Text Evidence Think of three adjectives to describe Maria. Find evidence in the text to support your choices. Include page numbers when possible. Adjective
Maria is . . .
Answers will vary.
Evidence Answers will vary.
Evaluate the Text Are people drawn to gang life because of certain character traits? Does the environment that you grow up in play a role in determining your fate? Question 2
Cite Text Evidence What influences in Maria’s life pushed her toward gang life, and what influences pulled her out of it? Into Gang Life
Influences on Maria
It was the only world she’d been exposed to; she didn’t trust authority figures to give her a chance at another life; she valued the bond with other gang members
Out of Gang Life
The relentless violence; the empathy she developed for other kids in Gruwell’s class; the example of Anne Frank and the Holocaust survivors she met
Resources Reader’s Handbook, p. 31 CLOSE READING
Analyze Text ;LEXOMRHSJTIVWSR[EW1EVMEERH[LEXX]TISJ[SVPHHMHWLIPMZIMR#(MKHIITXS ½RHXLIERW[IVW&IWYVIXSFEGOYT]SYVMHIEW[MXLIZMHIRGIJVSQXLIFSSO Question 1
Cite Text Evidence 4MGOXLVIIEHNIGXMZIWXSHIWGVMFI1EVME*MRHIZMHIRGI
Evaluate the Text If you had to design a gang intervention program based on what you know from Maria’s story, what would it include? What’s the most effective way to discourage involvement in gangs?
MRXLIXI\XXSWYTTSVX]SYVGLSMGIW-RGPYHITEKIRYQFIVW[LIRTSWWMFPI Adjective
Maria is . . .
Evidence
1.
1.
2.
2.
3.
3.
Evaluate the Text %VITISTPIHVE[RXSKERKPMJIFIGEYWISJGIVXEMR GLEVEGXIVXVEMXW#(SIWXLIIRZMVSRQIRXXLEX]SYKVS[YTMRTPE]EVSPIMR HIXIVQMRMRK]SYVJEXI#
Question 2
Cite Text Evidence ;LEXMR¾YIRGIWMR1EVME´WPMJITYWLIHLIVXS[EVH KERKPMJIERH[LEXMR¾YIRGIWTYPPIHLIVSYX# Into Gang Life
*OáVFODFT on Maria
Life and Death 31
Out of Gang Life
1.
1.
2.
2.
3.
3.
Evaluate the Text -J]SYLEHXSHIWMKREKERKMRXIVZIRXMSRTVSKVEQFEWIHSR [LEX]SYORS[JVSQ1EVME´WWXSV][LEX[SYPHMXPSSOPMOI#;LEX´WXLIQSWXIJJIGXMZI [E]XSHMWGSYVEKIMRZSPZIQIRXMRKERKW#
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“Bird in a Cage” (continued) COMPREHENSION FOCUS
Follow Sequence of Events Introduce
COMMON CORE FOCUS ●
●
Students analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. [RI5] Students read and comprehend literary nonfiction independently and proficiently. [RI10]
Also L1; Sl1a
Help students understand the importance of following the sequence of the events in a text. Today, I’m going to show you how to recognize the sequence of events in the Maria Reyes profile in Life and Death. A sequence is the order in which events occur. Words like first, next, then, after, and during give clues to the order of a sequence. Identifying a sequence of events helps you understand how events fit together and how they lead to one another.
Teach/Model Read aloud this passage on page 68 of Life and Death about when Maria was “jumped in” to the gang. For the first round, a group of older girls circled around her. Maria knew she wasn’t supposed to fight back … But when someone slugged her in the nose, her instincts kicked in. She threw a punch. She had broken the rules. The leader added extra time to the first-round beating. Think Aloud I’ll identify each event in order so I can follow the “jump in” as it happened. First older girls surrounded Maria. Next someone slugged her in the nose. Then Maria punched her back. So the leader added extra time to the firstround beating. Continue reading aloud from pages 68–69. For round two, gang members formed two facing lines—ten cholos on the right, ten chicas on the left. Maria’s mission was to pass between them…She strode into the human tunnel. She ducked and battled while taking blow after blow. She fell near the end and someone stomped on her leg. She fought her way to her feet and stumbled to the finish.
Resources Reader’s Handbook, p. 32 “Bird in a Cage” (continued) COMPREHENSION FOCUS
Follow Sequence of Events $SPTTUIFTUSFFU/PXMPPLCPUITXBZT0SJTJUUIFPUIFSXBZBSPVOE -FBSO IPXUPGPMMPXUIFTFRVFODFPGFWFOUTJOBUFYU
Think Aloud After the first-round beating, round two started. The gang members formed a tunnel. Then Maria began to walk through it. She took blow after blow. p Then she fell on the ground. Next someone stomped on her leg. Finally Maria got up and stumbled to the end.
Apply 3FBEUIFQBTTBHFCFMPXGSPNi#JSEJOB$BHFu6OEFSMJOFàWFFWFOUT /VNCFSUIFNJOUIFPSEFSUIBUUIFZIBQQFOFE It was that April that Maria got jumped by the rival gang. A few weeks later, she was in the car with her friend Paco when he spotted the gang’s leader. Paco got out of the car and, as Maria watched, gunned the guy down. Then Paco turned to Maria and said, “This is for you.” Another man was arrested and charged with the murder.
Apply Direct students to complete page 32 of the Reader’s Handbook.
Read Strategically Find another passage in “Bird in a Cage” that contains BTFRVFODFPGFWFOUT'JMMJOUIFHSBQIJDPSHBOJ[FSCFMPX1BTTBHFGSPN page: _____
Event 1:
Event 2:
st Encourage them to read strategically to identify the sequences of events in the rest of Maria’s story.
Event 3:
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STRETCH TEXTS Now that students have read “Bird in a Cage,” give them a chance to stretch their comprehension with Stretch Text 4, a diary entry. See pp. 172–175 of the Teacher’s Guide and Teacher’s Resources CD (#71).
WRITING FOCUS
Use Sequence Words and Transition Words Introduce Explain why using sequence words and transition words is an important trait for good writing. When writers want to show how events lead from one sentence or paragraph to the next, they use sequence words and transition words. You can help your reader move smoothly through your writing by using these connecting words.
COMMON CORE FOCUS ●
Students use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. [W1c]
●
Students use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [W3c]
●
Students write over shorter time frames (a single sitting or a day or two) for a disciplinespecific task, purpose, and audience. [W10]
Teach/Model Ask students to turn to page 73 of Life and Death. Let’s reread parts of this page, listening for the use of sequence words or transition words. Read aloud the second paragraph and the first sentence of the third paragraph, or invite a volunteer to read it. ■
In the first sentence, what words tell you the time that the action is happening? During what should have been her middle school years.
■
In the second sentence, what words tell when she was busted seven times? Before the age of 14.
■
The next three sentences are about when Maria had problems with the law. What transition word leads you from the third sentence to the next sentence? Once. What transition word leads you from that sentence to the next sentence? Usually.
■
When does the action of the next paragraph start? After one arrest.
■
Looking for how a writer uses sequence words and transition words helps you understand how ideas and events fit together. It also helps you understand how to make your own writing have a smooth and clear flow.
Apply Direct students to complete page 33 of the Reader’s Handbook. Remind them to ask themselves these questions about their own writing: ■
Does my organization make sense from paragraph to paragraph??
Also SL1a; L1 Resources Reader’s Handbook, p. 33 WRITING FOCUS
Use Sequence and Transition Words 8BJUwhat "TUPSZXPOUNBLFTFOTFJGKVNCMFFWFSZUIJOHUPHFUIFS)BWFTPNF NFSDZPOZPVSBVEJFODFBOELFFQUIFTFRVFODFDMFBS
Apply 3FBEUIFEFTDSJQUJPOCFMPXBCPVU.BSJBTEBZJODPVSU3FXSJUFUIFQBSB-
■
Did I use transition words (however, because, and also)?
■
Do my ideas connect from sentence to sentence?
graph on the lines below, adding sequence and transition words such as: then, next, during, because, however, and also$JSDMFUIFXPSETZPVWFBEEFE The court officer called Maria’s name. She walked inside. She sat down in the witness stand. She looked around. She saw her fellow gang members. She saw a woman with tears in her eyes.
3FSFBEUIFWFSTJPOPGUIFTDFOFPOQBHFTPGLife and Death.$PNQBSFIPX the author used sequence and transition words to connect the ideas.
Write Fluently 3FBEUIFGPMMPXJOHQBSBHSBQI5IFOSFWJTFJUPOBOPUIFSTIFFU PGQBQFS BEEJOHTFRVFODFBOEUSBOTJUJPOXPSETUPNBLFUIFTFOUFODFTDPOOFDU BOEàUTNPPUIMZUPHFUIFS My family adopted a dog from a shelter. The dog wouldn’t obey us and even bit my sister. We had to take it to obedience school. The teacher worked with our dog to obey basic commands. She taught the dog how to obey while being walked. Our dog graduated obedience school with flying colors.
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Wrap Up the Lead Book
Life and Death Character Words Now that they’ve finished Life and Death, remind students of the character words: resilient, resourceful, and resolute. • How well do those words fit Moore and Reyes? What other character words could apply to both of them? • If they haven’t already, have students go to the Character Word Webs on Reader’s Guide pages 108–109 and add other names to the web. (Names can be from the Reader’s Choice books, from the news or media, or from students’ lives.) • For a whole-class activity, you may choose to display the Character Word Webs on the IWB using the Teacher’s Resources CD (#100).
THE BIG Students have now spent several days digging deep into Life and Death to analyze the text. Now is a great time to encourage conversation. Just as adults do in their book clubs, students can reflect on how the books speak to their own lives. There are no right answers here; the aim is good discussion.
1 Whose story did you find more moving—Wes Moore’s or Maria Reyes’s? about the saying “blood is thicker than water.” Could you act in a way 2 Think that counters this belief, as Maria Reyes did? Why or why not? Moore the author says that there are key decisions in people’s lives 3 Wes that affect the rest of their lives. Do you agree? What are some of those moments from your life? the people you’ve met so far—Barack Obama, Julia Alvarez, Maria Reyes, 4 Of and Wes Moore—who do you think would be the best storyteller? The best person to go to for advice? The person who’d make the best meal? each of the two 5 For profiles, select a photo that best represents that person’s dilemma.
Asking Questions Have students read the Q&A in Life and Death on pages 102–105. • Direct students’ attention to the question and answer at the bottom of page 103. Do you agree with what Candace Jaye took away from Wes Moore’s story? What would you add to her list? • Now ask students what question they would ask the authors of each profile.
What’s YOUR Question
?
Direct students to come up with questions they’d like to ask the rest of the class about these profiles. What’s something you still don’t understand? What questions might provoke a good debate? AA 76
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Next Steps in Platform 2 You’ve finished the Lead Book, but you’ve just begun to explore the Become Resilient platform with your class. Here’s what’s ahead.
ASSESS VOCABULARY & COMPREHENSION Check in with your students’ vocabulary acquisition and reading comprehension with the quizzes offered on pages 34–35 of the Reader’s Handbook. For other assessment opportunities, check students’ close reading, comprehension focus, and writing focus in the Reader’s Handbook.
INTRODUCE READER’S CHOICE BOOKS It’s time for students to read independently or in small groups, choosing other books in the Become Resilient platform. ■
You may choose to direct students’ reading choices using pages 134–137 of this guide.
■
You may wish to show students the slide shows to introduce each book.
■
Keep track of what students have read using the printable Book Tracker on the Teacher’s Resources CD (#98, 99).
■
Increase students’ reading comprehension using the Stretch Texts.
RECORD
IN THE MARGINS
RECORD
NEVER SAY DIE Would they have what it takes to make it out alive?
RECORD
P.O.W. Two wars. Two Americans. Held H eeld d beh be ind nd ene emy lines. emy behind enemy
They found their place by not ½tting in.
RECORD
RECORD
SCHOOLED It takes more than magic to make it to the pros.
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Sky High
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Resources Reader’s Handbook, pp. 34–35
Two men who couldn’t keep their feet on the ground
Life and Death
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Comprehension Check
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1. What’s one possible consequence of stealing? A [EPOMRKMRXSEWXSVI B [IEVMRKEQEWO C XEOMRKWSQISRI´W[EPPIX D FIMRKEVVIWXIH
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WRAP UP THE PLATFORM Write an Argumentative Essay Students will write an Argumentative Essay using the planning guide in the Reader’s Handbook, pages 36–37. The Teacher’s Guide provides step-by-step support on pages 78–81. Research Projects Provide students with intriguing topics related to each book, ranging from quick searches to more sustained research. See pages 224–233 of this guide.
Vocabulary Quiz
2. On the long car ride to the beach, Jesse endured __________. A BIVHFJDFDSFBNTVOEBF B XLIQYWMGSRLMWM4SH C XLIWGVIEQWSJLMWGEVWMGOFEF]FVSXLIV D EFIEYXMJYPZMI[SJXLISGIERSYXXLI[MRHS[
7. Amy was being HI½ERX when she ___________. A LIPTIHXLIXIEGLIVGSPPIGXEWWMKRQIRXW B VIJYWIHXSHSLIVLSQI[SVO C VEMWIHLIVLERHXSERW[IVEUYIWXMSRMRGPEWW D GPIERIHLIVVSSQ
3. Which action would help someone JYP½PP a dream of going to college? A NSMRMRKEKERK B [SVOMRKLEVHMRLMKLWGLSSP C KSMRKXSNEMP D HE]HVIEQMRKMRGPEWW
8. A person who gets a prestigious job is most likely to feel ____________. A ERKV] B I\LEYWXIH C IQFEVVEWWIH D TVSYH
4. If a contest is rigged, _________. A 8LIFIWXTIVWSR[MPP[MR B 2SSRI[MPPORS[[LSHIWIVZIHXS[MR C =SYRIIHWTIGMEPM^IHIUYMTQIRXXS[MR D 8LITSPMGIHIGMHI[LS[MRW
9. When you use a set of tactics, you are trying to ______________. A EGLMIZIEKSEP B ½KYVISYXXLIQIERMRKSJPMJI C FITSPMXIXSWSQISRI D ½\EFVSOIRHS[RGEV
5. Which of the following statements best demonstrates tolerance? A ±-PSZILMTLST² B ±8LIFIWXXLMRKWMRPMJIEVIJVII² C ±8SIEGLLMWS[R² D ±-KSXSE'EXLSPMGGLYVGL²
AA 28
6. An alien environment is most likely to make you feel _________. A VMKLXEXLSQI B too hot C GSQJSVXEFPI D SYXSJTPEGI
10. What is an example of a triumph? A VYRRMRKSYXSJQSRI] B XEOMRKEFYW C KIXXMRKMRXSGSPPIKI D PMWXIRMRKXSQYWMG
1. How are the two Wes Moores alike? A 8LI]FSXL[IRXXSGSPPIKIERHKSXKSSHNSFW B 8LI]FSXLWSPHHVYKWERHHVSTTIHSYXSJWGLSSP C 8LI]FSXL[IVIFSVRMR1EV]PERHERHKVI[YT [MXLSYXJEXLIVW D 8LI]FSXLLEHXVSYFPIWMRWGLSSPERH[IVIWIRXXS QMPMXEV]EGEHIQ] 2. Why did Wes the author start writing to the Wes Moore in prison? A ,I[EW[VMXMRKEREVXMGPIEFSYXTVMWSRIVW[MXLPMJI sentences. B ,IXLSYKLXLIGSYPHKIXXLISXLIV;IW1SSVISYXSJ TVMWSR C ,I[ERXIHXSYRHIVWXERH[L]XLIX[SQIRLEH JSPPS[IHHMJJIVIRXTEXLW D ,IXLSYKLXLIQMKLXFIVIPEXIHXSXLISXLIV;IW 3. Joy Moore sent Wes to military school because ___________. A MX[EWGLIETIVXLERXLIWGLSSPLI[EWEXXIRHMRKEX XLIXMQI B WLILEHEP[E]W[ERXIHLIVWSRXSNSMRXLI97%VQ] C WLI[EWXSSFYW][SVOMRKX[SNSFWXSXEOIGEVISJLMQ D WLI[ERXIHXSWXIIVLMQE[E]JVSQGVMQIERHHVYKW 4. “Moment of Truth” is mainly about ____________. A [L]MX´WMQTSVXERXXSXIPPXLIXVYXLEXEPPXMQIW B LS[QMPMXEV]WGLSSPGERTVIZIRXOMHWJVSQFIGSQMRK HVYKHIEPIVW C LS[EJI[OI]HIGMWMSRWGERWIX]SYSRXLIVMKLXSV [VSRKTEXLMRPMJI D [L]EPMJISJGVMQIMWYPXMQEXIP]YRWEXMWJ]MRK
6. In court, Maria felt torn between _________. A 4EGSERHLIVJEXLIV B KERKPS]EPX]ERHLIVHIWMVIXSHSXLIVMKLXXLMRK C XLIPE[ERHLIVRIIHXSTPIEWI1W+VY[IPP D XLIHIJIRHERX´WQSXLIVERHLIVPSZISJKERKPMJI 7. Why had Maria stopped caring what happened to her by her seventh arrest? A 8LITSPMGILEHJVEQIHLIVSREFSKYWGLEVKI B 7LILEHFIIRWIRXIRGIHXSNEMPXMPPWLI[EW C 7LIHMHR´XWIIER][E]XSGLERKILIVPMJI D 7LI[EWEPVIEH]TVIKRERXEXEKI 8. What effect did Erin Gruwell’s class have on Maria? A -XGEYWIHLIVXSZMSPEXILIVTEVSPI B -XGEYWIHLIVXSGSQTPIXIP]VINIGXLIVJEQMP] C -XWXVIRKXLIRIHLIVPS]EPX]XSXLIKERK D -XKEZILIVLSTIJSVEFIXXIVPMJI 9. Which of the following was not a reason for Maria’s ½REPHIGMWMSRXSXIWXMJ]EKEMRWX4EGS# A 7LIFIPMIZIHXLEX4EGSLEHFIXVE]IHLIV B 7LI[ERXIHXSKIXSYXSJKERKPMJI C ,IVQSXLIVLEHKMZIRLIVWXVIRKXLF]UYIWXMSRMRKXLI KERK´WGSHI D 7LIWE[LS[QYGLTEMRWLI´HFIGEYWMRKXLI HIJIRHERX´WJEQMP] 10. Both Wes Moore and Maria Reyes have talked about the importance of education. In what ways did their educations differ?
5. How did role models factor into the stories of Wes Moore the author and Maria Reyes? [Who were they and what did they provide?]
Reader’s Handbook
Life and Death
Also available on the Teacher’s Resources CD (#21, 22) Life and Death
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Platform Essay
Write an Argumentative Essay Essay Topic • Should juveniles who are accused of serious crimes be tried as adults?
Introduce Students will develop, write, and revise an essay featuring a central argument. For this writing activity, the class will work on a common topic as a model: Should juveniles who are accused of serious crimes be tried as adults? In Platform 4, students will write an argumentative essay on a topic of their choice. Direct students to Reader’s Handbook pages 36–37 and point out the Essay Planner and the Essay Builder. If your students need extra support, take them s. through the Essay Planner, reproduced below with tips and examples.
Essay Planner Follow the steps below to plan your argumentative essay. Then follow the guidelines on the next page to write a six-paragraph essay. Step 1. Understand your topic. Read the essay topic to the left, and then write down two conflicting positions on the topic. Good argumentative essay topics will have a specific focus, convincing arguments on both sides, and plenty of research materials to investigate. To understand the conflicting positions, think about positive and negative answers to the question posed. Example: Should kids be seen as adults in court if they do something really bad? Yes, juveniles accused of serious crimes should be tried as adults. or No, juveniles accused of serious crimes should not be tried as adults. Step 2. Choose your position. What do you think? State your point of view. Consider what you’ve read in the On the Record books, as well as your own knowledge and opinions. Resources Reader’s Handbook, p. 36
Example: I am going to argue that people should not be tried as adults until they turn 18.
Wrap Up the Platform
Write an Argumentative Essay Good Argument Topics
Essay Planner
rHave two clearly conflicting points of view
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rAre of interest to you and your audience
1. Understand your topic. 3FXSJUFUIFUPQJDJOZPVSPXOXPSET5IFOXSJUF EPXOUIFUXPDPOáJDUJOHQPTJUJPOTPOUIFUPQJD
rHave positions that can be supported with reasoning and facts rProvoke strong opinions
2. Choose your position.8IBUEPZPVUIJOL 4UBUFZPVSQPJOUPGWJFX $POTJEFSXIBUZPVWFSFBEJOUIFOn the Record CPPLT BTXFMMBTZPVSPXO LOPXMFEHFBOEPQJOJPOT
3. Get the facts. -JTUTPNFPGUIFGBDUTBOESFBTPOJOHUIBUTVQQPSUCPUITJEFT of your topic. POINTS
COUNTERPOINTS
4. Write your thesis statement. 5FMMZPVSFBEFSTXIBUZPVSQPTJUJPOJTJOB DMFBS TUSPOHTUBUFNFOU
5. Write a hook. 5IFCFHJOOJOHPGZPVSFTTBZTIPVMEHSBCUIFSFBEFST BUUFOUJPO5SZBRVPUBUJPO GBDU RVFTUJPO PSBOFDEPUFUPIPPLZPVSSFBEFS
6. Summarize the issue. -FUZPVSSFBEFSTLOPXBRVJDLTVNNBSZPGXIBUUIF issue is, without giving your point of view.
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Reader’s Handbook
Also available on the Teacher’s Resources CD (#23) for IWB use AA 78
Teacher’s Guide
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3. Get the facts. Research your topic and list some of the facts and reasoning that support both sides of the issue. The three strongest ideas in the “Points” column will form the body of your essay. In the “Points” column, list facts, opinions, and examples that support your position. In the “Counterpoints” column, include information that’s in opposition to your position. As you learn more about your topic, assess: do you still have the same position, or have you changed your mind? Example: Points: Children below a certain age do not have the ability to understand consequences or to form judgments. Children have the ability to change. Parents bear responsibility. Counterpoints: The victim deserves justice. The trial will make the juvenile understand the consequences. There will be a deterrent effect. Eighteen is too old for an age limit.
COMMON CORE FOCUS ●
Students write arguments to support claims with clear reasons and relevant evidence. [W1]
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Students conduct short research projects, drawing on several sources. [W7]
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Students gather relevant information from multiple sources, assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others. [W8]
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Students write over extended time frames (time for reflection and revision) for a discipline-specific task, purpose, and audience. [W10]
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Students delineate and evaluate the argument and specific claims in a text. [RI8]
4. Write your thesis statement. Tell your readers what your position is in a clear, strong statement. Example: It is barbaric to try children as if they were adults. Children deserve the opportunity to grow into responsible adults, which they can’t do if they’re spending decades in prison. 5. Write a hook. The beginning of your essay should grab the reader’s attention. Try a quotation, fact, question, or anecdote to hook your reader. Example: Teenagers locked up in adult prisons have the highest suicide rate of all inmates. They are preyed on by bigger, hardened prisoners. Their education suffers. And for what? Studies show that trying juveniles as adults has no effect on the crime rate.
Also: W5
6. Summarize the issue. Let your readers know a quick summary of what the issue is, without giving your point of view. Example: As Americans have grown weary of crime, laws have been changed to allow harsher punishments for juvenile offenders. But are these laws fair, and do they even reduce crime?
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Reader’s Handbook
Platform Essay
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Platform Essay
Write an Argumentative Essay Essay Builder Once students have completed the Essay Planner, they are ready to follow the step-by-step Essay Builder on Reader’s Handbook page 37, shown below. After they have written a first draft, encourage them to revise, using the Checklist for Argumentative Essays on page 37 of the Reader’s Handbook.
Essay Builder Now you’re ready to write. Follow the steps below to craft your argumentative essay.
INTRODUCTION In this paragrah, use your hook from Step 5. Then write a transition sentence that leads into your summary from Step 6. Then add your thesis from Step 4.
BODY Use the facts and reasoning you organized from the “Points” column of Step 3 to craft the body. You can give one paragraph for each point. Introduce the points in order of weakest to strongest, so that you finish with a strong impression.
COUNTERPOINTS Right after your introduction, use the counterpoints from Step 3 to write a paragraph acknowledging the other side of the issue. Conclude that paragraph by stating that you plan to argue against this viewpoint. (That’s called making a concession.)
CONCLUSION
Resources Reader’s Handbook, p. 37
Start this paragraph by reminding your readers of your main points in 2–3 sentences. Finish with a strong sentence. Consider tying back into your hook or ending with a quote or call to action.
Essay Builder Now you’re ready to write. Follow the steps below to craft your argumentative essay. INTRODUCTION In this paragrah, use your hook from Step 5. Then write a transition sentence that leads into your summary from Step 6. Then add your thesis from Step 4.
Checklist for Argumentative Essays
READ AND REVISE
INTRODUCTION Grabs the reader’s attention Provides an overview of the essay topic
COUNTERPOINTS Right after your introduction, use the counterpoints from Step 3 to write a paragraph acknowledging the other side of the issue. (That’s called making a concession.) Conclude that paragraph by stating that you plan to argue against this viewpoint.
States the writer’s thesis
Use the Checklist for Argumentative Essays at the right to assess and edit your own writing. Write a second draft incorporating any necessary changes. As you rewrite, keep in mind places where you can make your argument stronger.
BODY Contains at least three points that support the thesis Provides details to explain these points
BODY Use the facts and reasoning you organized from the “Points” column of Step 3 to craft the body. You can write one paragraph for each point. Introduce the points in order of weakest to strongest, so that you finish with a strong impression.
CONCLUSION Start this paragraph by reminding your readers of your main points in 2–3 sentences. Finish with a strong sentence. Consider tying back into your hook or ending with a quotation or call to action.
READ AND REVISE Use the Checklist for Argumentative Essays at the right to assess and edit your own writing. Write a second draft incorporating any necessary changes. As you rewrite, keep in mind places where you can make your argument stronger.
Acknowledges and refutes the opposing point of view CONCLUSION Reminds reader of the main points Leaves the reader with a strong final impression WRITER’S CRAFT The ideas flow smoothly. The sentence structure and length varies. The sentences relate to the thesis. The writing is logical and convincing. The grammar, punctuation, and spelling are correct.
Platform Essay
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Also available on the Teacher’s Resources CD (#23) for IWB use AA 80
Teacher’s Guide
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(continued) Assessment Rubric for Argumentative Essays 1 Introduction
Disorganized introduction
Well-developed introduction
Grabs the readers’ attention
Grabs the readers’ attention
Provides an overview of the essay topic
Provides an overview of the essay topic
States the writer’s thesis
States the writer’s thesis
Does not adequately support the thesis
Contains one or two points that support the thesis
Does not provide details
Provides some details to explain these points
Contains at least three points that support the thesis
Does not hook the reader
Does not acknowledge or refute the opposing point of view
Conclusion
Writer’s Craft
3
Adequate introduction; states the writer’s thesis
Does not adequately set up the topic
Body
2
Disorganized conclusion
Ideas do not flow smoothly Sentence structure and length do not vary Sentences do not relate to the thesis statement Writing is confusing Errors in grammar, punctuation, and spelling
Acknowledges but does not refute the opposing point of view
Provides details to explain these points Acknowledges and refutes the opposing point of view
Reminds readers of the main points but may simply restate previous points
Effectively reminds reader of the main points
Ideas are logical but may not flow smoothly
Ideas flow smoothly
Writing is clear but sentence structure may not vary Grammar, punctuation, and spelling are generally correct but have some errors
Leaves the reader with a strong final impression
Sentence structure and length varies Sentences relate to the thesis Writing is logical and convincing Grammar, punctuation, and spelling are correct
Resources The Assessment Rubric is also available on the Teacher’s Resources CD (#24) Platform Essay
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