character profiles · 2018-08-02 · 7 chara c ter profiles | p art title here throughmywindow.org...
TRANSCRIPT
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Character Profiles[meet the characters from the novel]
What’s Special about the Characters? Diverse Talk to Me characters with realistic body types and personalities bring the story to life and emotionally engage readers. Students see aspects of themselves in these relatable characters, they begin to develop their own STEM identity, believing in their ability to be-come engineers.
How to Use the Character Profile Pages These profiles can be copied and used to help students keep track of characters. Writing space on the back gives students room for notes, writing their own stories about the char-acters, journaling, and more.
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CHaraCter ProfileS
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Cha
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ina
reyesSadina reyes
[Main Character]
about Me1 Whenever I read stories to Maddie, I do all the voic-
es, it’s one of the most fun things we do together. And I love to hear her laugh.
2 Having a sister who is 7 sometimes feels like too much to deal with. I have to make sure to teach her the ropes (’specially with my crazy parents around), but I’m still trying to figure things out myself!
3 My kryptonite is quesadillas. I think whoever in-vented them is a genius!
4 I play point guard in the school’s basketball team, the Pioneers. My teammates are so much fun. (Except for one of them who shall not be named!)
5 My favorite pastime is writing short stories. I have a journal that no one is al-lowed to read. Not even Rio, my BFF.
6 I have two best friends. One is Rio, who can read me like a book he’s read every day for 14 years. My other BFF is Monica, who gives the best advice!
7 I hate pickles more than any other food. Even more than Brussels sprouts. *Shudder*
8 I always smile when I hear the song “B-I-N-G-O.” I have no idea why.
9 My parents have made me take piano lessons since I was 10. I complain every time I have to go to class. (I secretly love it though)
10 I know my mom is an engineer, but sometimes I have no idea what that means.
8
My ideas about...
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ddie reyes
Maddie reyes[Sadina’s little Sister]
about Me1 My name is Maddie and I like puppies. When they
lick my hand, it’s like wet kisses.
2 I don’t like the color brown, because it reminds me of mud. Mud is gross.
3 My big sister’s name is Sadina. I like when she reads me stories and does the voices.
4 Sadina has a lot of friends, but they are really loud when they’re all together. Loud voices are scary.
5 I sometimes can’t fall asleep so I walk around the house at night. Sometimes I can hear my daddy snore. He makes funny noises.
6 My favorite snack is gummy bears, especially the red ones.
7 The lady that drives the bus to school is named Rosa. I like to listen when she hums songs on our way to school.
8 I want to be a veterinarian when I’m big. They take care of animals.
9 I have a cat named Bella. She understands me when I talk.
10 I don’t know why grownups watch the news. They are so boring!
10
My ideas about...
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Cha
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alker
rio Walker[Sadina’s Best friend]
about Me1 I play the guitar. I only picked it up after I saw this
guy in the subway in NYC while visiting a cousin. It was one of the coolest things I’ve ever seen.
2 I hate it when people make you do things you don’t want to do.
3 If I could eat pizza every day of my life, I’d be a happy guy.
4 This summer my 2 older brothers and I are going camping without my parents. I’m sooo psyched!
5 I want to design video games when I’m older. That’s why I’m trying to get a head start by learning programming.
6 Once I rode all the way down Stryker Hill (a really big hill in my town) on my skateboard. Don’t tell the guys, but I’ve never been more scared in my life. Oh and don’t tell my mom. >_<
7 I’ve known Sadina since we were 6. Even though my guy friends think it’s weird that we’re best friends, I don’t think there’s anyone in the world who knows me better.
8 I draw a weekly cartoon for the school paper. It’s called “Lunchtime Conversations” and it’s about the things people say at the lunch table.
9 My dad is one of the coolest people I know.
10 I have a dog whose name is Juneau. We’ve had him since he was a puppy and he’s the smartest dog I’ve ever met.
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My ideas about...
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lina
davisCatalina Davis[Sadina’s rival Classmate]
about Me1 I am the one and only Catalina Davis. My parents
know I’m a princess, and so should you.
2 The best tiramisu (my fave) I’ve tasted was in a little café in Paris, while traveling with my parents. It was scrumptious.
3 My dad travels all over the world for his job and always brings me back the greatest presents. The best one so far was a tiara he brought me from Barcelona, Spain.
4 I entirely rock at playing video games. Try to play me and you’ll be sure to lose!
5 I have way too many friends to name them one by one. What can I say…people love me!
6 I am treasurer of the Environmental Club. My mom works for a company that develops green energy technologies. I want to do something like that when I grow up.
7 Because I’m so witty, it’s easy to make fun of some people. Take Sadina Reyes, for example. Easy target!
8 I loooooove shopping and skiing. Given the choice I wouldn’t know what to pick.
9 My biggest flaw is…nope. Can’t think of one!
10 Penelope, my cat, was chosen as a model for a cat food commercial. She’s a superstar, like me!
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My ideas about...
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Cha
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Paulie reed[Sadina’s friend]
about Me1 I’m 4 minutes older than my brother Rick. I never
let him forget it!
2 When I was little, I wanted to be a lion tamer. Then I decided that it’s probably safer to avoid animals with big claws and sharp teeth.
3 Even though I would never admit it, my favorite subject is English. Shakespeare is da man!
4 I can juggle bowling pins while on a pogo stick. I learned to do that from our neighbor, Mr. Snuffles. (He’s a clown…no, really!)
5 Whenever I’m feeling down, the best pick-me-up is a bowl of spaghetti.
6 For the past three April Fool’s days, Rick and I have traded places, even tricking our mom and dad. As Shakespeare would say, comedy of errors. It’s hilarious!
7 I am obsessed with airplanes. I want to learn to fly one day.
8 I really think my friends and I should start a band: Rio on the guitar, Monica on the vocals and Sadina on the piano. Rick on the drums. I will play the triangle. We can call our band, “Much Ado ’Bout Nothin’.”
9 My most prized possession is an old coin that I found while looking through our attic. It used to be my grand-father’s. It’s not worth tons of money or anything, but I always keep it in my pocket for good luck.
10 I have a pet Beta fish named Bluey. Sometimes I wish I were a fish, just to see what it would be like…
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My ideas about...
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Cha
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niC
a ha
Miltio
nMonica Hamiltion
[Sadina’s friend]
about Me1 The best gift my parents ever gave me were contact
lenses. Once you get over that annoying “poking your eye” business, it’s way better than glasses. That, and I don’t have to sit way up at the front of class anymore!
2 I sang the national anthem at a little league champi-onship game. My mom made me do it since my little brother’s team was playing.
3 I’m on the cheerleading team at school because I love to dance. I help out with the choreography sometimes.
4 I have two best friends, Sadina and Kaylee. Sadina and I became instant friends when I moved here from New Orleans three years ago. Kaylee lives in Louisiana, where I’m from, and we keep in touch via email and video chat.
5 My favorite thing to do is to pop in a movie and eat strawberry ice cream.
6 I would love to visit New Zealand one day. Did you know they have more sheep than people?!
7 I’m secretary of the Environmental Club at school. It’s because I love organizing and the environment!
8 My favorite animal is the giraffe. They’re such goofy looking animals!
9 I think I want to be a marine biologist. I love the ocean, and it’s what I miss most from Louisiana.
10 Even though I’m 14, I’ll sometimes go to the library and read the picture books I used to read when I was younger. They’re so fun!
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My ideas about...
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Copyright © 2016 Through My Window
This material is based upon work supported by the National Science Foundation under Grant Nos. 1223868 and 1223460.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science Foundation.
21
eduCato
r's no
vel Guide | Pa
rt title hereeduC
ator's n
ovel G
uide | intro
educator's Novel Guide[a chapter-by-chapter guide for teachers]
How to Use this Guide This guide provides supplemental information about the Talk to Me novel. For every novel chapter, it contains the following:
1 Chapter Summary: Provides a short synopsis of each chapter.
2 Vocabulary Words: Provides vocabulary words for each chapter. Ideas for vo-cabulary activities can be found at the end of this guide.
3 Discussion and Activity Prompts: This section provides ideas for discussion and activities that can be done with students/children as they read. See the end of this guide for definitions of each type of prompt and the way they connect to the Common Core.
4 Engineering Connections: This section points out the engineering ideas in each chapter. These ideas include:
• Artificial Intelligence (AI): This probably isn’t your first thought when someone says “engineering,” but it’s a growing (not to mention important!) field of engineering. There are newspaper articles almost every day about artificial intelligence. In the novel, look for Bella/Chattercat as the central example of AI.
• Ethics: Kids face the same kinds of ethical dilemmas adults—and engineers—face. The novel is filled with nuanced examples that illustrate that ethical decisions aren’t black and white. Look for Sadina’s internal conflict about Rio as well as Elizabeth’s struggle to balance loyalty, honesty, and self-protection.
• Engineering Design: A way of thinking central to engineering, the design cycle is divided into three parts: define [the problem], develop [a potential solution], and optimize. Watch for the way Sadina and her friends redesign Bella.
• Character Development/Key Plot Points: Some chapters don’t have specific engineering connections, but focus instead on developing the characters or plot. This is important because when young readers relate to the characters and plot, they care more about the engineering ideas characters encounter. Relating to characters who engineer also helps readers develop “STEM identity,” that is, visualize themselves as engineers.
2222
Novel GUiDe PaGeS
No
vel
Pro
mPt
s a
Nd
Co
mm
oN
Co
re C
oN
NeC
tio
Ns
NG
pg
1
The
nove
l pro
mpt
s ar
e di
vide
d in
to c
ateg
orie
s to
hel
p yo
u pl
an.
Bel
ow, t
he r
elev
ant C
omm
on C
ore
Stan
dard
s ar
e lis
ted.
All
of th
ese
prom
pts
allo
w y
ou to
alig
n w
ith
CC
S.E
LA-L
iter
acy.
W.4
.10
thro
ugh
CC
S.E
LA-L
iter
acy.
W.8
.10,
“W
rite
rou
tine
ly o
ver
exte
nded
tim
e fr
ames
(tim
e fo
r re
sear
ch, r
eflec
tion
, and
rev
isio
n) a
nd s
hort
er ti
me
fram
es (a
sin
gle
sitt
ing
or a
day
or
two)
for
a ra
nge
of d
isci
plin
e-sp
ecifi
c ta
sks,
pur
pose
s, a
nd a
udie
nces
.”
type
of
Prom
ptD
escr
iptio
nre
leva
nt C
omm
on
Cor
e St
and
ard
sre
leva
nt C
omm
on C
ore
Stan
dar
d t
ext
Com
par
eTh
ese
prom
pts
requ
ire
lear
ners
to c
om-
pare
cha
ract
ers,
sit
uati
ons,
or
othe
r el
e-m
ents
of t
he s
tory
.
CC
SS.E
LA-L
iter
acy.
RL.
5.3
CC
SS.E
LA-L
iter
acy.
W.5
.9
CC
SS.E
LA-L
iter
acy.
W.5
.9.A
“Com
pare
and
con
tras
t tw
o or
mor
e ch
ar-
acte
rs,
sett
ings
, or
eve
nts
in a
sto
ry o
r dr
ama,
dra
win
g on
spe
cific
det
ails
in t
he
text
(e.g
., ho
w c
hara
cter
s in
tera
ct).
”
“Dra
w e
vide
nce
from
lite
rary
or
info
rma-
tion
al te
xts
to s
uppo
rt a
naly
sis,
refle
ctio
n,
and
rese
arch
.”
“App
ly g
rade
5 R
eadi
ng s
tand
ards
to
lit-
erat
ure
(e.g
., “C
ompa
re a
nd c
ontr
ast
two
or m
ore
char
acte
rs, s
etti
ngs,
or
even
ts in
a
stor
y or
a d
ram
a, d
raw
ing
on s
peci
fic
deta
ils i
n th
e te
xt [
e.g.
, ho
w c
hara
cter
s in
tera
ct]”
).”
Con
nec
tTh
ese
prom
pts
requ
ire
lear
ners
to
view
or
rea
d ot
her
text
s or
vid
eos
allu
ded
to
in th
e st
ory
No
vel
Pro
mPt
s a
Nd
Co
mm
oN
Co
re C
oN
NeC
tio
Ns
NG
pg
2
type
of
Prom
ptD
escr
iptio
nre
leva
nt C
omm
on
Cor
e St
and
ard
sre
leva
nt C
omm
on C
ore
Stan
dar
d t
ext
Des
crib
eTh
ese
prom
pts
requ
ire
lear
ners
to
de-
scri
be a
cer
tain
ele
men
t of t
he s
tory
CC
SS.E
LA-L
iter
acy.
RL.
4.3
CC
SS.E
LA-L
iter
acy.
RL.
5.1
CC
SS.E
LA-L
iter
acy.
RL.
5.4
“Des
crib
e in
dep
th a
cha
ract
er, s
etti
ng, o
r ev
ent i
n a
stor
y or
dra
ma,
dra
win
g on
spe-
cific
det
ails
in t
he t
ext
(e.g
., a
char
acte
r’s
thou
ghts
, wor
ds, o
r ac
tion
s).”
“Quo
te a
ccur
atel
y fr
om a
tex
t w
hen
ex-
plai
ning
wha
t th
e te
xt s
ays
expl
icit
ly a
nd
whe
n dr
awin
g in
fere
nces
from
the
text
.”
“Det
erm
ine
the
mea
ning
of
wor
ds a
nd
phra
ses
as th
ey a
re u
sed
in a
text
, inc
lud-
ing
figur
ativ
e la
ngua
ge s
uch
as m
etap
hors
an
d si
mile
s.”
Dra
wTh
ese
prom
pts
requ
ire
lear
ners
to d
raw
a
pict
ure
of a
n el
emen
t of
the
sto
ry o
r re
late
d su
bjec
t
CC
SS.E
LA-L
iter
acy.
RL.
5.4
“Det
erm
ine
the
mea
ning
of
wor
ds a
nd
phra
ses
as th
ey a
re u
sed
in a
text
, inc
lud-
ing
figur
ativ
e la
ngua
ge s
uch
as m
etap
hors
an
d si
mile
s.”
Iden
tify
Thes
e pr
ompt
s re
quir
e le
arne
rs to
iden
-ti
fy c
erta
in a
spec
ts o
f the
sto
ryC
CSS
.ELA
-Lit
erac
y.R
L.4.
1,5.
1,6.
1,7.
1(4
.1)
“Ref
er t
o de
tails
and
exa
mpl
es i
n a
text
whe
n ex
plai
ning
wha
t th
e te
xt s
ays
expl
icit
ly a
nd w
hen
draw
ing
infe
renc
es
from
the
text
.”
Nar
rate
Thes
e pr
ompt
s re
quir
e le
arne
rs t
o te
ll th
eir
own
stor
y ab
out s
omet
hing
CC
SS.E
LA-L
iter
acy.
W.4
.3,
5.3,
6.3
, 7.3
, 8.3
“Wri
te n
arra
tive
s to
dev
elop
rea
l or
imag
-in
ed e
xper
ienc
es o
r ev
ents
usi
ng e
ffec
tive
te
chni
que,
des
crip
tive
det
ails
, an
d cl
ear
even
t seq
uenc
es.”
No
vel
Pro
mPt
s a
Nd
Co
mm
oN
Co
re C
oN
NeC
tio
Ns
NG
pg
3
type
of
Prom
ptD
escr
iptio
nre
leva
nt C
omm
on
Cor
e St
and
ard
sre
leva
nt C
omm
on C
ore
Stan
dar
d t
ext
Rel
ate
Thes
e pr
ompt
s re
quir
e le
arne
rs to
rela
te
thei
r ow
n ex
peri
ence
s to
tho
se o
f th
e ch
arac
ters
Res
earc
hTh
ese
prom
pts
requ
ire
lear
ners
to
re-
sear
ch a
topi
c al
lude
d to
in th
e st
ory
CC
SS.E
LA-L
iter
acy.
W.4
.7,
5.7,
6.7
, 7.7
, 8.7
CC
SS.E
LA-L
iter
acy.
W.4
.9,
5.9,
6.9
, 7.9
, 8.9
“Con
duct
sh
ort
rese
arch
pr
ojec
ts
that
bu
ild k
now
ledg
e th
roug
h in
vest
igat
ion
of
diff
eren
t asp
ects
of a
topi
c.”
“Dra
w e
vide
nce
from
lite
rary
or
info
rma-
tion
al te
xts
to s
uppo
rt a
naly
sis,
refle
ctio
n,
and
rese
arch
.”
Th
ink
Thes
e pr
ompt
s re
quir
e le
arne
rs to
thin
k ab
out a
com
plex
que
stio
n or
issu
e po
sed
by th
e st
ory
CC
SS.E
LA-L
iter
acy.
RL.
5.1,
6.
1, 7
.1
CC
SS.E
LA-L
iter
acy.
RL.
5.2
(5.1
) “Q
uote
acc
urat
ely
from
a t
ext
whe
n ex
plai
ning
wha
t th
e te
xt s
ays
expl
icit
ly
and
whe
n dr
awin
g in
fere
nces
fro
m t
he
text
.”
“Det
erm
ine
a th
eme
of a
sto
ry, d
ram
a, o
r po
em f
rom
det
ails
in
the
text
, in
clud
ing
how
cha
ract
ers
in a
sto
ry o
r dr
ama
re-
spon
d to
cha
lleng
es o
r ho
w th
e sp
eake
r in
a
poem
refl
ects
upo
n a
topi
c; s
umm
ariz
e th
e te
xt.”
Oth
er p
rom
pts
: Fin
ally
, som
e pr
ompt
s in
clud
e co
nnec
tion
s to
the
maj
or e
ngin
eeri
ng p
rinc
iple
s in
trod
uced
in th
e no
vel.
In
thos
e ca
ses
the
wor
ds “
Gen
eral
Eng
inee
ring
,” “
Eth
ics,
” “D
esig
n,”
or “
Art
ifici
al I
ntel
ligen
ce”
will
be
incl
uded
.
Eth
ics:
Sad
ina
and
Rio
run
ning
ou
t of P
layl
ist w
hen
they
’re
accu
sed
of s
teal
ing
the
CD
pos
es in
tere
stin
g et
hica
l que
stio
ns. S
houl
d th
ey h
ave
run
away
? W
ould
th
eir
deci
sion
ha
ve b
een
diff
eren
t if
Mad
die
wer
e w
ith
them
? W
as t
he s
tore
man
ag-
er a
ctin
g et
hica
lly?
Was
it
reas
on-
able
for
him
not
to
belie
ve R
io a
nd
Sadi
na?
Des
ign
: O
n pa
ge 3
, Sad
ina
mak
es
a br
ief
men
tion
of
wha
t w
ould
be
cons
ider
ed t
he “
defin
e” s
tep
of t
he
desi
gn c
ycle
whe
n sh
e sa
ys “
Wha
t th
e re
gula
r m
e th
inks
of
is
M
r.
Jaw
orsk
i, m
y m
ath
teac
her
who
al-
way
s tel
ls u
s, ‘B
efor
e yo
u tr
y to
solv
e a
prob
lem
, m
ake
sure
you
kno
w
wha
t you
’re
look
ing
for.
’”
Ch
arac
ter
Dev
elop
men
t: R
ead-
ers
are
intr
oduc
ed t
o pa
infu
lly s
hy
Mad
die,
car
ing
and
wor
ried
big
sis
-te
r Sa
dina
, an
d de
pend
able
fri
end
Rio
.
Rel
ate:
Wha
t w
ould
you
do
if th
is
[sto
re
man
ager
ac
cusi
ng
Sadi
na
of t
ryin
g to
ste
al C
D]
happ
ened
to
you?
Wha
t w
ould
you
say
to
the
stor
e m
anag
er?
Rel
ate:
Hav
e yo
u ev
er lo
st a
fam
ily
mem
ber
or fr
iend
in a
mal
l or
othe
r bu
sy p
lace
? W
hat d
id y
ou d
o?
Pre
dic
t: M
ake
a pr
edic
tion
abo
ut
wha
t mig
ht h
appe
n ne
xt.
Des
crib
e: D
escr
ibe
the
char
acte
rs
we’
ve m
et s
o fa
r.
Dra
w: D
raw
Rio
’s fa
ce r
ight
bef
ore
he g
rabs
Sad
ina
and
take
s he
r ou
t of
Pla
ylis
t
rubb
erre
gist
er (u
nder
stan
d)pr
oced
ure
oxyg
enw
hirl
ing
guar
dian
ang
elna
rrow
imm
obili
zed
habi
tsh
riek
spu
lsin
gin
fern
om
eld
stor
e m
anag
erha
ven
felo
n ge
stur
e
Sadi
na lo
ses
her
sist
er M
addi
e in
a
mus
ic s
tore
in t
he m
all.
Con
cern
ed
abou
t M
addi
e, S
adin
a ac
cide
ntal
-ly
wal
ks o
ut o
f th
e st
ore
wit
h a
CD
sh
e fo
rgot
she
was
hol
ding
. A m
an-
ager
con
fron
ts S
adin
a, a
ccus
ing
her
of s
teal
ing
the
CD
. R
io,
Sadi
na’s
be
st fr
iend
, tak
es t
he C
D o
ut o
f her
ha
nd, t
hrow
s it
dow
n on
a s
helf,
and
th
e tw
o ru
n ou
t of t
he s
tore
.
"ta
lk to
Me"
Cha
Pter
1Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
NG
pg
4
Mad
die’
s vo
ice.
Mad
die
stay
s st
ill in
a
corn
er,
tryi
ng t
o av
oid
bein
g no
-ti
ced.
She
des
crib
es t
he a
nxie
ty s
he
feel
s w
hen
peop
le tr
y to
talk
to h
er.
dart
sim
pati
ence
Dra
w:
How
doe
s M
addi
e de
scri
be
wor
ds (m
etap
hor)
? D
raw
a p
ictu
re.
Res
earc
h:
Res
earc
h se
lect
ive
mut
ism
.
Rel
ated
vid
eos:
Sele
ctiv
e M
utis
m: B
asic
s,
Mis
con c
epti
ons,
and
Tre
atm
ent
Info
rmat
ion
(you
tube
.com
/w
atch
?v=
1rvj
eHS
CG
_0
),C
urin
g K
ids
wit
h E
xtre
me
Soci
al
Phob
ias:
Sel
ecti
ve M
utis
m(a
bcn
ews.
go.c
om/N
igh
tlin
e/vi
deo
/ cu
rin
g-ki
ds-
extr
eme-
soci
al-p
hob
ias-
1517
626
8)
Ch
arac
ter
Dev
elop
men
t: M
ad-
die
is
shy,
sc
ared
, an
xiou
s,
and
lone
ly
NG
pg
5
"ta
lk to
Me"
Cha
Pter
2Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Sadi
na a
nd R
io r
un t
hrou
gh t
he
mal
l w
ith
no c
lear
dir
ecti
on.
They
su
dden
ly s
top
whe
n Sa
dina
im
ag-
ines
hea
ring
Mad
die’
s vo
ice.
The
n,
Sadi
na r
ealiz
es M
addi
e m
ight
be
in t
he p
et s
tore
the
y pa
ssed
ear
-lie
r. M
addi
e ha
s se
lect
ive
mut
ism
, w
hich
mak
es h
er u
nabl
e to
tal
k in
ce
rtai
n si
tuat
ions
, es
peci
ally
whe
n sh
e’s
scar
ed.
rasp
yw
inde
ddi
oram
ahe
adlo
ngm
omen
tum
brai
n ce
llsra
tion
al c
ells
deto
urin
gja
bber
rada
r (p
aren
t att
enti
on)
leag
ues
(dis
tanc
e)fo
cus
Rel
ate/
Nar
rate
: W
rite
a
stor
y ab
out
a ti
me
your
par
ents
or
oth-
er
fam
ily
mem
bers
di
dn’t
noti
ce
som
ethi
ng i
mpo
rtan
t. If
you
can
’t th
ink
of o
ne, y
ou c
an m
ake
one
up
or w
rite
any
funn
y st
ory
abou
t you
r pa
rent
s/fa
mily
.
Rel
ate/
Nar
rate
: Te
ll a
stor
y of
a
nigh
tmar
e yo
u’ve
had
, or
mak
e on
e up
.
Ch
arac
ter
Dev
elop
men
t: R
ead-
ers
get a
full
expl
anat
ion
of s
elec
tive
m
utis
m,
exam
ples
of
Rio
’s h
umor
an
d sa
rcas
m, a
nd S
adin
a’s
hum
ble
hero
ism
whe
n sh
e fin
ds h
er s
iste
r
NG
pg
6
"ta
lk to
Me"
Cha
Pter
3Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Sadi
na
finds
M
addi
e in
th
e pe
t st
ore.
mea
sure
Des
crib
e: C
hoos
e a
diff
eren
t ki
nd
of s
tore
tha
n Te
chno
turf
and
de-
scri
be t
he f
ront
win
dow
wit
h as
m
uch
deta
il as
you
can
. Som
e id
eas
incl
ude
an i
ce c
ream
sho
p, a
sho
e st
ore,
a t
oy s
tore
, a
spor
ts e
quip
-m
ent s
tore
, etc
.
Ch
arac
ter
Dev
elop
men
t: M
ore
exam
ples
of
Rio
’s h
umor
and
som
e fa
mily
-sib
ling
love
NG
pg
7
"ta
lk to
Me"
Cha
Pter
4Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Rel
ieve
d to
ha
ve
foun
d M
addi
e,
Rio
pro
pose
s an
ide
a fo
r en
gine
ers
to in
vent
a w
ay f
or M
addi
e to
tal
k.
Sadi
na a
gree
s w
ith
Rio
– i
t is
es-
sent
ial
for
Mad
die
to t
alk.
Sad
ina
and
Rio
go
in
to
Teck
no-T
urf,
a co
mpu
ter
soft
war
e st
ore.
The
y ru
n in
to
Cat
alin
a,
Sadi
na’s
en
emy
at
scho
ol.
num
ble
ctur
evi
gila
nce
geni
usen
gine
erar
tific
ial l
imb
elec
trod
es
user
-fri
endl
ym
achi
neco
mpu
ter
soft
war
eof
fbea
tro
ller
coas
ter
virt
ual
desi
gnco
inci
denc
ero
tati
ngle
ague
Gen
eral
En
gin
eeri
ng:
Wha
t do
you
thin
k en
gine
ers
do?
Rel
ated
vid
eos:
W
hat’s
an
Eng
inee
r? C
rash
Cou
rse
Kid
s #
12.1
(you
tube
.com
/w
atch
?v=
owH
F9
iLyx
ic)
Wha
t is
Eng
inee
ring
? (y
outu
be.c
om/
wat
ch?v
=bi
pT
WW
Hya
8A
)
Wha
t sol
utio
n ca
n yo
u th
ink
of th
at
mig
ht h
elp
Mad
die
talk
?
Rel
ate:
W
ould
yo
u w
ant
to
be
frie
nds
wit
h C
atal
ina?
Why
or
why
no
t?
Iden
tify
: W
hat
ques
tion
s do
es
Cat
alin
a as
k in
this
sce
ne th
at m
ake
Sadi
na “s
hut d
own”
and
not
wan
t to
talk
to h
er?
Iden
tify
an
d R
elat
e:
Why
do
es
Sadi
na
brag
? H
ave
you
ever
br
agge
d? W
hen
and
why
?
Com
par
e: C
ompa
re t
he c
onve
r-sa
tion
wit
h C
atal
ina
to t
he o
nes
Sadi
na a
nd R
io h
ad w
hen
they
wer
e tr
ying
to fi
nd M
addi
e. W
hat a
re th
e bi
gges
t diff
eren
ces?
Eth
ics:
The
re i
s so
me
clas
s co
n-fli
ct b
etw
een
Rio
and
Cat
alin
a th
at
coul
d sp
ark
inte
rest
ing
ethi
cal
ques
tion
s. W
as it
oka
y (e
thic
al)
for
Cat
alin
a to
say
Rio
cou
ldn’
t af
ford
th
e so
ftw
are?
Des
ign
: R
io a
nd S
adin
a di
scus
s ho
w e
ngin
eers
hav
e de
sign
ed d
iffer
-en
t sol
utio
ns fo
r pe
ople
wit
h a
vari
-et
y of
dis
abili
ties
. Add
itio
nally
, the
su
rfer
cel
l pho
ne in
Tec
knot
urf i
s a
prod
uct o
f the
des
ign
cycl
e
NG
pg
8
"ta
lk to
Me"
Cha
Pter
5Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Sadi
na’s
m
om
Eliz
abet
h pi
cks
Sadi
na a
nd M
addi
e up
fro
m t
he
mal
l. Sa
dina
is
wor
ried
abo
ut g
et-
ting
in
trou
ble
for
losi
ng M
addi
e,
but
Mad
die
dow
npla
ys it
. The
con
-ve
rsat
ion
chan
ges
whe
n th
ey a
rriv
e ho
me
and
noti
ce t
hat
Flyn
n is
ove
r fo
r di
nner
. Fl
ynn
is a
n en
gine
er
who
wor
ks w
ith
Eliz
abet
h, S
adin
a’s
mot
her.
Fly
nn s
how
s th
em a
pro
-to
type
of
Cat
ch-I
t, an
inn
ovat
ive
phon
e th
at h
e an
d E
lizab
eth
are
de-
velo
ping
. Aft
er F
lynn
leav
es, S
adin
a re
aliz
es t
hat
he a
ccid
enta
lly le
ft t
he
phon
e be
hind
. She
cal
ls F
lynn
to le
t hi
m k
now
, an
d he
agg
ress
ivel
y in
-st
ruct
s he
r to
ens
ure
the
phon
e is
tu
rned
off
.
win
ces
bulk
ypa
nel
flexi
ble
colla
pse
tilt
edac
tiva
tion
icon
spec
she
etro
utin
em
alfu
ncti
onin
g te
ase
grat
itud
e
Rel
ate:
H
ave
you
ever
th
ough
t so
meo
ne w
as a
ctin
g st
rang
e? D
id
you
even
tual
ly fi
nd o
ut w
as t
here
a
reas
on fo
r it
?
Res
earc
h/T
hin
k:
Wha
t is
a
“pro
toty
pe”?
W
hy
do
engi
neer
s cr
eate
them
?
Rel
ated
art
icle
:(s
cie
nc
eb
ud
die
s.o
rg
/en
gin
eeri
ng-
des
ign
-pro
cess
/e
ng
in
ee
ri
ng
-d
es
ig
n-
pro
toty
pes
.sh
tml)
Des
ign
: Th
e “p
roto
type
” of
th
e C
atch
-it p
hone
is a
n ex
ampl
e of
the
“dev
elop
” st
ep i
n th
e de
sign
cyc
le.
Bec
ause
Fly
nn a
nd E
lizab
eth
de-
sign
ed th
e ph
one
toge
ther
, thi
s al
so
illus
trat
es th
at th
e de
sign
pro
cess
is
colla
bora
tive
, whi
ch is
impo
rtan
t!
NG
pg
9
"ta
lk to
Me"
Cha
Pter
6Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Sadi
na c
an’t
slee
p be
caus
e sh
e ca
n he
ar t
he v
oice
s of
her
par
ents
hav
-in
g a
seri
ous
disc
ussi
on.
She
gets
ou
t of
bed
and
tri
es t
o lis
ten
in o
n th
eir
conv
ersa
tion
.
pitc
hed
(voi
ces)
duet
(voi
ces,
like
mus
ic)
stra
inin
g co
tton
poly
este
rse
nsit
ive
pitc
hing
(wor
ds b
ack
and
fort
h)cr
ank
(the
vol
ume)
recr
eate
clat
ter
and
blar
e of
traf
ficm
uffle
(the
sou
nds)
shift
(wor
k sh
ift)
grin
ding
(int
o ti
ght s
pot)
buzz
(sou
nd)
outr
ight
(ask
out
righ
t)st
ealt
hyco
vert
(ope
rati
ons)
min
esha
ft (b
lack
/dar
k)na
viga
ting
(in
dark
)fu
mbl
etr
espa
ssin
g (n
o tr
espa
ssin
g si
gn)
man
telp
iece
in
vadi
ngte
rrit
ory
stum
ble
and
pitc
h (d
own
stai
rs)
inve
stig
ate
disa
ppoi
ntm
ent
resp
onsi
bilit
y fir
mly
Res
earc
h:
Intr
oduc
e th
e co
ncep
t of
sou
nd w
aves
Rel
ated
vi
deo:
(y
outu
be.
com
/w
atch
?v=
3-xK
ZK
xXu
u0
)
Intr
oduc
e th
e co
ncep
t of r
ecyc
ling
Rel
ated
vi
deo:
(y
outu
be.
com
/w
atch
?v=
b7G
Mp
jx2j
DQ
)
Rel
ate:
Tal
k ab
out c
hore
s
Eth
ics:
Sa
dina
’s
eave
sdro
ppin
g br
ings
up
som
e in
tere
stin
g et
hica
l qu
esti
ons.
Is it
eve
r eth
ical
to e
aves
-dr
op, a
nd if
so,
whe
n? W
as S
adin
a’s
conc
ern
abou
t M
addi
e en
ough
to
just
ify h
er e
aves
drop
ping
on
her
pare
nts’
con
vers
atio
n?
NG
pg
10
"ta
lk to
Me"
Cha
Pter
7Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Aft
er
eave
sdro
ppin
g on
he
r pa
r-en
ts,
Sadi
na t
hink
s th
ey a
re d
is-
cuss
ing
send
ing
Mad
die
away
. Sh
e en
ters
the
room
and
jum
ps in
to th
e co
nver
sati
on b
y be
ggin
g th
em n
ot
to s
end
Mad
die
away
. She
see
s he
r m
om q
uick
ly p
ut so
met
hing
into
the
desk
dra
wer
. Sad
ina
gets
in tr
oubl
e,
and
is s
ent b
ack
to h
er r
oom
.
eave
sdro
ppin
gm
icro
-siz
edvo
ice-
ampl
ifyin
g tr
ansm
itte
rco
nseq
uenc
esre
d fla
glu
rch
(sto
mac
h)de
afsi
gn la
ngua
gesu
rrou
nded
buck
le (k
nees
)sq
uare
(squ
are
shou
lder
s)fir
ecra
cker
spa
ckag
ing
(for
food
, rec
yclin
g)fo
otpr
int (
carb
on fo
otpr
int)
cons
cien
ce (i
s cl
ear)
Pre
dic
t:
Wha
t do
yo
u th
ink
Sadi
na’s
mom
and
dad
wer
e ta
lkin
g ab
out?
Nar
rate
: C
reat
ive
wri
ting
ab
out
eave
sdro
ppin
g. I
f yo
u w
ant,
star
t w
ith
one
of th
e fo
llow
ing
phra
ses:
“I ti
ptoe
d do
wn
the
hall
and
put m
y ea
r up
to th
e do
or. I
hea
rd…
”
“Whi
le I
was
on
the
play
grou
nd, I
co
uldn
’t he
lp b
ut h
ear
them
talk
ing
abou
t…”
“Yes
terd
ay, o
n th
e bu
s, I
was
tryi
ng
to m
ind
my
own
busi
ness
. But
they
w
ere
talk
ing
so lo
udly
abo
ut…
”
Eth
ics:
Th
e ea
vesd
ropp
ing
is-
sue
cont
inue
s fr
om t
he l
ast
chap
-te
r. I
n ad
diti
on,
Sadi
na’s
cho
ice
to
thro
w a
way
the
rec
yclin
g—an
d he
r la
ter
deci
sion
to
take
it o
ut a
gain
—co
uld
be s
een
as a
n et
hica
l di
lem
-m
a. I
s an
ger
a go
od e
noug
h re
ason
to
thr
ow a
way
the
rec
yclin
g? W
hy
did
Sadi
na fe
el b
ad a
bout
thr
owin
g it
aw
ay?
Did
she
do
the
righ
t th
ing
by ta
king
it o
ut a
gain
?
NG
pg
11
"ta
lk to
Me"
Cha
Pter
8Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Mad
die’
s vo
ice.
M
addi
e be
lieve
s he
r rob
otic
cat
, Bel
la, c
an th
ink.
She
sh
ares
her
exc
item
ent
wit
h Sa
dina
, bu
t Sa
dina
doe
sn’t
belie
ve h
er a
nd
Mad
die
beco
mes
ups
et.
mes
sage
blin
ksfla
shm
essa
gepr
ogra
mm
edpe
rche
dtr
ee li
mb
aler
t (of
sur
roun
ding
s)sn
eak
upm
etal
sens
ors
robo
tic
quilt
prog
ram
expe
cted
belie
ving
ordi
nary
wei
ghin
g (d
own
stom
ach)
Art
ifici
al
Inte
llig
ence
/Th
ink:
D
o yo
u th
ink
Mad
die’
s ro
boti
c ca
t ca
n th
ink?
Why
?
Wha
t do
es i
t m
ean
to b
e ab
le t
o th
ink?
Cou
ld r
obot
s ev
er r
epla
ce p
ets?
Rel
ate:
H
ave
you
ever
ha
d a
fight
w
ith
a si
blin
g?
Wha
t ha
p-pe
ned?
Art
ifici
al
Inte
llig
ence
: Th
is
is
a ke
y ch
apte
r. M
addi
e te
lls S
adin
a th
at
Bel
la
the
robo
tic
cat
can
“thi
nk,”
but
Sad
ina
is t
aken
aba
ck
and
unsu
re h
ow t
o re
spon
d. T
his
mig
ht s
eem
lik
e an
y ot
her
conv
er-
sati
on i
n th
e no
vel,
but
it i
s fu
n-da
men
tally
abo
ut A
I. S
adin
a an
d M
addi
e ar
e as
king
big
phi
loso
phic
al
and
engi
neer
ing
ques
tion
s lik
e: C
an
robo
ts th
ink?
Wha
t doe
s it
mea
n to
th
ink?
Can
rob
ots
do th
ings
out
side
th
eir
prog
ram
min
g, a
nd if
not
, will
th
ey b
e ab
le to
in th
e fu
ture
?
NG
pg
12
"ta
lk to
Me"
Cha
Pter
9Su
mm
ary
engi
neer
ing
Con
nect
ions
Prom
pts
voc
abul
ary
Sadi
na in
stan
t m
essa
ges
Rio
to
tell
him
abo
ut M
addi
e’s
belie
f tha
t Bel
la
can
thin
k. T
hey
disc
uss
whe
ther
it
wou
ld b
e po
ssib
le to
pro
gram
a co
m-
pute
r to
thin
k lik
e a
hum
an.
faile
dsl
eep
mod
eon
line
dist
ract
chal
leng
ech
urni
ng (m
ind)
si
gn o
ffsh
ut d
own
Th
ink/
Art
ifici
al
Inte
llig
ence
: W
hat w
ould
you
ask
to s
ee if
you
’re
talk
ing
to a
frie
nd o
r a
com
pute
r?
Rel
ated
vi
deo:
W
hat
is
the
Turi
ng
Test
? (y
outu
be.
com
/w
atch
?v=
sXx-
Pp
EB
R7k
)
Th
ink/
Pre
dic
t: D
o yo
u th
ink
Rio
ha
s a
crus
h on
Cat
alin
a?
Art
ifici
al
Inte
llig
ence
: Th
is
is
anot
her k
ey c
hapt
er re
late
d to
art
ifi-
cial
inte
llige
nce.
Sad
ina
gets
onl
ine
to ta
lk to
Rio
abo
ut M
addi
e, a
nd R
io
brin
gs u
p th
e po
ssib
ility
that
he
isn’
t re
ally
the
re—
that
ins
tead
, he
pro
-gr
amm
ed h
is c
ompu
ter
to p
rete
nd
to b
e hi
m. S
adin
a sa
ys s
he’d
be
able
to
tel
l if
she
aske
d th
e ri
ght
ques
-ti
ons.
Thi
s is
act
ually
a b
eaut
ifully
si
mpl
e ex
ampl
e of
the
Tur
ing
Test
, on
e of
the
mos
t fam
ous
arti
ficia
l in-
telli
genc
e te
sts.
Ala
n Tu
ring
arg
ued
that
whe
n w
e re
ache
d th
e po
int
at
whi
ch t
alki
ng t
o th
e co
mpu
ter
be-
cam
e in
dist
ingu
isha
ble
from
tal
k-in
g to
the
hum
an,
we
wou
ld h
ave
achi
eved
(in
som
e w
ays)
hum
an-
leve
l in
telli
genc
e. F
or m
ore
info
r-m
atio
n ab
out
the
Turi
ng t
est,
read
th
is:
htt
p:/
/ww
w.b
rita
nn
ica.
com
/E
Bch
eck
ed
/to
pic
/60
97
57
/T
uri
ng-
test
NG
pg
13
"ta
lk to
Me"
Cha
Pter
10
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Lau
rel a
nd t
he o
ther
gir
ls’
beha
vior
tow
ard
Mad
die
coul
d en
-co
urag
e so
me
disc
ussi
on a
bout
eth
-ic
s an
d bu
llyin
g. W
hy w
as w
hat
the
girl
s sa
id w
rong
? W
hat
wou
ld y
ou
have
don
e in
thi
s po
siti
on?
Shou
ld
Sadi
na h
ave
step
ped
in e
arlie
r?
Mad
die’
s vo
ice.
Mad
die
deci
des
to
take
Bel
la t
o sc
hool
wit
h he
r. T
he
kids
at
the
bus
stop
see
Bel
la a
nd
star
t mak
ing
fun
of M
addi
e.
conc
rete
chat
ter
dire
ctio
nscr
ouch
essh
uffli
ngdi
esel
coax
ing
slin
g (m
ove/
thro
w)
Des
crib
e:
How
w
ould
yo
u de
-sc
ribe
Lau
rel?
NG
pg
14
"ta
lk to
Me"
Cha
Pter
11
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Art
ifici
al I
nte
llig
ence
: Th
ere
is
cont
inui
ng d
iscu
ssio
n ab
out w
heth
-er
Bel
la is
“re
al”
(see
exp
lana
tion
of
chap
ter
10).
Ch
arac
ter
Dev
elop
men
t: S
adi-
na d
iscu
sses
the
way
s sh
e is
som
e-ti
mes
des
crib
ed—
both
as
Mad
die’
s gu
ardi
an a
ngel
and
as
her
enfo
rc-
er. T
his
chap
ter
also
intr
oduc
es th
e R
eed
twin
s.
On
the
bus,
Sad
ina
tells
Rio
abo
ut
wha
t ha
ppen
ed t
o he
r th
e pr
evio
us
nigh
t w
ith
her
pare
nts.
She
thi
nks
they
wer
e di
scus
sing
the
pos
sibi
li-ty
of s
endi
ng M
addi
e aw
ay. R
io a
nd
Sadi
na d
ecid
e th
ey n
eed
to k
now
w
hat
her
mom
put
in
the
draw
-er
.
guar
dian
ang
elen
forc
eraf
ters
have
mor
phm
iser
able
007
spy
man
euve
rser
go (t
here
fore
)sp
atte
ring
Lati
nlo
ck p
icke
rgl
ide
mut
etr
ium
phan
tw
ithh
old
opin
ion
traf
fic c
ircl
elo
gic
imit
atio
n ig
nore
Pre
dic
t: W
hat d
o yo
u th
ink
Sadi
na a
nd R
io a
re g
oing
to d
o?
Eth
ics-
Wou
ld i
t ha
ve b
een
ethi
cal-
ly o
kay
for
Sadi
na a
nd R
io t
o br
eak
into
the
dra
wer
? A
re t
here
any
cir
-cu
mst
ance
s in
whi
ch it
wou
ld b
e?
NG
pg
15
"ta
lk to
Me"
Cha
Pter
12
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Sadi
na’s
Eng
lish
teac
her
asks
the
st
uden
ts
to
thin
k ab
out
whe
ther
R
omeo
and
Jul
iet
had
cont
rol o
ver
thei
r ow
n fa
tes.
Thi
s id
ea g
ets
stuc
k in
Sad
ina’
s m
ind,
and
she
won
ders
if
her
deci
sion
to s
py o
n he
r pa
rent
s w
hile
they
wer
e ta
lkin
g w
as th
e ty
pe
of d
ecis
ion
she
wan
ts t
o be
mak
-in
g. S
adin
a le
aves
cla
ss c
augh
t up
in
her
tho
ught
s –
onl
y to
hea
r R
io
calle
d to
the
pri
ncip
al’s
offi
ce o
ver
the
loud
spea
ker.
Eng
lish
Lit
poti
onSh
akes
pear
eex
pres
sion
com
men
tne
onfo
rces
soci
ety
obvi
ousl
yfe
udsi
lenc
est
retc
hof
fers
obsc
ure
abso
lute
ly
hono
rar
rang
emen
tex
pect
atio
nsco
nfide
ntcl
ever
visu
alde
mon
stra
tion
loya
lsn
orts
mus
hyru
in
inev
itab
le
paus
ees
say
dire
ct (q
uote
s)
supp
ort
scri
bble
max
imum
mat
ted
bit (
of
hair
)si
lent
dest
inat
ion
rew
ind
aisl
ew
its
(mat
ch-
ing
wit
s w
/ C
atal
ina)
cohe
rent
in
terc
ombr
ief
inte
rlud
e (o
f st
atic
)st
atic
hoot
ing/
razz
ing
atte
ntio
nde
nyre
fuse
pain
ful
mis
quot
efr
inge
s (o
f a
food
figh
t)
first
-str
ing
(pit
cher
)
Con
nec
t: R
ead
Rom
eo a
nd J
ulie
t or
exc
erpt
s, o
r w
atch
a fi
lm o
f th
e st
ory.
Rel
ated
vid
eo (
shor
t su
mm
ary
of
Rom
eo a
nd J
ulie
t):
Shak
espe
are:
R
omeo
and
Jul
iet S
umm
ary
(you
tube
.com
/w
atch
?v=
7dat
y_p
V_
5o)
Rel
ate/
Nar
rate
: Was
ther
e a
tim
e w
hen
you
wis
hed
you
coul
d ha
ve
chan
ged
your
pat
h? W
rite
abo
ut i
t or
mak
e up
an
exam
ple.
Pre
dic
t: W
hy d
o yo
u th
ink
Rio
is
calle
d to
the
offic
e?
Eth
ics:
Sad
ina
cons
ider
s th
e et
hi-
cal
choi
ces
she’
s m
ade
so f
ar.
She
is s
ure
of c
erta
in o
nes
but
not
of
othe
rs.
This
bri
ngs
up a
n im
por-
tant
asp
ect
of e
thic
s—ho
w e
xact
ly
do w
e de
cide
wha
t ch
oice
s to
mak
e (w
hat’s
our
eth
ical
fram
ewor
k, s
o to
sp
eak)
? To
who
m s
houl
d w
e be
loy-
al—
sibl
ings
, par
ents
, fri
ends
—es
pe-
cial
ly w
hen
they
’re
in c
onfli
ct?
Ch
arac
ter
Dev
elop
men
t:
We
begi
n to
see
Pau
lie’s
sen
se o
f hu
-m
or, s
arca
sm, l
ove
of S
hake
spea
re,
and
tale
nt in
lite
rary
inte
rpre
tati
on.
We
also
mee
t Mon
ica.
NG
pg
16
"ta
lk to
Me"
Cha
Pter
13
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
NG
pg
17
"ta
lk to
Me"
Cha
Pter
14
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Aga
in,
the
issu
e of
loy
alty
vs
. hon
esty
ari
ses
whe
n R
io r
evea
ls
that
he
was
acc
used
of s
teal
ing
soft
-w
are
from
sch
ool.
Sadi
na k
now
s he
wan
ted
it,
but
shou
ld s
he h
ave
trus
ted
him
and
kep
t he
r m
outh
sh
ut?
Shou
ld s
he h
ave
said
wha
t sh
e sa
id o
n th
e bu
s? W
hat
opti
ons
did
she
have
? In
add
itio
n, d
id t
he
prin
cipa
l do
the
righ
t thi
ng?
Shou
ld
she
be c
onvi
nced
that
Rio
did
it?
Rio
is v
ery
angr
y. H
e w
as a
ccus
ed o
f st
ealin
g a
com
pute
r so
ftw
are
pro-
gram
fro
m h
is c
ompu
ter-
aide
d de
-si
gn c
lass
– t
he s
ame
soft
war
e he
lik
ed s
o m
uch
in t
he m
all.
Sadi
na
mom
enta
rily
thi
nks
may
be h
e di
d st
eal i
t. R
io n
otic
es S
adin
a’s
lack
of
trus
t an
d sh
uts
dow
n. S
adin
a re
al-
izes
she
trus
ts R
io a
nd tr
ies
to b
ack-
trac
k, b
ut it
’s a
litt
le to
o la
te.
reco
nstr
uct
scen
eco
mpu
ter-
aide
d de
sign
(cla
ss)
awar
dbr
aggi
ngso
ftw
are
flatl
y (r
io s
ays,
blu
ntly
)su
bsti
tute
lo
ad (s
oftw
are)
sym
path
etic
(nod
)su
spen
ded
(fro
m s
choo
l)re
cord
(sch
ool)
vouc
hes
(tea
cher
for
Rio
)gu
ilty
disc
onne
ct (b
utto
n)su
dden
lyba
ckpe
dalin
g (o
n co
mm
ent)
hunc
hed
(sho
ulde
rs)
conc
entr
atin
ggl
imps
e (l
ast o
f Rio
)
Eth
ics/
Rel
ate:
H
ave
you
ever
th
ough
t a
frie
nd
did
som
ethi
ng
wro
ng?
Wha
t did
you
do
abou
t it?
Rel
ated
vid
eo: E
ngin
eeri
ng E
thic
s (y
outu
.be/
Dx6
TS
e_M
x20
)
Ch
arac
ter/
Plo
t D
evel
opm
ent:
Th
is i
s a
key
plot
cha
pter
bec
ause
it
int
rodu
ces
the
cent
ral
confl
ict
in
the
nove
l. It
has
hug
e em
otio
nal
impo
rtan
ce a
s th
e re
ader
con
nect
s w
ith
Mad
die’
s fe
ar a
nd c
onfu
sion
, an
d pr
esen
ts a
mys
tery
(who
was
in
the
hous
e? w
hat w
ere
they
doi
ng?)
.
Mad
die’
s vo
ice.
It’s
the
mid
dle
of
the
nigh
t an
d M
addi
e is
aw
ake,
ta
lkin
g to
Bel
la. S
he w
ants
Bel
la t
o le
arn
how
to ta
lk. S
udde
nly,
Mad
die
hear
s a
nois
e. S
he k
now
s th
ere’
s an
int
rude
r do
wns
tair
s. P
etri
fied,
M
addi
e de
cide
s to
go
to S
adin
a’s
room
, bu
t in
volu
ntar
ily t
urns
to-
war
ds t
he s
tair
s an
d se
es a
man
at
the
bott
om.
He
turn
s an
d lo
oks
at
Mad
die.
M
addi
e se
ems
to
know
hi
m. H
e te
lls h
er, “
I ha
d to
get
this
, bu
t I
didn
’t w
ant
to w
ake
anyo
ne
up.”
He
mak
es h
er p
rom
ise
not
to
tell
anyo
ne; t
hen
he le
aves
.
disa
ppea
rja
ws
(mou
th)
tigh
tens
(fac
e)st
retc
hing
(arm
)
Pre
dic
t: W
ho d
o yo
u th
ink
cam
e in
th
e ho
use?
Wha
t do
you
thi
nk t
hey
took
?
NG
pg
18
"ta
lk to
Me"
Cha
Pter
15
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Thi
s ch
apte
r is
fille
d w
ith
a va
riet
y of
eth
ical
que
stio
ns. W
hat
wer
e Fl
ynn’
s di
lem
mas
, an
d w
hy
did
he c
hoos
e to
ste
al t
he m
oney
? W
hat s
houl
d E
lizab
eth
do—
be lo
yal
to F
lynn
and
see
wha
t he
does
nex
t, or
try
to tu
rn h
im in
? Sh
ould
Sad
ina
have
told
her
par
ents
abo
ut h
er a
nd
Rio
’s p
lan
righ
t aw
ay, i
nste
ad o
f go-
ing
to R
io’s
hou
se fi
rst?
The
last
two
para
grap
hs o
f th
is c
hapt
er b
eau-
tifu
lly s
um u
p ho
w t
he e
thic
al d
i-le
mm
as o
f an
adu
lt e
ngin
eer
coul
d pa
ralle
l th
ose
of
a 14
-yea
r-ol
d.
Eliz
abet
h sa
ys, “
…I’v
e kn
own
Flyn
n fo
r a
whi
le a
nd it
’s h
ard
to s
ee w
hat
to d
o he
re…
I do
n’t
wan
t to
jum
p to
any
con
clus
ions
. I w
on’t
let
him
ge
t aw
ay w
ith
anyt
hing
ille
gal,
but I
ne
ed a
litt
le t
ime
to fi
gure
thi
s ou
t. D
o yo
u un
ders
tand
?” S
adin
a th
en
thin
ks (
refe
rrin
g to
her
self
and
Rio
re
gard
ing
the
soft
war
e an
d th
e br
o-ke
n dr
awer
), “
Let’s
see
. You
hav
e a
good
frie
nd y
ou’v
e kn
own
for
year
s an
d no
w y
ou th
ink
he’s
don
e so
me-
thin
g w
rong
and
you
don
’t kn
ow
wha
t to
do.
Do
I un
ders
tand
? O
h,
Mom
, you
hav
e no
idea
.”
Thin
gs
seem
te
nse
whe
n Sa
dina
ge
ts u
p an
d he
r pa
rent
s te
ll he
r th
at
som
eone
bro
ke i
nto
the
hous
e la
st
nigh
t. Th
e on
ly t
hing
mis
sing
is
som
ethi
ng i
mpo
rtan
t th
at S
adin
a’s
mom
had
in
the
desk
. It
tur
ns o
ut
to b
e Fl
ynn’
s ph
one.
Sad
ina
real
iz-
es R
io m
ight
hav
e st
olen
it. S
adin
a al
so l
earn
s th
at h
er m
om a
ccid
en-
tally
hea
rd o
ne o
f Fl
ynn’
s vo
ice-
mai
ls
and
disc
over
ed
he’s
be
en
embe
zzlin
g m
oney
fro
m t
heir
com
-pa
ny. E
lizab
eth
has
no id
ea w
hat t
o do
– b
ut S
adin
a do
es. S
he fl
ies
out
the
door
to g
o ta
lk to
Rio
.
rout
ine
pitc
her
(dri
nk)
pass
iona
teco
nnec
t (w
ith
each
oth
er)
sess
ions
(app
oint
men
ts)
spee
ch th
erap
ist
scen
t rec
epto
rsar
oma
(goo
d sm
ell)
mea
suri
ngpa
nic
delib
erat
ely
(pur
pose
ly)
expr
essi
onfa
ked
out (
on b
ball
cour
t)up
ende
d (t
hrow
n ab
out)
rati
onal
(cal
m)
vuln
erab
lesu
ppor
t (de
sk to
mom
)la
id o
ff (f
rom
job)
jeop
ardi
zing
(thr
eate
ning
)di
sapp
oint
eded
gier
(voi
ce)
conc
lusi
ons
(jum
ping
to)
illeg
al
Pre
dic
t: D
o yo
u th
ink
Rio
too
k Fl
ynn’
s ph
one?
Com
par
e: P
aral
lel R
io a
nd S
adin
a w
ith
Eliz
abet
h an
d Fl
ynn.
How
are
th
eir
situ
atio
ns s
imila
r?
NG
pg
19
"ta
lk to
Me"
Cha
Pter
16
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
W
hat
shou
ld
Sadi
na
do
abou
t see
ing
the
stol
en s
oftw
are
on
Rio
’s c
ompu
ter?
Wha
t opt
ions
doe
s sh
e ha
ve?
Sadi
na r
uns
to R
io’s
hou
se i
n th
e ra
in,
and
dem
ands
to
know
whe
re
he
put
the
phon
e.
Rio
sa
ys
he
does
n’t h
ave
it, a
nd S
adin
a te
lls h
im
the
stor
y ab
out w
hat’s
goi
ng o
n. R
io
hypo
thes
izes
tha
t Fl
ynn
stol
e th
e ph
one.
Sad
ina
noti
ces
the
soft
war
e R
io li
ked
and
was
acc
used
of
stea
l-in
g on
his
com
pute
r.
stre
ak (d
escr
ipti
on o
f a.m
.)O
J –
ora
nge
juic
ere
lief (
from
win
d)sh
ift (c
hang
es)
clon
e (h
ouse
s of
eac
h ot
her)
thra
shin
g (fi
sh o
ut o
f wat
er)
frus
trat
ion
scra
mbl
ed (w
ords
)co
ldne
ss (i
n vo
ice)
impr
essi
on (o
pini
ons?
)hi
nge
(dra
wer
)do
ubte
d (S
adin
a to
Rio
)as
sum
edac
cusi
ngat
titu
de (a
nger
)lo
go (b
rand
)re
frai
n (m
usic
, thr
ough
hea
d)
Pre
dic
t: D
o yo
u th
ink
Rio
sto
le th
e so
ftw
are?
NG
pg
20
"ta
lk to
Me"
Cha
Pter
17
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Whe
n Sa
dina
get
s bac
k fr
om v
isit
ing
Rio
, Mad
die
hasn
’t ea
ten
her
brea
k-fa
st o
r go
tten
out
of
bed.
Sad
ina
tells
the
ir p
aren
ts t
hat
Mad
die
is
sick
and
wan
ts t
o st
ay h
ome.
On
Sadi
na’s
way
out
the
doo
r to
cat
ch
the
bus,
the
pho
ne r
ings
and
she
an
swer
s. T
he v
oice
on
the
othe
r en
d m
ista
kes
her
for
her
mot
her.
It’s
Fl
ynn.
He
tells
her
tha
t he
’s o
n hi
s w
ay o
ut o
f tow
n, th
ere’
s no
thin
g sh
e ca
n do
, an
d th
at s
he s
houl
dn’t
tell
anyb
ody
anyt
hing
.
cloa
ked
(cov
ered
in r
ain)
stiff
(she
et o
f rai
n)w
ayw
ard
(lea
ves)
guilt
less
ly (m
ake
a m
ess)
reac
t (to
the
cat)
disj
oint
ed (w
ords
)m
ista
king
(a v
oice
)de
sper
ate
barr
els
on (k
eeps
talk
ing)
trem
blin
g (fi
nger
s)in
stin
ct (a
nim
als)
Pre
dic
t:
Wha
t do
yo
u th
ink
Eliz
abet
h w
ill d
o?
Iden
tify
: Wha
t are
Sad
ina’
s st
rate
-gi
es fo
r ca
lmin
g M
addi
e?
Rel
ate/
Nar
rate
: D
id
you
ever
ha
ve a
tim
e w
hen
your
mor
ning
ro
utin
e w
as o
ff?
Why
? W
hat
did
you
do?
NG
pg
21
"ta
lk to
Me"
Cha
Pter
18
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Aga
in,
we
can
ask:
Whe
re
shou
ld E
lizab
eth’
s lo
yalt
y lie
? In
ad-
diti
on, n
ow th
at R
io h
as b
een
“pro
v-en
inn
ocen
t,” w
hat
shou
ld S
adin
a do
? Sh
ould
she
sti
ll be
wor
ried
or
upse
t?
Sadi
na t
ells
her
mot
her
wha
t ju
st
happ
ened
on
the
phon
e. E
lizab
eth
is
furi
ous
at
Flyn
n,
but
stro
kes
Sadi
na o
n th
e ch
eek
com
fort
ingl
y.
Sadi
na r
ecal
ls a
fam
ily tr
ip s
he to
ok
to Q
uech
ee G
orge
, an
d ho
w h
er
mot
her
did
the
sam
e co
mfo
rtin
g ge
stur
e. S
adin
a’s
mot
her
driv
es h
er
to s
choo
l. W
hen
she
gets
to
clas
s,
Mon
ica
tells
her
tha
t R
io i
s no
t gu
ilty
than
ks t
o C
atal
ina,
who
tol
d th
e pr
inci
pal
that
Rio
loa
ded
the
soft
war
e on
the
com
pute
r bu
t de
fi-ni
tely
did
n’t
take
it.
Sadi
na b
egin
s to
won
der i
f may
be R
io a
nd C
atal
ina
are
mor
e th
an ju
st fr
iend
s.
blin
dsid
ed (s
urpr
ised
)re
sear
chdi
sori
ente
dhe
adlo
ng (f
all o
ver)
gorg
e (e
arth
feat
ure)
reas
suri
ngdi
men
sion
s (t
wo)
incr
imin
atin
g (m
essa
ge)
gest
ures
vagu
ely
poin
tedl
y (h
ow it
’s s
aid)
tole
rant
(of t
alke
rs)
delib
erat
ely
(pur
pose
ly)
alib
i (cr
ime)
nobl
e (h
ero)
hash
(figu
re o
ut)
num
b (c
an’t
feel
)pa
raly
zed
(can
’t m
ove)
auto
pilo
t (th
roug
h sc
hool
)
Res
earc
h:
5 hu
man
se
nses
or
se
nse
of s
mel
l and
mem
ory
Rel
ated
vid
eo: H
ow S
mel
ls T
rigg
er
Mem
orie
s (y
outu
be.c
om/
wat
ch?v
=vY
-Hbc
PIn
Xw
)
Des
crib
e: E
valu
ate
the
rive
r met
a-ph
or.
How
doe
s Sa
dina
com
pare
a
rive
r to
life
? D
o yo
u ag
ree
wit
h he
r?
Pre
dic
t: W
hat
do y
ou t
hink
hap
-pe
ned
wit
h th
e so
ftw
are?
Why
do
you
thin
k C
atal
ina
is ly
ing
for
Rio
? W
hy d
o yo
u th
ink
he is
let-
ting
her
do
it?
Rel
ate/
Nar
rate
: H
ave
you
ever
be
en s
urpr
ised
by
a fr
iend
’s a
ctio
n?
Wha
t did
you
do?
Th
ink:
Do
you
belie
ve in
des
tiny
or
fate
? W
hy o
r w
hy n
ot?
NG
pg
22
"ta
lk to
Me"
Cha
Pter
19
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
: Sub
tly,
this
cha
pter
beg
ins
to
defin
e th
e “p
robl
em”—
Mad
die
is t
oo s
care
d to
spe
ak b
ut n
eeds
an
outl
et b
ecau
se n
ot t
ellin
g an
yone
is
mak
ing
her
feel
anx
ious
.
Mad
die’
s vo
ice.
M
addi
e is
hi
d-in
g so
mep
lace
dar
k an
d du
sty
wit
h B
ella
. Sh
e ca
n’t
deci
de w
hat
to d
o,
and
asks
Bel
la fo
r he
lp. “
Talk
to m
e,
Bel
la,”
she
whi
sper
s, “
Talk
to
me,
an
d w
e’ll
figur
e ou
t wha
t to
do”
(pg
98).
cuff
s (o
f sw
eate
r)cl
ench
ed (h
ands
)ar
ch (s
hape
of l
ight
)te
lltal
e (f
oots
teps
)cr
ampe
d (s
itti
ng s
till)
Eth
ics/
Rel
ate/
Nar
rate
: H
ave
you
ever
be
en
aske
d to
m
ake
a pr
omis
e yo
u so
meh
ow
felt
w
as
wro
ng o
r th
at y
ou d
idn’
t w
ant
to
mak
e? W
hat d
id y
ou d
o?
NG
pg
23
"ta
lk to
Me"
Cha
Pter
20
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Now
tha
t Fl
ynn
has
ac-
cuse
d E
lizab
eth,
wha
t sh
ould
she
do
? W
hat
opti
ons
does
she
hav
e?
Is F
lynn
’s m
ore
rece
nt b
ehav
ior/
choi
ce w
orse
tha
n pr
evio
us o
nes?
W
hy o
r w
hy n
ot?
Sadi
na
finds
ou
t th
at
Flyn
n ha
s bl
amed
her
mot
her
for
the
mis
sing
m
oney
. She
can
’t he
lp b
ut t
hink
of
the
ethi
cal p
aral
lels
in h
er o
wn
life
wit
h R
io.
Sadi
na t
hen
goes
to
find
Mad
die,
who
she
has
n’t
seen
all
day—
but
Mad
die
isn’
t in
her
roo
m.
Wor
ried
, Sad
ina
chec
ks e
very
whe
re
and
can’
t fin
d he
r. T
hen,
she
re-
mem
bers
the
atti
c an
d go
es to
che
ck
ther
e.
colla
psin
g (h
er w
orld
)de
tect
ive
zom
bie
conf
esse
d (t
o cr
ime)
impu
lse
(to
laug
h)re
lief
acco
unte
d (f
or, m
oney
)ec
ho (t
houg
hts)
pros
ecut
e (c
rim
inal
)ac
cuse
d (c
rim
e)in
spir
atio
nsc
hem
e (c
olor
sch
eme)
horm
ones
(wor
ry)
bypa
ss (s
kip)
rada
r (p
ayin
g at
tent
ion)
trap
door
Rel
ate/
Nar
rate
: Te
ll a
stor
y yo
ur
pare
nts
tell
abou
t you
as
a ch
ild.
Rel
ate:
Do
you
still
hav
e an
y st
uff
from
whe
n yo
u w
ere
youn
ger
that
no
long
er fe
els
like
“you
”?
NG
pg
24
"ta
lk to
Me"
Cha
Pter
21
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Did
Rio
mak
e th
e ri
ght d
e-ci
sion
to
talk
to
Sadi
na a
nd b
e he
r fr
iend
eve
n th
ough
she
sor
t of
ac-
cuse
d hi
m o
f ste
alin
g th
e so
ftw
are?
Des
ign
: Sa
dina
and
Rio
beg
in t
o co
nsci
ousl
y an
d ex
plic
itly
defi
ne th
e pr
oble
m; t
hey
need
Mad
die
to ta
lk.
Sadi
na fi
nds
Mad
die
hidi
ng i
n th
e at
tic.
Mad
die
won
’t ta
lk o
r m
ove,
an
d Sa
dina
kn
ows
som
ethi
ng
is
real
ly
wro
ng.
Then
sh
e re
aliz
es
Mad
die
mig
ht h
ave
seen
who
bro
ke
in.
She
IMs
Rio
and
ask
s fo
r he
lp.
Rio
invi
tes
her
over
—bu
t Cat
alin
a is
th
ere
too.
adju
st (e
yes
to d
ark)
shri
eks
(yel
ls)
rust
yro
tate
(tur
n ar
ound
)sc
anni
ng (l
ooki
ng a
roun
d)ad
vert
isem
ent
one-
side
d (c
onve
rsat
ions
)
Des
crib
e: C
hoos
e 10
wor
ds (
ad-
ject
ives
) or
phra
ses
to d
escr
ibe
how
yo
u th
ink
Sadi
na i
s fe
elin
g du
ring
th
is c
hapt
er (
and
espe
cial
ly a
fter
sh
e fin
ds o
ut a
bout
Rio
and
Cat
alin
a).
NG
pg
25
"ta
lk to
Me"
Cha
Pter
22
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
: Th
e w
hole
gro
up d
efine
s th
e qu
esti
on. P
aulie
sum
s it
up:
“If
w
e ca
n ge
t Mad
die
to ta
lk, s
he c
ould
te
ll th
e po
lice
she
saw
Fly
nn b
reak
-in
g in
and
it w
ould
pro
ve y
our
mom
is
inn
ocen
t.” T
hey
also
beg
in t
he
“dev
elop
” pa
rt o
f the
des
ign
cycl
e as
th
ey b
rain
stor
m p
ossi
ble
solu
tion
s.
This
is a
pla
ce, a
gain
, whe
re d
esig
n is
col
labo
rati
ve. I
t ta
kes
ever
yone
’s
idea
s to
get
to
a go
od s
olut
ion,
and
M
onic
a sm
artl
y po
ints
out
that
they
sh
ould
n’t s
hoot
dow
n an
y id
eas,
no
mat
ter
how
odd
the
y se
em. I
t’s a
c-tu
ally
an
out-
of-t
he-b
ox i
dea
from
R
io a
nd P
aulie
(ab
out
send
ing
in
June
au)
that
lea
ds t
o th
e so
luti
on
they
cho
ose
to p
ursu
e: r
edes
igni
ng
Cha
tter
cat.
Sadi
na g
ets
to R
io’s
hou
se. R
io s
ent
out
an S
OS
so P
aulie
and
Mon
ica
show
up
too.
Sad
ina
tells
the
who
le
grou
p w
hat’s
goi
ng o
n, a
nd th
ey b
e-gi
n to
bra
inst
orm
sol
utio
ns. A
cra
-zy
ide
a m
akes
the
m s
tart
thi
nkin
g ab
out u
sing
the
robo
tic
cat,
Bel
la, t
o ta
lk to
and
rec
ord
Mad
die.
leec
h (s
ucke
r bu
g)SO
S (s
igna
l)co
urtl
y flo
uris
h (d
ram
atic
bow
)te
rrai
n (l
and)
tint
ed (l
ense
s)in
terr
upti
ons
exag
gera
ted
(loo
k at
wat
ch)
cond
ense
d (v
ersi
on o
f a s
tory
)sy
mpa
thet
icim
pers
onat
ion
(per
sona
) w
igge
d ou
t (fr
eake
d ou
t)de
igne
d (t
o jo
in th
e co
nvo)
unde
rcur
rent
(sec
ret m
essa
ge)
char
ge (p
osit
ive
char
ge, p
un)
first
hand
(exp
erie
nce)
U-t
urn
(opp
osit
e of
)de
liver
y (o
f spe
ech)
sa
rcas
tic
emba
rras
sed
unde
rcov
er (d
etec
tive
)am
mun
itio
n (f
uel)
reco
rd (v
erb,
sou
nds)
Res
earc
h:
Leec
hes.
Wha
t do
the
y do
? W
hy
does
Sa
dina
co
mpa
re
Cat
alin
a to
one
?R
elat
ed v
ideo
: Thi
s fil
m s
ucks
! The
sc
ienc
e of
leec
hes
(you
tube
.com
/w
atch
?v=
jerq
q0
6u
xAo)
Res
earc
h: W
hat a
re th
e or
igin
s of
“S
OS”
and
Mor
se c
ode?
Rel
ated
art
icle
: (m
enta
lflos
s.co
m/
arti
cle/
319
11/w
hat
-doe
s-so
s-st
and
)R
elat
ed v
ideo
s: S
amue
l Mor
se’s
Flas
h of
G
eniu
s B
orn
of G
rief
(you
tub
e.co
m/
wat
ch?v
=U
wIU
bQE
7oto
),M
orse
cod
e an
d th
e te
legr
aph
(his
tory
.com
/top
ics/
inve
nti
ons/
tele
grap
h)
Dra
w/C
omp
are:
Sa
dina
co
m-
pare
s ev
eryo
ne
froz
en
in
Rio
’s
hous
e to
a s
cene
in a
nat
ural
his
tory
m
useu
m.
Dra
w t
hese
tw
o sc
enes
. W
hat
is
sim
ilar
abou
t the
m?
Iden
tify
/Des
crib
e: D
o yo
u th
ink
Sadi
na is
bra
ve in
this
cha
pter
? U
se
evid
ence
fro
m t
he t
ext
to d
escr
ibe
why
or
why
not
.
Iden
tify
/Th
ink/
Des
ign
: B
efor
e m
ovin
g on
, id
enti
fy t
he t
hing
s yo
u th
ink
Bel
la w
ould
hav
e to
do
in o
r-de
r to
hel
p M
addi
e. T
hen,
ide
ntify
so
me
chal
leng
es y
ou th
ink
the
team
fa
ces
in d
esig
ning
thos
e th
ings
.N
G p
g 26
"ta
lk to
Me"
Cha
Pter
23
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
: Th
is c
hapt
er h
its
the
core
of
des
ign
as t
he s
tude
nts
wor
k on
de
fine
and
deve
lop
wit
h M
r. J
. The
y ev
en m
ake
lists
of
wha
t th
eir
solu
-ti
on n
eeds
to
do (
thus
defi
ning
the
pr
oble
m)
and
the
limit
atio
ns t
hey
have
(w
hich
are
the
par
amet
ers
for
deve
lopi
ng th
e so
luti
on).
Art
ifici
al
Inte
llig
ence
: Pa
ulie
an
d M
onic
a ac
tual
ly d
efine
AI
in
this
cha
pter
and
spe
cific
ally
rela
te it
to
wha
t th
ey n
eed
Bel
la t
o do
—ta
lk
like
a hu
man
wou
ld.
The
grou
p go
es t
o M
r. J
awor
ski
to
talk
abo
ut t
heir
new
pro
ject
. Th
ey
have
a li
st o
f wha
t the
y ne
ed B
ella
to
do (
pg 1
22),
and
Mr.
Jaw
orsk
i tel
ls
them
it s
ound
s lik
e th
ey w
ant t
o de
-si
gn s
ome
sort
of
AI.
He
then
ask
s th
em t
o th
ink
abou
t w
hat’s
mos
t im
port
ant
in d
esig
ning
thi
s ro
bot
(pg
125)
.
deta
ilsur
gent
obvi
ous
tens
ion
(str
ess)
prot
est
lega
l dep
artm
ent
at s
take
(som
ethi
ng)
invo
lved
subt
le (h
idde
n)va
riat
ion
appr
oach
(way
to d
o)sp
eech
rec
ogni
tion
m
icro
phon
ere
cogn
izin
g ef
fect
ive
AI,
art
ifici
al in
telli
genc
e ab
out-
face
(tur
n ar
ound
)gr
in (s
mile
)ig
nore
Dra
w:
Dra
w a
ll th
e ch
arac
ters
(or
, dr
aw o
ne o
f th
e ch
arac
ters
) in
the
sc
ene
at t
he b
egin
ning
of
the
chap
-te
r,
payi
ng
atte
ntio
n to
th
e w
ay
they
’re
all d
escr
ibed
.
Rel
ate/
Nar
rate
: C
hoos
e on
e of
yo
ur t
each
ers
to c
ompa
re t
o M
r.
J. W
hat
sim
ilari
ties
do
you
see?
D
iffer
ence
s?
De
sig
n/
Ide
nti
fy/
Th
ink
: “D
efine
” is
the
first
pha
se o
f the
en-
gine
erin
g de
sign
cyc
le,
the
proc
ess
engi
neer
s us
e to
sol
ve p
robl
ems.
H
ow d
o Sa
dina
and
her
frie
nds
de-
fine
the
prob
lem
they
nee
d to
sol
ve?
Why
is c
lear
ly d
efini
ng th
e pr
oble
m
impo
rtan
t?
Rel
ated
vi
deo:
D
efine
–
D
esig
n Le
arni
ng A
dven
ture
(you
tu.b
e/J9
IX6
sgcN
-c)
NG
pg
27
"ta
lk to
Me"
Cha
Pter
24
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
: Sa
dina
di
scus
ses
how
th
ey’v
e de
velo
ped
the
rede
sign
ed
Bel
la, i
nclu
ding
how
they
had
to r
e-m
ain
pati
ent e
ven
whe
n th
ey fo
und
chal
leng
es
and
prob
lem
s.
Sadi
na
also
men
tion
s th
e pr
otot
ype,
a k
ey
part
of
the
deve
lop
step
in
the
de-
sign
cyc
le.
Sadi
na i
s st
ayin
g la
te a
fter
sch
ool
ever
y da
y to
wor
k on
thi
s pr
ojec
t. B
ut s
he’s
sti
ll w
orri
ed a
bout
her
m
othe
r, a
bout
Mad
die,
and
abo
ut
the
soft
war
e sh
e sa
w o
n R
io’s
com
-pu
ter.
On
Thur
sday
, Sa
dina
get
s ho
me
to fi
nd h
er p
aren
ts l
eavi
ng
to g
o ta
lk t
o th
eir
law
yer;
she
tri
es
to c
onvi
nce
them
to
wai
t un
til
she
trie
s ou
t C
hatt
erca
t (t
he n
ew a
nd
impr
oved
Bel
la) b
ut th
ey h
ave
to g
o.
betr
ayin
vest
igat
ing
evid
ence
fran
tic
circ
uit
shor
ts o
ut (c
ircu
it)
com
pute
r co
dein
sist
crow
dap
poin
tmen
tex
chan
ge (a
gla
nce)
gear
shift
neut
ral (
out o
f)st
ubbo
rn (k
id)
atto
rney
spr
essi
ng c
harg
estw
iste
r (t
orna
do)
idle
(car
)
Rel
ate/
Nar
rate
: H
ave
you
ever
sa
id o
r do
ne s
omet
hing
to
a pa
r-en
t or
fam
ily m
embe
r th
at y
ou r
e-gr
ette
d—ei
ther
imm
edia
tely
or l
ater
on
(lik
e Sa
dina
doe
s w
ith
her
mom
in
the
dri
vew
ay)?
Wha
t di
d yo
u do
ab
out i
t?
Pre
dic
t: W
hat
do y
ou t
hink
will
ha
ppen
whe
n Sa
dina
giv
es t
he c
at
to M
addi
e?
Des
ign
/Th
ink:
“D
evel
op”
is t
he
seco
nd p
hase
of t
he e
ngin
eeri
ng d
e-si
gn c
ycle
. W
hy i
s it
im
port
ant
to
have
mul
tipl
e pe
ople
who
can
wor
k to
geth
er to
dev
elop
sol
utio
ns?
Rel
ated
vid
eo:
Dev
elop
– D
esig
n Le
arni
ng A
dven
ture
(you
tu.b
e/Z
ww
UX
bR9
3qE
)
NG
pg
28
"ta
lk to
Me"
Cha
Pter
25
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
: A
t th
e en
d of
thi
s ch
ap-
ter,
we
find
out
that
Mad
die’
s vo
ice
was
too
qui
et a
nd C
hatt
erca
t di
dn’t
wor
k. T
his
begi
ns t
he “
opti
miz
e”
part
of t
he d
esig
n pr
oces
s, in
whi
ch
Sadi
na a
nd h
er fr
iend
s hav
e to
mak
e ad
just
men
ts.
Art
ifici
al
Inte
llig
ence
: Th
is
chap
ter
is a
ll ab
out
Cha
tter
cat,
the
mai
n ex
ampl
e of
AI
in t
he n
ovel
. Th
e re
ader
can
see
how
AI
has
both
hu
ge
impo
rtan
ce
and
emot
iona
l re
leva
nce
in t
he s
tory
as
we
root
fo
r Sa
dina
and
her
fri
ends
to
save
E
lizab
eth.
Mad
die’
s vo
ice.
Sa
dina
sh
ows
Cha
tter
cat
to
Mad
die,
w
ho
is
alar
med
—un
til S
adin
a te
lls h
er th
at
Bel
la c
an n
ow ta
lk to
her
.
cord
T
hin
k: I
s th
is w
hat
you
thou
ght
wou
ld h
appe
n? W
hy o
r w
hy n
ot?
Th
ink/
Pre
dic
t: W
hy d
o yo
u th
ink
Bel
la d
idn’
t res
pond
to M
addi
e?
Th
ink/
Pre
dic
t:
Wha
t do
yo
u th
ink
Sadi
na s
houl
d do
now
? W
hat
do y
ou th
ink
she
will
do?
NG
pg
29
"ta
lk to
Me"
Cha
Pter
26
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
We
see
the
very
beg
inni
ng
of t
he r
esol
utio
n to
Rio
’s s
oftw
are
mes
s. S
adin
a fin
ally
ask
s hi
m w
hat
happ
ened
, an
d he
con
fess
es.
Was
sh
e ri
ght
to a
sk?
Wer
e th
e ch
oice
s R
io m
ade
the
best
pos
sibl
e? W
hat
othe
r op
tion
s di
d he
hav
e?
Des
ign
: Sa
dina
an
d he
r fr
iend
s br
iefly
di
scus
s th
e pr
oble
m
wit
h C
hatt
erca
t an
d ho
w
they
’ll
opti
-m
ize
it in
ord
er to
mak
e it
wor
k fo
r M
addi
e.
Sadi
na’s
vo
ice.
Sa
dina
le
aves
M
addi
e’s
room
so
Mad
die
can
talk
to
C
hatt
erca
t. M
addi
e tr
ies,
bu
t C
hatt
erca
t won
’t an
swer
(“H
i Bel
la.
Talk
to
me,
” M
addi
e sa
ys o
n pg
13
4). W
hen
Sadi
na fi
nds
out
it h
as
faile
d, s
he r
ound
s up
the
tea
m a
nd
they
be
gin
brai
nsto
rmin
g ag
ain.
Sh
e al
so d
ecid
es t
o fin
ally
tal
k to
R
io a
bout
the
sof
twar
e. R
io t
ells
he
r th
at C
atal
ina
stol
e th
e so
ftw
are
and
blac
kmai
led
him
into
bei
ng h
er
boyf
rien
d.
deny
anch
ovie
s (o
n pi
zza)
jack
ham
mer
shel
l-sh
ocke
d (e
yes)
blac
kmai
lpa
thet
icfu
ll-w
att s
mile
(pun
)
Eth
ics/
Com
par
e: H
ow is
the
situ
-at
ion
betw
een
Rio
and
Sad
ina
sim
i-la
r to
the
one
bet
wee
n E
lizab
eth
(Sad
ina’
s m
om) a
nd F
lynn
?
Rel
ate/
Nar
rate
: If
you
had
bee
n R
io w
hen
Cat
alin
a pr
opos
ed t
his
sche
me,
wha
t wou
ld y
ou h
ave
done
an
d sa
id?
Iden
tify
/En
gin
eeri
ng
Des
ign
: W
hat
seem
s to
be
w
rong
w
ith
Cha
tter
cat?
How
sho
uld
Sadi
na a
nd
her
frie
nds
opti
miz
e C
hatt
erca
t?
Rel
ated
vid
eo:
Opt
imiz
e -
Des
ign
Lear
ning
Adv
entu
re(y
outu
.be/
4W
nfh
-nh
Lb
I)
"ta
lk to
Me"
Cha
Pter
27
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
NG
pg
30
NG
pg
31
"ta
lk to
Me"
Cha
Pter
28
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Rio
talk
s to
Mr.
J, r
evea
ling
ever
ythi
ng t
hat
happ
ened
wit
h th
e so
ftw
are.
Was
thi
s th
e ri
ght
thin
g to
do?
Wha
t sh
ould
Rio
do
abou
t C
atal
ina’
s an
ger?
Sho
uld
Rio
sti
ll be
pu
nish
ed?
Des
ign
: A
t th
e ve
ry e
nd o
f th
e ch
apte
r, P
aulie
, Mon
ica
and
Sadi
na
wor
k on
opt
imiz
ing
the
Cha
tter
cat.
Sadi
na c
onvi
nces
Rio
to
conf
ront
C
atal
ina,
and
he
does
so
earl
y th
e ne
xt m
orni
ng a
t sc
hool
. The
n, w
ith
help
fr
om
Mon
ica,
he
te
lls
Mr.
Ja
wor
ski
abou
t th
e so
ftw
are.
Mr.
J
brin
gs R
io t
o th
e pr
inci
pal’s
of-
fice
to d
iscu
ss t
hing
s, a
nd t
he o
th-
ers
sit d
own
to s
tart
thin
king
abo
ut
Cha
tter
cat a
gain
.
soup
ed-u
pco
ncen
trat
eE
thic
s/R
elat
e/N
arra
te:
If
you
wer
e R
io, w
ould
you
tell
Mr.
J w
hat
you
did?
Why
or
why
not
?
Th
ink:
Why
do
you
thin
k R
io i
s sm
iling
whe
n he
lea
ves
wit
h M
r. J
to
go
to th
e pr
inci
pal’s
offi
ce?
Th
ink/
Des
crib
e:
Wha
t do
es
each
team
mem
ber
(Sad
ina,
Pau
lie,
Mon
ica,
Cat
alin
a, a
nd R
io)
brin
g to
th
e te
am?
How
do
they
mak
e th
e te
am b
ette
r?
Des
ign
/Art
ifici
al I
nte
llig
ence
/E
thic
s: T
his
chap
ter
emph
asiz
es
the
emot
iona
l im
port
ance
of A
I, d
e-si
gn a
nd e
thic
s, a
nd is
the
clim
ax o
f th
e no
vel.
The
desi
gn p
roce
ss le
d to
th
e A
I th
at c
ould
hel
p M
addi
e an
d sa
ve E
lizab
eth—
but w
ill it
? W
ill th
e ri
ght p
erso
n go
to ja
il?
Sadi
na,
Mon
ica,
Pau
lie,
Cat
alin
a,
and
Sadi
na’s
par
ents
are
wai
ting
for
Eliz
abet
h to
be
arre
sted
and
to s
ee if
C
hatt
erca
t will
wor
k. W
hen
the
cops
ar
rive
, it’s
a r
ace
to s
ee if
Cha
tter
cat
wor
ked
in t
ime.
The
cha
pter
end
s as
Sad
ina
is p
oise
d to
wal
k in
to
Mad
die’
s ro
om.
Rel
ate:
If
you
wer
e Sa
dina
’s p
ar-
ents
, wou
ld y
ou b
elie
ve th
at th
e ro
-bo
t cat
wou
ld w
ork?
Th
ink:
In
wha
t w
ays
are
Sadi
na
and
her
frie
nds
engi
neer
s?
Pre
dic
t: W
hat d
o yo
u th
ink
Mon
ica
and
Paul
ie w
ill d
o to
sta
ll th
e po
lice
offic
ers?
Pre
dic
t: W
hat
do y
ou t
hink
will
ha
ppen
to E
lizab
eth?
NG
pg
32
"ta
lk to
Me"
Cha
Pter
29
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
/Art
ifici
al
Inte
llig
ence
: Th
is c
hapt
er sh
ows t
he su
cces
s of A
I an
d de
sign
! Mad
die
is fi
nally
abl
e to
ta
lk a
nd re
veal
wha
t she
saw
. AI a
nd
desi
gn a
re p
ower
ful t
ools
.
Mad
die’
s vo
ice.
B
ella
is
as
king
M
addi
e ab
out
wha
t ha
ppen
ed
the
nigh
t Fl
ynn
brok
e in
. M
addi
e do
esn’
t wan
t to
answ
er, b
ut d
oesn
’t w
ant B
ella
to s
top
talk
ing
to h
er e
i-th
er. S
adin
a op
ens
the
door
just
as
Mad
die
is a
bout
to
say
wha
t ha
p-pe
ned
that
nig
ht—
and
Mad
die
runs
in
to S
adin
a’s
arm
s to
tell
her
that
it
was
Fly
nn.
Th
ink:
Why
was
it
so i
mpo
rtan
t th
at
Sadi
na
and
her
frie
nds
use
Bel
la r
athe
r th
an a
com
pute
r?
NG
pg
33
"ta
lk to
Me"
Cha
Pter
30
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Des
ign
/Art
ifici
al I
nte
llig
ence
/E
thic
s: T
he r
eade
r se
es m
ore
ex-
ampl
es o
f th
e po
wer
of
desi
gn,
AI,
an
d et
hics
. A
fter
doi
ng t
he r
ight
th
ings
, Sa
dina
and
her
fri
ends
are
cl
oser
tha
n ev
er.
Thei
r de
sign
and
us
e of
AI
help
ed M
addi
e an
d w
ill
ensu
re t
hat
the
righ
t pe
rson
fac
es
the
cons
eque
nces
.
Sadi
na’s
voi
ce. S
adin
a w
alks
dow
n-st
airs
and
tells
the
cops
that
she
has
pr
oof
that
Fly
nn d
id i
t. Su
dden
ly,
Mr.
J a
nd R
io s
how
up
to b
ack
her
up—
Paul
ie c
alle
d th
em a
t th
e la
st
min
ute.
Mr.
J e
xpla
ins
Cha
tter
cat
to t
he p
olic
e, a
nd t
he p
olic
e de
cide
to
tak
e Sa
dina
’s m
om t
o th
e po
lice
stat
ion—
but
to in
terv
iew
her
abo
ut
wha
t ha
ppen
ed w
ith
Flyn
n, n
ot b
e-ca
use
she’
s un
der
arre
st.
proo
fir
rita
tion
coin
cide
nce
Iden
tify
/Des
crib
e/R
elat
e:Li
st s
ome
char
acte
rist
ics
you’
ve n
o-ti
ced
abou
t ea
ch c
hara
cter
. C
ircl
e th
e qu
alit
ies
you
look
for
in
your
fr
iend
s. C
ompa
re w
ith
som
eone
sit
-ti
ng n
ear
you.
Did
tha
t pe
rson
say
so
met
hing
sim
ilar,
or
not?
NG
pg
34
"ta
lk to
Me"
Cha
Pter
31
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
Eth
ics:
Sad
ina
thin
ks b
ack
to a
ll th
e et
hica
l an
d en
gine
erin
g de
ci-
sion
s sh
e’s
mad
e ov
er t
he c
ours
e of
the
pas
t w
eek
or s
o an
d w
onde
rs
whe
ther
she
cou
ld h
ave
mad
e di
f-fe
rent
cho
ices
. Sh
e m
enti
ons
that
et
hica
l dec
isio
ns a
re r
eally
har
d, e
s-pe
cial
ly i
n th
e m
omen
t, an
d th
ere
are
no e
asy
righ
t or
wro
ng a
nsw
ers.
Th
at’s
a g
reat
thin
g fo
r ch
ildre
n an
d yo
ung
teen
s to
lear
n.
The
grou
p is
sit
ting
on
Sadi
na’s
fr
ont
porc
h,
wai
ting
fo
r M
rs.
Wal
ker
to
pick
up
R
io.
They
’re
talk
ing
abou
t et
hics
and
whe
ther
Sa
dina
’s m
othe
r sh
ould
hav
e sa
id
som
ethi
ng e
arlie
r. R
io’s
mot
her
ar-
rive
s an
d Sa
dina
wal
ks h
im t
o hi
s ca
r. H
alfw
ay t
here
, Sa
dina
rea
lizes
th
at th
ey a
re h
idde
n in
the
dark
and
ki
sses
Rio
. Whe
n sh
e re
turn
s to
the
grou
p, M
addi
e pr
oudl
y an
noun
ces
in fr
ont o
f eve
ryon
e, “
I ju
st s
aw y
ou
kiss
Rio
.” S
adin
a is
gla
d M
addi
e is
ta
lkin
g ag
ain
(“A
nd t
hat’s
a g
ood
thin
g. R
ight
?”).
head
light
s (c
ar)
hous
e ar
rest
reac
tion
Rel
ate/
Nar
rate
: H
ave
you
ever
w
ishe
d yo
u m
ade
diff
eren
t cho
ices
? W
hat w
ere
they
?
Nar
rate
: W
rite
a s
tory
abo
ut t
he
char
acte
rs o
ne y
ear
late
r. W
hat
is
Mad
die
like?
Are
Sad
ina
and
Rio
da
ting
? A
re C
atal
ina
and
Sadi
na
frie
nds,
or
enem
ies?
NG
pg
35
"ta
lk to
Me"
Cha
Pter
32
Sum
mar
yen
gine
erin
g C
onne
ctio
nsPr
ompt
sv
ocab
ular
y
5858
Copyright © 2015 Through My Window
This material is based upon work supported by the National Science Foundation under Grant Nos. 1223868 and 1223460.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science Foundation.
59
talk to
Me vo
Ca
b Wo
rds | Part title here
talk to
Me vo
Ca
b Wo
rds
talk to Me vocab Words[full list of vocabulary words from the novel]
chapter 1rubber
register (understand)
procedure
oxygen
whirling
guardian angel
narrow
immobilized
habit
shrieks
pulsing
inferno
meld
store manager
haven
felon
gesture
chapter 2darts impatience
chapter 3 raspy
winded
diorama
headlong
momentum
brain cells
rational cells
detouring
jabber
radar (parent’s attention)
leagues (under the sea)
focus
chapter 4measure
chapter 5numb
lecture
vigilance
genius
engineer
artificial limb
electrodes
user-friendly
machine
computer software
offbeat
roller coaster
virtual
design
coincidence
rotating
league
6060
chapter 6winces
bulky
panel
flexible
collapse
tilted
activation
icon
spec sheet
routine
malfunctioning
tease
gratitude
chapter 7 pitched (low/high voices)
duet (voices, like music)
straining (try to do something)
cotton
polyester
sensitive
pitching (words back and forth)
crank (the volume)
recreate
clatter and blare of traffic
muffle (the sounds)
shift (work shift)
grinding (into tight spot)
buzz (sound, mom and dad)
outright (ask outright)
stealthy
covert (operations)
mineshaft (mineshaft black - dark)
navigating (in dark)
fumble
trespassing (no trespassing sign)
mantelpiece
invading
territory
stumble and pitch (falling down stairs)
investigate
disappointment
responsibility
firmly
chapter 8 eavesdropping
micro-sized
voice-amplifying
transmitter
consequences
red flag
lurch (stomach gives lurch)
deaf
sign language
surrounded
buckle (knees)
square (square my shoulders)
firecrackers
packaging (for food, recycling)
footprint (carbon footprint)
conscience (is clear)
chapter 9message
blinks
flash
message
programmed
perched
61
talk to
Me vo
Ca
b Wo
rdstree limb
alert (of surroundings/ aware)
sneak up
metal
sensors
robotic
quilt
program
expected
believing
ordinary
weighing (it down, in her stomach)
chapter 10failed
sleep mode
online
distract
challenge
churning (mind)
sign off
shut down
chapter 11 concrete
chatter
directions
crouches
shuffling
diesel
coaxing
sling (move/throw)
chapter 12 guardian angel
enforcer
aftershave
morph
miserable
007 spy maneuvers
ergo (therefore)
spattering
Latin
lock picker
glide
mute
triumphant
withhold
opinion
traffic circle
logic
imitation
ignore
chapter 13English Lit
potion
Shakespeare
expression
comment
neon
forces
society
obviously
feud
silence
stretch
offers
obscure
absolutely
6262
honor
arrangement
expectations
confident
clever
visual
demonstration
loyal
snorts
mushy
ruin
inevitable
pause
essay
direct (quotes)
support
scribble
maximum
matted bit (of hair)
silent
destination
rewind
aisle
wits (matching wits w/ catalina)
coherent
intercom
brief
interlude (of static)
static
hooting/razzing
attention
deny
refuse
painful
misquote
fringes (of a food fight)
first-string ( pitcher)
chapter 14reconstruct
scene
computer-aided
design (class)
award
bragging
software
flatly (rio says, bluntly)
substitute
load (software)
sympathetic (nod)
suspended (from school)
record (school)
vouches (teacher for rio)
guilty
disconnect (button)
suddenly
backpedaling (change topic)
hunched (shoulders)
concentrating
glimpse (last of rio)
chapter 15disappear
jaws (mouth)
tightens (face)
stretching (arm)
chapter 16 routine
pitcher (drink)
passionate
connect (with each other)
sessions (appointments)
speech therapist
scent receptors
aroma (good smell)
measuring
63
talk to
Me vo
Ca
b Wo
rdspanic
deliberately (purposely)
expression
faked out (on bball court)
upended (thrown about)
rational (calm)
vulnerable
support (desk to mom)
laid off (from job)
jeopardizing (threatening)
disappointed
edgier (voice)
conclusions (jumping to)
illegal
chapter 17streak (morning, grey wet streak)
OJ - orange juice
relief (from wind)
shift (changes)
clone (houses of each other)
thrashing (fish out of water)
frustration
scrambled (words)
coldness (in voice)
impression (opinions?)
hinge (drawer)
doubted (sadina to rio)
assumed
accusing
attitude (anger)
logo (brand)
refrain (music, through head)
chapter 18 cloaked (covered in rain)
stiff (sheet of rain)
wayward (leaves)
guiltlessly (make a mess)
react (to the cat)
disjointed (words)
mistaking (a voice)
desperate
barrels on (keeps talking)
trembling (fingers)
instinct (animals)
chapter 19 blindsided (surprised?)
research
disoriented
headlong (fall over)
gorge (earth feature)
reassuring
dimensions (two)
incriminating (message)
gestures
vaguely
pointedly (how it’s said)
tolerant (of talkers)
deliberately (purposely)
alibi (crime)
noble (hero)
hash (through, figure out?)
numb (can’t feel)
paralyzed (can’t move)
autopilot (through school)
6464
chapter 20cuffs (of sweater)
clenched (hands)
arch (shape of light)
telltale (footsteps)
cramped (sitting still)
chapter 21 collapsing (her world)
detective
zombie
confessed (to crime)
impulse (to laugh)
relief
accounted (for, money)
echo (thoughts)
prosecute (criminal)
accused (crime)
inspiration
scheme (color scheme)
hormones (worry)
bypass (skip)
radar (what paying attention to)
trapdoor
chapter 22 adjust (eyes to dark)
shrieks (yells)
rusty
rotate (turn around)
scanning (looking around)
advertisement
one-sided (conversations)
chapter 23 leech (sucker bug)
SOS (signal)
courtly flourish (dramatic bow)
terrain (land)
tinted (lenses)
interruptions
exaggerated (look at his watch)
condensed (version of a story)
sympathetic
impersonation (persona)
wigged out (freaked out)
deigned (to join the convo)
undercurrent (secret message)
charge (positive charge, pun)
firsthand (to know,
experience)
U-turn (opposite of)
delivery (of speech)
sarcastic
embarrassed
undercover (detective)
ammunition (fuel)
record (verb, sounds)
chapter 24 details
urgent
obvious
tension (stress)
protest
legal department
at stake (something)
involved
subtle (hidden)
65
talk to
Me vo
Ca
b Wo
rdsvariation
approach (way to do)
speech recognition
microphone
recognizing
effective
AI, artificial intelligence
about-face (turn around)
grin (smile)
ignore
chapter 25 betray
investigating
evidence
frantic
circuit
shorts out (circuit)
computer code
insist
crowd
appointment
exchange (a glance)
gearshift
neutral (out of)
stubborn (kid)
attorneys
pressing charges
twister (tornado)
idle (car)
chapter 26 cord
chapter 27 deny
anchovies (on pizza)
jackhammer
shell-shocked (eyes)
blackmail
pathetic
full-watt smile (pun)
chapter 28 souped-up concentrate
chapter 29
chapter 30
chapter 31 proof irritation coincidence
6666
chapter 32 headlights (car)
house arrest
reaction
Copyright © 2016 Through My Window
This material is based upon work supported by the National Science Foundation under Grant Nos. 1223868 and 1223460.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science Foundation.
67
voC
abula
ry aCtivity idea
s | Part title here
voC
abula
ry aCtivity idea
s
vocabulary activity ideas[ideas for teaching vocabulary]
These activities can be used to teach vocabulary. Each one runs for 10 - 15 minutes.
flipped Dictionary Each student is assigned a vocabulary word and must define the word to the best of their ability and use the word in a STEM-related sentence. Once everyone has completed this process they must take all of the individual sentences create a collaborative story that re-tains the feel of their individual sentences but becomes a comprehensive story of its own. The story is read aloud by the group and refined as needed.
internet Search Students choose a vocabulary word and find both their favorite definition and the most STEM-relevant definition. They then have to search for a minimum of two STEM-related websites that use the word they were assigned to define. Once students have found their websites they should share the site, discuss how it is relevant to their word and how the website is relevant to the lesson of the day or STEM in general.
the “i Don’t Use this Word enough” Challenge Students should pick a word from a recent TMW chapter that they don’t often use in school or in everyday conversation. Once they have selected the word they need to define the word and develop a list of personal challenges for using the word more often. Examples of this could be “when I write my homework this week I will use the word in 2 paragraphs” or “when I talk to my sister about this project I will use this word”. This is a creative challenge - encourage youth to be wild with their ideas. Have them create sentences that they might use in their personal challenges.
Mix and Match Students are given a word on a piece of paper and asked to write the definition on a sepa-rate piece of paper (note cards are good for this). Once they have their word and have writ-ten the correct definition on a piece of paper have a group leader collect all of the words
6868
and definitions. These are mixed up and handed back to the members of the class. The class must now match every word with the correct definition.
vocabulary Puzzle All relevant vocabulary words for the activity are written on separate pieces of paper and placed on a large table. Members of the group arrange the words in an imaginative story about engineer-ing. They are allowed to add as much narrative as needed as long as every word is used that was originally on the table.
You are the expert Students work collaboratively to design a vocabulary game. They must identify vocabulary that they feel is important or challenging from the novel. Students should define the words to ensure confidence; beyond this they have the freedom to create.
Copyright © 2016 Through My Window
This material is based upon work supported by the National Science Foundation under Grant Nos. 1223868 and 1223460.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)
and do not necessarily reflect the views of the National Science Foundation.