Workshopsprojects

Explore the effect of family and friends on choices. Short Story

The Good Samaritanby René Saldaña, Jr.

PoemDon’t Go Gentle Into That Good Expresswayby Luis J. Rodriquez

Nonfiction: Informational TextThe World Is in Their Handsby Eric Feil

U n i t 1 short stories

ChoiCes

T1A Unit 1

EQ essential Question:

What Influences a Person’s Choices?

Workplace Inside a Law Office

Vocabulary Use Word Parts

Listening and Speaking Oral Response to Literature

Writing Project Autobiography

Unit Project TV Talk Show

cluster 1

The Trojan Horse • by Justine and Ron Fontes

Reading Level: Lexile® 550L

Genre/Length: Graphic Novel; 53 pages

Miracle’s Boys •• by Jacqueline Woodson

Reading Level: Lexile® 660L

Genre/Length: Contemporary Fiction; 152 pages

Breaking Through ••• by Francisco Jiménez

Reading Level: Lexile® 750L

Genre/Length: Autobiography; 216 pages

elen is the most beautiful woman in the world. She is married to the King of Sparta. When Helen runs away with a prince from Troy, her husband is furious. He will do anything to have Helen returned to him. He will even wage war on Troy!

After ten long years, the battle seems to have no end. But the Greek soldier Odysseus has a secret plan to defeat the Trojans. Will Odysseus’s daring plan work?

Level 2 •

Discover how society influences choices. Short Story

The Necklaceby Guy de Maupassant

Memoir The Fashion Showby Farah Ahmedi

Find out how circumstances affect choices. Short Story

Thank You, M’amby Langston Hughes

InterviewsJuvenile Justice from Both Sides of the Benchby Janet Tobias and Michael Martin

cluster 2

ISBN-13: 978-0-7362-3155-8ISBN-10: 0-7362-3155-2

oung Francisco “Panchito” Jiménez and his family had a hard life after leaving Mexico. They worked day after day as migrant farm workers in California. The family earned little money. They struggled to have the things they needed.

Panchito had to make a tough decision. He was a good student and he wanted a better life. But his father wanted him to stay and help his family. Was Panchito able to please his father without giving up his future?

Level 2 •••

WO

OD

SO

N

ISBN-13: 978-0-7362-3157-2ISBN-10: 0-7362-3157-9

Level 2 ••

JACQUELINE WOODSON

Ty’ree, Charlie, and Lafayette are Miracle’s sons. When Miracle dies, the boys have to keep their family together.

Staying together isn’t easy. Charlie goes to jail. Ty’ree cannot go to college because he has to work full-time to support them. And Lafayette’s head is full of unanswered questions.

How can Miracle’s boys survive when so much is set against them?

Choices T1B

cluster 3

edge library

T1C Unit 1 Choices

Edge LibraryU n i t 1

2

4

3

1

The EdgE Library provides an opportunity for student choice. Students self-select literature based on their interests and reading ability. Books support exploration of the Essential Question, forming an integral part of instruction.

The Trojan Horseby Justine and Ron Fontes

When is a risk worth taking?

This graphic novel tells the story of the Trojan War, the Greeks’ ultimate victory, and the destruction of the city of Troy. Students who read this adventure story will also learn about Greek mythology and the role of Greek gods and goddesses in the lives of mortals.

• reading Level: Lexile® 550L

genre: Graphic Novel

Length: 53 pages

Plan and Monitor• What did you do when you came to a word or phrase that

was confusing?

determine importance• What was the main reason for the Trojan War? Why is that

information important?

Make Connections• Were you reminded of other conflicts or characters as

you read? How did making that connection help you understand this text?

Explore the effect of family and friends on choices. Achilles’s son is driven by revenge for his father’s death.

Find out how circumstances affect choices. Paris and Helen are in love. The characters are engaged in a war.

Discover how society influences choices. Citizens had great loyalty to their country and kings. Men were expected to be warriors.

• Select a variety of appropriate materials to read

SelectSelf-Select Have students choose a book according to their interests and reading level.

• Read to develop and evaluate personal preferences

ReadDownload the Teacher’s Guide and Student Journals. Have students read their chosen book independently or in small groups. Use the planner on Student Journal, page 1 to establish a reading schedule.

click www.hbedge.net

• Unit 1 Resources

• Teacher’s Guide

• Student Journal

• Identify, assess, and apply effective personal reading strategies

Use StrategiesHave students identify the strategies they selected to use during reading. Use the prompts at the right to elicit student analysis and discussions.

• Exchange and extend ideas

Discuss What Influences a Person’s Choices?EQ

Engage students in a discussion comparing how the texts address the Essential Question.

Edge Library T1d

REad aloUd

Miracle’s boys Read aloud the introduction to engage students’ interest in the book. Provide support for the highlighted key vocabulary. Use the feature on legal guardianship to explain the concept to students. Then model fluency by reading aloud pages 11–13.

Miracle’s Boysby Jacqueline Woodson

Do we choose our path in life?

Set in contemporary Harlem, Miracle’s Boys is told through the eyes of the youngest of three brothers, Lafayette, who speaks with strong emotion about the death of both his parents and his feelings toward his brothers.

Breaking Throughby Francisco Jiménez

True or False? The most difficult choices have the best results.

Breaking Through is Francisco Jiménez’s account of his experiences as an illegal immigrant, a migrant worker, and a determined student. Students who read this book will learn about the struggle of illegal immigrants to make dreams come true despite poverty and other obstacles.

• • reading Level: Lexile® 660L

genre: Contemporary Fiction

Length: 152 pages

awards: Coretta Scott King Award 2001, Los Angeles Times Book Prize Winner 2000

• • • reading Level: Lexile® 750L

genre: Autobiography

Length: 216 pages

awards: Americas Award for Children’s and Young Adult Literature 2001, Pura Belpré Award, Tomás Rivera Mexican American Children’s Book Award Winner 2001

Plan and Monitor• Could you tell which events were in the past and which were

in the present?

Make inferences• Did you figure out why it was so hard for Lafayette and

Charlie to get along? How did you do it?

ask Questions• What questions did you ask as you read? How did you get

the answers?

Plan and Monitor• Tell about a prediction you made. For example, did you

predict what would happen because Francisco was an illegal immigrant? Did you confirm or change your prediction? How?

Synthesize• Describe the relationship between obstacles, hard work,

and success.

Visualize• Did you picture the army barracks where the family lived

or the fields where they worked? Describe them.

Explore the effect of family and friends on choices. Ty’ree chooses his family over school, and is motivated to keep his family together. The boys’ choices are in response to the death of their mother.

Find out how circumstances affect choices. The boys are without parents. They have little money. Their choices are driven by economic necessity.

Discover how society influences choices. The boys must stay out of trouble or they will be separated.

Explore the effect of family and friends on choices. Francisco’s choices must reflect respect for his father and duty toward his family.

Find out how circumstances affect choices. The family lived in poverty and had to work hard to make ends meet. Francisco had a personal goal to become a teacher.

Discover how society influences choices. Francisco was in the country illegally, so some of his choices were limited. The family encountered prejudice against Mexicans.

T1E Unit 1 Choices

CLUSTER 1

The Good Samaritan The World Is in Their Hands

How To REad SHoRT SToRiES

Plot, Character, Setting

Reading Strategies Plan and Monitor• Make Predictions

Plan and Monitor• Make and Confirm Predictions• Preview and Set a Purpose

Comprehension and Critical Thinking• Compare Across Texts

Plan and Monitor• Clarify Ideas (reread, read on) • Clarify Ideas (paraphrase)

Comprehension and Critical Thinking • Compare Across Texts

Plan and Monitor • Clarify Vocabulary (context clues)

Comprehension and Critical Thinking • Compare Across Texts

Literary Analysis Analyze Character, Setting, and Plot Recognize Genre

• Short Story

Analyze Plot and Theme in Short Stories Analyze Nonfiction Text Feaures

• Newspaper Article

Analyze Characterization and Dialogue in Short Stories

Analyze Nonfiction Text Features• Interview

Analyze Setting and Theme in Short Stories

Recognize Genre• Memoir

Vocabulary Academic Vocabulary• clarify • predict• monitor

Key Vocabulary • affect • generation • conflict • motivation • contribute privilege disrespect responsible

Vocabulary Strategy• Use Structural Clues: Prefixes

Fluency• Expression• Accuracy and Rate

Key Vocabulary • circumstances empathy • commit juvenile • consequence maturity contact salvage

Vocabulary Strategy • Use Structural Clues: Word Roots

Fluency• Phrasing• Accuracy and Rate

Key Vocabulary humiliating • perceive imitation poverty • inspire • symbol luxury value

Vocabulary Strategy • Use Structural Clues: Suffixes

Fluency• Intonation• Accuracy and Rate

Response to Literature

Write About Literature • Order-of-Importance Paragraph

Written Composition • Write a Definition Paragraph

Write About Literature • Opinion Statement

Writing on Demand• Write a Short Comparison Essay

Write About Literature • Response Log

Writing Trait • Focus and Unity

Writing Across the Curriculum Research and Writing• Sociology: Bilingualism Poster

Research and Writing• Government Connection• Biology Connection

Research and Writing• Geography: Paris Travel Directions• Social Studies: Brochure on Peer Pressure

Language Development

Ask and Answer Questions Express Ideas and Opinions Express Feelings and Intentions

Grammar Complete Sentences• Kinds of Sentences • Sentence Parts: Subjects and Predicates • The Subject • The Verb• Complete Sentences

Subject-Verb Agreement • Plural Nouns in the Subject• Subject-Verb Agreement: Forms of Be• Subject-Verb Agreement: Action Verbs• Subject-Verb Agreement with Compound Subjects

Complete Sentences • Fragments• Missing Subject• Missing Verbs• Complete Sentences

Listening and Speaking Think, Pair, Share• Questions About Characters and Plot

Oral Report • Good Samaritan LawsParticipate in a Discussion

Role-Play• A Trial

Interview• About a Person in History

Participate in a Discussion

Oral Presentation• Afghanistan

Participate in a Discussion

instructional Focus

EQ ESSEnTiaL QUESTion:

What Influences a Person’s Choices?

U n i t 1

Reading

Reading StrategyPlan and Monitor

Genre FocusShort Stories

Grammar FocusSentences

Language

Writing

= Tested on Cluster and/or Unit Reading and Literary Analysis Test = Tested on Unit Writing Test = Tested on Language Acquisition Assessment

Instructional Focus T1F

CLUSTER 3

The Necklace The Fashion Show

CLUSTER 2

Thank You, M’amJuvenile Justice

Reading Strategies Plan and Monitor• Make Predictions

Plan and Monitor• Make and Confirm Predictions• Preview and Set a Purpose

Comprehension and Critical Thinking• Compare Across Texts

Plan and Monitor• Clarify Ideas (reread, read on) • Clarify Ideas (paraphrase)

Comprehension and Critical Thinking • Compare Across Texts

Plan and Monitor • Clarify Vocabulary (context clues)

Comprehension and Critical Thinking • Compare Across Texts

Literary Analysis Analyze Character, Setting, and Plot Recognize Genre

• Short Story

Analyze Plot and Theme in Short Stories Analyze Nonfiction Text Feaures

• Newspaper Article

Analyze Characterization and Dialogue in Short Stories

Analyze Nonfiction Text Features• Interview

Analyze Setting and Theme in Short Stories

Recognize Genre• Memoir

Vocabulary Academic Vocabulary• clarify • predict• monitor

Key Vocabulary • affect • generation • conflict • motivation • contribute privilege disrespect responsible

Vocabulary Strategy• Use Structural Clues: Prefixes

Fluency• Expression• Accuracy and Rate

Key Vocabulary • circumstances empathy • commit juvenile • consequence maturity contact salvage

Vocabulary Strategy • Use Structural Clues: Word Roots

Fluency• Phrasing• Accuracy and Rate

Key Vocabulary humiliating • perceive imitation poverty • inspire • symbol luxury value

Vocabulary Strategy • Use Structural Clues: Suffixes

Fluency• Intonation• Accuracy and Rate

Response to Literature

Write About Literature • Order-of-Importance Paragraph

Written Composition • Write a Definition Paragraph

Write About Literature • Opinion Statement

Writing on Demand• Write a Short Comparison Essay

Write About Literature • Response Log

Writing Trait • Focus and Unity

Writing Across the Curriculum Research and Writing• Sociology: Bilingualism Poster

Research and Writing• Government Connection• Biology Connection

Research and Writing• Geography: Paris Travel Directions• Social Studies: Brochure on Peer Pressure

Language Development

Ask and Answer Questions Express Ideas and Opinions Express Feelings and Intentions

Grammar Complete Sentences• Kinds of Sentences • Sentence Parts: Subjects and Predicates • The Subject • The Verb• Complete Sentences

Subject-Verb Agreement • Plural Nouns in the Subject• Subject-Verb Agreement: Forms of Be• Subject-Verb Agreement: Action Verbs• Subject-Verb Agreement with Compound Subjects

Complete Sentences • Fragments• Missing Subject• Missing Verbs• Complete Sentences

Listening and Speaking Think, Pair, Share• Questions About Characters and Plot

Oral Report • Good Samaritan LawsParticipate in a Discussion

Role-Play• A Trial

Interview• About a Person in History

Participate in a Discussion

Oral Presentation• Afghanistan

Participate in a Discussion

Unit Project

TV Talk ShowStudy Skills• Complete Tasks on ScheduleMedia• Complete and Deliver a Media Presentation

Workplace Workshop

Inside a Law OfficeResearch and Speaking Skills• Research Legal Job Opportunities• Conduct an Informational Interview

Vocabulary Workshop

Use Word Parts Vocabulary Strategy• Use Structural Clues: Prefixes and Suffixes

Writing Project

Autobiographical Narrative Writing Process• Use the Writing Process• Revise for Focus and Unity• Edit and Proofread

Writing Trait• Focus and Unity

Listening and Speaking Workshop

Oral Response to Literature Listening and Speaking• Respond to Literature• Present an Oral Response• Evaluate with a Rubric

• Academic Vocabulary

Students explore the Essential Question “What Influences a Person’s Choices?” through reading, writing, and discussion. Each cluster focuses on a specific aspect of the larger question: Cluster 1: Explore the effect of family and friends on choices.Cluster 2: Find out how circumstances affect choices.Cluster 3: Discover how society influences choices.

UNIT SUMMARY

CLUSTER 1

The Good Samaritan The World Is in Their Hands

Technology www.hbedge.net• Learn more about René Saldaña, Jr.• Selection Summaries in Eight Languages

• Listen• Read Silently• Record

Reading and Writing Transparencies• Reading Transparency 1: Plot

www.hbedge.net• Learn more about Langston Hughes• Selection Summaries in Eight Languages

• Listen• Read Silently• Record

Reading and Writing Transparencies• Reading Transparency 2: Characterization

www.hbedge.net• Learn more about Guy de Maupassant• Selection Summaries in Eight Languages

• Listen• Read Silently• Record

Reading and Writing Transparencies• Reading Transparency 3: Note Taking Chart• Reading Transparency 4: Setting

Audio Selection CD• The Good Samaritan, CD 1 Tracks 1–3• The Good Samaritan: Fluency Passage,

CD 11 Track 1• The World Is in Their Hands, CD 1 Track 4

Selection CD• Thank You, M’am, CD 1 Tracks 5–6• Thank You, M’am: Fluency Passage, CD 11 Track 2• Juvenile Justice, CD 1 Track 7

Selection CD• The Necklace, CD 2 Tracks 1–3• The Fashion Show, CD 2 Track 4• The Fashion Show: Fluency Passage, CD 11 Track 3

Interactive Practice Edge Interactive Practice Book• The Good Samaritan, pp. 6–10• The World Is in Their Hands, pp. 11–16• Further Practice, pp. 17–19

Edge Interactive Practice Book• Thank You, M’am, pp. 20–24• Juvenile Justice, pp. 25–30• Further Practice, pp. 31–33

Edge Interactive Practice Book• The Necklace, pp. 34–38• The Fashion Show, pp. 39–44• Further Practice, pp. 45–47

Language & Grammar Lab

Language & Grammar Lab Teacher’s Edition, pp. 2–7

Language & Grammar Lab Transparencies• Language Function A: Ask and Answer Questions• Grammar Transparencies 1–5: Sentences

Grammar & Writing Practice Book, pp. 1–10

Language CD• Ask and Answer Questions, Track 1

Language & Grammar Lab Teacher’s Edition, pp. 8–13

Language & Grammar Lab Transparencies• Language Function B: Express Ideas and Opinions• Grammar Transparencies 6–10: Subject-Verb

Agreement

Grammar & Writing Practice Book, pp. 11–20

Language CD• Express Ideas and Opinions, Track 2

Language & Grammar Lab Teacher’s Edition, pp. 14–19

Language & Grammar Lab Transparencies• Language Function C: Express Feelings and

Intentions• Grammar Transparencies 11–15: Fragments

Grammar & Writing Practice Book, pp. 21–30

Language CD• Express Feelings and Intentions, Track 3

Assessment Assessments Handbook• Reader Reflection, p. 1b• Cluster 1 Test, pp. 1c–1e

Assessments Handbook• Reader Reflection, p. 1f• Cluster 2 Test, pp. 1g–1i

Assessments Handbook• Reader Reflection, p. 1j• Cluster 3 Test, pp. 1k–1m• Unit 1 Tests, pp. 2–14

www.hbedge.net• Edge eAssessments• Reteaching Activities

Online Coach

Resource ManagerU n i t 1

T1G Unit 1 Choices

EDGE Resources include practical, easy–to–use teaching tools for comprehensive instruction, practice, assessment, and reteaching.

CLUSTER 3CLUSTER 2

Thank You, M’amJuvenile Justice

The Necklace The Fashion Show

Technology www.hbedge.net• Learn more about René Saldaña, Jr.• Selection Summaries in Eight Languages

• Listen• Read Silently• Record

Reading and Writing Transparencies• Reading Transparency 1: Plot

www.hbedge.net• Learn more about Langston Hughes• Selection Summaries in Eight Languages

• Listen• Read Silently• Record

Reading and Writing Transparencies• Reading Transparency 2: Characterization

www.hbedge.net• Learn more about Guy de Maupassant• Selection Summaries in Eight Languages

• Listen• Read Silently• Record

Reading and Writing Transparencies• Reading Transparency 3: Note Taking Chart• Reading Transparency 4: Setting

Audio Selection CD• The Good Samaritan, CD 1 Tracks 1–3• The Good Samaritan: Fluency Passage,

CD 11 Track 1• The World Is in Their Hands, CD 1 Track 4

Selection CD• Thank You, M’am, CD 1 Tracks 5–6• Thank You, M’am: Fluency Passage, CD 11 Track 2• Juvenile Justice, CD 1 Track 7

Selection CD• The Necklace, CD 2 Tracks 1–3• The Fashion Show, CD 2 Track 4• The Fashion Show: Fluency Passage, CD 11 Track 3

Interactive Practice Edge Interactive Practice Book• The Good Samaritan, pp. 6–10• The World Is in Their Hands, pp. 11–16• Further Practice, pp. 17–19

Edge Interactive Practice Book• Thank You, M’am, pp. 20–24• Juvenile Justice, pp. 25–30• Further Practice, pp. 31–33

Edge Interactive Practice Book• The Necklace, pp. 34–38• The Fashion Show, pp. 39–44• Further Practice, pp. 45–47

Language & Grammar Lab

Language & Grammar Lab Teacher’s Edition, pp. 2–7

Language & Grammar Lab Transparencies• Language Function A: Ask and Answer Questions• Grammar Transparencies 1–5: Sentences

Grammar & Writing Practice Book, pp. 1–10

Language CD• Ask and Answer Questions, Track 1

Language & Grammar Lab Teacher’s Edition, pp. 8–13

Language & Grammar Lab Transparencies• Language Function B: Express Ideas and Opinions• Grammar Transparencies 6–10: Subject-Verb

Agreement

Grammar & Writing Practice Book, pp. 11–20

Language CD• Express Ideas and Opinions, Track 2

Language & Grammar Lab Teacher’s Edition, pp. 14–19

Language & Grammar Lab Transparencies• Language Function C: Express Feelings and

Intentions• Grammar Transparencies 11–15: Fragments

Grammar & Writing Practice Book, pp. 21–30

Language CD• Express Feelings and Intentions, Track 3

Assessment Assessments Handbook• Reader Reflection, p. 1b• Cluster 1 Test, pp. 1c–1e

Assessments Handbook• Reader Reflection, p. 1f• Cluster 2 Test, pp. 1g–1i

Assessments Handbook• Reader Reflection, p. 1j• Cluster 3 Test, pp. 1k–1m• Unit 1 Tests, pp. 2–14

www.hbedge.net• Edge eAssessments• Reteaching Activities

Online Coach Online Coach

Resource Manager T1H

The Teaching EDGE provides you with a variety of online resources.• Online lesson planner• Interactive Teacher’s Edition• Professional development videos• eAssessment reports and reteaching resources

The TeachiNG eDGe

Workplace Workshop

inside a Law Office www.hbedge.net

• The Legal Profession• Evaluation Form• Interview Form

Unit Project

TV Talk Show www.hbedge.net

• Planning Forms• Interview Forms• Rubric

Listening and Speaking Workshop

Oral Response to Literature

www.hbedge.net• Oral Response to Literature• Rubric

Writing Project

autobiographical Narrative

www.hbedge.net• Student Samples• Scheduler• Rubric

Reading and Writing Transparencies

• Writing Transparencies 1–4: Autobiographical Narrative

edge Library

The Trojan Horse Miracle’s Boys Breaking Through

www.hbedge.net• Student Journals• Teacher’s Guides

A

B

CHOICESESSENTIAL QUESTION:

What Influences a Person’s Choices?

EQ

SHORT STORIESU N I T 1

Everything is determined, the beginning as well as the end, by forces over which we have no control. —Albert Einstein

With every experience, you alone are painting your own canvas, thought by thought, choice by choice. —Oprah Winfrey

A

B

2 Unit 1 Choices

Evaluate a Speaker’s Message

Use the Four Corners cooperative learning technique (see the Best Practices tab) to explore the quotations.

Discuss Assign one corner of the room to each of the following positions:

1. Agree strongly with Albert Einstein.2. Mostly agree with Albert Einstein.3. Agree strongly with Oprah Winfrey.4. Mostly agree with Oprah Winfrey.Students group into the appropriate corner and discuss the various reasons for their response. One person from each corner shares the group’s thinking while the listeners evaluate.

Debrief Discuss as a class:

•Wasitdifficulttochooseoneposition? Why?

•Evaluatereasonsforeachposition.Whichwerethestrongest?

•Didthediscussionchangestudents’ positions?

Remind students to keep thinking about the influences on choices as they read the selections in this unit.

COOPERATIVE LEARNING

Four Corners

1’s 2’s

3’s 4’s

LIsTENING AND sPEAkING

Lesson 1

UNIT LAUNCH

objEctivESListening and Speaking•ClassroomDiscussion•EvaluateaSpeaker’sMessageViewing

•RespondtoandInterpretVisualsCultural Perspectives•CompareCultures:Customs

ENGAGE & DISCUSS

A Essential Questionbrainstorm and Map Ask students to share one choice they made and chart influences on that choice.

What InfluencesChoices?

rules athome or school

friends’opinions

TV/ads personalpreference

B Discuss the QuotationsAccess Meaning Help students identify the most important words in each quotation: determined, control, experience, choice.

ELL Rephrase Language and Demonstrate Give synonyms for determined (set, already decided) and control (power, choice).

Demonstrate painting a canvas, and explain “thought by thought, choice by choice”: Each thought you have and each choice you make changes the painting.

Evaluate a Speaker’s Message Ask: What is the difference between the twoquotations?

Possible response:• Einstein says people do not control

their own lives; Winfrey says they do.

Use the cooperative learning activity to explore different perspectives.

T0 Unit 1 Choices

Magical Assortment, 2005, Peter Anton. Mixed media sculpture, private collection.

Critical Viewing What does the artist suggest about choices in this sculpture?

C

D

beliefs About choices

Explore how different cultures view what does or should influence choices.

collect ideas Have students complete the following sentence frames:

In[nameaculturetoexplore]...

•peoplearefreetomakechoicesabout . •somechoicesaremadeforpeople,suchas .• is a strong influence on people’s choices.

For example, .•youngpeopleareallowedtochoose .•youngpeoplearenotallowedtochoose .

compare Perspectives As a class, discuss the similarities and differences among the cultural perspectives. Be sure to discuss the concepts of circumstances and consequences.

CULTURAL PERsPECTIVEs

ENGAGE & INTERPRET

C Analyze visualsAbout the Art Peter Anton uses mostly wood, wire, plaster, and clay to make his sculptures. He paints them with as many colors and layers as necessary to make the treats look real. Magical Assortment measures twelve square feet.

interpret and Respond Ask: Why would an artist choose candy as his subject?

Possible response:• Many people like sweets, so they will

probably like the art.

D critical viewingobserve Details Have students closely examine the image. Draw attention to details by asking:

• Areanytwochocolatesalike? Explain what the chocolates do and don’t have in common.

• Whatdoyounoticeaboutthechocolate in the upper left corner?

• Whatdotheemptyspacesinthe boxsuggest?

interpret and Respond Have stu-dents consider each chocolate in the box as a choice to make.

Ask: What does the artist suggest aboutchoicesinthissculpture?

Possible responses:• We are faced with many choices

in life. Some options look good, and others do not.

• If you choose a chocolate you don’t like, you can put it back. In life, you often have to live with your choice.

Unit Launch 1

Unit Launch T1

EQ

EQ

U N I T 1ESSENTIAL QUESTION:

What Influences a Person’s Choices?

Study the FactsPeople make choices every day. What causes some people to make good choices? What influences others to make poor choices or harmful choices? Look at these facts:

FEMALE MALE

High school students who participate in sports** 32% 45%

High school students who said they had carried a weapon in the past 30 days** 7% 27%

High school students who said they had registered and voted* 21% 27%

High school students who said they had driven after drinking alcohol in the past 30 days** 9% 15%

High school students who said they had taken part in a physical fi ght in the past 12 months** 25% 41%

High school seniors who participated each month in community affairs or volunteer work*** 39% 28%

* Data for 2002 ** Data for 2003 *** Data for 2004 Source: U.S. Dept. of Education, National Center for Education Statistics: Youth Indicators 2005.

Teen Choices

Analyze and Debate1. According to the data, young men and young women seem to be making different

choices. What general statements can you make about these differences? What might influence a young man to behave differently from a young woman?

2. Which is the greatest influence on a person’s choices—family, friends, culture, money, or wealth?

Talk with a group. Explain your opinions and support your ideas with evidence from your own experience.

ESSENTIAL QUESTION In this unit, you will explore the Essential Question in class through reading, discussion, research, and writing. Keep thinking about the question outside of school, too.

A

B

2 Unit 1 Choices

ongoing ASSESSMEntHave students complete an “exit slip”:•Choicescanbeinfluencedby .•TodayIlearnedthatchoices .• One thing about choices that is still on

my mind is .

teach/Model Explain that a chart is a useful tool to show data for comparing and contrasting. Point to each feature of the chart: the headings, the columns, the rows. Usethefirstrowasanexample:

•Thefirstcolumnintherowdescribesateen choice: to participate in sports.

•Thesecondcolumnshowshowmanyfemale teens make this choice: 32%.

•Thethirdcolumnshowshowmanymaleteens make this choice: 45%.

Practice Read through the rest of the choices in the chart. For each one, ask:

•Whichgendermakesthischoicemoreoften,femalesormales?

Apply Ask these questions about the chart: 1. Which of the following choices is made

by a higher percentage of males than females?

•carryingaweaponinthepast30days (males)

•registeringandvoting(males) • takingpartinaphysicalfightinthe

past 12 months (males)2. Which choice is made by a greater

percentage of female teens than male teens?Howcanyoutell?(participating in volunteer work; compare the percentages in the last two columns)

REsEARCH skILLs

Reading and interpreting charts

objEctivESComprehension & Critical Thinking•ReadandInterpretaTableListening and Speaking•Debate

ENGAGE & DEBATE

Essential QuestionStudents analyze teen choices and debate the influences on these choices.

A Study the FactsIfstudentsneedhelpinterpretingcharts, preteach the Research Skills activitybelow.Thenexaminethefirstfact with students. Ask:

• Whichgenderparticipatesmore insports?Areyousurprised?

• Whatmightinfluenceateen’schoicetoparticipateinsports?

Have students read through the rest of the statistics in the chart. Ask:

• Whichfactaboutteenchoicessurprisedyou?Why?

B Analyze and DebateHave students respond in writing to the two questions.

ELL Sentence Frames Provide frames to help ELLs respond:

1. Some young men/women make their choices based on . Some examples are .

2.Ithinkaperson’schoicesareinfluenced most by . Ithinkthisbecause .

Then debate the questions in small groups. Have students share some examples.

Lesson 1, continued

UNIT LAUNCH

T2 Unit 1 Choices

elen is the most beautiful woman in the world. She is married to the King of Sparta. When Helen runs away with a prince from Troy, her husband is furious. He will do anything to have Helen returned to him. He will even wage war on Troy!

After ten long years, the battle seems to have no end. But the Greek soldier Odysseus has a secret plan to defeat the Trojans. Will Odysseus’s daring plan work?

Level 2 •

oung Francisco “Panchito” Jiménez and his family had a hard life after leaving Mexico. They worked day after day as migrant farm workers in California. The family earned little money. They struggled to have the things they needed.

Panchito had to make a tough decision. He was a good student and he wanted a better life. But his father wanted him to stay and help his family. Was Panchito able to please his father without giving up his future?

Level 2 •••

WO

OD

SO

N

ISBN-13: 978-0-7362-3157-2ISBN-10: 0-7362-3157-9

Level 2 ••

JACQUELINE WOODSON

Ty’ree, Charlie, and Lafayette are Miracle’s sons. When Miracle dies, the boys have to keep their family together.

Staying together isn’t easy. Charlie goes to jail. Ty’ree cannot go to college because he has to work full-time to support them. And Lafayette’s head is full of unanswered questions.

How can Miracle’s boys survive when so much is set against them?

1 Plan a ProjectTV Talk ShowIn this unit, you’ll be producing a TV talk show about the Essential Question. Choose the kind of show, host, guests, and set to produce. To get started, watch a few different TV talk shows. When listening to a partner read, notice if you can understand the sound of each word. Then listen again to hear how your partner’s intonation changes. Look for

• how the interviewer introduces each guest

• whether the interviewer reads from notes, talks from memory, or takes notes

• whether the guest and interviewer look directly at each other

• how the parts of the show relate to the topic.

Choose More to ReadThese readings provide different answers to the Essential Question. Choose a book and online selections to read during the unit.

Breaking Throughby Francisco Jiménez

Francisco “Panchito” Jiménez and his family worked day after day as migrant farm workers. Panchito was a good student and he wanted a better life. But his father wanted him to stay and help his family. How could Panchito please his father without giving up his future?

nN O N F I C T I O N

The Trojan Horseby Justine and Ron Fontes

The beautiful Helen is married to the King of Sparta. When Helen runs away with a Trojan prince, her husband declares war on Troy! After ten years, the battle seems to have no end. But the Greek soldier Odysseus has a secret plan to defeat the Trojans. Will it work?

nG R A P H I C C L A S S I C

Miracle’s Boysby Jacqueline Woodson

Ty’ree, Charlie, and Lafayette are Miracle’s sons. When Miracle dies, the boys have to keep their family together. Staying together isn’t easy. Charlie goes to jail, and Ty’ree has to work full-time to support them. How can Miracle’s boys survive when so much is against them?

nN O V E L

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• Read biographies of celebrities and teens who have made difficult choices.

• Take a personality test to find out what traits and talents might influence your choices.

• Play a game to explore the consequences of different choices.

2

www.hbedge.net

nPlanning formsnSchedulernTalk show sitesnInterview formsnRubric

Study Skills Start planning your talk show. Use the forms on hbedge.net.

sTUDy skILLs

time Management

Help students create a schedule for completing the Unit Project. Have them start by listing the key steps:

1. Decide on the topic and the format for the show.2.Chooserolesforeachgroupmember.3.Completeascriptoroutline.4. Rehearse the show.5. Perform the show.Point out that some steps will take longer than others. For example, steps 1 and 2 could be completed in the same group meeting. Step 3 might require several group meetings to complete.

InformstudentsofthedatetheUnitProjectwillbedue.Helpthemwork backwards from that date to create their schedule. Have students check off each step as it is completed to be sure they stay on schedule.

UNIT PROJECT &MORE TO READ

objEctivESReading Behaviors•ReadIndependentlyStudy Skill•CompleteTasksonScheduleMedia•CreateandDeliveraMedia

Presentation(TVtalkshow)

1 Plan a Projecttv talk Show To help students view the talk shows, guide them to use con-textual, linguistic, and visual support to help them understand the language, ideas, and details they hear. Ask:

• WhatisatypicalformatofaTVtalkshow?

• Whattopicsarediscussed?• Whatisthetone,ormood?

Assign project groups and review the Unit Project Evaluation Rubric and other Project Tools (available online). Have groups follow these steps:

1. Decide on a topic and a tone for the show.

2. Chooseroles:host,guests.3. Composeascript.

Project Support Teach the Study Skills lesson below.

2 choose More to ReadGuide students toward an indepen-dent reading choice from the Edge Library.

• The Trojan Horse Reading Level:Lexile®550L

• Breaking Through Reading Level: Lexile®750L

• Miracle’s Boys Reading Level: Lexile®660L

(Some titles may contain mature themes. Preview the books before assigning them.)

Distribute Student Journals and have students complete the time-management planning form on p. 1.

click www.hbedge.net

• Unit Project Planning Tools• Unit Project Evaluation Rubric• Edge Library Student Journals and

Teacher’s Guides

Unit Launch 3

Unit Launch T3