sample lesson daredevilswatchers to gain knowledge about predicting volcanic eruptions. because...

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UNIT 1 Critical Reading Teacher Guide 290

Sample Lesson Daredevils“Volcano Watchers,” pages 4–11

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e Summary On January 14, 1993, volcano watchers were examining the crater of the Galeras volcano in Colombia when the volcano unexpectedly erupted and killed six members of the team. The scientists had been willing to take the risks associated with being volcano watchers to gain knowledge about predicting volcanic eruptions. Because predicting eruptions is not a precise science, scientists sometimes miss the mark, but other times they are extremely accurate. In 1991 volcano watchers predicted the time and size of the Mount Pinatubo explosion. As a result, thousands of lives were saved.

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

molten: melted formidable: challenging and diffi cultnicked: wounded slightly perished: diedrash: thoughtless

1. What word goes with “passed away”? (perished) 4. What word goes with “cut or scratched”? (nicked)2. What word goes with “lava from volcanic explosions”? (molten) 5. What word goes with “hard or complicated”? (formidable)3. What word goes with “hasty and unwise”? (rash)

Activate Prior Knowledge1. Have students discuss volcanic eruptions. What happens

during an eruption, and how does an eruption affect the surrounding area?

2. Have students locate the following volcanoes: Galeras, Colombia; Unzen, Japan; Mount Pinatubo, Philippines; Mount St. Helens, Washington, USA.

3. Ask students why scientists study volcanic activity and have them make inferences about the dangers of being volcano watchers.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about volcano watchers who are daredevils because they study or monitor the activity of volcanoes.)

Build Background Volcanology is the study of volcanoes. Volcanologists study the structure of volcanoes, the materials ejected during eruptions, and the relation between volcano eruptions and other geologic events such as earthquakes. There are several different specializations in the fi eld. Physical volcanologists study the processes and deposits of eruptions. Geophysicists focus on the relationship with earthquakes (seismology), gravity, and magnetics. Scientists who study geodesy learn about how volcanic activity affects Earth’s shape, and geochemists study the makeup of the materials ejected during eruptions. The U.S. Geological Survey’s Volcano Hazards Program has research and monitoring centers in Hawaii, the Cascades, Alaska, Long Valley, and Yellowstone. These observatories monitor volcanoes between and during eruptions to help volcanologists predict future eruptions.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the risks and benefi ts of being a volcano watcher. Ask students: What are some risks of being a volcano watcher? What are some benefi ts? Do you think the benefi ts make the risks worthwhile? Why or why not?

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ers DIFFERENTIATED INSTRUCTION

Choose a descriptive poem and read it aloud to students. Have students visualize the poem as they listen. Then reread the poem and have students act out what they see in their mind’s eye. Finally, ask students to sketch or write a description of their visualizations.

ENGLISH LANGUAGE LEARNERSHave students take turns describing favorite places. As each student describes a place, have others visualize it and then draw pictures or write descriptions of the place. Encourage students to ask questions as needed to help them clarify their visualizations.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Visualizing Map. Have students write Galeras Eruption in the center bubble. Then, in the surrounding bubbles, ask them to write details from the article that help them visualize what happened during the eruption.

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Unit 1, Lesson 1 Daredevils“Maniacs on Bikes,” pages 14–21

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e Summary Bike messengers are daredevils who zip through busy city streets to deliver messages and packages. Although bike messengers love their work, drivers and pedestrians who share the streets with them aren’t too fond of their high speeds and close contact. Since more deliveries mean more money, bike messengers often don’t follow rules of the road as they race down city streets at 25 to 30 miles per hour. Many bike messengers vie to win competitions like the annual Cycle Messenger World Championship or the New York City Halloween race.

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freewheeling: not bound by rules ultimate: most extremeroutinely: regularly forfeit: sacrifi cecrave: desire or need intensely

1. If employees are freewheeling, are they more likely to follow 4. If you could face your ultimate challenge, what would you do? or ignore the rules? Why? Why?2. Would you wash your car once a week or every so often if you 5. Which would you prefer—to forfeit the chance to do something routinely clean it? you loved or something you hated? Why?3. When you crave a certain food, do you want to eat it or avoid it? Why?

Activate Prior Knowledge1. Ask students to describe different types of bicycles. Have

them tell why people ride bikes. (Possible answers: exercise, transportation, bike trips, off-terrain riding, work)

2. Ask students what a maniac is. (someone who does wild or dangerous things)

3. Have students tell what messengers, or couriers, do and give some examples.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about bike messengers, or bicyclists who have the risky job of delivering packages as they zip through traffi c on busy, urban streets.)

Build Background The Cycle Messenger World Championship has been an annual event since its debut in Berlin in 1993. Held in cities around the world, the race is not only a test of speed, endurance, and skill but also a celebration of the lifestyle, culture, and history of bike messengers. Each race is designed by the host city, but they all simulate a workday by requiring contestants to deliver and pick up packages while making decisions about the fastest routes. The race, which lasts around three hours as bikers make up to 100 stops, has been held in major cities such as Berlin, London, Toronto, San Francisco, Barcelona, and Zurich. Although most of the entrants are professional bike messengers, the championship is open to all bicycle enthusiasts. In addition to the main race, the championship includes other cycling competitions as well as galas, shows, and vendor markets that exhibit the latest bike trends.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to bike messengers. Ask students: Why does the author call this article “Maniacs on Bikes”? How would you feel about being a bike messenger? How would you feel about driving or walking in a city where you had to share the roads with bike messengers?

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Explain that an author’s viewpoint is what the author thinks or believes about a topic. When reading, students should look for facts and details that support the author’s viewpoint. Have students examine several political cartoons and discuss the authors’ viewpoints.

ENGLISH LANGUAGE LEARNERSDisplay restaurant or movie ratings. Explain that the stars express the author’s viewpoint without using words. Ask students to make up other symbols that could express a viewpoint. Then have students use their symbols to express their viewpoints about movies, books, current events, or other topics.

GRAPHIC ORGANIZERSUse Graphic Organizer 7 as an Author’s Viewpoint Chart. Ask students to write the viewpoint shown below in the bottom box of the chart. Then, in each of the top boxes, have them write information from the article that supports the viewpoint.

Bike messengers are maniacs with whom many pedestrians and drivers would rather not share the road.

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Unit 1, Lesson 2 Daredevils“‘Queen Bess’ Coleman,” pages 22–29

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e Summary Bessie Coleman (1892–1926) dreamed of being a pilot. As an African American woman, she had no chance of learning to fl y in the United States, so in 1920 Coleman went to France where she became the fi rst black woman to earn a pilot’s license. After learning stunt fl ying in 1922, Coleman returned to the United States where she amazed the crowds with her new skills. “Queen Bess” not only fl ew in air shows, but she fought racism and planned to start a fl ying school for black pilots. In May 1926 she was killed in a fl ying accident. Each year pilots honor her by fl ying over her grave.

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

topfl ight: excellent fl imsy: fragiledashing: stylish instantly: immediatelydazzling: impressing

1. The runners want to go to a topfl ight training camp because . . . 4. Don’t buy a fl imsy car because . . .2. The man wanted to look dashing for his job interview, so he . . . 5. The willow tree toppled over instantly when . . .3. Dazzling audiences with their music, the band . . .

Activate Prior Knowledge1. Ask students to discuss air shows they have seen or heard

about. Have them describe both the stunts and the dangers.2. Ask students how planes have changed since the early

1900s. Encourage them to fi nd pictures of early planes and to compare those planes with planes today.

3. Have students fi nd these places on a map: France; Texas; Chicago, Illinois; California; Jacksonville, Florida.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about Bess Coleman, the fi rst African American woman to earn a pilot’s license. I think I will learn that she was a daredevil who performed stunts in fl ying circuses.)

Build Background Air shows, which have been a major form of entertainment since the early days of fl ying, exhilarate audiences with pilots’ extreme stunts and speed contests. The fi rst major international airshow was held in Reims, France, in 1909. More than 500,000 spectators came to watch the altitude competition, endurance race, stunt-fl ying display, and speed contest. The fi rst U.S. air show took place at Dominguez Field near Los Angeles in January 1910 and brought nearly 175,000 spectators. By the beginning of World War I, stunt fl ying had become a popular international spectator sport. After the war, the nature of air shows changed as barnstorming tours became popular. Instead of spectators going to airfi elds, pilots traveled around rural areas to perform their death-defying stunts and to give joyrides to spectators.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Bessie Coleman’s life. Ask students: Why do you think Bessie Coleman was called “Queen Bess”? Why do you think pilots still honor her by fl ying over her grave each year?

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

ENGLISH LANGUAGE LEARNERSHave partners practice predicting the outcomes of stories. Students may read a story or tell the plot of a book or fi lm. Have the storyteller stop periodically and ask, “What do you think happens next?” Ask the partner to make a prediction. Have students discuss if their predictions were correct or if they had to revise them. Then ask students to switch roles.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Characterization Web. Ask students to write Bessie Coleman in the center bubble. In each outer bubble, have them write an adjective that describes “Queen Bess.” Then have them write a detail from the article that supports that descriptive detail.


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Unit 1, Lesson 3 Daredevils“Jackie Chan: Actor and Stuntman,” pages 30–37

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e Summary Jackie Chan is an actor and a stuntman. His many incredible stunts have included jumping off a balcony onto a moving truck and off a bridge onto a moving hovercraft, climbing up a fl agpole while handcuffed and jumping from the top, and leaping off a mountaintop onto a passing hot air balloon. Doing these stunts has led to many injuries, including one that left Chan with a hole in his head. But nothing seems to stop him for long. Chan has been acting in movies since 1976 and has starred in dozens of fi lms. He acquired his talents as a child while studying at the Chinese Opera Institute in Hong Kong.

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

routine: everyday military: relating to soldiers or warrecuperated: recovered brutal: harshloony: foolish

1. The dentist checked and cleaned my teeth as part of the 4. Most soldiers get military training before they go off to war. routine appointment. 5. Working outside on very hot summer days can be brutal.2. After almost two months of rest, the football player had recuperated from his injury. 3. My loony dog likes to chase cats, even though they bat him on the nose every time.

Activate Prior Knowledge1. Use Graphic Organizer 3 as a KWL Chart. Have students

label the fi rst column Know and write what they know about Jackie Chan. Have them label the second column Want to Know and write what they want to know. This exercise will be continued after reading.

2. Ask students to tell what stuntmen do and why they might enjoy their jobs. (They perform risky stunts so that actors don’t have to do them. Stunt performers are usually people who enjoy the thrill of potential danger.)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Jackie Chan, an actor and a stuntman.)

Build Background Many people know Jackie Chan as a famous actor and stuntman, but he also helps others through his charitable work. The Jackie Chan Charitable Foundation, founded in 1988, awards Hong Kong students with scholarships in fi lm and television, dance, drama, music, Chinese traditional theater, and technical arts. The foundation also brings medical services and aid to victims of natural disasters. Chan started the Dragon’s Heart Foundation in 2005 to provide aid to children and the elderly who live in remote parts of China. The foundation has helped build schools and raised millions of dollars for educational opportunities. It has provided the elderly with homes, clothing, and equipment. In addition, Jackie Chan has aided the victims of the 2008 Sichuan Province earthquake, traveling there personally to deliver supplies and provide fi nancial and moral support. Among other honors, Chan has been recognized by Forbes Asia for his philanthropy and has received UNICEF’s Champions for Children Award.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to what they learned about Jackie Chan. Ask students: Why do you think Jackie Chan does all his own stunts? What does that help you learn about him? If Jackie Chan could be your teacher for a day, what would you like him to teach you? Why?

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

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. In Ben’s Trumpet by Rachel Isadora, Ben has a dream to become a jazz musician.

GRAPHIC ORGANIZERSUse Graphic Organizer 3 as a KWL Chart. Have students use the charts they started before reading the article. If students did not do this exercise before reading, they can start it now. Students should label the third column Learned and add any information they learned about Jackie Chan. Students may wish to add more questions to the Want to Know column. Encourage them to fi nd answers to their questions online or at the library. Invite students to discuss their charts.


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Unit 1, Lesson 4 Daredevils“Rodeo Clowns,” pages 38–45

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e Summary Rodeo clowns spring into action when bull riders fall to the ground. To allow riders to escape to safety, rodeo clowns distract bulls by taunting them and then dodging when the bulls charge. Saving the rider, though, is only part of the job. Entertaining the fans is the other part, so rodeo clowns put on a show by performing daring tricks for the crowd. One rodeo clown always wears a barrel that he or she ducks into when the bull charges and begins tossing it around. There are a lot of risks with the job, but being inside the barrel gives that clown the best seat in the house.

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agile: quick clenched: tightly closedhostile: unfriendly viciously: savagelytheoretically: supposedly

1. What word goes with “teeth clamped together”? (clenched) 4. What word goes with “fi ercely”? (viciously)2. What word goes with “a deer running across a fi eld”? (agile) 5. What word goes with “an angry person or animal”? (hostile)3. What word goes with “apparently”? (theoretically)

Activate Prior Knowledge1. Have students share their knowledge of rodeos. Ask them

to name rodeo events and rodeo jobs. (Possible answers: calf roping, bull riding, steer wrestling, saddle bronc-riding, bareback bronc-riding, cowboys, clowns)

2. Ask students to brainstorm words for bull. Record their responses in a web. (Possible answers: horns, male cow, rodeo, matador, bull fi ghting, mean)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about rodeo clowns who perform at rodeos. I think rodeo clowns are daredevils because they work with bulls and could get hurt or killed.)

Build Background Rodeos originated in the late 1800s when cowboys competed with each other to see who was the best at various ranching tasks, such as roping or riding bucking animals. Over time, these informal competitions became regular, formal events. By 1887 spectators were paying to watch rodeos, which led to a way for cowboys to earn money while competing. Bull riding is often considered the most dangerous rodeo event. The rider has one hand securely wrapped with a rope and must try to stay on the bucking bull for eight seconds. If the rider’s “free” hand touches the bull, the rider, or the equipment, he or she is disqualifi ed. The goal of each ride is to earn 100 points, half of which are based on the bull’s performance and half on the skill and technique of the rider.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who is a daredevil in this article? What does the daredevil do? When does the daredevil do it? Why does the daredevil do this dangerous task? How does the daredevil feel about his/her job?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to a rodeo clown’s job. Ask students: Why do you think people enjoy being rodeo clowns? What are some of the pros and cons? Is this a career that interests you? Why or why not?

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

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

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Question-and-Answer Chart. Have students write questions about the article in the fi rst column. Then ask partners to exchange and answer each other’s questions.


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Unit 1, Lesson 5 Daredevils“Christiane Amanpour: On the Front Lines,” pages 46–53

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e Summary Christiane Amanpour was scared of nothing as a child, and that fearlessness carried over into her adult life as a foreign correspondent for CNN news. Her dangerous job took her to wars in Bosnia, where a rocket shell smashed into her hotel, and the Persian Gulf, where Iraq had invaded Kuwait. Amanpour was a daredevil, but she also had good instincts for knowing when to get out of danger as she reported from trouble spots around the world.

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privileged: favored lobbied for: strongly requestedradical: revolutionary romantic: dreamypromotion: higher position

1. The cat lives a privileged life where its new owners give it 4. The students lobbied for new school hours, and now school starts everything it needs. one hour later.2. The radical new government introduced many new policies in 5. Young athletes often have romantic ideas about making it to the the country. big leagues.3. Sally received a promotion to senior editor after working for the company for a short time.

Activate Prior Knowledge1. Have students discuss the terms journalism, journalist, and

foreign correspondent. Ask them to discuss what a foreign correspondent does and the dangers of the job.

2. Ask students to name some national networks, such as CNN, ABC, NBC, or CBS. Have them discuss why people watch the national news.

3. Have students fi nd the following places on a world map: Bosnia, Iran, Iraq, Germany, Romania, the Persian Gulf, and Kuwait.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Christiane Amanpour. Because she is next to a bullet-shattered window of a CNN van, I think she reports on wars in places like Bosnia and the Persian Gulf.)

Build Background After working at CNN for many years as a renowned international correspondent and anchor of a daily interview program, Christiane Amanpour left to accept a job at ABC News. In August 2010 she became the anchor of ABC’s Sunday morning political affairs program, called “This Week with Christiane Amanpour.” Her new job also included analyzing global issues on other ABC news programs and anchoring documentaries on international subjects. In her distinguished career, Amanpour has been honored with just about every major broadcast award, and in October 2010 she was inducted into the American Academy of Arts and Sciences.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Christiane Amanpour and her daredevil job. Ask students: How do you think Amanpour’s experiences as a child affected her career? Which of the places that she reported from do you think was the most dangerous? Why? What lessons do you think you could learn from Christiane Amanpour?

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

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

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Have students write the following events from Christiane Amanpour’s life on the time line.

She reported on bombing raids in Baghdad.She went to the University of Rhode Island.She saw the Iraqi tanks crush Kuwait.Her family lost their money and started from scratch.She was a foreign correspondent in Germany.She raced as a jockey and won a fi rst-place cup.


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Unit 1, Lesson 6 Daredevils“Edmund Hillary & Tenzing Norgay: Conquering Everest,” pages 54–61

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e Summary In May 1953 Edmund Hillary and Tenzing Norgay, a Sherpa, were part of a British mountain-climbing expedition whose goal was to reach the summit of Mount Everest. No one had yet reached the summit of Everest, the highest peak in the world, where the air was so thin that many climbers brought their own oxygen. The climbers had set up a series of camps on the route to the summit, and on May 28 they set up Camp Nine, the last stop before attempting to reach Everest’s peak. The next morning, Hillary and Norgay realized their dreams as they reached the summit.

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monumental: huge and overwhelming arduous: strenuous; diffi cultby design: as planned before conserve: savevital: essential

1. What would you consider a monumental achievement—doing 4. Is an arduous task an easy task or a diffi cult one? Why? homework or going on a 100-mile bike ride? Why? 5. If you want to conserve your energy during a long race, should you2. If you missed watching your favorite show by design, did you run really fast or maintain a steady pace? Why? plan on missing the show or was it an accident? 3. Are tents or televisions vital supplies for an overnight camping trip? Why?

Activate Prior Knowledge1. Have students share their knowledge of Mount Everest.

Record their responses on a web.2. Explain that in 1999, the height of Mount Everest was found

to be 29,035 feet, or seven feet higher than previously recorded. Go to http://classic.mountainzone.com/news/99/ and click on “New Offi cial Height for Everest.”

3. Have students fi nd Nepal, Tibet, and Mount Everest on a map.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about how Sir Edmund Hillary and Tenzing Norgay climbed Mt. Everest, the world’s highest mountain, in 1953.)

Build Background Sherpas, also called Sharwas, are an ethnic group of about 50,000 people living in the mountains of Nepal, India, and Tibet. The word Sherpa, meaning “easterner” in Tibetan, refers to their origins in eastern Tibet. Sherpas speak a language called Sherpa (Sherpali), which is a Tibetan dialect. However, most also speak Nepali or Tibetan, as well as at least one of the languages of the tourists and mountain climbers who hire them to guide climbs up the Himalayan Mountains. Sherpas did not climb the mountains until the 1900s because they have always believed the mountains to be the home of the gods. Today, climbing has become both a way of life and of livelihood for them, though they maintain their respect for the mountains.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the conquering of Mount Everest. Ask students: Why do you think Hillary and Tenzing risked their lives to reach the summit? How do you think their achievement affected future climbers of Mount Everest? Would you like to climb Mount Everest? What details from the article would infl uence your decision?

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Kinesthetic learners may benefi t from using physical movements to understand cause-and-effect relationships. Have students perform actions that illustrate cause and effect. For example, have them open a window to make the room warmer or cooler.

ENGLISH LANGUAGE LEARNERSHave students fold pieces of paper in half lengthwise and label the left side Cause and the right side Effect. Ask them to draw sketches or cut pictures from magazines that show cause-and-effect relationships. For example, they may draw or place pictures of someone falling down on the left and the same person wearing a cast on the right.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Have students label the left column Causes and the right column Effects. Have them write an effect for each cause below.

CausesThe snow under Hillary’s feet gave way. Tenzing jammed his axe into the snow and threw himself down beside it.The air above 20,000 feet on Mount Everest is quite thin.The brain works slowly at high altitudes.


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Unit 1, Lesson 7 Daredevils“Craig Breedlove: Speed on Wheels,” pages 62–69

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e Summary Craig Breedlove was always obsessed with speed. In 1963 he set a speed record of 407 miles per hour in his fi rst Spirit of America car. He later set records of 526, 555, and 600 m.p.h. In 1993 he returned to speed racing with new goals: to break the new record of 633 m.p.h. and cross the 760-m.p.h. sound barrier. In 1996 he raced his new Spirit of America car, but he had an accident at 675 m.p.h. before he could complete his endeavor. Even though he did not break the sound barrier, Breedlove is remembered as a giant in the land of speed racing.

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obsessed with: taken over by defl ect: turn asidesurplus: leftover buffet: hit repeatedlyeliminates: removes

1. We knew the runner was obsessed with speed because . . . 4. The engineers want to defl ect the traffi c noise away from the 2. The organization donates its surplus food because . . . neighborhood because . . .

3. Some homeowners think a dog eliminates the need for an 5. The waves began to buffet the shore when . . . alarm system because . . .

Activate Prior Knowledge1. Have students discuss the sport of car racing, including types

of car races and names of races and racers. 2. Ask students what they think a rocket car is and why people

might build and/or race one.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Craig Breedlove, a daredevil who broke the sound barrier by driving his thrust car, Spirit of America, very fast.)

Build Background The speed of sound is the speed at which sound waves travel through any given medium. The speed of sound through dry air at a temperature of 32ºF is about 740 m.p.h., but the speed changes depending on temperature and altitude. As an aircraft or other vehicle approaches the speed of sound, the buildup of shock waves in front of the craft creates the sound barrier, which results in increased drag and loss of control. People used to believe that the sound barrier could not be crossed, but on October 14, 1947, Chuck Yeager became the fi rst person to break the sound barrier when he fl ew the rocket plane X-1, sometimes nicknamed “Glamorous Glennis,” at a speed exceeding 662 miles per hour— the sound barrier in those conditions. In October 1997 (almost exactly 50 years after Yeager’s feat), British fi ghter pilot Andy Green became the fi rst person to break the sound barrier on land.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Craig Breedlove and his love of speed. Ask students: Do you think Breedlove considers himself a success or a failure? What details support your opinion? Why do you think Breedlove will be remembered as “a giant in land speed racing”?

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DIFFERENTIATED INSTRUCTIONAsk students to bring in song lyrics or poems that contain words that may be unfamiliar to other students. Have students take turns explaining to the class how they determined the meaning of unfamiliar words using context clues.

ENGLISH LANGUAGE LEARNERSTell students that sometimes synonyms can help them fi gure out the meaning of an unfamiliar word. Use the word thrust in paragraph 11 of the article as an example. Have students read sentences 3 and 4, and guide them to use the word powerful to fi gure out that thrust means “power.”

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

Breedlove bought a surplus jet engine.Arfons took the lead again.He switched to quarter-mile drag racing.Both runs must be made within one hour.He was going far too fast.


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Unit 2, Lesson 8 Daredevils“The Great Wallendas: Danger on the High Wire,” pages 76–83

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e Summary Karl Wallenda, leader of the Great Wallendas, was always looking for ways to improve his high-wire troupe’s act. In 1925 he came up with his famous pyramid act and then proceeded to perform the stunt without a safety net, which thrilled audiences. In 1947 Karl devised the seven-person pyramid, but in 1962 tragedy struck when the pyramid collapsed and two performers died. Although the seven-person pyramid was dropped from the act, the Wallendas performed their daredevil high-wire stunts the next night. Karl died in 1978 when he lost his balance while attempting to cross a high wire between two buildings in Puerto Rico.

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in unison: together collapsed: fell apartlunacy: madness vibrated: moved up and down, or from side to sideyoked: joined

1. If a chorus is singing in unison, is one person performing a 4. If a building collapsed, could you go inside it? Why or why not? solo, or is everybody singing at the same time? 5. If the ground felt like it vibrated, what might have happened? Why?2. Which act is total lunacy—jumping out of a plane with a parachute or without one? Why? 3. When a farmer has two oxen yoked, are they working separately or as a team? Why?

Activate Prior Knowledge1. Have students share what they know about high-wire

circus acts.2. Ask students to describe the shape of a pyramid. Then have

them tell how they could make a pyramid with playing cards. (Possible answer: three cards on the bottom, two in the middle, one on top)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about the Flying Wallendas, daredevil high-wire performers. I think I will read about how Karl Wallenda died when he fell during a performance.)

Build Background The history of the Wallenda family performers goes back as far as 1780, when family members performed as a traveling circus troupe in the Austro-Hungarian Empire. The troupe included acrobats, jugglers, clowns, aerialists, and animal trainers, and they traveled around Europe performing in village squares. Karl Wallenda, born in 1905, started performing with the family when he was 6 years old, and at 11, he was doing handstands atop stacked chairs. By 1922, after learning the art from a wire-walker named Louis Weitzmann, Karl had begun to develop his own high-wire act. His brother Herman, aerialist Josef Geiger, and Helen Kreis, who later became his wife, were all part of the act. In the 1930s and 1940s, the Great Wallendas performed with the Ringling Brothers, Barnum & Bailey Circus, and by 1947 had their own circus that performed the seven-person pyramid.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the Great Wallendas and their high-wire acts. Ask students: Why do you think so many fans loved watching the high-wire acts? How would you characterize Karl Wallenda? What details support your characterization?

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

ENGLISH LANGUAGE LEARNERSCut apart panels of comic strips and ask students to place the frames in sequence. Have them explain to partners why they used the order they did. Encourage them to use key words, such as fi rst, next, then, and last or fi nally.

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Ask students to write the dates below on the time line. Then have them write one important event in the Wallendas’ history for each date.

192519281947196019621978


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Unit 2, Lesson 9 Daredevils“Mary Kingsley: Explorer,” pages 84–91

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e Summary Mary Kingsley, who was born in England in 1862, made three trips to explore Africa between 1893 and 1900. Studying insects, fi sh species, and native customs, she went to parts of Africa where no white person had ventured before. Kingsley taught herself to canoe, explored jungles, climbed Mount Cameroon, and visited the feared Fang people of Gabon. In 1897 she published her memoirs in a book called Travels in West Africa. In 1900 in South Africa, Kingsley contracted enteric fever while nursing wounded prisoners during the Boer War. Kingsley died from the disease and was buried at sea.

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rivaled: were a close match for disarmed: made harmlessfi red: given life to ferocity: fi erceness and crueltyinvalid: sick person

1. What word goes with “two baseball teams with similar 4. What word goes with “vicious warriors”? (ferocity) strengths”? (rivaled) 5. What word goes with “unhealthy person confi ned to bed”? (invalid)2. What word goes with “made safe”? (disarmed)3. What word goes with “a burst of energy”? (fi red)

Activate Prior Knowledge1. Have students fi nd West Africa on a map of Africa and

identify some of the West African countries. Explain that Mount Cameroon is the highest mountain in West Africa.

2. Have students discuss dangers that African explorers might have faced in the 1800s. If necessary, mention wild animals, game traps or pits, weather, malaria, and ferocious tribes.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Mary Kingsley, an explorer who traveled to places like Gabon and Cameroon in the late 1800s.)

Build Background Knighted in 1886, Sir Richard Burton (1821–1890) was a British explorer and Mary Kingsley’s contemporary. He was perhaps best known for his Arabian and African explorations and his translations of Arab literature, especially his ten-volume Arabian Nights. In 1855 and again in 1857–1858, he set out to fi nd the source of the Nile and became one of the fi rst two Europeans to see Lake Tanganyika in central Africa. Sir Henry Morton Stanley (1841–1904) was another British adventurer, famous for his rescue of explorer David Livingstone, who had been missing after going off to search for the source of the Nile. Stanley found Livingstone near Lake Tanganyika in 1871 and later went on to explore and develop the Congo region. Stanley was knighted in 1899.


AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Mary Kingsley and her explorations. Ask students: What do you think would have been the best and worst parts of Kingsley’s explorations? If you’d had the chance, would you have gone to Africa with Kingsley? Why or why not?

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

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. One example is The Flower Man by Mark Ludy, about a man who moves to a drab town and changes it through his many small acts of kindness. Have students read the books in small groups and make three inferences about what happened in each book.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Characteristics Map. Have students write Rudyard Kipling’s statement about Kingsley shown below in the center bubble. Then have students write four details that support the statement in the outer bubbles.

Being human, she must have been afraid of something, but no one ever found out what it was.


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Unit 2, Lesson 10 Daredevils“Mario Andretti: Racing Legend,” pages 92–99

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e Summary Mario Andretti started racing cars as a boy in Italy and continued after his family moved to the United States in 1955. In 1961 he began racing full time, and after winning the national driving championship in 1965 and 1966, he became “the one to beat.” Andretti was unusual in that he didn’t specialize in just one kind of car racing. He raced stock cars, Indy cars, and Formula One cars and won top races in each category, including the Daytona 500 in 1967, the Indianapolis 500 in 1969, and the world championship in Formula One Grand Prix racing in 1978.

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specialize: concentrate on a specifi c area or skill dominant: leadingclandestine: secret swerved: turned asidebested: outdid

1. Some doctors specialize in one area of medicine, such as surgery. 4. The six-foot-eight player is the dominant player on the school’s2. The young boy’s parents went on a clandestine shopping trip basketball team. to buy him a surprise birthday present. 5. The car swerved to avoid hitting the cat that darted out into3. The high school freshman bested all the seniors in the the road. cross-country race.

Activate Prior Knowledge1. Ask students to talk about famous automobile races, such

as the Indianapolis 500, Daytona 500, or Grand Prix races. 2. Have students name famous race car drivers. Encourage

discussion about the excitement and dangers of being a race car driver.

3. Use Graphic Organizer 3 as a KWL Chart. Have students label the fi rst column Know and write what they know about Mario Andretti. Have students label the second column Want to Know and write what they want to know. This exercise will be continued after reading.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Mario Andretti, a daredevil race car driver who won the 53rd Indianapolis 500 in a record-setting time.)

Build Background Automobile racing can be broken into fi ve major categories: Formula One or Grand Prix racing, Indy and Champ car racing, stock car racing, sports car racing, and drag racing. In Formula One, which is the most famous type of racing in the world, cars race along challenging courses 150–200 miles long and reach speeds of more than 200 miles per hour. Each car is individually designed and assembled, with an airplane-like construction that includes a lightweight body and an open cockpit for the driver. Indy cars have a similar design and are named after the Indianapolis 500, the premier race in this category held each year in Speedway, Indiana. Sports car racing includes endurance events, where the drivers try to complete as many laps as possible within a specifi ed time. Stock car racing, which is extremely popular in the United States, involves cars that look like regular passenger cars. In drag races, cars can reach speeds of 300 miles per hour, and drivers rely on a parachute at the back of the car to slow them down.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who is this article about? What does he do? When does he do it? Why does he do this dangerous activity? How does he feel about his job?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Mario Andretti and his races. Ask students: What do you think it’s like being a race car driver? What do you think draws people to this dangerous profession? Does it interest you? Why or why not?

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

ENGLISH LANGUAGE LEARNERSHave students choose a magazine article and study the pictures. Ask them to come up with three questions about the pictures that might be answered in the article. Then have partners read the article, including the headline and captions, to fi nd the answers to their questions.

GRAPHIC ORGANIZERSUse Graphic Organizer 3 as a KWL Chart. Have students use the charts they started before reading the article. If students did not do this exercise before reading, they can start it now. Students should label the third column Learned and add any information they learned about Mario Andretti. Students may wish to add more questions to the Want to Know column. Encourage them to fi nd answers to their questions online or at the library. Invite students to discuss their charts.


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Unit 2, Lesson 11 Daredevils“Julie Krone: Jockey,” pages 100–107

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e Summary Julie Krone learned to ride horses on her family’s farm before she learned to walk, and by age 16 she had become a professional jockey. In 1982 Krone won 155 races at the Atlantic City track and became the fi rst woman to earn the riding title there. In 1989 she earned a place on the cover of Sports Illustrated and in 1993 she became the fi rst female jockey to win the Belmont Stakes. Krone earned the nickname “the Band-Aid Kid” because she suffered many injuries, including a broken back, wrists, and ankle, but she always climbed into the saddle to ride again.

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veered out: changed direction transitional: passing from one stage to the nextfraught with: fi lled with exceptional: superioradequate: all right

1. The car veered out of its lane because . . . 4. During its transitional years, the company . . .2. A fi refi ghter’s job is fraught with danger because . . . 5. Because the painters did an exceptional job on the house next 3. These leashes are adequate for small dogs only because . . . door, we . . .

Activate Prior Knowledge1. Ask students to discuss jockeys and the equipment they use.

(Possible answers: boots, saddle, whip, spurs, safety helmet, goggles) Explain that a fl ak jacket is like a bulletproof vest because it has protective plates sewn in. Ask why a jockey might wear a fl ak jacket.

2. Have students name the three races that make up the Triple Crown. (Kentucky Derby, Preakness Stakes, Belmont Stakes)

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about Julie Krone, a jockey who suffered serious injuries when she was thrown off her horse at Saratoga. The caption says that she has continued to race horses.)

Build Background There are several different kinds of horse racing. In harness racing, for example, horses pull their drivers in a two-wheeled carriage known as a sulky. However, perhaps the best-known horse races involve the jockey riding astride the horse. This kind of racing is called “racing on the fl at” since it is generally done on a straight, fl at track. In thoroughbred races, horses run on oval tracks, while quarter-horse races involve short sprints on straight tracks. In jumping races such as the steeplechase and the point-to-point, horses jump over obstacles.


AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Julie Krone’s career as a jockey. Ask students: How would you describe Julie Krone? What details from the article helped with your description? If you were a jockey, do you think you would have continued racing after so many accidents?

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Remind students that the main idea of an article is its most important idea. Readers can use supporting details in an article to help them fi nd the main idea. Then supply a main idea and have students write a paragraph about it that includes three supporting details. Ask partners to exchange paragraphs, circle the main idea, and underline the supporting details.

ENGLISH LANGUAGE LEARNERSAsk partners to take turns explaining something they know a lot about to each other. Students might discuss, for example, key information about a favorite sport. The partner then identifi es the main idea and supporting details. Then partners switch roles.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Main Idea-and-Details Map. Ask students to write the following main idea in the center bubble. Then, in surrounding bubbles, have them write details that support the main idea.

Julie Krone was one of the world’s best jockeys.


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Unit 2, Lesson 12 Daredevils“Climbing Frozen Waterfalls,” pages 108–115

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e Summary Since the late 1960s the sport of ice climbing has been growing in popularity. In winter, daredevils hike deep into the mountains looking for frozen waterfalls to conquer. Frozen waterfalls can be attached to cliffs or hanging like icicles. Proper equipment, including curved axes, crampons, and ice screws, is essential to the ice climber. The dangers associated with ice climbing are many and include falling due to melting ice, an avalanche, high winds, broken prongs, or dropped axes. Frostbite and hypothermia are other risks these climbers face. While ice climbing isn’t for everyone, those who do it say the thrill can be addicting and never grows old.

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trudge: walk slowly and heavily novice: beginnerserrated: jagged mystical: spiritualcommonplace: ordinary

1. We had to trudge through the deep snow to get to our 4. The winner of the swim meet was a novice who had never buried cars. raced before.2. I used the serrated knife with the jagged teeth to cut the bread. 5. Some people think gazing at the nighttime sky is a peaceful, 3. It is commonplace to see wild turkeys when I visit my aunt in mystical experience. the countryside.

Activate Prior Knowledge1. Ask students what frozen waterfalls are and when and why

daredevils might want to climb them.2. Have students fi nd these places on a map of North America:

New Hampshire, Utah, Minnesota, Canadian Rockies, Colorado, and upstate New York. Ask why these might be good places for ice climbers to fi nd frozen waterfalls.

3. Ask students to discuss dangers of being outside too long in the cold. If necessary, mention frostbite and hypothermia and have students defi ne each. Go to http://www.nlm.nih.gov/, enter “hypothermia” in the search box, and click on the fi rst result.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about daredevils like Rick Wyatt and Marc Twight, who climb frozen waterfalls.)

Build Background A waterfall occurs any time that water from a river or stream suddenly falls from a higher level to a lower level in a nearly vertical descent. Waterfalls often form when the riverbed is made up of different rock types. If harder rock is upstream and softer rock is downstream, the river channel gets worn away more quickly where the rock is softer, causing a waterfall to form. Some waterfalls are caused by the general shape of the land, since any major change in elevation along the path of a stream will result in a waterfall. Short waterfalls with a small volume of water are called cascades, whereas falls that carry a large volume, like Niagara Falls, Victoria Falls, and Churchill Falls, are called cataracts. The highest waterfall, at 2,650 feet, is Angel Falls in Venezuela, and the largest is said to be Chutes de Khone in Laos, where 410,000 cubic feet of water fl ow down a height of 230 feet every second.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to ice climbing. Ask students: Why do you think climbers risk their lives to climb frozen waterfalls? Would you like to climb a frozen waterfall? Do you think the risk is worth the experience? Why or why not? What details from the article support your opinion?

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Ask students to watch a news report about something caused by an action, such as a forest fi re caused by lightning or a power outage caused by a fallen branch. Ask students to rewrite the report using words such as because, as a result, since, consequently, therefore, and so to help show cause-and-effect relationships.

ENGLISH LANGUAGE LEARNERSAsk students to tell a partner a common folktale or legend that has cause-and-effect relationships in it. Have them pause to discuss the causes and effects by asking and answering questions that ask why. Model by pausing to ask about cause-and-effect relationships as you tell a story or legend.

GRAPHIC ORGANIZERSUse Graphic Organizer 7 as a Main Idea-and-Details Chart. Haves students write the following main idea in the bottom box. Then have them write three details that support it in the top boxes.

Falling is not an uncommon event for people who climb frozen waterfalls.


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Unit 2, Lesson 13 Daredevils“Hollywood Stuntwomen,” pages 116–123

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e Summary Hollywood stuntwomen need to have special risk-taking abilities so they can double for movie stars when the script calls for dangerous stunts. These stuntwomen calculate and minimize the risks by knowing what they are doing and relying on safe and modern equipment when they perform their stunts. Still, accidents do happen, and some have led to tragic injuries or even death. In 1980, for example, while doubling for Farrah Fawcett in a movie called The Cannonball Run, stuntwoman Heidi von Beltz became paralyzed when a speeding car she was riding in crashed into a van.

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staples: basic elements excelling: showing extraordinary talentminimize: lessen key: importantawry: wrong

1. Which are staples of a good diet—grains and vegetables or 4. Is excelling more like succeeding or failing? Why? candy and ice cream? Why? 5. If Chapter 5 has key information, would you study or skip that2. If you want to minimize the risk of getting hurt in a car, what chapter when preparing for a test? Why? can you do? 3. Would you be happy or sad if your science experiment went awry? Why?

Activate Prior Knowledge1. Have students name and discuss movie-related jobs.

(Possible answers: actor/actress; director; stunt performer; screenwriter; producer; make-up artist; camera crew)

2. Invite students to discuss their favorite stunts from movies and the possible dangers to the men and women who perform the stunts.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Hollywood stuntwomen who perform dangerous maneuvers, such as leaping between buildings or from planes.)

Build Background The Cannonball Run (released in 1981) was a movie about an illegal cross-country automobile race. It was based on a real-life road race between New York and Los Angeles held several times during the 1970s. Dubbed the Cannonball Baker Sea-to-Shining-Sea Memorial Trophy Dash, the event was named after adventurer and record breaker Erwin “Cannonball” Baker, who, in 1933, had completed a coast-to-coast drive in 53.5 hours. The Cannonball Run was also meant as an act of civil disobedience against the newly introduced nationwide speed limit of 55 miles per hour. The participants of the notorious illegal road race had one simple objective: to repeat Baker’s run across the country quicker than anyone else while dodging traffi c and the police, without any other reward in mind than the fame that came with completing the race. In 2007 the idea of the Cannonball Run was revived in the United States with the launch of a race called the Great American Run, which enticed participants with a fi rst prize of $86,000.


AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to a stuntwoman’s job. Ask students: Why do you think stunt doubles do the stunts for most big-name stars? Jadie David says that “stunt performers are not daredevils.” Do you agree with her? Why or why not? What kind of stunt would you like to perform?

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

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

GRAPHIC ORGANIZERSUse Graphic Organizer 7 as a Draw Conclusions Chart. Ask students to draw a conclusion about stuntwomen and to write it in the bottom box. Then have them write details from the article that helped them draw that conclusion in the top boxes.


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Unit 2, Lesson 14 Daredevils“Cristina Sanchez: Bullfi ghter,” pages 124–131

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e Summary Cristina Sanchez dreamed of becoming a bullfi ghter, and despite her father’s objections, she fulfi lled that dream. She attended a famous bullfi ghting school and graduated fi rst in her class. In spite of jeers from people who thought women should not be bullfi ghters, Cristina worked her way up from fi ghting two-year-old bulls in small arenas to three-year-olds in larger arenas. Finally, she made it to the “major leagues” where she defeated a four-year-old bull and became a matador de toros.

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dissuade: advise not to do something combative: ready to fi ghtdire: gloomy fatalistic: accepting of whatever happensdecry: criticize

1. The boy’s parents tried to dissuade him from joining the football 4. A dog can be combative when . . . team because . . . 5. Because they have a fatalistic vision of the future, some 2. Some dire consequences of tornadoes include . . . daredevils . . .3. Some people decry those who wear fur because . . .

Activate Prior Knowledge1. Ask students to brainstorms words associated with

bullfi ghting. Record their responses on a web. You may want to have students add to the web after reading. (Possible answers: bull, bullfi ghter, matador, red cape, Spain)

2. Ask students if they would attend a bullfi ght and discuss their responses. Encourage them to debate the issue of whether bullfi ghting is an example of cruelty to animals.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Cristina Sanchez, a female bullfi ghter who has had to fi ght prejudice in the sport.)

Build Background Bullfighting is popular in Spain, Portugal, southern France, and Latin America. In Spain, bullfighting takes place in a plaza de toros, or bullring. The corrida, or bullfight, is introduced by a procession of matadors and their staffs. While the matador uses a cape to get the bull’s attention, picadors enter on horseback and jab the bull to weaken its neck and shoulder muscles. After that, the matador performs with a muleta, a cloth on a stick, and ultimately uses a sword to slay the bull. (In some contests or countries, the bulls may not be killed in the ring.) Although bullfighting is considered by some to be a sport, many enthusiasts consider it an art because the matador’s method, rather than the victory itself, is what is admired. Bulls used in bullfights are different from meat or milk cattle and have been bred for centuries to be a distinct, savage breed that fights.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Cristina Sanchez and bullfi ghting. Ask students: How would you describe Cristina Sanchez? What might you learn from her that would help you succeed in fulfi lling your own dreams?

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Have students work in pairs to read a passage from a newspaper or magazine. Ask them to identify at least three unfamiliar words, use context clues to fi gure out the meanings, and discuss how the context clues helped them. Then have students check the meanings in a dictionary.

ENGLISH LANGUAGE LEARNERSTell students that they sometimes can fi gure out the meaning of an unfamiliar word from an appositive, or a phrase surrounded by commas that defi nes the word before it. Use the word machismo in paragraph 3 of the article as an example. After students read the paragraph, guide them to use the appositives to fi gure out that machismo means “male pride.”

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Main Idea-and-Details Map. Ask students to write the following main idea in the center bubble. In each outer bubble, have them write one detail that supports the main idea. Discuss students’ responses.

Cristina Sanchez faced obstacles in becoming a matador de toros.


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Unit 3, Lesson 15 Daredevils“Operation Desert Hell: Fighting Oil Well Fires,” pages 138–145

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e Summary Red Adair had extinguished seemingly unstoppable oil well fi res all around the world. That’s why he was called in to help put out the more than 500 oil well fi res the Iraqis had ignited in the Persian Gulf in 1991. The fi res, whose heat could reach 4,000 degrees Fahrenheit, were burning more than six million barrels of oil a day. It took eight months for Red Adair’s company and three additional fi refi ghting companies to kill the fi res and cap the wells.

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inferno: huge, intense fi re grueling: diffi cult and exhaustinghazardous: dangerous in excess of: more thanfouled: dirtied

1. Which word or phrase goes with “raising even more money 4. Which word or phrase goes with “poisonous chemicals”? (hazardous) than planned”? (in excess of) 5. Which word or phrase goes with “polluted the water with trash”? 2. Which word or phrase goes with “a very hot fi re”? (inferno) (fouled)3. Which word or phrase goes with “hard work”? (grueling)

Activate Prior Knowledge1. Have students discuss the term ground zero. If necessary,

explain that it refers to a place that has suffered the most destruction or damage as the result of some event, such as a war, a bombing, or an earthquake.

2. Ask students what dangers they think would be associated with oil well fi res and why.

3. Have students fi nd the following places on a world map: Iraq, Kuwait, Persian Gulf.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about fi refi ghters who battle oil well fi res such as the ones the Iraqi troops set in Kuwait at the end of the Gulf War.)

Build Background The fi rst Persian Gulf War, sometimes called Operation Desert Storm, began in early 1991. Iraq had invaded Kuwait in 1990 and then amassed troops on the Saudi Arabian border. A coalition of countries that was organized by the United States and the United Nations sent troops to protect Saudi Arabia and its oil. On January 17, 1991, the coalition began bombing Iraqi targets, and in February it began ground attacks in Kuwait and then Iraq. The operation ended on February 28 with victory for the coalition, but the war left the region devastated—many people were wounded, killed, or left homeless. Iraq’s leader, Saddam Hussein, was not removed from power during the struggle, and some believe that the second Persian Gulf War (also known as the Iraq War) that began in 2003 was the long-overdue fi nal campaign of the fi rst war.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to fi ghting oil well fi res. Ask students: What details in the article support the author’s opinion that battling oil well fi res is among the most hazardous occupations in the world?

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Have students write a few paragraphs about personal experiences that have included at least three examples of cause-and-effect relationships. Suggest that students use clue words to signal at least one of the examples. Then ask students to exchange and read each other’s paragraphs. Have them identify and discuss the cause-and-effect relationships.

ENGLISH LANGUAGE LEARNERSHave students work with partners to name causes and effects. Model by saying a cause, such as: “I was caught in a huge traffi c jam.” Ask a volunteer to give an effect for that cause: “You were late for work.” Then have partners take turns naming causes and possible effects of those causes.

GRAPHIC ORGANIZERSUse Graphic Organizer 8 as a Venn Diagram. Ask students to label the circles Adair’s Previous Fires and Operation Desert Hell and the intersection Both. Have them write details from the article to tell how the fi res were different and alike.


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Unit 3, Lesson 16 Daredevils“Picabo Street: Fearless Skier,” pages 146–153

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e Summary Picabo Street is a fast and fearless skier who has won many downhill skiing competitions. She learned her fearlessness from her parents, who encouraged her to face challenges as a child. At age 6, Picabo began skiing at Sun Valley with her father; at 10, she was winning races; and at 17, she had made the U.S. Ski Team. In 1991 and 1992 Picabo won the American Championship Series, and in 1993 she won a silver medal at the world championships. She went on to become the fi rst U.S. skier to win two World Cup downhill titles.

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unconventional: out of the ordinary unorthodox: not according to usual customsbalked at: resisted goading: urgingamateurs: people who take part in a sport without being paid

1. Which would be an unconventional childhood—going to 4. When you compete in an unorthodox style, is your style similar to school or traveling the world with your parents? Why? or different from the other athletes?2. If you balked at the idea of camping, would you probably 5. If friends are goading you to skydive, are they warning you against prefer to sleep in a cabin or in a tent? Why? it or encouraging you?3. Would you see professionals or amateurs playing in an NBA game? Why?

Activate Prior Knowledge1. If students have skied, invite them to share their experiences. 2. Have students name different kinds of skiing events.

(downhill, slalom, giant slalom, super-G, super combined)3. Ask students to name some famous skiers. Then ask

them to discuss how the skiers might have prepared to become champions.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: I think this article is about Picabo Street, a fearless skier who has won Olympic medals and championships.)

Build Background The annual World Cup competition is one of the most prestigious in the world of skiing, along with the Olympics and the World Ski Championship. To win the World Cup title, skiers compete in several events over the course of the season (rather than in just one race) and earn points for their performances. The points, which are awarded to the top 30 fi nishers, are totaled at the end of the season to determine the male and female title winners. The fi rst World Cup season, which was unoffi cial, began in January 1967 and included downhill races, slalom (a race that involves zigzagging around obstacles), and giant slalom (a longer and steeper version of the slalom run). Later two additional events were included—super-G, which stands for “super giant slalom” and combines the speed of downhill skiing with the turns of the giant slalom, and super combined, which consists of a downhill race followed by a slalom run.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Picabo Street and her style of skiing. Ask students: What could you learn about “following the rules” from Picabo Street’s experience? How do you think that Street proved she was one of the best skiers ever? What do you think made her so great?

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Distribute headlines from newspaper or magazine articles to partners. Have students read the headlines and predict what the articles will be about. Ask them to write their predictions. Then have partners read aloud the articles that go with their headlines. Have them discuss whether their predictions were correct.

ENGLISH LANGUAGE LEARNERSHave students read the book Bea and Mr. Jones by Amy Schwartz or other short stories of their choice. Ask students to use Graphic Organizer 3 to make and record three predictions as they read. Remind them to include details from the story, what they know, and their predictions.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Classifying Chart. Ask students to label one column Kicked Off Team and the other Put Back On. Have them write details from the article that tell why Picabo Street was kicked off the U.S. Ski Team and then put back on it.


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Unit 3, Lesson 17 Daredevils“Elephant Keepers,” pages 154–161

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e Summary Although the elephants we see in zoos or at circuses may seem sweet and calm, they can be extremely dangerous when they get mad. In fact, some experts think that zoos shouldn’t keep elephants at all because an angry elephant can break from its trainer and can injure—or even kill—him or her in an instant. Some zoos have policies that minimize a keeper’s contact with an elephant, but not all contact can be avoided. Besides, in addition to caring for an elephant’s needs for baths, brushings, toenail clippings, and mental stimulation, keepers love working with these creatures.

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lumbering: clumsy horrifi ed: terrifi edagitated: excited berserk: crazyerupted: fl ared up

1. What word goes with “out of control”? (berserk) 4. What word goes with “someone who is upset or anxious”? (agitated)2. What word goes with “moving in an awkward way”? (lumbering) 5. What word goes with “an active volcano”? (erupted)3. What word goes with “frightened or shocked?” (horrifi ed)

Activate Prior Knowledge1. Have students share and discuss their favorite animal

exhibits at the zoo or their favorite animal acts at the circus. 2. Begin a concept web for elephants. Ask students to

brainstorm words related to elephants, and record their responses on the web.

3. Have students discuss elephant keepers, handlers, and trainers and what their jobs might entail.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about the elephant keepers who take care of elephants at zoos. I think I will learn more about this dangerous job.)

Build Background Elephants are the largest animals on land. The African elephant, which lives south of the Sahara in Africa, can be 10 to 13 feet tall and weighs up to 9 tons. The smaller Asian elephant, which lives in India and Southeast Asia, can be as tall as 11 feet and weighs up to 6 tons. With their large brains, elephants are intelligent and social animals, and their excellent memories make them good learners. Because of their intelligence and strength, people have used them for work or entertainment for thousands of years. In 218 B.C. the legendary military commander Hannibal used elephants when he invaded Italy. In the 1800s the London Zoo had an elephant named Jumbo, and people from all over the world came to see him—the largest animal in captivity at the time—before P. T. Barnum bought him for use in the circus. Sadly, the number of elephants in the wild is declining due to poaching for their ivory tusks and encroaching on their homelands for farming.


AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to being an elephant keeper. Ask students: Given the dangers, do you think elephants should be kept in zoos and circuses? Why or why not?

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DIFFERENTIATED INSTRUCTIONExplain that when students summarize a text, they determine the most important ideas and restate those ideas in their own words. Tell students that thinking about who, what, where, when, why, and how will help them summarize. Then ask students to summarize a movie or television show that they have seen or an experience they have had.

ENGLISH LANGUAGE LEARNERSHave students choose a short magazine or newspaper article. Help them write the main idea of each paragraph. Then ask students to use the main ideas to summarize the article.

GRAPHIC ORGANIZERSUse Graphic Organizer 9 as a Main Idea-and-Details Map. Ask students to write the main idea below in the box on the left. Then have them write three details from the article that support the main idea. Discuss students’ responses.

Certain conditions can cause elephants in captivity to express rage.


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Unit 3, Lesson 18 Daredevils“Tour de France: World-Famous Bicycle Race,” pages 162–169

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e Summary The Tour de France, an annual bicycle race through France, is one of the toughest sporting events in the world. The race covers close to 2,300 miles and lasts 22 days. Teams of cyclists compete against each other as each team tries to help its best rider win. The race is full of hazards, such as slippery cobblestones, extensive heat, 6,000-foot mountain peaks, and hairpin turns. Maybe that’s why only daredevil athletes attempt to compete in this extremely dangerous race.

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superbly: excellently compulsory: requireddesperate: extreme or urgent solemn: seriouslacerated: torn and cut

1. The racers must be superbly conditioned because . . . 4. In high school sports, some equipment is compulsory for athletes 2. The team made one last desperate attempt to . . . because . . .

3. Because the accident victim had lacerated arms and legs, . . . 5. The people walked in a solemn procession because . . .

Activate Prior Knowledge1. Have students share their experiences riding bicycles. Have

them include descriptions of different kinds of bikes and different kinds of bike riding.

2. Have students share their knowledge of the Tour de France. Ask them to fi nd Paris, the French Alps, and the Pyrénées on a map.

3. Ask students to discuss hazards of cycling. Then ask about safety equipment and rules for cyclists.

Preview Ask students what clues the title of the article, the images, and the captions provide. What predictions about the article might students make? (Possible answer: This article is about the Tour de France, a world-famous bicycle race in which riders travel across rugged countryside. I think I will learn about the dangers these riders face on this long race to France.)

Build Background Lance Armstrong, winner of the Tour de France from 1999 to 2005, was the fi rst person to win the race seven consecutive times. Armstrong began competing as a child and trained with the Olympic cycling developmental team while he was in high school. After winning the U.S. Amateur Championships in 1990, he began his professional cycling career in 1992. He competed on the U.S. Olympic Cycling Team and became the number-one ranked cyclist in the world before getting diagnosed with cancer in 1996. After successfully completing chemotherapy treatments, Armstrong returned to racing in 1998 and signed with the U.S. Postal Service team. In 1999 he became the fi rst cyclist to win the Tour de France for an American team. Although he announced his retirement in 2005, Armstrong returned to the sport in 2008 and went on to compete in the Tour de France again.


AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the Tour de France. Ask students: Why do you think the author says that a biker has to be a lion going up a mountain and a daredevil coming down? What skills do you think a rider in the race must have? Does the race sound like fun to you? Why or why not?

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Have students work in groups of three to practice visualizing. Ask one student to read a paragraph from a newspaper article or magazine. Have the other students visualize the text and discuss their visualizations. Suggest that students draw pictures and then compare their visualizations. Then have students switch roles.

ENGLISH LANGUAGE LEARNERSHave partners work together to practice visualizing. Ask one partner to use descriptive language to describe something in the room. Have the other partner visualize the object, draw it, fi nd the real item, and discuss how well the description matches the item. Then have partners switch roles.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Visualizing Chart. Ask students to write the following sentences from the article in the left column. In the right column, have students write one detail that helps them visualize each statement.

Everything is done on the move.The Tour de France is full of hazards.The Tour de France covers all sorts of terrain.Despite Fabio Casartelli’s death, the race continued the next day.


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Unit 3, Lesson 19 Daredevils“Free Diving Daredevils,” pages 170–177

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e Summary Thousands of years ago, people were diving into the ocean to make a living harvesting pearls or to fi nd food, but today people are diving for fun in a sport called free diving. In no-limits diving, a diver is guided deep into the water by a heavy “sled.” In variable-weight diving, the diver uses a lighter weight and doesn’t go down as deep. In constant-weight diving, the most popular kind, there are no weights, so the diver swims down as well as back up. All free divers risk their lives by facing great dangers, such as changing water pressure, which makes this dangerous sport one for daredevils, not amateurs.

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predetermined: decided previously scoffs: mockscontorted: deformed exclusive: restrictedcompressed: squeezed

1. The friends gathered at the predetermined meeting place 4. The magician scoffs at the easy magic trick and then performs a before going to the concert. harder one.2. The ripples on the water’s surface made my refl ection look 5. Some jobs used to be exclusive and only for men, but these days, contorted. women have those jobs, too.3. The clothes, compressed in airtight plastic bags, all fi t into the suitcase.

Activate Prior Knowledge1. Have students discuss scuba diving equipment and its

purpose. (Possible answers: air tank, mouth piece, air hose, mask, wet suit, fi ns)

2. Have students brainstorm reasons that people might enjoy diving underwater either with or without supplied air.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about free divers, daredevils who dive deep into the water without the specialized equipment that scuba divers use.)

Build Background The mammalian diving refl ex (MDR) is what allows free divers to reach remote depths without an outside air supply. Scientists have long known that this natural biological instinct was responsible for the ability of sea mammals such as seals and sea lions to swim and hunt for long periods of time underwater. However, it has only recently been discovered that humans possess the refl ex as well. MDR is triggered when the nerves of the face come in contact with water—particularly very cold water. The heartbeat slows, and the body proceeds to divert blood supply from the limbs and abdomen to the heart and brain in order to supply these two vital organs with suffi cient oxygen. The lungs also compress drastically, which gives the diver the feeling of having plenty of air.


AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to free diving. Ask students: Why do you think people risk their lives to free dive? If you had the opportunity, would you learn to free dive? Why or why not?

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Have students use Graphic Organizer 3 to help them make inferences as they read a text. Ask them to choose a passage that interests them from a newspaper or a magazine. Tell students to write clues from the text in the fi rst column, what they already know in the second column, and their inferences in the third column.

ENGLISH LANGUAGE LEARNERSHave students make inferences based on their observations. Ask them to describe something they noticed on the way to school, for example, and make inferences based on what they saw. You might also suggest that they make inferences based on things they notice in the classroom or in newspaper or magazine photos.

GRAPHIC ORGANIZERSUse Graphic Organizer 7 as an Inference Chart. In the top boxes of the chart, ask students to write three details about Alejandro Ravelo’s condition when the divers found him (paragraphs 12–13). In the bottom box, have students write an inference they can make from those details.


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Unit 3, Lesson 20 Daredevils“Alison Hargreaves: Mountain Climber,” pages 178–185

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e Summary Alison Hargreaves wanted to test her limits by climbing to the tops of the highest mountains of the world. She began her professional climbing career when she was 18, and in 1988 she climbed the north face of Mount Eiger in the Alps. In 1993 she became the fi rst person to reach the summits of the six highest mountains in the Alps in one season. Then in 1995 she set out to fulfi ll her next goal of climbing three of the toughest peaks in the Himalayas in one season. First, she became the fi rst woman to reach the summit of Mount Everest alone and without oxygen. Next she reached the summit of K2. Sadly, she died on her descent.

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irresponsible: fl ighty treacherous: dangerousindignantly: resentfully deteriorated: worsenedsupplement: add to

1. Would an irresponsible person usually arrive to work on time 4. What do you think is more treacherous—climbing an icy mountain or late? Why? or bicycling on a bike path? Why?2. If a student responds indignantly to a teacher, is the student 5. If the weather conditions deteriorated, what might have happened? being polite or rude? Why? 3. Do you think it is healthier to supplement your diet with ice cream or fruit? Why?

Activate Prior Knowledge1. Have students fi nd the Alps on a map of Europe. 2. Have students discuss K2 and Mount Everest and fi nd them

on a map of the Himalayas. 3. Ask students to discuss the dangers of climbing high mountain

peaks like Mount Everest or K2.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about Alison Hargreaves, a mountain climber. I think I will learn about some of her daredevil climbs.)

Build Background K2, also known throughout the world as Mount Godwin Austen (after its fi rst surveyor), Dapsang, or Chogori, is located in Kashmir, in the Karakoram Range of the Himalayan Mountains. Rising 28,251 feet high, it is the second-tallest mountain after Mount Everest. K2 was fi rst discovered by Colonel T. G. Montgomerie and was the second peak to be measured in the Karakoram Range, which is how it got the name K2. Unsuccessful attempts to reach the peak were made in 1902, 1909, 1938, and 1953. Finally on July 31, 1954, Achille Compagnoni and Lino Lacedelli were the fi rst to reach the summit. K2, which is covered with snow and glaciers, has frequent and severe storms, making it one of the most diffi cult mountains in the world to climb. The number of people who have conquered K2 is much smaller than the number of those who have scaled Mount Everest.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Alison Hargreaves. Ask students: What words would you use to characterize Hargreaves? What details from the article support your characterization? What do you think Hargreaves meant when she said that it’s “better to live one day as a tiger than a thousand years as a sheep”?

Supp

ort I

ndiv

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rner

s DIFFERENTIATED INSTRUCTIONHave students write the steps for a process, game, or activity that they know how to do. Remind them to use key sequence words as they write the steps in order. Then ask students to cut apart the steps. Have partners rearrange the steps in the correct sequence.

ENGLISH LANGUAGE LEARNERSHave students make a list of activities they would like to do during a vacation from school. Ask them to sequence the events in order of importance. Then have students share their lists and discuss the sequence of events.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Have students choose four important events from Alison Hargreaves’s life and write them, in sequential order, in the boxes.


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Unit 3, Lesson 21 Daredevils“Cliff Diving in Acapulco,” pages 186–193

Intr

oduc

e Summary The Acapulco cliff divers entertain tourists daily by diving 130 feet off a cliff called La Quebrada. Before diving from the rocky ledge, divers must scale the sheer face of the cliff. Next they study the waves carefully to time their dives so they will hit the water when it is at its deepest. Although no diver has died on the job at La Quebrada, these daredevil divers risk their lives each day in this demanding and dangerous job.

Teac

h Le

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astonish: amaze synonymous with: the same assheer: extremely steep demanding: requiring much effortcompact: solid

1. What word or phrase goes with “to surprise”? (astonish) 4. What word or phrase goes with “two words that mean almost the2. What word or phrase goes with “very diffi cult job”? (demanding) same thing”? (synonymous with)

3. What word or phrase goes with “steep cliff“? (sheer) 5. What word or phrase goes with “athletic body”? (compact)

Activate Prior Knowledge1. Write Mexico on the board and have students brainstorm

words or phrases they associate with Mexico. Record their responses in a concept web, which they can add to later.

2. Ask students to visualize and describe a sheer, rock-faced cliff.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: This article is about the dangers of cliff diving in Acapulco. Some divers fall 130 feet from a cliff called La Quebrada.)

Build Background Acapulco (offi cially named Acapulco de Juárez) is a resort city and port on the Pacifi c coast in southwestern Mexico. Spaniards arrived in the area in the early 1500s and established a settlement there in 1550 that became a chief trading port between the Spanish colonies and the Philippines. By the mid-1900s, Acapulco had become a vacation destination for Hollywood actors and wealthy tourists. Nestled between the bay and the mountains, Acapulco has become known as the “Riviera of Mexico,” famous for its many luxury hotels, beautiful beaches, and deep-sea fi shing. The weather is hot, humid, and rainy from May to November but warm, dry, and pleasant for the remainder of the year. More than 300,000 tourists frequent the resort area yearly.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who is this article about? What do they do? When do they do it? Why do they do this dangerous activity? How do they feel about their job?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to cliff diving. Ask students: Why do the divers think of cliff diving as a job rather than a sport? How would you feel about having a job as a cliff diver? What do you think would be the best and worst parts of the job?

Supp

ort

Indi

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DIFFERENTIATED INSTRUCTIONHave partners work together to summarize books, movies, or video games and to ask questions about them. First have one partner summarize and the other ask questions to fi nd out more information. Then have the partners switch roles.

ENGLISH LANGUAGE LEARNERSHave partners play a question game. Tell one partner to think of a fi ctional character or a well-known person from the news. Have the other partner ask what, where, when, why, and how questions to guess who the person is. Then have partners switch roles.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Characteristics Map. Have students write Acapulco Cliff Divers in the center bubble. In each outer bubble have them write a characteristic of the divers. Then, outside each bubble, have students write a detail that tells about that characteristic.


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Daredevils

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

Alain Robert, Spider-Man“We can’t allow him to perform such acts,” said a spokesman for the Petronas Twin Towers in Kuala Lumpur, Malaysia, in 2007. There was no way the building management would permit Alain Robert to climb their skyscrapers. Yet in September 2009 Alain Robert slipped past security guards and did just that. He scaled the outside of the 88-story second tower and stood triumphantly at the top, nearly 1,500 feet above street level.

2 Robert was arrested, of course, but he was used to that. Serving a short jail term and paying a fi ne are just part of the work of being the greatest urban solo freestyle climber in the world. Alain Robert, known as “the French Spider-Man,” was aptly nicknamed after the comic-book superhero who clung to walls with magical ease. Like the superhero, a freestyle climber uses no ropes or harnesses.

3 Alain Robert was 47 years old when he climbed the Petronas Tower. He had begun climbing as a boy, scaling rocks near his home in southern France. Then he discovered that rock-climbing without safety ropes enhanced the feeling of freedom he was seeking. As a result, he stopped using safety equipment. He continued to seek new challenges and break records as a rock climber.

4 When Robert visited Chicago in 1994, the shining skyscrapers enthralled him. They were “a range of mountains of steel and glass,” he later said, and he knew he had to climb them. Why? For one thing, scaling them would be dangerous, and Robert thrives on danger. He also loves being a showman—“Whenever I climb I have to also entertain.”

5 And he does entertain the crowds who gather to watch his slow, steady progress up skyscrapers, bridges, and other tall structures. With chalk on his hands to help him grip, he reaches for handholds on vertical surfaces. He pulls himself up with amazingly strong fi ngers. Sometimes he dresses in a Spider-Man costume. The media attention that accompanies his climbing also attracts corporate sponsors, who pay for his daredevil performances.

6 Robert has scaled many of the world’s most famous structures, including the Eiffel Tower in Paris, the Empire State Building in New York City, the Sears Tower in Chicago, and the Taipei 101 in Taiwan. The Sears Tower was especially dangerous. The surface had only small horizontal cracks. Near the top, Robert unexpectedly encountered slick surfaces caused by air-conditioners’ condensation. “I nearly fell,” he said. “I experienced fear for a split second.” Another climb ended with a last-minute rescue effort when Robert became dizzy from heat exhaustion. Even such close calls do not deter him.

7 Robert notes that most people prefer safety. “They don’t want to take any risks,” he says. “But there is still a category of people, like me, who live on the edge.”

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1. Which sentence states the main idea best?

a. Alain Robert is a real-life Spider-Man.

b. Alain Robert has been climbing since he was a boy.

c. Alain Robert has climbed the Eiffel Tower.

2. What did Alain Robert climb in Chicago?

a. the Sears Tower

b. the Petronas Tower

c. the Eiffel Tower

3. Which answer is probably true?

a. Robert always makes his climbs in secret.

b. Robert is surprised by the attention he receives.

c. Robert wants people to notice him as he climbs.

4. What is the meaning of the underlined word?

Then he discovered that rock-climbing without safety ropes enhanced the feeling of freedom he was seeking.

a. destroyed

b. increased

c. endangered

5. The purpose of paragraph 4 is to

a. describe Robert’s typical climb.

b. give Robert’s reasons for climbing.

c. inform readers about risks.

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

Another climb ended with a last-minute rescue effort when Robert became dizzy from heat exhaustion.

a. Robert had to be rescued at the last minute because heat exhaustion made him dizzy.

b. A last-minute rescue effort made Robert dizzy.

c. Robert rescued someone at the last minute.

7. What does Robert probably reach for on vertical surfaces?

a. ropes dangled from the top of the building

b. large window panes

c. small cracks that separate blocks of stone

8. According to Robert, how is he different from most other people?

a. He enjoys what he does.

b. He is physically strong.

c. He loves risk.

9. Building managers probably refuse to give Robert permission to climb because they

a. don’t want publicity.

b. don’t want an accident on their property.

c. don’t think he can succeed.

10. What might be the title of a book that includes this article?

a. Climbing to the Top

b. The World’s Tallest Structures

c. Skyscrapers and Bridges

Daredevils

Unit 1 Assessment Questions

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Daredevils


The Snake ScientistFear of snakes is common. There is something about the coiling, slithering, legless bodies, the darting tongues, and the sharp fangs that makes people shudder. But Joe Slowinski did not share that fear.

2 Slowinski was a herpetologist—a scientist studying amphibians and reptiles. He was particularly interested in snakes.

3 As a boy, Slowinski was drawn to these reptiles and never feared them or any other creepy, crawly things that he brought home from the woods. He loved the outdoors and was fascinated by what he found under rocks and leaf litter.

4 When he was 16, Slowinski lifted a rock and uncovered a rattlesnake. It bit him, and the poison began to travel through his body. After he walked two miles to get help, he was taken to a hospital, where he was given antivenom. His allergic reaction felt worse to him than the pain of the bite, but his experience did not cause him to avoid rattlesnakes. Instead he was more interested in them than ever.

5 Years later, Slowinski said he could not explain his special interest in venomous snakes. “I always loved snakes,” he said, “but for some reason the sight of a rattlesnake or a copperhead really got me excited.”

6 Slowinski was a serious scientist with an impulse for taking risks. Most herpetologists use special sticks and tongs to handle dangerous snakes, but Slowinski often preferred to act swiftly with his bare hands. As a result, Slowinski was bitten by snakes more than once, but these mishaps never slowed him down. Once his wounds were treated, he would go right back to snake hunting.

7 During the fi lming of a National Geographic documentary in 1999, Slowinski was bitten by a cobra. Everyone waited anxiously for symptoms to set in, but Slowinski was lucky. The bite was “dry”—it had no venom in it.

8 Tragically, Slowinski’s luck ran out in 2001. While leading a team of scientists deep in the wilderness of the Himalayan foothills, Slowinski reached into a bag to check on what he thought was a nonvenomous snake. When he pulled his hand out, a small, thin snake dangled from his fi nger by its fangs.

9 Slowinski knew immediately that the snake was a many-banded krait, one of the most poisonous snakes in the world. He also knew that he did not want to take antivenom, since he would have a severe allergic reaction. He calmly told his teammates that he would soon be paralyzed and unable to breathe on his own. They performed mouth-to-mouth respiration on him for more than 24 hours, but they could not save him. Joe Slowinski was dead at age 38.


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a. A snake can give a bite that is deadly to humans.

b. Snake scientist Joe Slowinski lost his life doing what he loved.

c. Joe Slowinski studied deadly snakes.

2. What kind of snake bit Joe Slowinski when he was young?

a. a rattlesnake

b. a coral snake

c. a rat snake


a. Scientists are not afraid of snakes.

b. Most snakes are deadly to people.

c. Snake scientists like reptiles.


While leading a team of scientists deep in the wilderness of the Himalayan foothills, Slowinski reached into a bag to check on what he thought was a nonvenomous snake.

a. familiar

b. not poisonous

c. poisonous

5. The purpose of paragraphs 3 and 4 is to

a. explain why people fear snakes.

b. show a scientist’s early interests.

c. inform readers about deadly snakes.


Everyone waited anxiously for symptoms to set in, but Slowinski was lucky.

a. Slowinski was lucky that everyone worried about his symptoms.

b. Everyone waited in fear for Slowinski to have symptoms, but he never got them.

c. Slowinski was lucky that everyone waited.

7. How does a snake’s poison enter a person’s body?

a. through the snake’s fangs

b. through the snake’s skin

c. through the snake’s tongue

8. A snake scientist is a kind of

a. geologist.

b. medical doctor.

c. biologist.

9. What did Joe Slowinski know that most snakebite victims probably do not know?

a. why snakes bite prey

b. how the poison affects the human body

c. that poison may be injected

10. What might be the title of a book that includes this article?

a. Snakes of the World

b. I Survived!

c. Dangerous Science

Daredevils



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Daredevils


Into the DepthsOn June 6, 1930, a strange object dangled from a steel rope on a barge near Bermuda. It looked like an oversized cannonball with bulging eyes. Sealed inside were two men about to do something that had never been done before—descend into the ocean depths.

2 One of the men was the famous William Beebe—a scientist, a bird specialist, an explorer of jungles and other exotic places, and a nature writer whose books about his adventures were enormously popular.

3 The ocean’s hidden secrets tantalized Beebe. He had studied marine life pulled up from deep nets, so he knew that fi sh and other life forms in the ocean depths had unusual features. But what did those creatures look like in their natural habitat—where it was black and cold and where the water pressure would instantly crush a surface animal?

4 Beebe had long dreamed of fi nding a vessel that might be able to withstand the deadly conditions. Now he was inside it. He called the diving ball a bathysphere; bathy- comes from a Greek word for “deep.”

5 The other man crouching inside the tight space was Otis Barton, the engineer who had designed the bathysphere to withstand extreme pressure. The bathysphere was a hollow steel ball less than fi ve feet in diameter. Its two windows were made of quartz three inches thick. The door was just large enough to wriggle through, and it was sealed shut with 10 large bolts. The bathysphere was connected to more than 3,000 feet of steel cable wound around a winch and to other wires for electric lights and a telephone.

6 Oxygen tanks traveled with the bathysphere. If they failed, the men would die.7 The bathysphere splashed into the water. Down it went—100 feet, 200 feet. At

300 feet, Barton cried, “We’re leaking.” Water had begun to trickle inside, but the men decided to keep going—600 feet, 700 feet.

8 Beebe peered out the window at the blue-purple water. He saw fi sh with open mouths and teeth like needles. Creatures that gave off their own light fl ashed and glowed. This eerie world was unlike anything that humans had ever seen.

9 At 800 feet, Beebe signaled that the dive was over. The bathysphere was brought to the surface, and the men emerged with lightheadedness and cramped muscles. But they were thrilled—the bathysphere worked!

10 That fi rst dive was just the beginning. Beebe and Barton made many more bathysphere descents, including their deepest dive, in 1934, to an astonishing 3,028 feet.

11 Beebe’s book about that experience, Half Mile Down, became a bestseller. Beebe shared what he felt inside the bathysphere: “[T]wo conscious human beings sat and peered into the abyssal darkness as we dangled in mid-water, isolated as a lost planet in outermost space.”


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a. William Beebe and Otis Barton were early explorers of the deep sea.

b. The ocean fascinated William Beebe and Otis Barton.

c. A remarkable event happened on June 6, 1930.

2. What is a bathysphere?

a. a Greek deep-sea diver

b. a watery globe

c. a diving ball


a. Beebe and Barton felt no fear on their fi rst dive in the bathysphere.

b. Beebe and Barton tried to plan for things that might go wrong on the fi rst dive.

c. Beebe and Barton expected the bathysphere to leak.


The ocean’s hidden secrets tantalized Beebe.

a. excited

b. frightened

c. annoyed

5. The purpose of paragraph 5 is to describe

a. an emotional experience.

b. an engineer.

c. a piece of technology.


This eerie world was unlike anything that humans had ever seen.

a. No humans had ever seen strange places.

b. This strange place was different from all other places that people had seen.

c. No humans had ever seen a world that was this strange.

7. What feeling was Beebe trying to convey in the quotation from Half Mile Down?

a. aloneness

b. joy

c. surprise

8. What were two likely reasons that Beebe and Barton made their dives?

a. to learn about the sea and to gain fame

b. to make money and to break records

c. to take risks and to create a new sport

9. What is true of the dive to 3,028 feet?

a. It was too dangerous.

b. It was the deepest that humans had gone.

c. It was not very risky.

10. Why were Beebe’s books so popular?

a. Most of his readers were scientists.

b. He took readers on an adventure.

c. He wrote about everyday things in an interesting way.

Daredevils



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ESL/DI Skill Multiple-Meaning Words: accounts, pilot, barriers, second, white

Daredevils

Unit 1 Language Development Activity: Multiple Meanings

Activity Steps:

[Bess] had read all the accounts of pilot exploits in the war. But she faced two barriers. First, she was a woman… And second, she was an African American. What white male pilot would teach a black woman to fl y in 1919?*

1. Review the reading selection “‘Queen Bess’ Coleman” (Unit 1, Lesson 2, p. 22) with the class.

2. Read the sentences on the board aloud to the class.

3. Students form small groups.

4. Groups discuss what the underlined words mean in the context of the sentences. They choose a note taker to write the defi nitions they create. Circulate to confi rm defi nitions.*

5. Each student chooses an underlined word from one of the sentences, such as accounts.

6. Each student writes an original sentence with hisor her chosen word, using the meaning of the wordfrom step 4 (call this meaning M1—in this case, “eyewitness stories”). For example: Dmitri’s accounts of life in Russia were fascinating.

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

8. Each Student 1 says his or her chosen word and reads his or her M1 sentence to the group.

9. Students collaborate to identify a second meaning (M2) for the word.* They fi nd or confi rm the additional meaning in the dictionary. (accounts: “records or storage places for money, e-mail, or other things belonging to a person”)

10. Each student writes an original sentence using M2 of the chosen word. For example: I have two e-mail accounts.

11. Each student reads his or her sentence to the group.

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

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

*Multiple meanings: accounts (“eyewitness stories” / “records or storage places for money, e-mail, or other things belonging to a person”); pilot (“having to do with fl ying a plane or other vehicle” / “initial or fi rst-test”); barriers (“objects that block a path” / “attitudes or systems that block a person’s success”); second (“number two in order” / “1/60 of a minute”); white (“Caucasian” / “the lightest color”)

Teach

er

Pre

para

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1. Review the article “‘Queen Bess’ Coleman” (Unit 1, Lesson 2, p. 22).

2. Write on the board or otherwise present the short passage below this box. (“[Bess] had read….”)

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

Act

ivit

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hts

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

whole class

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ESL/DI Skill The Prefi x in-: invade, insulted

Daredevils

Unit 2 Language Development Activity: Prefi xes

Activity Steps:

1. Review the selection “Cristina Sanchez: Bullfi ghter” (Unit 2, Lesson 14, p. 124) with the class.

2. Distribute one copy of Unit 1 Activity Sheet: Prefi x Diagram (from step 2 of Teacher Preparation) to each student.

3. Write the prefi x in- in your prefi x diagram on the board, in the fi rst box on the left. Students fi ll in their activity sheets with this prefi x.

4. Write these sentences on the board and read them aloud: These men, called machistas, did not take kindly to any woman who tried to invade their territory. They insulted Cristina and taunted her without mercy. Volunteers tell what is going on in the sentences with respect to the selection. (Possible response: Bullfi ghters were mostly men, so when Cristina became a bullfi ghter, some of them cut her down.)

5. Tell the class that the prefi x in- has several different meanings, including “not.” However, in the words invade and insult, -in means “into.”

6. Students fi ll in the left-hand boxes of the diagram on their activity sheets.

7. Point out that the second half of the two words, -vade and -sult, are not words in English, but rather come from Latin. Vadere means “to go” and saltare means “to leap.” Ask Spanish-speaking students what verb is similar to saltare. (saltar, “to leap” or “to jump”) Students fi ll in the center boxes of their diagrams.

8. Students pair off.

9. Partners collaboratively create defi nitions for invade and insult that are related to the meanings of vadere and saltare. (Possible responses: invade: “go into someone else’s country by force”; insult: “go inside someone’s personal boundary and hurt them”)

10. Write the following on the board:, include, indulge, initiate, infl uence, inquire. Partners discuss how each word has to do with the meaning “go into” or “in.” (include: “welcome into”; indulge: “take in something desired”; initiate: “bring in with a ritual”; infl uence: “affect closely or on the inside”; inquire: “look for closely or on the inside”).

11. Circulate to discuss meanings with students.

12. Volunteers read their defi nitions to the class.

Teach

er

Pre

para

tio

n

1. Review the article “Cristina Sanchez: Bullfi ghter” (Unit 2, Lesson 14, p. 124).

2. Print one copy of Unit 2 Activity Sheet: Prefi x Diagram for each student and a copy ofUnit 2 Activity Sheet Answers: Prefi x Diagram for yourself.

3. Draw the blank prefi x diagram on the board.4. For each group of 3 to 5 students, provide a

dictionary.Act

ivit

y H

igh

lig

hts

1. Activity sheet (prefi x diagram): partners, whole class

2. Discussion/analysis: partners3. Collaboration in fi nding dictionary words:

small group4. Reader and note taker: individual student

roles5. Sharing personal experiences with the class:

individual


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ESL/DI Skill Vocabulary Words: irresponsible, indignantly, supplement, treacherous, deteriorated

Daredevils

Unit 3 Language Development Activity: Vocabulary Review

Interview Questions:

Activity Steps:

1. How do you defi ne an irresponsible parent?

2. What kind of comment would make you respond indignantly?

3. What vitamins are needed to supplement a good diet?

4. What is the most treacherous situation you have been in?

5. What do people need to do to improve deteriorated parts of a city?

1. Review the activity “Alison Hargreaves: Mountain Climber” (Unit 3, Lesson 20, p. 178) with the class.

2. Review the defi nitions of the vocabulary on the board with the class.

3. The class discusses how the vocabulary was used in the activity. Tell the class that they will be interviewing each other using the words in a new context.

4. Read the discussion questions aloud to the class.

5. Volunteers read the sentences aloud, this time substituting the defi nitions on the board for the underlined words. For example: How do you defi ne a fl ighty automobile driver?

6. The class brainstorms possible responses to the fi rst question. (Possible responses: An irresponsible driver is somebody who allows multiple distractions while driving; An irresponsible driver does not adjust his or her speed according to weather conditions.)

7. Students pair off.

8. Partners interview each other using the discussion topics on the board. As one partner answers the questions, the other partner takes notes on the answers.

9. The second partner summarizes the fi rst partner’s answers to him or her. The fi rst partner suggests any corrections that may be necessary.

10. Partners reverse the process so that each partner has acted as interviewer once. Each student summarizes the other’s answers to the class.

11. If appropriate, extend the activity into a game of “Who Am I?” in which you read a list of interview answers aloud and have the class try to guess who provided the answers.

Teach

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1. Review the article “Alison Hargreaves: Mountain Climber” (Unit 3, Lesson 20, p. 178).

2. Write on the board or otherwise present theLesson 20 vocabulary words: irresponsible (“fl ighty [careless]”); indignantly (“resentfully”); supplement (“add to”); treacherous (“dangerous”); deteriorated (“worsened”).

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

Act

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1. Reading sentences aloud: individual2. Interviewing: partners3. Note taking: individual4. Personal responses/summary of partner’s

responses: individual5. Optional game: whole class


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