Common Core. Program Overview Grades 9 12

Transcription

1 Program Overview Grades 9 1

2 Without a rope, a climber takes o the third zigzag of Half Dome, Yosemite atioal Park.

3 Co Commo Commo C High School studets eed the Prepare all studets for college ad career success with dyamic atioal Geographic cotet ad authetic multicultural literature. Teach with relevat ad motivatig cotet. Prepare studets for State Stadard success. Utilize systematic ad focused teachig materials. Fudametals Level A Level B Level C atioal Geographic learig GL.Cegage.com 1

4 CLOSE READIG from 1 the begiig, my joureys feel at best ludicrous, at worst isae. This oe is o exceptio. The idea is to paddle early 600 miles o the iger River i a kayak, aloe, from the Malia tow of Old Ségou to Timbuktu. Ad ow, at the very hour whe I have decided to leave, a thuderstorm bursts ope the skies, sedig dow apocalyptic rai, washig away the very groud beeath my feet. It is the raiy seaso i Mali, for which there ca be o compariso i the world. Lightig pierces trees, slices across houses. Thuder racks the skies ad pouds the earth like mortar fire, ad every livig thig huddles i teuous shelter, expectig the world to ed. Which it does t. At least ot this time. So that we all give a collective sigh to the salvatio of the passig storm as it rumbles its way east, ad I survey the river I m to leave o this morig. Rai or o rai, today is the day for the jourey to begi. Ad o oe, ot eve the oldest i the village, ca say for certai whether I ll get to the ed. Let s do it, I say, leavig the shelter of a adobe hut. My guide from tow, Modibo, poits to the orth, to further storms. He says he will pray Remi Beali, 003. ludicrous foolish apocalyptic powerful ad itese mortar fire bombs teuous fragile, weak survey look over, study adobe clay 14 Uit Agaist the Odds Kira Salak paddles dow the iger River. Geographical Backgroud Timbuktu, MALI Timbuktu is i the Africa iger River coutry of Mali. From 1400 to 1600, it was a key tradig post ad ceter of learig. The iger River flows south of Timbuktu.... We hold these truths to be self-evidet, that all me are created equal, that they are edowed by their Creator with certai ualieable Rights, that amog these are Life, Liberty ad the pursuit of Happiess. That to secure these rights, Govermets are istituted amog Me, derivig their just powers from the coset of the govered, That wheever ay Form of Govermet becomes destructive of these eds, it is the Right of the People to alter or to abolish it, ad to istitute ew Govermet, layig its foudatio o such priciples ad orgaizig its powers i such form, as to them shall seem most likely to effect their Safety ad Happiess.... Such has bee the patiet sufferace of these Coloies; ad such is ow the ecessity which costrais them to alter their former Systems of Govermet. 1 The history of the preset Kig of Great Britai is a history of repeated ijuries ad usurpatios, all havig i direct object the establishmet of a absolute Tyray over these States. To prove this, let Facts be submitted to a cadid world.... He has kept amog us, i times of peace, Stadig Armies without the Coset of our legislatures.... He has combied with others to subject us to a jurisdictio foreig to our costitutio, ad uackowledged by our laws... For cuttig off our Trade with all parts of the world... For deprivig us i may cases, of the beefits of Trial by Jury... For takig away our Charters, abolishig our most valuable Laws, ad alterig fudametally the Forms of our Govermets... We, therefore... solemly publish ad declare, That these Uited Coloies are, ad of Right ought to be Free ad Idepedet States... edowed give ualieable guarateed coset of agreemet by abolish ed usurpatios takeovers a absolute Tyray complete power 64 Uit 6 Rights ad Resposibilities Historical Backgroud The authors used a writig style typical of the 1700s, which icluded capitalizig importat ous. The Declaratio cotaied the first formal statemet by a whole people of their right to a govermet of their choosig. 1 Argumet What reasos do the authors give to support their claim for chagig the curret govermet? What specific word choices help the authors support their claim? Form Geeralizatios What geeralizatio ca you make about the Kig of Great Britai, based o evidece from the text? Coect your studets to the world Expose studets to a balace of high-quality iformatioal texts ad literature. Iformatioal Texts atioal Geographic articles arrative ofictio Expository texts Digital geres Argumets I The Cruelest Jourey by Kira Salak The Cruelest Jourey by Kira Salak the Declaratio of Idepedece, 1776 The Importace of Curfews Oce upo a time, parets were t afraid to set guidelies or impose restrictios o their childre s behavior. They uderstood that lovig their childre required settig limits ad sayig o. That time is goe. Too may of today s parets just do t wat to be resposible for their childre. A case i poit: A paret dropped a 1-year-old child off i dowtow Orlado at 8 o clock oe morig. At o clock the followig morig, the child was still dowtow. That s eglect, plai ad simple. Sice parets wo t paret their childre, someoe or some etity must try to save the yougsters from themselves ad others. If that meas imposig a curfew, I say so be it. 1 Curfew Laws i Five U.S. Cities i 006 City Age Weekday Times Weeked Times Weeked Times Orlado, FL uder 18 1:00 am 6:00 am 1:00 am 6:00 am Austi, TX uder 17 11:00 pm 6:00 am 1:30 am 6:00 am Washigto, D.C. uder 17 11:00 pm 6:00 am 1:01 am 6:00 am Chicago, IL uder 17 10:30 pm 6:00 am 11:30 pm 6:00 am Sa Fracisco, CA uder 14 1:00 am 5:00 am 1:00 am 5:00 am 1 Support for a Argumet/Compare Argumets What evidece does the writer give i this sectio? Does it explai why curfews are importat? Is there eough evidece i the article to substatiate, or prove, the writer s claims? Or is the opiio usubstatiated, or uprove? Record this iformatio i Tee Curfews Selectios featurig atioal Geographic Explorers ispire studets

5 Literature Multicultural authors ad characters exemplars Cotemporary literature Set a Purpose Puddle Fid out what Coie thiks whe her gradmother comes for a visit. Poems ad plays Y ou made me feel like a zero, like a othig, she says i Spaish, u cero, ada. She is tremblig, a agry little old woma lost i a heavy witer coat that belogs to my mother. Ad I ed up beig set to my room, like I was a child, to thik about my gradmother s idea of math. 1 It all bega with Abuela comig up from the Islad for a visit. It was her first time i the Uited States. My mother ad father paid her way here so that she would t die without seeig sow. If you Classics 1 Theme What have you leared about the characters so far? by Arthur Porges asked me, ad obody has, the dirty slush i this city is ot worth the price of a ticket. But I guess she deserves some kid of award for Solitude, 1960, Matias Morales. Kactus Foto, Satiago, Chile. Set a Purpose Critical Viewig: Desig What colors do you otice i this paitig? Where are the brightest colors? How do colors direct you to look at certai shapes i the paitig? Mama is expectig moey from her late husbad s life isurace. Read to fid out what the differet members of the Youger family pla to do with the moey. Geography Backgroud Abuela Gradmother (i Spaish) the Islad Puerto Rico slush wet sow Puerto Rico is a islad i the Caribbea, ear the Domiica Republic ad Haiti. Puerto Rico has a warm, tropical climate. 406 Uit 5 Fair Play CharaCters WALTER LEE YOUGER, JR., a limo driver MAMA, Walter ad Beeatha s mother RUTH YOUGER, Walter s wife, a maid KARL LIDER, a ma from a white eighborhood TRAVIS YOUGER, Walter ad Ruth s 10-year-old so BOBO, Walter s fried BEEATHA YOUGER, Walter s youger sister WILLY, Walter s fried MRS. JOHSO, a osy eighbor 1 scee 1 SETTIG: It s a gray Friday morig i 1950s Chicago. I a tiy, ru-dow apartmet, a family begis to stir. The apartmet has two bedrooms. The bathroom is i the hall ad is shared with eighbors. [Ruth, a youg workig mother, is the first oe up. She shakes her 10-year-old so, travis, who s sleepig o the sofa.] RUTH. Come o ow, it s seve-thirty. Wake up! hurry to the bathroom while it s free. [Half asleep, travis stumbles toward the bathroom.] RUTH. Walter Lee, get up! [Ruth s husbad, WaLteR Lee, comes out of their bedroom.] WALTER. is Mama s check comig today? A Raisi i the Su ru-dow apartmet older apartmet that eeds repairs stir wake up The Digital Path 3 1 Dramatic Elemets How does the iformatio about the characters professios ad relatioships help idetify them as archetypes? How might these archetypes affect what happes i the play? Descriptio If you were summarizig the play, would you iclude the detail that Travis was sleepig o the sofa? Why or why ot? 3 Dramatic Elemets How do Ruth ad Walter each represet the motif of the America Dream? How might their views of the America Dream ifluece the plot of the play? Backgroud ote this selectio is illustrated with images from the 004 stage productio. it starred sea Diddy Combs (as Walter), ad Phylicia Rashad (as Mama). Take a virtual tour of the program at GL.Cegage.com/edge 59 Uit 7 Where We Belog at i o a l G e o g r a p h i c l e a r i g G L. C e g ag e. co m 3

6 Track 1 The Experimet Part 1 The Experimet Part 3 The Experimet Part 3 4 Superstitios 5 Buildig Bridges Part 1 6 Buildig Bridges Part Track 7 Buildig Bridges Part 3 8 The Right Words 9 The Ope Widow Part 1 10 The Ope Widow Part 11 The Ope Widow Part 3 1 Oe i a Millio 014 atioal Geographic Learig, a part of Cegage Learig, Ic. ISB Build Academic Rigor Get all studets college ad career ready with readig for all levels. Build laguage ad literacy with robust istructio ad accessible istructioal selectios. Visuals help studets uderstad the text Farah Ahmedi did t have much of a childhood. She was still recoverig from losig her leg i a lad mie accidet whe a rocket attack destroyed her home i Kabul, Afghaista. Four years ad may challeges later, Farah ad her mother foud their way to a suburb of Chicago. Farah leared Eglish, started high school, ad bega to make choices that would chage her life. Despite her disability, she wated to fit i. She wated to wear high-heeled shoes. Here, Farah remembers oe of those choices. D urig our secod summer i America, I switched schools. The ESL departmet at my ew high school had a iteratioal club. Kids from other coutries met every Wedesday after school to play games, talk, ad have From Kabul to Chicago Iterpret the Map Use the scale to calculate how far Farah ad her mother traveled to their ew home. fu. Ms. Ascadam, the teacher who sposored this group, decided that the iteratioal kids should throw a party at the ed of the year ad preset a show. 1 She told us each to brig food from our coutry to the party, ad she ecouraged us to thik about participatig i the show as well. The first part of the show would be a dace performace by the kids from Mexico. The ext part would be a fashio show. Kids from ay coutry could be i the fashio show, ad they would model clothes from their ow culture, but o oe had to do it. 1 Clarify Vocabulary What does sposored mea? What clues i the seteces before ad after the word ca help you figure it out? Backgroud buildig Restatemets of difficult words ad idioms a lad mie accidet a explosio caused by a bomb buried i the groud suburb of tow outside of ESL departmet Eglish classes for studets who spoke other laguages fashio show display of special clothes Historical Backgroud Afghaista has bee at war for more tha forty years. I 001, the U.S. ad other coutries ivaded the coutry to force the Taliba, the rulig group, to leave. 8 Uit 1 Choices Studet Editio The Digital Path Selectio readigs, close readig ad fluecy models o CD ad i MP3 format Selectio Readigs Level A CD 1 of 9 UIT 1, Clusters 1 3 4

7 Co Commo Commo C Readig support cotais istructio. I felt tor ad cofused. I could ot take part i the dace, of course, but should I be i the fashio show? I really wated to do it. I had two beautiful Afgha outfits I could model. But I was also thikig, My leg is damaged. What if I fall dow? Fially, I said to myself, Okay, ext Wedesday I ll sit i o the practice sessio ad see what it s like, ad the I ll decide. That day the girl who always picked o me came to the practice sessio, because she was plaig to be i the fashio show. The momet she saw me sittig there, she could tell I was thikig of eterig the show, too. She did t tell me to my face that I could ot WHAT IF I FALL DOW? do it, but she immediately called out to the teacher. Ms. Ascadam, she said, whe you model clothes at a fashio show, is t this how you have to walk? Is t this how models walk o a ruway? The she bega to walk the way she thought a model should walk with log strides, placig oe foot i frot of the other i a straight lie that made her back ed swig from side to side. Is this the way you should walk? she said. If someoe ca t walk like this, should she be i the fashio show? She would just spoil the whole thig, would t she? Ad she kept walkig back ad forth, swigig from side to side. It made me so agry, because I kew that she was really sayig, Farah ca t do this. She has a problem with her legs. She should t be i the fashio show. She did t say my ame, but she was talkig about me ad oly me, ad everyoe kew it. That girl broke my heart. I felt as if somebody had puched me or slapped me. I felt as if someoe had gotte ito my throat ad started pushig me ad pressig me ad chokig me. I could ot stay i that room. I tured ad fled, my eyes stigig with tears. 3 At home I Clarify Vocabulary What are some meaigs for the word model? What cotext clues help you uderstad what the word meas here? 3 Viewpoit How is the author feelig? What images help you uderstad her feeligs? Selectios are divided ito maageable chuks Text-depedet questios tor ad cofused mixed up, upset Afgha outfits sets of clothes from Afghaista ruway stage fled ra away Moitor Comprehesio Summarize How does Ahmedi feel about beig a model i the fashio show? Frequet comprehesio checks The Fashio Show 83 atioal Geographic learig GL.Cegage.com Apply skills i idepedet readig. Leveled Library 5

8 Coduct Close Readig Apply readig skills ad strategies with complex texts. Esure studets are exposed to authetic literature ad iformatioal texts writte at grade-level complexity. Short, high-quality, authetic texts that merit readig ad rereadig CLOSE READIg Critical Viewig: Mood What is the mood, or feelig, of this photograph? How did the photographer achieve the mood? from THE GRAPES of WRATH By Joh Steibeck 1 the road is full a them families goi west. ever see so may. Gets worse all a time. Woder where the hell they all come from? Woder where they all go to, said Mae. Come here for gas sometimes, but they do t hardly ever buy othi else. People says they steal. We ai t gotothi layi aroud. They ever stole othi from us. 3 Big Bill, muchig his pie, looked up the road through the screeed widow. Better tie your stuff dow. I thik you got some of em comi ow. 4 A 196 ash seda pulled wearily off the highway. The back seat was piled early to the ceilig with sacks, with pots ad pas, ad o the very top, right up agaist the ceilig, two boys rode. O the top of the car, a mattress ad a folded tet; tet poles tied alog the ruig board. The car pulled up to the gas pumps. A dark-haired, hatchet-faced ma got slowly out. Ad the two boys slid dow from the load ad hit the groud. Farm wife waitig i the car while her husbad atteds the auctio, Oskaloosa, Kasas, 1938, Joh Vacho. Photographic egative, Library of Cogress athemfamiliesgoi of those families goig ai tgotothi layi do t have aythig lyig seda medium-sized car Studet Editio Historical Backgroud I the early 1930s, a drought hit the midwester U.S. ad farmers i the area lost all their crops. This area became kow as the DustBowl because of the wid storms that swept dust over everythig. May families packed what little they had left ad drove west to work i the fields of Califoria. 90 Uit 1 Choices 6

9 Equippig studets with strategies to become successful readers. Paragraph umbers to support studets i citig text evidece Mae walked aroud the couter ad stood i the door. The ma was dressed i gray wool trousers ad a blue shirt, dark blue with sweat o the back ad uder the arms. The boys i overalls ad othig else, ragged patched overalls. Their hair was light, ad it stood up evely all over their heads, for it had bee roached. Their faces were streaked with dust. They wet directly to the mud puddle uder the hose ad dug their toes ito the mud. The ma asked, Ca we git some water, ma am? A look of aoyace crossed Mae s face. Sure, go ahead. She said softly over her shoulder, I ll keep my eye o the hose. She watched while the ma slowly uscrewed the radiator cap ad ra the hose i. A woma i the car, a flaxe-haired woma, said, See if you ca t git it here. The ma tured off the hose ad screwed o the cap agai. The little boys took the hose from him ad they upeded it ad drak thirstily. The ma took off his dark, staied hat ad stood with a curious humility i frot of the scree. Could you see your way to sell us a loaf of bread, ma am? Mae said, This ai t a grocery store. We got bread to make sa widges. I kow, ma am. His humility was isistet. We eed bread ad there ai t othi for quite a piece, they say. F we sell bread we goa ru out. Mae s toe was falterig. We re hugry, the ma said. Why t you buy a sa widge? We got ice sa widges, hamburgs. We d sure admire to do that, ma am. But we ca t. We got to make a dime do all of us. Ad he said embarrassedly, We ai t got but a little. Mae said, You ca t get o loaf a bread for a dime. We oly got fifteecet loafs. From behid her Al growled, God Almighty, Mae, give em bread. We ll ru out fore the bread truck comes. The ma stood with a curious humility i frot of the scree. Iteractive versios of texts support ote-takig CLOSE READIg Read for Uderstadig 1. Gere What kid of text is this passage? How do you kow? Farm wife waitig i the car while her husbad atteds the auctio, Oskaloosa, Kasas, 1938, Joh Vacho. Photographic egative, Library of Cogress 5 the characters ad dialogue are iveted. The title idicates that it is a ovel excerpt, or part from of a loger book. THE GRAPES of WRATH. Topic Write a topic setece to tell what the text is mostly about. roadside dier ad how she treats a poor family who stops there for gas. By Joh Steibeck Reread ad Critical Summarize Viewig: Mood What is the mood, or 3. Word Choice I each feelig, of this sectio, circlephotograph? three words How or phrases that the did express the photographer big ideas i that sectio. achieve the mood? ote ext to each word or phrase why you chose it. Sectio 1: paragraphs 1 18 Sectio : paragraphs Summary Use your topic setece ad otes from item 3 to write a summary of the selectio. Possible respose: Whe a poor family the road is full a them families goi west. ever see so may. Gets worse all a time. Woder where the hell they all come from? Woder where they all go to, said Mae. Come here for gas sometimes, but they do t hardly ever buy othi else. People says they steal. We ai t got othi layi aroud. They ever stole othi from us. Big Bill, muchig his pie, looked up the road through the screeed widow. Better tie your stuff dow. I thik you got some of em comi ow. A 196 ash seda pulled wearily off the highway. The back seat was piled early to the ceilig with sacks, with pots ad pas, ad o the very top, right up agaist the ceilig, two boys rode. O the top of the car, a mattress ad a folded tet; tet poles tied alog the ruig board. The car pulled up to the gas pumps. A dark-haired, hatchet-faced ma got slowly out. Ad the two boys slid dow from the load ad hit the groud. stops at the dier where Mae works, she is tough at first but shows them kidess i the ed. roached brushed to stad upright git get humility modesty, lack of pride Could you see your way to Would you sa widges sadwiches isistet demadig, persistet ai t othi for quite a piece is t aythig for quite a while falterig ucertai, hesitatig Why t Why do t admire like ai t got but oly have 48 Historical Backgroud a them families goi of those families goig ai t got othi layi do t have aythig lyig seda medium-sized car I the early 1930s, a drought hit the midwester U.S. ad farmers i the area lost all their crops. This area became kow as the Dust Bowl because of the wid storms that swept dust over everythig. May families packed what little they had left ad drove west to work i the fields of Califoria. Uit 1: Choices _IPB4343_B_R_U1.idd 48 Iteractive 3/8/13 :38:45 PM The Grapes of Wrath 91 at i o a l G e o g r a p h i c l e a r i g G L. C e g ag e. co m 7

10 Itegrate Great Readig ad Great Writig Coect readig ad writig with multiple short writig opportuities ad i-depth writig projects. REFLECT AD ASSESS The ecklace The Fashio Show Support writig with text evidece. What Iflueces a Perso s Choices? Readig Critical Thikig 1. Iterpret What is Maupassat sayig about the ifluece of society i The ecklace? Would Ahmedi agree with this message? Why or why ot?. Compare The ecklace i The ecklace ad high-heeled shoes i The Fashio Show are both symbols. What is similar about the themes that the symbols represet? How are they differet? Explai. 3. Aalyze How do Ahmedi s ad Madame Loisel s characters affect their decisios? 4. Speculate How would the theme of the memoir be differet if it took place i Frace i the 1800s? 5. Evaluate Each of the selectios i this uit deals with the thigs that ifluece us: our circumstaces, our frieds ad families, ad our commuities. Which reaso is the most positive? Use text examples to support your ideas. Writig Write About Literature Respose Log Write about a time whe a choice you made had surprisig cosequeces. Compare your experiece to Madame Loisel s ad Ahmedi s. Support your writig with examples from both texts. Vocabulary Key Vocabulary Review Oral Review Work with a parter. Use these words to complete the paragraph. humiliatig luxuries symbols imitatios perceive value ispire poverty Some people thik that moey ca buy happiess. They wat (1) that they do t really eed, like big homes ad cars. They thik it s () ad embarrassig to wear iexpesive clothes. Some may eve buy (3) of other thigs because they are (4) that represet happiess ad wealth. But those thigs do t always make them happy. Sometimes, people who live i (5) without eough moey ca be happier tha rich people. It s because they (6) thigs that are really importat, like family ad frieds. They look at what they have ad (7) it as precious. These people (8) me to be more like them. Writig Writig Applicatio Write a paragraph about someoe who ispired you. Use at least three Key Vocabulary words. Write About Literature Respose Fluecy Log Write about a time whe a choice Read with Ease: Itoatio you made had surprisig cosequeces. Compare your experiece to Madame Loisel s ad Ahmedi s. Support your writig with examples from both texts. Assess your readig fluecy with the passage i the Readig Hadbook, p The complete the self-check below. 1. My itoatio did/did ot soud atural.. My words correct per miute:. Reflect ad Assess 87 from Edge Level B Studet Editio 8

11 Co Commo Commo C 3 Aalyze a Professioal Model As you read, look for the three mai parts of the story. Develop writig traits with argumetative, expository, ad arrative tasks. The Bike Iterestig backgroud itroduces the choice. Write a Draft The choice is stated here. The cosequece of disbelievig ad disobeyig his mother is the cotrollig ow you are ready to write. Use your Writig Pla as a guide while you write your idea. Aalyze the details that arrative. support ad It s elaborate OK to the make mistakes. You ll have chaces to improve your draft. Just cotrollig keep idea. writig! Descriptive details make the scee 1 Keep come alive, Your eve Ideas if they Flowig are't ecessary to tell the story. Sometimes Would you writers iclude get them stuck. They ca t figure out what to say or how to i say a summary it. If you of have the story? trouble Why gettig your ideas o paper, try these techiques: or why ot? Talk It Over Tell someoe what you wat to say i your arrative. Together, fid the words to say it. The writer Chage tells what Your happeed Pla If your pla is ot helpig, chage it. Braistorm, list, i the order ad that orgaize it happeed. ew details. Skip Over the Hard Part If you have trouble writig oe part of your paper, skip to a part that is easier to write. It will the be easier go back ad fiish it. Do a Focused Freewrite Write cotiuously about your topic for about The writer icludes actual dialogue. five miutes. Durig that time, do ot stop writig. If you ca t thik of aythig to say, the say that. The, reread what you wrote. Uderlie ideas that you might be able to use i your paper. Study the studet example below. I was ot sure what choice to make. I could t figure out what to do. What to do. What to do. I ca t thik of aythig to say. Wait a miute. I remember. I remember. I felt as if I had iformatio overload. What happeed as a result of the arrator's Is there choice? such a thig as too much iformatio? There must be because I had it. I felt as if I were drowig i facts about Bosto ad Miami. The more I kew, the harder it was to choose. Techology Tip Make your text doubleor triple-spaced, or as your teacher directs. (Use the Paragraph feature from the Format meu to chage lie spacig.) Prit a copy of your draft to read later. The extra space betwee lies will give you room to mark chages. from Edge Level B Studet Editio Create a Catchy Begiig Autobiographical arrative 97 How will you hook your readers attetio? What is a iterestig detail that you ca start out with? Sometimes comig up with a great begiig ca help the rest of the writig flow. Here s a example: OK Better My mom ad I wet to dier. My mom told me that she got a promotio at work. We had to move. My mom ad I were eatig Italia food at our favorite place, Tedesco s, whe she told me the big ews. 100 Uit 1 Writig Project from Edge Level B Studet Editio atioal Geographic learig GL.Cegage.com 9

12 Comm Go Digital with a Edge atioal Geographic Learig s mygcoect.com is a complete digital resource that will egage all studets. It complimets your istructio ad ehaces the studet learig experiece. mygcoect.com for Teachers eassessmet ad Progress Reports Teacher s eeditio Trasparecies PDFs of teachig ad learig resources Family ewsletters i multiple laguages Olie Lesso Plaer Olie Professioal Developmet Debate the Essetial Questios Projectio-ready images ca spark discussio. Complex Text Read Alouds atioal Geographic articles aliged with Essetial Questios The Digital Path Motivate ad egage studets with ebooks for mobile devices 10

13 mygcoect.com for Studets Studet eeditio atioal Geographic Digital Library My Assigmets Glossaries i multiple laguages Laguage CDs ad MP3s Liks to olie resources Selectio Readigs Level A UIT 1, Clusters 1 3 Track CD 1 of ati o al G Track The Experimet Part 1 The Experimet Part The Experimet Part 3 Superstitios Buildig Bridges Part 1 Buildig Bridges Part eog r ap h ic Lea r i g, a Buildig Bridges Part 3 The Right Words The Ope Widow Part 1 The Ope Widow Part The Ope Widow Part 3 Oe i a Millio p a r t o f Ce g a g e L e a r i g, Ic. I SB Selectio Recordigs, Fluecy Models ad Close Readigs the Declaratio of Idepedece, We hold these truths to be self-evidet, that all me are created equal, that they are edowed by their Creator with certai ualieable Rights, that amog these are Life, Liberty ad the pursuit of Happiess. That to secure these rights, Govermets are istituted amog Me, derivig their just powers from the coset of the govered, That wheever ay Form of Govermet becomes destructive of these eds, it is the Right of the People to alter or to abolish it, ad to istitute ew Govermet, layig its foudatio o such priciples ad orgaizig its powers i such form, as to them shall seem most likely to effect their Safety ad Happiess.... Such has bee the patiet sufferace of these Coloies; ad such is ow the ecessity which costrais them to alter their former Systems of Govermet. 1 The history of the preset Kig of Great Britai is a history of repeated ijuries ad usurpatios, all havig i direct object the establishmet of a absolute Tyray over these States. To prove this, let Facts be submitted to a cadid world.... He has kept amog us, i times of peace, Stadig Armies without the 1 Argumet What reasos do the authors give to support their claim for chagig the curret govermet? What specific word choices help the authors support their claim? Coset of our legislatures.... He has combied with others to subject us to a jurisdictio foreig to our costitutio, ad uackowledged by our laws... For cuttig off our Trade with all parts of the world... For deprivig us i may cases, of the beefits of Trial by Jury... For takig away our Charters, abolishig our most valuable Laws, ad alterig fudametally the Forms of our Govermets... We, therefore... solemly publish ad declare, That these Uited Coloies ebooks are, ad of Right ought to be Free ad Idepedet States... Form Geeralizatios What geeralizatio ca you make about the Kig of Great Britai, based o evidece from the text? Powered by Vital Source Bookshelf, ebooks give studets fully itegrated olie, dowloadable, ad mobile access to their programs. With ebooks, studets ca view o mobile devices, access audio, search for keywords ad phrases, highlight texts, ad make otes. Historical Backgroud edowed give ualieable guarateed coset of agreemet by abolish ed usurpatios takeovers a absolute Tyray complete power The authors used a writig style typical of the 1700s, which icluded capitalizig importat ous. The Declaratio cotaied the first formal statemet by a whole people of their right to a govermet of their choosig. 64 Uit 6 Rights ad Resposibilities 6-66_SE39594_C_R_U6.idd 64 3/5/13 6:06:59 PM at i o a l G e o g r a p h i c l e a r i g G L. C e g ag e. co m Comprehesio Coach Allowig studets to record ad hear themselves practice readig, Comprehesio Coach features built-i voice recogitio ad automatic WCPM scorig. 11

14 Assess Progress Quickly Frequet ad varied assessmets provide multiple measures of learig outcomes. Assess & Place Assess foudatioal readig skills. Determie readig level (Lexile ). Place ito the appropriate program level. Istruct Develop laguage ad provide explicit ad systematic istructio i: Vocabulary Listeig ad Speakig Comprehesio ad Critical Thikig Readig Strategies Grammar ad Setece Structure Writig Literary Aalysis Foudatioal Readig Skills Assess to Moitor Progress Cluster Tests provide timely iformatio as you deliver istructio. Uit Tests measure skills mastery ad moitor progress. Reteach Use reteachig prescriptios for tested skills. Show Success Use these measures to move studets to the ext program level or to exit them from the program: Summative Assessmets demostrate achievemet with Level Tests aliged with the State Stadards. Readig Lexile Gais Test shows icrease i readig level. Readig Fluecy Measures show icrease i words read correct per miute. 1

15 Co Commo Commo C eassessmet: Digital Optio Olie tests Reports Idividualized reteachig prescriptios Format Assessmet Purpose Test Type Prit eassessmet Placemet & Gais Progress Moitorig Readig Placemet ad Gais Test Places studets ito the appropriate level of the program by readig level. Three parallel forms report Lexile text measures. Foudatioal skills are measured to determie placemet ad idetify targeted itervetio eeds. Laguage Placemet ad Gais Test Places studets ito the appropriate level of the program by laguage proficiecy level. Three parallel forms report out Begiig, Itermediate, or Advaced proficiecy level. Cluster Tests These weekly tests allow you to provide immediate feedback ad reteachig of the week s istructio i readig, literary aalysis, vocabulary, ad comprehesio & critical thikig. Each test icludes a Reader Reflectio form for iput from studets o their ow progress. Oral Readig Fluecy Measures studets progress toward their words correct per miute goal (wcpm) ad icludes self-evaluatio for prosody skills icludig itoatio, expressio, ad phrasig. Comprehesio Coach Performace Assessmet Summative & Metacogitive Assessmets Reteachig Affective Measures Laguage Acquisitio Rubrics Assess the movemet of Eglish learers through the stages of laguage acquisitio. Uit Project Rubrics Holistic assessmet of studets performace o the uit project, icludig key uit skills. Uit Readig ad Literary Aalysis Tests Costructed-respose ad selected-respose items measure studets performace i the targeted uit skills: vocabulary strategies, key vocabulary, readig strategies, literary aalysis, ad comprehesio & critical thikig. Uit Grammar ad Writig Tests Costructed-respose ad selected-respose items measure studets performace i the targeted uit skills: grammar, traits of good writig, revisig ad editig for writte covetios, ad writte compositio. Reteachig Prescriptios Iclude suggestios for re-presetig the skill (from Cluster ad Uit Tests), guided practice, ad applicatio. Surveys, Reflectio Forms, Self- ad Peer-Assessmets Help studets make persoal coectios ad get committed to their ow learig through reflectio ad metacogitio. atioal Geographic learig GL.Cegage.com 13

16 Readig Focus o the Text Meet the with coordiated lessos that put texts at the ceter of istructio. Essetial Questios promote argumetatio Clear objectives Step-by-step lessos provide systematic, explicit istructio Lesso 11 PREPARE TO READ OBjECtIVES Vocabulary Key Vocabulary Strategy: Use Cogates; Relate Words Readig Strategy Activate Prior Kowledge ELL Laguage & Grammar Lab Laguage Fuctio Trasparecy B Express Ideas ad Opiios EGAGE & COECT A Essetial Questio Focus o Circumstaces Ask: Why might a perso commit a crime? Possible resposes: wats or eeds somethig does t uderstad the cosequeces B Make a Coectio Have studets complete the Aticipatio Guide ad the share aswers with a parter to compare their attitudes about crime. SL TEACH VOCABULARY C Lear Key Vocabulary Study the Words Review the four steps of the Make Words Your Ow routie (see the Vocabulary tab): 1. Proouce Say a word ad have studets repeat it. Write the word i syllables ad proouce it, oe syllable at a time: ma-tu-rity. Ask what looks familiar i the word, ad poit out other forms of the word, such as mature. ELL Use cogates to help Spaish speakers with the words (see the Vocabulary tab).. Study Examples Read the example i the chart. Provide more examples: Do you show maturity whe you take care of a youger siblig, or whe you forget to retur library books? OgOIg ASSESSMEt Have studets complete a oral setece for each word. For example: Whe you call your parets, you get i with them. T40 Uit 1 Choices Specialized strategies for Eglish laguage learers A PrePare to read What Iflueces a Perso s Choices? EQ Fid out how circumstaces affect choices. j Thak You, M am j Juveile Justice from Both Sides of the Bech Before readig Thak You, M am short story by Lagsto Hughes Aalyze Characterizatio Whe you read a good story, you feel as if you kow the characters. That s because authors use characterizatio to reveal, or show, what a character is like. eglish Laguage Learers ell Rephrase Dialect Dialect is a versio of a laguage with some differeces i vocabulary, grammar, ad prouciatio. readig strategies Pla ad Moitor Determie Importace Make Ifereces Ask Questios Make Coectios Sythesize Visualize Look Ito the Text Make a Coectio AticipAtio Guide Agree or Aticipatio Guide Thik about how Disagree 1. Crimials choose to break the law, so they Hughes She was a large woma with a large purse that had everythig i it circumstaces, such as educatio, deserve their puishmet. describes D but a hammer ad ails. It had a log strap, ad she carried it slug B opportuities, ad evets, ca affect a the woma s. It is OK for hugry people to steal what they eed. physical traits. across her shoulder. It was about eleve o clock at ight, dark, ad she perso s choice to break the law. The otice the way 3. Everyoe deserves a secod chace. was walkig aloe, whe a boy ra up behid her ad tried to satch tell whether you agree or disagree with he structures these statemets. his descriptive her purse. The strap broke with the sudde sigle tug the boy gave it seteces. from behid. But the boy s weight ad the weight of the purse combied caused him to lose his balace. Istead of takig off full blast as he had Lear Key Vocabulary hoped, the boy fell o his back o the sidewalk, ad his legs flew up. How does Study the Words Proouce each word ad lear its meaig. You may also wat Hughes uses The large woma simply tured aroud ad kicked him right square i Hughes show actios to the impact of to look up the defiitios i the Glossary. his blue-jeaed sitter. The she reached dow, picked the boy up by his show what she her actio o Academic Vocabulary is like. shirt frot, ad shook him util his teeth rattled. the boy? Key Words Examples circumstaces (sur-kum-stas-uz) Circumstaces describe the situatio a perso is i. There are may ou j pages 54, 58 circumstaces that cause people to make bad choices. Focus Strategy Pla ad Moitor commit (ku-mit) A perso who commits a crime is the oe who carries Whe you moitor your readig, you check with yourself to see if you uderstad. verb j pages 44, 53 it out, or does it. She committed the crime of robbery. Look ito the text above ad fid somethig that is t clear to you. The, as you read the story, use these strategies to better uderstad, or clarify ideas. cosequece (ko-su-kwes) A cosequece is somethig that happes as a result of ou j pages 44, 51, 54 aother actio. If you lie to a fried, you may have to face a cosequece, like losig your friedship. cotact (ko-takt) Whe you are i cotact with people or thigs, you coect with them i some way. Lesso 1, cotiued Set a Purpose focus strategy How to CLarIfy Ideas C ou j page 46 I am still i cotact with my frieds from first grade. a Fid out the cosequeces for a youg perso 1. Reread If you are cofused, go back to see if you missed somethig importat. empathy (em-pu-thē) Whe you have empathy for people, you feel like you uderstad their problems, Read who makes the choice to commit a crime. ou j pages 51, 53, 59 feeligs, or behavior. I felt empathy for the loely boy, ad could feel his sadess. OT CLEAR TO YOU: I m ot sure why other people did t stop to help the woma. juveile (joo-vu-l l) A juveile is a youg perso. [ou] Somethig juveile is for youg P160 REREAD: It was about eleve S o clock at ight, dark, ad she was walkig aloe. he was a large woma with a large purse that had everythig i E adjective; ou j pages 53, 58, 59 people. [adjective] The juveile court is for people youger tha eightee. objectives it but a hammer ad ails. It had a log strap, ad she carried it. Read O Keep readig. The author may give more iformatio later. maturity (mu-choor-u-tē) Whe people reach maturity, they are fully developed ad have all the Vocabulary slug across her shoulder. It was about eleve o clock at ight, dark, ou j pages 54, 59 abilities of a adult. The girl s serious ad resposible actios showed maturity. YOU THIK: The boy must have gotte hurt whe he fell o his back. Key Vocabulary ad she was walkig aloe, whe a boy ra up behid her ad tried to salvage (sal-vuj) To salvage is to save someoe or somethig from destructio. I salvaged my Readig Fluecy READ O: A few seteces later you ll come to this: satch her purse. The strap broke with the sudde sigle tug the boy verb jpage 54 friedship by tellig my fried I was sorry. Phrasig If I tur you loose, B will gave you ru? it from asked behid. the woma. But the boy s weight ad the weight of the purse Readig Strategies Yes m, said the boy. Practice the Words Work with a parter to write four seteces. Use at least two Pla ad Moitor: Set a Purpose; Clarify combied caused him to lose his balace. Istead of takig off full of the Key Vocabulary words i each setece. Ideas blast as he had hoped, the boy fell o his back o the sidewalk ad his YOU THIK: The boy must be OK if he ca ru away. Comprehesio & Critical Thikig legs flew up. The large woma simply tured aroud ad kicked him Example: Do you feel empathy for a perso who commits a crime? Use Text Evidece right square i his blue-jeaed sitter. The she reached dow, picked Literary Aalysis 40 Uit 1 Choices the boy up by his shirt frot, ad shook him util his Thak teeth You, M am rattled Aalyze Characterizatio Aalyze Style: Author s Laguage ad After that, the woma said, Pick up my pocketbook, boy, ad give Word Choice it here. Readig Trasparecy Viewig She still held him tightly. But she bet dow eough to permit him 3. Ecourage Elaboratio Provide Respod to ad Iterpret Visuals 000 studets with a setece frame Aalyze Characterizatio to stoop ad pick up her purse. The she said, ow ai t you ashamed CharaCterizatio How does a author create characters? to complete: I showed maturity of yourself? Itroduce Authors use several techiques to show what a character is like. They: whe I. Firmly gripped by his shirt frot, the boy said, Yes m. tell the character s physical traits. TEACH & PRACTICE describe the character s actios. The woma said, What did you wat to do it for? 4. Practice the Words Have studets write seteces usig two a chukig the text show what a character says or thiks. show how other characters react. C The boy said, I did t aim to. She said, You a lie! Key Words i each. set a Purpose Remid studets The exact of words a character speaks are called dialogue. Quotatio marks show where the exact words begi By ad that ed. time two or three people passed, stopped, tured to look, ad their resposes i the Aticipatio After that, the woma said, Pick up my pocketbook, boy, Edge Iteractive some stood watchig. Guide. Ask: What might you hope ad give it here., p. 0 1 to gai from readig a story about If I a If I tur you loose, will you ru? asked the woma. tur you loose, will you ru? asked the woma. RI ; L Yes m, said the boy. youg perso who commits a crime? Yes m, said the boy. The I wo t tur you loose, said the woma. She did ot release him. The I wo t tur you loose, said the woma. She did ot release him. Possible resposes: Lady, I m sorry, whispered the boy. Lady, I m sorry, whispered the boy. You might get to lear about the The woma said, You ought to be my so. I would teach you cosequeces of choosig crime. right from wrog. Least I ca do right ow is to wash your face. Are you hugry? The story might have suspese. Read Have studets read pp Support ad moitor their compre- Key Vocabulary hesio usig the readig support Vocab cosequece., result of aother Defiitios slug hagig CCSS Literacy.RI Determie the meaig of words ad phrases as they are used i a text, icludig figurative, cootative, ad techical provided. Use the Differetiated actio takig off full blast ruig away meaigs; aalyze the cumulative impact of specific word choices o meaig ad toe (e.g., how the laguage of a court opiio differs from that of a very fast ewspaper). Literacy.SL Iitiate ad participate effectively i a rage of collaborative discussios (oe-o-oe, i groups, ad teacher-led) with Istructio below to meet studets commit v., to perform, do, or carry right square i his blue-jeaed sitter o diverse parters o grades 9-10 topics, texts, ad issues, buildig o others ideas ad expressig their ow clearly ad persuasively. Literacy.L out somethig, ofte a crime Acquire ad use accurately geeral academic ad domai-specific words ad phrases, sufficiet for readig, writig, speakig, ad listeig at the college idividual eeds. CCSS Literacy.RL Determie a theme or cetral idea of a text ad aalyze i detail its developmet his rear ed, over or the backside course of the text, icludig how it ad career readiess level; demostrate idepedece i gatherig vocabulary kowledge whe cosiderig a word or phrase importat to comprehesio RL emerges ad is shaped ad refied by specific details; provide a objective summary of the text. Literacy.RL permit him to stoop Aalyze let how him complex lea characters dow (e.g., or expressio. those with multiple or coflictig motivatios) develop over the course of a text, iteract with other characters, ad advace the plot or develop the theme. B Readig support 44 Uit 1 Choices 1 characterizatio Ask: What do the physical traits, actios, words, ad reactios of others tell about the Differetiated two characters? differetiated ISTRUCTIO Possible resposes: iteractive Readig As you coduct the iteractive readig sessio with studets, adjust Istructio The woma is strog ad forceful. your teachig strategies to their eeds. The boy might be small ad afraid. RL strugglig Readers For example: You a lie! (You are a liar.) C Readig support Picture the text Show visually how key Yes m (Yes, Madam) clarify ideas Ask studets ideas i the story relate. For example, pause Discuss additioal examples from the story whether they were surprised by the after each major choice that Roger makes ad provide restatemets. boy s aswer ad why. Have studets ad complete a choice-ad-cosequece read a few more lies ad the restate diagram. For example: challege the boy s aswer. Choice Cosequece RL steals a purse gets caught Ogoig Assessmet Lead the Discussio Have studets lead the discussio durig readig, posig additioal questios for the group. Help leaders model positive discussio techiques, such as ecouragig each member s participatio. Lesso 1 Before readig Objectives Readig Strategy Pla ad Moitor: Clarify Ideas (reread, read o) Literary Aalysis Aalyze Characterizatio TEACH STRATEGIES D Aalyze characterizatio Look ito the text Read the itroductio to defie characterizatio. The use the callouts o p. 41 to locate examples. Help studets recogize ot oly what the text reveals about the characters but also how Hughes structures his writig. To help studets use the clues to uderstad characters, ask: The woma is large ad kicks the boy. What do these clues show about her? Possible respose: She is a tough character. Ask: Why did the boy s teeth rattle? Possible resposes: The woma shook him too hard. He was afraid. RL Readig Trasparecy Use the trasparecy Reiforce the features of characterizatio by itroducig the ways authors show what a character is like. The read aloud the dialogue. Ask: What do the 1 Characterizatio woma s words show about her? What does this paragraph Possible tell respose: you about She the is bossy two ad strog. mai characters? E Focus strategy: Pla ad Moitor clarify ideas Read the itroductio with studets to defie the strategy. Work through the How To box to Clarify Ideas Are model you surprised rereadig ad readig o. by the boy s aswer? Have If studets so, try the strategies with try readig o to clarify somethig what the else that is ot clear to boy them meas. i Look Ito the Text. RL edge iteractive Practice book, pp. 3 OgOig AssessMet Have studets explai how they would use clues i the text to uderstad a character. Thak You, M am T41 T44 Uit 1 Choices CCSS Literacy.RL Aalyze how complex characters (e.g., those with multiple or coflictig motivatios) develop over the course of a text, iteract with other characters, ad advace the plot or develop the theme. Literacy.RL By the ed of grade 9, read ad comprehed literature, icludig stories, dramas, ad poems, i the grades 9-10 text complexity bad proficietly, with scaffoldig as eeded at the high ed of the rage. By the ed of grade 10, read ad comprehed literature, icludig stories, dramas, ad poems, at the high ed of the grades 9-10 text complexity bad idepedetly ad proficietly. 14

17 T045_TE39686_B_R_U1.pdf D Readig Support 3 Laguage Explai that the phrase is a creative way of sayig the boy who was beig dragged. Have studets aalyze the author s use of descriptive laguage ad explai how it impacts meaig. Ask: How does the descriptive laguage help you uderstad what is happeig? 3 Laguage Authors ofte use familiar words i ew ways. Here Hughes uses beig-dragged boy to describe Roger. How does this help you picture what s happeig? The City from Greewich Village, 19, Joh Sloa. Oil o cavas, atioal Gallery of Art, Washigto, D.C. Aalysis of author s word choice ad sytax Access digital resources for plaig ad teachig Possible respose: The laguage describes the woma s actio toward the boy, ad shows she is i charge. RL E March 9, :00:0 TEACH & PRACTICE Um-hum! Your face is dirty. I got a great mid to wash your face for you. Ai t you got obody home to tell you to wash your face? o m, said the boy. The it will get washed this eveig, said the large woma, startig up the street, draggig the frighteed boy behid her. He looked as if he were fourtee or fiftee, frail ad willow-wild, i teis shoes ad blue jeas. The woma said, You ought to be my so. I would teach you right from wrog. Least I ca do right ow is to wash your face. Are you hugry? o m, said the beig-dragged boy. 3 I just wat you to tur D me loose. Aalyze Visuals About the Art Joh Sloa was a paiter who used realism to depict poor urba eighborhoods. Iterpret ad Respod Ask: What about this paitig looks realistic to you? E F Critical Viewig: Effect Aalyze Settig Ask studets to study the places show i the paitig. Critical Viewig: Effect Here is how oe artist portrayed a ew York City scee. What mood, or feelig, does the artist create? Key Vocabulary Vocab got a great mid have a pla or desire Defiitios frail ad willow-wild weak ad small, with skiy arms ad legs right from wrog that stealig is wrog F the elevated trai the water tower the desity ad height of the buildigs the skylie i the backgroud T057_TE39686_B_R_U1.pdf Possible respose: Some places are dark, i shadows, while others i the backgroud are Kurt Kumli i bright lights. Fluecy: Phrasig See the Vocabulary ad Fluecy Routies tab for more iformatio. Word Wall Display the words to provide a visual scaffold. Create word maps or choose a graphic orgaizer from page PD33. Respod to Questios Compose yes/o questios usig the words. For example: Do circumstaces affect a perso s maturity? Word Sorts Place words ito categories. For example: Parts of speech Related meaigs This cluster s fluecy practice uses There is a feelig of loeliess. a passage from Thak You, M am to help studets practice appropriate phrasig. Use Readig Hadbook T749 ad the Fluecy Q. Model to teach or review WhyCD should we treat a 14-year-old offeder differetly the elemets of fluet phrasig, ad the tha a 4-year-old offeder? use the daily fluecy practice activities to A. If we could take every kid ad surroud the kid with full-time staffs develop studets oral readig proficiecy. of psychologists ad drug ad alcohol couselors, the perhaps o kid should be i adult court. But the fact is, there are oly a limited D umber of resources i the juveile justice system.... You have to make the hard call, sometimes, as to whether or ot the high-ed offeders really are the just recipiets of the [limited] resources that the juveile justice system has available to it. 9 9 Clarify Ideas Review the para- ELL Substitutio Have studets read the paragraph aloud, substitutig the glossary explaatios for bold terms. Possible respose: The system does t have eough resources to help every juveile offeder, so choices have to be made about who deserves them. RI is applicable, after years of seeig this, is the sooer, the better. moey that we sped o icarceratio ad put it i frot-ed programs to give these kids alteratives, the we would t have as may back-ed kids that we eeded to icarcerate. Ad I thik that is the immediate aswer. 10 graph to get its meaig well i mid. E A. What works is differet for every kid, but the oe rule that I thik CCSS Literacy.RL Determie the meaig of words ad phrases as they are used i the text, icludig figurative ad cootative meaigs; aalyze the cumulative impact of specific word choices o meaig ad toe (e.g., how the laguage evokes a sese of time place; how sets a formal or iformal Weadeed to itreach these kids toe). withliteracy.l alteratives, with opportuities, Acquire ad use accurately geeral academic ad domai-specific words ad phrases, sufficiet for readig, writig, speakig, ad listeig at the college ad career readiess level; demostrate idepedece i gatherig vocabulary kowledge whe cosiderig a word or phrase importat to comprehesio expressio. Thak before they start to orfeel [like obody cares]. If we took half of the Readig Support Have studets paraphrase what Mr. Kumli meas. 9 Clarify Ideas What does Mr. Kumli mea here? Put the meaig i your ow words. Q. What does it take to rehabilitate youg offeders? Teacher-friedly istructioal routies March 9, :00:53 TEACH & PRACTICE D The supervisig deputy district Ask: What mood or feelig does the attorey for the Juveile Divisio of artist create? the Sata Clara Couty District Possible resposes: he has practiced CD 11Attorey s Office, The mood exclusively i juveile court.seems gloomy. Vocabulary T045_TE39686_B_R_U1.idd 45 mygcoect.com Ask: What is the settig of the paitig like? DAILY ROUTIES L Olie Lesso Plaer ELL Build Backgroud Some studets may be ufamiliar with characteristics of a urba settig. Explai: Thak You, M am 45 RL Scaffoldig at poit-of-use You, M am T45 E 10 Laguage Are Mr. Kumli s logic ad rhetoric DoPM you fid 3/9/13 soud? 1:0:46 ay fallacies? Readig Support 10 Laguage Review the meaigs of logical fallacy ad rhetorical fallacy (from page 53). Explai Mr. Kumli s logic about spedig moey o kids sooer rather tha later. Ask: Is this logical? Possible respose: Yes, it s logical because it would give kids somethig to tur to besides crime. RI Moitor Comprehesio Explai Poit out the parallel word Moitor Comprehesio resources staff people ad services the hard call a difficult decisio just recipiets of people who should receive rehabilitate help, fix the problems of alteratives other choices icarceratio keepig people i jail Explai frot-ed programs programs that help kids before they get ito trouble back-ed kids kids who have already committed crimes Tell what Kurt Kumli meas by the sooer, the better. structure i the phrase the sooer, the better. Have studets explai the meaig usig differet words. Possible respose: Kurt Kumli is sayig that if youg people get help early i life, they have a greater chace of beig successful. RI Juveile Justice 57 Short research projects Resources for foudatioal readig skills COTET AREA COECTIOS Research Juveile Justice Systems Explore the Brai Coduct Research Have studets research juveile justice i other coutries ad use the iformatio to SOCIOLOGY aswer the followig questios: Is juveile crime a big problem? What rules are there for youg people or miors? At what age ca a youg perso be tried as a adult? How are the seteces or puishmets differet for childre ad adults? What programs or resources are available to help or rehabilitate youg offeders? Share ad Compare Studets ca share their fidigs with the class to compare juveile justice across coutries. Share Facts Tell studets the followig: The frotal lobe of the brai, which hadles all goalhealth & BIOLOGY directed or volutary behavior, develops throughout adolescece, up to age 0. A male s level of testosteroe, a hormoe associated with aggressio, is te times higher i adolescece tha i childhood. Discuss How does biology ifluece a youg perso s choices? Have studets select what they thik is the correct aswer: 1. Adolescece is typically the healthiest/uhealthiest period i a perso s life spa.. Death rates icrease/decrease dramatically from childhood to adolescece. Research ad Cofirm The have studets coduct research o adolescece to discover whether they were right. W W CCSS Literacy.RI Determie the meaig of words ad phrases as they are used i a text, icludig figurative, cootative, ad techical meaigs; aalyze the cumulative impact of specific word choices o meaig ad toe (e.g., how the laguage of a court opiio differs from that of a ewspaper). Literacy.RI Delieate ad evaluate the argumet ad specific claims i a text, assessig whether the reasoig is valid ad the evidece is relevat ad sufficiet; idetify false statemets ad fallacious reasoig. Literacy.W Coduct short as well as more sustaied research projects to aswer a questio (icludig a self-geerated questio) or solve a problem; arrow or broade the iquiry whe appropriate; sythesize multiple sources o the subject, demostratig uderstadig of the subject uder ivestigatio. T051_061_TE39686_B_R_U1.idd 57 Juveile Justice T57 3/9/13 1:41:08 PM State Stadards at i o a l G e o g r a p h i c l e a r i g G L. C e g ag e. co m 15

18 Here s your Edge For the Studets Studet Book ad Studet ebook Studet eeditio Iteractive Iteractive Studet Website mygcoect.com Grammar & Writig EG DEEG EE D G Iteractive Itera Practicctive e Book g Grammar & Writi Hampt o-bro w Grammar & Writig Gramm Practic ar & Writi g e Book Digital Assets Digital Library Comprehesio Coach My Assigmets Selectio Recordigs Fluecy Models Close Readigs MP3s Glossaries i 8 laguages eassessmet Iteractive Grammar ad Writig Assessmet Prit ad Olie Assessmets Hadb ook Hadbook Level B Assessmets Level C Assess mets Hadb ook Assessmets Hadbook Level A Fudametals Test Preparatio Test Preparatio Hampt o-bro PARCC Readig, Writig Readig, Writig & Laguage & Laguage Readig, Wri tig & Lagua ge Olie versios of prit assessmets Reports Idividualized reteachig prescriptios ExamView CD-ROM ExamView CD-ROM Cotets User s Guide ExamView Assessmet Suite Edge Cluster ad Uit Tests Level C at io a lg eo gr ap hic Le ar i g,ap ar t o f Ce ga g e Lear ig, Ic _ExamView_Fud,A,B,C_CD-Imprit_FPP.idd 4 Assessmet Hadbook 16 PARCC Test Pre Test Preparatio paratio w Digital Assets PARCC GEG E EGD E PARCC 1 8 e-assessmet Website mygcoect.com Placemet Test Test Booklets Teacher s Maual ExamView Test Geerator Level C Show 6 g Ce GL. ag o e.c m ISB 897 4/3/13 :39 PM

19 For the Teachers Volume 1 a pa r t of Ce g a GL 76 ge Learig, Ic Ce g ag e. c om I SB o al Ge og r ap hic Lea ri g, a pa r t of Ce g a 89 GL 76 ge Learig, Ic Ce g ag e. c om ISB Teacher s Editio with Laguage ad Selectio CDs 4/5/13 3:08 PM CD_60889 SR-FM-CR_A_r.idd 9 4/5/13 3:11 PM o al Ge og r ap hic Lea ri g, a pa r t of Ce g a GL 76 ge Learig, Ic Ce g ag e. c CD_6795 SR-FM-CR_B_r.idd 1 om ISB o ati g, Track ri Uit 1: The Grapes of Wrath Uit : The Creativity Crisis Uit 3: The America Promise Uit 4: The Sky Is ot the Limit Uit 5: Puddle Uit 6: Is Google Makig Us Stupid? Uit 7: Medig Walls Lea CD_67857 SR-FM-CR_EF_r.idd 1 CD 14 of 14 UITS 1 7 Level C Track ati hic Level B 14 0 r ap Uit 1: Ambush Uit : The Color of Water Uit 3: Outliers Uit 4: Household Words Uit 5: Why We Must ever Forget Uit 6: Trashig Tees Uit 7: I Believe i All That Has ever Yet Bee Spoke; Make Music with Your Life Close Readigs CD 1 of 1 og ati ati Ge /5/13 3:37 PM al Ge og r ap hic Lea ri g, a pa r t of Uit 1: Yes Uit : The Cruelest Jourey Uit 3: Athem Uit 4: Txtg: The Gr8 Db8 Uit 5: Black Boy Uit 6: What to the Slave Is the Fourth of July? Uit 7: Wild Geese Like You Ce g a GL 76 ge Learig, Ic Ce g ag e. c CD_6793 SR_FM_CR_C_r.idd 14 om ISB Hampt o-bro Teache r s A otated Editio w Teacher s Aotated Editio Laguage & Gramm ar Grammar & Writig EG DEEG EE D G g Grammar & Writi ed Editio Teacher s Aotat Iteractive Teacher s Aotated Editio 4/5/13 3:54 PM Teacher s Aotate d Editio Teacher Website mygcoect.com Grammar & Writig EG DEEG EE D G Hampt TAE Olie Lesso Plaer Presetatio Tool Progress Reports Trasparecies Teachig ad learig resources Family ewsletters i 8 laguages Olie Professioal Developmet GEG E EGD E Uit Tests Level C Hampt Level Tests Master s rs Level B Level Tests Maste C Level Uit Tests Level B o-bro Uit Tests Fudametals w Readig, Writig & Laguage & Laguage Readig, Writig Readig, Wri tig & Lagua ge GEG E EGD E Uit Tes ts Level A Hampt o-bro Level Tests Ma sters Level Tests Masters Level A Fudametals w Readig, Writig 1 Learers & Laguage & Laguage Readig, Writig Readig, Wri tig & Lagua ge Readig, Writig & Laguage & Laguage Readig, Writig & Lagua ge Laguage ad Grammar Lab Teacher s Editio Smarter Balaced Test Preparatio Smarter Balaced READIG LEV EL GAIS RTES EADT IG EL LE VE L READIG LEV G AI S TE ST GAIS TES T Powered by The Lexile Powered by The w Grammar ad Writig Teacher s Aotated Editio guage Eglish La Test Eis glish Ga Laguage Learers for Eglish Gais Test for Eglish o-bro Laguage & Grammar Lab Teacher s Editio Readig, Writig TAE TAE Digital Assets Lab Teacher s Editio Lagua ge & Gra Teacher s Editio Lab mmar ar Lab Tea Laguage & Gramm cher s Edi tio Gramm Practic ar & Writi g e Book TAE Itera Practicctive e Book UITS 1 7 Track al How Aase Gave Wisdom to the World Good Advice from Tees from Be Water, My Fried: The Early Years of Bruce Lee Hads Mathematics Remember o Close Readigs CD 9 of 9 Iteractive UITS 1 7 Level A Track Uit First ames from Romeo ad Juliet, Act, Scee Growig Together My People Ways to Kow You Who is She? Close Readigs CD 1 of 4 UITS 1 Teache r s A otated Editio Teacher s Aotated Editio 08 Selectio Readigs Iteractive ed Editio Teacher s Aotat Iteractive Teacher s Aotate d Editio Teacher s Editio Volume 1 Fudametals Volume 1 Track Uit 1 Teacher s Editio Teacher s Editio Volume Teacher s Editio Lexile Framewor Powered by The k for Readig Lexile Framewor GEE G E D GE Test Preparatio Framework for Readig Smarter Bala Smarter Test Balacedced Prepa Test Preparatioratio Hampto-B k for Read ig row Readig, Writi g & Laguage FOR M FOR M 1 3 FO RM Uit Test Test Booklets Teacher s Maual Summative Assessmet Level Test Masters Teacher s Maual Eglish Laguage Gais Test Forms Teacher s Maual at i oa l G e og r ap h i c l e a r i g G L. C e gag e. co m Readig Level Gais Test 3 Forms Teacher s Maual Test Preparatio PARCC Assessmets Smarter Balaced Assessmets

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