ELA Unit 8 G8

Comprehension I COMMONCORE

1. Recall When did Mirwais first sing? Rl 2 Determine a central idea of a
text and analyze its development
2. Recall From whom did Mirwais receive his musicaltraining? over the course of the text,
including its relationship to
3. Recall What advantages do younger singers have over older singers
in Afghanistan? supporting ideas; provide an
objective summary of the text.
Text Analysis Rl 5 Analyze in detail the role of
particular sentences in developing
lq. Summarize Main ldeas and Details Look back at the outline you created while and refining a key concept.

reading "Kabul's Singing Sensation." Based on the main ideas and details you Rl 6 Determine an author! point
noted, summarize the article. Then compare your summary with the article.
Decide if you've accurately captured its main ideas, important details, and ofview or purpose in a text.
underlying meaning.

Examine Word Choice What does Mirwais's voice sound like? Look back at
the article and find words and imagery that help you "hear" Mirwais's voice.

6. Analyze Quotations A quotation is a direct statement made by someone.
Lines t6, zo,and 6y6S contain three quotations from Mirwais. What do
these quotations tell you about the young singer?

Ot. Draw Conclusions About Author's Purpose Why do you think the author

chose Mirwais Najrabi as the subject of his article? What does this choice
suggest about his main purpose?

8. Evaluate Unity A paragraph has unity if all its sentences develop one stated
or implied main idea. A piece of writing has unity if each paragraph in it
is unified and all the paragraphs together develop one larger main idea or
message. Evaluate the unity of this article. Share what you decide and why.

Extension and Challenge A family rides on horseback
through the mountains of
O9. SoctAt sTUDtEs coNNECTIoN what is the current state of
X Afghanistan? What is life like for those who live there? Research the Afghanistan.

social and political climate of Afghanistan. Share your findings with
the class.

Itrhy do we SING?

What if singing were banned in this country? How would you react to
this decision? What risks would you be willing to take to preserve music?
Consider how Mirwais and his family reacted to life under the Taliban as you
answer these questions.

rAeul's SINGING sENsATIoN 931

Vocabulary in Context edict il

A vocaeuIARY PRAcncE ;.....-',,,1,],:-..

Note the letter of the item that you might associate with each boldfaced word. immaculate

l. edict: (a) a friend's suggestion, (b) a king's order, (c) a polite request -,,t.'.t"t'ttt''tttttt""'ii
I
2. exile: (a) being sent away, (b) being imprisoned, (c) having to pay a fine
3. immaculate: (a) without decorations, (b) without wrinkles, (c) without dirt purrtamcar
4. puritanical: (a) like a new school principal, (b) like a group with strict rules,
:ir:.-'i*":ii::':i
(c) like a popular athletic coach
5. transcendent: (a) sinking down, (b) rising above, (c) solving problems transcendenti
6. virtuoso: (a) a beginning violinist, (b) an off-key singer, (c) a musical star vrrtuoso I

ACADEMIC VOCABULARY IN WRITING i COMMONCORE

. challenge . communicate . design . job . method L4b Use Creek affixes as clues to
the meaning of a word.
What did you learn about life in Kabul under the Taliban from reading "Kabul's
Singing Sensation"? Write a paragraph summarizing the information Tim like; having to do with;
McGirk communicates in the article. Try to use at least one of the Academic showing; causing
Vocabulary words in your response.
Go to thinkcentral.com.
VOCABUTARY STRATEGY: SUFFIXES THAT FORM ADJECTIVES KEYWORD: HML8-932

A suffix is a word part that can be added to a root or base word to form a new
word. Some suffixes, such as -icalin puritanical, can be added to nouns to
form adjectives. Others, such as -ent in transcendent, can be added to verbs to
form adjectives. lf you can recognize the root or base word in a word with a
suffix, you can often figure out the entire word's meaning. Consult the chart
for common adjective suffixes and their meanings.

PRACTICE ldentifythe base word in each boldfaced adjective. -ifit, -ate,
Then define the adjective.
-ent, -ic,
l. Yesterday I received the joyous news that my grandmother -ical, -ous

will be coming to visit.

2. Like the earth, the moon is roughly spherical.

3. As he waits for his food, our dog wears an expectant expression.

4. Can you solve algebraic problems?

5. Mrs. Pine is a considerate host who makes sure that her guests
are comfortable.

932 uivrt 8: FACTS AND TNFoRMATToN

Language i COMMONCORE

0 cn*nnruAR tN coNTExT: Use Commas Correctly t 2 Demonstrate command of the

Review the Grammar in Context note on page 93o. An adverbial clause is a conventions of standard English
subordinate (dependent) clause that modifies a verb, an adjective, or an adverb. punctuation when writing. L 2a Use
It generally tells how, when, where, why, how much, to what extent, or under punctuation (comma)to indicate a
what condition the action of a verb takes place. An adverbial clause should be pause or break.
followed by a comma when it comes before an independent clause.
Go to thinkcentral.com.
Original: Because the Taliban banned music in Afghanistan musicians
KEYWORD: HML8-931
had to hide their instruments.

Revised: Because the Taliban banned music in Afghanistan,
musicians had to hide their instruments.

Notice that adding a comma, which indicates a pause or break, helps to clarify
the original statement's message.

PRACTICE ln each sentence, add commas where they are needed.

1. Since the age of four l've played the trumpet.
2. Over the summer my friends and I formed a singing group.
3. After reading the article I wanted to hear your music.
4. When I play music lfeel free and happy.

For more hetp with commas, see page R4g in the Grammar Hamdbook.

READI NG-\^,RITI I{G CON N ECTION

YOUR Demonstrate your understanding of "Kabul's Singing Sensation'
by responding to this prompt. Then use the revising tip to improve
@ your writing.

TURI'I

@
l
Extended Constructed Response: Letter
Reviewypur letter. lf you

andMusic can connect people across distance have use! any adverbial

to Lculture. Write a two- or three-paragraph letter clauses, make sure that

"Mirwais expressing your reactions to the article you you have included commas

ownjust read. Then share with him some of your where they are needed.

music.experiences and thoughts about singing and

f

rasuL's srNGrNG sENsATIoN 933

Before Reading

Robo-Legs F* Y;*tl;f;L*

t\Aagazine Article by Michel Marriott

Eureka; Scientific Twists of Fate

Online Article

(,

TH!NK KEYWORD: HML8-934
apntral

ffimwtumwSCIENCE

mfomffiffiffid ffiffiffi EgwwffiP

I COMMONCORE The next time you answer a cell phone, turn on a light, or take your
asthma medicine, think about the knowledge that was needed to create
Rl 2 Determineacentral these things. Science has made it possible for doctors, engineers, and
idea of a text and analyze its inventors to develop technologies and medicines that make our lives
healthier and more convenient, ln the following articles,you'll read
development over the course about some of the amazing scientific breakthroughs that have allowed
of the text, including its people to lead longer, better lives.
relationship to supporting ideas.
Rl 5 Analyze in detail the role QUICKWRITE What is one scientific development that you feel you
of particular sentences in could not live without? Think beyond obvious technological gadgets
developing and refining a key such as your computer or cell phone. Write one paragraph telling what
concept. a day might be like if this discovery had never taken place.

raii:: 1:*ir l-::-:f,::, r:ri

O rrxr ANALysts: oRGANrzATtoN oF IDEAs Michel Marriott

Many nonfiction texts are organized in what might be called born r954
part-by-part order. One idea or group of ideas suggests
another, which suggests another, and so on until the end. Each A Born Communicator
idea is related in some way to the one before it and the one Michel Marriott says that he was
after it, but not necessarily in the same exact way. For example, "practically born talking." As a child,
Michel Marriott begins "Robo-Legs" with Cameron Clapp's he talked all the time, and eventually
personal story. Then he presents information about artificial he began writing out his thoughts on
limb technology. Next he talks about how people's attitudes paper. Through his work at his school
toward wearing such limbs are changing. Each new idea newspaper, Marriott realized that
journalism was a good career choice.
relates to the one before it-but not in any predictable way. To Since then, Marriott has worked for the
Wa sh i n gto n Post, N ewsw ee k, and Th e
follow along, you need to pay attention to topic sentences and New YorkTimes,coveting a variety of
subheadings, which introduce new parts. topics, including technology, fashion, and
urban crime. ln 1995, director Spike Lee
! NSAOING STRATEGY: MONITOR produced N ew Je rsey D rive, a film based
on Marriott's series of articles about the
When you monitor your reading, you pause to check your desperate lives ofyoung car thieves. The
comprehension of the material. To monitor effectively, pause series was nominated for a Pulitzer Prize.
frequently and try the following strategies:
BACKGROUND TO THE ARTICTE
. Ask questions about the information presented. Marvelous Medical lnventions
. Visualize, or picture, events and details described. Throughout h istory, scientists and
inventors have worked to make
. Reread passages that you find confusing. life better for those with physical
disabilities. The first eyeglasses were
Use a chart like the one shown to help you monitor. created in the tzoos. The first hearing
aids, caIled "trumpets," were invented
Where I ?alsd ,'. Whdt Codfusen t4e' How I Clarifiel the in the early r8oos. Prosthetics, used to
lnfortwtion replace missing arms and legs, were
made of wood or metal as long ago as the
A vocABUTARY rN coNTExr days of ancient Rome. ln medieval times,
a knight who lost an arm could be fitted
How many of the boldfaced words do you know? Use context with a metal prostheticthat held a shield
clues to figure out a definition for each. during battle. ln the t8oos, wooden legs
were fashioned to resemble real legs.
I. People who lose an appendage can still exercise. They included springs and sockets to
allow movement. Today, scientists draw
2. The pollution could contaminate the water supply. on robotics and a better understanding
3. lnfectious diseases can be transmitted quickly. of the human body to create prosthetics
that are very similar to real limbs.
4. I need keener eyesight to thread the needle.
Go to thinkcentral.com.
5. Roberto gains mobility by using a wheelchair.
6. The infection was pervasive throughout her body. KEYWORDT HMLS-935
7. Mrs. Blake needed rehabilitation following knee surgery.
8. The scientist's serendipitous discovery led to a cure.

& Complete the activities in your Reader/Writer Notebook.

*$Ii3,",

This photo shows
Cameron CIaPP
comPeting at the zoo5
Endeavor Cames. Based
on his bodY language
and facial exPression,
what can You conclude
about CIaPP's
personalitY?

936 uNrt 8: FACTS AND INFoRMATIoN

mobility (mo-bYl'Yte) n.
the capability of moving
from place to place

ith his blond hair, bufftorso, and megawatt smile, Cameron o ORGANIZATION
Clapp is in many ways the rypical California teenager. There Reread lines t-5.
are, howevet a few things that set him apart: For starters, To whom are you
this former skater boy is now making his way through life on a pair of introduced here? What
shiny, state-of-the-art2 robotic legs. @ does Marriot emphasize
"I make it look easy," he says. about him?
Clapp, 19, lost both his legs above the knee and his right arm just short
of his shoulder after getting hit by a train almost five years ago near his rehabilitation
home in Grover Beach, California. Following years of rehabilitaJion and
10 a series of prosthetics, each more technologically advanced than the last, (re'he-bYl'Y-ta'shan) n.
he has become part of a new generation of people who are embracing
breakthrough technologies as a means of overcoming their own bodies' the process of restoring
limitations. someone to physical
"I do have a lot of motivation and self-esteem," Clapp says, "but I capability, usually
might look at myself differently if technology was not on my side." through exercise and
The technology he's referring to is the C-Leg. Introduced by Otto physical therapy
Bock HeathCare, a German company that makes advanced prosthetics, the
C-Leg combines computer technology with hydraulics. Sensors monitor tr MONITOR
how the leg is being placed on the ground, and microprocessors3 guide the Examine lines r6-zr.
limbt hydraulic system, enabling it to imitate a natural step. It literally does What words and phrases
the walking for the walker. The technolory, however, is not cheap; a single help you visualize Clapp's
C-Leg can cost more than $40,000. O legs? Compare your
The C-Leg is one of the examples of how blazing advancements, mental image with the
including tiny programmable microprocessors, lightweight materials, photo on page 936.
and keener sensors, are restoring remarkable degrees of mobility to
amputees, says '$7'illiam Hanson, president of . . . a Massachusetts keener (k6n'ar) adj. more
company that specializes in developing and distributing advanced acutely sensitive
prosthetic arms and hands.

1. prosthetic limbs (pr6s-thEt'Yk limz): artificialarms and legs.

2. state-of-the-art: made using the newest technology available.

3. microprocessors: tiny computer parts that operators can program, or give new instructions to.

RoBo-LEGs 937

Clapp's prosthetic legs feature several attachments to suit different purposes.

j:

i,

I Three Sets of f'egs
I

I

l. For example, Clapp, who remains very involved in athletics despite his
I

iao1l condition, has three different sets of specializedprosthedc legs: one for
: walking, one for running, and one for swimming. He put all of them to

i: use at the Endeavor Games in Edmond, Oklahoma-an annual sporting

o MONTTOR ii event for athletes with disabilities-where he competed in events like the
What questions do you 200-meter dash and the 50-yard freesryle swim. @
have after reading this
paragraph? Decide :i,,
whether to reread or lr',.
read on for answers.
1 Man or Machine?

ii
aa
jj
But increased mobiliry is only part of the story. Something more subtle,

il and possibly far-reaching, is also occurring: The line that has long

il,,

ii' separated human beings from the machines that assist them is blurring,
!tltti as complex technologies become a visible part of the people who depend

!i uPon rhem.
irll
1i ,. 40 Increasingly, amputees, especially young men like Clapp, and soldiers

il who have lost limbs in Afghanistan and Iraq, are choosing not to hide their

938 uNrr 8: FACTS AND TNFoRMATToN

prosthetics under clothing as previous generations did. Instead, some I
of the estimated 1.2 million amputees in the United States-more
than two-thirds of whom are men-proudly polish and decorate their ll

electronic limbs for all to see. . . . O I

Many young people, especially those who have been using personal t,i.

electronics since childhood, are comfortable recharging their limbs' I' i::

batteries in public and plugging their prosthetics into their computers I

to adjust the software, Hanson says. l. :r

50 Nick Springer,20, a student at Eckerd College in St. Petersburg, Florida, i.iiI "
O ORGANIZATION
who lost his arms and legs to meningitis when he was 14, recalls doing just
',aI ls the topic still Clapp
that at a party when the lithium-ion batteriesa for his legs went dead.
I and his sets of legs? lf
"I usually get 30 hours out of them before I have to charge them
again," he says. "But I didn't charge them up the day before." i not, what is the new

I topic? How is it related
,i,l to the previous topic?

ii:

Terminator Legs appendage (e-pEn'dYj)
n. a body part, such as
\When his legs ran out of power, he spent most of his time sitting on a an arm or leg, that is
attached to the main
couch talking to people while his legs were plugged into an electrical
part ofthe body
outlet nearby. According to Springer, no one at the parry seemed to care,
and his faith in his high-tech aPpendages aPPears unfazed. "I love my i co,r,tmox coRE Rt 5

Terminator5 legs," he says. @ o oRGANTZATTON
ln a magazine article,
60 Springer also remembers going to see StarWars: Episode lll-Reuenge subheads often
signal that the writer
of the Sith with his father. V4rile he liked the movie, he found the final is shifting to a new
idea. But sometimes
scenes-in which Anakin a subhead is inserted
mainly to break up
Skywalker loses his arms a long block of text.
Does the subhead
and legs in a light-saber "Terminator Legs"
introduce a new
battle and is rebuilt with idea, or do lines
55-59 support the idea
fu lly functional prosthetics introduced underthe
previous subhead?
to become the infamous Explain your answer.

Darth Vader-a little

far-fetched.

70 "\(/e have a long way to

go before we get anything
like that," he says. "But

look how far humanity

has come in the past
decade. IilZho knows? The

hardest part is getting the Nick Springer plays hockey with the help of specially-
ball rolling. \We pretry made prosthetics. @ Dith PranlNew York Times/Redux

much got it rolling."

lithium-ion batteries (lYth'e-am-i5n' bEt'e-rez): very light, small batteries with a great deal
of energy packed into a small space.

Terminator: a robotic character in a r984 film, The Terminator.

RoBo-LEGs 939

:-\.fur

o oRGANTZATTON . . . We are all familiar with the tale of Newton's apple. While sitting in his orchard one
What main idea is day in 1665, lsaac Newton's1 curiosity was sparked by a falling apple, leading him t0
introduced in this "discover" the law of gravity. As doubtful as the story sounds, writings by Newton and
paragraph? Based on his contemporaries verify the incident. Though science often seems an orderly and
the last sentence ofthis methodical process, history is dotted with surprising discoveries such as these. Were
paragraph, how do you they merely luck? 0r the results of a gifted mind? Actually, a bit of both. Sometimes
expect the next part of scientific discoveries come from the most unexpected places, when talented people
this article to be related
to it? 6are watching out for them. Here are two examples of similarly serendiDitous finds.
serendipitous
(sEr'en-dip'Y-tas\ adj. $#* $mefJpcx #nr*
found byfortunate
accident ln the late 1700s, Edward Jenner, a young English doctor-in-training, was told by a local
ro milkmaid that she r,vas safe from smallpox2 because she had already had cowpox. Like
pervasive (per-v6'sYv)
a dj. present throughout its deadly cousin, cotvpolt also produced painful blisters, yet doctors had not made
a connection between the two diseases. After extensive research, Jenner discovered
that what she said was true-milkmaids exposed to a common strain of cowpox almost
never c0ntracted smallpox.

Jenner's supervising physicians took little interest in his findings. Then, in 1796, he
injected a young boy named James Phipps with tissue taken from a cowpox blister on
a milkmaid's hand, He then exposed the boy to the deadly smallpox virus. So pervasive
and devastating was this disease at the time that the boy's family was tllilling to take this
unimaginable risk. But their gamble paid off. Young James remained completely healthy,
zo and the vaccination process was born.

Jenne/s idea opened the door not only to the eradication of smallpox but to the
subsequent perfection of the immunization procedure by Louis Pasteur.3 The modern

lsaac Newton: mathematician and scientist (r6 4z-t727) who developed the theory of gravity.

smallpox: a highly infectious, often fatal disease characterizedby high fevers and blisters
that leave pockmarks on the skin.

3. Louis Pasteur (ld-o'e pAstCrr'): French chemist (l8zz-r895) who founded modern microbiology
and developed several life-saving vaccines.

.; q,+,It 'i ,j
=
uNrt 8: FACTs AND INFoRMATToN

term "vaccine," from the Latin word for E MON ITOR
"cow," honors Jenner and his life-saving Reread the subheading
ofthis section. Based
inspiration....g on this, what question
about smallpox should
i'"Irii,i r,,'iii'sii you be able to answer?
lf you can't answer this
Arguably the most important medical q uestion for you rsel{
reread lines 9-25.
discovery of the 20th century came about
infectious (inJEk'shes)
purely by accident, Ihroughout the 1920s, adj. capable of being
tra nsm itted by infection
Scottish scientist Alexander Fleming was
contaminate
:o searching for a cure for infectious disease, (ken-tdm'e-nat') v. to
make impure or unclean
the major cause of death throughout much through contact

of human history, As part of his research, franEtrage Goach

Fleming was cultivating several species of Alexander Fleming Homonyms Homonyms
bacteria in separate petri dishes. are words with the same
spelling and sound but
One day, Fleming noticed that a mold had contaminated the petri dish containing different meanings.
Which context clues
the bacteria Staphylococcus, a common microbe responsible for a variety of ailments help clarify that the
word mold in line 35
ranging from the earaches to deadly post-operative infections, But before tossing away refers to a fungus, not to
a container for shaping
the moldy dish, Fleming realized that the intruder had actually killed off much of the Iiquids or plastics as they
harden?
bacteria culture.
B MON |TOR
40 The tiny, wind-born mold spore must have landed in Ihe Staphylococcus colony Why is penicillln
important? Reread
during a brief moment Fleming had uncovered the dish. Fleming isolated the mold and this section if you don't
know the answer.
identified it as a member of the genus Penicillium. He called the antibiotic substance

it secreted penicillin.

Fleming's further investigation found that penicillin killed off several, but not all,

strains of the disease-causing microbes he was growing in his lab. Had the penicillium

contaminated a different dish, Fleming might never have discovered its medicinal benefits,

Additionally, Fleming found penicillin was non-toxic to humans and animals. Realizing

the strategic advantage in possessing the world's first antibiotic, the U.S. and Britain
joined forces to mass-produce the drug, and treated thousands of Allied troops wounded

;o in the D-Day invasion of Europe. lt has saved countless lives ever since. ln 1945, Fleming

shared the Nobel Prize in Medicine for his work on the "Wonder Drug" penicillin. . . . O

"' t *r ,':'"r" 1

Each of these examples of serendipity helped advance the scope of human knowledge by
great leaps and bounds. But these accidents and twists of fate are not quite as random as
they seem. Each discovery occurred in the presence of a welltrained intellect. . . , As Louis
Pasteur 0nce said, "ln the fields of observation, chance favors only the prepared mind."

Pi*.'. :i=

EUREKA: SCIENI'IFIC .r'WISTS OF FATE 941

Comprehension i COMMONCORE

1. Recall How does the C-Leg described in "Robo-Legs" work? Rl 2 Determineacentral
idea of a text and analyze its
2. Summarize According to "Robo-Legs," what is different about the way young development over the course
amputees feel about their prosthetic lirnbs? ofthe text, including its
relationship to supporting ideas.
3. Clarify James Phipps is mentioned in "Eureka: Scientific Twists of Fate." Why Rl 5 Analyze in detail the role
was his family willing to risk his exposure to the smallpox virus? of particular sentences in
developing and refining a key

concept.

Text Analysis

4. Examine the Message Reread the first rparagraph of "Robo-Legs" as well as
lines z3-28 and 35-39. Based on the information stated and the descriptive
words and phrases used, what do you think is the message the author wants
to share about science and technology?

5. tnterpret Quotation "Eureka: Scientific Twists of Fate" contains this quote
from Louis Pasteur: "ln the fields of observation, chance favors only the
prepared mind." What does he mean? Use examples from the article to
support your answer.

ts. Evaluate Monitoring Techniques Look back at the chart you created as you
read. Which strategy best helped you understand the articles? Explain.

Ct. Analyze and Compare Organization of ldeas ln a few sentences, describe the

part-by-part organization of each article-that is, how each part is related to
the next. Then identify one way in which the two authors use part-by-part

organization similarly or differently.

8. CompareTexts Use a Venn diagram like the Wbo4r4i'

one shown to record similarities and differences
between the articles. Consider the subject matter,
purpose, tone, and organization of ideas in each
article. Why do you think these two articles were
presented together in a single lesson?

Extension and Challenge

9. Readers'Circle Both "Robo-Legs" and "Eureka: Scientific Twists of Fate" describe
medical advancements that have helped people lead better lives. What problems
would you like science to solve? Discuss your answer with a small group.

E10. 4L. sc'r',rcE cot{NEcTtoN Robotics has become an exciting field of study.

Othe, than prosthetics, what is another way robotics is being used
today? Research to find an answer. Then present your findings to the class.

How has SCIENCE changed our lives?

What insights did you gain about science and technology from reading

these selections?

942 uNrr 8: FACTS AND INFoRMATIoN

Vocabulary in Context

A vocaeurARY PRAcncE

Answer each question to showyour understanding of the
vocabulary words.

I. Which is an appendage, a boy's back or his leg?

2. Which can contaminate your dinner, bacteria or salt?
3. Which are infectious, colds or injuries?

4. lf your eyesight gets keener, does it get better or worse?

5. Which provides mobility, an armchair or a car?

5. lf an attitude is pervasive, do many people share it or

just a few?
7. Would you need rehabilitation to recover from a broken leg,

from a cold?

8. lf you make a serendipitous discovery, are you lucky or unlu ky?

ACADEMIC VOCABULARY IN WRITING

. challenge . communicate . design . job . method

What technology would you like to design to improve people's

of an existingtechnology. Tryto use at least one of the Acadenlic
Vocabulary words in your response.

VOCABUTARY STRATEGY: THE IATIN ROOT Pend i COMMONCORE

The vocabulary word appendagecontains the Latin root pend, L 4b Use Latin roots as clues to
which means "hang." Many English words contain this root. the meaning of a word.
To figure out the meaning of words with this root, use context
pel4ing
clues and your knowledge of the root's meaning.

penda nt pendulously
ndeprylable
PRACTICE Choose the word from the web that best indepen{ent
completes each sentence. Then explain how the root
pend relates to the meaning of the word.

1. lf an employee is _, he will not keep his job very long. apperulage

2. Dogs are pack animals, so they hate being left alone;

_however, cats are fairly creatures.

3. She wore a diamond_ around her neck.

4. The detective has several cases , but none ofthem are

resolved. Go to thinkcentral.com.

5. The elephant's trunk swun g _from side to side. KEYWORD: HMLS-943

ROBO- / runrr<e.: scrENTrFrc rlrrsrs oF FATE 943

;t:ira::f i::::'.!r:1:r:" '-': _ Guide to Computers

Use with "Robo-Legs," Technical Directions

page 936. What's the Connection?

i COMMONCORE ln "Robo-Legs," you read about new designs for artificial limbs that
are improving the lives of amputees. Now you will read a guide to
Rl 4 Determine the meaning of computers, the invention that made such new designs possible.

words and phrases as they are Standards Focus: Analyze Technical Directions
used in a text, including technical
meanings. Rl 5 Analyze in You have probably spent a lot of time working on a computer, but would
detail the structure of a specific you be able to set one up? lf not, you could learn how by following a
paragraph in a text, including set of technicaldirections. Technicaldirections are a type of procedural
the role of particular sentences text, or text that explains how to do something. Specifically, technical
in developing and refining a key directions explain how to assemble or operate a device. Some products,
concept, such as computers, game systems, or cameras, are accompanied by
instruction manuals that include technical directions. These directions
usually contain

. a parts list or glossary of key terms that you will need to know
. illustrations, diagrams, and photos that show key steps
. clearly labeled instructions that appear in a logical sequence

Readers are expected to connect infqrmation from all of these elements.
As you read, use this checklist to make sure you analyze the technical

directions carefully and avoid mistakes, Remember, if steps are missing,
or if you skip steps or perform them out of order, the device may not work.

ChecHist

D Scat the heaning and antl subhealings to learn what process is

being explauel.Look for numbers or letters that tel/ qou the

order in whtch the steps shou/d be {o/lowed.

D Real the entrre drrecttons through oace. Figure out what r.1ou

need to accotuplish,

D Go ba* ud retql the instructrots oile step at a tiue, Alter
realiag each step, do t,

O Exauiaethe dlagraus or other gra"phrcs,Thet4 ma4 help qou

vlsualize what the wrftten directions are telling r,1ou to do, or
theq ua4 offer other information.

944 uNlt 8: FAcrs AND TNFoRMATToN

GU (Flocus oN FoRM

CO PUTER C-rcuid" to ComPuters"

is an instruction
manual, a booklet or
electronic file that
Provides information
about a Product'
lnstruction manuals

identifY basic Parts'
describe functions'

and Provide
technical directions
for assembling or
oPerating a Product,

What ls A ComPuter?

Did a comPuter helP You wake uP this
morning? You might think of a computer as
something you use to send e-mail or surf

tna tnt r*t, but computers are around you

all of the ilme' Computers are in alarm
clnlocfkvsfp, 3caprlas,yeprh, olinkeest'haenodneevienn FMTPG3URplEay1e' rs'
allows you to build your own music lists

and carry thousands of songs with you

ro wherever You go'

A comPuter is an electronic device ll

that performs tasks by processing and i:
storing information' A computer performs
and has tl
a tasf wfren it is $ven a command out that ITnnf*f Believe it or not' this MP3 il
the instructions necessary to carry !i
iiti6-nt int a comPuter!
ii

t.
!:
ti
t:
i

command' Computers do not operate by "1,, '^lil,1,1T'o*

themselves, or "think"' @ i1,, Reread lines ll-r7' What
:
l

are the basic functions

of a comPuter?

1,

tiii

READTNc FoR INFoRMATIoN 945

o TNSTRUCTTON Basic Functions
MANUAL
How does the diagram The basic functions a computer performs are shown in FIGURE 2.
labeled Figure z help
you understand the The information you give to a computer is called input. Downloading
functions of a computer
described in lines r8-3o? songs onto your MP3 player or setting your alarm clock is a type of
input. To perform a task, a computer processes the input, changing it
to the desired form. Processing can mean adding a list of numbers,
executing a drawing, 0r even moving a piece of equipment. lnput
doesn't have to be processed immediately; it can be stored until it is
needed. Computers store information in their memory. For example,
your MP3 player stores the songs you have chosen to input. lt can
then process this stored information by playing the songs you request.
0utput is the final result of the task performed by the computer.
The output of an MP3 player is the music you hear when you put on
your headphones! @

ifIEG[f. The functions of a computer

946 uNrr: 8: FACTS AND TNFoRMATToN

TEts Emtermet*A GEofuaE [$etwork o TNSTRUCTION
MAN UAL
Thanks to high-speed connections and c0mputer software, it is Reread lines 3r-35.
possible to connect many computers and allow them t0 communicate What is the purpose of
the lnternet?
with one another. That's what the Internet is-a huge computer network
i COMMONCORE L5a
consisting of millions of computers that can all share information Language Goach
with one another. @
ldiom An idiom is
How the lnternet Works a phrase that has a
meaning different from
Computers can c0nnect to 0ne another on the lnternet by using a its individual words. You
modem to dial into an lnternet seruice provider, or lSp. A home can use context clues to
computer c0nnects to an ISP over a phone or cable line. A school, figure out the meaning
business, or other group can connect all of its computers to form a local of an idiom. ln line4z,
40 atea network (LAN). Then, a single network connection can be used to what does the idiom "go
connect the LAN to an lSP. As depicted in **6*#ffiffi S, tSPs are global" mean?
connected globally by satellite. And that's how computers go globall

ffi Through a series of :.GEI:I

connections like these, every computer

on the lnternet can store information.

;e***f*{i

.,Gfl-',
5.--,.1

READTNG FoR TNFoRMATToN 947

Cornputer Hardware

For each function of a computer, there is a corresponding part of the computer where that
function occurs. Hardware refers to the parts, or equipment, that make up a computer. As
you read about each piece of hardware, refer to 9:}*5.jftH 4.

lnput Devices

An input device is a piece of hardware that feeds information to the computer. You can
enter information into a computer by using a keyboard, mouse, scanner, digitizing pad and
pen, 0r digitizing camera-or even your own voice!

Gentral Processing Unit

A computer performs tasks within an area called the central processing unit, or CPU. ln
5o a personal computer, the CPU is a microprocessor. lnput goes through the CPU for

immediate processing or for storage in memory. The CPU is where the computer does
calculations, solves problems, and executes the instructions it is given. Some computers
now come with two 0r more CPUs to process information more effectively.

Memory

lnformation can be stored in the computer's memory until it is needed. CD-R0Ms, DVDs,
and flash drives insefted Into a computer and hard disks inside a computer have memory

ffiqEffi Computer hardware

I

948 uNIt 8: FACTS AND TNFoRMATT()N

to store information. Two other types of memory are ROM (read-only memory) and RAM o TNSTRUCTION
(random-access memory). MANUAL
Reread lines 6o-63.
ROM is permanent. lt handles functions such as computerstart-up, mainienance, Why is RAM sometimes
and hardware management. ROM normally cannot be added to or changed, and it cannot called "working
memory"?
oo be lost when the computer is turned off. 0n the other hand, RAM is temporary. lt stores
information only while that information is being used. RAM is sometimes called working o TNSTRUCTION
MAN UAL
memory. The more RAM a computer has, the more information can be input and the mgre What piece of hardware
powerful the computer is. G) serves as both an input
and output device?
Output Devices Describe its fu nctions.

0nce a computer performs a task, it shows the results of the task on an output deyice.
Monitors, printers, and speaker systems are all examples of output devices.

Modems

One piece of computer hardware that serves as an input device as well as an ouitput
device is a modem. Modems allow computers to communicate. One computer can input
information into another computer over a telephone or cable line as long as eacln
computer has its own network connecti0n. ln this way, modems permit computers t0

n "lalk" with each other. @

Scanndr

Digital pad & pen CDlDVD

\@

- Flash drive (USB)

READING FoR TNFoRMATToN 949

How to Set Up a Desktop Computer

STEP 1 Connect the monitor to the computer.

The monitor has two cords. One cord,
the monitor interface cable, lets the
computer communicate with the
monitor. The monitor cable connects to
the video poft (the port designated for
monitors) at the back of the computer.
(See FIGURE 5.) The connector on this
.ord ;r 2 plug with pins in it; the pins
correspond to holes in the video port on
s0 the computer. This cable probably has
screws to secure the connection. The
other cord is the monito/s power cord,
which plugs into a wall outlet or surge
protector, a plug-in device that protects
electronic equipment from high-voltage
electrical surges (see Step 5),

STEP 2 Connect the printer to the computer.

The connector on the cable that is
attached to your printer is most likely a
USB cable. USB ports (USB stands for
so Universal Serial Bus) can accept any
device with a USB connector. Connect
one end to the back of your printer.
Then connect the other end to an
available USB port on the back of your
computer. (See FIGURE 5.)

950 uxrt 8: FACTS AND TNFoRMATToN

STEP 3 Conmect the keyboard and rmouse. i,
t
Look at the connector on the cord that is
attached to the keyboard or mouse. lf this i
connector is round, plug the cord into a matching
port on the back 0f the computer. (See S}#il;ffitr i)
t00 S.) lf the connector on the cord is flat, plug it into
any available USB port. (See Step 2 illustration.) l
lf you are using a cordless keyboard 0r mouse, i.
connect it to the computer uslng the
manufacturer's technical directions. G TTCHN ICAL

Computer BIRECTiOI\I5
When analyzing
fiConnections technical directions,
remember to scan the
i:, Y16"o card----+ headings and study the
graphics. ln what way
Line in does Figure 5 differ from
the other graphics on
,r; Headphones ': pages 95o-952?
MlaroOnon"
portsi..:, USB [3fl} - READING FOR INFORMATION 95r

,i

flD[D*

o Monitor eort-ffi ;ffi,B*-W

ffiI Keyboard----{
ffi!

Mouse-----i:

,

Network

& Power

djlEij:aE&@fi gBstrM]w-%. -

I
I

o TECHNTCAL Step 4 Connect the modem to the computer by using a network cable.
DIRECTIONS
Which step should Connect the network cable to
you complete first- the network port on the back of
connecting the printer your computer. (See FIGURE 5.)
or connecting the Connect thre other end of the network
modem? How do cable to your modem, As long as you
you know?
iro have an active lnternet connection, the
o TECHNTCAL
DIRECTIONS software should automatically detect
lf you skip Step 5, what that you are connected to the lnternet
willhappen?
when your computer starts. Gl

Step 5 Connect the power cords.

The power cord is a three-pronged,
grounded cord that you attach to your
computer. First, attach one end of the
power cord to the computer; then plug
the other end ofthe cord into a surge

protector. (See FIGURE 5.) Plugthe

120 surge protector into a grounded wall
outlet. Turn on the monitor and then the
computer, and you are ready to go! @

952 uNrr 8: FACTs AND TNFoRMATToN

Afier Reading

Comprehension i COMMONCORE

l. Recall what types of memory can be used to store informrlionl Rl 4 Determine the meaning of

2. Summarize Describe the set of connections that must be ,!d" ro, words and phrases as they are
used in a text, including technical
computers to communicate globally. meanings. Rl 5 Analyze in
detail the structure ofa specific
Text Analysis paragraph in a text, including
the role of particular sentences
O 3. Examine an lnstruction Manual Why are both diagrams ahd text included in developing and refining a key

in this manual? concept. W9 Drawevidence

! 4. Analyze Technical Directions choose one of the tips on yqur checklist from informational texts to
support analysis.
(page gq+) and explain why it is helpful in following the directions for
setting up a desktop computer.

! 5. Evaluate Technical Directions Does any information seem to be missing

from these directions? rs there information that seems extraneous? ls
everything up to date? Explain your answer, citing evidende from the text.

Read for lnformation: Evaluate Graphics

WRITI NG PRO,vrPT

How effective are the graphic elements in ,,Cuide to Computbrs,,?
Evaluate the purpose, clarity, and usefulness of the graphics.

To answer the prompt, follow these steps:

1. Review the fourth item on your checklist. Do the graphics fulfill their

purpose?

2. consider whether the graphics are easy to read and undeJstand.
3. Decide whether the graphics would be usefur for someonA setting up a

computer.

4. ln a paragraph or two, explain why the graphics are or are not effective.
Focus on the purpose, clarity, and usefulness of each.

GRAPHICS

t,--'.''.-'-''--.

I Purpose
l

I Clarity i
l i

, l

r Usefulness
l
.-.--..., i..,--_-._ ..,-

READTNG FoR TNFoRMATToN 953

An AmerEcan Plague3 i COMMONCORE

The True and TenrEfying Story Rl I0 Read and comprehend

of the Yellow Fever Epidemic of 1793 literarv nonfiction.

History Book b-y Jim Murphy

Meet Jim Murphy

Jim Murphy didn't read much as a child. lt wasn't until a high
school teacher told his class that they weren't allowed to read
a particular novelthat Murphy became inspired to read. At
first, he did it just to be rebellious. Murphy says that as he
continued to read, he developed a love of history, because it en-
abled him to "visit many different times and places in the past."

Today, Murphy is the award-winning author of over z5
books about American history. "One of my goals in writing
about events from the past is to show that children weren't
just observers of our history," Murphy says. "They were actual
participants and sometimes did amazing and heroic things."

Other Books by Try a History Book
Jim Murphy
Sometimes a nonfiction book can be so enthralling, it's almost
Blizzard!:The Storm as though you are reading a suspense novel, wondering what
That Changed will happen next. History books tell about a series of important
America events or provide details about one major event, often in
chronological order. Some history books start with the outcome,
The Great Fire however, and then back up to show readers how it came about.
AYoung Patriot:The
American Revolution Reading Fluency Cood readers read smoothly, accurately, and
as Experienced by with feeling. To improve your reading fluency, read a passage
One Boy several times. Your goal in silent reading is to make sense of the
writer's words and ideas. When reading aloud, think about the
,.: -.tr, type of text you are reading. You may need to adjust your speed
and tone and how you emphasize certain words when reading
..,fiction, lonfiction, or poetry.

Read a Great Book

ln qg3, Philadelphia, Pennsylvania, was the nation's capital.
It was also a city at the mercy of an invisible enemy. ln this
vivid account of the yellow fever epidemic, Jim Murphy
highlights some of the conditions in Philadelphia at that
time and shows how those conditions contributed to the
spread of a deadly disease.

from

Ptd$Ue:

The True ond Teruifying Sbry of the

i,ri, i,Lnt' .,ii* :i {i ,;i',.rl, i,

Saturday, August 3, 1793. The sun came up, as it had every day since
the end of May, bright, hot, and unrelenting. The swamps and marshes
south of Philadelphia had already lost a great deal of water to the inrense
heat, while the Delaware and Schuylkill Rivers had receded to reveal
long stretches of their muddy, root-choked banks. Dead fish and gooey

vegetable matter were exposed and rotted, while swarms of insects
droned in the heary, humid air.

In Philadelphia itself an increasing number of cats were dropping
dead every day, attracting, one Philadelphian complained, "an amazing
to number of flies and other insects." Mosquitoes were every\,vhere, though
their high-pitched whirring was particularly loud near rain barrels,

gutters, and open sewers.
These sewers, called "sinks," were particularly ripe this year. Most streets

in the ciry were unpaved and had no system of covered sewers and pipes
to channel water away from buildings. Instead, deep holes were dug at
various street corners to collect runoff water and any,thing else that might
be washed along. Dead animals were routinely tossed into this soup,
where everything decayed and sent up noxious bubbles to foul the air.

Down along the docks lining the Delaware, cargo was being loaded
z0 onto ships that would sail to New York, Boston, and other distant ports.

The hard work of hoisting hear,y casks into the hold was accompanied
by the stevedores' usual grunts and muttered oaths.

The men laboring near \7ater Street had particular reason to curse.
The sloop Amelia from Santo Domingo had anchored with a cargo

of coffee, which had spoiled during the voyage. The bad coffe e was
dumped on Ball's Wharfl where it putrefied in the sun and sent out a
powerful odor that could be smelled over a quarter mile away. Benjamin
Rush, one of Philadelphiat most celebrated doctors and a signer of the
Declaration of Independence, lived three long blocks from Ball's Wharf,
:o but he recalled that the coffee stank "to the great annoyance of the

whole neighborhood."
Despite the stench, the streets nearby were crowded with people that

morning-ship owners and their captains talking seriously, shouting
children darting between wagons or climbing on crates and barrels, well-
dressed men and women out for a stroll, servants and slaves hurrying
from one chore to the next. Philadelphia was then the largest city in
North America, with nearly 51,000 inhabitants; those who didn't
absolutely have to be indoors working had escaped to the open air to
seek relief from the sweltering heat.

40 Many of them stopped at one of the city's 415 shops, whose doors

and windows were wide open to let in light and any hint of a cooling
breeze. The rest continued along, headed for the market on High Street.

Here three city blocks were crowded with vendors calling their wares

while eager shoppers studied merchandise or haggled over weights and

prices. Horse-drawn wagons clattered up and down the cobblestone
street, bringing in more fresh vegetables, squawking chickens, and
squealing pigs. People commented on the stench from Ball's Y/harf, but

the market's own ripe blend of odors-of roasting meats, strong cheeses,
days-old sheep and cow guts, dried blood, and horse manure-tended

50 to oYerwhelm all others.

One and a half blocks from the market was the handsomely
refurbished mansion of Robert Morris, a wealthy manufacturer who
had used his fortune to help finance the Revolutionary \(/ar. Morris was
lending this house to George and Martha \Washington and had moved
himself into another, Iarger one he owned just up the block. \Washington

was then president of the United States, and Philadelphia was the
temporary capital of the young nation and the center of its federal
government. Washington spent the day at home in a small, stuffy office

W .\:,N i,,

ffiffiffi 4 -l+r '
ffiffiffi
ffiffiffi -\,',,\\i''-\.

seeing visitors, writing letters, and worrying. It was the French problem ilrtliil!,''

oo that was most on his mind these days. ffil
Not so many years before, the French monarch, Louis XW, had sent
tilil,.
money, ships, and soldiers to aid the struggling Continental Army's
fight against the British. The French aid had been a major reason why
\Mashington was able to surround and force General Charles Cornwallis

to surrender at Yorktown in 1781. This military victory eventually led

to a British capitulation three years later and to freedom for the United

States-and lasting fame for Washington.

Then, in 1789, France erupted in its own revolution. The common

people and a few nobles and churchmen soon gained complete Power

zo in France and beheaded Louis XVI in January 1793. Many of France's
neighbors worried that similar revolutions might spread to their

countries and wanted the new French republic crushed. Soon after
the king was put to death, revolutionary France was at war with Great

Britain, Holland, Spain, and Austria.
Naturally, the French republic had turned to the United States for

help, only to have President -Washington hesitate. Washington knew that
he and his country owed the French an eternal debt. He simply wasn't
sure that the United States had the military strength to take on so many

formidable foes.

80 Many citizens felt \Washington's Proclamation of Neutrality was

a betrayal of the French people. His own secretary of state, Thomas
Jefferson, certainly did, and he argued bitterly with Tieasury Secretary
Alexander Hamilton oyer the issue. \7asn't the French fight for
individual freedom, Jefferson asked, exactly like America's struggle
against British oppression? . . .

\Thile tWashington worried, the city's taverns, beer gardens, and
coffeehouses-all 176 of them-were teeming with activity that
Saturday. There men, and a few women, lifted their glasses in toasts and
singing and let the hours slip away in lively conversation. Business and
lo politics and the latest gossip were the favorite topics. No doubt the heat,
the foul stink from Ball's Wharf, and the country's refusal to join with
France were discussed and argued oYer at length.

In all respects it seemed as if August 3 was a Yery normal day, with

business and buying and pleasure as usual.
Oh, there were a few who felt a tingle of unease. For weeks an

unusually large supply of wild pigeons had been for sale at the market.
popular folklore suggested that such an abundance of pigeons always
brought with it unhealthy air and sickness.

ffi

Dr. Rush had no time for such silly notions, but he, too, sensed
roo that something odd was happening. His concern focused on a series of

illnesses that had struck his patients throughout the year-the mumps
in January, jaw and mouth infections in February, scarlet fever in March,
followed by influenza in July. "There was something in the heat and
drought," the good doctor speculated, "which was uncommon, in their

influence upon the human body."
The Reverend J. Henry C. Helmuth of the Lutheran congregation,

too, thought something was wrong in the cit1., though it had nothing to
do with sickness of the body. It was the souls of its citizens he worried
about. "Philadelphia . . . seemed to strive to exceed all other places in
rro the breaking of the Sabbath," he noted. . . .

Rush and Helmuth would have been surprised to know that their
worries were turning to realiry on August 3. For on that Saturday a young
French sailor rooming at Richard Dennyt boarding house, over on North
\7ater Street, was desperately ill with a fever. Eighteenth-century record
keeping wasn't very precise, so no one bothered to write down his name.
Besides, this sailor was poor and a foreigner, not the sort of person who
would draw much attention from the communiq, around him. All we
know is that his fever worsened and was accompanied by violent seizures,
and that a few days later he died.

t2t) Other residents at Denny's would follow this sailor to the grave-a

Mr. Moore fell into a stupor and passed away, Mrs. Richard Parkinson
expired on August 7, next the lodging house owner and his wife, Mary,
and then the first sailor's roommate. Around the same time, rwo people
in the house next to Denny's died of the same severe fever.

Eight deaths in the space of a week in two houses on the same
street . . . but the city did not take notice. Summer fevers were
common visitors to all American cities in the eighteenth century, and

therefore not headline news. Besides, Denny's was located on a narrow

out-of-the-way street-really more an alley than a street. "lt is much

rao confined," a resident remarked, "ill-aired, and, in every respect, is a

disagreeable street." Things happened along this street all the time-

sometimes very bad things-that went unnoticed by the authorities

and the rest of the population.
So the deaths did not disrupt Philadelphia much at all. Ships came

and went; men and women did chores, talked, and sought relief from
the heat and insects; the markets and shops hummed with activity;
children played; and the cit1z, state, and federal governments went about
their business.

No one noticed that the church bells were tolling more often than
r+o usual to announce one death, and then anorher. They rang for Dr. Hugh

Hodge's little daughter, for Peter Aston, for John \(/eyman, for Mary
Shewell, and for a boy named McNair. No one knew that a killer was
already moving through their streets with them, an invisible stalker that
would go house to house until it had touched everyone, rich or poor, in
some terrible way. cs,,

Keep Reading

You've just read about the start of the 1793 yellow fever
ffi:putbreak. Thousands of people in Philadelphia will die before

the cause of the numerous deaths is discovered, and the public's
fear is spreading even faster than the fever. Keep reading to
learn about the heroic efforts of many citizens to care for the

*}I.ana search for a cure'

Procedural Text

Fires, spiders, volcanoes-these were just a few of the topics you encountered as
you discovered how to dig for information in nonfiction sources. As you master
writing a procedural text (text that explains how to do something), you will learn
how to communicate information in precise ways and in an orderly format.

Complete the workshop activities in your Reader/Writer Notebook.

Ii{/RIT'NG TA'K ; l. oevctoPMENT oF tDEAs
. clearly introduces the topic and
Write a proceduraltext in which you explain to a specific
audience how to complete a process. identifies the purpose of the
procedure
ldea Starters
. develops the steps needed to
. setting up a video game consold
. installing a complex device, such as a cable modem perform the task with relevant,
. evacuatlng a home or school in case of fire well-chosen facts a nd concrete
. designing a recycling program fbryour school
. changing a tire details

I . provides a concluding

f,TE ESSENTIAL' section that follows from the
] information presented

Here are some common purposes, audiences, and formats 2. onoantzAttou oF tDEAI
. organizes information in a
for a procedural text.
i logical order

to communicate classmates essay for class . uses appropriate and varied
information and teacher speech
to a specific parents blog posting transitions
audience product users poster
community podcast . uses formatting to aid
to explain a members brochure
complex process Web users cable television comprehension
in a simple way program
3. taruouacE FActLtrY

AND CONVENTIONS

. uses precise language and

domain-specific vocabulary

. establishes and maintains a

formalstyle

. employs correct grammar, usage,

spelling, a nd punctuation

Go to thinkcentral.com.
KEYWORD: HML8N-960

960 uNrr 8: FAcrs AND TNFoRMATToN

Plannin glPrewriting W 2a-f Write informative/explanatory texts to examine

E and convey ideas, concepts, and information. W 5 Develop

andstrengthenwritingbyplanning. W7 Conductshort
research projects. W 8 Cather information from multiple

sources.

BRAINSTORM A fOPIC IT tOOK tIKE?

What skills or abilities do you have that could help Possible oPtcs
othersT Anything you know how to do well and . figure
that others could benefit from is a possible topic how to download audrobooks from the
for a procedural text. Make a list of such things, libr o an MP?
and then choose the one you can write about
most clearly. Circle the topicyou choose. . teach trans{er photos frot cauera to conput
. exp/,
cousin how to knft a scarf
to start a bloa)

rH,NK ABOUT AUDIENCE AND PIIRPOSE ASK YO RSE LF:

As you think about your procedural text, keep . What my goal in writing these instructions?
your purpose and audience in mind. Make sure . For m am I writing the instructions?
that you have a specific purpose and that you n I make sure that readers cannot
anticipate the needs ofyour audience. . How pret what I say?

mtst

DO THE RESEARCH ) wxar IT tOOK tIKE?

Consider the information you will need to write Questiom
clear and complete directions. Write down some
research questions, and then find the answers in .lNlra+ Dads nstructlon bookte/l hinto do?
books, manuals, and online. Use search terms, or
key words, to locate useful sources. Make sure . \Nhr'ch or lnforaation does the book
the sources you use are credible. This means leave
that they are trustworthy because they provide
releva nt, accu rate, a nd u n biased information. . Where I find more lnforuation about the
up/oading photos?
Process

MAP If OUT ) wnar 5 IT IOOK LIKE?

Think about the steps in the procedure you are the cable lnto the camera.
explaining. Keep in mind the end result you the cable rnto the
want your audience to reach. Then think of Turn on the cauera",
the first thing they need to do in the process of
reaching that goal. Follow the procedure in a
logical sequence from one step to the next. Use a
flowchart to map out the steps.

\r'RITING WORKSHOP 961

Pla nn in glPrewriting continued

FOCUS ON RELEVANr DEIATLS i > WHAT DOES rT rOOK UKE?

Your readers need to know more than the steps l.Find the calle
in the process. You also have to tell them how standard USb connector cable supp/red with
to complete each step. Review the steps in ygur catulera cable; avatlable at electrontcs store
flowchart, and write down details to include r
with each step. lnclude only those details that ZPlua the ullc irto thc &tlptd
the reader will need to complete the procedutre,
and eliminate any irrelevant information. use'sualler confiettor on USb cable port on top
Be very precise, or specific, especially when , lelt side of camera

discussing materials or tools. ?.?luq the ulle ifto the couputen

Keep in mind that your readers may not use larqer connettor on USb cable ports on ba.ck
1 of computer; tcoa rdentifies USb ports

know all of the terms that are important toyour
explanation. Define any domain-specific, o[
specialized, vocabutary that your audience lwill
need to know to complete the process.

INCLUDE ALL VARIABLE FAC7ORS Wnat if Dan has lost his lJSb cable?

Think about factors that may vary as someone Whdt if Dan decides to use Mods desktop corupvter
follows your instructions. Try to predict I
circumstances that would change how someone ircteaz of his laptop?
carries out the procedure.

ffiT,f,fiI4f, Share your flowchart with a classmate. Ask if he or she can think of any missing steps or

factors that may changei how someone carries out the procedure. Be open to changing your

topic if the procedure yqu want to explain is overly complicated.

Y(}UR I

ffi l

TURII ln your Reader/Writer Notebook,record possible topics and research

questions for your procedural text. Then use a flowchart like the one
on page 95r to map out the steps you need to explain to your audience.
Consider the following tips as you plan your writing:

. Consult multiple print and online sources related to your topic.
. Search for additional infornfation or visuals on reliable and

trustworthy Web sites.
.I

Write notes from your personal experience with the procedure.

. lf you quote or paraphrase information from the sources you use,

make sure to give credit tolthe authors.

i

i

'-'* Q. EACTS AND INFoRMarloN ]

j W4 Produceclear and coherent writing appropriatetotask,
:.
Drafting COMMON purpose,and audience. Ll Demonstratecommand of the

The following chart shows how to organize a draft of CORE conventions of standard English grammar and usage when
a cohesive, or easy-to-follow, procedural text.
writing.

RODUCf ION

.'Nf
Clearly introduce your topic and explain the purpose of your procedure.

. List any materials or tools that the reader will need to complete the process.

V

BODY

. Organize the information in a logical, step-by-step sequence.
. Use transitions, such asfirst, next, then, andfinally, to clarify how the steps are connected.
. Maintain a formal style by eliminating casual language and slang.
. Use formatting, such as headings, numbers, and bulleted lists, for clarity.
. Consider adding graphics or multimedia to clarify your instructions.

V

CANCLUD'NC SECTION

. State the last thing you want the audience to do to achieve the goal of the instructions.
. Suggest possible next steps or options if appropriate.

Adjectival clauses are subordinate clauses that modify nouns or pronouns. Adjectival clauses
usually begin with tltat, which, who, whom, or whose. These relative pronouns connect
clauses to the words they modify. There are two types of adjectival clauses.

Sp* *$ * dni**f SPsf S$*e#ss #.:rsrtep$*

Essential-provides i nformation f+, A USb cable that unnuts the catnqa. atd
necessary to identify the preceding
noun or pronoun the compvtu allows rqou to upload photos.

Nonessential-adds additionalinformation 54-,, TheUSb cable,which canewith qour caruer4

about a noun or pronoun whose meaning is on the ta"ble,

is already clear (Note that nonessential
clauses are set off by commas.)

YOUR Develop a first draft of your procedural text, following the structure
outlined in the chart above. As you write, correct any grammar and usage
@ errors. Be sure to set off any nonessential clauses with commas.

TURN

wRrrrNG woRKsHOr, 963

Revising

Does your draft fulfill your purpose of explaininrg a procedure for your audience? Your goal as

you revise is to look for ways to make your instructions clearer and easier to follow. You may

discover that revising, rewriting, or trying a new approach will improve your explanation. The
you.strategies in the chart below can help
i

)Circle the topic and goal of Add or revise a statement to make your

state the topic and goal? the procerdure. topic and goal clear to the audience.

2. Are all necessary materials i Add any missing materials or tools to
and tools listed in the the list in the introduction.
introduction? any matgrials or tools
mentionpd in the directions.
3. Do the instructions appear
in a logical sequence? procedure. Rearrange steps as necessary, along
with their supporting details.
4. ls information expressed
precisely and simply? are wordier or more Delete unnecessary words and replace
imprecise words.
5. Does the format help make comprilicated than they
the instructions easy to need to be.
follow?
numbers, or bulleted lists. Add headings, numbers, or bullets to
5. ls a formal style maintained Circle words that could be divide your instructions into steps or
throughout the essay? emphasized. parts. Change font styles to emphasize

contain the final step in the key words.
instructions?
)Put a star next to sentences Rewrite casual sentences to reflect a

that $ound too casual. formalstyle.

the reader must do to Rearrange information so that the last
complete the procedu re. step appears in the concluding section.

YOUR lWN, Exchangeyour proceduraltext with a classmate. Asyou read and

@ comment on your partner's draft, focus on whether you can follow the instructions

TURI{ easily. Ask questions about steps you don't understand. Give concrete suggestions for

improvement, based on the revision strategies suggested in the chart. Discuss any parts

that should be reworked or need a new approach.

6aa rrurr 8: FAcrs AND INFoRMATIoN

ANATYZE A STUDENT DRAFT i"COmrUON W2d Usepreciselanguage. W5 Developand
strengthen writing as needed by revising, editing,
t......:g*t
rewriting, or trying a new approach, focusing
Read this student's draft; notice comments on its structure and on how well purpose and audience have been
suggestions for how it could be made even stronger'
add ressed.

How to Upload Photographs

by Daniel Galindo, \Toodson Middle School t- The introduction states
the goal and lists
t! It is very easy to transfer pictures from your camefa to your comPuter. materials.

All you need is a connecting device called a USB cable. Your camera came :

lwith one, but if you cant find it, you can buy one at any srore that sells Daniel uses the
computers or other electronic equipment' formatting technique
of setting headings in
o Step 1: Plug the Cable into Your Camera.
a one end of the USB cable is bigger than the other because the holes boldface to divide the
steps.
where it plugs into the camera and the computer are different sizes. You 1
want the smaller end first to plug into the opening on the side of your Daniel needs to use
camera that would be in your left hand if you were getting ready to take a _l more precis* lengu*ge
to simplify his
picture. The opening is called a port and you can see itt the same shape as instructions.

the end of the USB cable. Make sure your camera is turned off, and plug

the small end of the USB cable into your camera.

ffiLJseFr*e!s*La*gumg*lnthethirdparagraph,Daniel,ssentences

are wordier and more complicated than they need to be. By using simple, precise
language, Daniel will make his instructions easier for the reader to follow.

DANIET'S REVltloN TO PARAGRAPH I

Make sure your camera is turned off and plug

the small end of the USB cable into your camera.
TheUSh cable hastwo ends Fr,nd the sma-ller end.Then {ind the port that
the cable plugs lnto otl tlour ca-k4era.0{r4ou hola the cah4era as /{qou are
readq to shoot, the port /s on the top lelt slde)

\Y/RrrrNGwoRKSHOr' 965

ANATYZE A STUDENT DRAFT continued

O Step 2: Plug the Cable into Your Computer. Daniel addresses
O Next, find the port for the USB cable on the back of your computer. variable factors and
maintains a formal style.
There are several ports, so be sure you select the right one. If you are not
These events are
sure which port to use, refer to your computer manual to learn which icon out of order. Daniel
needs to improve the
identifies the USB port. Then plug in the cable. orgaruizatio*.

O Step 3: UploadYour Photos. At the end of his
O A box will pop up on your computer screen. Be sure your camera is instructions, Daniel
informs his audience of
turned on or this wont happen. \ffhat it says will depend on your sofrware, possible next steps.

but it may give you the choice of:

. copying the photos to your computer
. organizing and editing your photos
. viewing your photos as a slideshow
. printing your photos

O i-Possible next steps You can burn your photos onto a CD or upload them
to photo-sharing sites on the Inrernet.
----l

jffif.-?3m?Fa!mf lmprove Organizaticn ln a proceduraltext, it's especially important
to present information in a logical sequence. lf the steps appear out of order, it will
be difficult for readers to follow the instructions. Daniel improved the organization
of his draft by moving the sentence that was out of order and rewriting it with a
transition so the ideas flowed more logically and coherently.

DAN!EL,S REVTSION TO PARAGRAPH O

Now turn on Llour canera,

nA box will pop up on your computer screen.@

\Mhat it says will depend on your software,

but it may give you the choice ofi

YOUR Use the chart on page g64,feedback from your peers and teacher, and
the two "Learn How" lessons to revise your draft. Evaluate how well you
@ have succeeded at explaining the procedure simply and clearly so your
audience can follow the instructions.
TURN

oAA rrrurr 8: FACTS AND INFoRMATIoN

Editing and Publishing i1.cocMoRMEoN W5 Developand
strengthen writing as
Now that you've researched your procedure and described each step precisely
and in logical order, don't let simple mistakes confuse your audience. Review needed by revising and
your work and correct any errors in grammar, capitalization, spelling, and editing. L2 Demonstrate
punctuation. Do not rely on a spell-checker to find all of your spelling mistakes. command of the
Read through your work carefully to find spelling errors. conventions of standard
English capitalization,
punctuation, and spelling.
L 2c Spell conectly.

Writers use the colon to introduce a list of items. However, you should not
place a colon directly after a verb or a preposition. lnstead, place it after a noun
or after the words thefollowing. When Danieledited his draft, he realized he
had incorrectly used a colon after a preposition.

tloulNlra+ ft sarls wr'll depend oh tlour software, but ft uar4 gNe l
foi lowug chorces, ::

t-he-Ae-h€-t-e-e--€€+9-

. coprling the photos to tqour conputer

. orga.nlztng and editng r1our photos

. vlewlng qour photos as a- slldeshow

. printing qour photos

also[Removing the preposition o/makes the use of the colon correct. lt would :

be correct to insert theJollowing after the preposition.]

Daniel also discovered a place where he needed to add a colon. .
,
n

r.;

Possible next steps" You can burn tyour photos onto a CD or upload
theu to photo-sharug sltes on the )nternet.

list[The colon introduces the options that follow the heading. ln this case, the
sentence.]of two options is written as a complete

PUBTISH YOUR WRITING

Share your procedural text with an audience.

. Produce a brochure for people who will find the instructions useful.
. Present the instructions in a speech to your classmates.
. Post the instructions on your personal Web page.

YOUR Correct any errors in your procedural text. As you proofread your work,
carefully check your use of punctuation marks, especially colons. Then
@ publish your final text for others to use.

TURN

lrRrrING\roRKSHOrr 967

Scoring Rubric

Use the rubric below to evaluate your procedural text from the Writing
Workshop or you r response to the on-dema nd task on the next page.

. Development lntroduces a topic in a clear and engaging way; provides relevant,

well-chosen facts and details about each step in the process; ends with a strong
concluding section that follows from the explanation

. Organization Organizes steps in a clear, logical order; effectively uses appropriate and

varied transitions to link ideas and create cohesion
Language Consistently maintains a formal style; ably uses precise language; shows a
strong command of conventions

Development Clearly introduces a topic; provides relevant, well-chosen facts and
details about most steps in the process; ends with a concluding section that follows
from the explanation
a Organization Arranges steps logically; uses appropriate and varied transitions
Language Maintains a formal style; uses precise language; has a few errors in
conventions

Development Sufficiently introduces a topic; could use more facts and details to
explain some steps; has an adequate concluding section
a Organization Arranges steps in a mostly logical order; uses some transitions
a tanguage Mostly maintains a formal style; needs more precise language at times;
includes a few distracting errors in conventions

Development lntroduces a topic and concludes the explanation in an adequate way;
lacks enough facts and details in most steps
a Organization Has some organizationalflaws; needs more transitions to link ideas
Language Frequently lapses into an informal style; expresses some key ideas in too
complex a manner; has some critical errors in conventions

' Development Has a weak introduction of the topic and concluding section; lacks
facts and details in all steps
a Organization Has organizational flaws; lacks transitions throughout
a Language Uses an informal style; expresses ideas in too complex a manner; has many

errors in conventions

a Development Lacks an introduction, concluding section, and explanation of steps
Organization Has no organization or transitions
Language Uses an inappropriate style; expresses ideas in too complex a manner and
creates confusion; has major problems with conventions

o6Q rrNrr 8: FACTS AND INFoRMATIoN

Preparing for Timed W ting W 1O Write routinely over shorter

i CO AMON time frames for a range of tasks,
i. CORE purposes, and audiences.

Read the task carefully. Then read it again, underlining or circli the words that
tellthe type of writing,the purpose, and the audience.
iog
WRITING TASK TTtqpe of v
sPort or game, or
Are you an exPert on cell phon es? Do you know(the rul., o instructions that
do well.
are you good at a craft, such as origamI? \7rite a ).t ofd.tri
.*r studIfefnidi ., r.,methin ; that you k""* t
will hel

VAudience \ prrporn

Think of something that you know how to do
well and that you could explain to someone
else. Then consider the steps that someone
needs to follow in order to complete the
procedure. Use a chart to help you plan your
instructions.

Using your notes about the steps in the procedure, begin writi your
instructions. Keep the following points in mind as you write:
in a logical
. Make the goal clear in the first line. Then present informati u re.

sequence to lead your audience step by step through the p variable factors

. Use short sentences that are easy to understand. Address or steps.

that your audience might face when following your instruct

. Use headings or numbers to divide your instructions into par

Revising Check your draft against the writing task. Ask yourse Do my

instructions contain allthe necessary steps? ls my language e and

simplified? Does the formatting help improve understanding?

Proofreading Review your instructions to correct errors in gram ar, spelling,

punctuation, and capitalization. Make corrections neatly and le ibly.

Checking Your Final Copy Before you turn in your instructions, th rough

them once more to catch any errors you might have missed.

NrRrrrNG woRKsHoP 969

Presenting and Responding to an
lnstructional Speech

Have you ever given a friend or family member instructions about how to do
something? iust as a writer must provide clear instructions to an audience of
readers, speakers also must communicate clearly to a listening audience.

r&,
\Ju,r#fir. Complete the workshop activities in your Reader/Writer Notebook.

IASK ] A SrRONG SPEECH . . .

Adapt your procedural text into a formal . 'NSrRUCTIONAL
instructional speech. Practice you r provides step-by-step directions supported by
speech, and then present it to yciur class.
multimedia and visual displays

. organizes ideas in a logical sequence
. expresses points clearly and simply with

well-chosen details

. uses formal English to explain the procedure

i co^mnoxconr Ada pt You r I nstructions

SL la,c Come to discussions Because people will be listening to your instructions instead of reading them,
you'll need to adapt your procedural text as you prepare for your speech. Follow
prepared; pose questions and these suggestions as you plan your speech:
respond to questions and
. Consider your audience's needs. Think about what your classmates need
comments. SL 4 Present claims
and findings. S[ 5 lntegrate visual to know to successfully achieve the goal of the instructions. Consider their
background knowledge of your topic, and plan to address factors that
displays into presentations. may vary. Though your speech should sound formal, avoid using complex
SL 6 Adapt speech to a variety of sentences and words that may be unfamiliar to your audience.
contexts and tasks.
. tdentify your goal. Formulate a clear idea of what you want listeners to be
Go to thinkcentral.com.
able to do at the end ofyour speech.
KEYWORD: HMLS-970
. Plan your speech. The formatting techniques that you used in your text can

help you organize your speech into logical parts or steps. Make notes about
what you want to say about each stage of the procedure.

. Find or create visuals. Clarify information and add interest by illustrating

important parts or steps on a poster, on transparencies, or in a Power
presentation. Make your visuals large enough for the audience to see easily.
Depending on your topic, you might prepare a handout or include an actual
demonstration of whatyou are explaining.

. Practice your speech. Cet comfortable with presenting your visuals and words

together. Anticipate audience questions, and prepare responses in advance.

'rxrrr R: FACTS AND tNrbrunlarroN

Deliver Your lnstructiona! Speech

Here are some tips for presenting your instructions to your audience:

. Clearly state your purpose. Begin by telling your audience what they should

be able to do at the end ofthe speech. Then explain the steps in a focused,
coherent manner. lnclude well-chosen details to help your audience understand
the procedure.

. Use appropriate verbal techniques. Speak clearly, slowly, and distinctly. Pause

frequently to let your listeners absorb what you are saying. Maintain an even
pitch and an authoritative tone to your voice.

. lnclude nonverbaltechniques. Stand up straight,yet in a relaxed way. Maintain

eye contact with your audience, and smile. Use gestures to emphasize salient,
or key, points or direct attention to visuals.

. lnvite and respond to audience questions and comments. Tell the audience at

the beginning that you will take questions and comments at the end of your
speech. Answer questions by restating any points that the listeners missed or
by providing additional information to clarify misunderstandings.

Respond to an !nstructional Speech

Effective listening requires focus and concentration.

. Listen and take notes. Listen attentivelyto whatthe speaker is saying. You may

want to jot down points that you want to remember or that you want to ask the

speaker about.

. Use the visual aids. Refer to the visuals to help you follow the

i nstructions.

Paraphrase the speech. Restate the steps ofthe instructions in your
own words to make sure you have understood the main ideas.

Ask questions. Ask the speaker to clarify information that you found
confusing or incomplete. You can also pose questions that connect to
and extend on what your classmates say about the speech.

. Practice the instructions. Try to follow the steps the speaker

has outlined. Refer to your notes or to visuals that the

speaker provides.

YSU* As a Speaker Plan your speech and deliver
it to a classmate, using the tips on these
H"'7a,,'J pages.

TUEru

As a Listener Evaluate your classmate's

delivery. Listen carefullyto make

sure you can follow the steps in the

procedure.

971

-:i'..-...ffi

Assessment Practice

A55ESS DIRECTIONS Read this selection and answer the questions that follow.
Taking this practice test
will help you assess your f,o* Odd Couples by Amy Saruer
knowledge of these skills
and determine your r Living in the wild can be hard. Finding food and staying safe arent easy.
readiness for the Unit Test.
Each day, animals struggle to survive in their habitats. Not all animals get
REVI EW by on their own. Some animals form a close partnership with other kinds of
After you take the practice animals. These pairings are called symbiotic relationships.
test, your teacher can help
you identify any standards z In a symbiotic relationship, the animals depend on each other. One animal
you need to review.
helps the other meet its needs. Sounds good, right? Not always. Some animals
i comnoxconr are not very kind to their partners. In some cases, one animal meets its needs
but hurts its partner. Sounds crazy,but it does happen. Thke ticks, for example.
Rl2 Determineacentral These insects guzzle blood to live. To get blood, they attach themselves to
idea of a text and analyze its other kinds of animals. Ticks do not help their hosts. Instead, they can pass
development over the course germs that cause disease. In other relationships, animals dont treat their
ofthe text, including its partners so poorly. Both animals benefit, or get help, from living with the
relationship to supporting ideas; other animal. Check out how animals pair up to survive.

provide an objective summary Keeping Clean

ofthe text. Rl 5 Analyze in e Small anirnals called cleaner shrimps have found away of helping fish at
detail the structure of a specific
paragraph in a text, including coral reefs. As their name suggests, the shrimps clean the fish. Here's how it
the role of particular sentences works. The shrimps hang out at what scientists call a cleaning station. A fish
in developing and refining a key
concept. L2a Usepunctuation stops by. Then a shrimp climbs onto the fish. The shrimp even sreps into the
(comma) to indicate a pause or fisht mouth. The shrimp uses its tiny claws to pick stuffoffthe fisht body.
break. L4a Use context (e.g.,the That can include dead skin, tiny pieces of food, and wee creatures that can
hurt the fish. The fish gets a nice cleaning. The shrimp enjoys a tasty meal
overall meaning of a sentence of fish trash.
or paragraph) as a clue to the
meaning of a word. '< Small birds called plovers are also in the cleaning business. They have

big customers-crocodiles. Crocs have long snouts filled with sharp teeth.
Cleaning them is tricky. That's where the plover comes in. \Mhen a croc opens
its mouth, the plover hops right in. The croc does not snap its snout shut.
Instead, it lets the plover eat small, harmful animals attached to the crocodile's
teeth. The.plover gets an easy meal. The croc gets clean teeth.

Sweet Success

I Some animals need each other because they like the same food. Thke the

honeyguide bird and the ratel. They live on grasslands in Africa. Both animals
love honey. Yet each has a problem getting some. The bird can find a beehive,
but cant open it. The ratel can open a hive but doesnt know how to find one.
So the two animals team up. The bird flies over the grasslands, looking for
hives. \7hen it spots one, it swoops down and makes noise. The sound tells the

rrurr 8: FACTS AND INFoRMATIoN

*.-'.-**.-*'t'''-*-

t.

Iu

ratel to come eat. The ratel uses its sharp claws to tear apart hive. It gobbles
up most of the honey-covered mess. Then the honeyguide bi enjoys finishing
off the leftovers.

Clowning Around lnstead ofsearching
the skyfor insects,the
Land and sky animals aren't the only ones that work oxpecker bird catches a
together. So do some sea animals. One of the oddest ride aboard large animals
couples is made up of the sea anemone and the clownfish. such as the antelope. ln
You might think sea anemones look like plants, but they are return,the bird picks ticks
really hungry animals. They attach themselves to a rock or and other pests offthe
coral reef. There they wait for a fish to swim by. Then they animal's body.
sting it with their tentacles. The stunned fish is then pulled
into the sea anemone's hidden mouth. Still, one daring fish Clownfish live safely
makes its home among sea anemones. It's the clownfish. amonS sea anemones.
This orange-and-white fish isn't kidding around. Its body They lure edible fish into
is shielded by a thick layer of mucus. The slime protects the anemones'deadly
the clownfish from the sea anemoneb dangerous, stinging tentacles and chase away
tentacles. The clownfish is also a good neighbor. It helps the harmful ones.
sea anemone by luring in fish. \W/hen a hungry fish spots a
colorful clownfish, it darts toward it. The clownfish safely
swims under the anemone's tentacles. If the hungry fish
follows, it gets stung. Then it becomes the anemonet next

meal. The brave clownfish not only reels in fish food, it

chases away fish that might eat an anemone. So the

clownfish and anemone help keep each other fed and safe.

A Different Way of life

AII animals want to do one thing-survive in the wild. Sortle do that
by living alone. Others live in flocks, herds, hives, packs, or scl.rools. Some
animals, both large and small, know the best way to stay alive is to live with
or near other kinds of animals. At first glance, these teammatgs dont seem to
make sense. If you look more closely, you'll soon learn that thgse animals help
one another find food, shelter, and safery. They make the mosf of their various
differences. These unlikely partners pair up to get the most out of life.

AssESSMENTPRACTTcE 973

JVtutuatisrn:.boih specieSl t,,beei aria.floweis Bees gather, nectar: fiom fJgwers; they spread
pollen that the.flowers leed;to, reprodueq, . I ;
.lr ,, : t.

'.:,,:aPhl$siaiid aRts, Aphids pr,OVidoants with sweet:liq'uid; ants ,t',
'.protect,aphid:frqn,predators,, ,i ,,
lll,' ,': .,r'tjr.. j.'. ;..

r.'. .,,,::, -':,1..:j,,. :,,,..:l: ,

Commensalism: one trumpetfish and Coral gives the trumpetfish camouflage for
species benefits; the soft coral hunting; coral is unharmed.
other is not affected
Lichens live on trees; trees are unharmed.
lichens and trees

Parasitism: one species tapgyormtend Pigs ffre tapewoimtives in,the iiitestines of a host,
rsuch as,a.pig;:it causes sickness.in the hoit.
benefits; the other is :tra:i.:],.. 11:,i.,,.: .. .
llr'harr,ned: : 'Mistletoe takrls food f.rorn,trees; the tiees are ,
"lr.:ir:ri; r:'lr; trr,isfJ1t and,ttut damaged.

Reading Comprehension 2. Reread paragraph 5. The term sweet success
in the subheading refers to what happens
Use "Odd Couples"to answer questions
Awh.ehnotnheey-guide bird finds a beehive
r-9. B. honeyguide bird makes loud noises to

t. \W4rat is the best summary of paragraphs attract the ratel

3 and 4? C. honeyguide bird and the ratel work

A. Some animals set up cleaning stations together to get honey

where they get food from other animals D. ratel tears up the beehive and eats most
that stop by.
of the honey
B. There isn't much food in the ocean, so
3. \X&ich fact in the article does the photograph
shrimp need to eat fish trash. of the clownfish help you understand?

C. Birds such as plovers have learned from A. Sea anemones look like plants.
B. The clownfish is shielded by a layer of
shrimp how to get food out of another
animals'mouth. mucus.

D. Sometimes, one animal gets food by C. A hungry fish gets stung when it darts

cleaning another animal, so both animals toward the clownfish.
benefit.
D. The clownfish chases away fish that might

eat the anemones.

4. Reread the definitions in the chart. \X/hich 8. The relatio ip between the clownfish and
animal mentioned in the article has a parasitic the sea
relationship with another animal? ne supports the idea that -
A. a few an
A. Clownfish Form partnerships to have
B. Shrimp fun toge
C. Ratel dc relationships, both
D. Tick B. in some it from forming a

5. According to the article, an unlikely couple animals
can form a relationship that helps both
partners. \7hich two species described in Parr at form partnerships survive
the selection best illustrate that idea? those who get by on their own
C. animals
A. Tick and antelope iotic relationships, one
B. Thpeworm and pig better t its needs but hurts its
C. Thumpetfish and soft coral
D. Plover and crocodile D. in some

6. Which derail helps you understand the main animal
partner
idea of the article?
9. Reread the ption with the antelope
A. The honeyguide bird and the ratel both
photograph. Under which subheading would
live on grasslands in Africa.
you add a ph about the antelope and
B. Many animals survive in the wild by
living together in flocks or herds. the oxpecke bird?

C. Crocodiles have long snouts with sharp A. Keeping
teeth that are difficult to clean.
B. Sweet S
D. The cleaner shrimp enjoys a meal while
C. Clowni Around
removing harmful creatures from a fish.
D. ADi t \Vav of Life
7. \,X/hat is the best summary of paragraph7?
SHORT CO RUCTED RESPONSE
A. Many animals live together in groups of \7rite two or th sentences to answer this

their own species, such as flockes, herds, question.
or schools.
10. Choose an a imal pair from either
B. The stronger animals survive in the wild
photograph. would you place
by living alone.
that pair in chart: under mutualism,
C. \X/ild animal behavior is difficult to
predict and often makes little sense. commensali or parasitism? Explain

D. Animals use different survival strategies, your answer
including teaming up with unlikely
W'rite a h to answer this question.
Partners.
11. Summarize key points presented in the
chart. Give example of each type of
symbiotic i
raction to support your answer.

.1... . 975

Vocabulary

Use context clues to answer the following 5. tVhat does the word credtures mean in
paragraph 3?
questions.
"That can include dead skin, tiny pieces
1. 'il/hat does the word symbiotic mean in of food, and wee creatures that can hurt
paragraph 1? the fish."

"Some animals form a close partnership A. Domestic animals
with other kinds of animals. These pairings B. Living organisms
are called symbiotic relationships." C. Imaginary beings
D. Artistic life forms
A. Staying alert in danger
B. Competing for food 6. 'What does the word rEroduce mean as it
C. Acting in an aggressive way
D. Having a close association is used to describe the bee-pollen interaction
in the chart?
2. \7hat does the word stunned mean in
". . . they spread pollen that the flowers
paragraph 6? need to reoroduce."

"The stunned fish is then pulled into A. Do something again
the sea anemonet hidden mouth." B. Imitate an action
C. Begin a process
A. Astonished C. Confused D. Generate offspring

B. Bored D. Paralyzed 7. \7hat does the word predatzrs mean as it is
used to describe the aphid-ant interaction
3. 'What does the word uarious mean in in the chart?

paragraphT? ". . . ants protect aphids from preda!e!s."

"They make the most of their various A. Organisms that live by hunting or
differences."
catching others
A. Changing C. Extreme
B. Consistent D. Many B. Animals that lived before humans existed
C. Those that make their presence known in
4. \Mhat does the word edible mean in the
caption with the clownfish photograph? advance

"They lure edible fish into the anemonet D. Groups that help each other survive

deadly tentacles and chase away harmful

ones."

A. Hungry C. Pleasant tasting

B. Injured D. Safe to eat

-f

Revising and Editing

DIRECTIONS Read this passage and answer the questions that follow.

(1) Margaret Bourke-\X/hite received her first camera when she was 17. (2) Over the
next decades, she would go on to become a renowned photoiournalilt. (3) During the
Great Depression, Bourke-\White photographed the South. (4) Her traunting images
captured the people and the land and appeared in the book You Haie Seen Their Faces.

(5) \{&en \7orld war II began Bourke-\7hite became the first accredited female

war correspondent. (6) She photographed many significant events a{ she traveled in
combat zones. (7) After the war was over Bourke-\X4rite spent time in India, Korea,
and South Africa. (8) Her photos informed many about the people, the land, and the
leaders of those countrles.

l. Choose the BEST way to punctuate sentence 3. Choose the BEST way to punctuate sentence

1 with a comma. 6 with a cornma.

A. Margaret Bourke--W4rite, received her first A. She phoqographed many significant

camera when she was 17. events, al she traveled in combat zones.

B. Margaret Bourke-\X/hite received her first B. She phoqographed many, significant

camera, when she was 17. events, al she traveled in combat zones.

C. Margaret Bourke-t*/hite received her first C. She photographed many, significant

camera when she was 17. events as she traveled in combat zones.

D. Margaret Bourke-'Wtrite received her first D. She photographed many significant eYents

camera when, she was 17. as she tr4veled in combat zones.

2. Choose the BEST way to Punctuate sentence 4. Choose the tsEST way to punctuate sentence
5 with a comma. 7 with a conllma.
A. \X4ren \7orld \Var II began Bourke-\X/hite
A. After the war was over Bourke-White
became the first, accredited female war
spent drhe in India, Korea, and South
correspondent.
Africa.
B. When \7orld \Var Ii began, Bourke-\Xtrite
B. After thq war was over, Bourke-tMhite
became the first, accredited female war spent tir]-re in India Korea, and South
correspondent.
Africa.
C. 'Mhen \forld \Var II began Bourke-\7hite
C. After thE war was over, Bourke-\(hite
became the first accredited female war spent tirne in India, Korea, and South
Africa.
correspondent.
D. Afrer rhb war was over, Bourke-\X/trite
D. \7hen \7orld \Var II began, Bourke-'Mhite
spent tiflIe in India, Korea, and, South i
became the first accredited female war
correspondent. Africa. ,A t,

ai
ir.

lrl
1l

977

Ideas for lndependent Reading

Which questions from Unit 8 made an impression on you?
Continue exploring them with these books.

Whot is your dream job?

i cormloN cone Dare to Dream! Come Back to Stonecutter
z5 Extraordinary Lives Afghanistan: A California
RLIO Read and comprehend by Leander Watts
literature. Rl10 Readand by Sandra McLeod Teenager's Story
comprehend literary nonfiction. Humphrey by Said Hyder Akbar and 1t's r835, and i4-year-old
Susan Burton Albion is learning to be a
k Some of the world's most stonecutter. His big break
famous athletes, scientists, After the fall ofthe Taliban comes when he's hired
artists, and politicians had to government, Said and to do the stonework at a
overcome serious obstacles his father returned to new estate. When he gets
to achieve success. This book Afghanistan. Said tells what there, he finds a creepy,
tells the real-life stories of it was like to be a teenager half-finished mansion.
people who beat the odds wor\ing to rebuild a cou.llry Something isn't right.

Why do people seek danger?

Mortal Engines Eragon The Gadget

by Philip Reeve by Christopher Paolini by Paul Zindel

What could an assassin, Eragon lives a quiet life on a Thirteen-year-old Stephen
a third-class historian, farm until he finds a dragon's escapes war torn London to
and a rich man's daughter egg. After it hatches, Eragon's 'ive witn n;s Falne,, who ,s a
ever have in common? peacefu I childhood comes scientist on a secret military
They are all teenagers who to a violent end. He realizes base in New Mexico Stephen
are willing to risk their safety it's his fate to become a is determined to learn all he
to solve the mystery that dragon rider and join in the can about tne ''gadget'h s
threatens to destroy the war against the evil King father is working on, but at
world. Ca lbatorix. what price?

What does music soy about us?

The Black Canary Mountain Solo This Land Was Made for
by leanette lngold
by Jane Louise Curry You and Me: The Life and
Tess is a violin prod gy, but Songs of Woody Guthrie
James's parents think he will after a disastrous concert she by Elizabeth Partridge
become a musician like them, vows to give up music. She
but that is the one thing he goes to iive with her dad and Woody Cuthrie was a
knows he doesn't want. His songwriter who traveled
opinion changes when he .;s new wife ir Montana. the country, singing about
finds a portal to another time people struggling to get by.
He's stuck in the r6oos, and Can the mystery surrounding His own life was difficult, too,
he can't go home until he a young musician from the but he inspired people from
develops his musical gifts. pioneer days help her figure many generations.
out her own truth?