sample lesson close calls - … · sample lesson close calls ... it is also advised that hikers...

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UNIT 1 The Wild Side Teacher Guide 84

Sample Lesson Close Calls“Up, Up, and Away,” pages 4–11

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e Summary Larry Walters had always wanted to be a pilot, but his poor eyesight prevented him from realizing his dream. Then, when he was 33, Walters decided he would fl y after all. He attached 45 helium-fi lled weather balloons to a lawn chair and was lifted into the sky. Walters’s plan worked! But before he knew it, he had risen to 16,000 feet and started to worry. After sending out a message for help, Walters began popping some of the balloons. Luckily, the chair started coming down, and Walters managed to land safely.

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

disqualifi ed: prevented suspend: discontinuenumb: without feeling startled: surprisedtragic: terrible

1. The athlete was disqualifi ed from the race because . . . 4. The lifeguards will suspend swimming if . . .2. My fi ngers felt numb because . . . 5. Desmond was startled when . . .3. The accident was tragic because . . .

Activate Prior Knowledge1. What are party balloons fi lled with? (helium) What happens

if you let them go? (They fl oat away.)2. Ask if anyone has ever ridden in or seen people ride in

a hot air balloon. Discuss with students what makes the balloon go up; what makes it come down. (hot air inside the balloon; releasing the hot air out of the top of the balloon ) Go to http://www.eballoon.org/ and click on the link “How the Balloon works” on the left side of the page.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will be about a man named Larry Walters, who fulfi lled his dream to fl y by attaching helium balloons to a lawn chair.)

Build Background People have been traveling by balloon for hundreds of years. In France, the Montgolfi er brothers began experimenting with balloons in 1782. By 1783 they had succeeded in setting a hot air balloon into fl ight for 10 minutes. Although the fi rst balloon passengers were animals, Pilatre de Rozier and the Marquis d’Arlandes fl ew over Paris in a hot air balloon in November 1783. Ten days later, Jacques Alexandre César Charles and a companion fl ew in a hydrogen balloon. Balloon travel had become a new way to fl y. All balloons, whether they are hot air balloons, hydrogen balloons, or helium balloons, fl oat because the total weight of the balloon plus the air inside the balloon is lighter than the air surrounding it.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about Larry Walters’s balloon fl ight. Ask students: Do you agree with the people who thought Larry Walters was a hero? Why or why not? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONAsk students to describe an unusual adventure to a partner. The adventure can be real or imaginary. Partners should visualize what is being described and then illustrate the adventure. Ask them to explain which description details helped them visualize and create their illustration. Then have partners switch roles.

ENGLISH LANGUAGE LEARNERSTell students that words and phrases in texts can help them visualize the action. Share these words and phrases from the article. Have students draw or describe what they visualize when you read them.

• He gathered 45 weather balloons and attached them to his chair.

• He was fl ying high enough to be spotted by airline pilots.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Ask students to write Fact at the top of the left column and Opinion at the top of the right column. Then have students write the following sentences about the article in the appropriate column. Discuss responses.

Larry Walters was a hero.The balloons worked too well.Larry Walters attached 45 weather balloons to his chair.TV shows had Walters on to talk about his fl ight.

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Unit 1, Lesson 1 Close Calls“Lost in the Maine Wilderness,” pages 14–21

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e Summary While hiking Maine’s Mount Katahdin, 12-year-old Donn Fendler got separated from his father. Rescuers began searching for Fendler, but he had already begun moving down the peak, away from where searchers were frantically scouring the mountain for clues. In just a few days, Fendler had wandered off the mountain completely and was lost in the Maine wilderness. For nine days, the young boy roamed through the rugged landscape. By the time he found help nine days later, he had wandered over 90 miles. A book called Lost on a Mountain in Maine was later written about Donn Fendler’s ordeal.

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summit: top hobbled: moved unsteadilyjagged: rough desolate: gloomypanic: fear

1. The town looked small from the summit because . . . 4. The man hobbled because . . .2. You might cut yourself on a jagged rock because . . . 5. The forest looked desolate because . . .3. You might feel panic if . . .

Activate Prior Knowledge1. Discuss with students some of the dangers that are part of

camping or hiking. (Possible answers: wild animals, running into bad weather, getting lost, getting injured)

2. Have students name some supplies that people should take with them on a hike. (Possible answers: compass, trail map, matches, food, water, proper clothing)

3. Show students Maine on a map and tell them that Mount Katahdin is the highest point in Maine.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will be about Donn Fendler, a boy who got lost in the wilderness and was rescued.)

Build Background Mount Katahdin is part of Baxter State Park in Maine. The mountains are surrounded by ponds, lakes, streams, bogs, and forests. The area is rich with wildlife, including moose, deer, bears, coyotes, bobcats, birds, and insects. With about 200 miles of hiking trails available, the park is best experienced by foot. To safely explore this region, park rangers suggest that hikers wear sturdy footwear (not tennis shoes) and bring water. Other recommended supplies include snacks, rain gear, an extra sweater, and a change of socks, as well as a fl ashlight and a fi rst aid kit. It is also advised that hikers plan their routes ahead of time and carry a map of the area.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who is the article about? What event took place? Where did the event take place? How was the problem resolved?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their response to the article. Ask students: If you were in Donn Fendler’s position, what would you have done? How do you think Donn’s parents felt during the time Donn was missing and after he was found? Have students use evidence from the text to support their responses.

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

ENGLISH LANGUAGE LEARNERSHave students fi nd an article in a news magazine that includes photos. Help them read the headline and any captions as necessary. Ask students to come up with three questions about the pictures. Then have students read the article with a partner to fi nd out if their questions about the pictures are answered in the text.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Have students write Causes above the left column and Effects above the right column. Have them write each sentence below in a box in the Effects column. Then ask students to write one cause for each effect in the Causes column. Discuss their responses.

EffectsFendler got lost.He couldn’t see more than a few yards in any direction.The search failed.He was quite weak.

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Unit 1, Lesson 2 Close Calls“Shipwrecked Dreams,” pages 22–29

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Summary In 1995 Peter and Doreen Cheek set out to sail around the world. By 1998 they had made it to the other side of the world. South of a remote Australian island called Maatsuyker, the Cheeks dropped anchor in hopes of fi lming the seals and sea lions that lived there.The winds and water proved too strong, and the couple had to abandon ship before it smashed against the rocks. Before climbing into their dinghy, Peter radioed for help, but he wasn’t sure if anyone got the message. The dinghy was quickly sucked under water, and Peter and Doreen struggled to climb up nearby rocks. After nearly 10 hours on the rock, help arrived. The Cheeks had lost everything, including their dream of sailing around the world, but at least they were alive.

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

savor: enjoy remote: far awayskilled: experienced abandon: leavedangling: hanging

1. Which would you savor more, a warm homemade cookie or 4. Would it take a long time or a short time to get to a remote place? a stick of gum? 5. If you had to leave your house quickly, what is something you2. Would you rather sail with a skilled sailor or someone new to would never abandon? Why? sailing? Why? 3. Would you feel safe if you were dangling from a cliff? Why or why not?

Activate Prior Knowledge1. Have students share their experiences with boats. Why were

they on the boat? Did they enjoy it? Explain that some people use boats as transportation, and others use them for fi shing, for sailing in races, or for pleasure.

2. Discuss some dangers associated with boating. (Possible answers: You can get caught in unexpected bad weather; boats can capsize.)

3. Discuss safety equipment people on boats may have.(Possible answers: life jackets, lifeboats, radios, fl ares)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will be about Peter and Doreen Cheek, who were shipwrecked on Maatsuyker Island.)

Build Background The current world record for sailing solo around the globe is held by Frenchman Francis Joyon. With little sleep, no heat, and no assistance, Joyon circled the globe in 57 days, 13 hours, 34 minutes, and 6 seconds, beating the previous record held by Ellen MacArthur by two weeks. Joyon built his 95-foot, 9-ton craft from parts he collected from other boats. His boat was lighter than most because he installed wind turbines and solar panels for charging the communication equipment instead of the heavier electric generator. He began his journey in Brest, France, and then sailed south of South Africa, Australia, and Chile before returning to France. Though some have called Joyon a hero, he dismisses this label, saying that he sails because he enjoys the feeling of being in harmony with the planet.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the Cheeks’ attempt at sailing around the world. Ask students: What do you think of the risks the Cheeks took? What are the rewards and dangers of sailing around the world? Would you ever want to try sailing around the world? Why or why not? Have students use evidence from the text to support their responses.

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

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

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Ask students to write the following events from the article in the correct sequence on the graphic organizer. Discuss their responses.

A rescue helicopter arrived.The Cheeks left Talis II before it hit the rocks.The Cheeks pulled themselves up onto a rock.The Cheeks’ dinghy was sucked under water.


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Unit 1, Lesson 3 Close Calls“Hit by a Bullet,” pages 30–37

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e Summary On July 2, 1994, golfer Kim Williams went to a drugstore to buy baby oil for her putter. As she walked toward the store, she felt a sharp pain in her neck. A man had been shooting at targets in some nearby woods and missed his mark. The stray bullet hit Williams. Because the bullet didn’t hit any organs, doctors decided to forgo risky surgery and leave the bullet in Williams’s neck. Kim made a remarkable recovery and was released from the hospital after just two days. She was back to playing in golf tournaments by the following weekend.

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

on the verge of: close to bizarre: strangein a daze: confused stable: strongslumped to: fell to

1. What word or phrase goes with “collapsed”? (slumped to) 4. What word or phrase goes with “not sure where you are”? (in a daze)2. What word or phrase goes with “almost”? (on the verge of) 5. What word or phrase goes with “very unusual”? (bizarre)3. What word or phrase goes with “steady”? (stable)

Activate Prior Knowledge1. Have students share what they know about the game of golf.

(Possible answers: Players use different clubs to hit a golf ball into a hole. The fewer swings it takes to get the ball into the hole, the better. A low score is better than a high score.)

2. Discuss what students know about how professional athletes make money. (Possible answers: by playing for a professional sports team; by winning tournaments or matches; by doing commercials for products)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will be about golfer Kim Williams and how she was hit by a hunter’s stray bullet.)

Build Background The sport of golf came to America in the mid-1800sfrom Scotland. It quickly gained in popularity, but the sport was considered a men’s game. Women were discouraged from participating. They were assured that playing golf would give them “manly” muscles and intimidated with tales of potential dangers at the far holes. Nevertheless, women were determined to participate. By the 1940s many women were playing golf, but because there were very few professional tournaments for female golfers, they were forced to compete at the amateur level. In 1950, 13 women golfers, who wanted opportunities to play in competitions for money, started the Ladies Professional Golf Association. Because of them, women today have the freedom to make a living playing the sport they love.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the accidental shooting of Kim Williams. Ask students: What can you tell about Kim Williams from the way she handled the accident and her recovery? What parts of the article surprised you? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONGive students a comic strip or political cartoon that requires them to make inferences in order to understand the text fully. Place students in groups and have them work together to make inferences abut the comic strip. The dialogue among students builds background knowledge, and those who have diffi culty with this skill can learn from those who are stronger at it. Allow groups to share their inferences with the class.

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. For example, Fly Away Home, by Eve Bunting, is about a boy and his father who cope with homelessness.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Characteristics Map. Ask students to write Kim Williams in the center bubble of the graphic organizer and one of the adjectives about Williams below in each of the outer bubbles. Then have students add a fact that they learned from the article that supports each adjective. Discuss their responses.

Strong GratefulDeterminedFunny


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Unit 1, Lesson 4 Close Calls“Trapped on the 37th Floor,” pages 38–45

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e Summary On May 4, 1988, Melinda Skaar and her coworker Stephen Oksas were working late in their high-rise offi ce building, when a security guard called to tell them they needed to leave immediately; the building was on fi re. When Skaar and Oksas tried to leave the offi ce, they soon learned it was too late. The hallways were fi lled with thick, black smoke. Because Skaar and Oksas worked on the 37th fl oor, their only hope was that fi refi ghters would fi nd and rescue them before they ran out of oxygen. Eventually, both Skaar and Oksas collapsed from lack of oxygen, but the fi refi ghters managed to locate and rush them to a hospital. Thankfully, both survived the ordeal.

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toxic: poisonous desperate: hopelesslywaft: drift provide: supplyhuddled: crowded together

1. If a plant is toxic, would it be safe or dangerous for a pet to 4. Which would make you feel desperate, being trapped or being eat it? rescued?2. Which might waft into your room, a smell or a loud noise? 5. If someone asks you to provide snacks for a party, what should3. If people are huddled in a room, are they near each other or you do? far apart?

Activate Prior Knowledge1. Ask students to share their experiences with being in a

skyscraper or high-rise apartment building. Then name some well-known skyscrapers, such as the Empire State Building or the Chrysler Building.

2. Discuss with students why a fi re in a high-rise would be especially dangerous. (Possible answers: can’t escape easily, too high to jump out a window, fi re can grow quickly)

3. Discuss safety measures that offi ces and buildings usually have in place in case of fi re. (Possible answers: fi re alarms, fi re drills, evacuation routes, fi re extinguishers)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will be about people who were trapped in a high-rise when a fi re broke out.)

Build Background Knowing what to do in case of a fi re can save your life. The United States Fire Administration offers these tips if you are trapped in a high-rise during a fi re: • Use towels, rags, or tape to cover vents and block cracks to keep

smoke from coming in. • Call the fi re department to give them your exact location. • Stand by a window and use a fl ashlight or wave something to show

fi refi ghters where you are. • Try to open the window without breaking it because you may need

to close it if smoke comes in.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the situation in which Skaar found herself. Ask students: What do you think about the way Skaar handled her situation? How do you think her actions helped save her life? Have students use evidence from the text to support their responses.

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

ENGLISH LANGUAGE LEARNERSHave students read the picture book Just a Dream, by Chris Van Allsburg. Have students draw a three-column chart in their notes and make and record three predictions as they read about Walter’s dream.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Ask students to write each cause below in a box in the left column of the chart. Then, in each box in the right column, have students write an effect for each cause. Discuss their responses.

There was smoke in the hallway.Skaar and Oksas were running out of clean air.The windows would not break.Firefi ghters found Oksas and Skaar.

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Unit 1, Lesson 5 Close Calls“Near Death on the Football Field,” pages 46–53

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e Summary On December 21, 1997, the New York Jets and the Detroit Lions met to play the game that would decide which team would play in the National Football League playoffs. When Reggie Brown, a linebacker for the Lions, tackled one of the Jets, he injured his spine. The Lions trainer, Kent Falb, and team doctor, Terry Lock, quickly rushed to Brown’s aid. Many people with spinal cord injuries never walk again, but Brown beat the odds. Though he would never be able to play football again, Brown was happy to have the chance to try something new.

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immobile: still recovered: got bettersupport: hold up blacked out: passed out drive: desire

1. The car is immobile because . . . 4. The mother knew her child had recovered from her illness 2. I need crutches to support me because . . . because . . .

3. The athlete had a strong drive to . . . 5. The man who blacked out was taken to the hospital because . . .

Activate Prior Knowledge1. Ask students what they know about football. Have them

describe the basic rules of the game and the different positions.2. Point to a volunteer’s spinal cord, showing students how it

runs from the base of the brain and down the back.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: We will fi nd out how Reggie Brown was seriously injured playing football and if he got better.)

Build Background The spinal cord is a group of nerves that connect the brain to the nerves in the rest of the body. It’s the way the brain gets messages to the arms, legs, and other body parts to move or do their jobs. Bony pieces called vertebrae cover and protect the spinal cord. A blow to one of the vertebrae can cause it to fracture or dislocate, pressing down onto the nerve bundle. In this case, the brain can no longer get signals to parts of the body that are below the point of the injury. People with spinal cord injuries may experience numbness, have trouble breathing, or may be unable to move their arms, legs, or torso.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about Reggie Brown’s experience. Ask students: What do you think about the way Reggie Brown recovered from his injury? What part did other people play in helping him to get well? What role did Reggie Brown’s own attitude play?

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DIFFERENTIATED INSTRUCTIONKinesthetic learners may benefi t from using physical movements to understand cause-and-effect relationships. Have them brainstorm actions in a sport that demonstrate cause-and-effect relationships, such as plays in a soccer match or football game that result in a score. Then have them act out or demonstrate these actions.

ENGLISH LANGUAGE LEARNERSHave students fold a piece of paper in half lengthwise and label the left side Cause and the right side Effect. Have them draw or cut out pictures that show cause-and-effect relationships. For example, on the left side, they might draw a person kicking a soccer ball toward a goal, and on the right side, they might show the ball in the goal.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Have students label the left column Causes and the right column Effects. Ask students to write each sentence below in a separate box below Effects. Then, in the Causes column, students should write one cause for each effect. Discuss their responses.

EffectsReggie Brown could not get up.Reggie Brown was able to walk again.Reggie Brown considered himself a lucky man.Reggie Brown is exploring lots of different paths.


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Unit 2, Lesson 6 Close Calls“Desert Disaster,” pages 60–67

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Summary Local people warned Swedish explorer Sven Hedin not to attempt to cross Takla Makan, a desert they called the Mankiller Desert. Hedin ignored the warnings and set out in April 1895 with a servant, three local men, and eight camels. At fi rst the journey went well, but when one of the local men miscalculated how many days it would take them to reach their next water station, trouble set in. One man died and one disappeared, but Hedin and the remaining local man eventually reached the river and met some shepherds who gave them food and shelter. Another group of shepherds rescued Hedin’s servant. In the end, Hedin and the two men fi nished crossing the desert, but the journey had killed two men and seven camels.

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astray: off course scorching: burningease: lessen grim: awfulpenetrated: entered

1. What word goes with “a hot desert”? (scorching) 4. What word goes with “terrible”? (grim) 2. What word goes with “got inside”? (penetrated) 5. What word goes with “lighten”? (ease)3. What word goes with “lost”? (astray)

Activate Prior Knowledge1. Ask students to describe what the climate of the desert

is like. (Possible answer: hot and dry) Discuss why these conditions make living or traveling in the desert diffi cult and dangerous. (Possible answers: There is little water; it is hard to fi nd food; temperatures can be very hot or cold.)

2. Show students the Takla Makan Desert on a map, pointing out its location in the Xinjiang Province.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will tell about explorer Sven Hedin’s diffi cult journey across the Takla Makan Desert.)

Build Background The Takla Makan is one of the largest sandy deserts in the world. Like a typical desert, it receives very little rainfall. As a result, there is not much plant or animal life in the Takla Makan, and no people live there permanently. However, it seems the climate was not always this harsh in the Takla Makan. During his trip there, Sven Hedin discovered remnants of an ancient Buddhist civilization. Hedin’s artifacts and maps encouraged other adventurers to explore the Takla Makan. One of them, Aurel Stein, was even able to excavate several ancient towns buried deep in the sands.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Sven Hedin’s decision to cross the Takla Makan Desert. Ask students: Why do you think Hedin wanted to cross the Takla Makan Desert? Do you think he would try the trip again? Why or why not? Have students use evidence from the text to support their responses.

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Ask students to bring in a game or instruction manual that contains a word unfamiliar to other students. Have students take turns explaining to the class how they determined the meaning of an unfamiliar word using context clues.

ENGLISH LANGUAGE LEARNERSShow students how to use description to determine the meaning of an unfamiliar word. Point out that authors may use descriptive words and phrases that can help readers fi gure out the meaning of an unfamiliar word. Provide an example, such as the description of sandstorm in paragraph 7 of the article: “. . . Hedin and his men ran into a terrible sandstorm. ‘Clouds and columns of sand whirled in a mad dance across the desert. . . .’”

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Ask students to label the left column Fact and the right column Opinion. Then have students write the following sentences about the article in the appropriate column. Discuss their responses.

Crossing the Takla Makan was too dangerous.By the sixth day they had gone more than 50 miles.It was wrong to leave the camels behind.The men fi nally reached the Khotan River.


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Unit 2, Lesson 7 Close Calls“A Jockey in Danger,” pages 68–75

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e Summary Jockey Randy Romero has had a lot of unlucky breaks, but he always ends up back in the saddle. In 1983 he survived a fi re that burned almost 60 percent of his skin. In 1990 he was riding a horse named Go for Wand when her front leg snapped. Romero fell, breaking eight ribs and cracking his shoulder. In 1991 he shattered his elbow when another horse he was riding fell. His elbow was set incorrectly, and Romero had to have another surgery to fi x it. Though some may think Romero is unlucky, he is just glad to be able to do what he loves most—ride horses.

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

agony: great pain shattered: brokengrafted: attached remarkable: amazingnarrowly: barely

1. When I broke my arm, I was in agony because it hurt so badly. 4. Carly shattered the plate when she dropped it.2. The doctors grafted skin onto the burn to help it heal. 5. The athlete made a remarkable recovery from the injury and was3. We were running late and narrowly made it to the movie on time. able to play in the next game.

Activate Prior Knowledge Ask students how many of them have ever had an injury such as a broken bone. Discuss with students what they know about broken bone injuries. Ask how they are treated, and why it is diffi cult and dangerous to do sports or activities while they are healing. (Possible answers: casts, bandages, slings; the injury might be painful, might be diffi cult to move, might make the injury worse)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will tell about a dangerous situation that involved jockey Randy Romero.)

Build Background Jockeys, who are among the smallest professional athletes, have one of the riskiest jobs in sports. Most jockeys weigh between 108 and 118 pounds and are between 4’10” and 5’6” tall. The average jockey gets hurt about three times a year and, because the risk of injury is so great, the insurance costs for a jockey are very high. Concussions, broken bones, and paralysis are among the most common injuries suffered by jockeys. Because the potential for these serious injuries is high, ambulances follow jockeys around the track so that they are nearby in case of an emergency.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the evidence presented in the article. Ask students: Which evidence makes horse racing seem dangerous? Do you think Romero should have continued to race after so many injuries? Why or why not?

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

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. Have students read the books in small groups and use Graphic Organizer 3 to make three inferences about what happened in each book. For example, The Wreck of the Zephyr, by Chris Van Allsburg, is about a boy who fi nds a tiny sailboat wrecked near a cliff. An old man tells the boy a story about the boat, the sailor, and a storm.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Characteristics Map. Ask students to write Randy Romero in the center bubble of the graphic organizer and one of the adjectives below about Romero in each of the outer bubbles. Then have students add a fact they learned from the article that supports each adjective. Discuss their responses.

Tough Determined Positive Lucky


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Unit 2, Lesson 8 Close Calls“Escape to Freedom,” pages 76–83

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e Summary Frederick Douglass was a slave in Baltimore, Maryland, but he longed for freedom. He decided to try to escape to a northern state where slavery was illegal. He borrowed papers and a uniform from a black American sailor. Although it was extremely dangerous, Douglass used the papers to board a train to Pennsylvania, the nearest free state. There were a few close calls, but Douglass made it. He went on to New York City and eventually became a famous writer and journalist. He worked tirelessly to fi ght slavery during his lifetime and lived to see its end in 1863.

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fending for: caring for brightened: cheered upincentive: reason foiled: ruined bold: brave

1. Would you be fending for yourself if you made dinner or if 4. Would your day be brightened if someone smiled at you? someone made it for you? Why or why not?2. What would be an incentive for studying hard in school? 5. If your plan was foiled, was it a success or a failure?3. Which would show that you are bold, jumping off the high dive or sitting by the pool?

Activate Prior Knowledge1. Ask students to name some freedoms they enjoy. Have them

discuss why freedom is something people value.2. Have students share what they know about the history of

slavery in the United States.

Preview Ask students what clues the title of the article, the photographs, and the photo captions provide. What predictions about the article might students make? (Possible answer: The article is about a slave named Frederick Douglass who escaped to freedom.)

Build Background Europeans began using Africans as slaves in the 1400s. The practice continued when Europeans came to America. Most slaves in America worked on plantations, or large farms, in the South. They were considered the property of their owners and had no legal rights. The practice of using slaves grew so widespread that by 1860, there were almost 4 million slaves in America. The Civil War helped to bring an end to slavery. During the war, President Abraham Lincoln delivered the Emancipation Proclamation, which declared that slaves in rebel states were free. When the North won the war in 1865, slavery offi cially came to an end.


AFTER READINGRespond to the Article Have students write a journal or blog entry about Frederick Douglass’s actions. Ask students: How do you know that Frederick Douglass valued freedom more than anything else? How might his life have been different if he had not taken the risk to escape?

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

ENGLISH LANGUAGE LEARNERSHave students take turns describing what a friend or family member looks like. As they describe the person, ask the other students to visualize the person and then draw a picture or write a description.

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Characteristics Map. Ask students to write Frederick Douglass in the center bubble of the graphic organizer and one of the adjectives about Douglass below in each of the outer bubbles. Then have students add a fact that they learned from the article that supports each adjective.

Intelligent Brave ThoughtfulDetermined

092_CRP_TG_WS_CC_U2L8.indd 2 22/02/11 11:43 AM s-60user092_CRP_TG_WS_CC_U2L8.indd Page 92 22/02/11 11:43 AM s-60user /Volumes/106/GO00749/JAMESTOWN_2012/NATIONAL/TE/THE_WILD_SIDE_TG_WKBK/L4-6/007_659077_1_P1/Volumes/106/GO00749/JAMESTOWN_2012/NATIONAL/TE/THE_WILD_SIDE_TG_WKBK/L4-6/007_659077_1_P1

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Unit 2, Lesson 9 Close Calls“Trapped in the Himalayas,” pages 84–91

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e Summary During World War II, pilots had to fly over the Himalayas, the highest mountains in the world, to bring food and supplies to their Chinese allies. On April 7, 1943, Captains C. Joseph Rosbert and Charles Hammel took off from India to fly over the Himalayas. A Chinese radio operator was traveling with them. Like many pilots before them, they crashed into the mountain. The radio operator was killed, but Rosbert and Hammel survived. Despite sprains and broken bones, they made their way down the mountain and back to their base in India in 47 days.

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allies: partners crude: simplestrain: struggle hospitable: friendlybanked: turned

1. Which would be your allies, the players on your team or the 4. Which would be crude, a straw hut or a stone castle? players on the other team? 5. Would a hospitable person frown at you and look down or smile2. Which would cause you to strain, moving a couch or moving and say hello? a cup? 3. If you banked a boat sharply, did you turn it or keep it pointed straight ahead?

Activate Prior Knowledge1. Ask students to share what they know about the Himalayas.

If possible, display photos of the Himalayas.Go to Google Images and search for “Himalayas.” Ask students why it might be diffi cult to fl y a plane over these mountains. (Possible answers: they’re very high, bad weather, snow, ice)

2. Have students fi nd India, the Himalayas, and China on a map.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will be about how Captains Rosbert and Hammel survived several weeks in the Himalayas after their plane crashed into the mountains.)

Build Background The climate in the Himalayas is not welcoming. In Sanskrit, Himalaya means “abode of snow.” So it’s not surprising that at the highest elevations, there may be snow year-round, and temperatures don’t often get above freezing. Even during the summer months there is little relief from cold weather. Conditions are not favorable for farming because the soil is poor and, in many places, the mountains block the rain clouds and create a desert-like climate. Despite these challenges, however, some cultures have found a way to live in this rugged environment.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the evidence presented in the article. Ask students: Which evidence proves that fl ying over the Himalayas is dangerous? Do you think it has gotten safer to fl y over the Himalayas today? Why or why not?

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Explain to students that supporting details are examples, reasons, or facts that prop up the main idea. It may help students to think of the main idea as a strong bridge. The supporting details are the concrete pilings that hold the bridge fi rmly in place. Ask students to sketch this analogy.

ENGLISH LANGUAGE LEARNERSPlace students in pairs and ask them to explain something they know a lot about to their partner, such as the difference between football and soccer. Then have the partner identify what he or she believes to be the main idea of the explanation. The students should provide details that support the main idea.

GRAPHIC ORGANIZERSUse Graphic Organizer 9 as a Main Idea-and-Details Map. Ask students to write the following main idea in the left box of the graphic organizer: Flying over the Himalayas was dangerous. In each box on the right, have students write one detail that supports this main idea. Discuss their responses.


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Unit 2, Lesson 10 Close Calls“Bear Attack,” pages 92–99

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e Summary During the summer of 1996, bears terrorized visitors at Mount Lemmon, a popular camping spot near Tucson, Arizona. A recent drought had left the bears with little to eat, so the hungry bears began searching for food near places where people hiked and camped. Some people felt sorry for the bears and began leaving them food, which only made the problem worse because the bears lost their fear of humans. Eight-year-old Jennifer Corrales and 16-year-old Anna Knochel were both attacked by bears that summer. Corrales escaped with cuts on her face and a ripped tear duct, but Knochel’s injuries were far more serious. She had to have numerous operations and still needed a brace to walk.

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drought: dry spells puncture: skin-piercingclung to: stuck to devastating: terriblemaul: attack

1. What word or phrase goes with “awful”? (devastating) 4. What word or phrase goes with “no rain”? (drought)2. What word or phrase goes with “bite and scratch”? (maul) 5. What word or phrase goes with “stab”? (puncture)3. What word or phrase goes with “held onto tightly”? (clung to)

Activate Prior Knowledge1. Talk about places where bears in the wild live and where you

might see one. (Possible answers: They live in mountains and forests; you might see one hiking or camping.)

2. Explain that many state parks, national parks, and campgrounds give information about bear safety and that all hikers and campers should follow these guidelines.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think this article will tell about campers who were attacked by bears on Mount Lemmon.)

Build Background Experts offer the following advice for increasing your odds of surviving a bear attack: • If a bear charges, do not try to outrun it or climb a tree. Stay where

you are, wave your arms, and speak in a loud, low voice. Often the bear will back away at the last second.

• If a bear wanders into your campsite, bang pots and pans and, if needed, throw things at the bear to chase it away. Do not let the bear take food.

• If attempting to scare off the bear has not worked and the bear attacks, curl up in a ball and play dead. This protects your limbs and organs and may cause the bear to back away.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Anna Knochel’s statement that she might return to the mountain. Ask students: If you were attacked by a bear like Anna Knochel was, would you be willing to return to the sight of the attack? Why or why not? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONTell students to go on a word hunt in a magazine or newspaper article to fi nd at least one unfamiliar word that seems to be important to the overall meaning of the article. Then have students use context clues to determine the meaning of the word in context. Have them give the defi nition of the word and share the context clues they used to defi ne it.

ENGLISH LANGUAGE LEARNERSShow students how to use synonyms to fi gure out the meaning of an unfamiliar word. Provide an example, such as this sentence from paragraph 7: “Every day the bears scoured the woods searching for food.” Explain that scour and search are synonyms. They both mean “to look for.” Knowing the meaning of searching can help them fi gure out the meaning of scoured.

GRAPHIC ORGANIZERSUse Graphic Organizer 9 as a Cause-and-Effect Chart to show how the bear attack affected Anna Knochel. Ask students to write the cause below in the left box of the graphic organizer. Then have students write three effects of the cause. Discuss their responses.

CauseKnochel was attacked by a bear.


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Unit 3, Lesson 11 Close Calls“All Alone in the Jungle,” pages 106–113

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e Summary On Christmas Eve, 1971, 17-year-old Juliane Koepcke and her mother boarded a plane from Lima, Peru, headed to Pucallpa, a town deep in the jungle of Peru. As the plane was about to land, it ran into a fi erce storm, caught fi re, and exploded. Of the 92 people on board, only Juliane survived. Hungry and weak, she made her way through the jungle searching for help. Finally, nine days after the crash, she found three local hunters who took her to safety. When searchers found the bits and pieces that remained of the crashed plane, they were amazed Juliane had survived.

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dense: thick reluctant: unwillingedible: fi t to eat gaunt: very thinburrowed into: dug into

1. The forest was so dense it was hard to fi nd your way out. 4. The child was reluctant to share her favorite toy.2. Some berries are edible, but others are not safe to eat. 5. After being lost without food for a week, the hiker looked gaunt.3. The worm burrowed into the dirt.

Activate Prior Knowledge Ask students what they know about the jungle or rain forests.1. Discuss with students what the jungle is like. What is the

climate? What kinds of plants and animals live there? (Possible answers: warm, lots of rain; many different plants and animals, including tropical birds, fi sh, monkeys, and butterfl ies)

2. Show students a map of Peru and help them locate the Amazon jungle, Lima, and Pucallpa.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article will tell about someone who was lost or left alone in the Peruvian jungle.)

Build Background The Amazon rain forest is the biggest rain forest in the world. Covering about one-third of South America, it stretches through parts of Brazil, Peru, Colombia, Bolivia, Venezuela, Ecuador, and the Guianas. Though all rain forests sustain a wide variety of fl ora and fauna, the Amazon has the greatest biodiversity of all. This lush, tropical forest is home to about 25–30 percent of all known plant and animal species, but scientists have millions more to identify and study. Sadly, they may not have the opportunity because the Amazon rain forest is undergoing deforestation at a rapid rate. Loggers are cutting trees, and large stretches of land are being cleared for the construction of ranches and farms. As the forests disappear, so do the species and indigenous people of the region.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who is the article about? What problem does this person face? How was the problem resolved?

AFTER READINGRespond to the Article Have students write a journal or blog entry about Juliane Koepcke’s amazing story. Ask students: Why was it so amazing that Juliane survived? What parts of the article surprised you, and what parts met your expectations? Have students use evidence from the text to support their responses.

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

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

GRAPHIC ORGANIZERSUse Graphic Organizer 1 as a Concept Map. Ask students to write Amazing Survival in the center bubble of the graphic organizer. Then have students write a sentence in each of the outer bubbles about what made Juliane Koepcke’s survival so amazing. Discuss their responses.


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Unit 3, Lesson 12 Close Calls“Hanging from a Cliff,” pages 114–121

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e Summary When S. Hall Young set out to climb an 8,000-foot peak in southern Alaska with naturalist John Muir, he had no idea of the danger he’d face. While trying to keep up with Muir, Young lost his footing and slid toward a 1,000-foot crevasse. He dislocated his shoulders and could do nothing to save himself from falling into the crevasse. Miraculously, Muir was able to rescue Young and carry him down the mountain to safety.

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exerting: pushing sloped: slantedundeterred: not afraid ponder: think aboutcautiously: carefully

1. During the race, the swimmers were exerting themselves to 4. You need a sloped surface to go sledding. swim faster. 5. A good mystery novel provides a lot of clues to ponder.2. The hikers were undeterred by the darkness and kept walking. 3. The waiter picked up the broken glass cautiously.

Activate Prior Knowledge1. Ask students to share their experiences with hiking or

mountain climbing.2. Discuss the dangers of mountain climbing or hiking and

why you should have someone with you. (Possible answers: getting lost, falling, getting hurt; someone can go for help)

3. Have students describe a time they helped someone or someone helped them. Discuss the characteristics of people who help or rescue others. (brave, selfl ess, caring, clever)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: The article is about someone, maybe John Muir, who had a close call while climbing a mountain.)

Build Background John Muir was one of the most famous and important naturalists in America’s history. He is sometimes referred to as “the father of our national parks.” He is well known for his adventures in Alaska’s glaciers and California’s Sierra Nevadas. Muir’s writings and actions were infl uential in convincing President Theodore Roosevelt to establish Yosemite National Park and the fi rst national monuments. In 1892 Muir organized the Sierra Club and became its fi rst president. The Sierra Club has worked to create new national parks and preserve wilderness areas.


AFTER READINGRespond to the Article Have students write a journal or blog entry about Young’s experience. Ask students: How do you think Young felt as he was dangling from the cliff? How would the outcome have been different if Young had been alone or with a less experienced partner?

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DIFFERENTIATED INSTRUCTIONRead highly visual sentences or paragraphs to students. Ask students to close their eyes and visualize as you read to them. Then have them choose one sentence or paragraph to illustrate, based on their visualization.

ENGLISH LANGUAGE LEARNERSHave students take turns describing one of their favorite places to other students. As they describe it, ask the other students to visualize what the place is like and then draw pictures or write descriptions of the place. Allow students to ask questions if they need additional information to clarify their visualizations.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Have students put the steps below in the correct sequence. Discuss their responses.

Men helped Young put his shoulder backin place.Muir climbed down to reach Young and carried him out of the crevasse.Young stumbled and fell toward a deep crevasse and dislocated both shoulders.Muir carried Young down the mountain.


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Unit 3, Lesson 13 Close Calls“Buried in Nairobi,” pages 122–129

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e Summary On August 7, 1998, a bomb targeted at the American Embassy also destroyed the Ufundi Cooperative House in Nairobi, Kenya. Gaitara Ng’ang’a was inside the building visiting a friend when the blast occurred. The bomb hurt almost 5,000 people and killed 213. Though he was trapped under rubble for 36 hours, Gaitara Ng’ang’a was one of the lucky survivors.

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scurrying: rushing collapsing: fallingmassive: huge panicky: terrifi edshudder: shake

1. Are you more likely to be scurrying if you are running late or 4. If a child’s block tower is collapsing, is it falling down or being on time? built up?2. Which is massive, a mountain or a pebble? 5. Which might cause you to feel more panicky—riding on a3. What is something that might make the ground shudder? rollercoaster or walking home alone in the dark? Why?

Activate Prior Knowledge Ask students to share what they know about rescue work. Discuss the challenges rescuers face when trying to get people out of a collapsed building. (Possible answers: They may get trapped themselves. The building may crumble on them or on any survivors. They may not be able to help or fi nd everyone in time.)

Preview Ask students what clues the title of the article, the photograph, the diagram, and the captions provide. What predictions about the article might students make? (Possible answer: This article is about what happened when a bomb, intended to destroy the American Embassy in Nairobi, demolished the Ufundi Cooperative House instead. People inside the house were buried in the collapse.)

Build Background The U.S. Embassy to Kenya was established in 1964. Since then, the embassy has served to foster personal and business ties between the two countries. Its other main aims are to help develop a solid economy in Kenya, strengthen democracy, and slow or stop the spread of contagious diseases such as HIV/AIDS.

Following the 1998 attacks on the U.S. Embassy in Nairobi, Kenya, the United States warned its citizens to consider their personal safety before traveling to Kenya. Many of those believed to be responsible for the attack are still at large today.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the way Gaitara Ng’ang’a reacted to his situation. Ask students: How did Ng’ang’a’s actions show that he was thinking calmly and clearly? What might have happened if he had panicked? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONGraphics are diagrams, maps, graphs, or charts that writers use to show information about the text. Give students safety manuals, instruction manuals, or textbooks that include graphics. Have students explain what the graphic shows and how it helps them better understand the text.

ENGLISH LANGUAGE LEARNERSAsk students to look at the diagram on page 123 of the article. Have partners look at the graphic closely and then use it to explain what happened at the U.S. Embassy in Nairobi. Encourage them to point to the graphic as they discuss it.

GRAPHIC ORGANIZERSUse Graphic Organizer 9 as a Cause-and-Effect Chart. Ask students to write the cause below in the box in the left column. Then have them write three effects of the cause in the boxes on the right. Discuss their responses.

CauseA huge bomb exploded outside the building.


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Unit 3, Lesson 14 Close Calls“Firebomb on the Subway,” pages 130–137

Intr

oduc

e Summary On December 21, 1994, Edward Leary got on the Number 4 train of the New York City subway. Shortly after 1:30 P.M. he released a fi rebomb, setting fi re to the train and passengers aboard. Off-duty transit offi cer Denfi eld Otto was on the train that afternoon. He worked quickly to grab a fi re extinguisher and help put out the fl ames that were burning other passengers. Leary himself was burned in the incident and was later arrested as he was being transported to the hospital for treatment. He was sentenced to 94 years in prison.

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laden with: loaded with squelch: put outmaim: injure attempted: triedengulfed: surrounded

1. The apple tree was laden with fruit. 4. The fi refi ghters used water to squelch the fl ames.2. A dog can maim you if it attacks. 5. The runner attempted to break the record but didn’t run fast enough.3. When the river fl ooded, people were afraid their houses would be engulfed by water.

Activate Prior Knowledge Ask students who have ridden a subway or other kind of public transportation to share their experiences. Discuss different types of public transportation and what they have in common. (Possible answers: buses, subways, trains, trolleys; they transport many people at once, run on a schedule)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: We will read about Edward Leary, who bombed a subway.)

Build Background The world’s fi rst subway system opened in London in 1863. Paris followed in 1900, and in 1904 New York established the fi rst subway in the United States. The New York City subway system originally had only 28 stations. Since then, the number has grown to include 468 stations. The system is now the fourth busiest in the world, after Tokyo, Moscow, and Seoul. Serving 1.5 billion people a year, the New York City subway trains carry more passengers every day than all the other U.S. subway systems combined.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the way people reacted to the subway bomb. Ask students: What evidence does the article give to show that there is good in this world? How might the situation have been different if people had not helped each other?

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DIFFERENTIATED INSTRUCTIONHave students write the steps for a process, game, or an activity. Remind them to use key sequence words as they write the steps in order. Then ask students to cut apart the steps and have a partner rearrange the steps in the correct sequence.

ENGLISH LANGUAGE LEARNERSHave students make a list of activities or errands they would like to do over a weekend. Ask them to sequence the events in order of importance. Then have students share their lists and discuss the sequence of events.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Ask students to write the events below in the correct sequence on the chart. Discuss their responses.

A little after 1:30, the bomb went off.Edward Leary got on the train.The train caught fi re.Passengers and rescue workers worked together to help people.


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Unit 3, Lesson 15 Close Calls“Escape Artist,” pages 138–145

Intr

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e Summary U.S. Lieutenant Damon Gause was stationed in Bataan in the Philippines during World War II. In 1942 the Japanese took the Americans in Bataan as prisoners. Gause managed to escape to the nearby island of Corregidor, which was still under American rule. Before long, the Japanese captured this island as well, forcing Gause to fl ee once again. With Lieutenant Arranzaso, Gause found an old boat and set out to sea. The Japanese opened fi re on the boat. Arranzaso was wounded and died, but Gause made it to shore. There he met Captain William Lloyd Osborne and together they sailed 3,000 miles to Australia and safety.

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lobbed: threw crumpled: collapsedsurrender: give up fl ee: escapeswirling: twisting

1. What word goes with “run away”? (fl ee) 4. What word goes with “fell down”? (crumpled)2. What word goes with “put your hands up” or “wave a white 5. What word goes with “twirling and spinning”? (swirling) fl ag”? (surrender)3. What word goes with “tossed a baseball”? (lobbed)

Activate Prior Knowledge1. Make sure students understand that during World War II, the

United States was fi ghting against Germany and Japan and the countries that supported them to keep Adolf Hitler and the Nazis from spreading their power.

2. Point to the Philippines and Japan on a map. Explain that during World War II, the Japanese captured the Philippines. The Americans and Japanese were fi ghting against each other, so the Americans who were in the Philippines became prisoners of the Japanese.

3. Point to the Philippines and Australia on a map.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think this article will tell how Lieutenant Gause and Captain Osborne escaped from the Philippines to Australia during World War II.)

Build Background On April 9, 1942, the American troops in Bataan surrendered to the Japanese. Some soldiers fl ed and managed to escape. Those who remained as prisoners were led on a march to a prison camp at Camp O’Donnell. The march, which came to be known as the Bataan Death March, was more than 60 extremely grueling miles. It was very hot, and the prisoners had very little food and water. Between 5,000 and 11,000 prisoners did not make it to the prison camp. Those who did were met with conditions that were little improved. Food and water for the 9,300 men at the camp was scarce. Two-thirds of the soldiers who lived through the surrender were dead by the end of the war.

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

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Lieutenant Gause’s actions. Ask students: Why do you think Gause decided to escape even though it was risky? What might have happened had he not made this decision? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONAsk students to watch a news report about something that was caused by an action, such as a soccer victory as a result of a last-minute goal. Ask students to rewrite the report using words such as because, since, consequently, therefore, and so to show the cause-and-effect relationships. Have students read their reports aloud while others listen for causes and effects.

ENGLISH LANGUAGE LEARNERSHave students work with partners to name causes and effects. Model by saying a cause, such as “It rained really hard last night.” Ask a volunteer to give an effect for that cause: “There are big puddles on the street.” Then have partners take turns naming causes and possible effects of those causes.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Have students write Causes above the left column and Effects above the right column. Have them write each sentence below in a box on the right side. Then ask students to write one cause on the left side for each effect. Discuss their responses.

EffectsGause decided to make a run for it.Gause had to get away from Corregidor.Gause and Osborne decided to go to Australia.They were able to sail past Japanese ships.


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Close Calls

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

The Man Who Fell from the SkyWhen Mikey Holmes was 16, he made his fi rst parachute jump. By the time he landed, he was hooked on the sport of skydiving. Over the next several years, he made thousands of jumps. He became a skydiving instructor. He joined the British team that traveled the world in skydiving competitions. He felt lucky that the sport he loved was also his career.

2 In 2006, when Holmes was 24, he made a routine jump from an airplane about 15,000 feet above Lake Taupo, New Zealand. A video camera on his helmet recorded what happened next. The jump turned out to be anything but routine.

3 For the fi rst minute, Holmes soared easily through the air in a freefall. Then, 5,000 feet above Earth, he pulled the cord to open the canopy. Instantly he knew that something was wrong. A canopy catching air gives a sharp tug. Holmes felt no tug. The chute had not opened.

4 Holmes did not panic. He realized that the lines to the canopy had somehow tangled. He spent 46 seconds reaching back to free them. He wasn’t successful, but he still wasn’t fearful. He had a reserve chute available for just this kind of situation.

5 First, he had to pull the cutaway cord, which would free the main chute so that he could use the one in reserve. At 3,500 feet, he pulled the cutaway cord. Nothing happened. That line, too, was caught. Holmes was now spinning wildly through the air, nearly blacking out. He tried to make a plan. Should he open the reserve chute into the tangled main canopy?

6 At 700 feet, Holmes pulled the cord to open his reserve chute. Nothing happened.7 He could see the ground rushing up toward him. There was nothing left to do.

About fi ve seconds before impact, Holmes waved to the camera on his helmet. He wanted to say something to the microphone. He swore and then said, “I’m dead. Bye!”

8 The camera continued recording as Holmes slammed into Earth. His body bounced up slightly after it crashed into a tall blackberry bush. Another camera, on the helmet of a fellow skydiver, had also been recording Holmes’s fall. This skydiver landed shortly after Holmes’s crash. He had watched his friend plummet and now raced to fi nd him. He was sure that Holmes was dead.

9 Holmes was alive! He survived the fall with a punctured lung, a broken ankle, and bruises. Nobody could say for sure why he had survived. Maybe the blackberry bush acted like a cushion. The odds of a parachute equipment failure were about one in a million. The odds of surviving the failure—who knows?

10 Holmes fi gured that he was extremely unlikely to have another parachute failure. He was eager to recover and skydive again. And that is what he did.

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1. Which sentence states the main idea best?

a. Mikey Holmes was a skydiver who made a jump that should have killed him.

b. Mikey Holmes loved the sport of skydiving in spite of its dangers.

c. Skydivers risk death from parachute failure.

2. How many parachutes did Holmes try to open?

a. two

b. three

c. four

3. Which answer is probably true?

a. Many people later viewed Holmes’s jump.

b. Other divers had fallen so far and lived.

c. Nobody could fi gure out what went wrong with the parachute.

4. What is the meaning of the underlined word?

He had watched his friend plummet and now raced to fi nd him.

a. escape

b. parachute

c. fall

5. The author probably wrote this article to

a. explain what skydivers do.

b. tell an unusual true story.

c. describe a person who likes danger.

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

He felt lucky that the sport he loved was also his career.

a. He worked hard at his sport and knew he was lucky to love it so much.

b. He loved his sport and felt lucky that he was able to do it as a job, too.

c. He felt lucky that he loved his career. He also loved his sport.

7. How did Holmes feel when the fi rst chute failed to open?

a. foolish

b. scared

c. calm

8. What effect did the accident seem to have on Holmes?

a. He knew that he would have to stop skydiving, but he didn’t want to.

b. He thought that he would never be able to return to the sport he loved.

c. He felt lucky but did not change his life because of it.

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

a. True Tales of Heroes

b. They Cheated Death

c. Sports Champions

10. What can you tell about skydiving by reading this article?

a. Most accidents are caused by parachute failure.

b. Parachutes almost never fail.

c. Skydivers almost never have to solve a problem while jumping.

Close Calls

Unit 1 Assessment Questions

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Close Calls


The Rabies SurvivorFifteen-year-old Jeanna Giese loved animals. On September 12, 2004, she was attending church near her Wisconsin home. A bat had fl own into the church, and Jeanna decided to rescue the little animal, which was lying on the fl oor. She picked it up by its wings and brought it outside. One of its sharp teeth sank painfully into her fi nger. She shook the bat loose by a tree.

2 The bat’s bite had left a tiny wound on Jeanna’s fi nger. She cleaned it with antiseptic and thought no more about it. Schoolwork, sports, and other activities kept her busy.

3 About a month later, Jeanna was feeling tired. Her arm tingled. She was seeing double and blacked out several times. When Jeanna arrived at Children’s Hospital of Milwaukee on October 16, she was vomiting, could not stand or talk, and was having trouble breathing. Tests showed that she had rabies, a disease transmitted by infected animals. Dr. Rodney Willoughby thought that Jeanna would be dead within hours.

4 Dr. Willoughby, like most American doctors, had never seen a full-blown case of rabies. In developed countries, people are given a vaccine after they are bitten by an animal that might have rabies. The vaccine helps the body make antibodies to fi ght the rabies virus.

5 The vaccine works, but it must be given within several days of the bite. If symptoms develop, it is too late to give the vaccine. And it is too late to save the victim—rabies is fatal.

6 Although Dr. Willoughby thought there was little hope of saving Jeanna, he knew he had to try. He had an idea for a treatment that had never been tried before; Jeanna’s parents gave their consent. Using drugs, the medical team put Jeanna into a coma, a dangerous state of slowed brain activity. Dr. Willoughby reasoned that rabies kills because the brain loses its ability to control breathing, heartbeat, swallowing, and other basic functions. By keeping brain activity low and controlling basic functions medically, he hoped to give Jeanna’s body time to build up antibodies to fi ght rabies. Jeanna also received anti-virus medicines.

7 Amazingly, after one week, Jeanna’s rabies infection was gone! She was brought out of the coma. Nobody knew whether her brain would be permanently damaged. Her recovery took many months.

8 Jeanna later said, “I had to relearn how to speak, walk, stand, pick things up, point, eat, drink.” Except for having to give up most sports because of reduced muscle control, Jeanna was able to lead a normal life and attend college. She pursued her dream of a career working with animals. “I’m more passionate about animals than I was before,” she said. And she had no fear of bats.

9 Jeanna Giese was the fi rst person in history to survive rabies without vaccination. What did Dr. Willoughby think about his patient’s remarkable recovery? “In all honesty, we were probably just pretty lucky.”


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a. Jeanna Giese recovered from a deadly disease.

b. Jeanna Giese was the fi rst person to survive rabies without getting the usual shots for it.

c. Jeanna Giese was a 15-year-old girl who was bitten by a bat with rabies and survived.

2. What causes rabies?

a. a cut that is not cleaned properly

b. a disease that is not treated

c. the bite of an animal that has the disease


a. Very few people in the United States die of rabies.

b. Almost no rabies cases are reported throughout the world.

c. Most wild animals have rabies.


And it is too late to save the victim—rabies is fatal.

a. deadly

b. harmful

c. an illness

5. The main purpose of paragraph 6 is to

a. describe the effects of rabies.

b. tell a true story.

c. explain what the doctors did and why.


[Dr. Willoughby] had an idea for a treatment that had never been tried before; Jeanna’s parents gave their consent.

a. Dr. Willoughby and Jeanna’s parents thought of a treatment that nobody had tried.

b. Dr. Willoughby thought of a new treatment, and Jeanna’s parents agreed to let him try it.

c. Dr. Willoughby wanted to treat Jeanna with a new idea, and her parents wanted to help.

7. Jeanna did not seek treatment soon after she was bitten by the bat because she probably did not

a. want to fi nd out if she had rabies.

b. think the bat had rabies.

c. realize she had been bitten.

8. After other doctors learned of this treatment, they may have

a. used it instead of the series of shots.

b. tried it on other patients who were about to die of rabies.

c. decided that it would not work again.

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

a. True Stories of Animals

b. Natural Disasters

c. Medical Miracles

10. What can Jeanna’s story teach others?

a. If you are bitten by a wild animal, go to a doctor right away.

b. If you catch rabies, make sure your doctors know about this new treatment.

c. If you are tired and seeing double, you might have rabies.

Close Calls



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Close Calls


Swallowed by SnowSeth Anderson often set out on outdoor adventures from his home in Grand Junction, Colorado. He was an experienced mountain climber who had scaled almost all of Colorado’s highest peaks. He loved to hike and ski through the backcountry.

2 Anderson lived close to the Grand Mesa, one of the world’s largest fl at-top mountains. He dreamed of skiing down a challenging slope on the Grand Mesa’s west side. The sloping formation, known as the Thunderbird, resembles the mighty bird of Native American myth. Anderson even had a thunderbird tattoo on his arm.

3 As a knowledgeable skier, Anderson knew that an avalanche was always possible. An avalanche is a high-speed, powerful movement of snow down a mountainside. An avalanche may occur when a recent snowfall lies on top of older snow, creating a sliding surface below. Warm weather and melting snow may trigger an avalanche. The weight and actions of skiers may cause an avalanche, too.

4 Seth Anderson wanted to ski the Thunderbird trail when there was enough snow and a low risk of an avalanche. He waited years.

5 At the age of 35, Anderson fi nally got his chance to ski down the Thunderbird. On March 17, 2010, the snow conditions seemed perfect. With Ann Driggers, a friend and experienced skier, Anderson made a strenuous climb up the Grand Mesa. Then the pair skied down to the Thunderbird’s head, and after that to its beak. Anderson, feeling confi dent and in control, skied toward an open patch of snow.

6 Suddenly he heard a roar. The icy crust beneath his skis opened wide. Avalanche! Snow swallowed his body and carried it tumbling hundreds of feet down the mountainside. The swirling snow battered him like a twig caught in a rushing river. He screamed. He felt that he was drowning. He struggled to swim to an upright position as he crashed against trees and boulders. At last, he slowed to a stop.

7 “I was miraculously spit out before the last 50-foot drop could bury me 20 feet under,” he later wrote. “A tree saved me from fl opping over more rocky terrain.” Anderson was alive but hardly out of danger. Driggers, who had not been caught in the avalanche, found him clinging to a tree above a steep drop. He was conscious but in shock. His legs were broken.

8 The pair used their cell phones to call for help. It took a search-and-rescue team hours to free Anderson and then carry him out by helicopter. Surgeons put his leg bones together with metal screws, rods, and plates. He spent a month in the hospital and many more months regaining his ability to walk and coping with pain.

9 He recalled what he had thought about when he was facing death—his wife and son and how much he loved them. “On the bright side,” he wrote, “I’m alive.”


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a. Skier Seth Anderson was caught in an avalanche but survived.

b. Seth Anderson skied down a challenging trail called the Thunderbird.

c. Skiers must be very careful not to get hurt by an avalanche.

2. What is an avalanche?

a. snow on a mountainside

b. icy snow that cracks open

c. snow that slides down a mountain


a. An avalanche is more likely on a fl at-top mountain than on a mountain with a different shape.

b. Even a small movement on the top layer of snow can set off an avalanche.

c. More skiers are hurt by avalanches than by any other cause.


As a knowledgeable skier, Anderson knew that an avalanche was always possible.

a. expert

b. risk-taking

c. older

5. The main purpose of paragraph 6 is to

a. explain a cause.

b. describe an experience.

c. introduce a new topic.


It took a search-and-rescue team hours to free Anderson and then carry him out by helicopter.

a. The rescuers worked for hours before their helicopter fi nally took Anderson away.

b. The team of rescuers found Anderson, and then the helicopter trip took hours.

c. A helicopter took several hours to search for Anderson before rescuing him.

7. People who are caught in an avalanche probably think they will be

a. injured slightly.

b. able to ski away.

c. buried alive.

8. What was one reason Anderson survived?

a. The avalanche was not strong.

b. His friend was there to help.

c. He skied with the avalanche.

9. Based on the article, what is the best conclusion to draw about avalanches?

a. They are hard to predict.

b. They are extremely rare.

c. Scientists don’t understand their causes.

10. What word best describes Anderson at the end of the article?

a. satisfi ed

b. careful

c. grateful

Close Calls



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ESL/DI Skill Suffi x: -al (national, spinal)

Close Calls

Unit 1 Language Development Activity: Suffi xes

Activity Steps:

1. Give a copy of Unit 1 Activity Sheet: Suffi x Diagram (from step 2 of Teacher Preparation) to each student.

2. Review the article “Near Death on the Football Field” (Unit 1, Lesson 5, p. 46) with the class.

3. Point out the phrases from the article on the board and ask students what word part is in both underlined words (the suffi x -al). Write -al in the middle box of the activity sheet diagram. Students do the same in their diagrams.

4. Fill in the right-hand boxes of your diagram with the words national and spinal. Volunteers guess what the smaller words within the larger words are. (nation, spine) Tell the class that the smaller words are nouns. Write the nouns (nation, spine) in the left-hand boxes with their defi nitions underneath (nation: country; spine: the bones in a person’s back). Students fi ll in their activity sheets.

5. Give the class an example of another word that has the suffi x -al, for example, facial. Tell students that facial means “related to the face.” Volunteers deduce what national means. (related to the nation). Write related to the nation under the word national in the right-hand box. The class deduces a defi nition of the prefi x -al (related to).

6. Write the defi nition from step 4 (related to) under -al in the center box. Students fi ll in their diagrams.

7. Students deduce the defi nition of spinal (related to the spine) and write it under the word spinal in the right-hand box. Point out that national and spinal are adjectives.

8. The class collaboratively explains what the National Football League is and how it is related to the nation. (Possible response: The National Football League is a group of football teams from all over the nation that play against each other.) Volunteers explain what a spinalinjury is and what it did to the player in the article. (Possible response: A spinal injury is damage to a person’s spine. The player could not play anymore.)

9. Students form small groups.

10. Group members work together to recall parts of the national anthem. Volunteers may sing or hum parts of the tune. The group chooses a Note Taker to write as many of the words to the anthem as the group can recall. How are these words related to the nation? (They describe a battle in which the U.S. fl ag continued to fl y all night.)

11. Group members collaboratively make a list of other -al words (e.g. regional, facial, viral, Naval, skeletal, intestinal, racial, glacial) and say sentences using the words. Circulate to assess groups’ work.

Teach

er

Pre

para

tio

n

1. Review the article “Near Death on the Football Field” (Unit 1, Lesson 5, p. 46).

2. Print one copy of Unit 1 Activity Sheet: Suffi x Diagram for each student and a copy of Unit 1Activity Sheet Answers: Suffi x Diagram for yourself.

3. Write the following on the board: the National Football League; a spinal injury.

4. Draw the blank diagram from Unit 1 Activity Sheet: Suffi x Diagram (from step 2) on the board.

Act

ivit

y H

igh

lig

hts

1. Suffi x diagram: whole class, small group, individual

2. Analyzing word construction: whole class, small group

3. Sharing personal experiences/opinions: small group

4. Creating sentences verbally: individual5. Note Taker: individual role6. Creating original suffi x diagram: individual,

small group7. Music: the National Anthem

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ESL/DI Skill Multiple-Meaning Words: state, way, ticket, papers, conductor

Close Calls

Unit 2 Language Development Activity: Multiple Meanings

Activity Steps:

1. Review the article “Escape to Freedom” (Unit 2, Lesson 8, p. 76) with the class.

2. Volunteers read the passage on the board aloud to the class.

3. Students form small groups. Groups talk about what the underlined words mean in the context of the passage.*

4. Each student chooses an underlined word from one of the sentences. If possible, there should be a different word for each student.

5. Each student writes an original sentence with his orher chosen word, unrelated to the article, using the meaning the word has in the sentence on the board (call it M1). He or she underlines the word in the sentence. For example: The best way to stay healthy is to eat well. Circulate to provide assistance to students as they write.

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

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

8. The group talks about why the chosen word has the same basic meaning in Student 1’s sentence as it does in the sentence on the board. (Possible response: Both sentences tell how best to do something.)

9. Students collaborate to identify a second meaning (M2) for the word.* Students fi nd or confi rm the additional meaning in the dictionary. (Possible response: way [“a physical path or route”]) Circulate among groups to support students’ work.

10. Each student writes an original sentence using M2 of the chosen word. For example: Do you know the way to San José? Each student reads his or her sentence to the group.

11. Repeat Steps 7–10 for Student 2, Student 3, etc. with the words they chose in step 4.

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

*Multiple meanings: state (“one of the 50 United States”/ “condition”); way (“a method or means”/ “a physical path or route”); ticket (“a pass to ride or see something”/ “a parking fi ne”); papers (“documents showing someone’s identity”/ “written compositions for school”); conductor (“driver of a train”/ “director of an orchestra”)

From Maryland the nearest free state was Pennsylvania. The best way to get there was by train. But Douglass couldn’t just … walk into the train station and buy a ticket. His papers would be checked too closely … Douglass handed over his papers to the conductor.*

Teach

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n 1. Review the reading article “Escape to Freedom” (Unit 2, Lesson 8, p. 76).

2. Write on the board or otherwise present the short passage below this box. (“From Maryland…”)

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

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1. Discussion: small group2. Reading sentences aloud: individual role3. Writing sentences: individual

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ESL/DI Skill Parts of Speech: nouns, verbs, adjectives, articles

Close Calls

Unit 3 Language Development Activity: Parts of Speech

Activity Steps:

1. Review the article “Hanging from a Cliff” (Unit 3, Lesson 12, p. 114) with the class.

2. Review the following defi nitions: noun (a word that names a person, place, thing, or idea); verb (a word that expresses action or a state of being); adjective (a word that describes a noun); article (one of the adjectives a, an, or the)

3. Students pair off.

4. Give a copy of Unit 3 Activity Sheet: Sentence Models (from step 2 of Teacher Preparation) to each student.

5. Partners choose one sentence model per pair (that is, one row on the chart). Tell students that they will make true sentences about the article using the row they chose.

6. Partners skim the article to search for words they can use to fi ll in the blanks in the row they chose, according to the parts-of-speech labels at the top of each box. If students want an extra challenge, set a time limit for each step.

7. Each student creates an original sentence with assistance from his or her partner. Either partner may share prior knowledge of parts of speech. Circulate around the classroom to approve sentences.

8. Each partner writes his or her original sentence in his or her chart.

9. Each partner reads his or her approved sentence to the class.

10. Partners choose a second sentence model and repeat steps 5–9, each creating an original sentence.

11. Partners repeat steps 5–9 with their fi nal sentence model.

12. Volunteers write one of their sentences on the board and write the parts of speech under the words.

(Possible responses:#1 Muir / was/ a / naturalist.#2 The / mountain / was/ high.#3 Many / slopes / are / steep.)

Teach

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Pre

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n

1. Review the article “Hanging from a Cliff” (Unit 3, Lesson 12, p. 114) on which the activity is based.

2. Print one copy of Unit 3 Activity Sheet: Sentence Models for each student.

3. Review the possible sentence answers at the bottom of this page. Create a few extra examples if desired.

Act

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1. Activity Sheet: individual, partners2. Discussion/analysis: partners3. Sharing prior knowledge: individual4. Reading sentences aloud: individual5. Writing sentences: individual

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