BRIDGES TO The Theme Make a list of people, places, and things that demonstrate who you are. Think about: • people in your life • places you go • things you do • books, music, games Talk about your list. Identify things that are easy for you (strengths). Identify things that are difficult for you (challenges). • waking up on time • getting homework done • putting down your phone • talking to other kids • talking to adults What You Bring From Your Perspective Identity MY GOALS for this unit Reading Honoring Our Ancestors edited by Harriet Rohmer Oral Language Audiovisual profile Grammar • simple past tense: regular and irregular verbs Language Arts “I’m Nobody! Who Are You?” by Emily Dickinson Science Discover the geological timeline Social Studies Compare world celebrations Mathematics Apply ratios and proportions Technology Evaluate guidelines for online behavior Writing Write a personal narrative Media The Candle Annie Victor Catalina UNIT 1 3 BLC23_SE_LB_U01_002-003_UO.indd 3 8/30/21 11:01 AM BIG IDEA Your personality traits, special stories, and history make up your identity. ROOTS Discovering Your UNIT 1 2 Unit 1 BLC23_SE_LB_U01_002-003_UO.indd 2 8/30/21 11:01 AM BEFORE YOU READ Helen Zughaib Stephen Von Mason Nancy Hom Maya Christina Gonzalez Enrique Chagoya George Crespo KEY Beirut, Lebanon Knoxville, Tennessee Toisan, China Mexico (central) Mexico City Puerto Rico You will read a collection of stories by artists about their ancestors. Read the dictionary definition of ancestor. Answer the questions. 1. Name one of your ancestors. 2. Where did your ancestor live? 3. What else do you know about your ancestor? This map of the world shows where the artists’ ancestors are from. Read the map. 1. Use the color coding in the key to locate and talk about where each artist’s ancestor is from. Helen Zughaib’s ancestor is from . . . 2. Locate and talk about the place where one or more of your ancestors are from. Use Prior Knowledge ANCESTORS Build Background THE GEOGRAPHY OF THEIR ANCESTORS My great-grandfather Julio is my ancestor. He lived in Puerto Rico. He moved to the United States when he was 16 years old. ancestor (noun) 'an-ses-turr a person from your family who lived before you UNIT 1 4 BLC23_SE_LB_U01_004-007_BR.indd 4 8/30/21 11:58 AM The text Honoring Our Ancestors includes these words. Match each sentence to a picture. Which words do you already know? 1. My coach advised me to visualize the ball going into the basket. 2. Cats are brave explorers, but they can get into trouble. 3. The doctor was a pioneer in medicine because she was the first to use a new type of technology. 4. Music inspires me, and when people listen to my music, that inspires me, too. 5. We dedicate this performance to our drama teacher. 6. Flowers are a source of food for many insects. Develop Vocabulary C D E F A B USE THE VOCABULARY Talk about each image. Use the new words. TUTORIAL In picture D, the insect is using a flower as a source of food. I know that flowers are also a source of food for birds. 5 UNIT 1 BLC23_SE_LB_U01_004-007_BR.indd 5 8/30/21 11:58 AM You will read memoirs (stories about people’s pasts) by visual artists in the United States. The artists write about their ancestors. As you read, think about the most important idea. This is called the central idea (main idea). To find the central idea, look for supporting evidence. Supporting evidence is something that proves what you say. • Look at the title, author, and images. • Look for details about people and places. • Look for clue words that are repeated or related. A Read the memoir “My Grandmother Miriam Sultani Zughaib” and look at the images. 1. What is the title and who is the author? 2. What do you see in the images? 3. Write three clue words from the text. details about people details about places repeated or related words title and author images CENTRAL IDEA Reading Strategy IDENTIFY SUPPORTING EVIDENCE Memoir is a loan word from French. It means memory. English has many loan words. Do you know any? CULTURE NOTE Supporting Evidence Organizer ACADEMIC VOCABULARY support (verb) DEFINITION to help show that something is true EXAMPLE Make sure you support your ideas with details. WORD FORMS supporting, supported, supportive UNIT 1 6 BEFORE YOU READ BLC23_SE_LB_U01_004-007_BR.indd 6 8/30/21 11:58 AM My Grandmother Miriam Sultani Zughaib by Helen Zughaib This is Teta, my Lebanese grandmother. (Teta means “grandmother” in Arabic). She grew up in Syria and Lebanon and came to America after World War II. The man in the picture frame is Teta’s husband, my grandfather. When I was a child, I loved going to Teta’s house—it was so warm and always smelled delicious. Teta would pinch my cheek and say, “I love you, I love you, I love you!” Scraps of cloth, thread and yarn were everywhere. Teta was a wonderful seamstress. The clothes she made were beautiful and so unusual that you never knew what she would put together. I learned about colors and patterns from Teta. While we were knitting, she would share stories about her childhood. She was an educated woman, which was very unusual in those days. She often advised me to “put education in your heart, not boys!” Well, thanks to you, Teta, I put art in my heart, too. 1 2 A Use these ideas or ideas of your own to complete a supporting evidence organizer. • Teta was from Lebanon. • Teta inspired Helen to be educated and creative. • educated, education, color, pattern, art, knitting • Teta made colorful clothes. • The painting shows colors and patterns. • “My Grandmother, Miriam Sultani Zughaib” by Helen Zughaib PRACTICE THE READING STRATEGY UNIT 1 7 BLC23_SE_LB_U01_004-007_BR.indd 7 8/30/21 11:58 AM Unit Opener • A Big Idea introduces the unit’s central concept. • What You Bring and From Your Perspective activities address students’ self-awareness and activate their prior knowledge. • My Goals introduce learning outcomes. Before You Read • An introduction to the reading activates prior knowledge and builds background. • Key words from the reading are introduced and practiced. • A Reading Strategy supports reading comprehension. • Key academic vocabulary words help students comprehend and discuss text across different subject areas. A Bridges to the Theme video introduces a group of young people talking about the theme. • Vocabulary Tutorials provide practice and reinforcement. • Video Virtual Chats encourage students to develop listening and speaking skills. WALK-THROUGH 18
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