UNIT X 268 | UNIT 7 Instructional Routine: Language Arts p. Txxix Essential Question: How will our actions now affect the future? Ask the Essential Question and give students a chance to discuss their ideas in pairs before sharing with the whole group. ANSWERS Sample answer: The decisions we make today about how we use resources will determine if our planet can support humans in the future. We need to act responsibly now about how we care for the Earth so that future generations can live here without being in danger from pollution, severe storms, rising seas, and high temperatures. A Science Fiction • Recognize genre Tell students they will read a science fiction story. Ask: What is science fiction? Review the Text Genre box, checking comprehension of technology and unrealistic. • Activate background knowledge Ask: Have you read any science fiction books or seen any science fiction movies? Elicit ideas and discuss whether they meet the criteria in the Text Genre box. • Preview and predict Have students preview the title and image. Ask: What do you see in the picture? What do you think the T-Pass is? Tell students that they will listen to the story more than once so they can check and confirm their predictions. Then play the audio, asking students to listen for the general idea before following along with the text. • Listen actively Play the audio a second time, this time asking students to read along silently and check their predictions. Invite volunteers to share whether their predictions were correct. • Imitate intonation, phrasing, and pace Read the text aloud. Have students follow along in a whisper read, trying to match your pronunciation, intonation, phrasing, and pace exactly. B Preview the questions Check comprehension of the terms misses, realistic, and unrealistic. Then have pairs use information from the story to complete Activity B. ANSWERS 1. The setting is Earth in the future. Earth has been damaged after a mysterious rain, and there are no more trees. 2. O-links (breathing devices), Reflective Radiant Sun Suits, and T-passes (transition passages) are new technology. The people have bubble houses, cars, and playgrounds. 3. He doesn’t like putting on all the gear to go outside. He thinks life was terrific when there were trees. 4. It is realistic that Great-Grandpa is frustrated with new technology and wishes for the past. It is unrealistic that people can’t go outside without being scorched by the Sun. DIFFERENTIATED INSTRUCTION Scaffold To help students with challenging vocabulary like scientific terms and words with multiple meanings, pause after each paragraph to check comprehension. For example, after paragraph 1, say: Great-Grandpa headed toward the T-pass. Point to your head and say: This is your head, but head toward means to move near. Amanda mentions the air report. What other kind of report do we get? (weather report) She says they wouldn’t last long outside without an O-link. The word last often means final, but as a verb, last means continue to function or live. What can’t you last long without? (food, water). Amplify Have students practice performing the story in pairs, with one student taking on the role of Amanda and one taking on the role of Great-Grandpa. Ask them to use gestures and facial expressions. Ask volunteers to role play the dialogue for the class. PRACTICE EXPLORE AND LEARN Science Fiction A Read the science fiction story. Life Beyond the T-Pass “Don’t forget your O-link!” Amanda shouted as GreatGrandpa headed toward the T-pass. “The air report is really bad. I had to turn up the O-levels in the house. You certainly won’t be able to last long outside without your O-link.” “Yes, I have it,” answered Great-Grandpa. How annoying, he thought. He grabbed his Reflective Radiant Sun Suit (RRSS) and his O-link. Then, he moved into the transition passage, or T-pass, as everyone called it now, to get ready to leave the house bubble. Amanda had just entered the T-pass and noticed her greatgrandfather talking to himself as he put on his outdoor gear. “Oh, I can’t stand putting on all of this gear to go outside!” he muttered. “When I was a kid, we could walk outside anytime we wanted. We didn’t have bubble houses and bubble cars and bubble playgrounds,” he complained. “How did you breathe?” Amanda asked. “Didn’t the Sun scorch you, Great-Grandpa?” “There were still trees on Earth,” Great-Grandpa replied. “They provided oxygen, so we could breathe freely without O-links. They also provided shade from the Sun.” Life was terrific then, he thought. Amanda asked, “What happened to the trees?” “Well, at first people were cutting them down. Then, a mysterious rain came and destroyed the rest of them. After that, it never rained again.” Amanda walked to the bubble car with her great-grandpa. What would it be like to move around without bubbles? she wondered. B Talk about it 1. What is the setting of the story? How is it different from when Great-Grandpa was a child? 2. What new technology is in the story? 3. How do you know that Great-Grandpa misses the past? 4. What is realistic about this story? What is unrealistic? TEXT GENRE Science Fiction Life Beyond the T-Pass is a science fiction story. A science fiction story is based on scientific ideas, and it often takes place in the future. When you read Life Beyond the T-Pass, you will find: • future technology • unrealistic events How will our actions now affect the future? ? ESSENTIAL QUESTION CONNECT TO Language Arts UNIT 7 268 UNIT X7 / CONNECT TO LANGUAGE ARTS
RkJQdWJsaXNoZXIy MjUyNzA0NQ==