ENGAGE Integrated Reading and Writing Skills for College Students PROGRAM SAMPLER Learn more online at learn.vistahigherlearning.com/engage_highered/
Go to vhlcentral.com to get started. LEARNING IS JUST A CLICK AWAY This text was packaged with an access code to the Engage Supersite. A code can only be used once, is not transferable, and cannot be resold after it is used. If the code is missing, please visit vistahigherlearning.com/store to purchase a code. The Engage Supersite is the digital extension of the program’s core mission: helping students build confidence and fluency in reading, writing, and critical thinking. • Interactive textbook with embedded audio/video, tutorials, and plenty of practice activities with automatic feedback • Targeted activities that can be assigned to the whole class, small groups, or individual students • Assess to Learn system to assess ongoing learning progress, discover skills gaps, and personalize instruction using standards-based lessons and activities • Gradebook with analytics and dashboards to track student progress • AI-assisted feedback for open-ended activities
ENGAGE Integrated Reading and Writing Skills for College Students Series Editor Dr. Jennifer L. Trujillo Contributing Writers Laurie L. Hazard, Ed.D., New England Institute of Technology Stephanie Carter, Community College of Rhode Island Contributing Consultant Dr. Lisa Tittle Boston, Massachusetts
S2 THE VHL STORY THE VISTA HIGHER LEARNING STORY Your Partner in Language Learning Vista Higher Learning’s singular focus is developing print and digital solutions that meet the needs of all language learners—those learning a new language, improving their skills in a second language, or perfecting their native language. We are committed to partnering with educators to raise the teaching and learning of language and culture to a higher level. Founded by a native Spanish speaker with experience teaching at the high school and college levels, Vista Higher Learning relies on the continual and invaluable feedback of language instructors and students nationwide. This partnership allows us to develop programs that create powerful results for you and your students. We believe • It is essential to prepare students for a world in which learning another language is a necessity, not a luxury. • Language learning should be fun and rewarding, and all students should have the tools they need to achieve success. • Students who experience success learning a language will be more likely to continue their language studies both inside and outside the classroom. Exceptional Service and Support In addition to the highest quality language-learning programs, Vista Higher Learning is committed to providing the best service and support to instructors and students. We do this with the following: • Modern Language Specialists who work with you to deliver the best solutions for your department’s needs. • In-house Digital and Editorial teams that use customer input to improve products and generate new ideas. • Customer Service and Technical Support teams who are focused exclusively on language learning. • A dedicated Accessibility support team that can provide the resources needed so that you can teach all your students in the same course. The Vista Higher Learning Team 500 Boylston Street, 10th Floor, Boston, MA 02116-3736 TOLL-FREE: 800-618-7375 TELEPHONE: 617-426-4910 FAX: 617-426-5209 www.vistahigherlearning.com
S3 Developed for Classroom and Mobile Learning The Vista Higher Learning Supersite is a unique online learning environment created specifically for world language acquisition, developed based on input from thousands of language students and instructors. The Supersite makes language learning comfortable and accessible, helping students succeed. The Supersite’s mobile-friendly design serves students inside and outside the classroom. Students enjoy the flexibility to keep up with their learning on-the-go and the ability to complete their classwork and homework on mobile devices. Learn more at vistahigherlearning.com/mobile-friendly Built for Accessibility Vista Higher Learning strives to make our print and digital products and services accessible to all users. All materials are evaluated through all stages of the publication process to ensure the creation of thoughtful, accessible content. In addition, our digital products undergo testing to be sure they meet strict standards for delivery of accessible content. Learn more at vistahigherlearning.com/support/accessibility
S4 PREFACE Welcome to ENGAGE: Integrated Reading and Writing Skills for College Students, a comprehensive resource designed to help students develop the essential skills necessary for success in college-level reading, writing, and critical thinking. This program was created with a single purpose: to empower students from diverse backgrounds to grow as confident, capable, and independent learners. In today’s college environment, students face new and evolving challenges. As institutions shift away from traditional developmental reading and writing courses toward integrated and accelerated pathways, students are expected to engage with increasingly complex texts while developing writing fluency in shorter time frames. ENGAGE addresses these realities with a curriculum specifically designed for integrated reading and writing (IRW) courses and corequisite support models. Whether students are entering college directly from high school, returning after time away, or transitioning from multilingual learning backgrounds, this program meets them where they are and helps take them where they need to go. Why This Program? Students in Integrated Reading and Writing courses don’t just need to read and write well; they need to think critically, ask good questions, engage with challenging ideas, and connect their learning to the world around them. ENGAGE helps students accomplish this by providing the following: • purpose-driven writing assignments that build confidence and fluency • scaffolded writing instruction that breaks down the process from brainstorming to final draft • vocabulary development that is embedded within every chapter to build academic language • rich, motivating literary texts and engaging informational texts in science, math, and other content areas • guided reading strategies to strengthen comprehension and promote active engagement with texts • Assess to Learn System that helps instructors assess ongoing learning progress, discover skills gaps, and then personalize instruction using standards-based lessons and activities • practice with grammar and mechanics to support clear, effective communication • career explorations through engaging content that builds transferable skills for college, career, and beyond • AI-assisted feedback for open-ended activities Preface vii
S5 An Integrated Approach Unlike traditional reading or writing textbooks that treat these skills separately, ENGAGE blends them into one learning process. Each chapter is built around an Essential Question to drive inquiry and engagement. Readings are paired with writing assignments that encourage students to synthesize what they’ve learned and express their ideas with clarity and confidence. Additionally, because success in college depends not just on academic skills but also on habits of mind, ENGAGE incorporates instruction in the following: • study skills • self-regulation strategies • growth mindset practices • real-world connections, including career pathways and cross-disciplinary reading selections Designed for Today’s Students We know that students are balancing academic commitments with work, family, and other responsibilities. To help them succeed, ENGAGE provides flexible resources, including the following: • digital tools for reading and writing support • scaffolded practice activities that build reading and writing skills • integrated grammar instruction tailored to support all learners • opportunities for listening, speaking, and presenting • writing assignments that reflect the types of communication students will encounter in academic, civic, and career contexts Committed to Support and Quality At its heart, ENGAGE reflects a commitment to expanding access to quality education. The authors, editors, and contributors have intentionally selected readings, prompts, and activities that reflect a diversity of voices, experiences, and viewpoints. We believe that students learn best when they see themselves reflected in the curriculum and are challenged to expand their perspectives. Whether you are a student embarking on your academic journey or an instructor guiding students toward college success, ENGAGE is here to support you with strategies, tools, and content to help make college reading and writing not only possible but transformative. Welcome to ENGAGE. Welcome to academic success. viii Preface PREFACE
S6 Intro Part I Becoming a Successful College Learner............................ 1 Intro Part II Prepare to Read and Write .............................................. 25 Chapter 1 The Power of Possibility ................................................... 50 Chapter 2 The Unexpected .............................................................110 Chapter 3 Ourselves and Others.....................................................174 Chapter 4 New Perspectives .......................................................... 238 Chapter 5 Strange and Mysterious ................................................. 298 Chapter 6 Truth and Deception...................................................... 350 Chapter 7 Reciprocity ..................................................................... 420 Chapter 8 Heroes ............................................................................474 Appendices How to Use a Dictionary ................................................ 534 Vocabulary Glossary ...................................................... 536 Glossary of Literary Terms ............................................. 548 Credits ........................................................................... 562 Index of Authors and Titles............................................ 566 Skills Index ..................................................................... 568 Brief Contents ix BRIEF CONTENTS xx Table of Contents
S7 Textbook • The textbook is available in print and digital (online vText) formats. • vText This virtual, interactive textbook provides a digital text, plus links to Supersite activities and media. Supersite For the Student The Supersite (vhlcentral.com) is an easy-to-use, integrated platform specially built to support language and literacy development. It gives students and instructors access to a wide variety of resources, including the following: • vText, the interactive textbook • Assignable activities with corrective feedback • Integrated audio and video • Vocabulary and grammar tutorials • Practice Book WebSAM: The WebSAM features writing and listening activities that practice and reinforce concepts and skills discussed in the textbook. Student access to the Supersite (vhlcentral.com) is provided with the purchase of a new textbook. Integrated Reading and Writing Skills for College Students ENGAGE Integrated Reading and Writing Skills for College Students vistahigherlearning.com ENGAGE Integrated Reading and Writing Skills for College Students Online Student Store Save time and money —buy direct at vistahigherlearning.com/store When students log in, they will find: • Student Dashboardwith instructor’s assignments and messages for helpful planning and feedback • vText—the interactive, online Student Edition for active reading and writing practice • WebSAM—the online Practice Book with targeted exercises to reinforce vocabulary, grammar, listening comprehension, and writing skills • Online assessments that track progress and development from chapter to chapter The Engage Supersite: Practice, Reinforce, Succeed Visit vhlcentral.com to get started. Empowering learners to succeed in college and beyond Engage is a comprehensive integrated reading and writing program designed to prepare all learners for college and career success. With purposeful supports for multilingual and native English-speaking students, Engage builds essential skills in vocabulary, reading, listening, speaking, writing, and grammar—empowering students to thrive in college and beyond. ENGAGE ENG1e_SE_CVR_PB.indd 10-12 17/10/25 10:31 AM Activities Chapter 4 Chapter 4 New Perspectives Explore Status Due date Go to Engage with Reading Section Preview Reading Part B Status Due date Read the Excerpt from Storm in a Teacup Part B Inspect the Text Practice Book Status Due date Reading Practice Part A Reading Part A Status Due date Read the Excerpt from Storm in a Teacup Part A Inspect the Text Reading Status Due date Read the Excerpt from Storm in a Teacup viewed Engage with the Theme Before You Read Engage with Reading After You Read Engage with Listening and Speaking Engage with Media Engage with Grammar 1 Engage with Grammar 2 Engage with Texts Engage with Social Sciences Engage with Science Engage with Mathematics Engage with Careers Engage with Writing Reflect on the Chapter STRANDS All Activities vhlcentral Integrated Reading and Writing Skills for College Students ENGAGE Integrated Reading and Writing Skills for College Students vistahigherlearning.com ENGAGE Integrated Reading and Writing Skills for College Students Online Student Store Save time and money —buy direct at vistahigherlearning.com/store When students log in, they will find: • Student Dashboardwith instructor’s assignments and messages for helpful planning and feedback • vText—the interactive, online Student Edition for active reading and writing practice • WebSAM—the online Practice Book with targeted exercises to reinforce vocabulary, grammar, listening comprehension, and writing skills • Online assessments that track progress and development from chapter to chapter The Engage Supersite: Practice, Reinforce, Succeed Visit vhlcentral.com to get started. Empowering learners to succeed in college and beyond Engage is a comprehensive integrated reading and writing program designed to prepare all learners for college and career success. With purposeful supports for multilingual and native English-speaking students, Engage builds essential skills in vocabulary, reading, listening, speaking, writing, and grammar—empowering students to thrive in college and beyond. ENGAGE ENG1e_SE_CVR_PB.indd 10-12 17/10/25 10:31 AM Note It! List five things you are curious about. Write questions with How? and Why? Think about things you have observed in nature or in your community. New Perspectives Essential Question How can curiosity and observation help you make sense of the world around you? 238 CHAPTER 4 CHAPTER4 Engage with the Theme Watch some friends talk about curiosity and observation. What You Bring Talk about some interesting or surprising things you’ve noticed in the world around you. For example, have you ever wondered: • how a device or piece of technology works? • why animals behave the way they do? • what causes changes you see in nature? • how people learn, grow, and change? From Your Perspective Talk about how curiosity and observation can help people learn something new. Think about: • learning how to do something by watching someone else • asking people about their perspectives or experiences • looking for clues to solve a mystery or puzzle In This Chapter Anchor Reading from Storm in a Teacup by Helen Czerski Listening and Speaking Debate: “Should we spend millions to explore space?” Media Why the Moon? Grammar • independent clauses • dependent clauses Texts “Speech at the National Book Awards” by Isabel Allende “What Is True?” by Isabel Allende Mathematics Reading from Leonardo da Vinci by Walter Isaacson Careers Reading “Revolutionizing American Manufacturing” by Katie Rapp Writing Argument Essay Sebastian Jas Irina Caleb New Perspectives 239 Engage 1e p. 238 - 239 Powered by comproDLS TM Compro Technologies Features and Components xxi FEATURES AND COMPONENTS
FEATURES AND COMPONENTS Assess & Monitor Assess to Learn Analyze & Discover Teach or Reteach Plan & Personalize Supersite For the Instructor The Supersite provides a comprehensive suite of digital teaching tools designed to streamline course management and enhance instruction. With features like a built-in course management system, AI-supported grading, a robust assessment program, and the Assess to Learn system, educators can track and support student development efficiently. Assessment Program The assessment program offers a comprehensive framework to support and measure student learning and growth through two core components: Progress Monitoring Assessments and Proficiency Assessments. All assessments are assignable online, allowing instructors to easily administer and manage them within the platform. • Progress Monitoring Assessments: Delivers ongoing checks of student understanding with a variety of quizzes and chapter tests across key subject areas. This empowers educators to track progress and adjust teaching strategies in real time. • Proficiency Assessments: Evaluates the development of key skills in listening, speaking, and writing, guiding both students and instructors toward mastery of curriculum goals. Assess to Learn System Engage’s Assess to Learn system helps instructors assess their students’ ongoing learning progress, discover skills gaps, and personalize instruction using standards-based lessons and activities. • Assess and Monitor student progress through standards-based progress monitoring and proficiency assessment to check learners’ skills development and “sum” of learning. • Analyze and Discover skills gaps easily with analytics tools that show student progress toward important learning standards. Monitor ongoing student performance at a glance through comprehensive dashboards. • Plan and Personalize instruction by assigning standards-based lessons and activities. Easily search for student and instructor resources to customize instruction. • Teach or Reteach skills and content for practice and reinforcement. Differentiate instruction by assigning activities to the whole class, small groups, or individual students. xxii Features and Components S8
S9 Features and Components xxiii © by Vista Higher Learning, Inc. All rights reserved. Unit 4 Writing Rubric ENGAGE Engage with Writing CHAPTER 4 Writing Rubric Organization Development of Ideas Vocabulary & Word Choice Language Conventions • begins with a claim • states a precise claim that presents a clear opinion or viewpoint • includes words and phrases that anticipate the audience’s knowledge level, concerns, and values • uses correct spelling, capitalization, and punctuation • includes an explanation of the significance of the claim • supports the claim with reasons and evidence • includes words and phrases that appeal to logic and emotions • uses correct grammar, avoiding sentence fragments, comma splices, and run-on sentences • presents reasons and evidence in logical order • includes and rebuts a counterclaim • includes words and phrases that appeal to credibility • demonstrates cohesive writing with sentences combined in logical ways • explains a strength and a limitation of each side Score for Organization _______ Score for Development of Ideas _______ Score for Vocabulary & Word Choice _______ Score for Language Conventions _______ Scoring Guidelines 5 = excellent (no errors; can be clearly understood) 4 = very good (a few errors; can be clearly understood most of the time) 3 = good (several errors; can be mostly understood) 2 = average (many errors; difficult to understand) 1 = needs improvement (many errors; cannot be understood) Total Score = / 15 Comments: Name ______________________________________________ Date ______________________ Engage Chapter 4 Self-Evaluation Check (ü) what you can do. Review what you cannot do. I can . . . Yes No I can use word parts (roots and etymology) and collocations to determine the meaning of everyday and cross-disciplinary words in a text. I can analyze how nonfiction arguments are created to meet a purpose through characteristics of the genre. I can analyze the argument and claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. I can analyze how an author uses rhetoric to advance a point of view or purpose. I can analyze media to understand how spoken and multimodal texts are created to meet a purpose. I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. I can present claims clearly, concisely, and logically in a debate so that listeners can follow the line of reasoning. I can demonstrate command of English grammar with independent and dependent clauses when writing or speaking. I can paraphrase central ideas in a science text to help explain how or why a phenomenon occurs. I can analyze a social studies text for logical relationships among contributing factors, causes, or related concepts. I can identify and understand concepts in a mathematical text. I can identify the main ideas and details in a text about manufacturing to better understand career pathways. I can demonstrate command of English grammar when writing by correctly combining sentences and avoiding run-ons, comma splices, and fragments. I can write an argument essay to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. I can develop and strengthen writing as needed by planning, revising, and editing. Answer the questions. What was easy for you? What was difficult for you? Instructor Resources The Supersite provides a range of instructor resources that streamline lesson planning and support all learners. These resources are easily accessible and often editable, allowing instructors to adapt materials as needed. Key Resources • Diagnostic Test: This test enables instructors to identify each student’s strengths and areas for development, providing targeted insights for personalized instruction. • Self-Evaluations: Self-Evaluation Checklists guiding students in their self-reflection, metacognition, and goal-setting for the learning objectives in each section. • Student Rubrics: Oral Presentation and Writing Rubrics provide scoring guidance for the writing and oral presentation projects in each chapter of the textbook. • Glossaries: Vocabulary glossaries from the textbook in many students’ home languages. Integrated Reading and Writing Skills for College Students ENGAGE Integrated Reading and Writing Skills for College Students vistahigherlearning.com ENGAGE Integrated Reading and Writing Skills for College Students Online Student Store Save time and money —buy direct at vistahigherlearning.com/store When students log in, they will find: • Student Dashboard with instructor’s assignments and messages for helpful planning and feedback • vText—the interactive, online Student Edition for active reading and writing practice • WebSAM—the online Practice Book with targeted exercises to reinforce vocabulary, grammar, listening comprehension, and writing skills • Online assessments that track progress and development from chapter to chapter The Engage Supersite: Practice, Reinforce, Succeed Visit vhlcentral.com to get started. Empowering learners to succeed in college and beyond Engage is a comprehensive integrated reading and writing program designed to prepare all learners for college and career success. With purposeful supports for multilingual and native English-speaking students, Engage builds essential skills in vocabulary, reading, listening, speaking, writing, and grammar—empowering students to thrive in college and beyond. ENGAGE ENG1e_SE_CVR_PB.indd 10-12 17/10/25 10:31 AM
S10 FEATURES AND COMPONENTS Additional Resources • Index of Accessible Activities • Audio Scripts & Audio Files • Digital Image Bank with textbook images • Grammar Slides & Scripts • Graphic Organizers: Tools to help students organize their thinking • Independent Reading Lists • Learning Objectives • Linguistic Contrastive Charts: Positive sound and grammar transfers for home languages that are the same or very similar to the sounds or grammar in English • Video Transcripts • Vocabulary Log Template • AI-Assisted Feedback for Open-Ended Activities © by Vista Higher Learning, Inc. All rights reserved. | 38 | Engage Writer’s Handbook Sample Compare-Contrast Essay Do you prefer online courses or in-person courses? This is a highly debated topic at college. With both types of classes offered, students must make a choice as to which format they prefer, and which format allows them to be more successful. My schedule this year contains a mix of both online and in-person classes, so I have experience with both. While there are differences in format, method, and location between online and in-person classes, I think that students can learn effectively in either environment . First of all, my online and my in-person classes are equally rigorous. I spend about the same amount of time studying and learning in each type of class. The difference is really only in where I do my coursework. If a class is in-person, physical attendance during class time is necessary. For an online class, however, the hours and location are flexible. Usually, students are required only to log in to their virtual classroom a certain number of times per week and complete the assignments posted by the assigned due date. Secondly, online and in-person classes are similar because they both require interaction between classmates, partner work, and group work. The difference is that in an in-person learning environment, students discuss topics and work together in class. Sometimes projects require out of class work, but students usually arrange a time and place to meet and continue their work in person. In an online learning environment, it is usually not possible for students to meet outside of class as they may not even attend the same school. All of their collaboration is done online through discussion platforms. Finally, both in-person and online courses require students to interact with the instructor. I find this somewhat easier in an in-person classroom because, if I have a question during class, I can simply ask the teacher to repeat or clarify something they have just said. In contrast, students in an online course must contact the instructor privately to ask a question about something they don’t understand. Although most instructors do respond in a timely manner, the response is not immediate. As you can see, in-person classes and online classes are similar in that they both involve a lot of time, effort, and interaction. They differ only in the format, method, and location of study. Students can learn effectively in each type of course as long as they follow the instructor’s recommended procedures. Purpose Point-by-point structure Words that signal comparison and contrast Central idea • Spanish Resources: List of English-Spanish Cognates and a Spanish Glossary of vocabulary in the textbook to support students who have Spanish as a home language. • Reading Guides: These guides are designed to scaffold students’ reading processes, promote deeper comprehension, and support text-based writing and discussion. • Writer’s Handbook: Guidance for students on the steps in the writing process, different genres, and helpful tips for all forms of writing. xxiv Features and Components
S11 Chapter Walk-Through xxv Application Essay “Application Essay for the Jonathan Larson Performing Arts Award” Lin-Manuel Miranda p. 161 Biography from Leonardo Da Vinci Walter Isaacson p. 276 Career Documents “Cooperative Extension History” USDA National Institute of Food and Agriculture p. 461 “Future Science Teacher Award: Norman Alvarez” California Association of Science Educators p. 337 “Learning to Think Like a Social Scientist” Maribel Alvarez p. 225 “Revolutionizing American Manufacturing” Katie Rapp p. 283 “What Is Psychological Pricing?” Nicole LaMarco p. 405 Drama from The Tragedy of Hamlet William Shakespeare p. 360 Graphic Novel from Beowulf Gareth Hinds p. 507 Historical Nonfiction from Buried in the Sky Amanda Padoan and Peter Zuckerman p. 60 Humor “Dragon Hoarding Enormous Pile of Treasure Seeks Unpaid Intern” Maeve Dunigan p. 521 Informational Texts and Articles Science “Human Brains Can Solve Hard Problems Moments before Falling Asleep, Study Finds” Tony Ho Tran p. 332 “The Science of Superheroes” Adam Weiner p. 516 “Whoops! Tales of Accidental Brilliance in Science” Adam Cole p. 156 Social Sciences “Wildlife Value Shift Due to an Unexpected Path” Dr. Michael Manfredo p. 456 Math “Mathematics Is a Quest for Truth” Harry Tamvakis p. 400 Investigative Journalism “Who Was Shakespeare? An Investigation Into the Authorship of His Plays” Kathleen Keenan p. 393 x Genres at a Glance GENRES AT A GLANCE GENRES AT A GLANCE
S12 GENRES AT A GLANCE Novel from Don Quixote Miguel de Cervantes p. 83 from Frankenstein Mary Shelley p. 308 from The Metamorphosis Franz Kafka p. 327 from The Phoenix Project: a Novel About IT, Dev Ops, and Helping Your Business Win Gene Kim p. 97 Personal Essay “What Is True?” from [musings] Isabel Allende p. 273 Poetry from Beowulf by Anonymous, translated by Seamus Heaney p. 484 “I Wandered Lonely as a Cloud” William Wordsworth p. 454 “The Land of Nod” Robert Louis Stevenson p. 334 “The Old Pond” Matsuo Bashō p. 451 “The Seed Shop” Muriel Stuart p. 453 “There Will Come Soft Rains” Sara Teasdale p. 452 from “Ulysses” Alfred, Lord Tennyson p. 498 “Untitled” Antonia Wang p. 451 Science and Nature Writing from Braiding Sweetgrass for Young Adults Robin Wall Kimmerer p. 430 from Storm in a Teacup Helen Czerski p. 248 Short Story “A Very Old Man with Enormous Wings” Gabriel García Márquez p. 184 “In the Box” Kōno Taeko p. 218 “Marigolds” Eugenia Collier p. 205 “No Forwarding Address” Laura Jarosz p. 147 “The Suitcase” Meron Hadero p. 120 Song Lyrics “The Impossible Dream” Joe Darion p. 88 Speeches “Speech at the National Book Awards” Isabel Allende p. 269 “Victory Speech” Barack Obama p. 91 Genres at a Glance xi
S13 INTRO PART I Becoming a Successful College Learner .................................................1 Understanding the College Environment..................2 Developing Academic Habits....................................6 Reading and Writing to Learn ................................. 11 Leveraging Campus and Online Resources.............. 15 Academic Integrity and Ethical Learning ................ 19 Taking Responsibility for Your Education ................22 INTRO PART II Prepare to Read and Write .............................................................25 From Reading Strategy to Writing ....................... 26 Ask Questions Make Inferences Make Connections Determine Importance Visualize Monitor Comprehension Summarize Synthesize Taking Notes Using Text Structure ...................... 42 Descriptive Chronological Procedural Cause and Effect Problem-Solution Compare and Contrast Argument The Writing Process ............................................... 49 CHAPTER 1 The Power of Possibility ..........50 ENGAGE WITH THE THEME ................................. 51 Essential Question How can we turn the impossible into the possible? VIDEO Engage with the Theme ANCHOR READING ............................................... 52 Before You Read Use Prior Knowledge Impossible Odds Build Background Mountaineering, K2 and the World’s Tallest Mountains, Altitude Survival Build Vocabulary Expand Vocabulary Context Clues Genre Historical Nonfiction Reading Strategy Ask Questions Map It! Text Structure: Chronology Text Features Art, Photos, and Captions Text “The Beginning” Author’s Craft Pacing and Suspense Meet the Authors Amanda Padoan and Peter Zuckerman Facts, Details, and Sources VIDEO Book Trailer ENGAGE WITH READING Historical Nonfiction from Buried in the Sky by Peter Zuckerman and Amanda Padoan ......................................................60 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write and Revise a Paragraph ENGAGE WITH LISTENING AND SPEAKING Speech ..................................................................... 74 Listening Strategy Predict Speaking Strategy Use Structure ENGAGE WITH MEDIA Video ............................... 76 Gregoire Pfennig: The Rubik’s Cube Designer: Guinness World Records Viewing Strategy Getting the Gist Before Viewing Build Background During Viewing Organization of a Profile After Viewing Write! Write, Revise, and Share a Summary ENGAGE WITH GRAMMAR .................................. 78 Simple Verb Tenses Text “Mountains to Conquer” Write! Write a Paragraph About Your Past, Present, and Future Progressive Tenses Text “Traveling by Sea” Write! Write Sentences About Personal Experiences ENGAGE WITH TEXTS Fiction Novel and Song Lyrics............................................................... 82 High Ideals and Aspirations Dialogue Expand Vocabulary Context Clues Reading Strategy Ask Questions READING from Don Quixote by Miguel de Cervantes .........................................................83 Table of Contents xiii TABLE OF CONTENTS
TABLE OF CONTENTS S14 READING “The Impossible Dream” song lyrics by Joe Darion from Man of La Mancha .................88 Write! Write a Paragraph Explaining Don Quixote’s Dream ENGAGE WITH SOCIAL SCIENCES Speech .........90 Yes, We Can Reading Strategy Ask Questions READING “Victory Speech” by Barack Obama ... 91 Write! Write a Newspaper Article ENGAGE WITH CAREERS Information Technology ..96 Reading Strategy Ask Questions READING from The Phoenix Project: A Novel about IT, DevOps, and Helping Your Business Win by Gene Kim, Kevin Behr, and George Spafford ....... 97 Write! Write a Review ENGAGE WITH WRITING Research Paper..........100 Writing Skills Using Active and Passive Voice Writing Skills Using Negatives and Contractions Writing Strategy Use and Cite Multiple Sources Write a Research Paper Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER .............................. 109 Essential Question Review and Explore Independent Reading and Viewing Suggestions CHAPTER 2 The Unexpected ...................... 110 ENGAGE WITH THE THEME ................................111 Essential Question What discoveries can you make when you encounter the unexpected? VIDEO Engage with the Theme ANCHOR READING ..............................................112 Before You Read Use Prior Knowledge The Unexpected Build Background Addis Ababa, Ethiopia; Food and Culture; Traveling Build Vocabulary Expand Vocabulary Determine Connotative and Denotative Meanings Genre Realistic Fiction Reading Strategy Make Inferences Map It! Plot Text “A Mystery Bun” Figurative Language and Imagery Metaphors, Similes, and Personification Character Perspective Meet the Author Meron Hadero Author’s Craft Creating Tension VIDEO Book Trailer ENGAGE WITH READING Realistic Fiction “The Suitcase” by Meron Hadero ......................... 120 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write, Revise, and Share a Response ENGAGE WITH LISTENING AND SPEAKING Podcast .................................................................. 138 Listening Strategy Use Prior Knowledge Speaking Strategy Ask Follow-Up Questions ENGAGE WITH MEDIA Video ............................. 140 Peter and Ben Viewing Strategy Watch for Mood Before Viewing Build Background During Viewing Filmmaker’s Choices: Creating Mood After Viewing Write! Write, Revise, and Share a Summary ENGAGE WITH GRAMMAR ................................ 142 Subject-Verb Agreement Text “Lily, Meet Clay” Write! Write Sentences Perfect Tenses Text “When Scientific Discoveries Change Perspectives” Write! Write Sentences ENGAGE WITH TEXTS Short Story ..................... 146 The Unexpected Moves In Author Word Choice Expand Vocabulary Nuance Meet the Author Laura Jarosz READING “No Forwarding Address” by Laura Jarosz .................................................... 147 Write! Write, Revise, and Share a Response ENGAGE WITH SCIENCE Informational Article.....156 Unexpected Results in Science Reading Strategy Make Inferences READING “Whoops! Tales of Accidental Brilliance in Science” by Adam Cole................................... 156 Write! Write, Revise, and Share a Letter xiv Table of Contents xiv Table of Contents
S15 Table of Contents xv ENGAGE WITH CAREERS Arts, A/V Technology & Communications ................................................ 160 Reading Strategy Make Inferences READING “Application Essay for the Jonathan Larson Performing Arts Award” by Lin-Manuel Miranda....161 Write! Write, Revise, and Share an email ENGAGE WITH WRITING Personal Essay (Narrative) .............................................................. 164 Writing Skills Consistent Verb Tenses Writing Skills Contested Usage Writing Strategy Use an Introduction, Hook, Details, and Conclusion Write a Personal Essay Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER .............................. 173 Essential Question Review and Explore Independent Reading and Viewing Suggestions CHAPTER 3 Ourselves and Others ............ 174 ENGAGE WITH THE THEME ............................... 175 Essential Question What influences how we treat others? VIDEO Engage with the Theme ANCHOR READING ............................................. 176 Before You Read Use Prior Knowledge South America Build Background Colombia, Rural Life, Symbols Build Vocabulary Expand Vocabulary Context Clues: Synonyms and Antonyms Genre Magical Realism Reading Strategy Make Connections Map It! Character Development Text “The Desert Drummer” Setting and Plot Word Choice and Mood Meet the Author Gabriel García Márquez Theme VIDEO Book Trailer ENGAGE WITH READING Magical Realism “A Very Old Man with Enormous Wings” by Gabriel García Márquez, translated by Gregory Rabassa.. 184 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write, Revise, and Share a Paragraph ENGAGE WITH LISTENING AND SPEAKING Book Reviews......................................................... 196 Listening Strategy Listen for Main Ideas Speaking Strategy Use Structure ENGAGE WITH MEDIA Video ............................. 198 Some Thing Viewing Strategy Visual Thinking Before Viewing Build Background During Viewing Telling a Story Without Spoken Words After Viewing Write! Write, Share, and Revise a Paragraph ENGAGE WITH GRAMMAR ................................200 Prepositional Phrases Text excerpt from “A Very Old Man with Enormous Wings” Write! Write a Paragraph Noun Phrases Text excerpt from “Nice Sneakers” Write! Write and Rewrite Sentences ENGAGE WITH TEXTS Short Story .....................204 What Does It Mean to Grow Up? Text Evidence Expand Vocabulary Idioms Meet the Author Eugenia Collier Reading Strategy Make Connections READING “Marigolds” by Eugenia Collier ............. 205 Write! Write and Revise a Paragraph ENGAGE WITH SOCIAL SCIENCES Short Story .....218 How Not to Treat Others Reading Strategy Make Connections READING “In the Box” by Kōno Taeko, translated by Jay Rubin ....................................... 218 Write! Write, Revise, and Share a Conclusion ENGAGE WITH CAREERS Science, Technology, Engineering, and Math .......................................... 224 Reading Strategy Make Connections READING “Learning to Think Like a Social Scientist” by Maribel Alvarez..............................225 Write! Write, Revise, and Share a Paragraph Table of Contents xv
TABLE OF CONTENTS S16 ENGAGE WITH WRITING Response to Literature ...............................................................228 Writing Skills Transitional Phrases Writing Skills Capitalization Writing Strategy Support a Claim with Evidence Write a Response to Literature Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER .............................. 237 Essential Question Review and Explore Independent Reading and Viewing Suggestions CHAPTER 4 New Perspectives ...................238 ENGAGE WITH THE THEME ............................... 239 Essential Question How can curiosity and observation help you make sense of the world around you? VIDEO Engage with the Theme ANCHOR READING ............................................. 240 Before You Read Use Prior Knowledge Noticing and Asking Questions Build Background Physics, Energy and Light, Scientific Method, Cyclones Build Vocabulary Expand Vocabulary Morphemic Analysis: Etymology Genre Nonfiction Argument Reading Strategy Determine Importance Map It! Claims, Reasons, and Evidence Text “The Arts in Education” Text Structure Argument Argument Claim and Counterclaim Meet the Author Helen Czerski Author’s Craft Persuasion and Rhetorical Appeals VIDEO Book Trailer ENGAGE WITH READING Nonfiction Argument from Storm in a Teacup: The Physics of Everyday Life by Helen Czerski ............................................. 248 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write, Revise, and Share a Summary ENGAGE WITH LISTENING AND SPEAKING Debate ...................................................................260 Listening Strategy Listen for Rhetorical Appeals Speaking Strategy Use Rhetorical Appeals ENGAGE WITH MEDIA Video ............................. 262 Why the Moon? Viewing Strategy Multimodal Features Before Viewing Build Background During Viewing Sound, Text, Video, and Images After Viewing Write! Write, Revise, and Share a Description ENGAGE WITH GRAMMAR ................................264 Independent Clauses Text “Studying Science” Write! Write a Short Paragraph Dependent Clauses Text “The Effects of 3D Printing on Surgery” Write! Write Complex Sentences ENGAGE WITH TEXTS Speech and Personal Essay ......................................................................268 Turning Observations into Literature Author’s Purpose Claim and Supporting Evidence Expand Vocabulary Collocations Meet the Author Isabel Allende Build Background Reading Strategy Determine Importance READING “Acceptance Speech at the National Book Awards” by Isabel Allende ............................269 READING “What Is True?” from [musings] by Isabel Allende ................................................. 273 Write! Write a News Article with a Partner ENGAGE WITH MATHEMATICS Biography ....... 276 Observing the Birds Reading Strategy Determine Importance READING from Leonardo da Vinci by Walter Isaacson ...................................................276 Write! Write a Paragraph with a Partner ENGAGE WITH CAREERS Manufacturing .......... 282 Reading Strategy Determine Importance READING “Revolutionizing American Manufacturing” by Katie Rapp............................ 283 Write! Write, Share, and Revise a Summary ENGAGE WITH WRITING Argument Essay ........288 Writing Skills Combining Sentences Writing Skills Avoiding Run-Ons, Comma Splices, and Fragments xvi Table of Contents xvi Table of Contents
S17 Table of Contents xvii Writing Strategy Rhetorical Appeals Write an Argument Essay Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER ..............................297 Essential Question Review and Explore Independent Reading and Viewing Suggestions CHAPTER 5 Strange and Mysterious ........298 ENGAGE WITH THE THEME ...............................299 Essential Question What motivates people to solve a mystery or a problem? VIDEO Engage with the Theme ANCHOR READING .............................................300 Before You Read Use Prior Knowledge Mysterious Monsters Build Background The 1800s, Scientific Knowledge in the 1800s, Gothic Literature Build Vocabulary Expand Vocabulary Morphemic Analysis: Patterns of Word Changes Genre Science Fiction Reading Strategy Visualize Map It! Elements of Science Fiction Text “A Perfect Companion” Point of View Syntax Meet the Author Mary Shelley Allegory VIDEO Book Trailer ENGAGE WITH READING Science Fiction from Frankenstein by Mary Shelley ....................... 308 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write, Revise, and Share a Paragraph ENGAGE WITH LISTENING AND SPEAKING Lecture ................................................................... 318 Listening Strategy Listen for Details Speaking Strategy Add Specific Details ENGAGE WITH MEDIA Video ............................. 320 Slithering Stones: Watching Rocks Move Viewing Strategy Recognize Examples Before Viewing Build Background During Viewing Describing a Scientific Experiment After Viewing Write! Write, Share, and Rewrite a Summary ENGAGE WITH GRAMMAR ................................322 Pronouns Text “Events from Frankenstein” Write! Write a Paragraph Pronoun-Antecedent Agreement Text “The Writing of Frankenstein” Write! Write a Paragraph ENGAGE WITH TEXTS Surrealist Fiction ............ 326 The Mystery of Transformation Symbols and Themes Expand Vocabulary Multiple-Meaning Words Meet the Author Franz Kafka Reading Strategy Visualize READING from The Metamorphosis by Franz Kafka, translated by Ian Johnston ............. 327 Write! Write, Share, and Revise a Letter ENGAGE WITH SCIENCE Informational Science Article .......................................................332 Reading Strategy Visualize READING “Human Brains Can Solve Hard Problems Moments before Falling Asleep, Study Finds” by Tony Ho Tran .......................................332 READING “The Land of Nod” by Robert Louis Stevenson.......................................334 Write! Write, Share, and Revise a Summary ENGAGE WITH CAREERS Education & Training ...336 Reading Strategy Visualize READING “Future Science Teacher Award: Norman Alvarez” by California Association of Science Educators ........................................... 337 Write! Write, Share, and Revise an email ENGAGE WITH WRITING Informational Article...... 340 Writing Skills Colons, Dashes, and Hyphens Writing Skills Direct and Indirect Speech Writing Strategy Cite Sources Write an Informational Article Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER .............................. 349 Essential Question Review and Explore Independent Reading and Viewing Suggestions Table of Contents xvii
TABLE OF CONTENTS S18 CHAPTER 6 Truth and Deception ...............350 ENGAGE WITH THE THEME ............................... 351 Essential Question How do we know what is true? VIDEO Engage with the Theme ANCHOR READING ............................................. 352 Before You Read Use Prior Knowledge Theatrical Performances Build Background The Time: The Seventeenth Century and the Renaissance, The Language: Shakespearean Words, The Place: Denmark, The People: Royalty Build Vocabulary Expand Vocabulary Reference Materials Genre Drama Reading Strategy Monitor Comprehension Map It! Elements of Drama Text from Act 1, Scene 2 of Hamlet Characters Behaviors and Motivations Shakespeare’s Language Choices Meet the Author William Shakespeare Poetic Form Iambic Pentameter VIDEO Book Trailer ENGAGE WITH READING Drama from Hamlet by William Shakespeare....................360 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write, Revise, and Share a Paragraph ENGAGE WITH LISTENING AND SPEAKING Interview ................................................................384 Listening Strategy Listen for Anecdotes and Digressions Speaking Strategy Use an Anecdote ENGAGE WITH MEDIA Video .............................386 Strange Beasts Viewing Strategy Recognize Genre Before Viewing Build Background During Viewing Fiction or Nonfiction? After Viewing Write! Write, Share, and Revise a Summary ENGAGE WITH GRAMMAR ................................388 Adjective Phrases and Clauses Text Hamlet Write! Write a Paragraph Adverb Phrases and Clauses Text “Shakespeare’s Plays” Write! Write a Short Paragraph ENGAGE WITH TEXTS Informational Article ...... 392 Questioning Historical Accuracy Determine Central Idea Expand Vocabulary Morphemic Analysis: Suffixes Meet the Author Kathleen Keenan Reading Strategy Monitor Comprehension READING from “Who Was Shakespeare? An Investigation Into the Authorship of His Plays” by Kathleen Keenan ............................................ 393 Write! Write a Summary with a Partner ENGAGE WITH MATHEMATICS Opinion Article....400 Finding Truth in Numbers Reading Strategy Monitor Comprehension READING “Mathematics Is a Quest for Truth” by Harry Tamvakis Write! Write, Share, and Revise a Paragraph ENGAGE WITH CAREERS Marketing ..................404 Reading Strategy Monitor Comprehension READING “What Is Psychological Pricing?” by Nicole LaMarco...............................................405 Write! Write, Share, and Revise a Letter ENGAGE WITH WRITING Literary Analysis ........ 410 Writing Skills Commas Writing Skills Connectors: Conjunctive Adverbs Writing Strategy Support a Thesis Statement Write a Literary Analysis Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER .............................. 419 Essential Question Review and Explore Independent Reading and Viewing Suggestions CHAPTER 7 Reciprocity ................................420 ENGAGE WITH THE THEME ............................... 421 Essential Question What can we learn from nature? VIDEO Engage with the Theme ANCHOR READING ............................................. 422 Before You Read Use Prior Knowledge Relationships in Nature Build Background Reciprocity, The Citizen Potawatomi Nation, Agriculture xviii Table of Contents xviii Table of Contents
S19 Table of Contents xix Build Vocabulary Expand Vocabulary Homophones Genre Nature Nonfiction Reading Strategy Summarize Map It! Text Structure: Central Idea and Details Text “A Story About the World” Author’s Purpose Cultural Experience Author’s Craft Tone Meet the Author Robin Wall Kimmerer Cite Text Evidence VIDEO Book Trailer ENGAGE WITH READING Nature Nonfiction from Braiding Sweetgrass for Young Adults by Robin Wall Kimmerer ........................................ 430 After You Read Summarize and Synthesize VIDEO Study Group Analyze the Reading Write! Write and Revise a Summary ENGAGE WITH LISTENING AND SPEAKING Procedure ..............................................................442 Listening Strategy Listen for Steps Speaking Strategy Use Precise Language ENGAGE WITH MEDIA Video .............................444 The Oyster Farmers Viewing Strategy Watch for Message and Purpose Before Viewing Build Background During Viewing Purpose of a Trailer After Viewing Write! Write, Share, and Revise a Review ENGAGE WITH GRAMMAR ................................446 Noun Clauses Text “Symbiosis” Write! Write a Paragraph Mood and Modality Text “Woolly Bats and Pitcher Plants” Write! Write a Paragraph ENGAGE WITH TEXTS Nature Poetry.................450 Nurturing and Nature Sound Devices Rhythm, Rhyme, and Rhyme Scheme Expand Vocabulary Figurative Language: Figures of Speech and Informal Language Reading Strategy Summarize Meet the Poets READING “The Old Pond” by Matsuo Bashō.... 451 READING “Untitled” by Antonia Wang.............. 451 READING “There Will Come Soft Rains” by Sara Teasdale.................................................. 452 READING “The Seed Shop” by Muriel Stuart ....453 READING “I Wandered Lonely as a Cloud” by William Wordsworth .......................................454 Write! Write, Share, and Revise a Paragraph ENGAGE WITH SOCIAL SCIENCES Explanatory Article ................................................456 Learning from Wild Animals Reading Strategy Summarize READING “Wildlife Value Shift Due to an Unexpected Path” by Dr. Michael Manfredo ......456 Write! Write, Share, and Revise a Paragraph ENGAGE WITH CAREERS Agriculture, Food, and Natural Resources...........................................460 Reading Strategy Summarize READING “Cooperative Extension History” by United States Department of Agriculture—National Institute of Food and Agriculture .............................461 Write! Write, Share, and Revise an Encyclopedia Entry ENGAGE WITH WRITING Technical Essay..........464 Writing Skills Parentheses and Ellipses Writing Skills Cohesion Writing Strategy Use Technical Vocabulary and Precise Language Write a Technical Essay Plan, Draft, Revise, Edit, Publish, and Present REFLECT ON THE CHAPTER .............................. 473 Essential Question Review and Explore Independent Reading and Viewing Suggestions CHAPTER 8 Heroes ........................................ 474 ENGAGE WITH THE THEME ............................... 475 Essential Question What are the characteristics of a hero? VIDEO Engage with the Theme ANCHOR READING ............................................. 476 Before You Read Use Prior Knowledge Heroes Table of Contents xix
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