Facing Adversity

124 Pages·2017·12.42 MB·English

5
UNIT
Facing
Adversity
Sometimes life can feel like an
obstacle course, but if we try
hard enough we can usually
make it over the hurdles.
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Exclusive: Bethany Hamilton
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442 MULTIMEDIA
UNIT 5
UNIT INTRODUCTION
ESSENTIAL QUESTION: LAUNCH TEXT
INFORMATIVE
How do we overcome obstacles? MODEL
Against the Odds
WHOLE-CLASS SMALL-GROUP INDEPENDENT
LEARNING LEARNING LEARNING
MEDIA: VIDEO PERSONAL NARRATIVE PERSONAL NARRATIVE
The Dust Bowl A Work in Progress The Girl Who Fell
CriticalPast Aimee Mullins from the Sky
Juliane Koepcke
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O ANCHOR TEXT: NOVEL EXCERPT AUTOBIOGRAPHY EXCERPT NOVEL EXCERPT
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from The Grapes from The Story of Four Skinny Trees
of Wrath My Life from The House on Mango
John Steinbeck Helen Keller Street
Sandra Cisneros
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ANCHOR TEXT: SHORT STORY O MEDIA: INTERVIEW SHORT STORY
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The Circuit How Helen Keller Rikki-tikki-tavi
Francisco Jiménez Learned to Talk Rudyard Kipling
Helen Keller, with Anne
Sullivan
NEWS ARTICLE MEMOIR
A Young Tinkerer from Facing the
Builds a Windmill, Lion: Growing Up
Electrifying a Nation Maasai on the African
Sarah Childress Savanna
Joseph Lemasolai Lekuton
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nc., or its affiliates. PERFORMANCE TASK PERFORMANCE TASK PERFORMANCE-BASED ASSESSMENT PREP
n, I WRITING FOCUS: SPEAKING AND LISTENING FOCUS: Review Evidence for
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Informative Text: Essay and Oral Presentation
PROMPT:
How can people overcome adversity in the face of overwhelming obstacles?
443
UNIT 5 INTRODUCTION
Unit Goals
Throughout this unit you will deepen your perspective about facing
adversity by reading, writing, speaking, listening, and presenting. These
goals will help you succeed on the Unit Performance-Based Assessment.
Rate how well you meet these goals right now. You will revisit your
ratings later when you reflect on your growth during this unit.
1 2 3 4 5
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C NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY
S
WELL WELL WELL WELL WELL
READING GOALS
1 2 3 4 5
• Read and analyze informative texts.
• Expand your knowledge and use of
academic and concept vocabulary.
WRITING AND RESEARCH GOALS
1 2 3 4 5
• Write an informative essay to examine
a topic and convey ideas.
• Conduct research projects of various
lengths to explore a topic and clarify
meaning.
LANGUAGE GOAL
1 2 3 4 5
• Demonstrate command of coordinate
adjectives.
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appropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.
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444 UNIT 5 • FacINg adversITy MULTIMEDIA
ESSENTIAL QUESTION: How do we overcome obstacles?
Academic Vocabulary: Informative Text
Academic terms appear in all subjects and can help you read, write, and
FOLLOW THROUGH
discuss with more precision. Informative writing relies on facts to inform
Study the words in this
or explain. Here are five academic words that will be useful to you in this
chart, and mark them or
unit as you analyze and write informative texts.
their forms wherever they
Complete the chart. appear in the unit.
1. Review each word, its root, and the mentor sentences.
2. Use the information and your own knowledge to predict the meaning
of each word.
3. For each word, list at least two related words.
4. Refer to the dictionary or other resources if needed.
WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS
deviate 1. Don’t deviate from the route I gave viable; viaduct
you or you’ll get lost!
ROOT: 2. She was making an important point,
-via- but she allowed herself to deviate
“way” into side issues.
persevere 1. Despite the difficulties Claudine had
finding time to study, she persevered
and received a degree.
ROOT:
-sever- 2. Though the soccer team was losing
“strict; serious” in the first half, they were able to
persevere and win the game.
determination 1. Because of his determination to do
well on the test, Robert studied for
many hours.
ROOT:
-term- 2. Despite the heavy rain, Jenny’s
“end” determination allowed her to
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All rig diversity 1. There is cultural diversity in the United
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ROOT:
-tra-/-tran- 2. Many people follow tradition and
“across” serve turkey on Thanksgiving.
Unit Introduction 445
UNIT 5 INTRODUCTION
LAUNCH TEXT | INFORMATIVE MODEL
This selection is an example of an
informative text, a type of writing Against the
in which the author provides
information about a topic. This
Odds
is the type of writing you will
develop in the Performance-Based
Assessment at the end of the unit.
As you read, notice that the
author presents facts without
offering opinions or arguments.
1 “If you have to ditch a commercial aircraft in the Hudson
NOTES River,” the news anchor joked, “this is the guy you want.”
2 The “guy” was US Airways pilot Chesley “Sully”
Sullenberger III, a 57-year-old former Air Force fighter pilot and a
29-year veteran of US Airways.
3 On January 15, 2009, Sullenberger was the pilot on US Airways
Flight 1549 from New York’s LaGuardia Airport to Charlotte,
North Carolina.
4 Flight 1549 left the tarmac at 3:25 P.M. Sullenberger thought he
was in for an average flight—a routine, everyday trip.
5 The flight was unremarkable for the first 90 seconds. Then
something caught the eye of copilot Jeff Skiles. At 3,000 feet, he
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7 Sullenberger made a Mayday radio call to air traffic control ducati
and calmly explained the situation. They discussed the options: on E
The plane could either return to LaGuardia or land at Teterboro © Pears
Airport in New Jersey.
8 Sullenberger knew the situation was too dire for the plane to
stay in the air long enough for either plan to be successful. He had
about 30 seconds to find an alternative. The pilot decided on a
SCAN FOR
446 UNIT 5 • FACING ADVERSITY MULTIMEDIA
ESSENTIAL QUESTION: How do we overcome obstacles?
radical move: He’d ditch the plane in the Hudson River—despite
the fact that passenger jets are not built to land on water. NOTES
9 “Brace for impact!” came the captain’s voice over the intercom. A
hush fell over the passengers. They thought they were going to die.
10 Sullenberger lowered the plane’s nose in a gradual glide toward
the river. The plane managed to clear the George Washington
Bridge and, against the odds, land safely on the surface of the
Hudson. It skidded across the water at 145 mph and finally
slowed to a stop.
11 “He was thinking in nanoseconds,” said a former airline pilot,
speaking of Sullenberger. “He made all the right choices at all the
right times. He might have been staring at the instruments, but he
was feeling that airplane in his hands. He picked his landing spot
and went for it.”
12 Now Sullenberger’s job was to get the people off the plane,
which was quickly filling up with water.
13 Witnesses were convinced that everyone on Flight 1549 was dead.
What they couldn’t see was that passengers were already exiting the
plane. With water seeping into the plane, Sullenberger and Skiles
walked the length of the cabin twice, calling “Is anyone there?” The
water was so cold they had to walk on top of the seats. But they
would not leave the plane until they were sure everyone was out.
14 “He’s the man,” said one of the rescued passengers. “If you
want to talk to a hero, get a hold of him.”
15 After all the thanking was over, Sullenberger was humble.
“You’re welcome,” he said simply. Like most heroes, he didn’t
want the label. According to him, he was just doing his job.
16 But 154 men, women, and children owed their lives to a modest
man who faced adversity with cool competence on one of the
most remarkable days in aviation history. ❧

WORD NETWORK FOR FACING ADVERSITY
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Continue to add words as you
complete this unit.
Tool Kit
Word Network Model
Against the Odds 447
UNIT 5 INTRODUCTION
Summary
Write a summary of “Against the Odds.” A summary is a concise,
complete, and accurate overview of a text. It should not include a
statement of your opinion or an analysis.
Launch Activity
Let the People Decide Consider this statement: Chesley d.
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• As a class, discuss what makes someone a hero. Pears
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• After the discussion, determine whether you have changed
your mind.
• Those who changed their mind will be given a chance to read a new
statement.
448 UNIT 5 • FACING ADVERSITY
ESSENTIAL QUESTION: How do we overcome obstacles?
QuickWrite
Consider class discussions, presentations, the video, and the Launch Text
as you think about the prompt. Record your first thoughts here.
PROMPT: How can people overcome adversity in the face
of overwhelming obstacles?
 EVIDENCE LOG FOR FACING ADVERSITY
Review your QuickWrite and
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Tool Kit
Evidence Log Model
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MULTIMEDIA Unit Introduction 449
OVERVIEW: WHOLE-CLASS LEARNING
ESSENTIAL QUESTION:
How do we overcome obstacles?
Everyone has a bad day now and then. Most of the time we take a deep breath
and keep going, but what happens when we meet an obstacle we don’t think
we can overcome? You will work with your whole class to explore the concept
of facing adversity. The selections you are going to read present different
examples of obstacles that had to be overcome.
Whole-Class Learning Strategies
Throughout your life, in school, in your community, and in your career, you will
continue to learn and work in large-group environments.
Review these strategies and the actions you can take to practice them as you
work with your whole class. Add ideas of your own for each step. Get ready to
use these strategies during Whole-Class Learning.
STRATEGY ACTION PLAN
Listen actively • Eliminate distractions. For example, put your cellphone away.
• Keep your eyes on the speaker.
•
Clarify by asking • If you’re confused, other people probably are, too. Ask a question to help your
questions whole class.
• If you see that you are guessing, ask a question instead.
•
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Interact and share • Share your ideas and answer questions, even if you are unsure. ucati
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450 UNIT 5 • FacINg adversITy MULTIMEDIA
CONTENTS
MEDIA: VIDEO
The Dust Bowl
CriticalPast
How do people survive a nightmare?
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C ANCHOR TEXT: NOVEL EXCERPT
from The Grapes of Wrath
John Steinbeck
What can people do when their lives are
turned upside-down?
ANCHOR TEXT: SHORT STORY
The Circuit
Francisco Jiménez
Why does a cardboard box fill the narrator
with dread?
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The Whole-Class readings describe the struggles people face dealing with
tremendous adversity. After reading and listening, you will write an informative
essay on the topic of facing adversity.
Overview: Whole-Class Learning 451