Unit 5: Is Progress Always Good?

128 Pages·2006·6.01 MB·English

UUNNIITT 25
The Is Progress
BIG
Question
Always Good?
“
Progress
imposes not only
new possibilities
for the future but

”
new restrictions.
—Norbert Wiener, mathematician
NASA
LOOKING AHEAD
The skill lessons and readings in this unit will help you develop your own answer
to the Big Question.
UNIT 5 WARM-UP (cid:129) Connecting to the Big Question
GENRE FOCUS: Science and Technology Writing
Hip-Hop from The Story of Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .525
READING WORKSHOP 1 Skill Lesson: Paraphrasing and Summarizing
LAFFF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .532
by Lensey Namioka
Cyber Chitchat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .546
by Cindy Kauffman
WRITING WORKSHOP PART 1 Research Report . . . . . . . . . . . . . .552
READING WORKSHOP 2 Skill Lesson: Using Text Features
Conserving Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .560
from Glencoe Science
There Will Come Soft Rains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .568
by Ray Bradbury
READING WORKSHOP 3 Skill Lesson: Taking Notes
The Next Big Thing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .582
by Maryanne Murray Buechner and Mitch Frank, updated from Time
Big Yellow Taxi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .592
by Joni Mitchell
WRITING WORKSHOP PART 2 Research Report . . . . . . . . . . . . . .596
READING WORKSHOP 4 Skill Lesson: Identifying Problem and Solution
Fireproofing the Forests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .606
by J. Madeleine Nash, updated from Time
Missing! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 616
by Claire Miller
Birdfoot’s Grampa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619
by Joseph Bruchac
READING ACROSS TEXTS WORKSHOP Comparing Author’s Craft
America the Not-So-Beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .625
by Andrew A. Rooney
A Glimpse of Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .630
by Kathryn Sullivan
UNIT 5 WRAP-UP (cid:129) Answering the Big Question
521
WARM-UP
UNIT 5
Is Progress
Always Good?
Connecting to
Today, most of us use computers to write papers and e-mail friends.
Computers have changed the way we communicate with one another. But
is this progress always good? Many people think that, because of comput-
ers, we don’t spend enough time talking to one another. In this unit, you’ll
read about progress and how people respond to the changes that it brings.
Real Kids and the Big Question
ZACK likes taking a shortcut through an open lot on his way
to school. This route gets him to school faster. Soon, however,
the city will build a mini-mall on this lot. Zack understands that
the development will be good for his community. The stores
will bring more business into the neighborhood. However, Zack
will have to leave home earlier and take the long way to school.
He will miss the open space. What would you say to Zack about
this kind of progress?
NINA won a handheld computer in her
school’s raffle. She spent hours filling
the computer with her friends’
phone numbers and e-mail
addresses. She also used it to
organize homework assign-
ments. Nina liked getting
the information she
needed at the touch of a
button. One day, however,
her computer froze. She
lost all of the information
stored on it. Should Nina
have used an old-fashioned
paper address book?
Warm-Up Activity
Write about the changes that Zack and Nina are experiencing. Decide
which parts of progress are good or bad in their situations.
522 UNIT 5 Is Progress Always Good?
(l) Daniel Erickson, (r) Rob Lewine/Zefa/CORBIS
UNIT 5 WARM-UP
You and the Big Question
Long before CDs, people listened to music on records. Today we Big Question Link to Web resources
to further explore the Big Question at
have MP3 players that hold thousands of songs. There’s certainly
www.glencoe.com.
been progress in the ways we listen to music. In this unit, you’ll
read about how people deal with progress. Reading about progress
will give you ideas for your own answer to the Big Question.
Plan for the Unit Challenge
At the end of the unit, you’ll use notes from all of your reading to complete the Unit
Challenge. You’ll choose one of the following activities:
A. Debate You and your classmates will debate whether it’s a good idea to build
a new shopping mall in your community.
B. Interview You’ll interview an adult to find out about his or her experiences
with a new invention or a new type of technology.
(cid:129) Start thinking about which activity you’d like to do so that you can collect ideas
as you read the selections.
(cid:129) In your Learner’s Notebook, write your thoughts about which activity you’d
like to do.
(cid:129) As you go through this unit, take notes about ideas that will help you answer the
Big Question. Also think about how your ideas will help you with the Unit Challenge
activity you choose.
Keep Track of Your Ideas
As you read, you’ll make notes about the Big Question. Later, you’ll
use these notes to complete the Unit Challenge. See pages R8–R9 for
help with making Foldable 5. This diagram shows how it should look.
1. List all the selections on the Foldable’s front. (See page 521 for the
titles.) Then open the Foldable. You’ll write answers on note cards
and sort the cards into these three pockets.
2. Write these labels on the pockets:
(cid:129) My Purpose for Reading
(cid:129) The Big Question
(cid:129) My Thoughts (This is for additional ideas
you have about the Big Question.)
Warm-Up 523
UNIT 5 GENRE FOCUS: SCIENCE AND
TECHNOLOGY WRITING
Science and technology writing teaches you about the world around you.
Learning about the world can help you think about whether progress is
always good.
Why Read Science and Technology Writing?
Skillsss Focus
Reading about science and technology will inform you about scientific
(cid:129) Keyyy skills for reading science discoveries and improvements in technology. You’ll also learn about
annnd technology writing (cid:129) scientific thinking and how to use scientific ideas to solve problems
(cid:129) KKKey elements of science and
(cid:129) how people use science and technology to change the world around them
technology writing
SSSkills Model How to Read Science and Technology Writing
You will see how to use the
Key Reading Skills
key reading skills and literary
elements as you read These reading skills are especially useful tools for reading and understand-
ing science and technology writing. The skills are modeled in the Active
(cid:129)“Hip Hop” from The Story
Reading Model on pages 525–527; you’ll learn more about them later.
of Music, p. 525
■ Paraphrasing and summarizing After you read, paraphrase by retelling
in your own words what you’ve read. Summarize by retelling in your own
words the main ideas and important details. (See Reading Workshop 1.)
■ Using text features Use parts of the text to locate and analyze infor-
mation. Text features include drawings, side notes, headings, and graphic
organizers. (See Reading Workshop 2.)
■ Taking notes As you read, pick out and write down important infor-
mation to help you understand the text. Your notes should include ideas,
facts, names, and dates. (See Reading Workshop 3.)
■ Identifying problem and solution Find places where the text
explains how questions are answered or how problems are solved. (See
Reading Workshop 4.)
Key Literary Elements
Recognizing and thinking about the following elements will help you
u nderstand more fully what the author is telling you.
■ Author’s craft: the way an author combines elements, such as
Objectives (pp. 524–527) purpose, character, theme, and tone, to create a piece of writing
Reading Paraphrase and summa- (See “LAFFF.”)
rize (cid:129) Use text features: heads
(cid:129) Take notes (cid:129) Identify problem ■ Concept and definition: an idea and an explanation of that idea
and solution (See “Conserving Resources.”)
Literature Identify literary ele-
ments: author’s craft, concept and ■ Organization: the way an author puts information together
definition, organization, d escription (See “The Next Big Thing.”)
■ Description: a detailed portrayal of a person, place, thing, or event
(See “Fireproofing the Forests.”)
524 UNIT 5 Is Progress Always Good?
UNIT 5 GENRE FOCUS
REFERENCE BOOK The notes in the side columns
from The Story of Music model how to use the skills
and elements you read about
on page 524.
Science and
Technology Writing
ACTIVE READING MODEL
1 Key Reading Skill
from The Story of Music Taking Notes Dates,
In the late 1970s a radical new form of music emerged from the places, and names are the
poor, black areas of New York. It was called hip-hop. Created details I should include in
by DJs, it produced a new type of musician—the rapper. my notes. I’ll jot down “big
cities,” “late 1970s,” “Kool
H Herc,” “Afrika Bambaata,”
ip-hop is a style of music that originally evolved in and “Grandmaster Flash.”
2 Key Reading Skill
the poor black areas of America’s big cities in the late
Paraphrasing and
1970s. In New York disk jockeys (DJs) like Kool Herc,
Summarizing The author’s
Afrika Bambaata, and Grandmaster Flash made a name
point here is to explain how
for themselves by collecting dance records—many of
DJs created their sounds.
them hard to fi nd—and mixing them together in an They’d break beats and
unusual, exciting way. 1 make scratching sounds by
Using two turntables,1 these DJs would play records using their fingers to stop
and start the disk.
that had the same tempo,2 switching back and forth
3 Key Reading Skill
between one disk and the other. To do this, they often
Using Text Features
used break beats —sections of the records that just had
Here’s a new topic—the
drums and bass on them. The DJs also invented a first rappers.
way of “scratching” records by winding them back
and then letting them go, using their fi ngers to stop
and start the disk. This technique produced a
sound that could be used as a kind of percussion. 2
The first rappers
3
While DJs like Kool Herc and Grandmaster
Flash were playing music, their friends would
speak through a microphone, urging the crowd
to dance. For example, Flash was usually
accompanied by three friends who went by the
names of Cowboy, Kid Creole, and Melle Mel,
who would eventually form the core of his group
1. Turntables are round platforms that spin to play records.
2. The tempo is the speed of the music.
525
Duane Rieder/Getty Images
UNIT 5 GENRE FOCUS
ACTIVE READING MODEL
4 Key Literary Element
Description I know from the
author’s description that as the
DJs played the music, their
friends would shout words and
rhymes through a mic to get
people to dance. They were
Grandmaster Flash
called MCs.
the Furious Five. At fi rst these “masters of ceremony,” or 5 Key Literary Element
MCs, would just shout out a few catchy phrases. These Organization This section
explains how hip-hop music
phrases evolved into extended rhymes that became an
changed over time. The words
important part of the music. 4 5
“at first” and “evolved into” help
The rappers, as they were later called, went on to
signal the changes.
become the most important fi gures of the hip-hop
movement, taking over from the DJs of its early days. 6 6 Key Literary Element
Rappers provided a running commentary on the status Concept and Definition I think
the concept here is who the first
of young black people in America—sometimes positive
rappers were. The first rappers
and uplifting, more often bleak and despairing. And as
were the MCs who became
more and more young white people began to buy the
the most important figures in
records, hip-hop became the biggest selling section of hip-hop.
the popular music market. 7 7 Key Literary Element
Author’s Craft The author
Grandmaster Flash
explains what hip-hop is about.
It’s about young African
Grandmaster Flash (b. 1958) was arguably the most
Americans. The author uses
innovative DJ in the history of hip-hop. As a teenager
the words bleak and despairing.
Flash used to attend the huge outdoor parties thrown
Here I get a sense of what
by Kool Herc in the Bronx area of New York. Flash was hip-hop is about.
impressed by the way that Herc could keep a crowd
dancing by switching from the break beat of one record
to another. However, he wasn’t particularly impressed by
Herc’s slightly haphazard3 way of mixing one record into
the next, which he did without the use of headphones.
3. Haphazard means “unplanned” or “accidental.”
526 UNIT 5 Is Progress Always Good?
S.I.N./CORBIS
UNIT 5 GENRE FOCUS
ACTIVE READING MODEL
Luckily, Flash was an electronics student, so he was
able to adapt his equipment so that he could cut
8 Key Reading Skill
seamlessly4 from one record to another. Using
Identifying Problem and
headphones and a few simple switches, Flash could cut
Solution Flash has a prob-
suddenly from record to record, creating a continuous
lem with Herc’s mixing style.
piece of music. Later Flash would also add beats from a How does he solve this?
drum machine into the mix. From then on, the DJ wasn’t Flash uses what he knows
just someone who played other people’s records—he about electronics and finds
❍ a smoother way of mixing.
became the composer of a new improvised music. 8
4. To play music seamlessly means to go from one song to the next without pauses or breaks.
Partner Talk With a partner, list the important ideas that you would take
notes about while reading this selection. Explain why pieces of information
should or should not be included.
Write to Learn If you were writing about technology that you use often
(such as a computer or music player), how would you answer these questions?
1. Why are clear descriptions and organization important?
2. What concepts and definitions will help a reader understand my topic?
Study Central Visit www.glencoe.com and click on
Study Central to review science and technology writing.
Genre Focus: Science and Technology Writing 527
Burke/Triolo/Getty Images
READING WORKSHOP 1
Skills Focus
You will practice using these skills when you
Skill Lesson
read the following selections:
Paraphrasing and
• “LAFFF,” p. 532
• “Cyber Chitchat,” p. 546
Summarizing
Reading
• Paraphrasing and summarizing
Learn It!
Literature
What Is It? When you summarize, you start by
• Analyzing an author’s craft to
asking yourself questions. What’s the big picture?
understand meaning
What ideas are most important? You take the impor-
tant ideas and details and put them in a logical order.
Vocabulary
• Understanding base words A good summary has the following:
• Academic Vocabulary: • the main ideas of the piece of writing
summarize • only the details that support the main ideas
Writing/Grammar
A summary needs to be in your own words. When
you retell something in your own words, you para-
• Understanding clauses
phrase the information. A summary should be much
and phrases
shorter than the selection.
STONE SOUP © 2001 Jan Eliot. Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved.
Analyzing Cartoons
The woman with glasses summarizes her
book by describing the main topic in a
few sentences. Of course, since it’s her
diary, she knows the topic quite well.
Objectives (pp. 528–529)
Reading Paraphrase and
summarize
Academic Vocabulary
summarize (SUM ur yz) v. to tell the main points briefly
528 UNIT 5
STONE SOUP © Jan Eliot. Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved.
552288--552299UU55RRWW11__884455447777..iinndddd 552288 33//99//0077 22::5566::3355 PPMM
READING WORKSHOP 1 (cid:129) Paraphrasing and Summarizing
Why Is It Important? Paraphrasing and summarizing help you remem-
ber and organize information, as well as explain a series of events. You also
paraphrase and summarize to show that you understand what you’ve read.
Study Central Visit www.glencoe
How Do I Do It? After you read, think about the most important informa- .com and click on Study Central
to review paraphrasing and
tion. To decide what’s most important, answer the basic questions: Who?
summarizing.
What? When? Where? Why? How? Then write the information in a logical
order, or a way that makes sense. Leave out examples and extra informa-
tion. Here’s how one student paraphrased and summarized a paragraph of
“Hip-Hop” from The Story of Music.
While DJs like Kool Herc and Grandmaster Flash
were playing music, their friends would speak
through a microphone, urging the crowd to dance.
For example, Flash was usually accompanied by
three friends who went by the names of Cowboy,
Kid Creole, and Melle Mel, who would eventually
form the core of his group the Furious Five. At fi rst,
these “masters of ceremony,” or MCs, would just
shout out a few catchy phrases. These phrases
evolved into extended rhymes that became an
important part of the music.
After I read this paragraph, I asked myself, “What is
the most important idea?” The paragraph is about MCs.
Then I thought about what details in the paragraph sup-
port the idea. Here is my summary:
MCs spoke into a microphone while the DJs played
music. Their phrases eventually became rhymes that
were part of the music.
Practice It!
Think about one of your favorite stories or movies. How would you
describe it to someone who has not read or seen it? In your Learner’s
Notebook, write a summary of the story or movie.
Use It!
As you read “LAFFF” and “Cyber Chitchat,” paraphrase and
summarize by putting parts of the stories in your own words.
Reading Workshop 1 Paraphrasing and Summarizing 529
John Evans