Subject Link 7 - TG

S U B J E C T
Curriculum Integration Reading Program
L7
Te a c h e r ' s G u i d e
Subject Link 7
Contents
2 Subject Link L7 • Teacher’s Guide 3

Chapter 1
• How did people produce sugar in the past?

Lesson 1 |
The History of Sugar • How is the old method of producing sugar different from the method used today?
• Do you think sugar is a necessity? Why or why not?
2) Turn to the chapter’s Background Knowledge page (p. 8) right after the chapter
title page. Read through the Lesson 1 background knowledge with the students
and clarify any confusion they may have. If time permits, ask the students basic
comprehension questions about the passage. Explain that this information will be
Objectives helpful to them in understanding the main reading passage.
1. Students will learn about the history of sugar.

2. Students will understand the meanings of new words and be able to use them in 3) Read the discussion question in Before You Read part A and encourage the
sentences. students to discuss it either in pairs or as a class.
3. Students will practice reading comprehension skills – identifying the main idea and
supporting details, making inferences, and using context to understand vocabulary. 4) Introduce the keywords from Before You Read part B. Give definitions of the words
4. Students will practice summarizing passages. to the students and have them match the easier synonyms in the box with the
5. Students will make connections between the reading selection and their own sentences below. Quickly check them as a class, and then offer examples of the
experiences. words in another context if possible. The objectives box above also lists other
suggested vocabulary words that can be defined for the students, but when those
are introduced is up to the teacher’s discretion.
Key Words
method, encounter, production, humid, cultivate, necessity, demand, boom, run,
5) Have the students fill in the sentences with the keywords either individually, in pairs,
plantation, labor, slave, consumption, industry, poverty
or as a class. Check their answers to ensure comprehension.
Extra Idea for Vocabulary Practice (optional): Quiz Show

Write all the keywords on the board and split the students into two or three teams.
LESSON GUIDE Have a student from each team come to the front of the class. Tell them that
Before Reading you’re going to read a word definition out loud, and that if they know the answer,
they should ring a bell or hit a buzzer (if you have props) or raise their hands. Ask
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the the student who reacts first to the definition what the answer is. If their answer is
Think BIG question, and the Lesson 1 question (other lesson questions are also correct, they get a point for their team. If it is incorrect, the other student(s) may
an option). Brainstorm answers to these questions all together. Any response is have a chance to answer. Continue until all the keywords have been used.
desirable, so do not limit the students in their answers. Some of the following guide
questions may also be asked of individual students or given to pairs to discuss:

During Reading After Reading
1) Play the accompanying CD track for the students. Tell them to follow along in the 1) Ask the students what the main idea of the reading passage was. Since they will
book as the native speaker reads the passage. If the class is advanced enough, be doing more summaries of the information later, there is no need to go in depth
ask basic comprehension questions about the topic, main idea, details, etc. into supporting details. If necessary, write the main idea on the board for future
reference.
2) Read the title and subtitle together. Tell the students to keep them in mind while
they read the passage themselves since the title and subtitle often contain the 2) Read the Connect to Yourself question at the bottom of the second page of the
passage’s topic and/or main idea. reading passage. Have the students answer it using the information from the
passage and/or their own personal experience to integrate what they have learned
3) There are many ways to read a passage as a class, and different classes may into their lives. Any answers or discussion should be encouraged.
respond better to different techniques. It is also good to use different techniques
on different days to prevent too much routine. Some different ways to read through 3) Reading Comprehension
a passage are: If you feel that the students have a good understanding of the passage or are at the
• Select students to read each paragraph aloud one at a time. level to answer the questions by themselves, have them complete the page on their
• Have the students take turns reading sentences in a predetermined pattern. own or with a partner and check the answers as a class. However, if the students
• Have the students read up to three or four sentences before choosing the next are at a lower level or cannot answer the questions easily, go through the page as a
reader. class. Read both the question and answer choices all together, and explain why the
• Have the entire class read a paragraph or the whole passage out loud together. correct choice is the answer after the students have identified it. Explain what main
• Read a paragraph or the passage yourself, but tell the students to say the next idea, purpose, detail, and inference all mean as you do so.
word out loud any time you pause mid-sentence.
• Read each sentence and have an individual student or the class repeat it back to 4) Graphic Organizer
you to practice reading pronunciation. Explain how graphic organizers help show information from reading passages in
a logical way. Put this unit’s graphic organizer on the board and go through it as
4) Whenever a keyword or phrase is read, have the students underline it. If time a class so the students can process the flow of information better. Check the
permits, ask one or more students for a quick summary of the word’s definition. students’ answers before you move on.
5) After each paragraph is read, ask the students what its main idea is and then direct 5) Summary
them to the Paragraph Summary below the passage. Have them fill in the sentence Have the students complete the summary by filling in the blanks either individually
summarizing that paragraph and quickly discuss why it is the paragraph’s most or in pairs. Refer them to their graphic organizers and any notes on the board
important information. If necessary, write the summary on the board as well and/ for assistance. Another option is to fill in the summary all together as a class if
or explain why it is the best summary. Writing it on the board is useful since you will students are struggling. Check the students’ answers before continuing.
have a complete summary on the board for easy reference by the end of the passage.

6) Vocabulary Test Speaking
This vocabulary test covers all of the keywords in the objectives box above, not just Write down the keywords from the unit on individual cards. With the students in a
the ones in Before You Read. It is up to the teacher on when to go over these extra circle and a soft ball, play a game titled "Freeze!" Place a set of vocabulary cards in
vocabulary words. Some possible places are: right after matching up the words the middle of the circle and tell the students to throw the ball to any person in the
in the Before You Read section, as they come up in the reading passage, or right circle. When the teacher yells, "Freeze!" everyone must stop moving. The person
before the Vocabulary Test itself. This has been left intentionally open ended to with the ball must draw a card and say the keyword. Then, they must use the word
allow the teachers some flexibility in their class plans. in a sentence.
Extra Idea (optional): Word Scavenger Hunt

Make a list of all the keywords in the same order that they appear in the passage
on the board. Tell the students to read the passage quietly in their seats and raise
their hands when they find one of the words on the list. Ask the student who finds
the first word to read the sentence that contains it out loud. Ask them if they also
remember the meaning of the word. They can check the definition in the keyword
section if they can’t remember it. For advanced students, ask them to use the word
in a different sentence instead. Continue until all the keywords have been found
and defined or used.
Additional Writing and Speaking (optional)

Writing
Have the students answer the Connect to Yourself question either on spare paper
or in the blank Memo section in the back of the workbook. Encourage them to write
at least five or six sentences using the information from the passage and their own
experience. Then edit their responses and have the students present them at the
front of the class.

ANSWER KEY: STUDENT BOOK ANSWER KEY: Workbook
Before You Read Part A
Discussion 1. encounter 2. labor
(Sample Answer) I think people have been eating sugar since ancient times. 3. plantation 4. method
Vocabulary 5. necessity 6. run
1. a 2. d 3. b 4. c 5. e 7. demand 8. slave
9. humid 10. poverty
Paragraph Summary 11. boom 12. cultivate
1. crystal 2. production / mass-produce 13. production 14. industry
3. Demand / slave 4. pay 15. consumption
Connect to Yourself Part B

(Sample Answer) I think the global consumption of sugar continues to increase (A) to enjoy
because people around the world are drinking a larger amount of soft drinks and (B) was introduced
juices that contain a lot of sugar. (C) who
Reading Comprehension Part C

1. d 2. b 3. a 4. c 5. d 6. b (D)
7. Sugar was too expensive for most people to buy.
8. People came from Africa, East India, and other parts of Asia. Part D
9. Many workers receive very little pay and live in poverty. (a)
Graphic Organizer & Summary

Step 1
The Early Development of Sugar – sugar crystals / introduced to Western Europe
The Rise of the Industry – a major industry / demand for it
The Social Effects – depended on the slave trade / brought to the Americas
Step 2
Sugarcane juice was made into sugar crystals in India. After that, it became an
important sweetener. It was introduced to Western Europe by Crusaders. Sugar
production moved to the Americas and became a major industry. It became
possible to mass-produce sugar, and the price dropped. As people developed
a taste for sugar, demand for it grew. Plantation owners depended on the slave
trade to find workers. Millions of people were brought to the Americas to work on
plantations from Africa, East India, and other parts of Asia. Today, slaves are no
longer used, but the industry does not pay workers very well.
Vocabulary Test
1. a 2. b 3. c 4. c 5. d 6. a 7. d 8. a
9. b 10. consumption 11. labor 12. production

• Have you ever made candy before? If not, would you want to?
Lesson 2 |
Candy Making • What are the main ingredients in candy?
• How do you think candy is made?
1. Students will learn about the process of making candy.

Key Words
dissolve, concentration, thermometer, property, mixture, temperature, relate,
hardness, thread, crack, liquid, flavoring, mold, desired, remove
Extra Idea for Vocabulary Practice (optional): Time is Ticking

Have the students work in pairs. Tell each pair that they have one minute (you can
LESSON GUIDE extend the time limit if necessary) to make as many sentences as possible using
Before Reading the different words from the keyword section. However, remind the students that
spelling and grammar still count. Each correct sentence they make is worth one
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the point. The team with the most points is the winner.
Think BIG question, and the Lesson 2 question (other lesson questions are also
an option). Brainstorm answers to these questions all together. Any response is

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Conduct an activity where the objective is to guess what keyword another person
the ones in Before You Read. It is up to the teacher on when to go over these extra is thinking about. The guesser can only ask 20 yes or no questions (ex. “Are you
vocabulary words. Some possible places are: right after matching up the words thinking of an object?”). The person answering must respond with a full sentence
in the Before You Read section, as they come up in the reading passage, or right to practice their grammar (ex. “Yes, I am thinking of an object.”). The guesser wins
before the Vocabulary Test itself. This has been left intentionally open ended to if they guess the keyword in fewer than 20 questions. The person answering wins
allow the teachers some flexibility in their class plans. if the guesser cannot guess the keyword in fewer than 20 questions. Repeat with
different pairs of students until all the keywords have been used or the whole class
Extra Idea (optional): Sum it Up has participated.
Ask the students to work in groups of two to four. Tell them to read the passage
again and work together to write their own summaries of it. Have all the groups
present their summaries to the class. Take a vote to see which group created the
best summary, and give the winning group a small prize.

Writing
front of the class.

Discussion 1. dissolve 2. relate
(Sample Answer) My favorite candy is Reese’s Peanut Butter Cups. I eat one 3. desired 4. flavoring
package of Reese’s Peanut Butter Cups each week. 5. concentration 6. mold
Vocabulary 7. temperature 8. property
1. b 2. d 3. a 4. e 5. c 9. thermometer 10. remove
11. liquid 12. mixture
Paragraph Summary 13. thread 14. crack
1. candy / temperature 2. sugar / water 15. hardness
3. flavoring / molds
Part B
Connect to Yourself (A) are made
(Sample Answer) I would like to make taffy. First, I would boil sugar with water. (B) does
Then I would heat the mixture to the soft crack stage. I would add flavoring. Then (C) harder
I would pour it into a mold. Finally, I would let it cool.
Part C
Reading Comprehension (B)
1. d 2. d 3. a 4. d 5. c 6. b
7. The higher the cooking temperature, the harder the final candy will be. Part D
8. Taffy and brittle are types of candy that cook at temperatures between 132 (B)
and 154°C.
9. Circles and squares are mentioned as shapes for candy molds.

Step 1
1. bring the mixture to a boil 2. the right temperature is reached
3. Test the temperature 4. add flavoring
5. allow it to cool
Step 2
In order to make candy, begin by dissolving sugar in water. Then, bring the
mixture to a boil and allow it to cook until the right temperature is reached. The
temperature will depend on which type of candy you are making. You can test
the temperature by dropping a spoonful of the sugar mixture into cold water and
watching what happens. When the sugar mixture is done cooking, add flavoring.
Then pour it into molds and allow it to cool.
Vocabulary Test
1. d 2. c 3. a 4. a 5. c 6. a 7. c 8. d
9. b 10. property 11. concentration 12. mold

• What makes people eat too much sugar?
Lesson 3 |
Sugar Addiction • What are some of the problems caused by too much sugar?
• Are you addicted to any foods?
1. Students will learn about the dangers of sugar addiction and how to break it.
Key Words
addiction, substance, in spite of, behavior, chemical, remain, sensitive, craving,
satisfy, symptom, lack, depression, challenging, advice, avoid
Extra Idea for Vocabulary Practice (optional): Guess the Word

Have the students work in groups of two to four. Write all the keywords on the
LESSON GUIDE board. Give the students one minute to look at the keywords and their sentences
Before Reading in the book. Then have the students close their books, and have each group write
down what they think each word’s definition is. Call on different groups for answers
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the and write the best definitions on the board. Correct the answers together as a
Think BIG question, and the Lesson 3 question (other lesson questions are also class.

reference.
respond better to different techniques than to others. It is also good to use
different techniques on different days to prevent too much routine. Some different 3) Reading Comprehension
ways to read through a passage are: If you feel that the students have a good understanding of the passage or are at the

6) Vocabulary Test level). Open the door and let the students run to the first member of their group to
This vocabulary test covers all of the keywords in the objectives box above, not just whisper the message. Each member passes the message by whispering to their
the ones in Before You Read. It is up to the teacher on when to go over these extra neighbor. When the message reaches the end, the last person runs to the board
vocabulary words. Some possible places are: right after matching up the words and writes the message that they heard. The winner can be determined in various
in the Before You Read section, as they come up in the reading passage, or right ways: the first team to pass a legible, complete message (even if it's wrong), the
before the Vocabulary Test itself. This has been left intentionally open ended to first team to finish, or the team with the message closest to the original sentence.
allow the teachers some flexibility in their class plans.
Extra Idea (optional): Reading Orchestra

Divide the class into three groups. Ask one group to read the passage in a high
voice, tell the second group to read in a normal voice, and have the third group read
in a low, deep voice. Tell each group that they should read only when you gesture to
them. As the conductor, you can have the groups reading individually, two at a time,
or all at once.

Writing
front of the class.
Speaking
Divide the class into two groups and arrange each group in a straight line or row.
Ask for a volunteer listener from each group. Take them outside of the classroom
and give them a message (one sentence or more, depending on the students’

Discussion 1. avoid 2. chemical
(Sample Answer) She looks like she is selecting different candies to buy. 3. symptom 4. remain
Vocabulary 5. behavior 6. craving
1. e 2. c 3. a 4. d 5. b 7. sensitive 8. satisfy
9. depression 10. substance
Paragraph Summary 11. in spite of 12. challenging
1. sweets / sugar 2. negative 13. addiction 14. lack
3. stages / desire 4. addiction / exercising 15. advice

(Sample Answer) Yes, I think I have a sugar addiction because I eat ice cream (A) keeps
every day. Sometimes I feel bad when I can’t have ice cream. (B) living
(C) that
Reading Comprehension
1. a 2. b 3. a 4. c 5. c 6. d Part C
7. Playing computer games, drinking, and eating are mentioned as things that (A)
can become addictions.
8. The examples given are unhealthy body weight and depression. Part D
9. They increase cravings for sweets. (e)

Step 1
Stages
1. because of dopamine
2. less sensitive to sugar
3. emotional and physical symptoms
4. depression and weight gain
Solutions – exercise regularly
Step 2
Sugar is a substance that people can become addicted to. The first symptom of
a sugar addiction is an intense craving for sugar. This is caused by a chemical
called dopamine. Over time, the body becomes less sensitive to sugar and
needs more sugar. Unsatisfied cravings that a person has can cause emotional
and physical symptoms such as headaches. More serious symptoms include
depression and weight gain. Although it is difficult to break a sugar addiction,
certain lifestyle changes can help. It is essential to eat a good diet, get enough
sleep, and exercise regularly.
Vocabulary Test
1. a 2. c 3. d 4. c 5. a 6. b 7. a 8. b
9. d 10. chemicals 11. depression 12. craving

Lesson 4 |
Why Cats Can’t Taste desirable, so do not limit the students in their answers. Some of the following guide
Sweetness • Do you have a pet cat?

• What kinds of food do cats like to eat?
• Would you be disappointed if you couldn't taste sweet things? Why or why not?
Objectives comprehension questions about the passage. Explain that this information will be
helpful to them in understanding the main reading passage.
1. Students will learn about the process of tasting sweetness and why cats can’t taste
sweetness.
3) Read the discussion question in Before You Read part A and encourage the
2. Students will understand the meanings of new words and be able to use them in
students to discuss it either in pairs or as a class.
sentences.
4) Introduce the keywords from Before You Read part B. Give definitions of the words
supporting details, making inferences, and using context to understand vocabulary.
to the students and have them match the easier synonyms in the box with the
4. Students will practice summarizing passages.
sentences below. Quickly check them as a class, and then offer examples of the
5. Students will make connections between the reading selection and their own
words in another context if possible. The objectives box above also lists other
experiences.
Key Words
resist, molecule, run into, presence, as a result, evolution, provide, consist of,
modern, gene, receptor, species, trait, ancestor, nutrient
Extra Idea for Vocabulary Practice (optional): Scramble for Words

Prepare small cardboard cards with the unit’s keywords, their meanings, and their
LESSON GUIDE synonyms. Half of the cards should have vocabulary words written on them, and half
should have their meanings or synonyms written on them. Spread all the cards out
Before Reading
on the floor and have a student come over and pick out two cards that match. After
1) Have the students turn to the title page of Chapter 1 and read the chapter title, the picking the cards out, have the student go up to the board and stick the two cards
Think BIG question, and the Lesson 4 question (other lesson questions are also next to each other. Continue the activity until there are no cards left on the floor.

Review the vocabulary words and their meanings or synonyms with the students 5) After each paragraph is read, ask the students what its main idea is and then direct
after the activity is finished. them to the Paragraph Summary below the passage. Have them fill in the sentence
summarizing that paragraph and quickly discuss why it is the paragraph’s most
important information. If necessary, write the summary on the board as well and/
or explain why it is the best summary. Writing it on the board is useful since you
will have a complete summary on the board for easy reference by the end of the
passage.
During Reading
1) Play the accompanying CD track for the students. Tell them to follow along in the
book as the native speaker reads the passage. If the class is advanced enough,
ask basic comprehension questions about the topic, main idea, details, etc.
After Reading
they read the passage themselves since the title and subtitle often contain the 1) Ask the students what the main idea of the reading passage was. Since they will
passage’s topic and/or main idea. be doing more summaries of the information later, there is no need to go in depth
into supporting details. If necessary, write the main idea on the board for future
3) There are many ways to read a passage as a class, and different classes may reference.
on different days to prevent too much routine. Some different ways to read through 2) Read the Connect to Yourself question at the bottom of the second page of the
a passage are: reading passage. Have the students answer it using the information from the
• Select students to read each paragraph aloud one at a time. passage and/or their own personal experience to integrate what they have learned
• Have the students take turns reading sentences in a predetermined pattern. into their lives. Any answers or discussion should be encouraged.
• Have the students read up to three or four sentences before choosing the next
reader. 3) Reading Comprehension
• Have the entire class read a paragraph or the whole passage out loud together. If you feel that the students have a good understanding of the passage or are at the
• Read a paragraph or the passage yourself, but tell the students to say the next level to answer the questions by themselves, have them complete the page on their
word out loud any time you pause mid-sentence. own or with a partner and check the answers as a class. However, if the students
• Read each sentence and have an individual student or the class repeat it back to are at a lower level or cannot answer the questions easily, go through the page as a
you to practice reading pronunciation. class. Read both the question and answer choices all together, and explain why the
correct choice is the answer after the students have identified it. Explain what main
4) Whenever a keyword or phrase is read, have the students underline it. If time idea, purpose, detail, and inference all mean as you do so.
permits, ask one or more students for a quick summary of the word’s definition.

4) Graphic Organizer
Explain how graphic organizers help show information from reading passages in
a logical way. Put this unit’s graphic organizer on the board and go through it as Writing
a class so the students can process the flow of information better. Check the Have the students answer the Connect to Yourself question either on spare paper
students’ answers before you move on. or in the blank Memo section in the back of the workbook. Encourage them to write
5) Summary experience. Then edit their responses and have the students present them at the
Have the students complete the summary by filling in the blanks either individually front of the class.
or in pairs. Refer them to their graphic organizers and any notes on the board
for assistance. Another option is to fill in the summary all together as a class if Speaking: Sentence Chain
students are struggling. Check the students’ answers before continuing. The objective of this game is to have the students use keywords in sentences that
start with the last word the previous person said. Ask the first student on one side
6) Vocabulary Test of the room to start the game, and instruct the next student in the row to give the
This vocabulary test covers all of the keywords in the objectives box above, not just next sentence. Go around the entire room until everyone has participated. Don't
the ones in Before You Read. It is up to the teacher on when to go over these extra allow the students to use keywords that have already been said unless there are
vocabulary words. Some possible places are: right after matching up the words more students than keywords.
in the Before You Read section, as they come up in the reading passage, or right
before the Vocabulary Test itself. This has been left intentionally open ended to
Extra Idea (optional): Forward and Backward

Tell the students to take turns reading one sentence each from the passage. After
each student finishes reading their sentence, have them point either left or right.
If they point right, then the next student has to read the sentence AFTER the one
that was just read. If they point left, then the next student has to read the sentence
BEFORE the one that was just read.

3) Once all the lessons have been reviewed by the students, split them into pairs
Chapter 1 REVIEW CLASS LESSON GUIDE and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic
Chapter 1 Project Worksheet

1) Before class, download the Chapter 1 project worksheet from www.ibuildandgrow.
com (“For Teachers” → “Teaching Materials” → “Reading” tab → “Subject Link
Objectives 7 Project Worksheet”). Make enough copies so that each student has their own
1. Students will review the information from each lesson using the concept map. worksheet.
2. Students will apply what has been learned about the chapter topic by completing a
project worksheet on it. 2) The purpose of these project worksheets is to encourage the students to creatively
3. Students will practice the keywords that they have learned in this chapter. make or do something related to the chapter topic. For Chapter 1, the end result
will be a record of how much sugar each student drank the previous day. Have the
students follow the steps on the worksheet to work their way up to the finished
project. Offer advice and answer questions as needed. For lower levels, you may
want to do the project yourself before class to show the students as an example.
LESSON GUIDE
Chapter 1 Wrap-up 3) After the students have finished their projects, have them briefly present their
worksheets to the rest of the class. This helps the students practice their spoken
1) Have the students turn to the Chapter 1 Wrap-up on p. 33. Remind them of the
English and encourages them to share their creative ideas more freely.
chapter’s topic (“Sugar”).
2) The idea of the concept map is to solidify all the information that the students have Other Ideas and Activities
learned in whatever way the teacher prefers. One recommended way is to have the
1) Any time left over in this review class may be used at the teacher’s discretion. One
students brainstorm either individually or in pairs and write down any and all ideas
recommendation is to complete any lesson comprehension questions, vocabulary
that they remember from each lesson. Another way is to divide the class into four
review, or workbook homework that the students have not finished already.
groups and have the groups review one lesson each and present it to the class.
Your job is to facilitate the conversation in each group and answer any questions
2) If the students have finished all their work, look through the “Extra Idea” and
that come up. As each group or pair presents the ideas from their lesson, write
speaking activities suggested in each lesson and pick out one or two for the class
them on the board for more effect. Also, encourage the students to use as many
to do. These are useful since they are fairly easy but still help the students practice
keywords as possible when they write or speak.
their keywords, reading, and passage comprehension.

CHAPTER 1 WRAP-UP ANSWER KEY ANSWER KEY: STUDENT BOOK
Before You Read
Chapter 1 Concept Map Sample Responses Discussion
(Sample Answer) I think flies and butterflies have a strong sense of taste because
they taste food with their feet.
Vocabulary
1. c 2. e 3. a 4. b 5. d
Paragraph Summary
1. dogs / cats 2. sugar / evolution
3. ancestors / genes 4. eat / sweet
Connect to Yourself
(Sample Answer) Sourness is my favorite taste. I could live without sweetness.
1. c 2. d 3. a 4. d 5. c 6. b
7. It helped them survive because sweet-tasting plants are usually safe to eat and
provide a lot of energy.
8. The genes that make sugar receptors are broken.
9. As meat eaters, the ancestors of modern cats did not need to taste sweetness
to know if a plant was safe to eat.

Step 1
The Process of Tasting Sweetness – tiny molecules / sugar receptors / sent to
the brain
Why Cats Cannot Taste Sweetness
Idea 1: consisted only of meat / taste sweetness
Idea 2: changed their diet
Cats Today – broken sugar-receptor genes
Step 2
The process of tasting sweetness begins when food breaks down into tiny
molecules. Sugar molecules then move into sugar receptors on the tongue. At
that point, a signal is sent to the brain, and you taste sweetness. The ancestors
of modern cats may have had a diet that consisted only of meat, and lost the
Chapter 1 Project Worksheet ability to taste sweetness. Or, they may have lost the ability first, and then
changed their diet. The ancestors of modern cats passed on their broken sugar-
will vary by student receptor genes, and now all cats have them.
Vocabulary Test
1. a 2. b 3. d 4. c 5. a 6. a 7. b 8. d
9. c 10. receptors 11. nutrients 12. resist

Chapter 2
ANSWER KEY: Workbook

Lesson 5 |
Part A
Benjamin Franklin’s
Life
1. receptor 2. modern
3. run into 4. species
5. ancestor 6. trait
7. resist 8. as a result
9. gene 10. molecule
11. presence 12. consist of
13. nutrient 14. evolution
15. provide
Part B
(A) lying
(B) However
Objectives
(C) which
1. Students will learn about Benjamin Franklin’s personal history.
Part C 2. Students will understand the meanings of new words and be able to use them in
(E)
sentences.
Part D 3. Students will practice reading comprehension skills – identifying the main idea and
(b) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
individual, founder, influence, independent, suspect, publish, decade, almanac,
prediction, experiment, electricity, lightning rod, cause, persuade, legacy
LESSON GUIDE
Before Reading
1) Have the students turn to the title page of Chapter 2 and read the chapter title, the

During Reading
• Who was Benjamin Franklin?
• What was Benjamin Franklin famous for?
• Do admire Benjamin Franklin? Why or why not?
they read the passage themselves since the title and subtitle often contain the
passage’s topic and/or main idea.
3) There are many ways to read a passage as a class, and different classes may
respond better to different techniques than to others. It is also good to use
different techniques on different days to prevent too much routine. Some different
ways to read through a passage are:
• Select students to read each paragraph aloud one at a time.
• Have the students take turns reading sentences in a predetermined pattern.
reader.
• Have the entire class read a paragraph or the whole passage out loud together.
• Read a paragraph or the passage yourself, but tell the students to say the next
• Read each sentence and have an individual student or the class repeat it back to
you to practice reading pronunciation.
4) Whenever a keyword or phrase is read, have the students underline it. If time
Extra Idea for Vocabulary Practice (optional): Word Lottery
Prepare small slips of paper with the keywords written on them. Put all the slips
5) After each paragraph is read, ask the students what its main idea is and then direct
of paper in a hat or bowl. Have a student come to the front of the class and pull
them to the Paragraph Summary below the passage. Have them fill in the sentence
out a word. Tell the student to read the word out loud for the class and use it in a
sentence. Repeat until all the words have been used.
or explain why it is the best summary. Writing it on the board is useful since you will

After Reading 6) Vocabulary Test
This vocabulary test covers all of the keywords in the objectives box above, not just
1) Ask the students what the main idea of the reading passage was. Since they will
the ones in Before You Read. It is up to the teacher on when to go over these extra
be doing more summaries of the information later, there is no need to go in depth
vocabulary words. Some possible places are: right after matching up the words
reference.
2) Read the Connect to Yourself question at the bottom of the second page of the
reading passage. Have the students answer it using the information from the
Extra Idea (optional): The Best Actor
Write down simple situations on pieces of paper using the different keywords from
into their lives. Any answers or discussion should be encouraged.
the unit. For example, if “seashell” is a keyword, a situation could be “You are
collecting seashells on the beach.” Have the students stand up (you can ask them
3) Reading Comprehension
to move their chairs and tables to the side of the room to create more space),
If you feel that the students have a good understanding of the passage or are at the
and tell them to take turns acting out the situations they draw out of a hat or bag.
level to answer the questions by themselves, have them complete the page on their
Continue until all the situations have been performed.
own or with a partner and check the answers as a class. However, if the students
are at a lower level or cannot answer the questions easily, go through the page as a
class. Read both the question and answer choices all together, and explain why the
idea, purpose, detail, and inference all mean as you do so.
4) Graphic Organizer Additional Writing and Speaking (optional)

Writing
a class so the students can process the flow of information better. Check the
students’ answers before you move on.
5) Summary
front of the class.
Have the students complete the summary by filling in the blanks either individually
for assistance. Another option is to fill in the summary all together as a class if
students are struggling. Check the students’ answers before continuing.

Speaking: Q&A ANSWER KEY: STUDENT BOOK
Write a question on the board and ask the students to ask you it (ex. “If you could
Before You Read
invent anything, what would it be and why?”). This provides an excellent opportunity Discussion
for you to model some example answers and check their pronunciation. Then have (Sample Answer) I see a statue of Benjamin Franklin in front of a building. It is
located somewhere in Washington D.C.
a student ask another student the question. Then, when the students understand
Vocabulary
some of the possible ways of answering the question, move to open pairs (student 1. c 2. d 3. e 4. b 5. a
A asks student C, etc.). After a few rounds with open pairs, put the students in
Paragraph Summary
closed pairs and walk around the room listening as they ask and answer. Finish the
1. American / famous 2. newspaper / pen
exercise by calling on individual students to answer the question. 3. almanac / decades 4. inventions / independence
5. centuries
Connect to Yourself
(Sample Answer) My aunt is an influential person in my life because she worked
hard to start her own company and is now a successful businesswoman.
1. b 2. d 3. d 4. c 5. b 6. a
7. He was one of 17 children, and most of the time he had to take care of himself.
8. He started his own printing business.
9. He persuaded the French to support the Americans during their war for freedom
from Britain.

Step 1
Early Life – independent early in life / at his brother’s newspaper
Publishing Business – became a leading paper / for more than 20 years
Inventions and Influence – helped improve society / for American independence
Step 2
Benjamin Franklin was one of America’s most famous leaders. Being one of 17
children made Franklin independent early in life. When he was 12, he started
working at his brother’s newspaper. Later in life, he started his own publishing
business. Franklin’s newspaper, The Pennsylvania Gazette, became a leading
paper. Poor Richard’s Almanack, which he started in 1732, ran yearly for more
than 20 years. Franklin’s influence extended outside the American colonies. His
experiments and inventions helped improve society, and his influence brought
international support for American independence.
Vocabulary Test
1. a 2. d 3. b 4. c 5. c 6. d 7. d 8. d
9. b 10. decade 11. lightning rod 12. published

Lesson 6 |
Part A
The Declaration of
Independence
1. almanac 2. individual
3. lightning rod 4. publish
5. suspect 6. influence
7. prediction 8. legacy
9. founder 10. experiment
11. electricity 12. decade
13. independent 14. persuade
15. cause
Part B
(A) was born
(B) which
Objectives
(C) how
1. Students will learn about the Declaration of Independence.
(E)
sentences.
(A) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
celebrate, tax, separate, statement, declaration, instead, argument, right, deny,
government, draft, figure, strength, defeat, spirit
LESSON GUIDE
Before Reading

Chapter 2
desirable, so do not limit the students in their answers. Some of the following guide During Reading
• What is the Declaration of Independence?
• Why is the Declaration of Independence important?
• What would life be like if you didn’t have independence?
on different days to prevent too much routine. Some different ways to read through
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Draw Something
Prepare small slips of paper with the unit’s keywords written on them. Put the
slips in a hat or bowl. Divide the class into two teams and ask one member from
each team to come up to the front. Have one of them pick a word from the bowl
or hat and show it to the other student. Split the board into two halves and have
the students draw pictures that will help their teams guess the word (no letters or
numbers allowed). The team that guesses the word first gets a point. Repeat until
all the keywords have been used.

reference.
Extra Idea (optional): The Secret Word
Choose a frequently used function word from the passage (article, pronoun,
preposition, etc.). Have the students stand up and read the passage again as a
group, but tell them they are not allowed to say your chosen word. Whenever a
student is caught saying the word, have them sit down. Continue until the passage
is finished or until there is only one student left standing. Have that student finish
reading the passage normally and give him or her a small prize.
4) Graphic Organizer Additional Writing and Speaking (optional)

Writing
5) Summary
front of the class.

Speaking: Just a Minute ANSWER KEY: STUDENT BOOK
Write topics randomly around the board. Then have a student throw a sticky ball
Before You Read
(or piece of rolled-up paper) at it. The topic which is closest to where the ball hits Discussion
is their topic. The student must then stand and speak for one minute without (Sample Answer) I see Benjamin Franklin and two other men. It looks like they are
creating a document.
hesitation, repetition, or undue silliness about the topic. If the student hesitates,
Vocabulary
repeats, or becomes silly, stop them and write their name and the time they spoke 1. d 2. e 3. a 4. b 5. c
for on the board. Repeat until the entire class has spoken, and then choose a
Paragraph Summary
winner.
1. 1775 / Britain 2. writers / independence
3. Declaration / signed 4. strength
Connect to Yourself
(Sample Answer) I think that every person should have the right to be happy, be
free, and say what they think.
1. a 2. b 3. d 4. d 5. c 6. b
7. They wrote it because they wanted to separate from England and start their
own country.
8. The rights to live, to have freedom, and to find happiness are named in the
Declaration of Independence.
9. The war lasted for seven years after the signing of the Declaration.

Step 1
Lead-up to the Declaration of Independence – paying taxes / separate from England
Writing of the Declaration of Independence – they wanted independence / certain
basic rights
Signing of the Declaration of Independence – on July 4, 1776 / the day of its
signing
Step 2
In 1775, the American colonists were tired of paying taxes to the King of England.
In fact, they wanted to separate from England. Leaders from the colonies gathered
and made a list of reasons why they wanted independence. They argued that all
people have certain basic rights. They showed how the king denied colonists
those rights. The Declaration was signed on July 4, 1776. It gave the colonists
something to be proud of, and helped them win the war against Britain. So every
year since 1776, Americans have celebrated the day of its signing.
Vocabulary Test
1. a 2. c 3. d 4. d 5. c 6. a 7. a 8. b
9. b 10. figure 11. government 12. spirit

Lesson 7 |
Part A
The Lightning Rod
1. government 2. defeat
3. tax 4. draft
5. argument 6. separate
7. declaration 8. celebrate
9. strength 10. right
11. figure 12. spirit
13. instead 14. statement
15. deny
Objectives
Part B
(A) To answer 1. Students will learn about how the lightning rod was invented.
(B) their 2. Students will understand the meanings of new words and be able to use them in
(C) why
sentences.
Part C 3. Students will practice reading comprehension skills – identifying the main idea and
(D) supporting details, making inferences, and using context to understand vocabulary.
Part D
(a) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
howl, frightened, figure out, notice, design, string, approach, protect, place, connect,
wire, bury, path, strike, brilliant
LESSON GUIDE
Before Reading

• What is a lightning rod?
During Reading
• How is a lightning rod useful?
• Do thunderstorms and lightning frighten you? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Verb or Noun? 4) Whenever a keyword or phrase is read, have the students underline it. If time
Tell the students that you are going to start reading the keywords out loud. Ask permits, ask one or more students for a quick summary of the word’s definition.
them to look up at the ceiling if the word you read is a noun, and down at their desk
if the word is a verb. If the word you read isn’t a noun or a verb, tell them to look 5) After each paragraph is read, ask the students what its main idea is and then direct
straight ahead. them to the Paragraph Summary below the passage. Have them fill in the sentence

reference.
Extra Idea (optional): That’s not Right!
Read the passage to the students while they follow along in their books. Make
some small mistakes while you are reading (ex. missing words, incorrect
pronunciation, extra words, etc.) and have the students correct you.
correct choice is the answer after the students have identified it. Explain what main Additional Writing and Speaking (optional)
Writing
front of the class.
5) Summary

Speaking ANSWER KEY: STUDENT BOOK
Write each keyword from the unit on a piece of paper and put it in a bowl or hat.
Before You Read
Have each student draw out a keyword and use it in a sentence aloud. Encourage Discussion
the students to use different sentence forms like declarative, imperative, (Sample Answer) It can cause clothing to catch fire or even stop the heart.
Vocabulary
interrogative, and exclamatory sentences. For vocabulary words that are verbs, ask
1. c 2. e 3. b 4. d 5. a
the students to change their sentences into the past, present, and future tenses.
Paragraph Summary
1. lightning / evil 2. electricity / lightning rod
3. ground / hitting 4. happy / useful
Connect to Yourself
(Sample Answer) It would be good to put lightning rods on top of the tallest
buildings in a city.
1. c 2. a 3. b 4. a 5. c 6. b
7. He noticed that lightning acted like electricity.
8. It ends at a piece of metal buried underground, away from the house.
9. He hoped that his inventions would be useful to others.

Step 1
The Key Experiment – acted like electricity / tying a key to a kite / lightning was
electricity
The Lightning Rod – a metal rod / a safe path to the ground / find Franklin’s
invention useful
Step 2
Before Franklin began studying lightning, people did not understand it, and they
were afraid of it. Franklin thought that lightning acted like electricity. He tested
his idea by tying a key to a kite and flying it in bad weather. The key experiment
produced sparks, showing that lightning was electricity. It gave Franklin the
information he needed to develop the lightning rod. This invention was a metal
rod with a wire connected to it. It could protect buildings by giving lightning a safe
path to the ground. Even today, people still find Franklin’s invention useful.
Vocabulary Test
1. b 2. d 3. d 4. c 5. d 6. a 7. b 8. a
9. c 10. path 11. struck 12. wire

Lesson 8 |
Part A
Franklin’s Virtues
1. place 2. bury
3. frightened 4. design
5. path 6. protect
7. strike 8. string
9. connect 10. howl
11. figure out 12. brilliant
13. notice 14. approach
15. wire
Objectives
Part B
(A) frightening 1. Students will learn about Benjamin Franklin’s attempts to live by his own virtues.
(B) damaged 2. Students will understand the meanings of new words and be able to use them in
(C) to figure
sentences.
(E) supporting details, making inferences, and using context to understand vocabulary.
Part D
(B) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
emphasize, self-discipline, admire, attempt, regard, moral, contributing, principle,
virtue, restraint, excess, order, determination, set out, promote
LESSON GUIDE
Before Reading

• What is a virtue?
During Reading
• What is the best virtue for people to have?
• Should everyone practice a virtue every week? Why or why not?
a passage are:
reader.
Extra Idea for Vocabulary Practice (optional): Missing Words 4) Whenever a keyword or phrase is read, have the students underline it. If time
Prepare sample sentences containing the unit’s keywords and write them on slips permits, ask one or more students for a quick summary of the word’s definition.
of paper with the actual keywords blanked out. Put all the slips of paper in a hat or
bowl. Have each student come up to the front and pull out one piece of paper. Tell 5) After each paragraph is read, ask the students what its main idea is and then direct
them to read the sentence out loud and guess what the correct word for the blank them to the Paragraph Summary below the passage. Have them fill in the sentence
is. summarizing that paragraph and quickly discuss why it is the paragraph’s most

reference.
Extra Activity (optional)
Encourage better summary skills by doing reading summary exercises. Have the
students read a passage, either to themselves or aloud in a group. They should
then write up summaries for what they read and tell them to you. Emphasize that
the summaries should include all of the main points of the passage as well as any
details they understood. However, the summaries should not copy the passage word
for word. For advanced students, ask them to do the summaries without a copy of
the passage in front of them.
Explain how graphic organizers help show information from reading passages in Additional Writing and Speaking (optional)
Writing
5) Summary
front of the class.

Speaking
Declare a mini-debate topic (ex. Justice is the best virtue a person could have). Chapter 2 REVIEW CLASS LESSON GUIDE
Divide the class into pairs and have one student argue for the topic and one
student argue against it in each pair. Guide the students in the mini-debate by
asking what the advantages of justice are and whether any other virtues have better
advantages.
Objectives
1. Students will review the information from each lesson using the concept map.
project worksheet on it.
3. Students will practice the keywords that they have learned in this chapter.
LESSON GUIDE
Chapter 2 Wrap-up
chapter’s topic (“Benjamin Franklin”).
2) The idea of the concept map is to solidify all the information that the students have

CHAPTER 2 WRAP-UP ANSWER KEY
and have them briefly discuss what they learned from this chapter to connect each
lesson’s ideas to the overall topic. Chapter 2 Concept Map Sample Responses

7 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
2) The purpose of these project worksheets is to encourage the students to creatively

make or do something related to the chapter topic. For Chapter 2, the end result
will be a list from each student about their virtues and why they value them. Have
the students follow the steps on the worksheet to work their way up to the finished
3) After the students have finished their projects, have them briefly present their
Other Ideas and Activities


speaking activities suggested in each lesson and pick out one or two for the class will vary by student

Discussion 1. self-discipline 2. regard
(Sample Answer) I think he might have tried to have patience with people. 3. principle 4. determination
Vocabulary 5. set out 6. excess
1. b 2. a 3. e 4. c 5. d 7. contributing 8. emphasize
9. admire 10. moral
Paragraph Summary 11. order 12. restraint
1. success 2. virtues / self-discipline 13. attempt 14. promote
3. schedule / week 4. standards / attempts 15. virtue

(Sample Answer) I would put the virtue of thinking about others’ feelings on my (A) is regarded
list. I would also add the virtue of helping other people. (B) amazing
(C) were
1. c 2. d 3. d 4. a 5. a 6. d Part C
7. He thought everything should have its own time and place. (D)
8. They were generally related to personal development and self-discipline in all
matters. Part D
9. They show us that everyone has room for betterment. (b)

Step 1
Examples – food and drink / something useful to say / its own time and place /
complete something
Practicing Them – graded himself / got better with practice
Step 2
We know from Franklin’s autobiography that he was guided by certain moral
values. The principles of restraint, silence, order, and determination were at the
top of his list. He avoided having too much food and drink. He spoke only when
he had something useful to say. He thought everything should have its own time
and place. Also, he did his best to complete something once he started it. Every
week, Franklin practiced one virtue and graded himself. His grades were low at
first, but they got better with practice. His attempts at self-betterment are a good
example for all of us.
Vocabulary Test
1. d 2. c 3. a 4. a 5. d 6. b 7. d 8. c
9. a 10. regarded 11. attempts 12. self-discipline

Chapter 3
• What is a camera obscura?

Lesson 9 |
Camera Obscura • What did cameras look like a couple centuries ago?
• Would you like to take pictures with a camera obscura? Why or why not?
1. Students will learn about the development of the camera obscura.

Key Words
reference, term, blurry, dim, upside-down, astronomer, eclipse, improvement,
practical, replace, lifelike, reproduce, inspire, transfer, available
Extra Idea for Vocabulary Practice (optional): Word Associations

Write one word from the unit’s keywords on the board. Ask the students to think
LESSON GUIDE of other words or phrases associated with it. For example, if one of the words was
“habitat,” you could ask the students, “What comes to mind when you read the
Before Reading
word ‘habitat’?” The students can call out (or write on the board) things like “home,”
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the “natural,” “man-made,” “artificial,” “forest,” “land,” “sea,” etc. Continue the activity
Think BIG question, and the Lesson 9 question (other lesson questions are also until all the keywords have been used.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Divide the students into two teams and give them time to look through the reading
the ones in Before You Read. It is up to the teacher on when to go over these extra passage for comprehension questions to ask the other team. The teams will
vocabulary words. Some possible places are: right after matching up the words alternate asking and answering questions, and each team should designate which
in the Before You Read section, as they come up in the reading passage, or right student from their team will answer the next question before it is read. Each
before the Vocabulary Test itself. This has been left intentionally open ended to student gets to ask ONE question and answer ONE question to ensure that every
allow the teachers some flexibility in their class plans. student gets to participate. Give points for questions that are answered correctly
and questions that are phrased properly.
Select several students from the class to read different paragraphs from the
passage. Once they've read the passage to the group, have the other students try
to summarize the events by drawing or writing the key points. The students who
read the paragraphs must answer questions about the story and help the other
students as they draw or write.

Writing
front of the class.

Discussion 1. term 2. improvement
(Sample Answer) I usually use my smartphone to take pictures because it’s 3. reproduce 4. eclipse
convenient. 5. blurry 6. inspire
Vocabulary 7. transfer 8. upside-down
1. b 2. a 3. c 4. e 5. d 9. reference 10. astronomer
11. lifelike 12. available
Paragraph Summary 13. replace 14. dim
1. obscura / chamber 2. light / hole 15. practical
3. Improvements / lens 4. Film / digital
Part B
Connect to Yourself (A) allowing
(Sample Answer) Glasses are another use of lenses. They make images sharper, (B) Compared
which helps people to see better. (C) because

1. a 2. d 3. c 4. d 5. b 6. a (B)
7. It made images sharper and brighter.
8. They laid paper beneath the image and drew over the scene. Part D
9. It was developed when people discovered a way to transfer images onto film. (C)

Step 1
The Early Camera Obscura – a dark room with a tiny hole / produced an image /
bright but blurry
The Camera Obscura After the 16th Century – brightened images / the right way
Film and Digital Cameras – transfer images onto film / the evolution of
photography
Step 2
The early camera obscura, which meant “dark chamber,” consisted of a dark
room with a tiny hole to let in light. Light entering through the hole produced an
image inside the room. It was not a perfect image, however. The images were
either sharp but dim or bright but blurry. After the 16th century, improvements
were made to the camera obscura. A glass lens sharpened and brightened
images. A mirror flipped images the right way. The film camera was created when
people developed a process to transfer images onto film. The digital camera was
the next step in the evolution of photography.
Vocabulary Test
1. b 2. a 3. d 4. b 5. a 6. d 7. d 8. a
9. c 10. available 11. astronomer 12. reference

• What are some things that make pictures look bad?
Lesson 10 |
Red-eye Effect • How do you avoid the red-eye effect in your pictures?
• Why is light important when you take pictures?
1. Students will learn about what makes our eyes look red in photographs.
Key Words
glow, normal, contract, pupil, react, reflect, layer, blood vessel, appear, susceptible,
likely, reduce, subject, detect, shrink
Extra Idea for Vocabulary Practice (optional): Act it Out

Prepare small pieces of paper with the unit’s keywords on them. Put the pieces of
LESSON GUIDE paper in a bowl or hat. Ask a student to pull out a piece of paper and mime the
Before Reading keyword for the other students to guess. Tell them that they are only allowed to use
actions to demonstrate the keyword (no talking). Whichever student guesses the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the phrase correctly gets to be the next actor.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Give the students several minutes to design their own camera. Encourage them
the ones in Before You Read. It is up to the teacher on when to go over these extra to use the concepts explained in the passage to make their cameras creative and
vocabulary words. Some possible places are: right after matching up the words useful. When they are finished, have the students present their camera ideas to the
in the Before You Read section, as they come up in the reading passage, or right rest of the class. Encourage the other students to ask questions and comment on
before the Vocabulary Test itself. This has been left intentionally open ended to each presenter.

Play bingo using blank bingo cards that can be filled in with this and previous units’
keywords. Hold up the meaning of the words for students to find on their cards. For
intermediate and advanced students, simply tell them the definition and let them
find the corresponding word on the card.

Writing
front of the class.

Discussion 1. detect 2. appear
(Sample Answer) Yes, I do. We took a family photo at the Grand Canyon, but 3. pupil 4. layer
everyone’s eyes are red in the picture. 5. glow 6. subject
Vocabulary 7. susceptible 8. blood vessel
1. c 2. a 3. b 4. e 5. d 9. react 10. reduce
11. normal 12. likely
Paragraph Summary 13. reflect 14. contract/shrink
1. eyes / photographs 2. pupil / light
3. front / pupils 4. subject / reduction Part B
(A) taken
Connect to Yourself (B) to react
(Sample Answer) I would want to add a function that could create 3-D photos. (C) that

1. b 2. a 3. a 4. d 5. c 6. c (E)
7. It does not have enough time to react.
8. Because of all the blood vessels in the retina, the light that it reflects is red. Part D
9. The further the camera is from the retina, the less reflected light it will detect. (c)

Step 1
Causes – when a flash goes off / stays wide open / reflects off the retina /
experience the red-eye effect
To Reduce the Red-eye Effect – in front of the flash / from the subjects / the red-
eye reduction setting
Step 2
The red-eye effect is caused by the use of a flash when taking a photo. The iris
does not have time to react when a flash goes off, so the pupil stays wide open
during the photo. Light reflects off the retina and back to the camera. Since it
contains many blood vessels, the light the retina reflects is red. Larger pupils
are more likely to experience the red-eye effect than smaller pupils. To reduce
the red-eye effect, do not stand directly in front of the flash. You can also move
the flash further away from the subject, and use the red-eye reduction setting on
the camera.
Vocabulary Test
1. d 2. a 3. b 4. d 5. b 6. a 7. a 8. b
9. d 10. glowed 11. likely 12. layer

Lesson 11 |
Ansel Adams’ questions may also be asked of individual students or given to pairs to discuss:
• Have you heard of Ansel Adams?
Photography • Would you like to become a nature photographer? Why or why not?
• Why is it good to take pictures of landscapes?
1. Students will learn about Ansel Adams’ life as a photographer.

2. Students will understand the meanings of new words and be able to use them in
sentences.
supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
thunder, cliff, mist, roar, remind, landscape, destroy, preservation, policy, wilderness,
eventually, realize, critic, suffering, generation
Extra Idea for Vocabulary Practice (optional): Whispering Game

Divide the class into two teams and have each team form a line. If there are an
LESSON GUIDE odd number of students, one student can be the teacher’s “helper.” Whisper the
meaning of one of the unit’s keywords into the ear of the first student in line for
Before Reading
each team. On your signal, have the students whisper the message down the line
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the until it gets to the last student for each team. Those students must then write the
Think BIG question, and the Lesson 11 question (other lesson questions are also correct word on the blackboard. Whoever writes the correct word first wins a point
an option). Brainstorm answers to these questions all together. Any response is for their team. Continue the game until all the words have been used.

reference.

This vocabulary test covers all of the keywords in the objectives box above, not just Play a picture guessing game with the students. Ask one student to come to the
the ones in Before You Read. It is up to the teacher on when to go over these extra board and draw a picture associated with a keyword from the unit. Have the class
vocabulary words. Some possible places are: right after matching up the words guess what the word is. The person that correctly guesses the word must use it in
in the Before You Read section, as they come up in the reading passage, or right a sentence. Continue until all the keywords have been used.

Gather the class together to play "Wheel of Detail." Using a Bristol board and
colored markers, make a "Wheel of Fortune"-type game wheel. Insert a pin
or straightened paper clip through the center of the wheel, and glue or tape a
cardboard arrow to it. On the wheel, write a detail question from the reading
passage and cover it with a piece of paper. Divide the students into two teams and
have a representative from each come up to the front. After spinning the wheel, a
question is uncovered, and the students compete to see who can answer it first.
Continue until all the questions on the wheel have been answered.

Writing
front of the class.

Discussion 1. critic 2. generation
(Sample Answer) He is taking a picture. I think he is a professional photographer. 3. remind 4. mist
Vocabulary 5. landscape 6. suffering
1. a 2. d 3. e 4. c 5. b 7. destroy 8. preservation
9. cliff 10. realize
Paragraph Summary 11. eventually 12. policy
1. photographer 2. 1916 / Yosemite National Park 13. thunder 14. roar
3. importance / policy 4. changed / art 15. wilderness
5. nature / suffering
Part B
Connect to Yourself (A) more
(Sample Answer) The most beautiful natural environment I’ve ever seen was (B) taken
Iguazu Falls in Brazil. Its beauty was powerful. (C) must have inspired

1. d 2. a 3. d 4. d 5. b 6. c (D)
7. It was being destroyed to make room for roads, farms, and growing cities.
8. He said not everybody trusted paintings, but that people believed photographs. Part D
9. It changed how Americans saw nature. People realized that nature was a form (D)
of art, which was something to protect and care for.

Step 1
The Inspiration - a trip to Yosemite National Park / the destruction of natural
places / preserving the wilderness
The Effect – a wilderness area / a form of art / protect and care for nature /
save the wilderness
Step 2
A trip to Yosemite National Park when he was young inspired Adams throughout
his career. Adams was worried about the destruction of natural places around
him and believed in preserving the wilderness. On a trip to Washington in 1936,
he gained support for a wilderness area in California. Adams’ photography
showed Americans that nature was a form of art. Critics thought there was more
to do than save nature, but Adams knew his work was important. Adams’ art
inspired people to protect and care for nature. In this way, Adams helped save
the wilderness for future generations.
Vocabulary Test
1. a 2. c 3. b 4. d 5. b 6. d 7. a 8. c
9. b 10. cliff 11. roared 12. generation

Lesson 12 |
Photo Manipulation • Do you know how to change photos on the computer?
• Why do people sometimes change photos?
• Is changing photos good or bad (or both)? Explain your opinion.
Objectives comprehension questions about the passage. Explain that this information will be
1. Students will learn about how photo manipulation has been done throughout helpful to them in understanding the main reading passage.
history.
Key Words
manipulation, public, enemy, essentially, assassinate, represent, late, portrait,
politically, opposite, achievement, identify, intent, critically, otherwise
Extra Activity for Vocabulary Practice (optional)

Prepare some small cards with the keywords from the unit and other small cards
LESSON GUIDE with their meanings in advance. Put all the cards in a small bowl or hat and have
Before Reading each student choose a card. The object of the activity is for the students to match
the keywords with their meanings. You can either have the students match the
1) Have the students turn to the title page of Chapter 3 and read the chapter title, the cards where they are already sitting or place the students who get words on one
Think BIG question, and the Lesson 12 question (other lesson questions are also side of the room and the students who get meanings on the other side. Prizes and
an option). Brainstorm answers to these questions all together. Any response is penalties can be given to the first and last pairs to finish.

reference.

6) Vocabulary Test Speaking: Student Interviews
This vocabulary test covers all of the keywords in the objectives box above, not just Choose a topic from the passage that you feel will interest the students. Ask them
the ones in Before You Read. It is up to the teacher on when to go over these extra to write five or more questions about this topic or come up with the questions
vocabulary words. Some possible places are: right after matching up the words in small groups. Once they have finished the questions, they should interview at
in the Before You Read section, as they come up in the reading passage, or right least two other students in the class and take notes on their answers. When the
before the Vocabulary Test itself. This has been left intentionally open ended to students have finished the activity, ask them to summarize what they found out
allow the teachers some flexibility in their class plans. from the students they interviewed.

Choosing titles from a list of possibilities can show whether the students have
understood the overall theme of the text. The titles should be worded in such a way
as to make the students think about the overall meaning of the reading passage.
Some of the incorrect titles could focus only on one paragraph or specific details.
When the correct title has been chosen, explain why none of the other titles were
correct.

Writing
front of the class.

lesson’s ideas to the overall topic.
Chapter 3 REVIEW CLASS LESSON GUIDE

Objectives 7 Project Worksheet”). Make enough copies so that each student has their own
worksheet.
make or do something related to the chapter topic. For Chapter 3, the end result will
be a manipulated picture by each student and a short paragraph explaining it. Have
the students follow the steps on the worksheet to work their way up to the finished
LESSON GUIDE
Chapter 3 Wrap-up worksheets to the rest of the class. This helps the students practice their spoken
1) Have the students turn to the Chapter 3 Wrap-up on p. 89. Remind them of the English and encourages them to share their creative ideas more freely.
chapter’s topic (“Photography”).
learned in whatever way the teacher prefers. One recommended way is to have the 1) Any time left over in this review class may be used at the teacher’s discretion. One
students brainstorm either individually or in pairs and write down any and all ideas recommendation is to complete any lesson comprehension questions, vocabulary
that they remember from each lesson. Another way is to divide the class into four review, or workbook homework that the students have not finished already.
Your job is to facilitate the conversation in each group and answer any questions 2) If the students have finished all their work, look through the “Extra Idea” and
that come up. As each group or pair presents the ideas from their lesson, write speaking activities suggested in each lesson and pick out one or two for the class
them on the board for more effect. Also, encourage the students to use as many to do. These are useful since they are fairly easy but still help the students practice
keywords as possible when they write or speak. their keywords, reading, and passage comprehension.

CHAPTER 3 WRAP-UP ANSWER KEY ANSWER KEY: STUDENT BOOK
Before You Read
Chapter 3 Concept Map Sample Responses Discussion
(Sample Answer) Yes, I think someone took one photo of the tree and used a
computer to make it look like the pictures were taken in different seasons.
Vocabulary
1. d 2. b 3. e 4. c 5. a
Paragraph Summary
1. manipulation / photograph 2. enemies / records
3. [John] Calhoun / portrait 4. common / images
Connect to Yourself
(Sample Answer) I think people sometimes use photo manipulation to create a
unique photo which looks like an art piece.
1. d 2. c 3. a 4. b 5. d 6. c
7. He had them killed and removed from all records and photographs.
8. They wanted to print a photo that showed Lincoln’s leadership and strength.
9. They should question the intent of the people making them.

Step 1
Stalin – seeing certain images / people he had killed / historical records
Lincoln – the late President Lincoln / a photo of Calhoun / political viewpoints
Photo Manipulation Today – because of technology / manipulated by photos
Step 2
Photo manipulation has been used throughout history to tell lies. During the
Soviet era, Joseph Stalin used photo manipulation to keep the public from seeing
certain images. The images he wanted to hide were of people he had killed. He
erased his enemies from historical records. Photo manipulation was used in a
different way after Lincoln’s assassination. Newspaper publishers wanted a heroic
portrait of the late President Lincoln. They used a photo of Calhoun for Lincoln’s
body. Ironically, Calhoun and Lincoln had opposite political viewpoints. Today,
technology makes photo manipulation easier. People should think critically in
Chapter 3 Project Worksheet order not to be manipulated by photos.
will vary by student Vocabulary Test

1. d 2. b 3. d 4. c 5. c 6. b 7. a 8. b
9. d 10. public 11. achievement 12. essentially

Chapter 4

Lesson 13 |
Part A
Different Kinds of
Stars
1. manipulation 2. opposite
3. essentially 4. late
5. intent 6. portrait
7. otherwise 8. critically
9. identify 10. politically
11. enemy 12. public
13. represent 14. assassinate
15. achievement
Part B
(A) have
(B) is called
Objectives
(C) easily
1. Students will learn about the three types of stars.
(B)
sentences.
(b) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
sphere, gravity, extreme, compress, core, fusion, release, maintain, constant,
surround, expand, to begin with, dense, massive, explosion
LESSON GUIDE
Before Reading

desirable, so do not limit the students in their answers. Some of the following guide team made. Then switch representatives and continue until all the cards have been
questions may also be asked of individual students or given to pairs to discuss: used.
• Do you know any different types of stars?
• Do you like learning about stars? Why or why not?
• Why is it important to know about space and what’s in it?
During Reading
a passage are:
reader.
This is a speed game. Prepare small cards with keywords and related words
in advance. Divide the class into two teams and have each team choose a
representative. Each team is given a turn; when it is Team A’s turn, show the card
to Team A’s representative without letting any of the other students see it. The
representative is given a time limit to describe each thing on the card using only
English. However, he or she cannot say the words on the cards. After the time has
expired, each team is awarded points according to how many correct guesses their

5) After each paragraph is read, ask the students what its main idea is and then direct 4) Graphic Organizer
them to the Paragraph Summary below the passage. Have them fill in the sentence Explain how graphic organizers help show information from reading passages in
summarizing that paragraph and quickly discuss why it is the paragraph’s most a logical way. Put this unit’s graphic organizer on the board and go through it as
important information. If necessary, write the summary on the board as well and/ a class so the students can process the flow of information better. Check the
or explain why it is the best summary. Writing it on the board is useful since you students’ answers before you move on.
will have a complete summary on the board for easy reference by the end of the
passage. 5) Summary

reference.
Have the students scan the reading passage for particular facts. Tell the students
that you are only interested in them finding this particular information quickly. A
more intensive reading of the text for harder analysis can take place after, if you
wish.

ANSWER KEY: STUDENT BOOK
Before You Read
Writing Discussion
Have the students answer the Connect to Yourself question either on spare paper (Sample Answer) I think there are three different kinds of stars.
or in the blank Memo section in the back of the workbook. Encourage them to write Vocabulary
1. c 2. a 3. e 4. d 5. b
experience. Then edit their responses and have the students present them at the Paragraph Summary
1. similar / giants 2. gravity / outward
front of the class.
3. fusion / burn 4. neutron / large
5. variety
Speaking: Storytelling & Memory Game
Connect to Yourself
Have the students sit in a circle. Ask one student to start a story with a sentence (Sample Answer) Gravity keeps me from floating away into space.
that has one of the unit’s keywords. For example, if “empty” is a keyword, the
sentence could be, "Once there was a boy with an empty box." The next student
1. a 2. d 3. c 4. b 5. d 6. b
will continue the story with another keyword sentence, and so on until every student 7. Stars are mainly made of hydrogen and helium gas.
has participated or every keyword has been used. For advanced students, have 8. Fusion stops, gravity takes over again, and the core gets so hot that the gas
shell surrounding it starts to burn.
them repeat the previous sentences before adding their own. Any student who
9. They simply become small and dense.
forgets a line will go out of the game. In this way, the students will build a story
while remembering and repeating the previous sentences. Graphic Organizer & Summary
Step 1
Dwarf Stars – the smallest type of star / a constant size
Giant Stars – gravity takes over again / the gas shell burns and expands
Neutron Stars – dead stars / after a supernova
Step 2
There are a lot of stars in the sky. All of them are generally similar, but they can
be divided into three categories: dwarfs, giants, and neutron stars. Dwarfs are
the smallest type of star. In dwarf stars, the forces of fusion and gravity are in
balance, and the star maintains a constant size. When fusion stops in a giant
star, gravity takes over again. The core heats up, and the gas shell burns and
expands. Neutron stars are dead stars that form from very large stars. A neutron
star is the core that is left over after a supernova.
Vocabulary Test
1. b 2. c 3. b 4. d 5. a 6. b 7. a 8. d
9. c 10. gravity 11. maintain 12. explosion

Lesson 14 |
Part A
Van Gogh and Stars
1. massive 2. compress
3. dense 4. release
5. core 6. constant
7. sphere 8. maintain
9. to begin with 10. gravity
11. fusion 12. expand
13. extreme 14. explosion
15. surround
Objectives
Part B
(A) mostly 1. Students will learn about van Gogh’s paintings that feature stars.
(B) makes 2. Students will understand the meanings of new words and be able to use them in
(C) called
sentences.
(B) supporting details, making inferences, and using context to understand vocabulary.
Part D
(B) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
feature, backdrop, signature, access, imagination, horizon, distant, glitter,
observation, swirling, unsteady, breakdown, perceive, indeed, delight
LESSON GUIDE
Before Reading

• Do you think stars are a good subject to paint? Why or why not?
During Reading
• If you were a painter, what would you paint? Why?
• Is it better to paint realistically or abstractly? Explain your opinion.
a passage are:
reader.

Assign each student a keyword. Have each student write their word and its meaning
on separate pieces of paper. Mix up the pieces of paper and turn them upside
down on a desk or the floor. Have the students take turns turning over two pieces of
paper at a time. If the pieces of paper are a keyword and its matching meaning, the
student that picked them gets to keep them and try again. If they do not match, the
student turns them back over in the same spot and the next student takes a turn.
Continue the game until all the pieces of paper have been matched up. The student
with the most pairs is the winner.

reference.
Putting sentences in chronological order is a good exercise for students. Prepare
by writing a summary of the given material. Then cut and paste the sentences in a
random order. Put a blank at the beginning of each sentence. Individual students or
pairs can place the sentences in chronological order by writing sequential numbers
in the blanks. The first group with the correctly numbered sequence is the winner.
Writing
front of the class.
5) Summary

Have the students quickly draw their own night sky or landscape picture. Encourage
Before You Read
them to be detailed and creative. Then have each student present their drawings to Discussion
the class and describe or explain them in their own words. (Sample Answer) Yes, my favorite van Gogh painting is The Starry Night. I think it
looks really beautiful.
Vocabulary
1. e 2. b 3. c 4. a 5. d
Paragraph Summary
1. paintings 2. starry / signature
3. outside / river 4. quality / mental
5. century
Connect to Yourself
(Sample Answer) I am inspired by stormy days. When the sky is very dark, it gives
everything an unusual color.
1. d 2. b 3. a 4. b 5. c 6. d
7. It helped him access the world of spirits and dreams that inspired his
imagination.
8. Some consider them a reflection of van Gogh’s unstable mental state at the
time.
9. He attempted to express the mystery and strangeness he perceived around
him.

Step 1
Café Terrace at Night – his first starry backdrop / on a street in Arles
Starry Night Over the Rhone – the lights of Arles / the color and sparkle
The Starry Night – van Gogh’s mental state / the strangeness he saw
Step 2
Stars are common in some of van Gogh’s signature paintings. Van Gogh included
his first starry backdrop in Café Terrace at Night, which he painted outdoors at
night on a street in Arles. For Starry Night Over the Rhone, van Gogh went to the
river at night and observed the lights of Arles reflecting off the water. He worked
outside to catch the color and sparkle of the nighttime world. The Starry Night has
a dreamy quality that might reflect van Gogh’s mental state when he painted it. In
it, van Gogh tried to show the strangeness he saw in the world.
Vocabulary Test
1. d 2. c 3. a 4. d 5. c 6. b 7. c 8. a
9. b 10. swirling 11. observation 12. imagination

Lesson 15 |
Part A
Pentagram
1. imagination 2. distant
3. breakdown 4. access
5. delight 6. indeed
7. horizon 8. observation
9. feature 10. perceive
11. backdrop 12. signature
13. glitter 14. unsteady
15. swirling
Objectives
Part B
(A) What 1. Students will learn about the meanings of the pentagram in various cultures.
(B) signatures 2. Students will understand the meanings of new words and be able to use them in
(C) access
sentences.
(C) supporting details, making inferences, and using context to understand vocabulary.
Part D
(a) 5. Students will make connections between the reading selection and their own
experiences.
Key Words
civilization, stand for, handful, planet, indicate, correspond, element, relationship,
arrangement, mark down, folklore, orientation, significance, associate, subculture
LESSON GUIDE
Before Reading

• Do you have pentagrams in your culture? If so, what are they used for?
During Reading
• Are there any symbols in your culture that have changed their meaning over time?
• What are some other famous symbols around the world?
a passage are:
reader.
Extra Activity for Vocabulary Practice (optional): Board Race

Write all the keywords on the board and make sure the students understand them.
Divide the students into teams and have one person from each team come up to
the board in an allotted space. Have the students at the board write the keyword
or phrase from the definition you state. The first student to write the keyword
or phrase correctly gets a point and then sits back down as their team changes
writers. Continue until all the keywords have been used.

reference.
The teacher chooses a sentence from the passage and reads it aloud. On the count
of three, the students try to find the sentence. The first student to find the sentence
then comes to the front and chooses another sentence for the other students to
find, and so on. You can limit the search to a particular page, depending on the
students’ reading level.
Writing
front of the class.
5) Summary

Select three or four vocabulary or topic categories within the reading passage’s
Before You Read
theme. Put the students into three or four groups and divide the board into Discussion
sections, one for each team. Have a student from each group come to the board (Sample Answer) I think the heart symbol is the most famous symbol in the world.
Vocabulary
as the designated writer. These writers are not allowed to bring any paper up with
1. e 2. d 3. c 4. a 5. b
them. Instead, after you give the students a category, have their team members
shout out ideas for the writer to put on their section of the board. For advanced Paragraph Summary
1. pentagram / meanings 2. Sumer / planets
students, have them say the correct spelling for the writer as well. The team with
3. elements / relationships 4. Europe / magic
the most relevant words on the board at the end of a set time wins. Change writers 5. music
until each student has had a chance to write.
Connect to Yourself
(Sample Answer) I would choose a four-leaf clover because it means good luck,
and I feel like a lucky person.
1. b 2. d 3. c 4. c 5. d 6. a
7. The Sumerians first wrote about the pentagram in records that date back to
3000 B.C.
8. They used the pentagram in reference to the planets. The pentagram’s five
points indicated five planets — Mercury, Venus, Mars, Jupiter, and Saturn.
9. It meant “white” or “good” magic.

Step 1
Sumer/Babylon – used as a character / represent five planets
Ancient China – an element of Wu Xing / a five-lined star
European Folklore – represented good / the opposite – evil
Meaning of the Pentagram Today – a symbol in music subcultures
Step 2
The five-pointed star known as the pentagram has held many meanings. In
the Sumerian writing system, the pentagram was used as a character. The
Babylonians used the pentagram to represent five planets. In ancient China,
each point of the pentagram stood for an element of Wu Xing. The relationships
between all the elements created a five-lined star. With one point facing upward,
the pentagram represented good in European folklore. The reverse symbolized
the opposite–evil. The pentagram is still used today, mainly as a symbol in music
subcultures.
Vocabulary Test
1. b 2. d 3. b 4. a 5. d 6. a 7. d 8. a
9. b 10. planets 11. indicates 12. relationship

Lesson 16 |
Part A
Constellation
Legends: Capricorn
1. indicate 2. orientation
3. handful 4. stand for
5. folklore 6. element
7. associate 8. arrangement
9. correspond 10. subculture
11. relationship 12. planet
13. mark down 14. significance
15. civilization
Part B
(A) to use
(B) that
Objectives
(C) indicated
1. Students will learn about the legend of the Capricorn constellation.
(C)
sentences.
(c) supporting details, making inferences, and using context to understand vocabulary.
experiences.
Key Words
creature, be familiar with, mythology, ruling, revenge, unlikely, spirit, warn, fellow,
recognize, injure, heal, battle, honor, root
LESSON GUIDE
Before Reading

During Reading
• What is a constellation? What is a legend?
• Why do many cultures have legends for their constellations?
• If you could make a constellation in the sky, what would it be?
a passage are:
reader.
Use vocabulary words in complete sentences. For lower level classes, provide fill-
in-the-blank sentences with a word bank. For advanced classes, direct the students
to use vocabulary words in their own sentences to demonstrate the meanings of
the words. Encourage the students to use different sentence forms like declarative,
imperative, interrogative, and exclamatory sentences. For vocabulary words that are
verbs, ask the students to write their sentences using the past, present, and future
tenses.

reference.
The teacher selects a word related to the reading passage from the dictionary that
the students are sure not to know. On slips of paper, the students write what they
think the definition of the word is. The teacher writes the real definition on a slip,
and then mixes up all the slips. After reading and talking about all the definitions,
the students guess which ones they think are correct. Students get a point for
guessing the correct definition and a point for each person who picked the definition
they wrote.
Explain how graphic organizers help show information from reading passages in Additional Writing and Speaking (optional)
Writing
5) Summary
front of the class.

Speaking
Put the students into pairs. Give each pair a starting line, such as "The sky was Chapter 4 REVIEW CLASS LESSON GUIDE
very dark last night." Then have each student take turns adding sentences to the
story. Tell the students that they must use keywords and phrases from the unit. Not
only will the students be entertained by their classmates' creative adventures, but
they will have to use comprehension and vocabulary skills to contribute to the story.
Continue for a set amount of time or until each pair of students has used all the
keywords from the unit.
Objectives
LESSON GUIDE
Chapter 4 Wrap-up
chapter’s topic (“Star”).

CHAPTER 4 WRAP-UP ANSWER KEY
lesson’s ideas to the overall topic. Chapter 4 Concept Map Sample Responses

7 Project Worksheet”). Make enough copies so that each student has their own
worksheet.

make or do something related to the chapter topic. For Chapter 4, the end result will
be a constellation created by each student with its own meaning. Have the students
follow the steps on the worksheet to work their way up to the finished project. Offer
advice and answer questions as needed. For lower levels, you may want to do the
project yourself before class to show the students as an example.


speaking activities suggested in each lesson and pick out one or two for the class will vary by student

Discussion 1. fellow 2. mythology
(Sample Answer) Yes, I do. I have a telescope, so I use it to see different 3. ruling 4. recognize
constellations in the sky on weekends. 5. creature 6. warn
Vocabulary 7. heal 8. spirit
1. a 2. c 3. e 4. d 5. b 9. revenge 10. battle
11. be familiar with 12. honor
Paragraph Summary 13. injure 14. root
1. head / fish 2. Olympians / attack 15. unlikely
3. animals / Typhon 4. Pan / Zodiac
Part B
Connect to Yourself (A) when
(Sample Answer) In my culture, there are many legends about cowboys who lived (B) known
on the frontier. The legends tell about their independence and bravery, but they (C) which
are usually not very truthful stories.
Part C
Reading Comprehension (D)
1. c 2. d 3. d 4. b 5. c 6. b
7. It has the head of a goat and the tail of a fish. Part D
8. He was in the river, so he made his lower half a fish. (C)
9. It can be viewed best early in the evening in September and October.

Step 1
War of the Gods – a war with the Titans / attack the Olympians
Pan the Hero – the first Olympian to see / turn into a goat / half his body a fish
Pan’s Recognition – Pan’s important work / known as Capricorn
Step 2
According to Greek stories, the Olympians once fought a war with the Titans
and beat them. In anger, the Titans created a monster called Typhon to attack
the Olympians. The attack was unsuccessful because of Pan. He was the first
Olympian to see Typhon coming and warned everyone. The Olympians turned
into animals, and Pan started to turn into a goat. But since he was in the river,
he made half his body a fish. After the battle, Zeus recognized Pan’s important
work. He made a portrait of Pan in the stars. The goat-fish constellation is now
known as Capricorn.
Vocabulary Test
1. d 2. c 3. a 4. d 5. a 6. a 7. b 8. a
9. d 10. mythology 11. recognized 12. heal

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How did people traditionally produce sugar?

How did people traditionally produce sugar?

What steps are outlined for teaching a reading lesson?

What steps are outlined for teaching a reading lesson?

S U B J E C T

Curriculum Integration Reading Program

2 Subject Link L7 • Teacher’s Guide 3

• How did people produce sugar in the past?

1. Students will learn about the history of sugar.

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optional): Quiz Show

4 Subject Link L7 • Teacher’s Guide 5

6 Subject Link L7 • Teacher’s Guide 7

Extra Idea (optional): Word Scavenger Hunt

Additional Writing and Speaking (optional)

8 Subject Link L7 • Teacher’s Guide 9

Connect to Yourself Part B

Reading Comprehension Part C

Graphic Organizer & Summary

10 Subject Link L7 • Teacher’s Guide 11

1. Students will learn about the process of making candy.

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optional): Time is Ticking

12 Subject Link L7 • Teacher’s Guide 13

14 Subject Link L7 • Teacher’s Guide 15

Additional Writing and Speaking (optional)

16 Subject Link L7 • Teacher’s Guide 17

Graphic Organizer & Summary

18 Subject Link L7 • Teacher’s Guide 19

sentences. students to discuss it either in pairs or as a class.

Extra Idea for Vocabulary Practice (optional): Guess the Word

20 Subject Link L7 • Teacher’s Guide 21

22 Subject Link L7 • Teacher’s Guide 23

Extra Idea (optional): Reading Orchestra

Additional Writing and Speaking (optional)

24 Subject Link L7 • Teacher’s Guide 25

Connect to Yourself Part B

Graphic Organizer & Summary

26 Subject Link L7 • Teacher’s Guide 27

Sweetness • Do you have a pet cat?

Extra Idea for Vocabulary Practice (optional): Scramble for Words

28 Subject Link L7 • Teacher’s Guide 29

30 Subject Link L7 • Teacher’s Guide 31

Extra Idea (optional): Forward and Backward

32 Subject Link L7 • Teacher’s Guide 33

Chapter 1 Project Worksheet

34 Subject Link L7 • Teacher’s Guide 35

Graphic Organizer & Summary

36 Subject Link L7 • Teacher’s Guide 37

ANSWER KEY: Workbook

38 Subject Link L7 • Teacher’s Guide 39

40 Subject Link L7 • Teacher’s Guide 41

4) Graphic Organizer Additional Writing and Speaking (optional)

42 Subject Link L7 • Teacher’s Guide 43

Graphic Organizer & Summary

44 Subject Link L7 • Teacher’s Guide 45

46 Subject Link L7 • Teacher’s Guide 47

48 Subject Link L7 • Teacher’s Guide 49