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© Houghton Mifflin Harcourt Publishing Company Program Consultants: Kylene Beers Martha Hougen Tyrone C. Howard Elena Izquierdo Carol Jago Weston Kieschnick Erik Palmer Robert E. Probst GRADE 8 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Lester Laminack; (tr) ©Danny Moloshok/HMH; (bl) ©Abigail Bobo/HMH; (br) ©Andres Leighton/HMH Program Consultants Kylene Beers Nationally known lecturer and author on reading and literacy; coauthor with Robert Probst of Disrupting Thinking, Notice & Note: Strategies for Close Reading, and Reading Nonfiction; former president of the National Council of Teachers of English. Dr. Beers is the author of When Kids Can’t Read: What Teachers Can Do and coeditor of Adolescent Literacy: Turning Promise into Practice, as well as articles in the Journal of Adolescent and Adult Literacy. Former editor of Voices from the Middle, she is the 2001 recipient of NCTE’s Richard W. Halle Award, given for outstanding contributions to middle school literacy. Martha Hougen National consultant, presenter, researcher, and author. Areas of expertise include differentiating instruction for students with learning difficulties, including those with learning disabilities and dyslexia; and teacher and leader preparation improvement. Dr. Hougen has taught at the middle school through graduate levels. Dr. Hougen has supported Educator Preparation Program reforms while working at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin and at the CEEDAR Center, University of Florida. Tyrone C. Howard Veteran teacher, author, and professor in the Graduate School of Education and Information Studies at UCLA. Dr. Howard is the inaugural director of the UCLA Pritzker Center for Strengthening Children and Families, a campus-wide consortium examining academic, mental health, and social and emotional experiences and challenges for the most vulnerable youth populations. Dr. Howard has published over 75 peer-reviewed journal articles and several bestselling books, including Why Race & Culture Matters in Schools and Black Male(d): Peril and Promise in the Education of African American Males. He is considered one of the premier experts on educational equity and access in the country. Elena Izquierdo Nationally recognized teacher educator and advocate for English language learners. Dr. Izquierdo is a linguist by training, with a Ph.D. in Applied Linguistics and Bilingual Education from Georgetown University. She has served on various state and national boards working to close the achievement gaps for bilingual students and English language learners. Dr. Izquierdo is a member of the Hispanic Leadership Council, which supports Hispanic students and educators at both the state and federal levels. FM4 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
New School Innovation = Blended Learning That Works and coauthor of The Learning Transformation: A Guide to Blended Learning for Administrators. Erik Palmer Veteran teacher and education consultant based in Denver, Colorado. Author of Well Spoken: Teaching Speaking to All Students and Digitally Speaking: How to Improve Student Presentations. His areas of focus include improving oral communication, promoting technology in classroom presentations, and updating instruction through the use of digital tools. He holds a bachelor’s degree from Oberlin College and a master’s degree in curriculum and instruction from the University of Colorado. Robert E. Probst Nationally respected authority on the teaching of literature; Professor Emeritus of English Education at Georgia State University. Dr. Probst’s publications include numerous articles in English Journal and Voices from the Middle, as well as professional texts including (as coeditor) Adolescent Literacy: Turning Promise into Practice and (as coauthor with Kylene Beers) Disrupting Thinking, Notice & Note: Strategies for Close Reading, and Reading Nonfiction. He has served NCTE in various leadership roles, including the Conference on English Leadership Board of Directors, the Commission on Reading, and column editor of the NCTE journal Voices from the Middle. Program Consultants FM5 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
UNIT • Analyze plot • Identify central idea and details • Analyze organization • Analyze irony • Analyze claim and evidence • Analyze graphic features • Analyze rhetoric KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: Does technology improve or control our lives? Page 1 Gadgets and Glitches 1 COMPARE ARGUMENTS Spark Your Learning 2 ANALYZE & APPLY The Brave Little Toaster 7 Science Fiction by Cory Doctorow Are Bionic Superhumans on the Horizon? 19 Informational Text by Ramez Naam Interflora 31 Poem by Susan Hamlyn COLLABORATE & COMPARE The Automation Paradox mentor text 40 Argument by James Bessen Heads Up, Humans mentor text 53 Argument by Claudia Alarcón © Houghton Mifflin Harcourt Publishing Company FM6 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 1 Recommendations Available online Feed Novel by M. T. Anderson I, Robot Science Fiction by Isaac Asimov Fuzzy Novel by Tom Angleberger READER’S CHOICE Preview the Choices 64 SHORT READS If You Go into the Woods You Will Find It Has a Technology Poem by Heather Christle Hallucination Science Fiction by Isaac Asimov There Will Come Soft Rains Science Fiction by Ray Bradbury from All the Light We Cannot See Novel by Anthony Doerr UNIT 1 TASKS WRITING Write an Argument 66 SPEAKING & LISTENING Present an Argument 75 REFLECT & EXTEND 77 LONG READS Contents FM7 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Corona Borealis/Adobe Stock; (c) ©Zoonar GmbH/Alamy; (r) ©Anna/Adobe Stock DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
UNIT • Analyze literary criticism • Analyze point of view • Analyze suspense • Analyze themes • Analyze foreshadowing • Analyze epic poetry • Analyze an adaptation KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: Why do we sometimes like to feel frightened? Page 78 The Thrill of Horror 2 Spark Your Learning 80 ANALYZE & APPLY What Is the Horror Genre? mentor text 85 Literary Criticism by Sharon A. Russell The Tell-Tale Heart 97 Short Story by Edgar Allan Poe COLLABORATE & COMPARE The Monkey’s Paw 112 Short Story by W. W. Jacobs from The Monkey’s Paw 131 Film Clip by Ricky Lewis Jr. from The Aeneid of Virgil 140 Epic Poem translated by Allen Mandelbaum from Hades: Lord of the Dead 143 Graphic Novel by George O’Connor COMPARE VERSIONS COMPARE VERSIONS © Houghton Mifflin Harcourt Publishing Company FM8 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 2 Recommendations UNIT 2 TASKS WRITING Write a Literary Analysis 160 REFLECT & EXTEND 169 LONG READS Miss Peregrine’s Home for Peculiar Children Novel by Ransom Riggs The Strange Case of Dr. Jekyll and Mr. Hyde Novel by Robert Louis Stevenson Coraline Novel by Neil Gaiman READER’S CHOICE Preview the Choices 158 SHORT READS Frankenstein Poem by Edward Field beware: do not read this poem Poem by Ishmael Reed Blood Short Story by Zdravka Evitmova The Outsider Short Story by H. P. Lovecraft Scary Tales Essay by Jackie Torrence Available online Contents FM9 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Alex Potemkin/Getty Images; (c) ©Matt Gibson/ Shutterstock; (r) ©AWP76/Shutterstock DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
UNIT • Analyze plot • Analyze themes • Analyze character • Analyze narrative structure • Analyze imagery • Evaluate a document KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What are the places that shape who you are? Page 170 Places We Call Home 3 COMPARE PURPOSES Spark Your Learning 172 ANALYZE & APPLY from The Book of Unknown Americans mentor text 177 Novel by Cristina Henríquez My Favorite Chaperone 193 Short Story by Jean Davies Okimoto Spirit Walking in the Tundra 223 Poem by Joy Harjo COLLABORATE & COMPARE New Immigrants Share Their Stories 230 Documentary produced by The Working Group A Common Bond: Teens Forge Friendships Despite Differences 233 Informational Text by Brooke Hauser © Houghton Mifflin Harcourt Publishing Company FM10 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 3 Recommendations UNIT 3 TASKS WRITING Write a Short Story 250 REFLECT & EXTEND 259 LONG READS Inside Out and Back Again Novel in Verse by Thanhhà Lai The Latehomecomer Memoir by Kao Kalia Yang Enrique’s Journey Biography by Sonia Nazario READER’S CHOICE Preview the Choices 248 SHORT READS My Father and the Figtree Poem by Naomi Shihab Nye Golden Glass Short Story by Alma Luz Villanueva A Place to Call Home Research Study by Scott Bittle and Jonathan Rochkind Salmon Boy Myth by Michael J. Caduto and Joseph Bruchac Available online Contents FM11 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Dmytro Surkov/Shutterstock; (c) ©longtaildog/ Shutterstock; (r) ©David Noton Photography/Alamy DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
UNIT • Analyze autobiography • Analyze structure • Analyze setting • Analyze literary devices • Analyze biography • Analyze word choice • Analyze figurative language KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What will people risk to be free? Page 260 The Fight for Freedom 4 Spark Your Learning 262 ANALYZE & APPLY from Narrative of the Life of Frederick Douglass, an American Slave 267 Autobiography by Frederick Douglass The Drummer Boy of Shiloh 279 Historical Fiction by Ray Bradbury O Captain! My Captain! 293 Poem by Walt Whitman from Harriet Tubman: Conductor on the Underground Railroad 301 Biography by Ann Petry COMPARE TREATMENTS COLLABORATE & COMPARE Not My Bones 322 Poem by Marilyn Nelson from Fortune’s Bones mentor text 326 History Writing by Pamela Espeland © Houghton Mifflin Harcourt Publishing Company FM12 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 4 READER’S CHOICE Preview the Choices 334 SHORT READS I Saw Old General at Bay Poem by Walt Whitman from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis History Writing by James L. Swanson A Mystery of Heroism Short Story by Stephen Crane My Friend Douglass Biography by Russell Freedman Civil War Journal Journal by Louisa May Alcott Available online LONG READS March Forward, Girl Memoir by Melba Pattillo Beals March Toward the Thunder Novel by Joseph Bruchac The Not So Boring Letters of Private Nobody Novel by Matthew Landis Recommendations UNIT 4 TASKS WRITING Write a Research Report 336 SPEAKING & LISTENING Participate in a Collaborative Discussion 345 REFLECT & EXTEND 347 Contents FM13 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Dragon Images/Shutterstock; (c) Library of Congress Prints & Photographs Division [LC-DIG-ppmsca-56933]; (r) ©Afro American Newspapers/Gado/Getty Images DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
UNIT • Analyze perspectives • Analyze structure • Analyze author’s purpose • Compare poetic structure • Analyze claim and evidence • Identify counterclaims • Analyze rhetorical devices KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: How do the challenges you face today help to shape your future? Page 348 Finding Your Path 5 COMPARE ARGUMENTS COMPARE POEMS Spark Your Learning 350 ANALYZE & APPLY from Bronx Masquerade 355 Novel by Nikki Grimes The Debt We Owe to the Adolescent Brain 369 Informational Text by Jeanne Miller COLLABORATE & COMPARE Hanging Fire 382 Poem by Audre Lorde Summer of His Fourteenth Year 385 Poem by Gloria Amescua from It’s Complicated: The Social Lives of Networked Teens mentor text 396 Argument by danah boyd Outsmart Your Smartphone 407 Argument by Catherine Steiner-Adair © Houghton Mifflin Harcourt Publishing Company FM14 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 5 Available online LONG READS Hush Novel by Jacqueline Woodson The House on Mango Street Novel by Sandra Cisneros The Outsiders Novel by S. E. Hinton READER’S CHOICE Preview the Choices 420 SHORT READS Teenagers Poem by Pat Mora Identity Poem by Julio Noboa Polanco Hard on the Gas Poem by Janet S. Wong Marigolds Short Story by Eugenia Collier My Summer of Scooping Ice Cream Essay by Shonda Rhimes Recommendations UNIT 5 TASKS WRITING Write an Argument 422 SPEAKING & LISTENING Present an Argument 431 REFLECT & EXTEND 433 Contents FM15 © Houghton Mifflin Harcourt Publishing Company • Image Credits:(l) ©2Designbcn/Alamy; (c) ©Doug Schneider/Getty Images; (r) ©Paolese/Adobe Stock DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
UNIT • Analyze drama • Analyze a diary • Make inferences • Analyze appeals • Analyze rhetorical devices • Analyze sound devices • Analyze figurative language KEY LEARNING OBJECTIVES ESSENTIAL QUESTION: What can we learn from tragic events? Page 434 The Legacy of Anne Frank 6 COMPARE POEMS Spark Your Learning 436 ANALYZE & APPLY The Diary of Anne Frank 441 Drama by Frances Goodrich and Albert Hackett from The Diary of a Young Girl mentor text 533 Diary by Anne Frank After Auschwitz 545 Speech by Elie Wiesel COLLABORATE & COMPARE There But for the Grace 556 Poem by Wisława Szymborska Days 558 Poem by Billy Collins © Houghton Mifflin Harcourt Publishing Company FM16 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Go online for Unit and Selection Videos Interactive Annotation and Text Analysis Selection Audio Recordings Collaborative Writing UNIT 6 Recommendations LONG READS READER’S CHOICE Preview the Choices 564 SHORT READS Peace Can Happen Essay by Christine Kingery The Butterfly Poem by Pavel Friedmann On a Sunny Evening Poem by Anonymous The Singing Women Short Story by Rebecca Makkai from A Tragedy Revealed: A Heroine’s Last Days Article by Ernst Schnabel Nobel Prize Acceptance Speech Speech by Elie Wiesel The Book Thief Novel by Markus Zusak The Diary of a Young Girl Diary by Anne Frank Tropical Secrets Novel in Verse by Margarita Engle Available online UNIT 6 TASKS WRITING Write a Personal Narrative 566 REFLECT & EXTEND 575 Contents FM17 © Houghton Mifflin Harcourt Publishing Company • Image Credits:(l) ©ClassicStock/Alamy; (c) ©United Archives GmbH/ Alamy; (r) ©American Photo Archive/Alamy DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company FICTION Short Story Blood________________________________ online Zdravka Evitmova The Brave Little Toaster _____________ 7 Cory Doctorow science fiction The Drummer Boy of Shiloh_______ 279 Ray Bradbury historical fiction Golden Glass ______________________ online Alma Luz Villanueva Hallucination _____________________ online Isaac Asimov science fiction Marigolds _________________________ online Eugenia Collier The Monkey’s Paw _________________ 112 W. W. Jacobs My Favorite Chaperone ____________ 193 Jean Davies Okimoto A Mystery of Heroism ___________ online Stephen Crane The Outsider ______________________ online H. P. Lovecraft The Singing Women ____________ online Rebecca Makkai The Tell-Tale Heart __________________ 97 Edgar Allan Poe There Will Come Soft Rains ___ online Ray Bradbury science fiction Novel from All the Light We Cannot See ________________________ online Anthony Doerr from The Book of Unknown Americans ____________________________ 177 Cristina Henríquez from Bronx Masquerade ___________ 355 Nikki Grimes from Hades: Lord of the Dead _____ 143 George O'Connor graphic novel Oral Tradition Salmon Boy _______________________ online Michael J. Caduto and Joseph Bruchac myth NONFICTION Informational Text Are Bionic Superhumans on the Horizon? __________________________ 19 Ramez Naam from Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis ______________ online James L. Swanson history writing A Common Bond: Teens Forge Friendships Despite Differences ________________ 233 Brooke Hauser The Debt We Owe to the Adolescent Brain ___________________ 369 Jeanne Miller from Fortune’s Bones _______________ 326 Pamela Espeland history writing A Place to Call Home ____________ online Scott Bittle and Jonathan Rochkind research study from A Tragedy Revealed: A Heroine’s Last Days ___________ online Ernst Schnabel What Is the Horror Genre? _________ 85 Sharon A. Russell literary criticism Argument The Automation Paradox __________ 40 James Bessen Heads Up, Humans __________________ 53 Claudia Alarcón from It’s Complicated: The Social Lives of Networked Teens ________ 396 danah boyd Outsmart Your Smartphone ______ 407 Catherine Steiner-Adair SELECTIONS BY GENRE FM18 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company Autobiography/Memoir Civil War Journal ________________ online Louisa May Alcott journal from The Diary of a Young Girl ___ 533 Anne Frank diary from The Latehomecomer ______ online Kao Kalia Yang from Narrative of the Life of Frederick Douglass, an American Slave _____________________ 267 Frederick Douglass Biography from Harriet Tubman: Conductor on the Underground Railroad ____________ 301 Ann Petry My Friend Douglass _____________ online Russell Freedman Narrative Nonfiction My Summer of Scooping Ice Cream _________________________ online Shonda Rhimes Peace Can Happen _______________ online Christine Kingery Scary Tales ________________________ online Jackie Torrence Speech After Auschwitz ____________________ 545 Elie Wiesel Nobel Prize Acceptance Speech _____________________________ online Elie Wiesel POETRY from The Aeneid of Virgil __________ 140 Allen Mandelbaum (trans.) beware: do not read this poem _______________________________ online Ishmael Reed The Butterfly _____________________ online Pavel Friedmann Days ___________________________________ 558 Billy Collins Frankenstein _____________________ online Edward Field Hanging Fire ________________________ 382 Audre Lorde Hard on the Gas __________________ online Janet S. Wong I Saw Old General at Bay _______ online Walt Whitman Identity ____________________________ online Julio Noboa Polanco If You Go into the Woods You Will Find It Has a Technology _______________________ online Heather Christle Interflora ______________________________ 31 Susan Hamlyn My Father and the Figtree _____ online Naomi Shihab Nye Not My Bones ________________________ 322 Marilyn Nelson O Captain! My Captain! ___________ 293 Walt Whitman On a Sunny Evening ____________ online Anonymous Spirit Walking in the Tundra ____ 223 Joy Harjo Summer of His Fourteenth Year ____________________ 385 Gloria Amescua Teenagers _________________________ online Pat Mora There But for the Grace ___________ 556 Wisława Szymborska MEDIA STUDY from The Monkey’s Paw ___________ 131 Ricky Lewis Jr. film clip New Immigrants Share Their Stories__________________________ 230 The Working Group documentary DRAMA The Diary of Anne Frank __________ 441 Frances Goodrich and Albert Hackett Selections by Genre FM19 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
Tools for Today—All in One Place Whether you’re working alone or collaborating with others, it takes effort to analyze the complex texts and competing ideas that bombard us in this fast-paced world. What will help you succeed? Staying engaged and organized. The digital tools in this program will help you take charge of your learning. Quickly browse for texts and resources Find your units and lessons © Houghton Mifflin Harcourt Publishing Company • Image Credits: hands ©Houghton Mifflin Harcourt, tablet ©Andrew Vernon/Dreamstime Experience the Power of HMH Into Literature FM20 GRADE 8 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company Engage! Spark Your Learning These activities kick-start the unit and help get you thinking about the unit theme. Engage Your Brain Before you read, take some time to do a fun activity designed to rev up your brain and connect to the text. Interact with the Texts • As you read, highlight and take notes to mark the text in your own customized way. • Use interactive graphic organizers to process, summarize, and track your thinking as you read. • Play the audio to listen to the text read aloud. You can also turn on read-along highlighting. Choices Choose from engaging activities, such as writing an advice column, creating a podcast, or participating in a debate, to demonstrate what you’ve learned. Stay Involved! Collaborate with and Learn from Your Peers • Watch brief Peer Coach Videos to learn more about a particular skill. • Flex your creative muscles by digging into Media Projects tied to each unit theme. • Bring your writing online with Writable, where you can share your work and give and receive valuable feedback. Read On! Find helpful Reader’s Choice suggestions with each unit, and access hundreds of texts online. No Wi-Fi? No Problem! With HMH Into Literature, you always have access; download when you’re online and access what you need when you’re offline. FM21 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Lester Laminack; (b) ©Heinemann; (bg) ©Luria/ Shutterstock AN ABSOLUTELY, ABOUT READING Your Teacher Agrees! POSITIVELY, MUST-READ ESSAY by two people you have never heard of Dr. Kylene Beers I’ve been a teacher all my adult life. I’ve worked with students at all grades, and now I spend most of my time working with teachers—maybe even your teacher! I live in Texas and when I’m not on an airplane flying off to work in a school, I’m on my ranch, plowing a field. I like to read, cook, read, garden, read, spend time with my family and friends, and (did I mention?) read! Dr. Robert E. Probst I’ve also been a teacher all my adult life. When I first started teaching, I taught kids in middle school and high school, and then I spent most of my career teaching people how to be teachers. For many years now, Dr. Beers and I have written books together—books that are about teaching kids how to be better readers. I live in Florida, and when I’m not in schools working with teachers and kids, I enjoy watching my grandkids play soccer and baseball, and I love being out on the ocean. And, like Dr. Beers, I love reading a great book too. So, we’re teachers. And we’re writers. Specifically, we write books for teachers—books teachers read so that they can help their students become better readers. And we’re going to try to help you become a better reader this year. We think that’s important, because we both believe TWO things. FM22 GRADE 8 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ji-eun Lee/Shutterstock First, we’ve never met a kid who didn’t want to get better at reading. Reading is important for almost everything you do, so doing it well is important. Second, we believe that reading opens doors. Reading something can open up your mind, your thinking, your ideas, your understanding of the world and all the people in it, so that you might choose to change yourself. Become a Better You Too often it’s easy to forget why reading is important. You can come to believe that you need to read better just so your grades will go up, or you need to read better so that you do well on a big test. Those things are important—you bet—but they aren’t as important as reading better so that you can become better. How would that happen—how can reading help you change yourself? Sometimes it is obvious. You read something about the importance of exercise and you start walking a little more. Or, you read something about energy and the environment and you decide to always turn off the lights when you leave any room. Other times, it might be less obvious. You might read Wonder and begin to think about what it means to be a good friend. Maybe you walk over to that person sitting alone in the cafeteria and sit with him or her. Perhaps you’ll read Stella by Starlight and that book helps you take a stand against racism. Or maybe it happens as you read Mexican Whiteboy and discover that who you are on the inside is more important than what anyone sees on the outside. And when you realize that, perhaps it will give you the courage you need to be truer to yourself. Reading gives us moments to think, and as we think we just might discover something about ourselves that we want to change. And that’s why we say reading can help us change ourselves. Find Important Messages It would be easy to find important messages in the things we read if the authors would just label them and then maybe send us a text. Can reading really make me a better person? Yes, true! Notice & Note FM23 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company But that would mean that every reader is supposed to find the same message. Not true! While the author has a message he or she wants to share, the reader—that’s you!—has at least three jobs to do: First, enjoy what you are reading. Second, figure out the message the author wanted to share. This year we’ll be showing you some ways to really focus in on that. Third, you need to decide what matters most to YOU. (Yes, we saved the best for last!!!) Sometimes the author’s message and what matters most to you will be the same; sometimes not. For instance, it’s obvious that J.K. Rowling wrote the Harry Potter series to show us all the sustaining power of love. From Dr. Beers: But when I read these books, what really touched my heart was the importance of standing up to our fears. From Dr. Probst: And what mattered most to me was the idea that one person, one small person, can make a huge difference in the world. I think that’s a critically important point. Understanding the author’s message requires you to do some work while you read—work that requires you to read the text closely. No, you don’t need a magnifying glass. But you do need to learn how to notice some things in the text we call SIGNPOSTS. A signpost is simply something the author says in the text that helps you understand how characters are changing, how conflicts are being resolved, and, ultimately, what theme—or lesson—the author is trying to convey. You can also use signposts to help you figure out the author’s purpose when you are reading nonfiction. If you can identify the author’s purpose—why she or he wrote that particular piece of nonfiction—then you’ll be better able to decide whether or not you agree, and whether you need more information. So as I read, I have to think about something called signposts? My Job 1 2 3 FM24 GRADE 8 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
For more about the signposts, see the Notice & Note Handbook, pp. R7–R19. TURN AND TALK What message about reading did you take away from this essay? © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Knysh Ksenya/Shutterstock Use the Book, Your Head, and Your Heart We do want you thinking about signposts, but first, as you read, we want you to remember three letters: BHH. BOOK As you read, we want you to remember that you have to pay attention to what’s in the book (or article). Ask: What is the writer telling me? HEAD You also need to think about what’s in your head as you read. That means thinking not only about what you’re reading, but also the thoughts and feelings you brought with you to the text. Ask: What are my responses and why? HEART And sometimes, maybe as you finish what you’re reading, you’ll ask yourself what you have taken to heart. Ask: What matters to me? To think carefully about what’s in the book and what’s in your head, you need to become a reader who notices things. When a character starts acting in a way you don’t expect, basically the author has put up a blinking sign that says “Pay attention here!” Or, if you are reading nonfiction, and the author starts using a lot of numbers, that’s the same as the author waving a huge flag that says “Slow down! Pay attention! I’m trying to show you something!” Some of the things you’ll read this year, you might not like. (Just being honest!) But most of the things we bet you will. The important thing is to keep reading. • Read every day. • Read something hard. Read something easy. • Read something that makes you laugh. • And it’s OK if sometimes what you read makes you cry. Read joke books and how-to books and love stories and mysteries, and absolutely be sure you read about people who aren’t like you. That’s the best way to learn about the world—the best way to become a more open person who’s ready to change and grow. We hope you have a great year. Stay alert for signposts that you’ll be learning throughout this book. And remember . . . reading is something that can help you become the person you most want to be. Pay attention here! Notice & Note FM25 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Signposts NOTICE & NOTE CONTRASTS AND CONTRADICTIONS A sharp contrast between what we would expect and what we observe the character doing; behavior that contradicts previous behavior or wellestablished patterns When you notice this signpost, ask: Why would the character act (feel) this way? AHA MOMENT A sudden realization of something that shifts a character’s actions or understanding of self, others, or the world When you notice this signpost, ask: How might this change things? TOUGH QUESTIONS Questions characters raise that reveal their inner struggles When you notice this signpost, ask: What does this question make me wonder about? WORDS OF THE WISER The advice or insight about life that a wiser character, who is usually older, offers to the main character When you notice this signpost, ask: What’s the life lesson and how might this affect the character? AGAIN AND AGAIN Events, images, or particular words that recur over a portion of the story When you notice this signpost, ask: Why might the author bring this up again and again? MEMORY MOMENT A recollection by a character that interrupts the forward progress of the story When you notice this signpost, ask: Why might this memory be important? CC p. R8 AM p. R9 TQ p. R10 WW p. R11 AA p. R12 MM p. R13 LITERARY TEXTS When you notice a signpost in your reading, mark the text with its initials. © Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Maximova Evgeniya/Shutterstock; (tc) ©TonTonic/ Shutterstock; (tr) letter T ©Yaten Tau/Shutterstock, question mark ©Roman Sigaev/Shutterstock; (bl) ©art_of_sun/Adobe Stock; (bc) ©Olessia_Art/Shutterstock; (br) ©art_of_sun/Adobe Stock FM26 GRADE 8 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Peer Coach Videos BIG QUESTIONS It’s important to take a Questioning Stance or attitude when you read nonfiction • What surprised me? • What did the author think I already knew? • What changed, challenged, or confirmed what I already knew? CONTRASTS AND CONTRADICTIONS A sharp contrast between what we would expect and what we observe happening; a difference between two or more elements in the text When you notice this signpost, ask: What is the difference, and why does it matter? EXTREME OR ABSOLUTE LANGUAGE Language that leaves no doubt about a situation or an event, allows no compromise, or seems to exaggerate or overstate a case When you notice this signpost, ask: Why did the author use this language? NUMBERS AND STATS Specific quantities or comparisons to depict the amount, size, or scale; or the writer is vague when we would expect more precision When you notice this signpost, ask: Why did the author use these numbers or amounts? QUOTED WORDS Opinions or conclusions of someone who is an expert on the subject or someone who might be a participant in or a witness to an event; or the author might cite other people to provide support for a point When you notice this signpost, ask: Why was this person quoted or cited and what did this add? WORD GAPS Vocabulary that is unfamiliar to the reader—for example, a word with multiple meanings, a rare or technical word, a disciplinespecific word, or one with a farremoved antecedent When you notice this signpost, ask: Do I know this word from someplace else? Does this seem like technical talk for experts on this topic? Can I find clues in the sentence to help me understand the word? BQ p. R14 CC p. R15 XL p. R16 NS p. R17 Q W p. R18 WG p. R19 INFORMATIONAL TEXTS © Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©teploleta/Adobe Stock; (tc) ©Maximova Evgeniya/ Shutterstock; (tr) symbols ©teploleta/Adobe Stock, speech bubbles ©art_of_sun/Adobe Stock; (bl) ©Ginger Lemon/Adobe Stock; (bc) ©Annaartist/Shutterstock; (br) letter W ©Yaten Tau/Shutterstock, arrows ©Maximova Evgeniya/Shutterstock Notice & Note FM27 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Andrew Collings You have essays to turn in. You have quizzes to take. You have group projects to complete. Your success in those areas depends on more than your understanding of the academic skills they cover. It also depends on how well you understand yourself, and how well you’re able to extend that understanding to others. This might seem obvious, but there’s an actual term for that type of learning—it’s called Social and Emotional Learning. Why It Matters But doing well in school is not the only benefit to understanding yourself and others. When it comes to Social and Emotional Learning, the answer to the question, “When will I actually use this in my life?” is clear: every single day, forever. Whether you are with your family, your community, your friends, at a workplace, or by yourself on a deserted island, you will have a better chance of achieving satisfaction and making positive contributions if you’re able to do things like the following: The Most Important Subject Is You! by Carol Jago Social & Emotional Learning ✔ identify your emotions ✔ make smart choices ✔ set reasonable goals ✔ recognize your strengths ✔ have empathy ✔ manage your reactions ✔ evaluate problems and solutions ✔ show respect for others FM28 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company Where Literature Comes In English Language Arts classes can provide some of the best opportunities to develop these skills. That’s because reading literature allows you to imagine yourself in different worlds and to understand what it’s like to be in a wide range of situations. You can think through your own feelings and values as you read about various characters, conflicts, historical figures, and ideas, and you can become more aware of why others might act and feel as they do. Throughout this book, you will find opportunities for Social and Emotional Learning in the Choices section of many lessons. But you don’t need to wait for a special activity to practice and learn. Reading widely and discussing thoughtfully is a natural way to gain empathy and selfknowledge. The chart below shows the five main areas of Social and Emotional Learning and tells how reading can help you strengthen them. Areas of Social and Emotional Learning How Reading Can Help If you have self-awareness, you’re conscious of your own emotions, thoughts, and values, and you understand how they affect your behavior. Understanding why characters act the way they do can increase your understanding of your own responses and motivations. If you’re good at self-management, you are able to control your emotions, thoughts, and behaviors in different situations. Paying attention to why characters explode in tumultuous ways or how they keep calm under pressure can help you recognize what to do and not to do when faced with stressful situations in your own life. If you have social awareness, you can empathize with others, including people who are different from you. Reading about people with different life experiences can help you understand the perspectives of others. If you have well-developed relationship skills, you can get along with different kinds of people and function well in groups. Reflecting on the conflicts between characters can help you gain insight into what causes the conflicts in your life and how to reach mutual satisfaction. If you are good at responsible decisionmaking, you make good choices that keep you and others safe and keep you moving toward your goals. Evaluating the choices characters make and thinking about what you would do in their place can help you understand the consequences of your decisions. Social & Emotional Learning FM29 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Torgado/Shutterstock; (tr) ©Daniel Ernst/Adobe Stock; (b) ©2xSamara.com/Adobe Stock The reason I think so is because I've So what I hear you noticed that I . . . saying is . . . Did I get that right? Having the Hard Conversations The more widely and deeply you read, the more you’ll strengthen your social and emotional skills, and the more likely you are to encounter ideas that are different from your own. Some texts might bring up strong reactions from you, and you’ll need to take a step back to understand how you’re feeling. Or, your classmates might have responses that are dramatically different from yours, and you’ll need to take a breath and decide how to engage with them. Remember: it’s okay to disagree with a text or with a peer. In fact, discussing a difference of opinion can be one of the most powerful ways to learn. Tips for Talking About Controversial Issues Listen actively. Try your best to understand what the other person is saying, and why they might think or feel that way. If you don’t understand, ask questions or rephrase what you thought you heard and ask them if you’re getting it right. Take a stand against name-calling, belittling, stereotyping, and bias. Always try exploring ideas further rather than making personal attacks. If someone feels hurt by something you said, listen to them with an open mind. Perhaps you expressed bias without realizing it. Apologize sincerely if that happens. And if you are hurt by a comment or hear something that could be interpreted as hurtful, calmly let the person who said it know why you feel that way. Communicate clearly. Speak honestly and carefully, rather than for dramatic effect. Notice if the person listening seems confused and give them room to ask questions. When you use that word I have a negative reaction because it sounds like you are saying you think that person isn't smart. I'm sorry. That's not what I meant. FM30 GRADE 8 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©sirtravelalot/Shutterstock; (c) ©Krakenimages.com/Adobe Stock; (b) ©Ranta Images/Adobe Stock Agree to disagree. Even after listening carefully and being listened to, you still might not agree. That’s okay. You can acknowledge your differences, remain respectful, and exit the conversation. I need to take a break from this conversation now. We see this really differently, so let's move on for now. Learning, growing, and working with others isn’t always easy. If you read widely and deeply and try your best to speak honestly, you’re likely to gain the understanding and compassion that can help you manage the stresses, challenges, and opportunities that life brings your way. Pay attention to your feelings. Recognize the topics or situations that make it hard for you to stay calm. Try to separate your strong feelings from what the person is saying. If you need to, excuse yourself from the conversation and find a place where you can help yourself relax. Consider the relationship. It’s likely that the people you’re in class with are people you will be seeing regularly for years. You don’t have to be friends with them or agree with their point of view, but you do have to get an education alongside each other. Speaking respectfully even if you're on opposite sides of an issue will make it easier to work together if you ever have to collaborate. Try to assume the best about them rather than the worst. Acknowledge that our experiences affect our points of view. I don’t agree with you, but I understand why it looks that way from your perspective. Social & Emotional Learning FM31 DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company UNIT 1 Get hooked by the unit topic. Stream to Start Video DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company Analyze the Image What does this image suggest about the influence of technology? “We are stuck with technology when what we really want is just stuff that works.” —Douglas Adams Gadgets and Glitches ESSENTIAL QUESTION: Does technology improve or control our lives? 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company Make the Connection What is the most hi-tech thing you’ve encountered in the last few weeks? Make a sketch or write a few sentences to describe a technology you’ve used or heard about recently. Think About the Essential Question Does technology improve or control our lives? What do you think? Prove It! Turn to a partner and use one of the words in a sentence about technology and its successes and failures. Sound Like an Expert You can use these Academic Vocabulary words to write and talk about topics and themes in the unit. Which of these words do you already feel comfortable using when speaking or writing? I can use it! I understand it. I’ll look it up. commentary network occupation option speculate Here’s a chance to spark your learning about ideas in Unit 1: Gadgets and Glitches. As you read, you can use the Response Log (page R1) to track your thinking about the Essential Question. Spark Your Learning 2 UNIT 1 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Adam Gault/OJO Images/Getty Images; (tc) ©Helene Wiesenhaan/Getty Images; (tr) hands holding tablet ©ArtBabii/Alamy, flowers ©imageBROKER/Alamy; (bl) ©Suwin/Shutterstock; (br) ©Phonlamai Photo/Shutterstock I Wonder . . . Do you wish for a piece of technology that doesn’t exist yet? Jot down or sketch your answer. Heads Up, Humans Argument by Claudia Alarcón This author sends a warning about the threat automation poses to human workers. The Automation Paradox Argument by James Bessen This author’s views on automation may be different than you expect. Interflora Poem by Susan Hamlyn This poem pokes fun at how digital technology has changed the art of romance. Are Bionic Superhumans on the Horizon? Informational Text by Ramez Naam What does the “bionic revolution” mean for the future of humankind? The Brave Little Toaster Science Fiction by Cory Doctorow A mysterious energy drink interferes in Mister Toussaint’s networked home. Preview the Texts Look over the images, titles, and descriptions of the texts in the unit. Mark the title of the text that interests you most. 3 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Get Ready © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Andrey Popov/Adobe Stock ESSENTIAL QUESTION: Does technology improve or control our lives? Engage Your Brain Choose one or more of these activities to start connecting with the story you’re about to read. The Brave Little Toaster Science Fiction by Cory Doctorow “Smart” or Not? The Internet of Things (IoT) is a network of devices including “smart” appliances that are connected to the Internet. In recent years, a lot of “smart” technology has hit the market—think of “smart” phones and “smart” boards used in the classroom. What are the benefits of these connected devices? Discuss your answers with the class. Put Your Inventor’s Hat On If you could invent a new device that would help people in their kitchens or around their homes, what would it be? Use the space below to describe and/or illustrate your invention. Make sure to include details that will help explain the usefulness of the invention. 4 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Get Ready © Houghton Mifflin Harcourt Publishing Company Focus on Genre ScienceFiction • includes the basic elements of fiction—setting, characters, plot, conflict, and theme • combines real scientific facts and theories with imaginative elements • may comment on the present world by imagining a possible future • may convey a message about the effects or consequences of technology Analyze Plot A story’s plot is a series of events that occur in stages of development. Most plots focus on a conflict, or a problem faced by the main character. Most stories have five stages of plot development: • An exposition that introduces the characters, setting, and conflict • Rising action, in which the main character or characters try to solve the problem even while complications may be introduced • A climax, or point of greatest tension, when the conflict eases • Falling action, in which the effects of the climax become clear • A resolution, or final outcome To analyze a plot, examine the way events at each stage propel the story toward its climax and finally to the resolution of the conflict. Analyze Science Fiction In science fiction, writers combine scientific facts with their own ideas to create a believable setting—the time and place of the story’s action. Science fiction writers set their stories in the future or in an alternative reality to explore the possible effects of science and technology. As characters move through the plot, several themes, or messages about life or human nature, are developed. Often, readers must use clues in the story to draw conclusions about a story’s themes. As you read “The Brave Little Toaster,” ask yourself these questions: • What is the main conflict in the story? • What effect does the setting have on the characters? • What messages or lessons does the story convey about technology? Climax Rising Action Exposition Falling Action Resolution The Brave Little Toaster 5 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Get Ready © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Sueddeutsche Zeitung Photo/Alamy Background Cory Doctorow (b. 1971) is a journalist, a blogger, and the author of many works of science fiction. His young adult novels include Homeland, Pirate Cinema, and the awardwinning Little Brother, which was also adapted for the stage. His other works include graphic novels, essays, and short stories. Doctorow was born in Toronto, Canada, and lives in Los Angeles. In addition to his other pursuits, he works for the Electronic Frontier Foundation, which aims to protect freedom in technology law and policies. Turn to a partner and talk about the words you already know. Then, use as many words as you can in a paragraph about a home full of networked devices in the future. As you read “The Brave Little Toaster,” use the definitions in the side column to learn the vocabulary words you don’t already know. chafe retract ample reintegrate Expand Your Vocabulary Put a check mark next to the vocabulary words that you feel comfortable using when speaking or writing. “Why did you throw away all my food?” he demanded. The refrigerator hummed smugly at him. “It was spoiled,” it said. Why is the refrigerator acting smug? And why is it talking? Annotation in Action Here is an example of notes a student made about this paragraph from “The Brave Little Toaster.” As you read, mark words that show elements of science fiction and make note of details that help you draw a conclusion about where and when the story takes place. 6 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Adam Gault/OJO Images/Getty Images One day, Mister Toussaint came home to find an extra 300 euros’ worth1 of groceries on his doorstep. So he called up Miz Rousseau, the grocer, and said, “Why have you sent me all this food? My fridge is already full of delicious things. I don’t need this stuff and besides, I can’t pay for it.” But Miz Rousseau told him that he had ordered the food. His refrigerator had sent in the list, and she had the signed order to prove it. Furious, Mister Toussaint confronted his refrigerator. It was mysteriously empty, even though it had been full that morning. Or rather, it was almost empty: there was a single pouch of energy drink sitting on a shelf in the back. He’d gotten it from an enthusiastically smiling young woman on 1 euros’(y≥r´∫z) worth: valued in euros, the currency of the European Union. 300 euros is about the same as $350 in American currency. 1 2 3 A mysterious energy drink interferes in Mister Toussaint’s networked home. NOTICE & NOTE As you read, use the side margins to make notes about the text. The Brave Little Toaster Science Fiction by Cory Doctorow The Brave Little Toaster 7 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company the metro2 platform the day before. She’d been giving them to everyone. “Why did you throw away all my food?” he demanded. The refrigerator hummed smugly at him. “It was spoiled,” it said. But the food hadn’t been spoiled. Mister Toussaint pored over his refrigerator’s diagnostics3 and logfiles, and soon enough, he had the answer. It was the energy beverage, of course. “Row, row, row your boat,” it sang. “Gently down the stream. Merrily, merrily, merrily, merrily, I’m offgassing ethylene.”4 Mister Toussaint sniffed the pouch suspiciously. “No you’re not,” he said. The label said that the drink was called LOONY GOONY and it promised ONE TRILLION TIMES MORE POWERFUL THAN ESPRESSO!!!!!ONE11! Mister Toussaint began to suspect that the pouch was some kind of stupid Internet of Things5 prank. He hated those. He chucked the pouch in the rubbish can and put his new groceries away. The next day, Mister Toussaint came home and discovered that the overflowing rubbish was still sitting in its little bag under the sink. The can had not cycled it through the trapdoor to the chute that ran to the big collection-point at ground level, 104 storeys below. “Why haven’t you emptied yourself?” he demanded. The trashcan told him that toxic substances had to be manually sorted. “What toxic substances?” So he took out everything in the bin, one piece at a time. You’ve probably guessed what the trouble was. “Excuse me if I’m chattery, I do not mean to nattery, but I’m a mercury battery!” LOONY GOONY’s singing voice really got on Mister Toussaint’s nerves. “No you’re not,” Mister Toussaint said. Mister Toussaint tried the microwave. Even the cleverest squeezy-pouch couldn’t survive a good nuking. But the microwave wouldn’t switch on. “I’m no drink and I’m no meal,” LOONY GOONY sang. “I’m a ferrous6 lump of steel!” 2 metro: subway. 3 diagnostics (dπ´∂g-n≤s´t∆ks): tools a computer uses to identify problems. 4 offgassing ethylene (≈th´∂-l∏n´): releasing a flammable gas, C2 H4 . 5 Internet of Things: the network of devices, including “smart” appliances, that are connected to the Internet. 6 ferrous (f≈r´∂s): containing iron. 4 5 6 7 8 9 ANALYZE PLOT Annotate: Notice what Mister Toussaint does with LOONY GOONY in paragraph 9. Mark details in paragraphs 6–8 that explain why he does this. Infer: What conflict is Mister Toussaint facing in this story? 10 11 12 13 14 15 NOTICE & NOTE AGAIN AND AGAIN When you notice certain events, images, or words being repeated in a story, you’ve found an Again and Again signpost. Notice & Note: What pattern do you notice in Mister Toussaint’s actions? Mark words that show the pattern. Analyze: Why might the author repeat this pattern of events again and again? 8 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©adpePhoto/Shutterstock The dishwasher wouldn’t wash it (“I don’t mean to annoy or chafe, but I’m simply not dishwasher safe!”). The toilet wouldn’t flush it (“I don’t belong in the bog, because down there I’m sure to clog!”). The windows wouldn’t retract their safety screen to let it drop, but that wasn’t much of a surprise. “I hate you,” Mister Toussaint said to LOONY GOONY, and he stuck it in his coat pocket. He’d throw it out in a trash-can on the way to work. They arrested Mister Toussaint at the 678th Street station. They were waiting for him on the platform, and they cuffed him just as soon as he stepped off the train. The entire station had been evacuated and the police wore full biohazard containment gear. They’d even shrinkwrapped their machine-guns. “You’d better wear a breather and you’d better wear a hat, I’m a vial of terrible deadly hazmat,” LOONY GOONY sang. When they released Mister Toussaint the next day, they made him take LOONY GOONY home with him. There were lots more people with LOONY GOONYs to process. Mister Toussaint paid the rush-rush fee that the storage depot charged to send over his container. They forklifted it out of the giant warehouse under the desert and zipped it straight to the cargo-bay in Mister Toussaint’s building. He put on old, stupid clothes and clipped some lights to his glasses and startedsorting. Most of the things in the container were stupid. He’d been throwing away stupid stuff all his life, because the smart stuff was just so much easier. But then his grandpa had died and they’d cleaned out his little room at the pensioner’s ward7 and 7 pensioner’s ward: part of a hospital that provides care for people receiving pensions, or government support for older persons. 16 chafe (ch∑f) v. To chafe is to annoy or bother someone. retract (r∆-tr√kt´) v. To retract is to 17 pull in. 18 ANALYZE SCIENCE FICTION Annotate: Mark details in paragraphs 18–20 that show what happens when Mister Toussaint tries to dispose of LOONY GOONY on the way to work. Analyze: Why are the police waiting for him at the train station? What theme or themes about technology might these events suggest? 19 20 21 22 Don’t forget to Notice & Note as you read the text. The Brave Little Toaster 9 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company he’d just shoved it all in the container and sent it out to the desert. From time to time, he’d thought of the eight cubic meters of stupidity he’d inherited and sighed a put-upon sigh. He’d loved Grandpa, but he wished the old man had used some of the ample spare time from the tail end of his life to replace his junk with stuff that could more gracefully reintegrate with the materials stream. How inconsiderate! The house chattered enthusiastically at the toaster when he plugged it in, but the toaster said nothing back. It couldn’t. It was stupid. Its bread-slots were crusted over with carbon residue and it dribbled crumbs from the ill-fitting tray beneath it. It had been designed and built by cavemen who hadn’t ever considered the advantages of networked environments. It was stupid, but it was brave. It would do anything Mister Toussaint asked it to do. “It’s getting hot and sticky and I’m not playing any games, you’d better get me out before I burst into flames!” LOONY GOONY sang loudly, but the toaster ignored it. “I don’t mean to endanger your abode, but if you don’t let me out, I’m going to explode!” The smart appliances chattered nervously at one another, but the brave little toaster said nothing as Mister Toussaint depressed its lever again. Just as he did, he thought to check in with the flat’s diagnostics. Just in time, too! Its quorum-sensors8 were redlining9 as it listened in on the appliances’ consternation.10 Mister Toussaint unplugged the fridge and the microwave and the dishwasher. The cooker and trash-can were hard-wired, but they didn’t represent a quorum. The fire department took away the melted toaster and used their axes to knock huge, vindictive holes in Mister Toussaint’s walls. “Just looking for embers,” they claimed. But he knew that they were upset because there was simply no good excuse for sticking a pouch of independently powered computation and sensors and transmitters into an antique toaster and pushing down the lever until oily, toxic smoke filled the whole 104th floor. 8 quorum-sensors: devices that receive input from Mister Toussaint’s smart appliances; when a certain number (a quorum) of the appliances signal distress, emergency action is taken. 9 redlining: reaching a limit or maximum; here, approaching the point at which the apartment would take action to stop the toaster. 10 consternation: a feeling of alarm or fear. 23 ample (√m´p∂l) adj. To be ample is to be plentiful or enough. reintegrate (r∏-∆n´t∆-gr∑t´) v. To reintegrate is to come together, as when similar materials are collected for recycling. 24 25 26 27 28 29 30 31 VOCABULARY Context Clues: If you are unfamiliar with the word vindictive in paragraph 31, you can use surrounding words or other context to infer that it means “intended to hurt or take revenge on someone.” Analyze: What does the author’s use of this word suggest about the firefighters? NOTICE & NOTE AHA MOMENT When you notice a sudden realization that shifts a character’s actions or understandings, you’ve found an Aha Moment signpost. Notice & Note: What words and phrases in paragraph 29 suggest that Mister Toussaint is having an Aha Moment? Mark these words and phrases. Cause/Effect: What does Mister Toussaint suddenly realize, and how does this change things? 10 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
© Houghton Mifflin Harcourt Publishing Company Review your notes and add your thoughts to your TURN AND TALK Response Log. Turn to a partner and discuss the ending of “The Brave Little Toaster.” What do you think the author’s opinion of technology is? Test-Taking Strategies Assessment Practice Answer these questions before moving on to the Analyze the Text section on the following page. 1. This question has two parts. First answer Part A, then Part B. Part A Why does Mister Toussaint’s refrigerator order more groceries? A The refrigerator takes stock and identifies missing items. B Miz Rousseau receives a grocery list from the refrigerator. C LOONY GOONY tells the refrigerator that the food is spoiled. D The appliances reach a quorum about placing an order. Part B Which detail best supports the correct answer? A Miz Rousseau has a signed order for the groceries. B Mister Toussaint identifies LOONY GOONY after analyzing data. C The refrigerator tells Mister Toussaint that the food was spoiled. D Mister Toussaint throws out the pouch of LOONY GOONY. 2. Why is the toaster able to destroy LOONY GOONY? A The toaster is braver than the other kitchen appliances. B The other appliances are not aware of the toaster. C The apartment’s quorum-sensors approve the toaster’s actions. D The toaster does not receive messages from other devices. ESSENTIAL QUESTION: Does technology improve or control our lives? Mister Toussaint’s neighbors weren’t happy about it either. But Mister Toussaint didn’t mind. It had all been worth it, just to hear LOONY GOONY beg and weep for its life as its edges curled up and blackened. He argued mightily, but the firefighters refused to let him keep the toaster. 32 33 34 The Brave Little Toaster 11 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Respond © Houghton Mifflin Harcourt Publishing Company Analyze the Text Support your responses with evidence from the text. 1 DRAW CONCLUSIONS Is the story set in the past, the present, or the future? What details in the text help you draw this conclusion? 2 ANALYZE In paragraph 6, Mister Toussaint has an Aha Moment when he confirms that the energy drink caused his fridge to throw out his food. How does this realization affect the plot of the story? 3 INTERPRET Is LOONY GOONY an “Internet of Things prank,” as Mister Toussaint suspects? Explain why. 4 ANALYZE Find the statement that Mister Toussaint says Again and Again in paragraphs 8 and 14. What is he responding to each time? How does this repetition relate to the story’s main conflict? 5 SUMMARIZE Complete a plot diagram for “The Brave Little Toaster” by briefly summarizing the exposition, rising action, climax, falling action, and resolution of the story’s plot. NOTICE & NOTE Review what you noticed and noted as you read the text. Your annotations can help you answer these questions. EXPOSITION: RESOLUTION: CLIMAX: RISING ACTION: FALLING ACTION: 6 SYNTHESIZE Think about the story overall. Then, write a sentence that states its theme—its message about life or human nature. 12 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Respond © Houghton Mifflin Harcourt Publishing Company As you write and discuss, be sure to use the Academic Vocabulary words. commentary network occupation option speculate Choices Here are some other ways to demonstrate your understanding of the ideas in this lesson. Social & Emotional Learning Discuss with a Small Group What could Mister Toussaint teach his neighbors about dealing with a prank like LOONY GOONY? Work with a group to create a set of helpful tips. • As a group, review the story and note Mister Toussaint’s actions in response to LOONY GOONY. Discuss which actions were effective and which were ineffective or destructive, and why. • Brainstorm a list of tips or guidelines that would help someone overcome a similar “Internet of Things prank.” • Together, organize everyone’s ideas into a set of step-by-step instructions for what a person should do if faced with something like LOONY GOONY. Media Create a Comic With a partner or a small group, create a sequel to “The Brave Little Toaster” in the form of a comic or graphic novel. Use a combination of images and text to show what happens to Mister Toussaint after the events described in Doctorow’s story. • Decide what Mister Toussaint’s conflict will be in your sequel. Does he try to find another “stupid” toaster to replace the one that melted? Does he become the victim of another prank? • Organize the events into a plot structure that unfolds naturally. Review the plot diagram at the beginning of the lesson. • Work together to draw the images for your comic or find images online. Use digital tools to construct your comic and to give it a polished look. Writing Summarize a Story Write a summary of “The Brave Little Toaster.” Your summary should briefly retell the most important events of the story in your own words. • Begin by describing the story’s setting and introducing the main character, Mister Toussaint. • Next, describe the conflict Mister Toussaint faces and how he responds to it. Tell the main events of the story in the order in which they happened. • Explain how the conflict is resolved at the end of the story. The Brave Little Toaster 13 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Respond © Houghton Mifflin Harcourt Publishing Company Interactive Vocabulary Lesson: Using Context Clues Vocabulary Strategy Context Clues Context clues are words, phrases, and ideas in the surrounding text that can provide hints to help you figure out the meaning of an unfamiliar word. Find the word ferrous in this paragraph: Ferrous appears right before lump, which is a noun. This helps you determine that the word ferrous describes lump. You also know from previous paragraphs that LOONY GOONY pretends to be made of dangerous materials. Microwaving metal is dangerous, and steel contains iron; these are clues to the word’s meaning, “made of iron.” Expand Your Vocabulary PRACTICE AND APPLY Words with similar meanings are called synonyms. Antonyms are words with opposite meanings. Identify each word pair below as being either synonyms or antonyms. PRACTICE AND APPLY Find the words container and stupid in paragraph 21. Complete the chart for both words. WORD POSSIBLE MEANINGS CONTEXT CLUES MEANING IN PARAGRAPH 21 container stupid chafe retract ample reintegrate 1. chafe / soothe 2. retract / extend 3. ample / plenty 4. reintegrate / explode Mister Toussaint tried the microwave. Even the cleverest squeezy-pouch couldn’t survive a good nuking. But the microwave wouldn’t switch on. “I’m no drink and I’m no meal,” LOONY GOONY sang. “I’m a ferrous lump of steel!” 14 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Respond © Houghton Mifflin Harcourt Publishing Company Interactive Grammar Lesson: Participles and Participial Phrases PRACTICE AND APPLY Read these sentences from “The Brave Little Toaster.” Identify each participle and the noun that it modifies. 1. His refrigerator had sent in the list, and she had the signed order to prove it. 2. Or rather, it was almost empty: there was a single pouch of energy drink sitting on a shelf in the back. 3. LOONY GOONY’s singing voice really got on Mister Toussaint’s nerves. 4. It had been designed and built by cavemen who hadn’t ever considered the advantages of networked environments. 5. The fire department took away the melted toaster and used their axes to knock huge, vindictive holes in Mister Toussaint’s walls. Watch Your Language! Participles A participle is a verb form that is used as an adjective, which modifies a noun. Writers often use participles to help create vivid descriptions. • A present participle ends in -ing. A past participle can have different endings, such as -d, -ed, or -en. Present participle: Mister Toussaint had a surprising delivery. (The participle surprising modifies the noun delivery.) Past participle: He called Miz Rousseau about the mistaken order of unwanted groceries. (The participle mistaken modifies the noun order. The participle unwanted modifies the noun groceries.) The Brave Little Toaster 15 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
Get Ready © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ociacia/Shutterstock Engage Your Brain Choose one or more of these activities to start connecting with the text you’re about to read. Are Bionic Superhumans on the Horizon? Informational Text by Ramez Naam Dig In! Do some digging online and find out more about bionics. • What does the word bionics mean? • How can bionics help people with disabilities? • What are some of the newest applications of bionics? Superhuman If you could have one bionic enhancement for your body or mind, what would it be? Robotic arms that give you superhuman strength? A microchip implanted in your brain to make you super smart? Sketch a portrait of yourself with your bionic enhancement or write a few sentences to explain how the bionic device would change you. ESSENTIAL QUESTION: Does technology improve or control our lives? 16 UNIT 1 ANALYZE & APPLY DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A;FL-A
