4 Language “Speak a new

language so that
the world will be
a new world.”
—RUMI, PERSIAN POET

What does this quote

mean to you?

Look at the photo and

caption. Discuss the
questions.
1. What are the visitors
at the museum
viewing? What is on
the stone?
2. Why do you think
the Rosetta Stone
is important?

Visitors view the

ancient Egyptian
Rosetta Stone at the
British Museum in
London, England.
The Rosetta Stone
displays the same
message in three
different ancient
languages.

 123
UNIT LAUNCH

ESSENTIAL QUESTION Explore the Essential Question

What effect can Think  Is it easy or hard to find the right words in these situations? Check (✓)
the answers that are true for you.

words have? Easy Hard

talking to friends

Theme Vocabulary Theme Vocabulary talking to people I don’t know

Use these words to express your ideas throughout the unit. cause (v.)
speaking another language
communicate (v.)
PRACTICE 1  Read the conversation. Think about the meaning of each word
in bold. Then write each word next to its definition in the chart below. effect (n.) writing an email
meaning (n.)
Words can have a positive effect on people. In a poem, words can negative (adj.) writing a poem
be beautiful and make people feel happy. Though they can also make positive (adj.)
people sad, which can have a negative effect. giving a presentation to an audience

Discuss  With a partner, discuss your answers to the activity above. Explain
That’s true. Words can also sometimes cause problems or confusion. why you chose your answers.
My friends sometimes think my text messages have a negative Example: Talking to new people is easy for me. I love meeting new people.
meaning when I am trying to make a joke. After we communicate
more, we can usually solve the problem. Respond  Circle the words that might have a positive or negative effect on
someone. Add your own ideas. Then use some of the words to complete the
sentences below. Share your ideas with a partner.
Word Definition

positive relating to good instead of bad painful communicate

beautiful
share learn translate
meaning

useful
to exchange information using words or gestures

colorful
wonderful
relating to bad instead of good
useless talk
a change resulting from an event or action

the thing or idea represented by words or gestures

powerful message

to make something happen Words can be when  .

words can make you feel  .

PRACTICE 2  Work with a partner. Answer the questions about the conversation.
1. What examples of the positive effects of words do the students give?
2. What examples of the negative effects of words do the students give?
3. What effects of words do the speakers agree about?

124  Unit 4 Language Unit Launch 125

PREPARE TO READ:  Collecting Words / Words Are Birds

Key Vocabulary Grammar: Relative Clauses

A relative clause (also called an adjective clause) gives more information about a noun. Relative clauses
PRACTICE  Look at the photos and read the sentences. Discuss the meaning
start with a relative pronoun, such as who (for people) or that (for people, animals, or things). The
of the words in bold with a partner. Then ask and answer the questions.
relative pronoun usually comes after the noun it refers to. The verb agrees with the noun (words sound,
the student writes).

I like words that sound funny.

Nora is the student who writes poems.

PRACTICE 1  Underline each relative clause. Circle each relative pronoun.

Draw an arrow from the relative pronoun to the noun it refers to.

collect  (verb) familiar  (adjective) 1. I like people who are kind.

This woman collects shells. Babies smile at familiar people, such as a parent.
What other things do people collect? Can you recognize a familiar voice on the phone? 2. I study words that are hard to spell.

3. I like poets who write about love.

4. My class learns words that are useful.

5. My friend writes text messages that are really funny.

PRACTICE 2  Use all the words and phrases to write sentences with relative
clauses. Use the correct form of each verb.

I have a friend that be exciting

messenger  (noun) print  (noun)
This messenger is delivering a package. A bird left prints in the sand. She writes stories who sing beautiful songs
What do messengers deliver in your community? What kinds of animal prints have you seen? I like birds play the guitar
I eat food be (not) hot and spicy
We met some people live near us

1. I have a friend who plays the guitar.

2.

3.

4.
shout  (verb) translate  (verb)
People shout when they are excited. A dictionary can help you translate words. 5.
What are other reasons people shout? Can you translate hello into another language?

126  Unit 4 Language Collecting Words / Words Are Birds 127

PREPARE TO READ:  Collecting Words / Words Are Birds

ESSENTIAL QUESTION Reading Skill: Identify Theme

In a story or poem, the theme is the message or lesson the author wants the
What effect can reader to learn. The theme might be stated in a sentence, or you may need
to look more closely at the words the author uses in order to determine the
words have? theme. To identify the theme of a poem, ask yourself these questions:
1. What is the topic of the poem?
2. What details about the topic are included in the poem?
3. How does the poet think or feel about the topic?
First Thoughts 4. What is the main message or lesson of the poem?
1. Find and circle the nine words. Say each word aloud when you find it.
Use a dictionary to help you, if necessary. Then answer the questions
below.
Skill in Action
Read the poem “Words Bounce Back” and a reader’s thoughts. Think about the
topic, details, thoughts, and feelings in the poem. With a partner, decide on
Q I W T M O O K M R R E bumblebee ✓ the theme of the poem. Write it below.
R A M B U N C T I O U S caged
cinnamon
K R C K H I C C U P A X
cold The poem
Words Bounce Back The title can
help me
W I S T A R S X A C A K mentions Sometimes my words bounce right back at me.
hiccup determine the
a feeling: topic. Maybe
M C O L D S N A K E C A moo surprise. I am surprised when my words come back
the topic is the
B U M B L E B E E E M G rambunctious dirty, sad, upset effect of words.

snake without friends.

Q C I N N A M O N Y K U The
stars descriptive They smack against me, word after word,
E A K Q Q V C A G E D R words the
poet uses
sentence after sentence.
are They don’t understand what went wrong,
2. Which word is a sound (onomatopoeia) made by cows? negative.
They only know that they are
And which is a sound made by people?
unhappy
3. Which words are animals? ,
unwanted
4. Which word is a flavor?
These
lost
words
Discuss  Put the words from Activity 1 into categories. You can write the same are also and so alone. This detail shows
word in more than one category. Then discuss your answers with a group. negative. that even though
I pick them up, clean them off words can have
Positive Negative Beautiful Fun to Say and put them back in my pocket so a negative effect,
the speaker in the
I can try again tomorrow. poem will try to
use words again.

128  Unit 4 Language Collecting Words / Words Are Birds 129

 Read and answer the question: How does each poet feel about words? As you
read, underline any parts of the text you have questions about or find confusing.
Butterflies on a riverbank in
Tambopata National Reserve, Peru

Collecting Words
by Pat Mora

 4.1

1 All day, I collect words, •

STOP & THINK
words that move, like wiggle, Review  A stanza is a
group of lines in a poem
glowing1 words, candle, (like a paragraph in a story
drifting2 words, butterfly, or an article). How many
stanzas are in this poem?
5 singing words, ding-dong.

I collect words that make me smile, like tiny,

that fill my mouth, bubble and bumblebee,
that float along, river,
that have a brown scent, cinnamon,
10 that sweetly stretch, car-a-mel.

I collect short, hard words, like brick,

soft words, lullaby,
cozy words, snug,
funny words, rambunctious,
15 scary words, sssssssssssssnake,
jumpy words, hic-cup,
big words, onomatopoeia—moo moo. •
STOP & THINK
Describe  Poems look
I whisper, say, shout, different from other texts.
How does this poem look
write, and sing my words. different from a story or an About the Poet
article? What is different (b. 1942)
about the punctuation? Pat Mora is an American
20 What words will you collect today? poet and writer. She has
written more than thirty
1
glowing  shining books for young people
2
drifting  slowly moving and adults. She has received
many awards for her work.

130  Unit 4 Language Collecting Words / Words Are Birds 131

 Words Are Birds some can stand •
the cold
STOP & THINK
Recognize  The first
stanza on this page
by Francisco X. Alarcón others migrate1 has five lines. How
many lines are in the
with the sun other stanzas on this
30 to the south page?
 4.2

1 words
some words
are birds
die
that arrive
caged2 —
with books
they’re difficult
5 and spring
35 to translate

they
and others
love
build nests
clouds
have chicks
the wind
warm them
10 and trees
40 feed them

some words
teach them
are messengers
how to fly
that come
and one day
from far away
they go away
15 from distant lands
45 in flocks3

for them
the letters
there are
on this page About the Poet
no borders (1954–2016)
are the prints
only stars Francisco X. Alarcón was a
they leave poet and writer. He grew
20 moon and sun up in Mexico. He wrote
50  by the sea
multiple books for both
young people and adults.
some words 1
migrate  travel He believed that children
are familiar • 2
caged  in a cage are “natural poets.”
STOP & THINK 3
flocks  groups
like canaries Give examples 
In what ways does the
others are exotic poet say words are A quetzal on a tree branch
25 like the quetzal bird similar to birds? in Monteverde Cloud Forest
Biological Preserve, Costa Rica

132  Unit 4 Language Collecting Words / Words Are Birds 133

FOCUS ON UNDERSTANDING

Close Read Read Again and Analyze

Work with a partner. Read the poems again and respond to the questions. Use evidence from the
1. Determine the meanings of your underlined words and phrases. text to support your responses.
2. Discuss the question: 1. Deduce Why does the poet of “Collecting Words” end with a question to
the reader?
How does each poet feel about words?
2. Compare What patterns do you see in “Collecting Words”? Are some of
the lines in the poem similar? Are some words repeated in more than
Apply the Skill: Identify Theme one line?
Complete the theme chart for “Words Are Birds.” 3. Classify In “Words Are Birds,” does the line  “some words die caged” cause
a positive or negative feeling in you? Are there other lines in the poem
Poem title: that cause the same feeling?
4. Examine Birds have “no borders.” How can words  “cross borders”?
Poem topic:
5. Contrast How are the two poems similar? How are they different?
Details about the topic:
Share Your Perspective
Discuss the questions in a small group. Discussion Frames
1. What emotions do certain words make you feel? Give an example and Words like … make me
explain. feel …

2. What kinds of words would you collect? Why? I would collect

Thoughts or feelings shared in the poem: words that …
3. What other animal or object could you compare words to? Why? I could compare words
to …
Reflect
How do “Collecting Words” and “Words Are Birds” help you understand
the effect words can have? With a partner, use some of the words to write
Theme (message or lesson): sentences about words and language.

Nouns Verbs Adjectives

effect cause familiar
meaning collect positive
messenger communicate negative
print shout
Understand translate
Read each statement and check (✓) the correct answer for Poem 1
(“Collecting Words”), Poem 2 (“Words Are Birds”), or both poems. Poem 1 Poem 2 Both
1. The poem compares words to birds.
2. The poem includes examples of words that the poet likes.
3. The poem describes different types of words.
4. The poem describes how words grow and change.
5. The poem shares the poet’s thoughts and feelings
about words.

134  Unit 4 Language Collecting Words / Words Are Birds 135

UNCOVER THE STORY
Examine the Graphic
pochemuchka
NO WORDS chi ku
(RUSSIAN) Use details from the image and the text
to respond to the questions. Discuss your
A person who asks too (CHINESE)
many questions responses with a partner.
When someone can
go through very 1. What does this graphic show?
difficult experiences 2. What is special about each of these
and not become angry words or phrases?
verschlimmbessern or unhappy
3. Choose two or more words or
(GERMAN)
phrases, and tell a partner how to say
To make something worse the same thing in a language that
when you are trying to improve it you speak. Is it possible?

pana po'o Make Connections

(HAWAIIAN) Use details from your life, stories you’ve
When you scratch read, and the graphic to respond to the
your head to help you questions. Then discuss your responses
remember something with a partner.
1. Which word or phrase makes you
smile? Which do you think is the
funniest? The prettiest? The most
interesting? Explain why.
depaysement 2. Choose one of these phrases to
(FRENCH)
describe a situation you have
The feeling of being away
experienced. Explain the situation.
from home, or being in a
foreign place
tsundoku 3. Do words or expressions in one
(JAPANESE)
ya'arburnee When you have many
language always translate into
another? Why do you think this is
(ARABIC) books that you never read the case?
When you say to
someone you love that
you hope you die before Reflect
they do because you Use ideas from the graphic and your
cannot possibly live
responses to answer the question:
without them jayus What is a feeling or experience you
(INDONESIAN)
might want to express, but do not have
When someone tells a
a word for? Make up one or more words
joke that is so unfunny
that you cannot help
or phrases to express it. Then share them
but laugh with a partner.

136  Unit 4 Language Uncover the Story 137

PREPARE TO READ:  Learning Math in Different Languages

Key Vocabulary Vocabulary: Signal Words for Comparison and Contrast

Signal words for comparison connect two or more similar items or ideas.
PRACTICE  Look at the photos and read the sentences. Discuss the meaning
Signal words for contrast connect two or more different items or ideas.
of the words in bold with a partner. Then ask and answer the questions.
Signal Words

Comparison Contrast

same different (from)

also however
equally instead (of )

both although

clear  (adjective) confusing  (adjective)

item 1 item 2
This street sign is clear. This street sign is confusing. Examples:
What clear signs do you see every day? Why is the sign in the photo confusing? 2 + 2 equals 4, both in France and in China.

signal word for comparison

For example, when people hear “five-and-forty,” they often idea 1

write 54 instead of the correct number, 45.

signal words idea 2

for contrast

correct  (adjective) order  (noun)

The correct answer to this problem is 68,894. Dictionary words are in alphabetical order. PRACTICE 1  Read each sentence. Circle the signal word. Then check (✓)
How many correct answers did you get on your What are the names of your family members in whether it is a comparison or contrast word.
last test? alphabetical order? Comparison Contrast
1. Both my brother and my sister have red hair.
2. Although most deserts are hot during the day,
those same deserts can be very cold at night.
3. I like to drink orange juice instead of tea.
4. 22 is a multi-digit number. 99 is also a multi-digit
number.
5. We don’t have school on Monday. However, we
still have homework.
rule  (noun) switch  (verb) PRACTICE 2  Underline the two ideas that are being compared or contrasted
The rule is no cell phones in class. If you switch the 2 and 4 in the number 24, you in each sentence in Practice 1.
What are the rules in your classroom? get the number 42.
What new number can you make if you switch
the digits in 63?
138  Unit 4 Language Learning Math in Different Languages 139
PREPARE TO READ:  Learning Math in Different Languages

ESSENTIAL QUESTION Reading Strategy: Interpret Charts and Tables

Charts and tables include information, or data, that can be read quickly
What effect can and easily. Authors use charts and tables to support the information or ideas
in the text. To understand the content and purpose of a chart or table, ask
words have? yourself these questions:
1. What is the topic of the chart or table?
2. How is the chart or table labeled? What information do the labels provide?
3. Which section of the text does the chart or table support?
First Thoughts 4. Which word, phrase, or sentence in the text explains the purpose of the
1. What numbers do you see in the photo? Tell a partner. chart or table?
5. How does the chart help you understand the text?

Strategy in Action
Read the paragraph from “Learning Math in Different Languages” and a
reader's thoughts. Then review the chart. What is the topic of the chart? How
does the chart help you understand the text?
The text
includes two
Multi-digit numbers follow the place-value rule. examples of
place value.
The place-value rule allows us to write any number
with only ten symbols. For example, the value of the
9 in 92 is 90 (9 × 10), and the value of the 2 in 92 is 2
The topic is The title helps
the place- (2 × 1). However, in 29 it is reversed. The value of the me understand
2. With a partner, write the word for each number in English and in another language. value rule.
9 is just 9 (9 × 1), and the value of the 2 is 20 (2 × 10). the topic of the
This sentence chart.
English Another Language explains the This is why 92 is different from 29, although both have
purpose of the
chart. the same digits!
12 
Place Value Chart for the number 4,521,392
19   Millions
Hundred Ten
Thousands Hundreds Tens Ones
Thousands Thousands
22   4 5 2 1 3 9 2

Place Value of 4 = 4000000 The chart labels

The chart
309 includes seven
explain the
Place Value of 5 =  500000
place value of
examples of Place Value of 2 =
3. Look for patterns in the number words above. Circle the words you see repeated in each column. place value.
  20000 4 5 2 1 3 9 2 each digit in the
For example, is nine used more than once? Place Value of 1 =    1000 example.
Place Value of 3 =     300
Discuss Check (✓) the statements you agree with. Then discuss your answers with a group. Place Value of 9 =      90

  Numbers are easy to say and write in English. Place Value of 2 =       2

  All languages have similar patterns for number words.

  Saying numbers in different languages is confusing.

140  Unit 4 Language Learning Math in Different Languages 141

Read and answer the question: Why are some number words
difficult to learn? As you read, underline any parts of the text you
have questions about or find confusing. 
 4.3

We all do basic math. You do it. I do it. Young children do it.

Learning Math
1
The Hindu-Arabic
For instance, they do it when they count marbles. And they do it
numeral system
with addition. 2 + 2 equals 4, both in France and in China. 7 × 8 ● includes ten

in Different Languages 5
equals 56, both in the United States of America and in Germany.
Most countries use the Hindu-Arabic numeral system to write
symbols: 1, 2,
3, 4, 5, 6, 7, 8, 9,
and 0.
numbers. We use ten symbols to write single-digit numbers (0–9). ● is the most
by Julia Bahnmueller, Hans-Christoph Nuerk, and Krzysztof Cipora We combine them to write multi-digit numbers (10,235). common
Multi-digit numbers follow the place-value rule. The place- numeral system
used today.
value rule allows us to write any number with only ten symbols.
10 For example, the value of the 9 in 92 is 90 (9 × 10), and the value
of the 2 in 92 is 2 (2 × 1). However, in 29 it is reversed. The value
of the 9 is just 9 (9 × 1), and the value of the 2 is 20 (2 × 10). This is • STOP & THINK
why 92 is different from 29, although both have the same digits! Illustrate  What is the
value of the 4 in 423?
Having the same rules and symbols is great. It makes it easy
15 to talk about numbers. It almost looks like there is one math
language for the whole world. You don’t need to learn it again in
another country. 2 + 2 equals 4, wherever you are.

Place Value Chart for the number 4,521,392

Hundred Ten
Millions Thousands Hundreds Tens Ones
Thousands Thousands
4 5 2 1 3 9 2

Place Value of 4 = 4000000

Place Value of 5 =  500000

Place Value of 2 =   20000

Place Value of 1 =    1000 4 5 2 1 3 9 2

Place Value of 3 =     300

Place Value of 9 =      90

Place Value of 2 =       2

142  Unit 4 Language Learning Math in Different Languages 143

 There is just one little problem. Although most of us use the 35 number 97 in Table 2. These number words are really complicated.
same symbols to write numbers, we use very different words for Other numbers are also complicated. Hindi includes a few number
20 these numbers. This is because we speak different languages. Look words that use subtraction instead of addition! For example, the
at the number words for 0–10 in Table 1. These number words number word for 29 is “unatis.” It means “one before thirty” (30 – 1).
STOP & THINK
differ a lot between languages. It is important for young children The teen numbers (11–19) are especially difficult to learn in Give examples  What
• is an example of a clear
to know the names and the meanings of the numbers 0–10 in STOP & THINK 40 many languages. Isn’t “one-ten-two” clearer to say than “twelve”
number word? What
their language. And learning eleven number words is equally hard Compare  for 12? “Twelve” is a new word. “One-ten-two” uses a rule. Saying is an example of an
Which number words unclear number word?
25 no matter what language they speak. for the numerals 0–10 “fourteen” instead of “teenfour” is also not clear. Why do we •
are the same or similar
The number words for larger numbers can be very different across languages?
sometimes switch the order of numbers?
in different languages. In some languages, the names for
multi-digit numbers are clear and regular. Mandarin is one Mandarin English German Hindi
of these languages. The Mandarin number word for 29 means shí yī elf gyaarah
11 eleven 11
30 “two-ten-nine.” The number word for 97 means “nine-ten-seven.” [ten one] [eleven] [oneteen]
Scientists discovered that working with multi-digit numbers shí èr zwölf baarah
12 twelve 12
is easier for children who speak a language with clear number [ten two] [twelve] [twoteen]
words. However, not all languages have clear number words. What shí sān dreizehn tehrah
13 thirteen 13
[ten three] [three ten] [thirteen]
do unclear number words look like? Look at the words for the
shí liù sechzehn saulah
16 sixteen 16
[ten six] [six ten] [sixteen]
Mandarin English German Hindi
shí qī siebzehn satrah
17 seventeen 17
0 líng zero null shuniye 0 [ten seven] [seven ten] [seventeen]

1 yī one eins ek 1 èr shí zwanzig bees

20 twenty 20
[two ten] [twenty] [twenty]
2 èr two zwei do 2
èr shí yī einundzwanzig ikis
21 twenty-one 21
3 sān three drei teen 3 [two ten one] [one and twenty] [one and twenty]

4 sì four vier chaar 4 èr shí jiǔ neunundzwanzig unatis

29 twenty-nine 29
[two ten nine] [nine and twenty] [one before thirty]
5 wǔ five fünf panch 5
sì shí bā achtundvierzig adtalis
48 forty-eight 48
6 liù six sechs cheh 6 [four ten eight] [eight and forty] [eight and forty]

7 qī seven sieben saat 7 qī shí wǔ fünfundsiebzig chiyahatar

75 seventy-five 75
[seven ten five] [five and seventy] [five and seventy]
8 bā eight acht aath 8
jiǔ shí qī siebenundneunzig sataanave
97 ninety-seven 97
9 jiǔ nine neun nao 9 [nine ten seven] [seven and ninety] [seven and ninety]

10 shí ten zehn das 10 yī bǎi (ein)hundert ek sau

100 one hundred 100
[one hundred] [(one) hundred] [one hundred]
Table 1: Number words 0–10 in different languages
Table 2: Number words greater than 10 in different languages

144  Unit 4 Language Learning Math in Different Languages 145

 In English, only a few numbers (thirteen to nineteen) are
45 switched. In other languages, such as German or Arabic, most
two-digit numbers are switched. For example, in German, 97
is “siebenundneunzig.” It means “seven-and-ninety.” Larger
numbers are even more confusing! The German number word for
234 means “two-hundred-four-and-thirty.” The digit on the left is
50 named first. Then the digit on the right is named. Finally, the one
in the middle is named. Complicated, isn’t it?
Children who speak languages with switched number words
have a hard time with multi-digit numbers. German has
switched number words. Japanese does not. German
55 children make many more mistakes when they write 234
numbers than Japanese children do. About half of the zwei hundert vier und dreißig
errors German children make are switching mistakes.
1
(two hundred four and thirty)
For example, when they hear “five-and-forty,” they
often write 54 instead of the correct number, 45. So a
60 child who learns a clearer number word system has an easier time
•
learning numbers. STOP & THINK
We use numbers and number words every day. It is fascinating 2 Summarize  Why do
German children make
to see how languages name multi-digit numbers. Although more mistakes when
they write number
number words differ, in most cases they follow specific rules. words than Japanese
65 It’s something most people never think much about, but it’s children?

complicated enough to cause lots of errors for children learning

languages with unclear number words. Once you know the facts
about clear and unclear number words, 2 + 2 and 7 × 8 don't seem
so basic anymore!

A Thai pharmacist uses a

homemade abacus measuring
5.5 meters (18 feet). It may be
1
errors  mistakes the world’s largest abacus.
2
fascinating  very interesting

146  Unit 4 Language Learning Math in Different Languages 147

FOCUS ON UNDERSTANDING

Close Read Read Again and Analyze

Work with a partner. Read the text again and respond to the questions. Use evidence from the
1. Determine the meanings of your underlined words and phrases. text to support your responses.
2. Discuss the question: 1. Focus  Why is the German number word for 234 described
as “complicated”?
Why are some number words difficult to learn?
2. Differentiate  Which languages discussed in the article have unclear
number words? Which have only clear number words?
Apply the Strategy: Interpret Charts and Tables
3. Conclude  What effect do unclear number words have on children?
Review Table 1 in the text. Answer the questions.
4. Relate  What should teachers know about unclear number words?
1. What is the table title or caption? 5. Outline  What rules do the English “teen” number words (13–19) follow?

Share Your Perspective Discussion Frames

Discuss the questions in a small group. Learning math is
2. What information do the interesting/difficult
1. What is interesting or difficult about learning math?
labels provide? because …
2. Is math easy or difficult in the language you learned/are learning it in? Math is easy/difficult
Why? in English/Spanish/…
because …
3. Which lines of the text does the 3. When is math used outside of math class? Give three examples.
table support? We use math outside of
math class when we …
Reflect
How does “Learning Math in Different Languages” help you understand
4. Which word, phrase, or sentence in the
the effect words can have? With a partner, use some of the words to write
text explains the purpose of the table?
sentences about the text.

Nouns Verbs Adjectives

5. How does the table help you
understand the text? effect cause clear
meaning communicate confusing
order switch correct
rule negative
positive
Understand
Read each statement. Write C for clear number words, U for unclear number
words, or B for both clear and unclear number words.
1. Are more complicated
2. Are written with symbols
3. Can be single-digit or multi-digit numbers
4. Don’t switch the order of numbers
5. Make it harder to learn numbers
6. Are the only kind of number words in Japanese

148  Unit 4 Language Learning Math in Different Languages 149

VIDEO CONNECTION

Shakespeare’s First Thoughts

Read the sentence that includes the phrase “have a heart of gold.”  With a partner,
Impact on discuss the idiom. Then write a sentence or two describing someone you know
who “has a heart of gold.”

English My uncle has a heart of gold. He helps everyone in the neighborhood.

Viewing Skill: Understand Key Concepts

It’s important to understand the key concepts in a video. One way to do this is
to identify and define important words or phrases. When you don’t understand
them, listen and watch for examples or definitions and note them. Determining
the meaning of these key words or phrases will help you better understand the
key concepts.
Example: have a heart of gold = to be very kind, good

Apply the Skill

 4.1   Watch the video. Listen for these phrases. Write their meanings.
1. break the ice
2. go on a wild goose chase
3. see … in your mind’s eye
4. too much of a good thing

Understand and Analyze

 4.1   Watch again. Answer the questions. Support your responses with
evidence from the video.
1. Explain  Why is the knock-knock joke at the beginning of the video clever
or funny?
2. Summarize  What effects has Shakespeare had on the English language?
3. Deduce  Shakespeare lived more than 400 years ago, but people still use his
words and perform his plays. What does this tell you about language?

Share Your Perspective Discussion Frames

Discuss the questions in a small group. The idiom “…” reminds
1. Which of Shakespeare’s idioms reminds you me of a time when …
of a situation you have experienced? Explain An example of a new
the situation. word or phrase created in
my lifetime is …
2. What words or phrases were created in your
A Shakespeare fan celebrating lifetime? Where did they come from?
his 450th birthday in Bryant Park,
New York City

150  Unit 4 Language Video Connection 151

CONNECT ACROSS TEXTS CREATE AND PRESENT

Reflect on the Essential Question Option 1: Word Art

Think about the material in this unit. What effect can words have? Write your Words can describe anything, from numbers to the people you know. In this
ideas in the idea web. project, you will fill an image of someone you like, love, or admire with words
that describe the person.

Collecting Words & Learning Math in Different

Words Are Birds Languages 1. Create an outline of a favorite
person’s face. You can do this by
tracing an image you have or by
turning an image into line art using
a computer program.
2. Think about words that describe the
person. Include words that describe
ESSENTIAL QUESTION how the person acts, feels, and looks.
What effect can Use a dictionary or thesaurus to find
words have? new words.
No Words (infographic) Shakespeare’s Impact on 3. Decide whether you will use many
English (video) words or repeat only a few words on
your picture.
4. Plan where the words will go on the
face: hair, eyes, lips, and so on.
5. Use a pencil to draft your picture.
Use a pen to finalize your picture.
6. Share your finished product with the
class. Give examples of the words
Discuss the Essential Question you used. Explain why those words
Look at your ideas about the Essential Question earlier in the unit and your describe the person.
notes in the idea web above. How have your ideas about the Essential
Question changed? What changed your ideas? Discuss your answers Option 2: Play with Words
in a group.
Write a sentence that uses every letter of the alphabet at least
one time.
Respond to the Essential Question Theme Vocabulary

Write your response to the Essential Question. cause (v.) Example: The quick brown fox jumps over the lazy dog.
communicate (v.) 1. Write a sentence with several adjectives or adverbs.
Response Rubric
effect (n.) 2. Identify the letters you’ve used in the sentence.
A good response will meaning (n.)
3. Revise the words in your sentence until all letters of the alphabet
✓  state your opinion negative (adj.) are included.
✓  provide support from the texts, the discussion, and your life positive (adj.) 4. Read your sentence to a partner. Check that you have a subject and a
✓  use theme vocabulary
verb and that the grammar and punctuation are correct.
5. Count the letters in each of your sentences. Determine which one of you
used the fewest number of letters in your sentence.

152  Unit 4 Language Create and Present 153

PERFORMANCE TASK

Assignment: Write a Poem

Poetry is a type of literature that connects to people’s thoughts and feelings.
In this assignment, you will write a poem that includes your thoughts and
feelings about words, language, or numbers.
Your poem should have at least ten lines and include the following:
● a title that connects to the theme and content of the poem
● at least two stanzas
● your thoughts and feelings about words, language, or numbers
● at least two relative clauses
Friends having
ice cream with
Explore the Model a view of the
Read the model. Look at how the poet organized the poem and developed a Charles Bridge
in Prague,
theme. Then answer the questions.
Czechia
1. How many stanzas are there? How many lines?
2. What is the theme of the poem?
The poet connects
the title to the Word Love
theme of the poem.
Language for Writing
The poet organizes I like words that are translated
Read the model again. the poem into four Zmrzlina, which is Czech for ice cream
1. Underline the relative clauses in stanzas 2–4. Circle the relative pronouns stanzas.
at the beginning of each relative clause. Sirimiri, which is Spanish for a very light rain
2. The writer includes several examples for each type of word she likes. Nakakapagpabagabag, which is Tagalog for causing worry
List the words that belong to each group. The poet uses
relative clauses
I like soft, cozy words that make me feel safe
Words from Other Languages Soft, Cozy Words Long, Important Words to give more
information. Words like sheep, sleep, and
seashore

I like long, important words that make me look smart

The poet lists
examples of the Words like advanced, colleague, and
words.
diploma

I like poets who write beautiful words

3. Look at the example of alliteration in the model. Write words from The poet uses
another line in the poem that repeat the r sound. alliteration, which
Words that dance daintily down the page
is the repetition Words that make my heart run and race rapidly
r: , , of sounds at the
   

beginning of words. I like poets who make me cry

For example, dance, Even when I don’t understand all their words
daintily, and down.

154  Unit 4 Language Performance Task 155

PERFORMANCE TASK

Plan Your Writing Write and Revise

Complete the outline. Write  Use your outline to write a first draft.
● Decide on the words, languages, or numbers that you want to write about. ● Use relative clauses to describe the groups of words and your theme.
● Include examples of words that belong in each group. ● Try using alliteration, or repeating the sounds at the beginning of words.
● Select words and ideas that support your theme.

● Add a title that connects to the theme and content of your poem. Revise  Exchange poems with a partner. Using the checklist, review your Feedback Frames
partner’s work and give feedback. Use feedback from your partner to revise
your draft. I like the stanza about …
Outline You could add examples
such as … and … to
Title:
Does the writer include a title? support your ideas.
I like how you express
the theme in the
 oes the writer describe his or her thoughts and feelings about
D line about …
Theme (What message or lesson do you want your readers to learn?): words, languages, or numbers?

 oes the writer connect his or her thoughts and feelings to

D
examples of words, languages, or numbers?

Does the writer include at least ten lines and two stanzas?

Group 1: Group 2: Group 3:

Does the poem have a theme? What is it?

Proofread  Check the poem for accidental spelling and punctuation errors. TIP
Make edits to correct those errors. Check that you’ve
written your poem
in lines and stanzas.
Publish Check that your relative
clauses start with
Share your poem. Read two of your classmates’ poems. the correct relative
pronoun.
Present Your Poem
You will recite your poem. When you recite a poem, you read it with
Examples of words: Examples of words: Examples of words: emotion or expression.
Prepare to share your poem:
● Underline the words in the poem that you want to read with feeling.

Decide which emotions to express as you read. (Will you read the
words with a happy voice, a sad voice, or another emotion?)
● Decide where you will pause as you read. Poets usually pause at the

end of each idea instead of at the end of each line.

● Share your poem in a small group.

● Listen carefully to each person’s poem.

● After each person has shared his or her poem, give positive feedback.

You might comment on the specific words in the poem, the theme,
or the feelings that the person expressed.

156  Unit 4 Language Performance Task 157

 TAKE ACTION
LEARNING

How Will You Take Action?

Choose one or more of these actions to do.

Personal School
Collect words important to your culture. Survey language use.
1. Think about how your culture is 1. Conduct a survey to determine how
different from other cultures. many languages students in your school
2. Brainstorm three to five words that speak. Include questions about when
represent these differences. and for what purpose they speak each
3. Use pictures and symbols to illustrate language.
Linguist K. David Harrison your words on a poster. Present your 2. Distribute the survey to each class.
(right) with Abamu Degio words to a small group and explain their 3. Have a small group present the results
(left) and Anthony Degio cultural importance. of the survey.
(center), speakers of the
endangered language Koro
Local Global
Share the poems and stories of local writers Research an endangered language.
and storytellers. 1. Identify a language with few speakers
Exploring Language   4.4 1. Find someone in your community who in your country or in a part of the world
likes to write poetry or tell stories. you are interested in.
About half of the world’s 7,000 languages will disappear in the 2. Ask that person, “What kinds of words 2. Research the language. Identify why
next 100 years. Without these languages, we lose not only words, do you like to use in your poetry/ the language is dying and how many
but also important knowledge about the world. K. David Harrison stories?” speakers are left. Learn a few words of
and other linguists record, translate, and study conversations of 3. In class, present a poem or story the language.
written by the person, and summarize 3. Share the information you learned with
endangered languages. This helps them understand not only the
the feelings he or she shared about your class.
words and grammar, but also a community’s values and knowledge. language.
EXPLORER IN ACTION
For example, the Inuit people have more words for sea ice than
K. David Harrison scientists do. This tells linguists that sea ice is important to the Inuit
is a professor of
linguistics. people and they can describe it better than most people in the world.
Documenting their language helps us better understand the natural
world they live in. Recording dying languages will help ensure that Reflect
we do not lose information about the world. Reflect on your Take Action project(s). Then complete the sentences.
1. My project(s) was/were successful because
 4.2   Answer the questions. Then watch the video to learn more.  .
1. Harrison studies languages in order to 2. One thing I wish I had done differently is
 .
 .
3. Because of what I learned in this unit, one thing I will do is
2. If we lose a language, we also lose
 .
 .

158  Unit 4 Language Take Action 159