ri 9 w 1 l 1 play you? l 2 demonstrate · • claim: dogs are smarter than cats. • support: cats...

Focus and Motivate

Selection Resources

Before Reading

What Video Games Can Teach UsMagazine Article by Emily Sohn

The Violent Side of Video GamesMagazine Article

How often have you heard the reminder “It’s only a game”? It’s meant to warn us that games shouldn’t be taken too seriously. But suppose a game could help you learn, or change the way you act. Would it still be “only a game”? Many people think that video games, in particular, can have a powerful effect on their players. The following articles will show you some of the ways in which video games can be helpful or harmful.

DISCUSS Gather in a small group to discuss your video game habits. Take turns answering such questions as “How much time do you spend playing video games each week?” “What kinds of games do you play?” and “Do you think video games have a positive or negative effect on you?” When you are done, compare your answers with those of the other groups.

Can a GAME play YOU?

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RI 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI 9 Compare and contrast one author’s presentation of events with that of another. L 2 Demonstrate command of the conventions of punctuation.

RESOURCE MANAGER UNIT 8Plan and Teach, pp. 93–100Summary, pp. 101–102†‡*Text Analysis and Reading

Skill, pp. 103–106†*Vocabulary, pp. 107–109*Grammar in Context, p. 112

DIAGNOSTIC AND SELECTION TESTSSelection Tests, pp. 267–270

BEST PRACTICES TOOLKITJigsaw Reading, p. A1New Word Analysis, p. E8Cause-and-Effect Diagram

(Multiple Causes), pp. B16, B37

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

Audio Anthology CD

GrammarNotes DVD-ROM

ExamView Test Generator on the Teacher One Stop

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

RI 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI 9 Compare and contrast one author’s presentation of events with that of another. W 1 Write arguments to support claims with relevant evidence. L 1 Demonstrate command of the conventions of grammar. L 2 Demonstrate command of the conventions of punctuation. L 4c Consult thesauruses, both print and digital, to clarify meaning.

summaryTwo articles explore the effects of video games on young people. The first presents potential benefits of video games, includ-ing claims that they may inspire learning and improve coordination and visual skills. The second looks at potential harmful effects, including desensitizing people to violence.

Can a GAME play YOU? Ask students to interpret the question on page 942 and give preliminary answers. Next, ask students what games they play and why they enjoy them. Then have small groups complete the DISCUSS activity.

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Teach

Go to thinkcentral.com. KEYWORD: HML6-943Author Online

Emily SohnA Mind for Science A specialist in health and science, Emily Sohn has written for a number of publications, including Health, U.S. News & World Report, Smithsonian, and Outside. She has also written for the student Web site for Science News.

On Assignment Though she is based in Minneapolis, Minnesota, Sohn’s work as a freelance writer has taken her to faraway and fascinating places. Sohn has traveled to Cuba, Turkey, the Peruvian Amazon, and Sweden in order to research her stories. She is also the science correspondent for Project Exploration, a “living classroom” founded by paleontologist Dr. Paul Sereno and educator Gabrielle Lyon. Sohn went to the Sahara Desert in Niger to report on the project’s Dinosaur Expedition 2005.

Free Time Sohn loves being outside. When she’s not writing or traveling, Sohn enjoys rock climbing, camping, and exploring.

Complete the activities in your Reader/Writer Notebook.

Meet the Author text analysis: argument

An argument consists of a claim, or position on an issue or problem, supported by reasons and evidence. A basic argument might look like this.

Claim: Dogs are smart.Support: My dog knows his name and does tricks.

The two articles that follow examine the pros and cons of playing video games. As you read them, look for facts included in each argument that are for or against the issue. Which article is in favor of playing video games and which one is opposed to them?

reading skill: evaluate supportTo avoid being easily swayed by a weak argument, it is a good idea to evaluate the support and reasoning a writer includes. Watch for these weaknesses:

• Vague language—statements that are unclear • Irrelevant examples—examples that do not directly relate

to the claim• Faulty reasoning—reasoning that includes fallacies, or

errors in logic.

As you read each article, record examples of strong support and weak support in a chart like the one shown.

“What Video Games Can Teach Us”

Strong Support Weak Support

Vague language: “a number of young gamers” (line 33)

vocabulary in contextYou’ll find the following words in the articles on playing video games. To see how many you know, write definitions for the boldfaced words.

1. Video games captivate many people. 2. Some people worry about games that simulate violence. 3. Video game players learn to make precise movements. 4. The opinions of different experts complicate the issue.

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vocabulary in contextDIAGNOSE WORD KNOWLEDGE Have all students complete Vocabulary in Context. Check their definitions against the following:

captivate (kBpPtE-vAtQ) v. to attract and hold interest

complicate (kJmPplG-kAtQ) v. to make difficult or complex

precise (prG-sFsP) adj. exact or correctsimulate (sGmPyE-lAtQ) v. to imitate

PRETEACH VOCABULARY Use the following copy master to help students determine the meaning of each boldfaced word.

RESOURCE MANAGER—Copy MasterVocabulary Study p. 107

1. Read item 1 aloud, emphasizing captivate.

2. Point out the words hooking and appealing, and elicit possible meanings for captivate, such as “appeal to.” Have students compare these meanings to the definitions in column 3.

3. Have students complete the activity in Part B independently.

R E A D I N G S K I L L

Model the Skill: evaluate support

Present these statements: • Claim: Dogs are smarter than cats. • Support: Cats can’t learn to do tricks. Explain that the supporting statement is an example of faulty reasoning because it is an overgeneralization. The assertion is too broad to be accurate.GUIDED PRACTICE Ask students to reword the supporting statement to correct the faulty reasoning.

RESOURCE MANAGER—Copy MasterEvaluate Support p. 105

T E X T A N A L Y S I S

Model the Skill: argumentWrite these statements on the board:

Milo plays the game of chess. Games develop the mind.

Point out that the second statement is a claim because it takes a position on an issue. The first sentence merely states a fact. Explain that a statement such as Milo has gotten better grades since he started playing chess would support the claim.GUIDED PRACTICE Ask students to restate the article title “The Violent Side of Video Games” as a claim.

V O C A B U L A R Y S K I L L

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Practice and Apply

HERE’S SOME NEWS FOR YOU TO SHARE WITH YOUR PARENTS AND TEACHERS: VIDEO GAMES MIGHT ACTUALLY BE GOOD FOR YOU.

Whenever a wave of teenage violence strikes, movies, TV, or video games often take the heat. Some adults assume that movies, TV, and video games are a bad influence on kids, and they blame these media1 for causing various problems. A variety of studies appear to support the link between media violence and bad behavior among kids.

But media don’t necessarily cause violence, says James Gee. Gee is an education professor at the University of Wisconsin, Madison. “You get a group of teenage boys who shoot up a school—of course they’ve played video games,” Gee says. “Everyone does. It’s like blaming food because we have obese people.”

Video games are innocent of most of the charges against them, Gee says. The games might actually do a lot of good. Gee has written a book titled What Video Games Have to Teach Us About Learning and Literacy. a

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1. media: a general term that includes television, films, magazines, newspapers, and video games.

Emily SohnEmilyy SohhhnE il S hhhh

944 unit 8: information, argument, and persuasion

a ARGUMENTReread lines 1–17 and locate the author’s claim. What reasons does she provide as support for her argument? What reasons does she include against it?

a Model th e Skill: argument

Reread the definition of claim on page 943. Remind students that support consists of reasons and evidence intended to convince readers that a claim is true. An argument might also include facts against the claim.Possible answer: Claim: “Video games might actually be good for you” (line 2). Reasons for: “media don’t necessarily cause violence” (line 9); “The games might actually do a lot of good” (line 15). Reasons against: “studies appear to support the link between media violence and bad behavior” (lines 6–8)

revisit the big questionCan a GAME play you?Discuss In lines 1–17, why do you think there is so much controversy over video games? Explain. Students may note that adults want to protect kids, and they worry that video games cause bad behavior. Students may also assert that people who don’t play video games don’t understand what they’re about, and this lack of understanding leads to controversy.

for english language learnersTask Support Explain what pro and con mean. Tell students that one article supports the claim that video games are good for you, while the other is against this claim. Assign students to Jigsaw Reading groups to read parts of each article and find statements for and against the claim. Discuss the pros and cons with the class.

BEST PRACTICES TOOLKIT—TransparencyJigsaw Reading p. A1

for struggling readersIn combination with the Audio Anthology CD,use one or more Targeted Passages (pp. 944, 947, 948) to ensure that students focus on key selection concepts and skills.

1 Targeted Passage [Lines 3–17]This passage refutes a common charge made against video games and identifies the primary expert Sohn consulted for her article.

• What common charge is often made against video games? (lines 4–6)

• What expert has Sohn consulted for her article? What is his occupation? (lines 9–10)

• What argument does the expert use against the claim that media cause violence? (lines 11–13)

differentiated instruction

1Targeted Passage


read with a purposeHelp students set a purpose for reading. Tell them to read the articles to learn how video games might affect how people see the world.


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A growing number of researchers agree with Gee. If used in the right way, video and computer games have the potential to inspire learning. And they can help players improve coordination2 and visual skills.

Attention-Getting GamesA good video game is challenging, entertaining, and complicated, Gee says. It usually takes 50 to 60 hours of intense concentration to finish one. Even kids who can’t sit still in school can spend hours trying to solve a video or computer game. . . .

The captivating power of video games might lie in their interactive nature. Players don’t just sit and watch. They get to participate in the action and solve problems. Some games even allow players to make changes in the game, allowing new possibilities.

And kids who play computer games often end up knowing more about computers than their parents do. “Kids today are natives in a culture in which their parents are immigrants,” Gee says.

In his 2 to 3 years of studying the social influences of video games, Gee has seen a number of young gamers become computer science majors in college. One kid even ended up as a teaching assistant during his freshman year because the school’s computer courses were too easy for him. b

Screen ReadingVideo games can enhance reading skills too. In the game Animal Crossing, for instance, players become characters who live in a town full of animals. Over the course of the game, you can buy a house, travel from town to town, go to museums, and do other ordinary things. All the while, you’re writing notes to other players and talking to the animals. Because kids are interested in the game, they often end up reading at a level well above their grade, even if they say they don’t like to read.

Games can inspire new interests. After playing a game called Age of Mythology, Gee says, kids (like his 8-year-old son) often start checking out mythology books from the library or join Internet chat groups about mythological characters. History can come alive to a player participating in the game. . . .

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2. coordination: the ability to make multiple muscle groups work smoothly together.

what video games can teach us 945

b

EVALUATE SUPPORTReread lines 32–36. Why might the author have chosen to use vague language to make this point?

captivate (kBpPtE-vAtQ) v. to attract and hold interest

complicate (kJmPplG-kAtQ) v. to make difficult or complex

GRAMMAR IN CONTEXTThe second sentence in line 37 begins with a prepositional phrase, “In the game,” which modifies “Animal Crossing.” When you use prepositional phrases to modify a word in a sentence, be sure that you place the prepositional phrase close to that word, as the author has done. Otherwise, you can confuse your readers.


b evaluate supportPossible answer: The author may have used the vague phrase a number of young gamers because Gee (the expert) did not provide exact numbers or perhaps because the exact numbers do not support her claim.

grammar in context

Prepositional Phrases Have students iden-tify the preposition and its object in line 37 (in, the game). Then have students read lines 44–45 and identify the prepositional phrase and the word it modifies. (after playing a game, kids) Point out how the clause “Gee says” is set off by commas to make it clear that the prepositional phrase modifies kids, not Gee.

V O C A B U L A R Y

own the word• complicate: Point out that complicated

is a verb form used as an adjective. Ask: Why are video games complicated?

• captivate: Explain that captivating is the participle of captivate. Ask students what activities they find captivating.

for english language learnersVocabulary Support Have students use New Word Analysis to study these words from “What Video Games Can Teach Us”: adults(lines 4, 77), intense (line 22), media (lines 6, 7, 9), participate (line 26); and from “The Violent Side of Video Games”: debate (line 17), research (lines 37, 42).

BEST PRACTICES TOOLKIT—TransparencyNew Word Analysis p. E8

for struggling readersReading Skill Follow-Up: Evaluate Support[paired option] Have partners read lines 21–48 and add examples of strong and weak support to their charts from page 943. Explain that Sohn presents a number of claims on this page. Suggest that students look for a possible claim and support for it in each paragraph.

Strong Support Weak SupportPrecise language: “50 to 60 hours of intense concentration to finish one” video game (lines 22_23)

Relevant example: Players “participate in the action and solve problems.” (lines 26_27)

Vague language: “a number of young gamers become computer science majors” (lines 33_34)

Overgeneralization: Kids “often end up reading at a level well above their grade” (lines 42_43)

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Improved SkillsVideo games might also help improve visual skills. That was what researchers from the University of Rochester in New York recently found.

In the study, frequent game players between the ages of 18 and 23 were better at monitoring what was happening around them than those who didn’t play as often or didn’t play at all. They could keep track of more objects at a time. And they were faster at picking out objects from a cluttered environment.

“Above and beyond the fact that action video games can be beneficial,” says Rochester neuroscientist3 Daphne Bavelier, “our findings are surprising because they show that the learning induced by video game playing occurs quite fast and generalizes outside the gaming experience.” c

The research might lead to better ways to train soldiers or treat people with attention problems, the researchers say, though they caution against taking that point too far.

Says Bavelier, “We certainly don’t mean to convey the message that kids can play video games instead of doing their homework!”

If Gee gets his way, though, teachers might some day start incorporating computer games into their assignments. Already, scientists and the military use computer games to help simulate certain situations for research or training, he says. Why shouldn’t schools do the same thing? . . . d

Researchers at the Massachusetts Institute of Technology have started a project they describe as the “Education Arcade.” The project brings together researchers, scholars,4 game designers and others interested in developing and using computer games in the classroom. . . .

Looking at the bright side of video and computer games could also help bring kids and adults closer together. Playing games can be a social activity, during which kids and adults learn from one another. By opening up lines of communication and understanding, maybe one day we’ll praise video games for saving society, not blame them for destroying it.

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3. neuroscientist (nMrQI-sFPEn-tGst): a scientist who studies the brain and the nervous system.

4. scholars: people who study a particular subject.


c

EVALUATE SUPPORTDoes the support the author provides in lines 51–60 seem strong? Explain why or why not.

d

EVALUATE SUPPORTWhat irrelevant example does the author use in lines 66–70? Record this information in your chart. Explain whether you think this is an example of faulty reasoning.

simulate (sGmPyE-lAtQ) v. to imitate

differentiated instructionfor english language learnersTask Support Before students answer questions C and D, point out that in this section the author brings in another expert (besides James Gee) to comment on what video games can teach.• Have students skim lines 49–60 to identify

this expert and where she works.• Remind students that they are evaluating

each example of support against the claim of the essay, “Video games can teach us.”

for struggling readersDevelop Reading Fluency Have students use page 946 to practice reading persuasive text. Explain that an argument in this context does not mean an angry disagreement, but a reasoned, persuasive essay. Therefore, the article should be read in a tone of voice appropriate to presenting information.

RESOURCE MANAGER—Copy MastersReading Fluency p. 113


c Model the Skill: evaluate support

Define the phrase strong support as follows: clear, precise language; relevant examples; logical, focused statements. Add the examples below to a chart on the board and answer the question by explain-ing that in this case, the support seems strong because Sohn cites the results of a major university study and quotes an expert.

Strong Support

• University of Rochester study (lines 51_55)

• Quote by expert (lines 56_60)

Weak Support


d evaluate supportPossible answer: The author provides scientists and the military as examples of institutions that use video games to teach. Since scientific settings and the military are different from schools, this example is irrel-evant and an example of faulty reasoning. The same ways of teaching might not work, or work as well, in school classrooms.Extend the Discussion Flight simulators (software and equipment that make the user feel he or she is operating an airplane) are used to teach people to fly airplanes in the military. Can you think of ways that other kinds of simulation software could help teach school subjects such as math, social studies, or grammar?

V O C A B U L A R Y

own the word simulate: Explain that simulate comes

from the same root as similar, meaning “like.” To simulate is to imitate or to be like something else.

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what video games . . . / the violent side . . . 947

WHEN I WAS A KID, I WAS OBSESSED WITH VIDEO GAMES.

I saved my allowance to buy new games every month. I read Nintendo magazines for tips about solving the Super Mario Brothers adventures. I played so many hours of Tetris that I used to dream about little blocks falling perfectly into place.

There were physical effects too. My thumbs turned into machines, quick and precise. During especially difficult levels of play, my palms would sweat. My heart would race. I’d have knots in my stomach from anxiety. It was the same feeling I’d sometimes get from watching scary movies or suspenseful TV shows.

After a while, I started to think that looking at screens and playing games all the time might be affecting me in ways I didn’t even suspect. It turns out that I was probably right. e

Scientists are discovering that playing video and computer games and watching TV and movies can change the way we act, think, and feel. Whether these changes are good or bad has become a subject of intense debate.

Concerns About ViolenceViolence is one of the biggest concerns, especially as computer graphics and special effects become more realistic. Some parents and teachers blame . . . aggressive behavior on media violence—as seen in TV programs, movies, and video games.

“If you’ve ever watched young children watching kickboxing,” says child psychologist1 John Murray, “within a few minutes they start popping up and pushing and shoving and imitating the actions.” Murray is at Kansas State University in Manhattan, Kansas.

There’s also evidence that people become less sensitive to violence after a while, Murray says. In other words, you get so used to seeing it that you eventually think it’s not such a big deal. f

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1. child psychologist (sF-kJlPE-jGst): a person trained to study thought and behavior patterns in children.

TTHHEE SSIIDDEE OOFF

e

ARGUMENTReread the title of the selection, followed by lines 1–13. What claim does the author make?

precise (prG-sFsP) adj. exact or correct

f

EVALUATE SUPPORTReread lines 22–28. Why is this support weak? Record the information in your chart.

e argument

Possible answer: The author claims that video games affect people’s thoughts, emotions, and physical reactions. Extend the Discussion Think about your own experiences playing video games. Have you ever felt the physical symptoms that the author describes? How else has playing video games affected you?


f evaluate supportPossible answer: The support is weak because John Murray uses broad state-ments that are vague and not specific. For example, in lines 26–27 he says that “people become less sensitive to violence after a while.” The words after a while are not specific. Other broad or vague statements include “so used to seeing it” (lines 27–28) and “not such a big deal” (line 28).

V O C A B U L A R Y

own the word precise: Ask students what the author

means by the idea that thumbs can become precise machines after playing video games (lines 6–7). Possible answer: The author’s thumbs were able to press the correct buttons on the video game.

for english language learnersVocabulary: Idioms and Slang [mixed-readiness pairs] Share or elicit the meanings of these expressions, and then help students use them in original sentences:• My heart would race (line 8), “my heart would

beat quickly”• knots in my stomach (line 8), “a feeling of

tightness or fear in the stomach”• not such a big deal (line 28), “not important”

for struggling readers2 Targeted Passage [Lines 18–28]

This passage states and supports the central claim made by critics of violent video games. • What are some sources of media violence?

(line 21)• What do some parents and teachers claim

happens to children after they watch violent media? (lines 19–20)

• What does John Murray claim? (lines 22–28)

for advanced learners/pre–apEvaluate an Argument Ask students to develop an argument against the claim that violence in video games leads to violence in real life. Have them brainstorm or research other possible causes for aggressive behavior and present their ideas in a chart.

BEST PRACTICES TOOLKIT—TransparencyCause-and-Effect Diagram (Multiple Causes) pp. B16, B37

Targeted Passage2



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2. syndrome (sGnPdrImQ): a group or pattern of symptoms that make up a disease or condition.

3. analyses (E-nBlPG-sCzQ): examinations of different information or experimental results.

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Then there’s the “mean world syndrome.”2 If you watch lots of violence, you may start to think the world is a bad place. I still sometimes have trouble falling asleep if I watch the news on TV or read the newspaper right before going to bed. g

Still, it’s hard to prove that violence on TV leads to violence in real life. It might be possible, for example, that people who are already aggressive for other reasons are more drawn to violent games and TV shows. . . .

Video PowerMost of the research has focused on TV and movie violence, mainly because TV and movies have been around much longer than video games, says psychologist Craig Anderson of Iowa State University in Ames, Iowa. Anderson has a Web site dedicated to looking at the link between video games and violence.

In his own research and in analyses3 of research by others, Anderson says that he has detected a connection between violent video games and violent behavior. He has found that people who repeatedly play violent games have aggressive thoughts and become less helpful and sociable. Physically, their heart rates accelerate.

Video games might have an even more powerful effect on the brain than TV does, Murray says. Players actively participate in the violence. . . .

Next time you play a violent video game, Murray suggests, check your pulse just before and after each round as one way to see how the game affects you.

“Ninety-nine percent of the time, I’ll bet your heart rate will have increased rather dramatically while playing one,” Murray says. “This indicates that . . . you are being affected.” h

Three teenagers from Puerto Rico have data to back up that observation. With the help of a school nurse, the high school seniors found that people of all ages showed a rise in blood pressure and heart rate after playing a superviolent game. Playing an active, nonviolent game did not have the same effect.

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Language CoachIndirect Quotations In lines 37–49 the author reports what experts Murray and Anderson say about video games without using quotation marks. These are called indirect quotations. Indirect quotations are paraphrases or brief summaries of what a person said. They are not in the person’s exact words. Why would it be misleading to place indirect quotations in quotation marks?

g

EVALUATE SUPPORTReread lines 29–32. What is the irrelevant example in these lines meant to support?

h

EVALUATE SUPPORTReread lines 47–55. Does the evidence in this section provide support for or against the claim? Explain why or why not.

differentiated instructionfor english language learnersLanguage CoachIndirect Quotations Have students read the passage and identify the three indirect quotations (lines 39, 43, 48). Tell them to look for the word says to find the examples. Then guide students in answer-ing the question. Possible answer: It would be misleading because indirect quotations are not the speaker’s exact words.

for struggling readers3 Targeted Passage [Lines 37–49]

This passage supports the claim that violent video games have a powerful effect.• Why has most research on media violence

focused on TV and movies? (lines 37–39)• What does one expert say about people

who often play violent games? (lines 44–46)• Why might video games have a more

powerful effect on the brain than TV does? (lines 47–49)


g evaluate supportPossible answer: The irrelevant example is the author’s statement about having trouble falling asleep after watching the news or reading the paper. It is meant to support the idea that violence in video games can make you feel that the world is a bad place; however, this example does not relate to video games.


h evaluate supportPossible answer: The claim is that “Video games might have an even more power-ful effect on the brain than TV does” (lines 47–48). The evidence provides support for the claim, but it is not strong. The expert quoted does not provide any support for the statistic he gives (lines 53–54), which sounds suspiciously high. He also says, “I’ll bet,” which indicates the evidence is more likely an opinion than a fact.

IF STUDENTS NEED HELP . . . Point out the use of the word rather in line 54. Help students see that this vague language adds to the reader’s doubt about whether the statements really support the claim.

selection wrap–upREAD WITH A PURPOSE Ask students what some people think about how video games affect players’ attitudes toward the real world. Possible answer: Some people believe that those who play violent games may start to see the world as a violent place.

CRITIQUE Ask students whether reading this material changed their opinions about the effects of playing violent video games. Encourage students to provide reasons for their responses.

INDEPENDENT READING Students may also enjoy reading Neil

Andersen’s At the Controls: Questioning Video and Computer Games for more information about taking a critical look at these games.

Targeted Passage 3

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Practice and ApplyAfter Reading

Comprehension 1. Recall According to “What Video Games Can Teach Us,” why is the

military using computer games for training?

2. Clarify According to “The Violent Side of Video Games,” what is the “mean world syndrome”?

3. Summarize Reread lines 37–46 in “The Violent Side of Video Games.” Then write a summary of Craig Anderson’s discoveries.

Text Analysis 4. Examine Evidence One common type of evidence is expert testimony, or

quotes from people who are knowledgeable about whatever subject is being argued. Look over the articles to find the experts who are quoted in each one. Why might the author have chosen these particular experts?

5. Evaluate Support Look back at the chart you filled in as you read, reviewing the support for each article. What examples of faulty reasoning did you find?

6. Analyze an Argument In a graphic organizer like the one shown, list the reasons Sohn gives for her position in “What Video Games Can Teach Us.” Then list the evidence she includes to support her position. Create a similar chart for the second article. Use your charts to compare and contrast the structure and viewpoints of the two articles.

Extension and Challenge 7. Technology Connection Research to find out what professions use computer

games or simulations to train staff. What kinds of simulations or games are used? How effective are they in preparing people to do real work?

Can a GAME play YOU?Review the results of the group activity on page 942. How have your views of the positive or negative effects of video games changed?

Claim:

Video games can be good for you.

Reason:

They enhance reading skills.

Reason:

Support:

A game called “Animal Crossing” teaches players to read above grade level.

Support:

Reason:

Support:

Claim/Proposition:

Video games can be good for you.

Support:

A game called Animal Crossing teaches players to read above grade level.

Reason:

They enhance reading skills.

Reason:

Support:

Reason:

Support:


RI 8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RI 9 Compare and contrast one author’s presentation of events with that of another.

For preliminary support of post-reading questions, use these copy masters:

RESOURCE MANAGER—Copy MastersReading Check p. 110Argument p. 103Question Support p. 111For additional questions, see page 97.

answersComprehension 1. The military is using the computer games

for training because they can simulate different situations to help people improve their visual skills.

2. The “mean world syndrome” refers to the idea that watching a lot of violence makes you think the world is a bad place.

3. Craig Anderson discovered that people who play violent games have more violent thoughts and behavior, are less helpful and sociable, and have increased heart rates.

Text Analysis Possible answers: 4. First article: Sohn quotes an education

professor (Gee) and a neuroscientist (Bavelier). Gee has written a book on video games, and Bavelier has studied their effects in experiments.

Second article: The author quotes two psychologists (Murray and Anderson). Murray is a child psychologist who studies children’s behavior. Anderson has studied the effects of violent video games.

5. common core focus Evaluate Support Answers will vary. Students should provide specific examples of faulty reason-ing such as overgeneralizations or logical errors.

6. common core focus Analyze an Argument First article—Reason 2: They im-prove computer skills. Support: A number of computer gamers have gone on to major in computer science in college. Reason 3: Games might also improve visual skills. Support: According to a study, frequent game players were able to monitor what was happening around them more easily than those who did not play games as often or at all.

Second article—Claim/Proposition: The author claims that video games affect people’s thoughts, emotions, and physical reactions. Reason 1: Visual media can cre-ate aggressive behavior. Support: Children mimic actions they see on violent shows; Reason 2: People become accustomed to violence. Support: Seeing violence repeat-edly leads people to be less sensitive; Reason 3: Video games affect people more than TV. Support: People playing violent games have a physical reaction.

Extension and Challenge7. Students’ reports should reflect research

using reliable sources about specific profes-sions and the ways they use simulations or games for training.

Can a GAME play YOU? Students should compare their views in the group activity to their views after reading the articles.


RI 8, RI 9

949-951_NA_L06TE-u08s4-arvide.indd 949 2/1/11 1:00:02 AM

Vocabulary in Context vocabulary practiceChoose the letter of the word or phrase that best completes each sentence.

1. You complicate directions by (a) adding steps, (b) explaining them, (c) writing them down.

2. To simulate eating, you (a) buy food, (b) pretend to chew, (c) think of dinner.

3. A movie can captivate you, making you want to (a) get popcorn, (b) chat, (c) watch closely.

4. A precise measurement is (a) estimated, (b) correct, (c) unreliable.

academic vocabulary in speaking

With a small group, discuss the adequacy of the supporting details and evidence in the articles on video games. Decide whether one article is more convincing than the other. Use at least two Academic Vocabulary words in your response.

vocabulary strategy: choose the best synonymWords that have the same or similar meanings are called synonyms. A word can have many synonyms, so a writer has to choose carefully. For example, the vocabulary word captivating describes a video game that holds or captures interest better than its synonym interesting would. In a thesaurus (a book or electronic tool for finding synonyms), the word captivating is also grouped with words such as fascinating or spellbinding.

PRACTICE For each sentence, choose the synonym in parentheses that best replaces the boldfaced word in the context provided. Consult a dictionary or thesaurus for help.

1. The abandoned factory was dark and empty. (deserted, unfilled) 2. After the marathon, he drank as much water as he could. (sipped, gulped) 3. The room was large and airy. (spacious, massive) 4. The kittens hit a ball of yarn back and forth. (batted, smacked) 5. By the end of the five-mile hike, we were all tired. (sleepy, exhausted)

• adequacy • authority • concept • purpose • structural

captivate

complicate

precise

simulate

Go to thinkcentral.com.KEYWORD: HML6-950

InteractiveVocabulary


L 4c Consult thesauruses, both print and digital, to clarify meaning.

differentiated instruction

for struggling readersVocabulary Strategy Point out that syn-onyms have similar rather than identical meanings; that is, they represent “shades of meaning.” Draw an analogy between these slightly different meanings and different shades of a single color. Emphasize that deciding which shade of meaning is right depends on the context. Encourage stu-dents to discuss the differences in meaning between each word pair before they choose the correct answer.

for advanced learners/pre–apVocabulary Strategy Challenge students to write new sentences that use the other synonym in each pair (unfilled, sipped, massive, smacked, and sleepy) in an appro-priate context. Have students share their sentences with a partner.

Keywords direct students to a WordSharp tutorial on thinkcentral.com or to other types of vocabulary practice and review.

Interactive Vocabulary

answersVocabulary in Context

vocabulary practice 1. (a) adding steps 2. (b) pretend to chew 3. (c) watch closely 4. (b) correct

RESOURCE MANAGER—Copy MasterVocabulary Practice p. 108

academic vocabulary in speakingHave students review their charts to compare the strength and weakness of each article’s support. Then suggest that they think about how the academic vocabulary word authority might relate to experts. Remind them to use at least two Academic Vocabulary words in their discussions.

vocabulary strategy: choose the best synonymSuggest that students think aloud about the context to help them decide which synonym fits the sentence better. Model this technique using sentence 4: “I know that kittens are small and soft and can’t hit things very hard. Batted means ‘hit lightly.’ Smacked means ‘hit hard.’ Batted is the better choice.” Answers: 1. deserted 2. gulped 3. spacious 4. batted 5. exhausted

RESOURCE MANAGER—Copy MasterVocabulary Strategy p. 109

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L 4c


Language grammar in context: Avoid Misplaced ModifiersA prepositional phrase begins with a preposition—such as from, in, on, under, or with—and ends with a noun or pronoun. Prepositional phrases modify, or give information about, another word in the sentence. For example, in the sentence “The mouse is under the table,” under the table modifies mouse. If a prepositional phrase is placed too far from the word it modifies, the sentence’s meaning may be unclear.

Original: Anderson connected video games with behavior in his research.Revised: In his research, Anderson connected video games with behavior.

PRACTICE Move each prepositional phrase to the correct position.

1. Much has been said about violent video games in the news media. 2. Video games can have a more powerful effect than TV on the brain. 3. You can learn a lot from video games with patience and concentration. 4. Emily Sohn talks about playing many video games in her article.

For more help with misplaced modifiers, see page R59 in the Grammar Handbook.

reading-writing connectionShow your understanding of the two articles on video games by responding to the prompt. Then use the revising tip to improve your writing.

YOUR

TURN

Extended Constructed Response: OpinionA newspaper editorial is a short piece of writing that expresses an opinion. Write a two- or three-paragraph editorial or letter to the editor stating whether education in your school should or should not include instructional video games. Cite evidence from one or both of the articles in your editorial.

Check to see that you avoided misplaced modifiers in your editorial. Review your work to be sure that you don’t confuse your readers with a prepositional phrase that is in the wrong place.

writing prompt revising tip

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InteractiveRevision


L 1 Demonstrate command of the conventions of grammar. W 1 Write arguments to support claims with relevant evidence.

for struggling writersStudents may organize their editorials or letters this way: • First paragraph Clearly state opinion. • Second paragraph Provide two reasons

for the opinion and support each one with examples or evidence.

• Third paragraph Restate opinion.

Have students work in pairs to revise and proofread their writing. Remind them to pay close attention to the correct use of prepositions and prepositional phrases.

Language grammar in context

Suggest that students identify the preposi-tional phrase and then find the word in the sentence that the phrase modifies. Answers: 1. Much has been said in the news media

about violent video games. 2. Video games can have a more powerful

effect on the brain than TV. 3. With patience and concentration, you can

learn a lot from video games. 4. In her article, Emily Sohn talks about

playing many video games.

RESOURCE MANAGER—Copy MasterAvoid Misplaced Modifiers p. 112

reading-writing connectionHave students review their charts to find examples of strong support and then read the related passages in each article. Tell them to include strong points in their editorials or letters. Remind them to correct misplaced modifiers in their writing.

All of the interactive tools and features on WriteSmart are also available online at thinkcentral.com—in the Writing Center.

Writing OnlineThe following tools are available online at thinkcentral.com and on WriteSmart CD-ROM: • Interactive Graphic Organizers• Interactive Student Models• Interactive Revision LessonsFor additional grammar instruction, see GrammarNotes on thinkcentral.com.

Writing Online

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 267–268Selection Test B/C pp. 269–270

Interactive Selection Test on thinkcentral.com

ReteachLevel Up Online Tutorials on thinkcentral.comReteaching Worksheets on thinkcentral.com

Informational Texts Lesson 14Informational Texts Lesson 16Vocabulary Lesson 18

951

L 1, W 1


ri 9 w 1 l 1 play you? l 2 demonstrate · • claim: dogs are smarter than cats. • support: cats...

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