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Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce this page for classroom use. UNIT 1 The Wild Side Teacher Guide 109 Sample Lesson Crime and Punishment “The Legend of Billy the Kid,” pages 4–11 Introduce Summary William Bonney, or Billy the Kid, was a notorious figure in the Old West. He may have killed between 19 and 27 men before he was gunned down himself in 1881. He began his life of crime on the streets of Silver City, New Mexico, when he was just a boy. His first real killing spree began when he was 19 and had witnessed his friend John Tunstall being gunned down. Billy swore he would shoot everyone who had a part in Tunstall’s killing, and he did. One of the men Billy killed was a sheriff, which gave Billy a death sentence. Though Billy the Kid escaped his hanging, Sheriff Pat Garrett hunted him down and killed him. Teach Lesson Skills BEFORE READING Build Vocabulary List the vocabulary words and their definitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students. overblown: overdone stalked: followed romantic: not based on fact witnessed: saw drifter: person who travels aimlessly 1. What word goes with “hunted”? (stalked) 4. What word goes with “one who wanders”? (drifter) 2. What word goes with “imaginary”? (romantic) 5. What word goes with “to make more of something than what is 3. What word goes with “watched”? (witnessed) true”? (overblown) Activate Prior Knowledge 1. Discuss the names of same famous outlaws from the Wild West. (Possible answers: Billy the Kid, Doc Holliday, Jesse James) Ask students to share what they know about these notorious figures. 2. Have students describe what they think the Wild West was like, based on movies and television shows. (Possible answers: People robbed trains; people stole horses; there were bandits; people had gun fights.) Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about Billy the Kid, a dangerous killer who was killed himself at the age of 21.) Build Background Many people in the United States began moving west in earnest after the Civil War, with the hope of making a better life for their families. However, a different sort of people also moved west at the time—criminals who were on the run to avoid the penalties for their crimes. They thought they would be safe in this new part of the country where there were no laws, no courts, and no real system of justice. Eventually settlers wanted to bring order to their towns. The office of sheriff was added to many communities in order to deal with law enforcement issues. Most sheriffs were elected by the residents of the community for a term of two to four years. Although the sheriff’s main duty was to protect the peace, he was also given other responsibilities, from carrying out the death penalty and collecting taxes to such unusual tasks as getting rid of prairie dogs. By the end of the 19th century, sheriffs were considered to be the main and most important agents of law enforcement in the Wild West. DURING READING Infer An inference is a logical guess about information that the writer suggests but doesn’t directly say. Making inferences helps readers find deeper meaning in what they read. Ask students to look for details that aren’t fully explained. Have them combine clues from the text with their personal knowledge to identify what the writer suggests. AFTER READING Respond to the Article Have students write a journal or blog entry about their responses to the evidence presented in the article. Ask students: Do you think Billy the Kid was a heartless killer or a romantic figure of the West? Have students use evidence from the text to support their responses. Support Individual Learners DIFFERENTIATED INSTRUCTION Collect passages, newspaper headlines, jokes, or cartoons that require students to make inferences in order to understand the text fully. Place students in groups and have them work together to make inferences based on the text. The dialogue among students builds background knowledge, and those who have difficulty with this skill can learn from those who are more adept at it. Allow groups to share their inferences with the class. ENGLISH LANGUAGE LEARNERS Several picture books for older readers can be useful for understanding the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. Hey, Al by Arthur Yorinks tells how a bird calls to Al and tells him he has a solution to all of his problems. Black Cat by Christopher Myers gives a first-hand account of what a cat sees as it roams the streets. GRAPHIC ORGANIZERS Use Graphic Organizer 3 as an Inference Map. Ask students to label the columns What the Article Says, What I Know, and My Inference. Have students write the statements below in column 1 and then complete the chart. There was no school . . . so Billy spent his time playing in the streets. What is important is the way Billy stands out in history. Billy swore, “I’ll get every [man] who helped kill John,” and he kept his word. Garrett shouted, “I killed the Kid! I killed the Kid!”

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Page 1: Sample Lesson Crime and Punishment - : : The … Lesson Crime and Punishment “The Legend of Billy the Kid,” pages 4–11 Introduce Summary William Bonney, or Billy the Kid,

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UNIT 1 The Wild Side Teacher Guide 109

Sample Lesson Crime and Punishment“The Legend of Billy the Kid,” pages 4–11

Intr

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e Summary William Bonney, or Billy the Kid, was a notorious fi gure in the Old West. He may have killed between 19 and 27 men before he was gunned down himself in 1881. He began his life of crime on the streets of Silver City, New Mexico, when he was just a boy. His fi rst real killing spree began when he was 19 and had witnessed his friend John Tunstall being gunned down. Billy swore he would shoot everyone who had a part in Tunstall’s killing, and he did. One of the men Billy killed was a sheriff, which gave Billy a death sentence. Though Billy the Kid escaped his hanging, Sheriff Pat Garrett hunted him down and killed him.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

overblown: overdone stalked: followedromantic: not based on fact witnessed: sawdrifter: person who travels aimlessly

1. What word goes with “hunted”? (stalked) 4. What word goes with “one who wanders”? (drifter)2. What word goes with “imaginary”? (romantic) 5. What word goes with “to make more of something than what is3. What word goes with “watched”? (witnessed) true”? (overblown)

Activate Prior Knowledge1. Discuss the names of same famous outlaws from the Wild

West. (Possible answers: Billy the Kid, Doc Holliday, Jesse James) Ask students to share what they know about these notorious fi gures.

2. Have students describe what they think the Wild West was like, based on movies and television shows. (Possible answers: People robbed trains; people stole horses; there were bandits; people had gun fi ghts.)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about Billy the Kid, a dangerous killer who was killed himself at the age of 21.)

Build Background Many people in the United States began moving west in earnest after the Civil War, with the hope of making a better life for their families. However, a different sort of people also moved west at the time—criminals who were on the run to avoid the penalties for their crimes. They thought they would be safe in this new part of the country where there were no laws, no courts, and no real system of justice. Eventually settlers wanted to bring order to their towns. The offi ce of sheriff was added to many communities in order to deal with law enforcement issues. Most sheriffs were elected by the residents of the community for a term of two to four years. Although the sheriff’s main duty was to protect the peace, he was also given other responsibilities, from carrying out the death penalty and collecting taxes to such unusual tasks as getting rid of prairie dogs. By the end of the 19th century, sheriffs were considered to be the main and most important agents of law enforcement in the Wild West.

DURING READINGInfer An inference is a logical guess about information that the writer suggests but doesn’t directly say. Making inferences helps readers fi nd deeper meaning in what they read. Ask students to look for details that aren’t fully explained. Have them combine clues from the text with their personal knowledge to identify what the writer suggests.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the evidence presented in the article. Ask students: Do you think Billy the Kid was a heartless killer or a romantic fi gure of the West? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONCollect passages, newspaper headlines, jokes, or cartoons that require students to make inferences in order to understand the text fully. Place students in groups and have them work together to make inferences based on the text. The dialogue among students builds background knowledge, and those who have diffi culty with this skill can learn from those who are more adept at it. Allow groups to share their inferences with the class.

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for understanding the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. Hey, Al by Arthur Yorinks tells how a bird calls to Al and tells him he has a solution to all of his problems. Black Cat by Christopher Myers gives a fi rst-hand account of what a cat sees as it roams the streets.

GRAPHIC ORGANIZERSUse Graphic Organizer 3 as an Inference Map. Ask students to label the columns What the Article Says, What I Know, and My Inference. Have students write the statements below in column 1 and then complete the chart.

There was no school . . . so Billy spent his time playing in the streets.What is important is the way Billy stands out in history.Billy swore, “I’ll get every [man] who helped kill John,” and he kept his word.Garrett shouted, “I killed the Kid! I killedthe Kid!”

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Page 2: Sample Lesson Crime and Punishment - : : The … Lesson Crime and Punishment “The Legend of Billy the Kid,” pages 4–11 Introduce Summary William Bonney, or Billy the Kid,

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UNIT 1 The Wild Side Teacher Guide 110

Unit 1, Lesson 1 Crime and Punishment“Bonnie and Clyde,” pages 14–21

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e Summary Bonnie Parker was a 19-year-old waitress when she met up with Clyde Barrow in 1930. She was bored and attracted to the excitement and danger Clyde seemed to offer, even though she knew that their relationship would probably end in death for both of them. From April 1932 to May 1934, the two robbed and killed a dozen people throughout Texas. They stuck together through accidents, injuries, and illness as they ran from the law. Their time together ran out in May of 1934 when lawman Frank Hamer and his men shot and killed them.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

ruthless: without mercy secluded: hidden; privatedesperate: frantic; reckless concluded: endedwhisked: quickly moved

1. Who would make a better friend, someone who is ruthless or 4. Which is secluded, an apartment in a city or a cabin in the woods? thoughtful? Why? 5. If you arrived as the movie concluded, did you see the beginning2. Which would make you feel desperate, being trapped in an or the end? elevator or walking out of a building? 3. If you wanted to be whisked across the country, would you take a plane or drive? Why?

Activate Prior Knowledge1. Ask students what they think it means to be “partners in

crime.” (You do something bad with the help of someone else.)2. Why do you think some people fall in with the wrong

people? Discuss how one person’s actions can infl uence someone else’s actions.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think I will read about Bonnie and Clyde and their life of crime.)

Build Background Bonnie and Clyde’s crime spree took place during the Great Depression, an era of economic hardship in the United States. The Great Depression began at the end of the 1920s, with the stock market crash of 1929. By 1933 approximately 15 million workers were unemployed. The mood of the nation was grim, suicides increased, and protests often led to violence. When Franklin Delano Roosevelt was elected president, he began a number of federal aid programs with the goal of rebuilding the economy and making sure a similar downturn never occurred again. While the programs did have some effectiveness, it took the United States’ war efforts in World War II to fi nally end the Great Depression.

DURING READINGPredict Predicting is thinking ahead to guess how events might become resolved. Predicting helps readers become involved in the text. Readers base predictions on details in the text and their own knowledge. Tell students that their predictions may change as details change or are added.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Bonnie and Clyde’s actions. Ask students: Why do you think people are so fascinated by the story of Bonnie and Clyde? What parts of the article surprised you, and what parts met your expectations? Have students use evidence from the text to support their responses.

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Give students a comic strip with the fi nal frame missing. Ask them to draw their prediction of what happens at the end. Remind them to use clues the author has provided. When they fi nish, give students the rest of the comic and have them compare their predictions to the ending.

ENGLISH LANGUAGE LEARNERSHave students read an article from a news magazine. Have them draw a three-column chart and ask them to record three predictions they made as they read the article. Ask them to share their predictions and how they made them.

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Ask students to write an event from the article for each of the dates below on the time line. Discuss their responses.

1930April 28, 1932Spring 1933June 1933September 1933May 1934

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Page 3: Sample Lesson Crime and Punishment - : : The … Lesson Crime and Punishment “The Legend of Billy the Kid,” pages 4–11 Introduce Summary William Bonney, or Billy the Kid,

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UNIT 1 The Wild Side Teacher Guide 111

Unit 1, Lesson 2 Crime and Punishment“Izzy and Moe,” pages 22–29

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e Summary In 1919 a law prohibiting the manufacturing, selling, or transporting of liquor was passed. This time period was called Prohibition because people were prohibited from having alcohol. Izzy Einstein and Moe Smith were government agents in charge of arresting people who served or drank alcohol. The pair would do whatever it took to get the job done. They dressed in costumes and posed as everything from horse traders to women. Before the two were dismissed from their jobs in 1925 for reasons that are unclear, they had arrested over 4,000 people and destroyed more than fi ve million bottles of liquor.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following sentence stems on the board. Read the sentence stems aloud and ask students to complete them.

prohibited from: prevented from scanned: checked overenforce: demand obedience to dismissed from: fi red fromoutrageous: strange

1. In most indoor buildings, people are prohibited from . . . 4. James scanned the crowd for . . .2. Police enforce laws because . . . 5. The players were dismissed from the team for . . .3. Their costumes were outrageous because . . .

Activate Prior Knowledge1. Discuss with students what they know about Prohibition. (It

was a time in our nation’s history when making or selling alcohol was against the law.)

2. Ask students what they know about undercover police work from books, movies, or television shows. How can undercover offi cers accomplish things that uniformed offi cers can’t? What makes an undercover offi cer successful? (They can gain the trust of criminals because the criminals don’t know they are police offi cers. They have to be convincing in whatever role they are playing. They have to gain the trust of criminals.)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think I will read about how Izzy and Moe, two government agents, arrested people for making or selling alcohol during Prohibition.)

Build Background In 1917 a resolution to submit the 18th Amendment, or Prohibition Amendment, was approved with a two-thirds vote by Congress. The amendment officially went into effect on January 29, 1920. Unfortunately, Prohibition led to bootlegging and a new breed of high-powered criminals. Bootlegger Al Capone earned approximately $60,000,000 from the sale of illegal alcohol. As bootlegging gangs grew, there was a rise in gang wars and murders. Eventually, support for Prohibition decreased as crime associated with it mounted. In 1932 the Democratic Party called for an end to Prohibition. Their presidential victory marked the beginning of the end for Prohibition. The 21st Amendment repealing Prohibition was proposed in February 1933 and, by December 5, 1933, enough states had ratified it for the 18th Amendment to be repealed.

DURING READINGDetermine Word Meanings from Context Think of context as the words or sentences that surround a word you don’t know. This information can help you make a good guess about what the word means. Have students look for clues such as descriptions, synonyms, or examples to help them fi gure out what diffi cult words mean.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to what they learned about Izzy and Moe. Ask students: Why do you think Izzy and Moe were so successful at their jobs? Why might being famous make it harder for them to do their jobs? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONAsk students to bring in some song lyrics that contain a word that may be unfamiliar to other students. Have students take turns explaining to the class how they determined the meaning of an unfamiliar word using context clues.

ENGLISH LANGUAGE LEARNERSTell students that sometimes they can fi gure out the meaning of an unfamiliar word from a synonym found in the text surrounding the word. Use the word disguises in paragraph 5 in the article as an example. Have students use the synonym costumes in the next sentence to help them understand the meaning of disguises.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Have students label the columns Fact and Opinion. Then have them write the sentences below in the appropriate columns. Discuss their responses.

In 1919 a new law was passed that made alcohol illegal.The law should have never been passed.Izzy and Moe used disguises to trick bar owners.Izzy and Moe’s work ended in 1925.The real reason Izzy and Moe’s work ended was because everyone knew who they were.

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UNIT 1 The Wild Side Teacher Guide 112

Unit 1, Lesson 3 Crime and Punishment“Kidnapped!” pages 30–37

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e Summary Sixteen-year-old John Paul Getty III was the grandson of the richest man in the world. Still, he dropped out of high school, had no job, and was always running out of money. Therefore, when a note arrived saying he’d been kidnapped, many thought he’d staged his own kidnapping to get the money he was always asking for. Getty’s grandfather refused to pay the money until an Italian newspaper received a note from the kidnappers that contained the young Getty’s ear. The boy’s father and grandfather then agreed to pay the kidnappers $2.8 million for the return of John Paul Getty III. After Getty was returned to his family, all eight kidnappers were arrested.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the sentences that contain the words on the board. Read the sentences aloud and discuss them with students.

hoax: lie gruesome: grislydubious: suspicious treks: journeysstage: arrange

1. April Fool’s Day is a good time to try to pull off a hoax. 4. I don’t like horror movies because they are often scary and2. Her story was so strange that we were dubious about whether gruesome. it really happened. 5. The guide led us on our treks up and down the mountain.3. Clowns will sometimes stage a fall to make people laugh.

Activate Prior Knowledge1. Ask students what they know about kidnappings from the

news or movies. What do kidnappers usually demand? How do they ask for it? (Possible answers: money; with a ransom note)

2. Ask students if they are familiar with the story of the boy who cried wolf. Have a volunteer retell it. Discuss with students why people are less likely to help you right away if you have a past history of not being truthful or responsible.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about the kidnapping of John Paul Getty III, grandson of the richest man in the world at the time.)

Build Background Jean Paul Getty was born in Minneapolis, Minnesota, on December 15, 1892. Following the death of his father, a successful oil executive, Getty began putting together the pieces of an oil business that would earn him billions of dollars. He acquired Western Oil, Mission Corporation, Tidewater Oil, and Skelly Oil and made them part of the Getty oil empire. In 1949 he made a deal with King Saud for drilling rights in an area between Saudi Arabia and Kuwait. Though no oil was found at fi rst, Getty’s hunch paid off in 1953 when he fi nally struck oil. Before long, his fi eld was yielding over 16 million barrels of oil per year. That year Getty also founded the J. Paul Getty Museum in Malibu, California, which exhibits his art collection to this day. Sadly, despite his great wealth, Getty’s later years were wracked with tragedy, including the early deaths of two of his sons and his grandson’s kidnapping.

DURING READINGCause and Effect A cause is an event or action that makes something else happen. An effect is the result or the outcome of that action. Writers use clue words such as because, so, since, if, and therefore to signal cause and effect. Have students look for cause-and-effect relationships by asking: What happened? Why?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to John Paul Getty III’s kidnapping. Ask students: Do you think John Paul Getty III changed the way he lived his life after he was released by the kidnappers? If yes, how? If no, why not? Have students use evidence from the text to support their responses.

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Give simple demonstrations that show causes and effects, such as fl ipping a light switch to turn on a light or clapping your hands to make a sound. Then have students give examples of cause-and-effect relationships in their everyday life, such as studying hard to get a good grade on a test.

ENGLISH LANGUAGE LEARNERSHave students fold pieces of paper in half lengthwise and label the left side Causes and the right side Effects. They should draw sketches or cut magazine pictures that show cause-and-effect relationships. For example, they may place a picture of a speeding car on the left and draw a traffi c ticket on the right.

GRAPHIC ORGANIZERSUse Graphic Organizer 7 as a Cause-and-Effect Chart. Have students label the left column Causes and the right column Effects. Ask them to write the effect below in the bottom box of the chart. In the three boxes at the top of the chart, have students write three causes or reasons for the police’s reaction. Discuss their responses.

EffectsThe police thought Getty’s kidnapping was a hoax.

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UNIT 1 The Wild Side Teacher Guide 113

Unit 1, Lesson 4 Crime and Punishment“The Brink’s Robbery,” pages 38–45

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e Summary Joseph McGinnis and Tony Pino dreamed of committing the perfect crime. They decided to rob the Brink’s Company, an armored car service in Boston. They spent two years planning their crime down to the last detail, such as choosing men with special skills to help them. After much preparation and practice, they successfully robbed the Brink’s Company on January 17, 1950, and divided up the money. However, Specs O’Keefe, one of the robbers, was dissatisfi ed with his share and threatened to go to the police. When an attempt to kill O’Keefe failed, he did go to the police. All of the robbers except O’Keefe got long prison terms.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following sentence stems on the board. Read the sentence stems aloud and ask students to complete them.

criminals: people who break laws professional: expertfl awless: perfect furious: extremely angrychance: luck

1. Criminals go to jail because . . . 4. It’s smart to hire a professional to do a job because . . .2. The plan was fl awless because . . . 5. I was furious when . . .3. We didn’t want to leave anything to chance because . . .

Activate Prior Knowledge1. Have students describe robberies they have seen in movies

or on television shows. What do the robbers wear? What do they do?

2. How do banks keep their money safe? (Possible answers: guards, safes, vaults, locks)

3. What happens to people when they get caught for committing a crime, such as a robbery?

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: A gang of robbers targeted the Brink’s headquarters.)

Build Background In 1859 Perry Brinks began the Brink’s famed delivery service when he bought a horse-drawn delivery wagon. He made his fi rst delivery on May 5, 1859. By 1891 Brink’s City Express expanded its services to include bank deliveries. The fi rst delivery was six bags of silver dollars for Home National Bank. Beginning in 1904, Brink’s made the switch from horse and wagon to Knox trucks. Brink’s was the fi rst to equip its motorized vehicles with armor, revolvers, rifl es, shotguns, riot guns, and sub-machine guns. In the 1990s Brink’s began expanding its services to match the ever-changing way that money is handled. The company began servicing and repairing ATMs and developed the fi rst closed-loop cash management system. Today, Brink’s is a global business with more than 9,000 vehicles across six continents.

DURING READINGIdentify Sequence Sequence is the order in which events, ideas, or things are arranged. Time order refers to the order in which events occur. Following the sequence of events helps you see how the text is organized and how events relate to each other. As students read, ask them to look for key words and phrases, such as then, next, at last, when, and meanwhile.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the Brink’s robbery. Ask students: Do you think the robbers would eventually have been caught if O’Keefe had not gone to the police? Why or why not? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONExplain that the most common types of sequence are time order, spatial order, order of importance, and steps in a process. Spatial order refers to where things are in relation to one another. Order of importance refers to events or ideas arranged from most to least important. Steps in a process refers to the order in which something is done, such as following a recipe.

ENGLISH LANGUAGE LEARNERSHave students describe an event from their past in time order or explain something they can do using steps in a process. Prompt them to use signal words in their description. Have students create a time line of the events they are describing as a visual aid.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Ask students to put the events below in the correct order. Discuss their responses.

By 7:27 P.M. they were out of the building.Before 7:00 P.M. the men took their places.The men tied up the guards and grabbed all the money they could carry.At 7:10 P.M. they were in the Brink’s offi ce.

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UNIT 1 The Wild Side Teacher Guide 114

Unit 1, Lesson 5 Crime and Punishment“Dumb Criminals,” pages 46–53

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e Summary Movies and television shows often portray crooks as clever criminal masterminds and police as fools, but the real-life actions of criminals don’t always back up this stereotype. From thieves who voluntarily give away their identities to robbers who bungle their stick-ups, criminals like these make it easy to understand why prisons are overcrowded.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the sentences that contain the words on the board. Read the sentences aloud and discuss them with students.

portrayed: pictured original: fi rstforger: person who changes a document illegally refused: said noinept: foolish and incompetent

1. The movie star did not like the way the magazine article 4. The room has been painted yellow, but its original color was white. portrayed her. 5. My teacher refused to take my homework because it was late.2. A painting made by a forger has little value. 3. You don’t want an inept person trying to fi x your car.

Activate Prior Knowledge1. Ask students to discuss how criminals and police offi cers

are usually portrayed on TV shows and in movies. Are the criminals or the police usually seen as more clever? Why do you think this is?

2. Discuss with students why a life of crime is never smart. How do the risks outweigh any possible benefi ts? Ask students if they think most criminals end up getting caught.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think this article is about how many people who break the law often make silly mistakes that end up getting them caught.)

Build Background A lot of what we know, or think we know, about criminals, how they operate, and how their crimes are solved is wrong. Why? Television crime shows have taken off in recent years, but much of what’s shown is pure entertainment. Still, these shows infl uence the way we view criminals and the police offi cers who try to stop them. So what’s a myth and what’s a fact? On TV, almost all crimes are solved, and the criminals are punished. In reality, only about 80 percent of murders are solved and fewer than 20 percent of burglars are ever brought to justice. Murder has been popular on crime shows, but the rate of murders on television shows is about a thousand times greater than the actual murder rate. Finally, the police offi cers we see on TV shoot during nearly every investigation. In New York City, however, an average police offi cer would have to work for 60 years before an opportunity would arise when shooting would be appropriate.

DURING READINGFind Vocabulary in Context As students read the article, have them note the new vocabulary words. Ask them to think about each word’s meaning as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the crimes they read about. Ask students: Which criminal did you think was the dumbest? Why? Have students use evidence from the text to support their responses.

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Tell students that the main idea is the most important idea in a paragraph or selection. Supporting details are examples, reasons, or facts that prop up the main idea. It may help students to think of the main idea as a strong bridge. The supporting details are the concrete pilings that hold the bridge fi rmly in place.

ENGLISH LANGUAGE LEARNERSHave partners take turns explaining something they know a lot about, such as the difference between certain types of media. Then have the partner identify what he or she believes to be the main idea of the explanation. The student should provide details that support the main idea.

GRAPHIC ORGANIZERSUse Graphic Organizer 9 as a Main Idea-and-Details Map. Ask students to write Many criminals are dumb in the left box. Then have students write three details that support this main idea in the boxes on the right. Tell students that they can add more boxes if necessary. Discuss their responses.

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UNIT 2 The Wild Side Teacher Guide 115

Unit 2, Lesson 6 Crime and Punishment“The Real Jesse James,” pages 60–67

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e Summary Some people romanticize Jesse James as a modern-day Robin Hood who robbed the rich and gave to the poor, but there is no evidence that James ever gave away any of the money he stole. After fi ghting in the Civil War as part of a gang of raiders, Jesse James and his brother Frank turned to a life of crime. They carefully planned bank robberies and, later, train robberies, taking their victims by surprise. Eventually people tired of James and his men, and the price on James’s head mounted. One of his own gang members shot and killed him on April 3, 1882, ending the criminal career of the West’s most notorious outlaw.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

heroic: brave and noble resistance: oppositionkept a low profi le: behaved quietly so as to avoid notice panic: sudden, widespread terrormounting: rising

1. Would a heroic person run into or out of a burning building? 4. If someone gives you resistance, is this person helping you or 2. If the singer kept a low profi le, did he stay home or perform fi ghting you?

on stage? 5. Which would cause panic, an approaching tornado or a rain shower?3. If the price of gas were mounting, would you pay more or less to drive your car?

Activate Prior Knowledge Ask students to share what they know about the Wild West or outlaws.1. Ask students to describe the Wild West. What made it so

wild? (Possible answers: People robbed, killed, and fought, and for a long while, there was little law enforcement.)

2. Have students do research to discover the link between the outlaws and their activities and how the media reported on them and promoted their reputations.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: The James gang robbed and killed people in the Old West.)

Build Background One of the fi rst train robberies is said to have occurred on October 6, 1866, aboard an Ohio and Mississippi Railroad passenger train near Seymour, Indiana. The masked robbers, later identifi ed as the Reno brothers, pointed guns at an employee and demanded the keys to the safe. After stealing the contents of the safe, they made a quick getaway. Train robberies became common in the 1870s and reached their height in the 1890s. Some famed train robbers included the Farringtons, who worked in Kentucky and Tennessee, and the Jesse James gang, whose criminal activity took place in the Midwest. By the turn of the century, train robberies had more or less become a thing of the past, but they were memorialized forever in fi lms such as the 1903 movie The Great Train Robbery.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who was Jesse James? What did he do? Why did he do it? Where did he commit crimes? How was he stopped?

AFTER READINGRespond to the Article Have students write a journal or blog entry about the evidence presented in the article. Ask students: Why do you think some people were saddened when Jesse James was killed? How would you have felt about his death if you had lived during that time? Why?

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Have students keep a reading log to help them become better readers. Have them answer questions such as the following for articles they read: Did anything in the text remind you of an experience you have had? Did you have a positive or negative reaction to anything in the text? With what parts of the text did you agree or disagree? Which part, if any, was confusing to you?

ENGLISH LANGUAGE LEARNERSAssign profi cient English-speaking partners to ELLs and ask the partners to help the ELLs form questions. Having ELLs actively question what they don’t understand will help them as they encounter diffi cult text in a new language.

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Ask students to write each date below on the time line. Then have them write an event from the article for each date. Discuss their responses.

February 13, 186618731874187618791882

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UNIT 2 The Wild Side Teacher Guide 116

Unit 2, Lesson 7 Crime and Punishment“Typhoid Mary,” pages 68–75

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e Summary Sickness and death followed Mary Mallon everywhere she went. When Mary took jobs cooking for wealthy families, people started getting sick and dying from typhoid. Mallon was a typhoid carrier and, though she wasn’t sick herself, passed the germs on through the food she prepared for others. She became known as Typhoid Mary. Though Mallon promised doctors she would stop working as a cook, she continued working in kitchens and spreading typhoid until health offi cials found her and arrested her in 1915. They kept her in a private cottage on North Brother Island for the rest of her life.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the sentences that contain the words on the board. Read the sentences aloud and discuss them with students.

fi lth: dirt vanished: disappearedrecover: get back to normal lunged at: attackedpattern: set of repeating events or items

1. I need to wash my car because it is covered in fi lth. 4. The cookies quickly vanished from the plate.2. It took Joni more than a week to recover from her cold. 5. The cat lunged at the wind-up toy.3. All of the crimes seemed to follow the same pattern.

Activate Prior Knowledge1. Ask students to name common illnesses and discuss how

they are spread. (Possible answers: fl u, colds, pinkeye; through the air by sneezing, dirty hands)

2. What are some things people can do to prevent the spread of germs? (Possible answers: wash your hands often, sneeze or cough into your elbow, throw away dirty tissues, stay home from school or work when you are sick)

3. Ask students why many sicknesses that were common in the past are less common now. (Possible answers: There is better sanitation; people understand more about how germs spread; there are vaccines for many illnesses.)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about Mary Mallon, or Typhoid Mary. I think I will read about how she was the carrier of typhoid bacteria and, because she handled food, spread the disease to people who ate her cooking.)

Build Background Typhoid fever, caused by Salmonella typhi, is no longer common in the United States and other industrialized regions. However, it can still be easily contracted if one travels internationally. Experts recommend that people who plan to travel to areas where typhoid is prevalent get the vaccine for typhoid or a booster shot at least one week prior to their departure. The vaccine is not completely effective, however, so travelers should use bottled or boiled water and avoid foods that can be easily contaminated, such as raw vegetables that can’t be peeled and anything from street vendors. In the event that a person contracts typhoid, prompt treatment with antibiotics will cure the disease.

DURING READINGPredict Predicting is thinking ahead to guess how events might become resolved. Predicting helps readers become involved in the text. Readers base predictions on details in the text and their own knowledge. Tell students that their predictions may change as details change or are added.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to what they learned about Typhoid Mary. Ask students: Do you think locking up Typhoid Mary was the right thing to do? Why or why not? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONHave partners tell each other a story. They should pause at least three times and ask, “What do you think happened next?” After the partner makes each prediction, the storyteller should continue with the story to reveal whether the prediction was correct. Then have students change roles.

ENGLISH LANGUAGE LEARNERSHelp students make predictions by giving them a variety of prediction starters. For example, you might say, “Yesterday, I started to feel warm. Then my head started to ache. What might happen next?” or “I got out the phone book. I picked up the phone. What am I going to do next?” Have students give their predictions and explain how they made them. Then have partners try the activity together.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Have students label the left column Causes and the right column Effects. Have students write the sentences below in the Causes column. Then ask students to write one effect in the Effects column for each cause. Discuss responses.

Mary spread the disease through her cooking. Mary did not believe that she was a carrier of the disease.After her release, Mary started cooking again.Mary didn’t keep her promise to stop cooking.

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UNIT 2 The Wild Side Teacher Guide 117

Unit 2, Lesson 8 Crime and Punishment“How Bad Was Ma Barker?” pages 76–83

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e Summary Kate “Ma” Barker had four sons—Herman, Lloyd, Doc, and Freddie. When the boys were growing up, Ma refused to admit that her sons could do anything wrong. As the boys got older, they turned to a life of crime. According to the FBI, Ma Barker was the criminal mastermind behind all their robberies and crimes. The members of the gangs the Barker boys joined up with said otherwise, claiming that Ma wasn’t smart enough to plan crimes. No one is sure exactly what Ma’s role was, but one by one, the Barker brothers were imprisoned or met violent ends. In 1935 Ma and Freddie, who were the only Barkers still free, were shot and killed during a standoff with FBI agents.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the sentences that contain the words on the board. Read the sentences aloud and discuss them with students.

doting: extremely affectionate pardon: an offi cial document that takes away a penalty for a crimedisputes: denies ensuing: followingfelonies: major crimes

1. The doting grandmother couldn’t stop hugging and kissing her 4. The criminal got out of jail when he was given a pardon. four grandchildren. 5. The approaching clouds didn’t end the ball game, but the ensuing2. The restaurant owner disputes the customer’s claim that there rain did. was a fl y in his soup. 3. Felonies usually lead to jail time.

Activate Prior Knowledge1. Ask students what qualities a good mother has. Does a good

mother always believe her children are right? Does she stand up for them no matter what?

2. Discuss why most gangs have someone who plans the crimes and members that commit the crimes. Ask students whether aperson who plans a crime but doesn’t commit it is as guilty as those who commit the crime.

3. Ask students what FBI stands for. What does the FBI do? (Federal Bureau of Investigation; investigates crimes)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think I will learn about Ma Barker, a woman whom the FBI believed to be the mastermind behind a criminal family business.)

Build Background The FBI has held a key role in bank theft investigations since the 1930s, when robbing a national bank or a member bank of the Federal Reserve became a federal crime. Later, this authority expanded to include bank burglary, larceny, and related crimes. Today, working with local law enforcement authorities, the FBI has turned to the Internet in an effort to help catch suspected bank robbers. Web sites post surveillance images of bank robbers to whom the FBI has given colorful nicknames, such as “Ponytail Bandit,” “Banana Bandit,” and “Attila the Bun.” The hope is that citizens who look at these Web sites may recognize an offender and provide information that leads to an arrest.

DURING READINGDetermine Word Meanings from Context Think of context as the words or sentences that surround a word you don’t know. This information can help you make a good guess about what the word means. Have students look for clues such as descriptions, synonyms, or examples to help them fi gure out what diffi cult words mean.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to what they learned about Ma Barker. Ask students: Do you agree with the FBI that Ma Barker was a criminal mastermind, or do you agree with gang members that Ma Barker didn’t plan any of the jobs? Why? Have students use evidence from the text to support their responses.

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Ask students to bring in an instruction manual or recipe that contains a word that may be unfamiliar to other students. Have students take turns explaining to the class how they determined the meaning of an unfamiliar word using context clues.

ENGLISH LANGUAGE LEARNERSTell students that synonyms can help them understand the meaning of an unfamiliar word. Review that synonyms are words that have similar meanings. Provide this example from paragraph 8 of the article: “While people argue about Ma Barker’s true role, no one disputes what her boys did.” Help students see how knowing the meaning of argue helps them understand that disputes means “disagree.”

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Fact-and-Opinion Chart. Ask students to label the columns Factand Opinion and to write the following sentences about the article in the appropriate columns. Discuss students’ responses.

Ma Barker was a criminal genius.Ma Barker wasn’t capable of planning crimes. Ma Barker had four sons. Ma Barker and her sons got what they deserved.

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UNIT 2 The Wild Side Teacher Guide 118

Unit 2, Lesson 9 Crime and Punishment“Dillinger: A Crook with Style,” pages 84–91

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e Summary John Dillinger was smart and talented and could have done anything with his life, but he chose a life of crime. His suave style and polite manners made him a hero in the eyes of many Americans. The FBI thought differently, and Dillinger landed on their Most Wanted list. In July 1934 the FBI got the break they were looking for when Anna Sage, one of Dillinger’s girlfriends, agreed to lead police to him. On a date to the movies with Dillinger, Sage wore a red dress so the agents could easily spot her. The agents shot and killed Dillinger outside a Chicago theater. Some people maintain that the man killed was not really Dillinger, but after July 22, 1934, Dillinger was never heard from again.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

contempt: scorn dashing: stylish; showyreleased: set free spectacular: stunninghonorable: worthy of respect

1. What word goes with “let go”? (released) 4. What word goes with “smooth and fl ashy”? (dashing)2. What word goes with “amazing”? (spectacular) 5. What word goes with “respectable”? (honorable)3. What word goes with “disgust”? (contempt)

Activate Prior Knowledge1. Discuss fi rst impressions with students. How do people often

form a fi rst impression of someone? If two criminals committed the same crime, would you think more negatively about a criminal dressed in a scary mask or one dressed in a suit? Why?

2. Have students share what they know about Robin Hood. Ask students why some people might fi nd robbery more acceptable if they believed the crook only stole from rich people or banks.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about John Dillinger, a criminal the FBI caught outside a movie theater.)

Build Background During the early 1930s, America was in the grip of the Great Depression. The public was looking for heroes, and outlaws and gangsters were often romanticized for outsmarting the law. To people who had lost nearly everything in bank closures, famous bank robbers of the day often seemed more like modern Robin Hoods than heartless criminals. The tides began to turn with the election of Franklin Delano Roosevelt in 1933. Roosevelt’s plans for reform and recovery brought new hope to Americans, and they began to take a stronger anti-crime stance. Congress passed greater anti-crime legislation, and under the leadership of J. Edgar Hoover, the FBI developed into the crime-fi ghting force that America needed to slow the gang wars and to outlaw activities that had become all too common during the years of Prohibition and the Great Depression.

DURING READINGVisualize Visualizing is picturing in your mind the details of the setting, events, and characters in the text. Encourage students to draw pictures or diagrams of these images as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about the evidence presented in the article: Do you think the man that the agents shot was John Dillinger or someone else? Why? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONGive students photographs or scenes cut from magazines or calendars. Have them describe what they see to a partner without showing their partner the image. Suggest that they use words that appeal to each of the fi ve senses. Have students look at the original scene and compare it to their visualizations. How did their partner’s description compare to the original?

ENGLISH LANGUAGE LEARNERSHave students take turns describing one of their favorite places to other students. As they describe it, ask the other students to visualize what the place is like. Allow students to ask questions if they need additional information to clarify their visualizations.

GRAPHIC ORGANIZERSUse Graphic Organizer 6 as a Time Line. Ask students to write the dates below on the time line. Then have them write important events from the article for each date. Discuss their responses.

19031924 (at age 21)Summer of 1933October 23, 1933March 3, 1934July 22, 1934

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UNIT 2 The Wild Side Teacher Guide 119

Unit 2, Lesson 10 Crime and Punishment“Assassin!” pages 92–99

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e Summary On April 4, 1968, Dr. Martin Luther King, Jr., was shot and killed by a single bullet. Police traced a fi ngerprint on the rifl e that was left behind to a small-time thief named James Earl Ray. Ray was not known as a smart or skilled criminal, but he eluded police for two months before he was captured. Though many believe that Ray acted on the plans and directions of others, he is the only one who has ever been directly linked to and punished for King’s death.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

puny: very small elude: dodgebotched: ruined maintained: declared to be trueforeign: having to do with another country

1. Which is puny, a raisin or an apple? 4. If you were trying to elude someone, would you hide or say hello?2. If you botched a cookie recipe, did the cookies come out good 5. If your doctor maintained that exercise is good for you, would he or bad? suggest that you do it or not do it?3. If you live in the United States, is Florida or England a foreign place to you?

Activate Prior Knowledge Ask students to share what they know about Martin Luther King, Jr. If necessary, explain that Dr. King led nonviolent protests and was a leader in the civil rights movement that fought for equal rights and opportunities for African Americans.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about an assassin. I think I will read about the person who assassinated Dr. Martin Luther King, Jr.)

Build Background Martin Luther King, Jr., was born on January 15, 1929. He graduated from high school at 15 and received degrees from Morehouse College and Crozer Theological Seminary before earning a doctorate from Boston University. King had long been involved in civil rights activities and was on the executive committee of the National Association for the Advancement of Colored People when, in December 1955, he led the fi rst major bus boycott to protest segregation. The boycott was successful, and by December of the following year the Supreme Court had ruled that segregation of buses was unconstitutional. Between 1957 and 1968 King continued his civil rights crusade by marching, speaking, and leading peaceful protests wherever he saw injustice. In 1963 he was named Man of the Year by Time magazine, and in 1964 he became the youngest man ever, at age 35, to receive the Nobel Peace Prize. At the time of his death in 1968, he was in Memphis to lead a march with garbage workers who were on strike.

DURING READINGIdentify Sequence Sequence is the order in which events, ideas, or things are arranged. Time order refers to the order in which events occur. Following the sequence of events helps you see how the text is organized and how events relate to each other. As students read, ask them to look for key words and phrases, such as fi rst, then, soon after that, meanwhile, and just as.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to James Earl Ray’s actions. Ask students: What’s your opinion—did James Earl Ray act alone, or did he have help? Why? Have students use evidence from the text to support their responses.

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Explain that the most common types of sequence are time order, spatial order, order of importance, and steps in a process. Spatial order refers to where things are in relation to one another. Order of importance refers to events or ideas arranged from most to least important. Steps in a process refers to the order in which something is done, such as following a recipe.

ENGLISH LANGUAGE LEARNERSCut apart panels of comic strips and ask students to place the frames in sequence. Have them explain to partners why they used the order they did. Encourage them to use key words such as fi rst, next, then, and last.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Ask students to write the events from the article below in the correct sequence. Discuss their responses.

Ray was captured as he was about to get on a plane to Belgium.Ray used a fake passport to fl y to England.Ray went to Canada.Ray went to Portugal.

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UNIT 3 The Wild Side Teacher Guide 120

Unit 3, Lesson 11 Crime and Punishment“Machine Gun Kelly,” pages 106–113

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e Summary George R. Kelly began his life of crime in the 1920s as a bootlegger. Easygoing and bumbling, he wasn’t a real threat to anyone until he met his wife, Kathryn. Kathryn was ambitious and wanted her husband to move up the criminal ladder. She made him practice using a machine gun and gave him the nickname Machine Gun Kelly. Though Kelly began robbing banks, Kathryn wanted more money. She convinced him to kidnap Charles Urschel, a wealthy oilman. Kelly was not a skilled or careful kidnapper, so after his release, Urschel was able to give the FBI enough information to help them fi nd and convict Kelly, Kathryn, and their accomplice Albert Bates.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following sentence stems on the board. Read the sentence stems aloud and ask students to complete them.

ambitious: full of drive to succeed incompetent: lacking abilitycaptors: people who capture others keen: sharppetty: unimportant

1. People who are ambitious want to . . . 4. No one likes to work with someone who is incompetent because . . .2. The captors would not set the prisoner free because . . . 5. Arnold said his vision was keen because . . .3. The friends decided their argument was petty because . . .

Activate Prior Knowledge1. Ask students to share what they know about kidnappings

from news stories or movies. What is usually the motive for a kidnapping? (money)

2. Ask students what details could help the police identify a kidnapper. (Possible answers: description of the kidnapper’s height, weight, and physical features, how the kidnapper attacked, what kind of car the kidnapper was driving)

3. Ask students what they know about the oil industry. Why might someone who wanted money choose to kidnap an oil executive? (Possible answer: The oil industry is very profi table, so an oil executive would be likely to have a lot of money.)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think this article is about how George Kelly, a petty thief, and his wife got sentenced to life in jail.)

Build Background Alcatraz, the maximum-security federal penitentiary located on an island in San Francisco Bay, was where Machine Gun Kelly spent 17 years of his incarceration. Before the penitentiary was established in 1933, the island had served as a United States military reservation. During its time as a prison, Alcatraz, nicknamed “The Rock,” was home to a few of the most notorious criminals of the 1920s and 1930s. Aside from Machine Gun Kelly, other famous inmates included the legendary gangsters Al Capone, Alvin Karpis, and Doc Barker of the Ma Barker gang, as well as Robert Franklin Stroud—the infamous Birdman of Alcatraz. However, the island’s remote location made the penitentiary expensive to maintain and operate, and after 29 years of operation, Alcatraz was offi cially closed on March 21, 1963.

DURING READINGInfer An inference is a logical guess about information that the writer suggests but doesn’t directly say. Making inferences helps readers fi nd deeper meaning in what they read. Ask students to look for details that aren’t fully explained. Have them combine clues from the text with their personal knowledge to identify what the writer suggests.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the situation Machine Gun Kelly found himself in. Ask students: Do you think Machine Gun Kelly would have gotten into as much trouble if he hadn’t met Kathryn? Why or why not? Have students use evidence from the text to support their responses.

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s DIFFERENTIATED INSTRUCTIONCollect help-wanted ads or job descriptions. Place students in groups and give each group two or three want ads or job descriptions. Have students make inferences about the kind of person who would be best suited for each job. Have groups read their ads or descriptions aloud and then share their inferences. Ask them to describe how they made their inferences.

ENGLISH LANGUAGE LEARNERSSeveral picture books for older readers can be useful for helping students understand the concept of making inferences. Have students read the books in small groups and make three inferences about what happened in each book. Why? by Nikolai Popov shows how disagreements can escalate into war. In The Stranger by Chris Van Allsburg, readers must use clues to fi gure out who the stranger is.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Question-and-Answer Chart. Have students label the left column Questions and the right column Answers. Ask them to write at least three questions about the article. Then have partners exchange papers and answer each other’s questions. Discuss their responses.

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UNIT 3 The Wild Side Teacher Guide 121

Unit 3, Lesson 12 Crime and Punishment“The Man with Many Faces,” pages 114–121

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e Summary For Stephen Jacob Weinberg, real life was just too ordinary. He was a smart man without the patience and focus to study for and choose just one job—so he pretended to be whatever he wanted. For almost 40 years, Weinberg impersonated doctors, military offi cers, diplomats, lawyers, and reporters. He was highly skilled at passing himself off as anything he wanted to be, but he almost always ended up getting caught and serving prison time. In 1960 Weinberg was shot while fending off robbers at the New York hotel where he worked. He had played his fi nal role—that of a hero.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

posed as: pretended to be priceless: preciouschallenge: diffi cult task convinced: caused to believeapproved: accepted

1. If someone posed as a doctor, would it be a good idea to go to 4. Which is priceless, a rare jewel or something that is free? him or her if you were sick? Why or why not? 5. If you had to be convinced to do something, were you sure you2. Which would be a challenge, to walk around the block or to wanted to do it? run in a 20-mile race? 3. If your request for a day off was approved, did your boss agree to the day off or deny it?

Activate Prior Knowledge Ask students to share what they know about impostors or pretending.1. Ask students if they have ever pretended to be someone

they weren’t. Who did they pretend to be? Why? Explain that pretending can be a good way to imagine different possibilities or to do things that they might not have a chance to do in real life.

2. Discuss with students if pretending can ever go too far. For example, why would it be dangerous for an untrained person to pretend to be a doctor or a police offi cer?

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: I think this article is about Stephen Jacob Weinberg, an impostor who convinced others that he could be many different things.)

Build Background Some impostors make up names and identities, but others use the names and personal information of real people. Identity theft occurs when someone uses another person’s identifying information, such as Social Security number, bank account, or credit card, for personal gain. Often, victims of identity theft are faced not only with substantial fi nancial losses as a result of the impostor’s actions but also with the emotional cost of trying to restore their credit and good name. Recently, the Internet has been a popular way for impostors to get passwords, banking information, or other data. In “phishing” scams, fraudsters send e-mail messages that look like they are from an offi cial, and often familiar, business. The messages try to lure the victims into giving up personal or fi nancial data by asking them to validate or update account information. To avoid falling victim to these scams, never reply to an e-mail message that asks for such information (a legitimate company will never ask for your information via e-mail), and don’t click on any links in the message. If you are concerned about your account, contact the company directly.

DURING READINGAsk Questions Questioning helps you to monitor your understanding of the text. Have students ask who, what, where, when, why, and how questions and look for the answers. Questions may include: Who was Stephen Jacob Weinberg? Who did he pretend to be? Why did he do it? How did he get caught?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to the many faces of Stephen Jacob Weinberg. Ask students: Weinberg posed as many different people. Which did you fi nd most interesting? Why? Have students use evidence from the text to support their responses.

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s DIFFERENTIATED INSTRUCTIONHave students choose a newspaper article that interests them. Then have them pretend that they are the editor of the paper and want more information about the article. Have students write at least fi ve questions they would ask the writer to gain the additional information.

ENGLISH LANGUAGE LEARNERSHave students look at an article in a news magazine or newspaper. Help them read the headline and picture captions if necessary. Ask them to come up with three questions about the pictures accompanying the article. Then have students read the article with a partner to fi nd out if their questions about the pictures are answered in the text.

GRAPHIC ORGANIZERSUse Graphic Organizer 7 as a Cause-and-Effect Chart. Ask them to write the effect below in the bottom box of the chart. In the boxes at the top of the chart, have students write three causes for Weinberg’s actions. Discuss students’ responses.

EffectStephen Jacob Weinberg lived life as an impostor.

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UNIT 3 The Wild Side Teacher Guide 122

Unit 3, Lesson 13 Crime and Punishment“Was Lizzie Borden an Axe Murderer?” pages 122–129

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e Summary Thirty-two-year-old Lizzie Borden lived at home in Fall River, Massachusetts, with her father, stepmother, and older sister, Emma. On the morning of August 4, 1892, someone killed Lizzie Borden’s stepmother with an axe. When Borden’s father came home, he too was killed. At 11:15 that morning, Lizzie Borden discovered her father’s body. Mrs. Borden was discovered shortly after. Suspicion soon fell on Lizzie because, other than the maid, she was the only one home at the time. Borden was arrested and charged with the murder, but a jury found her not guilty. Despite this, Borden became known as the woman who gave her mother “forty whacks” and her father “forty-one.”

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the sentences that contain the words on the board. Read the sentences aloud and discuss them with students.

cold-blooded: without normal human feelings of pity and kindness suspicion: distrustbrutal: extremely cruel intruder: unwanted outsiderswirled: whirled

1. The cold-blooded driver hit the dog with his car and drove off 4. Her strange behavior caused suspicion. without stopping. 5. Lock your doors to keep intruders out.2. The brutal crime frightened everyone in the community.3. Rumors about the movie star swirled through Hollywood.

Activate Prior Knowledge1. Ask students to share what they know about Lizzie Borden. 2. Have students share what they know about the basic legal

process for a crime such as murder. (A person is charged with a crime, enters a plea, and goes to trial. A person charged with a crime is entitled to legal representation. The prosecution, those accusing a person of a crime, presents their evidence and so does the defense. The jury evaluates the evidence and gives a guilty or not-guilty verdict. If the person is found guilty, the judge delivers a sentence.)

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about Lizzie Borden. There seem to be questions surrounding whether or not she murdered her father and stepmother.)

Build Background Although not everyone believed that Lizzie Borden was innocent, in the United States criminal process, a person is considered innocent until proven guilty. To convict a person of a crime, there must be proof of the person’s guilt beyond a reasonable doubt. That means that each element of the charge must be proved to a degree that leaves the jury convinced of the defendant’s guilt. The Federal Judicial Center’s model standard states it as follows: “If, based on your consideration of the evidence, you are fi rmly convinced that the defendant is guilty of thecrime charged, you must fi nd him guilty. If, on the other hand, you think there is a real possibility that he is not guilty, you must give him the benefi t of the doubt and fi nd him not guilty.” The rationale behind the reasonable doubt standard is the fundamental belief of the United States justice system that it is better to set a guilty person free than to wrongly imprison an innocent person.

DURING READINGVisualize Visualizing is picturing in your mind the details of the setting, events, and characters in the text. Encourage students to draw pictures or diagrams of these images as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about Lizzie Borden. Ask students: Do you think Lizzie Borden was guilty or innocent? Why? Have students use evidence from the text to support their responses.

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Have students choose a short story or an article and work in pairs to practice visualizing. They should take turns reading paragraphs aloud to each other. After they read a short section, have them compare their visualizations.

ENGLISH LANGUAGE LEARNERSHave students take turns describing a friend or family member. As they describe the person, ask the other students to visualize the person their partner is describing and then draw a picture or write a description of the person. Allow students to ask questions if they need additional information to clarify their visualizations.

GRAPHIC ORGANIZERSUse Graphic Organizer 5 as a Sequence-of-Events Chart. Ask students to write the events below in the correct order. Suggest that they use the times in the article to help them. Discuss their responses.

Mrs. Borden was killed.Mr. Borden left for work.Lizzie Borden screamed to Bridget Sullivan.Mr. Borden was killed.

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UNIT 3 The Wild Side Teacher Guide 123

Unit 3, Lesson 14 Crime and Punishment“A Nazi War Criminal,” pages 130–137

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e Summary As a war criminal, Adolf Eichmann was responsible for sending six million people to their deaths during World War II. Between 1938 and 1945 Eichmann rounded up Jews and sent them to concentration camps, where they were either put to death immediately or worked like slaves until they died. Following the war, Eichmann disappeared, but Jewish investigators refused to stop searching for him. They fi nally found Eichmann in Argentina and brought him to Israel, where he stood trial and was found guilty. He was hanged on May 31, 1962.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

vile: evil disguised: covered up his identitywarped: twisted protested: objecteddirectly: straight

1. What word goes with “immediately”?(directly) 4. What word goes with “not normal”? (warped)2. What word goes with “did not agree with”? (protested) 5. What word goes with “hid or veiled”? (disguised)3. What word goes with “dreadful”? (vile)

Activate Prior Knowledge1. Ask students who the Nazis were and who their leader was. (The

Nazis were a political group in Germany led by Adolf Hitler. They rose to power in the 1930s and murdered millions of people.)

2. Discuss with students why World War II was fought. (Possible answer: to stop Hitler and the Nazi party)

3. Have students share what they know about what happened to the Jewish people at the hands of Adolf Hitler and the Nazis. They may be familiar with Anne Frank, concentration camps, and people who protected Jews by hiding them. Ask students why it’s important to understand what happened during this dark period of history.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: This article is about Adolf Eichmann, a Nazi war criminal. I think I will read about his trial.)

Build Background The Holocaust is the term used to describe the persecution and death of six million Jewish people in Europe from the time when Hitler became chancellor of Germany in 1933 to the end of World War II in 1945. Believing that Jewish people corrupted the German race, Hitler and the Nazi party set out to eradicate all Jews. They made all Jewish citizens wear badges identifying them as Jews. After Germany entered World War II, Jews were rounded up and forced into small ghettos or concentration camps that lacked the food, water, sanitation, and space to support so many people. From the ghettos and concentration camps, the Jews were systematically sent to death camps. Gradually the Allied forces closed in on the German army, and the camps were liberated one by one, but not before countless people had been killed.

DURING READINGCause and Effect A cause is an event or action that makes something else happen. An effect is the result or the outcome of that action. Writers use clue words such as because, so, since, if, and therefore to signal cause and effect. Have students look for cause-and-effect relationships by asking: What happened? Why?

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to Eichmann’s trial. Ask students: Why do you think it was so important to the Israelis to keep Eichmann alive throughout the trial? How do you think they felt when the judge delivered his sentence? Have students use evidence from the text to support their responses.

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DIFFERENTIATED INSTRUCTIONAsk students to watch a news report about something that was caused by an action, such as a person being brought to justice for a crime. Ask students to rewrite the report using words such as because, since, consequently, therefore, and so to show cause-and-effect relationships. Have students read their reports to other students while listeners identify clues that show the cause-and-effect relationships.

ENGLISH LANGUAGE LEARNERSAsk students to tell a partner a common folktale that has one or more cause-and-effect events. You may model by telling them about Jack and the Beanstalk: Jack’s mother threw the beans out of the window, which resulted in the growth of a giant beanstalk, leading to Jack’s adventures. Point out how you used cause-and-effect relationships to retell the story.

GRAPHIC ORGANIZERSUse Graphic Organizer 4 as a Cause-and-Effect Chart. Have students label the left column Causes and the right column Effects. Have them write the sentences below in the Causes column. Then ask them to write one effect for each cause. Discuss their responses.

CausesIt was very important to Jewish investigators that Eichmann be brought to justice.They didn’t want Eichmann to get away again.The Israelis did not want Eichmann to be killed before his trial was complete.Eichmann was found guilty.

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UNIT 3 The Wild Side Teacher Guide 124

Unit 3, Lesson 15 Crime and Punishment“The Mad Bomber,” pages 138–145

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e Summary Throughout the 1980s and 1990s dangerous packages were delivered to various people’s mailboxes. The packages targeted people associated with airlines, universities, or technology and contained bombs that injured, and sometimes killed, the recipients. Police profi led the bomber and gave him a nickname—the Unabomber. Still, they had no solid leads, until David Kaczynski came to them. David had noticed that the language used in a letter sent by the Unabomber to the Washington Post and New York Times was similar to language used in letters his brother had sent to him. David’s brother, Ted Kaczynski, was indeed the Unabomber. Kaczynski pleaded guilty and was sentenced to life in prison.

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BEFORE READING Build Vocabulary List the vocabulary words and their defi nitions on the board. Discuss each word’s meaning with students. Then write the following questions on the board. Read the questions aloud and discuss the answers with students.

serial: doing a series of acts one after the other remorseless: feeling no guilt or sorrow for his actionsplanting: placing mainstream: normalcombing: looking carefully

1. If a person is a serial criminal, does he or she commit a crime 4. Would a remorseless convict apologize for what he did? Why one time or the same crime many times? or why not?2. If the terrorist was discovered planting a bomb in the subway, 5. Which would be more mainstream, wearing shorts and a T-shirt or was he picking it up or putting it down? wearing clown pants and a top hat?3. If you are combing a book for information, are you quickly fl ipping through pages or reading line by line?

Activate Prior Knowledge1. Ask students what they do when they get a package in the

mail. Do they open it right away or check to see who it is from? Why?

2. Discuss what kinds of things students expect to receive in the mail. How do they usually feel when they get a letter or package?

3. Ask students to share what they know about the Unabomber. Discuss how people’s feelings about the mail probably changed during the time when the Unabomber was committing his crimes.

Preview Ask students what clues the title of the article, the photograph, and the photo caption provide. What predictions about the article might students make? (Possible answer: Ted Kaczynski was the Unabomber. He sent deadly bombs in the mail.)

Build Background Although the Unabomber increased the public’s fear and awareness regarding suspicious-looking packages, mail bombs occur very infrequently. The Postal Service processes over 170 billion pieces of mail each year, and the odds that a piece of mail has a bomb in it are less than one in 10 billion. However, being aware of the characteristics of a mail bomb can save lives. Mail bombs usually have excessive postage so that the bomber can avoid mailing it at the post offi ce and having personal contact with a clerk. The return address is usually made-up or does not match the postmark. The mail may be marked “personal” or “private” and have unusual handwriting or cut-and-paste lettering. The package may feel rigid and have an irregular shape, protruding wires, or a funny smell. If a package appears suspicious in any way, keep it unopened, isolate it, evacuate the area, and contact the Postal Inspection Service and the police.

DURING READINGVocabulary in Context As students read the article, have them note the new vocabulary words. Ask them to think about each word’s meaning as they read.

AFTER READINGRespond to the Article Have students write a journal or blog entry about their responses to David Kaczynski’s actions. Ask students: What do you think about the fact that David Kaczynski turned in his own brother? Do you think it was an easy decision for him? Why or why not? Have students use evidence from the text to support their responses.

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When readers draw conclusions, they use their prior knowledge and details from the text to make a reasonable assumption about something the author does not state directly. Have students tell something they saw on the news or read in a newspaper. Then they can make a general statement about a person featured or mentioned in the clip or article based on what they know and on details in the report.

ENGLISH LANGUAGE LEARNERSHave partners choose an article from a news magazine and preview it by looking at the pictures and reading the captions, headlines, and the quotes in bold. Then they should complete a three-column chart with the facts from the article in the fi rst column, what they know in the second column, and a conclusion about the author’s message in the third column.

GRAPHIC ORGANIZERSUse Graphic Organizer 2 as a Question-and-Answer Chart. Have students label the columns Questions and Answers. Then have them write at least three questions about the article. Have partners exchange papers and answer each other’s questions. Discuss their responses.

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UNIT 1 The Wild Side Teacher Guide 125

Crime and Punishment

Unit 1 Assessment ArticleDirections: Read this article. Then answer each question that follows.Circle the letter of your answer.

Willie Sutton, Bank RobberSome called him “Willie the Actor.” Others knew him as “Slick Willie.” His real name was Willie Sutton, and he was one of America’s most famous bank robbers.

2 Born in Brooklyn, New York, in 1901, Sutton was already a thief as a child. He stole fruit and vegetables, candy, and even tobacco. At the age of nine, he broke into a grocery store and stole six dollars.

3 By the time Sutton was in his mid-20s, he had already spent time in prison for safecracking—breaking into and robbing safes. After getting out of jail, he moved on to a different kind of crime. He robbed two banks and held up a jewelry store, escaping with more than $100,000.

4 In the following years, he robbed many more banks and earned the nickname “Willie the Actor” from the disguises he wore. He dressed up as a messenger, a mailman, a bank guard, and even a policeman! Uniforms allowed him to enter places almost without being noticed.

5 Sutton’s method for robbing a bank was usually the same. On the morning of the robbery, he would follow the fi rst employee into the bank. When the other workers arrived, Sutton would be waiting with a gun. By the time the bank offi cially opened, Sutton would be gone with the stolen money.

6 Although he carried out his crimes at gunpoint, Sutton never fi red a shot. In fact, witnesses to his robberies commented that he was a gentleman, always polite.

7 In 1930 Sutton was caught and sentenced to 30 years in prison. Two years later, he managed to escape by joining together two nine-foot sections of ladder and climbing over a wall. He went back to robbing banks, but by 1934 he had been caught again. Sutton spent the next 13 years in prison. During those years, he made several attempts to escape. Most failed, but he earned a reputation as an escape artist.

8 In 1947 Sutton made his last escape, with the help of his old disguise trick. Dressed as a prison guard, he walked towards the prison wall. When searchlights fell on him, he just yelled “It’s OK,” and nobody stopped him. He remained at large for fi ve years. Added to the FBI’s “Ten Most Wanted” list, Sutton was fi nally recaptured in 1952. He stayed in prison until 1969, when the 68-year-old bank robber was fi nally released.

9 Sutton estimated that during his life he had robbed banks of over two million dollars. However, he spent 33 years behind bars. Was it worth being in jail nearly half his life? Sutton once explained that he robbed banks because he loved the thrill. “I was more alive when I was inside a bank, robbing it,” he said, “than at any other time in my life.”

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Name Date

UNIT 1 The Wild Side Teacher Guide 126

1. Which sentence states the main idea best?

a. Willie Sutton was a lifetime thief known for robbing banks and escaping from prison.

b. Willie Sutton often wore disguises when robbing banks.

c. Willie Sutton was caught in 1952, fi ve years after his last prison escape.

2. All together, how many years did Willie Sutton spend in prison?

a. 13

b. 33

c. 68

3. Which answer is probably true?

a. Sutton turned to crime because he could not fi nd a job.

b. Because Sutton never shot anyone, the police did not try very hard to catch him.

c. Sutton had little desire to do anything other than rob banks.

4. What is the meaning of the underlined word?

On the morning of the robbery, he would follow the fi rst employee into the bank.

a. worker

b. customer

c. manager

5. The main purpose of this article is to

a. warn readers about the dangers of a life of crime.

b. inform readers about a well-known bank robber.

c. describe how the police tracked down Willie Sutton.

6. Which answer correctly restates this sentence from paragraph 5?

By the time the bank offi cially opened, Sutton would be gone with the stolen money.

a. Sutton would steal the money as soon as the bank opened for business.

b. Offi cials opened the bank on time, and Sutton stole their money.

c. Sutton had made his escape before the bank opened for business.

7. From the article you can predict that if Sutton had not been caught in 1952

a. he might have robbed another bank.

b. he would have turned himself in to the police.

c. the FBI would have stopped looking for him.

8. Into which of the following groups would this article best fi t?

a. reports of events that may or may not be true

b. articles meant to amuse readers

c. accounts of people who break the law

9. The main purpose of the last paragraph is to

a. explain why Sutton did what he did.

b. show that Sutton was actually a good person.

c. make clear that Sutton was a rich man.

10. Which word best describes Willie Sutton as he is shown in this article?

a. cruel

b. determined

c. wise

Crime and Punishment

Unit 1 Assessment Questions

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UNIT 2 The Wild Side Teacher Guide 127

Crime and Punishment

Unit 2 Assessment ArticleDirections: Read this article. Then answer each question that follows.Circle the letter of your answer.

The Oklahoma City BombingOn the morning of April 19, 1995, a huge explosion blasted through the Alfred P. Murrah Federal Building in Oklahoma City, Oklahoma. The explosion was so powerful that one-third of the seven-story building disintegrated. Pieces of glass, concrete, and steel went fl ying in all directions.

2 The massive explosion was not an accident. It had been caused by a homemade bomb, and the effects were both shocking and horrible. The blast killed 168 people, including 19 children. More than 500 others were injured. Prior to the 2001 attack on New York’s World Trade Center, the Oklahoma City bombing was the worst terrorist attack ever to occur in America.

3 At fi rst, some people thought that a foreign enemy was behind the attack. The truth, however, was perhaps more frightening. The man behind the bomb was 26-year-old Timothy McVeigh, born and raised in upstate New York. In fact, McVeigh had even served in the U.S. Army and earned a Bronze Star for bravery during the Persian Gulf War. Now, just four years later, he had become a mass murderer.

4 Around 9:00 a.m. McVeigh had parked a rented truck outside the Murrah Federal Building. Then he lit two fuses, locked the truck, and walked away quickly. A few minutes later, the deadly explosives with which McVeigh had fi lled the truck went off, shattering the building.

5 McVeigh nearly escaped. However, about 80 minutes later, an Oklahoma state police offi cer noticed McVeigh’s car on a highway heading for Kansas. The car had no license plate, so the offi cer pulled it over. When the offi cer discovered that McVeigh had a gun but no permit for it, he arrested him. Only later did the authorities identify Timothy McVeigh as the main suspect in the Oklahoma City bombing.

6 Why did he do it? McVeigh had a history of disagreeing with the actions and policies of the government. As a young man, he had expressed interest in the militia movement. Followers of this movement feared that Americans might be attacked at any time by various enemies, including the U.S. government itself.

7 As the years passed, McVeigh increasingly believed that the government was using its power wrongly and beyond reasonable limits. He even thought that government forces might be plotting against American citizens. The stronger his anti-government feelings grew, the angrier he became.

8 McVeigh’s rage fi nally reached the breaking point. As he later wrote in a letter to a newspaper, “I decided to send a message . . . by bombing a government building and the government employees within that building who represent that government.”

9 In 1997 McVeigh was put on trial for his ghastly crime. The jury found him guilty on all charges and sentenced him to death. Four years later, in 2001, Timothy McVeigh was executed.

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Name Date

UNIT 2 The Wild Side Teacher Guide 128

1. Which sentence states the main idea best?

a. Timothy McVeigh, a former U.S. Army soldier, bombed a building in Oklahoma.

b. Timothy McVeigh set off a bomb in Oklahoma that killed and injured hundreds of people.

c. The Oklahoma City bombing was one of the worst attacks on America in history.

2. How many people died in the Oklahoma City bombing?

a. 19

b. 168

c. 500

3. Which answer is probably true?

a. McVeigh never regretted his actions.

b. If McVeigh had not been arrested, he would have surrendered to the police.

c. McVeigh only wanted to blow up the building, not hurt anyone.

4. What is the meaning of the underlined word?

Four years later, in 2001, Timothy McVeigh was executed.

a. given a trial

b. set free

c. put to death

5. The main purpose of this article is to

a. entertain readers with an exciting story.

b. warn about the dangers of tall buildings.

c. inform readers about a terrible event.

6. Which answer correctly restates this sentence from paragraph 5?

Only later did the authorities identify Timothy McVeigh as the main suspect in the Oklahoma City bombing.

a. Authorities suspected McVeigh of the bombing because no one could identify him at fi rst.

b. Authorities later discovered that McVeigh was probably the person behind the bombing.

c. Later on, the authorities began to suspect that McVeigh might know something about the bombing.

7. Which sentence expresses an opinion, not a fact?

a. The truth, however, was perhaps more frightening.

b. The massive explosion was not an accident.

c. However, about 80 minutes later an Oklahoma state police offi cer noticed his car on a highway heading for Kansas.

8. Which words best describe Timothy McVeigh as he is shown in this article?

a. dishonest and annoying

b. patriotic and brave

c. angry and cold-blooded

9. Based on the article, readers can conclude that the author

a. is disgusted by what McVeigh did.

b. thinks McVeigh did not get a fair trial.

c. shares many of McVeigh’s feelings.

10. From the article, you can predict that if McVeigh had not been captured

a. he would have carried out more crimes.

b. people would have forgotten about his crime.

c. he would have confessed his crime.

Crime and Punishment

Unit 2 Assessment Questions

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UNIT 3 The Wild Side Teacher Guide 129

Crime and Punishment

Unit 3 Assessment ArticleDirections: Read this article. Then answer each question that follows.Circle the letter of your answer.

Patty Hearst: Bank Robber or Victim?She was the granddaughter of William Randolph Hearst, a rich and powerful newspaper publisher. Her father was Randolph Hearst, former head of the Hearst Corporation, which owns newspapers, magazines, and radio and television stations. She grew up in a world of wealth and privilege. Yet, in April 1974, 20-year-old Patty Hearst, armed with a rifl e, took part in a California bank robbery. She and four other robbers got away with more than $10,000. Two people were shot.

2 Why would Patty Hearst become a bank robber? The answer to this question traces back to events that occurred two months earlier. On the night of February 4,Hearst and her fi ancé, Steven Weed, were in her apartment when two men and a woman suddenly forced their way in. They beat up Weed, dragged out the screaming Hearst, threw her into the trunk of a car, and sped off.

3 The people who kidnapped Hearst were members of the Symbionese Liberation Army (SLA), a small group of revolutionaries. In exchange for Hearst’s release, the SLA demanded that her family give millions of dollars to feed poor people. The Hearsts distributed $2 million in food, but the SLA then asked for another $4 million, and talks between the two sides ended.

4 Meanwhile, Patty Hearst was a prisoner. According to her account, she was locked in a closet for 57 days. The SLA blindfolded, gagged, and tied her. They mistreated her physically and fl ooded her with their political beliefs. As she later described her experience: “You’re deprived of sight, light, sleep, and food. You depend on them for all information. . . . And the dread is . . . you’ll be killed if you don’t cooperate.”

5 According to Hearst, this treatment was meant to brainwash her—change her way of thinking to make her accept the SLA’s point of view. In fact, after some time, she was given a choice: join the SLA or die. Patty Hearst joined. In recorded messages sent to the media, Hearst even announced that she would be fi ghting with the forces of the SLA. Her family and friends were shocked.

6 At the time, it did appear that Hearst was acting willingly. Indeed, a month after the bank robbery, she sprayed gunfi re outside a store to help two SLA members make a getaway. She seemed to be as much a criminal as anyone else in the group.

7 Finally, in September 1975, more than 18 months after her kidnapping, the police arrested Patty Hearst. She was put on trial for armed bank robbery. Hearst claimed the SLA had used brainwashing to make her take part in their activities. The jury, however, did not believe her. Hearst was found guilty and given a seven-year prison sentence. Fortunately for Hearst, in 1979 President Jimmy Carter reduced her sentence, and she was pardoned by President Bill Clinton in 2001.

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Name Date

UNIT 3 The Wild Side Teacher Guide 130

1. Which sentence states the main idea best?

a. Patty Hearst was a bank robber who was sentenced to seven years in prison.

b. Patty Hearst was one of a group of revolutionaries that robbed a bank.

c. After being kidnapped, Patty Hearst helped rob a bank, perhaps unwillingly.

2. Patty’s grandfather, William Randolph Hearst, was

a. a wealthy newspaper publisher.

b. a member of the SLA.

c. the owner of the bank that was robbed.

3. Which answer is probably true?

a. Hearst would have joined the SLA even if she had not been kidnapped.

b. There is still some doubt about whether Hearst was forced to do what she did.

c. Hearst helped rob the bank because she needed money.

4. What is the meaning of the underlined word?

In recorded messages sent to the media, Hearst even announced that she would be fi ghting with the forces of the SLA.

a. newspapers, TV, and other means of communication

b. banks and large companies

c. schools and other educational institutions

5. The author probably wrote this article to

a. inform readers about an unusual news story.

b. describe the activities of the SLA.

c. persuade readers that Hearst was a criminal.

6. Which answer correctly restates this sentence from the article?

She grew up in a world of wealth and privilege.

a. She became richer and richer as she got older.

b. Once she grew up, her wealthy parents allowed her many privileges.

c. She had all the advantages that a rich family could provide.

7. According to Hearst, the SLA treated her harshly in order to

a. punish her.

b. infl uence her thinking.

c. get even with her father.

8. Into which of the following groups would this article best fi t?

a. reports of people mistakenly accused ofa crime

b. stories of people who hope to get rich by breaking the law

c. accounts of criminals whose guilt may be in doubt

9. From the article, you can conclude that the jury thought

a. Hearst had willingly taken part in the robbery.

b. Hearst was an innocent victim.

c. Hearst had mistakenly been arrested.

10. Hearst said that if she had chosen not to join the SLA, she

a. would have been set free.

b. would have remained locked in a closet.

c. would have been killed.

Crime and Punishment

Unit 3 Assessment Questions

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UNIT 1 The Wild Side Teacher Guide 131

ESL/DI Skill Multi-Word Verbs: found out; made off with; splitting up; turn to; rounded up; turned into

Crime and Punishment

Unit 1 Language Development Activity: Multi-Word Verbs

They found out when the guards were on duty; They had made off with $1,218,211.29!; The police quickly rounded up all the Brink’s robbers; They waited a month before splitting up the money; In the end, the dream had turned into a nightmare; O’Keefe did turn to the police.

Activity Steps:

1. Review the article “The Brink’s Robbery (Unit 1,Lesson 4, p. 38) with the class. Distribute the activity sheet to each student.

2. Students copy the fi rst sentence on the board at the top of the fi rst box in their diagrams: They found out when the guards were on duty. A volunteer reads the sentence aloud.

3. Volunteers guess the meaning of the sentence from the context. (Possible response: They heard or discovered when the guards were on duty.) Ask students to visualize this sentence.

4. Give students a precise defi nition of found out (“got information about”). Students write this defi nition at the bottom of the corresponding box in their diagrams and draw a simple sketch of the meaning.

5. Repeat steps 2–4 for Box 2 using the second sentence on the board and the multi-word verb made off with (“stole”).

6. Brainstorm with the class to create defi nitions for the last four multi-word verbs in the sentences on the board: rounded up (“brought together”); splitting up (“giving some to each”); turned into (“became”); turn to (“approach for help”).

7. Students pair off.

8. Tell students that the last four sentences on the board are out of sequential order.

9. Using their books, partners time-order the last four sentences from the article and write them at the top of the corresponding boxes of their activity sheets. (3. They waited a month before splitting up the money; 4. O’Keefe did turn to the police; 5. The police quickly rounded up all the Brink’s robbers; 6. In the end, the dream had turned into a nightmare.) Students write the defi nitions of the multi-word verbs under the sentences. Circulate among the groups to assess students’ work.

Teach

er

Pre

para

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n

1. Review the article “The Brink’s Robbery (Unit 1, Lesson 4, p. 38).

2. Print one copy of Unit 1 Activity Sheet: Sequence Diagram for each student and a copy of Unit 1 Activity Sheet Answers: Sequence Diagram for yourself.

3. Write on the board or otherwise present the sentences below this box, which are out of sequential order. (“They found out…”)

4. Draw the blank diagram from the Unit 1 Activity Sheet (from step 2) on the board.

Act

ivit

y H

igh

lig

hts

1. Sequence diagram: whole class, partners2. Visualization/sketching of sentence

meanings: individual3. Aural comprehension: whole class4. Ordering sentences sequentially: partners5. Recalling defi nitions: partners

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UNIT 2 The Wild Side Teacher Guide 132

ESL/DI Skill Idiom: ruled with an iron fi st

Crime and Punishment

Unit 2 Language Development Activity: Idioms and Common Phrases

Activity Steps:

1. Review the article “How Bad Was Ma Barker?” (Unit 2, Lesson 8, p. 76) with the class.

2. Volunteers describe the context of the sentence on the board. How did Ma Barker treat her sons? (Possible response: She told them what to do.) Tell students that the FBI, or Federal Bureau of Investigation, is an organization that investigates crimes in the United States.

3. Volunteers discuss what ruled with an iron fi st probably means in the context of the sentence on the board. (Possible response: [was tough like iron and] controlled everyone)

4. Explain that an idiom is a phrase that doesn’t make sense word for word but has a meaning of its own. Idioms are often humorous and say something about the culture from which they come. Ruled with an iron fi st is an idiom.

5. Write a concise defi nition of ruled with an iron fi st on the board: controlled a group of people totally. Note the word totally in the defi nition and point out that a political leader who rules with an iron fi st is often described as totalitarian.

6. Students write the idiom on one side of an index card and its defi nition on the other.

7. A volunteer reads the sentence on the board that contains the idiom, substituting the defi nition on the index card for the underlined words: According to the FBI, Ma controlled her boys totally.

8. Write the following additional idiom and its defi nition on the board: rule the roost (“be the boss”).

9. Students pair off. Each partner writes the additional idiom on one side of an index card and its defi nition on the other. Partners practice silently with their own cards for several minutes. Then they quiz each other.

10. Write sentences using the idiom on the board, for example: The principal of my high school ruled with an iron fi st.

11. Partners collaboratively write as many sentences for the idioms as they can. For advanced groups, students collaborate on an original dialogue, poem, or paragraph, using the “iron fi st” theme, that employs the idioms. Circulate to support students’ work. Individuals read completed work to the class.

Teach

er

Pre

para

tio

n

1. Review the article “How Bad Was Ma Barker?” (Unit 2, Lesson 8, p. 76).

2. Provide two blank index cards per student for each group of 3 to 5 students.

3. Write on the board or otherwise present the following sentence: According to the FBI, Ma ruled her boys with an iron fi st.

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1. Deducing word meaning from context: individual

2. Flashcards: individual and partners3. Reading sentences to the class: individual4. Writing original sentences: partners5. Sharing aspects of personal experience and

culture: individual

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Page 25: Sample Lesson Crime and Punishment - : : The … Lesson Crime and Punishment “The Legend of Billy the Kid,” pages 4–11 Introduce Summary William Bonney, or Billy the Kid,

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UNIT 3 The Wild Side Teacher Guide 133

ESL/DI Skill Vocabulary Words: posed as, challenge, approved, priceless, convinced

Crime and Punishment

Unit 3 Language Development Activity: Vocabulary Review

Interview Questions:

Activity Steps:

1. If someone posed as you, how would he or she dress and act?

2. What is a challenge you have faced?

3. If your request for a six-week vacation was approved, what would you do?

4. Name something that is priceless in your life.

5. Name a person who convinced you to do something. What was it?

1. Review the selection “The Man with Many Faces” (Unit 3, Lesson 12, p. 114) with the class.

2. Review the defi nitions of the vocabulary words and phrases on the board with the class.

3. The class discusses how each word or phrase was used in the selection. Tell students that partners will be interviewing each other using these words in a new context.

4. Read the discussion topic questions aloud to the class.

5. Volunteers read the sentences again, substituting the defi nitions on the board for the underlined words. For example: If someone pretended to be you, how would he or she dress and act?

6. Students pair off.

7. Partners interview each other using the discussion topic questions on the board. As one partner answers the questions, the other partner takes notes on the answers.

8. The second partner summarizes the fi rst partner’s answers to him or her.

9. The fi rst partner suggests any corrections that may be necessary.

10. Partners reverse the process so that each student has acted as interviewer once.

11. With permission from the other partner, each partner summarizes one of his or her answers to the class.

12. You may extend the activity into a game of “Who Am I?” in which each student, with the permission of his or her partner, gives you a written interview answer to read aloud. (When you play this game, skip step 11.) Shuffl e the answers that you receive. The class tries to guess which student was being interviewed in each case. If a guess is incorrect, the student whose name was guessed explains why the answer is not correct for him or her.

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1. Review the article “The Man with Many Faces” (Unit 3, Lesson 12, p. 114).

2. Write on the board or otherwise present the Lesson 12 vocabulary words: posed as (“pretended to be”); challenge (“diffi cult task”); approved (“accepted”); priceless (“precious”); convinced (“caused to believe”).

3. Read the interview questions below and have a copy on hand.

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1. Reading sentences aloud: individual2. Interviewing: partners3. Note taking: individual4. Personal responses/summary of partner’s

responses: individual5. Optional game: whole class

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