PLANNING WHOLE-CLASS LEARNING • NOBEL SPEECH

Nobel Speech
Audio Summaries Summary
Audio summaries of “Nobel
Speech” are available online in In his acceptance speech for the Nobel Peace Prize, Al Gore speaks
both English and Spanish in the about the issue of climate change and the effect that it will have on
Interactive Teacher’s Edition or humanity. He says that we face a planetary emergency and that our
Unit Resources. Assigning these own survival is at risk. He goes on to state that we have dumped
summaries prior to reading the enormous amounts of CO2 into the atmosphere. This is having
selection may help students negative effects on the environment, some of which we are already
build additional background seeing. Severe weather events such as droughts and floods have
knowledge and set a context for
become more common, and these problems will only get worse.
their first read.
The consequences for ignoring the issue are enormous. However, he
says, we have a chance to avoid the most severe consequences if we
act quickly.

Insight
This speech is a good introduction to global warming. It calls for new
and creative solutions to environmental problems, and argues that this
provides an opportunity to also address other global problems.

Essential Question:
What effects do Connection to Essential Question
people have on the By burning fossil fuel, people are increasing the amount of CO2 in the
environment? atmosphere, which increases the world’s overall temperature.

Whole-Class Learning
Performance Task Connection to Performance Tasks
What is the most Whole-Class Learning Performance Task This speech connects to the
significant effect that Performance Task by providing students an example of an argument
people have on the in which the speaker’s viewpoint is made very clear. His intention is
environment? to motivate his listeners to act. Gore also includes many anecdotal
references and inspiring quotes to support his purpose. Students may
Unit Performance-Based use this speech as a framework for their own arguments.
Assessment
Are the needs of people Unit Performance-Based Assessment Gore’s speech connects to the
ever more important Performance-Based Assessment at the end of the unit. The speech
than the needs of cites many useful sources of information that students might want to
animals and the planet? research for use in their own essays. Equally, because this speech was
given in 2007, students will have the opportunity to explore the actions
that have been taken, or not taken, to decrease carbon emissions into
Earth’s atmosphere.

372A UNIT 4 • PEOPLE AND THE PLANET

 DIGITAL
PERSPECTIVES Audio Video Document Annotation Online
Highlights Assessment

LESSON RESOURCES

Making Meaning Language Development

Lesson First Read Concept Vocabulary
Close Read Word Study
Analyze the Text Conventions
Analyze Craft and Structure

Instructional RI.7.10 By the end of the year, read and comprehend literary L.7.1 Demonstrate command of the conventions . . .
Standards nonfiction . . .
L.7.1.a Explain the function of phrases . . .
RI.7.8 Trace and evaluate the argument and specific claims in a
L.7.4 Determine or clarify the meaning of unknown and
text . . .
multiple-meaning words and phrases . . .
L.7.4.b Use common, grade-appropriate Greek or Latin affixes
and roots . . .

STUDENT RESOURCES
Available online in the
Selection Audio
Interactive Student
Edition or Unit Resources First-Read Guide: Nonfiction
Close-Read Guide: Nonfiction

TEACHER RESOURCES
Selection Resources Audio Summaries: English and Spanish Concept Vocabulary and Word Study
Available online in the
Interactive Teacher’s Annotation Highlights Conventions: Infinitive Phrases and Gerund Phrases
Edition or Unit Resources Accessible Leveled Text English Language Support Lesson: Gerunds
First Read Extension Questions
Analyze Craft and Structure: Persuasive Speech

Reteach/Practice (RP)
Analyze Craft and Structure: Persuasive Speech (RP) Word Study: Latin Prefix uni- (RP)
Available online in the
Interactive Teacher’s Conventions: Infinitive Phrases and Gerund Phrases (RP)
Edition or Unit Resources

Assessment
Selection Test: English
Available online in
Assessments Selection Test: Spanish
Extension Selection Test

My Resources
A Unit 4 Answer Key is available online and in the Interactive Teacher’s Edition.

Whole-Class Learning 372B

PERSONALIZE FOR LEARNING WHOLE-CLASS LEARNING • NOBEL SPEECH

Reading Support

Text Complexity Rubric: Nobel Speech

Quantitative Measures

Lexile: 1190 Text Length: 2,801 words

Qualitative Measures
Knowledge Demands Historical and scientific knowledge demands; many historical references throughout the speech, not all
1 2 3 4 5 of which are explained.

Structure The selection is a logically organized speech.

1 2 3 4 5

Language Conventionality and Clarity Figurative language is used to emphasize important points. The selection contains subject specific
1 2 3 4 5 vocabulary and many quotes from world leaders and scientists.

Levels of Meaning/Purpose Selection has only one level of meaning. The main concept and supporting ideas are clearly stated.
1 2 3 4 5

Decide and Plan

English Language Support Strategic Support Challenge

Provide English Learners with support for Provide students with strategic support Provide students who need to be challenged
context and vocabulary as they read the to ensure that they can successfully read with ideas for how they can go beyond a
selection. the text. simple interpretation of the text.
Knowledge Demands Tell students Knowledge Demands Use the Text Analysis Pair students. Have them
that this selection is a speech. Make sure background information to discuss Al Gore each take a paragraph and retell it to
students understand the context. Tell and his work on climate change. Determine their partner, using their own descriptions
students they should expect to see language students’ prior knowledge and experience without reading from the text. Encourage
about the threat of global warming on the with global warming. Provide additional them to include details and descriptive
planet. Ask students to list words that help background if needed. language. They may refer to the text as
convey the warning that Gore delivers. needed to remember details, but should use
Language Students will likely have
(Students may suggest: emergency, threat, their own words.
difficulty with some of the scientific
dire, . . .) Written Response In paragraph 42, Gore
vocabulary. Instead of trying to understand
Meaning For students who have difficulty every word, encourage students to scan says “We must understand the connections
understanding figurative language, have for ideas in each paragraph that they between the climate crisis and the afflictions
them underline or list the phrases that understand. Ask them to write sentences of poverty, hunger, HIV-AIDS, and other
they don’t understand. Then have them restating the information they understood. pandemics.” Challenge students to choose
read those phrases again and work with a one of these issues and research the
partner to try to figure out the comparison connection between it and climate change.
the speaker is making. Then ask students to write a short essay
about their findings and share their research
with the class.

Teach

Read and Respond

Have the class do their first read of the selection. Then have them complete their close read. Finally,
work with them on the Making Meaning and Language Development activities.

372C UNIT 4 • PEOPLE AND THE PLANET

Standards Support Through Teaching and Learning Cycle
IDENTIFY NEEDS
Analyze results of the Beginning-
of-Year Assessment, focusing on
the items relating to Unit 4. Also DECIDE AND PLAN
take into consideration student
• If students have performed poorly on items matching these standards, then provide selection
performance to this point and
scaffolds before assigning them the on-level lesson provided in the Student Edition.
your observations of where
particular students struggle. • If students have done well on the Beginning-of-Year Assessment, then challenge them to
keep progressing and learning by giving them opportunities to practice the skills in depth.
• Use the Selection Resources listed on the Planning pages for “Nobel Speech” to help
students continually improve their ability to master the standards.

Instructional Standards: Nobel Speech

Catching Up This Year Looking Forward
Reading You may wish to administer the RI.8 Trace and evaluate the Challenge students to seek
ANALYZE AND REVISE Analyze Craft and Structure: argument and specific claims out any irrelevant information
Persuasive Speech (RP) in a text, assessing whether in Gore’s speech. If there is
• Analyze student work for worksheet to help students the reasoning is sound and none, have them discuss how
understand the different the evidence is relevant and a speech could suffer from
evidence of student learning. appeals a persuasive speech sufficient to support the claims. unneeded information.
• Identify whether or not can use.
students have met the
expectations in the standards. Language Review the Word Study: Latin L.4.b Use common, grade- Have students locate other
• Identify implications for future Prefix uni- (RP) worksheet appropriate Greek or Latin prefixes in the text they
instruction. to help students understand affixes and roots as clues to the recognize.
that uni- means “having or meaning of a word.
Have students look up the
consisting of only one.”
L.1.a Explain the function of functions of participial phrases
Review the Conventions: phrases and clauses in general to distinguish them from
Infinitive Phrases and and their function in specific infinitive and gerund phrases.
Gerund Phrases (RP) sentences.
worksheet to help students
understand the functions of
infinitive and gerund phrases.

TEACH
Implement the planned lesson,
and gather evidence of student
learning.

Whole-Class Learning 372D

TEACHING MAKING MEANING

Comparing Text to Media

In this lesson, you will read Al Gore’s Nobel Prize

Jump Start NOBEL SPEECH (tExt)

acceptance speech and then watch a video of Gore
delivering the speech. First, you will complete the
NOBEL SPEECH (vidEO)
first-read and close-read activities for the text of
First Read Prior to students’ first read, the speech. These activities will help prepare you to
engage them in a discussion about global compare the speech and the video.
warming and what they already know about it.
This will help them make connections between
the text and their own ideas and experiences.
About the Author
Nobel Speech
Concept Vocabulary
Nobel Speech
You will encounter the following words as you read the speech. Before
How serious is climate change? What can reading, note how familiar you are with each word. Then, rank the words
we do about it? Modeling questions such as in order from most familiar (1) to least familiar (6).
these will help students connect to Al Gore’s
Nobel Speech and to the Performance Task Former United States WORd YOUR RANKiNG
assignment. Selection audio and print capability Vice President Al Gore crisis
for the selection are available in the Interactive (b.1948) was practically
born into politics. His father pollution
Teacher’s Edition.
was a senator, and after urgency
Gore served a tour of duty
Concept Vocabulary in Vietnam, he went on universal
Support students as they rank the words. Ask if to serve in both houses of
illusion
they’ve ever heard, read, or used them. Reassure Congress before becoming
vice president in 1993. As a environment
them that the definitions for these words are
congressman, Gore became
listed in the selection. active in environmental After completing your first read, come back to the concept vocabulary
issues. He has written
and review your rankings. Mark any changes to your original rankings.
FIRST READ several books about the
dangers of climate change,
and his campaign to
As they read, students should perform the steps First Read NONFICTION
educate the public about
of the first read: climate change is the Apply these strategies as you conduct your first read. You will have an
NOTICE: Encourage students to notice the subject of An Inconvenient
opportunity to complete the close-read notes after your first read.

© Pearson Education, Inc., or its affiliates. All rights reserved.

Truth, which won the
general idea of Gore’s speech.
Academy Award for Best
ANNOTATE: Remind students to mark text Documentary Feature
that demonstrates the elements of an effective in 2007.
NOTICE the general ideas of ANNOTATE by marking
argument. the text. What is it about? vocabulary and key passages
CONNECT: Encourage students to make Tool Kit Who is involved? you want to revisit.
connections beyond the text. If they cannot make First-Read Guide and
Model Annotation
connections to their own lives or other texts,
have them consider news reports, movies, and CONNECT ideas within RESPOND by completing
 StANdARdS the selection to what you the Comprehension Check and
TV shows. Reading Informational Text already know and what you by writing a brief summary of
RESPOND: Students will answer questions and By the end of the year, read and
have already read. the selection.
comprehend literary nonfiction in
write a summary to demonstrate understanding. the grades 6–8 text complexity band
proficiently, with scaffolding as
Point out to students that while they will always needed at the high end of the range.
complete the Respond step at the end of the
first read, the other steps will probably happen 372 UNIT 4 • PEOPLE AND THE PLANET
somewhat concurrently. You may wish to print
copies of the First-Read Guide: Nonfiction for
students to use.
Remind students that during their first LIT17_SE07_U04_A2C_WC.indd 372 CROSS-CURRICULAR PERSPECTIVES 16-04-18 4:03 PM

read, they should not answer the close-read Science As Al Gore says, global warming and climate change are
questions that appear in the selection. major issues facing today’s world. Have students research this topic
and write short reports. What is global warming? What is climate
change? What’s causing them? What’s being done about these
problems? Ask volunteers to share their information with the class.
(Research to Clarify)

372 UNIT 4 • PEOPLE AND THE PLANET

 ANCHOR TEXT | SPEECH

Nobel Speech Al Gore

BACKGROUND
The Nobel Peace Prize is a prestigious award granted to those who
have done outstanding work to promote peace in the world. The Nobel
Prize was established by Alfred Nobel, a Swedish chemist and engineer
known for inventing dynamite. The 2007 Nobel Peace Prize was
awarded to Al Gore for his efforts to educate people about the threats
posed by man-made climate change and to urge people to act against
the effects of climate change.

Nobel Lecture, Oslo, December 10, 2007

Copyright © SAVVAS Learning Company LLC. All Rights Reserved.

Y our Majesties, Your Royal Highnesses, Honorable members

of the Norwegian Nobel Committee, Excellencies, Ladies and
gentlemen.
NOTES

2 I have a purpose here today. It is a purpose I have tried to serve

for many years. I have prayed that God would show me a way to
accomplish it.
3 Sometimes, without warning, the future knocks on our
door with a precious and painful vision of what might be. One
hundred and nineteen years ago, a wealthy inventor read his own
obituary, mistakenly published years before his death. Wrongly
believing the inventor had just died, a newspaper printed a harsh
judgment of his life’s work, unfairly labeling him “The Merchant
of Death” because of his invention—dynamite. Shaken by this

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Strategic Support
Alfred Nobel In paragraph 3, Gore tells the story of Alfred Nobel.
Help students understand and appreciate the historic context of Gore
beginning his speech by referring to Alfred Nobel. Have students
research Nobel and write a paragraph about him. Ask volunteers
to share their information with the class, and discuss Nobel’s life,
achievements, and the Nobel Prize.

Whole-Class Learning 373

TEACHING
condemnation, the inventor made a fateful choice to serve the
NOTES cause of peace.
Close Read
4 Seven years later, Alfred Nobel created this prize and the others
Remind students that the word or is often used that bear his name.
to show differences. You may wish to model 5 Seven years ago tomorrow, I read my own political obituary1
CLOSE READ in a judgment that seemed to me harsh and mistaken—if not
the Close Read using the following think-aloud
ANNOTATE: Mark words premature. But that unwelcome verdict also brought a precious if
format. Possible responses to questions on in the quotation in
the student page are included. You may also painful gift: an opportunity to search for fresh new ways to serve
paragraph 7 that show the
want to print copies of the Close-Read Guide: two different futures to my purpose.
Nonfiction for students to use. which Gore refers. 6 Unexpectedly, that quest has brought me here. Even though
I fear my words cannot match this moment, I pray what I am
ANNOTATE: As I read paragraph 7, I notice and QUESTION: Why might
Gore have chosen this
feeling in my heart will be communicated clearly enough that
highlight words that show two possible futures. those who hear me will say, “We must act.”
quotation to show the
QUESTION: I think that Gore might have chosen two different futures 7 The distinguished scientists with whom it is the greatest
the quotation to emphasize how serious this facing society? honor of my life to share this award have laid before us a choice
problem is. CONCLUDE: What effect between two different futures—a choice that to my ears echoes the
does the inclusion of words of an ancient prophet: “Life or death, blessings or curses.
CONCLUDE: This makes me think about the this quotation have on Therefore, choose life, that both thou and thy seed may live.”
importance and urgency of the issue. Gore is readers? 8 We, the human species, are confronting a planetary
saying that this is a matter of life and death. emergency—a threat to the survival of our civilization that is
gathering ominous and destructive potential even as we gather
here. But there is hopeful news as well: we have the ability to
crisis (KRY sihs) n. time when solve this crisis and avoid the worst—though not all—of its
a situation is very bad or consequences, if we act boldly, decisively and quickly.
dangerous; turning point
9 However, despite a growing number of honorable exceptions,
at which a change must be
made for better or worse too many of the world’s leaders are still best described in the
words Winston Churchill applied to those who ignored Adolf
Hitler’s threat:2 “They go on in strange paradox, decided only to
be undecided, resolved to be irresolute, adamant for drift, solid for
fluidity, all powerful to be impotent.”
10 So today, we dumped another 70 million tons of
pollution (puh LOO shuhn) n. global‑warming pollution into the thin shell of atmosphere
presence or introduction surrounding our planet, as if it were an open sewer. And

© Pearson Education, Inc., or its affiliates. All rights reserved.

into a space of a substance
or thing that has harmful or
tomorrow, we will dump a slightly larger amount, with the
poisonous effects cumulative concentrations now trapping more and more heat
from the sun.
11 As a result, the earth has a fever. And the fever is rising. The
experts have told us it is not a passing affliction that will heal by
itself. We asked for a second opinion. And a third. And a fourth.
And the consistent conclusion, restated with increasing alarm, is
that something basic is wrong.
12 We are what is wrong, and we must make it right.

1. Seven years ago tomorrow . . . obituary Gore is referring to the highly contested 2000
Additional English Language Support presidential election, which he lost to George W. Bush.
is available in the Interactive Teacher’s 2. Winston Churchill . . . threat Churchill, a British statesman at the time, gave a speech
to the House of Commons in 1937 to criticize their failure to respond to the threat of Nazi
Edition. Germany.

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English Language Support

Archaic Words Help students understand the words thou and thy
in paragraph 7. Explain that these are archaic, or old, words that are
no longer commonly used. Thou means “you”; thy means “your.”
Also show students the words thee (“you”); thine (“your”); and ye
(“you”). Explain that these words appear in some versions of the
Bible and in old texts, but are no longer used today. Ask students
why Gore may have chosen to include this quotation. All Levels

374 UNIT 4 • PEOPLE AND THE PLANET

 13 Last September 21, as the Northern Hemisphere tilted away
from the sun, scientists reported with unprecedented distress NOTES
CLOSE READ
that the North Polar ice cap is “falling off a cliff.” One study
estimated that it could be completely gone during summer in less You may wish to model the Close Read using the
than 22 years. Another new study, to be presented by U.S. Navy following think-aloud format. Possible responses
researchers later this week, warns it could happen in as little as to questions on the student page are included.
7 years.
14 Seven years from now. ANNOTATE: As I read paragraph 15, I notice that
15 In the last few months, it has been harder and harder to CLOSE READ Gore has included many geographic locations.
misinterpret the signs that our world is spinning out of kilter.3 ANNOTATE: Mark QUESTION: I think that Gore is showing that
geographic locations in
Major cities in North and South America, Asia and Australia many areas around the world are affected.
paragraph 15.
are nearly out of water due to massive droughts and melting
glaciers. Desperate farmers are losing their livelihoods. Peoples QUESTION: Why do you CONCLUDE: He is showing that the effects of
in the frozen Arctic and on low-lying Pacific islands are planning think Gore chooses to climate change are not limited to one region,
evacuations of places they have long called home. Unprecedented
include these details? which makes his argument more powerful.
wildfires have forced a half million people from their homes in CONCLUDE: What effect
one country and caused a national emergency that almost brought does the inclusion of these
down the government in another. Climate refugees have migrated locations have on Gore’s
argument?
into areas already inhabited by people with different cultures,
religions, and traditions, increasing the potential for conflict.
Stronger storms in the Pacific and Atlantic have threatened whole
cities. Millions have been displaced by massive flooding in South
Asia, Mexico, and 18 countries in Africa. As temperature extremes
have increased, tens of thousands have lost their lives. We are
recklessly burning and clearing our forests and driving more and
more species into extinction. The very web of life on which we
depend is being ripped and frayed.
16 We never intended to cause all this destruction, just as Alfred
Nobel never intended that dynamite be used for waging war. He
had hoped his invention would promote human progress. We
shared that same worthy goal when we began burning massive
quantities of coal, then oil and methane.
17 Even in Nobel’s time, there were a few warnings of the
© Pearson Education, Inc., or its affiliates. All rights reserved.

likely consequences. One of the very first winners of the Prize

in chemistry worried that, “We are evaporating our coal mines
into the air.” After performing 10,000 equations by hand, Svante
Arrhenius calculated that the earth’s average temperature would
increase by many degrees if we doubled the amount of CO24 in the
atmosphere.
18 Seventy years later, my teacher, Roger Revelle, and his
colleague, Dave Keeling, began to precisely document the
increasing CO2 levels day by day.

3. out of kilter off balance; not functioning right.

4. CO2 carbon dioxide, a naturally occurring gas that is also created through human activities
such as burning oil and coal; it is considered a major cause of man-made climate change.

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Illuminating the Text To help students grasp Have students discuss the video and how it helps
the magnitude of the kinds of environmental them understand the situations Gore describes.
problems and disasters Gore describes in Then have students write a paragraph explaining
paragraph 15, use search terms such as how the video helped them understand or relate
“environmental disasters” to find video footage to Gore’s warning.
online. (Note: Be sure to preview any video before
showing it to students.)

Whole-Class Learning 375

TEACHING
19 But unlike most other forms of pollution CO2 is invisible,
NOTES tasteless, and odorless—which has helped keep the truth
CLOSER LOOK
about what it is doing to our climate out of sight and out
of mind. Moreover, the catastrophe now threatening us is
Analyze Word Choice unprecedented—and we often confuse the unprecedented with
Students may have marked paragraphs the improbable.
23–24 during their first read. Help students 20 We also find it hard to imagine making the massive changes
appreciate Gore’s use of language in this part that are now necessary to solve the crisis. And when large truths
of the speech. You may want to model a close are genuinely inconvenient, whole societies can, at least for a
read with the class based on the highlights time, ignore them. Yet as George Orwell reminds us: “Sooner or
shown in the text. later a false belief bumps up against solid reality, usually on a
ANNOTATE: Have students mark details in battlefield.”
paragraphs 23–24 that demonstrate Gore’s 21 In the years since this prize was first awarded, the entire
use of language and precise word choice relationship between humankind and the earth has been radically
to make his argument, or have students transformed. And still, we have remained largely oblivious to the
participate while you highlight them. impact of our cumulative actions.
22 Indeed, without realizing it, we have begun to wage war
Question: Guide students to consider how on the earth itself. Now, we and the earth’s climate are locked
Gore is using language to make the speech in a relationship familiar to war planners: “Mutually assured
more powerful and accept student responses. destruction.”
Possible response: Gore is comparing global 23 More than two decades ago, scientists calculated that nuclear
warming to nuclear war, and using opposites war could throw so much debris and smoke into the air that it
such as winter/summer to make his comparison would block life-giving sunlight from our atmosphere, causing
more vivid. Words like danger and permanent
a “nuclear winter.” Their eloquent warnings here in Oslo helped
increase the power of the warning.
galvanize the world’s resolve to halt the nuclear arms race.
CONCLUDE: Help students to formulate 24 Now science is warning us that if we do not quickly reduce the
conclusions about the importance of these global warming pollution that is trapping so much of the heat our
words in the speech. Ask students why this planet normally radiates back out of the atmosphere, we are in
comparison, and this use of language, is so danger of creating a permanent “carbon summer.”5
powerful. 25 As the American poet Robert Frost wrote, “Some say the world
Possible response: Comparing global warming will end in fire; some say in ice.” Either, he notes, “would suffice.”
to nuclear war is extremely powerful because 26 But neither need be our fate. It is time to make peace with the
it implies that global warming would be as planet.

© Pearson Education, Inc., or its affiliates. All rights reserved.

devastating as a nuclear war. Making this urgency (UR juhn see) n. state 27 We must quickly mobilize our civilization with the urgency
comparison using these opposite words creates of being very important and resolve that has previously been seen only when nations
powerful images for the audience and gives the and needing to be dealt
mobilized for war. These prior struggles for survival were won
speech an almost poetic quality. with right away
when leaders found words at the eleventh hour6 that released
Remind students word choice in a speech is a mighty surge of courage, hope and readiness to sacrifice for a
critical to conveying a message. Explain that protracted and mortal challenge.
using opposite ideas to create a contrasting 28 These were not comforting and misleading assurances that the
effect is a literary technique called antithesis. threat was not real or imminent; that it would affect others but not
A famous example of this is Neil Armstrong’s ourselves; that ordinary life might be lived even in the presence of
statement when he landed on the moon: extraordinary threat; that Providence7 could be trusted to do for us
“One small step for man; one giant leap for what we would not do for ourselves.
mankind.” Another is the first line of Charles
5. “carbon summer” a permanent summer caused by too much heat in the atmosphere.
Dickens’s A Tale of Two Cities: “It was the best 6. eleventh hour latest possible moment before it is too late to make a change.
of times, it was the worst of times.” 7. Providence (PROV uh duhns) n. protective care of nature or God.

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376 UNIT 4 • PEOPLE AND THE PLANET

 29 No, these were calls to come to the defense of the common
future. They were calls upon the courage, generosity and strength NOTES

of entire peoples, citizens of every class and condition who were

ready to stand against the threat once asked to do so. Our enemies
in those times calculated that free people would not rise to the
challenge; they were, of course, catastrophically wrong.
30 Now comes the threat of climate crisis—a threat that is real,
rising, imminent, and universal. Once again, it is the 11th hour. universal (yoo nuh VUR suhl)
© Pearson Education, Inc., or its affiliates. All rights reserved.

The penalties for ignoring this challenge are immense and adj. involving everyone in
the world or in a particular
growing, and at some near point would be unsustainable and
group; true or appropriate
unrecoverable. For now we still have the power to choose our in every situation
fate, and the remaining question is only this: Have we the will
to act vigorously and in time, or will we remain imprisoned by a
dangerous illusion? illusion (ih LOO zhuhn) n.
31 Mahatma Gandhi8 awakened the largest democracy on earth something that appears
real but actually is not
and forged a shared resolve with what he called “Satyagraha”—or
“truth force.”
32 In every land, the truth—once known—has the power to set
us free.

8. Mahatma Gandhi (1869–1948) Indian activist known for leading the movement against
British rule of India and for his doctrine of nonviolent protest.

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English Language Support

Idioms Help students understand the idioms Explain that stand against means to resist or
11th hour and stand against in paragraphs 29 oppose something. To stand against a threat
and 30. Explain that the 11th hour means “the is to oppose or fight back against that threat.
latest possible time before it is too late.” There Also point out these idioms: stand a chance (to
are 12 hours in the time periods from midnight to have a chance); stand for (to be a symbol for);
noon and from noon to midnight. The 11th hour stand one’s ground (to maintain one’s position);
is the last hour in one of these time cycles, so it stand tall (to exhibit courage, strength, or calm
has come to mean the latest time something can especially in the face of adversity.) All Levels
be done.

Whole-Class Learning 377

TEACHING
33 Truth also has the power to unite us and bridge the distance
NOTES between “me” and “we,” creating the basis for common effort and
CLOSE READ
shared responsibility.
Remind students that quotations are set off by 34 There is an African proverb that says, “If you want to go
quotation marks. You may wish to model the quickly, go alone. If you want to go far, go together.” We need to
Close Read using the following think-aloud go far, quickly.
format. Possible responses to questions on the 35 We must abandon the conceit that individual, isolated, private
student page are included. actions are the answer. They can and do help. But they will
not take us far enough without collective action. At the same
ANNOTATE: As I read paragraph 38, I look for time, we must ensure that in mobilizing globally, we do not
details that support Gore’s claim about people invite the establishment of ideological conformity and a new
uniting together for an important cause. lock-step “ism.”
QUESTION: I think Gore chose this example 36 That means adopting principles, values, laws, and treaties
because people can agree that fascism was that release creativity and initiative9 at every level of society in
dangerous. The united front against fascism was multifold responses originating concurrently and spontaneously.
able to achieve the good things he names. 37 This new consciousness requires expanding the possibilities
inherent in all humanity. The innovators who will devise a
CONCLUDE: This example might persuade new way to harness the sun’s energy for pennies or invent an
readers because it shows that when people engine that’s carbon negative may live in Lagos or Mumbai or
get together to solve a problem, it can benefit Montevideo. We must ensure that entrepreneurs and inventors
the world. Referencing the United Nations and everywhere on the globe have the chance to change the world.
democracy allows Gore to tap into people’s belief CLOSE READ 38 When we unite for a moral purpose that is manifestly good
in freedom. ANNOTATE: In paragraph and true, the spiritual energy unleashed can transform us. The
38, mark the example generation that defeated fascism throughout the world in the
Gore uses to support
1940s found, in rising to meet their awesome challenge, that they
his claim.
had gained the moral authority and long-term vision to launch
QUESTION: Why do the Marshall Plan,10 the United Nations, and a new level of global
you think Gore chooses
cooperation and foresight that unified Europe and facilitated
to include this specific
example?
the emergence of democracy and prosperity in Germany, Japan,
Italy and much of the world. One of their visionary leaders11 said,
CONCLUDE: How does
“It is time we steered by the stars and not by the lights of every
this example help to
passing ship.”
persuade readers?
39 In the last year of that war, you gave the Peace Prize to a man

© Pearson Education, Inc., or its affiliates. All rights reserved.

from my hometown of 2,000 people, Carthage, Tennessee. Cordell
Hull was described by Franklin Roosevelt as the “Father of the
United Nations.” He was an inspiration and hero to my own
father, who followed Hull in the Congress and the U.S. Senate and
in his commitment to world peace and global cooperation.
40 My parents spoke often of Hull, always in tones of reverence
and admiration. Eight weeks ago, when you announced this prize,
the deepest emotion I felt was when I saw the headline in my
hometown paper that simply noted I had won the same prize that

9. initiative (ih NIHSH uh tihv) n. ability to act or take the first step without being urged.
10. Marshall Plan United States–financed plan to rebuild Europe after World War II.
11. One . . . leaders Omar Bradley (1893–1981), a notable field commander in the
United States Army.

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Challenge
Problem-Solution Suggestion In paragraph 37, Al Gore is saying
that new ideas and possible solutions to climate change can come
from anyone, anywhere. Have students write one or two paragraphs
in which they discuss how an individual might create something or
have an idea that will help deal with climate change. Ask students
to consider ways that government or the business community could
encourage people to find solutions.

378 UNIT 4 • PEOPLE AND THE PLANET

 Cordell Hull had won. In that moment, I knew what my father
and mother would have felt were they alive. NOTES

41 Just as Hull’s generation found moral authority in rising to

solve the world crisis caused by fascism, so too can we find our
greatest opportunity in rising to solve the climate crisis. In the
Kanji characters used in both Chinese and Japanese, “crisis” is
written with two symbols, the first meaning “danger,” the second
“opportunity.” By facing and removing the danger of the climate
crisis, we have the opportunity to gain the moral authority and
vision to vastly increase our own capacity to solve other crises that
have been too long ignored.
42 We must understand the connections between the climate
crisis and the afflictions of poverty, hunger, HIV-AIDS and other
pandemics. As these problems are linked, so too must be their
solutions. We must begin by making the common rescue of the
global environment the central organizing principle of the world environment (ehn VY uhrn
community. muhnt) n. land, air, and
water in which people,
43 Fifteen years ago, I made that case at the “Earth Summit” in
animals, and plants live,
Rio de Janeiro. Ten years ago, I presented it in Kyoto. This week, I and all the natural features
will urge the delegates in Bali to adopt a bold mandate for a treaty of these places
that establishes a universal global cap on emissions and uses the
market in emissions trading12 to efficiently allocate resources to
the most effective opportunities for speedy reductions.
44 This treaty should be ratified and brought into effect
everywhere in the world by the beginning of 2010—two years
sooner than presently contemplated. The pace of our response
must be accelerated to match the accelerating pace of the
crisis itself.
45 Heads of state should meet early next year to review what
was accomplished in Bali and take personal responsibility for
addressing this crisis. It is not unreasonable to ask, given the
gravity of our circumstances, that these heads of state meet every
three months until the treaty is completed.
© Pearson Education, Inc., or its affiliates. All rights reserved.

46 We also need a moratorium13 on the construction of any new

generating facility that burns coal without the capacity to safely
trap and store carbon dioxide.
47 And most important of all, we need to put a price on
carbon—with a CO2 tax that is then rebated back to the people,
progressively, according to the laws of each nation, in ways that
shift the burden of taxation from employment to pollution. This is
by far the most effective and simplest way to accelerate solutions
to this crisis.

12. universal global cap on emissions . . . market in emissions trading type of law that
uses the market to limit how much pollution factories can emit.
13. moratorium (mawr uh TAWR ee uhm) n. law to stop or delay something.

Nobel Speech 379

LIT17_SE07_U04_A2C_WC.indd 379 HOW LANGUAGE WORKS 16-03-31 3:36 PM

Transitions Draw students’ attention to Al Gore’s use of

transitional words and phrases in paragraphs 41–47. Have students
look at how Gore begins each paragraph and identify which of
these paragraphs starts with a transition. Have students highlight
the opening words of each paragraph and analyze how these
words help reveal the structure of his argument.

Whole-Class Learning 379

TEACHING
48 The world needs an alliance—especially of those nations that
NOTES weigh heaviest in the scales where earth is in the balance. I salute
CLOSER LOOK
Europe and Japan for the steps they’ve taken in recent years to
Analyzing Metaphor meet the challenge, and the new government in Australia, which
has made solving the climate crisis its first priority.
Students may have marked paragraphs 52–54 49 But the outcome will be decisively influenced by two nations
during their first read. Use these paragraphs that are now failing to do enough: the United States and China.
to help students see the metaphor Gore is While India is also growing fast in importance, it should be
creating. You may want to model a close read absolutely clear that it is the two largest CO2 emitters—most of all,
with the class based on the highlights shown my own country—that will need to make the boldest moves, or
in the text. stand accountable before history for their failure to act.
ANNOTATE: Have students highlight 50 Both countries should stop using the other’s behavior as an
language in paragraphs 52–54 that describe a excuse for stalemate and instead develop an agenda for mutual
path or a destination. survival in a shared global environment.
51 These are the last few years of decision, but they can be the
QUESTION: Guide students to consider what
first years of a bright and hopeful future if we do what we must.
these details might tell them. Ask what a
No one should believe a solution will be found without effort,
reader can infer from what was marked, and
without cost, without change. Let us acknowledge that if we wish
accept student responses.
to redeem squandered time and speak again with moral authority,
Possible response: He is explaining that we then these are the hard truths:
don’t know the way. By referencing shadows
52 The way ahead is difficult. The outer boundary of what we
and forks in the road, he emphasizes the
currently believe is feasible is still far short of what we actually
uncertainty ahead.
must do. Moreover, between here and there, across the unknown,
CONCLUDE: Help students to formulate falls the shadow.
conclusions about the importance of the 53 That is just another way of saying that we have to expand the
details in the text. Ask students why the boundaries of what is possible. In the words of the Spanish poet,
author might have included these details. Antonio Machado, “Pathwalker, there is no path. You must make
Possible response: Gore tells the audience that the path as you walk.”
the path is unclear but that we must begin. This 54 We are standing at the most fateful fork in that path. So I want
allows him to elaborate on the first sentence in to end as I began, with a vision of two futures—each a palpable
paragraph 52: The way ahead is difficult. possibility—and with a prayer that we will see with vivid clarity
the necessity of choosing between those two futures, and the
Remind students that a metaphor is a figure
urgency of making the right choice now.
of speech in which one thing is compared to

© Pearson Education, Inc., or its affiliates. All rights reserved.

55 The great Norwegian playwright, Henrik Ibsen, wrote, “One
another. In this case, Gore compares the job
of these days, the younger generation will come knocking at my
of finding a solution to climate change to the
door.”
task of walking somewhere without a path.
56 The future is knocking at our door right now. Make no mistake,
the next generation will ask us one of two questions. Either they
will ask: “What were you thinking; why didn’t you act?”
57 Or they will ask instead: “How did you find the moral courage
to rise and successfully resolve a crisis that so many said was
impossible to solve?” We have everything we need to get started,
save perhaps political will, but political will is a renewable
resource.
58 So let us renew it, and say together: “We have a purpose. We are
many. For this purpose we will rise, and we will act.” ❧

380 UNIT 4 • PEOPLE AND THE PLANET

LIT17_SE07_U04_A2C_WC.indd 380 WriteNow Express and Reflect 16-03-31 3:36 PM

Analysis Review paragraphs 54–58. Have students write a

paragraph about whether they think Gore’s speech may have
convinced or will convince people to act on climate change. Have
them explain their ideas and cite specific details from the speech to
support their opinion.

380 UNIT 4 • PEOPLE AND THE PLANET

 Comprehension Check Comprehension Check
Complete the following items after you finish your first read.
Possible responses:
1. Why has Al Gore been asked to give this speech? 1. Al Gore was asked to give this speech because he
won the Nobel Prize.
2. climate change / global warming
3. 70 million tons
4. Robert Frost
5. Summaries will vary; however, students should
include: because of climate change, the human
2. What is the planetary emergency about which Gore is so concerned? species is facing a planetary emergency; we
must act immediately to avoid a terrible fate that
could mean the end of our civilization; there
are people who don’t believe this problem is
real, and we continue to put global-warming
pollution into the atmosphere; the crisis is getting
steadily worse, and might be even worse than
people think; we’re already seeing the effects
3. According to Gore, how much global-warming pollution was added to the of climate change: the North Polar ice cap is
atmosphere on the day he gave the speech? melting; cities are running out of water; there are
huge wildfires and stronger storms at sea; there
is massive flooding; even with all this evidence,
some people still refuse to believe global warming
is a threat and refuse to try to stop it; one reason
is that CO2, the major cause of global warming,
can’t be seen or smelled; another reason is that
some people prefer to avoid the huge changes
4. Which American poet does Gore quote in his speech? necessary to deal with this crisis.

Research
Research to Clarify If students struggle to
© Pearson Education, Inc., or its affiliates. All rights reserved.

identify an unfamiliar detail, have them reread

the speech and notice an idea or concept that
might be new to them, such as CO2 emissions,
5. Notebook Write a brief summary of paragraphs 7–21 of the speech. Franklin Roosevelt, or Kanji characters.

RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. For example, you might want to find out more about Alfred Nobel, the United
Nations, or “Earth Summit.” In what way does the information you learned shed light on
an aspect of the speech?

Nobel Speech 381

LIT17_SE07_U04_A2C_WC.indd 381 PERSONALIZE FOR LEARNING 16-03-31 3:36 PM

Challenge
Extend Ask students to write a paragraph describing what they
think could happen if the problems of global warming and climate
change are not addressed. Remind them there is no one answer,
but their responses should be based on what they’ve read. Ask
volunteers to share their responses with the class.

Whole-Class Learning 381

TEACHING MAKING MEANING

Close Read the Text

Jump Start 1. This model, from paragraph 11 of the text, shows two sample
annotations, along with questions and conclusions. Close read the
passage and find another detail to annotate. Then, write a question
Close Read Have students close read
and your conclusion.
paragraphs 3–5. Ask: What vision is Gore NOBEL SPEECH

talking about? Why is he calling it “precious

and painful”? How and why is Gore comparing ANNOTATE: Gore uses the word
himself with Alfred Nobel? fever twice.
QUESTION: Why does Gore emphasize
this word?
ANNOTATE:
Close Read the Text CONCLUDE: Gore is personifying the earth These short bursts
as being vulnerable and feverish—due to
Walk students through the annotation model on global warming.
of thought are
interesting.
the student page. Encourage them to complete
items 2 and 3 on their own. Review and discuss QUESTION: What
is the purpose
the sections students have marked. If needed, As a result, the earth has a fever. And
behind this
continue to model close reading by using the fever is rising. The experts have passage?
the Annotation Highlights in the Interactive told us it is not a passing affliction
CONCLUDE:
Teacher’s Edition. that will heal by itself. We asked for Gore creates
a second opinion. And a third. And a a metaphor of
Analyze the Text fourth. And the consistent conclusion, earth as a patient
restated with increasing alarm, is that and scientists
Possible responses: as doctors. The
something basic is wrong.
1. Gore says we never intended to cause so much shortness of the
destruction to the planet, just as Nobel never passages creates a
intended that dynamite be used for waging war. sense of urgency.
Paragraph 16 DOK 2
2. (a) Mutually assured destruction means that 2. For more practice, go back into the text and complete the
Tool Kit
people are destroying the planet at the same time Close-Read Guide and close-read notes.
as the planet is destroying human life. DOK 2 Model Annotation 3. Revisit a section of the text you found important. Read this section
(b) Responses will vary.
closely and annotate what you notice. Ask questions such as “Why
3. Responses will vary. Students may conclude that did the author make this choice?” What can you conclude?
people have caused climate change without

© Pearson Education, Inc., or its affiliates. All rights reserved.

intending to.
CITE TEXTUAL EVIDENCE
Analyze the Text to support your answers.

Notebook Respond to these questions.

1. Compare and Contrast How does Gore compare Alfred Nobel’s
intentions and goals with those of modern society?

FORMATIVE ASSESSMENT 2. (a) Interpret What does Gore mean by “mutually assured
destruction”?
Analyze the Text  STANDARDS (b) Make a Judgment Do you think Gore is correct? Explain.
• If students fail to cite evidence, then remind Reading Informational Text
3. Essential Question What effects do people have on the
Trace and evaluate the argument and
them to support their ideas with specific specific claims in a text, assessing environment? What have you learned about the effects people have
information from the text. whether the reasoning is sound and on the environment by reading this selection?
the evidence is relevant and sufficient
• If students fail to identify key ideas or the to support the claims.
relationships among key ideas, then have them
review the relevant sections of the speech. 382 UNIT 4 • PEOPLE AND THE PLANET

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English Language Support

Similar Words As students review the Close-Read Model, help them
analyze the word basic. Explain to students that as it is used in the
speech, the word basic (paragraph 11) is an adjective that means
“of extreme importance.” Gore is saying that something of extreme
importance is wrong. Show students the word basis and explain that
this word is a noun that means “something on which something else
is established or based.” ALL LEVELS

382 UNIT 4 • PEOPLE AND THE PLANET

 ESSENTIAL QUESTION: What effects do people have on the environment?

Analyze Craft and Structure Analyze Craft And Structure

Argument: Persuasive Speech A persuasive speech is a work of
Discuss with students that an effective persuasive
nonfiction that presents a series of arguments to convince people to
think or act in a certain way. When you read or listen to a persuasive
speech has more than one type of appeal. The
speech, be alert to the use of persuasive techniques. Then, decide reason this is effective is that a speech with
whether a particular technique provides reasonable and relevant support different types of appeals may persuade more
that persuades you to accept or act on the author’s ideas. people. For example, people who don’t respond
to an appeal to authority might respond to an
• Appeals to authority use the statements of experts and well-known appeal to emotion. People who don’t respond to
people.
an appeal to emotion might respond to an appeal
• Appeals to emotion use words that convey strong feelings. to reason. For more support, see Analyze Craft
• Appeals to reason use logical arguments backed by facts. and Structure: Persuasive Speech.
Most arguments will combine these techniques to appeal to their MAKE IT INTERACTIVE
audience on many levels. As you read Gore’s speech, analyze his use of Have students write an appeal to authority, an
persuasive techniques. appeal to emotion, and an appeal to reason. You
may wish to provide students with examples as a
model, such as the following:
CITE TEXTUAL EVIDENCE
Practice to support your answers. Authority: According to a recent study, air travel
is safer than it’s ever been.
Notebook Respond to these questions. Emotion: Every patriotic citizen must join this
1. Review the speech. Then, use the chart to identify at least one example march.
of each type of persuasive technique. Reason: If we want cleaner parks, we have to be
PErSUASIvE TEchNIQUE EXAMPLE willing to pay taxes.
appeal to authority (scientists) Paragraph 7 Practice
1. See possible responses in the chart on the
appeal to reason (we can solve the crisis if we act fast) Paragraph 8 student page.
2. Responses will vary; students should clearly
appeal to emotions (strong words) Paragraph 10 determine whether each example is relevant and
reasonable support.
2. Analyze the examples of persuasive techniques that you identified in 3. (a) We must greatly reduce the amount of CO2
the chart. Determine whether each example is relevant and reasonable emissions we’re discharging into the atmosphere;
© Pearson Education, Inc., or its affiliates. All rights reserved.

support for Gore’s argument. we must stop building facilities that burn coal
without a way to trap and store carbon dioxide.
3. (a) What “massive changes” does Gore say must be made to solve (b) Responses will vary; students should state a
the climate crisis? (b) Has Gore persuaded you that these changes are clear position and give a logical reason for their
possible? Why or why not? answer.

4. (a) According to Gore, what is “shared responsibility”? (b) Is the

4. (a) Everyone must be responsible for finding
support he provides to highlight this idea persuasive and convincing?
solutions to global warming and everyone
should be allowed to contribute to this effort.
Why or why not?
(b) Responses will vary; students should state a
5. Write a paragraph in which you briefly summarize Gore’s overall clear position and give a logical reason for their
argument, and evaluate whether his reasons, evidence, and appeals answer.
convinced you of his claims. 5. Responses will vary; in addition to a summary,
students should state a clear position and give a
logical, relevant reason for their answer.

Nobel Speech 383

FORMATIVE ASSESSMENT
PERSONALIZE
LIT17_SE07_U04_A2C_WC_APP.indd 383 FOR LEARNING 16-04-18 4:04 PM Analyze Craft and Structure
Strategic Support • If students have difficulty understanding
Persuasive Techniques Review the three types of persuasive
persuasive techniques, then review each one
techniques and discuss how and why each one can work. Use these and provide students with simple examples.
questions to prompt discussion: Why do people respond to appeals • If students have difficulty identifying persuasive
to authority? To appeals to emotion? To appeals to reason? How can techniques in the speech, then review relevant
an appeal to authority be used dishonestly? In what way can appeals parts of the speech and help students study
to emotion be used to manipulate an audience? How can an appeal each example.
to reason be used to manipulate an audience?
For Reteach and Practice, see Analyze Craft and
Structure: Persuasive Speech (RP).

Whole-Class Learning 383

TEACHING LANGUAGE DEVELOPMENT

Concept Vocabulary Concept Vocabulary

crisis urgency illusion
Why These Words?
Possible responses: pollution universal environment
1. Responses will vary. Crisis expresses the level that NOBEL SPEECH
Gore says the problem has reached. Urgency Why These Words? The concept vocabulary words describe situations
expresses his belief in the strength of the need or settings. For example, in paragraph 10 of his speech, Gore states that
to act. “we dumped another 70 million tons of global-warming pollution into
2. human species (paragraph 8); planetary the thin shell of atmosphere surrounding our planet, as if it were an
emergency (paragraph 8); threat (paragraph 8); open sewer.” The word pollution describes a poisonous component of a
survival (paragraph 8); civilization (paragraph 8); setting—Earth’s atmosphere.
ominous (paragraph 8); destructive (paragraph 8)
1. Select two concept vocabulary words other than pollution. Explain
consequences (paragraph 8)
how each word describes a setting or a situation.
Practice
Possible responses: 2. What other words in the selection might describe a setting or
1. illusion a situation?
2. crisis
3. universal Practice
4. urgency Notebook Confirm your understanding of the concept vocabulary
 WORD NETWORK
5. environment words by using them to complete the sentences.
Add interesting words
6. pollution related to people and the 1. Environmental groups work to educate the public and eliminate the
planet from the text to your ___________ that the earth is perfectly healthy.
Word Network Word Network
2. Despite scientific evidence, many world leaders have yet to consider
Possible words: communities; disasters; the health of the environment a ___________.
misfortunes; caretakers
3. Water shortages are common across the world, making the
problem ___________.
Word Study 4. Leaders such as Gore work with a variety of organizations to create a
For more support, see Concept Vocabulary and sense of ___________ about environmental issues.
Word Study. 5. Increased instances of wildfires show how the ___________ is changing.
Possible responses: 6. ___________ can affect all parts of our environment, from the water

© Pearson Education, Inc., or its affiliates. All rights reserved.

1. Free education should be a universal right for the we drink to the air we breathe.
children of the world.  STANDARDS
Language
2. unicycle: a vehicle that has a single wheel and is • Demonstrate command of the Word Study
usually propelled by pedals; It takes good balance conventions of standard English
to ride a unicycle. grammar and usage when writing or Latin Prefix: uni- The Latin prefix uni- means “one.” In his speech,
speaking. Gore defines the climate crisis as universal because it affects everyone in
 nicellular: having or consisting of a single cell; An
u a. Explain the function of phrases
the world similarly, as if all people were one entity.
amoeba is a unicellular organism. and clauses in general and their
function in specific sentences.
 nilingual: knowing or using a single language;
u • Determine or clarify the meaning
1. Write your own sentence that correctly uses the word universal.
My younger brother is unilingual—he speaks only of unknown and multiple-meaning
words and phrases based on grade 7
English. reading and content, choosing 2. Using a dictionary, find three other words with the prefix uni-. Record
flexibly from a range of strategies. a definition for each word and write a sentence using it.
b. Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word.

384 UNIT 4 • PEOPLE AND THE PLANET

FORMATIVE ASSESSMENT
Concept Vocabulary VOCABULARY DEVELOPMENT
LIT17_SE07_U04_A2C_WC_APP.indd 384 19/04/16 7:55 AM

If students fail to see the connection among

Concept Vocabulary Reinforcement Reinforce 1. After the mud slide, authorities responded with
the words, then have them use each word in a students’ comprehension with “show-you- great urgency; _________.
sentence and think about what is similar about know” sentences. The first part of the sentence Possible response: they rescued people as fast
the sentences. uses the vocabulary word and the second part as they could.
clarifies its meaning. Model the strategy with this
Word Study example: The storm created a crisis; the town
2. The cleanliness of the water was an
If students have trouble finding appropriate illusion;_________.
had no power or water. Give students these
words, then review using a dictionary to find prompts: Possible response: it was dangerously polluted.
words. For Reteach and Practice, see Word
Study: Latin Prefix uni- (RP).

384 UNIT 4 • PEOPLE AND THE PLANET

 ESSENTIAL QUESTION: What effects do people have on the environment?

Conventions Conventions
Infinitive Phrases and Gerund Phrases Writers and speakers, such as
CLARIFICATION Infinitive Phrases and Gerund
Al Gore, use various types of phrases to add detail to sentences and to
clarify the relationships among ideas. Two types of phrases are infinitive In each example, the Phrases Continue the discussion of infinitive
phrases and gerund phrases. An infinitive is a verb form that acts as a
infinitive or gerund is phrases and gerund phrases, focusing on what
underlined, and the each one is, how it functions in a sentence,
noun, an adjective, or an adverb. An infinitive usually begins with the
infinitive phrase or gerund
word to. An infinitive phrase is an infinitive plus its own modifiers, and how to recognize it. For more support, see
phrase is italicized. Refer
objects, or complements. to the Grammar Handbook
Conventions: Infinitive Phrases and Gerund
to learn more about these Phrases.
• Noun (functioning as a subject): To speak Spanish fluently is my goal.
terms.
• Noun (functioning as an object): I want to learn other languages. MAKE IT INTERACTIVE
Write the following sentences on the board. Then
• Adjective (modifying one): She is the one to see immediately,
have students identify each infinitive phrase and
• Adverb (modifying waited): Everyone waited to hear the news. identify its role in the sentence.
A gerund is a verb form that ends in -ing and acts as a noun. It can We were all excited to see the big game. (to see –
function as a subject, an object, a predicate noun, or the object of adverb modifying excited)
a preposition. A gerund phrase is a gerund plus its own modifiers,
Mr. Hadley is the best person to interview for this
objects, or complements.
article. (to interview – adjective modifying person)
• Subject: Remodeling the building was a good idea. To visit three national parks is my hope for this
• Direct Object: Mischa enjoys painting with watercolors. vacation. (to visit – noun functioning as subject)
• Predicate Noun: Her favorite sport is cross-country skiing.
Read It
• Object of a Preposition: Nina never tires of singing holiday songs.
1. (a) to serve; adverb modifying tried
Read It (b) expanding; direct object
1. Reread these sentences from the selection. Mark each infinitive or (c) to make; adjective modifying time
infinitive phrase and each gerund or gerund phrase. Identify the
function each performs in the sentence.
(d) realizing; object of the preposition without
a. It is a purpose I have tried to serve for many years. Write It
Possible response:
b. This new consciousness requires expanding the possibilities inherent 1. To practice until I can play this song perfectly is all
in all humanity. I plan to do.
2. Winning tomorrow’s game is our focus right now.
© Pearson Education, Inc., or its affiliates. All rights reserved.

c. It is time to make peace with the planet. 3. Jerome scrambled to leave the water when he
saw the huge wave.
d. Indeed, without realizing it, we have begun to wage war on the 4. Judy hates knowing the end of a movie she hasn’t
earth itself. seen.
An English Language Support Lesson on
Write It Gerunds is available in the Interactive
Teacher’s Edition.
Notebook Write an example of each sentence named below.
1. A sentence that uses an infinitive as a noun
2. A sentence that uses a gerund as a subject
3. A sentence that uses an infinitive as an adverb
4. A sentence that uses a gerund as an object
FORMATIVE ASSESSMENT
Nobel Speech 385
Conventions
• If students have trouble identifying or using
infinitive phrases, then review how they are
PERSONALIZE FOR LEARNING formed and how they are used.
LIT17_SE07_U04_A2C_WC_APP.indd 385 16-03-31 3:55 PM

• If students have trouble identifying or using

Challenge gerund phrases, then review how they are
Extend At the end of his speech, Gore says the next generation formed and how they are used.
will ask one of two questions: “What were you thinking; why
didn’t you act?” or “How did you find the moral courage to rise For Reteach and Practice, see Conventions:
and successfully resolve a crisis that so many said was impossible Infinitive Phrases and Gerund Phrases (RP).
to solve?” Ask students to imagine they must answer one of these
questions. Have students pick one question and write an answer.
Selection Test
Ask volunteers to share their response with the class. Administer the “Nobel Speech” Selection Test,
which is available in both print and digital formats
online in Assessments.

Whole-Class Learning 385