Dark They Were and Golden Eyed - Answer Key

PLAN
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ANALYZE & APPLY
DARK THEY
DARK THEY WERE, WERE, AND

GOLDEN-EYED
Science Fiction by Ray Bradbur
y
AND GOLDEN-EYED ? ESSENTIAL

QUESTION:
Why is the
idea of space
Science Fiction by Ray Bradbury exploration

both inspiring
and unnerving?
Company • Image Credits: ©Meibion/Alamy
Company
© Houghton Mifflin Harcourt Publishing
© Houghton Mifflin Harcourt Publishing

278 Unit 4
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4/7/2018 5:23:37 AM
GENRE ELEMENTS LEARNING OBJECTIVES

SCIENCE FICTION • Identify and analyze elements of science fiction.
Remind students that science fiction is a genre in which characters, • Identify ways in which authors create mood.
settings, and events are not bound by an era’s contemporary • Conduct research about the dangers of space exploration.
conceptions of reality; science and technology defeat limitations • Write a friendly letter to someone speculating about alien life
set by time and distance; characters can change from human form forms.
to other forms; the only limits are set by the author’s ability to • Create a graphic story of “Dark They Were, and Golden-Eyed.”
make a story understandable. Stories often reflect or comment on • Use the Latin root pend.
important contemporary issues that interest and excite readers.
• Language Understand complex language structures.
TEXT COMPLEXITY
Quantitative
Measures Dark They Were, and Golden-Eyed Lexile: 540L
Ideas Presented Multiple levels, use of symbolism, greater demand for inference
Qualitative Structure Used Clear, chronological, conventional

Measures
Language Used Allusive, figurative language, complex sentence structures.
Knowledge Required More complexity in theme, experiences may be less familiar to many
278A Unit 4
PLAN
Online
RESOURCES SUMMARIES
• Unit 4 Response Log English Spanish
• Selection Audio The Bittering family arrives on Una familia llega a Marte como
Mars as part of a small colony. parte de una pequeña colonia.
• Close Read Screencasts: Within moments of their arrival, Inmediatamente, el padre
Modeled Discussions Mr. Bittering becomes obsessed expresa su deseo de volver a la
• Reading Studio: Notice & Note by the idea of returning to Earth. Tierra. Y empieza a construir
He senses that he will be changed un cohete para regresar a la
Level Up Tutorials: Plot Stages; in some way and becomes fearful Tierra. Al tiempo, nota pequeños
• LEVEL
Author’s Style of losing his identity. Mr. Bittering pero significativos cambios
begins building a rocket in order en su familia y en los otros
• Writing Studio:
to return to Earth. In time, he colonizadores después de comer
Writing as a Process
notices slight but significant la comida cultivada en el nuevo
• Speaking and Listening Studio: changes in his family. Gradually, planeta. Gradualmente, el padre
Participating in Collaborative all of the colonists attain Martian y su familia se acostumbran
Discussions characteristics and begin to use a Marte y se hacen más
the Martian language. Finally, marcianos. Finalmente, la familia
• Vocabulary Studio:
the family is transformed into a se transforma en una familia
Understanding Word Origins
Martian family. Another rocket marciana. Otro cohete llega a su
• Grammar Studio: Module 9: Lesson arrives on Mars and finds no colonia y no encuentra a ningún
4: Tense Earthlings. terrícola.
• ✔ “Dark They Were, and Golden-Eyed”
Selection Test
SMALL-GROUP OPTIONS
Have students work in small groups to read and discuss the selection.
Think-Pair-Share Sticky Note Peer Review

• After students have read and analyzed “Dark This activity can be used for the “Write a Letter”
They Were, and Golden-Eyed,” Ask: What writing exercise at the end of the selection.
mysteries are left unexplained at the end of the • Have each student read his or her paper to a
story? How does the story’s theme apply to real partner or small group.
life?
• Have the students who listen, record specific
• Have students think about the questions feedback on sticky notes.
individually and take notes.
• Have students categorize their notes: positive
• Have pairs discuss their ideas about the comments, suggestions, and questions are
question. three categories and should go on three
• Ask pairs to share their responses with the separate notes.
class. • Have students initial their sticky notes and
present them to the writer.
Dark They Were, And Golden-Eyed 278B

PLAN
Text X-Ray: English Learner Support

for “Dark They Were, and Golden-Eyed”
Use the Text X-Ray and the supports and scaffolds in the Teacher’s Edition to
help guide students at different proficiency levels through the selection.
INTRODUCE THE SELECTION

DISCUSS ESCAPE AND FEAR OF CHANGE CULTURAL REFERENCES
In this selection, students will need to be able to discuss the changing nature The following words and phrases may be unfamiliar to
of reality in an imagined world. Point out that the story was published at a students:
time when people began to realize that the entire world could be destroyed • clock interior (paragraph 1): the intricate interior of a
by nuclear weapons. Ask students to think about how tempting it is to search mechanical clock, also known as clockwork
for ways to escape danger—if only in imagination. Ask what it might be like
• whispered away (paragraph 1): quietly walk away
to escape danger at home only to find one’s self marooned in a strange new
• mind (paragraph 22): to be concerned or annoyed by;
place; talk about the fear of losing one’s identity. Explain key concepts:
care
• The need to escape is a common starting point in many science
• in spite of (paragraph 42): to do something and not let
fiction stories.
something else affect it
• Fear of change or loss of identity through alien forces is a common theme.
• never mind (paragraph 165): used to tell someone to
Help students make lists of things they would do if marooned on an island ignore something
(e.g., build a boat to escape, test the safety of food, hold on to their core • hadn’t the foggiest notion (paragraph 270): expression
values). Have them save their lists to refer to after they have read the story. for not knowing something
Ask them to compare what they would do with what Mr. Bittering did.
LISTENING
Understand Complex Have students listen to the selection audio for paragraphs 1–8. Use the following supports with
Language students at varying proficiency levels:
• Play paragraphs 1–6 of the selection audio while holding up images inspired by science fiction
Monitor students’
stories, e.g., people leaving a rocket ship. Use gestures and the images to indicate what the
understanding of the story’s
events and dialogue mean. Ask: Where does the father want to go? (He wants to get back on the
content and figurative
rocket and return to Earth.) Accept single word answers such as “Earth.” SUBSTANTIAL
language after they listen
to the selection audio. Use • After listening to the selection audio, reread paragraph 8 aloud. (Point out the cognates disolver,
a variety of media to create and intelecto.) Ask: What is the father afraid of losing? (his intellect) MODERATE
appropriate scaffolds for • Have partners each listen to the selection audio and then retell the events in paragraphs 1–8.
interpreting form and meaning Have them listen for unfamiliar words and seek clarification as needed. LIGHT
in the story.
278C Unit 4
PLAN
SPEAKING
Retell for Use the following supports with students at varying proficiency levels:
Understanding • Read paragraphs 9–12 aloud. Have students chorally repeat after you: This is a science fiction story. Have
students retell what they visualize is happening in paragraph 9. Encourage them to use their home
Help students to retell
language, cognates, drawings, and found images to retell events in paragraphs 9–12. SUBSTANTIAL
events and important
concepts in the text. • Have students work in small groups. Ask them to identify unfamiliar words and phrases from
Explain that the story paragraphs 9–12. Circulate among them to clarify meaning. Listen to individual students retell the
they are reading contains events in the text. Encourage use of cognates, images, and gestures. MODERATE
many words, images, and • Have students in pairs read paragraphs 9–12 to each other. Have them seek clarification as needed.
expressions that may be Ask students to summarize the events and predict what they think may happen. LIGHT
unfamiliar. Encourage
students to seek
clarification.
READING
Read for Main Ideas Read paragraphs 196–199 aloud. Use the following supports with students at varying proficiency levels:
and Concepts • Have students read the summary of the story in Spanish or a summary in their home language. Play
the selection audio. Have students use cognates, home language words, drawings, and images to
Guide students through
demonstrate comprehension of paragraph 196. (piscina = swimming pool, mural = mural, villa = villa)
paragraphs 196-200.
Encourage some SUBSTANTIAL
learners to use gestures, • Have students read paragraphs 196–199. Ask: Is the father more or less afraid than in the beginning?
images, and single (less afraid) Ask students to use single words to describe the setting. MODERATE
words to demonstrate • After they silently read paragraphs 196–2OO, have pairs discuss the ways that the Bitterings have
understanding of the changed. Have them make inferences about what is happening to Mr. Bittering. LIGHT
main ideas.
WRITING
Write a Letter Use the following supports with students at varying proficiency levels. Have students go to the Writing
Studio for help:
Work with students
• Model finding images of Mars as it actually exists; label them with words students can use in a graphic
to read the writing
letter or infographic; encourage students to do research on reputable astrobiological research sites in
assignment on p. 301.
their home languages. Have students use graphic organizers to put together a succession of images and
Help them do the words in English that support their opinions. Tell students that they do not have to have fully formed
necessary research opinions about the possibility of alien life in space, but they should try to express their thoughts clearly.
to form and express SUBSTANTIAL
opinions.
• Ask students to follow the same guidelines that students at the Beginning proficiency level are using.
Have them use a greater number of words, phrases, and sentences in their letters. MODERATE
• Ask students to do research on reputable sites to support their opinions. Have them create outlines of
their ideas using the four bulleted points on the student page. Then, ask them to write two paragraphs
about what they discovered in their research; have them concentrate on what they are most curious
about. LIGHT
Dark They Were, And Golden-Eyed 278D

ANALYZE & APPLY
TEACH
Connect to the
ESSENTIAL QUESTION DARK THEY
For the characters in “Dark They Were, and Golden-Eyed,”
space travel and exploration is an unnerving necessity WERE, AND
GOLDEN-EYED
brought about by imminent war. There are only hints that
an inspirational spirit of investigation may have prevailed
in earlier expeditions. Even the natural monuments are
named after corporations and the wealthiest men in the early
twentieth century. Discovery occurs in an unexpected way. Science Fiction by Ray Bradbury
? ESSENTIAL
QUESTION:
Why is the
idea of space
exploration
both inspiring
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Meibion/Alamy

and unnerving?
278 Unit 4
LEARNING MINDSET
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Asking for Help Explain to students that they will often encounter texts that offer new
challenges which they may find hard to meet. Tell them that it’s almost never too soon to
ask for help— especially when negative feelings toward work are present. It is important to
identify the real sources of frustration; there are times when engaging in positive self-talk
and self-monitoring will help students discover how to ask for the help they need. Practicing
self-questioning of the sort found in small group activities like reciprocal teaching can help
students to clarify their needs before throwing up their hands and saying “I can’t do it!”
278 Unit 4
GET READY
TEACH
QUICK START
Films and TV shows often focus on characters who find themselves in
predicaments—that is, difficult situations. What types of predicaments
fascinate you? What is it about them that draws you in and holds your
QUICK START
attention? Record your thoughts in your journal.
Have students read the Quick Start question. Encourage
students to write in their journals about why they think
ANALYZE SCIENCE FICTION people find entertainment value in the predicaments of
others. Is it to relieve one’s own stress? Do people identify or
Writers of science fiction often present readers with fantastical GENRE ELEMENTS:
settings, characters, and events set in the future. At the same time, SCIENCE FICTION empathize with those in trouble? Is it because they expect to
they often tell stories that in some way comment upon new and • explores unexpected find solutions in art that they don’t find in life? Ask students
possibilities of the past,
emerging science and technology, contemporary society, and human to use their personal experience as readers to write about
present, or future
nature in general. As you read Ray Bradbury’s story, use the chart to this question.
• mixes scientific facts and
note characteristics of science fiction. theories with imaginative
settings and plots
CHARACTERISTICS OF SCIENCE
FICTION
EXAMPLES IN THE STORY • usually includes familiar ANALYZE SCIENCE FICTION
elements and conflicts found
Scientific/Technological Information in real life Have students examine the text for examples they can use
in the chart on p. 279. Model filling in a cell for “Examples In
Familiar Elements of Life Today The Story.” For example: The Hormel Valley is named after a
Imaginary Locations and Situations
food company. (Many students may know that in the present
era, large stadiums that were once named after teams and
geographical areas are now named after corporations.)
ANALYZE MOOD ANALYZE MOOD

Mood is the feeling or atmosphere that a writer creates for a reader. Model using a graphic organizer like the one shown on p.
A writer creates mood by 279 . Explain to students that mood can be thought of as
• carefully choosing words to describe the plot, setting, and characters the overall atmosphere in a work of fiction. As an example,
• revealing what characters think and how they speak choose “comedic” for the center elipse of the organizer;
explain that comedic is an adjective that describes things
Identifying mood helps you understand a story. As you read, think
that are characteristic of comedy. Have the class guide you
about how the story makes you feel and the effect that particular words
in filling in examples of setting, plot, character, and dialogue
© Houghton Mifflin Harcourt Publishing Company
have on you. Use the graphic organizer below to record your notes.
that would add to the overall mood of a comedic book or
film, e.g., The setting is a mechanical house that keeps falling
apart at unexpected moments during a wedding.
Mood
Dark They Were, and Golden-Eyed 279
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Dark They Were, And Golden-Eyed 279

GET READY
TEACH CRITICAL VOCABULARY
convivial subtly idle forlorn recede pendulum muse
To see how many Critical Vocabulary words you already know, use
them to complete the sentences.
CRITICAL VOCABULARY
1. As we drove away, the city’s skyline began to .
Encourage students to read all the sentences before
deciding which word best completes each one. 2. Visitors could hear the regular swish of the old clock.
1. recede 3. I just want to about the strange things I saw today.
2. pendulum 4. People’s opinions have shifted during the past year.
3. muse 5. The host moved with ease from guest to guest.
4. subtly 6. The abandoned garden seems , sad, and empty.
5. convivial 7. It’s too hot to work today; let’s just here in the shade.
6. forlorn
LANGUAGE CONVENTIONS
7. idle Consistent Verb Tenses The tense of a verb tells the time of the action
or the state of being. In writing, it is important to use the same tense
■■English Learner Support to describe actions that take place at the same time. Unnecessarily
Practice Critical Vocabulary Have student pairs practice shifting, or inconsistent, verb tenses can confuse the reader.
pronouncing and using the Critical Vocabulary words in INCORRECT: Ms. Sherman coaches us as we practiced our songs.
sentences. Then have them think of synonyms for each of CORRECT: Ms. Sherman coached us as we practiced our songs.
the words. If after several minutes they’re still struggling,
they can use a dictionary or thesaurus. LIGHT
LANGUAGE CONVENTIONS ANNOTATION MODEL NOTICE & NOTE

Sounding out verb tenses can be helpful. Practice these As you read, note the author’s use of the elements of science fiction
examples: and the choice of words to create mood. In the model, you can see one
reader’s notes about “Dark They Were, and Golden-Eyed.”
Last summer we swim in the pool. (swam)

Kyle turn his paper in late. (turned or turns)
2 The man felt his hair flutter and the tissues This description makes me
The teacher was upset with Kyle right now. (is) of his body draw tight as if he were standing at feel scared for the man.
The teacher is upset with Kyle earlier today. (was) the center of a vacuum. His wife, before him,
seemed almost to whirl away in smoke. The The man’s family is with him.
Tell students if they are ever unsure about verb tense children, small seeds, might at any instant be
agreement, they can simply read it aloud, or sound it out in sown to all the Martian climes. The setting is Mars.
their head, to check if verb tense agreement is correct.
ANNOTATION MODEL
Inform students that marking up a text can get messy. 280 Unit 4
Encourage them to come up with a system that won’t mark
up too much of the page, such as the graphic organizer on
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page 279.
Tell them that in this text they are to look for examples of
science fiction elements as well as mood. Finally, remind
them to be on the lookout for instances of changing verb
tenses, such as when characters are speaking.
280 Unit 4
NOTICE & NOTE
BACKGROUND TEACH
Ray Bradbury (1920–2012) grew up in Los Angeles, California, and
began writing stories as a young teenager. Over the course of his adult
life, he wrote science fiction, mysteries, and screenplays, including
more than two dozen novels and hundreds of short stories. BACKGROUND
Several of his works, such as The Illustrated Man and
Fahrenheit 451, became major motion pictures. Alert students that this short story was published in 1949—
Bradbury received dozens of awards, including a special long before scientists knew very much about Mars. They
Pulitzer Prize in 2007 for his distinguished literary career. will find many differences between Bradbury’s assumptions
about the surface and atmosphere on Mars, and what they
learned about Mars in “Martian Metropolis.”
SETTING A PURPOSE
Direct students to use the Setting a Purpose prompt to focus
their reading.
DARK THEY WERE,
AND GOLDEN-EYED ANALYZE MOOD
Science Fiction by Ray Bradbury Guide students to look for adjectives and any moments
when the author adds descriptions or builds a mood.
(Answer: The man felt tense, stressed, and nervous. The text
SETTING A PURPOSE says that his body was “tight;” (paragraph 2) he wants to return
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ulf Andersen/Getty Images; (b) ©Meibion/Alamy
Pay attention to the elements of science fiction that appear in the Notice & Note home.)
story and the references to personal and social issues. Notice the
Use the side margins to notice
author’s choice of words and consider how they contribute to the and note signposts in the text. ■■English Learner Support
mood of the story.
Understand Mood Read paragraphs 1–6 aloud to
students. Use exaggerated tones to emphasize the
1
T he rocket metal cooled in the meadow winds. Its lid
gave a bulging pop. From its clock interior stepped a
man, a woman, and three children. The other passengers
ANALYZE MOOD
Annotate: In paragraphs 1–6,
mark details that reveal the
mood being produced by the text. In the scene here, the
descriptions of Mars (“cooled,” “whispered,” “meadow
man’s first response to Mars.
whispered away across the Martian meadow, leaving the winds”) all point to a peaceful environment, while Harry
Interpret: How would you
man alone among his family. describe the man’s first
Bittering is in contrast very tense and nervous. Ask students
2 The man felt his hair flutter and the tissues of his body impression of Mars? How might to mark words or phrases that give them a sense of the
draw tight as if he were standing at the center of a vacuum. his feelings affect the mood of story’s mood while they listen to you read. Next, go over
the story?
His wife, before him, seemed almost to whirl away in these words and phrases and discuss why they marked
smoke. The children, small seeds, might at any instant be them. Tell them to continue marking places in the text that
sown to all the Martian climes. help them understand the story’s mood.
3 The children looked up at him, as people look to the sun
LIGHT
to tell what time of their life it is. His face was cold.
4 “What’s wrong?” asked his wife.
5 “Let’s get back on the rocket.”
6 “Go back to Earth?”
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NOTICE & NOTE
TEACH
7 “Yes! Listen!”
ANALYZE MOOD 8 The wind blew as if to flake away their identities. At any
Annotate: Mark details in moment the Martian air might draw his soul from him, as
paragraphs 8–13 that the
ANALYZE MOOD author uses to create a feeling
marrow comes from a white bone. He felt submerged in a
about the setting of the story. chemical that could dissolve his intellect and burn away his
Guide students to consider the descriptive language, “old
Analyze: Does the author create past.
cities,” “racing hiss of wind,” “stiff grass,” that the author a positive feeling or a negative 9 They looked at Martian hills that time had worn with a
is using here. (Answer: The initial descriptions of the setting feeling about the setting? What crushing pressure of years. They saw the old cities, lost in
use words and phrases to create a feeling that the Martian words help create this feeling?
their meadows, lying like children’s delicate bones among the
landscape is forgotten and lonely.) blowing lakes of grass.
10 “Chin up, Harry,” said his wife. “It’s too late. We’ve come
For listening and speaking support for students at over sixty million miles.”
varying proficiency levels, see the Text X-Ray on 11 The children with their yellow hair hollered at the deep
pages 278C–278D. dome of Martian sky. There was no answer but the racing hiss
of wind through the stiff grass.
12 He picked up the luggage in his cold hands. “Here we go,” he
said—a man standing on the edge of a sea, ready to wade in and
ANALYZE SCIENCE be drowned.
FICTION 13 They walked into town.
Some terms may require explanation. Voice-clock will sound
familiar, but students should know that the addition of the
word voice to the alarm is to make the alarm clock sound
14
T heir name was Bittering. Harry and his wife Cora; Dan,
Laura, and David. They built a small white cottage and ate
good breakfasts there, but the fear was never gone. It lay with
like something futuristic to 1949 readers. A hearth is part
Mr. Bittering and Mrs. Bittering, a third unbidden partner at
of a fireplace, the blood-geraniums are simply plants the
every midnight talk, at every dawn awakening.
Bitterings have in their home, and the morning paper, in this 15 “I feel like a salt crystal,” he said, “in a mountain stream,
context, would have been a printed newspaper, a staple being washed away. We don’t belong here. We’re Earth people.
of people’s morning routines in 1949. (Answer: Familiar This is Mars. It was meant for Martians. For heaven’s sake,
elements of everyday life include: being awakened by an alarm ANALYZE SCIENCE FICTION Cora, let’s buy tickets for home!”
Annotate: Mark details that the
clock, a home with a hearth and potted geraniums, and the 16 But she only shook her head. “One day the atom bomb1 will
author uses in paragraphs 18–
morning newspaper. These details make it clear that life on Mars 19 to refer to familiar elements fix Earth. Then we’ll be safe here.”
is supposed to be as “normal” as life on Earth.) of life on Earth. 17 “Safe and insane!”
Tick-tock, seven o’clock sang the voice-clock; time to get up.

Interpret: Why do you think the 18
author includes these details in And they did.
the story? 19 Something made him check everything each morning—
warm hearth, potted blood-geraniums—precisely as if he
convivial expected something to be amiss. The morning paper was toast-
(k∂n-v∆v´∏-∂l) adj. A person who
is convivial enjoys the company
warm from the 6 a.m. Earth rocket. He broke its seal and tilted
of others in a sociable manner. it at his breakfast place. He forced himself to be convivial.
1
atom bomb: In 1945, in an attempt to end World War II, the United States
dropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki. The
bombs killed more than 100,000 people and injured many thousands more.
282 Unit 4
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CRITICAL VOCABULARY
convivial: A convivial person is friendly and at ease with
other people.
ASK STUDENTS why Harry Bittering forces himself to
be convivial, given what they’ve learned about him. (He
forces himself to be pleasant because he doesn’t want to
show his family that he’s unhappy and wants to return home.)
282 Unit 4
NOTICE & NOTE
TEACH
20 “Colonial days all over again,” he declared. “Why, in
ten years there’ll be a million Earthmen on Mars. Big cities,
everything! They said we’d fail. Said the Martians would resent
our invasion. But did we find any Martians? Not a living soul!
Oh, we found their empty cities, but no one in them. Right?” ENGLISH LEARNER
A river of wind submerged the house. When the windows
21
ceased rattling Mr. Bittering swallowed and looked at the
SUPPORT
children. Monitor Comprehension Tell students that active
22 “I don’t know,” said David. “Maybe there’re Martians around readers notice and take action when they come across
we don’t see. Sometimes nights I think I hear ’em. I hear the text they don’t understand. Have them practice
wind. The sand hits my window. I get scared. And I see those monitoring comprehension verbally.
towns way up in the mountains where the Martians lived a long
time ago. And I think I see things moving around those towns, Have pairs read paragraphs 20–26 to each other.
Papa. And I wonder if those Martians mind us living here. I Instruct listeners to stop readers when they don’t
wonder if they won’t do something to us for coming here.” understand a detail. Tell students to reread the
23 “Nonsense!” Mr. Bittering looked out the windows. “We’re confusing part slowly. Read the sentence before
clean, decent people.” He looked at his children. “All dead cities and after the detail for clues. Discuss how you might
have some kind of ghosts in them. Memories, I mean.” He
rephrase the detail. SUBSTANTIAL/MODERATE
stared at the hills. “You see a staircase and you wonder what
Martians looked like climbing it. You see Martian paintings and Have pairs read paragraphs 20–26 to each other.
you wonder what the painter was like. You make a little ghost Instruct the listeners to take notes on details they don’t
in your mind, a memory. It’s quite natural. Imagination.” He understand. Have pairs then go back through the notes,
stopped. “You haven’t been prowling up in those ruins, have discuss why those details were difficult, and decide how
you?”
to use the text to better understand them.
24 “No, Papa.” David looked at his shoes.
25 “See that you stay away from them. Pass the jam.” LIGHT
26 “Just the same,” said little David, “I bet something happens.”
27
28
S omething happened that afternoon. Laura stumbled through
the settlement, crying. She dashed blindly onto the porch.
“Mother, Father—the war, Earth!” she sobbed. “A radio flash
just came. Atom bombs hit New York! All the space rockets
blown up. No more rockets to Mars, ever!”
29 “Oh, Harry!” The mother held onto her husband and

daughter.
30 “Are you sure, Laura?” asked the father quietly.
31 Laura wept. “We’re stranded on Mars, forever and ever!”
32 For a long time there was only the sound of the wind in the
late afternoon.
WHEN STUDENTS STRUGGLE . . .

Storyboard For students who have trouble following along through this long text,
encourage them to keep track of the events of the story in a graphic organizer. Then, have
them draw each event in a storyboard to help them visualize the flow of the narrative.
Key Event Significance
For additional support, go to the Reading Studio and assign

the following Level Up tutorial: Plot Stages.
LEVEL

NOTICE & NOTE
TEACH
ANALYZE MOOD 33 Alone, thought Bittering. Only a thousand of us here. No
Annotate: Mark examples
way back. No way. No way. Sweat poured from his face and his
of sentence fragments in
paragraph 33. hands and his body; he was drenched in the hotness of his fear.
ANALYZE MOOD Interpret: What do these
He wanted to strike Laura, cry, “No, you’re lying! The rockets
sentence fragments reveal will come back!” Instead, he stroked Laura’s head against him
The sentence fragments are used to give us a realistic picture
about Bittering’s state of mind? and said, “The rockets will get through someday.”
of a mind that can only think in quick, panicked, repetitive How do they help create a 34 “Father, what will we do?”
bursts. (Answer: The repetition and short, sharp, shock of mood?
35 “Go about our business, of course. Raise crops and children.
the fragments reveal a mind dominated by a few simple and Wait. Keep things going until the war ends and the rockets
terrifying thoughts: They are alone with no way to get home! The come again.”
mood is tense.) 36 The two boys stepped out onto the porch.
37 “Children,” he said, sitting there, looking beyond them, “I’ve
■■English Learner Support something to tell you.”
38 “We know,” they said.
Understand Mood Have students reread paragraph 33.
Ask them to explain how the short sentences create the
mood of panic and intensity. MODERATE 39
I n the following days, Bittering wandered often through the
garden to stand alone in his fear. As long as the rockets had
spun a silver web across space, he had been able to accept Mars.
For he had always told himself: Tomorrow, if I want, I can buy a
CONTRASTS AND CONTRADICTIONS ticket and go back to Earth.
Explain to students that Contrasts and Contradictions 40 But now: The web gone, the rockets lying in jigsaw heaps
refers to anything that is being compared. This may not be of molten girder and unsnaked wire. Earth people left to the
obvious upon first reading paragraph 42, but a clue is the strangeness of Mars, the cinnamon dusts and wine airs, to be
listing technique the narrator uses. If students struggle, ask baked like gingerbread shapes in Martian summers, put into
them to brainstorm different ways of comparing two things. harvested storage by Martian winters. What would happen to
him, the others? This was the moment Mars had waited for.
(Answer: Both Martians and humans built cities, named places,
Now it would eat them.
climbed mountains, and sailed seas. The fact that Martians did 41 He got down on his knees in the flower bed, a spade in his
these things, but that their cities, mountains, and seas are gone, nervous hands. Work, he thought, work and forget.
may suggest that present-day human civilization could also CONTRASTS AND 42 He glanced up from the garden to the Martian mountains.
come to an end and disappear.) CONTRADICTIONS He thought of the proud old Martian names that had once
Notice & Note: In paragraph been on those peaks. Earthmen, dropping from the sky, had
42, mark text that comments gazed upon hills, rivers, Martian seats left nameless in spite of

on the similarities between names. Once Martians had built cities, named cities; climbed
Martian and human
civilizations.
mountains, named mountains; sailed seas, named seas.
Mountains melted, seas drained, cities tumbled. In spite of this,
Infer: What comment about
present-day human civilization
the Earthmen had felt a silent guilt at putting new names to
might Bradbury be making by these ancient hills and valleys.
having Bittering think about 43 Nevertheless, man lives by symbol and label. The names
Martian civilizations? were given.
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Rewrite Sentences Some students will struggle with Bradbury’s lyrical use of language.
Have student pairs examine paragraphs 39-40. Have them look up synonyms for confusing
words and rewrite sentences in a graphic organizer. Ask them why the author chooses
complexity over simplicity.
Original Sentence New Sentence
For additional support, go to the Reading Studio and assign

284 Unit 4 the following Level Up tutorial: Author’s Style.
LEVEL
NOTICE & NOTE
TEACH
44 Mr. Bittering felt very alone in his garden under the Martian
sun, anachronism2 bent here, planting Earth flowers in a wild
soil.
45 Think. Keep thinking. Different things. Keep your mind ANALYZE SCIENCE
free of Earth, the atom war, the lost rockets.
46 He perspired. He glanced about. No one watching. He
FICTION
removed his tie. Pretty bold, he thought. First your coat off, Tell students that during the rising action of stories, a radical
now your tie. He hung it neatly on a peach tree he had imported event will often happen. When it happens, it is common for
as a sapling from Massachusetts. characters to be shocked, and the author will emphasize this
47 He returned to his philosophy of names and mountains. with exclamation points. (Answer: Plants adapt slowly over
The Earthmen had changed names. Now there were Hormel many generations, not as quickly as they do in the story. Having
Valleys, Roosevelt3 Seas, Ford Hills, Vanderbilt Plateaus,
the plants suddenly change would be especially shocking to
Rockefeller4 Rivers, on Mars. It wasn’t right. The American
people who are familiar with how plants should grow.)
settlers had shown wisdom, using old Indian prairie names:
Wisconsin, Minnesota, Idaho, Ohio, Utah, Milwaukee,
Waukegan, Osseo. The old names, the old meanings.
■■English Learner Support
48 Staring at the mountains wildly, he thought: Are you up Understand Science Fiction Review the characteristics
there? All the dead ones, you Martians? Well, here we are, of science fiction with students, and then have them reread
alone, cut off! Come down, move us out! We’re helpless! paragraphs 53–63.
49 The wind blew a shower of peach blossoms.
50 He put out his sun-browned hand and gave a small cry. He ASK STUDENTS to explain the science fiction element in
touched the blossoms and picked them up. He turned them, he the section. (The plants have undergone mutations in just a
touched them again and again. Then he shouted for his wife. matter of days, much faster than would occur in real life.)
51 “Cora!” LIGHT
52 She appeared at a window. He ran to her.
53 “Cora, these blossoms!” ANALYZE SCIENCE FICTION
54 She handled them.
mark the text that describes
55 “Do you see? They’re different. They’ve changed! They’re how the plants are changing.
not peach blossoms any more!” Analyze: Is Bittering's concern
56 “Look all right to me,” she said. about the changing plants
57 “They’re not. They’re wrong! I can’t tell how. An extra petal, realistic? Why do you think the
a leaf, something, the color, the smell!” author introduces this detail?
58 The children ran out in time to see their father hurrying

about the garden, pulling up radishes, onions, and carrots from

their beds.
59 “Cora, come look!”
60 They handled the onions, the radishes, the carrots among
them.
2
anachronism (∂-n√k´r∂-n∆z´∂m): something placed outside of its proper time
period.
3
Roosevelt: most likely refers to Franklin Delano Roosevelt, the 32nd president of
the United States.
4
Hormel . . . Ford . . . Vanderbilt . . . Rockefeller: names of industrial and financial
“giants” in American history.
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CLOSE READ SCREENCAST 4/7/2018 5:23:57 AM
Modeled Discussion In their eBooks, have students view the Close Read Screencast, in
which readers discuss and annotate paragraph 40.
As a class, view and discuss the video. Then have students pair up to do an independent close
read of paragraphs 213–221. Students can record their answers on the Close Read Practice PDF.
Close Read Practice PDF

NOTICE & NOTE
TEACH
ANALYZE MOOD
Inform students that events in the story have made
Bittering more and more fearful. The demanding, panicked
statements and questions show a man in a fearful and
defiant mood. (Answer: Bittering’s new fear—that he and his
family will change, will become more “Martian”—makes the
mood of the story more threatening. He fears that they are
threatened by strange new forces they do not understand and
cannot control. But Bittering will do his best to resist.) 61 “Do they look like carrots?”
62 “Yes . . . no.” She hesitated. “I don’t know.”
■■English Learner Support 63 “They’re changed.”
Understand Sentence Fragments Explain to students 64 “Perhaps.”
65 “You know they have! Onions but not onions, carrots but
that in everyday speech, people do not always speak in
not carrots. Taste: the same but different. Smell: not like it used
complete sentences. In paragraphs 73-74, Bittering uses
to be.” He felt his heart pounding, and he was afraid. He dug
sentence fragments to explain his concerns to his family. his fingers into the earth. “Cora, what’s happening? What is
Have students use the information from paragraphs 71-74 to it? We’ve got to get away from this.” He ran across the garden.
change the following fragments into complete sentences by Each tree felt his touch. “The roses. The roses. They’re turning
adding a verb and/or a noun: (The food was changed.) Subtly, green!”
very subtly. (The food was changed.) A very little bit. Even the 66 And they stood looking at the green roses.
house (is different). The fog at night (changed the house). The 67 And two days later Dan came running. “Come see the cow.
boards (are) all warped out of shape. MODERATE I was milking her and I saw it. Come on!”
68 They stood in the shed and looked at their one cow.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Adrea Rusnak/Alamy

69 It was growing a third horn.
ANALYZE MOOD 70 And the lawn in front of their house very quietly and slowly
Annotate: In paragraphs was coloring itself like spring violets. Seed from Earth but
70–73, mark the sentence that
identifies Bittering's latest fear.
growing up a soft purple.
71 “We must get away,” said Bittering. “We’ll eat this stuff and
Infer: What impact does this
new plot turn have on the then we’ll change—who knows to what? I can’t let it happen.
mood of the story? There’s only one thing to do. Burn this food!”
72 “It’s not poisoned.”
subtly 73 “But it is. Subtly, very subtly. A little bit. A very little bit.
(s≠t´l∏) adv. To do something
subtly means to do it in a We mustn’t touch it.”
manner hard to notice or 74 He looked with dismay at their house. “Even the house.
perceive—that is, not obviously.
The wind’s done something to it. The air’s burned it. The
fog at night. The boards, all warped out of shape. It’s not an
Earthman’s house any more.”
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CRITICAL VOCABULARY
subtly: A subtle change is one that a person only notices if
he or she is carefully paying attention.
ASK STUDENTS to replace the word subtly with the word
slightly, and discuss how the effect of the paragraph
changes. (Student answers will vary. It can be a matter of
preference.)
286 Unit 4
NOTICE & NOTE
TEACH
75 “Oh, your imagination!”
76 He put on his coat and tie. “I’m going into town. We’ve got
to do something now. I’ll be back.”
77 “Wait, Harry!” his wife cried. But he was gone. ANALYZE MOOD
Ask students to note how the author describes the men;
78
I n town, on the shadowy step of the grocery store, the men sat
with their hands on their knees, conversing with great leisure
and ease.
ANALYZE MOOD
mark words that describe how
contrast this with how Bittering has been described.
(Possible response: The fact that the other characters are so
the other men respond to easygoing about the changes is odd; that might mean they are
79 Mr. Bittering wanted to fire a pistol in the air. Bittering's observation about
turning into Martians. On the other hand, readers may wonder
80 What are you doing, you fools! he thought. Sitting here! changes in the plants.
You’ve heard the news—we’re stranded on this planet. Well, Interpret: What feeling do
if Bittering is really overreacting or going crazy.)
move! Aren’t you frightened? Aren’t you afraid? What are you the characters' reactions to
Bittering suggest?
going to do?
81 “Hello, Harry,” said everyone.
82 “Look,” he said to them. “You did hear the news, the other
day, didn’t you?”
83 They nodded and laughed. “Sure. Sure, Harry.”
84 “What are you going to do about it?”
85 “Do, Harry, do? What can we do?”
86 “Build a rocket, that’s what!”
87 “A rocket, Harry? To go back to all that trouble? Oh, Harry!”
88 “But you must want to go back. Have you noticed the peach
blossoms, the onions, the grass?”
89 “Why, yes, Harry, seems we did,” said one of the men.
90 “Doesn’t it scare you?”
91 “Can’t recall that it did much, Harry.”
92 “Idiots!”
93 “Now, Harry.”
94 Bittering wanted to cry. “You’ve got to work with me.
If we stay here, we’ll all change. The air. Don’t you smell it?
Something in the air. A Martian virus, maybe; some seed, or a
pollen. Listen to me!”
They stared at him.
95
96 “Sam,” he said to one of them.
97 “Yes, Harry?”
98 “Will you help me build a rocket?”
99 “Harry, I got a whole load of metal and some blueprints.
You want to work in my metal shop on a rocket, you’re
welcome. I’ll sell you that metal for five hundred dollars. You
should be able to construct a right pretty rocket, if you work
alone, in about thirty years.”
TO CHALLENGE STUDENTS. . .
Analyze Mood For students interested in creative writing, ask them to take a section from
the story, “Dark They Were, and Golden-Eyed” and rewrite it using a light or comedic mood.
Tell students to first analyze how Bradbury uses language to create the mood of the scene they
are rewriting. From there, they should be able to pull out certain words, phrases, and imagery,
and redo them in their own ways to create a different mood. Finally, ask them how their stories
will end. Does mood affect the outcome of the story an author tells?

NOTICE & NOTE
TEACH
100 Everyone laughed.
101 “Don’t laugh.”
ANALYZE SCIENCE FICTION 102 Sam looked at him with quiet good humor.
ANALYZE SCIENCE Annotate: In paragraphs
102–113, mark the sentences
103 “Sam,” Bittering said. “Your eyes—”
“What about them, Harry?”
FICTION that describe changes in Sam's
104
105 “Didn’t they used to be gray?”
appearance, according to
Inform students that sometimes science fiction borders on Bittering. 106 “Well now, I don’t remember.”
the fantastical. The fact that some of it is based on science Analyze: Do you think the 107 “They were, weren’t they?”
allows for its name, but much of it is speculative about space, changes in Sam’s appearance 108 “Why do you ask, Harry?”
are real, or is Bittering
extraterrestrial settings, aliens, and the future. In this case, 109 “Because now they’re kind of yellow-colored.”
imagining them?
Bradbury would have been aware that people could not 110 “Is that so, Harry?” Sam said, casually.
111 “And you’re taller and thinner—”
undergo such mutations in a few weeks unless fundamental
112 “You might be right, Harry.”
laws and theories about cellular mutation were changed. 113 “Sam, you shouldn’t have yellow eyes.”
(Possible response: The changes are purely imaginative. Eye
color in adults does not change, and people do not grow taller
so quickly.)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Goldilocksimage/iStock/Getty Images

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Targeted Passage With students, read paragraphs 95–118. Bittering is speaking to one of
the men, Sam. Many of these paragraphs contain dialogue with no attribution. Walk through
the dialogue and narration in the paragraphs to help students understand how they can tell
who is speaking when there is no attribution listed (when only two characters are speaking,
the lines will alternate between the two of them, with an attribute added every few lines to
remind the reader who is speaking).
Go to the Reading Studio for additional support in developing fluency.
288 Unit 4
NOTICE & NOTE
TEACH
114 “Harry, what color eyes have you got?” Sam said.
115 “My eyes? They’re blue, of course.”
116 “Here you are, Harry.” Sam handed him a pocket mirror.
“Take a look at yourself.” ANALYZE MOOD
117 Mr. Bittering hesitated, and then raised the mirror to his
Explain that the use of the word forlorn gives us an idea of
face. There were little, very dim flecks of new gold captured in
the blue of his eyes. the feeling of paragraph 129. Also, Bittering’s family are
118 “Now look what you’ve done,” said Sam a moment later. described in a way that makes them sound very strange,
“You’ve broken my mirror.” even alien. Do they seem apart from Bittering? (Answer:
Lonely is a possible response. The strange sentence structures
H
119 arry Bittering moved into the metal shop and began to used in describing Bittering’s view of his wife and the use of the
build the rocket. Men stood in the open door and talked word “forlorn” all suggest that Bittering feels apart from his wife
and joked without raising their voices. Once in a while they and family on Mars.)
gave him a hand on lifting something. But mostly they just
idled and watched him with their yellowing eyes. idle
“It’s suppertime, Harry,” they said. (πd´l) v. When you idle, you pass
120
121 His wife appeared with his supper in a wicker basket.
time without doing anything
purposeful.
ENGLISH LEARNER
122 “I won’t touch it,” he said. “I’ll eat only food from our SUPPORT
Deepfreeze. Food that came from Earth. Nothing from our Understand Sentence Structure Read aloud the
garden.”
phrase from paragraph 129, “Dark she was, and golden-
123 His wife stood watching him. “You can’t build a rocket.”
eyed,” and ask the following questions.
124 “I worked in a shop once, when I was twenty. I know metal.
Once I get it started, the others will help,” he said, not looking at • Does the phrase “Dark she was” sound like a
her, laying out the blueprints. different, or not normal, way of starting a sentence?
125 “Harry, Harry,” she said, helplessly. (yes) SUBSTANTIAL
126 “We’ve got to get away, Cora. We’ve got to!”
• Does “Dark she was” start with a noun, adjective or
T
127 he nights were full of wind that blew down the empty verb? (an adjective)
moonlit sea meadows past the little white chess cities • Which type of word do most sentences use to start a
lying for their twelve-thousandth year in the shallows. In the ANALYZE MOOD
Annotate: In paragraph 129,
sentence (not including questions)? (a noun)
Earthmen’s settlement, the Bittering house shook with a feeling
mark two examples of unusual MODERATE
of change. sentence structure or word
128 Lying abed, Mr. Bittering felt his bones shifted, shaped, choice. • Why might the author use this unusual sentence
melted like gold. Interpret: What word would structure? (Answers will vary, but may include an
129 His wife, lying beside him, was dark from many sunny you use to describe the feeling author’s desire to emphasize the sentence.)
afternoons. Dark she was, and golden-eyed, burnt almost black this paragraph conveys?
LIGHT
by the sun, sleeping, and the children metallic in their beds, and
the wind roaring forlorn and changing through the old peach forlorn
(f∂r-1ôrn´) adj. Something that
trees, the violet grass, shaking out green rose petals. is forlorn appears lonely or sad.
130 The fear would not be stopped. It had his throat and heart.
It dripped in a wetness of the arm and the temple and the
trembling palm. CRITICAL VOCABULARY
idle: The men are idle, meaning they are not doing
anything, certainly not helping Bittering.
ASK STUDENTS given what they learned about the men
TXESE973237_U4AAS2.indd 289 4/7/2018 5:24:05 AM from the first time they saw them, why is idled a good term
to use here? (The men are described as being content with
living on Mars. They are humoring Bittering, but not actively
helping him.)
forlorn: The author uses this word because the wind does
not sound pleasant, or even neutral, but negative.
ASK STUDENTS why the author would describe the wind
as forlorn. What effect does it have here? (Describing
the wind as forlorn personifies it. It mirrors Bittering’s own
feelings of detachment from his family.)

NOTICE & NOTE
TEACH
131 A green star rose in the east.
AHA MOMENT 132 A strange word emerged from Mr. Bittering’s lips.
Notice & Note: Mark the place
133 “Iorrt. Iorrt.” He repeated it.
AHA MOMENT in paragraphs 132–137 where 134 It was a Martian word. He knew no Martian.
Mr. Bittering is surprised. 135 In the middle of the night he arose and dialed a call through
Inform students that an Aha Moment signals a point where
Infer: What does Mr. Bittering to Simpson, the archaeologist.
a character has an important realization. suddenly realize? 136 “Simpson, what does the word Iorrt mean?”
In paragraphs 132—134, students may mark “strange word– 137 “Why that’s the old Martian word for our planet Earth.
It was a Martian word. He knew no Martian.” (Answer: Mr. Why?”
138 “No special reason.”
Bittering suddenly realizes that what he has feared is actually
139 The telephone slipped from his hand.
happening to him. He is changing as he is seeing others
140 “Hello, hello, hello, hello,” it kept saying while he sat gazing
change.) out at the green star. “Bittering? Harry, are you there?”
141 The days were full of metal sound. He laid the frame of the
rocket with the reluctant help of three indifferent men. He grew
LANGUAGE very tired in an hour or so and had to sit down.
CONVENTIONS 142 “The altitude,” laughed a man.
143 “Are you eating, Harry?” asked another.
If students have trouble, first have them identify all of the 144 “I’m eating,” he said, angrily.
verbs. Then have them look up the different tenses for each. 145 “From your Deepfreeze?”
(Answer: The rest of the verbs are contained within quotation 146 “Yes!”
marks, denoting that they are part of Cora’s dialogue, which 147 “You’re getting thinner, Harry.”
is given in the present tense, unlike the rest of the paragraph. 148 “I’m not!”
Putting verbs in the past tense makes the actions described 149 “And taller.”
sound more passive. This is a contrast to Cora’s immediate and 150 “Liar!”
direct statements.)
■■English Learner Support

151
H is wife took him aside a few days later. “Harry, I’ve used
up all the food in the Deepfreeze. There’s nothing left. I’ll
have to make sandwiches using food grown on Mars.”
Understand Consistent Verb Tenses Have students
152 He sat down heavily.
mark the past-tense verbs in paragraph 155. Draw a picture 153 “You must eat,” she said. “You’re weak.”
of quotation marks, and explain that the words inside the 154 “Yes,” he said.
marks are what the characters actually say. LANGUAGE CONVENTIONS He took a sandwich, opened it, looked at it, and began to

155
Annotate: Mark the past-tense nibble at it. “And take the rest of the day off,” she said. “It’s hot.
ASK STUDENTS why the verbs on the inside of the verbs in paragraph 155.
The children want to swim in the canals and hike. Please come
quotations are in present tense. (The dialogue between Analyze: Why aren’t all of the
along.”
characters happens in present tense. People do not talk in past verbs in the paragraph in the
past tense? 156 “I can’t waste time. This is a crisis!”
tense unless they are talking about something that happened in 157 “Just for an hour,” she urged. “A swim’ll do you good.”
the past.) MODERATE 158 He rose, sweating. “All right, all right. Leave me alone. I’ll
come.”
159 “Good for you, Harry.”
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NOTICE & NOTE
TEACH
ANALYZE MOOD
Inform students that Bittering’s acceptance of the “pleasant
heat” shows that he no longer has the same resistance to
Mars.
(Answer: Bittering is becoming less resistant to the forces of
Mars. The reader may feel sorry for Bittering’s plight and worry
that if he—the most vocal opponent of change—stops resisting
Mars, more dramatic changes are yet to come.)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©italianphoto/Shutterstock
160 The sun was hot, the day quiet. There was only an immense ANALYZE MOOD
staring burn upon the land. They moved along the canal, the Annotate: In paragraph 160,
mark the sentences that
father, the mother, the racing children in their swimsuits. They
suggest a change in Bittering’s
stopped and ate meat sandwiches. He saw their skin baking thinking.
brown. And he saw the yellow eyes of his wife and his children, Draw Conclusions: How does
their eyes that were never yellow before. A few tremblings this change affect the mood of
shook him, but were carried off in waves of pleasant heat as he the story and suggest what may
happen next?
lay in the sun. He was too tired to be afraid.
161 “Cora, how long have your eyes been yellow?”
162 She was bewildered. “Always, I guess.”
163 “They didn’t change from brown in the last three months?”
164 She bit her lips. “No. Why do you ask?”
165 “Never mind.”
APPLYING ACADEMIC VOCABULARY

✔❑ complex
❑ ❑❑ potential ✔❑ rely
❑ ❑❑ stress ✔❑ valid
❑
Write and Discuss Have students turn to a partner to discuss the following questions.
Guide students to include the Academic Vocabulary words complex, rely, and valid in their
responses. Ask volunteers to share their responses with the class.
• Which character in this story has the most complex emotions?
• Upon what do the Bitterings learn to rely and to not rely in this story?
• Why do the others consider Harry Bittering’s concerns not valid?

NOTICE & NOTE
TEACH
166 They sat there.
167 “The children’s eyes,” he said. “They’re yellow, too.”
168 “Sometimes growing children’s eyes change color.”
169 “Maybe we’re children, too. At least to Mars. That’s a
ENGLISH LEARNER thought.” He laughed. “Think I’ll swim.”
They leaped into the canal water, and he let himself sink
SUPPORT 170
down and down to the bottom like a golden statue and lie there
Understand Mood Use paragraphs 174–193 for in green silence. All was water-quiet and deep, all was peace. He
discussion. felt the steady, slow current drift him easily.
171 If I lie here long enough, he thought, the water will work
What does the word Utha mean? (father) Why does and eat away my flesh until the bones show like coral. Just my
the boy call his father the Martian word Utha? (He’s skeleton left. And then the water can build on that skeleton—
becoming Martian.) SUBSTANTIAL green things, deep water things, red things, yellow things.
Why does Bittering not seem to mind his son changing Change. Change. Slow, deep, silent change. And isn’t that what
it is up there?
his name to Linnl? How is the mood different?
172 He saw the sky submerged above him, the sun made
MODERATE Martian by atmosphere and time and space.
Have students discuss the change in Bittering. How is 173 Up there, a big river, he thought, a Martian river; all of us
Bittering’s mood different? How is the mood in the story lying deep in it, in our pebble houses, in our sunken boulder
different? Encourage students to use their notes and houses, like crayfish hidden, and the water washing away our
old bodies and lengthening the bones and—
the marks they have made in the text.
174 He let himself drift up through the soft light.
LIGHT
175 Dan sat on the edge of the canal, regarding his father
seriously.
176 “Utha” he said.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©gremlin/iStock/Getty Images

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NOTICE & NOTE
TEACH
177 “What?” asked his father. ANALYZE MOOD
178 The boy smiled. “You know. Utha’s the Martian word for Annotate: Reread paragraphs
175–194. Mark the words that
‘father.’” express Dan’s request.
179 “Where did you learn it?” Infer: Why do you think Dan
ANALYZE MOOD
180 “I don’t know. Around. Utha!” wants to make this change?
Inform students that sometimes the mood of a story can
181 “What do you want?” How does his father’s reaction
182 The boy hesitated. “I—I want to change my name.” show a change in the story’s change from the beginning to the end. (Infer: Dan is
mood? becoming a Martian. He feels that his old name no longer fits
183 “Change it?”
184 “Yes.” him and he wants a Martian name instead. His father’s response
185 His mother swam over. “What’s wrong with Dan for a shows a change from a mood of fear to that of acceptance and
name?” calm about how things are changing.)
186 Dan fidgeted. “The other day you called Dan, Dan, Dan. I
didn’t even hear. I said to myself, That’s not my name. I’ve a new
name I want to use.” AGAIN AND AGAIN
187 Mr. Bittering held to the side of the canal, his body cold and
his heart pounding slowly. “What is this new name?” Cue students to look for words, phrases, and imagery that
188 “Linnl. Isn’t that a good name? Can I use it? Can’t I, please?” the author repeats within a text. Remind them that repetition
189 Mr. Bittering put his hand to his head. He thought of the calls attention to details in the text. Tell students to look for
silly rocket, himself working alone, himself alone even among repetitions, either in the passage itself, or for things that
his family, so alone. have been repeated from earlier in the story.
190 He heard his wife say, “Why not?”
191 He heard himself say, “Yes, you can use it.” Possible responses:
192 “Yaaa!” screamed the boy. “I’m Linnl, Linnl!” • Bittering has begun to accept, at least in part that he and
193 Racing down the meadowlands, he danced and shouted. AGAIN AND AGAIN his family are changing. Life on Mars doesn’t seem too
194 Mr. Bittering looked at his wife. “Why did we do that?” Notice & Note: Mark the
bad anymore.
195 “I don’t know,” she said. “It just seemed like a good idea.” details in paragraphs 189–200 • No one is helping Bittering build the rocket, and it is
They walked into the hills. They strolled on old mosaic paths, that describe Bittering's
difficult to build it alone.
changing attitude toward the
beside still pumping fountains. The paths were covered with a
rocket he is building. • The summer heat makes it difficult for Bittering to focus
thin film of cool water all summer long. You kept your bare feet
cool all the day, splashing as in a creek, wading. Infer: Why does the author on his work.
keep bringing up the rocket
196 They came to a small deserted Martian villa with a good and Bittering's attitude toward • Building the rocket doesn’t seem so urgent.
view of the valley. It was on top of a hill. Blue marble halls, the work? • The author uses the rocket as a measure of Bittering’s
large murals, a swimming pool. It was refreshing in this hot
acceptance of what is happening. It is a way for the
summertime. The Martians hadn’t believed in large cities.

reader to understand Bittering’s change in his person and
197 “How nice,” said Mrs. Bittering, “if we could move up here
to this villa for the summer.” attitude.
198 “Come on,” he said. “We’re going back to town. There’s work For reading support for students at varying
to be done on the rocket.” proficiency levels, see the Text X-Ray on page 278D.

NOTICE & NOTE
TEACH
199
B ut as he worked that night, the thought of the cool blue
marble villa entered his mind. As the hours passed, the
rocket seemed less important.
recede 200 In the flow of days and weeks, the rocket receded and
(r∆-s∏d´) v. To recede means to
become fainter or more distant. dwindled. The old fever was gone. It frightened him to think
he had let it slip this way. But somehow the heat, the air, the
working conditions—
201 He heard the men murmuring on the porch of his metal
shop.
202 “Everyone’s going. You heard?”
203 “All going. That’s right.”
204 Bittering came out. “Going where?” He saw a couple of
trucks, loaded with children and furniture, drive down the
dusty street.
205 “Up to the villas,” said the man.
206 “Yeah, Harry. I’m going. So is Sam. Aren’t you Sam?”
207 “That’s right, Harry. What about you?”
208 “I’ve got work to do here.”
209 “Work! You can finish that rocket in the autumn, when it’s
cooler.”
210 He took a breath. “I got the frame all set up.”
211 “In the autumn is better.” Their voices were lazy in the heat.
212 “Got to work,” he said.
213 “Autumn,” they reasoned. And they sounded so sensible, so
right.
214 “Autumn would be best,” he thought. “Plenty of time, then.”
215 No! cried part of himself, deep down, put away, locked
tight, suffocating. No! No!
216 “In the autumn,” he said.
217 “Come on, Harry,” they all said.
218 “Yes,” he said, feeling his flesh melt in the hot liquid air.
“Yes, in the autumn. I’ll begin work again then.”
219 “I got a villa near the Tirra Canal,” said someone.

220 “You mean the Roosevelt Canal, don’t you?”
221 “Tirra. The old Martian name.”
222 “But on the map—”
223 “Forget the map. It’s Tirra now. Now I found a place in the
Pillan Mountains—”
224 “You mean the Rockefeller Range,” said Bittering.
225 “I mean the Pillan Mountains,” said Sam.
226 “Yes,” said Bittering, buried in the hot, swarming air. “The
Pillan Mountains.”
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Understand Science Fiction Inform students that science fiction often features characters
CRITICAL VOCABULARY doing things that most normal people would not be capable of doing in our times (or world).
But the students should still be able to identify with the characters’ actions. Instead of making
recede: The word receded is used to let the reader know a rocket, is it possible to make a car? What other technological things could they imagine
that the rocket is moving away. making? Ask students to identify the science fiction elements in paragraphs 198–200. Then
ASK STUDENTS whether by knowing the meaning ask them to swap out the science fiction elements for modern-day elements. Does the story
of receded, they can infer the meaning of dwindled. still make sense? (Bittering is building a rocket. But I can substitute car for “rocket,” garage for
(“Dwindle” means “to become gradually less until little “metal shop.”)
remains,” which is similar, but not the same, as receded.)
294 Unit 4
NOTICE & NOTE
TEACH
227 Everyone worked at loading the truck in the hot, still
afternoon of the next day.
228 Laura, Dan, and David carried packages. Or, as they ANALYZE MOOD
preferred to be known, Ttil, Linnl, and Werr carried packages. Annotate: In paragraphs 227–
239, mark the text that shows
ANALYZE MOOD
229 The furniture was abandoned in the little white cottage. Bittering’s feelings about what Have students read the paragraphs. Explain to them that
230 “It looked just fine in Boston,” said the mother. “And here in the family is taking to the villa.
the cottage. But up at the villa? No. We’ll get it when we come mood does not have to come from the descriptions, it can
Analyze: What effect does
back in the autumn.” Bittering’s response have on the come from dialogue, too. (Answer: Earlier in the story, an
231 Bittering himself was quiet. overall mood of the story? anxious mood characterized the Bitterings’ feelings about Mars.
232 “I’ve some ideas on furniture for the villa,” he said after a However, when the Bitterings admit to each other that they
time. “Big, lazy furniture.” are leaving behind their Earth belongings, the mood becomes
233 “What about your encyclopedia? You’re taking it along, strangely calm. They seem to be accepting that Mars has
surely?” changed them.)
234 Mr. Bittering glanced away. “I’ll come and get it next week.”
235 They turned to their daughter. “What about your New York
dresses?”
236 The bewildered girl stared. “Why, I don’t want them any
more.”
237 They shut off the gas, the water, they locked the doors and
walked away. Father peered into the truck.
238 “Gosh, we’re not taking much,” he said. “Considering all we
brought to Mars, this is only a handful!”
239 He started the truck.
240 Looking at the small white cottage for a long moment, he
was filled with a desire to rush to it, touch it, say good-bye
to it, for he felt as if he were going away on a long journey,
leaving something to which he could never quite return, never
understand again.
241 Just then Sam and his family drove by in another truck.
242 “Hi, Bittering! Here we go!”
243 The truck swung down the ancient highway out of town.
There were sixty others traveling in the same direction. The
town filled with a silent, heavy dust from their passage. The
canal waters lay blue in the sun, and a quiet wind moved in the
strange trees.
244 “Good-bye, town!” said Mr. Bittering.
245 “Good-bye, good-bye,” said the family, waving to it.
246 They did not look back again.
TO CHALLENGE STUDENTS. . .
Express Opinions Although this short story may be science fiction, Bradbury makes
reference to very real-world matters. Have students discuss what life on another planet would
be like for future colonists from Earth. Do they think that the colonists would try to make the
new planet as much like Earth as possible? Or would they try to adapt themselves to the new
planet?

NOTICE & NOTE
TEACH
ANALYZE SCIENCE
FICTION
Remind students that science fiction may have some
fantastical aspects. This includes characters undergoing
transformations, as in fantasy and horror stories. (Possible
response: The Bitterings may no longer be human. The
dialogue shows only their perspective, but they do not seem
to think of themselves as human—they have started to use the
Martian language and they refer to Earth people as “ugly.”)
247
S ummer burned the canals dry. Summer moved like flame
upon the meadows. In the empty Earth settlement, the
painted houses flaked and peeled. Rubber tires upon which
children had swung in back yards hung suspended like stopped
pendulum clock pendulums in the blazing air.
(p≈n´j∂-l∂m) n. A pendulum is a
weight that is hung so that it
248 At the metal shop, the rocket frame began to rust.
can swing freely. Sometimes it 249 In the quiet autumn Mr. Bittering stood, very dark now,
is used in timing the workings
of certain clocks.
very golden-eyed, upon the slope above his villa, looking at the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©AlgolOnline/Alamy

valley.
ANALYZE SCIENCE FICTION 250 “It’s time to go back,” said Cora.
Annotate: Mark details in
251 “Yes, but we’re not going,” he said quietly. “There’s nothing
paragraphs 249–259 that
describe how the Bitterings there any more.”
have physically changed since 252 “Your books,” she said. “Your fine clothes.”
their arrival on Mars. 253 “Your llles and your fine ior uele rre” she said.
Analyze: Do you think the 254 “The town’s empty. No one’s going back,” he said. “There’s
Bitterings are still human? no reason to, none at all.”
Explain.
255 The daughter wove tapestries and the sons played songs on
ancient flutes and pipes, their laughter echoing in the marble
villa.
256 Mr. Bittering gazed at the Earth settlement far away in the
low valley. “Such odd, such ridiculous houses the Earth people
built.”
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CRITICAL VOCABULARY 7_LTXESE973237_U4AAS2.indd 296 4/7/2018 5:24:18
pendulum: The rubber tires, which are compared to

pendulums, no longer swing because the children are
no longer interested in playing on them—that’s an Earth
game or activity.
ASK STUDENTS what affect pendulum has in the sentence.
(By comparing the image of the rubber tire swings to the
pendulums of stopped clocks, the narrator is painting an
image of a place that has been untouched by people, as
though time has stopped.)
296 Unit 4
NOTICE & NOTE
TEACH
257 “They didn’t know any better,” his wife mused. “Such ugly muse
(my◊z) v. When you muse, you
people. I’m glad they’ve gone.” say something thoughtfully.
258 They both looked at each other, startled by all they had just
finished saying. They laughed.
259 “Where did they go?” he wondered. He glanced at his wife.
She was golden and slender as his daughter. She looked at him,
and he seemed almost as young as their eldest son.
260 “I don’t know,” she said.
261 “We’ll go back to town maybe next year, or the year after,
or the year after that,” he said, calmly. “Now—I’m warm. How
about taking a swim?”
262 They turned their backs to the valley. Arm in arm they
walked silently down a path of clear-running spring water.
263
F ive years later a rocket fell out of the sky. It lay steaming in
the valley. Men leaped out of it, shouting.
“We won the war on Earth! We’re here to rescue you! Hey!”
264 But the American-built town of cottages, peach trees, and
theaters was silent. They found a flimsy rocket frame rusting in
an empty shop.
CRITICAL VOCABULARY
muse: When we muse, we’re being reflective and
unexcited.
ASK STUDENTS how the paragraph would be different had
the author used the word said in place of mused. (“Said”
would not emphasize her surprising lack of excitement over
the transformation of her family.)

NOTICE & NOTE
TEACH
265 The rocket men searched the hills. The captain established
headquarters in an abandoned bar. His lieutenant came back to
report.
ANALYZE SCIENCE 266 “The town’s empty, but we found native life in the hills, sir.
FICTION Dark people. Yellow eyes. Martians. Very friendly. We talked
a bit, not much. They learn English fast. I’m sure our relations
For students who do not realize that the Bitterings have
will be most friendly with them, sir.”
transformed into Martians, read aloud paragraphs 249-255, 267 “Dark, eh?” mused the captain. “How many?”
which emphasize key points: their physical changes, their 268 “Six, eight hundred, I’d say, living in those marble ruins in
use of the Martian language, their move away from their the hills, sir. Tall, healthy. Beautiful women.”
original settlement, and their adoption of Martian customs 269 “Did they tell you what became of the men and women who
and practices. Then move onto paragraphs 263-274. built this Earth settlement, Lieutenant?”
(Possible response: Like the Bitterings, in time the captain and 270 “They hadn’t the foggiest notion of what happened to this
lieutenant will turn into Martians. Or the captain and lieutenant town or its people.”
271 “Strange. You think those Martians killed them?”
may be threatened by the “Martians” and try to destroy them.)
272 “They look surprisingly peaceful. Chances are a plague did
this town in, sir.”
273 “Perhaps. I suppose this is one of those mysteries we’ll never
solve. One of those mysteries you read about.”
ANALYZE SCIENCE FICTION 274 The captain looked at the room, the dusty windows, the
Annotate: Reread paragraphs
blue mountains rising beyond, the canals moving in the light,
263–274. Mark the sentences
that describe what the rocket and he heard the soft wind in the air. He shivered. Then,
men found. recovering, he tapped a large fresh map he had thumbtacked to
Predict: Based on what you the top of an empty table.
know about science fiction, 275 “Lots to be done, Lieutenant.” His voice droned on
what do think will happen to and quietly on as the sun sank behind the blue hills.
the captain and the lieutenant?
Remember science fiction often
“New settlements. Mining sites, minerals to be looked for.
contains fantastical events and Bacteriological specimens5 taken. The work, all the work. And
comments on human nature. the old records were lost. We’ll have a job of remapping to do,
renaming the mountains and rivers and such. Calls for a little
imagination.
276 “What do you think of naming those mountains the Lincoln
Mountains, this canal the Washington Canal, those hills—we

can name those hills for you, Lieutenant. Diplomacy. And you,
for a favor, might name a town for me. Polishing the apple.6 And
why not make this the Einstein Valley, and farther over . . . are
you listening, Lieutenant?”
277 The lieutenant snapped his gaze from the blue color and the
quiet mist of the hills far beyond the town.
278 “What? Oh, yes, sir!”
5
bacteriological specimens: samples of different kinds of single-celled living things.
6
Polishing the apple: acting in a way to get on the good side of another person.
298 Unit 4
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298 Unit 4
NOTICE & NOTE
TEACH
CHECK YOUR
UNDERSTANDING
Have students answer the questions independently.
Answers:
1. B
2. H
3. D
If they answer any questions incorrectly, have them reread
CHECK YOUR UNDERSTANDING the text to confirm their understanding. Then they may
Answer these questions before moving on to the Analyze the Text proceed to ANALYZE THE TEXT on page 300.
section on the following page.
1 Why is paragraph 8 important to the story?
A It introduces a familiar setting.
B It helps establish a foreboding mood.
C It describes realistically what will happen.
D It describes the most important characters.
2 Rockets stopped coming to Mars because —
F fuel to power them had run out

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Meibion/Alamy
G everyone was dying of a strange illness
H war had broken out on Earth
J people no longer wanted to live there
3 Based on the details provided in the selection about the

lieutenant’s reaction to Mars, he will most likely —
A leave Mars and forget about what he has seen
B try to continue building the old rocket
C move into a cottage in the American-built town
D continue visiting the Martians in the hills

ENGLISH LEARNER SUPPORT
Oral Assessment Use the following questions to assess students’ Martians in the hills? (He will continue to visit the Martians and will
comprehension and speaking skills: probably change into a Martian himself.)
SUBSTANTIAL/MODERATE
1. Reread paragraph 8 and ask if Mars sounds like a nice place to live. (No,
“At any moment the Martian air might draw his soul from him.”)
2. Why did the rockets stop coming to Mars? (The rockets stopped coming
to Mars because there was a war on Earth)
3. What do you think will happen to the lieutenant who visited the

RESPOND
APPLY
ANALYZE THE TEXT
Support your responses with evidence from the text. NOTEBOOK
1. Analyze What words would you use to describe the overall mood
ANALYZE THE TEXT of the story? Cite examples of Bradbury’s use of language.
Possible answers:
2. Interpret Why is it significant that the settlers are using the old
1. DOK 4: Students may say that the mood is tense, eerie, Martian names of local landmarks and changing their own names?
scary, or suspenseful. Supporting examples will vary. 3. Compare Why might Cora be more accepting of life on Mars
2. DOK 2: They are becoming permanent residents of Mars than her husband Harry? What practical matters might affect her
behavior?
and consider themselves Martians. Naming is a way of
taking possession of a new location. 4. Predict Who do you think will resist change more: the captain,
or the lieutenant? Which details from the story best support your
3. DOK 3: Cora is a wife and a mother. Her role seems to be prediction?
that of a traditional nurturer, whose primary work is to care
5. Notice & Note How does the author’s contrasting the eye color
for her family.
among the settlers connect to a main theme of the story? Explain
4. DOK 2: The captain is more likely to resist the changes how this connection relates to the title of the story.
because he wants to bring Earth culture to Mars. This is
indicated by his desire and effort to rename places. RESEARCH
5. DOK 4: The changing eye color of residents indicates What is science fiction? Are science fiction stories always about space
that they are being physically transformed by their RESEARCH TIP travel or colonization of other worlds? Find out more about science
When researching to find fiction. On your own, select two examples of science fiction to read
new location. It also is a metaphor for their changing examples of a particular genre,
and compare. You can either look for short stories or consider reading
psychological perspective: they now “see” Mars as you can look for information
using the genre name and/ chapters in longer works. As you read, ask yourself why each text is
Martians, not Earthlings. The title of the story reflects the
or particular author names. an example of science fiction. What makes each one unique? Record
physical and psychological changes the settlers have You can also narrow your what you learn about the characters, setting, and plot of each text in
undergone. The use of the phrase “golden-eyed” indicates search by looking for books
recommended for a particular
the chart below. Then discuss your impressions of science fiction with
that their new view on life is positive. age group. a partner.
SELECTION 1 SELECTION 2
RESEARCH
When researching this specific topic, students are very likely

to run into sites with unfounded information on space. Do
not discourage them from seeking out this information, but
rather encourage them to check the information they find
against scientific sources. Then ask, which sources are more
reliable.
Extend With a small group, discuss science fiction and how it
expresses ideas about people, cultures, and the social and political
challenges that societies face. During your discussion, share any
personal connections you made to the characters and ideas expressed
in the texts you selected.
300 Unit 4
LEARNING MINDSET
7_LTXESE973237_U4AAS2RS.indd 300 9/14/2018 8:37:59
Asking For Help Some students will be too shy to ask a neighbor for help. You might want
to share a personal anecdote with them about a time you weren’t sure about asking someone
for help, but did it anyway, and it turned out all right. Tell students that asking for help does
not equal failure. If they were with an adult and their car got stuck in the mud, wouldn’t they
ask someone for help? Or would they keep trying to get themselves out of the mud? Asking for
help is just another way of getting unstuck.
300 Unit 4
RESPOND
APPLY
CREATE AND DISCUSS
Write a Letter Write a letter to a friend in which you express your Go to Writing as a Process
in the Writing Studio for
opinions about the possibility of alien life forms in space. help.
❏ Be sure to use correct letter form, including the date, greeting, CREATE AND DISCUSS
body of the letter, and signature. Write a Letter Students should integrate their research
❏ In your introductory paragraph, state your opinion. into the letters in natural, conversational ways. This is not
❏ In the paragraphs that follow, offer support for your opinion. the same as writing quotes and citations for a formal essay.
❏ In your final paragraph, restate your opinion. Encourage your Instead, they can slip their research into the flow of the letter,
friend to write back with his or her thoughts on the subject.
such as:
Make a Graphic Track the gradual but important ways that Harry Go to Participating in
Collaborative Discussions
Bittering’s attitude changes as the story unfolds. in the Speaking and
Have you heard of this new idea for colonizing Mars? I read on
Listening Studio to learn [science website] the other day that a billionaire is going to start
❏ Review the text of “Dark They Were, and Golden-Eyed.” Look for more.
details about the changes in Bittering’s thoughts about Mars. sending people there by 2030. So, are you coming with me?
❏ Record your findings, including quotations from the story, in a For writing support for students at varying
graphic organizer like the one shown.
proficiency levels, see the Text X-Ray on page 278D.
Beginning Middle End
Make a Graphic Because their graphic organizers will lead
to a small group discussion, encourage students to look
for things in the text that not everyone else will bring to the
discussion. That way, the discussion will be more rich and
❏ Use your graphic organizer as the basis for discussion with other unpredictable.
members of a small group.
RESPOND TO THE
RESPOND TO THE ESSENTIAL QUESTION ESSENTIAL QUESTION
DO NOT EDIT--Changes must be made through “File info”
Allow time for students to add details from “Dark They Were,
CorrectionKey=TX-A
Why is the idea of space UNIT 4 Use this Response Log to record your ideas
ACADEMIC VOCABULARY
RESPONSE LOG
and Golden-Eyed” to their Unit 4 Response Logs.
about how each of the texts in Unit 4 relates to
or comments on the Essential Question.
exploration both inspiring ? Essential Question:

Why is the idea of space exploration both inspiring
As you write and discuss what
and unnerving?
you learned from the story,
and unnerving? Martian Metropolis
be sure to use the Academic

Dark They Were, and
Golden-Eyed Vocabulary words. Check off
Gather Information Review your each of the words that you use.
Challenges for
Space Exploration
annotations on “Dark They Were, and What If We Were

Alone? ❑ complex
Golden-Eyed.” Then, add details to your Seven Minutes of
❑ potential
Response Log. As you determine which
Terror
Space Exploration
❑ rely
information to include, think about:
Should Be More
Science Than Fiction
Humans Should
Stay Home and Let
Robots Take to the
Stars
❑ stress
• why people might want to settle on R4 Response Log
❑ valid
another planet
7_LTXESE973237_EMU4RL.indd 4 2/2/2018 5:59:22 PM
• how people might respond to having limited contact with Earth

At the end of the unit, use your notes to help you write an argument.
TXESE973237_U4AAS2RS.indd 301 4/7/2018 5:23:35 AM

Understand How to Write a Letter Instruct students to imagine a conversation in which
they will not hear back from the other person for a long time. This will not be like a text, or even
an email. They will have to cover their topic without getting prompt feedback from the other
person. They will need to anticipate what the other person might think or question. Tell them
to take the information from their research and put it into this letter, sometimes in their own
words, and sometimes in quotations. Encourage students to use English idioms and slang,
possibly in quotation marks.

RESPOND
APPLY
CRITICAL VOCABULARY
WORD BANK Practice and Apply In each item, mark the phrase that has a
convivial connection to each Critical Vocabulary word.
CRITICAL VOCABULARY subtly
idle
1. pendulum: a writing instrument / a grandfather clock /
1. a grandfather clock forlorn
recede a racing motorcycle
2. a plane flying off into the distance pendulum
muse 2. recede: a plane flying off into the distance / a plane landing on a
3. a lonely child runway / a plane parked at the gate
4. striking workers with nothing to do 3. forlorn: a bitter quarrel / a heavy snowfall / a lonely child
5. a person considering choices

4. idle: singers in a contest / striking workers with nothing to do /
6. a friendly crowd of people a parking lot filling with cars
7. a dimming light 5. muse: a person considering choices / a windy, rainy afternoon /

a noisy rock band
VOCABULARY STRATEGY: 6. convivial: a dog chasing a squirrel / a friendly crowd of people /

a curving staircase
Latin Root pend
7. subtly: a fireworks show / a long bus ride / a dimming light
1. pendant
2. dependent
3. suspenseful
VOCABULARY STRATEGY: Latin Root pend
4. suspenders Go to Understanding The vocabulary word pendulum contains the Latin root pend, which
Word Origins in the
5. impending Vocabulary Studio for means “hang.” This root, sometimes spelled pens, is found in many
more.
English words. Use context clues and your knowledge of the root’s
meaning to help you understand unfamiliar words with pend or pens.
Practice and Apply Choose the word that best completes each
sentence. Then explain to a partner how the root pend or pens relates
to the meaning of the word.
pendulum suspenseful dependent

suspenders impending pendant
1. She wears that _____________ around her neck every day.
2. My choice is _____________ on what you decide to do.
3. The book was so _____________ that he could not put it down.
4. To hold up his pants, Dad prefers _____________ to belts.
5. They could not shake off their feeling of _____________ trouble.
302 Unit 4

7_LTXESE973237_U4AAS2RS.indd 302 9/12/2018 3:25:45
Understand Latin Roots Write the following Spanish cognates on the board and underline
the Latin roots pend/pens in each word: pendulum/péndulo, dependent/dependiente, suspense/
suspenso. Point out that both Spanish and English have Latin roots. Tell students that they can
use their knowledge of Latin roots to help them understand the meaning of unfamiliar words
in English. Use gestures to define the Latin roots pend/pens. Then have student pairs of varying
proficiency create definitions for the remaining vocabulary words: suspenders, impending, and
pendant. Allow students to use gestures or images in their definitions. Encourage students at
higher levels of proficiency to create written definitions. ALL LEVELS
302 Unit 4
RESPOND
APPLY
LANGUAGE CONVENTIONS: Consistent
Verb Tenses
English verbs express the time of an action or state of being—past, Go to Tense in the
present, or future—through verb tense. To keep the time of the verb Grammar Studio for more
help.
LANGUAGE CONVENTIONS:
clear in the readers’ minds, writers usually are consistent. In these Consistent Verb Tenses
examples from “Dark They Were, and Golden-Eyed,” Ray Bradbury uses
consistent verb tenses: Review the information about consistent verb tenses with
students. Explain that an author must always determine
• To express actions that happened in the past
Mr. Bittering hesitated, and then raised the mirror to his
which tense he or she will use. In the case of “Dark They
face. (Both verbs end in -ed and are in the past tense.) Were, and Golden-Eyed,” Bradbury chose to tell the story as
if the events had already occurred.
• To express actions that happen in the present
Sometimes nights I think I hear ’em. I hear the wind. Illustrate how inconsistent verb tenses can confuse readers.
The sand hits my window. (All three verbs—think, hear, Read these sample sentences with altered tenses.
and hits—are in the present tense. Notice how hits ends in -s • Mr. Bittering hesitates, and then raising the mirror to
because the subject—sand—is singular.) his face.
• To express actions that will happen in the future • Sometimes nights I think I heard ’em. I am hearing the
One day the atom bomb will fix Earth. Then we’ll be wind. The sand hits my window.
safe here. (Both verbs use the helping verb will to show the • One day the atom bomb fixed Earth. Then we’ll be safe
future tense. We’ll be means “we will be.”)
here.
Unexpected or inconsistent use of verb tenses can lead to confusion.
Ask students why a writer of nonfiction would choose past,
On the other hand, sometimes tenses need to shift to show changes
present, or future tenses in their articles or books about real-
in time. What’s important is to use the same tense to describe actions
that take place at the same time. Change tenses only when you intend life subjects. Remind them that when working on their own
to shift from one time period to another. writing, whether creative or for school, they should always
keep consistent verb tense in mind. If an author does use an
Practice and Apply Write your own sentences based on the models
from the story. You may write sentences about the story or about
inconsistent tense deliberately, it may be to draw attention
a topic of your own choosing. When you have finished, share your to an important detail.
sentences with a partner and compare your use of verb tenses. Practice and Apply: Responses will vary.

TXESE973237_U4AAS2RS.indd 303 9/12/2018 3:25:52 AM
Understand Consistent Verb Tenses Have students read the sample sentences on the
student page. Write the different tenses of the verbs on the board. Then, have them think
about how the verbs relate to the subjects and reflect when the actions are taking place. Pair
students up to practice saying the sentences, changing the verb tense. Finally, have them
share with the group how the sentences change meaning when they use different verb tenses.
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ANALYZE & APPLY

DARK THEY WERE, WERE, AND

AND GOLDEN-EYED ? ESSENTIAL

Science Fiction by Ray Bradbury exploration

Company • Image Credits: ©Meibion/Alamy

© Houghton Mifflin Harcourt Publishing

GENRE ELEMENTS LEARNING OBJECTIVES

Qualitative Structure Used Clear, chronological, conventional

Think-Pair-Share Sticky Note Peer Review

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Text X-Ray: English Learner Support

INTRODUCE THE SELECTION

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ANALYZE MOOD ANALYZE MOOD

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1. recede 3. I just want to about the strange things I saw today.

2. pendulum 4. People’s opinions have shifted during the past year.

3. muse 5. The host moved with ease from guest to guest.

4. subtly 6. The abandoned garden seems , sad, and empty.

LANGUAGE CONVENTIONS ANNOTATION MODEL NOTICE & NOTE

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29 “Oh, Harry!” The mother held onto her husband and

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WHEN STUDENTS STRUGGLE . . .

For additional support, go to the Reading Studio and assign

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© Houghton Mifflin Harcourt Publishing Company

WHEN STUDENTS STRUGGLE . . .

For additional support, go to the Reading Studio and assign

58 The children ran out in time to see their father hurrying

about the garden, pulling up radishes, onions, and carrots from

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IMPROVE READING FLUENCY

Go to the Reading Studio for additional support in developing fluency.

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■■English Learner Support

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APPLYING ACADEMIC VOCABULARY

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summertime. The Martians hadn’t believed in large cities.

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WHEN STUDENTS STRUGGLE . . .