Transcript Slide 1
Unit 6, Part 1 UNIT 6 , Part 1
The Extraordinary and Fantastic Click the mouse button or press the space bar to continue
Unit 6, Part 1
The Extraordinary and Fantastic
(pages 1161 –1180) MAIN MENU
Click a selection title to go to the corresponding selection menu.
Unit 6, Part 1 SELECTION MENU
Selection Menu
(pages 1161 –1163)
Before You Read
Reading the Selection
After You Read
Unit 6, Part 1 BEFORE YOU READ
Building Background
Often ridiculed for not being an actual science, cryptozoology is the study of animals that may or may not exist. Cryptozoologists have studied such creatures as the okapi, a small, giraffe-like hoofed mammal that was actually discovered in the Congo; the yeti, or abominable snowman, which is only a creature of conjecture; and the
Homo floresiensis,
an extinct primate related to the original man, of which some remains have been discovered. In “One Legend Found, Many Still to Go,” William J. Broad discusses the field of cryptozoology.
Unit 6, Part 1 BEFORE YOU READ
Set a Purpose for Reading
Read to discover the opposing ideas and events within the article “One Legend Found, Many Still to Go.”
Unit 6, Part 1 BEFORE YOU READ
Comparing and Contrasting Events and Ideas When you compare and contrast, you find the similarities and differences between two themes in one work, or those presented in two works of literature. To
compare and contrast events and ideas
, consider the major events and what they mean.
Unit 6, Part 1 BEFORE YOU READ
Comparing and Contrasting Events and Ideas As you read, take notes on the similarities and differences between the defining moments for mainstream scientists and those of cryptozoologists.
Unit 6, Part 1 BEFORE YOU READ
Comparing and Contrasting Events and Ideas Use a Venn diagram like the one below as a guide.
Unit 6, Part 1 READING THE SELECTION The Extraordinary and Fantastic
As you read, keep the following questions in mind.
What creatures, beasts, or monsters do you enjoy reading about or watching in films? What do our monsters and mythological creatures tell us about ourselves?
Answer:
Answers will vary.
Unit 6, Part 1 READING THE SELECTION
Reading Strategy
Identifying Genre
William Broad offers his readers two categories of researchers: traditional scientists and cryptozoologists.
What is alike and different about their professions?
Answer:
Scientists belong to science; cryptozoologists belong to science and to fantasy. While scientists are grounded in empirical facts, cryptozoologists combine fact with fantasy.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Respond
1. Do you believe that there is any truth to creatures such as the Loch Ness monster or “Champ,” the creature in Lake Champlain? Explain.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Respond
Answer:
Answers will vary. Some will cite that there have been sightings of mysterious creatures in these lakes. Others may think that stories of the creatures are strictly tales passed down from one generation to the next.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
2. (a) What is a cryptozoologist? (b) Do you think that they do important work? Why or why not?
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
Answer:
(a) A cryptozoologist is someone who studies hidden, potential, or undiscovered, animals. (b) Answers will vary. Some will believe that, in order to preserve nearly extinct species or to understand the nature of animals, cryptozoologists are doing important work. Others may argue that only a few discoveries, such as the okapi and the coelacanth, have proven to be true. Other “discoveries” are purely imagined, such as unicorns or mermaids.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
3.
(a) What are the “blobs” that interest scientists? (b) Why do you think people like to speculate about where the blobs originated from?
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
Answer:
(a) The blobs are masses of old whale blubber. (b) Scientists like to speculate about the blobs, because science wants to find the origin and reasons for life. Laypeople, due to human nature, are curious about such mysteries.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
4. Do you think that the author supports human belief in imaginary creatures? Explain.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
Answer:
The author points out what mainstream scientists think about some imaginary creatures, yet he does not attack cryptozoologists or berate their beliefs. He speaks of myths and folklore in terms of their historical origins. The author maintains a fairly objective tone toward the subject of imaginary creatures.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
5.
(a) The author writes that “psychologists say raw nature is simply a blank slate for the expression of our subconscious fears and insecurities.” What do you think this means? (b) What ideas in the selection oppose this one about psychology? Explain.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
Answer:
(a) People have fears and worries that they want to define tangibly, and they use forms of nature to do so. (b) While human imagination is powerful, science is a more definitive authority. The author cites the opposing scientific and mythological/ fantastical explanations for the kraken, the blobs and other sea creatures.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
6.
Naturalist Richard Ellis explains, “The sea being so deep and so large, I’m sure other mysteries lurk out there unseen and unsolved.” What relationship does this article suggest exists between science and the extraordinary and the fantastic? In what ways do the two complement each other?
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
Answer:
People may have seen unusual phenomena or creatures, such as the creature speculated to be in Lake Champlain. People then tend to embellish what they truly cannot know, as the narrator did to her dreams. Thus, the tales of fantastic creatures can become dreamlike, due to embellishments and exaggerations.
Unit 6, Part 1
Selection Menu
(pages 1164 –1171)
Before You Read
Reading the Selection
After You Read
SELECTION MENU
Unit 6, Part 1
Meet Isaac Asimov
BEFORE YOU READ
Click the picture to learn about the author.
Unit 6, Part 1 BEFORE YOU READ
Connecting to the Story
The following story takes a profound look both at humanity’s need for and fear of technology. Asimov uses a science-fiction backdrop to examine humanity’s immense potential to develop technology and the responsibilities that come with that potential.
Unit 6, Part 1 BEFORE YOU READ
Connecting to the Story
Before you read the story, think about the following questions: • How do you use technology in your everyday life?
• Are there any technologies that frighten you? Explain.
Unit 6, Part 1 BEFORE YOU READ
Building Background
Asimov’s robot stories are some of the most influential in science fiction. Asimov’s Three Laws of Robotics, a set of directives written to control the behavior of artificial intelligences, such as robots and complex computers, are still referenced today by fiction writers and scientists.
Unit 6, Part 1 BEFORE YOU READ
Building Background
In addition to being a character in “Robot Dreams,” protagonist Dr. Susan Calvin appears in a number of Asimov’s other robot stories. She is one of Asimov’s robot experts who take an active role in enhancing and advancing robotic intelligence and whose lives span the evolution of robots from fairly mindless automatons to complex, emotional beings.
Unit 6, Part 1 BEFORE YOU READ
Setting Purposes for Reading
The Extraordinary and Fantastic As you read “Robot Dreams,” notice how Asimov explores the conflict between humanity and technology.
Unit 6, Part 1 BEFORE YOU READ
Setting Purposes for Reading
Analogy An
analogy
is a comparison that shows similarities between two things that are otherwise dissimilar. Recognizing an author’s use of analogies can help you better discern the meaning of or intention behind a particular comparison. As you read, notice Asimov’s use of analogies.
Unit 6, Part 1 BEFORE YOU READ
Activating Prior Knowledge From
Star Trek to Star Wars
, machines and robots have long figured prominently in literature and film. Activating your prior knowledge about a topic can enrich your understanding of a particular text.
Unit 6, Part 1 BEFORE YOU READ
Activating Prior Knowledge
Reading Tip: Using Prior Knowledge
Use a chart like the one below to record what you know about robots and computers, how you know it, and what you learn from the story.
Unit 6, Part 1 BEFORE YOU READ gnarled
adj.
roughened and coarse from age or work; full of knots, as in a tree (p. 1166)
Susan found it difficult to climb the old gnarled tree.
dismantle
v.
to take apart (p. 1167)
The workers dismantled the broken scoreboard in the gym so they could put in a new one.
Click a vocabulary term to listen to the definition.
Unit 6, Part 1 BEFORE YOU READ accord
n.
agreement; conformity (p. 1168)
The candidate acted in accord with federal law when he turned down a contribution that was too large.
precedence
n.
order of importance or preference; priority (p. 1168)
Repairing the broken window takes precedence over buying baseballs.
Click a vocabulary term to listen to the definition.
Unit 6, Part 1 BEFORE YOU READ inert
adj.
not able to move (p. 1169)
The detective examined the inert body lying on the floor.
Click a vocabulary term to listen to the definition.
Unit 6, Part 1 READING THE SELECTION The Extraordinary and Fantastic
As you read keep the following questions in mind.
How are robots used in this story? How might their usage contribute to Dr. Calvin’s reaction to this robot?
Unit 6, Part 1 READING THE SELECTION Answer:
They are used as workers for humans. They are present in large numbers in almost every location humans are. Dr. Calvin may fear that if other robots shared this robot’s feelings, then humans might be in danger.
Unit 6, Part 1 READING THE SELECTION
Viewing the Art
Look at the drawing on page 1166. This story approaches the possibility of humanity in robots. The drawing has a similar mood.
Do you think machines have the possibility to become thinking or feeling beings. Why or why not?
Unit 6, Part 1 READING THE SELECTION
Viewing the Art
Answer:
You may note the ability computers have to solve problems, perform searches, run simulations, and so on. These acts could be seen as “thinking” or making decisions.
Unit 6, Part 1 READING THE SELECTION
Literary Element
Analogy
Read the text highlighted in purple on page 1167.
What does this analogy say about Susan Calvin’s skill in robot science?
Answer:
It shows that Calvin’s skill in robot science is masterful, at the level of a legendary artist.
Unit 6, Part 1 READING THE SELECTION The Extraordinary and Fantastic
Read the text highlighted in tan on page 1167.
Why might such a humanlike robot be especially valuable?
Answer:
A robot that can dream might provide scientists with vast insights into the nature of human dreams.
Unit 6, Part 1 READING THE SELECTION
Reading Strategy
Activating Prior Knowledge
Read the text highlighted in blue on page 1167.
How does your knowledge about robotic self-awareness as portrayed in other media influence you reading of Elvex’s statement?
Unit 6, Part 1 READING THE SELECTION
Reading Strategy
Answer:
Since robotic self-awareness in fiction usually carries a threat of violence or rebellion, Elvex’s statement seems potentially ominous.
Unit 6, Part 1 READING THE SELECTION The Extraordinary and Fantastic
Read the text highlighted in tan on page 1168.
Why might this dream be dangerous for humanity?
Answer:
If the only law robots followed was one that told them to protect their own existence, they could lash out at people or let human beings come to harm.
Unit 6, Part 1 READING THE SELECTION
Reading Strategy
Activating Prior Knowledge
Read the text highlighted in blue on page 1169.
What usually happens in stories and movies when robots and computers are not controlled?
Answer:
Uncontrolled robots and computers rebel against humanity and commit violent actions, sometimes even instigating all-out war.
Unit 6, Part 1 READING THE SELECTION
Writers Technique
Allusion
Read the second column on page 1169. An allusion is a reference made to a historic or cultural event that the author assumes readers will recognize.
What is Asimov alluding to with the quote “Let my people go”?
Unit 6, Part 1 READING THE SELECTION
Writers Technique
Answer:
This quote refers to the words Moses spoke in the Bible to the pharaoh of Egypt who was holding the Hebrews as slaves. Martin Luther King Jr. also alluded to this quote in his Nobel speech in 1964.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Respond
1. (a) Were you afraid of Elvex? Explain. (b) Did you feel sympathy for Elvex at the end of the story? Why or why not?
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Respond
Answer:
You may say you were not afraid of Elvex because he is a mellow, friendly robot. Others may say they were afraid because they thought Elvex might turn on the scientists. (b) You may say you felt sympathy for Elvex because he seemed so harmless. Others may say they didn’t feel sympathy for Elvex because they thought he might become a threat.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
2.
(a) What is Elvex’s real name? (b) Why do you think Asimoc chose to have the characters call him Elvex?
Answer:
(a) LVX-1 (b) It makes him seem more like a human being or other living creature.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
3. (a) How did Elvex learn the word dream ? (b) Why do robots normally not know this word?
Answer:
(a) Linda taught it to him. (b) They have no need for the word since they do not dream.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
4.
(a) Who is the man in Elvex’s dream? (b) Why does a man appear instead of a robot?
Answer:
(a) The man is Elvex. (b) It shows that Elvex has become more human. You may recognize the Biblical allusion to Moses telling Pharaoh to let his enslaved people go.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
5.
How does Asimov show Linda’s anxiety at the beginning of the story?
Answer:
She speaks nervously and abashedly, opens and closes her hand repeatedly, and fumbles at the keyboard.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
6.
How does Asimov convey Calvin’s immense experience in robotic science?
Answer:
He describes her face as “lined” with “wisdom and experience” and conveys Linda’s awe as she watches Calvin analyze effortlessly the positronic brain pattern.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
7. Most of the story is told through dialogue. Why do you think Asimov chose to tell the story in this way?
Answer:
It allows him to explain concepts in nontechnical terminology while simultaneously developing characters.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Connect The Extraordinary and Fantastic
8. Speculate why Susan Calvin decides to destroy Elvex.
Answer:
She feels threatened by Elvex’s dream, which implies that he has realized that the robots are slaves to humanity and wants to free them. She doesn’t want humanity to lose control over the robots.
Unit 6, Part 1 AFTER YOU READ
Analogy Writers often use an
analogy
to explain something unfamiliar by comparing it to something familiar. For example, Asimov compared brain patterns to Mozart symphonies to show that both are complex, asking, “Did she grasp such a pattern the way Mozart grasped the notation of a symphony?”
Unit 6, Part 1 AFTER YOU READ
Analogy That analogy also shows the similar process that Asimov suggests both humans and robots use for comprehension. Asimov uses other analogies to show similarities between robots and humans throughout the story.
Unit 6, Part 1 AFTER YOU READ
Analogy
1. What other analogies does Asimov use to show how these robots are similar to humans? Make a Venn Diagram to show the similarities between robots and humans as well as their differences.
Unit 6, Part 1 AFTER YOU READ
Analogy
Answer:
think.
They can talk, work, learn, and
Unit 6, Part 1 AFTER YOU READ
Analogy
2. How can these similarities be both beneficial and harmful to human kind?
Answer:
The robots are useful to humanity and can do work that humans cannot do or do not want to do. The robots could be harmful to humanity if they were allowed to think too much for themselves.
Unit 6, Part 1 AFTER YOU READ
Review: Theme Archetype As you learned on page 1070, a
theme
literary work is a central understanding in a about life. An
archetype
is a model or pattern that recurs throughout literature and history. One of the primary themes in “Robot Dreams” is the archetype of
person versus machine
, the conflict between humanity and the technology it creates.
Unit 6, Part 1 AFTER YOU READ
Review: Theme Archetype
Partner Activity
Pair up with a classmate and discuss the archetype of
person versus machine
as expressed in “Robot Dreams.” Working with your partner, make a list of details from the text that exemplify the person versus machine archetype.
Unit 6, Part 1 AFTER YOU READ
Review: Theme Archetype Use a chart like the one below to record details:
Unit 6, Part 1 AFTER YOU READ
Activating Prior Knowledge Applying what you already know to your reading of a literary work can help you to put the work in perspective. Given that a huge number of stories, books, and films explore humanity’s relationship with artificial intelligence, you have probably learned about how society tends to portray complex technology.
Unit 6, Part 1 AFTER YOU READ
Activating Prior Knowledge
1. Think of a book or movie that portrays an unfriendly relationship between robots or computers and humans. Why was the relationship unfriendly?
Unit 6, Part 1 AFTER YOU READ
Activating Prior Knowledge
Answer:
In the
Terminator
movies, the machines are unfriendly because they desire to rule the planet. In
2001: A Space Odyssey
, the computer is unfriendly because it receives conflicting orders from human beings.
Unit 6, Part 1 AFTER YOU READ
Activating Prior Knowledge
2. How is this relationship similar to or different from the robot-human relationship portrayed in “Robot Dreams”?
Unit 6, Part 1 AFTER YOU READ
Activating Prior Knowledge
Answer:
The relationship in the
Terminator
is different because the robots are more violent. The relationship in
2001
is somewhat similar because the computer gradually becomes an adversary to the humans.
Unit 6, Part 1 AFTER YOU READ
Practice
Practice with Word Synonyms
Identify the correct synonym for each vocabulary word on the following slides.
Unit 6, Part 1 1. gnarled
Practice A. coarse B. smooth
AFTER YOU READ
Unit 6, Part 1
Practice
2. dismantle
A. convene B. disassemble
AFTER YOU READ
Unit 6, Part 1 3. accord
Practice A. conformity B. discord
AFTER YOU READ
Unit 6, Part 1
Practice
4. precedence
A. priority B. insignificance
AFTER YOU READ
Unit 6, Part 1
Practice
5. inert
A. immobile B. active
AFTER YOU READ
Unit 6, Part 1 AFTER YOU READ
Academic Vocabulary These words will help you think, write, and talk about the selection.
assume
v.
take as truth to take on responsibility; to
element
n.
a fundamental part
Unit 6, Part 1 AFTER YOU READ
Academic Vocabulary
Practice and Apply
1. Why does Linda
assume
the risk of experimenting on the robot’s brain without consulting anyone.
Answer:
She thought her experiment might reveal important and revolutionary information.
Unit 6, Part 1 AFTER YOU READ
Academic Vocabulary
Practice and Apply
2. What
element
in Elvex?
of humanity is present
Answer:
The ability to dream
Unit 6, Part 1 AFTER YOU READ
Writing About Literature
Analyze Genre Elements
Science fiction deals with the real or imagined impact of science and technology on society and individuals. Write a one- or two-page analysis of the science fiction elements in “Robot Dreams.”
Unit 6, Part 1 AFTER YOU READ
Writing About Literature Where in time does this story take place? What real and fictional technologies are in the story? How does the theme of person versus machine fit into the story? Use examples from the story to support your analysis.
Unit 6, Part 1 AFTER YOU READ
Writing About Literature Before you begin drafting, take notes on the genre elements present in “Robot Dreams.” Include quotations from the story related to your discussion of genre elements, as well as any impressions or ideas that strike you as you read. Once you have finished taking notes, begin drafting. Follow the writing path shown on the next slide to organize your essay.
Unit 6, Part 1 AFTER YOU READ
Present your analysis of science fiction elements.
Add supporting evidence. Use quotations and other details from the text.
Briefly summarize your analysis and consider offering a related insight.
Unit 6, Part 1 AFTER YOU READ
Writing About Literature After completing your first draft, meet with a peer reviewer to evaluate each other’s essays and provide constructive criticism. Then proofread and edit your work for errors in spelling, grammar, and punctuation.
Unit 6, Part 1 AFTER YOU READ
Learning for Life “Robot Dreams” features a discussion of Asimov’s Three Laws of Robotics. Form a small group to discuss these robot laws. Are they logically constructed? Are they beneficial for both humans and robots? Do they promote civility and equality? Then write a similar set of laws for humans, focusing on living in harmony with other humans and with other species.
Unit 6, Part 1 SELECTION MENU The Machine
Nurturer
Selection Menu
(pages 1172 –1175)
Before You Read
Reading the Selection
After You Read
Unit 6, Part 1 BEFORE YOU READ The Machine
Nurturer
Preview the Article
While researching at the Massachusetts Institute of Technology, Cynthia Breazeal invents robots with human-like qualities.
1. Judging from the title, what do you think this article is about?
2. Skim the article, including the subheadings. What topics do you think it discusses?
Unit 6, Part 1 BEFORE YOU READ The Machine
Nurturer
Set a Purpose for Reading
Read to learn about robots with human like qualities and why they were invented.
Unit 6, Part 1 BEFORE YOU READ The Machine
Nurturer
Connecting to Contemporary Issues When you
connect to contemporary issues
, you link what you have read to modern day events or issues. As you read, take notes on how the article connects to current issues you are familiar with.
Unit 6, Part 1 BEFORE YOU READ The Machine
Nurturer
Connecting to Contemporary Issues Use a web like the one below as a guide.
Nurturer
Unit 6, Part 1 The Machine
Nurturer
READING THE SELECTION The Extraordinary and Fantastic
As you read, keep the following questions in mind.
How are the two distinct categories of human and robot merged together in this essay? Does Kismet sound more like a character out of a science-fiction story than out of a Time magazine article?
Unit 6, Part 1 The Machine
Nurturer
READING THE SELECTION Answer:
Answers will vary. Some may make connections to stories they have read or scientific news they are aware of.
Unit 6, Part 1 READING THE SELECTION The Machine
Nurturer
Viewing the Art
Look at the image on page 1174.
What do you think makes these characters particularly appealing to us?
Answer:
Answers will vary, but you should mention that features proportioned like a baby’s face awaken people’s nurturing instincts.
Nurturer
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Respond
1. Do you think that robots actually can have feelings?
Answer:
You may doubt that it is actually possible or necessary to invent robots with feelings. You may also be fascinated with the idea.
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Recall and Interpret
2. (a) What is the difference between Kismet and Cog? (b) What can their interactions reveal about human interactions?
Answer:
(a) Kismet has social abilities, while Cog’s are mainly physical. (b) That people, who have social abilities, demand interaction and mental stimulation
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Recall and Interpret
3.
What are the “two rival schools” of thought on how to build robots?
Answer:
Some believe a scientist should know what skills they want the robot to have before they program it; others, that a robot should learn from experience.
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Recall and Interpret
4. What are two of the reasons why Breazeal programs and trains robots to act like humans?
Answer:
She can understand the learning process and gain insight into human social interactions.
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Analyze and Evaluate
5. (a) How does the author describe the characteristics of the robots and their interactions? (b) Do the descriptions enable you to visualize the robots well? Why or why not?
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Analyze and Evaluate
Answer:
(a) The author describes the behavior of Kismet as if it has a personality. He remarks on how it sees, how it recognizes faces, and how it hears when people speak into its microphone. Description of Cog do not show a distinct personality and focus more on its actions. (b) The author creates a strong visual image of Kismet.
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Analyze and Evaluate
6. How does the author use the subject of Cynthia Breazeal to make a point about women in science?
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Analyze and Evaluate
Answer:
The author describes Breazeal’s upbringing and her childhood curiosity about science and objects. He also comments on the disparity between men and women in science and includes Breazeal’s comments on the topic
Unit 6, Part 1 AFTER YOU READ The Machine
Nurturer
Responding and Thinking Critically
Connect The Extraordinary and Fantastic
7. After reading about Kismet, do you think there is any aspect of reality in Isaac Asimov’s Robot Dreams? Explain.
Answer:
Answers will vary. Most will say it is possible for robots to have feelings, but improbable that robots would be able to think and to dream, especially without being specifically programmed to do so.
Nurturer
Unit 6, Part 1
Selection Menu
(pages 1176 –1180)
Before You Read
Reading the Selection
After You Read
SELECTION MENU
Unit 6, Part 1
Meet Margaret Atwood
BEFORE YOU READ
Click the picture to learn about the author.
Unit 6, Part 1 BEFORE YOU READ
Connecting to the Story
Some things, such as air or water, can seem very common and yet are very precious. Before you read this story, ask yourself the following questions: • What do you think of when you hear the word
bread
? What do you associate with bread, and why do you make these associations?
Unit 6, Part 1 BEFORE YOU READ
Connecting to the Story
• How do the circumstances of your life affect the way in which you view everyday items, such as bread or water?
Unit 6, Part 1 BEFORE YOU READ
Building Background
As a child, Margaret Atwood enjoyed reading E. Nesbit, Edgar Allan Poe, and Mark Twain, as well as
Grimm’s Fairy Tales
and comic books. As a writer, she was influenced by a number of Canadian poets despite her claim that “…when I started, nobody took
Canadian writing
seriously.” Today, Atwood is one of many internationally respected Canadian writers.
Unit 6, Part 1 BEFORE YOU READ
Setting Purposes for Reading
The Extraordinary and Fantastic As you read this story, notice that Atwood includes both realistic and fantastic details. Think about what overall message these details allow Atwood to suggest about human nature.
Unit 6, Part 1 BEFORE YOU READ
Setting Purposes for Reading
Point of View
Point of view
refers to the vantage point from which a story is told. In the second person point of view, the word “you” established the reader’s view of the action. As you read “Bread,” notice how Atwood’s use of the second-person point of view forces readers into a personal confrontation with stark realities.
Unit 6, Part 1 BEFORE YOU READ
Recognizing Author’s Purpose The
author’s purpose
is the author’s intent in writing a work. Authors usually write to persuade, to inform, to explain, to entertain, or to describe a process. They may write for more than one purpose. As you read, consider what Atwood describes and what questions she asks of the reader. What does her inclusion of these details tell you about her purpose for writing?
Unit 6, Part 1 BEFORE YOU READ
Recognizing Author’s Purpose
Reading Tip: Taking Notes
“Bread” evokes five different scenes, or contexts. As you read, record you thoughts about why Atwood included each scene.
Unit 6, Part 1 BEFORE YOU READ bloated
adj.
puffed up; swollen (p. 1178)
After eating too much, Rick complained that he felt bloated.
scavenger
n.
one who searches through discarded materials for something useful (p. 1179)
A scavenger found the bicycle at the dump and began riding it.
Click a vocabulary term to listen to the definition.
Unit 6, Part 1 BEFORE YOU READ subversive
adj.
intended to destroy or undermine (p. 1179)
He authored a subversive article revealing the council woman had broken the law.
treacherous
them.
adj.
likely to betray a trust, disloyal (p. 1179)
Her actions toward me were treacherous; I suffered as a result of
Click a vocabulary term to listen to the definition.
Unit 6, Part 1 BEFORE YOU READ dupe
v.
to fool; to trick (p. 1179)
The salesperson duped me into buying something I did not need.
Click a vocabulary term to listen to the definition.
Unit 6, Part 1 READING THE SELECTION
Literary Element
Point of View
Read the text highlighted in purple on page 1178.
In this first scene, what type of situation is the point of view used to evoke?
Answer:
The second-person point of view is used to establish a mood of comfort and familiarity. Readers are invited to imagine a safe, pleasant, everyday scene.
Unit 6, Part 1 READING THE SELECTION
Viewing the Art
Look at the painting on page 1178.
Why might the artist have chosen bread as the subject of this still-life?
Answer:
You may say that Zurbaran found beauty in something as ordinary as bread because it plays a role in the daily lives of so many people.
Unit 6, Part 1 READING THE SELECTION
Viewing the Art
Look at the painting on page 1178.
What similarities can you find in the way Zurbaran and Atwood approach their subject?
Answer:
Both artists bring our attention to the value and importance of something often taken for granted.
Unit 6, Part 1 READING THE SELECTION
Reading Strategy
Recognizing Author’s Purpose
Read the text highlighted in blue on page 1179.
What do these questions suggest about the author’s purpose?
Answer:
These questions may suggest that Atwood’s purpose is to force readers to contemplate the terrible dilemmas faced by starving people.
Unit 6, Part 1 READING THE SELECTION
Literary Element
Point of View
Read the text highlighted in purple on page 1179.
According to the story, you, as the prisoner, feel that the offered bread is “subversive” and “treacherous.” Why might a prisoner feel this way?
Answer:
The prisoner may feel that the bread is tainted. It seems to promise safety and satisfaction, but it comes from jailers who want to torture or kill people.
Unit 6, Part 1 READING THE SELECTION The Extraordinary and Fantastic
Read the text highlighted in tan on page 1179.
What might the story be suggesting about the reader’s desire to confront reality?
Unit 6, Part 1 READING THE SELECTION Answer:
You may say that the story is suggesting that readers prefer not to think too closely about reality. You may prefer not to think about how valuable bread is and about starving or helpless people who lack food and safety.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Respond
1. Which scene affected you most strongly? Why?
Answer:
Answers will vary.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
2. (a) What does the narrator describe in the first paragraph? (b) What attitude toward bread does the description convey?
Answer:
(a) An everyday domestic scene (b) A casual attitude
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
3. (a) Summarize the scenes of famine and prison evoked in the story. What role does bread play in these scenes? (b) What questions, or dilemmas, are presented in these scenes? (c) What other details in these scenes help create empathy for prisoners and those suffering from hunger? Explain.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
Answer:
(a) Both scenes depict starving people. (b) Both scenes present the dilemma of saving oneself or others. (c) You should cite details from the text.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Recall and Interpret
4. (a) What is the moral, or message, of the traditional German fairy tale? (b) How does this message relate to the other situations described in the story?
Answer:
(a) Those who refuse to share are responsible for the suffering of others. (b) Readers are responsible for helping the oppressed.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
5. (a) What do you think happens to the prisoner in the night? (b) What does the yellow bowl symbolize for the prisoner?
Answer:
(a) The prisoner is tortured. (b) Safety and ordinary comforts
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
6. How does reading the first paragraph affect your perception of the next three scenes? Explain.
Answer:
You may notice how much they take their own safety and comfort for granted.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Analyze and Evaluate
7.
How effective is the narrator’s voice in presenting the author’s message? Explain.
Answer:
The detached voice allows room for emotional responses.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Connect The Extraordinary and Fantastic
8. (a) What possible meanings do you see in the final sentence? (b) How does the story upend common ideas about what is ordinary in life and what is extraordinary? Explain.
Unit 6, Part 1 AFTER YOU READ
Responding and Thinking Critically
Connect The Extraordinary and Fantastic
Answer:
(a) You do not want to know what is really happening to fellow humans. (b) Famine and persecution are daily experiences for many people.
Unit 6, Part 1 AFTER YOU READ
Point of View
Point of view
is the vantage point from which a story is told. When an author uses “you” to establish the vantage point of a story, it is as if the reader becomes a character experiencing the situations in the story.
Unit 6, Part 1 AFTER YOU READ
Point of View
1. How did the use of second-person point of view affect your reaction to the story?
Answer:
You may say the word “you” seemed to implicate you directly.
Unit 6, Part 1 AFTER YOU READ
Point of View
2. (a) How would this story be different if it had been told from the first-person point of view? (b) Would it have been as effective? Explain.
Answer:
(a) The story would have focused on the narrator’s experience, not the reader’s. (b) Answer will vary.
Unit 6, Part 1 AFTER YOU READ
Writing About Literature
Apply Description
A symbol is any object, person, place, or experience that means more than what it is. Write a short fantasy story similar to “Bread,” in which you describe an object that has symbolic meaning.
Unit 6, Part 1 AFTER YOU READ
Writing About Literature Begin by free writing for a few moments about images and ideas you associate with the object. To give your readers a fresh insight into the object, you should describe the object within a variety of contexts or situations.
Unit 6, Part 1 AFTER YOU READ
Recognizing Author’s Purpose The
author’s purpose
is the author’s intent in writing a literary work.
Unit 6, Part 1 AFTER YOU READ
Recognizing Author’s Purpose
1.
Early on, the story says, “Put yourself into a different room, that’s what the mind is for.” (a) How does this command relate to the scenes that follow? (b) What does this command suggest about the purpose of the story?
Unit 6, Part 1 AFTER YOU READ
Recognizing Author’s Purpose
Answer:
(a) It invites readers to imagine the experience of hunger. (b) The purpose is to help readers empathize with suffering people.
Unit 6, Part 1 AFTER YOU READ
Recognizing Author’s Purpose
2.
In your opinion, what were Atwood’s goals in creating this piece?
Answer:
readers To evoke empathy in her
Unit 6, Part 1 AFTER YOU READ
Practice
Practice with Connotation and Denotation
Complete each sentence below.
1. The denotation of
bloated
is _____.
A. shrunken B. swollen
Unit 6, Part 1 AFTER YOU READ
Practice
Practice with Connotation and Denotation
Complete each sentence below.
2. A connotation of
scavenger
is _____.
A. trash picker B. detective
Unit 6, Part 1 AFTER YOU READ
Practice
Practice with Connotation and Denotation
Complete each sentence below.
3. A connotation of
treacherous
is _____.
A. evil B. sad
Unit 6, Part 1 BELLRINGER
What examples of robots in literature, movies, television, or current events are you familiar with?
What do you think when you hear the word “robot”?
Unit 6, Part 1
Imagine a cup of refreshing water.
What is this water worth?
What is this water worth in a country without any major plumbing systems?
BELLRINGER
Unit 6, Part 1 BELLRINGER OPTION TRANSPARENCY
Click on the image to see a full version of the Bellringer Option Transparency.
Unit 6, Part 1 CHECKPOINT QUESTIONS
Whom does Dr. Rash consider the “Living Legend”
0% A.
the Old Woman 0% B.
herself 0% C.
Elvex 0% D.
Dr. Calvin
Unit 6, Part 1 CHECKPOINT QUESTIONS
What has Dr. Rash done that has Calvin concerned?
0% 0% A.
B.
She programmed Elvex to have brain patterns closer to those of a human.
She taught Elvex to speak.
0% 0% C.
D.
She took Elvex outside the laboratory.
She programmed Elvex to give orders.
Unit 6, Part 1 CHECKPOINT QUESTIONS
According to Calvin, why must humans dream?
0% A.
to relieve stress 0% 0% 0% B.
C.
D.
to reorganize and get rid of knots and snarls to rejuvenate their brains, or make them younger to free the imagination
Unit 6, Part 1 CHECKPOINT QUESTIONS
What is the subject of Elvex dream?
0% A.
robots having sad feelings 0% B.
robots being able to love 0% 0% C.
D.
robots working in various environments robots gaining more freedom
Unit 6, Part 1 CHECKPOINT QUESTIONS
What did the man in Elvex’s dream say?
0% A.
“Do not trust the humans.” B.
“Let my people go.” 0% C.
“I am not a robot, but a man.” 0% D.
“You should be free, my brothers.” 0%
Unit 6, Part 1 CHECKPOINT QUESTIONS
Why does the narrator say that the reader does not have to imagine a piece of bread?
0% 0% A.
B.
Each individual imagines something different.
The bread is right here in the kitchen.
0% 0% C.
D.
Everyone is familiar with the way bread looks and tastes.
Imagining bread is too difficult to do.
Unit 6, Part 1 CHECKPOINT QUESTIONS
How does the bread described in a prison differ from the bread described in a famine?
0% A.
The bread represents life.
0% B.
The bread is treacherous, or disloyal.
0% C.
The bread is to stale to eat.
0% D.
The bread is a wonderful gift.
Unit 6, Part 1 CHECKPOINT QUESTIONS
In the final paragraph, where is the bread that the narrator describes?
0% 0% A.
B.
floating above a kitchen table resting on a blue tea towel 0% C.
dangling from a ceiling D.
grabbing on to a person’s hand 0%
Unit 6, Part 1 REFERENCE
►
Literary Terms Handbook
►
Reading Handbook
►
Foldables
►
Writing Handbook
►
Business Writing
►
Language Handbook
►
Test-Taking Skills Handbook
►
Daily Language Practice Transparencies
►
Grammar and Writing Workshop Transparencies
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