ChristinaNielsen

EDUC532
CauseandEffectUnit

Context

Iteachaclassperiodof30students,whichissplitevenlybetweenmaleand
femalestudents.IhavetwostudentswhoshouldbeconsideredELLs,butastheyare
recentlymovedtotheUS,Ihavenodocumentationtoknowspecificallytheirassessed
levelofEnglishproficiency.Ihavefivestudentswithindividualizededucationplans,or
IEPs,inmyclass.Twohaveveryspecificplansforsupportandlearningdifferentiation
andpreference,twoneedsupportwhenauditorylearningisnecessary,andoneneeds
supportwhenvisuallearningispredominant.Wejustfinishedafictionbasedunit,
ReadingtheNovel
,inwhichstudentsgainedanddeepenedtheirconceptual
knowledgeandmasteryofliteraryelementssuchastheme,characterization,setting,
andauthor'swordchoicebyreadinganovelinagroup,engagingindiscoursein
groupsandasaclass,andwritingtoengagewithandapplytheirlearning.Theunit
wasintentlyfocusedonbuildingconceptualunderstanding,displayingthatlearning,
andstartingtodelveintoliteraryanalysisbyconnectingstudentideasandlearningto
evidencedirectlyfromthetext.ThisfollowingunitwillworkwithRayBradbury'sshort
story,
ASoundofThunder
,toexploremoreliteraryelementslikecauseandeffectto
furtherbuildandenhancestudents'analyticalskillsthroughreading,discussion,and
writing.
CentralFocus

1. Enduringunderstandings
Questionsbasedonwhyweread
literature,whatcanwelearnfromliterature,howwelearnfromit,and
howitisrelevanttoourdailylivesaretheopenendedessential
questionsguidingthisunit.Theyareasfollows
Overarching:

Whydowereadliterature?
Whatcanwelearnfromliterature?
Howdowelearnfromliterature,andhowdoesittranslatetoour
lives?

Thesearethequestionsthatguideunitslikethis,aswellastheprevious
one,andthisunitwillcontinuetorespondtoandelucidatethefindings
wediscoverinclass.Theseareimportantquestionstorespondto
becauseitmakesthereading,writinginresponseto,andtalkingabout
literaturemoreimportantandrelevanttostudents.
2. Essentialquestions
Inamorespecificway,questionsconcerning
whatconsequencesaccompanychoiceoractionaswellas
investigatinghowcauseshavebothforeseeableandunforeseeable
effectswillconnecttheoverarchingunderstandingasdiscussedwith
thecontentofthisunit
Topical:

Whatconsequencescanaccompanyachoice?
Canactionshaveunforeseeableaswellasforeseeable
consequences?

Thesequestionswillbeaddressedthroughtheintroduction,discourse,

andactivitiesintheunit.
3. Contentknowledge
Studentswilllearntheconceptofcauseand
effectbyactivatingpriorknowledgeandexperienceandthen
recognizingitinliterature:specifically,through
ASoundofThunder
.
Theywillanalyzetheroleofcauseandeffectinthetextanditsimpact
onplot,character,andotherliteraryelementswehaveworkedwith
andmasteredinthepreviousunit.Theywillbeabletocritiquethe
observedeffectstheyfindinthetextbydiscussingthemandfinallyby
writingtheirownendingandjustifyingtheirchanges.Thisisan
importantconceptbecauseinbothliteratureandlife,itisimportantfor
studentstolearnthatactionsandchoicesalwayshave
consequences,whethertheybeneutral,positiveornegative,and
theseconsequencescanattimesbepredictedorguaranteed,and
othertimes,not.
4. LanguageFunction
Studentswillneedtobeabletoengagein
discourse,whichactivatestheirspeakingandlisteningskills.Inorder
toengageintheclassdiscussionandfishbowlactivity,theyneedto
haveanunderstandingofcauseandeffecttobuildonthroughthe
lessons,whichiswhytheirpriorknowledgewillbeactivatedinthe
unit'sintroduction.Thisisbothanassessedneedaswellasavehicle
forinstruction.Intheprevious
ReadingtheNovel
unit,students
sometimesexhibitedadisconnectbetweenarticulatingtheirthoughts
academicallyinbothwritingandspeaking,andsothefishbowlactivity
willhelpthemtopracticethoseskillsofgivingtheirideasandbacking
themupwithtextualevidencethroughdiscourse.
5. Skillsandstrategies
Studentswillbeabletoreadatext,make
inferences,andanalyzeit,aswellasdeterminetheroleandimpactof
causeandeffectinagiventext.Theywillcultivateandexhibitthis
learningbyactivatingpreviousknowledge,readingandclosereading,
writingtheirthoughtsaswellasanewendingatthecloseoftheunit,
andlisteningandspeakingintheformofdiscourse.Theywillworkas
aclass,ingroups,andindependentlytoachievethesegoals.
6. CCCS
Therearestandardsfromthereadingliterature,speaking
andlistening,writing,andlanguagestrandspresentinthisunit,as
theyarealltobeexhibitedthroughvariousactivitiesandperformance
tasksoverthethreelessons.Astheobjectiveisbasedonconceptual
understanding,incorporatingthesevariousstandardsisimportantto
formawellroundedapproachtolearning.
StandardsAddressedLessonOne:
CCSS.ELALITERACY.RL.910.5
Analyzehowanauthor'schoicesconcerninghowto
structureatext,ordereventswithinit(e.g.,parallelplots),
andmanipulatetime(e.g.,pacing,flashbacks)createsuch
effectsasmystery,tension,orsurprise.
CCSS.ELALITERACY.RL.910.1
Citestrongandthoroughtextualevidencetosupport
analysisofwhatthetextsaysexplicitlyaswellas

inferencesdrawnfromthetext.
StandardsAddressedLessonTwo:
CCSS.ELALITERACY.SL.910.1.C
Propelconversationsbyposingandrespondingto
questionsthatrelatethecurrentdiscussiontobroader
themesorlargerideasactivelyincorporateothersintothe
discussionandclarify,verify,orchallengeideasand
conclusions.
CCSS.ELALITERACY.RL.910.1
Citestrongandthoroughtextualevidencetosupport
analysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext.
StandardsAddressedLessonThree:
CCSS.ELALITERACY.W.910.3
Writenarrativestodeveloprealorimaginedexperiencesor
eventsusingeffectivetechnique,wellchosendetails,and
wellstructuredeventsequences.
CCSS.ELALITERACY.W.910.3.E
Provideaconclusionthatfollowsfromandreflectsonwhat
isexperienced,observed,orresolvedoverthecourseof
thenarrative.

Theoreticalfoundation
Whilethefirstlessonhasmoreindependenttimeinorderfor
studentstocompletetheirreading,therearescaffoldsinplaceofconnectingevents
theyarefamiliarwithtotheconcept,aswellasreflectingafterwardsupontheirthought
processesandlearning.Inthefollowingtwolessons,thedesignfollowsamore
obviousscaffoldingpattern,inwhichactivitiesgofromhighlysupported,aswiththe
closereadingofthetext,tolessso,inwhichstudentscollaborateandtheinstructoris
lessresponsibleandmeddling,toindependentpracticeinthelastlesson,where
studentscreatetheirownrespectiveendingstoshareanddiscusswithoneanother.In
thisunit,thereisareleaseofresponsibilityfromtheinstructortothestudents,
especiallyintheshifttotheirownclosereadingandthencomingtogethertoinitiate
andperpetuatetheirownfishbowlconversations.AsVygotskyisdiscussedin
TeachingTowardGreatConversations
,students,andpeopleingeneral,learntothink
byparticipatinginconversations.Gettingstudentstothinkaloud,sharetheirthoughts,
beawareoftheirpeers,andaskquestionsofthemselves,thetext,andoneanotheris
animportantpartoflearningandbuildingthatautonomythatstudentsneedtofeeland
besuccessful.Beforethiscanoccurfromclosereading,however,studentsneedand
benefitfromteachermodeling,whichisacrucialcomponentofreleasing
responsibilityaccordingtoFreys
ReleasingResponsibility
.Inthis,itistheprocess
thatisparamounttoshow,nottheresult,inteachingstudentshowtoengagewithand
analyzetextontheirown.Increatingthisunitplan,IneededtoreallyexaminewhatI
knowaboutmystudents,andhowwellIknowthembothaslearnersandas
individuals.Iknowwhattheyhaveexcelledinduringpreviousunitsandinstructionand
whattheyhavestruggledwith,andIknowthatdiscussionactivitieswheretheyshare
theirownideasreallyexcitethem.Asdescribedinchapterone,
KnowingourStudents
asLearners
,fromWilliamPowellandOchanKusuma
Powellsbook
HowtoTeach

Now
,learningasmuchaspossibleaboutthediversearrayofwhatmakesand
influencesastudent,fromsocioculturalbackgroundtolearningstylestopersonal
preferencesandeverythinginbetweenhelpstomaximizelearningandhelps
instructorsbetterengageandempathizewiththeirstudents.
Evidenceofunderstanding/Assessment
1.Informalchecksforunderstanding/Formativeassessment

Inthefirstlesson
tudentswillwritetheirpredictionsandconfusionsastheyreadthestory,andatthe
closeofclass,willcompleteanexitslipthatbothasksforreflectionastothe
accuracyoftheirpredictionsaswellaschecksfortheirunderstandingsofarof
causeandeffect.Iwillassessbothofthesetochecktheirlearningandalsoinform
myinstructionforthenextday,indecidingwhetherstudentscanindependently
annotateandreadafterthemodeling,orwhetheritwouldbettersuitthemtodoitin
hetergeneousgroups.
Inthenextlesson,theirannotationsofthetextasweclosereadtogetherwillserve
asaninformalcheckoftheirunderstandingandthoughtprocessesastheylearn,
andthefishbowlexercisewillserveasadisplayoftheirunderstandingaswell.As
therearethreedifferentoptionsofparticipation,onegroupIwillevaluateasthey
leadthediscussionwhiletheothersIwillcollectandevaluatetheirnotesor
submittedquestionsinordertochecktheirparticipationaswellastheir
engagementwiththeconceptandconversationaboutcauseandeffect.
2.Performancetask/Summativeassessment

Studentswillcomeupwithanew
endingfor
ASoundofThunder
,incorporatingpossibleeffectstheyfeelcouldbe
borneofthegreatcausetobeexploredinthestory.Theywillsharetheirstories
anddiscusswhytheyfeeltheirideasarejustifiedandlogical,followingthecause,
anddisplaytheirunderstandingoftherelationshipbetweencauseandeffectandits
roleinliterature.Thiswillculminateinexhibitingtheirknowledgeofcauseand
effectthroughtheirownideasandthoughtprocessincreatingendingsthat
defensiblycouldhavefinishedofftheshortstory.
Learningexperiences

1. Introductoryactivities
Inthebeginningoftheunit,wewilldiscuss
famousexamplesofcauseandeffect,inwhichtherelationship
betweenthetwowillbecomemoreclear,likehowtheTitanichitan
iceberg,andasaresult,sank.Wewilldigfurtherintothisexample.
Whatcausedthecause?Whatareothereffectsoftheshiphittingthe
glacier?Studentscanvolunteerotherfamiliar,obviousexamples
showingtherelationshipbetweencauseandeffect.Thenthe
instructorwillmakeawordwebaroundtheshortstory'stitlewith
topicalwordsthatrelatetothestorytimetravel,hunting,dinosaurs,
change,thefutureandstudentswillpredict,basedonthemap,what
theythinkthestorywillbeabout.
2. Instructionalactivities
Eachminilessonwithinthelessonsdraws
backtothebigideaofcauseandeffectinliterature,andeach
respectiveactivityprovidesopportunitiesforstudentstoengagewith
andexplorethatrelationshipindifferentways.Thisisdoneinbuilding
upontheirknowledgeofreadingliterature,connectingtheideasof
thisnewconcepttoonestheyarefamiliarwith,lookingatthe
consequenceswithinthetextandengagingwiththeminwriting,

questioning,anddiscussing,andfinally,creatingtheirownendingto
thestorywithitsowneffects,basedontheevidencetheyfindof
causesinthestory.Theconceptwillbediscussedatlength,andfirst
willbeprimedbyaccessingknowledgetheyalreadyarefamiliarwith
inmorebroadexamplesofactionandreaction.
3. Reflectionactivities
Intheirfirstreadingoftheshortstory,short
answerresponseswillbeembeddedintothetext,sothatstudentswill
havequestionstoanswerorplacestonotetheirthoughtsor
confusiondirectlyintothetextasitprogresses.Thisisdoneinboth
digitalandprintformats.Studentswillreturntotheirpredictionsin
ordertocompletetheirexitticketatthecloseofthefirstlesson.There
theywillreflectontheaccuracyoftheirpredictions,andwhyorwhy
nottheywerecloseintheirassumptions.Theywillanswer,Howis
mypredictiondifferentfromtheactualstory?andWhyiscauseand
effectimportantinthisstory?andHowconfidentdoIfeelaboutmy
knowledgeofcauseandeffect?Thesewillbeusedtotailorthe
instructionandfocusforlearningforthenextlesson.Thenextday,a
guidedclosereadwillgivestudentstheopportunitytorefinetheir
skillsinreadingandanalyzing,andthefishbowlinthesecondhalfof
classwillhelpthemtopracticediscourse,gatheringevidence,and
makingclaimsinalowstakesenvironmentofequaldiscussion.
4. Anticipatedschedule

Lesso
nOne

HookandIntro(510
Independentwork(3040 ExitTicket(lessthan
minutes):
minutes):
5minutes):
Classwilldiscuss
Studentswillhavetheir Afterstudents
choicestheyhave
firstreadofRay
completereading,
made,whethersmall
Bradburys
ASoundof studentswill
recentonesorpastbig
Thunder
,eitherin
completeanexit
onesandtalkabout
digitalorprintformats. ticket,whichthey
theeffectsthat
Thereareopportunities havedonebeforein
followedthatchoice.
forstudentstowrite
previouslessons.It
Didtheyknowwhat
theirquestions,
istohelpmecheck
wouldhappen,anddid
confusions,or
theirunderstanding
whatfollowedhappen
predictionsembedded aswellasforthemto
astheyhad
intovariouschunksof
reflectontheir
anticipated?
thetext.
learning.Thereare
Thiswillleadintothe
twoquestionsfor
askingessential
themtoconsider:
questions,whichwill
Howaccuratewere
helpframeandguide
yourpredictionsas
theirreadingtofollow:
youread?Didwhat
Whatconsequences
youthinkwas
canaccompanya
goingtohappen
choice?
actuallyoccur?
Canactionshave
Howconfidentare

unforeseeableas
wellasforeseeable
consequences?

Lesso
nTwo

youwiththe
conceptofthe
causeandeffect
relationshipsofar,
aftertodays
activities?
Theywillturninthis
exitslipasthey
leaveclass.

GuidedCloseReading Independentorsmall
Collaborative
(15minutes):
groupclosereading(20
fishbowl(25
Closereadingwillbe
minutes):
minutes):
modeledandguided
Dependingontheir
Studentswill
bytheinstructorasthe confidenceafterthe
engageina
class,together,looks
guidedclosereadingas
fishbowldiscussion
ataspecificpassage.
wellasevaluatingtheir
aftertheyfinish
Firstthepassageis
exitslipsfromthe
annotatingand
readandany
previousday,students
closelyreadingthe
confusingor
willthengoontoread,
specificpiecesfrom
interestingtermsor
annotate,andrespond
thetext.
phrasesaremarked,
totwomorespecific
Therearethree
andquestionsand
excerptsfromtheshort
optionsforstudent
commentsarewritten
storytopreparethem
participation:inthe
onthetext.Thenthe
forthefishbowlactivity.
middleofthe
excerptisreadagain
Theywilllookatthe
fishbowl,oronthe
withaguiding
relationshipofcause
outsideeithertaking
question,like,How
andeffectaswellas
notesorwritingand
doesthisdescriptionof revisitconceptsfrom
submitting
theTimeTraveloffice
previouslessons,such
questionstothe
prepareusfortherest
asdiction,andhowboth discoursegroup.
ofthestoryandgive
theseconceptscreate
Thereisalsoahot
usanideaofwhatthis meaning.
seatsothat
futureworldislike?
studentswhofeel
Itisreadagainand
inspiredtojumpinto
annotatedasaclass
theconversation
throughthatlens.
fromtheoutercircle
maydoso.
Thefishbowlwill
beginwithastudent
questionaboutthe
textandtheywill
discusstheirideas
andsupportthem
withtextual
evidence.

Lesso
n
Three

Independentwork
Smallgroups(15
Classdiscussion
(2530minutes):
minutes):
(1015minutes):
Studentswillwritea
Studentswillshare
Studentswillread
newendingto
theirendings,whether
thetopfive(there
Bradburys
ASound
verbatimoran
arefiveclass
ofThunder
basedon
overview,withtheir
groups)endings
theirknowledgeofthe
smallgroups,andthey
andindividually
storyandwiththe
willjustifytoone
voteontheir
text,whattheyfeel
another,usingthetext,
favorite.Thewinner
justifiedinthenew
whytheymadethose
willdefendtheir
effectsseenofthe
creativedecisionsin
storytotheclass
greatcausebeing.
alteringtheeffects
usingtextual
Theyaretoldthatitis
seenintheend.
evidence.
creativebuttheyneed
Asagroup,theywill
Ifthereisaclose
tobepreparedto
discussanddecideon
callortie,the
defendtheirversion
theirfavoriteendingto
authorsinquestion
oftheendingtotheir
sendintosocrative.com willdefendtheir
peersusingevidence
sothattheclasscan
storytotherestof
fromthetext.
voteontheending.
theclassand
Studentswillwritea
anothervote
fewsentencesin
betweenthetwowill
defenseoftheir
betaken.
storiesandhowthey
arejustifiedwith
textualevidence.

Differentiation&Academiclanguage
Instructionswillbegivenbothverballyandin
text,astheywillbepostedtotheclassblogsothattheycanbeaccessedatanytime.
Hardcopiesofthetextwillbeavailableforstudentswhopreferit,anddigitalwillbe
availableaswellforthosewhopreferthatinstead.Therewillalsobeavocabulary
sheetprovidedforstudentstoreferto,asthelanguageisrichandattimes,
challenging.Idontwantthemtobedauntedbythetext,butreallybeabletoreaditfor
theconcept,notaspecificvocabularylesson.Studentswhopreferlisteningtothestory
andfollowingalongwillhaveaccesstotheaudiorecordingoftheshortstoryaswell.In
thesecondlesson,closereadingwillbeguidedtostart.Thoughtheyhaveparticipated
inthiskindofreadingbefore,inwhichtheyannotateandreadforaspecificpurpose,it
hasbeenawhileandthemajorityofmystudentsneedalotofthatkindofscaffolding
tohelpthemrefreshandremembertheskills.Optionsforparticipatinginthefishbowl
willbemodeledbeforeitcommences,asthereareopportunitiesformorevocal,more
thoughtful,andmorequietorindependentstudentstoallparticipate.Framesfor
thoughtfuldiscussion,notetakingandreflection,orquestioncreationwillbeprovided
aswell.Thefinallessoninwritingtheirownstoriesissomethingthatstudentswill
reallyenjoyandthatanyofminehaveshowntheycando.Italsoallowsforlotsof
differentthinkersandwritingstylestoparticipateaslongastheycanshowhowthey
reasonablyreachedthatconclusionbasedonwhattheyknowandhavereadinthe

text.
Foracademiclanguage,thetermsofcauseandeffectwillbefamiliartostudents,but
willberetaughtinthecontextofliteratureandthisshortstoryinparticular.The
referenceoftheirownexperienceandchoiceswillbeveryhelpfulinstudentsof
varyingacademicandlinguisticabilitiesandproficienciestobridgetheirprior
knowledgetothisnewlearning.Theywillalsousenarrativeandliterarytermsin
reading,writing,andspeakingthathavebeenlearnedinpreviousunits,likethemeand
diction.

Reflection
Increatingthisunitplan,IreallywantedtothinkofhowIwouldteachthis
textandthisconcepttothegroupofstudentsIhavenow,whoareaninterestingand
diversegroupoflearners.Whatwouldinterestthem?Whatwouldreallymakethis
conceptstickwiththem?EverytimeIreturnedtothis,bothasIwaswritingitoriginally
andasIwasaddressingfeedbackfrommydrafts,therewassomethingnewIwanted
toadd,orsomethingmoreobviousthatIwantedtochangeinordertomakeitmore
accessibleormoremeaningfulforstudents.IloveBradburysstyleandthinkthisshort
storyisagreatwaytointroducehimandhisworktomystudentswhowouldbe
interestedandthatitcreatesagreatopportunitytolearnaboutcauseandeffectandto
bolsterpriorliterarylearningaswell.

READINGMATERIALFORSTUDENTS(highlightedsectionswillbeforclosereading
lesson2)

ASoundofThunder
RayBradbury

Thesignonthewallseemedtoquaverunderafilmofslidingwarmwater.Eckelsfelthiseyelidsblink
overhisstare,andthesignburnedinthismomentarydarkness:

TIMESAFARI,INC.
SAFARISTOANYYEARINTHEPAST.
YOUNAMETHEANIMAL.
WETAKEYOUTHERE.
YOUSHOOTIT.

WarmphlegmgatheredinEckels'throatheswallowedandpusheditdown.Themusclesaroundhis
mouthformedasmileasheputhishandslowlyoutupontheair,andinthathandwavedacheckfor
tenthousanddollarstothemanbehindthedesk.

"DoesthissafariguaranteeIcomebackalive?"

"Weguaranteenothing,"saidtheofficial,"exceptthedinosaurs."Heturned."ThisisMr.Travis,your
SafariGuideinthePast.He'lltellyouwhatandwheretoshoot.Ifhesaysnoshooting,noshooting.If
youdisobeyinstructions,there'sastiffpenaltyofanothertenthousanddollars,pluspossible
governmentaction,onyourreturn."

Eckelsglancedacrossthevastofficeatamassandtangle,asnakingandhummingofwiresandsteel
boxes,atanaurorathatflickerednoworange,nowsilver,nowblue.Therewasasoundlikeagigantic
bonfireburningallofTime,alltheyearsandalltheparchmentcalendars,allthehourspiledhighand
setaflame.

Atouchofthehandandthisburningwould,ontheinstant,beautifullyreverseitself.Eckels
rememberedthewordingintheadvertisementstotheletter.Outofcharsandashes,outofdustand
coals,likegoldensalamanders,theoldyears,thegreenyears,mightleaprosessweetentheair,
whitehairturnIrishblack,wrinklesvanishall,everythingflybacktoseed,fleedeath,rushdownto
theirbeginnings,sunsriseinwesternskiesandsetingloriouseasts,moonseatthemselvesopposite
tothecustom,allandeverythingcuppingoneinanotherlikeChineseboxes,rabbitsintohats,alland
everythingreturningtothefreshdeath,theseeddeath,thegreendeath,tothetimebeforethe
beginning.Atouchofahandmightdoit,themeresttouchofahand.

"Unbelievable."Eckelsbreathed,thelightoftheMachineonhisthinface."ArealTimeMachine."He
shookhishead."Makesyouthink,Iftheelectionhadgonebadlyyesterday,Imightbeherenow
runningawayfromtheresults.ThankGodKeithwon.He'llmakeafinePresidentoftheUnited
States."

"Yes,"saidthemanbehindthedesk."We'relucky.IfDeutscherhadgottenin,we'dhavetheworst
kindofdictatorship.There'sanantieverythingmanforyou,amilitarist,antiChrist,antihuman,
antiintellectual.Peoplecalledusup,youknow,jokingbutnotjoking.SaidifDeutscherbecame
Presidenttheywantedtogolivein1492.Ofcourseit'snotourbusinesstoconductEscapes,butto
formSafaris.Anyway,Keith'sPresidentnow.Allyougottoworryaboutis"

"Shootingmydinosaur,"Eckelsfinisheditforhim.

"ATyrannosaurusRex.TheTyrantLizard,themostincrediblemonsterinhistory.Signthisrelease.
Anythinghappenstoyou,we'renotresponsible.Thosedinosaursarehungry."

Eckelsflushedangrily."Tryingtoscareme!"

"Frankly,yes.Wedon'twantanyonegoingwho'llpanicatthefirstshot.SixSafarileaderswerekilled
lastyear,andadozenhunters.We'reheretogiveyoutheseverestthrillarealhuntereveraskedfor.
TravelingyoubacksixtymillionyearstobagthebiggestgameinallofTime.Yourpersonalcheck's
stillthere.Tearitup."Mr.Eckelslookedatthecheck.Hisfingerstwitched.

"Goodluck,"saidthemanbehindthedesk."Mr.Travis,he'sallyours."

Theymovedsilentlyacrosstheroom,takingtheirgunswiththem,towardtheMachine,towardthe
silvermetalandtheroaringlight.

Firstadayandthenanightandthenadayandthenanight,thenitwasdaynightdaynight.Aweek,
amonth,ayear,adecade!A.D.2055.A.D.2019.1999!1957!Gone!TheMachineroared.
Theyputontheiroxygenhelmetsandtestedtheintercoms.

Eckelsswayedonthepaddedseat,hisfacepale,hisjawstiff.Hefeltthetremblinginhisarmsandhe
lookeddownandfoundhishandstightonthenewrifle.TherewerefourothermenintheMachine.
Travis,theSafariLeader,hisassistant,Lesperance,andtwootherhunters,BillingsandKramer.They
satlookingateachother,andtheyearsblazedaroundthem.

"Canthesegunsgetadinosaurcold?"Eckelsfelthismouthsaying.

"Ifyouhitthemright,"saidTravisonthehelmetradio."Somedinosaurshavetwobrains,oneinthe
head,anotherfardownthespinalcolumn.Westayawayfromthose.That'sstretchingluck.Putyour
firsttwoshotsintotheeyes,ifyoucan,blindthem,andgobackintothebrain."
TheMachinehowled.Timewasafilmrunbackward.Sunsfledandtenmillionmoonsfledafterthem.
"Think,"saidEckels."Everyhunterthateverlivedwouldenvyustoday.ThismakesAfricaseemlike
Illinois."


TheMachinesloweditsscreamfelltoamurmur.TheMachinestopped.

Thesunstoppedinthesky.

ThefogthathadenvelopedtheMachineblewawayandtheywereinanoldtime,averyoldtime
indeed,threehuntersandtwoSafariHeadswiththeirbluemetalgunsacrosstheirknees.

"Christisn'tbornyet,"saidTravis,"MoseshasnotgonetothemountainstotalkwithGod.The
Pyramidsarestillintheearth,waitingtobecutoutandputup.Rememberthat.Alexander,Caesar,
Napoleon,Hitlernoneofthemexists."Themannodded.

"That"Mr.Travispointed"isthejungleofsixtymilliontwothousandandfiftyfiveyearsbefore
PresidentKeith."

Heindicatedametalpaththatstruckoffintogreenwilderness,overstreamingswamp,amonggiant
fernsandpalms.

"Andthat,"hesaid,"isthePath,laidbyTimeSafariforyouruse,
Itfloatssixinchesabovetheearth.Doesn'ttouchsomuchasonegrassblade,flower,ortree.It'san
antigravitymetal.Itspurposeistokeepyoufromtouchingthisworldofthepastinanyway.Stayon
thePath.Don'tgooffit.Irepeat.Don'tgooff.Foranyreason!Ifyoufalloff,there'sapenalty.And
don'tshootanyanimalwedon'tokay."

"Why?"askedEckels.

Theysatintheancientwilderness.Farbirds'criesblewonawind,andthesmelloftarandanoldsalt
sea,moistgrasses,andflowersthecolorofblood.

"Wedon'twanttochangetheFuture.Wedon'tbelonghereinthePast.Thegovernmentdoesn'tlike
ushere.Wehavetopaybiggrafttokeepourfranchise.ATimeMachineisfinickybusiness.Not
knowingit,wemightkillanimportantanimal,asmallbird,aroach,aflowereven,thusdestroyingan
importantlinkinagrowingspecies."

"That'snotclear,"saidEckels.

"Allright,"Traviscontinued,"sayweaccidentallykillonemousehere.Thatmeansallthefuture
familiesofthisoneparticularmousearedestroyed,right?"

"Right"

"Andallthefamiliesofthefamiliesofthefamiliesofthatonemouse!Withastampofyourfoot,you
annihilatefirstone,thenadozen,thenathousand,amillion,abillionpossiblemice!"

"Sothey'redead,"saidEckels."Sowhat?"


"Sowhat?"Travissnortedquietly."Well,whataboutthefoxesthat'llneedthosemicetosurvive?For
wantoftenmice,afoxdies.Forwantoftenfoxesalionstarves.Forwantofalion,allmannerof
insects,vultures,infinitebillionsoflifeformsarethrownintochaosanddestruction.Eventuallyitall
boilsdowntothis:fiftyninemillionyearslater,acaveman,oneofadozenontheentireworld,goes
huntingwildboarorsabertoothedtigerforfood.Butyou,friend,havesteppedonallthetigersinthat
region.Bysteppingononesinglemouse.Sothecavemanstarves.Andthecaveman,pleasenote,is
notjustanyexpendableman,no!Heisanentirefuturenation.Fromhisloinswouldhavesprungten
sons.Fromtheirloinsonehundredsons,andthusonwardtoacivilization.Destroythisoneman,and
youdestroyarace,apeople,anentirehistoryoflife.ItiscomparabletoslayingsomeofAdam's
grandchildren.Thestompofyourfoot,ononemouse,couldstartanearthquake,theeffectsofwhich
couldshakeourearthanddestiniesdownthroughTime,totheirveryfoundations.Withthedeathof
thatonecaveman,abillionothersyetunbornarethrottledinthewomb.PerhapsRomeneverriseson
itssevenhills.PerhapsEuropeisforeveradarkforest,andonlyAsiawaxeshealthyandteeming.
SteponamouseandyoucrushthePyramids.Steponamouseandyouleaveyourprint,likeaGrand
Canyon,acrossEternity.QueenElizabethmightneverbeborn,Washingtonmightnotcrossthe
Delaware,theremightneverbeaUnitedStatesatall.Sobecareful.StayonthePath.Neverstepoff!"

"Isee,"saidEckels."Thenitwouldn'tpayforuseventotouchthegrass?"

"Correct.Crushingcertainplantscouldaddupinfinitesimally.Alittleerrorherewouldmultiplyinsixty
millionyears,alloutofproportion.Ofcoursemaybeourtheoryiswrong.MaybeTimecan'tbe
changedbyus.Ormaybeitcanbechangedonlyinlittlesubtleways.Adeadmouseheremakesan
insectimbalancethere,apopulationdisproportionlater,abadharvestfurtheron,adepression,mass
starvation,andfinally,achangeinsocialtemperamentinfarflungcountries.Somethingmuchmore
subtle,likethat.Perhapsonlyasoftbreath,awhisper,ahair,pollenontheair,suchaslight,slight
changethatunlessyoulookedcloseyouwouldn'tseeit.Whoknows?Whoreallycansayheknows?
Wedon'tknow.We'reguessing.ButuntilwedoknowforcertainwhetherourmessingaroundinTime
canmakeabigroaroralittlerustleinhistory,we'rebeingcareful.ThisMachine,thisPath,your
clothingandbodies,weresterilized,asyouknow,beforethejourney.Weweartheseoxygenhelmets
sowecan'tintroduceourbacteriaintoanancientatmosphere."

"Howdoweknowwhichanimalstoshoot?"

"They'remarkedwithredpaint,"saidTravis."Today,beforeourjourney,wesentLesperancehere
backwiththeMachine.Hecametothisparticulareraandfollowedcertainanimals."
"Studyingthem?"

"Right,"saidLesperance."Itrackthemthroughtheirentireexistence,notingwhichofthemlives
longest.Veryfew.Howmanytimestheymate.Notoften.Life'sshort,WhenIfindonethat'sgoingto
diewhenatreefallsonhim,oronethatdrownsinatarpit,Inotetheexacthour,minute,andsecond.
Ishootapaintbomb.Itleavesaredpatchonhisside.Wecan'tmissit.ThenIcorrelateourarrivalin
thePastsothatwemeettheMonsternotmorethantwominutesbeforehewouldhavediedanyway.
Thisway,wekillonlyanimalswithnofuture,thatarenevergoingtomateagain.Youseehowcareful
weare?"


"ButifyoucomebackthismorninginTime,"saidEckelseagerly,youmust'vebumpedintous,our
Safari!Howdiditturnout?Wasitsuccessful?Didallofusgetthroughalive?"

TravisandLesperancegaveeachotheralook.

"That'dbeaparadox,"saidthelatter."Timedoesn'tpermitthatsortofmessamanmeetinghimself.
Whensuchoccasionsthreaten,Timestepsaside.Likeanairplanehittinganairpocket.Youfeltthe
Machinejumpjustbeforewestopped?ThatwasuspassingourselvesonthewaybacktotheFuture.
Wesawnothing.There'snowayoftellingifthisexpeditionwasasuccess,ifwegotourmonster,or
whetherallofusmeaningyou,Mr.Eckelsgotoutalive."

Eckelssmiledpalely.

"Cutthat,"saidTravissharply."Everyoneonhisfeet!"

TheywerereadytoleavetheMachine.

Thejunglewashighandthejunglewasbroadandthejunglewastheentireworldforeverandforever.
Soundslikemusicandsoundslikeflyingtentsfilledthesky,andthosewerepterodactylssoaringwith
cavernousgraywings,giganticbatsofdeliriumandnightfever.
Eckels,balancedonthenarrowPath,aimedhisrifleplayfully.

"Stopthat!"saidTravis."Don'tevenaimforfun,blastyou!Ifyourgunsshouldgooff"

Eckelsflushed."Where'sourTyrannosaurus?"

Lesperancecheckedhiswristwatch."Upahead,We'llbisecthistrailinsixtyseconds.Lookforthered
paint!Don'tshoottillwegivetheword.StayonthePath.StayonthePath!"

Theymovedforwardinthewindofmorning.

"Strange,"murmuredEckels."Upahead,sixtymillionyears,ElectionDayover.KeithmadePresident.
Everyonecelebrating.Andhereweare,amillionyearslost,andtheydon'texist.Thethingswe
worriedaboutformonths,alifetime,notevenbornorthoughtofyet."

"Safetycatchesoff,everyone!"orderedTravis."You,firstshot,Eckels.Second,Billings,Third,
Kramer."

"I'vehuntedtiger,wildboar,buffalo,elephant,butnow,thisisit,"saidEckels."I'mshakinglikeakid."

"Ah,"saidTravis.

Everyonestopped.

Travisraisedhishand."Ahead,"hewhispered."Inthemist.Thereheis.There'sHisRoyalMajesty
now."

Thejunglewaswideandfulloftwitterings,rustlings,murmurs,andsighs.

Suddenlyitallceased,asifsomeonehadshutadoor.

Silence.

Asoundofthunder.

Outofthemist,onehundredyardsaway,cameTyrannosaurusRex.

"It,"whisperedEckels."It......

"Sh!"

Itcameongreatoiled,resilient,stridinglegs.Ittoweredthirtyfeetabovehalfofthetrees,agreatevil
god,foldingitsdelicatewatchmaker'sclawsclosetoitsoilyreptilianchest.Eachlowerlegwasa
piston,athousandpoundsofwhitebone,sunkinthickropesofmuscle,sheathedoverinagleamof
pebbledskinlikethemailofaterriblewarrior.Eachthighwasatonofmeat,ivory,andsteelmesh.
Andfromthegreatbreathingcageoftheupperbodythosetwodelicatearmsdangledoutfront,arms
withhandswhichmightpickupandexaminemenliketoys,whilethesnakeneckcoiled.Andthehead
itself,atonofsculpturedstone,liftedeasilyuponthesky.Itsmouthgaped,exposingafenceofteeth
likedaggers.Itseyesrolled,ostricheggs,emptyofallexpressionsavehunger.Itcloseditsmouthina
deathgrin.Itran,itspelvicbonescrushingasidetreesandbushes,itstalonedfeetclawingdamp
earth,leavingprintssixinchesdeepwhereveritsettleditsweight.

Itranwithaglidingballetstep,fartoopoisedandbalancedforitstentons.Itmovedintoasunlitarea
warily,itsbeautifullyreptilianhandsfeelingtheair.
"Why,why,"Eckelstwitchedhismouth."Itcouldreachupandgrabthemoon."

"Sh!"Travisjerkedangrily."Hehasn'tseenusyet."

"Itcan'tbekilled,"Eckelspronouncedthisverdictquietly,asiftherecouldbenoargument.Hehad
weighedtheevidenceandthiswashisconsideredopinion.Therifleinhishandsseemedacapgun.
"Wewerefoolstocome.Thisisimpossible."

"Shutup!"hissedTravis.

"Nightmare."

"Turnaround,"commandedTravis."WalkquietlytotheMachine.We'llremithalfyourfee."

"Ididn'trealizeitwouldbethisbig,"saidEckels."Imiscalculated,that'sall.AndnowIwantout."


"Itseesus!"

"There'stheredpaintonitschest!"

TheTyrantLizardraiseditself.Itsarmoredfleshglitteredlikeathousandgreencoins.Thecoins,
crustedwithslime,steamed.Intheslime,tinyinsectswriggled,sothattheentirebodyseemedto
twitchandundulate,evenwhilethemonsteritselfdidnotmove.Itexhaled.Thestinkofrawfleshblew
downthewilderness.

"Getmeoutofhere,"saidEckels."Itwasneverlikethisbefore.IwasalwayssureI'dcomethrough
alive.Ihadgoodguides,goodsafaris,andsafety.Thistime,Ifiguredwrong.I'vemetmymatchand
admitit.Thisistoomuchformetogetholdof."

"Don'trun,"saidLesperance."Turnaround.HideintheMachine."

"Yes."Eckelsseemedtobenumb.Helookedathisfeetasiftryingtomakethemmove.Hegavea
gruntofhelplessness.

"Eckels!"

Hetookafewsteps,blinking,shuffling.

"Notthatway!"

TheMonster,atthefirstmotion,lungedforwardwithaterriblescream.Itcoveredonehundredyards
insixseconds.Theriflesjerkedupandblazedfire.Awindstormfromthebeast'smouthengulfedthem
inthestenchofslimeandoldblood.TheMonsterroared,teethglitteringwithsun.
Theriflescrackedagain,Theirsoundwaslostinshriekandlizardthunder.Thegreatlevelofthe
reptile'stailswungup,lashedsideways.Treesexplodedincloudsofleafandbranch.TheMonster
twitcheditsjeweler'shandsdowntofondleatthemen,totwisttheminhalf,tocrushthemlikeberries,
tocramthemintoitsteethanditsscreamingthroat.Itsboulderstoneeyesleveledwiththemen.They
sawthemselvesmirrored.Theyfiredatthemetalliceyelidsandtheblazingblackiris,

Likeastoneidol,likeamountainavalanche,Tyrannosaurusfell.

Thundering,itclutchedtrees,pulledthemwithit.ItwrenchedandtorethemetalPath.Themenflung
themselvesbackandaway.Thebodyhit,tentonsofcoldfleshandstone.Thegunsfired.The
Monsterlasheditsarmoredtail,twitcheditssnakejaws,andlaystill.Afountofbloodspurtedfromits
throat.Somewhereinside,asacoffluidsburst.Sickeninggushesdrenchedthehunters.Theystood,
redandglistening.

Thethunderfaded.

Thejunglewassilent.Aftertheavalanche,agreenpeace.Afterthenightmare,morning.

BillingsandKramersatonthepathwayandthrewup.TravisandLesperancestoodwithsmoking
rifles,cursingsteadily.IntheTimeMachine,onhisface,Eckelslayshivering.Hehadfoundhisway
backtothePath,climbedintotheMachine.

Traviscamewalking,glancedatEckels,tookcottongauzefromametalbox,andreturnedtothe
others,whoweresittingonthePath.

"Cleanup."

Theywipedthebloodfromtheirhelmets.Theybegantocursetoo.TheMonsterlay,ahillofsolid
flesh.Within,youcouldhearthesighsandmurmursasthefurthestchambersofitdied,theorgans
malfunctioning,liquidsrunningafinalinstantfrompockettosactospleen,everythingshuttingoff,
closingupforever.Itwaslikestandingbyawreckedlocomotiveorasteamshovelatquittingtime,all
valvesbeingreleasedorleveredtight.Bonescrackedthetonnageofitsownflesh,offbalance,dead
weight,snappedthedelicateforearms,caughtunderneath.Themeatsettled,quivering.

Anothercrackingsound.Overhead,agigantictreebranchbrokefromitsheavymooring,fell.It
crasheduponthedeadbeastwithfinality.

"There."Lesperancecheckedhiswatch."Rightontime.That'sthegianttreethatwasscheduledtofall
andkillthisanimaloriginally."Heglancedatthetwohunters."Youwantthetrophypicture?"

"What?"

"Wecan'ttakeatrophybacktotheFuture.Thebodyhastostayrightherewhereitwouldhavedied
originally,sotheinsects,birds,andbacteriacangetatit,astheywereintendedto.Everythingin
balance.Thebodystays.Butwecantakeapictureofyoustandingnearit."
Thetwomentriedtothink,butgaveup,shakingtheirheads.

TheyletthemselvesbeledalongthemetalPath.TheysankwearilyintotheMachinecushions.They
gazedbackattheruinedMonster,thestagnatingmound,wherealreadystrangereptilianbirdsand
goldeninsectswerebusyatthesteamingarmor.AsoundontheflooroftheTimeMachinestiffened
them.Eckelssatthere,shivering.

"I'msorry,"hesaidatlast.

"Getup!"criedTravis.

Eckelsgotup.

"GooutonthatPathalone,"saidTravis.Hehadhisriflepointed,"You'renotcomingbackinthe
Machine.We'releavingyouhere!"

LesperanceseizedTravis'sarm."Wait"

"Stayoutofthis!"Travisshookhishandaway."Thisfoolnearlykilledus.Butitisn'tthatsomuch,no.
It'shisshoes!Lookatthem!HeranoffthePath.Thatruinsus!We'llforfeit!Thousandsofdollarsof
insurance!WeguaranteenooneleavesthePath.Heleftit.Oh,thefool!I'llhavetoreporttothe
government.Theymightrevokeourlicensetotravel.Whoknowswhathe'sdonetoTime,toHistory!"

"Takeiteasy,allhedidwaskickupsomedirt."

"Howdoweknow?"criedTravis."Wedon'tknowanything!It'sallamystery!Getoutofhere,Eckels!"

Eckelsfumbledhisshirt."I'llpayanything.Ahundredthousanddollars!"

TravisglaredatEckels'checkbookandspat."Gooutthere.TheMonster'snexttothePath.Stickyour
armsuptoyourelbowsinhismouth.Thenyoucancomebackwithus."

"That'sunreasonable!"

"TheMonster'sdead,youidiot.Thebullets!Thebulletscan'tbeleftbehind.Theydon'tbelonginthe
Pasttheymightchangeanything.Here'smyknife.Digthemout!"

Thejunglewasaliveagain,fulloftheoldtremoringsandbirdcries.Eckelsturnedslowlytoregardthe
primevalgarbagedump,thathillofnightmaresandterror.Afteralongtime,likeasleepwalkerhe
shuffledoutalongthePath.

Hereturned,shuddering,fiveminuteslater,hisarmssoakedandredtotheelbows.Heheldouthis
hands.Eachheldanumberofsteelbullets.Thenhefell.Helaywherehefell,notmoving.

"Youdidn'thavetomakehimdothat,"saidLesperance.

"Didn'tI?It'stooearlytotell."Travisnudgedthestillbody."He'lllive.Nexttimehewon'tgohunting
gamelikethis.Okay."HejerkedhisthumbwearilyatLesperance."Switchon.Let'sgohome."

1492.1776.1812.

Theycleanedtheirhandsandfaces.Theychangedtheircakingshirtsandpants.Eckelswasupand
aroundagain,notspeaking.Travisglaredathimforafulltenminutes.

"Don'tlookatme,"criedEckels."Ihaven'tdoneanything."

"Whocantell?"

"JustranoffthePath,that'sall,alittlemudonmyshoeswhatdoyouwantmetodogetdownand
pray?"

"Wemightneedit.I'mwarningyou,Eckels,Imightkillyouyet.I'vegotmygunready."

"I'minnocent.I'vedonenothing!"

1999.2000.2055.

TheMachinestopped.

"Getout,"saidTravis.

Theroomwasthereastheyhadleftit.Butnotthesameastheyhadleftit.Thesamemansatbehind
thesamedesk.Butthesamemandidnotquitesitbehindthesamedesk.Travislookedaround
swiftly."Everythingokayhere?"hesnapped.

"Fine.Welcomehome!"

Travisdidnotrelax.Heseemedtobelookingthroughtheonehighwindow.

"Okay,Eckels,getout.Don'tevercomeback."Eckelscouldnotmove.
"Youheardme,"saidTravis."What'reyoustaringat?"

Eckelsstoodsmellingoftheair,andtherewasathingtotheair,achemicaltaintsosubtle,soslight,
thatonlyafaintcryofhissubliminalsenseswarnedhimitwasthere.Thecolors,white,gray,blue,
orange,inthewall,inthefurniture,intheskybeyondthewindow,were...were....Andtherewasa
feel.Hisfleshtwitched.Hishandstwitched.Hestooddrinkingtheoddnesswiththeporesofhisbody.
Somewhere,someonemusthavebeenscreamingoneofthosewhistlesthatonlyadogcanhear.His
bodyscreamedsilenceinreturn.Beyondthisroom,beyondthiswall,beyondthismanwhowasnot
quitethesamemanseatedatthisdeskthatwasnotquitethesamedesk...layanentireworldof
streetsandpeople.Whatsortofworlditwasnow,therewasnotelling.Hecouldfeelthemmoving
there,beyondthewalls,almost,likesomanychesspiecesblowninadrywind....

Buttheimmediatethingwasthesignpaintedontheofficewall,thesamesignhehadreadearlier
todayonfirstentering.Somehow,thesignhadchanged:

TYMESEFARIINC.
SEFARISTUANYYEERENTHEPAST.
YUNAIMTHEANIMALL.
WEETAEKYUTHAIR.
YUSHOOTITT.

Eckelsfelthimselffallintoachair.Hefumbledcrazilyatthethickslimeonhisboots.Heheldupaclod
ofdirt,trembling,"No,itcan'tbe.Notalittlethinglikethat.No!"

Embeddedinthemud,glisteninggreenandgoldandblack,wasabutterfly,verybeautifulandvery
dead.

"Notalittlethinglikethat!Notabutterfly!"criedEckels.


Itfelltothefloor,anexquisitething,asmallthingthatcouldupsetbalancesandknockdownalineof
smalldominoesandthenbigdominoesandthengiganticdominoes,alldowntheyearsacrossTime.
Eckels'mindwhirled.Itcouldn'tchangethings.Killingonebutterflycouldn'tbethatimportant!Couldit?

Hisfacewascold.Hismouthtrembled,asking:"Whowhowonthepresidentialelectionyesterday?"

Themanbehindthedesklaughed."Youjoking?Youknowverywell.Deutscher,ofcourse!Whoelse?
NotthatfoolweaklingKeith.Wegotanironmannow,amanwithguts!"Theofficialstopped."What's
wrong?"

Eckelsmoaned.Hedroppedtohisknees.Hescrabbledatthegoldenbutterflywithshakingfingers.
"Can'twe,"hepleadedtotheworld,tohimself,totheofficials,totheMachine,"can'twetakeitback,
can'twemakeitaliveagain?Can'twestartover?Can'twe"

Hedidnotmove.Eyesshut,hewaited,shivering.HeheardTravisbreatheloudintheroomheheard
Travisshifthisrifle,clickthesafetycatch,andraisetheweapon.

Therewasasoundofthunder.

RayBradbury,"ASoundofThunder,"inR
isforRocket
,(NewYork:Doubleday,1952)

ASSESSMENTS

Fishbowlchecklist

Formofparticipation

Levelofparticipationin
chosenform(
+,,)

SampleStudent

Tooknotesduring
fishbowl

(notesweredone,but
brief)

CreativeEndingRubric

1.Standard
NotMet

2.
Approaching
Standard

3.StandardMet

4.Exceeding
Standard

W.910.3.D
Writing
Useprecisewords
andphrases,telling
details,andsensory
languagetoconvey
avividpictureofthe
experiences,
events,setting,
and/orcharacters.

Struggled
toconvey
experience
sand
events.

Usedprecise
wordsand
phrases,
relevant
descriptive
details,and
sensory
languageto
convey
experiences
andevents.

Usedprecisewords
andphrases,telling
details,andsensory
languagetoconvey
avividpictureofthe
experiences,
events,setting,
and/orcharacters.

Useprecisewords
andphrases,telling
details,andsensory
languagetoconveya
vividandengaging
pictureofthe
experiences,events,
setting,and/or
characters.

W.910.3.E
Writing
Providea
conclusionthat
followsfromand
reflectsonwhatis
experienced,
observed,or
resolvedoverthe
courseofthe
narrative.

Provideda
conclusion
that
somewhat
followsfrom
the
narrated
experience
sorevents.

Provideda
conclusion
thatfollows
fromthe
narrated
experiences
orevents.

Provideda
conclusionthat
followsfromand
reflectsonwhatis
experienced,
observed,or
resolvedoverthe
courseofthe
narrative.

Provideda
memorable
conclusionthat
followsfromand
reflectsonwhatis
experienced,
observed,orresolved
overthecourseofthe
narrative.

Textual
Commentary

Hadlittleto
no
justification
ofcreated
endingfrom
thetext

Hadsome
justificationof
endingfrom
thetext,too
much
overview

Justifiedtheending
withevidencefrom
thetext.

Justifiedendingwell
incitingmultiple
piecesofevidence
fromthesourcetext.