children of the midnight sun_norestriction

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© Houghton Mifflin Harcourt Publishing Company

ANCHOR TEXT

LESSON

ESSENTIAL QUESTION

Recognizing Common Suffixes

Decoding

Intonation

Fluency

Argument Writing: Draft, Revise, Edit, and Publish an

Argument

Focus Trait: Sentence Fluency

Writing Comprehension Skills and Strategies

TARGET SKILL• Compare and Contrast

• Arguments and Claims

• Author’s Purpose

TARGET STRATEGY• Question

Native American PoetryPoetry

What kinds of things might two different cultures have in common?

DOMAIN: CulturesLESSON TOPIC: Traditions

READING LITERATURE & INFORMATIONAL TEXT

Synonyms

Vocabulary Strategies

loreabundancelushteemingaltered

sophisticatedretainsconceptculturalheritage

Target Vocabulary

Longer Sentences

Grammar

Endings and Suffixes

reservedunlikelypurposefuladorableamazementgentlenesssparklinghomelessexcitementmileage

gracefulsincerelyadvancedusableamusemententirelywirelessexcludingscarcelychangeable

Spelling

LANGUAGE

WRITING

Children of the Midnight SunLiterary Nonfiction


LESSON

DAY 1 DAY 2 DAY 3

SUGGESTED

Wh

ole

Gro

up

Oral LanguageListening Comprehension

Teacher Read Aloud, ”Climate Change Comes to Alaska,” T310–T311

Turn and Talk, T330 Classroom Conversation, T333

VocabularyText-Based Comprehension• Skills and Strategies

• Craft and Structure

Research and Media Literacy

Introduce VocabularyVocabulary in Context,T312–T313

Read and Comprehend, T314–T315

FIRST READ Think Through the TextRead the Anchor Text: “Children of the Midnight Sun,”T316–T327

Dig Deeper: How to Analyze the Text, T328• Compare and Contrast• Arguments and Claims• Author’s PurposeSECOND READ Analyze the TextReread the Anchor Text: “Children of the Midnight Sun,” T319, T325, T327Your Turn, T330

Independent Reading• Reader’s Guide: “Children of the

Midnight Sun,” T332• Self-Selected ReadingApply Vocabulary Knowledge, T333

Foundational Skills• Fluency

• Decoding

FluencyModel Intonation, T342

FluencyTeach Intonation, T342

FluencyPractice Intonation, T342

DecodingRecognizing Common Suffixes, T343

Wh

ole

Gro

up

Lan

gu

age

Art

s

SpellingGrammarWriting

SpellingEndings and Suffixes: Pretest, T344

GrammarDaily Proofreading Practice, T346Teach Compound and Complex Sentences, T346

Argument Writing: Draft, Revise, Edit, and Publish an Argument, Model, T350

SpellingEndings and Suffixes: Word Sort, T344

GrammarDaily Proofreading Practice, T347Teach Compound-Complex Sentences, T347

Argument Writing: Draft, Revise, Edit, and Publish an Argument, Focus Trait: Sentence Fluency, T351

SpellingEndings and Suffixes: Word Families, T345

GrammarDaily Proofreading Practice, T347Teach Writing Clear Sentences, T347

Argument Writing: Draft, Revise, Edit, and Publish an Argument, Draft, T351

Smal

lG

rou

p

Suggestions for Small Groups (See pp. T362–T363.) Suggestions for Intervention (See pp. S42–S51.)

State Standards

RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.10, SL.6.1c, SL.6.3, L.6.4a, L.6.4c, L.6.6

RI.6.1, RI.6.2, RI.6.6, RI.6.7, RI.6.8, RI.6.10, W.6.10, SL.6.1a, SL.6.1C, SL.6.1d

RI.6.1, RI.6.10, W.6.1a, W.6.1b, W.6.1c, W.6.1e, W.6.4, W.6.10, SL.6.1c, L.6.3a, L.6.6

T308 • Unit 2 Lesson 10© Houghton Mifflin Harcourt Publishing Company

SUGGESTED WEEKLY PLANNER LITERACY CENTERSELLRtISMALL GROUPWHOLE GROUP

DAY 4 DAY 5

FOR TEACHERS

• Teacher One-Stop

• Interactive Whiteboard Lessons

• Literacy and Language Guide

FOR STUDENTS

• eBook

• GrammarSnap Videos

• Destination Reading

• Context Cards

• Lesson 10 Blackline Masters

• Additional Resources

• Assessment

Classroom Conversation, T334 Speaking and Listening, T341

Connect to the Topic• Read Poetry: “Native American

Poetry,” T334• Think Through the Text, T336Compare Texts, T337

Vocabulary StrategiesSynonyms, T338–T339

Extend the Topic: Traditions• Domain-Specific Vocabulary, T340• Optional Second Read: “Native American

Poetry,” T334

FluencyPractice Intonation, T342

FluencyProgress Monitoring, T355

SpellingEndings and Suffixes: Connect to Writing, T345

GrammarDaily Proofreading Practice, T348Review Longer Sentences, T348

Argument Writing: Draft, Revise, Edit, and Publish an Argument, Revise, T352

SpellingEndings and Suffixes: Assess, T345

GrammarDaily Proofreading Practice, T348Connect Grammar to Writing, T348–T349

Argument Writing: Draft, Revise, Edit, and Publish an Argument, Revise, Edit, and Publish, T352

Suggestions for English Language Learners(See pp. E42–E51.)

RL.6.1, RL.6.4, RL.6.10, RI.6.1, RI.6.7, W.6.1a, W.6.1b, W.6.1c, W.6.1e, W.6.4, W.6.5, W.6.10, L.6.2b, L.6.4c

RL.6.5, RL.6.7, W.6.5, W.6.6, SL.6.4, L.6.6

Weekly Planner • T309© Houghton Mifflin Harcourt Publishing Company

loreA tribe’s lore, or collected knowledge, is passed on by adults who teach traditions to new generations.

1

HOUGHTON MIFFLIN

Suggested

Small Group PlannerDifferentiated Instruction

WH

AT

AR

E M

Y O

THE

R S

TUD

EN

TS D

OIN

G?

TEA

CH

ER

-LE

D

DAY 1 DAY 2 DAY 3

For Strategic Intervention for this lesson, see pp. S42–S51.

StrugglingReaders

Vocabulary Reader Alaska’s Natives,Differentiated Instruction, p. T364

Differentiate Comprehension:Compare and Contrast; Question, p. T366

Leveled Reader The Outer Banks, p. T368

On Level



Leveled Reader Hero of the Poor, p. T369

Advanced



Leveled Reader The Gee’s Bend Quilts, p. T370

EnglishLanguageLearners



Leveled Reader Loans for the Poor, p. T371

StrugglingReaders

Reread Alaska’s Natives • Vocabulary in Context Cards 91–100 Talk It Over Activities

• Listen to Audio of “Children of the Midnight Sun”; Retell and discuss

On Level

Reread Alaska’s Natives • Reread “Children of the Midnight Sun” with a partner

• Reread for Fluency: Hero of the Poor

Advanced

Vocabulary in Context Cards 91–100 Talk It Over Activities

• Reread and Retell “Children of the Midnight Sun”

• Reread for Fluency: The Gee’s Bend Quilts

EnglishLanguageLearners

Reread Alaska’s Natives • Listen to Audio of “Children of the Midnight Sun”; Retell and discuss

• Vocabulary in Context Cards 91–100 Talk It Over Activities

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN

T362 • Unit 2 Lesson 10© Houghton Mifflin Harcourt Publishing Company

Weekly To-Do List

Put an X in each box when you fi nish the activity.

Must Do

Practice pages

Comprehension and

Fluency Literacy Center

Word Study Literacy Center

Think and Write

Literacy Center

Daily Independent Reading

Other

May Do

Reading Log

Vocabulary in Context Cards

Practice Spelling Words

Work on Writing assignment

Other

Daily Independent Reading

Monday

Tuesday

Wednesday

Thursday

Friday

Name Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 2

Weekly To-Do List© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 6, Unit 24

Weekly To-Do ListThis Weekly To-Do List helps students see their own progress and move on to additional activities independently.

DAY 4 DAY 5Differentiate Vocabulary Strategies: Synonyms, p. T372

Options for Reteaching, pp. T374–T375

Differentiate Vocabulary Strategies: Synonyms, p. T372






• Partners: Reread The Outer Banks• Complete Leveled Practice SR10.1

• Reread for Fluency: “Children of the Midnight Sun”• Complete Literacy Stations• Independent Reading

• Vocabulary in Context Cards91–100 Talk It Over Activities• Complete Reader’s Notebook, p. 111

• Complete Literacy Stations• Independent Reading

• Reread for Fluency: “Children of the Midnight Sun”• Complete Leveled Practice A10.1

• Complete Literacy Stations• Independent Reading

• Partners: Reread for Fluency: Loans for the Poor• Complete Leveled Practice ELL10.1

• Reread Alaska’s Natives or “Children of the Midnight Sun”• Complete Literacy Stations

HOUGHTON MIFFLIN

HOUGHTON MIFFLIN

Suggested Small Group Planner • T363© Houghton Mifflin Harcourt Publishing Company

DAY

SHARE OBJECTIVES

MATERIALS

Oral GrammarLonger Sentences

• Say the following sentences. Call on individual students to provide compound and complex sentences.

Teacher Prompts Students Respond

1. Sam likes hamburgers. Tom likes tacos.Compound sentence?

Complex sentence?

Sam likes hamburgers, but Tom likes tacos. While Sam likes hamburgers, Tom likes tacos.

2. Maria goes fi shing with her dad. Maria’s sister helps her dad cook the fi sh. Compound sentence?

Complex sentence?

Maria goes fi shing with her dad, and her sister helps her dad cook the fi sh.After Maria goes fi shing with her dad, her sister helps her dad cook the fi sh.

Talk About ItFocus students’ attention on cultural traditions. Ask: Why is it important to learn about and practice cultural traditions? Discuss the question, emphasizing these points:

• to keep the history of one’s culture alive

• to learn how certain traditions came to be

• to bring families together

• to have fun and share cultural practices with other people

TERMS ABOUT READING/LANGUAGE ARTS

compound sentence complex sentence

Write-In Reader pages 92–93

Context Cards: abundance, cultural, heritage, lore, retains

• Identify and use compound and complex sentences.

• Discuss the importance of carrying on cultural traditions.

• Read to build meaning for Target Vocabulary words.

1

SL.6.1c pose and respond to questions and make comments that contribute to the discussion; L.6.6 acquire and use general academic and domain-

specific words and phrases/gather vocabulary knowledge for comprehension or expression

SL.6.1c

S42© Houghton Mifflin Harcourt Publishing Company

Lesson 10

EXTRA PRACTICE

Build Fluency Have students read Write-In Reader pages 92–93 with a partner or a family member.

Target VocabularyWrite-In Reader pages 92–93

• Display the Context Cards and discuss the meaning of each word.

• Read the passage, stopping at sentences with missing words. Discuss the meanings of Target Vocabulary words to help students determine which words make sense in the context of the sentences and the paragraph. Suggest that students underline words or phrases that provide clues to meaning. Also point out the following:

The root of cultural is culture, meaning “the way of life, ideas, customs, and traditions of a group of people.”

Lore comes from the Old English word lar, meaning “learning, what is taught, knowledge, doctrine.”

• Ask students to choose an answer they would like to read aloud.

Responses:

1. abundance

2. lore

3. cultural

4. heritage

5. retains

Quick Check Target Vocabulary

Ask each student to use one of the Target Vocabulary words in a sentence.

TARGET VOCABULARY

An abundance is a lot, or more than enough, of something.

Something cultural has to do with a group’s beliefs, practices, arts, laws, and ways of living.

All of the things people inherit from their families, including traditions and objects, are part of their heritage.

Lore is the collected knowledge, traditions, and beliefs of a person or group of people.

Something that retains holds onto or keeps something inside.

L.6.6

Intervention, Day 1 • S43© Houghton Mifflin Harcourt Publishing Company

DAY

MATERIALS

SHARE OBJECTIVES Multisyllable WordsCumulative Review

• Write these sentences on the board or on a pad:

1. Dancing and singing were basic parts of Tlingit life.

2. This photo shows the cold, icy world we live in.

3. The dance contest was thrillingly close, but we won in the end.

Have student volunteers circle the multisyllable words with a VCV or a VCCV pattern and then place a line after the first vowel (VCV) or between the consonants (VCCV). Assign students to work with a partner to practice reading the sentences. Then listen to each student read one sentence. Record your findings.

RETEACH

Compare and Contrast• Hold up a marker and a pencil. Ask: How can we compare

and contrast these two objects?

• Remind students that a comparison tells how two or more things are alike. A contrast tells how two or more things are different.

• Draw a Venn diagram to show the comparisons and the contrasts.

• Point out that comparisons can help readers understand a story. Ask students to compare and contrast two characters in a book they have recently read, explaining how they are alike and different.

Quick Check Comprehension

Have partners compare and contrast settings from one or more books they have recently read.


compare contrast question


• Read multisyllable words with open and closed syllables in context.

• Compare and contrast using a Venn diagram.

• Read to apply skills and strategies.

2

plastic

bright color

can’t erase

tool for writing

tool for drawing

wood

usually gray

can erase

Marker Both Pencil

RL.6.1 cite textual evidence to support what the text says explicitly as well as inferences drawn; RL.6.10 read and comprehend literature


Lesson 10

EXTRA PRACTICE


Use prompts such as these if students have difficulty with a Stop•Think•Write question:

Page 95 What can you tell about Nanuq’s age from the pictures and text? (He is a boy.)

Page 96 What does heritage mean? (traditions and things people inherit from their families) Whose drum is Nanuq’s father using? (Nanuq’s grandfather’s)

Page 97 What do the women sing about at the celebration? (a team of dog sleds, a brave musher, and a young boy) Who are the women singing about? (Aputik’s Iditarod race and Nanuq)

UNPACK MEANINGREAD

“Good Luck, Aputik!”Write-In Reader pages 94–97

• Preview the selection with students using the Think Aloud to predict the setting. Guide students to use the illustrations to make predictions. Record their ideas.

Think Aloud I see pictures of people dressed for the snow. I also see a picture of a dog sled coming down a snowy trail. I think this story takes place in the Arctic or somewhere very cold and snowy. What other clues help you predict the setting?

• Together, review the steps to the Question strategy on Write-In Reader page 305. As needed, guide students in applying the strategy as they read.

READAsk students to read to confirm their predictions. Choral-read the selection page by page with students. Discuss, confirm, and revise students’ predictions based upon text details.

REREADCall on individuals to read aloud while others follow along. Point out the multisyllable words that have an open or closed first syllable (with a VCCV or VCV letter pattern), such as winter, evening, graceful, and content. Stop to discuss each question. Allow time for students to write their responses before proceeding. Sample answers are provided.

Page 94: How is Nanuq like a polar bear? (Both don’t mind the cold.)

Help unpack meaning, if needed, by asking: How do polar bears feel about the cold? (It doesn’t bother them.) How does Nanuq feel about the cold? (He doesn’t mind it.)

Unpack Meaning: For questions on pages 95–97, you may want to use the notes in the right-hand column.

Page 95: Why do you think Nanuq is not a musher like his uncle?(He is a child.)

Page 96: Write a detail from the text that shows that drumming is part of the heritage of Nanuq’s father. (The drum Nanuq’s father is using belonged to his father, Nanuq’s grandfather.)

Page 97: Write two ways in which the women’s song imitates real life. (sounds imitate animals; some words tell of real-life experiences) Have partners discuss this question and then share with the group.

RL.6.10

RL.6.1


DAY

MATERIALS

SHARE OBJECTIVES Oral GrammarLonger Sentences

• Say the following sentences. Call on individual students to provide compound and complex sentences.

Teacher Prompts Students Respond

1. Greg does his homework. Sean waits for Greg to fi nish his homework. Compound sentence?

Complex sentence?

Greg does his homework, and Sean waits for Greg to fi nish. Greg does his homework while Sean waits.

2. Sal wants to be a dentist. Sal’s father wants her to be a doctor.Compound sentence?

Complex sentence?

Sal wants to be a dentist, but her father wants her to be a doctor. Although her father wants her to be a doctor, Sal wants to be a dentist.

RETEACH

Fluency: IntonationWrite-In Reader page 95 Explain that you are going to read from page 95 in two different ways, and you want students to evaluate your reading.

• First, read with intonation, or by varying your pitch. Then, read with no intonation, like a robot.

• Ask: What did you think of my fi rst reading? Explain. Was my second reading better or worse? Explain. Be sure students recognize how hard it is to understand meaning when someone reads with no intonation, or variation in pitch.

• Discuss with students their responses to your questions. Then read with intonation, following students’ advice. Have students practice reading aloud with intonation.


compound sentence complex sentenceintonation

Write-In Reader pages 95, 98–100

• Use compound and complex sentences.

• Read aloud fluently to improve intonation.

• Read to apply skills and strategies.

3

RL.6.1 cite textual evidence to support what the text says explicitly as well as inferences drawn; RL.6.2 determine a theme or central idea of a text/

provide a summary; RL.6.4 determine the meaning of words and phrases, including figurative and connotative meanings/analyze impact of word choice; RL.6.10 read and comprehend literature


Lesson 10

EXTRA PRACTICE


READ

“Good Luck, Aputik!”Write-In Reader pages 98–100 Review the first part of the story with students. Ask: Who is Aputik? Why is the community having a celebration in his honor? Who is Nanuq? Then preview today’s reading. Have students look for clues to help them predict how this story will end.

READAsk students to read to confirm their predictions. Choral-read the selection page by page with students. Discuss, confirm, and revise predictions based upon text details. Ask if there was anything about the way the story ended that surprised them.

REREADCall on individuals to read aloud while others follow along. Stop to discuss each question. Allow time for students to write their responses before proceeding. Sample answers are provided.

Page 98: Why is it important that the snowhouse retains warmth? (It is minus 30 degrees outside; people need to stay warm.)

Help unpack meaning, if needed, by asking: What does retains mean? (holds in) Is it cold or warm outside? (cold) What might happen if the snowhouse doesn’t stay warm? (People might freeze.)

Unpack Meaning: For questions on pages 99–100, you may want to use the notes in the right-hand column.

Page 99: According to Nanuq, in what way is Aputik like the musher in the song? (Aputik is brave, and he will win the race.) Have partners discuss this question and then share with the group.

Page 100: How has the Iditarod changed between 1973 and today? (Today winners finish the race in much less time.)

Quick Check Retelling

Have students retell the end of the story. Support the retelling by asking: How does the celebration end? What does Nanuq’s mother say to Aputik? What does Aputik tell Nanuq?

Use prompts such as these if students have difficulty with a Stop•Think•Write question:

Page 99 What signal word tells you that Aputik and the musher in the song are alike? (like)

Page 100 What facts are given about the 1973 race? (first Iditarod, 35 mushers, winner finished in 20 days) What facts do you see about the 2008 race? (winner finished in just over 9 days) What is the one thing you can tell that changed? (the number of days it takes the winner to finish)

UNPACK MEANING

RL.6.10

RL.6.4

RL.6.1

RL.6.2


DAY

MATERIALS

SHARE OBJECTIVES Multisyllable WordsCumulative Review


1. He looked at his uncle with shining eyes.

2. They unjustly gave away our land.

3. They selfi shly used up our fi sh and game.

Have student volunteers circle the multisyllable words with a VCV or a VCCV pattern and then place a line after the first vowel (VCV) or between the consonants (VCCV). Assign students to work with a partner to practice reading the sentences. Then listen to each student read one sentence. Record your findings.

RETEACH

Compound and Complex Sentences• Review that a compound sentence joins two complete

sentences with a coordinating conjunction such as and, or, or but. A complex sentence joins a complete sentence with a dependent clause, or incomplete sentence. Complex sentences use subordinating conjunctions such as because, since, after, although, and when. Have students turn to page 98 and read the fi rst sentence aloud.

• Ask: What are the two parts of this sentence? (As the women sing; they form a circle and start to dance) Are both parts complete sentences? (no) Is this a complex or a compound sentence? (complex) What is the subordinating conjunction in this sentence? (As)

Have students read the rest of the page and identify compound and complex sentences and conjunctions. (Possible responses: Even though it’s –30°F (–34.4°C) outside, the snowhouse retains warmth: complex, Even though; Nanuq’s father taps faster on the sides of the drum, and the pace of the dance quickens: compound sentence, and)

Quick Check Grammar

Have students write a compound sentence and a complex sentence. Have them underline the conjunction in each.


compound sentence complex sentence


• Read multisyllable words with open and closed syllables.

• Identify compound and complex sentences.

• Answer questions using evidence from the text.

4

RL.6.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn


Lesson 10

EXTRA PRACTICE

Retell Have students retell “Good Luck, Aputik!” to a partner or a family member.

UNPACK MEANING

Use prompts such as these if students have difficulty with a question:

2. Reread the first paragraph on page 96. What does the author say there will be at the celebration? (drumming, singing, dancing, and eating)

3. What does Nanuq do on page 97 that shows how he feels about his uncle? (He grins with pleasure.) What evidence on page 95 shows how Nanuq feels about his uncle? (He wants to be a musher like Aputik; he cheers for his uncle.)

4. What celebrations have you been to or do you know about? What were they like? How were they the same as the one for Aputik? How were they different? (Answers will vary.)

Look Back and RespondWrite-In Reader pages 94–101Help students complete the Look Back and Respond page. Model how to use the hint in question 1 to find evidence that can be used to support answers.

• Explain that evidence is proof, clues, or information.

• Remind students that they can circle or underline the specifi c words in the selection that they use as evidence for their answers.

1. How is the Arctic climate the same as or different from the climate where you live? (Answers will vary, but should refl ect that it is very cold in the Arctic.)

Help unpack meaning, if needed, by asking: What is the weather like in the Arctic? (very cold) Is the weather ever like the Arctic where you live? Explain. (Answers will vary.)

Have students work independently on questions 2, 3, and 4. When students have completed the page, have partners discuss their responses and then share with the group. Sample responses are provided. Accept reasonable responses.

Unpack Meaning: For questions 2–4, you may want to use the notes in the right-hand column to guide the discussion about student responses.

2. Name three things the villagers at the celebration do to honor Aputik. (Possible responses: play drums, dance, sing, eat)

3. How does Nanuq feel about his uncle? (proud, impressed, wants to be like him)

4. How does the celebration in the story compare with celebrations that you know? (Responses will vary.)

RL.6.1

RL.6.1


DAY

SHARE OBJECTIVES

MATERIALS

Multisyllable WordsCumulative Review


1. He is a fi shing hero in his town.

2. They will resell some of the catch.

3. He trustingly gave her his hand and began to dance.

• Have student volunteers circle the multisyllable words with a VCV or VCCV pattern and then place a line after the fi rst vowel (VCV) or between the two consonants (VCCV). Assign students to work with a partner to practice reading the sentences. Then listen to each student read one sentence. Record your fi ndings.

REVIEW

Target VocabularyContext Cards

• Display the Context Cards for altered, concept, lush, sophisticated, and teeming. Review the meanings of these words. Then have students use the words in oral sentences about traditions or customs.

• Add the Context Cards for abundance, cultural, heritage, lore, and retains. Distribute one card to each pair or small group. Have students come up with a small skit using the word in some way. Have them present their skit to the rest of the class.

WRITE ABOUT IT • Ask students to write about a cultural tradition they practice

in their family or a tradition they know or have read about. Have them tell about that tradition using the word heritage in their descriptions.

• Read multisyllable words with open and closed syllables.

• Demonstrate understanding of Target Vocabulary words.

• Preview Sequence of Events and the Summarize Strategy.

5

Context Cards: abundance, altered, concept, cultural, heritage, lore, lush, retains, sophisticated, teeming


Leveled Reader: The Outer Banks


sequence of events summarize

TARGET VOCABULARY

Something altered is changed or adjusted.

A concept is a basic or general notion, idea, or thought.

Something lush is thick with greenery and plant life.

Something sophisticated is complex or has many details or pieces.

To be teeming is to be full of things, often living things.

RL.6.2 determine a theme or central idea of a text/provide a summary; RL.6.5 analyze how a sentence, chapter, scene, or stanza fits in the overall structure;

L.6.6 acquire and use general academic and domain-specific words and phrases/gather vocabulary knowledge for comprehension or expression

L.6.6

L.6.6


Lesson 10

EXTRA PRACTICE

Independent Reading Have students read from a book of their choice and describe what they read in their reading logs.

Leveled Reader

PRETEACH

Sequence of Events SummarizeWrite-In Reader pages 94–100

• Introduce the skill and strategy. Say: In the next lesson, we are going to focus on understanding the sequence of events in a text. We’ll also learn how to summarize events and information.

• Explain: To understand the sequence of events, we pay attention to what happens in a text and when it happens. We can then put these events in the order in which they happened. By knowing the sequence of events, we can better understand and remember important details from the text.

• Ask: What happens fi rst in this story? (Nanuq goes to the river’s edge to wait for his uncle, Aputik.) What happens next? (Aputik races by on his sled.)

• List on the board with students the sequence of events from the story. Help students correctly sequence the events of the story.

1. A big celebration takes place in Aputik’s honor.

2. Nanuq’s father plays the drum while villagers sway and dance.

3. The women sing a song about Aputik and Nanuq.

4. Aputik dances to the sound of the singing and drumming.

5. People clap and cheer when the dancing, singing, and drumming have fi nished.

6. Aputik says Nanuq will be in his heart as he races.

• Turn to and review the Summarize strategy, found on page 302 of the Write-In Reader. Tell students that when they summarize, they should briefl y tell the important parts of the text in their own words. Have them summarize the story.

APPLY READING SKILLSIntroduce The Outer Banks. Choral-read the first few pages with students. Depending on their abilities, have students continue reading with partners or as a group.

Quick Check Fluency

Listen to individual students as they read the Write-In Reader selection. Make specific notes about words that presented difficulty for them.

“Be a Reading Detective!”Student Book pages 281–291 Write-In Reader pages 101A–101B

• Page through “Children of the Midnight Sun” with students, and review the important ideas.

• Remind students about the target skill: compare and contrast. Point out that when readers compare and contrast, they fi nd ways in which two things are similar to and different from one another.

• Have students answer the fi rst question in the Write-In Reader. Remind them that a reading detective looks for clues.

• Circulate to offer assistance and to make sure that students are taking notes about evidence from the text.

• Have students write their responses.

SPIRAL REVIEW• Review the skill main idea and details

with students. Remind them that the main idea is the central idea of a selection or section of text. Authors support and convey their main ideas with facts, explanations, and details.

• Have students answer the second question in the Write-In Reader. Circulate to offer assistance and to make sure that they are taking notes about evidence from the text.

• Have students write their responses.

Classroom CollaborationHave pairs of “reading detectives” compare their responses and the clues they found in the text.

RETURN TO THE ANCHOR TEXT

RL.6.5

RL.6.2


DAY

SHARE OBJECTIVES

MATERIALS

Language Support CardChildren of the Midnight SunLesson 10

blanketdancer

mask

1

• Participate in a discussion about a Native American community. CONTENT

• Say, read, and use Target Vocabulary and high-utility words. LANGUAGE

• Practice comparing and contrasting and complete a Venn Diagram. CONTENT

Language Support Card 10

Context Cards

Chant, ELL10.2

Student Book

Selection Master ELL10.3

Speaking and ListeningUSE LANGUAGE SUPPORT CARD Present Language Support Card 10. Use the activities on the back of the card to introduce concepts and vocabulary from “Children of the Midnight Sun” and to practice Academic English.

Develop Target VocabularyUSE CONTEXT CARDS Show the Context Cards for cultural and heritage. Present the cards using Steps 1–3 of the Introduce Vocabulary routine on Teacher’s Edition p. T312.

• Help students use cultural and heritage to discuss why a community is important to its members.

• Encourage students to use high-utility words in their responses.

USE ORAL LANGUAGE CHANT Distribute Chant, ELL10.2. Read the title aloud, and have students repeat. Have students look at the title, images, and other information on the page. Then have them predict what they think the chant will be about.

• As you read the chant aloud, display the Context Cards for lore, retains, cultural, and heritage. After you read the chant, have a proficient reader lead students in an echo-reading of it.

• As a group, brainstorm a list of your own cultural traditions, such as special foods, celebrations, rituals, and so forth.

• List responses and discuss similarities and differences.

• Allow students to include language from Chant, ELL10.2. Encourage them to use high-utility words. Display the list of traditions throughout the week as a reference.

WRITE-PAIR-SHARE Display sentence frames such as the following and have partners use them to write complete sentences.

1. Celebrating the Chinese New Year is part of my heritage.

2. My family’s traditions have not altered over the years.

BLMELL10.2

TARGET VOCABULARY

• = Spanish cognate

abundance • abundancia

altered • alterado

concept • concepto

cultural • cultural

heritagelorelushretains • retener

sophisticated • sofisticada

teeming

TERMS ABOUT INFORMATIONAL TEXT


compare • comparar

contrast • contrastar

RI.6.10 read and comprehend literary nonfiction; SL.6.1c pose and respond to questions and make comments that contribute to the discussion

E42 • Lesson 10© Houghton Mifflin Harcourt Publishing Company

CHECK PROGRESS

REVIEW TOGETHER

Lesson 10

Beginning Help students pronounce the words compare and contrast, and review the meaning of each term.

Low Intermediate Have partners discuss the Venn Diagram. Have them explain how each piece of information either compares or contrasts two things.

High Intermediate Have partners use the words and and but to restate the information in the Venn Diagram in complete sentences.

Proficient Have students use a completed Venn Diagram to write a paragraph comparing and contrasting Native Americans today and in the past. Have them read their work aloud.

Scaffolded Practice and Application

Do students…

• correctly pronounce and use vocabulary words in discussion?

• practice comparing and contrasting?

• Have partners use Context Cards to review the Target Vocabulary words and their meanings. Have them complete the activities on the backs of the cards.

• Have partners take turns using complex sentences with conjunctions and and but to compare and contrast the lives of Native Americans in the past and today.

Scaffold ComprehensionPREVIEW “CHILDREN OF THE MIDNIGHT SUN” Explain that students will skim “Children of the Midnight Sun” in order to predict what the selection is about. Help students scan photographs, captions, and other text features on Student Book pp. 282–291. Have them predict one thing they may learn by reading the text.

SCAFFOLD MAIN SELECTION Distribute ELL10.3. Read the page aloud. Then have students chorally reread it with you.

PRETEACH

Compare and ContrastTEACH/MODEL Read aloud paragraphs 3 and 5 on ELL10.3. Point out the words like and but. Explain that these words are often used to compare and contrast two things.

• Explain that to compare is to notice things that are alike, and to contrast is to notice things that are different.

GUIDED PRACTICE Have students read paragraphs 3 and 5 on ELL10.3 and note similarities and differences between the lives of Native Americans in the past and today.

• Display a graphic organizer like the one on Student Book p. 278. Explain that a Venn Diagram like this can help students compare and contrast two things.

• Label the two circles in the Venn Diagram Native Americans in the Past and Native Americans Today.

• Help students use information from ELL10.3 to complete the graphic organizer. Did Native Americans in the past have cars? Do Native Americans today still hunt and fish?

• Display a completed Venn Diagram as a reference throughout the week.

BLMELL10.3

RI.6.10, SL.6.1c

English Language Learners, Day 1 • E43© Houghton Mifflin Harcourt Publishing Company

DAY

SHARE OBJECTIVES

MATERIALS

2

• Review and discuss literary nonfiction. LANGUAGE

• Recognize and understand words with common suffixes. LANGUAGE

• Ask and answer questions about “Children of the Midnight Sun.” CONTENT

Student Book

Student eBook

Context Cards

Selection Master ELL10.3


Scaffold ComprehensionREVIEW “CHILDREN OF THE MIDNIGHT SUN” Use a Think Aloud and the following prompts to lead students on a guided review of “Children of the Midnight Sun.” Remind students that reviewing and retelling what they read will help them compare and contrast information in the text.

Think Aloud PAGE 254: In this picture, each member of Selina’s family is wearing a similar traditional costume. Their clothes are a sign that they belong to the same clan.

PAGE 255: Prince of Wales Island is a lush setting where the ocean is teeming with fish. Why was this so important to Selina’s ancestors? (They relied on fishing for food.)

PAGE 257: Point to the picture. Josh’s dance costume is part of his cultural heritage. What other traditions are part of his heritage? (Sample answer: the ceremonial feast called a potlatch)

PAGE 259: Have students describe what Josh is doing in the photo. Some parts of life on the island have altered. Would Josh’s ancestors have had telescopes they could use to look at birds? (no)

CHECK COMPREHENSION If students need additional support with the main selection, direct them to ELL10.3. Read the selection aloud, and have them listen and follow along on their pages.

Have students take turns reading sections of ELL10.3 aloud. Then have them answer the following questions about the selection.

1. Which clan symbol appears on Selina’s bracelet?

2. What is the name of Selina’s grandfather’s boat?

3. What Tlingit tradition would Josh have practiced a century ago?

Have students work in pairs to circle high-utility words and highlight Target Vocabulary words found on ELL10.3. Have them explain each vocabulary word in their own words.

AUDIO SUPPORT Make the Student eBook for “Children of the Midnight Sun” available. Have students follow in the text as they listen.

BLMELL10.3

TERMS ABOUT LANGUAGE/INFORMATIONAL TEXT


narrative nonfiction • narrativa de no ficción

suffix • sufijo

base word adjective • adjetivo

noun • nombre

question

RI.6.10 read and comprehend literary nonfiction; SL.6.1c pose and respond to questions and make comments that contribute to the discussion

RI.6.10, SL.6.1c

RI.6.10, SL.6.1c


CHECK PROGRESS

REVIEW TOGETHER

Lesson 10

Do students…

• recognize and understand words with common suffixes?

• ask and answer questions about “Children of the Midnight Sun”?

• Have partners list words they know with suffixes -less and -ful.

• Have partners take turns asking and answering questions about “Children of the Midnight Sun.”

PRETEACH

Common Suffi xesINTRODUCE Write suffix, happiness, and sadness. Say the words aloud and have students repeat. Remind students that a suffix is a word part that is added to the end of a base word.

• Point out that happiness and sadness have the same suffix, -ness. Many words end in the suffix -ness. Other common suffixes are -ful, as in helpful or joyful, and -less, as in restless and sleepless.

• Point out that the suffix -ness turns an adjective into a noun, and that the suffix -ful turns a noun into an adjective. Suffixes can change the form of a base word, like changing the y in happy to i in happiness.

PRACTICE Have students use Context Cards, the chant, the Selection Master, or “Children of the Midnight Sun” to look for and name words with common suffixes. (wonderful; beautiful; dampness; softness)

RETEACH

QuestionTEACH/MODEL Write question and explain the term. Remind students that asking questions helps readers figure out how well they understand a text. Use a Think Aloud to model asking questions about “Children of the Midnight Sun.”

Think Aloud As I read, I check my understanding by asking myself why a person must marry someone from a different clan. I find the answer on page 287: Clans are like families.

GUIDED PRACTICE As a class, list questions about the photographs and text details in “Children of the Midnight Sun.”

• Review Teach Academic English on Language Support Card 10.

• Remind students to use the phrase used to as they ask questions about the traditions described in “Children of the Midnight Sun.”

Beginning Help students review the questions from the Guided Practice activity. Help them record ways they could answer the questions, such as by looking in the text.

Low Intermediate Help students rewrite the questions from the Guided Practice activity and use details from “Children of the Midnight Sun” to answer them, if possible.

High Intermediate Have partners flip through “Children of the Midnight Sun” and record information in the text that can be used to answer questions they might have about Native Americans.

Proficient Have students flip through “Children of the Midnight Sun” and write three to four questions that they have about text details or photographs.



DAY

SHARE OBJECTIVES

MATERIALS

3

• Practice using Target Vocabulary words orally. LANGUAGE

• Identify and understand synonyms. LANGUAGE

• Compare and contrast two things. CONTENT

Chant, ELL10.2


Context Cards

Practice Target VocabularyUSE ORAL LANGUAGE CHANT Distribute Chant, ELL10.2. Have a student read the title aloud.

• Read the chant aloud or have a proficient reader model reading aloud.

• Have students identify Target Vocabulary and high-utility words in the chant and read the words aloud with you.

• Have them restate each Target Vocabulary word and use it in a short phrase. Then have them complete the activity on the page.

PRACTICE FLUENCY: ACCURACY Read Chant, ELL10.2 aloud. As you read, replace the words lore and heritage with low and hurting. Stop to correct the errors. Explain that context helps you decide which word makes sense. Have partners read the chant. Remind them to decode each word accurately, using context to help them.

BLMELL10.2

TERMS ABOUT LANGUAGE/INFORMATIONAL TEXT


synonym • sinónimo

thesaurus • tesauro

compare • comparar

contrast • contrastar

SL.6.1c pose and respond to questions and make comments that contribute to the discussion; L.6.4c consult reference materials, both print and

digital, to find pronunciation and determine or clarify meaning or part of speech

SL.6.1c


CHECK PROGRESS

REVIEW TOGETHER

Lesson 10

Do students…

• correctly use Target Vocabulary words?

• demonstrate fluency as they read the chant with accuracy?

• identify and understand synonyms?

• compare and contrast two things?

• Provide additional practice with Context Cards.

• Have partners take turns reading Chant, ELL10.2 aloud. Encourage them to help each other note inaccuracies and correct them using context clues.

• Have partners brainstorm synonyms for the words big, small, and rich.

• As a group, orally compare and contrast two items in the classroom, such as two different posters or books.

PRETEACH

SynonymsINTRODUCE Write synonym and thesaurus. Synonyms are words that mean the same or almost the same thing, like sleepy and tired. You can find synonyms for a word by looking up the word in a thesaurus.

• Write lush and teeming. If a place is full of plants, it is lush. If it is full of animals, we can say it is teeming with animals. Are the meanings of lush and teeming exactly the same, or roughly the same? (roughly the same)

THINK-PAIR-SHARE Write angry, annoyed; happy, cheerful; wet, soaked. Discuss each pair of synonyms as a group. Have students use the words to orally complete the following sentences:

1. Someone who is angry may be annoyed about something.

2. A happy person has a cheerful expression.

3. Because I got wet in the rain, my clothes are soaked !

RETEACH

Compare and ContrastTEACH/MODEL Write and pronounce compare and contrast. Have students repeat. Explain that to compare is to notice things that are alike, and to contrast is to notice things that are different.

GUIDED PRACTICE Draw a large Venn Diagram. Have students brainstorm similarities and differences between two places, such as a school and a shopping center. (Sample answer: One has classrooms; one has shops.) Have students indicate where on the diagram each idea should be recorded.

• Review Teach Academic English on Language Support Card 10.

• Remind students that complex sentences with conjunctions and and but can be used to compare and contrast two things.

Beginning Help students pronounce the words compare and contrast and record an example of each from the Guided Practice activity.

Low Intermediate Have partners discuss the ideas in the Guided Practice activity. Have them explain in writing how each piece of information is either comparing or contrasting two things.

High Intermediate Have partners use and and but to rewrite the ideas from the Guided Practice activity in complete sentences.

Proficient Have students use the ideas from the Guided Practice activity to write a paragraph comparing and contrasting schools and shopping centers. Have them read their work aloud.


L.6.4c

SL.6.1c


DAY

SHARE OBJECTIVES

MATERIALS

4

• Comprehend and discuss poetry. CONTENT

• Build reading proficiency through peer-supported reading. LANGUAGE

• Identify longer sentences. LANGUAGE

Student Book

Leveled Reader

Context Cards

Scaffold Poetry SelectionDISCUSS “NATIVE AMERICAN POETRY” Use the following picture-text prompts to lead students on a review of “Native American Poetry.” Remind students that poetry often uses repetition to create rhythms, images, or emotions.

PAGE 296: Read “Song” aloud. This poem is about a village that retains a certain cultural tradition. What is that tradition? (dancing)

• Do you know any traditional dances? (Answers will vary.)

PAGE 297: This poem is about a basketweaver who makes baskets with sophisticated patterns. Have students find the word sophisticated on the page.

• Read the second stanza of the poem. The “green limb” and “gold stem” in the poem describe grasses that grow where the basketweaver lives. What word have we learned to describe a place where many plants grow? (lush)

PAGE 298: This poem is about the concept of community. The poet talks about the lessons, or lore, that communities can teach us. What lessons have you learned from your community? (Answers will vary.)

Peer-Supported ReadingREAD LOANS FOR THE POOR To read more about communities working together, direct students to the Leveled Reader. Have partners or small groups take turns rereading the selection aloud to one another.

READING WITH STICKY NOTES Equip students with pads of sticky notes. After students read and mark the text, form pairs or groups by combining more proficient readers with struggling or less proficient readers.

1. Have individuals read the selection and put sticky notes on pages they have diffi culty with or would like to discuss.

2. Have them talk about the sections they marked, either with a partner or in groups.

TERMS ABOUT LANGUAGE/LITERATURE


poetry • poesía

simple sentence compound sentence complex sentence compound-complex sentencecoordinating conjunctionsubordinating conjunction • conjunción

subordinante

English Language Learners

HOUGHTON MIFFLIN

RL.6.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn; SL.6.1c pose and respond to questions and

make comments that contribute to the discussion

RL.6.1, SL.6.1c


CHECK PROGRESS

REVIEW TOGETHER

Lesson 10

Do students…

• use expanding vocabulary and sentence structures to talk about “Native American Poetry” and Loans for the Poor?

• combine simple sentences into compound and complex sentences?

• Provide additional practice with Context Cards.

• Have partners read sections of “Native American Poetry” and Loans for the Poor to each other.

• Write out sentences. Have partners identify each sentence as simple, compound, complex, or compound-complex, and circle the conjunctions in each sentence, when appropriate.

Beginning Help students identify and label sentences as simple, compound, complex, or compound-complex.

Low Intermediate Help students identify and label sentences as simple, compound, complex, or compound-complex. Have them circle the conjunctions used to join sentences and clauses.

High Intermediate Have partners write examples of simple, compound, complex, and compound-complex sentences. Have them circle the conjunctions they use.

Proficient Have students write paragraphs containing simple, compound, complex, and compound-complex sentences. Have them circle the conjunctions and read their work to partners.


RETEACH

Longer SentencesTEACH/MODEL Write simple sentence, compound sentence, and complex sentence. You have learned that simple sentences can be joined by conjunctions such as although, but, or and to make compound or complex sentences.

• Display the sentences Josh hunts. Selina fishes. Then write Josh hunts, and Selina fishes. Write People can buy their food. People still hunt and fish. Although they can buy their food, people still hunt and fish. Read the sentences aloud and identify each. (simple; simple; compound; simple; simple; complex)

• A compound-complex sentence is even longer. It joins a compound sentence to a complex sentence. Write Although they can buy their food at the store, Josh hunts, and Selina fishes.

GUIDED PRACTICE Remind students that and is a coordinating conjunction, which connects two simple sentences to make a compound sentence. Remind them that although is a subordinating conjunction, which connects two simple sentences to make a complex sentence.

• Write Haidas have their own language. Tlingits have their own language. What kind of sentences are these? (simple) How can we make a compound sentence? (connect them with and)

• Write They all speak English. How can we make a longer sentence using this sentence and the previous ones? (Sample answer: Although they all speak English, Haidas have their own language, and Tlingits have their own language, too.)

Transfer SkillsAdverbial ClausesLanguages such as Cantonese and Vietnamese use a “balancing word” in the main clause. Native speakers of these languages may include a superfluous connecting word when creating complex English sentences, such as Even though I am not big, but I can run fast. Provide extra practice identifying and eliminating extra connecting words from complex sentences.


DAY

SHARE OBJECTIVES

MATERIALS

5

• Discuss and compare communities. CONTENT

• Make a chart to compare and contrast communities. CONTENT

• Build academic sentence structures. LANGUAGE

• Use domain-specific words to write an argument. LANGUAGE

Student Book

Leveled Reader

Writing Rubric Blackline Master in Grab-and-Go™

Compare TextsORGANIZE CONCEPTS Use the model below to help students complete a chart comparing communities. Have students refer to their Leveled Reader and Student Book for specific text evidence.

“Children of the Midnight Sun”

“Native American Poetry”

Loans for the Poor

Communities the Haidas, the Tlingits

the Makah Nation, the Rumsien Ohlone, the Maidu

families in various poor villages

Where Members Live

Prince of Wales Island in Alaska

Washington state and California

Bangladesh, Haiti, Mexico, India, and other countries

What Communities Do

retain traditions: hunting/fishing, dancing, making blankets/totem poles, etc.

retain traditions: dancing, basketweaving, and storytelling

support individuals as they run businesses and pay back micro-loans

• Have students orally form sentences based on the information in the chart. Provide sentence frames such as the following:

1. The Haidas and the Tlingits hunt and fi sh in lush Alaska.

2. The Rumsien Ohlone people retain their basketweaving traditions.

3. The communities in Loans for the Poor help each other pay back loans.

BUILD ACADEMIC SENTENCE STRUCTURES To help students compare and contrast communities, ask questions such as Where do the communities in “Native American Poetry” live? What about those in Loans for the Poor? Provide sentence frames such as:

4. Both “Children of the Midnight Sun” and “Native American Poetry” are about communities, much of whose heritage has not altered.

5. The communities in “Native American Poetry” live in the United States, but the communities in Loans for the Poor live in countries such as Bangladesh, Haiti, Mexico, and India.

6. In all three selections, community members believe in the same important concepts.

TERMS ABOUT WRITING


argument writingclaimreason • razón

evidence

RI.6.1 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn; W.6.1a introduce claim(s) and organize

reasons and evidence clearly; W.6.1b support claim(s) with reasons and evidence, using credible sources and demonstrating understanding of the topic or text; W.6.1c use words, phrases, and clauses to clarify relationships; W.6.4 produce writing in which development, organization, and style are appropriate to task, purpose, and audience; W.6.5 develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach; SL.6.1c pose and respond to questions and make comments that contribute to the discussion; L.6.3a vary sentence patterns

RI.6.1, SL.6.1c


CHECK PROGRESS

REVIEW TOGETHER

Lesson 10

Do students…

• correctly identify similarities and differences between texts?

• use a combination of different kinds of sentences in their writing?

• Have students work in pairs or small groups to read and review the rows and columns of the communities comparison chart.

• Have partners help each other check for and include domain-specific words in their writing.

• Have students review the Writing Rubric and use it to improve their writing.

Beginning Provide the frame I think “Children of the Midnight Sun” is a _______ book. Help students read and complete the frame with a word that tells their argument.

Low Intermediate Help students brainstorm one change to the essay that will give stronger text evidence for their argument. Help them write their revised sentence.

High Intermediate Have students add several sentences to the essay, making sure to include text evidence. Have partners exchange papers and read each other’s writing.

Proficient Have students write a new argument about the selection Loans for the Poor. Have them read their work to a partner.


RETEACH

Argument WritingTEACH/MODEL Review the features of an argument. An argument is made up of sentences and paragraphs that tell the author’s opinion, or what he or she thinks about something. Some arguments respond to, or give opinions about, books.

• Read and discuss the Writing Traits Checklist on Student Book p. 302.

• Read and discuss the Writing Model on Student Book pp. 302–303. Point out examples of sentence fluency.

GUIDED PRACTICE Explain that the class will work together to write an argument.

• Explain that the essay will be a response to “Children of the Midnight Sun.”

• Write Does “Children of the Midnight Sun” do a good job of showing Haida and Tlingit life? Have students read the question aloud chorally. Explain that this will be the question that the opinions in the essay will try to answer.

• How should we begin the essay? (by summarizing what the book is about) What else should the essay include? (sentences that give opinions on how well the book shows Haida and Tlingit life; evidence supporting the arguments)

• Have students suggest sentences that give opinions about the question and include evidence from the selection and domain-specific words.

• Read the completed response aloud chorally. Discuss the essay. Have students suggest changes to increase sentence fluency. (Sample answer: Change two simple sentences to one compound sentence.)

Domain-Specifi c VocabularyTraditionsceremony, generation, indigenous, traditional, tribal

W.6.1a, W.6.1b, W.6.1c, W.6.4, W.6.5, SL.6.1c, L.6.3a

RI.6.1


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