directions:curriculum_materials.dadeschools.net/csm/la/grade6... · web viewthe family and medical...

MIAMI-DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING

MODULE

SUBJECT: Language Arts/ReadingGRADE: 6th MANUAL: Teacher Manual/Answer Key

TUTORING SESSION 2 CATEGORY 1: VOCABULARY

LA.6.1.6.8 - Word Relationships/ Analyze Words in Text

CATEGORY 2: READING APPLICATIONLA.6.1.7.4 – Cause and Effect

INSTRUCTIONAL LESSON

LA.6.2.1.2 – Plot Development

Office of Academics and Transformation - Department of Language Arts/Reading2013-2014

“The Mystery of the Town without a Mystery”THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Martin Karp, Vice Chair

Dr. Dorothy Bendross-MindingallMs. Susie V. CastilloMr. Carlos L. Curbelo

Dr. Lawrence S. FeldmanDr. Wilbert "Tee" Holloway

Dr. Marta PérezMs. Raquel A. Regalado

Ms. Krisna Maddy, Student Advisor

M r . A l b e r t o M . C a r v a l h oSuperintendent of Schools

Milagros R. FornellChief Of Staff

Marie L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria De ArmasAssistant Superintendent

Academics, Accountability and School ImprovementOffice of Academics and Transformation

Karen SpiglerAdministrative Director


Department of Language Arts/Reading


Reporting Category 1: Vocabulary

LA.6-8.1.6.8 Identify advanced word/phrase relationships and their meanings.

Benchmark Focus Lesson 1: Word Relationships/ Analyze Words In Text (Homophones)

Lesson Introduction: Tell the following joke:

A Shetland Pony walked into a McDonalds and waited in line to place his order. When his turn finally came, he said (in a soft, raspy voice), "I'll have a Hamburger Happy Meal with a Coke, please." The woman behind the counter frowned and replied, "Sir, you'll have to speak up. I can't hear you." The pony looked at her and repeated (in the same soft, raspy voice), "I'll have a Hamburger Happy Meal with a Coke, please." The woman frowned again and looked rather aggravated. She said sharply, "Sir, I still can't hear you. There are lots of people waiting in line. You'll have to speak up or leave the restaurant." The pony smiled understandingly and replied (in the same soft, raspy voice), "I'm sorry. You've got to excuse me. I'm just a little hoarse."

After the students stop laughing, ask why this joke is funny. Then ask if anyone knows what we call two words that sound the same but have different meanings. After whatever discussion these questions generate….

Explain that Homophones, also known as sound-alike words, are words that are pronounced identically although they have different meanings and often have different spellings as well. The root of homophone is phone, which means sound. Homophones involve sound and listening, just like when we talk on the phone. These words are a very common source of confusion when writing. Say: Think of the terms 'bear feet' and 'bare feet’. "The words 'bear' and 'bare' are pronounced the same, but they have very different meanings.

Ask: What do you notice about the spelling of the 1st word in each pair of terms? Think Aloud: After looking at the first set of words I noticed the b-e-a-r spelling is the animal, therefore ‘bear feet’ would be found on the legs of furry four-legged mammals, whereas the b-a-r-e spelling means something that is simple, plain or naked, therefore ‘bare feet' would be found on people who are not wearing shoes or socks.

Say: What are some other examples of homophones?


http://www.spellingcity.com/sound-alikes.html

http://www.spellingcity.com/sound-alikes.html

Write the common examples below on the board. Select students to orally make sentences using each word in the correct context. Provide corrective feedback as needed.

to, too, two they're, their, there bee, be sun, son which, witch plain, plane.

Reflect the following short passages on the overhead or SmartBoard. Select students to read aloud and correct the homophones in the passage. Make sure students look carefully to make they don’t miss any.

Story #1Won knight I sore a pear of men buy the see. Eye thought there feet were stuck butt sum people came and court hold of them and pulled them out. Watt were they doing? They had to no that the tied was coming in! The men had taken a long thyme to get hear. Now they had to go all the weigh back again. The won with lots of read hare looked odd. He was holding too parcels tide up with string that had nots in. I thought eye new him. Was I write?

One night I saw a pair of men buy the sea. I thought their feet were stuck but some people came and caught hold of them and pulled them out. What were they doing? They had to know that the tide was coming in! The men had taken a long time to get here. Now they had to go all the way back again. The one with lots of red hair looked odd. He was holding two parcels tied up with string that had knots in. I thought I knew him. Was I right?

Ask students to choose the correct word and rewrite each of the following sentences in their literature journal. Then, write a student friendly definition of the correct word as it is used in the context of the sentence.

Example: The deans and (principle, principal) of the school set the guidelines for teachers and students.

1. My mother made flour-and-water (paced, paste) for us to use on our summer craft projects.

2. During his lifetime he donated a large (some, sum) of money to various charities.

3. My father could tie a Windsor (knot, not) in his tie with his eyes closed.


4. Kenneth Starr, independent (council, counsel) during the Clinton investigation, resigned in1999.

5. Eating properly can (lessen, lesson) the risk of heart disease.

6. Sean has never won a (pries, prize) in his life, but he hasn't given up hope yet.

7. The reasons for the lawsuit are set (forth, fourth) in the complaint.

8. If you suspect a gas (leak, leek), call the emergency number.


Reporting Category 2: Reading Application

LA.6-8.1.7.4 Identify cause and effect relationships in text.

Benchmark Focus Lesson 2: Cause and Effect

Teacher: Explain to students that recognizing cause and effect relationships in text will help them understand and remember what is read in the text. Such relationships provide an action (cause) and consequent reactions (events) leading to an outcome (effect). Making these connections will help you remember events in a reading and why they happened.

Simply stated, “A cause is something that makes something else happen”. Usually, when two related events occur, the event is the cause. To determine the cause ask the question, “Why did it happen?”

Simply stated “The effect is what happens as a result of the cause”. It is usually the second of two related events. To determine the effect, ask the question, “What happened as a result ……?”

1. Model using the example and fill in the cause and effect graphic organizer.

Example: Provide the following paragraph for students to read. (Reflect on the board)

Because a hurricane can be hundreds of kilometers across, people in the area begin to feel the effects hours before it reaches land. The winds arrive first, bringing lots of rain. Strong winds blow roofs off buildings and knock down trees and power lines. The storm surge --- a rise in sea level caused by hurricanes --- is responsible for most hurricane related deaths. The storm surge can cause sudden flooding and can even harm habitats where fish breed.

After reading, reflect the cause and effect graphic organizer on the board. Then, Model a Think-A- Loud for students as you dictate the cause and effects from the paragraph. Write the responses in the appropriate box of the diagram.

CAUSEHurricane


EFFECT

Storm surge leads to death

EFFECT

Winds blow off roofs and knock down trees and power lines

EFFECT

Storm surge leads to sudden flooding

2. Once you have modeled how to fill in the cause and effect graphic organizer, use text that has a structure containing cause and effect relationships. Guide students through filling in the cause and effect organizer using the text, “Why Go Green?”.

Why Go Green?http://www.greencommunitiesonline.org/green/why/

A growing body of research shows how a living environment can have profound physical and mental health outcomes, especially for minority families and low-income communities (Environmental Health Perspectives), May 2005). Low-income people and minorities are more likely to live in worse environmental conditions and experience greater rates of disease, limited access to health care and other health disparities. Green development is a holistic approach that provides integrated solutions to housing, health and environmental challenges.

3. Allow to students to apply what they have learned about cause and effect relationships. Pair students and allow them to complete the cause and effect graphic organizer for each of the remaining paragraphs.

Run-down, Unhealthy Housing

Environmentally attributable childhood diseases, including asthma, lead poisoning and cancer, cost our nation nearly $55 billion annually. More than 2.5 million families live in substandard housing. More than 4 million children in the U.S. have asthma, and it is estimated that more than 40 percent of doctor-diagnosed asthma among U.S. children is due to residential exposures. Asthma prevalence is 40 to 50 percent higher among minority children living in urban areas. Additionally, more than 400,000 children have dangerously high blood lead levels.


CAUSE

Low Income and Minority Families

EFFECT

Live in worse environmental conditions

EFFECT

Experience greater rates of disease

EFFECT

Limited access to healthcare and other health disparities

Rising Transportation and Energy Costs

Families at the poverty level spend nearly 40 cents of every dollar they earn on transportation. And energy costs for poor families have increased much faster than their incomes in recent years. Low-income families will spend an average of $1,335 on energy this year—nearly 17 percent of their income—compared to 15 percent in 1997. Studies have shown that high energy bills force poor families to spend less for food and other essentials.

Sprawling, Unsustainable Development

The United States, home to only five percent of the world’s population, consumes 25 percent of the world’s energy and generates 25 percent of global warming pollution. In addition, sprawl drives good jobs farther from where many low-income people live and has been linked to increased traffic congestion, increased pollution and deteriorating health.


CAUSE/EFFECT(Reflect this organizer)


Cause

Effect EffectEffect

4. Students have identified cause and effect relationships in text by looking for events that caused other events to occur. Independently, students will complete this handout from the student packet.


Name: ______________________________________ Date: _____________

CAUSE/EFFECT RELATIONSHIPS

DIRECTIONS: You have identified cause and effect relationships in text by looking for events that caused other events. Remember: The cause is why the event happens. The effect is what happened. Circle the correct answer below for each question.

Let’s look at three examples that have a cause and effect relationship

1. Students at school have been sick all winter long. Many students have missed over a week of school due to the viruses passing from student to student. A few students, though, have not gotten sick at all. They have had perfect attendance. When asked why they had not gotten sick, the students explained that they cleaned their hands regularly with hand-sanitizer.

What is the CAUSE of the students not getting sick?a) They missed no school.b) They missed many days of school.c) They used hand-sanitizer.d) They ate breakfast every day.

2. Due to their incredible force and unpredictability, floods can cause tremendous damage. They can ruin houses, roads and buildings. Floods can take down trees and cause mudslides. It often leaves mud, sand and debris behind. It can take months to clean up after a flood.

What is the EFFECT?a) Floods can cause a lot of damageb) Floods happen in many areas without warning.c) Floods are strong and unpredictable.d) Flood damage is devastating

3. The primary function of nonprofit organizations and philanthropies is to help those in need. In order to do this, they need funding in the form of money. While what they do and whom they serve can range widely - from a school reading program to a charity for homeless teens - the ways in which these organizations are funded is generally the same. Those who are in the business of helping other people rely on the generosity of others in order to survive. To supplement donations given publicly or privately, philanthropies often hire a grant writer to find and write grants from government or private foundation funding.

a) write a grant to receive money to help a school reading program.b) remind people that you rely on the generosity of others.c) remember that the ways in which organizations are funded is generally

the same.d) hire a grant writer to help you.


http://www.helpteaching.com/questions/40279/the-primary-function-of-nonprofit-organizations-and-philanth;jsessionid=D23945EC69119E2DA102CDF0E21E849A



OPENING ROUTINE“The Mystery of the Town without a Mystery”

I. Concept of Definition MapOn the board, complete this graphic organizer with the students. Its purpose

is to activate prior knowledge and address vocabulary that is critical to understanding the passage.

Category Properties

What is it?

IllustrationsWhat are some examples?


mystery

What is it like?

dark, puzzling

What does it do?

Makes you figure out who did something, makes you be a detective

What does it have?

missing information, missing clues

A dog disappears from his owner’s back yard while they are at work

A pencil disappearing from my desk

A dollar appearing under my little sister pillow after her tooth has fallen out.

something that is difficult or impossible to understand or explain

Reporting Category 3: Literary Analysis

Benchmark Focus Lesson 3: Plot Development

II. Essential Question This question should be written on the board. It is meant to provide a focus and purpose for reading the passage. Explain to the students that they will answer

this question individually in a written response at the end of the lesson.

LA.6.2.1.2 - Plot Development

The Mystery of the Town without a Mystery

What mystery does Louisa stumble upon in Carringford Springs? How does she go about solving the mystery?


LA.6.2.1.2 The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction.

Use the Instructional Procedure in the Teacher’s Guide

Directions: Read the passage “The Mystery of the Town without a Mystery” and answer questions 1 – 14.

The Mystery of the Town without a Mystery By: Catherine Carmody

The day Louisa Checkerslee's family moved to Carringford Springs, Louisa reopened her detective agency in their new garage. As she hung her business sign, a boy on a skateboard rolled to a halt in front of the house.

"Hi, I'm Scott Dooley," he said, inspecting Louisa's office. "Detective, huh? You solve many cases?" "All of them," Louisa replied. "At least I did in Foxtail Falls, where I used to live." She leafed through her case file, a shoe box overflowing with index cards.

"If I hear of anything mysterious, I'll let you know," Scott said. "Hey, you should check with my Grandpa Dooley. If there's anything suspicious going on, he'd know. He knows everybody." "I'd like to meet him," Louisa said excitedly. "I'm on my way to his house now," Scott said. "You want to come?"

"Sure," Louisa said. "Wait a second while I tell my mom." When they got to Grandpa Dooley's house, they found him across the street in the Johnsons' yard. He was watering the flowers while the Johnsons were on vacation. Just as Scott predicted, he had a lead on a mystery.

"I heard something just yesterday," Grandpa Dooley said. "At the grocery store, Amy Herbert's mother told me that Amy left her catcher's mitt at the baseball field. When she went back later, it was gone." "Thanks," Louisa said and furiously scribbled the information in her notebook. "I'd better get started on this case This one should be a piece of cake, Louisa thought as she walked home. She'd solved a case just like it in Foxtail Falls, except it was Chad Gundermun's basketball that had disappeared from his yard. Now Louisa hurried home, called Amy, and introduced herself. "My detective service can help you get your catcher's mitt back," Louisa said.

"Thanks for offering," Amy replied, "but I got my mitt back this morning. Hannah Mori found it. It didn't have my name on it, but Hannah knew which teams had played. She called both the team captains and got the names of their catchers. Then she called me."

Louisa hung up the phone. She was a little disappointed that she wouldn't have a chance to solve the mystery. But after all, she reminded herself, the important thing was that Amy got her mitt back.

Over the next few weeks, Louisa tracked down six promising leads. But by the time she contacted the potential client, the mystery had become a non-mystery. Each time, the case had been solved without her help.

Finally, Louisa was forced to face the truth: Carringford Springs was a town without a mystery. But Louisa couldn't figure out why, and it bugged her like a cloud of starving mosquitoes. The one thing she couldn't stand was a mystery she couldn't solve, and that's how this one was shaping up—the mystery of the town without a mystery.

In the distance, Louisa heard the rumble of skateboard wheels on concrete. When Scott rolled up the driveway, she filled him in on the only mystery in town.


"It's bizarre," Scott said. "So how are you going to solve this one?" "The same way I've solved every other case. I'm going to investigate, dig for clues. And I bet the clues are right in here." Louisa tapped the bulging Foxtail Falls shoe box.

"See," Louisa explained, "I think I've been looking at this from the wrong angle. Maybe I shouldn't be asking why I can't find any mysteries in Carringford Springs. Maybe the real question is why did I find so many in Foxtail Falls?"

Louisa pulled a card from the Foxtail Falls file. "Here's a typical case," she said. "Subject of Investigation: Ms. Asaretta Tealson. Didn't show up for Saturday rock climbing class; classmates worried; subject not at home; car missing. Investigative Action: Got description of subject's vehicle, green minivan with pink polka dots; checked gas stations. Attendant remembers van leaving gas station Friday p.m.; van filled with stuffed alligators."

Louisa continued reading, "Additional Info: Neighbor stated subject sews stuffed alligators to sell at street fairs. Detective's Conclusion: Subject attended Weekend Street fair. Follow-up: Subject returned home Sunday evening and confirmed that she'd been to a street fair; stated that she had been busy and didn't have time to tell anyone that she would miss class. Status: Mystery solved, case closed."

Scott picked up a stack of case cards and thumbed through them. "It's weird," he said. "These people never tell their friends or family important things. Then their friends get worried because they don't know what's going on."

"Exactly, Scott! None of these cases would have been mysteries if the people had just talked with each other," Louisa said. "It's different around this neighborhood. Take your Grandpa Dooley as Exhibit A. He talks to everyone and knows what everyone is doing."

Scott agreed. "But what I'd like to know is what's going to happen to your detective agency now that you've solved the only mystery in town." "Good question," Louisa said. "I'll let you know when I find out."

The paint was still drying on Louisa's new business sign when Scott rolled up the driveway the next afternoon. "Neighborhood News Press. Louisa Checkerslee, Reporter and Editor," Scott read. "You're starting a newspaper?"

"Yep. Since people in Carringford Springs like to talk with their neighbors, I figured they'd like to read about their neighbors, too. And since reporters have to be good at stuff like observing, asking questions, listening, and writing, I figured I'd be perfect. Those are the same things a detective does, right?" Scott picked at the decal on his skateboard. "Being editor and reporter is going to be an awful lot of work. You think you might need someone to help out? Louisa considered this. "I guess I could use another reporter who has access to a reliable source."

"Grandpa Dooley is an extremely reliable source," Scott hinted. "And if his own grandson doesn't have access, then who does?" Louisa smiled and shook Scott's hand. "Welcome to the Neighborhood News Press, Reporter Dooley."

"The Mystery of the Town Without a Mystery," by Catherine Carmody. From Children's Digest, copyright © 1995 by Children's Better Health Institute, Benjamin Franklin Literary & Medical Society, Inc. Indianapolis, Indiana. Used by permission.


1. Read this sentence from the passage.

But by the time she contacted the potential client, the mystery had become a non-mystery.

What does the word potential mean?

A. new B. serious C. possible D. powerful

LA.6.1.6.3 – Context Clues

2. Read this sentence from the passage.

But Louisa couldn’t figure out why, and it bugged her like a cloud of starving mosquitoes.

The author probably compares Louisa’s problem to “a cloud of starving mosquitoes” because a cloud of mosquitoes

F. is very annoying. G. can be very frightening. H. makes a humming noise. J. consists of many tiny parts.

LA.6.2.1.7 – Figurative Language

3. Why did Louisa have more cases to solve in Foxtail Falls than she had in Carringford Springs?

A. In Foxtail Falls, she had more friends who were grownups. B. People in Foxtail Falls communicated with each other less often. C. People in Foxtail Falls were more careless with their belongings. D. In Foxtail Falls, she paid less attention to what people were doing.

LA.6.2.1.7 – Figurative Language

4. Which sentence gives the best summary of the passage?

F. Louisa becomes a detective, solves a big mystery, and learns how to help others. G. Louisa moves to a new town, opens her detective business, and makes a new friend. H. Louisa solves one mystery in her new town and decides to open a different business. J. Louisa meets a boy and his grandfather and learns why people in her new town get along well.

LA.6.1.7.3 – Main Idea

5. Which statement best describes the essential message of the passage?

A. It is important to be a good neighbor. B. Communicating with others is important. C. Running your own business is hard work. D. New friends can be as good as old friends.

LA.6.2.1.2 – Theme

6. Which statement describes what the author probably thinks about the people in Foxtail Falls?

F. They should offer to help people more often. G. They should continue to mind their own business. H. They should try to find a detective to replace Louisa. J. They should be more like the people in Carringford Springs.

LA.6.1.7.2 – Author’s Perspective


7. What is the main reason that Louisa decides to start a newspaper in Carringford Springs?

A. She can learn how to become an even better detective. B. She can hire Scott as a reporter to help her with the work. C. She can talk to Grandpa Dooley to find out what is happening. D. She can use the same talents she used in her detective business.

LA.6.1.7.4 – Cause and Effect

8. Which word best describes Louisa? F. furious G. suspicious H. mysterious J. determined

LA.6.2.1.2 – Character Development

9. Which of the following best supports the idea that Louisa never gave up on her plan?

A. Louisa decides to give Scott a job. B. Louisa decides to visit Grandpa Dooley. C. Louisa decides to search for Amy’s baseball mitt. D. Louisa decides to start a neighborhood newspaper.

LA.6.2.1.2 – Conflict/Resolution

10. What qualities does Scott Dooley possess that will make him a good assistant to Louisa? Use details and information from the passage to support your answer.

An example of a top score response would include: Scott is friendly(he introduces himself to Laura); observant or perceptive (determines from the office that Louisa is a detective); connected to most people in town (Grandpa); and interested in being an assistant (volunteered for the job).

LA.6.1.7.3 – Main Idea

11. What is the best evidence that Scott Dooley is a good friend to Louisa?

F. He helps her with her plans. G. He helps her find Amy’s mitt. H. He gives her promising leads.

J. He introduces her to Grandpa Dooley. RLA.6.21.2 – Character Development

12. Scott probably picks at the decal on his skateboard after Louisa mentions she is starting a new business because

A. he wants to help her with the detective business. B. he is too shy to ask her to make him a news reporter. C. he is thinking about starting his own detective business. D. he wants to paint the new sign for the newspaper business.

LA.6.1.7.4 – Cause and Effect

13. What word represents the overall tone of this passage?

A. funny B. positive C. frightening D. mysterious

LA.6.2.1.7 – Tone

14. How will the skills that Louisa has developed as a detective help to make her a good reporter? Use


details and information from the story to support your answer.

An example of a top score response would include: Louisa is used to taking notes and gathering information, which include writing on a notepad while speaking with Grandpa and collected a stack of case cards. Reporters also need to be good at gathering information and taking notes so that the information they report is organized and accurate. Louisa was also good at observing and asking questions. Reporters have to be good at asking the right questions to get the right responses.

LA.6.1.7.3 – Conclusions and Inferences


CLOSING ROUTINE

Essential Question This question should be written on the board. It is meant to provide a focus and

purpose for reading the passage. Explain to the students that they will answer this question individually in a written response at the end of the lesson.


LA.6.2.1.2 - Plot Development

The Mystery of the Town without a Mystery

What mystery does Louisa stumble upon in Carringford Springs? How does she go about solving the mystery?

A Complete Response Includes: A complete response includes an explanation that that implies the very idea of every almost mystery being solved without giving Louisa a chance to solve it was the mystery in itself. Students must identify the mystery as “Why doesn’t Carringford ever have a mystery?”

Anti-Discrimination PolicyFederal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color,


religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Rev. (01-11)


directions:curriculum_materials.dadeschools.net/csm/la/grade6... · web viewthe family and medical...

Documents