grade -...

GENAbc

TM

3Grade

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

reader’s and Writer’s Journal

PrePublication coPy

RGEN14_RWJ_G3_U2FM_001 1 7/25/13 4:17 PM

Copyright © 2014 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce the Reader’s and Writer’s Journal pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper SaddleRiver, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ISBN-13: 978-0-328-78905-4ISBN-10: 0-328-78905-4

1 2 3 4 5 6 7 8 9 10 V063 17 16 15 14 13

RGEN14_RWJ_G3_U2FM.indd 2 7/26/13 12:21 PM

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson

1. What did you read?2. What did you learn?3. What questions do you have?

Lesson 1

1.

2.

3.

Lesson 2

1.

2.

3.

Lesson 3

1.

2.

3.

Lesson 4

1.

2.

3.

Lesson 5

1.

2.

3.

Connecting Character, Culture, and Community • Unit 2 Module A • Lessons 1–5 • 81

RGEN14_RWJTG_G3_U2A_L01-05.indd 81 20/07/13 4:06 AM

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

A Visit to Vietnam

Benjamin’s family left Vietnam when he was just a baby. Benjamin’s dad had gotten a better job in Seattle, Washington. Every couple of years his family went back to Vietnam to visit. This summer they were going for their longest visit yet—all summer!

After a long flight, their plane finally landed in Ho Chi Minh City. Benjamin couldn’t wait to get to his grandparents’ house. After his family picked up their luggage, they took a taxi through the busy streets. Benjamin had forgotten how many motorcycles and scooters zipped around the city.

The cab drove them past markets and street vendors. Benjamin licked his lips. He loved the fresh fruit and other delicious food in Vietnam.

Benjamin also loved looking at the different kinds of buildings. In one block, there were buildings that were hundreds of years old. Then, just a few blocks away, there were new shopping centers. Some of the stores and restaurants were the same ones Benjamin’s family went to in Seattle.

Benjamin couldn’t wait to see his grandparents. He loved pho, the special noodle soup his grandmother made. He liked sitting in the shady courtyard with his grandfather, who told stories about growing up in Vietnam.

His grandparents had also promised to take him to the beach this summer. Benjamin couldn’t wait to go swimming in the South China Sea! There was so much he wanted to see and do. This was going to be the best summer ever!

82 • Unit 2 Module A • Lessons 1–5 • Connecting Character, Culture, and Community

RGEN14_RWJTG_G3_U2A_L01-05.indd 82 12/07/13 4:39 PM

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

Gather Evidence How does Benjamin feel about his trip to Vietnam? Circle 5 words and phrases from the story that support your answer.

Gather Evidence: Extend Your Ideas Work with a partner and discuss how important these details are to the story. Write 2 sentences explaining how important they are.

Ask Questions Write 2–3 questions you have about Vietnam that can be answered from the text.

Ask Questions: Extend Your Ideas Choose one of your questions and research it. Did you find the answer? Write 2–3 sentences explaining what you learned.

Make Your Case What do you think is the main idea the writer wants to share? Underline 2–3 key details that support the main idea.

Make Your Case: Extend Your Ideas On a separate sheet of paper write 3–4 sentences about a vacation or trip you went on. Make sure to include a main idea and supporting key details.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Vocabulary

Lesson 1pioneers

migrated

Lesson 2scarce

tobbagans

Lesson 3mileage

moccasins

Lesson 4shining

gunked up

Lesson 5holler

hunker



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name

Writing in Response to

Reading

Lesson 1 Read aloud the final paragraph on p. 76, and ask students if they think the Athabascans succeeded at “learning the new ways of a new world,” while still practicing the old ways. Remind students to use details from the text to support their opinions.

Lesson 2 Reread p. 65, and have students write an informative response about why the Athabascans chose to live much like their ancestors did. Be sure students use evidence from the text.

Lesson 3 Reread the dialogue about speaking English on pp. 9–10. Write a paragraph giving your opinion on this question: Based on the conversation about English, do you think the new teacher is a good teacher? Why or why not? Remind students to support their opinion using text evidence.

Lesson 4 Reread the description of making clothing on pp. 20–24. Write a short article explaining the process of making mittens, boots, or snowshoes Write each step in sequence, including the tasks done by Grandpa, Mamma, Grandma, and the sisters, Fred and Bokko Support your explanation with evidence from the text.

Lesson 5 Reread the last two paragraphs on p. 37 (and continuing on to p. 38). Write a short essay to give your opinion about this question: Do you think it was a good idea for Miss Agnes to be “so picky” about her students’ writing? Support your opinion with evidence from the text.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Reading Analysis

Using evidence from the text, answer the following questions about main idea.

1. What does the author want readers to understand about the differences between Athabascans today and Athabascans not so long ago (about 60 years)?

2. Reread the section “Camping.” What key details support the main idea that “children contributed to the Athabascans survival.”

3. After reading the entire selection, what should readers understand about surviving in Athabascan villages?

4. What big idea does the author want readers to understand about the Athabascans’ old and new ways?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

1. Reread the second paragraph of p. 65. Find the word pioneer. Why did the author choose the word pioneer?

2. Revisit the section “Camping.” Read the sentence “We all had to chip in to make sure everyone was fed.” What does “chip in” mean? Which details from the text help readers understand the meaning of the term “chip in”?

3. In the first paragraph in the section “One-Room Schoolhouses” read the sentence that begins “He would have to watch out…” What effect do the words “big” and “hungry” have on the reader? What is the author’s purpose for including them?

4. In the section “One-Room Schoolhouses” read the sentence beginning “Green, fiery wolf orbs …” What effect do these words have on the reader?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 1 Capitalize the Beginnings of Sentences Look at the sentence, “we all had to chip in.” Capitalize the letters that should be capitalized. Explain why you capitalized any letters.

Lesson 2 Capitalize Appropriate Words in Titles Look at the title “The Athabascans: Old Ways and New Ways.” How do writers know which words to capitalize? Write a new, original title for the text. Which words were not capitalized?

Lesson 3 Capitalize Names of People, Places, Things, and Ideas Identify the names of people, places, things, and ideas that are capitalized on p. 3. Identify why each word was capitalized.

Lesson 4 Adverbs: What they Are Identify 3 adverbs on p. 16. Identify what each word modifies.

Lesson 5 Learn How Adverbs Function in a Sentence On p. 32, read the paragraph that begins “When it was time for lunch…” Write a sentence that tells which student was most worried. Explain what word most modifies.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 1 Reread sections “Finding Food” in the text. Then complete a blank T-Chart titled “Old Ways” and “New Ways.” Make sure to find details of the old and new ways, write the details on the T-Chart in the appropriate categories, and think of ways the details could be used in a story.

Lesson 2 Write about your own culture using a blank T-Chart. Include one event from the past in the “Past” column and one event from the present in the “Present” column. Brainstorm ways to use past and present events in a story.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 3 Write a story opening that has a character do something to draw the reader in. Make sure to use the Web of ideas you came up with in Practice. Pick one of the ideas and write the introduction.

Lesson 4 On a separate piece of paper, establish a situation for your own story by establishing the setting, introducing a character, and creating a first event that creates conflict.

Lesson 5 Write a character sketch describing the physical traits of a character that may appear in your story and the character’s personality, including the character’s actions, thoughts, and feelings.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 6

1.

2.

3.

Lesson 7

1.

2.

3.

Lesson 8

1.

2.

3.

Lesson 9

1.

2.

3.

Lesson 10

1.

2.

3.

Connecting Character, Culture and Community • Unit 2 Module A • Lessons 6–10 • 91


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Using evidence from the text, answer the following questions about character.

1. What does the way Miss Agnes uses the maps to teach geography reveal about her character?

2. Why does Miss Agnes share the story about Sam Dubin? What does Fred’s response reveal about her character?

3. What is the author’s purpose for sharing details about Big Pete and Little Pete? How do these characters’ traits help readers understand the Athabascan community?

4. How does Miss Agnes feel about teaching? How do Miss Agnes’ actions on p. 48 support that opinion and contribute to the sequence of events?

5. Describe how Fred reacts to the news that Miss Agnes will only be there a year. How are Miss Agnes and Fred similar in the way they deal with negative news? Use text evidence to support the answer.

92 • Unit 2 Module A • Lessons 6–10 • Connecting Character, Culture and Community


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

1. Read the sentence on page 52 that begins “She said it’s bum…” Which words around this sentence help readers understand the meaning?

2. What is the literal meaning of “kicking up a big fuss” on page 52?

3. Read the paragraph on page 53 beginning with the sentence “This sign language is really…” What does “their hands just fly” mean? Explain.

4. On page 54, read the paragraph beginning with “We all got tickled…” Compare the literal and nonliteral meaning. Why did the author use this term?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Vocabulary

Lesson 6panhandle

Lesson 7bum

Lesson 8concertina

potlatch

Lesson 9continents

ptarmigin

Lesson 10shutter

pink in her cheeks



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 6 Reread p. 46 the final paragraph. Ask students to write an informative paragraph stating why the children wouldn’t get tired of having Miss Agnes for a teacher. Students should support their writing “using text evidence”.

Lesson 7 Reread p. 53 starting with “When Mamma…” and ending with “.think about that.” Ask students to write an opinion on whether Grandpa should have defended Mamma when she stamped out the door. Ask students to support their opinion by “using text evidence” to present their opinions.

Lesson 8 Reread p. 67. Ask students to write an informative narrative about what they think would be a better way to ask someone to dance. Students should support their writing with text-based evidence.

Lesson 9 Reread p. 76, starting with “Miss Agnes told him…” and ending with “…started to think like that.” Was Miss Agnes right to appear angry with the students? State your opinion and support it using text evidence.

Lesson 10 Reread pp. 94 and 95. Ask students to choose one student in the story and tell what Miss Agnes said they were good at doing. Then tell how she knew what that student’s talent was. Remind students to use key details from the text to support their answers.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameReading Analysis

Lesson

Using evidence from the text, answer the following questions about recounting a story.

1. Recount the story through Chapter 12. What has happened so far?

2. What is the central message the author wants readers to understand?

3. What key details convey the central message in the text? Use evidence from the text to answer.

4. What details has the author revealed about Fred that supports the central message?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis Lesson

1. On page 60, the author says, “Usually Little Pete was dying to get out to camp as soon as it snowed.” What does it mean to be “dying” to do something? What is something you are “dying” to do?

2. On page 61, read the sentence that begins “There was a lot of hoorah in the village…” What is the meaning of “hoorah”? What is an event that would cause a big “hoorah” in your community?

3. Then the author talks about how Marie had to wash every day to “keep up” with the diapers. What does the term “keep up” mean? What is something you must “keep up” with at home?

4. Read the sentence on page 63 that begins “That made Mamma look…” How is the word “sour” used in this sentence? How is this term different from the way “sour” is normally used?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 6 Form Superlative Adverbs On p.43, read the paragraph that begins, “I was ten, so my paper…” If Marie, Little Pete, and Roger all had more arithmetic than Fred, what would be an example of a superlative adverb to describe how much arithmetic Fred had?

Lesson 7 Use Adverbs in a SentenceRead p. 52 and pick an adverb found on the page. Write a sentence with the adverb you chose.

Lesson 8 Review Commas in Dialogue Find the dialogue on p. 63. Write what Marie might have thought in response to Miss Agnes about whether she should learn to read and write. Use punctuation marks where needed.

Lesson 9 Review Quotation Marks in Dialogue Read the paragraph. “Sometimes in the middle of anything…” on p. 70. Write another question Miss Agnes might have asked the students. Use punctuation marks where needed.

Lesson 10 The Exclamation Point in DialogueOn p. 86, read the sentence, “Toby Joe said.” Explain why the author used an exclamation point. Write another sentence someone could have said in response to the picture that ends in an exclamation point.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 6 Create an event sequence that organizes the event order of your story idea. Make sure to use a Story A or Story B graphic organizer and organize the event sequence.

Lesson 7 Use one of your story ideas to write an event sequence using temporal words and phrases from the Three-Column Charts you completed in Practice.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 8 Write a skit that is an extension for an event in The Year of Miss Agnes. Make sure to write dialogue that develops or continues the event.

Lesson 9 Write a dialogue that shows character responses. Make sure to introduce two characters, write 3–4 lines of dialogue, and write responses to dialogue.

Lesson 10 Write a character sketch of Miss Agnes that describes the impact she has on the community. Make sure to use the Web A organizer to jot down ideas that describe Miss Agnes’s actions, thoughts, and feelings.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 11

1.

2.

3.

Lesson 12

1.

2.

3.

Lesson 13

1.

2.

3.

Lesson 14

1.

2.

3.

Lesson 15

1.

2.

3.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

A Day at School in Japan

Have you ever wondered how a school day in Japan might compare to one of yours?

Like many students in the United States, many Japanese elementary school students start their day around 8:30 a.m. and end around 3:00 p.m. They have math and reading classes. They listen to announcements at the start of the day. The teacher takes attendance. During the week, students might gather for an assembly where the principal or someone else talks to them.

There are a number of differences too. For example, in the United States, students learn handwriting. In Japan, students learn shodo, or calligraphy. This involves dipping a brush into ink and writing symbols. The symbols stand for words. Students in Japan also have a class where they learn how to cook and sew.

If you think school is hard in America, think about what students in Japan must do. They often have more homework than students in the United States do. They also spend at least six weeks longer in school each year. Some schools also assign chores to students. Sweeping and cleaning the floor, wiping the board, and emptying the trash are some of these chores.

If you were an American student in a Japanese school, do you think it would be difficult to adjust to these differences? Remember, you would have to do everything in a completely different language too.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

Gather Evidence How does a day at school in Japan compare to your school day in the United States? Write down 3–5 sentences. Include evidence from the article to support this.

Gather Evidence: Extend Your Ideas Work with a partner and compare your sentences. Look for any evidence you might have missed and edit each other’s sentences.

Ask Questions Write three questions you would ask a student from Japan about his or her day at school. Underline sentences or phrases from the article that support your questions.

Ask Questions: Extend Your Ideas Choose one of your questions and research it. Did you find the answer? Write 2–3 sentences explaining what you learned.

Make Your Case What is the most interesting detail can you learn from the images that support the idea that schools in Japan are different from schools here? Can you find that detail in the text?

Make Your Case: Extend Your Ideas If you could not find your detail in the text, look for another detail from the images that is included in the text. If you could, write a sentence about why you find the detail important.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Vocabulary

Lesson 11crust

bunks

Lesson 12slippery

slimy

Lesson 14Tlingit nation

suitor

Lesson 15threshold

unusually



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 11 Reread p. 102. Ask students if they think “young brains” are better than “old brains.” Have students write their opinion and support their writing “using text evidence.”

Lesson 12 Reread the first complete paragraph on p. 111. Explain why “everything reminded me and Bokko of Miss Agnes.” The students should support their writing “using text evidence” from pp. 109–111.

Lesson 13 Reread the first page of “The Athabascans.” Do you agree or disagree with the people’s decision to learn and practice the skills of their ancestors? Use text evidence to support your opinion.

Lesson 14 Reread p. 86 of “The Frog Princess.” Write a few sentences explaining how the girl felt when she was with the Frog People. How do her feelings about the Frog People shape the rest of the story? Support your answer using text evidence.

Lesson 15 Does the girl’s attitude in “The Frog Princess” change as the story goes along? Support your opinion using text evidence.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Lesson

1. Revisit The Athabascans: Old Ways and New Ways. What is the main idea? What key details support the main idea?

2. Revisit The Year of Miss Agnes. What is the central message the author wants readers to understand? Use details from the text to support your answer.

3. How does Miss Agnes’ character convey this message throughout the story? Share examples from the text.

4. How are the main idea and central message in both texts alike? Refer to the texts for specific details.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis Lesson

Using evidence from the text, answer the following questions about spoken and written standard English.

1. Read page 96. Fred discusses three different “right” ways of speaking. Use details from the text to describe each of the three ways.

2. On pages 96 and 97, Fred gives examples of informal language that is incorrect when speaking away from the village. What does Fred understand about English that she did not know before?

3. On page 98, read the sentence that begins “Whoever had the littlest…” What word could replace “littlest” to make the sentence follow standard English conventions? What other misuses of standard English can readers point out in Fred’s narration in Chapter 15 and 16?

4. How does Fred’s narration help readers understand her struggle to write and speak with standard English? Share an example from the text.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 11 The Question Mark in Dialogue Read p. 105 in The Year of Miss Agnes. Write a question one of the students could ask Miss Agnes about why she would leave.

Lesson 12 Review Subject Verb Agreement in Sentences In The Year of Miss Agnes, the narrator says: “It is late at night…” Explain why the sentence has subject-verb agreement.

Lesson 13 Form Subject-Regular Verb Agreement in Sentences Use the plural present tense verb climb in a sentence. Explain how the subject agrees with the verb.

Lesson 14 Form Subject-Irregular Verb Agreement in Sentences Use the plural present tense verb teach in a sentence. Explain how the subject agrees with the verb.

Lesson 15 Produce Simple Sentences Read the sentence on page 85 “Weeks passed.” Explain why this is a simple sentence. Then write a simple sentence of your own that tells about the girl forgetting about time.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 12 Write an ending for the story you started in earlier lessons. Make sure to base your ending on the sequence of events.

Lesson 11 Use your dialogues from Lesson 9 to add description to further develop your characters’ responses. Make sure to use a Web to jot down ideas and use details to describe how the character responds to a situation.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 13 Draw from your own experiences as well as print and digital resources. Take notes on your sources.

Lesson 14 Gather information and take notes about characters and events in fables and folktales. Make sure to jot down your notes in a Web or Two-Column Chart.

Lesson 15 On a separate piece of paper, begin a draft of a story that extends The Frog Princess. Make sure to establish a situation with a conflict, follow a short event sequence, and resolve the conflict.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 16

1.

2.

3.

Lesson 17

1.

2.

3.

Lesson 18

1.

2.

3.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Lesson

Using evidence from the text, answer the following questions about character.

1. Describe how the father’s actions reveal his character traits and contribute to the sequence of events?

2. How would the story have changed if the princess’s father displayed characters traits of acceptance and tolerance? How would this have changed the sequence of events?

3. Is the frog selfish or noble? What actions from the text support this assertion?

4. What point is the author trying to make about adapting to change? What happened because the headman could not adapt?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

Using evidence from the text, answer the following questions about literal and non-literal meanings.

1. When the princess says “…I would rather marry a frog from our lake,” does she mean a real frog? Explain. What do people usually mean when they make this statement?

2. Read the sentences on page 89 that begins “They combed the forests and the seashore.” What is the literal meaning of the word combed?

3. Read the sentence on page 89: “It was if their daughter had disappeared from the earth.” What is the literal meaning of this sentence?

4. Read the sentence on page 99: “He prepared a healing mixture of roots and herbs to drive out the bad spirits inside her.” What is the actual meaning of the term “drive out” in this sentence?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 16 Reread pp. 99–100 of The Frog Princess. Write a few sentences describing the events of the pages. Be sure the events are written in the order they happen. Think about the actions of the girl, her family, and the shaman, and support your opinion using text evidence.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 17 The parents in both texts make decisions about their children’s lives based on their own experiences. Should parents make decisions for their children? Why or why not? Support your opinion with text evidence.

Lesson 18 Revisit “The Athabascans.” Write a brief explanatory essay in which you tell how you would survive the cold in northern Alaska. Support your essay with text evidence.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Lesson

Using evidence from the text, answer the following questions about compare and contrast.

1. How has each member of the community been affected by Miss Agnes? Use details from the text to support the answer.

2. Think about all three texts. How do people change within themselves as a result of adapting or not adapting to new ways?

3. In each text, how do outside influences change a community for the better or worse? Use text details to support the response.

4. What life “lesson” about culture and community should readers understand after reading all three texts?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 16 Compound Sentences: Definition Explain what a compound sentence is and what can be used to join the clauses of a compound sentence.

Lesson 17 Produce Compound Sentences Write a compound sentence about The Frog Princess or The Year of Miss Agnes using a coordinating conjunction such as and, or, or but. Explain why it is a compound sentence.

Lesson 18 Produce Compound Sentences Write a compound sentence about The Athabascans: Old Ways and New, The Frog Princess, or The Year of Miss Agnes using the coordinating conjunction so. Explain why it is a compound sentenc.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 16 Revise your stories to strengthen and develop your writing. Make sure to bring out character traits of the characters, polish your event sequences, and resolve the ending in a logical way.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 17 Edit your stories so that the content is clear, making sure to correct any mistakes in grammar, spelling, and punctuation.

Lesson 18 Present your stories. Assign characters to other students and make sure to play a character in your own stories.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 18 Write a brief essay that compares and contrasts how the author of each text describes the rich cultural heritage and traditions in the communities he or she writes about. Make sure to plan your essays by writing outlines.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 1

1.

2.

3.

Lesson 2

1.

2.

3.

Lesson 3

1.

2.

3.

Lesson 4

1.

2.

3.

Lesson 5

1.

2.

3.

Connecting Character, Culture, and Community • Unit 2 Module B • Lessons 1-5 • 121

RGEN14_RWJTG_G3_U2B_L1-5.indd 121 7/12/13 3:36 PM

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

A Visit to Cuba

“We’re going to visit Grandma!” Manny exclaimed to his little brother Leon.

“I wonder if Cuba is anything like New York City.” Leon said.

Traveling to Cuba took several hours. The boys were excited to finally spot the island of Cuba outside the airplane window. On the taxi ride to Grandma’s house, they got a glimpse of the city of Old Havana. The city was busy just like New York City. The honking horns made the boys feel at home.

The next day Grandmother took them to see some of her favorite places. The market had vegetables that were unusual to the boys. They enjoyed eating lunch at a restaurant outside under some tall palm trees. Colorful birds sang loudly overhead. After lunch they toured the city to see some of its biggest buildings.

“New York City has much taller buildings,” thought Leon. They stopped to listen to a band playing local instruments. Manny danced to the beat of the bongo drums.

After a week of fun, the visit had come to an end. The boys stood at the door to say goodbye. Grandmother said, “I have some gifts for you. They will help you remember your trip to Cuba.” Leon unwrapped a special whistle that made sounds just like the songs the birds had sung at the restaurant. Manny opened a box with a set of bongo drums. “Now New York City can sound a little more like Cuba,” laughed Grandmother.

122 • Unit 2 Module B • Lessons 1–5 • Connecting Character, Culture, and Community


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

Gather Evidence Underline the details in the story that help you to learn about life in Old Havana.

Gather Evidence: Extend Your Ideas Work with a partner and discuss how important these details are to the story. Write 2–3 sentences explaining how important they are.

Ask Questions What questions would you ask the boys about the trip to Cuba? Are they discussed in the text? If so, circle that section of the text.

Ask Questions: Extend Your Ideas What questions would you ask the boys about the trip to Cuba that are not answered in the text? Research your question and write 1–2 sentences discussing it.

Make Your Case Do you think Old Havana and New York City are more alike or more different? Underline twice key words that help answer the question.

Make Your Case: Extend Your Ideas Write 2–3 sentences using information you researched about New York City and Old Havana.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Vocabulary

Lesson 1townhouses

suburbs

Lesson 4cultural heritage

Lesson 5situated

landfill


RGEN14_RWJTG_G3_U2B_L1-5.indd 124 7/24/13 8:19 AM

Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 1 Reread “What is a city home?” and “Townhouses and Suburbs.” The author states apartment buildings are “tall buildings that contain a lot of homes.” Is this always true? State your opinion and support it using text evidence.

Lesson 2 Reread the “School and Play” portion of “City Homes.” The author conveys several different things people can do for entertainment in a city. Write an informative paragraph detailing some of the places where people can play sports in cities.

Lesson 3 Reread “The Weather” section of “City Homes.” The author shows photographs of buildings in different climates. Are the photographs effective? State your opinion and use evidence from the photographs to support your answer.

Lesson 4 Write a paragraph to explain why communities change over time. Use evidence from page 7 to support your answer.

Lesson 5 What is the number one reason why people should recycle? Use evidence from the text to support your answer.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Using evidence from the text, answer the following questions about illustrations.

1. Look at the information box on page 106. How does this information help readers understand the main idea of the section “What is a city home?”

2. Read the section titled “Townhouses and suburbs.” How do the photos support the main idea of the section?

3. Read the caption above the photo on page 110. How does the detail support the main idea of the section “Building a city home?”

4. What is the main idea of the entire text?

5. How do the photos, captions, and information boxes help readers understand the main idea? Give one example from the text.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

1. Read page 8. Notice the word natural environment. How do people harm the natural environment? Use facts from the text.

2. Read page 9. How does recycling help the natural environment?

3. What is being compared in this sentence? How are they alike?

4. Based on p. 10, what do you think extended families are and what helped you figure it out?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 1 Review the Definition of Adverbs Look back to the first sentence on p. 113. Which word in the sentence is an adverb? What is the purpose of adverbs in general?

Lesson 2 Review How Adverbs Function in a Sentence Read p. 117. Pick an adverb from the page. How does the adverb function in the sentence?

Lesson 3 Review Using Adverbs in a Sentence Write a sentence using the adverb politely. Explain how the adverb functions in your sentence.

Lesson 4 Review Coordinating Conjunctions Use the coordinating conjunction or in a sentence and explain how it functions in your sentence.

Lesson 5 Define Subordinating Conjunctions What does a subordinating conjunction do in a sentence?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 1 Write an explanatory paragraph that expresses your own views while providing factual information. Make sure to give examples of facts from the text and describe how you expressed your own views while providing facts.

Lesson 2 Think about different explanatory texts you have read and what genres they belong to and complete a Web B. Write explanatory texts in the middle circle and the names of the subgenres in the outer circles. Make sure to write 2–4 sentences explaining what makes each subgenre similar and different.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 3 Draw an image that would illustrate a paragraph from the text. Make sure to use words to inform and describe what you want to convey in your image. Write one sentence explaining what details you included in the illustration that were left out of the paragraph.

Lesson 4 Find the main idea statement on p. 5, 6, or 7. On a separate piece of paper, explain how the main idea statement introduces the paragraph in 1–2 sentences. Think of a topic you would like to explain to your readers. On the same piece of paper, write 2–3 sentences introducing your topic.

Lesson 5 Write a paragraph developing the introductions you started in Lesson 4. Make sure to research your topic using encyclopedias and Internet websites, identify at least 5 words that are unfamiliar from your research, fill out the graphic organizer T-Chart defining the unfamiliar words, and include facts, details, and definitions in your paragraph.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 6

1.

2.

3.

Lesson 7

1.

2.

3.

Lesson 8

1.

2.

3.

Lesson 9

1.

2.

3.

Lesson 10

1.

2.

3.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Using evidence from the text, answer the following questions about illustrations.

1. Look at the photos and captions on page 16. What does this information help readers understand about communities?

2. How do the photos on page 16 help readers think about other communities around the world in comparison to their own?

3. Look at the photos on page 17. What skills do children around the world learn? What idea does the author want readers to understand about education around the world?

4. Look at the map on page 18. Why is it important for maps to have landmarks and legends? How would symbols help people find places on this community map?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

1. On page 21, find the word public. What are some examples of public places in your community? What makes these places public?

2. On page 21 find the word population. What does the text say is the meaning of population? Does your community have a large or small population? Explain.

3. What is a “standard of living?” What do people need to have a good standard of living? Is “quality of life” the same in all communities? Explain.

4. Read page 23. What are some examples of celebrations? Why are celebrations important to quality of life?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Vocabulary

Lesson 6federal government

municipal government

Lesson 7climate

interconnected

Lesson 8quality of life

standard of living

Lesson 9patrol

utilities

Lesson 10volunteer

expert



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 6 Write a paragraph to explain why income is important to people and to their community. Use evidence from the text to support your answer.

Lesson 7 Write an opinion piece about whether you think legends are important parts of maps. Support your opinion with text evidence.

Lesson 8 How are standard of living and quality of life connected? Use evidence from the text to support your answer.

Lesson 9 Do you think there are too many rules in school? Write a paragraph to explain why or why not. Use evidence from the text to support your answer.

Lesson 10 Reread the text and the caption on p. 31. Pretend you are a volunteer tour guide at a zoo in your community. Write a short speech explaining how your zoo helps animals. Support your ideas with evidence from the text.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Using evidence from the text, answer the following questions about main idea.

1. What does the author want readers to understand about rules? How do rules apply to your life? (Rules are necessary to help keep order in a community and keep people safe.

2. Read page 24. What are the main differences between rules and laws? Use details from the text to answer.

3. Read page 25. Who keeps people safe in a community? How do these people improve the quality of life in a community? Use the text to answer.

4. What does the author want readers to know about their own role in staying safe? List three ways you can keep yourself safe. Use the text to answer.

5. What are utilities? How do you use utilities where you live? Give three examples.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

1. Read page 28. What do volunteers do? How do volunteers help in a community? Use answers from the text.

2. What are some ways you can be a volunteer at home or school?

3. Read page 29. Find the word depend. Give some examples of ways people in a community depend on each other.

4. What are some ways the author shares for becoming an expert in your community information? Use examples from the text to support the response.

5. Why are zoos an important part of a community? Explain.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Lesson 6 Use Subordinating Conjunctions Read the two sentences on p. 13, “Historic communities show us what life was like in the past. People dressed in costumes re-enact life in those early days.” Use a subordinating conjunction to combine the sentences.

Lesson 7 Review Plural Regular Verbs Read p. 16. Find a plural regular verb used in the text. How is it a plural regular verb?

Lesson 8 How Regular Verbs Function Find an example of a singular and plural regular verb on p. 20. How is it a regular verb? How is it formed?

Lesson 9 Use Plural Regular Verbs in a Sentence Find a plural regular verb used on p. 24. Write a sentence using the verb.

Lesson 10 Review Regular Past Tense Verbs How is a regular past tense verb formed in the singular and plural? Come up with an example of a regular past tense verb.

Name Conventions



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 6 Use a computer to find images for your topic and print them out or draw illustrations relating to your topic of choice. Paste or tape the illustrations to the page. This may be done as a collage. Use the information you found on your topic to write three questions that can be supporting text for your illustration.

Lesson 7 Pick a subtopic such as where one bird goes for the winter or pick a country where your shoes might have been made. Fill in a Web A for your subtopic by writing related information including similar facts, definitions, and details, choose an illustration that you found in Lesson 6 to go with your subtopic, and write 2-3 sentences explaining why the information you listed belongs with you subtopic.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name

Lesson 8 Use the subtopic from your graphic organizer Web A you completed in Lesson 7 to write a paragraph on a separate piece of paper about the subtopic you chose, including linking words and phrases to help connect ideas.

Lesson 9 Using your paragraph from Lesson 7, find similar information about each idea and complete a Compare and Contrast organizer to show similarities and differences. On a separate piece of paper, create sentences using linking words to compare and contrast the two ideas. Combine these sentences to create a paragraph that includes the linking words or phrases. Write your paragraph on a separate sheet of paper.

Writing

Lesson 10 Fill out your graphic organizer Three-Column Chart. The top columns should be subtopics. Make a list of conclusive statements. Remember you can consider why your information is important. Try to add your conclusive statements so they flow into the next subtopic. Write a paragraph concluding the topics you started in Lesson 4. Remember you can list your subtopics in the concluding paragraph.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 11

1.

2.

3.

Lesson 12

1.

2.

3.

Lesson 13

1.

2.

3.

Lesson 14

1.

2.

3.

Lesson 15

1.

2.

3.

Connecting Character, Culture and Community • Unit 2 Module B • Lessons 11–15 • 141


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

A Community of Cultures

What would it be like to live on an island in the Pacific Ocean that is only about 8 square miles? How is living on an island community different? How does it affect the culture? You might ask someone who lives on the Republic of Nauru (nah-OO-roo).

Nauru sits just south of the equator. Its closest neighbor is a whopping 200 miles away! About 3,000 years ago the first people migrated to the island from Micronesia and Polynesia. They lived in tribes or groups much like the Native Americans of North America did. Nauru had a unique culture and enjoyed peace for centuries.

In 1798, a British captain of a whaling ship saw Nauru on his way to China. Later, the first Europeans arrived. They brought new ideas, weapons, and war. From the 1800s to the mid-1900s, different European countries, Japan, and Australia took control of Nauru. They used its resources for trade and influenced Nauru’s culture and community. Finally, Nauru gained its freedom in 1968.

Today, Nauru is home to many different cultures because of its history. More than half of the people speak the Nauruan language. English is also spoken, but less than 10 percent of the people are European. Other groups include Pacific Islanders and Chinese. As an independent nation, Nauru’s culture is still unique. It culture is traditional with a blend of other cultures from around the world.

142 • Unit 2 Module B • Lessons 11–15 • Connecting Character, Culture and Community


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Sleuth Work

Gather Evidence What additional information can you learn from the pictures and labels? Circle information from the text that corresponds with the pictures and labels.

Gather Evidence: Extend Your Ideas Write 1–2 sentences explaining how the pictures contribute to what is conveyed by the text.

Ask Questions What questions would you ask someone who had visited Nauru that can be found in the text? Make sure you circle what you find from the text.

Ask Questions: Extend Your Ideas What questions would you ask the someone who had visited Nauru that are not answered in the text? Research your question and write 1–2 sentences discussing it.

Make Your Case What are two interesting differences between Nauru and where you live? Why do you think those differences are interesting?

Make Your Case: Extend Your Ideas Write 2–3 sentences using information you researched about Nauru and where you live.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Vocabulary

Lesson 13mural

gumbo

Lesson 14debating

sprinkling

Lesson 15blading

hooping



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 11 Reread the pages listed in the index under garbage and pollution. Suppose your community has decided to stop collecting garbage. Write an editorial giving your opinion about whether this is a good idea. Support your argument with evidence from the text.

Lesson 12 Reread the first few pages of each text. Explain how the authors present important details. Remind students to use text evidence to support their writing.

Lesson 13 Reread p. 19. Have students write the main idea of the text is in their own words. Do details from the text on p. 19 help support the main idea? State your opinion and use details and evidence from the text to support your answer.

Lesson 14 Reread pp. 16–31. Group related information together, including illustrations. How does the author group related information together? State your opinion and support it using text evidence.

Lesson 15 Reread Around Our Way on Neighbors’ Day. Take notes on some of the games children and adults are playing. After making your notes, write a sentence about a game you would like to play.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.


Using evidence from the text, answer the following questions about determining the central message.

1. What does the author want readers to know about communities?

2. How does the narrator’s point of view help convey the central message in this story?

3. How do the narrator’s actions support the central message?

4. What details about the celebration make it unique to the narrator’s community?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameLanguage

Analysis

Using evidence from the text, answer the following questions about precise meaning.

1. Read the sentence on page 9 “Metal and chemical wastes are produced in industries.” Use the glossary to find the precise meaning of industry. Write the meaning of the word industry in your own words. What kinds of industries are in your community?

2. On page 9, read the sentence: “Town workers remove garbage from streets and incinerate it, bury it in landfill sites, or recycle it.” Where can readers find the meaning of incinerate? What does incinerate mean?

3. Read the sentence on page 8: “Forests are cut down, and swamps and other wetlands are filled in with soil so houses can be built.” What is another word for wetlands in the sentence?

How does the glossary provide a more precise meaning?

4. Read page 6. How does the glossary help readers understand the meaning of cultural heritage?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 11 Use Regular Past Tense Verbs in a Sentence Find a regular past tense verb in What is a Community? from A to Z and use it in a sentence.

Lesson 12 Define Plural Irregular Verbs How do you form irregular verbs in the plural present tense? Find an example of a plural irregular verb from What is a Community? from A to Z or City Homes.

Lesson 13 How Irregular Verbs Function How do singular irregular verbs agree with the subject of a sentence? Provide examples of two verbs that are irregular in the singular present tense and state how their spelling changes.

Lesson 14 Use Plural Irregular Verbs in a Sentence Find a plural irregular verb from Around Our Way on Neighbors’ Day. If you can’t find one, make one up and use it in a sentence.

Lesson 15 Use Past Tense Irregular Verbs in a Sentence Find an irregular past tense verb in Around Our Way on Neighbors’ Day. If you cannot find one, create one yourself. Form a sentence using your irregular past tense verb.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 11 Choose one topic from the list of ten. Look up your topic in an encyclopedia, take three sentences of brief notes on the topic, and try to find two words you are unfamiliar with from your notes. Use a dictionary to write a definition.

Lesson 12 Find an illustration in an educational magazine from your school library and write a paragraph about the illustration without reading about the supporting information.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name

Lesson 13 Sort information from their notes in Lessons 11 and 12 into categories and use your notes to write several paragraphs comparing and contrasting your research from Lessons 11 and 12 to your own way of life. Write your paragraphs on a separate sheet of paper. Make sure to write a reflection on how your own life compares and contrasts to the lives of others around the world.

Writing

Lesson 14 Pick two topics to compare and contrast. Plan what you are going to write using print sources as well as reliable Internet sources. On a separate piece of paper, create an outline explaining your ideas for your compare and contrast essay

Lesson 15 Free write for 5 minutes about a topic provided to you. Make an outline of your free-writing thoughts. Use the free writing and the outline to write a draft of your ideas.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

NameFirst Read of

the Lesson


Lesson 16

1.

2.

3.

Lesson 17

1.

2.

3.

Lesson 18

1.

2.

3.

Connecting Character, Culture, and Community • Unit 2 Module B • Lessons 16–18 • 151


Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.



1. How are the central message of Around Our Way on Neighbors’ Day and the main idea of What is a Community from A to Z similar?

2. How do the details make each text different?

3. Why does the author of What is a Community from A to Z use photos to convey information? Is this an effective way to share information with readers? Why or why not?

4. How do the illustrations support meaning for Around Our Way on Neighbors’ Day? Would the story have been as effective with photos? Why or why not?

5. How do the purposes for each text differ?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.



1. Explain the difference for the purpose of the texts City Homes and Around Our Way on Neighbors’ Day.

2. How does the purpose of each text affect the way the information is presented to the reader?

3. What are the central message and main idea? How are the main points the authors each want to share with readers similar?

4. What details in City Homes contribute to the main idea? Provide examples from the text.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 16 What are the main points and key details from each text?



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name


Reading

Lesson 17 In which book do the text features do a better job of expressing key details? Support your opinion with text evidence.

Lesson 18 Explain how each author presents the differences in world communities. Support your explanation with evidence from the texts.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.



1. Compare the images in each text and how they support the central message or main idea. Think about the use of photos, illustrations, and captions in your response.

2. Which of the texts was the most interesting to read? Explain. Use text examples in the response.

3. Which text has the most specific information about community members? How does this affect the reader’s perception of “community?

4. Which text provided the most information to help readers understand the way in which communities are alike and different? Explain.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Conventions

Lesson 16 Use Conventional Spelling for High-Frequency Words Recall studied words for What is a Community? from A to Z such as climate, culture, and landfill. Write a sentence using at least one studied word from any of the texts. Describe how readers and writers can be sure to use conventional spelling for each studied word.

Lesson 17 Use Spelling Patterns and Generalizations Read page 16 of Around Our Way on Neighbors’ Day. Clap the syllables for each word. Notice the syllable pattern in Momma, sprinkles, sprinkling, stirring, and something. Write each word with a division mark to show where the syllables are divided.

Lesson 18 Consult Reference Materials to Check Words Read p. 2 of Around Our Way on Neighbors’ Day. Notice the word clouds. Describe how to use an online dictionary or word processing program to check spelling.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 16 Revise your compare and contrast essays you started in Lesson 14, keeping in mind information you left out or may want to cut from your essays as well as incorrect grammar and spelling throughout the draft.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 17 Trade papers with a partner and search for any spelling and grammar errors as well as any awkward wording. Make sure to mark any mistakes you find with a red pencil.



Cop

yrig

ht ©

Pea

rson

Edu

catio

n, In

c., o

r its

affi

liate

s. A

ll R

ight

s R

eser

ved.

Name Writing

Lesson 18 Publish your compare and contrast essays by creating a blog on the Internet or printing out the essay. Present your published essays to the class.



grade -...

Documents