reader’s and writer’s journal teacher’s guide

GENAbc

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5Grade

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Hoboken, New Jersey

reader’s and Writer’s Journal Teacher’S GUIde

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Copyright © 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 these 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., 221 River Street, Hoboken, New Jersey 07030.

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

ISBN-13: 978-0-328-81930-0ISBN-10: 0-328-81930-1

1 2 3 4 5 6 7 8 9 10 V0N4 18 17 16 15 14

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Table of Contents • iii

GrADE 5 • READER’S AND WRITER’S JOURNAL

Table of ContentsUnit 1 Depending on Each Other

Module ALessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Lessons 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Module BLessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Lessons 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Unit 2 Finding Courage

Module ALessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Lessons 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Module BLessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Lessons 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

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iv • Table of Contents

Unit 3 Understanding the Universe

Module ALessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Lessons 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191


Unit 4 Exploring New Worlds

Module ALessons 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241Lessons 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Lessons 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261Lessons 16–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271


GrADE 5 • READER’S AND WRITER’S JOURNAL

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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5

Students ask and answer questions about text to demonstrate comprehension.

Name Explore the Text

Responses should use evidence from the text.





Unit 1 • Module A • Lessons 1–5 • 1

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Sleuth Work

Students read text closely to determine what the text says.

Name

Fishy Business!The Columbia River flows westward for more than 1,200 miles (1,931 kilometers)

across the Northwest. A paradise for fish, right? At one time, it was. Yet when humans decided to control the water rushing to the ocean, no one asked the fish what they thought.

A dam is a man-made structure built across a river. Dams both help prevent flooding and provide water for irrigation. Larger dams generate pollution-free and inexpensive hydroelectric power. Over time, more than 400 dams have been built along the Columbia River, 11 of which extend completely across the river.

Consider, however, how these dams affect the natural environment, specifically the salmon living in these waters. Salmon make only two long journeys during their lives. Hatched in rivers far from the ocean, young salmon swim to the ocean where they spend their adult lives. Near the end of their lives, they swim back to their birthplace. In the cool streams, females lay eggs, and males fertilize them.

What happens when a young fish swimming toward the ocean encounters a dam that crosses the entire river? Water stored behind the dam rushes downward through chutes and turns huge turbines to generate electricity. Spinning blades are not a healthy environment for fish!

If the fish somehow makes it to the ocean, it must eventually swim upstream against the current to reach its spawning ground. Fish can do this for long distances when the slope is gentle. However, climbing a dam more than 100 feet (30 meters) high is quite a challenge! Because dams make it difficult for fish to spawn, salmon and trout populations along the Columbia River have dropped from 16 million to 2.5 million.

Since the 1930s, builders have added “fishways” such as fish ladders to dams. A fish ladder is a series of gradually ascending pools next to a dam that are filled with rushing water. The fish swim upriver against the current, leaping from a lower pool to a higher one. They rest in the pool before repeating the process until they are above the dam.

Fish ladders and other structures are like elevators. They fill with fish, rise to the top of the dam, and open to let the fish out. They can add millions of dollars to a dam’s cost, but isn’t the expense worth it? Causing whole populations of fish to die out is unthinkable. Preserving the environment is priceless.

2 • Unit 1 • Module A • Lessons 1–5


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Name Sleuth Work


Gather Evidence On page 2, circle the paragraph that contains three ways that dams in the Northwest have helped residents of the area. Underline the three details.

Gather Evidence: Extend Your Ideas Briefly explain why the details are important to the article.

Ask Questions Write three questions about salmon near the Columbia River that are answered in the text or by the images. Circle questions and answers in the text. Use one color for the first questions and answer, a second color for the second, and so on.

Ask Questions: Extend Your Ideas Were any of the questions in the text left unanswered? If the answer is yes, explain.

Make Your Case On page 2, draw a box around details the writer uses to describe the structures built to help the fish. Then underline the writer’s strongest supportive details.

Circle: the second paragraph. Underline: Dams help prevent flooding. Dams provide water for irrigation. Larger dams generate pollution-free and inexpensive hydroelectric power.

Answers may vary but could include how dams have made life easier for people.

Answers will vary, but students should circle relevant questions and answers in the text.

Answers may vary but should include that the Columbia River was once a paradise for fish and that young fish swimming toward the ocean can be caught up in turbines.

Box: A fish ladder is a series of gradually ascending pools next to a dam that are filled with rushing water.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Students demonstrate contextual understanding of Benchmark Vocabulary.

NameBenchmark Vocabulary

claimed, experiment, species

ecosystems, biomes

wry, baffled

deflated, marvel, vernal

extinct, careens

Sentences should demonstrate contextual understanding.







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Students read text closely and use text evidence in their written answers.

Name

Writing in Response to

Reading

Lesson 1 Reread the third full paragraph on page 8. Ben reluctantly sits next to Ryan because it’s the only place in the classroom. Do you think Ben is right to want to stay away from Ryan? State your opinion, and support it using evidence from the text. Write your answer on a separate sheet of paper.

Lesson 2 Reread the fifth paragraph on page 21. Use details from the book to write an informative paragraph explaining what a terrarium is. Write your answer on a separate sheet of paper.

Lesson 3 Write a narrative paragraph from Ryan’s perspective. Use third-person point of view to describe what Ryan is thinking and doing during the scene on page 38 that begins “Ryan was not listening.” Include descriptions of Ben from Ryan’s perspective. Use evidence from the text to help you write your narrative. Write your answer on a separate sheet of paper.

Lesson 4 Reread the first sentence in italics on page 85. Do you agree with what Ben thinks? State your opinion and support it using evidence from the text. Write your answer on a separate sheet of paper.

Lesson 5 Reread the last full paragraph on page 101. Write a diary entry as though you were Ben just after you arrive home from Mrs. Tibbets’s house. Explain what has happened and what you are thinking and feeling. Write about what you motivated you to behave the way you did with Mrs. Tibbets. Be sure to base your diary entry on details from the text. Write your answer on a separate sheet of paper.



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Lesson 4

Students analyze and respond to literary and informational text.

Name Reading Analysis

Using evidence from the text, answer the following questions about Chapters 6 and 7 from Night of the Spadefoot Toads.

1. Who are the characters in Chapters 6 and 7?

2. What are the settings in Chapters 6 and 7?

3. What is the main conflict, or problem, of Chapter 6?

4. What are the most important events in Chapter 6? Why are they important?

5. What is the main conflict, or problem, of Chapter 7?

6. What are the most important events in Chapter 7? Why are they important?

Plot

Ben, Ben’s mom, Mrs. Tibbets, Tabitha, Danny, Ryan, Frankie, Jenny, Toby, peeper frog

Ben’s house, Mrs. Tibbets’s property, Mrs. Tibbets’s house, school, marsh

Mrs. Tibbets’s argument with her sister-in-law.

Answers may vary but should include Ben spending time with Mrs. Tibbets and how their friendship continues to grow.

Ben’s feelings of loneliness and being left out.

Answers may include the kids knowing about Ben spending time with Mrs. Tibbets and Ben capturing and releasing a frog.



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Lesson 2

Name


Language Analysis

Reread the last three full paragraphs on page 30 of Night of the Spadefoot Toads.

1. What sensory words and phrases does the author use to help you visualize the setting?

2. Explain how these words and phrases help you understand how Ben feels physically in that setting.

3. What sensory words and phrases does the author use to show you what Ben’s father is like?

4. Explain how these words help you understand Ben’s father.

5. What do you notice about the sentence structure in these paragraphs?

6. What is the effect of this structure on your impression of Ben’s father?

Craft and Structure

rain continues to fall; sneakers fell heavy and squishy; sluggish; it’s really cold; the growing darkness; looks like a ghost; in the dark; Ben shivers

Answers may vary but should include the rain, the wetness, and the growing darkness.

Ben-benny-ben-ben!; singing the name like it’s part of a song; a great joker; in a good mood

Answers may vary but should include that he has a good sense of humor and Ben “can’t help but smile” when he hears his father calling for him.

Answers may vary but should include that the sentences vary in length and tone.

Answers may vary but should include that shorter sentences, as well as how Ben’s father call for his son, show Ben’s father’s character.



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Lesson 1

Lesson 2

Lesson 5

Lesson 4

Lesson 3

Name

Students practice various conventions of standard English.

Conventions

Common and Proper Nouns Circle all the common nouns in the sentences from Night of the Spadefoot Toads. Underline all the proper nouns.

The rattlesnakes he used to watch were at the Desert Museum in Tucson, Arizona, where he lived until February.

Abstract Nouns On a separate sheet of paper, rewrite a short paragraph from Chapter 2 or 3. Include abstract nouns, and keep the original meaning of the text.

Personal Pronouns Replace the underlined text with the correct personal pronoun. Write the pronoun above the underlined word.

Rattlesnakes can be dangerous, so people should be careful around the animals.

Pronouns Reread pages 81–82. Write the pronouns you find—personal, indefinite, possessive, and relative—in the appropriate row in the chart below.

Type of Pronoun ExamplesPersonal

Indefinite

Possessive

Relative

Plural, Singular, and Collective Nouns Reread the last five paragraphs on page 51. List the plural nouns, singular nouns, and collective nouns in the excerpt.

Plural nouns

Singular nouns

Collective nouns

Answers will vary but should include abstract nouns.

friends, kids

class, group

you, she, me, I, it, he, him, her, theyeveryone, someone

them

my, his, hernone

Monday, morning, Ben, school, bell, DannyMartin, desk, envelope, invitation, party, rink, card, etc.



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Lesson 1

Lesson 2

Name

Students write routinely for a range of tasks, purposes, and audiences.

Writing

Narrative Writing: Compare and Contrast Characters On a separate sheet of paper, write two paragraphs to compare and contrast two characters from the story. First, choose two characters to compare and contrast. Find descriptions of each character’s traits, thoughts, feelings, words, and actions. Write about one character in each paragraph.

Narrative Writing: Analyze Author’s Style On a separate sheet of paper, write three or more paragraphs analyzing the author’s style. Choose a 5–10 line passage from Chapter 2 or 3 to analyze. Look at sentence length, descriptive words, and sensory details in the passage. Finally, consider how these elements create particular effects and mood and convey meaning.

Answers will vary but should include two paragraphs, one about each character, that compare and contrast each character’s traits, thoughts, feelings, words, and actions.

Answers will vary but should include analysis of the author’s style, including how sentence length, descriptive words, and sensory details create particular effects and convey meaning.



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Lesson 3

Lesson 4

Lesson 5

Name


Writing

Narrative Writing: Analyze Point of View On a separate sheet of paper, write three to five paragraphs analyzing a story event from a different character’s point of view. Choose a passage from Chapter 4 or 5 that describes an event from Ben’s point of view. Consider how the event might be described if it were told from the point of view of a different character, such as the frog or Mrs. Tibbets.

Narrative Writing: Establish a Situation On a separate sheet of paper, write a one page of short story. Establish a situation using Night of the Spadefoot Toads as a model. Then introduce and give brief background information about each main character. Introduce a narrator and establish a sequence of events. Consider your audience (other students) and your purpose (to entertain).

Narrative Writing: Develop Character On separate sheets of paper, write one to two pages that develop a character’s traits, feelings or thoughts, and responses to events. Use concrete words or phrases and sensory details to develop the characters you introduced in Lesson 4.

Answers will vary but should include a different character’s point of view on a story event.

Answers will vary but should include an established situation, a narrator and important characters, and a sequence of events.

Answers will vary but should include concrete words or phrases and sensory details to develop a character’s traits, feelings or thoughts, and responses to events.



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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 6


Reading AnalysisName

Using evidence from the text, answer the following questions about Chapter 10 from Night of the Spadefoot Toads.

1. What words and phrases are associated with Classroom?

2. What words and phrases are associated with Woods?

3. What words and phrases are associated with both?

4. What does this tell you about how each setting influences Ben?

5. What about Ben stays the same in different settings?

6. What does this tell you about Ben’s character?

Compare Setting

Answers will vary but could include crowded, in your seats, desks, Frankie, Ryan, feels empty inside, permission slips

Answers will vary but could include Ben is more comfortable with Mrs. Tibbets on their own outdoors than in the classroom with all the other students.

Answers will vary but could include Ben remains interested in the spadefoot toads.

Answers will vary but could include Ben would rather spend time alone or with a few people than be the center of attention in a crowd.

Answers will vary but could include wet grass, wind in the trees, peepers calling, toads trilling, spidery branches of trees, tree bark, wildflowers, fairy tale, deep forest

Answers will vary but could include peepers, Ben, Mrs. Tibbets, toads, vernal pools, spadefoots



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Lesson 7

Name


Language Analysis

1. Reread page 145. What does Ben think? What does Ben say?

2. How does the author show Ben’s thoughts?

3. How is what Ben says different from what he thinks?

4. What does that difference let you know about Ben?

5. Look at the word sneers. How does it change the meaning of “Oh, excuse me”?

Craft and Structure

Ben thinks Frankie’s stunt would have been funny if it weren’t his way of showing off. Ben says “Lay off him.”

Answers will vary but could include that Ben isn’t a bully.

Answers may vary but could include that Ben hides any trace of amusement at Frankie as a way of showing loyalty to Ryan.

Answers may vary but could include that sneers shows Frankie is being insincere, sarcastic, condescending, or false.

Italics show Ben’s inner thoughts.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



straggle, welling, dwindled, feebly

inherited, query, sinister, murky

gestures, pleading, interfere

lurches, clenches, trudges

treading, skitter, exasperated








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Name


Reading

Lesson 6 Reread the story on page 129 that Mrs. Tibbets tells Ben about the Overtoad. On a seperate sheet of paper, write a story using all of the animals that Ben and Mrs. Tibbets find the night they look for the spadefoot toads. Include details about the setting and how it influences the Overtoad appearing on this special night.

Lesson 7 Reread the fifth full paragraph on page 152. Do you think Ben’s impression of Mrs. Tibbets is correct? State your opinion on a seperate sheet of paper, and support it using evidence from the text.

Lesson 8 Reread from “He picks up on the fourth ring” on page 164 to “He says good-bye and hangs up” on page 168. On a seperate sheet of paper, write an explanatory paragraph using text evidence from the passage to answer the question: What does the phone call between Hank and Ben reveal about Ben’s character?

Lesson 9 Reread the last paragraph on page 185 through the second paragraph on page 197. Why did Agatha get involved? Do you think Agatha did the right thing? On a seperate sheet of paper, write a paragraph using evidence from the text to support your opinion. Use linking words and phrases to show your reasoning.

Lesson 10 Reread pages 204–205 of Night of the Spadefoot Toads. On a seperate sheet of paper, write a narrative paragraph that recounts the scene at the vernal pool from Ryan or Jenny’s perspective. Begin by clearly establishing the situation and characters. Include key ideas and important descriptive details.



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Lesson 9



Using evidence from the text, answer the following questions about Chapter 16 from Night of the Spadefoot Toads.

1. What challenges does Ben face in Chapter 16?

2. What do we learn about Ben based on his responses to challenges?

3. How has Ben changed over the course of the novel?

4. Identify two passages in Chapter 16 that relate to the topic of change over time.

5. Have any of the other characters in the book changed over time? What caused the change?

6. Based on your responses to the previous questions, write one theme present in Night of the Spadefoot Toads.

Theme

Answers will vary but could include Frankie’s teasing of Ryan, completing his geography report on time, lying about going to Ryan’s birthday party.

Answers will vary but could include when Agatha defends Ben to their parents and when Ben tells Mrs. Kutchner that the desert “just isn’t as interesting” as he thought it was.

Answers will vary but could include that he has made friends.

Answers will vary but could include that Ben is a loyal person.

Answers will vary but could include that Jenny defends Ben. Her friendship with him has made her able to speak up in front of others.

Answers will vary but could include friendship.



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Lesson 10

Name


Language Analysis

1. Identify a passage in Chapter 17 that contains imagery or figurative language. List the figure of speech or main image in the passage.

2. What do you learn about one or more characters from this passage?

3. What effect does this figurative language have on the reader?

4. How would the effect of the passage have been different if the author had used different language?

5. Could the figurative language mean more than one thing? Explain, and give examples.

6. How does this figurative language contribute to your understanding of a theme?

Craft and Structure

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Name


Conventions

Possessive Pronouns Underline the possessive pronouns.

1. Frankie’s got the jar in his hands.

2. “Everybody in your seats,” the teacher says.

3. Its feet are shaped like spades.

Agreement with Indefinite Pronouns Write the correct indefinite pronoun or pronouns on the line.

1. The teacher asked everyone to bring homework the next day.

2. The principal told the students to tell parents about the assembly.

Pronoun-Antecedent Agreement Rewrite the sentence using the correct pronoun.

Rory played with Rory’s toys.

Frankie bragged to Frankie’s friends.

Jenny was not on Jenny’s school bus.

Indefinite Pronouns Circle the indefinite pronoun in the sentence, and write whether it is singular or plural.

1. More were counted this year than last year.

2. Most of the pool had dried up.

Relative Pronouns Write in the correct relative pronoun.

1. He walked with his neighbor is a science teacher.

2. Spadefoot toads, rely on vernal pools, are endangered in Massachusetts.

3. The man to Ben wrote has not responded yet.

4. She wants to sell the land surrounds the house.

5. The teacher husband inherited the land is not the land’s current owner.

whowhich

whomthat

his or hertheir

whose

plural

singular

Rory played with her toys.Frankie bragged to his friends.Jenny was not on her school bus.



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Lesson 6

Lesson 7

Lesson 8

Name


Writing

Narrative Writing: Develop Sequence of Events On separate sheets of paper, write two to three pages that develop a natural sequence of events using your narratives from Lessons 4 and 5. Organize your stories into a beginning, middle, and end, and include transitions to show sequence of events. Point out that the events should relate to characters’ responses to a conflict.

Narrative Writing: Develop Style On separate sheets of paper, write one to two pages that develop a setting for your narratives from the previous lessons. Consider how the setting will influence your characters’ actions or create contrast. Include concrete words or phrases and sensory details to help develop your settings.

Narrative Writing: Develop Dialogue On separate sheets of paper, write one to two pages that develop a dialogue between two characters. Add to your existing narratives and use natural dialogue and concrete words and phrases to further develop your characters.

Answers will vary but should include a beginning, middle, and end, and transitions to show sequence of events, plus how events relate to characters’ responses to a conflict.

Answers will vary but should include a developed setting that influences characters’ actions or creates contrast through concrete words or phrases and sensory details.

Answers will vary but should include natural dialogue that further develops characters through concrete words and phrases.



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Lesson 9

Lesson 10

Name


Writing

Narrative Writing: Develop Theme and Resolution Review your writing products from Lessons 4–8. On separate sheets of paper, write a story that reflects the theme depending on one another to overcome a challenge. Stories should include characters, dialogue, a detailed setting, a sequence of events, a conflict, and a resolution.

Opinion Writing: Support an Opinion About a Character On a separate sheet of paper, write an outline and an introductory paragraph stating an opinion about a character in Night of the Spadefoot Toads. Choose an action taken by a character in the text, state an opinion agreeing or disagreeing with the action, and find text evidence to support the opinion. Then create an outline for an opinion paper that includes an introduction, a conclusion, and three reasons arranged in a logical order.

Answers will vary but should include characters, dialogue, a detailed setting, a sequence of events, a conflict, and a resolution that reflects the theme depending on one another to overcome a challenge.

Answers will vary but should include text evidence arranged in a logical order that supports an opinion about an action taken by a character in the text.



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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth Work


Name

Welcome to the Neighborhood?Today more and more people live in homes built where wildlife once roamed freely.

Some folks enjoy their animal neighbors. For example, they like watching deer or birds in their backyard. Others view the animals as intruders—unwelcome and annoying. Either way, the fact is that humans are increasingly moving into animal territory. Because interactions between people and wild animals can’t be completely avoided, humans must be willing to change some of their habits.

Take birds, for example. They’re often attracted to the brilliant lights of city skyscrapers, but the lights can disrupt the birds’ migration patterns. Some become exhausted and confused, repeatedly circling the buildings. As a result, the birds fall behind schedule. This increases the likelihood that they won’t survive winter storms before reaching their destination. Some cities, such as Chicago, have started voluntary Lights Out programs. Buildings dim or turn off their lights between 11 p.m. and sunrise during the migration season.

Lights on beaches affect wildlife too. Newly hatched sea turtles wait below the sand until dark. Then, instinct and the brightness of the horizon over the water lead them to the sea. If they see lights on the beach, the hatchlings may move toward them and away from the water. They can become dehydrated on land, and car traffic can also endanger them. One solution is to dim or turn the lights off during the periods in which turtle eggs hatch. Another is to direct the light straight down.

Deer, opossums, and raccoons can do serious damage to gardens and homes. Deer will eat a wide variety of plants, but a fence or bright, motion-activated lights may keep them away. By trimming branches, homeowners can prevent opossums and raccoons from jumping onto a roof and, from there, entering an attic or a chimney. An effective way to discourage raccoons, as well as coyotes and red foxes, is to keep garbage cans tightly closed. Also, people shouldn’t leave food outside for their pets. It may attract wildlife. Even an open bird feeder may attract more than birds.

Some people support trapping and relocating unwanted animals, but these actions are often ineffective. Studies show that more than half of the animals that are relocated won’t survive in a new place. Nobody says it will always be easy, but learning how to live side-by-side with wild animals might be a better solution.



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Name Sleuth Work


Gather Evidence Circle one problem that humans can cause for wildlife, and underline one problem that wildlife can cause for humans. Write a solution to each problem below.

Gather Evidence: Extend Your Ideas Briefly explain how each solution identified solves the problem.

Ask Questions Reread the second paragraph of the article. Write one question you have about bird migration or the Lights Out program. Include at least one detail from the text in your question.

Ask Questions: Extend Your Ideas List two examples of reliable resources you could use to find the answer. Then identify another piece of information on the topic that the resource might include.

Make Your Case Bracket sentences that contain details about the author’s point of view on humans and animals living side-by-side. Then write a sentence describing the author’s point of view.

Make Your Case: Extend Your Ideas What is your viewpoint on humans and wildlife sharing the same environment? Discuss this viewpoint with a partner, and use details to support your response.

Answers will vary.



Responses will vary.





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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



wheedle, undergrowth

fiercely, prejudiced

assured, craned, stupor

biomes, extinct, dwindled

wilderness, gingerly, survival








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Name


Reading

Lesson 11 How has Ben changed during this story? Reread the paragraph on page 217 that starts with “Without a word, like they speak the same silent language.” Use text evidence from the passage and earlier in the story to write an explanatory paragraph. Write your response on a separate sheet of paper.

Lesson 12 Reread the dialogue on pages 4–5, ending with “‘Michael!’ yelled Esther.” Write a short dialogue between Aunt Esther and Michael in which you show a different way that each character might respond to the situation. If possible, use repetition to reveal information about each character. Write your response on a separate sheet of paper.

Lesson 13 Do you think Michael still hates Aunt Esther? Reread the text on page 10 that begins with “Oh, what would your mother think, Michael,” and ends with “I don’t hate you.” Organize your ideas logically in a paragraph, and use text evidence from the passage and earlier in the story to support your opinion. Write your response on a separate sheet of paper.

Lesson 14 Choose one of the themes found in Night of the Spadefoot Toads and “Shells.” Then write an informative paragraph that explains how you know that this theme appears in both texts. Include key details from the texts about Mrs. Tibbets and Aunt Esther to support your explanation. Write your response on a separate sheet of paper.

Lesson 15 Write a brief scene in which Brian responds in a different way to the situation of being injured by the porcupine. Include in your narrative specific details about Brian’s traits, feelings, thoughts, and actions based on how he is described in the text. Write your response on a separate sheet of paper.



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Lesson 13



Use text evidence to answer the following questions about the second half of “Shells.” Use this information to complete your Story Sequence B graphic organizer.

1. What main events occur in the second half of the story?

2. Which story events cause Michael to act or respond in a certain way?

3. How does Michael act or respond to each event identified above?

4. Based on Michael’s actions and responses, what conclusion can you draw about his character development?

5. Based on Michael’s character development, what conclusions can you draw about the theme of “Shells”?

Character and Events

Answers may vary but should include Michael buying a hermit crab and showing it to Aunt Ester, and Aunt Esther and Michael buying more hermit crabs.

Answers may vary but could include Aunt Esther telling Michael that Sluggo needs a companion.

Answers may vary but should include the idea that Michael learns to open up to Aunt Esther and is getting more comfortable with her and his new surroundings.

Answers may vary but could include Michael being surprised at Aunt Esther’s suggestion that Sluggo needs a companion.

Answers may vary but could include the idea that events can help people change and open up to one another.



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Lesson 12

Name


Language Analysis

Reread the paragraph that begins “Esther liked living alone” on page 5 of “Shells.” Use evidence from the text to answer the following questions.

1. What words and phrases are repeated in this paragraph?

2. What descriptive details follow each repeated phrase?

3. Which character do these phrases and details describe?

4. What do these phrases and details suggest about the character?

5. Why do you think the author chose to include these phrases and details?

Craft and Structure

liked, had never

Aunt Esther

Answers may vary but should include the idea that the author chose to include these details to give the reader a sense of Aunt Esther’s experiences and personality.

Answers may vary but should include the idea that Aunt Ester is used to living by herself and is fearful of new things.

living alone and her condominium appear after liked. married, had children, and lived anywhere but Detroit appear after had never.



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Lesson 11

Lesson 12

Lesson 15

Lesson 14

Lesson 13

Name


Conventions

Action Verbs Circle all the verbs in each sentence. Underline each action verb.

1. Mrs. Tibbets watched the snake slither through the leaves.

2. Ben walked along the dirt path, and felt happy to be outdoors.

Linking Verbs Circle the verbs in each set of sentences. Above each verb, write A if the verb is used as an action verb or L if the verb is used as a linking verb.

1. The hermit crab grew accustomed to its new home.

2. The hermit crab grew into its new shell.

Linking Verbs Underline the linking verbs in each sentence. Then draw a box around the subject in each sentence, and circle the word or words that describe each subject.

1. Aunt Esther seemed interested in finding a companion for Sluggo.

2. Michael was surprised by his aunt’s sudden interest in his pet.

Linking Verb or Helping Verb Read the sentences, and determine which verbs are used as linking verbs and which are used as helping verbs. Underline the linking verbs and circle the helping verbs.

1. Brian is aware that he is crying out of self-pity.

2. We are reading his story, and I am fascinated.

Verb Phrases Underline each verb phrase in the sentences below. Then circle the helping verb in each verb phrase. On the line next to each sentence, write PR if the helping verb tells that the action is happening in the present or PA if the helping verb tells that the action happened in the past.

1. Ben was helping Mrs. Tibbets in the classroom.

2. Michael is talking with Aunt Esther about Sluggo.

L

A

PAPR



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Lesson 11

Lesson 12

Lesson 13

Name


Writing

Opinion Writing: Develop an Opinion about a Character On separate sheets of paper, write a one- to two-page opinion paper based on your outline and introduction from Lesson 10. Draft body paragraphs based on the reasons included in your outline, and include text evidence for each reason. Link your opinions with specific reasons and then write a conclusion paragraph that restates the opinion and briefly summarize those reasons.

Narrative Writing: Planning a Narrative Use a Story Sequence B graphic organizer to plan an original short story. Consider and develop characters and their relationships and interactions, where and when the story takes place, and sequence of events, including a conflict. After you complete the organizer, determine your purpose and audience.

Narrative Writing: Drafting a Narrative On separate sheets of paper, draft a two- to three-page narrative that introduces characters and develops the setting, organizes an event sequence with transitions to indicate time order, and uses dialogue and description to develop scenes and characters.

Answers will vary but should include an introduction, paragraphs that include text evidence and specific reasons that support each opinion, and a conclusion paragraph that restates the opinion and briefly summarizes the student’s reasons.

Answers will vary but should include a graphic organizer that shows development of characters and their relationships and interactions, where and when the story takes place, and sequence of events, including a conflict. Students should also point out their story’s purpose (to entertain) and audience (other students).

Answers will vary but should include characters, a setting, sequence of event, dialogue and description to develop scenes and characters, and transitions to indicate time order.


RGEN14_RWJTG_G5_U1A_L11-15.indd Page 29 2/5/15 11:16 PM s-w-56 /136/PE02195/READYGEN/RWJ/0328819360_Grade_5/XXXXXXXXXX_G/Layout/Interior_Files

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Lesson 14

Lesson 15

Name


Writing

Narrative Writing: Revise or Rewrite a Narrative Peer review another student’s narrative draft. Answer the following questions, and record comments and notes on a separate sheet of paper.

1. Do transitions clearly indicate sequence?2. Where could the writer add sensory details? 3. Which verbs could be replaced to be more precise? 4. Does the dialogue sound natural? 5. Is the sentence structure varied?

Discuss and review your answers to the above questions with your partner and suggest improvements.

Narrative Writing: Edit and Proofread a Narrative Review your revised drafts with a new partner to check for correct grammar and punctuation. Answer the following questions, and write any notes on a separate sheet of paper.

1. Are all proper nouns capitalized?2. Is all dialogue correctly punctuated?3. Are all words are spelled correctly?

When you finish your review, suggest and discuss revisions with your partner.

Answers will vary but should include any necessary corrections about capitalization, spelling, and punctuated dialogue.

Answers will vary but should include notes and suggested improvements about transitions, sequence, sensory details, verbs, natural dialogue, and varied sentence structure.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 16



Using evidence from the text, answer the following questions about Hatchet. Use this information to complete your Venn Diagram.

1. Look at pages 14–15. What is the main event that happens in this part of the text? Look at pages 14–17. What are Brian’s reactions to this challenge?

2. Look at pages 20–24. What is the main event that happens in this part of the text? What are Brian’s reactions to this challenge?

3. How does Brian change from the beginning of the story to the end?

4. How do these changes reflect an overall theme of the story?

Compare and Contrast Events

Answers may vary but should include the porcupine attack. Brian reacts by throwing the hatchet, pulling out the porcupine quills, and crying.

Answers may vary but should include that he realizes that to survive he needs to be patient and not act before he thinks.

Answers may vary but could include Brian learning to persevere over challenges that will help him survive in the wilderness.

Brian builds a fire. Brian reacts by adjusting his skills to reach his goal.



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Lesson 17

Name


Reading Analysis

Using evidence from the text, answer the following questions about Night of the Spadefoot Toads and Hatchet. Use this information to complete your Web B graphic organizer.

1. What are the settings of each text?

2. What passages from each text provide descriptive words and phrases about the settings?

3. What influence does each setting have on each character’s actions?

4. How are the two characters’ actions similar?

5. How are the two characters’ actions dissimilar?

Craft and Structure

Night of the Spadefoot Toads is set in Massachusetts. Hatchet is set in the wilderness.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Lesson 16

Lesson 17

Lesson 18



ignite, registered, painstaking, depression, gratified

inherited, survival

vernal, prejudiced, ignite






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Reading

Lesson 16 Think about the two story events that you compared and contrasted. In your opinion, which event had a greater influence on Brian’s actions? State and support your opinion in a brief paragraph. Remember to sequence your ideas logically, and include relevant details from the story to support your opinion. Write your response on a separate sheet of paper.

Lesson 17 Choose how a setting similarly influences characters in both texts. Then write a blog entry explaining how the main character’s actions are influenced by the setting and how he responds as a result. Include text evidence and remember to quote accurately. Write your response on a separate sheet of paper.



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Name


Reading

Lesson 18 Choose one of the themes common to at least two of the texts. Then write a brief scene in which two characters respond to a challenge. Include dialogue and descriptive details about the characters’ thoughts and actions that help reveal the theme you chose. Write your response on a separate sheet of paper.



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Lesson 18

Name


Reading Analysis

Use text evidence to answer the following questions about Night of the Spadefoot Toads, “Shells,” and Hatchet.

1. What are some themes for Night of the Spadefoot Toads?

2. What are some themes for “Shells”?

3. What are some themes for Hatchet?

4. Which themes do all three texts share?

5. Which themes do Night of the Spadefoot Toads and “Shells” share?

6. Which themes do Night of the Spadefoot Toads and Hatchet share?

Compare and Contrast Themes

Answers may vary but could include the importance of nature, animals and people need to help each other, fighting for one’s beliefs, and facing challenges.

Answers may vary but could include the importance of family, animals and people need to help each other, respect for living things, and facing challenges.

Answers may vary but could include facing challenges.

Answers may include figting despite the odds.

Answers may include animals and people helping each other.

Answers may vary but could include perseverance despite the odds, facing challenges, and fighting for one’s survival.



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Lesson 16

Lesson 17

Lesson 18

Name


Conventions

Principal Parts of Regular Verbs Write the correct form of each underlined regular verb.

Present Tense1. He are whistling to himself as he follows the trail.

Present Participle2. Ben paced around the kitchen, unable to sit still.

Past Tense3. Mrs. Tibbets hesitates for a minute before speaking.

Past Participle4. Mr. Tibbets and his sister plays in the marshes.

Principal Parts of To Be Underline the verbs in each sentence pair. Then circle each form of the verb to be

1. He pushes the muddy leaves around with a stick, hoping to stir them up. Are they gone already?

2. Were the crabs as sad as Michael? Not one showed its face.

3. It takes Brian two hours to build the fire. By the time he finishes, he is hot and dusty.

Principal Parts of Irregular Verbs Write the correct form of each underlined irregular verb.

Present Tense1. As Mr. Lindsey drove away, Ben stands by the house.

Past Tense2. Earlier that day, Ben takes off his jacket and tied it around his

waist.

Past Participle4. Ben did not know what had happened, but he begins to cry.

whistles

hesitated

drives

had begun

took

had played

is pacing



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Lesson 16

Name


Writing

Narrative Writing: Publish and Present a Narrative Publish and read aloud your narrative. Before you present your narrative to the class, annotate it to indicate where to adjust rate and expression. When you speak, adjust rate to build suspense and tension, and make sure to properly reflect characters’ emotions and moods in dialogue.

Answers will vary but should include a correctly annotated published narrative that students read with proper rate and expression, adjusting rate to build suspense or tension and properly reflecting characters’ emotions and moods in dialogue.



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Lesson 17

Lesson 18

Name


Writing

Narrative Writing: Research to Explore Theme Use print and digital resources to conduct research about a special environment near you. Find at least two sources and record a quote, summary, and paraphrased idea for each source and take notes on a separate sheet of paper. After drafting, revise your notes to ensure your summaries and paraphrasing clearly express the author’s ideas.

Narrative Writing: Research to Explore Theme Continue researching and taking notes on separate sheets of paper about sources related to a special natural place that shows a commitment to the environment. After you finish taking notes, write a short story using paraphrased research to support the story. Your writing should include appropriate citations for paraphrased ideas and effective transition phrases or sentences between ideas. Story should also have a developed charater who has a commitment to the environment, along with a setting, a sequence of events, and a conclusion. Conclude with a Works Cited page for referenced sources. After drafting, revise your summary to ensure that your paraphrased ideas clearly and accurately reflect the ideas in the source text.

Answers will vary but should include quotes, summaries, and paraphrased ideas for at least two sources that clearly express the author’s ideas.

Answers will vary but should include appropriate citations for quotations, paraphrased ideas and effective transition phrases or sentences between ideas, a summary that clearly and accurately reflects the ideas in the source text, and a Works Cited page.



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5








Unit 1 • Module B • Lessons 1–5 • 41

RGEN14_RWJTG_G5_U1B_L01-05.indd 41 17/02/14 11:09 PM

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Sleuth Work


Name

The Big MoveEver since Hannah was an infant, she and her parents had left their tiny city

apartment and spent two weeks in the country every June. They rented a big old farmhouse on a large farm. Though the farm was no longer in use, there were acres of fields and woods to explore and even a pond for swimming. Hannah considered those two weeks at the farm the best two weeks of the year.

This June, like every other, everyone packed swimsuits, shorts, and hiking shoes and eagerly headed to the country. Hannah could tell something was different, though, because her mom and dad grew especially quiet as they approached the farm. Hannah figured out why when she saw the big FOR SALE sign posted at the end of the gravel driveway. “The owners are selling the farm! What will we do next June?” Hannah exclaimed.

“How would you feel about living in the farmhouse all year?” Hannah’s dad asked. At first, Hannah thought to herself that it sounded fantastic, but then she wasn’t so sure. She had lots of questions: How could she make new friends in the country? Where would she go to school? What do people do for fun in the winter? Could she keep taking karate lessons like she did in the city?

Hannah’s parents tried to reassure her. She would adapt quickly, they explained. Hannah could have friends visit from the city, and she would certainly be able to keep studying karate. Her parents told her they would move before the school year began so that Hannah would have an easier time adjusting. By the end of the week, the decision was finalized. For the next two months, Hannah tried to stay positive. But she also made herself a list of all the things she would miss about city life—like the bright lights at night and all the stores, restaurants, and museums.

When moving day came, Hannah was both excited and nervous—just like her parents. During the first week of school, she made a new friend. Soon the girls started riding their bikes together, and they registered for the same karate class. Hannah even started to enjoy the quietness of the country. It certainly was not as exciting and busy as the city, but the farm was lovely, and the woods were filled with adventures. She could still visit the bright lights and excitement of the big city. Best of all, living in the country versus a small cramped apartment in the city gave her the best opportunity of all—her family adopted a puppy!

42 • Unit 1 • Module B • Lessons 1–5


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Name Sleuth Work


Gather Evidence On page 42, circle three city elements of city life, and underline three elements of country life.

Gather Evidence: Extend Your Ideas Why did Hannah list the things she would miss about city life? Work with a partner and discuss how this list adds to the story.

Ask Questions Draw a box around the questions Hannah asks herself when she learns about her move from the city to the country. Then bracket details in the text that answer some of these questions.

Ask Questions: Extend Your Ideas Look at your list of three questions about moving to a new place. Do they have anything in common? Explain.

Make Your Case Highlight text that shows Hannah’s attitude after the big move. Use these details to write a sentence that includes Hannah’s original feelings and how they changed.

Make Your Case: Extend Your Ideas What is your viewpoint on the topic of living in the city versus living in the country? Discuss this viewpoint with a partner.

Answers may vary.

Answers may vary.

Answers may vary.






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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5



tinkered

submission, scholarship

fossil, biology, destiny

grimmest, plunged

dignified, currents, vast








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Name


Reading

Lesson 1 Reread pages 2–5. Are students who are interested in science today better off than they were in 1914? Use details from the chapter to write a paragraph supporting your opinion. Structure your paragraph by grouping ideas and details together in a logical way. Write your response on a separate sheet of paper.

Lesson 2 Reread Chapter 2. Write a paragraph that explains Rachel Carson’s attitude toward being a writer. Use evidence, such as details and quotations from the chapter, to develop your topic. Write your response on a separate sheet of paper.

Lesson 3 Reread Chapter 3. Write an opinion paragraph agreeing or disagreeing with the statement A person can be a professional scientist or writer but rarely both. Use details and examples from the chapter to support your decision. Write your response on a separate sheet of paper.

Lesson 4 Read the passage on pages 23–24, starting with “The ocean was even more wonderful . . .” and ending with “before she could finish the project.” Use details from the book to write an informative paragraph about Rachel’s outdoor and indoor scientific research. Write your response on a separate sheet of paper.

Lesson 5 Read the last paragraph on pages 31–34. Do you think that all of Rachel’s work on her book Under the Sea Wind was worth it? Use details from the text to write an opinion paragraph explaining why or why not. Write your response on a separate sheet of paper.



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Lesson 4



Using evidence from the text, answer the following questions about Chapter 4 from Rachel Carson: Pioneer of Ecology. Focus on pages 21–23 from “Rachel’s classmates thought she had made a stupid decision” to “But first, a summer at the seashore!” Add this information to your Web B graphic organizer.

1. What details does the author tell you about Rachel’s life during the 1920s?

2. Which details are in Rachel’s own words?

3. What do these details tell you about Rachel’s character?

4. What main idea do you think the author is trying to develop through these details?

Main Idea and Details

She is smart, determined, hard working, and a perfectionist.

“When Rachel chose a goal, nothing would change her mind.”

“Nobody can seem to understand why I’d give up English for biology.”

she gave up English for biology; “no place for a woman scientist”; worked as a copy editor on school paper; graduated at top of her class; spend the summer at Woods Hole; attend Johns Hopkins in the fall



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Lesson 3

Name


Language Analysis

Remind students that text structures used to organize text include time order, cause-and-effect, problem-solution, and compare-contrast. Using evidence from the text, answer the following questions about Chapter 2 from Rachel Carson: Pioneer of Ecology.

1. What clues tell you that the text structure in this chapter is chronological, or time order?

2. Look at the second full paragraph on page 12. What is the main cause? What is the effects.

3. Read page 13. How do Rachel’s new teachers and classmates feel about her at first? What kind of text structure is this?

4. Identify a sentence on page 13 that introduces a problem for Rachel.

5. Which sentence on page 13 tells the solution to this problem?

Craft and Structure

In 1917, now, fourth-grade writer-to-be, Each month, After that, month after month, By now, Almost a year later, Now

“Even when she was sure she liked a person, Rachel was too shy to make friends right away.”

“Rachel got to know some of them by playing field hockey.”

Cause: Rachel writes an assignment for school about St. Nicholas magazine. Effect: St. Nicholas magazine paid Rachel to publish it.

Rachel’s teachers were “happy,” but her classmates were “not so impressed.” This is an example of compare and contrast text structure.



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Name


Conventions

Verb Sequences Write PR if the action takes place in the present or PA if it took place in the past.

Now, Rachel writes articles for the Bureau of Fisheries. Before, Rachel

studied cod fish eggs.

Perfect Tenses Underline the verb in each sentence. On the line, write PR if the verb is present perfect, PA if it is past perfect, and F if it is future perfect.

1. Rachel had worked at Woods Hole last summer.

2. Silent Spring has influenced many other ecological writers.

Perfect Tenses Determine the perfect tense used in each sentence. Write the sentence number in the proper place in the chart.

1. Amy will have waited several weeks before reading her reviews.

2. Amy’s audience had waited patiently for her book last year.

3. Amy has waited for a best seller for years.

past perfect present perfect future perfect

2 3 1

Simple Verb Tenses for Irregular Verbs Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is in the present tense, PA if the verb is in the past tense, and F the verb is in the future tense.

1. Rachel wrote Silent Spring for four years.

2. The birds will return to the shore next spring.

Simple Verb Tenses for Regular Verbs On the line in each sentence, write the correct verb tense for the word play.

1. Present Tense: Today, I tennis against Alex Chung.

2. Past Tense: Last week, I checkers with by best friend, Max.

Lesson 1

Lesson 2

playplayed

PAF

F

PAPR

PA

Lesson 3

Lesson 4

Lesson 5



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Lesson 1

Lesson 2

Name


Writing

Informative Essay: Choose a Topic You will develop an informative essay during Lessons 1–8. Choose a topic related to what is happening in an ecosystem of your choice. On a separate sheet of paper, write an introduction that uses a brief statement and descriptive details to introduce the topic. Write one page that transitions from the brief statement to a discussion of the topic.

Informative Essay: Organize Ideas Look at the introduction you wrote in Lesson 1. Use your introduction to develop an outline. First, use a separate sheet of paper to list main ideas related to your chosen topic. Next, create an outline by organizing ideas logically in time-order or cause-effect structure. Finally, use your outline to draft one or two body paragraphs for your informative essay.

Answers will vary but should include a paragraph that introduces a relevant topic with a brief statement and descriptive details that transitions from a brief statement to a discussion of the topic.

Answers will vary but should include main ideas related to the topic, an outline that organizes ideas logically in time order or cause-effect structure, and one or two body paragraphs of an informative essay.



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Lesson 3

Lesson 4

Lesson 5

Name


Writing

Informative Essay: Use Quotations to Develop a Topic On a separate sheet of paper, revise the body paragraphs of your informative essay by including quotations. First, find one or two quotes from texts in the unit or outside texts that relate to your topic. Next, determine how each quotation supports or develops your ideas. Then incorporate the quotations into your draft, using transitions and your own explanation to show how the quotations support your points. Finally, use correct punctuation to set off the quotation. Remember to include the author’s last name and the page from which the quote is taken in parentheses after the quotation marks.

Informative Essay: Develop a Topic with Facts and Details On separate sheets of paper, add one to two pages to your draft of body paragraphs. First, find facts, details, and examples related to how animals, plants, and humans are affected by what is happening in your chosen ecosystem. Next, revise paragraphs to include facts, details, and examples. Finally, revise to vary sentence structure and include figurative or descriptive language to create interest.

Informative Essay: Develop a Topic with Domain-Specific Vocabulary On a separate sheet of paper, add to your draft by including accurate, precise language instead of language that is too general or vague. Also include domain-specific vocabulary that is appropriate to the topic and definitions and/or explanations to help the reader understand exactly what certain words mean.

Answers will vary but should include relevant quotes, accurate transitions, explanations to show how each quotation supports points, and correct punctuation.

Answers will vary but should include relevant facts, details, and examples; varied sentence structure; and figurative or descriptive language.

Answers will vary but should include accurate, precise language and domain-specific vocabulary and definitions.



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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 6



Using evidence from the text, answer the following questions about Chapter 6 from Rachel Carson: Pioneer of Ecology. Focus on pages 40–41. Use this information to complete your Cause and Effect graphic organizer.

1. What happened before The Sea Around Us was published?

2. What was the effect of these actions?

3. How did this effect change how Rachel shared information about the sea?

4. Why did this happen?

5. What effect did the publication have on Rachel’s personal life?

6. Did Rachel enjoy her newfound fame?

Cause-Effect Relationships

No, she “did not like it one bit.”

Parts of the book were printed in The New Yorker, and Reader’s Digest added it to their book club.

The Sea Around Us became a best seller.

Rachel soon gave speeches to “thousands of people.”

It changed it; Rachel felt more at home away from crowds. Reporters wanted to find out more about her.

“Many people were so touched . . . that they wanted to meet her and hear her talk.”



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Lesson 7

Name


Language Analysis

Read Chapter 7 from Rachel Carson: Pioneer of Ecology, focusing on the last two paragraphs on page 48. Using evidence from the text, answer the following questions.

1. What figurative language is used in the last two paragraphs on page 48?

2. From what you know about Rachel’s character, why do you think the author uses the word force? Use text evidence from elsewhere in the chapter to support your answer.

3. How does this word choice and the figurative language help you visualize Rachel’s dilemma?

4. Look at the sentence on page 48, “But somebody had to warn the world.” Why do you think the author chose the words warn and world?

5. What would be the effect of the sentence if the author replaced warn with the word tell?

6. Look at the last sentence. Why do you think Rachel “had ” to write the book? Why did the author use italics for this word?

Craft and Structure

“into the spotlight”

Rachel did not like her fame, and she was “still nervous about talking to groups” (page 43).

It creates an image of someone being pushed onstage without wanting to be the center of attention.

Warn conveys danger. World emphasizes the importance of information.

The meaning of the sentence would lose its impact. Warn is a much stronger word than tell.

Rachel felt a responsibility to share the information, no matter the risk. Italics gives emphasis.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



appointed, ecology

environments

furious

decomposers, organism

producers, relationship








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Name


Reading

Lesson 6 Read the second full paragraph on page 39. Using details from the text, write an informative paragraph that explains the message of Rachel’s second book. Write your response on a separate sheet of paper.

Lesson 7 Read the last four paragraphs in Chapter 7. Use details from the text to write an opinion paragraph telling why Rachel should or should not warn the world about harmful pesticides. Write your response on a separate sheet of paper.

Lesson 8 Read “About This Book,” the last page of Rachel Carson: Pioneer of Ecology. Use details from the text to write an informative paragraph explaining why Rachel Carson has always been special to Kathleen V. Kudlinski. Write your response on a separate sheet of paper.

Lesson 9 Write an opinion paragraph agreeing or disagreeing with the following statement: Organisms within rain forest food chains are interchangeable. Use definitions and facts from the book to support your reasoning. Include linking words and phrases that show how your ideas and the evidence from the text are related. Write your response on a separate sheet of paper.

Lesson 10 Reread Section 4, pages 12–15. Use details from the book to write an informative paragraph explaining the differences between the types of producers found in the rain forest. Write your response on a separate sheet of paper.



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Lesson 8



Using evidence from the text, answer the following questions about Chapter 8 and “About This Book” from Rachel Carson: Pioneer of Ecology. Use this information to complete your Main Idea graphic organizer.

1. What is the main idea of Chapter 8?

2. Find at least three sentences in the book that support this main idea.

3. What is the main idea of “About This Book”?

4. Find at least two sentences that support this main idea.

Main Ideas and Key Details

Possible answers: “Rachel went back to writing, working through one illness after another” (pages 50–51). “New laws were made to limit chemical production in the United States and to find other ways to control insect pests” (pages 52–53). “Silent Spring showed how the future of all life depended on what we do” (page 55).

Possible answers: “Reading her books as a teenager helped me decide to become a scientist.” “Our world is safer because of the pollution laws passed after Silent Spring was published.”

The author admires Rachel and sees her as a role model.

Even though Rachel was ill, she wrote about dangers to nature until people believed her.



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Lesson 10

Name


Reading Analysis

Using evidence from the text, answer the following questions about page 16 from Rain Forest Food Chains. Use this information to complete your main idea graphic organizer.

1. What text features help you identify the main idea of this page?

2. How do you tell the difference between a main idea and a supporting detail?

3. Where can you find details to support this main idea?

4. What details support this main idea?

5. What concept do the main idea and details help to develop?

Main Idea and Key Details

The header “What Are the Primary Consumers in Rain Forests?”; the main idea is primary consumers.

The main idea is the most important idea in a passage. The details expand the reader’s knowledge.

The text on the page, the boldface vocabulary words, the diagram, the caption

Consumers cannot make their own food. Primary consumers need to feed on producers.

Primary consumers need to feed on producers.



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Name


Conventions

Consistency in Verb Tense Underline each verb. Cross out the verb tense that is incorrect, and write the correct tense above it.

1. Orchids and bromeliads bring bursts of color to the rain forest. Many orchids had striking, colorful blooms.

Modal Auxiliary Verbs Underline each verb phrase, and circle the modal auxiliary verb.

Rachel must finish her latest article for the magazine. She might miss the deadline!

Modal Auxiliary Verbs Underline each verb phrase, and circle the modal auxiliary verb.

Her fame can give Rachel access to more science information. She should read the latest study on sea lions.

Verb Sequences Write the identified verb form of each word in parentheses.

1. Charlie won the election after he for months. (campaign, past perfect tense)

2. He more than a thousand miles before he celebrates at the victory party. (go, future perfect tense)

Verb Sequences Write the identified verb form of each word.

1. The chorus performs the piece each year, so they it every spring by 2020. (perform, future perfect tense)

2. By the time Natalie graduated, she the song at least a dozen times. (sing, past perfect tense)

Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

had sung

will have performed

had campaigned

will have gone

have



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Lesson 6

Lesson 7

Lesson 8

Name


Writing

Informative Essay: Develop a Topic with Visuals On separate sheets of paper, continue developing your informative essay by adding text features. Add formatting, such as bold-faced or italicized words and section heads, to clarify organization and emphasize key ideas. Research and add relevant visuals to emphasize and clarify information in your essay. Include original captions and labels for photographs, maps, and/or illustrations so that it is clear how the visuals support your points and are relevant to the topic.

Informative Essay: Use Transitions to Link Information On a separate sheet of paper, revise your informative essay. The organization of your essay should be easy to identify, and the relationships between ideas in and across body paragraphs should be clear to the reader. To achieve this, add cause-effect, chronological, compare-contrast, or sequence transitions to link ideas in your essay.

Informative Essay: Develop a Conclusion On separate sheets of paper, complete your draft of an informative essay. Develop a strong conclusion that brings together (synthesizes) the main ideas of the text. Offer any additional insight gained from writing the essay.

Answers will vary but should include formatting and text features; visuals such as photos, illustrations, or maps; and captions and labels.

Answers will vary but should include a clear organization indicated by transitions that link ideas and information throughout the essay.

Answers will vary but should include a strong conclusion paragraph or section that synthesizes the main ideas of the essay.



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Lesson 9

Lesson 10

Name


Writing

Information Essay: Analyze Text Features and Visuals On separate sheets of paper, write one to two pages analyzing the text features and visuals in pages 4–11 of Rain Forest Food Chains. Review the text features and visuals, and choose the ones you think are the most effective in informing the reader about the topic. Describe how each text feature or visual organizes or clarifies information for the reader. Write a paragraph for each text feature or visual you choose.

Informative Essay: Research a Topic Go on an Internet Field Trip. Follow the guidelines for safe and reliable internet research. Find two or three text and visual sources about an endangered ecosystem that interests you. You will reference these sources in the next lesson. On separate sheets of paper, take one to two pages of notes on your sources. Summarize key quotations and paraphrases for each source.

Answers will vary but should include one to two pages analyzing the effectiveness of text features and visual elements.

Answers will vary but should include one to two pages of notes on multiple internet sources, with summaries of key quotations and paraphrases for each source.



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5










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Sleuth Work


Name

The Tree of HeavenCalifornia, the most wonderful place on the Earth!” sang my father as we trudged

through the streets of San Francisco.

I made a face. I had been in California for just a few hours, but already I was terribly homesick for our village in China.

“Here in California,” my mother explained to me, “there is wealth everywhere and plenty of jobs to be had.”

My father had been to America twice before, without us. He had gotten work in factories and on the railroad. He had saved his earnings. Now our whole family had journeyed across the Pacific to begin our new life in a new land.

“You will like it here, Mei Li,” added my mother.

I had lived in our village my whole life—all of ten years. How could I live without our little river, the rice fields, the beautiful Tree of Heaven outside our window? I had not seen a single Tree of Heaven in San Francisco.

“Life is better in America,” my father explained as we crossed the dusty street. “China has wars and floods and famines, but such disasters are almost unknown in California.”

Perhaps, I thought, but California was crowded, with strange people everywhere, people with too-pale skin and too-light hair, people who jabbered in a language I did not know. The houses looked uninviting, the air smelled different, and how, I wondered, could I ever feel at home here?

“That blue house,” said my father, pointing, “is where I lived when I worked in the fish factory seven years ago. It will be our house now that we are immigrants in this land. It can never be the same as our house in China, but we will make it a home.”

At first I looked at the house and frowned. Then I noticed something. A tree that I knew well stood outside the blue house. “A Tree of Heaven!” I cried, running to touch the familiar branches.

“A Tree of Heaven at our new home,” my father replied. “Seven years ago I took a seed from our Tree of Heaven in China, brought it across the ocean, and planted it here. I know how much you love that tree, Mei Li,” he told me, his soft voice quivering. “This house could not be our home without a Tree of Heaven outside.”

I breathed in the scent of the leaves, happier than I had been in weeks. “Thank you, Father,” I murmured. I walked up to the house and opened the door to our new life.



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Name Sleuth Work


Gather Evidence Underline text details that reveal Mei Li’s opinion of California. Circle text details that reveal her parents’ opinions. In the space below, write at least two similarities or differences between Mei Li’s opinion and her parents’ opinions.

Gather Evidence: Extend Your Ideas Review the text details you underlined. What does Mei Li’s opinion about California reveal about the character? Discuss your ideas with a partner.

Ask Questions Write three questions you have about what happened to Mei Li and her family after the end of the story.

Ask Questions: Extend Your Ideas Choose one of the three questions you have about what happened to Mei Li and her family. Scan the text, and bracket any details that might suggest an answer to your question. Then use that bracketed text to write a new question you could ask about the story.

Make Your Case Highlight words Mei Li uses to describe California. In a different color, highlight words Mei Li’s father uses to describe California. How do these descriptions differ? Write your ideas below.

Make Your Case: Extend Your Ideas Does Mei Li begins to feel more positive about her new home by the end of the story? Cite text details from the text to support your answer.

Answers may vary.

Answers may vary.







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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



predators, prey, scavenger

dense, practical, native, sustainable

ecology, predators, sustainable

distinctive, thrived, exclusive, ornate

perseverance, substantial, renovate








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Name


Reading

Lesson 11 Look at the diagram on page 24. Use evidence from the text to write and support an opinion statement arguing which link in the food chain—producer, primary consumer, secondary consumer, decomposer—is most important to the rain forest. Write your response on a separate sheet of paper.

Lesson 12 Read the “Kids Can Make a Difference” section on page 42. Use details from the text to write a paragraph explaining what the children’s group does to save their local rain forest. Write your response on a separate sheet of paper.

Lesson 13 After reading both texts, do you think pesticides should be outlawed? Use details from each text to support your opinion. Write your response on a separate sheet of paper.

Lesson 14 Write an explanatory paragraph about what Pale Male did to settle in at Central Park. Use specific details and examples of figurative language from the text to support your explanation. Write your response on a separate sheet of paper.

Lesson 15 On pages 44–45, the author describes what happens after the first of Pale Male’s three fledglings attempts to fly. Is this description effective in helping the reader visualize the events? State your opinion and support it using reasons and evidence from the text. Write your response on a separate sheet of paper.



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Using evidence from the text, answer the following questions about pages 38–42 from Pale Male. Use this information to complete your Cause and Effect graphic organizer.

1. What caused the removal of the hawks’ nest from 927 Fifth Avenue? Cite text evidence in your answer.

2. What was the effect of this cause on “the hawks’ small fan club”?

3. The hawks rebuilt a nest on the same spot. What were some effects of this new construction?

4. Choose one of these effects and change it to a cause. What is one effect of this new cause?

Cause-Effect RelationshipsLesson 15

Answers may vary but could include that residents of the building “complained about bird droppings, feathers, and the remains of dead animals” on the sidewalk.

Answers may vary but could include that the building management got a warning. Three chicks were born a year later. Hawk watchers gathered around the Central Park model-boat pond.

Answers may vary but could include that the birders’ feelings turned from sadness to shock.

Answers will vary but they should include a clear effect of the new cause.



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Name


Language Analysis

Read pages 20–21 from Rain Forest Food Chains. Use evidence from the text to answer the following questions.

1. What text features do you notice on these pages?

2. How do the text features connect to the text?

3. Why do you think the author included text features in this book?

4. What domain-specific vocabulary is included on these pages? How did you identify these words?

Craft and StructureLesson 11

Headings, bold vocabulary words, a diagram, captions, a photograph.

Secondary consumers, primary consumers, mammals, prey, understory, omnivores, adaptations. The words are boldface.

Answers may vary but could include that the headings introduce the main topics on the pages. The diagram on page 20 visually highlights the place of secondary consumers in the food chain.

Answers may vary but could include that presenting information in different forms can make it easier to understand. Photographs and diagrams add visual interest.



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Conventions

Adjectives and Linking Verbs Underline the linking verbs in the sentences. In the space after the sentences, write the number of predicate adjectives that follow each linking verb.

1. The students were startled and amazed when the eggs started spinning.

2. The alevins looked strange with their big orange yolk sacs.

Adjectives and Linking Verbs Circle the linking verbs and underline the predicate adjectives.

The students were upset when they saw that Pigeon Creek was full of litter. They seemed determined to clean up the creek.

Adverbs Circle the adverbs. Then underline the word or words each adverb modifies.

1. Rachel carefully picked up the seashell and gently brought it to her ear.

2. Then the jaguar moved carefully across the rain forest floor, quietly stalking its prey.

Adjectives Circle the adjectives and underline the noun each adjective modifies.

1. Many colorful butterflies live in rainy Amazon.

2. Shaggy, red-haired orangutans are active.

Consistency in Verb Tense Underline the verbs. Write C if the verb tenses are consistent and I if they are inconsistent. If you write I, change one of the verbs in the sentence to make the tenses consistent. Cross out the verb and write the correct tense above it.

1. Last year, the scientists visit the African rain forest. There, they collected samples of many plant species.

2. Next month, the scientists will present their findings to the public. They will explain why protecting the rain forest is important.

Lesson 11

Lesson 13

Lesson 14

Lesson 15

Lesson 12

I

visited

C

21



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Lesson 11

Lesson 12

Name


Writing

Informative Essay: Synthesize Information from Multiple Sources Identify two or three quotations from either Rachel Carson: Pioneer of Ecology or Rain Forest Food Chains related to ecosystem protection. On separate sheets of paper, write one to two pages synthesizing these quotations along with a quotation or paraphrased idea from one of the digital sources you researched in Lesson 10. Be sure to use correct in-text citation of sources. Add your own ideas and offer additional explanation of the sourced ideas as necessary. Link ideas and clarify relationships between information using transitions. Finally, complete a Works Cited page.

Informative Writing: Plan an Informative Brochure On a separate sheet of paper, use an outline to plan an informative brochure about an ecosystem in jeopardy. Your audience is people interested in traveling for the purpose of learning about the environment, wildlife, and natural habitats (ecotourism). Make An Ecosystem the title of your outline. Use three or more Roman numerals to show topics for the section headings in your brochure. Include key details and terms for each section, as well as suggestions for visuals.

Answers will vary but should include one to two pages of synthesized quotations from one of the texts with a quotation or paraphrased idea from a digital source. Pages should contain correct in-text citations of sources, original ideas and explanation of sourced ideas, appropriate transitions, and a Works Cited page.

Outlines will vary but should include the title An Ecosystem; at least three Roman numerals denoting possible topics for section headings; and key details, terms, and suggested visuals.



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Lesson 13

Lesson 14

Lesson 15

Name


Writing

Informative Writing: Draft an Informative Brochure On separate sheets of paper, draft two or three paragraphs of your informative brochure based on your Lesson 12 outline, using your section headings to organize the information logically. Be sure to include precise language, descriptive details, and relevant examples.

Informative Writing: Revise or Rewrite an Informative Brochure Work with a partner to peer review the drafts you began in Lesson 13. Make sure the organization makes sense, adding transitions if necessary. Look for vague or general language that could be more precise and replace it with specific language appropriate to the audience. Suggest visuals that would help clarify information or support points. After you complete your peer review, use a separate sheet of paper to revise or rewrite parts of your own brochure, adding visuals and improving word choice. Refer to Pale Male as a guide for precise language and transitions.

Informative Writing: Edit and Proofread an Informative Brochure Edit and proofread the informative brochure you drafted in Lesson 13 and revised in Lesson 14. Check for consistent verb tense and correct use of adjectives and adverbs. Make sure your punctuation and capitalization are correct. Use a dictionary to confirm the spelling and meaning of difficult words, particularly domain-specific words.

Answers will vary but should include two or three paragraphs that include section headings, as well as precise language, descriptive details, and relevant examples.

Answers will vary but should include transitions that clarify the organization, precise and specific word choice appropriate to the audience, and visuals.

Answers should include consistent verb tense, correct use of adjectives and adverbs, correct punctuation and capitalization, and correct spelling and meaning.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 16



Using evidence from the text, answer the following questions about Pale Male. Use this information to complete a T-Chart graphic organizer.

1. Look at pages 34–37. What problem does Pale Male encounter in a tree near East 70th Street? What is the cause of this problem?

2. What is the solution to the problem identified above?

3. Look at pages 38–43. What problem does the hawks’ nest cause?

4. What additional problem results from the problem identified above?

5. What is the solution to the problem identified above?

Problem-Solution Structure

The hawks’ waste material falls to the sidewalk in front of the building, which annoys the building’s residents.

The U.S. Fish and Wildlife Service issues a stern warning to the building management not to remove the new nest Pale Male builds to replace the destroyed one.

The following March Pale Male and his new mate build a new nest at 927 Fifth Avenue.

Crows attack Pale Male and his mate. The crows had a nest in that tree the year before.

The building’s management removes the nest, which outrages the members of the hawks’ fan club.



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Lesson 17

Name


Language Analysis

Reread the first full paragraph on page 36 of Rachel Carson and pages 50–51 of Pale Male. Use the following questions to analyze quotations and word choice in these two passages.

1. How would you describe the types of quotations used in the passage from Rachel Carson?

2. How does the illustration connect to the quotations in the passage from Pale Male? How do both contribute to the story?

3. How do the quotations in each passage contribute to the tone of the passage?

4. How would you describe the author’s word choice in the passage from Rachel Carson?

5. How would you describe the author’s word choice in the passage from Pale Male?

6. How does the word choice in each passage help the reader understand each passage?

Craft and Structure

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Lesson 16

Lesson 17

Lesson 18



conservation, protests, relentless

biology, perseverance

organism, distinctive, conservation






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Name


Reading

Lesson 16 Choose one of the problems Pale Male faced after he arrived in Central Park. Write an informative paragraph describing the problem and the reasons why it occurred. Be sure to include specific details and examples from the text. Write your response on a separate sheet of paper.

Lesson 17 Write two paragraphs that analyze quotations: one from Rachel Carson and one from Pale Male. Quote an important passage from each text and respond to it using further research from an outside source. You may use print and digital sources related to Rachel Carson, Pale Male, or the concept of conservation in general. Write your response on a separate sheet of paper.



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Name


Reading

Lesson 18 Choose a topic that appears in all three texts. Then use information from the texts to write an informative paragraph. Include facts, key details, quotations, and other text evidence from each text to help support your response. Write your response on a separate sheet of paper.



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Lesson 18

Name


Reading Analysis

Using text evidence from Rachel Carson: Pioneer of Ecology, Rain Forest Food Chains, and Pale Male, answer the questions below to analyze how each text addresses the topic of habitats. Add this information to your Venn Diagram graphic organizer.

1. Which passages in each text address the topic of habitats?

2. How are the passages you chose similar?

3. How are the passages you chose different?

4. Based on the multiple accounts of the same topic, what conclusions can you draw about each text?

Multiple Accounts

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Name


Conventions

Degrees of Comparison In each sentence, underline the adjective or adverb that shows a degree of comparison. On the line that follows, write PD if the word shows a positive degree of comparison, CD if it shows a comparative degree of comparison, or SD if it shows a superlative degree of comparison.

1. The students’ plans to keep Pigeon Creek clean worked really well.

2. The worst part about the pollution in Pigeon Creek was that it made it impossible

for salmon and other living things to survive in it.

3. In my opinion, it is more convenient to keep the town park clean than it is to pick

up trash that people have left on the ground.

Irregular Comparisons Circle the word in parentheses that correctly completes the sentence.

1. Driving a car is (badder/worse) for the environment than riding a bike.

2. You can travel (farther/farer) on a bike than you can on foot.

3. It is (gooder/better) to recycle plastic packaging than to discard it with the regular trash, but buying fewer products packaged in plastic is (goodest/best) of all.

4. We can all feel (weller/better) about ourselves if we do our part to protect the environment.

Degrees of Comparison Read the sentences and look at the underlined adjective or adverb. Then write a new sentence using that word and the degree of comparison indicated in parentheses.

1. The students will be here soon to help pick up litter in the park. (comparative)

2. The park was quiet this morning before the students arrived. (superlative)

3. This recycling bin is not too heavy, so I think I can carry it by myself. (comparative)

Lesson 16

Lesson 17

Lesson 18

PD

SD

CD

Answers will vary.

Answers will vary.

Answers will vary.



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Lesson 16

Name


Writing

Informative Writing: Publish and Present an Informative Brochure If available, use publishing software to create a digital version of your brochure. Otherwise, use separate sheets of paper and cut out photos to create an interesting and informative layout. Enhance your main ideas with photos, graphs, maps, and charts. As part of a classroom “ecotourism conference,” present your brochure to inform and promote travel to your ecosystem. Adapt your speaking pace and tone to the audience and subject matter.

Answers will vary but should include interesting and informative visuals and layouts that enhance main ideas. Presentations should inform the audience in a way that promotes travel to the ecosystem being described, and speakers should adapt their pace and tone to the audience and subject matter.



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Lesson 17

Lesson 18

Name


Writing

Opinion Writing: Introduce an Opinion On a separate sheet of paper, draft an outline that includes a statement of opinion, three main reasons supporting your opinion, two or three facts and pieces of evidence to support each reason, and a conclusion that includes a call to action.

Opinion Writing: Develop an Opinion Statement Use the outline you created in Lesson 17. On a separate sheet of paper, write an opinion statement. Include an introduction featuring a clear statement of opinion, body paragraphs with facts and evidence to support logically ordered reasons, and a conclusion that summarizes main points and includes a call to action.

Outlines will vary but should include a clearly stated opinion, three supporting reasons, two or three facts and pieces of evidence related to each reason, and a conclusion that includes a call to action.

Opinion statements will vary but should include an introduction featuring a clear statement of opinion, body paragraphs with facts and evidence to support logically ordered reasons, and a conclusion that summarizes main points and includes a call to action.



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5










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Name Sleuth Work


The Price of FreedomWhat are you worth? If you were enslaved in the United States in 1850, you were

a possession. Slave owners could buy and sell you for as much as $3,000. For this reason, slave owners offered rewards for the capture of enslaved people who had escaped.

The Underground Railroad was a secret network of people who believed that slavery was wrong. They risked the consequences of breaking the law to help people escape slavery and make their way to northern states or Canada where slavery was outlawed. The use of railroad terms helped ensure secrecy. Routes between stations—homes of sympathetic families who would feed and hide the enslaved people—were called lines. Conductors guided runaways from one station to another. Fugitives were referred to as packages or freight.

Those people who contributed to the Underground Railroad included free African Americans and sympathetic whites. However, one of the best-known conductors had escaped slavery herself. Harriet Tubman was born enslaved in Maryland around 1820. By the fall of 1849, Tubman made the decision to flee. If she couldn’t have freedom, she would prefer death. A friendly white neighbor told her how to find the first safe house on her path to freedom. When she finally reached the North, where slavery was outlawed, Harriet said, “I had crossed the line. I was free; but there was no one to welcome me to the land of freedom. I was a stranger in a strange land.”

Harriet’s goal became to help those she had left behind, including her family members. Rather than simply enjoying her newly found freedom, she got a job in Philadelphia and saved her money. In 1850, Harriet returned to Maryland and started leading her family to freedom. Over the next ten years, she made the hazardous trip south and back numerous times. Because of Harriet’s efforts, her family and around seventy other enslaved people escaped slavery. She never “lost” a fugitive. She never allowed anyone to give up. Harriet was so determined to see these people reach freedom that she carried a gun to threaten the fugitives if they became too tired or decided to turn back. When a person’s resolve wavered, she advised, “You’ll be free or die.”

One newspaper in Maryland offered a $100 reward for her capture. But to the scores of people Harriet Tubman helped to reach freedom, she was priceless!



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Name Sleuth Work


Gather Evidence On page 82, underline text details that explain why Harriet was willing to help enslaved people escape at the risk of her own freedom.

Gather Evidence: Extend Your Ideas Review the text details. What do Harriet’s actions after she escaped slavery reveal about her? Discuss your ideas with a partner.

Ask Questions Write two questions you have about slavery and the Underground Railroad.

Ask Questions: Extend Your Ideas Choose one of the two questions you have about slavery and the Underground Railroad. Scan the text on page 82 and circle any details that might suggest an answer to your question. Then use that circled text to write another question.

Make Your Case On page 82, circle descriptive details that the author uses to describe the Underground Railroad. Which ones are related? Write them below.

Answers may vary but might include I was free; there was no one to welcome me to the land of freedom, and Harriet’s goal became to help those she had left behind.

Answers may vary but could include that Harriet’s dedication to helping others shows that she has strong beliefs and character.

Answers may vary but could include: Who were other conductors on the Underground Railroad? Was Harriet Tubman ever caught?

Answers may vary.

Answers may vary, but students might circle secret network, risked the consequences of breaking the law, railroad terms, secrecy, routes, stations, sympathetic families, lines, Conductors, packages, freight. Related: railroad terms, routes, stations, lines, Conductors, packages.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5



colonies, foundation

vowed

abolish, territories

surrender, decreed

cultivate, contradict, progress








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Name


Reading

Lesson 1 Reread Chapter 1. The narrator says that there were many slaves that fought in the Revolutionary War, but many of them “chose the wrong side” (page 10). Do you agree or disagree? State your opinion, and support it with details from the text. Write your response on a separate sheet of paper.

Lesson 2 Suppose you were to draw a picture of a prayer meeting, such as the ones described in the first paragraph on page 21. What visual elements and features would you include? How would this image help the reader understand slavery better? Write your response on a separate sheet of paper.

Lesson 3 The narrator refers to the “white gentlemen running the country” (page 23). The word gentlemen is usually considered to be polite. Why do you think the narrator chose this term? Write an opinion paragraph to explain your answer. Use evidence from the text to support your opinion. Write your response on a separate sheet of paper.

Lesson 4 Explain why Lincoln decided to free the slaves in the Confederate states. Use information from the text to support your explanation. Write your response on a separate sheet of paper.

Lesson 5 Reread Chapter 5. Use details from the text to write an opinion paragraph explaining why you think Reconstruction did not work well for African Americans. Write your response on a separate sheet of paper.



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Lesson 1



Using evidence from the text, answer the following questions about the Prologue from Heart and Soul. Use this information to complete your Web B graphic organizer.

1. How can you tell that the text is written in first-person point of view?

2. What is the narrator’s perspective on the past?

3. What reasons does the narrator give for this perspective?

4. How does the narrator think stories from the past will make readers feel?

5. Why does the narrator finally decide to tell “our story”?

6. What is the effect of the use of first-person narrator on readers in this passage?

Point of View

the words my, we, Our, I, us, I’m

“Sometimes it’s just too hard to talk about.”

“No parent wants to tell a child that he was once a slave” or that “she had to swallow her pride” even when situations were unfair.

The stories will make readers “cringe, or feel angry” but also “proud or even laugh a little.”

It helps the readers connect to the narrator on a more personal level than if the passage were in third person.

The narrator is getting older and thinks “it’s time to make some things known before they are gone for good.”



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Lesson 3

Name


Language Analysis

Read Chapter 3 from Heart and Soul. Use text evidence to answer the questions.

1. On page 23, note the metaphor “You see, America grew up on slavery” in the first paragraph. Also recall that slavery was the “mother’s milk” that helped the United States develop and thrive. What is the effect of this comparison?

2. Look at the phrase “Southern planters had lined their pockets with profits” at the end of the first paragraph on the same page. How is this an example of figurative language? What is the effect on readers?

3. Connect “grew up on slavery,” “mother’s milk,” and “lined their pockets with profits.”

4. Look at the sentence “It was a hard row to hoe” on page 24. What job does this idiom refer to? What do you think it means?

5. What does the simile “tied together like horses to a wagon” on page 24 compare?

6. Is this an effective comparison? Why or why not?

Craft and Structure

The comparison between milk and slavery is unsettling and ironic. Slavery helped part of the country thrive, but only by directly harming African American people.

The imagery emphasizes the wealth made from slavery. It adds a vivid description to the “grew up on slavery” metaphor and highlights the unfairness.

“Mother’s milk” of slavery helped the U.S. become stronger at the expense of enslaved African Americans. Southern planters profited from the system, not the people doing the work.

It refers to working in a field on difficult land. Abolishing slavery was going to be difficult.

It compares enslaved people to horses.

Yes, it shows the injustice and cruelty of slavery.



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Lesson 1

Lesson 2

Lesson 5

Lesson 4

Lesson 3

Name


Conventions

Gerunds Circle the gerund in each sentence.

1. Taxing the American colonies angered many.

2. Fighting for freedom was important to the colonists.

Infinitives Complete the chart below, filling in the blank spaces with the proper verb forms.

Infinitive Gerund Participle

to speak speaking speaking, spokento vote voting voting, voted

Participles Circle the participle in each sentence.

1. He heard the singing men finish a spiritual.

2. They found an attic with forgotten toys.

Prepositional Phrases Circle the prepositions in each sentence. Then underline the prepositional phrases.

1. Much of the South, while destroyed, remained loyal to the Confederacy.

2. Sharecropping could be a hard way of making a living.

Prepositions Circle the prepositions in each sentence.

1. Those fancy homes came at the high price of blood and sweat of people who never knew liberty.

2. The papers said that black soldiers made all the difference in the war, helping finish off the Rebels about a year early.



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Lesson 1

Lesson 2

Name


Writing

Opinion Writing: Analyze Point of View On a separate sheet of paper, write three to five opinion paragraphs about how point of view influences your understanding of the story. First, choose a passage from the Prologue or Chapter 1 that shows the narrator’s point of view. Consider how this passage would be different if told from a different person’s point of view. Then, analyze how the narrator (an elderly African American woman) offers an insightful on the subject. Finally, use text evidence to express your opinion about how the narrator’s point of view influences the reader.

Opinion Writing: Analyze Visual Elements Choose one or two visuals from the text. On a separate sheet of paper, write three opinion paragraphs analyzing whether the visuals contribute to the meaning, tone, and beauty of the text. First, determine which sentences or paragraphs in the text directly relate to the visuals chosen. Consider how the visual emphasizes ideas or descriptive details in the text. Next, state an opinion about how the visuals relates to the text’s mood or tone and whether the visuals deepen the reader’s overall understanding of the text.

Answers will vary, but students should identify a passage that shows the narrator’s point of view and explains their opinion about how the point of view offers distinctive insights on the subject. Answers should also include text evidence that supports the analysis.

Answers will vary, but students should include mention of one or two specific visuals from the text. Paragraphs should contain an analysis of how the visuals relate to specific passages from the text, how the visuals emphasize certain aspects of the text, and an opinion about how the images relate to mood and tone of the text and whether the visuals enhance the readers’ understanding of the text.



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Lesson 3

Lesson 4

Lesson 5

Name


Writing

Opinion Writing: Analyze Author’s Style Choose a five to ten line passage from Heart and Soul that represents the author’s style. On a separate sheet of paper, write 3 or more opinion paragraphs about the author’s style. Identify different sentence lengths, interesting or unusual word choices, and uses of dialect and idiomatic expressions in the passage. Explain how these choices demonstrate the author’s style. Write an opinion about whether the author’s style contributes to the meaning of the text.

Opinion Writing: Develop an Opinion Statement and Introduction On a separate sheet of paper, write an introductory paragraph that states an opinion about a topic in the text. Choose a topic related to African American history from the text. Formulate an opinion about the topic. Write a paragraph that introduces your topic and clearly states your opinion. Use strong verbs and adjectives to express your ideas.

Opinion Writing: Gather Evidence Gather evidence, such as facts, details, quotations, and other information, to support your opinion statement from Lesson 4. Use evidence from Heart and Soul if possible. Use the evidence to develop at least three reasons that support your opinion statement. On a separate sheet of paper, organize the reasons in a logical order and then write two or three body paragraphs.

Answers will vary but should include examples of author’s style and an opinion about how the style contributes to the meaning of the text.

Answers will vary but should include a topic, an opinion statement, and precise language.

Answers will vary but should include two or three paragraphs featuring logically ordered reasons based on text evidence.



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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 6

Name


Reading Analysis

Using evidence from the text, answer the following questions about Chapter 6 of Heart and Soul. Use this information to complete your Web A graphic organizer.

1. One of the topics of Heart and Soul is freedom. Another topic is challenges. Where does the topic of challenges appear in this chapter?

2. Does this topic appear earlier in the text as well? If so, where?

3. What details does the narrator use to describe this topic in Chapter 6?

4. What do you think the narrator is trying to say about this topic?

5. What lesson about life should the readers be learning from the text?

Theme

It appears when talking about African Americans moving to the West from the South after the Civil War.

Yes, in Chapters 1–5. African Americans faced the challenges of choosing sides during the Revolutionary War, slavery, the dangers of the Underground Railroad, Civil War, and Reconstruction.

“The white soldiers and townsfolk didn’t always give them the credit they deserved,” “fighting over slavery,” “barred from going to public schools,” “not allowed to vote or buy land,” “tried to stop black folks from settling altogether,” “Life on the frontier was rough,” “fight to survive”

Even though living in the West was very challenging for African Americans, it was better than being enslaved.

Slavery had ended and the Civil War was over, but African Americans continued to face challenges as they tried to live and work in a place where they felt free and safe.



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Lesson 8

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Language Analysis

Read Chapter 8 from Heart and Soul. Use text evidence to answer the questions.

1. Read the first sentence of the second full paragraph on page 65: “On the weekend we would paint the town red, honey, dancing all night at the Savoy in Chicago, wearing holes in the floor.” Use context clues to help you define the idiom “paint the town red.”

2. What effect does the figure of speech “wearing holes in the floor” have? What phrase in the sentence does the figure of speech emphasize?

3. Read the first sentence after the break on page 65: “Black folks were as busy as a swarm of honeybees uptown in Harlem, and downtown was abuzz too.” What does the simile in this sentence compare?

4. What does the author want to convey with the simile in the sentence?

5. Onomatopoeia imitates a sound in words. Which word in the sentence is an example of onomatopoeia? What does this add to the sentence?

6. How does the phrase on page 65, “Women had decided to step out of the kitchen to get the vote,” connect to a larger theme?

Craft and Structure

It means to have a great time, especially late at night.

“dancing all night” It gives the impression that people danced a lot, with enthusiasm.

Honeybees are always busy and industrious, which describes life in Harlem at the time.

The simile compares the people in Harlem to a swarm of honeybees.

abuzz; it connects the sound of honeybees and continues the metaphor in the sentence.

They were expected to be wives and mothers, “keep house,” and obey their husbands. Leaving “the kitchen” was the first “step” in the journey for equal rights.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



exotic, unchartered, reservations

immigrant, opportunities, harassed, independent

dreadful, combination, mission

economic, abandon, invaded

innovation, protest, integrating








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Name


Reading

Lesson 6 Reread the first two full paragraphs on page 48. Use details from the text to write an informative paragraph explaining how the government’s treatment of Native Americans was like its treatment of African Americans. Write your response on a separate sheet of paper.

Lesson 7 Write an opinion paragraph that answers the following question: Do you think that World War I helped African Americans succeed in the North? Use the information from the text and consider the author’s tone in your answer. Write your response on a separate sheet of paper.

Lesson 8 What is the most effective example of figurative language in the chapter? Explain what the phrase means and tell why you find it so effective. Write your response on a separate sheet of paper.

Lesson 9 If you could choose just one word to describe the narrator’s voice, what would that word be? Why? Give at least one example from the text of the narrator’s voice matching the word you chose. Write your response on a separate sheet of paper.

Lesson 10 Find the image “as empty as a poor man’s pockets” at the top of page 89. Write a paragraph explaining what the meaning of this image is and how it affects the reader’s understanding of the empty buses in Montgomery. Write your response on a separate sheet of paper.



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Lesson 9



Using evidence from the text, answer the following questions about page 74 from Chapter 9 of Heart and Soul. Use this information to complete your T-Chart graphic organizer.

1. What are some examples of formal language in the first and second full paragraphs?

2. Find examples of informal language used by the narrator in the third and fourth full paragraphs.

3. List some examples of the narrator’s personal voice as used as this page.

4. Why do you think the author changes from a formal voice to an informal one? How does this affect the reader?

Voice

“They had taken over Germany by assassinating political leaders”; “By the middle of 1941, the Nazis had occupied much of Europe”; “on Sunday, December 7, 1941, Japanese planes flew over to Hawaii”; “President Franklin Roosevelt declared war on Japan”

“We followed what was happening in Europe”; “We couldn’t stay out of it anymore”; “I couldn’t go as I had to take care of my own children”; “my two younger brothers went off to that war”

Contractions: couldn’t, they’d, we’d, man’s, didn’t, wasn’t; “mind you,” “Lord knows,” use of “white folks” and “black folks”

Answers will vary.



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Lesson 10

Name


Language Analysis

Read the paragraph that begins “Busing was a problem in Alabama, too” on page 86 from Chapter 11 of Heart and Soul. Use evidence from the text to answer the questions.

1. Identify the question found in this paragraph. What is its purpose? How does it reflect the style of the story?

2. Recall that sentence fragments are incomplete sentences. Look at the sentence fragment “Tired of being treated like a second-class citizen.” Why do you think the author used this fragment here?

3. What phrase is repeated in the paragraph? What is it describing?

4. Why do you think the author chose to repeat this phrase? How does the repetition affect the style and meaning of the story?

Craft and Structure

“Excuse me?” interrupts the story and adds to the disbelief of the sentence before it. The question reminds the reader of the story’s informal style.

Informal language indicates an upcoming change and emphasizes the importance of what follows.

The phrase “sick and tired” describes Rosa Parks’s attitude as “a second-class citizen” “like every other black person in America.”

Repeating “sick and tired” emphasizes the injustices that African Americans faced. The double repetition “sick and tired of being sick and tired” highlights that even more. Repetition also builds tension.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 9

Name


Conventions

Prepositions and Pronouns Circle the correct form of the pronoun to complete the prepositional phrase.

1. African Americans moving from the South to the West took their belongings with (they/them).

2. In my small town, the profits from the fall harvest belonged to all of (we/us).

Preposition or Adverb? On the line next to each sentence, write whether the underlined word is a preposition or an adverb.

1. At the road block, the officer let us drive through.

2. We traveled through several states to reach our home.

Coordinating Conjunctions Circle the coordinating conjunction that best combines the two sentences.

1. Chicago was something special. (and / but) We always felt at home there.

2. African American women wanted voting rights. (so / yet) Some white women didn’t want them at the march.

Interjections Underline the interjection that shows the most excitement.

White officers believed that black men weren’t smart enough or brave enough. (Nonsense. / Nonsense!)

Correlative Conjunctions On the line, write the correlative conjunction that pairs correctly with the boldfaced word in the sentence.

Mahatma Gandhi nor Dr. Martin Luther King Jr. believed in violent protests.

Neither

adverbpreposition



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Lesson 6

Lesson 7

Lesson 8

Name


Writing

Opinion Writing: Organize Ideas Continue to develop your opinion essay. Look at the paragraphs you have already written. Choose the organizational structure that will be most effective. On a separate sheet of paper, write an outline that organizes your introduction and body paragraphs. Finally, draft your paragraphs. Reorganize them based on your chosen organizational structure and outline. Last, add transitions to link ideas and clarify organization.

Opinion Writing: Strengthen Reasons and Evidence Revise your opinion essay by strengthening your reasons and evidence. Make a clean copy of your opinion essay, including the work you did in Lesson 6. Work with a partner to identify weaknesses in reasons or insufficient evidence. Based on your partner’s feedback, delete any irrelevant evidence. Add relevant evidence, such as facts, precise details, quotations, and transitions, to your essay. Make connections between evidence and your opinion clear to the reader.

Opinion Writing: Add Transitions Work with a different partner than you worked with in the previous lesson, and peer review essays to determine how transitions can be added to strengthen your essay. Look at your partner’s essay and determine the essay’s overall structure. On a separate sheet of paper, suggest transitions to clarify organization and purpose. Identify your partner’s opinion statement and suggest transitions to connect it to evidence and reasons. Finally, use your partner’s feedback to revise your own opinion essay. Focus on using transitions to make sure the writing is as persuasive as possible.

Answers will vary.

Answers will vary.

Answers will vary but should include a revised essay with transitions added.



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Lesson 9

Lesson 10

Name


Writing

Opinion Writing: Develop a Conclusion Review the essay that you began in Lesson 4. On a separate sheet of paper, write a concluding paragraph. Include a brief summary of the essay’s main ideas or points. Add at least one new insight, reflection, or “call to action.”

Informative Writing: Analyze Multiple Perspectives On a separate sheet of paper, write a social media message that uses multiple perspectives. Choose a historical milestone or event described in Heart and Soul. Write a social media message, about 300 words long, that describes the impact of the event from multiple perspectives. Write about how the event affected an individual family. Write about how a particular racial group in the community responded to the event. Write about how the event affected the country as a whole. Use text evidence to support your ideas.

Answers will vary but should include a concluding paragraph with a summary of main points and an insight, reflection, or “call to action.”

Answers will vary but should include a description of one milestone or event from Heart and Soul presented from multiple perspectives.



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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth Work


Name

On Loyalty to CountryYesterday I walked the historic Freedom Trail in Boston. The Trail starts at

the oldest park in the country, Boston Common, where British soldiers camped before the Revolutionary War. It ends at Bunker Hill, the site of the first major battle. The American Patriots worked hard for independence from England. Seeing Benjamin Franklin’s statue, Paul Revere’s house, and Faneuil Hall made me proud to be an American. Franklin was a political leader and signer of the Declaration of Independence. Revere made a legendary midnight ride to warn that the British were coming by sea. At Faneuil Hall, Samuel Adams gave speeches to inspire the colonists.

However, the Freedom Trail honors only those who worked for independence. My ancestors came from Great Britain in 1774. While they appreciated the opportunities they had in the colonies, they were also extremely proud of their home country. They remained loyal to England during the American Revolution. The rebels criticized them for being traitors, but the Loyalists believed they were right for being loyal to their ruler, King George III. Even William Franklin, Ben Franklin’s son, supported England. He was a respected governor of New Jersey. Disagreement over patriotic loyalties resulted in a lifetime rift between the two men.

Loyalists believed a government that worked should not be replaced. Moreover, they felt the taxes they paid the British government were not extreme. They felt that those who protested were upset because they had not paid the taxes before. Some who wanted freedom from Great Britain believed the colonies did not have enough say in the decisions of Parliament. Yet Loyalists argued, each colony had a governor who could send a representative to Great Britain to speak before Parliament.

Some questioned the rebels’ tactics. For one, Adams wrote letters to newspapers signed with different names. He wanted to make it seem that everyone in the colonies desired independence. In fact, many colonists had not made up their minds about independence at the time the war broke out.

For these reasons, I propose that a statue be commissioned to represent a hero who fought on the side of Great Britain. One consideration could be Patrick Ferguson, who was an officer in the British Army. At the Battle of Brandywine in 1777, he acted with honor. He had an opportunity to shoot a rebel officer and did not. He later wrote that the thought of shooting someone in the back “disgusted” him. Some stories suggest that the rebel officer may have been George Washington!



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Name Sleuth Work


Gather Evidence On page 102, underline three Loyalist arguments against independence and circle one Patriot argument for independence.

Gather Evidence: Extend Your Ideas Review the arguments you underlined and circled. Why do you think the author chose to write more Loyalist arguments and fewer Patriot arguments?

Ask Questions Write questions a review board might ask about the proposal for the new statue.

Ask Questions: Extend Your Ideas Choose one of the three questions above about the statue. Bracket any details in the text that could answer your question, and write your response below. If you can’t find any details in the text, create and answer a new question using specific ideas from the text.

Make Your Case Highlight details on page 102 that show a challenge Loyalists faced during the American Revolution. Next, using the highlighted detail, write a vivid sentence of your own to describe the challenge the Loyalists faced.

Answers may vary.

Answers may vary but could include that the author wants to focus more on the Loyalists’ side of the story to support the commissioning of a statue for a British hero.

Answers may vary but could include: Where should the statue be placed? Who would appreciate this statue? Do you think there could be a negative reaction to the statue?

Answers may vary, but students might choose the question Who would appreciate this statue? and bracket “My ancestors came from Great Britain in 1774” to explain that other people with British ancestry may also appreciate the statue.

Answers may vary, but students may bracket “The rebels criticized them for being traitors” and write Loyalists had to suffer being called disloyal traitors who betrayed their country.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



justice, promote, guarantee, nomination

politics, rampant

tallied, underestimate

abolish, innovation, integrating, underestimate

heritage, ironic








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Name


Reading

Lesson 11 Write an opinion paragraph giving your view of the best way to determine the theme: people and events; images; or voice, tone, and perspective. Write your response on a separate sheet of paper.

Lesson 12 How do Corncob and Otis feel about the ladies running for office? Reread the last paragraph on page 73 and the first three on page 74, starting with “See? I knew you wouldn’t believe me.” Use dialogue from the passage and earlier in the story to write an explanatory paragraph. Compare and contrast what the characters say. Write your response on a separate sheet of paper.

Lesson 13 Reread the last paragraph on page 76. Do you think Dad should support the election of women or should he treat it as a joke and fight to get his job back? Use key details the author reveals about characters through his words, thoughts, and actions to write an opinion paragraph explaining what you think. Write your response on a separate sheet of paper.

Lesson 14 Write two or three explanatory paragraphs comparing and contrasting how government affects the lives of people in each story. Use details from both texts to explain. Write your response on a separate sheet of paper.

Lesson 15 Do you agree that Cesar Chavez should have quit school to work in the fields with his family? Support your opinion paragraph with evidence from the text. Write your response on a separate sheet of paper.



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Lesson 12



Compare and Contrast CharactersUsing evidence from the text, answer the following questions about pages 68–71 from Operation Clean Sweep to compare and contrast the narrator and his mom, Flora. Use this information to complete your Venn Diagram graphic organizer.

1. Why is the narrator confused when he hears the word nominations?

2. How do the narrator and Flora react differently to the suggestion that Flora be nominated for mayor?

3. What do the narrator and Flora have in common with the current mayor?

4. What does Flora say that makes the women cheer? What do Flora’s words show about her personality?

5. How are the narrator and Flora’s views about Elmer Diffenbottom’s tomb different?

The narrator is confused because this a word about politics, and he thinks that women do not get involved in politics.

The current mayor is the narrator’s father and Flora’s husband, so they belong to the same family.

The narrator is confused and surprised, while his mother Flora feels very happy and honored.

Students should note that Flora says the women have a good chance of winning the election. Answers may vary, but students should note that these words show Flora has a brave, confident personality.

The narrator thinks the grave is a great place to hang out with his friends, while his mother thinks it is a nuisance that makes life in the town more difficult.



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Lesson 15

Name


Language Analysis

Craft and StructureRead the pages 80–85 of Cesar Chavez: Champion of Workers. Use evidence from the text to answer the following questions.

1. Read the first paragraph of page 80. What transitional phrase do you see in this paragraph? How does this phrase relate to the heading on the same page?

2. What could the phrase “as the second of six children” tell us about Chavez’s actions and motivations as an adult?

3. Read the first paragraph of page 81. What words help you understand the time order of the paragraph? How do these words connect to the heading on page 80?

4. What words or phrases in the paragraph on page 82 give you information about the time order of the text? What specific details do these words or phrases give?

5. On page 85, what phrases show Chavez’s transition away from teenager to adult? What important life events do these phrases reflect?

Answers may vary but could include: Chavez was one of the older children. This may have influenced his desire and ability to be a leader.

The words early life tell about time order and connect to the heading on page 80 because they are related to the word childhood.

“In 1948” and “Over the next ten years.” These transitional phrases mark Chavez’s marriage and the birth of his children.

“The Great Depression (1929–1939)” and “In 1938.” “The Great Depression (1929–1939)” tells about the general time frame, and “In 1938” specifies a time that an important event took place in Chavez’s life.

The transitional phrase is “as the second of six children.” It gives specific detail about Chavez’s childhood.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Name


Conventions

Independent Clauses Underline the independent clause in the sentence below.

When they suffered injustice, African Americans stood up for their rights.

Dependent Clauses Circle the dependent clause in the sentence below.

When women fought for suffrage, they faced many challenges.

Connecting Independent Clauses. Connect the two sentences in each item using and, but, or or. Then underline the independent clauses.

Flora spoke. The women clapped and cheered.

Subordinating Conjunctions Using a subordinating conjunction from the list below, add a dependent clause to each item.

1. African Americans stood up for their rights,

2. Rosa Parks inspired a bus boycott

More Subordinating Conjunctions Write a sentence using one of the following subordinating conjunctions: after, although, or while. Then underline the independent clauses and circle the dependent clause.

after although because before ifsince though unless when while

Flora spoke, and the women clapped and cheered.

tried to stop them. (Answers will vary.)though many people

when she refused to give up her seat. (Answers will vary.)

Answers will vary.



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Lesson 11

Lesson 12

Lesson 13

Name


Writing

Opinion Writing: Evaluate Opinion On separate sheets of paper, write an opinion essay that is one to two pages long. First, review Heart and Soul, looking for perspectives from different people. Then, evaluate how effectively Heart and Soul shows different perspectives. Include an opinion as to how the combined different perspectives affect the story.

Opinion Writing: Plan a Speech On a separate sheet of paper, complete a graphic organizer or write an outline planning an opinion speech about an injustice or inequality in your own community or the world. Choose a topic, and state your opinion about the topic. Identify the purpose of your speech and the audience your speech will address. List at least three main reasons that support your opinion. Organize your reasons in a logical order.

Opinion Writing: Draft a Speech Use the graphic organizer or outline you developed in Lesson 12 to draft your opinion speech. On a separate sheet of paper, draft a speech that is engaging and interesting, as well as persuasive. Use devices such as repetition and figurative language to engage the audience and make important points. Include strong reasons and powerful evidence, but don’t overload the speech with too many details. Keep purpose and audience in mind.

Answers will vary but should include all instructions noted above.

Answers will vary but should include a topic, an opinion statement, the speech’s purpose and audience, and at least three main reasons organized logically.

Answers will vary but should include body paragraphs that contain logically organized reasons and evidence and engaging language that is appropriate to purpose and audience.



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Lesson 14

Lesson 15

Name


Writing

Opinion Writing: Revise and Rewrite a Speech Using the draft you wrote in Lesson 13, further develop your opinion speech on a separate sheet of paper. Use parallel structure and repetition to emphasize and clarify important reasons and ideas. Add transitions as necessary to show relationships between concepts or events. Replace vague or general language with precise word choice. Improve ineffective or unclear sentence structure. With a partner, peer review each other’s drafts, making sure the organization makes sense and language is strong. Finally, revise and rewrite based on peer feedback.

Opinion Writing: Edit and Proofread a Speech Exchange speeches with a new partner and check for correct grammar, punctuation, capitalization, and spelling. Record your notes on a separate sheet of paper. Use the following checklist to guide you as you edit and proofread your partner’s speech:

1. Check for correct use of correlative and subordinating conjunctions.

2. Check for effective use of interjections, if it makes sense to include them.

3. Check to correct sentence fragments.

4. Check that quotations are accurate and correctly punctuated.

5. Check for correct spelling, particularly of proper nouns and domain-specific words.

Answers will vary, but should include a revised and rewritten draft based on peer feedback. Rewrites should strengthen the speech’s organization, clarity, and language.

Answers will vary, but should include feedback on grammar, punctuation, capitalization, and spelling.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 16


Name


Reading Analysis

Using evidence from the Cesar Chavez, answer the following questions about causes and effects. Record answers in a Cause and Effect graphic organizer.

1. Read page 86. Why were some farm owners able to take advantage of migrant workers?

2. Read page 88. Why did Chavez decide to quit his previous job and form a union?

3. Read page 91. What caused Chavez to fast? What were the effects of his fast?

4. Read page 94. Why did Chavez fast in 1988? What effects did this fast have?

5. Read page 95. What problems did Chavez’s job as an organizer cause for him?

Migrant workers had no one to protect their rights, and they were willing to work for very low wages.

Chavez fasted to set an example of peaceful protest. The fast caused Chavez to become weak, but it brought peace to the union.

Chavez wanted farmworkers to have their rights protected, and he believed forming a union was the best way of helping farmworkers improve their lives.

Chavez fasted to bring attention to the fact that pesticides were making people sick. His fast helped make the government pass laws against harmful pesticides.

His job caused him frustration and arguments; he also didn’t earn a lot of money and had to spend a lot of time away from his family.



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Lesson 18

Name


Language Analysis

Craft and Structure

Read Heart and Soul and Cesar Chavez. Use evidence from the text to answer the following questions.

1. Look at the headers on pages 80–81, 86, and 98 of Cesar Chavez. What do these heads tell you about the chronological structure of the text?

2. How do the titles of Chapters 1 though 5 in Heart and Soul help you understand the chronological order of the text?

3. What is similar about the overall structure of both Heart and Soul and Cesar Chavez?

4. Why might the authors of Heart and Soul and Cesar Chavez have decided to structure the texts in this way?

The chapter titles name historical events or eras in the order they occurred in U.S. history. The titles show that the text has a chronological order, starting with one event and moving to the next.

Answers may vary, but students may point out that the chronological order of the texts helps the reader see the evolution of the fight against injustice and inequality over the course of the United States’ history.

Answers may vary, but students should note that both texts use a time-order structure.

The heads suggest that the text will begin with Chazez’s early life and continue though his important work and his legacy.



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Lesson 16

Lesson 17

Lesson 18



convince

territories, decreed, cultivate, justice

mission, protest, tallied, heritage






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Name


Reading

Lesson 16 Reread the paragraphs on pages 96–98 under the subheadings “A Real Hero” and “Living On.” How has Chavez been honored for his work? Write an explanatory paragraph in response, using details from the text. Write your response on a separate sheet of paper.

Lesson 17 In your opinion, which text’s visuals help you better understand how people respond to injustice? Use details from each text to support your opinion. Write your response on a separate sheet of paper.



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Name


Reading

Lesson 18 Read “The Grape Strike” in Cesar Chavez and pages 86–89 in Heart and Soul. Explain how the grape strike and the events following it are similar to the Montgomery bus boycott and its effects. Use cause-effect language and details from both texts in your response. Write your response on a separate sheet of paper.



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Lesson 17

Name


Reading Analysis

Compare and Contrast Visuals

Using evidence from the text, answer the following questions about the use of visuals in Heart and Soul and Cesar Chavez.

1. How are the houses on page 28 of Heart and Soul and page 83 of Cesar Chavez different? What does this difference tell you about the United States?

2. In Cesar Chavez, how does the photo on page 93 differ from the photo on page 95? Why do you think it is important to include both images in the text?

3. How are the symbols on page 44 of Heart and Soul and page 94 of Cesar Chavez similar? How do they relate to the theme of each text?

4. What do visuals on page 94 of Heart and Soul and page 90 of Cesar Chavez show about the history of protest in the United States?

The photo on page 93 shows Chavez celebrating a victory, while the photo on page 95 shows him dealing with frustration. Answers may vary.

Answers may vary, but students might note that the illustrations show that organized protest has always been an important way to encourage change.

Both symbols have very negative meanings and represent warnings of danger. Both represent the injustices that people in each text had to fight against.

The house in Heart and Soul is luxurious, the house in Cesar Chavez is in poor condition. Answers may vary.



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Lesson 16

Lesson 17

Lesson 18

Name


Conventions

Correcting Sentence Fragments On the line next to each item below, write sentence if it is complete and fragment if it is not. If the item is a fragment, rewrite the fragment as a complete sentence.

1. If Chavez gave up when organizing became frustrating.

2. Chavez was born into a loving family.

Correcting Run-ons Sentences Correct the run-on sentence below in three ways. Rewrite it as two sentences. Rewrite it using a semicolon. Rewrite it using a coordinating conjunction.

I really enjoyed reading the books in this unit, they taught me a lot about courage.

1.

2.

3.

Spell Correctly Carefully read each word below, and rewrite it spelled correctly.

fragment

sentence

relief believedifferentfavorite

Answers may vary.

1. releif

2. favrite

3. beleive

4. diffrent

I really enjoyed reading the books in this unit. They taught me a lot about courage.

I really enjoyed reading the books in this unit; they taught me a lot about courage.

I really enjoyed reading the books in this unit, and they taught me a lot about courage.



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Lesson 16

Name


Writing

Opinion Writing: Present a Speech Now, practice your speech to improve your presentation. On a clean copy of your speech, annotate your speech to indicate where you will adjust your pace and tone to emphasize reasons, evidence, and interesting points. Also make marks on your speech showing the points at which relevant visuals or multimedia will be displayed. Finally, use your annotated speech to practice in front of a partner or a small group of peers.

Answers will vary but should include notes and markup indicating pace, tone, and inclusion of visuals/multimedia elements.



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Lesson 17

Lesson 18

Name


Writing

Informative Writing: Research Leaders in History Research a courageous leader who responded to injustice. On separate sheets of paper, take notes from multiple sources. If relevant to your topic, use one text from this module. Include two or three additional print and digital sources. Use a leader’s diary, public speeches, and/or autobiography as one source. Take notes on facts and record direct quotes. Paraphrase and summarize each source’s ideas. Credit each source by title and author in your notes.

Opinion Writing: Analyze Sources and Develop an Opinion On separate sheets of paper, write a two-page opinion essay in which you use your research to develop an opinion about your chosen leader’s most important contribution. First, decide on an opinion. Next, analyze your notes from the previous lesson, and identify supporting evidence. Then draft your opinion essay. Make sure your essay has a clear organization and includes reasons, supporting evidence, and a conclusion.

Answers will vary but should include notes from multiple sources. Notes should be factual and contain direct quotes correctly cited, as well as paraphrasing and summaries correctly cited.

Answers will vary but should include an opinion supported by reasons and evidence, a clear organization, and a conclusion.



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5










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Sleuth Work


Name

Bound for Kansas!Jefferson Wilson was born into slavery in the South. The North’s victory in the Civil

War had promised opportunities for a better life, but the realities had fallen far short of what he expected. For all intents and purposes, as sharecroppers, Wilson and other former slaves were not truly free. No wonder they were dissatisfied with life in their Tennessee town.

A white man owned the land that Jefferson Wilson, his wife, and his three sons worked. The rent was so high and the rates for crops so low that his family was constantly in debt. The same was true for all sharecroppers. Living conditions were harsh, and racial tensions made Wilson worry for the safety of his family.

One day as he walked through Nashville, Jefferson Wilson spotted an advertisement for homesteading in Kansas. An acquaintance of his, businessman Benjamin Singleton, had posted it. Wilson investigated further and soon realized that he could afford transportation for his family if he didn’t buy seeds for another year of sharecropping. After long discussions with friends and family—many of whom chose to stay in Tennessee—the Wilsons decided to head west with Mr. Singleton and one other family to help establish the all-black community of Dunlap, Kansas. The journey was long and difficult, with yellow fever claiming the lives of several travelers. Hopes of finding new opportunities sustained the pioneers.

When the Wilsons arrived, they faced many physical and emotional challenges. Farming the Kansas land proved difficult, and they were lonely. But one thing made all the difference—Jefferson Wilson and his neighbors owned the land they worked and the houses they built. It was theirs. Though they experienced some discrimination in Kansas, they no longer lived in constant fear for their lives.

The community established its own school—The Dunlap Academy and Mission School—which Wilson was proud to say his sons attended. As time passed, more and more people came to Dunlap, creating a tight-knit community of hundreds of black families.

Despite the difficulties of constructing their sod house and clearing ground to plant, Jefferson Wilson and his wife never regretted their decision to begin a new life in Kansas. Eventually, their crops prospered, and life became easier. They had sacrificed a lot to start over, but they knew they had made the right choice for their family. Most importantly, they finally knew what freedom truly meant.



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Name Sleuth Work


Gather Evidence What made Jefferson Wilson want to move from Tennessee to Kansas? Underline three text details that explain Jefferson Wilson’s actions.

Gather Evidence: Extend Your Ideas Review the text details you underlined. What conclusion can you draw about the conditions in Tennessee and Kansas?

Ask Questions What information would help you understand what life was like in Kansas? Circle three details related to homesteading in Kansas that you would like to know more about.

Ask Questions: Extend Your Ideas Choose one of the three topics you would like to know more about, and bracket two details in the text that are related to it.

Make Your Case In what time period does this story take place? Highlight three clues in the text that relate to the time period.

Make Your Case: Extend Your Ideas How does knowing the setting of the story help you better understand the events in it? Discuss your ideas with a partner.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary, but a student who circled “some discrimination in Kansas” might bracket “racial tensions made Wilson worry” and “the all-black community of Dunlap Kansas.”

Answers may vary but should include details about the Civil War, Reconstruction, harsh conditions of sharecropping, and homesteading in the free state of Kansas.

Answers may vary but could include: Life in Tennessee was unsatisfying and dangerous, but in Kansas the family could be free and independent.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5


Name

informal, network

invested, advertise, fugitives

merchants

opposed, ancestors, traditions

prosperous, suspicious, sympathized

Benchmark Vocabulary








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Name


Reading

Lesson 1 Do you think the Underground Railroad was an effective method of escaping slavery? Why or why not? Use evidence from the Introduction to answer the prompt. Organize your paragraph by stating your opinion clearly and supporting it with details from the story. Write your response on a separate sheet of paper.

Lesson 2 Write an informative paragraph in which you explain the preparations an escaping enslaved person would have to make before running away. Refer to the text for ideas. Write your response on a separate sheet of paper.

Lesson 3 Read “William’s Story” on page 15. Focusing on sentence structure, word choice, or figurative language, decide whether William’s writing effectively conveys the emotions associated with running away. Support your opinion with evidence from the text. Write your response on a separate sheet of paper.

Lesson 4 Write an informative paragraph in which you explain how different accounts can illustrate different aspects of the same event. Refer to the text and to your chart for ideas. Write your response on a separate sheet of paper.

Lesson 5 Write a paragraph in which you express your opinion about whether the use of dialect contributes to or detracts from the meaning of the characters’ stories. Use evidence from the text to support your opinion. Write your response on a separate sheet of paper.



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Lesson 1



Using evidence from the text, answer the following questions about the Introduction to Escape to Freedom.

1. Look at page 6. What text feature on the page gives you a clue about the main idea of this page?

2. What text feature on page 6 gives you a clue about the details on this page?

3. Look at pages 4–6. Is “Meet the People” a main idea or a supporting detail of these pages? How do you know?

4. Look at the fourth paragraph on page 4. Is the main idea of the paragraph stated, or do you have to infer it?


The section “Meet the People” does not present the main idea of pages 4–6. It contains details that support the main idea presented on page 4.

The main idea is stated in the first sentence.

The photographs and captions show the names and identities of the characters who are on this page.

The heading, “Meet the People,” tells me that the main idea of the page is the characters in the book.



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Lesson 3

Name


Language Analysis

Read Chapter 2 of Escape to Freedom. Use evidence from the text to answer the following questions.

1. Look at the first paragraph on page 11. Is “Some worked as stone masons or carpenters” a simile? Why or why not?

2. Look at “William’s Story” on page 14. Identify one example of figurative language.

3. Look at the sentence “So, I waited and worked and kept to myself.” How would the effect on the reader be different if the author had used three sentences instead of one?

4. How is the term “Underground Railroad” an example of figurative language?

5. What does Thomas mean when he says “a shipment was going out to Lexington in two days”?

6. Look at page 16. What effect do the exclamation points have on the reader?

Craft and Structure

No, the word as is not being used to compare unlike things.

The Underground Railroad was not actually underground, a railroad, or a route.

He is using the Underground Railroad code, which means that William could escape to Lexington in two days.

They call attention to specific information and let the reader know that this information is unusual and exciting.

Answers may vary but could include: “My heart almost stopped.”

Short, choppy sentences that combine the ideas puts emphasis on each of the actions. One sentence shows how William was trying to avoid attention.



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Conventions

Subject-Verb Agreement Circle the subjects and underline the verbs in each sentence. If the subject and verb agree, write A on the line after the sentence. If they do not agree, write NA on the line and rewrite the sentence so that it is correct.

1. They wants a better life.

2. Callie, William, and Martha are hopeful.

NA They want a better life.A

Lesson 1

Subject-Verb Agreement: Phrases Underline the word that correctly completes each sentence.

1. Her aunt with the children (was/were) never heard from again.

2. Runaways in a secret shelter (take/takes) big risks to become free.

Lesson 2

Subject-Verb Agreement: Indefinite Pronouns Everybody, neither, and someone are examples of singular indefinite pronouns. Few, several, and other are examples of plural indefinite pronouns. All, none, and some may be singular OR plural. Underline the correct verb in each sentence.

1. Everybody (has/have) one bag for the journey.

2. Some of the people (wants/want) a meeting before leaving.

Lesson 3

Subject-Verb Agreement: Collective Nouns Underline the correct verb in each sentence.

1. The team (is/are) going to the playoffs.

2. His group (has/have) three members.

3. The family (was/were) in separate cars.

Lesson 4

Subject-Verb Agreement: Special Nouns Underline the correct verb in each sentence.

1. Measles (is/are) a serious disease.

2. Mumps (was/were) a problem many years ago.

Lesson 5



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Writing

Explanatory Writing: Introduce a Topic On a separate sheet of paper, write an introduction to an informational essay about the Underground Railroad. Your introductory paragraph should include brief background information explaining what the Underground Railroad was, why it was important, and who was involved. In your introductory paragraph, make an observation that focuses the topic, and directly introduce and name the topic.

Explanatory Writing: Organize Ideas Now use either chronological (sequence) or cause-effect structure to create an outline for your explanatory essay. If you choose chronological structure, decide which important events to include and determine the time order of events. If you choose cause-effect structure, identify and list connected causes and effects. Causes and effects should be grouped logically. First, write your method of organization and your one-page outline on a separate sheet of paper. Then, use your outline to begin drafting two or three paragraphs of your essay.

Answers will vary but should include background information, a focusing observation, and a directly stated topic.

Answers will vary but should include an organizational structure, an outline, and two or three body paragraphs.

Lesson 1

Lesson 2



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Writing

Explanatory Writing: Use Quotations to Develop a Topic Select several quotations related to the Underground Railroad from the texts in the unit or outside texts. Be sure to choose quotations that use particularly powerful language. On separate sheets of paper, incorporate each quotation into a body paragraph and explain why it supports a main point of the essay. Use these paragraphs to add one to two pages to your explanatory essay from the previous lessons.

Explanatory Writing: Develop a Topic with Facts and Details Conduct research to find new information about key individuals mentioned in your essay. Focus on the impact they had on other people, either individually or as groups. On separate sheets of paper, incorporate facts, details, and examples into your explanatory essay from the previous lessons. Adjust paragraphs to weave in new, factually accurate information. Check that each paragraph includes a general topic sentence, followed by relevant facts and details.

Explanatory Writing: Develop a Topic with Domain-Specific Vocabulary Continue developing your explanatory essay. Look at the body paragraphs you have already written, and replace vague or general language with domain-specific vocabulary wherever you can. On separate sheets of paper, write one to two additional pages, using precise language and domain-specific vocabulary. Consider your audience’s historical knowledge, and write definitions, examples, and explanations when necessary.

Answers will vary but should include one to two pages with powerful quotations and explanations of why each quotation supports a main idea of the essay.

Answers will vary but each paragraph should include a general topic sentence, followed by relevant facts and details.

Answers will vary but should include several pages of body paragraphs. Paragraphs should make use of audience-appropriate precise language and domain-specific vocabulary, with definitions, examples, and explanations as needed.

Lesson 3

Lesson 4

Lesson 5



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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 6

Using evidence from the text, answer the following questions about Chapter 5 of Escape to Freedom. Use this information to complete your Three-Column Chart graphic organizer.

1. Write a sentence that explains the interaction between a fugitive and a conductor on the Underground Railroad.

2. Write a sentence that explains the interaction between a conductor and a stationmaster.

3. How did conductors form a link between stationmasters?

4. How was the historical figure Frederick Douglass an inspiration to the characters in Escape to Freedom?

5. What part did clothing play in helping runaways escape to freedom?

Relationships Between Historical People and Concepts

The conductors moved between stationmasters, guiding runaways from one safe house to the next.

Answers may vary but could include: Frederick Douglass successfully escaped from slavery. He became a famous abolitionist and had his own newspaper. He was William’s hero.

Answers may vary but could include: Runaways changed their clothes so that slave catchers would not recognize them as runaways.

A conductor lets a stationmaster know that a group of runaways has arrived and then leaves the fugitives with the stationmaster.

A conductor acts as a guide for the fugitive, bringing the fugitive safely from one place to another.



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Name


Reading Analysis

Lesson 7

Using evidence from the text, answer the following questions about cause and effect.

1. Look at page 38, and review what you have already read of Escape to Freedom. What are some possible causes that relate to William taking a job at a newspaper in Windsor?

2. How do some words and phrases signal cause-effect relationships? Give an example from the text.

3. Can an event have more than one cause? Use an example from the text to explain your answer.

4. Why is chronological order a good way to describe cause-effect relationships?


Answers will vary but may include: Yes. Callie and William arrived in Canada safely because of the combination of the newspaper ad putting William in danger and receiving help from Seth, who worked on an abolition boat.

Answers will vary but may include: A cause can never come after its effect, so telling about things in the time order they happen is a good way to show causes and their effects.

Answers will vary but may include: So, as in “So Callie and I decided . . .” indicates that the decision was an effect of the thing described immediately before it.

Answers will vary but may include: William knew how to read and was an admirer of Frederick Douglass’s newspaper. William had worked for a printer in Ohio.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



indicated, conceal

settlement

exodus, momentous, adversity

ravaged, barren

agents, confined








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Reading

Lesson 6 Write an informative/explanatory paragraph in which you explain the relationships between the individuals who were part of the Underground Railroad. Refer to the text and to your Three-Column Chart graphic organizer for ideas. Write your response on a separate sheet of paper.

Lesson 7 Reread the first paragraph in the Epilogue on page 39. Do you think this was a good deal for the people who took advantage of the Homestead Act? Think about cause and effect, and state your opinion and support it using evidence from the text. Write your response on a separate sheet of paper.

Lesson 8 Reread the first full paragraph on page 2. Use the information from your completed graphic organizer to write an explanatory paragraph about the process Lawrence used in painting the Migration series. Write your response on a separate sheet of paper.

Lesson 9 Write an opinion paragraph about whether or not the descriptive details in the text effectively convey the story’s power and emotion to the reader. Write your response on a separate sheet of paper.

Lesson 10 Reread pages 32 and 44–45 in The Great Migration and the last two lines of “Migration” on page 47. Use details from both texts to write an informative paragraph comparing how the two accounts portray the movement of African Americans from the south to the north. Write your response on a separate sheet of paper.



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Lesson 8



Using evidence from the text, answer the following questions about the Introduction from The Great Migration. Use this information to complete your Main Idea graphic organizer.

1. Write a summary of the Introduction, including only the main ideas. Include one quotation from the text.

2. Explain the importance of the detail “Harlem was crowded with newcomers” in your own words.

3. Based on the ideas in the Introduction, make a prediction about the characters that will appear in this book.

4. Quote a phrase or sentence from the Introduction that supports the idea The author has a personal relationship with the topic of the book.


The author’s family lived in a community made of other people who had also recently arrived from the South. There were so many people moving to Harlem that the neighborhood was crowded.

The characters will mostly be African Americans from the South.

Answers may vary but could include: “The great migration is a part of my life.”

The Great Migration was a movement of people from the South to the North. The Great Migration is part of “the history of African Americans in this country.” The author combined his family history with things he learned from studying to make this series of paintings that tells a story.



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Lesson 9

Name


Language Analysis

Read the first half of The Great Migration. Use evidence from the text to answer the following questions.

1. Look at page 14. What details are presented visually in the paintings that relate to the description “the South was barren”?

2. Look at page 14. What visual details support the description “there was no justice for them in the courts”?

3. Look at page 14. What visual details support the description “their lives were often in danger”?

4. Look at the first painting on page 15. How does this painting relate to the description of the way tenant farmers were treated?

5. Look at the second painting on page 15. How does this painting relate to the description of the way tenant farmers were treated?

Craft and Structure

The colors are stark and plain, the pictures seem bare and do not contain any furniture or domestic items, and the African Americans are small and seem overpowered.

A woman sits at a table with an empty bowl, indicating that food was scarce. She looks tired or sad.

The landowner is well-dressed but unfriendly. He is not looking at the other people in the painting. The farmers look up at the landowner, but they are so weighed down by enormous sacks that they cannot stand up straight.

Answers will vary.

Answers will vary.



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Conventions

Subject-Verb Agreement: Inverted Sentences Underline the correct verb for each sentence.

1. There (is/are) many questions.

2. There (is/are) a risk involved for everyone.

Lesson 6

Commas with Yes and No On a separate sheet of paper, write two sentences correctly demonstrating the use of a comma to set off the words yes and no.

Lesson 10

Punctuating Items in a Series: Semicolons Rewrite the following sentence, adding punctuation where needed.

The Great Migration brought people to Atlantic City New Jersey Pittsburgh Pennsylvania and Detroit Michigan.

Lesson 8

The Great Migration brought people to Atlantic City, New Jersey; Pittsburgh, Pennsylvania; and Detroit, Michigan.

Commas with Introductory Elements Rewrite the following sentence, adding punctuation where needed.

In some places entire communities left their homes to move north.

Lesson 9

In some places, entire communities left their homes to move north.

Punctuating Items in a Series: Commas Fill in the blanks with the words from the word list. Use all the words, and be sure the sentence is correctly punctuated.

cook deckhand minister nurse printer

Fugitives found work in various jobs, such as

and .

Lesson 7

cook, deckhand,

minister, nurse, printer



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Writing

Explanatory Writing: Develop a Topic with Visuals On a separate sheet of paper, add formatting to your explanatory essay to clarify its organization, including section breaks and section headings. Then conduct research to add relevant visuals. Find primary sources such as posters, photographs, and advertisements, and include captions and labels for primary sources.

Explanatory Writing: Use Transitions to Link Information On separate sheets of paper, add two to three pages to the draft of your explanatory essay, using transitions to link ideas. Remember to use appropriate transitions to indicate structure, for example, cause-effect, problem-solution, chronological order, or compare-contrast.

Explanatory Writing: Develop a Conclusion On separate sheets of paper, complete your draft and write a conclusion. Make sure your conclusion summarizes the main ideas and explains why the topic is important, answers or poses a question, or quotes a person closely connected with the topic.

Answers will vary but should include appropriate section breaks and headings, as well as primary-source visuals with relevant captions and labels.

Answers will vary but should include two to three pages of an essay draft that features appropriate transitions.

Answers will vary but should include a completed draft and a conclusion that summarizes the main ideas and explains the topic’s importance, answers or poses a question, or quotes a person connected with the topic.

Lesson 6

Lesson 7

Lesson 8



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Writing

Informative Writing: Compare and Contrast Visuals On separate sheets of paper, write an essay that is one to two pages long to compare and contrast visuals in Escape to Freedom and The Great Migration. First, consider visuals’ type and purpose. Then create use a Venn Diagram to show comparisons and contrasts. Organize your essay in point-by-point or block structure, and include transitions to indicate similarities and differences.

Informative Writing: Research a Topic Go to the library to research an inspirational person from the unit. Find at least three sources, including both primary and secondary. Write one to two pages of notes on your sources, and include the following information about each source: author, publisher, and date of publication (for print sources), and Web site and date of access (for Web sources).

Answers will vary but should include a completed Venn Diagram and an essay comparing and contrasting the types and purposes of visuals in the two texts, along with appropriate transitions to indicate similarities and differences.

Answers will vary but should include one to two pages of notes on at least three different primary and secondary sources. Notes should include author, publisher, and date of publication (for print sources) and Web site and date of access (for Web sources).

Lesson 9

Lesson 10


RGEN14_RWJTG_G5_U2B_L06-10.indd 140 3/5/14 1:27 AM

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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth Work


Name

A Voice for WomenIn 1815, when Elizabeth Cady Stanton was born in Johnstown, New York, males

had much more influence and many more options for employment than females in the United States. American women could not become government leaders, preachers, or professors. Girls with an interest in public speaking or politics were steered in other directions. The law even barred women from voting. Like other girls of her time, Elizabeth was expected to become a wife and mother when she grew up—and not much else.

It’s not surprising that Elizabeth Cady Stanton eventually became a wife and mother. Though she loved her family, Stanton was passionate about politics as well. One of her causes was the effort to abolish slavery in the United States. Before her marriage in 1840, moreover, she had made supporting this movement a priority. Following her marriage, she and her husband attended an antislavery conference in England.

Stanton’s main concern, though, was fair treatment for women. In the mid-1800s, the laws recognized few rights of American women. Besides being barred from voting, women could not serve on juries and were denied an equal education. Women could not divorce their husbands. In 1848, Stanton helped organize the Women’s Rights Convention in Seneca Falls, New York. She wrote a declaration of women’s rights, which was passed by the convention’s delegates. This document demanded that the same rights be recognized for women as for men.

By the 1860s, Stanton was speaking and writing frequently about women’s rights. Many Americans—men and women alike—disagreed with her positions. Some mocked her, while others simply ignored her. Standing strong in her beliefs, Stanton continued to travel extensively, making speeches and trying to change people’s minds.

Stanton had disagreements with people on her side too. After the Civil War, which ended slavery in 1865, most women’s rights advocates supported granting voting rights to African Americans. Yet, when politicians decided to allow black men to vote—while continuing to keep women of all races from voting—Stanton became furious, adamantly refusing to support voting rights for African American men if women could not vote. Many other women’s rights activists, however, disagreed with her. The result was a split; from 1869 to 1890, the women’s rights movement formed two competing organizations.

Fighting for women’s rights into her old age, Stanton inspired thousands of Americans. Though she died in 1902, eighteen years later the United States approved the Nineteenth Amendment, which at last recognized women’s right to vote.



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Name Sleuth Work


Gather Evidence Underline three phrases that describe the legal status of American women in the 1800s.

Gather Evidence: Extend Your Ideas Look at the underlined text. Circle three actions that Elizabeth Cady Stanton took to change the status of women.

Ask Questions Highlight one topic related to women’s rights that you would like to know more about.

Ask Questions: Extend Your Ideas Look the topic you chose. Write two questions that you could answer by doing research.

Make Your Case What conclusion can you draw about laws in the United States in the 1800s? Bracket an example from the text to support your answer.

Make Your Case: Extend Your Ideas Name one short-term effect and one long-term effect of Elizabeth Cady Stanton’s actions, and give dates for each. Discuss your results with a partner.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary but should include details about the split of the women’s movement into separate groups (from 1869 to 1890), and the Nineteenth Amendment (1920).

Answers may vary but could include: When did the convention take place? Who attended the convention?

Students should note that the laws were very unequal, making different provisions for individuals based on gender and race. For instance, “continuing to keep women of all races from voting” even after men of all races had won the right to vote.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



ancestors, traditions, settlement, exodus

guardian

discrimination

quotas, persecution

authorities, ensure








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Reading

Lesson 11 Which structure do you think is more appealing to the reader: the structure of Escape to Freedom or that of The Great Migration? Use details from each text to support your opinion. Write your response on a separate sheet of paper.

Lesson 12 Reread the two paragraphs on pages 101–102. Use the information from your completed graphic organizer to write an informative paragraph summarizing the main ideas and supporting key details in these two paragraphs. Make sure to present the information in your own words. Write your response on a separate sheet of paper.

Lesson 13 Reread pages 103–104 and review the information in your graphic organizer. Which reasons and evidence about the topic of Chinese immigrants coming to the United States do you think would be most interesting to readers? Use text details to support your opinion. Write your response on a separate sheet of paper.

Lesson 14 How does the imagery used in the third paragraph on page 106 help the reader understand the plight of the Chinese immigrants? Write an explanatory paragraph on this topic. Write your response on a separate sheet of paper.

Lesson 15 Review what you learned about the relationships and interactions between people and events on pages 108–109 through the first paragraph on page 110. Was the 1906 San Francisco earthquake and fire a complete disaster or lucky for some? Write a paragraph, using details from the text to support your opinion. Write your response on a separate sheet of paper.



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Main Idea and DetailsLesson 12



Using evidence from the text, answer the following questions from pages 100–101 from Angel Island. Use this information to complete your Main Idea graphic organizer.

1. Look at page 100. What feature on the page introduces the topic?

2. Look at page 100. What idea in the text does the map support?

3. Look at page 100. How does the caption on the map relate to the information in the text?

4. Is the name of the explorer who named the island a key detail? Why or why not?

5. What inference can you make based on the photo and caption on page 101? Cite evidence from the text to support your answer.

The heading, “The History of Angel Island”

The caption says Angel Island is “one of several,” but the text is more specific, saying Angel Island is “one of the largest.”

The map supports the idea that “Angel Island is one of the largest islands in California’s San Francisco Bay.”

Answers may vary but could include: No, even though the topic is the history of the island, the main idea is about immigration and recent history.

Answers may vary but could include: The immigration station needed to have “many buildings” because it was the entry point for “thousands of immigrants.”



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Name


Language Analysis

Read pages 106–107 from Angel Island. Use evidence from the text to answer the following questions.

1. How does the author’s use of chronological order affect the reader?

2. How would the effect differ if the author used cause-effect structure?

3. Look at the last paragraph on page 106 that continues to page 107. What context clues can you use to determine the meaning of exclusion?

4. Compare and contrast the Burlingame Treaty with the Exclusion Laws.

5. Look at the second full paragraph on page 107. Why does the author include a quotation?

The text structure allows the reader to easily understand the order of events.

Both were used to regulate the way people could move between China and the United States. The Burlingame Treaty was signed fourteen years before the Exclusion Laws. The treaty resulted in more freedom for people to come and go, but the laws limited freedoms for people from China.

It would be more clear to the reader which events were causes and effects and which events simply happened at the same time.

The laws called exclusion laws were made to keep people out.

The quotation is an example of the kind of laws mentioned in the first sentence.



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Conventions

Commas with Tag Questions Rewrite the sentence, adding commas where needed.

They asked “There’s more to the story isn’t there?”

Commas to Indicate Direct Address On a separate sheet of paper, write two sentences using direct address, placing commas where needed.

Underline Titles of Works Correct the punctuation in the sentence below by underlining.

Did you read Night of the Spadefoot Toads and Rachel Carson: Pioneer of Ecology?

Italics for Titles of Works Write a sentence explaining what type of titles should be put in italics.

Quotation Marks for Titles of Works Rewrite the sentence using the correct punctuation.

Walter Dean Myers wrote the poem Migration.

2. My aunt’s song You Are a Star is on the radio.

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

They asked, “There’s more to the story, isn’t there?”

Answers may vary.

My aunt’s song “You Are a Star” is on the radio.

Walter Dean Myers wrote the poem “Migration.”



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Writing

Lesson 11

Lesson 12

Lesson 13

Informative Writing: Evaluate Sources On separate sheets of paper, write a one to two page evaluation of your sources. First, write a brief analysis of each source’s reliability based on the author’s background and purpose, the publication date, and for Web sources, the URL of the site. Then synthesize the sources, emphasizing how different sources shed light on different aspects of the topic. Consider whether various facts are verified by more than one source. Finally, conclude by writing a Works Cited list showing which sources you plan to use in the presentation you will write in Lessons 12 and 13.

Informative Writing: Plan an Informative Presentation On a separate sheet of paper, plan an informative presentation about the person you researched in Lesson 10. First, determine your presentation’s purpose and audience. Then take notes on how to organize the main sections of your presentation. In your notes, identify text features and multimedia components to include.

Informative Writing: Draft an Informative Presentation On separate sheets of paper, draft three to five sections/slides of your informative presentation. First, refer to your Lesson 12 plans to review how the main sections are organized. Then determine key points and facts you want to include in each section. Finally, write sentences or bullet points that present information from your research in an engaging way.

Answers will vary but should include an evaluation of each source’s reliability, a synthesis of the sources, and a Works Cited list.

Answers will vary but should include a complete plan for an informative presentation, including notes on how to organize the main sections of the presentation, as well as possible text features and multimedia components to include.

Answers will vary but should include a draft of three to five sections/slides of the presentation. Each section should contain key points and facts presented in an engaging way.



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Writing

Lesson 14

Lesson 15

Informative Writing: Revise or Rewrite an Informative Presentation Exchange drafts with a partner. On a separate sheet of paper, take notes and make suggestions answering these questions about your partner’s draft.

1. What organizational structure is used? Is the organization effective?

2. Are there vague or general words that could be replaced with more precise words?

3. Could a quote from a source or a visual add authenticity and make the informative presentation come alive?

4. What visuals would help clarify information or support points?

After getting your partner’s feedback, revise your presentation.

Informative Writing: Edit and Proofread an Informative Presentation Exchange drafts of your informative presentation with a partner. Using the following checklist, edit and proofread your partner’s presentation. Check for correct grammar, punctuation, capitalization, and spelling. Use a dictionary or reference source to verify spellings, in particular the spellings of proper nouns and historical terms. On a separate sheet of paper, list your suggested changes.

• Subject-verb agreement • Capitalization

• Correct use of commas • End punctuation

• Correct spelling • Quotation marks

Answers will vary but could include suggestions for edits to subject-verb agreement, comma use, capitalization, and punctuation.

Answers will vary but should include feedback notes and suggestions about organization, precise word choice, primary sources, and visuals.



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Lesson 17

Lesson 16

Lesson 18








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Integrating Information Across TextsLesson 18



Using evidence from the text, answer the following questions about reading multiple texts for similar ideas.

1. What key words or phrases tell you that a passage is related to the idea courage? Give one example.

2. What kind of text structure best conveys the idea courage? Explain your answer with an example from the text.

3. What difficulty did all the groups of people you read about have in common? Use information from the text to explain.

4. Did the groups of people you read about have more in common with one another or were they more different from each other? Give details from the text to support your answer.

5. How did the addition of poetry to informational texts affect your understanding of the themes in these texts?

Answers will vary.

Answers will vary.

Answers will vary but could include: Simple or compound factual sentences do the best job of showing the idea courage.

Answers will vary but could include mentions that facing danger or determination shows courage.

Answers will vary.



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Figurative LanguageLesson 16

Name


Language Analysis

Craft and Structure Read the last part of Angel Island. Use evidence from the text to answer the following questions.

1. Look at the first paragraph on page 115. What can you infer about the importance that U.S. officials at Angel Island attached to meals for the immigrants?

2. Give an example of language in the text that supports your inference.

3. Look at the second paragraph on page 115. Is the term music club used literally or is it figurative language? Support your answer using details from the text.

4. Look at page 117. Find an example of understatement, and explain how it affects the reader.

Answers will vary but could include: The officials did not think it was important that the meals be pleasant.

Answers will vary but could include the phrases “two meals a day” and “to keep them from talking to each other.”

Answers will vary but could include: It is figurative. The term probably refers to a group of people who were playing music together, not an organized group.

Answers will vary but could include: The author uses “Unfortunately” to link the ideas that immigrants continued to be detained at Angel Island for 18 years after the building was declared “not fit for humans.”



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Lesson 16

Lesson 17

Lesson 18


Name

accompanied, withheld, sacrifices

sympathized, discrimination, persecution, sacrifices

merchants, momentous, adversity, authorities

Benchmark Vocabulary






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Reading

Lesson 16 What effect does the writer’s use of figurative language have on the overall meaning of the text as a whole? Write an explanatory paragraph on a separate sheet of paper.

Lesson 17 Which text uses tone and voice more effectively to help readers understand individuals’ emotional responses to events? Use details from each text to support your opinion. Write your response on a separate sheet of paper.



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Reading

Lesson 18 Choose a different idea that appears in all three texts, such as the meaning of freedom. Then use information from the texts to write an informative paragraph comparing and contrasting the idea across the three texts. Include facts and key details from each text to integrate information about the idea.



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Language Analysis

Craft and Structure Read Escape to Freedom and Angel Island. Use evidence from the text to answer the following questions.

1. What is the connection between text structure and author’s purpose? Use both texts in your answer.

2. What is the connection between tone and author’s purpose? How do you know?

3. What kind of images are included in each text? What information do the images convey? Give an example from each text.

4. What effect does an author achieve by including visual elements? Refer to the texts to support your answer.

5. What does the inclusion of images tell you about author’s tone?

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Name


Conventions

Lesson 16

Lesson 17

Lesson 18

Titles of Works Write underlining, italics, or quotation marks on the blank line next to each item to indicate how to correctly punctuate the title.

1. Handwritten title of a poem that is included in an anthology:

2. Handwritten title of a movie:

3. Typed title of an article from a magazine:

4. Typed title of a magazine or newspaper:

Spelling Correctly Look at the words below. If the word is spelled correctly, write correct on the blank line. If the word is not spelled correctly, rewrite it correctly on the blank line.

1. achievement

2. changable

3. independant

Verifying Spelling Use an online or print dictionary to verify that all the words in the sentences below are spelled correctly. Circle any misspelled words, and write the correct spelling after the sentence.

1. I finaly beat my high score!

2. We had to weight for tickets.

Describe the steps you would take to use a dictionary to look up or verify the spelling of a word.

Answers will vary but should include: I begin by thinking of the first sound in the word and looking up the word the way I think it might be spelled. If I cannot find that spelling, I scan the dictionary pages looking for the word.

quotation marksunderlining

correctchangeable

independent

finallywait

quotation marks italics



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Writing

Lesson 16

informative Writing: Publish and Present an Informative Presentation Prepare your informational presentation using your work from Lessons 12–15. Find and cut out photos, graphs, maps, charts, and other visuals to enhance your presentation. If available, use publishing software to add visuals and create layouts digitally. If not, use separate sheets of paper to create layouts, including text and images, by hand. Include facts and relevant descriptive details.

Focus on main ideas and interesting points as you give your presentation. Speak clearly at an understandable pace.

Answers will vary but should include an informative presentation, delivered with appropriate rate and expression, which includes facts and relevant details to support main ideas and visual or multimedia elements.



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Name


Writing

Lesson 17

Lesson 18

Informative Writing: Analyze Reasons and Evidence Take notes on how the author uses reasons and evidence to support points in the introduction essay of The Great Migration. First, fill out a Four-Column graphic organizer with the following columns: Main Idea, Point(s) in the Text, Reasons, and Evidence. Identify which reasons and evidence support which of the author’s points. Then, on separate sheets of paper, write two pages that analyze how the author uses reasons and evidence to support main points. Include an evaluation of the effectiveness of the author’s techniques.

Opinion Writing: Develop an Opinion Statement On separate sheets of paper, write an opinion essay that is two to three pages long about which qualities and actions make a person courageous. First, write an opinion statement. Next, create an outline to organize reasons that support your opinion. Then, use your outline to develop an introduction and body paragraphs. Be sure to include evidence (quotes, facts, and examples) from your research and earlier writing. Use transitions to connect ideas. Finally, end your essay with a call to action, such as asking the reader to write a letter or make a phone call giving thanks to a courageous person who has been an inspiration.

Answers will vary but should include a completed graphic organizer about The Great Migration introduction and a two page analysis of the author’s use of reasons and evidence to support main points, with an evaluation of the effectiveness of the author’s techniques.

Answers will vary but should include an opinion statement and an outline, an introduction and logically ordered body paragraphs that contain evidence, appropriate transitions to connect ideas, and a conclusion that includes a call to action.



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5



Responses should use evidence from the text







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Sleuth Work


Name

Technology and TreasureHistorians estimate that about three million shipwrecks lie on the ocean floor. Many

contain gold, silver, or precious gems. Why not grab a snorkel and fins, take a few diving lessons, and head into the ocean to find a treasure? Unfortunately, it’s not that simple. Famous treasure hunter Mel Fisher and his crew spent 16 years searching for the wreck of the seventeenth-century Spanish ship Atocha (ah TOE cha) before locating it in 1985.

High-tech electronic equipment has made the task of finding underwater treasure—like the more than 100,000 silver coins found in the Atocha—a lot easier than it once was. Consider the steps that many modern treasure hunters take.

Find the wreck Sonar devices towed behind ships send out sound waves, which bounce off the ocean floor and back to the ship. A computer creates a three-dimensional map that can be used to locate hidden wrecks. Even ships completely covered by sand can be detected.

Get to the wreck Divers use SCUBA (Self-Contained Underwater Breathing Apparatus) gear to explore wrecks in shallow water. The diver, breathing a mixture of gases held in tanks, carries a light, safety equipment, and tools. In deep water, searchers operate sophisticated robotic devices, including Remotely Operated Vehicles (ROVs).

Locate buried objects Sand shifts with ocean currents, so divers may use submersible detectors to locate metals below the ocean floor. Other devices similar to leaf blowers move sand and sediment away from objects. Reversing the flow of air can vacuum small items directly up to the recovery ship.

Map the site Divers use powerful lights and high-definition cameras to take thousands of photographs. These are assembled into a detailed map of the wreck.

Recover objects Crews on recovery ships lower baskets to bring up small objects. Cranes or robotic arms move larger items. The water dredge is another useful excavation tool. With a long tube, it functions much like an underwater vacuum cleaner.

Conserve artifacts Objects exposed to sea water for centuries are often covered with minerals. Conservation experts use everything from dental picks to airpowered chisels to expose the treasure underneath the crust.

All this technology is not cheap. Mel Fisher spent over $58 million in his search for the Atocha. Is it worth it? Many marine treasure hunters think so. Like a buried time capsule, shipwrecks may hold valuable treasures and also provide a fascinating window into the past.



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Name Sleuth Work


Gather Evidence On page 162, underline a text detail that suggests the author’s purpose for writing the selection.

Gather Evidence: Extend Your Ideas How does the first paragraph support the author’s purpose for writing the selection? Write your answer below.

Ask Questions Write two questions you could ask the author about how technology has changed searching for shipwrecks.

Ask Questions: Extend Your Ideas Look at the two questions you wrote. List one print and one online source you could use to find the answers to your questions.

Make Your Case Choose two scientific vocabulary terms. Use a print or online dictionary to find the definition that best relates to how the word is used in the text. Write each word and its meaning below.

Make Your Case: Extend Your Ideas Write an original sentence for each word you chose. Discuss your sentences with a partner.

See annotation on previous page.


Responses might include a nonfiction book and an online encyclopedia article on searching for shipwrecks.


Responses should include two text-based scientific vocabulary terms and relevant definitions.

Responses should include two original sentences featuring students’ chosen words.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5



illusion, destructive, persisted, indignant

offended, enlightenment, inquiry, fusion

menacing, ambling, inspiration, accelerate

defiantly, improvised, spiraled, instinctively

massive, divert, summon, device








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Name


Reading

Lesson 1 Do George’s parents and Eric have more similarities or more differences from each other? Cite evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 2 Write an explanatory paragraph about how the narrator’s point of view affects the reader’s interpretation of events. Choose one specific passage from the text to support your answer. Write your response on a separate sheet of paper.

Lesson 3 Choose the most effective sensory description or figurative language from Chapter 7. Use details from the text to describe why the language is so effective. Write your response on a separate sheet of paper.

Lesson 4 Explain how the sequence of events in Chapters 10 and 11 is presented as a series of scenes. Discuss how the chapter structure helps to organize events. Write your response on a separate sheet of paper.

Lesson 5 What is the most suspenseful moment from Chapters 12–14? Explain your answer using evidence from the text. Write your response on a separate sheet of paper.



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Lesson 1



Using evidence from the text, answer the following questions about Chapters 1–3 from George’s Secret Key to the Universe. Use this information to complete your Venn Diagram graphic organizer.

1. What do you learn about George in these chapters?

2. What do you learn about Eric based on these chapters?

3. How are George and Eric similar?

4. How are George and Eric different?

Compare and Contrast Characters

Possible response: George wants to have a chance to use technology and have fun. He likes looking up at the sky and counting the stars. He is also curious and wants to know why things happen.

Possible response: Eric is a scientist who studies physics. He teaches George about some scientific concepts. He is “peculiar” and keeps a messy house that, to George, is “full of exciting objects.”

Possible response: Both characters are curious and are interested in topics related to science and the universe.

Possible response: Eric is an adult scientist who has been able to pursue his interest in science. George is a young boy who has not been able to pursue his interest in science because his parents distrust it.



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Lesson 3

Name


Language Analysis

Read pages 66–68 of Chapter 7 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. What are some examples of sensory language in this passage?

2. What does the sensory detail “trudged along the pavement” on page 66 tell the reader about George as he walks home from school?

3. How does the simile “his heartbeat thumping in his chest like a bongo drum” help the reader understand George’s actions and emotions as he hurries to get away from the bullies?

4. Why does the narrator use the phrase “reign of terror” to describe the effect Ringo and his followers have on the children at school?

5. What mood does the vivid, descriptive language in this passage create?

Craft and Structure

Possible response: “heat of the early autumn sun was beating down on the asphalt, turning it soft and squishy” “trees were too thin and straggly to stand behind”

Possible response: George is walking slowly, probably because he is hot and tired.

Possible response: The simile provides a vivid image of George’s great effort in trying to get away from the bullies and shows that he is scared of them.

Possible response: The narrator uses this phrase to show that Ringo and his followers terrorize the children and make them feel afraid.

Possible response: The vivid, descriptive language creates an oppressive, ominous, and fearful mood.



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Lesson 1

Lesson 2

Lesson 4

Lesson 5

Lesson 3

Name


Conventions

Common and Proper Nouns Underline the nouns in these sentences on page 32 from George’s Secret Key to the Universe. Circle the proper nouns.

“You do now,” said Eric. “Science is also about gaining knowledge through experience—you know that fact because Galileo discovered it all those years ago.

Plural or Singular Nouns Reread the first paragraph on page 69. Write the plural nouns, singular nouns, and collective nouns you find.

Plural nouns

Singular nouns

Collective nouns

Concrete and Abstract Nouns Underline the abstract nouns.

“Are you prepared to take a special oath to do so? To promise that you will use your knowledge only for good and not for evil?”

Pronouns Reread page 92. List the pronouns you find.

Personal

Indefinite

Possessive Relative

Personal Pronouns Underline the personal pronoun as subject. Circle the personal pronoun as object.

But then he spotted a small chunk of rock calmly floating right next to him.

they, I, you, We, them, him, he, it,nothing, anything, something, any

their, his which, who

mothers, carriages, moms, babies, strollers, groups, boysGeorge, intersection, guard, road, sign, minute, homepeople, group, traffic, groups



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Lesson 1

Lesson 2

Name


Writing

Narrative Writing: Establish a Situation On a separate sheet of paper, freewrite one page establishing a situation in an original story. First, introduce and give brief background information about each main character. Next, introduce a narrator. Then establish a sequence of events. Remember that the purpose of your story is to entertain and your audience is other students.

Narrative Writing: Establish Point of View On a separate sheet of paper, add one page to your freewrite from the previous lesson. To establish point of view, focus on using pronouns and nouns appropriate for third-person point of view, describe a main character’s feelings and thoughts, and include the main character’s reactions to other characters and to events.

Answers will vary but should include an introduction and brief background information about each main character, a narrator, and a clear sequence of events based on the purpose and audience.

Answers will vary but should include an additional page of freewriting that features pronouns and nouns appropriate for third-person point of view, descriptions of a main character’s feelings and thoughts, and the main character’s reactions to other characters and to events.



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Lesson 3

Lesson 4

Lesson 5

Name


Writing

Narrative Writing: Use Description to Develop Characters On separate sheets of paper, continue your writing from the previous lesson and write a character sketch that is one to two pages long, in which you develop a character using vivid and descriptive details. Include descriptions that help explain how the character looks and acts, as well as his or her motivations, personality, and attitude. Use concrete details that appeal to most or all five senses, and also use figurative language, including similes and metaphors, to describe a character’s actions, feelings, or thoughts.

Narrative Writing: Organize Event Sequence Continue your science fiction narrative from the previous lessons on separate sheets of paper. First, use a Story Sequence B organizer to plan a series of main events. Be sure to include elements of science fiction. Then, plan a series of scenes within each main event. Scenes may include dialogue, a description of a new setting, an action sequence, a flashback, or background information. After completing the story sequence, add to your narrative, including transitions and time-order words to show sequence of events.

Narrative Writing: Use Pacing to Develop Events On separate sheets of paper, build on your science fiction narrative from the previous lessons, adding new events to create rising action. Focus on pacing to slow down and speed up the action in your narrative. Add new events with science fiction elements to build rising action. Develop rising action with a series of conflicts. Use language and pacing that builds suspense and tension. Develop characters’ responses to new situations.

Answers will vary but should include concrete details and figurative language that describe how a character looks and acts, as well as his or her motivations, personality, and attitude.

Answers will vary but should include elements of science fiction, transitions, and time-order words to show a sequence of events in a series of scenes within each main event.

Answers will vary but should include new events and conflicts that build rising action, as well as language and pacing that builds suspense and tension.



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Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 7

Name


Reading Analysis

Using evidence from the text, answer the following questions about Chapter 19 from George’s Secret Key to the Universe. Use this information to complete your Three-Column Chart graphic organizer.

1. What is the source of the conflict between George and his dad as described in paragraphs 2–4 on page 171?

2. What does this interaction between George and his dad tell you about their relationship?

3. What conflict do George and Ringo have?

4. What conflict arises during George’s interaction with the principal?

5. How would you characterize the interaction between George and Dr. Reeper?

Conflict

George wants the family to get a computer, but his dad refuses to talk about it.

Possible response: The characters’ relationship is strained when they talk about technology.

Ringo snatches some of George’s lunch, and George slams his lunchbox lid on Ringo’s fingers.

Possible response: Dr. Reeper is acting friendly toward George because he wants to find out information about Eric. George is uncomfortable with Dr. Reeper’s questions and lies, telling him that he saw Eric that morning. Dr. Reeper is angry when he hears this.

The principal mistakes George’s outer space rock for a handful of dirt and orders George to throw it in the trash can. George is reluctant to throw away his treasured possession, but he does so.



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Lesson 6

Name


Language Analysis

Read Chapters 16 and 17 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. What do you notice about the punctuation and style of the dialogue in the passage on pages 143–145?

2. What effects do the punctuation and the style of the dialogue have in this passage?

3. How does the authors’ use of dialogue contribute to the reader’s understanding of this scene?

4. What example of figurative language appears in the last paragraph on page 155?

5. How does this example of figurative language help the reader understand Dr. Reeper?

Craft and Structure

Some of the dialogue ends with exclamation points and is in italics.

The exclamation points and italics show that the words are being shouted for emphasis.

“Everything in the hallway was covered with dust, as though no one had touched it for a hundred years.”

Possible response: The dialogue shows the reader that George’s dad is very passionate about saving the environment and that some audience members are responding positively to his message.

Possible response: It lets the reader know that Dr. Reeper doesn’t bother to dust, suggesting that he is focused on other things.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



uninhabitable, havoc, ominously, deliberately

emits, intrigued, emerged

advocate, alter, fundamental, vital

objected, distorted, erratically, engulf

ultimate, galaxy, remnants, perplexed








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Name


Reading

Lesson 6 Explain how punctuation and style create natural-sounding speech in dialogue. Include text evidence and page numbers in your response. Write your response on a separate sheet of paper.

Lesson 7 Does George respond well to conflict? Use details from Chapter 19 to support your response. Write your response on a separate sheet of paper.

Lesson 8 Write an explanatory paragraph about the mood created by two different settings in George’s Secret Key to the Universe. Develop the topic with details or quotations from the book. Use linking words to show relationships between ideas, such as in contrast or similarly. Write your response on a separate sheet of paper.

Lesson 9 What is the most effective visual element in Chapters 23–25? Use details from the text to support your response. Write your response on a separate sheet of paper.

Lesson 10 Look at the illustrations from the beginning through Chapter 28 in George’s Secret Key to the Universe. Choose one illustration, and explain how it helps you visualize the conflict. Cite evidence from the text to support your response. Write your response on a separate sheet of paper.



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Lesson 9



Using evidence from the text, answer the following questions about Chapter 24 from George’s Secret Key to the Universe. Use this information to complete your T-Chart graphic organizer.

1. What does the illustration on page 217 show?

2. How does the illustration on page 217 relate to the meaning of the text on page 216?

3. What words could describe the tone of the text on page 218?

4. How does the illustration on page 217 contribute to the tone of the text on page 218?

4. How does the color image of the Andromeda galaxy contribute to the theme of the book?

Visual Elements

Eric and George standing on a rock that is headed toward a black hole

Possible response: dangerous, ominous, threatening, and suspenseful

It shows what the text describes.

Possible response: The part of the illustration showing a swirling black hole that might engulf Eric and George contributes to the ominous tone of the text.

Possible response: Elements in space are interesting and awe-inspiring, and many people want to learn more about these elements.



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Lesson 10

Name


Language Analysis

Read Chapters 26–28 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. How is the text in Chapter 26 structured?

2. How does the sidebar enhance the information in Eric’s book?

3. How is the text in Chapters 27 and 28 structured?

4. How do the illustrations in Chapters 27 and 28 add to the story’s plot?

Craft and Structure

Chapter 26 consists entirely of Eric’s book, with related illustrations and labels. Within Eric’s book there is a two-page sidebar.

The sidebar explains a space-related concept (supernovas) to help readers understand the topic introduced on the previous page.

In Chapters 27 and 28, the story narrative resumes. Like the previous chapters, each chapter features text and related illustrations.

They help the reader visualize what is being described in the text.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Name


Conventions

Possessive Pronouns Underline the possessive pronoun in each sentence.

1. Annie pulled off her heavy space boots and spacesuit.

2. “Yeah, but you’re not allowed in my kitchen, are you?”

Ensure Proper Case for Pronouns Reread page 177. Write the subjective pronouns, objective pronouns, and possessive pronouns you find.

Subjective pronouns

Objective pronouns

Possessive pronouns

Relative Pronouns Write the correct relative pronoun to complete each sentence.

1. George met with his teacher, gave him an assignment.

2. The iron bar became oxidized, means “rusted.”

3. Eric read the note contained misinformation.

Indefinite Pronouns Circle the indefinite pronoun in the sentence, and write whether it is singular or plural.

1. Most of the screen was full of stars.

2. Some of the books in Eric’s library were in French.

Intensive Pronouns Underline the intensive pronouns.

1. Annie decided to talk to George herself and clear up his confusion.

2. The pig shook itself and dashed through the open pigsty door; George himself was to blame for leaving the door open.

who

They, he, you, it, Ihim, ithis, your

whichthat

singularplural



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Lesson 6

Lesson 7

Name


Writing

Narrative Writing: Develop Dialogue On a separate sheet of paper, write two or three paragraphs that use dialogue to develop main characters, illustrate characters’ responses to events, develop main events, and show natural speech and characters’ personalities. Make sure you punctuate dialogue correctly, beginning a new paragraph each time the speaker changes. Incorporate a variety of speech tags that explain how each character sounds, acts, and feels.

Narrative Writing: Develop Conflict On separate sheets of paper, continue your science fiction narrative from the previous lesson. Focus on developing internal or external conflict or both. Add events that build the rising action and lead to the climax. Develop character interactions related to science fiction topics, situations, or events.

Answers will vary but should include correctly punctuated dialogue that develops main characters and events, illustrates characters’ responses to events, shows natural speech and characters’ personalities, and features a variety of speech tags.

Answers will vary but should include internal and/or external conflicts, events that build the rising action and lead to the climax, and character interactions related to science fiction topics, situations, or events.



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Lesson 9

Lesson 10

Lesson 8

Name


Writing

Narrative Writing: Develop Theme and Resolve Events On separate sheets of paper, complete your science fiction narrative. Write a two or three paragraph ending to your narrative that resolves the action and conveys the theme. Focus on showing characters’ responses to the situation and how they respond to and resolve the conflict.

Opinion Writing: Develop a Critique On a separate sheet of paper, create an outline for a two-page critique of George’s Secret Key to the Universe. First, consider the question Do the features about space in the novel help you to better understand the story or make it too complicated? Then develop and state a strong opinion statement for your outline. Next, list two reasons that support the opinion in logical order. Cite evidence from the text that supports the reasons and persuades the audience. Finally, develop a conclusion.

Narrative Writing: Develop Setting Select an event from the event sequence you drafted in Lesson 4 and identify the setting in which the event takes place. On a separate sheet of paper, write a detailed description of the setting that is at least two or three paragraphs long. Include descriptive details that show the reader how the characters respond to and interact with the place. Remember that good writers use sensory details that appeal to sight, hearing, touch, taste, and smell. Use vivid word choice and figurative language to develop a mood, and point out how the setting contributes to the event and how the setting is significant to the characters.

Answers will vary but should include all the points outlined above.





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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth Work


Name

Careers in the Space IndustryDo you like gazing at the stars on a clear night? Are you fascinated by the enormity

of the universe? Do you wonder if there is life “out there”? Perhaps a career in the space industry is for you. Most of the job opportunities in space exploration or research involve science and math, but writers and artists also play a role in this exciting field.

The most common career involving space is an astronomer. Astronomers use science to study the universe. These men and women study the motions, positions, sizes, and make-up of heavenly bodies, such as stars, planets, and galaxies. Astronomers often get their doctoral degrees. Their jobs might involve teaching at a university, doing research about how something in space works, or using enormous telescopes and supercomputers to analyze how objects in space move.

Some astronomers specialize in astrophysics. That is, they study the physical and chemical measurements of heavenly bodies. The astrophysicists at the National Aeronautics and Space Administration (NASA) focus on answering three main questions: How does the universe work? How did we get here? Are we alone? These specialists use their knowledge of physics, along with advanced technology, to continue to search for answers to these questions.

If this kind of science isn’t up your alley, you might be interested in another career in the space industry—engineering. Electrical engineers are responsible for designing rocket engines, propulsion devices, and satellites. They focus on the way these things will function outside Earth’s atmosphere. Mechanical engineers work on any moving parts of a spacecraft, from radios to robots. They, too, have to think about the way the space environment will affect materials. Finally, software engineers program the computers that run the spacecraft that electrical and mechanical engineers design.

If your skills are more focused in the arts, you will be happy to learn that the space industry also caters to your talents. Universities, private corporations, and government agencies all need writers to share their visions and their progress with the public. Artists might collaborate with writers to illustrate the explanations of how spacecraft work, for example.

Even if the space industry does not include the right career for you, you can still enjoy gazing at the night sky on a clear evening.



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Name Sleuth Work


Gather Evidence Underline three objects that electrical engineers design. Circle three things that astronomers study.

Gather Evidence: Extend Your Ideas What would an electrical engineer do with a satellite? What would an astronomer do with a satellite?

Ask Questions Write two questions about careers in the space industry asking where.

Ask Questions: Extend Your Ideas Write two questions about careers in the space industry asking how.

Make Your Case Select one career mentioned in the passage, and use a detail from the text to explain why it would be a satisfying or rewarding career.

Make Your Case: Extend Your Ideas Choose the career mentioned that you find most interesting. List some steps you could take to prepare you for that career. Discuss your results with a partner.





Possible response: Being an astronomer would be satisfying; I could help find out “if there is life ‘out there.’”

Answers may vary but should include details about preparing for a career in science or the arts.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



accessing, exploiting, agitated

vigorous, commotion

lunar, horizon, vessel

atmosphere, potentially, quarantine, facility

illusion, vigorous, atmosphere, potentially








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Name


Reading

Lesson 11 Read the last two pages of Chapter 30. Then give your opinion as to whether Eric should try to make up with Dr. Reeper. Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 12 Read the last sentence on page 286. Explain how the information adds to the chapter and to the text as a whole. What does it add to the theme of the novel? Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 13 Read the second paragraph on page 6. Use details from the passage to write an informative paragraph explaining conditions on the surface of the moon. Write your response on a separate sheet of paper.

Lesson 14 Consider Michael Collins’s decision to never travel in space again. Do you agree or disagree with his decision? Support your answer using cause-effect relationships from the text. Write your response on a separate sheet of paper.

Lesson 15 Write a paragraph that explains the traits an astronaut needs. Use evidence from both texts in your response. Write your response on a separate sheet of paper.



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Lesson 13



Using evidence from the text, answer the following questions about pages 9–11 of The Man Who Went to the Far Side of the Moon. Use this information to complete your graphic organizer.

1. Is “trained by himself” a main idea or a supporting detail?

2. What main idea does “trained by himself” support?

3. List three other details that support that main idea.

4. List two details that do not directly relate to that main idea.

5. What can you infer about Michael Collins, based on the main idea?


It is a supporting detail.

Michael Collins is alone on Columbia.

Possible responses: “850 computer commands” “Every 120th minute”

Possible responses: “no chance of catching Neil and Buzz on TV.” “there is no one to ask” “He is used to flying alone.”

Answers may vary but could include that he does not mind working by himself.



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Lesson 11

Name


Language Analysis

Read Chapters 29–31 from George’s Secret Key to the Universe. Use evidence from the text to answer the following questions.

1. Look at page 269. What details appeal to the reader’s sense of hearing?

2. What effect do these details have on the reader?

3. Look at the fourth paragraph on page 271. What details appeal to the reader’s sense of sight?

4. Look at the fourth paragraph on page 271. What details having to do with sound are in the text?

5. What image does the reader “see and hear” as a result of these details?

Craft and Structure

“whirring noise that was getting louder and louder” “whirring noise suddenly went crunchy” “high-pitched alarm rang out”

Possible response: They add to the reader’s sense of suspense.

“shot a green blaze of light” “white smoke rose from his circuits”

“a horrible groan” “started to shout, but his voice was cut off”

The reader can imagine Cosmos exploding light and smoke and making sounds as though he is injured.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Name


Conventions

Pronoun-Antecedent Agreement Complete the sentence using a correct pronoun.

1. used to be best friends with each other.

2. Annie heard mother and father speaking quietly.

Pronoun-Antecedent Agreement with Indefinite Pronouns Write the pronoun and its antecedent or antecedents.

1. Each of the teachers brought his or her plans to the meeting.

2. Everyone in the class had his or her notes at the assembly.

3. None of the students in Ms. Ruiz’s class brought their lunches today.

Linking Verbs Underline the linking verbs in each sentence. Then draw a box around the subject in each sentence, and circle the word or words that describe each subject.

1. Michael felt joy as he gazed at the stars from the capsule.

2. Neil and Buzz seemed happy after they conducted experiments on the moon.

Linking Verbs Write A if the underlined verb is used as an action verb or L if it is used as a linking verb.

1. Michael thought the freeze-dried shrimp cocktail tasted great.

2. He tasted the fruit cocktail and did not like it.

Verb Phrases Combine a verb with the helping verb and tense shown to write two sentences.

1. (are + present tense verb)

2. (have + past tense verb)

L

Each, his, herEveryone, his, her

None, their

They, We, or Youher

A

Responses will vary.Responses will vary.



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Lesson 11

Lesson 12

Name


Writing

Opinion Writing: Draft a Critique Use the outline you developed in Lesson 10. On separate sheets of paper, draft a two-page critique that provides an evaluation with reasons and text evidence. Connect your opinion, reasons, and text evidence with transition words and phrases. Finally, write a conclusion that summarizes the evaluation and provides a strong ending.

Narrative Writing: Plan a Science Fiction Narrative Review the elements of narrative and the elements that are specific to science fiction. On a separate sheet of paper, write a plan for a science fiction story that you will write over the next few lessons. Choose a science fact you learned from George’s Secret Key to the Universe and incorporate it into your story. Identify the purpose and audience you will write for. Finally, complete a Story Sequence B graphic organizer to help you arrange the setting, characters, and sequence of events in your story.

Answers will vary but should include a science fact forming the basis for a science fiction story, identified purpose (to entertain) and audience, and a completed Story Sequence B graphic organizer.

Answers will vary but should include an introduction, body paragraphs, and a conclusion. The body should consist of an evaluation supported by reasons and text evidence and include appropriate transitions.



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Lesson 13

Lesson 14

Lesson 15

Name


Writing

Narrative Writing: Draft Science Fiction On separate sheets of paper, draft a science fiction narrative that is two to three pages long. Include science fiction elements such as futuristic or imagined characters, settings, and/or events. Make your science fiction story appropriate to your audience and purpose. Develop characters and well-organized events. Add dialogue to develop characters and events.

Narrative Writing: Revise or Rewrite Science Fiction Exchange the science fiction narrative draft you wrote in Lesson 13 with a partner for peer review. Base your feedback and comments on the following questions:

1. Does the organization and sequence make sense? Are there transitions?2. Are there vague or general words that should be replaced with more

concrete words?3. Does the dialogue sound natural?4. Is the sentence structure effective and does it vary throughout?

Narrative Writing: Edit and Proofread Science Fiction Exchange your revised science fiction story with a new partner for peer review. Use the checklist below to review your partner’s story. Write suggestions and comments on a separate sheet of paper.

1. All proper nouns are capitalized.2. All dialogue is correctly punctuated.3. All words are spelled correctly.4. Narration uses complete sentences.5. Pronouns are used correctly.

Answers will vary but should include transitions, strong images based on details, precise word choice, realistic dialogue, and revised sentences.

Answers will vary but should include two to three pages containing science fiction elements, well-developed characters, dialogue, and a sequence of events.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 17



Using evidence from each text, answer the following questions about George’s Secret Key to the Universe and “Mayday on Moon of Jupiter.” Use this information to complete your Venn Diagram graphic organizer.

1. What are some key events that occur in Chapters 30–32 of George’s Secret Key to the Universe?

2. What are some key events that occur in “Mayday on Moon of Jupiter”?

3. How do the characters’ actions develop the theme(s) of each text?

4. What theme(s) do the two texts share?

Compare and Contrast Themes

Justin and Alicia crash-land on Europa, one of Jupiter’s moons, and work to repair a damaged radiation shield. They discover that there is water on Europa.

Possible response: George saves Eric, showing the importance of helping others. Eric plans to share his discoveries about black holes with scientists, showing the importance of using science to benefit humanity. Justin and Alicia’s cooperation in repairing the radiation shield shows the importance of teamwork.

Possible response: It is important to help others; making scientific discoveries requires great effort and teamwork.

Possible response: Eric returns from space with new knowledge about black holes. Eric explains to George that Dr. Reeper wanted to use Cosmos for his own selfish purposes. George wins the science competition.



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Language Analysis

Read “Mayday on Moon of Jupiter.” Use evidence from the text to answer the following questions.

1. What scene is described in the last paragraph on page 20 and the first paragraph on page 21, and how does it fit into the overall structure of the story?

2. How would you describe the sentence structures on page 27?

3. What effect do the sentence structures on page 27 have?

4. What scientific terms appear on page 26, and why do you think the author chose to include these terms?

Lesson 16 Craft and Structure

Possible response: It describes events that led up to the beginning of the story—Justin begging his parents to go on the mission and convincing his reluctant sister to join him.

Possible response: There are short sentences of dialogue, some of which end with exclamation points and question marks. There are also longer and more complex sentences.

Possible response: The short sentences of dialogue convey a sense of tension. The longer and more complex sentences describe the story events.

radiation, chemiluminesence Possible response: The author chose to include these terms to emphasize the scientific outer-space setting and contribute to the story’s tone.



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Lesson 16

Lesson 17

Lesson 18



mayday, manual, radiation

enlightenment, inquiry, vital, mayday

instinctively, atmosphere, potentially, radiation






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Reading

Lesson 16 Use details from the text to write an opinion paragraph explaining whether you would like or dislike traveling to Mars with Justin and Alicia as your fellow pilots. Write your response on a separate sheet of paper.

Lesson 17 Choose a theme common to both texts. Choose one character from each text, and compare and contrast how the two characters help develop the theme in the texts. Include each character’s attitude toward the theme, as well as characters’ responses to actions or events that help develop the theme. Write your response on a separate sheet of paper.



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Reading

Lesson 18 Unlike “Mayday on Moon of Jupiter,” the rising action in George’s Secret Key to the Universe develops over the course of several chapters. Because of this, the pacing is different in the two texts. Which text was the most exciting for you to read, and why? Use evidence from both texts in your response. Write your response on a separate sheet of paper.



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Language Analysis

Using evidence from each text, answer the following questions about Chapters 26–28 of George’s Secret Key to the Universe and “Mayday on Moon of Jupiter.”

1. How are the structures of the two texts similar?

2. How are the structures of the two texts different?

3. Why do you think the authors of George’s Secret Key to the Universe chose to structure Chapters 26–28 as they did?

4. Why do you think the author of “Mayday on Moon of Jupiter” chose to structure the story as she did, with no additional text features?


Possible response: Both texts have plots that feature a sequence of story events, rising action, and conflicts between characters. Both texts also include illustrations of certain story events, as well as dialogue.

Possible response: The authors may have chosen Eric’s book and sidebar to give readers factual information in an engaging way and to break up the long story.

Possible response: The author of the story may have chosen not to include text features because the story is short, and these types of features might distract readers from the plot.

Possible response: Chapter 26 of George’s Secret Key to the Universe consists entirely of Eric’s book on black holes, which interrupts the story’s plot. This feature also contains a sidebar that informs readers about a space-related topic. The short story does not include these types of text features.



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Conventions

Linking Verb or Helping Verb Read the sentences and determine which verbs are used as linking verbs and which are used as helping verbs. Underline the linking verbs, and circle the helping verbs.

1. “I am the captain of this space pod, and we are going to crash!”

2. She was calling “Mayday” for help, but she was calm.

Principal Parts of Regular Verbs On the line following each underlined verb, identify the correct form of the verb in the paragraph from page 83 of George’s Secret Key to the Universe.

“Shush, Cosmos!” said Annie. She had put

on her helmet again and was speaking

through the voice transmitter fitted inside it.

It gave her the same funny voice that had so frightened

Ringo and his friends.

Principal Parts of Irregular Verbs Write the correct form of each underlined irregular verb.

Present Tense

1. As Justin flew the spacecraft, Alicia reads the mission manual.

Past Tense

2. After the science competition ended, Susan drives George and his new computer

home.

Past Participle

3. George had discovered that the boys steal Cosmos for Dr. Reeper.

Lesson 18

Lesson 16

Lesson 17

past tensepast participlepast participle

past tensepast participle

flies

drove

had stolen



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Writing

Narrative Writing: Publish and Present Science Fiction On separate sheets of paper, prepare your publication and presentation, using your work from Lessons 12–15. Cut out photos, graphs, maps, charts, and other visuals, and create layouts by hand. Before presenting, annotate your draft to remind yourself how to adjust your reading rate, accuracy, expression, and so forth to reflect the appropriate emotion and intensity. As you present, focus on main ideas and interesting points, including information about the characters, an organized event sequence, and relevant descriptive details. Remember to speak clearly and adapt your pacing and speech as necessary.

Conduct Research to Explore Theme On separate sheets of paper, conduct print and digital research about a real person you read about in this unit who has turned his or her curiosity about space into a career related to space exploration. Use at least three sources, including both primary and secondary sources if possible. Paraphrase, summarize, and quote directly to take notes. Cite correct source information. Remember to focus your research on the theme of curiosity and space exploration.

Lesson 16

Lesson 17

Publications will vary but should include a manually created layout and an appropriately annotated draft. Presentations will vary but should include information about characters, an organized event sequence, and relevant descriptive details delivered clearly and at an appropriate pace.

Answers will vary but should include research results for a real person from the unit; at least three primary and secondary sources; notes with paraphrased, summarized, and quoted information; and correct source citations.



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Writing

Narrative Writing: Use Research to Explore Theme On a separate sheet of paper, use your research about a person involved in space exploration to write a one-page fictional journal entry from that person’s perspective related to the importance of curiosity in space exploration. Use details, facts, examples, and other information based on the research to make the journal entry as vivid and authentic as possible.

Answers will vary but should include research-based details, facts, and examples discussing the importance of curiosity in space exploration, written as a journal entry from the perspective of a person involved in space exploration.

Lesson 18



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5










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Sleuth WorkName

Charlotte’s Space TravelCharlotte loved when her uncle visited. Uncle Ty was an engineer who worked for

NASA (National Aeronautics and Space Administration). He told great stories about the rockets he helped design, and he often brought Charlotte books filled with beautiful photographs taken from space. She loved technology and science, and she was fairly adventurous. For those reasons, her family kept telling Charlotte she should be an astronaut when she grew up, but she just wasn’t sure.

One Saturday, Charlotte and Uncle Ty took a trip to the city. They spent the day at the Museum of Natural History, which was hosting an exhibit on space travel. Uncle Ty provided a running narrative about various spacecraft and added interesting facts about the display of space suits and other astronaut gear. Charlotte was thrilled to try operating two model robot arms. These devices fascinated her.

By the time they got on the bus to return home, Charlotte was exhausted. Closing her eyes, she thought about what it would be like to zoom into space. As she drifted off to sleep, Charlotte started to feel the weightlessness astronauts must feel when they float in zero gravity. The next thing she knew, she was looking out the window not of a bus but of a space shuttle. She could see the vivid colors of Earth—brilliant blues and greens like she had never before witnessed.

Just then, one of her crew members floated over and nudged Charlotte, telling her she had to finish the task at hand quickly. Charlotte realized that she was maneuvering a giant robotic arm outside the space shuttle to tighten a loose panel. The pressure was on, and she felt nervous. But she kept at it. Soon enough the whole crew was celebrating Charlotte’s success.

After a snack of granola, dried fruit, and nuts, the crew hooked their sleeping bags to the wall. They settled in for a good night’s sleep after a long day. Charlotte dozed off, feeling proud of her accomplishment with the robotic arm and excited for the experiments they would set up the next day.

She felt like she had barely slept when all of a sudden she heard Uncle Ty’s voice. “Wake up, Char,” Uncle Ty whispered. “We’re back home now.” When Charlotte opened her eyes, she realized she had been dreaming, but this she knew for sure—she wanted to be an astronaut one day and couldn’t wait for her first trip into space.



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Sleuth Work

Gather Evidence Underline Charlotte’s character traits that suggest to her family why she should be an astronaut.

Gather Evidence: Extend Your Ideas Circle the actions in the second paragraph that connect to the personality traits you underlined.

Ask Questions Write two questions you would ask the author about elements of Charlotte’s dream.

Ask Questions: Extend Your Ideas Write an additional question about the dream that is answered in the text. Underline the answer in the text.

Make Your Case List character traits and actions for Uncle Ty. Compare these with Charlotte’s traits and actions that you underlined and circled earlier.

Make Your Case: Extend Your Ideas Use evidence from the text to support your opinion about who is more interesting: Charlotte or Uncle Ty. Discuss your results with a partner.



Responses will vary and should include evidence from the text.

Responses should use evidence from the text. Annotations on the previous page will vary.


Responses will vary but should use evidence from the text.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5



solar system, asteroids, orbit, visible

terrain, impact

reflect, responsible, clarity

tilted/tilts, surrounded

crescent, satellite, elements







RGEN14_RWJTG_G5_U3B_L01-05.indd 204 3/12/14 1:11 AM

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Name


Reading

Lesson 1 Reread pages 9–11. Then write an opinion paragraph to answer the following question: What is the most interesting fact about the sun? Use details from the text to support your opinion. Write your response on a separate sheet of paper.

Lesson 2 Reread pages 12–15. Then, write an explanatory paragraph that describes the relationships between Mercury and other celestial bodies. Use details from the text to support your explanation. Write your response on a separate sheet of paper.

Lesson 3 Read page 19 and answer the following question: Is the greenhouse effect a good name for the way Venus’s atmosphere behaves? Use details from the text to support your opinion. Write your response on a separate sheet of paper.

Lesson 4 Read page 22 and look at the image on page 23. Use text evidence and the image to explain why Earth is different from other planets. Write your response on a separate sheet of paper.

Lesson 5 Read page 29, then answer the following question: Based on what you have read, do you think Earth would seem to have phases if you observed it from the moon? Use information from the text to support your opinion. Write your response on a separate sheet of paper.



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Using evidence from the text, answer the following questions about page 5 from Our Solar System. Use this information to complete another Main Ideas graphic organizer.

1. What is the main idea of the second paragraph?

2. How do you know it is the main idea?

3. What are the key details in this paragraph?

Lesson 1 Main Idea and Key Details

Possible response: Rocky or icy masses called planetesimals became the rest of the solar system.

Possible response: It is the most important information in the paragraph.

Possible response: The sun “blasted the nearby gases and dust” into a ring. These particles cooled to form planetesimals. Planetesimals include planets, moons, asteroids, meteoroids, and comets.



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Language Analysis

Read page 20 from Our Solar System. Use evidence from the text to answer the following questions.

1. What domain-specific language appears in the first sentence?

2. What are some other examples of domain-specific language on this page?

3. Look at the final paragraph on the page. What sentence structures does the author use?

4. What is the effect of using these types of sentences?

5. How does the second sentence in the final paragraph differ from the first and third sentences? What is its effect?


NASA’s, Magellan, spacecraft, orbited, Venus

Possible response: mission, data, atmosphere, radar-mapped, global, meteors, crater

simple and complex

Possible response: Varying sentence lengths makes the text more interesting.

Possible response: It is shorter and adds emphasis to the information presented.



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Conventions

Verb Tense: Simple Tenses Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is in the present tense, PA if the verb is in the past tense, or F the verb is in the future tense.

1. The cooling particles clumped together into masses called planetesimals.

2. Our weather and climate depend on the sun.

Verb Tense: Simple Tenses On the line in each sentence, write the correct verb tense for the verb crash.

1. Past Tense: Centuries ago, meteorites into Mercury.

2. Future Tense: In the next decade, the comet into Mercury’s surface.

Perfect Tenses Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is present perfect, PA if it is past perfect, or F if it is future perfect.

1. Dr. Li has studied the planet Venus for the past decade.

2. By the end of next year, the institute will have studied thousands of

new images .

Perfect Tenses Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is present perfect, PA if it is past perfect, or F if it is future perfect.

1. Earthquakes had caused significant damage to the coastal town.

2. Volcanic eruptions have caused a drop in tourist dollars this year.

Verb Tense to Convey Sequences On the line next to each sentence, write F if the action takes place in the future, PR if the action takes place in the present, or PA if it took place in the past.

1. We will work for new discoveries.

2. We don’t have concrete proof of extraterrestrials.

Lesson 3

Lesson 4

Lesson 5

Lesson 2

Lesson 1

PAPR

PR

F

crashedwill crash

PA

F

PR

PR



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Writing

Research Report: Choose and Introduce a Topic On a separate sheet of paper, write a one or two paragraph introduction that will introduce and develop a topic related to an important historical discovery about a part of our solar system. First, choose a topic using the steps Brainstorm, Narrow, and Choose. Then conduct research to find key details to help introduce the topic, and determine a general observation or question about the topic. Finally, write with a particular purpose (to inform or explain) and for a particular audience (other students).

Research Report: Organize Ideas On a separate sheet of paper, write one page that develops two or three main ideas from your outline. Research to find other key ideas and supporting details. Add new ideas as you research, using these ideas to guide and focus your research. Continue to fill in your outline as you gather information.

Lesson 1

Lesson 2

Answers will vary but should include key details and a general observation or question about the topic that is written to inform or explain to other students.

Answers will vary but should include two or three developed ideas as well as additional key ideas and supporting details found through research.



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Writing

Research Report: Research Scientific Texts Research print sources, such as scientific journals, related to the topic of your informative essay from Lessons 1–2. Take one to two pages of notes on separate sheets of paper that relate to two or three outside sources. Use a chart or other graphic organizer to organize your notes. The outside sources should present different perspectives and should support your essay’s main idea. Record the source information and take notes on each source, quoting accurately from each source.

Research Report: Research Digital Sources On separate sheets of paper, record one to two pages of notes about digital sources related to the topic of your informative essay started in the previous lessons. After researching digital sources, choose two or three Internet sources, such as online scientific journals, to support the main ideas of your essay. Write one or two sentences about why each source is reliable. Record notes using a chart, quoting accurately from each source and keeping a record of source information.

Research Report: Develop the Topic Draft your informative essay on separate sheets of paper, developing your topic according to your outline from Lesson 2. First, review your sources and determine which information you might quote directly. Then determine if you will include summaries or paraphrases. Give credit to your sources when using others’ ideas, writing or finding the proper citation for the information you will use. Synthesize your sources and your own ideas in your draft.

Lesson 3

Lesson 4

Lesson 5

Answers will vary but should include accurate quotes and source information from two to three outside sources from different perspectives that support the main ideas of the essay.

Answers will vary but should include accurate quotes and source information from two to three digital sources from the Internet that support the main ideas of the essay.

Answers will vary but should include direct quotes, summaries, and paraphrased information from reliable sources that are correctly cited.



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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 6



Using evidence from the text, answer the following questions about pages 32–35 of Our Solar System. Use this information to complete a Story Sequence B graphic organizer.

1. When did the first unmanned spacecraft land on Mars? Quote the text to answer.

2. When did the Mars Rover Spirit land on Mars?

3. Which landed on Mars first, Spirit or Opportunity? How do you know?

4. Describe the sequence of events that led the Martian surface to be in its current state.

Sequence

“in the 1970s”

January 4, 2004

Spirit landed first. Two dates are given in the text, and the rovers are listed in the order in which they landed.

Water used to flow on the surface, and the moving water eroded the surface. Wind currently blows the soil around, which can also wear down the surface.



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Lesson 9

Name


Language Analysis

Read pages 48–55 in Our Solar System. Use evidence from the text to answer the following questions.

1. Look at pages 48–49. What descriptive text detail does the photograph illustrate?

2. Does Uranus have a few, some, or many moons? What can you infer from the author’s choice of words about the number of moons?

3. Look at page 53. What details related to Neptune’s color are given in the text?

4. What details about Neptune’s weather are given in the text?

5. Give an example of how the author repeats a similarity to draw attention to a similarity between planets.

Craft and Structure

“pale blue-green clouds of Uranus”

Uranus has many moons. The choice of words, “at least twenty-two,” gives the impression that there could be many more than that.

“streaky white clouds,” “absorbs the red light . . . reflects the blue light,” “appears blue,” “causes the red rim”

“dark storms, giant hurricanes, streaky white clouds,” “largest storm is big enough to swallow the entire earth,” “Strong, frigid winds . . . up to seven hundred miles per hour”

Possible response: “Uranus has five large moons and at least twenty-two smaller ones.” “Neptune has at least thirteen moons . . . ” This helps the reader understand that both planets have a trait in common: a lot of moons.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



dispelled, remains, analyses

composed (of), likeliest

plume, descent

mistook, frigid, fainter

classify/classification, demoted, status








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Reading

Lesson 6 Read the last paragraph on page 34. Use details from the passage to write an informative paragraph about the rovers that scientists have been using to study Mars. Write your response on a separate sheet of paper.

Lesson 7 Write an opinion paragraph in which you answer the following question: Which photograph of Jupiter is the most interesting, and why? Write your response on a separate sheet of paper.

Lesson 8 Read the second and third paragraphs on page 46. Use details from the book to write an informative paragraph summarizing what astronomers know about Titan. Write your response on a separate sheet of paper.

Lesson 9 Choose a photograph from pages 48–55. Write a paragraph about it using varying sentence lengths and descriptive details. Write your response on a separate sheet of paper.

Lesson 10 Review pages 56–61. Use details from the text to write an informative/explanatory paragraph about the relationship between small solar system objects that orbit the Sun. Write your response on a separate sheet of paper.



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Lesson 7



Using evidence from the text, answer the following questions about pages 36–41 from Our Solar System. Use this information to complete your T-Chart graphic organizer.

1. Look at the photos on pages 36 and 40. What do they have in common?

2. Look at the photos on pages 36 and 40. How are they different?

3. What sentence in the text tells you what is depicted in the photo on page 40?

4. How can you compare and contrast the photos on pages 40 and 41?

5. What is shown in the photo on page 39? What sentence in the text gives information about the photo?

Visual Elements

They both show the planet Jupiter.

“The four largest moons are named Io, Europa, Ganymede, and Callisto.”

They both show the moon Europa. The photo on page 40 shows the size of the moon compared to Jupiter. The photo on page 41 shows different views of Europa.

Jupiter is in the photo. “The photograph (right) was taken by the Galileo spacecraft in 1996 and shows Jupiter’s rings.”

Page 36 shows only a close-up of Jupiter. Page 40 includes four additional objects.



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Lesson 8

Name


Reading Analysis

Read pages 42–47 from Our Solar System. Use evidence from the text to answer the following questions.

1. What is the main idea of the book Our Solar System?

2. What is the main idea of the passage you read in this lesson?

3. Write a one-sentence summary of pages 42–47.

4. List a supporting detail from page 43.

5. Explain how the detail you listed in item 4 supports the main idea you listed in item 2.


The main idea is “information about the objects in our solar system.”

The main idea is “information about Saturn.”

Possible response: Saturn is a large gas planet with rings and seven moons.

Possible response: 750 planet Earths could fit inside Saturn.

The comparison of Saturn to Earth supports the idea that Saturn is a large planet.



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Conventions

Verb Tense to Convey Sequences On the lines in each sentence below, write the given verb form of each word in parentheses.

1. By the time Spirit and Opportunity finish their mission, they

thousands of images. (transmit, future perfect tense)

2. The data collected by the twin rovers scientists increase their knowledge about Mars. (help, present perfect tense)

Consistency in Verb Tense Underline all the verbs in the sentence pair below. Change the verb in the second sentence to make the tenses consistent and correct, and write the new verb on the line.

Uranus’s moon Miranda features huge canyons, ropelike markings, and deep

grooves. Ridges also marked its surface.

Consistency in Verb Tense Underline all the verbs. Write C if the verb tenses are consistent and I if they are inconsistent. If you write I, change the verbs in the second sentence to make the tenses consistent and correct.

Comets orbit the sun, but they are quite unlike planets. A comet changed

when it swept past the sun.

Modal Auxiliaries Underline each verb phrase in the passage below. Then circle the modal auxiliary verb in each verb phrase.

We ought to look for signs of life in our own solar system. Callisto’s deep, frozen ocean might include remnants of earlier life forms.

Modal Auxiliaries Underline each verb phrase in the passage below. Then circle the modal auxiliary verb in each verb phrase.

Enceladus, one of Saturn’s moons, could contain a liquid ocean. The space probe can confirm that Titan’s atmosphere is mostly nitrogen gas.

Lesson 7

Lesson 8

Lesson 6

Lesson 9

Lesson 10

will have transmitted

mark

I; changes, sweeps

has helped



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Writing

Research Report: Develop and Link Ideas Conduct a peer review of a partner’s informative essay from the previous lesson, recording your comments on a separate piece of paper. First, determine where to add domain-specific language or replace vague language with domain-specific language, and also note whether words in the essay should be defined or explained. Then determine where to use transition words, phrases, and clauses to link ideas. Finally, make sure the ideas and organization are appropriate for the purpose and audience.

Research Report: Incorporate Visuals and Multimedia Incorporate visuals and multimedia into your informative essay. Review your draft from the previous lessons. Choose sections or main ideas that could be enriched using visuals or other types of multimedia. Conduct research to find visuals and other multimedia. Add the elements to the informative essay or add cues in parentheses to show where the elements should be viewed. Verify that the chosen visuals and multimedia elements clarify information in the text. Finally, record source information for each visual or multimedia element on a separate sheet of paper.

Lesson 6

Lesson 7

Answers will vary but should include suggestions for domain-specific language, including definitions and explanations where needed; where to use transition words, phrases, and clauses to link ideas; and whether the ideas and organization are appropriate for the purpose and audience.

Answers will vary but should include a list of well-researched and properly placed visual or multimedia sources that clarify text information and enrich the main ideas of the informative essay.



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Writing

Research Report: Create a Works Cited List On a separate sheet of paper, create a Works Cited list to accompany your informative essay from the previous lessons. First, identify all the sources you used in your essay and determine each source’s medium (print, Web, etc.). Use the formats from this lesson to create a citation reference for each source, consulting print or online MLA style guides for additional information if needed. Then list the sources in alphabetical order. Finally, trade your Works Cited list with a partner and edit to correct errors.

Research Report: Develop a Conclusion On a separate sheet of paper, write a concluding paragraph for your research paper. Develop a transition sentence to introduce the conclusion, identify and briefly summarize the main points of the essay, and offer additional insight based on what you learned while drafting your research paper.

Informative Writing: Research a Current Topic On separate sheets of paper, draft one to two pages of notes about a recent discovery related to the solar system. List the source information for each article you consult, using the formats for citation that you learned in Lesson 8 of this unit. Then briefly summarize the main ideas of each article, and explain what relevant information the article offers about your topic.

Lesson 10

Lesson 9

Lesson 8

Answers will vary but should include a correctly alphabetized and sourced list of citations.

Answers will vary but should include an introductory sentence, a brief summary of the essay’s main points, and an additional insight based on researched information.

Answers will vary but should include properly cited source information as well as a brief summary of each article and its relevance.



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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth WorkName

Moving to Mars?I was thinking last week about what it would be like if I moved to another planet. I

see some advantages right away, of course. First, I might get my name into the history books as the First Resident in Space, which would be totally awesome. Second, it would be a great opportunity to get away from the bully down the street. And third, a planet like Mars has so little gravity that people can jump about three times higher there than they can on Earth. With a vertical leap like that, I’d be virtually unstoppable on the basketball court.

But I recognize downsides to the idea, too. For one thing, moving is a humongous hassle. Even if you just move across the state, you need to pack, say goodbye to neighbors, and take care of a lot of other stuff. Now imagine how much worse that would be if you were moving across the solar system. If you forget to pack even one thing, you might never see it again. And as for connecting with family and friends, I don’t think you can rely on webcams on Mercury.

Then there’s the little problem of always having to wear a space suit. Did you know that Earth is the only planet with enough oxygen to keep us alive? Temperatures are another big issue. It gets up to 460°C (860ºF) on Venus—hot enough to fry not just an egg but also a person. As for Saturn, even the most powerful furnaces in the universe aren’t going to keep you warm when it’s around –178°C (–288ºF) outdoors. I guess you’d probably live in a big dome so you could move around some, but not getting to go outside at all—that’s harsh.

Oh, and a lot of these planets are—well, let’s just say that they’re not like Earth. For instance, Jupiter consists mostly of gases like hydrogen and helium, so there isn’t exactly anywhere to stand, let alone to play basketball. Venus has almost zero water, so can you imagine the cost of trying to ship some in from Earth? And the gusts on Neptune are almost ten times stronger than the winds we get here—good for extreme kite-flying, I guess, but not for much else.

So all in all, I plan on staying here on Earth if folks begin settling the other planets. Definitely. It’s the only decision that makes any sense.



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Sleuth Work

Gather Evidence Underline the three advantages that the writer gives as reasons formoving to another planet.

Gather Evidence: Extend Your Ideas Which of the three underlined advantages includes factual evidence?

Ask Questions What two questions would you ask about Mars, Mercury, Venus, Saturn, Jupiter, or Neptune?

Ask Questions: Extend Your Ideas Look at the two questions you wrote. List one print and one online source you could use to find the answers to your questions.

Make Your Case The writer mentions several obstacles in his case for space settlement. Which is the most effective?

Make Your Case: Extend Your Ideas Even though there are many obstacles to living on another planet, do you think you would want to settle elsewhere in the solar system someday? Discuss your opinion with a partner.


Mars has so little gravity that people can jump about three

Responses might include an article from a printed science


Responses will vary.


times higher there than they can on Earth.

journal and a government Web site on planets.



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

hypothesis, theory, unpredictable, accumulated, revolutionary

recognized, churning

expanding, interacted

analyses, hypothesis, theory

inescapable, intense, boundary, frenzy










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Reading

Lesson 11 Agree or disagree with the following statement: Visual elements in informative texts are most effective when combined with other visual elements. Write a paragraph using reasons, facts, and details from the text to support your point of view. Write your response on a separate sheet of paper.

Lesson 12 Read pages 16–21. Write an explanatory paragraph, including text evidence, about the ways that astronomers classify stars. Write your response on a separate sheet of paper.

Lesson 13 What piece of technology is more important: the Hubble Space Telescope or the Arecibo dish? Use details from the text to write a paragraph supporting your opinion. Write your response on a separate sheet of paper.

Lesson 14 Choose a chapter from each text. Then use information from the texts to write an informative paragraph to compare and contrast the structures of each chapter. Write your response on a separate sheet of paper.

Lesson 15 Which examples of imagery best describe black holes? Use text evidence to support your opinion. Write your response on a separate sheet of paper.



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Lesson 13



Using evidence from the text, answer the following questions about pages 34–36 from Our Mysterious Universe. Use this information to complete a Web B graphic organizer.

1. What is the most important idea discussed on these pages?

2. What reasons support this idea?

3. What evidence did scientists find?

4. What graphic supports the evidence given on page 35?

Reasons and Evidence

Possible response: Scientists are looking into the possibility of intelligent life in our solar system.

Possible response: Some planets have been ruled out as too hot or too cold. Space probes have been sent to Mars; Titan, Saturn’s largest moon; and Europa, one of Jupiter’s moons.

Possible response: Soil samples and pictures proved that “Mars once had water on its surface.” Titan has an atmosphere similar to Earth’s. Europa has massive ice floes.

The photograph and caption on the same page



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Lesson 15

Name


LanguageAnalysis

Read the first part of A Black Hole Is NOT a Hole. Use evidence from the text to answer the following questions.

1. What phrase is repeated on the first page of the selection?

2. Why is this phrase important?

3. What is the effect of this repetition?

4. Look at page 35. What phrase on this page is similar to the repeated phrase above?

5. Remember that a simile compares two different things using the words like or as. What does the simile on page 35 compare?

Craft and Structure

“A black hole is NOT a hole” “A black hole isn’t a hole”

Possible response: It is also the title of the selection.

Possible response: The pattern sets up a rhythm of the text and also emphasizes the importance of the information in the phrase.

“a black hole is not a whirlpool”

It compares gases swirling toward a black hole to fish caught in a whirlpool.



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Conventions

Adjectives Circle the adjectives in the sentences below. Then draw an arrow from each adjective to the noun it modifies. (Ignore all articles.)

1. The twin telescopes are located on the summit of Mauna Kea in Hawaii.

2. Stonehenge in England was used as an astronomical calendar.

Linking Verbs and Subject Complements In each sentence, circle the subject of the sentence and underline its subject complement.

1. Quasars seemed quite small.

2. Neptune is one of the Jovian planets.

Degrees of Comparison In each sentence, underline the adjective or adverb that shows a degree of comparison. After each sentence, write CD if it is comparative or SD if it is superlative.

1. Jupiter is the largest planet in our solar system.

2. The large meteorite burned brighter than the comet that passed close to Earth.

Adverbs Underline the adverbs in the sentences below. Then draw two lines under the word or words each adverb modifies.

1. A solar flare occurs when energy built up in the sun’s atmosphere suddenly releases.

2. The solar heat quickly turns some of the comet’s snow to a gas.

Linking Verbs and Subject Complements In each sentence, circle the subject of the sentence and underline its subject complement.

1. Edwin Hubble was a famous astronomer who measured the red shift.

2. The astronomer who measured the red shift was he.

Lesson 12

Lesson 13

Lesson 11

Lesson 14

Lesson 15

SD

CD



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Writing

Informative Writing: Evaluate Sources Evaluate your sources from Lesson 10, and put aside those that are not relevant, credible, current, or accurate. If there are any gaps in information, further research may be necessary to fully address all aspects of the topic. After reviewing and organizing your notes, write one page on a separate sheet of paper synthesizing all your sources. On another sheet of paper, write a correctly formatted Works Cited page listing all the print and digital sources you used in your one-page report.

Informative Writing: Plan an Informative Journal Article Plan an informative journal article by first reviewing the sources you used in Lesson 10 and the page you wrote in Lesson 11. Next, consider how to use the journal article format to present your research about a recent important discovery related to space exploration. Then clearly state the topic you will write about and indicate the article’s focus. Finally, on separate sheets of paper, use a graphic organizer to show how you will group information in your journal article and make notes about visual elements that would enhance your article. Be sure to consider your purpose (to inform) and your audience (other students).

Lesson 11

Lesson 12

Answers will vary but should include relevant, credible, current, and accurate sources used in the one-page report, as well as a separate Works Cited page.

Answers will vary but should include a graphic organizer, which includes grouped information and possible visual elements, for a journal article about a recent important discovery related to space exploration.



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Writing

Informative Writing: Draft an Informative Journal Article Begin drafting your informative journal article based on your graphic organizer from Lesson 12. First, review your notes on sources and select facts, concrete details, and examples. Next, choose interesting images to accompany the facts and details in your journal article. Be sure to properly cite all sources for both written information and images. Then, on separate sheets of paper, write a rough draft of your journal article. Include an introduction, body paragraphs that present factual information, and a conclusion that summarizes the topic and makes a suggestion for further research. If possible, also create storyboards showing what information and visual elements you will include.

Informative Writing: Revise or Rewrite an Informative Journal Article Peer review a partner’s informative journal article drafted in the previous lesson, recording your comments on a separate sheet of paper. Evaluate your partner’s article to ensure coherent organization. Identify any vague language in your partner’s article and suggest precise or domain-specific language to use instead. Suggest what type of visuals could be added, and where, to clarify your partner’s article. Then revise and edit your own journal article based on peer-review feedback.

Informative Writing: Edit and Proofread an Informative Journal Article Review the edited and proofread draft of your informative journal article. Ask your partner any questions you have about his or her edits. Finally, write on separate sheets of paper or type an updated version of your journal article, incorporating your partner’s editing and proofreading changes.

Lesson 13

Lesson 14

Lesson 10



Answers will vary but should incorporate editing and proofreading changes.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 17

Using evidence from each text, answer the following questions about pages 8–9 from Our Solar System and pages 43–44 from A Black Hole Is NOT a Hole. Use this information to complete your graphic organizer.

1. What is the tone of each passage?

2. What types of visuals accompany each passage?

3. What scientific concepts do the visuals help you understand?

4. How do the visuals relate to the tone of each passage?

Compare and Contrast Visuals

Possible response: The tone of the passage in Our Solar System is informational and formal. The tone of the passage in A Black Hole Is NOT a Hole is also informational but more informal; it includes more casual language, such as “a blast,” “CRASH!,” “BOOM!,” and “stuff.”

Images of stars accompany both passages. The passage from “A Black Hole Is NOT a Hole” also includes a text bubble with the humorous and informal statement “This is a blast!”

Possible response: The image in Our Solar System shows me what the Sun looks like. The images in A Black Hole Is NOT a Hole help me understand the intensity of a dying star.

Possible response: The star images support the informational tone of both passages. The text bubble in A Black Hole Is NOT a Hole supports that text’s more informal and casual tone.



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Language Analysis

Lesson 16

Read pages 52–55 from A Black Hole Is NOT a Hole. Use evidence from the text to answer the following questions.

1. Use the first paragraph on page 52 to write a definition of the domain-specific term probe.

2. Look at the text box on page 52. What does the word matter mean?

3. How does repetition of the word matter affect your understanding of the domain-specific term?

4. Look at the first paragraph of page 54. What domain-specific words and phrases are used?

5. How does the explanation in the following paragraphs help you determine the meanings of those terms?

Craft and Structure

A probe is something that collects information then sends it back so people don’t have to get close to what they are studying.

It is used in two ways: to refer to the stuff that objects are made of and to talk about importance.

Repeating the word causes the reader to focus on it. Using the word in its everyday sense points out that it also has a domain-specific meaning.

“Black hole” “event horizon” “singularity”

Concrete details and description create an image of the event horizon and the singularity.



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Lesson 16

Lesson 17

Lesson 18



colossal, imploded, relatively, intermediate, probe, symmetric

elements, colossal, intermediate

terrain, accumulated, symmetric






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Reading

Lesson 16 Choose one of the vocabulary words you identified, and write a paragraph summarizing how the author uses it to explain a concept. Be sure to include your chosen vocabulary word in your summary. Write your response on a separate sheet of paper.

Lesson 17 Which tone is most effective when explaining scientific concepts in an informational text? Why? Write your response on a separate sheet of paper.



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Reading

Lesson 18 Write a short explanatory paragraph about where our solar system fits into the universe. Write your response on a separate sheet of paper.



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Lesson 18

Name


Reading Analysis

Using evidence from the text, answer the following questions about Our Solar System, Our Mysterious Universe, and A Black Hole Is NOT a Hole. Use this information to complete your graphic organizer.

1. Consider the topic sun. Which passages from Our Solar System address this topic? Our Mysterious Universe? A Black Hole Is NOT a Hole?

2. What is similar about the information that each text includes?

3. What is different about the views that each text represents?

4. How does the reader benefit from reading different perspectives on a topic?

Compare and Contrast Sources

Our Solar System, pages 7–11; Our Mysterious Universe pages, 7–9, 14–21; A Black Hole Is NOT a Hole, pages 41–42

Each text talks about a sun being a star at the center of a system. Our Mysterious Universe and A Black Hole Is NOT a Hole talk about how stars are related to black holes.

Our Solar System focuses on the role that our sun plays as the center of our solar system. Our Mysterious Universe talks both about our sun as part of our own solar system and the life cycle of a sun. A Black Hole Is NOT a Hole talks only about how a sun is part of the creation of a black hole.

Different kinds of information come to light when a topic is approached from different angles. Reading multiple perspectives allows the reader to form a more complete picture of a topic.



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Conventions

Degrees of Comparison Read the sentences and look at the underlined adjective or adverb. After determining which degree of comparison is used in each sentence, write the number of the sentence in the proper place in the chart.

1. Being sucked into a black hole would be downright scary.

2. The most intriguing aspect of a black hole is how it gets started.

3. A supermassive black hole is much more exciting than a regular black hole.

positive degree comparative degree superlative degree

Irregular Comparisons Circle the word in parentheses that correctly completes the sentence.

1. Uranus is (farest/farther) from the sun than Mercury is.

2. We can all feel (betterest/good) about the results of the latest astronomy experiment.

3. The (best/goodest) black hole images taken with the telescope camera will be published in a book.

Avoiding Double Comparisons Write C if the underlined comparisons are correct and I if they are incorrect. If you write I, write the correct form of the comparison.

1. Neptune is most farthest from the sun than any other plant in the solar system.

2. I think the best view of Venus is at dusk.

3. The issue of “space junk” is becoming more worse every year.

Lesson 18

Lesson 17

Lesson 16

1

I; farthestC

I; worse

3 2



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Writing

Informative Writing: Publish and Present an Informative Journal Article On separate sheets of paper, make a clean copy of your latest informative journal article draft. Highlight main ideas and key details that you want to include in the presentation and take notes on the information. Consider how to introduce the topic to engage the audience and choose or create relevant visuals to add to your presentation. Either use publishing software to publish your presentation or publish your presentation manually in the form of a poster, fact sheet, or other physical product. Finally, deliver an oral presentation based on your published article.

Opinion Writing: Organize an Opinion Essay On separate sheets of paper, write an introductory paragraph that states an opinion about an astronomical discovery. After choosing a topic, brainstorm a possible organization for your essay: order of importance, chronological, etc. Then organize your supporting reasons and evidence into an outline.

Lesson 16

Lesson 17

Answers will vary but should include well-prepared, marked-up articles that highlight main ideas and key details that students want to include in their presentations, as well as any visuals.

Answers will vary but should include an introductory paragraph stating the writer’s opinion about an astronomical discovery as well as an outline for an essay that lists supporting reasons and evidence.



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Writing

Opinion Writing: Develop an Opinion Essay On separate sheets of paper, develop an opinion essay that is two to three pages long, using reasons and text evidence. First, organize your draft using your outline from the previous lesson. Include well-organized reasons and supporting text evidence (facts, details, examples, and quotes) from all three texts and cite sources accurately. Use transitions to link ideas within paragraphs and between paragraphs. Finally, include a strong conclusion that supports the opinion presented in your essay.

Answers will vary but should include a well-reasoned opinion essay with text evidence from all three texts, proper use of transitions, and a strong conclusion.

Lesson 18



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5










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Sleuth Work


Name

A Man of PersistenceExplorer Sir Ernest Shackleton might be the most persistent man who ever lived.

On December 5, 1914, he and 27 men set out on a ship called Endurance. They hoped to reach the Antarctic continent and become the first people to cross the land on foot.

Despite the predictions of a terrible winter, Endurance left South Georgia Island, a remote island in the southern Atlantic Ocean. It headed for Vahsel Bay on Antarctica. Just two days later, the vessel ran into pack ice. For the next six weeks, the ship wove through ice floes.

On January 18, 1915, one day short of landing, the ship hit another thick pack ice. By the next morning, ice had enclosed the ship. Shackleton soon realized the ship was securely stuck in the ice and would remain stuck through many long winter months. During this time, Shackleton had his crew stick to their routines and exercise the sled dogs they had brought with them.

Ten months later, the crew still remained on board. In October 1915, pressure from the ice began to damage the ship, and it began slowly sinking. Shackleton and his crew abandoned the ship and made camp on the surrounding ice. On November 21, 1915, Endurance sank completely.

The crew camped on the ice for several months, and in April 1916, the ice floe broke in half, causing the crew to flee in lifeboats. Days later, they landed on Elephant Island, about 350 miles from where the Endurance sank.

Shackleton knew he had to take a drastic step if they were ever to be rescued. Elephant Island was too remote for a rescue attempt. So a group of six men set off in a lifeboat for South Georgia Island, where their journey had begun.

The lifeboat landed on the west side of South Georgia Island in May 1916. The whaling stations—the only source of rescue—were on the east side. Shackleton and two others left on foot to travel the 22 miles to the nearest stations.

Within 36 hours, the men had made it to a whaling station and began planning the crew’s rescue. Finally, on August 30, 1916, the crew was rescued from Elephant Island. After almost two years, the ordeal was over, and not one crew member had died. It was an amazing expedition with a happy ending because of one man’s persistence to bring everyone home.

[

[

[

[

[

]

]

]

]

]



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Name Sleuth Work


Gather Evidence Underline events that highlight Shackleton’s persistence.

Gather Evidence: Extend Your Ideas Add brackets around the events that caused Shackleton to draw on his personal resolve and determination.

Ask Questions Write two questions you would ask a crew member about Shackleton’s leadership skills.

Ask Questions: Extend Your Ideas Write an additional question about Shackleton’s leadership skills that is answered in the text. Circle the answer in the text.

Make Your Case How important was Shackleton’s persistence to himself and the crew of the Endurance?

Make Your Case: Extend Your Ideas Use evidence from the text to support your opinion about which act of Shackleton’s was the bravest. Discuss your results with a partner.

Responses will vary and should use evidence from the text.



See annotations on previous page.





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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5



depicted, courage, ambition, mutinied

venture, vigilance, tedious, dejected

elusive confrontation, void

appeal, endure, tensions, rumors

detriment, demoted, exposure








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Reading

Lesson 1 Write two paragraphs stating and supporting your opinion as to how well the author uses facts to support her viewpoint of Henry Hudson. Write your response on a separate sheet of paper.

Lesson 2 Read pages 13–14. Write an explanatory paragraph about the author’s reason for calling the Hopewell’s voyage “a dangerous venture” and “a hazardous undertaking.” Write your response on a separate sheet of paper.

Lesson 3 Write an opinion piece in which you state whether the author has convinced you that Hudson had no choice but to return to England. Support your response with text evidence. Write your response on a separate sheet of paper.

Lesson 4 Read pages 24 through 29, starting at “In what is now Maine . . .” Using details from the text, write an informative paragraph that explains what Hudson’s actions in the New World reveal about him. Write your response on a separate sheet of paper.

Lesson 5 In your opinion, does the author portray Henry Hudson fairly in this section? Support your answer with text evidence. Write your response on a separate sheet of paper.



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Lesson 2



Using evidence from the text, answer the following questions about page 14 from Hudson. Use this information to complete your graphic organizer.

1. Look at “The Art of Navigation.” What tools would an explorer use during a journey in Henry Hudson’s time?

2. Would a sailor be able to calculate his location or the time on a cloudy night? Why or why not?

3. In the main text, what phrase does the author use to describe the maps and charts of this time? How does the main text describe a sailor’s tools?

4. What does the information above reveal about navigation at the beginning of the 1600s?

Historical Context

astrolabe, nocturnal, magnetic compass, log

Probably not; the astrolabe, the “most important tool,” needs the North Star to determine location, and the nocturnal depends on certain stars to determine time.

“dangerously inaccurate”; “complicated to use and imprecise”

Possible response: It was impossible for sailors to know exactly where they were. Success depended on many factors, including observations and calculations made with inexact tools, maps, and charts.



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Lesson 3

Name


Language Analysis

Read “The Spice Race” on page 21 from Hudson. Use evidence from the text to answer the following questions.

1. Find the comparison in this sidebar. What is being compared?

2. What is the effect of this descriptive detail?

3. What does the idiom “But there was still a high price to be paid for these riches” mean?

4. What descriptive detail describes ships returning from Asia? Why did the author choose this idiom/phrase?

Craft and Structure

Possible response: Even if spices were inexpensive to buy and resulted in a large profit, the risks of spice trading were very high.

“More valuable than gold”; gold and spices

Possible response: “often limped in”; it provides a vivid mental image of a damaged boat, which emphasizes the dangers of spice trading.

Possible response: It highlights the importance of spices and how much they were worth during Hudson’s time.



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Name


Conventions

Verbals: Gerunds Underline the gerund in each sentence.

1. Sailing through ice-filled waters in a rickety old boat was dangerous.

2. Hudson followed the tradition of documenting his journey.

Verbals: Participles Underline the participle used as an adjective in each sentence.

1. The dejected explorer returned home after he failed to find a passage.

2. As it was tossing the ship, the shrieking storm also scared the sailors.

Verbals: Infinitives Underline the infinitives in each sentence.

1. To mutiny is a serious event to undertake at sea.

2. When they were at sea, the sailors went to Hudson to talk about problems.

Prepositions Circle the prepositions in each sentence.

1. With two failed journeys behind him, Henry Hudson lost the confidence of the Muscovy Company.

2. He found himself without a financial backer for his explorations.

Prepositional Phrases Circle the prepositions in the sentence. Then underline the prepositional phrases.

But in a display of great courage and dignity, he insisted he be lowered into the tiny boat with his captain.



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Lesson 1

Lesson 2

Name


Writing

Informative Writing: Analyze Author’s Viewpoint On a separate sheet of paper, write three to five paragraphs explaining how the author’s viewpoint affects the selection of information to include in “The Early Years” (pages 8–11). Review the pages and look for specific examples to use in your paragraphs.

Informative Writing: Analyze Visual Elements Prepare to write three paragraphs analyzing how the author uses visuals. Find one or two images in the sections you have read so far that you think support the author’s viewpoint or purpose. On a separate sheet of paper, briefly state the author’s viewpoint or purpose. Then explain how each image you choose either helps the author achieve her purpose or adds support for her view of Hudson. Some images may do both.

Answers will vary but should include specific examples from pages 8–11 that explain how the author uses her viewpoint to choose the included information.

Answers will vary but should include a restatement of the author’s purpose and how the chosen images either help the author achieve her purpose, strengthen support for her view of Hudson, or both.



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Lesson 3

Lesson 4

Lesson 5

Name


Writing

Informative Writing: Analyze Author’s Style On a separate sheet of paper, write three or more paragraphs that analyze the author’s style and explain how it affects your response to the author’s viewpoint. Include text evidence to support your points, restate the author’s purpose, and conclude by explaining how the style of the passage helps the author achieve that purpose.

Opinion Essay: Develop an Opinion Statement and Introduction On a separate sheet of paper, write an introduction to an opinion essay about what motivated Hudson to be an explorer. Did he desire personal gain, or was he intent on advancing people’s knowledge of the world? After you draft your introduction, conduct a peer review of another person’s work. Then strengthen your own introduction based on feedback from your partner.

Opinion Essay: Gather Evidence Find three or more pieces of evidence in the text to support your view of Hudson. Share your work with at least one classmate. Explain how your evidence supports your viewpoint of Hudson, and listen to feedback from your partner. On separate sheets of paper, add new ideas if appropriate, and rank all your ideas based on the effectiveness of each. Revise or rework your original ideas, if necessary, to explain or clarify how the evidence supports your opinion. Write complete sentences detailing each reason and explaining why it supports your viewpoint.

Answers will vary but should include a restatement of the author’s purpose, text evidence that analyzes the author’s style, and an explanation of how the style affects their response to the author’s viewpoint.

Answers will vary but should include an opinion about what motivated Hudson to be an explorer.

Answers will vary but should include a ranked list of ideas based on the effectiveness of each and complete sentences that detail how each reason supports the student’s viewpoint.250 • Unit 4 • Module A • Lessons 1–5


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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 7



Using evidence from the text, answer the following questions about “After Hudson,” on pages 41–43, from Hudson. Use this information to complete your Cause and Effect graphic organizer.

1. Look at page 41. What possible effect did the men’s lack of food have on their ability to steer the ship?

2. Look at page 41. What cause explains “adding precious days to a voyage that had already lasted twice as long as it was supposed to”?

3. Look at page 42. Is the idea “mutiny was the most serious crime a sailor could commit” a cause or an effect? Explain your answer.

4. Explain the cause-effect relationship between these two ideas: the judges decided to free the defendants and the remaining crew members had important knowledge about the search for the Northwest Passage. Write another effect that you can infer from the text.


The men were too weak to “take the helm” and steer properly.

The men “probably steered the Discovery miles off course.”

It is a cause. It caused the men to accuse Juet, Greene, and the others.

Possible response: Cause: The men had useful information about an important goal, the Northwest Passage. Effect: The judges decided not to punish the accused men. Effect: The remaining crew members probably went on another voyage of exploration.



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Lesson 6

Name


Language Analysis

Read “Mutiny!” on pages 36–39 from Hudson. Use evidence from the text to answer the following questions.

1. What text structure is used to organize this chapter? Is it the same as or different from the overall structure of the book?

2. How would the text be different if a different text structure were used?

3. Explain the difference between time-order and cause-effect structure.

4. How do the transitions used in a text help you determine what text structure is used? Give three examples.

Craft and Structure

The chapter is written in time order. It is the same as the overall structure of the book.

Possible response: The sequence of events might be more difficult to follow. The reasons that people had for their actions might be harder to understand.

Possible response: Time order organizes events in the order they happened, from first to last. Cause-effect usually describes events in the order they happen, but the emphasis is on the way some events cause others to happen.

Possible response: Words such as because, so, and since indicate cause-effect. Other transitions, such as first, next, and last, show time order. Problem-solutions structure uses transitions similar to the ones that show cause-effect.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



desperate, insisted, frantically

acccuse, heroic, dispute

access, interior, critical, converted

dedicate, capable, sullenly

betrayal, assent, dispersed








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Name


Reading

Lesson 6 Use time-order words such as first, next, and last to describe the events of the chapter in order. Write your response on a separate sheet of paper.

Lesson 7 Why were the survivors able to make it safely to Ireland given their circumstances? Support your opinion with text evidence. Write your response on a separate sheet of paper.

Lesson 8 Reread the third and fourth paragraphs on page 32. Using that information and the information on page 44, explain how Hudson’s exploration in North America influenced history. Write your response on a separate sheet of paper.

Lesson 9 Read the second paragraph of the August 3 entry. How would the feelings and ideas in the paragraph be different if it were written from the point of view of an observer on the dock? Write your response on a separate sheet of paper.

Lesson 10 Read the last eight paragraphs of the entry for October 11. Use details to write an explanatory paragraph analyzing the effects of descriptive details and dialogue. Write your response on a separate sheet of paper.



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Lesson 9



Using evidence from the text, answer the following questions about the August 3 and September 10 entries from Pedro’s Journal. Use this information to complete your Web B graphic organizer.

1. Pedro has “been taught to read and write.” How does this affect the format of the story?

2. How do Pedro’s abilities affect the work he is asked to do on the ship?

3. What event causes Pedro to question whether the men should believe the captain?

4. How is that event related to Pedro’s ability to read and write?

5. Write two sentences explaining how the reader’s impression of the captain is influenced by Pedro.

Point of View

The story is in the form of a journal. If Pedro could not read and write, he could not keep a journal to record events.

He is asked to copy out the captain’s writing because he can read and write. If he could not, he would probably have to do “all the work no one wants to do.”

Pedro sees that the captain has written down one thing but said another.

If Pedro could not read, he would not have known the difference.

Responses may vary but should include text evidence related to Pedro’s responses to events and to the captain.



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Lesson 10

Name


Language Analysis

Read pages 74–77 from Pedro’s Journal. Use evidence from the text to answer the following questions.

1. Look at page 74. How does the author use description to contrast Columbus with the crew?

2. Find two words on page 74 that might mean the same thing. Why did the author choose to use both words?

3. Look at page 76. What did the men see that “stirred everyone’s hopes”? Why did the men respond that way?

4. Describe the change in the behavior of the men between October 10 and October 11.

5. How does the author reveal the change?

Craft and Structure

Columbus paces the deck, but the men are “motionless and unmoved.”

Possible response: They see birds, reeds and plants, floating wood, and a stick. They hoped they were getting near land.

Possible response: On October 10, the men are rebellious and angry. On October 11, they are calm.

Possible response: The author uses description to show why the men have become hopeful. Descriptions of the men saying prayers and singing a hymn also reveal that the men feel better.

Possible response: motionless and unmoved. Together, the words mean more than they would separately. Motionless means that the men were physically holding still; unmoved means that they did not respond emotionally.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Name


Conventions

Prepositional Phrases and Compound Objects Underline the prepositional phrase in each sentence. Then circle the objects in the phrase.

1. He had ignored their explicit instructions to travel only to Novaya Zemlya and back.

2. Hudson accused some sailors of hoarding food and blankets.

Prepositions with Adjective and Adverb Phrases Look at the underlined prepositional phrase in each sentence. On the line, write adjective or adverb to identify the type of phrase. Then circle the word or words that the phrase modifies.

1. Juet died of starvation when the Discovery was almost home.

2. The men on the ship couldn’t navigate the way back.

Conjunctions Circle the conjunction that would best combine the two sentences.

1. Hudson explored in North America. (but / so) It makes sense several bodies of water have his name.

2. Donald S. Johnson collected Hudson’s and Juet’s logs. (and / for). He acquired a journal from Abacuk Prickett, too.

Interjections Underline the interjection that shows the most excitement.

1. The captain offered 10,000 maravedis to the first man to spot land. (Wow. / Wow!)

2. (Oh no. / Oh no!) The food supplies and morale are running low.

Correlative Conjunctions On the line, write the correlative conjunction that pairs correctly with the boldfaced word in the sentence.

1. Neither the men Pedro believed that they would succeed.

2. the flocks of birds or floating plants could indicate land.

adverb

norEither

adjective



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Lesson 6

Lesson 7

Name


Writing

Opinion Essay: Organize Reasons and Evidence Look through your list of reasons that support your original opinion. On a separate sheet of paper, order these reasons according to a logical principle that makes sense to you. You should have at least three different reasons or pieces of evidence. Then create an outline to show the order, writing your overall opinion of Hudson at the top.

Opinion Essay: Strengthen Reasons and Evidence Read your partner’s essay draft, looking particularly at the evidence used and how effective it is. Write your evaluation of each reason using colored pencils and the color code your teacher suggests. On a separate sheet of paper, revise your paragraphs as needed, paying particular attention to the suggestions made during peer editing. Look back over all the previous chapters in search of new information or ways to revise. Include at least one quotation in your work; if you have already done so, include a new quotation in support of your opinion.

Answers will vary but should include an ordered list of at least three reasons or pieces of evidence, an outline, and the writer’s overall opinion of Hudson.

Answers will vary but essays should include at least one quotation as well as some suggested changes made by their partners during the peer editing process.



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Lesson 8

Lesson 9

Lesson 10

Name


Writing

Opinion Essay: Add Transitions Collaborate on a new round of peer review. Look for unclear organization in your partner’s draft, identifying weak or missing connections between evidence and reasons or between reasons and the writer’s opinion. Suggest transitions that the writer can use to clarify and strengthen the connections. On separate sheets of paper, revise your opinion essay based on suggestions from your partner.

Opinion Essay: Develop a Conclusion On a separate sheet of paper, draft a conclusion for your opinion essay. Be sure that your conclusion restates your opinion, restates your reasons and most important evidence, and includes a final thought. Exchange conclusions with a partner, and provide specific feedback on your partner’s conclusion. Revise your conclusion based on peer feedback if necessary.

Informative Writing: Conduct Research Research multiple sources about Christopher Columbus. On separate sheets of paper, take notes using a variety of methods (paraphrasing, summarizing, and direct quotes). Also evaluate each source, using a coding system, such as three stars for “very reliable,” two stars for “somewhat reliable,” and one star for “not reliable.”

Answers will vary but should include a final draft of a conclusion.

Answers will vary but should include paraphrased, summarized, and directly quoted sources that are also ranked as “very reliable,” “somewhat reliable,” or “not reliable.”

Answers will vary but should include transitions and other revisions based on peer feedback.



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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth Work


Name

Pants with HistoryDid you know those denim pants you see everywhere are part of American history?

This is the story of how two hardworking and creative immigrants came together to produce the first blue jeans.

In 1848, a young German named Loeb Strauss immigrated to New York with his mother and two sisters. His older brothers owned a company that sold fabric and clothing there. After gold was discovered in California, Strauss saw it as a business opportunity. Gold was a valuable resource. Some gold prospectors “struck it rich.” Many other people grew wealthy providing the more mundane goods and services to the miners and other California settlers. In 1853, young Strauss, now called Levi, traveled to California. He began distributing his brothers’ fabric and clothing.

Contrary to popular myth, however, Levi Strauss did not invent the blue jeans known as “Levi’s.” Born in Latvia (LAT-vee-uh), Jacob Davis was a tailor who made clothing. He also made items like horse blankets. The demand for heavy-duty work clothes grew. Davis, who lived in Nevada, began making “waist-high overalls” from cotton duck fabric, which is like canvas. He purchased the cotton duck from Strauss. The term blue jeans comes from a fabric called “jean.” It is much like denim and was used to make pants in the nineteenth century.

Because thread alone wasn’t strong enough to fasten the pockets onto the pants, Jacob decided to add copper rivets. He had successfully used rivets on horse blankets. As the durable pants became more popular with miners, ranchers, and farmers, Davis decided to obtain a patent. In 1872, he wrote to Strauss. He offered to share the rights to the riveting process if Strauss would help mass market the product.

Strauss then brought Davis to San Francisco to supervise the manufacture of riveted jeans by Levi Strauss & Co. On May 20, 1873, the patent was granted. That day is considered the official birthday of blue jeans. The pants soon became a best seller. Straus and Davis had struck “blue gold.”



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Name Sleuth Work


Gather Evidence Underline the event that inspired Levi Strauss to move away from his family and strike out on his own.

Gather Evidence: Extend Your Ideas Write the activities of others that encouraged Strauss as he began his new business.

Ask Questions Write two questions you would ask Levi Strauss and Jacob Davis about challenges they faced.

Ask Questions: Extend Your Ideas Write an additional question about challenges that is answered in the text. Underline the answer in the text.

Make Your Case List the contributions each partner made to the development of blue jeans.

Make Your Case: Extend Your Ideas Who was more instrumental in the eventual worldwide success of blue jeans, Strauss or Davis? Discuss your results with a partner.









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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



maneuvering, solemn, docile

interpreter, meager, pompous

distract, enchanted, striving

venture, vigilance, dejected, dedicate, capable

advantage, immensity, solitude, unison








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Name


Reading

Lesson 11 Reread the paragraph on page 82. Use details from the text to write an opinion paragraph evaluating what Columbus and the crew members did to the native people. Write your response on a separate sheet of paper.

Lesson 12 Use details from the book to write an informative paragraph explaining how character motivation suggests the theme, or message, of the book. Write your response on a separate sheet of paper.

Lesson 13 Read the second sentence in the entry on page 90. Write a paragraph discussing how the imagery and figurative language in this sentence appeals to the senses of hearing, touch, and sight. Write your response on a separate sheet of paper.

Lesson 14 Write a paragraph that explains how the text structure of either Pedro’s Journal or Hudson helps the reader better understand the author’s purpose. Cite text evidence to support your response. Write your response on a separate sheet of paper.

Lesson 15 Based on Ría’s and Derrick’s actions, are Brandon’s opinions of them fair and accurate? Support your opinion with evidence from the text. Write your response on a separate sheet of paper.



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Lesson 12



Using evidence from the text, answer the following questions about pages 50–51 from Pedro’s Journal. Use this information to complete your graphic organizer.

1. How does Pedro react to the news of a man’s head being found in a basket? Does this detail show any change in Pedro’s attitude or character?

2. What does Columbus tell Diego to do? What can you infer about Diego from these actions?

3. What is the motivation of the group who join Pedro, Diego, Columbus, and the interpreter? How can you tell? Use examples from the text.

4. What is the interpreter’s reaction to the group’s actions? How does it differ from Columbus’s?

Character Motivation

“I don’t think I will go looking for any baskets I find.” Possible response: No, Pedro is a cautious and observant boy who does not seek out danger or trouble.

Possible response: He asks Diego to trade “brass rings, glass beads, and bells” with the people on the island. Diego is loyal; he follows orders even when he doesn’t like them.

Possible response: The people on the island want to scare the visitors. “Their eyes were distrustful” and they “began to shout in response” to their leader’s speech.

The interpreter “turned pale and began to shake.” Columbus is “arrogant and pompous.”



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Lesson 13

Name


Language Analysis

Read the entries for January 28 and February 2 of Pedro’s Journal. Use evidence from the text to answer the following questions.

1. Look at page 90. Write an example of parallelism in the paragraph.

2. Write an example of repeated words in the paragraph.

3. What sentence structure is repeated in the paragraph?

4. How does repetition contribute to the mood of the text?

Craft and Structure

parallelism

“I cannot. Oh, I cannot.”

Answers may vary but should indicate that the repeated structures and words communicate the narrator’s strong feelings to the reader.

Possible response: “the wind was too cold for me. The moon too bright.” “The inkhorn in one hand, the quill in the other”



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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Name


Conventions

Correlative Conjunctions On the line, write the correlative conjunction that pairs correctly with the boldfaced word or words in the sentence.

1. did the people smile at us but they also brought us gifts.

2. I had to either stay on the island return to the ship.

Independent and Dependent Clauses Circle the independent clause, and underline the dependent clause.

When traveling from island to island, it is difficult to keep a journal.

Connecting Independent Clauses Connect the two independent clauses in each item with the best coordinating conjunction: and, but, or or.

1. I wanted to sleep in this morning, the crew had too much work to do.

2. We could stop at the island that the man mentioned, we could sail home.

Subordinating Conjunctions Write a sentence using one of the following subordinating conjunctions: before, if, since, so that, though, or unless. Then underline the independent clause and circle the dependent clause.

Correcting Sentence Fragments On the line next to each item below, write sentence if the word group is a sentence and fragment if the word group is not a sentence.

1. In unison with nature.

2. In a word—incredible.

3. Brandon couldn’t believe their luck.

fragmentfragment

but

or

orNot only

sentence

Answers will vary but the independent clause should be underlined and dependent clause should be circled.



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Lesson 11

Lesson 12

Name


Writing

Informative Writing: Synthesize Research Conduct research on Christopher Columbus, focusing especially on recent information. On separate sheets of paper, synthesize your findings in a report that is one to two pages long about Columbus. Include direct quotes, paraphrases, and summaries of your material as well as a properly formatted Works Cited list.

Opinion Writing: Plan an Opinion Essay Conduct research about how Columbus has been portrayed to plan your opinion essay. Review the information presented in Pedro’s Journal, and consult at least two other reliable, recently published sources. On a separate sheet of paper, organize your facts and evidence in an outline or a graphic organizer. Then, based on facts and evidence, write your opinion about how Columbus has been portrayed.

Answers will vary but should include direct quotes, paraphrases, and summaries of their synthesized findings as well as a properly formatted Works Cited list.

Answers will vary but should include an opinion supported by facts and evidence from reliable, recently published sources organized in an outline or a graphic organizer.



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Lesson 13

Lesson 14

Lesson 15

Name


Writing

Opinion Writing: Draft an Opinion Essay On separate sheets of paper, write the first draft of your opinion essay. Use the following prompt: Based on what you know and have read about Christopher Columbus and how Weaver portrayed Henry Hudson, do you think Columbus is portrayed fairly in Pedro’s Journal? Refer to the outline or graphic organizer you created in Lesson 12 as a starting point and guide.

Opinion Writing: Revise or Rewrite an Opinion Essay Exchange your draft with a partner. Check that the essay’s opinion statement is clear and supported with reasons and evidence, that sentence structure is effective, and that the writer uses parallel structure. Organization of ideas should be logical, and transitions should make clear connections between ideas and paragraphs. Record suggested revisions and rewrites on separate sheets of paper. Vague or general words should be replaced with precise, specific language. After peer review, revise or rewrite parts of your essay as needed.

Opinion Writing: Edit and Proofread an Opinion Essay Peer review revised drafts to check for proper grammar, usage, spelling, punctuation, and capitalization. Work with a partner who did not read your draft in the previous lesson. On a separate sheet of paper, create and use a checklist to check for conventions. After you have edited one another’s work, incorporate your partner’s comments to create a clean final draft.

Answers will vary but should include revised grammar, usage, spelling, punctuation, and capitalization based on a peer’s checklist.

Answers will vary but should include well-supported opinion statements organized in a logical manner that contain precise, specific language.

Answers will vary but should include strongly supported opinions based on the outlines or graphic organizers created in Lesson 12.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 17



Using evidence from the text, answer the following questions about Hudson and “Secrets of the Canyon Cave.” Use this information to complete a Venn Diagram graphic organizer.

1. Look at pages 13–14 of Hudson and pages 91–92 of “Secrets of the Canyon Cave.” What challenge is set for the people in each text?

2. How does Hudson respond to his challenge? How does Brandon respond to his challenge? Cite a detail from each text in your answer.

3. How are their responses similar?

4. Look at page 17 of Hudson and page 93 of “Secrets of the Canyon Cave.” Did Hudson, Brandon, and Ría find what they were looking for? Cite evidence from each text in your answer.

5. How did they respond to the results of their searches? What were their attitudes?

Compare and Contrast Responses to Events

Hudson’s challenge is to find a path over the North Pole to China. Brandon’s challenge is to win a scavenger hunt.

Hudson responds by taking a crew of ten “into unknown waters.” Brandon responds by thinking that he “must win this scavenger hunt” and trying not to look at his partner.

Each character thinks he can achieve his goal.

Hudson did not find the path he was looking for: “There is no passage by this way.” Brandon and Ría did find what they were looking for: “picking up samples of snakeweed, blackbrush, and snapping photos of cottontails and prairie dogs.”

Hudson was dejected and “turned his ship around and headed for home.” Brandon and Ría felt like explorers “in unison with nature,” and started to head back but were stopped by a rainstorm.



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Name


Language Analysis

Read the first two paragraphs on page 95 from “Secrets of the Canyon Cave.” Use evidence from the text to answer the following questions.

1. Find the simile in the first paragraph. What is the simile comparing?

2. What descriptive adjectives in the same paragraph describe the cliff?

3. List descriptive language from both paragraphs that illustrate the weather.

4. How does this descriptive language add to and develop the mood of the scene?


“like bottles of sand art” The layers of rock in the cliff wall are compared to bottles of sand art.

“colored layers of rock” “thick sheets of burnt orange, sand, and cream”

“Spikes of cool air” “a strong wave of humidity” “burning sun” “massive dark clouds” “wind picked up in strong gusts” “biting pellets of heavy rain” “A crack of thunder boomed” “the rain began falling”

The descriptions talk about the strength of the winds and rain; the mood becomes more sinister and creates a sense of suspense.



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Lesson 16

Lesson 17

Lesson 18



unfurled, detected, interconnected, ingenious

courage, ambition, heroic, detected, interconnected

access, critical, betrayal, assent, immensity, solitude






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Reading

Lesson 16 Use descriptive details about the “ancient device” Ría and Brandon discovered to write an informative paragraph about what it looked like, how it was designed, and how it worked. Write your response on a separate sheet of paper.

Lesson 17 Who responds more effectively to conflict—Brandon or Henry Hudson? Write an opinion paragraph citing details from the text to support your answer. Write your response on a separate sheet of paper.



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Reading

Lesson 18 Use details from at least two texts to write an informative paragraph about some of the tools explorers use. Write your response on a separate sheet of paper.



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Reading Analysis

Using evidence from the text, answer the following questions about Hudson, Pedro’s Journal, and “Secrets of the Canyon Cave.” Use this information to complete your graphic organizer.

1. What locations are explored in each text?

2. What do all the settings have in common?

3. How are the settings different?

4. Using the information above, write one sentence explaining a theme that is present in all three texts.

Lesson 18 Analyze Multiple Accounts

the Arctic Circle, the Hudson Bay area, the area around the Isla Tortuga, and the Four Corners region of Utah

They are all in the Americas. All the locations are new to the explorers in the texts.

They are in different eras of time. They are far apart from each other in space.

Answers may vary but should include details from the texts.



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Conventions

Correcting Comma Splices and Run-ons Correct the run-on sentence below by breaking it into two sentences, by using a semicolon, and by using a coordinating conjunction.

Brandon and Ría found shelter in a cave, they spent the night.

1. Two sentences:

2. Using a semicolon:

3. Using a coordinating conjunction:


1. peice

2. cieling

3. feild

4. freind

5. reciept

6. wierd


1. latley

2. noteable

3. exciteing

4. placment

5. createion

6. responseible

Brandon and Ría found shelter in a cave.

Brandon and Ría found shelter in a cave;

Brandon and Ría found shelter

They spent the night.

they spent the night.

in a cave, so they spent the night.

piece

lately

friend

placement

receipt

creation

weird

responsible

ceiling

notable

field

exciting

Lesson 16

Lesson 17

Lesson 18



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Lesson 16

Lesson 17

Name


Writing

Opinion Writing: Publish and Present an Opinion Essay Based on your response to the writing prompt in Lesson 12, plan and engage in a debate with a group of your peers. On separate sheets of paper, write an opening argument presenting your group’s opinion and support it with reasons and evidence, a response to the opposing group’s counterargument, and a closing statement that summarizes your argument’s most important points.

Opinion Writing: Plan an Opinion Essay Plan an opinion essay, responding to the following prompt: Determine the most important theme or topic that the texts in the module reveal about the issue of exploration. State and support your opinion. On a separate sheet of paper, write a clear opinion statement. Then, create an outline and list reasons with evidence from the texts in the module. Plan either a block or point-by-point organizational structure for your essay.

Answers will vary but should include a well-supported opening argument, a response to the opposing group’s counterargument, and a closing statement that summarizes the argument’s most important points.

Answers will vary but should include clear opinion statements and an outline with listed reasons and with evidence from the texts. Students should have decided on a block or point-by-point organizational structure.



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Lesson 18

Name


Writing

Opinion Writing: Draft and Revise an Opinion Essay On separate sheets of paper, draft and revise a two-page opinion essay based on the outlines or graphic organizer you prepared in Lesson 17. Support your reasons with text evidence, organize reasons in a logical manner, and use transition words and phrases to link opinions, reasons, and evidence. End with a strong conclusion that restates your opinion and summarizes the reasons. Later, revise your essay into a final version after incorporating peer review feedback.

Answers will vary but should include logically organized and well-supported reasons, transition words, and strong conclusions that restate the opinions and summarize the reasons. Peer review feedback should be incorporated into the essays.



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Lesson 2

Lesson 1

Lesson 3

Lesson 4

Lesson 5










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Sleuth Work


Name

This Is the Place“I can’t believe that we finally made it, Father. What an arduous journey! The

mountains, the rivers, the buffalo herds, and the weather —I’ve had enough!” exclaimed Rebecca.

“Indeed, Rebecca. We have endured many hardships, but seeing this great expanse of land and knowing that our pioneer brothers and sisters are here I feel relieved.”

Rebecca and her family had traveled for months, along with hundreds of other Mormons, to the Salt Lake Valley. They had no idea that the first Mormon settlement, in Nauvoo, Illinois, would not be permanent.

Rebecca sighed, and wrapped her arms around her twin sisters. “At least we are together and no one perished.” She looked all around and breathed in the clear, cleansing air. “This land seems so peaceful and safe unlike Nauvoo. I just hope this valley does not bring us the same circumstances. It was so unfair how people treated us there!” Rebecca cried, and abruptly sat down on a rock.

“We may always feel persecuted, Rebecca, you must understand that. This is why Brigham Young has led us west, far away from other settlements, so that we can worship freely—and without human judgment,” explained her father.

“I wonder how Mr. Young knew that this valley would be a safe haven for us?” wondered Rebecca. She rose from the rock and squinted at the blazing sun.

“He is a wise man, a true follower of the faith, and a fearless leader, Rebecca. When he arrived here, Young said, ‘This is the place, drive on,’” added her father.

Rebecca replied, “I am thankful, Papa, that we have a new home and a place to practice our religion and way of life without being ridiculed, yet I do miss our home back east. I yearn to see my friends and my school.”

Rebecca’s father shook his head and approached Rebecca. “I understand, but your school and your friends’ families, all of them thought of you differently because you are Mormon.”

“You’re right, Papa, but it’s just not fair. How could our countrymen, who came to this land to seek religious freedom, practice such hypocrisy?” argued Rebecca. Rebecca stomped away, kicking dirt with her tattered boot to release some aggression. She sat down on the back of the wagon to gather her thoughts. Her father pushed a wooden chest out of the way and sat next to her. He wiped Rebecca’s hair away from her weary face and prayed.

[]



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Name Sleuth Work


Gather Evidence Underline the main reason that Rebecca and her family moved to Salt Lake Valley. Add brackets around the hardships Rebecca and her family experienced on their journey west.

Gather Evidence: Extend Your Ideas Review the text details you underlined and bracketed. What conclusion can you draw about how the family responds to challenges?

Ask Questions Write two questions you would ask Rebecca about her experiences in Nauvoo.

Ask Questions: Extend Your Ideas List an additional question about Rebecca’s life in Nauvoo that is answered in the text. Place a box around the answer in the text.

Make Your Case In what time period does this story take place? Circle clues in the text that relate to the time period.

Make Your Case: Extend Your Ideas How does knowing the time period of the story help you better understand the events in it? Discuss your ideas with a partner.









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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5



altered, crucial, ruthless, reclaim

competitive, passion, rivals

conquest, intimidation, alliances, fortification

mercilessly, astonishing, triumphs, expedition

era, forbidding, disrupting








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Reading

Lesson 1 Read page 7. Use details from the text to write an opinion paragraph that answers the following question: Why do you think Europeans and Americans had such different views of time and the world? Write your response on a separate sheet of paper.

Lesson 2 Read the “Knowledge” section on page 13. Use details from the section to write an informative paragraph explaining the cause-effect relationships described in the text. Write your response on a separate sheet of paper.

Lesson 3 Compare your Story Sequence A graphic organizers for pages 16–17. Based on your comparison, write an opinion paragraph that answers the question: Which sequence best illustrates how Americans interacted with one another? Write your response on a separate sheet of paper.

Lesson 4 Read page 25. Write an explanatory paragraph about the effect of the authors’ repetition of the word gold. Write your response on a separate sheet of paper.

Lesson 5 Read pages 24–25, and review the text features. Then write an opinion paragraph that evaluates how effectively the text structure and the use of visual text features contribute to the overall meaning in the text. Write your response on a separate sheet of paper.



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Lesson 3



Using evidence from the text, answer the following questions about pages 16–17 from The World Made New. Use this information to complete your Story Sequence A graphic organizer.

1. How do timelines present information?

2. Why would a writer use a timeline rather than another text feature?

3. What information do the timelines on these pages show? What years are included?

4. What would be the effect if the two timelines were combined?

5. What does an author choose to include on a timeline?

Sequence

in sequence, which is also called chronological order

the rise of the Inca and Aztec empires; 1200–1450 for the Inca and 1300–1500 for the Aztec

to emphasize change over time in a straight line

Possible responses: Some of the dates would overlap. There would be too much information, making it difficult to read.

Possible response: The most important events that happen over a long period of time.



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Lesson 5

Name


Language Analysis

Read pages 32–33 from The World Made New. Use evidence from the text to answer the following questions.

1. What is the text structure in this section?

2. What important ideas are discussed in the main body text?

3. Which text features help you understand key ideas from this section?

4. How do these text features work together to support ideas?

5. What text feature helps you understand the most about de Soto? Use text evidence to support your answer.

Craft and Structure

Possible response: De Soto was searching for gold. He was “a bloody, cruel leader who left behind a path of destruction.”

the map and the timeline

Possible response: The timeline, because it gives details of what happened during de Soto’s journey, such as “De Soto arrives in Florida” and “The expedition meets Plains Indians and is told about, but does not see, buffalo.”

Possible response: Each number on the map corresponds to a number next to an entry on the timeline. The timeline details de Soto’s activities as he moves west while the map shows his route.

classification order, which is also called organization by category



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Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Name


Conventions

Subject-Verb Agreement: Compound Subjects Write the correct present tense form of the verb in parentheses in each sentence.

1. Neither the historian nor the professor (to know) where Columbus was born.

2. Ferdinand and Isabella (to fight) for control of the seas.

Subject-Verb Agreement: Compound Verbs Circle the correct verbs in each sentence.

1. Columbus (travel / travels) to various royal courts and (asks / ask) monarchs to sponsor his journey.

2. Ottoman Turks (conquer / conquers) Constantinople and (control / controls) all known routes to Asia.

Subject-Verb Agreement: Phrases Write the correct present tense form of the verb in parentheses in the sentence.

By 1532, the empire of the Incas (to stretch) for thousands of miles.

Subject-Verb Agreement: Indefinite Pronouns Circle the correct verb.

1. Few of the European explorers (treats / treat) the Americans with respect.

2. None of the Aztec people (was / were) able to rebuild after the Europeans arrived.

Subject-Verb Agreement: Collective Nouns Circle the correct verb.

The team (votes / vote) on which uniform to wear at the exhibition game.

knows

fight

stretches



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Lesson 1

Lesson 2

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Writing

Opinion Writing: Choose an Issue First, choose an issue related to The World Made New. On a separate sheet of paper, write a one-paragraph summary of the issue from the point of view of someone living during the 1500s who has experience exploring or with explorers. Note that this point of view will help you choose the tone and language you will use when writing an editorial.

Opinion Writing: Gather Evidence First, follow the steps Reread, Weigh, and Decide to determine your opinion on your chosen issue. Then, on separate sheets of paper, write two pages of notes stating your opinion and identifying three strong reasons and text evidence from The World Made New to support your view.

Answers will vary but should include a summary from the point of view of someone who lived during the 1500s.

Answers will vary but should include an opinion and three strong reasons and text evidence supporting the stated view.



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Lesson 3

Lesson 4

Lesson 5

Name


Writing

Opinion Writing: Organize Reasons and Evidence Develop an outline to show logical organization for an editorial. Choose the best structure, and use your notes to fill out the rest of the outline on a separate sheet of paper. Then organize and write your introduction and at least three strong body paragraphs. Include your opinion, brief background on the issue, and a proposed solution in your introduction. Each paragraph should include logically ordered reasons that are supported by relevant facts and details.

Opinion Writing: Strengthen Reasons and Evidence Conduct a peer review, keeping the audience for the editorial in mind. On separate sheets of paper, identify weaknesses in reasons and insufficient or ineffective supporting evidence, and suggest revisions. Then use feedback to add relevant supporting evidence to your own editorial draft. Delete any irrelevant evidence and add or rewrite paragraphs if your evidence is insufficient.

Opinion Writing: Develop Appropriate Tone and Voice Conduct another peer review with a new partner. Evaluate each other’s drafts for appropriate tone, purpose, and audience. Identify ways to revise sentences to develop an engaging, effective, and interesting voice. Suggest various techniques, such as parallelism, rhetorical questions, and repetition, where appropriate. After peer review, revise your draft based on your partner’s feedback.

Answers will vary but should include an outline, an introduction, and three body paragraphs that support the writer’s opinion using relevant facts and details.

Answers will vary but should include revised text that includes additional facts, precise details, statistics, and quotations.

Answers will vary but should include whether the tone is firm, persuasive, fair, professional, and engaging, and revisions in which the voice is engaging, effective, and interesting.



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Lesson 7

Lesson 6

Lesson 8

Lesson 9

Lesson 10










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Lesson 7



Using evidence from the text, answer the following questions about cause-effect relationships on pages 44–47 from The World Made New. Use this information to complete your graphic organizer.

1. Look at page 44. List three causes from the text that made the “global dish” possible.

2. Look at page 45. What does “Europeans were actually shorter of silver than gold” mean? What related effect is given in the paragraph?

3. Explain the chain of causes and effects that led to “an expansion of trade with Asia.”

4. Look at the timeline on pages 46–47. List the effects caused by Columbus’s landfall in the New World.


Answers may vary but should include three details from the text.

Possible response: Europeans took gold and silver from the New World, which made them “newly wealthy.” This led to less trade with North Africa because Europeans had “less need of Muslim gold.” Less trade with Africa and great wealth led to more trade with Asia.

Europeans wanted silver more than gold. More silver was brought to Europe from the New World.

“First globe,” “Waldseemüller’s world map,” “On Cannibals,” and the Mercator map projection



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Lesson 8

Name


Language Analysis

Read page 50 of The World Made New. Use evidence from the text to answer the following questions.

1. What is the purpose of a concluding section?

2. How is a conclusion different from an introduction?

3. Whose point of view does the Conclusion on page 50 represent?

4. What new comparison is presented in the Conclusion? Cite specific text evidence in your answer.

5. What new comparison is presented in the Conclusion? Cite specific text evidence in your answer.

Craft and Structure

A conclusion is at the end, and it synthesizes main points in the text instead of previewing them or preparing the topic.

It represents the point of view of the authors.

Claim: The story of the Age of Exploration is about being human. Reasons: People responded differently to a situation that they could not understand. Evidence: Malinche quickly learned Spanish and acted as a translator, Africans captured and brought to the Americas found ways to live and prosper, and some people acted on their consciences to defend the Americas from explorers.

It compares events from the Age of Exploration with a “story out of science fiction.”

It summarizes the main points and restates the theme or main idea to give a strong close to the text. It may also clarify information in the main text or present the reader with a question or action to be taken.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10



adapt, transmit, interchange, complex

flourishes, astonishing

prosper, conscience, compassion

voyage

expensive








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Reading

Lesson 6 Reread pages 36–37. Write an informative paragraph that explains the effects of the Age of Exploration on both Americans and Europeans. Make sure to include two or more cause-effect relationships in your paragraph. Write your response on a separate sheet of paper.

Lesson 7 Look over the list of effects in your Cause and Effect graphic organizer. Which effect continues to have an impact on our world today? Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 8 Explain how the photograph on page 51 helps a reader understand the author’s message. Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 9 Which text feature does the best job of supporting the main text? Use evidence from the text in your response. Write your response on a separate sheet of paper.

Lesson 10 Read page 11. Then use text evidence to write an informative paragraph about the dangers faced by traders who used the Silk Road. Write your response on a separate sheet of paper.



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Lesson 10



Using evidence from the text, answer the following questions about Chapter 2, pages 10–15, of Explorers of North America. Use this information to complete your Main Idea graphic organizer.

1. What is the relationship between the monarchs of Europe and exploration of “the new world”?

2. How was Cabot’s attempt to reach Asia different from those of other explorers? How was it similar?

3. How is the concept navigation related to the other ideas in this chapter?

4. How does Columbus’s arrival in the Bahamas relate to Vespucci’s exploration of South America?

Relationships Between Individuals and Events

Columbus was able to make his voyage to the Bahamas because the rulers of Spain gave him money.

It was different because Cabot used a route that went farther north. It was similar because he tried to sail west to find Asia, based on Columbus’s success.

Knowing the location and direction of a ship is necessary for exploration. Being able to navigate a new route to Asia would make an explorer very wealthy. Failure to navigate could cause ships to be lost.

If Columbus had not arrived in the Bahamas, Vespucci would not have sailed to the Americas. Vespucci did not agree that the land they both explored was Asia. Areas that Columbus had explored were eventually named in honor of Vespucci.



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Lesson 9

Name


Language Analysis

Read Chapter 1 from Explorers of North America. Use evidence from the text to answer the following questions.

1. List one point the author makes on page 9.

2. How does the map on page 8 support that point?

3. How does the map support the point, “Vikings were . . . famous for their sailing skills”?

4. How does the map’s caption support the point, “Vikings were . . . famous for their sailing skills”?

Craft and Structure

Possible response: The map shows the location of Vinland on the coast of Canada.

Possible response: The map shows that Erikson sailed a great distance.

Possible response: The caption says that Erikson made good decisions and chose the safest route.

Possible response: Erikson landed in Canada and called the area Vinland. He built a settlement there.



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Lesson 6

Lesson 7

Lesson 8

Lesson 9

Lesson 10

Name


Conventions

Subject-Verb Agreement: Collective Nouns Circle the correct verb in each sentence.

1. The orchestra (plays / play) Mozart’s last symphony each year at the festival.

2. The orchestra (goes / go) home after each concert.

Subject-Verb Agreement: Hard-to-Find Subjects Circle the correct verb in each sentence and underline the subject.

1. On the shore (was / were) men from all of the ships.

2. (There’s / There are) several theories about the people and the cultures of the early Americas.

Punctuating Items in a Series: Commas Fill in the blank with all the words in the word list. Use proper punctuation.

Africans Aztec Inca Europeans

All cultures, including , changed after the Age of Exploration.

Punctuating Items in a Series: Semicolons Circle the commas that should be replaced by semicolons to make the sentence less confusing.

We studied Leif Erikson, who sailed to the Americas from Greenland, Christopher Columbus, who departed from Palos, Spain, and Cortés, who defeated the Aztec.

Commas and Introductory Elements Underline the word that a comma should be placed after to properly punctuate each sentence.

1. Without funds of his own Columbus needed someone to pay for his journey.

2. After Cabot left for his second journey he was never heard from again.

Africans, Aztec, Inca, and Europeans



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Lesson 6

Lesson 7

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Writing

Opinion Writing: Address Opposing Viewpoints Revise your editorial to include opposing viewpoints. First, anticipate opposing viewpoints and, on a separate sheet of paper, take notes about how to address them. Try to address and refute opposing viewpoints in a way that connects back to and strengthens your own opinion. Finally, determine the best place in your body paragraphs to include a response to an opposing viewpoint. Use transitions to move from the opposing viewpoint to your opinion.

Opinion Writing: Add Transitions Conduct another peer review of your draft. Review your partner’s draft to look for unclear organization or points where the connections between the reasons, supporting evidence, and the opinion statement are either confusing or absent. On a separate sheet of paper, list this information and suggest transitions to clarify and strengthen the connections between the reasons and the opinion statement and between the reasons and the supporting evidence.

Answers will vary but should include refuted opposing viewpoints that connect back to and strengthen the writer’s own opinion.

Answers will vary but should include clear organization and suggested transitions to clarify and strengthen the connections between the reasons and the opinion statement, as well as between the reasons and the supporting evidence.



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Lesson 8

Lesson 9

Lesson 10

Name


Writing

Opinion Writing: Develop a Conclusion On a separate sheet of paper, draft the conclusion to your editorial. Summarize the opinion and the main points of the editorial, and provide an answer and/or a solution to the issue presented in the editorial. Then exchange your draft with a partner for a peer review. Comment in pencil or use sticky notes for suggestions.

Opinion Writing: Revise Draft Put all the pieces of your editorial draft together in order, rearranging and cutting/revising as needed, using the editorial checklist as a guide. Have a peer review your draft one last time to identify any gaps, weaknesses, or issues with tone. Make any last changes based on peer feedback. Write your final editorial, which should be one to two pages long, on separate pieces of paper.

Informative Writing: Conduct Research Research multiple print and digital sources about how your chosen explorer from Unit 4 prepared for his or her journey. On separate sheets of paper, take notes on your findings and record source information. Summarize or paraphrase information from each source in your notes. Remember that any words copied directly from a source should appear in quotation marks and should be followed by a page reference.

Answers will vary but should include a summary of the opinion and the main points of the editorial, an answer and/or a solution to the issue presented in the editorial.

Answers will vary but should include a clear opinion about the issue, background information, reasons and supporting evidence, effective transition words and phrases, a counterargument, evidence that refutes the counterargument, and a conclusion that summarizes the opinion.

Answers will vary but should include notes on research, summarized or paraphrased information, and properly recorded source information.300 • Unit 4 • Module B • Lessons 6–10


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Lesson 12

Lesson 11

Lesson 13

Lesson 14

Lesson 15










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Sleuth WorkName

Making a Difference for ImmigrantsPeople have been immigrating to America for hundreds of years. They have come

for adventure, wealth, work opportunities, and to escape persecution. Often that’s what they have found. They also often found themselves in unfamiliar surroundings and among people who didn’t want them here. One inspiring company went out of their way to make life better for immigrants.

In the late nineteenth century, young John Michael Kohler immigrated to the United States from Austria with his family. Kohler grew up and married a woman whose father co-owned a successful business in the steel and iron works industry. Kohler then purchased the business from his father-in-law in 1873, and the Kohler Company was founded. The company soon manufactured bathtubs and bath fixtures near Sheboygan, Wisconsin, and continues to do so today.

Kohler needed a great many workers to make all those bathtubs, sinks, and toilets! Unlike many other companies of that time, which exploited immigrants for labor, the Kohler Company tried to provide a better life for its employees. Many of Kohler’s workers were Austrian immigrants, just like John Michael Kohler. The company emphasized worker safety, medical care, and good wages. One of the company’s priorities was to ensure that Kohler employees not only had pleasant working conditions but also decent living conditions. Kohler began transforming the Village of Kohler into one of the first planned communities in the Midwest. The town had many attractive features: green spaces, single and two-family homes, recreational facilities, and a school. Creating a company town helped the Kohler business attract and keep a stable workforce.

The Kohler Company still wanted to do more so it built the American Club, a dormitory for immigrant employees. Housing costs were minimal. Many unmarried Kohler employees stayed there until they saved enough to buy a house and send for their families. Employees took lessons in English, American history, and civics. Immigrant workers got a day off and transportation to the courthouse as a first step toward becoming citizens. Between 1900 and 1930, the Kohler Company helped at least 1,200 immigrant workers become citizens.

Immigrants may have very different reasons for coming here, but most arrive with high hopes. The Kohler Company made a difference in the lives of its immigrant workers who were trying to make a new and better life in a foreign land.



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Sleuth Work

Gather Evidence Underline the advantages that the Kohler Company employees had that many other immigrant workers in the United States did not.

Gather Evidence: Extend Your Ideas Circle the event from his past that motivated Kohler to make a better life for his employees.

Ask Questions Write two questions you would ask a historian about conditions for immigrants during this time period.

Ask Questions: Extend Your Ideas Write an additional question about immigrants that is answered in the text. Place brackets around the answer in the text.

Make Your Case What was the best thing John Michael Kohler did for his immigrant workers? Write a detail from the text that reflects your opinion.

Make Your Case: Extend Your Ideas Use additional evidence from the text to support your opinion. Discuss your results with a partner.









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Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15



capital, victory

rebelled, intentions

personal, historic, inspire

competitive, passion, rivals, rebelled, intentions

benefit, civilization, indentured








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Reading

Lesson 11 Read the first paragraph on page 19. Write an opinion paragraph about Cortés’s actions, using text evidence and reasons to support your opinion. Write your response on a separate sheet of paper.

Lesson 12 Read the second paragraph on page 28. Use details from the chapter to write an explanatory paragraph about why the British government offered a cash prize. Write your response on a separate sheet of paper.

Lesson 13 Ynes Mexia and her team were trapped at the bottom of a deep gorge in Peru for three months. Do you think she should have spent that time looking for new plants? Use text evidence to support your opinion. Write your response on a separate sheet of paper.

Lesson 14 How does each text present information on the Aztec? Use text evidence to support your explanation. Write your response on a separate sheet of paper.

Lesson 15 Which images best convey the main ideas in the text? Support your opinion with text evidence. Write your response on a separate sheet of paper.



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Lesson 13



Using evidence from the text, answer the following questions about pages 32–35 from Explorers of North America. Use this information to complete your T-Chart graphic organizer.

1. What is one point the author makes on pages 32–33?

2. What reason and pieces of evidence does the author give to support this point?

3. What is one point the author makes on page 35?

4. What reason and piece of evidence does the author give to support this point?

Reasons and Evidence

Possible response: Jefferson sent Lewis and Clark to explore land west of the Mississippi River.

Possible response: Reason: “Nobody in the United States knew much about the land.” Evidence: Lewis was an explorer and Jefferson’s personal secretary. Clark and Lewis had both served in the army.

Possible response: Lewis and Clark hired Sacagawea and Toussaint Charbonneau as interpreters.

Possible response: Reason: Sacagawea and Toussaint could help Lewis and Clark talk with Native American groups. Evidence: They could speak different languages and also knew the land well.



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Lesson 15

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Language Analysis

Read pages 103–107 from New Beginnings. Use evidence from the text to answer the following questions.

1. What types of text features are included in this passage?

2. What function do these text features serve?

3. Why do you think the author chose to include the quotation from John Smith on page 106?

4. Which text feature is the most effective? Why? Use text evidence to support your answer.

Craft and Structure

Possible response: The headings provide the overall main ideas, the subheadings identify what each section is about, the captions describe the illustrations, the map shows the location of Jamestown, and the quotation provides a primary source.

Possible response: He wants to provide the first-hand perspective of Jamestown’s leader.

Answers will vary but should include a chosen text feature and supporting evidence.

headings, subheadings, illustrations with captions, a map, and a quotation



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Lesson 11

Lesson 13

Lesson 15

Lesson 12

Lesson 14

Name


Conventions

Commas with Introductory Elements Underline the word you would place a comma after to properly punctuate each sentence.

1. When Coronado traveled from New Spain he found the Zuni people.

2. If Cortés and his troops won the Aztec would be captured.

Commas with Tag Questions Underline the word you would place a comma after to properly punctuate each sentence.

1. Sacagawea and Charbonneau were translators for Lewis and Clark weren’t they?

2. Ynes Mexia wasn’t afraid of anything was she?

Underlining and Italics for Titles of Works Underline the title in the sentence below.

In English class, we are reading the book Old Yeller.

Commas with Yes and No Write two sentences correctly demonstrating the use of a comma to set off the words yes and no.

Commas to Indicate Direct Address Write two sentences correctly demonstrating the use of a comma to indicate direct address.

Answers will vary but may include: Yes, she is my sister. No, I don’t like beets.

Answers will vary but may include: Stacey, pass the potatoes. José, do you have a brother?



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Lesson 11

Lesson 12

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Writing

Informative Writing: Synthesize Research On separate sheets of paper, write a report, one to two pages long, that synthesizes your findings about your explorer and the preparations for a voyage. Include information from your sources, using your notes to summarize and paraphrase. Credit the sources you use by placing source references in your reports and by creating a separate Works Cited list.

Opinion Writing: Plan an Editorial On a separate sheet of paper, state an opinion about an issue, keeping in mind the following prompt: Many explorers didn’t find what they were looking for, but they made other important discoveries. Imagine you are a British explorer in the late 1700s inspired by James Cook’s story. Write an editorial urging the British government to fund your mission despite Cook’s tragedy. In your outline or graphic organizer, include only facts, details, examples, and quotations that clearly support your opinion.

Answers will vary but should include synthesized findings about the chosen explorer and the preparations for a voyage, information from the sources, and a separate Works Cited list.

Answers will vary but should include facts, details, examples, and quotations that clearly support the stated opinion.



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Lesson 13

Lesson 14

Lesson 15

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Writing

Opinion Writing: Draft an Editorial On separate sheets of paper, draft the introduction and body paragraphs of your editorial. Include a clearly stated opinion in the introduction. Scan the text and take notes on background information, reasons, and evidence to include. Identify the reasons and evidence that best support your opinion, and refer to your outline or graphic organizer to arrange reasons and evidence logically.

Opinion Writing: Draft an Editorial On a separate sheet of paper, draft the counterargument and conclusion of your editorial. Refer to the outline or graphic organizer you developed in Lesson 12. Include a clearly stated counterargument, using reasons and evidence to explain why the counterargument is flawed. End with a strong conclusion that restates the opinion, summarizes the editorial’s key points, proposes an answer or solution, and includes a call to action.

Opinion Writing: Revise or Rewrite an Editorial Exchange drafts with a peer, review your partner’s draft, and make comments. Review the revisions and suggestions your partner made on your editorial. Ask your partner any questions you have about his or her review. On separate sheets of paper, write or type an updated version of your editorial, incorporating your partner’s suggested changes.

Answers will vary but should include a clearly stated opinion and well-supported background information, reasons, and evidence.

Answers will vary but should include a clearly stated counterargument that is refuted with reasons and evidence and a conclusion that restates the opinion, summarizes key points, proposes an answer or solution, and includes a call to action.

Answers will vary but should include suggested relevant changes from peer review.



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Lesson 17

Lesson 16

Lesson 18








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Lesson 16

Using evidence from the text, answer the following questions about pages 113–119 from New Beginnings. Use this information to complete your Cause and Effect graphic organizer.

1. How did Lord Thomas De la Warr respond to the idea that the colonists wanted to return to England?

2. How did De la Warr affect the relationship between the residents of Jamestown and the Powhatan?

3. List one way that De la Warr prevented the people in the colony from going hungry.

4. Write one to two sentences explaining the relationship between De la Warr and the colony of Jamestown.

Relationship Between Individuals and Events

Possible response: He ordered them to turn around and go back to Jamestown.

Possible response: He made members of the colony work harder for peace with the Powhatan. He agreed to let John Rolfe marry Pocahontas.

Possible response: He made each colonist grow at least some corn along with tobacco.

Possible response: Answers may vary but should include specific information from the text.



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Reading Analysis

Lesson 17

Using evidence from the text, answer the following questions about The World Made New and New Beginnings. Use this information to complete your T-Chart graphic organizer.

1. What ideas related to the topic of food are included in The World Made New?

2. What ideas related to the topic of food are included in New Beginnings?

3. What problems related to food are mentioned in each text?

4. What solutions related to food are mentioned in each text?

5. Write a sentence drawing a conclusion that integrates information from both texts.

Integrate Information

Trade between Europe and the New World made some foods available in new places.

The colonists were not prepared to plant crops. Early on, they traded with Indians to get food.

The World Made New : Trading for spices over land was expensive and dangerous. New Beginnings : Many starved because Jamestown did not have enough food.

The World Made New : People in the Americas invented corn, efficient irrigation systems, and planted orchards of tree nuts. Cartier’s voyage to Newfoundland allowed fishermen to make big profits. New Beginnings : John Smith made people grow food. Pocahontas brought food to the colonists. Ships arrived from England carrying food.

Answers may vary but should include evidence from both texts.



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Lesson 16

Lesson 17

Lesson 18



profitable, attract

astonishing, triumphs, expedition, benefit, civilization

altered, crucial, reclaim, personal, historic, inspire, profitable






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Reading

Lesson 16 Write two or three paragraphs that explain the role of tobacco in the historical relationship between Native Americans and colonists in Virginia. Write your response on a separate sheet of paper.

Lesson 17 Write two paragraphs using text evidence from The World Made New and New Beginnings to support or disprove the statement The rewards of exploration outweigh the risks. Write your response on a separate sheet of paper.



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Reading

Lesson 18 Use details from multiple accounts to write an informative paragraph explaining what a settlement is. Write your response on a separate sheet of paper.



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Lesson 18

Name


Language Analysis

Using evidence from the text, answer the following questions about The World Made New, Explorers of North America, and New Beginnings. Use this information to complete your graphic organizer.

1. Can each of the three texts help you answer the question What happened in North America between 1600 and 1610? Explain why or why not.

2. List two facts from one of the texts to answer Question 1. Name the source for your facts.

3. List a fact from another one of the texts that answers Question 1. Name the source for your fact.

4. What does each fact reveal about the purpose and perspective represented by the source?

Multiple Accounts

No, The World Made New does not contain information about that time period. The other two texts do.

Possible response: From 1607 to 1609, Jamestown in Virginia was established. From 1609 to 1610, most of the colonists starved to death. (New Beginnings)

Possible response: In 1609, Henry Hudson looked for the Northwest Passage but was stopped multiple times by weather, ice, and dead ends. (Explorers of North America)

Possible response: Purpose of New Beginnings : inform readers about the Jamestown colony. Perspective: Life was very difficult for the colonists. Purpose of Explorers of North America: inform readers about various explorers and where they went. Perspective: Explorers kept trying to overcome obstacles.



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Conventions

Quotation Marks for Titles of Works Rewrite each sentence on the blank line using the correct punctuation.

1. An English newspaper wrote the article Powhatan Princess about Pocahontas.

2. The essay Pocahontas: Powhatan or English? created controversy.

Spelling Correctly: Suffixes Carefully read each word below, and rewrite it spelled correctly.

1. runing

2. grined

3. bater

4. stoped

5. bigest

6. begining

Spelling Correctly: Suffixes Carefully read each word below, and rewrite it spelled correctly.

1. replyed

2. accompanyment

3. obeing

4. destroid

5. staiing

6. beautyful

Lesson 16

Lesson 17

Lesson 18

running

An English newspaper wrote the article “Powhatan Princess” about Pocahontas.

The essay “Pocahontas: Powhatan or English?” created controversy.

replied

stopped

destroyed

biggest

staying

beginning

beautiful

grinned

batter

accompanimentobeying



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Lesson 16

Lesson 17

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Writing

Opinion Writing: Edit and Proofread an Editorial Edit a partner’s draft. First, review each other’s checklists. Then edit each other’s drafts to check for correct grammar and usage. Suggest other changes to improve clarity and readability. Proofread as well. After the peer session, weigh the suggestions you received, incorporate good ideas, and make corrections. Then, on separate sheets of paper, create a clean final draft of your editorial.

Opinion Writing: Publish and Present an Editorial Publish your editorial in a classroom newspaper. Then present your editorial to an audience of classmates, speaking clearly and at an appropriate volume. When listening to other presenters, pay careful attention. Take notes on a separate sheet of paper to help you remember opinions, reasons, facts, and details. After each presentation, make a brief verbal or written summary of the speaker’s main points and how the speaker supported each of his or her claims with reasons and evidence.

Answers will vary but should include a clean, final draft that is clear and readable and has correct grammar and usage.

Answers will vary but should include notes on opinions, reasons, facts, and details and whether the claims were supported with reasons and evidence.



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Lesson 18

Name


Writing

Opinion Writing: Support a Viewpoint After reviewing the three texts discussed, write an essay that is one to two pages long on separate sheets of paper to support your viewpoint about which explorer had the greatest impact on life today. Remember that impact can consist of both negative and positive consequences. The essay should include a strong introduction that states your opinion and a concluding paragraph that brings the essay to a logical close. Opinions should be linked to logically organized reasons supported by facts and details taken from multiple texts and joined by appropriate transition words, phrases, and clauses.

Answers will vary but should include a strong introduction and logically organized reasons supported by facts and details taken from multiple texts.



reader’s and writer’s journal teacher’s guide

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