Issuu

Level F

Literacy Program Directors Esther Aboud M.Ed in Special Education Yehudis Leitner

Unit 1-3

Unit

Lesson

Unit 1: Summaries Lesson 1: Central Idea and Details

The Glitter Trap © Lighthouse Curriculum. Copying strictly prohibited.

Author: Yaakov Astor

Genre: Nonfiction

Standards: Lesson: RI.6.2

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INTRODUCE THE LESSON

Before Reading 1. Learn about the topic, central idea, and key details. 2. Practice finding the central idea and key details. 3. Complete the vocabulary worksheet.

Unit Goal Summarize a text.

Identify the central idea and key details, and explain how the key details support the central idea.

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about which details are most important and how they support the central idea.

After Reading 1. Complete the lesson review to find the central idea and supporting details. 2. Complete the writing prompt. 3. Complete the project. 4. Check your progress by taking the assessment.

Lesson Focus

LESSON

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Unit

Lesson Introduction Central Idea and Details

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What To Know

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A text can feel like a lot to take in at once. But once you know what to look for, the important ideas become easier to follow.

Topic

Central Idea

Key Details

The topic is the person, place, thing, or idea the text is mostly about. It is usually just one or two words.

The central idea is the most important point the author wants readers to understand about the topic. It is written as a complete sentence.

Key details are important facts, examples, events, or explanations that support the central idea. They help readers find and understand the central idea.

See It In Action

n ant colony is a group of ants that live and work together. It may look busy and disorganized, but each ant has a specific job. Some ants search for food, while others care for the young or protect the nest. When one ant finds food, it leaves a scent trail for the others to follow. Soon, a whole line of ants can work together to carry food back to the colony.

No single ant controls the whole group. Instead, ants communicate through scents, touch, and movement. By following these signals, thousands of tiny ants can build tunnels, find food, and keep the colony safe. Their success depends on each ant doing its part.

Topic Write the person, place, or thing the text is about.

Ant colonies

The text says that: → Each ant has a specific job. → Ants leave a scent trail that helps other ants find food. → Ants use different ways to communicate so they can build tunnels, find food, and keep the colony safe. → The colony is successful because every ant does its part.

entral Idea C Write a sentence that tells what the author wants the reader to know about ant colonies. Ants work together as a team, with each ant doing a specific job to help the group.

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ey Details K Find key details in the text that help the reader understand how ants work together and have specific jobs to help the group.

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Let’s Practice! LESSON

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Read the passage. Then, answer the questions.

t sounds like something out of a dream — a frog that can survive being completely frozen. During the winter, this tiny creature stops breathing. Its heart stops beating, and ice forms inside its body. Most living things would die instantly. This one just waits.

Topic What is the text about?

entral Idea C What does the author want the reader to know about the topic?

When temperatures warm up, the wood frog defrosts and hops away like nothing happened. Its body makes a special sugar that protects its cells from being destroyed by the ice. Scientists are studying whether this ability could one day help people.

a. Wood frogs are special because they can survive being frozen. b. Wood frogs defrost quickly because warm weather melts the ice inside their bodies. c. Wood frogs stop breathing during the winter and cannot survive in cold temperatures.

ey Details K Which key details help readers understand the central idea?

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Unit

Vocabulary

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Match the bolded words with their definitions. Highlight context clues.

Ben filed a complaint with the bus company after the driver skipped his stop.

doing something harmful to someone because they harmed you first

The king wanted to take revenge on the enemy who had attacked his city, so he sent his army to punish them.

feeling strong disapproval toward something nasty, dirty, or wrong

The sudden, loud clap of thunder triggered a massive rockslide down the mountainside.

fight against or refuse to give in

4. When it turns dark, the lights in the

garden turn on automatically.

a statement saying that you are unhappy with something

Sam looked disgusted when he swallowed a spoonful of salt instead of sugar.

in a way that happens by itself

After teaching for forty years, Mrs. Green decided to retire and spend her days gardening.

stop working permanently, usually because one has reached an older age

The man tried to pull a scam by painting black stripes on a donkey and trying to sell it as a rare zebra.

caused something to happen

Even though he was full, it was hard for Uncle Bob to resist eating a fresh cinnamon roll.

a plan or trick used to steal money

complaint [kum-PLAYNT]; revenge [ri-VENJ]; triggered [TRIG-uhrd]; automatically [aw-tuh-MAT-ik-lee]; disgusted [dis-GUS-tid]; retire [ri-TYER]; scam [SKAM]; resist [ri-ZIST]

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Author: Yaakov Astor

The Glitter Trap Genre: Nonfiction

package disappears from a front porch. Usually, that would be the end of the story. It was stolen, and there is little anyone can do. But what happens when the thief chooses the wrong porch? The package belongs to someone who refuses to let the theft go and has the skills to fight back in a way no porch pirate would expect. What unusual plan will he create? And how will one missing package lead to something much bigger?

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The Missing Package

More than 100 million packages. That's how many disappear from American porches every single year — snatched up by thieves so common they've earned their own nickname: “porch pirates.” For most victims, it ends the same way. File a complaint. Shake your head. Move on. But every once in a while, a porch pirate makes a serious mistake. They steal from the wrong person. Mark Rober came home one day and checked his front porch. His package was gone. Most people just shrug and move on. Mark Rober wasn't most people. He checked his security camera and watched the whole thing happen. A man walking calmly down the street suddenly made a quick turn, ran up to his porch, grabbed the package, and kept on walking. Just like that. Gone in five seconds. Rober was furious. He brought the recording to the police. Their answer? Sorry, not worth our time. Thousands of packages go missing every day.

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Big mistake, because Mark Rober used to work for NASA. For nine years, he designed parts for robots that are still rolling around on Mars right now. If anyone could build the ultimate revenge package, it was this man.

Operation Glitter Bomb Rober spent six months designing his creation. From the outside, it looked like a normal delivery, a brown box with tape and a shipping label. Totally boring. Inside? A nightmare for thieves. Here's what was packed into that little box: A glitter spinner. A cup holding a pound of glitter sat on top of a tiny motor. When triggered, the motor spun super fast, shooting glitter in every direction. If you've ever spilled glitter, you know it gets everywhere, your clothes, your hair, your carpet. Now picture a whole pound of it going off in your face. Skunk spray. Rober hid a can of the worstsmelling spray you can imagine. A small motor

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shaking his arms, trying to get it off. It was no use. The glitter was in his hair, on his couch, all over the floor. Then the skunk spray kicked in. The look on his face went from confused to totally disgusted. He grabbed the box and threw it outside as fast as he could. But the glitter was already everywhere. And that smell? It wasn't going anywhere.

Version 2.0: Bigger, Stinkier, Louder As soon as Rober shared his success, people couldn't stop talking about it. Seeing how excited everyone was, he decided to build an even better version. Glitter Bomb 2.0 had wide cameras for better pictures and two bottles of even stinkier spray. It also had Earth-friendly glitter (because Rober cares about the planet, even while pranking thieves). But the best new addition? A countdown. After the glitter and stink spray went off, a deep voice from inside the box started counting down: “Fifteen… fourteen… thirteen…” Nothing actually happened at zero. But the thieves didn't know that. One thief heard the countdown, panicked, ran outside, and chucked the whole thing into a dumpster. Rober asked neighbors and friends who'd been hit by porch pirates if they wanted their own glitter

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sprayed it five times. Then, just when the thief thought it was over, boom, another five sprays. And another. Every 30 seconds. Four hidden cameras. Each camera recorded what the thief did. The box also had GPS, so Rober could see where it went. The recording was automatically saved, so even if the thief smashed the box, Rober still had it. A motion sensor. The box didn't start recording until it was picked up and moved away from the porch. That way, the battery wouldn't die while it sat there waiting. Once it was ready, Rober placed the box on his porch. Then he waited. He didn't have to wait long. Gotcha! One day at work, Rober got an alert: the package was moving. He opened his GPS tracker and watched the little dot travel through town, turn a few corners, and finally stop in a parking garage. After work, he drove straight there. And sure enough, the box was sitting on the ground, tossed aside like trash. He took it home and watched the recording. It was glorious. The recording showed a thief opening the box at home. For one second, everything was normal. Then, POOF, glitter erupted everywhere. The thief's eyes went wide. He started slapping at his clothes and

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bomb. He got over 400 volunteers! He sent boxes all over the country and set up a system to track them as they moved.

When a UPS Driver Got Fooled

Things got off to a funny start. One of the very first boxes was “stolen,” but not by a thief. A UPS driver thought it was a real package left outside for pickup, scanned it, and tossed it in his truck! The box spent the whole day riding around town on a delivery route. When thieves did grab the boxes, the results were just as hilarious. One thief opened the box in his car. Glitter went everywhere: on the seats, dashboard, and steering wheel. Another thief opened it in his living room and spent the next ten minutes gagging from the smell while covered head to toe in glitter.

The Prank That Wouldn’t Stop Growing Rober did not stop with one glitter bomb. Each year, he found ways to make the prank bigger, louder, smellier, and harder to ignore. He kept making new glitter bombs. Some had more glitter. Others had flashing lights, police sounds, fake radio chatter, and awful-smelling spray.

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Some had better cameras and GPS too. The goal was not just to make a mess. Rober wanted the thieves to panic, drop the box, and think twice before stealing another package. The thieves’ shocked reactions made one thing clear: Rober’s message was pretty hard to miss.

Glitter Bombs vs. Car Thieves After several years, Rober was ready to retire from the glitter bomb business. Then someone broke into his car. Bad move. He made a brand-new version just for car break-ins. Rober planted bombs inside parked cars. They were hidden in fake electronics, backpacks, even suitcases. Each one was packed with cameras and a glitter bomb triggered by remote control. For extra fun, he put some bombs in a car with bulletproof windows. The hidden camera caught thief after thief trying, and failing, to smash the glass. Some of them hit the window over and over, then just gave up. They walked away looking totally confused. Over eight months, Rober's cameras recorded 25 break-ins. Every single thief got a face full of glitter and a nose full of skunk spray.

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Bigger Fish to Catch

F U N FA C T S

All About Glitter → Glitter was invented in 1934 by a man in New Jersey who was working with plastic. Even today, some companies keep their formula a secret. → The world produces tens of thousands of tons of glitter every year. Some scientists worry that the tiny pieces of plastic can be harmful to nature. → One pound of glitter contains millions of tiny pieces. Imagine trying to clean all of that up!

stolen goods to a boss higher up the chain. That boss sent the money overseas. Where overseas? India. Rober had found a massive scam group. It was made up of a lot of centers. Workers pretended to be from the government or technical support. They tricked elderly people into giving them all their money. Rober worked with experts who could see scam centers' security cameras. Together, they watched the scammers at work. They also sent someone inside a scam center with a hidden camera. That person recorded everything from inside. And because this was still Mark Rober, he couldn't resist adding his special touch. He sent a glitter bomb package right to the scam center's front desk. He also released cockroaches into the building and set off a fog machine. The scammers ran in all directions, shocked and confused. Shortly after Rober shared his recordings, police in India closed one of the scam centers.

But here's where the story takes a wild turn. While creating glitter bombs, Rober kept getting interrupted with scam calls. Most people ignore these phone calls, but there are still many people who get tricked. Many elderly people are convinced to send thousands of dollars in cash to specific locations. Rober thought: If glitter bombs could help fight package thieves, maybe they could also be used on scammers. First, he found a victim who was told to send money to the scammers. Instead of sending money, together Rober and the victim sent a glitter bomb! While using GPS to track the fake money packages, Rober noticed something strange. Some packages would sit in one spot for half a day. Then, suddenly, they would move across town. The thieves weren't keeping the stuff. They were passing it along to someone else. Rober followed the trail. It turned out that the scammers weren't working alone. They were lowlevel workers, called “mules.” They handed their

More Than Just a Prank Mark Rober's glitter bombs started as one man's way of getting even with a petty thief. But they became something much bigger than that. His recordings have been seen all over the world. They've helped people, especially older people, learn how to spot scams before they get tricked. And they've shown that one person with a good idea and a whole lot of glitter can make a real difference in the world.

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Unit

Lesson Review Central Idea and Details

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Answer the questions.

1. Topic 1. What is the text about?

2. 2. Central Idea What does the author want readers to know about the topic? a. Mark Rober became interested in larger scams after he discovered that package thieves were working for other criminals. b. Mark Rober’s glitter bombs proved that embarrassing thieves is the best way to stop them. c. Mark Rober’s creative idea started as a way to catch package thieves but ended up helping stop bigger crimes and protect others.

d. Mark Rober used his engineering skills to build complicated glitter bombs with cameras, GPS, and skunk spray.

3. Key Details 3. Which key details from the text help the reader understand the central idea? a. b. c. d.

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Writing Prompt Topic Sentences LE SSO N

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A writing prompt gives you a writing task. It may ask a question or give directions. Some prompts will ask you to write a one-paragraph response. Before you start to write, you need a plan. Make sure to: → Read the prompt. → Think about the question. What is your answer to the question? → Find proofs in the text. → Jot down some specific examples, facts, quotes, details, or explanations that support your answer.

Match each writing prompt to the information you would use to plan your answer. Why did Mark Rober decide to create a glitter bomb?

Find three ways the glitter bomb project became more than a prank.

What made Mark Rober's glitter bomb special?

Give three examples of what made Rober’s glitter bomb special.

How did the glitter bomb project become bigger than a prank?

List reasons why Rober created a glitter bomb.

When you are ready to write, begin with a topic sentence. The topic sentence usually restates the question as a statement and answers the prompt. In other words, it says the main idea of the paragraph you are about to write. The rest of the paragraph will explain that idea.

Look at the example. Write a topic sentence for each prompt. Example: Why did Mark Rober decide to create a glitter bomb?

Mark Rober created a glitter bomb to stop package thieves.

Rober created a glitter bomb because his packages were stolen, the police didn’t help, and he thought a bomb would stop the thieves.

What made Mark Rober's glitter bomb special?

2. How did the glitter bomb project become bigger than a prank?

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Design Your Own “Anti-Thief Gadget”

Create a drawing and label a device that could stop thieves (like Mark Rober’s glitter bomb). Include at least three features and explain how it works.

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Vocabulary Assessment LE SSO N

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Circle the correct answer. hich of the following is an example of W a complaint?

5. Kate felt

by the green mold growing inside the abandoned lunchbox.

a. Cheering for a wonderful performance b. Writing a note to a store explaining that the toy you bought was broken c. Giving a friend a high-five d. Cleaning up your bedroom floor without being asked

2. Which word means the act of doing

a. resist b. retire c. disgusted d. automatically

6. Which word means to stop working

something harmful to someone because they harmed you first?

completely, usually because you have reached an older age?

a. Revenge b. Automatically c. Triggered d. Disgusted

a. Retire b. Resist c. Scam d. Automatically

3. Breathing in the black pepper

Sara's sneezing fit. a. triggered b. disgusted c. retired d. complained

elling a plain river rock as a rare, S magical gemstone is an example of a .

a. revenge b. automatic c. triggered d. scam

4. Which of the following events happens

8. Which word means to fight against or

automatically?

refuse to give in to something?

a. Choosing which outfit you want to wear to school b. Writing a three-page story about a magical kingdom c. Your heart pumping blood d. Solving a long-division problem

a. Complaint b. Automatically c. Retire d. Resist

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Unit

Comprehension Assessment

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Learn this simple routine to help you answer multiple-choice questions.

Read.

Think & Check.

Choose.

Step 1: Read. First, make sure you understand what the question is asking you to do.

Literary terms: Author’s purpose Central idea Structure Perspective/Point of view Details

EXAMPLES

1. Read the question. Notice important words. Underline literary terms and important words. Make sure you know what they mean.

Important words: Best Most likely Supports Suggest Mean

2. Say it simply. What do you need to find? Say: “I need to...”

Circle the best answer. Other answers may be partially correct, but only one will be totally correct.

The central idea is the most important point the author wants readers to understand.

Which sentence best states the central idea of the text? a. Package thieves often steal from porches, and many victims do not get help from the police. b. Glitter is messy and difficult to clean up. c. Mark Rober used his engineering skills to fight package thieves and expose bigger crimes. d. Porch pirates often steal packages from people’s homes.

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I need to… find the sentence that says the central idea of the text.

Other answers may be partially correct, but only one will be totally correct.

2. Which detail best supports the idea that Rober had the skills needed to build the glitter bomb? a. He checked his security camera after the package disappeared. b. He had worked for NASA designing parts for Mars robots. c. He watched the thief on his security camera. d. He spent six months designing his creation.

I need to… find the answer choice that completely supports the idea that Rober had the skills to build a glitter bomb.

The reason why the author wrote it

3. What is the purpose of describing each part inside the glitter bomb? a. To explain why the package looked valuable b. To show how carefully Rober planned the prank c. To explain how Rober learned to build inventions while working at NASA d. To compare the glitter bomb with other inventions

I need to… think about what the description shows the reader and why the author wrote it.

4. What does the word “ultimate” most likely mean in the following sentence? If anyone could build the ultimate revenge package, it was this man. a. Best b. Most complicated c. Final d. Largest

5. Which is most likely the reason Rober added a countdown to Glitter Bomb 2.0? a. To activate another explosion at zero b. To confuse and frighten the thieves c. To help police find the thieves faster d. To give the hidden cameras more time to record the thieves

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The answer may not be in the text or the dictionary; you need to make an inference or educated guess.

I need to… read the sentence with the word “ultimate” and figure out what it means in that sentence.

I need to… think of a reason Rober would want to add the countdown to the glitter bomb.

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Unit

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Unit 1: Summaries Lesson 2: Facts and Opinions

The Ig Nobel Prize © Lighthouse Curriculum. Copying strictly prohibited.

Author: Yaakov Astor

Genre: Informational

Standards: Lesson: RI/RL.6.2

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INTRODUCE THE LESSON

Before Reading 1. Learn the difference between facts and opinions. 2. Practice identifying facts and opinions. 3. Complete the vocabulary worksheet.

Unit Goal Summarize a text.

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about which statements from the author are facts and which are opinions.

Differentiate between facts and opinions.

After Reading 1. Complete the lesson review to differentiate between facts and opinions. 2. Complete the writing prompt. 3. Complete the project. 4. Check your progress by taking the assessment.

Lesson Focus

LESSON

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Lesson Introduction Facts and Opinions

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What To Know

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VOCABUL A RY

A fact is something that can be proven true. An opinion is what someone thinks, feels, or believes. Some opinions begin with words like I think or I believe, but many opinions do not. To tell the difference, ask: Can this be proven, or is it someone’s idea or feeling?

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5'8”

Fact

Opinion

The boy is 5'8”.

The boy is tall.

His height can be measured and checked.

Even though many people think someone who is 5'8” is tall, one could argue that the boy is not tall.

Watch out! A good writer can make their opinions sound like facts.

See It In Action

D © Lighthouse Curriculum. Copying strictly prohibited.

id you know that the blue whale is the largest animal on Earth? It can grow to about 100 feet long, which is even longer than two school buses. It can weigh as much as 30 elephants! I think that is absolutely amazing because it’s hard to imagine something so huge living in the ocean. They eat tiny creatures called krill, even though they are so massive themselves. Blue whales are one of the most incredible animals in the world because they are both powerful and gentle at the same time.

Facts from the text

Opinions from the text

The blue whale can grow to about 100 feet.

Blue whales are amazing.

It can weigh as much as 30 elephants.

It is hard to imagine something so huge living in the ocean.

Facts about the text

Opinions about the text

The author thinks that blue whales are amazing.

I think blue whales are the coolest animals.

The author finds it hard to imagine something so huge living in the ocean.

The text is super interesting.

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Let’s Practice! LESSON

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Read each opinion. Write a different opinion someone could have. 1. Purple is the prettiest color.

2. When it is under 45 degrees, you need to wear a coat.

3. Ice cream is the best dessert.

4. It is not fun to be sick.

5. Some trees have leaves.

Fact

Opinion

6. French fries are made from potatoes.

Fact

Opinion

7. Everyone should eat eggs for lunch.

Fact

Opinion

8. It is good to be tall.

Fact

Opinion

9. $100 is a lot of money.

Fact

Opinion

10. The ocean is filled with water.

Fact

Opinion

11. Playing with toys is fun.

Fact

Opinion

12. Glass can break.

Fact

Opinion

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Read each statement. Circle fact or opinion.

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Match the bolded words with their definitions. Highlight context clues.

Sleeping on a soft bed inside the warm cabin felt like a luxury after hiking through the woods all day.

having excellent personal qualities or great bravery

I got a ticket because I parked my car illegally.

put off doing something

It was noble of Sam to admit his mistake and apologize, even though no one knew he was responsible.

a state of great comfort, or having expensive things that are not necessary

4. The hospital performs organ

medical operations in which a body part is placed into another person's body

Hundreds of people gathered for a rally to save the historic building from being destroyed.

things that are completed successfully through effort

The math riddle completely stumped the students until the teacher showed them a clue.

against the law

Mira decided not to procrastinate and cleaned her room right away.

a gathering of people to show support for a specific cause or idea

Winning the science and spelling competitions were two achievements for the student.

caused to be confused or unable to find an answer to a difficult problem

transplants, saving the lives of patients who need new hearts or kidneys.

luxury [LUG-shuh-ree]; illegally [ih-LEE-guh-lee]; noble [NOH-buhl]; transplants [TRANS-plants]; rally [RAL-ee]; stumped [STUMPT]; procrastinate [proh-KRAS-tuh-nayt]; achievements [uh-CHEEV-mints]

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Author: Yaakov Astor

The Ig Nobel Prize Genre: Informational

et ready for some of the strangest true stories you have ever read. These are not stories about ordinary scientists doing ordinary experiments or leaders making ordinary decisions. These are stories about tanks, toast, frogs, mosquitoes, and other things that probably do not belong in the same article. How ridiculous can real life get? And which strange story will make you laugh the most?

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Want to Win a Prize? Try Being Ridiculous.

So... what is an Ig Nobel Prize? You've probably heard of the Nobel Prize. It’s a special award given to people who do amazing things to help the world, like curing diseases, writing brilliant books, or stopping wars. The Ig Nobel Prize is the Nobel Prize's weird cousin. The name is a joke. “Ignoble” means “not noble,” and the prize is given for achievements that, as the organizers say, “first make you laugh and then make you think.”

In 2011, the mayor of a city in Lithuania got into a tank. A real tank. The kind soldiers use in wars. He drove it down a city street, past parked cars and people staring in shock, until he found exactly what he was looking for: an expensive luxury car parked illegally in a bike lane. Then, he drove right over it. Glass exploded. Metal crumpled. The fancy car was now closer to a flat metal pancake than a car. When the owner came running out of a nearby store, the mayor calmly climbed down from the tank, shook his hand, told him not to park illegally again, and even swept up the broken glass before driving off. You might think the mayor got into serious trouble for this.

Instead, he got a prize. It's called the Ig Nobel Prize, and it's given out every year for the strangest, weirdest, and sometimes most ridiculous achievements on Earth.

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And it gets even stranger. In 2013, he shared the Ig Nobel Peace Prize with the Belarus State Police because officers arrested a man for clapping at a rally—even though the man only had one hand. How exactly someone claps with one hand remains a mystery. PA U S E A N D P O N D E R How do you think the people of Belarus felt when Lukashenko won the Ig Nobel Prize? What does this tell you about the Ig Nobel Prize?

Downright Strange

The Peace Prize Goes to... a Dictator? Imagine being arrested for clapping. Not shouting. Not causing trouble. Just clapping your hands. One of the strangest Ig Nobel winners was Alexander Lukashenko, the leader of Belarus, a country in Europe. Lukashenko is a dictator. That means he rules the country by himself, and the people have very little say in the decisions he makes. In 2011, some people in Belarus wanted changes in their government. Since they could not safely speak out, they gathered in the streets, not to shout, not to carry signs, but simply to clap. Lukashenko's response? He made public clapping against the law. Yes, really.

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There are different categories, just like the real Nobel Prizes. The categories include medicine, peace, biology, physics, and more. But unlike the Nobel Prize, you don’t win an Ig Nobel for curing a serious disease. You win it for proving a strange or silly fact. For example, one scientist showed that the longer a cow has been lying down, the more likely it is to stand up soon. Yes. A real scientist proved that. And yes, he won an Ig Nobel Prize for it.

Some Ig Nobel winners study very strange things. One group of Japanese scientists gave mice heart transplants and played different kinds of music for them. Picture tiny mice recovering from surgery while opera music fills the room. They discovered that the mice that listened to opera lived the longest. It's hard to imagine the mice had a favorite singer, but opera seemed to help. Then another group of scientists figured out that it might be possible to walk on a pond on the moon. The moon's gravity is much weaker than Earth's, so water acts differently there. While other scientists searched for cures and inventions, one researcher spent his days watching cows in a field. He found that the longer a cow has been lying down, the more likely it is to stand up soon. But one question stumped him. When would a standing cow lie down? It turns out that when a cow is already standing, nobody can tell when it will decide to lie down.

Unit

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What kind of scientist spends time figuring out when a cow might stand up or lie down? The kind who wins an Ig Nobel Prize.

When Murphy's Law Meets Science

Have you ever dropped a piece of buttered toast and watched it land butter-side down? Many people believe this always happens. It is part of a saying called Murphy's Law: If something can go wrong, it probably will. A British scientist named Robert Matthews decided to find out if it was true. He dropped pieces of buttered toast over and over again. He tried different spreads and different

heights. Toast flew, flipped, and hit the floor while the scientist kept taking notes. What did he discover? Most of the time, the toast really did land butterside down. You probably won't see this in a science textbook, but Matthews found that as toast falls, it usually flips once. It just doesn't flip enough to land the right way up. His advice? Be careful when you eat. For his toast-dropping experiments, Matthews won the 1996 Ig Nobel Prize for Physics.

The Pill That Wasn't In 2008, Professor Dan Ariely tried one of the sneakiest experiments in the history of medicine. He gave volunteers sugar pills and told them they were pain medicine. Then he gave them small electric shocks and asked how much they hurt. But there was a twist. One group was told the pills were expensive. The other group was told the pills were cheap. The pills were exactly the same. Same sugar. Same shocks. Completely different results. The people who thought they had taken the expensive medicine said they felt less pain. Not a little less. A lot less.

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The Art of Getting Nothing Done Have you ever had an important job to do, but cleaned your room instead? Or organized your desk? Or done almost anything except the job you were supposed to do? Then you know what it means to procrastinate. In 2011, Professor John Perry won an Ig Nobel Prize for studying how to be the best procrastinator possible. His advice was simple. Put a big job at the top of your list. Then do smaller jobs instead. That way, you'll feel good about yourself because you're getting things done, even while avoiding the big job. Perry also noticed that people often put things off because they want everything to be perfect. They tell themselves “I don't have enough time to do a perfect job right now.” So they wait. And wait. And wait some more. That's why Perry said a good procrastinator should tell himself that he wants to do a perfect job. The job will seem so big that he'll probably avoid it and do something else instead. The funniest part? Perry wrote this prize-winning essay fifteen years before he won a prize for it.

The next year, he wrote a serious scientific paper and put his pet hamster's name on it as one of the authors. Because if you're the kind of scientist who makes frogs float, why stop there? Most journals have strict rules about who is allowed to be listed as an author on a research paper. Somehow, Geim got away with it. Then, in 2010, Geim also won a real Nobel Prize in physics. He won it for discovering graphene, an amazingly thin material that is stronger than steel and lighter than aluminum. The same man who made frogs float and listed a hamster as a co-author turned out to be one of the world's top scientists. And that is exactly what the Ig Nobel Prize is all about.

Don't Laugh In 2006, a group of scientists won an Ig Nobel Prize for discovering something very strange. They found that mosquitoes that spread malaria like the smell of Limburger cheese just as much as the smell of human feet. People laughed. Of course they did. But then something surprising happened. Scientists put the cheese in traps. The trap smelled like strong cheese, and the mosquitoes were drawn to it instead of to people. The result? Hundreds of lives saved. By cheese. So the next time someone tells you an idea is too strange or a question is too silly, remember the floating frog, the falling toast, and the cheese-loving mosquitoes. Sometimes strange questions can lead to important answers.

Two groups swallowed identical sugar pills, but one group expected the “expensive” pills to work better. “When you expect something to happen,” Ariely explained, “your brain makes it happen.” In other words, people thought the expensive pills would work better. So many of them felt less pain, even though the pills were only sugar. For this strange discovery, Ariely won an Ig Nobel Prize for Medicine.

From Floating Frogs to the Nobel Stage Only one person has ever won both an Ig Nobel Prize and a real Nobel Prize. His name was André Geim. In 2000, Geim won an Ig Nobel for using a powerful magnet to make a living frog float in the air. Imagine walking into a lab and seeing a frog floating in midair. It looked more like a magic trick than a science experiment.

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Unit

Lesson Review Facts and Opinions

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Read each statement from the article. Circle fact or opinion. 1.

“In 2011, the mayor of a city in Lithuania got into a tank... and drove right over an illegally parked car.”

Fact

Opinion

“One of the strangest Ig Nobel winners was Alexander Lukashenko, the leader of Belarus.”

Fact

Opinion

“Professor Dan Ariely tried one of the sneakiest experiments in the history of medicine.”

Fact

Opinion

“The people who thought they had taken the expensive medicine said they felt less pain.”

Fact

Opinion

“The funniest part? Perry wrote this prize-winning essay fifteen years before he won a prize for it.”

Fact

Opinion

Read what each reader said about the story. Circle fact or opinion. 6.

Carlos: “The author writes about the Ig Nobel prize winners and how ridiculous they are.”

Fact

Opinion

Jaden: “The experiment with the mice listening to opera music was completely cruel and unnecessary.”

Fact

Opinion

Aaliyah: “André Geim put his pet hamster's name on a serious scientific paper.”

Fact

Opinion

Sam: “Procrastinating by doing smaller tasks on your to-do list is actually a brilliant idea.”

Fact

Opinion

Write one fact and one opinion about the article. 10. Fact: 11. Opinion:

Level F

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Writing Prompt Body Sentences LESSON

PRACTICE

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Remember, the topic sentence of a paragraph tells the main idea. Body sentences give reasons, details, or examples that explain and support the main idea of the paragraph.

Do you think it is a good idea to give prizes for silly science? Why or why not?

Plan. Write at least three reasons to support your opinion.

2. Topic Sentence. Answer the question in a complete sentence. State your opinion.

3. Body Sentences. Write three sentences that each give a reason explaining why or why not. a.

b. c.

4. Paragraph. Put it together.

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Unit

Activity

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Become a scientist. Invent a research question that sounds totally ridiculous but could actually give useful data.

Create a poster with your idea. For example: Does sucking on candy help you do math faster? As a class, vote on which idea best matches the Ig Nobel motto: “First makes you laugh, then makes you think.”

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Vocabulary Assessment LESSON

PRACTICE

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Circle the correct answer.

5. Which word means a gathering of

expensive and nice to have, but not necessary?

people who come together to support a cause or idea?

a. Transplants b. Luxury c. Noble d. Rally

a. Achievements b. Rally c. Stumped d. Illegally

2. Which word means in a way that goes

6. The mystery

against the law or rules?

weeks.

a. Procrastinate b. Transplants c. Noble d. Illegally

a. transplants b. procrastinate c. stumped d. illegally

3. The mayor praised the young boy for

the detective for

7. If you

his deed of returning the lost wallet to its owner.

instead of sweeping the kitchen floor in the morning, the mess will grow bigger by dinnertime.

a. illegally b. stumped c. luxury d. noble

a. noble b. transplants c. procrastinate d. stumped

4. Which situation is an example of a

8. Which of the following is the best

medical transplant?

example of an achievement?

a. A surgeon placing a healthy liver into a patient who has a failing liver b. A dentist cleaning a patient's teeth c. A doctor checking a student's height and weight d. A person resting quietly on a couch to recover from a cold

a. Dropping your ink pen under the classroom desk b. Baking a perfect loaf of bread from scratch c. Watching the gray clouds float past d. Bringing home your homework notebook

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1. Which word means something

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Unit

Comprehension Assessment

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PRACTICE

VOCABUL A RY

Read.

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Think & Check.

ASS ESS M EN T

Choose.

Step 1: Read. First, make sure you understand what the question is asking you to do. Step 2: Think and Check. Answer the question on your own. Check back in the text before you choose. 1. Think of possibilities. Try to answer the question on your own. If you don’t know the answer, look for likely possibilities in the answer choices. 2. Think back to the text. Many answers can be double-checked by looking back in the text. Sometimes the question tells you where to look. Other times, you need to remember where to find a specific part of the text.

Does the question say? In the section… At the beginning of the article… The story/descriptions/idea about…

3. Check back in the text. Reread the part of the text that can help.

Circle the best answer. I don’t know the answer yet. I first need to look back in the text.

I need to read the last section in the text.

What important idea does the author develop in the final section of the text? a. Scientists should ignore ideas that seem strange. b. Scientific discoveries often happen by accident. c. Ideas that seem silly can lead to important discoveries. d. Limburger cheese can cure most major diseases.

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The section talks about a silly Ig Nobel discovery that led to a helpful invention.

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Look in the beginning of the article.

2. How does the author introduce the Ig Nobel Prize at the beginning of the article? a. By listing the rules to win a research award b. By telling a wild story about a mayor in a tank c. By giving an example of an unusual experiment that won a prize d. By describing how a scientist drops buttered toast.

What role does this section play in the story? Tip: Read a bit before and a bit after the section.

3. How does the section “The Pill That Wasn't” fit into the overall structure of the article? a. It explains how the Ig Nobel Prize was first created. b. It gives an example of an Ig Nobel Prize. c. It explains how a funny experiment led to the creation of new medicine. d. It proves that expensive medicine is always better.

Skim the story. Find the part where it talks about Geim.

4. According to the article, what makes André Geim different from other scientists? a. He won both an Ig Nobel and a real Nobel Prize. b. He preferred winning a Nobel Prize to winning an Ig Nobel Prize. c. He was the only scientist who made frogs float. d. He won an Ig Nobel prize for discovering graphene.

5. What is the author's main purpose for including the story about Alexander Lukashenko? a. To explain the history of clapping in Belarus b. To argue that all rallies should be banned c. To give an example of silly peace prize d. To explain how a one-handed man started a revolution

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Unit

Lesson

Unit 1: Summaries Lesson 3: Summarizing an Informational Text

The Incredible Snakeman © Lighthouse Curriculum. Copying strictly prohibited.

Author: Yaakov Astor

Genre: Informational

Standards: Lesson: RI.6.2

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INTRODUCE THE LESSON

Before Reading 1. Learn about summarizing informational texts. 2. Practice writing summaries without opinions or judgments. 3. Complete the vocabulary worksheet.

Unit Goal

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about the central idea and supporting details.

Lesson Focus Write a summary of an informational text.

After Reading 1. Complete the lesson review to summarize the text. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment.

Summarize a text.

LESSON

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Unit

Lesson Introduction Summarizing an Informational Text

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What To Know

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A summary is a short version of a longer text. It tells the central idea and the most important details in your own words. Summaries: Are short Clearly state the central idea/topic of the text Include only key details

Are written in your own words Do not include your own ideas or opinions Do not include or use the word “I”

See It In Action

Grow!

lants need several things to survive and grow. First, a seed needs soil. Soil gives the seed a place to rest and grow roots. The roots help the plant take in nutrients from the ground. Next, the plant needs water. Water keeps the plant alive and helps move nutrients through the stem. A plant also needs sunlight. Sunlight helps the plant make its own food. Without soil, water, and sunlight, a plant will not have what it needs to grow strong.

Name the text. State the central idea or topic. Start with the type of text and/or title, write an action, and end with the central idea or topic.

Type of Text

Central Idea or Topic

Title (optional)

The passage “Grow!” teaches about the things plants need to survive.

Choose 2-3 Key Details. Write the most important details in your own words. → A seed needs soil to grow roots. → A plant needs water to stay alive. → A plant needs sunlight to make food and grow strong.

Write the summary. (3-4 sentences) Put the information together in the same order as the text. The passage “Grow!” teaches about the things a plant needs to survive. First, a seed needs soil so it can grow roots. Then, the plant needs water to stay alive and move nutrients. Last, the plant needs sunlight to make food and grow strong.

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Look for facts that support the central idea.

Keep it short, use your own words, and include only the most important details.

Let’s Practice! LESSON

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This summary is not written well because it includes the reader’s opinions. Read the summary, underline the opinions, and answer the questions.

Summary

think wolves are more important to nature than most people realize, and this article really changed the way I think about them. When wolves were brought back to Yellowstone, many things became healthier, such as rivers, plants, and other animals. That amazes me because I never thought one animal could make such a big difference. I now believe that every animal has a role, and removing even one can cause serious problems.

Which sentence should come at the beginning of the summary? a. Wolves are more important to nature than most people realize. b. The text, Wolves in the Wild, was a very interesting read about wolves. c. The article, Wolves in the Wild, describes the impact of wolves on the environment.

2. Choose the sentence that removes the reader's opinion from the sentence below. I think wolves are more important to nature than most people realize.

a. You would think wolves are more important to nature than most people realize. b. The article argues that wolves are more important to nature than most people realize. c. Wolves are important, and the article changed my thinking.

3. Choose the sentence that removes the reader's opinion from the sentence below. I now believe that every animal has a role, and removing even one can cause serious problems. a. We now believe every animal has a role, and removing one causes problems. b. The author's belief is that animals have roles, and I agree that removal is bad. c. The author says that every animal has a role, and removing even one can cause serious problems.

4. Rewrite the sentence so it gives information without the reader’s opinion. That amazes me because I never thought one animal could make such a big difference.

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Unit

Vocabulary

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Match the bolded words with their definitions. Highlight context clues.

The wildlife rescuer opened the crate to release the eagle back into the wild.

the ability to fight against something harmful or not be affected by it as much

The honeybee injects venom when it stings.

meetings or experiences with someone or something

Every snowflake has a unique pattern; no two designs are ever exactly alike.

the only one of its kind; unusual or special

4. The baker's morning routine includes

let something go or set it free

After fighting the same illness many times, his body built up resistance and did not get sick as easily.

forces a liquid into something using a needle or a sharp point

Heavy rains caused a rapid rise in the river's water level.

very quickly

The deep-sea diver had unusual encounters with strange sea creatures like octopuses and eels.

a pattern of actions that is followed regularly

A natural spring serves as the source for the stream that flows through the valley.

the place, person, or thing where something comes from

waking up before sunrise, measuring the flour, and turning on the ovens.

release [rih-LEESS]; injects [in-JEKTS]; unique [yoo-NEEK]; routine [roo-TEEN]; resistance [reh-ZISS-tenss]; rapid [RAP-id]; encounters [en-KOWN-terz]; source [sors]

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LESSON

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Author: Yaakov Astor

The Incredible Snakeman Genre: Informational

ost people would run the other way if they saw a deadly snake. Bill Haast moved closer. He spent his life working with some of the most dangerous snakes in the world, including the king cobra. Why would someone choose to get so close to a creature that could kill him? What might he discover from working with snakes that most people feared? As you read, think about what made Bill Haast’s work so unusual and why people came from far away to watch him.

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Unit

A small crowd gathered around a large, wellgroomed, square-shaped lawn. They were waiting for an incredible show: the capture of a live king cobra. Parents and children looked around nervously. Where was the fence? Surely they weren’t going to release a deadly cobra onto an open lawn! Just then, a man stepped forward and introduced himself as Bill Haast's assistant. He helped roll out a tall cart on wheels. At the top of the cart, inside a metal box, was a 16-foot king cobra. The man he was helping, dressed in a white shirt, pants, and shoes, was none other than Mr. Haast himself. The assistant picked up a microphone. “Please remain where you are once the snake is released,” he warned. “Do not step onto the lawn.”

Lesson

The crowd stared in disbelief. They really were going to let it loose. Scenes like this took place every day at the famous Serpentarium.

The Serpentarium You know that a zoo is a place to see land animals. You know that an aquarium is for seeing sea animals like seals and whales. What's a Serpentarium? It's for seeing snakes. The Serpentarium also had lizards, crocodiles, and other reptiles. It even had two giant Galápagos tortoises that were more than 100 years old. But the real attraction was its snake collection. There were about 20,000 of them! You knew that the moment you drove into the parking lot. The first thing you saw was an amazing 35-foot-tall concrete king cobra sticking out of the top of the roof!

The King of Snakes, the King Cobra About a hundred people had gathered around the lawn watching. The assistant admitted that no matter how many times Mr. Haast had done this successfully, he was always a little nervous. “A king cobra is the deadliest snake in the world,”

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Cat-and-Mouse The moment the snake touched the ground, it rose high above the lawn and spread its neck out wide. Its body swayed back and forth while its eyes locked onto Haast. Haast crouched close to the snake. He immediately

D I D YO U K N O W ? Both poison and venom can be dangerous or even deadly but they are not the same thing. Poison is harmful when it is swallowed, touched, or breathed in. For example, some plants are poisonous because they can make you sick if you eat them. Venom is different because it is injected through a bite or sting. A king cobra is venomous because its fangs push venom into its victim when it bites. Some animals, like the blue-ringed octopus, are both venomous and poisonous.

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got its attention by placing his hand about six inches from its fangs. “Bill has done this thousands of times,” the assistant narrated calmly. “But he never underestimates the snake. He distracts it with one hand. Then he slowly moves the other closer. When the moment is right, he grabs it behind the head.” As if on cue, Haast shot his right hand toward the cobra. Instantly, the snake followed the movement. He did it again, once, twice, three times. Each time, the hissing cobra followed the movement as if hypnotized. Slowly, nearly invisibly, his other hand edged closer. Suddenly the cobra swung toward it. The crowd gasped as Haast pulled back just in time. “It’s okay,” the assistant explained. “It’s all part of the cat-and-mouse game they’re playing.” Then he shared a frightening detail. “Bill was once bitten by a king cobra during a performance like this. It had learned his routine, and just as Bill thought it hadn’t noticed his hand inching closer, the snake changed direction and sank its fangs into his finger. Bill nearly died. But after so many bites over the years, his body had developed an unusual resistance to snake venom, and he survived.” The cobra hissed louder as if on cue. Yet Haast remained perfectly calm. Again and again the snake lunged, and each time Haast escaped by inches. “Bill knows,” his assistant explained, “that the snake can only strike as far as it lifts its head off the ground. It won’t jump and strike.” At times the cobra turned toward nearby spectators, causing them to recoil in fear. Each time, Haast stepped between them and the snake, drawing its attention back to himself. “When Bill is ready,” his assistant announced, “he’ll grab the snake from behind its head, making it unable to move.” Finally, after what felt like an eternity, Haast struck. His hand flashed forward too quickly to follow. In an instant, he gripped the cobra firmly behind the head. The entire crowd exhaled in relief.

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he explained. “Other snakes may have more powerful venom, but a king cobra injects more of it in a single bite than any other snake. One bite can kill several grown men. It can even kill an elephant!” The crowd fell silent. King cobras have short, hollow fangs. When they bite, venom flows through the fangs and into their victim. “King cobras can grow to 18 feet,” he added one final detail. “The one we’re about to take out of the box is 16 feet.” How long is 16 feet? About the length of three large tables placed end to end. Bill Haast stepped forward holding a long metal pole with a hook at the end. Slowly, he slid open the metal door. Instantly, a loud hiss-growl erupted from inside the box. “That sound is unique to the king cobra,” the assistant explained. “It’s deeper than the hiss of most snakes.” Carefully, Haast slid the hook beneath the snake. Then, in one smooth motion, he lifted the cobra from the box and lowered it onto the ground. Jaws dropped. Children clutched their parents’ hands, frozen in fear.

Unit

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Milking a Cobra Haast took such huge risks for a reason. He wasn't just putting on a show. He was collecting venom for medical research. Mr. Haast’s assistant brought out a glass jar with a thin rubber cover. “Some of you may have seen us milk other snakes earlier,” he said. “You'll notice that this glass jar is much bigger. In a moment, Bill will have the snake bite the rubber cover on top. Then you'll see how much more venom a king cobra has than other snakes.” Sure enough, Haast brought the cobra’s head close to the glass jar. The snake opened its mouth wide. People oohed and aahed. Its huge fangs were already wet with dripping venom. Haast pressed its mouth against the rubber cover, and it bit down hard. The venom didn’t squirt out. Instead, it came streaming down like an egg yolk, quickly filling the jar. As it continued filling up, the crowd stared in amazement. The amount of venom was enormous.

Venom for Medicine

Bill Haast opened the Serpentarium in 1948. Over time, it became world-famous. Tourists came from everywhere to watch him handle deadly snakes. Haast was not just an entertainer. He collected snake venom. Scientists used it to create medicines. It sounds strange. Venom for medicine? Scientists have used venom to make medicines for heart disease, high blood pressure, strokes, and other illnesses. Most amazing of all, Bill Haast was bitten so many times that his blood became a medicine by itself. PA U S E A N D P O N D E R Would you describe venom as “bad” or “good”? Why or why not?

Life-Saving Blood A person can die from one bite if it’s a dangerous snake. Bill Haast was bitten at least 173 times during his lifetime. Each time he was bitten, his body got better at

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fighting the venom. It learned to protect itself. Over time, his immunity grew stronger. His blood helped save the lives of other snakebite victims. Over the years, Haast donated blood to 21 snakebite victims. He never took payment for his help.

Surviving a King Cobra Bite One of his worst bites came in 1962 during a king cobra show at the Serpentarium. That day, a photographer wanted a dramatic picture of Haast face-to-face with the cobra while it raised its hood as high as possible. To get the shot, Haast had to distract the snake longer than usual. The cobra lunged at him again and again while cameras flashed. Then, for a split second, Haast glanced toward the photographer. That moment was enough. The cobra struck his finger. It started bleeding heavily. Gasps erupted from the audience. People screamed in horror. Yet even after being bitten, Haast continued the performance. He captured the cobra, milked its venom, and returned it safely to its cage. At first, he believed his immunity would protect him. He waited for symptoms before agreeing to go to the hospital. People begged him not to wait. “You’ve got to go to the hospital!” his assistant screamed. “Now—right now!” Finally he agreed. At the hospital, he still appeared calm. Other than swelling around the bite, he showed few symptoms. But suddenly his condition got worse. His face turned pale. He lost feeling throughout his body, and his breathing became rapid and shallow. For the first time in his life, Bill Haast truly believed he might die. Doctors worked frantically for hours, uncertain whether he would survive. Against all expectations, his condition began to improve, and he recovered completely. Haast later described the recovery as “miraculous.”

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Some of the Snakes That Bit Bill Haast Bill Haast received his first serious snake bite at age 12. He was bitten by a timber rattlesnake at Boy Scout camp. He survived because it was a small snake. It also was the beginning of his bloodbuilding immunity to snake venom. Blue Krait Haast was bitten by a blue krait in 1954 and nearly died. The venom of a blue krait is 16 times more powerful than that of a cobra. Death usually happens within 6–12 hours of a krait bite.

Green Mamba Green mambas are grass-green– colored snakes. They are usually about six feet long, but some grow up to 12 feet. In 1965, Haast was bitten while trying to take one out of its cage. He lost consciousness for nearly five hours. Afterward, Mr. Haast often reminded audiences that the green mamba is every bit as deadly as the king cobra.

During his lifetime, Haast handled more than three million venomous snakes. He survived countless dangerous encounters. Remarkably, he lived a lot longer than most people, beyond the age of 100! People described him as a walking miracle, not only for surviving so many serious bites but for his life-healing blood. Even after all the bites, or because of them, he was never sick. “I’ve never had the flu,” he once said. “Not even a cold.” Bill Haast’s life showed something extraordinary. Even deadly snake venom can help save lives. It reminds us that everything in the world can be used for good. Something that can bring death can also become a source of life.

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Soft-Scaled Viper One of Haast’s most frightening bites happened in 1989, when he was bitten by a soft-scaled viper. It is also called the sawscaled viper because of the sound it makes as its scales rub together, creating a warning sound similar to a “sizzle.” After the bite, Haast needed a rare antivenom medicine to save his life. The problem was that the medicine was in Iran and had to be obtained at a time when the United States and Iran were not getting along. The White House had to use secret connections to get the medicine out of the country. Haast waited nine days in the hospital. Many times, he nearly died. The medicine arrived just in time.

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A Walking Miracle

Unit

Lesson Review Summarizing an Informational Text

Lesson

LESSON

PRACTICE

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Answer the questions to help plan a summary of the text.

What is the central idea of the text?

2. What are three key details?

Write an outline for the summary.

3. Write a sentence with the text type and the topic/central idea.

4. Write three sentences with key details from the text.

Write a full summary.

5. Put the sentences in the same order as the text. Use your own words and leave out opinions and unimportant details.

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| Lesson 3

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Writing Prompt Concluding Sentences LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

A concluding sentence is a closing thought at the end of a paragraph. It connects back to the main idea and gives the paragraph a clear ending. A concluding sentence can end in different ways. Read the three endings below. Each one could end a paragraph about king cobras. Restate the main idea:

Give a lesson:

Give a final thought:

King cobras are dangerous snakes.

This shows why people must be careful around a king cobra.

King cobras should be handled only by trained experts.

Phrases that can help you conclude: In conclusion, To sum it up..., In the end...

Write a paragraph explaining what makes the king cobra a dangerous snake.

Plan. Write some ways that show that the king cobra is a dangerous snake.

2. Topic Sentence. Answer the writing prompt in one sentence. 3. Body Sentences. Write three sentences. Each sentence should explain one reason king cobras © Lighthouse Curriculum. Copying strictly prohibited.

are dangerous. a. b. c.

4. Concluding Sentence. Choose one ending from the chart. Use it as the last sentence of your paragraph.

5. Paragraph. Put it together.

Level F

| Unit 1

| Lesson 3

| Lighthouse L I TE R ACY

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Create a brochure to advertise Bill Haast's Serpentarium. Make it colorful and convincing!

Level F

| Unit 1

| Lesson 3

| Lighthouse L I TE R ACY

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer.

1. Which word means to let something go

5. Which word means the ability to fight

or set it free?

something harmful?

a. Routine b. Resistance c. Release d. Injects

a. Resistance b. Injects c. Rapid d. Source

2. The doctor carefully

medicine into the patient's arm to help them feel better. a. encounters b. routine c. release d. injects

6. When Sophie walks through the botanical gardens, she often beautiful, rare insects. a. encounters b. rapid c. routine d. resistance

3. Which of the following describes

7. Which word means very quickly?

something that is unique?

4. Packing his backpack every night

8. What is the original source of a giant

before bed became a helpful for Tyler.

oak tree? a. The leaves on its branches b. The brown bark covering its trunk c. An acorn buried deep inside the soil d. The shade created underneath the branches

a. source b. unique c. resistance d. routine

Level F

| Unit 1

a. Unique b. Source c. Rapid d. Routine

a. A pencil b. A white sheet of paper c. A rare gemstone d. A row of houses

| Lesson 3

| Lighthouse L I TE R ACY

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Learn this simple routine to help you answer multiple-choice questions.

Read.

Think & Check.

Choose.

Step 1: Read. First, make sure you understand what the question is asking you to do. Step 2: Think and Check. Answer the question on your own. Check back in the text before you choose. Step 3: Choose. Narrow down your answer choices to make it easier to choose the correct one. 1. Read all the answer choices. Read on even if you think you know the answer. Some answer choices may be only partially correct. 2. Cross out answer choices. Start with answers that you know are clearly incorrect. Then, cross out answer choices that only partially answer the question.

EXAMPLES

Wrong answer choices may… answer only part of the question. sound true but not answer the question. be too strong. come from the wrong part of the text. say the opposite of what the text means.

3. C hoose the best answer. Decide from the answer choices that are left.

Circle the best answer.

1. In the phrase “a loud hiss-growl erupted from inside the box,” the word “erupted” suggests that the sound: a. stopped suddenly b. came out quickly and forcefully c. was quiet and distant d. was repeated in a pattern This is a likely answer because I know erupted is used to describe volcanoes exploding.

Level F

This could make sense in the sentence but doesn’t fit what I know about the word “erupted.” The word “loud” shows the opposite.

Nothing suggests that the sound repeated in a pattern.

| Unit 1

| Lesson 3

| Lighthouse L I TE R ACY

2. Why does the author include the detail about Haast being bitten before? The text shows Haast is being careful.

a. It shows that he is careless. b. It explains why he stopped working with snakes. c. It proves snakes are not dangerous. d. It emphasizes the real danger of his work.

Haast did not stop. This is incorrect.

Even though Haast survived, the text still makes it clear that snakes are dangerous.

3. The comparison of venom flowing “like an egg yolk” helps the reader understand that the venom: Egg yolks are yellow, but that doesn’t affect how it flows.

a. is thick and slow-moving. b. is bright yellow. c. comes out in a large amount. d. can be eaten.

The egg yolk shows the way it flowed, not the amount.

This is not correct. Venom is dangerous.

4. The phrase “cat-and-mouse game” used in the section, Cat-and-Mouse, suggests that the interaction between Haast and the cobra is: a. playful and harmless. b. a competition with rules and points. c. a dangerous struggle. d. a performance with trained tricks.

Animals do not have points and rules.

Cat-and-Mouse sounds like it could be a game, but in this case, it is not harmless.

It might be a performance, but it is not about tricks.

5. What is the overall structure of the passage mainly focused on? The passage is not about zoos in general.

a. Explaining how zoos operate b. Describing one man’s work with dangerous snakes and its impact c. Comparing different types of snakes The focus is not on d. Teaching readers how to handle snakes safely comparing snakes.

It is not an instructional guide.

Level F

| Unit 1

| Lesson 3

| Lighthouse L I TE R ACY

Unit

Lesson

Unit 1: Summaries Lesson 4: Summarizing a Story

The Search for Scout © Lighthouse Curriculum. Copying strictly prohibited.

Author: Ishita Ghotia

Genre: Realistic Fiction

Standards: Lesson: RL.6.2

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

INTRODUCE THE LESSON

Before Reading 1. Learn how to summarize a story. 2. Practice finding the parts of SWBST. 3. Complete the vocabulary worksheet.

Unit Goal

During Reading 1. Think about the meaning of specific words or phrases. 2. Focus on story elements: characters, setting, plot, problem.

Lesson Focus Write a summary of a story.

After Reading 1. Complete the lesson review to write a summary. 2. Complete the writing prompt. 3. Complete the project. 4. Check your progress by taking the assessment. © Lighthouse Curriculum. Copying strictly prohibited.

Summarize a text.

LESSON

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

Unit

Lesson Introduction Summarizing a Story

Lesson

LESSON

What To Know

PRACTICE

VOCABUL A RY

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ACT I VI T Y

AS SES SM EN T

In the last lesson, we learned how to summarize an informational text. In this lesson, we will learn how to summarize a story.

A story summary focuses on the main character, what the character wants, the problem, what happens next, and how the story ends. We can remember these parts with the SWBST Strategy. Each letter stands for one sentence in the summary.

Somebody: Who is the main character?

→ A six-year-old boy in kindergarten → A talking monkey → A firefighter who is just starting out

Wanted: What did they want, need, or try to do?

→ Win a race → Find a treasure → Overcome a fear

But: What problem or challenge gets in the way?

→ Another character → An earthquake → Their anger

So: What does the character do next?

→ Run away → Fight → Find a creative solution

Then: How does the story end?

→ The problem is solved. → The problem is no longer important. → The problem is not solved.

See It In Action

Summary

The Torn Poster

yler carried his group’s poster down the crowded hallway. The art contest ended at noon, and everyone had trusted him to hang it before the bell rang. Near the stairwell, someone bumped his elbow. The poster slipped, hit the floor, and tore across one corner. Tyler froze. Then he ran back to the classroom, found tape and a marker, and carefully fixed the rip. He reached the display board with one minute left. The corner was not perfect, but the poster was up in time.

Level F

| Unit 1

| Lesson 4

W B S T

Rememb e A summary r: is short, does not in clude opinions, and only has inform ation from the story.

The story is about Tyler, a boy who is part of an art contest. Tyler wanted to hang his group's poster before the art contest ended. But the poster fell and tore in the hallway. So Tyler went back to the classroom and fixed it. He hung the poster just in time.

| Lighthouse L I TE R ACY

Let’s Practice! LESSON

PRACTICE

VOCABUL A RY

STO RY

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ACT I VI T Y

AS SES SM EN T

Read the summary. Use the correct colors to highlight each step of SWBST.

Somebody

Wanted

But

Then

The story is about Leo, who is on a hike with his brothers. It is getting late, and he needs to get his younger brother home before dark. Along the way, he realizes they have taken the wrong path. Instead of pretending he knows the way, Leo stops, checks the map, and admits his mistake. After that, the brothers carefully return to the main road and reach home before nightfall.

Read the story. Then complete the chart.

am stared at the word list until the letters seemed to blur. Last year, he had missed the final word by one letter, and he still remembered the quiet room and his burning face. This year, he practiced every night, tapping each syllable on the table. On the day of the spelling bee, Sam stepped to the front of the room. One by one, the other students sat down. At last, only Sam and one other contestant remained. The judge read the final word. For a second, Sam heard nothing except his own heartbeat. He closed his eyes and spoke each letter carefully. Then the judge smiled and rang the bell. That night, Sam placed the certificate on the table. His little brother picked up the worn word list and asked, “Can you teach me how to study like that?” Sam smiled. The certificate was nice, but those words mattered more.

Somebody: Who is the story about?

Wanted: What did they want?

But: What is the problem? So: H ow does the main character try to solve the problem? Then: How does the story end?

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

Unit

Vocabulary

Lesson

LESSON

PRACTICE

VOCABUL A RY

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AS SES SM EN T

Match the bolded words with their definitions. Highlight context clues.

It was hard to climb the rocky terrain because the ground was full of loose stones.

extremely tired

The detective tracked the muddy footprints on the floor until he discovered who was out in the rain.

a small piece of land or ground

Mom planted carrots and tomatoes in a small patch of soil in the backyard.

followed the path, footprints, or clues left behind by someone or something

The hikers found an open clearing in the forest where the sun could shine through.

special praise or attention given to someone for doing something well

We stopped to gaze at the beautiful sunset and watched the changing colors.

characteristics or shape of the ground, such as rocky, flat, steep, or muddy

After running around all afternoon, I was completely exhausted and fell fast asleep right away.

physically hurt

The boy fell off his bike and injured his wrist.

look closely at something for a long time out of wonder

After Lily returned the missing money, the principal gave her special recognition in front of the whole school.

an open area of land within a forest where there are no trees

terrain [tuh-RANE]; tracked [trakt]; patch [pach]; clearing [KLEER-ing]; gaze [gayz]; exhausted [ig-ZAW-stid]; injured [IN-jerd]; recognition [rek-uhg-NISH-uhn]

Level F

| Unit 1

| Lesson 4

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LESSON

PRACTICE

VOCABUL A RY

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ACT I VI T Y

ASS ESS M EN T

Author: Ishita Ghotia

The Search for Scout Genre: Realistic Fiction

earch-and-rescue dogs are trained to find people who are lost, trapped, or hurt. Using their powerful sense of smell, they can follow scent trails through forests, across rough terrain, and over long distances. In this story, Jake and his dog Scout arrive in the mountains for a training exercise, but the practice search does not go as planned. Why does Scout suddenly leave the trail? And what will Jake discover when he finally finds him?

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

Unit

Lesson

Jake smiled. Scout wasn't just a pet. He was a search-and-rescue dog, trained to find lost people in the mountains. Jake had spent years helping train him, and he loved his job more than anything. Someday, Jake hoped to become a search-andrescue volunteer himself, someone who helps find missing hikers without being paid, simply because it matters. Today was the first day of a training weekend in the North Carolina mountains. Both new trainees and experienced rescuers came with their dogs to practice. They would search forests, rivers, hills, and steep slopes.

Jake stepped out of the car and looked up at the tall trees surrounding the ranger station in western North Carolina. Sunlight shone through the leaves, birds called from high branches, and cool mountain air filled his lungs. Beside him stood Scout, his black-and-white border collie, tail wagging fast. “Ready for training?” Jake asked. Scout barked and jumped in a circle.

Level F

| Unit 1

| Lesson 4

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Level F

| Unit 1

| Lesson 4

A moment later, he turned sharply and raced off the trail, straight into the forest. “Scout!” Jake called. Scout disappeared between the trees. Jake wasn't worried at first. Scout often worked ahead during searches. He would be back soon. Five minutes passed. Then ten. Then twenty. After an hour, the training exercise was called off. Now everyone was searching for Scout. “We’ll start a search,” Ranger Brooks said calmly. But Jake could see the concern on his face. The slight tightening around his eyes. The way he kept glancing at the darkening sky. Jake felt a knot in his stomach. Scout had never disappeared before. Not once. It felt impossible. He was the dog who found lost hikers, not the one who got lost. Jake was determined to find him and refused to let himself give up. But the forest was huge, and the afternoon sun was starting to drop.

| Lighthouse L I TE R ACY

Jake spotted his best friend, Ben, waving from beside a trail map. “Hi!” he called. Ben scratched Scout behind the ears. “The star of the weekend has arrived.” Scout barked again. Soon everyone gathered around Ranger Brooks. He was a search-and-rescue leader who had worked in these mountains for years. “Welcome, everyone,” he said. “Search-and-rescue isn’t just about finding people. It’s about staying calm, reading the terrain, and trusting your training. Pay attention to every clue. Work as a team.” The morning exercises began. Scout was given a scent sample, a piece of cloth from a pretend missing hiker, and he was off. He shot down the trail, nose low to the ground. Jake hurried after him, his boots crunching through leaves and mud. Within minutes, Scout found the volunteer hiding behind large rocks near a rushing creek. “He didn’t even slow down,” Ben said. The training continued throughout the morning. With each new exercise, they crossed muddy trails, pushed through thick bushes, and tracked scents across rocky hills where they could see the whole forest below. Each time, Scout found his target quickly, as if he already knew exactly where to go. “He hasn’t missed one all morning,” Ben said at lunch. Jake unwrapped his sandwich and smiled. “That’s Scout.” After lunch, Ranger Brooks gathered the group. “This last exercise is the hardest one,” he said. “The terrain is rougher, and the missing hiker will be much farther out. Stay sharp.” Scout stood alert beside Jake as he sniffed the scent sample. Then he sprang forward and raced down the trail. At first, everything seemed normal. Jake jogged along the main trail, watching Scout race ahead. Then Scout suddenly stopped. His ears shot up. Instead of sniffing the ground, he lifted his nose into the air.

Unit

The team spread out across the forest. Jake, Ben, and Ranger Brooks moved together through the trees, calling Scout’s name and scanning the ground for clues. Ben stopped beside a pine tree. “Look, broken branches.” The team followed the direction the broken branches pointed. A little farther downhill, Jake knelt beside a patch of mud and spotted a set of paw prints. “Those are Scout’s,” he said. Jake’s heart lifted. “Scout came through here.” For the first time in hours, he felt hope again. They followed the tracks until the ground turned rocky and the trail disappeared. The team spread out again, searching in all directions. They crossed two small streams, cold water pushing against their boots. They climbed a rocky hillside and looked out over the valley. They checked an old campsite near a fire ring. Nothing. The sun kept sinking lower, and the forest grew darker. Jake stared at the long shadows stretched across the forest floor. “What if we don’t find him before dark?” he asked quietly.

Lesson

Level F

| Unit 1

| Lesson 4

Ben looked at him. “We keep going until we do.” Jake nodded and pushed forward. Soon they entered a deep part of the forest, so far from the main trails that the sounds of the ranger station had completely faded. This was the kind of place most hikers never visited. The trees stood close together, and thick bushes covered the ground. It was hard to see more than a few feet ahead. Then Ben stopped. “Here,” he said. He pointed to a soft patch of dirt between two tree roots. Fresh paw prints, clear and sharp. Ranger Brooks crouched beside them. “This is our best clue yet.” The team followed the prints deeper into the forest. The light was fading fast. Jake’s legs ached. His throat was sore from calling Scout’s name over and over. Then he heard it. A bark. Soft, but clear. He froze. “Scout!” he shouted. Silence. Then another bark. Louder this time. “There!” Ben pointed left.

| Lighthouse L I TE R ACY

Level F

| Unit 1

| Lesson 4

and carried him out of the forest. Before leaving, the hiker reached down and placed a hand on Scout’s head. “You stayed with me the whole time,” he said quietly. “Thank you.” Scout’s tail wagged. Back at the ranger station, everyone talked excitedly about what had happened. The search for Scout had turned into something none of them had expected. Ranger Brooks stood in front of the group. “Scout deserves special recognition tonight,” he said. “Scout left the trail during training,” Ranger Brooks said. “In an exercise, that's a fail.” He glanced toward the others. "But a man was out there with a broken ankle. Nobody knew he was there." He looked at Scout. “Scout picked up on it.” “You can teach a dog to follow a scent. You can teach him to stay on a trail. You can even teach him to stay with someone once he's found them.” He paused. “But to walk away from the exercise because a real person needed help? That's not something you can put in a training manual. Good rescuers just know it on their own.” Everyone applauded. A few days later, the rescued hiker returned to the station. His ankle was wrapped and healing. He thanked Ranger Brooks, thanked Ben, and thanked every volunteer who had searched the forest that evening. Then he crouched down beside Scout. “You’re a hero,” he said. Scout barked once, loud and happy. Everyone laughed. Jake watched him and felt a quiet sense of pride. He had spent a lot of time teaching Scout how to search, track, and stay focused. But in a real situation, Scout had shown him something more; he knew when to stop following the plan and do what mattered most. Jake hadn’t just trained a dog. He had trained a rescuer. And out in those mountains, that had made all the difference. | Lighthouse L I TE R ACY

Everyone moved at once. Branches scraped Jake's arms as he pushed through the bushes, faster and faster. He followed the sound through tangled brush and stepped into a small clearing. And there was Scout. His tail wagged when he saw Jake, but he didn’t run toward him. Instead, he turned and looked behind him. Jake followed his gaze. A man sat on the ground a few feet away, leaning against a tree. He looked pale and exhausted. One leg was stretched out stiffly in front of him. Ranger Brooks stepped forward. “Are you injured?” The man nodded slowly. “I slipped on a loose rock while I was exploring a trail. I hurt my ankle. I can’t walk. I’ve been here for hours.” Jake dropped to his knees and hugged Scout tightly. Scout licked his face once, then turned back toward the injured hiker, as if checking that he was still okay. The search dog everyone thought was missing had been carrying out a real rescue the entire time. Ranger Brooks pulled out his radio. “We’ve located an injured hiker. Requesting a rescue team.” He looked at the others. “Help is coming.” Not long afterward, a rescue team arrived with a stretcher and lights. They carefully helped the man

Unit

Lesson Review Summarizing a Story

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

Complete the chart. Somebody: Who is the main character? Wanted: What did they want? But: What was holding them back? So: How did they react? Then: How did the story end?

Use the chart to write a paragraph.

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

AS SES SM EN T

Writing Prompt Transition Words LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Transition words often come at the beginning of sentences. They help the ideas in a paragraph flow. Transition Words Show Order

Add Information

Show Contrast

First Next Then Finally

Also In addition Furthermore Lastly

But However Although Even though

Cause and Effect

Give an Example

Conclude

Therefore As a result For this reason If...then

For example For instance In particular For one

In conclusion Overall For these reasons All in all

Fill in the blanks with transition words. Why does Scout deserve special recognition? Scout deserves special recognition for several reasons. , he left the training exercise because he discovered an injured hiker who needed help. , Scout stayed with the man until the rescue team arrived, making sure he was not alone. , Scout's actions helped save the hiker and showed that he was more than just a well-trained dog. For these reasons, Scout truly earned the title of hero.

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Write a thank-you letter from the rescued hiker to Scout and the rescue team.

Dear

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer.

1. Which word means the characteristics

5. Which action is the best example of

or shape of ground?

gazing?

a. Patch b. Terrain c. Clearing d. Recognition

a. Blinking during a dusty gust of wind b. Looking away when someone turns to face you c. Closing your eyes tightly to fall asleep d. Staring at a museum painting

2. The forest ranger

the deer's path through the deep winter snow. a. tracked b. exhausted c. injured d. gazed

6. After a long day of building the large birdhouse, the carpenter felt completely . a. exhausted b. injured c. tracked d. recognition

of yellow sunflowers grew right in the middle of the large green lawn. a. gazed b. patch c. terrain d. recognition

4. Which of the following describes a a. A jungle where trees and vines grow tightly together b. A cave deep underground c. A sunny, open field completely surrounded by woods d. A narrow brick alleyway located between two tall buildings

| Unit 1

physically harmed? a. Injured b. Patch c. Clearing d. Gaze

8. Which word means special praise or

clearing?

Level F

7. Which word means hurt, damaged, or © Lighthouse Curriculum. Copying strictly prohibited.

3. A bright

| Lesson 4

attention given to someone for doing something well? a. Terrain b. Recognition c. Tracked d. Exhausted

| Lighthouse L I TE R ACY

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

We can use "Read. Think & Check. Choose." to answer harder questions.

Read.

Think & Check.

Choose.

Answering two-part questions: Break down the question. Think about the answer to each part before choosing the answer. 1. Read the question. Notice important words. Some questions will have two literary terms you will need to find. 2. T hink and check. There might be a part of the question you need to answer first. Answer both parts of the question. Find proof in the text. 3. C hoose the correct answer. Narrow down the answer choices. Choose the answer that answers both parts of the question.

Circle the best answer.

The setting is when and where a story takes place.

Reread the parts of the text that describe the setting.

The plot is the order of events in a story.

1. How does the setting contribute to the development of the plot?

Wrong setting; the weather was pleasant.

a. The large, rugged forest makes finding Scout difficult. b. The bad weather slows the rescuers down. c. The ranger station provides enough equipment that the search becomes easy. d. The hiking trails in the forest prevent Scout from wandering very far.

The hiking trail could enable Scout to go far.

Level F

| Unit 1

| Lesson 4

| Lighthouse L I TE R ACY

First, I need to... know what the setting is. Then, I need to... find how the setting connects to the events in the story. The search wasn’t easy.

Purpose is the reason something was written.

Reread the part of the text that talks about Ben’s actions. First I need to... find what Ben’s actions are. Then, I need to... think about why they are needed in the story.

2. What is the purpose of Ben's actions in the story? a. They show that Ben wants to lead the search team. b. They help move the search forward by identifying important clues. c. They convince Jake to stop searching before dark. d. They show that Ben doubts Scout's abilities. Reread the part of the text that takes place during the search.

Character means personality.

3. What do Ranger Brooks's reactions during the search show about his character? a. He stays calm during difficult situations. b. He trusts Scout without any concern. c. He expects Jake to lead the search. d. He wants to end the search early.

First I need to... find what Ranger Brooks's reactions are during the search. Then, I need to... think how it shows his personality.

The central idea is something important the author wants readers to know about the topic of a text.

a. He reminds the group that training is the only key to success. b. He explains that good judgment cannot always be taught. c. He suggests that Scout should have stayed on the trail. d. He praises Scout for completing every part of the exercise.

4. How does Ranger Brooks's response to Scout's actions support a central idea of the text? First, I need to... find the central idea. Then, I need to... explain how his response to Scout's action supports the central idea.

The theme is a big idea hinted at throughout the story.

5. Which quote best supports a theme of the story? a. "Pay attention to every clue." b. "He hadn't just trained a dog. He had trained a rescuer." c. "He hasn't missed one all morning." d. "Jake was determined to find him."

Level F

| Unit 1

| Lesson 4

First, I need to… think of some themes in the story. Then, I need to… decide which quote best supports a theme.

| Lighthouse L I TE R ACY

Unit

Lesson

Unit 2: Literary Elements Lesson 5: Plot

The Ransom of Red Chief © Lighthouse Curriculum. Copying strictly prohibited.

Author: Adapted from O. Henry

Genre: Fiction

Standards: Lesson: RL.6.3

Level F

| Unit 2

| Lesson 5

| Lighthouse L I TE R ACY

INTRODUCE THE LESSON

Before Reading 1. Learn about plot elements. 2. Practice identifying plot elements. 3. Complete the vocabulary worksheet.

Unit Goal

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about how the plot moves forward.

Lesson Focus Describe how a plot unfolds.

After Reading 1. Complete the lesson review to answer questions about the plot. 2. Complete the writing prompt. 3. Complete the project. 4. Check your progress by taking the assessment.

Analyze literary elements in a fiction story.

LESSON

Level F

| Unit 2

| Lesson 5

| Lighthouse L I TE R ACY

Unit

Lesson Introduction Plot

Lesson

LESSON

What To Know

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

The plot is the order of events in a story. It includes what happens at the beginning, the problem that develops, and the events that lead to the ending. The plot of a story revolves around a conflict or problem. To find the conflict, think about what is stopping the character from getting what they want. The most exciting part! The turning point of the story, or the part that surprises you. Tension is building There is a problem or conflict.

Climax

The beginning The characters and setting (where and when the story takes place) are introduced.

The end is in sight Events that follow the climax.

Rising Action

Falling Action

Resolution

Exposition

Somebody

See It In Action

Exposition Somebody

Rising Action Wanted + But

Climax So Falling Action Then Resolution

The end All the loose ends are tied up.

Wanted + But

Then

Emma loved science. She had spent two weeks building a volcano for the school science fair. On the morning of the fair, she opened her locker and discovered the volcano was missing. Emma searched the classroom, library, and hallway, but she couldn't find it. Each minute brought the science fair closer, and she worried she would have nothing to present when the judges arrived. Just before the judges arrived, Emma caught sight of her volcano peeking out from behind a curtain in the auditorium. Her heart raced as she hurried over—it was finally found! She quickly carried it to her display table and set it up. Emma presented her project to the judges and was glad she didn't give up looking for it.

Level F

| Unit 2

| Lesson 5

| Lighthouse L I TE R ACY

Let’s Practice! LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Read the following passage. Then use the answer choice box to fill in the plot diagram.

Stone Soup

nce, a man arrived in a town with nothing to eat. He asked the villagers for food, but no one would share. Having no choice, he took a pot filled with water and placed it over the fire. He dropped in a stone. The villagers asked what he was doing. “I am making Stone Soup,” he said. “It will be delicious, but it tastes best with salt and pepper.” The villagers who wanted to taste the Stone Soup ran home to get some salt and pepper. Soon all the villagers were adding carrots, onions, potatoes, and meat. Before long, the pot was smelling delicious. All the villagers came to take a taste. As the tired traveler took a bowl, he smiled. He now had a delicious meal.

A man arrives in town.

The villagers added vegetables and meat to the soup.

The man eats the soup.

The man needed food but no one would share. He makes a soup with a stone. Climax

A delicious soup is cooked.

Falling Action

Rising Action

Exposition

Resolution

4. 2. 5.

1. Somebody

Wanted + But

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Then

Unit

Vocabulary

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PRACTICE

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ACT I VI T Y

AS SES SM EN T

Match the definition to the bolded words. Highlight context clues.

The rain shower was temporary, lasting for ten minutes before the sun came out.

prisoner

The students collected coins to fund a new bookshelf for the classroom.

happening slowly or step-bystep over a period of time

The thief demanded a ransom of fifty gold coins before he would return the stolen horse.

lasting for only a short period of time

4. The hawk was a captive in the small

close but not exact

The hike takes approximately one hour, depending on how fast you walk.

very worried or hopeless and ready to do almost anything

Exhausted and out of water, the lost explorer started to grow desperate.

provide money or pay for something

A reasonable buyer would not pay fifty dollars for a plain pencil.

sensible; using good judgment

The tiny green sprout grew gradually over the summer, slowly turning into a sunflower.

money paid to free a prisoner

cage until it was rescued.

temporary [TEM-puh-rair-ee]; fund [FUHND]; ransom [RAN-suhm]; captive [KAP-tiv]; approximately [uh-PROK-suh-mit-lee]; desperate [DES-per-it]; reasonable [REE-zuh-nuh-buhl]; gradually [GRAJ-oo-uh-lee]

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LESSON

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Author: Adapted from O. Henry

The Ransom of Red Chief Genre: Fiction

“T

he Ransom of Red Chief” was first published in 1907, more than 100 years ago. The story takes place in a small town in Alabama, during a time when people traveled by buggy, mailed letters, and news moved much more slowly than it does today. In this quiet town, Sam and Bill think they have found the perfect place for a risky plan. There is a wealthy father, a boy who should be easy to hide, and no reason to expect much trouble. At first, everything seems to be going their way. Will Sam and Bill’s plan work the way they expect? What will cause the plot to take an unexpected turn?

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It looked like a good thing, but wait till I tell you. We were down South, in Alabama, Bill Driscoll and myself, when this kidnapping idea struck us. It must have been a moment of temporary insanity, but we didn’t find that out till later. There was a town down there, called Summit. The people there were the most peaceful, ordinary folks you'd ever find, which is exactly why we chose it. Bill and I had about six hundred dollars between us and needed two thousand more to fund a land deal out west. We figured that a small, quiet town was the perfect place to pull off a kidnapping. No big-city newspapers. No trained detectives. Just a few local officers and not much reason to expect trouble. We picked our target carefully: Johnny Dorset, the only son of a well-respected man named Ebenezer Dorset. Ebenezer was the serious type, the kind of man who never smiled at anything that didn't involve a profit. The kid was a boy of ten, with freckles and bright red hair. Bill and me figured that Ebenezer would melt down for a ransom of two thousand dollars to a cent. But wait till I tell you. One evening after sundown, we drove in a buggy past old Dorset’s house. The kid was in the street, throwing rocks. “Hey, little boy!” says Bill, “Would you like to have a bag of candy and a nice ride?” The boy threw a brick that hit Bill in the eye. “That will cost the old man an extra five hundred dollars,” says Bill, climbing over the wheel. That boy fought like a trapped wildcat, but, at last, we got him into the buggy and drove away. We took him up to the cave. After dark, I drove the buggy to return it back to the little village where we rented it from. I walked back alone to the mountain. When I returned, Bill was pressing a handkerchief against the scratches and bruises on his face. The boy, meanwhile, was crouched cheerfully by a fire at the mouth of the cave, watching a pot of coffee boil. He had jammed two bird feathers into his red hair and was pointing a stick at me. "Halt!" he announced. "Do you dare enter the camp of Red Chief?" “He’s all right now,” says Bill, rolling up his

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trousers and examining some bruises on his shins. "We're playing Indian. I'm Old Hank the Trapper. He’s picked out a rock and says he’s going to crush me with it at sunrise.” He paused. "By the way, that kid can kick hard.” Yes, sir, that boy seemed to be having the time of his life. The fun of camping out in a cave had made him forget that he was a captive himself. He immediately gave me the name Snake-eye the Spy and launched into a long speech at supper that went something like this: “I like this fine. I never camped out before; but I had a pet ’possum once, and I was nine last birthday. I hate to go to school. Are there any real Indians in these woods? I want some more gravy. Does the trees moving make the wind blow? We had five puppies. My father has lots of money. Are the stars hot? Why are oranges round? Have you got beds to sleep on in this cave?

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but the kind of high, desperate screaming you'd expect from someone being chased by a bear. I jumped up to see what the matter was. Red Chief was balanced on a rock ledge about four feet above where Bill lay sleeping, both arms wrapped around a stone roughly the size of a hatbox. He had the focused expression of a boy who has thought this through. He was waiting for exactly the right moment. I got the stone away from the kid and made him lie down again. But, from that moment, Bill’s spirit was broken. He never closed an eye again in sleep as long as that boy was with us. Toward sun-up I remembered that Red Chief had said I was to be burned at the stake at sunrise. I wasn’t nervous or afraid, but I sat up and leaned against a rock. “What are you getting up so soon for, Sam?” asked Bill. “Me?” I say. “Oh, I got a kind of a pain in my shoulder. I thought sitting up would rest it.” “You’re a liar!” says Bill. “You’re afraid. You’re to be burned at sunrise, and you’re afraid he’d do it. And he would, too, if he could find a match. Isn’t it awful, Sam? Do you think anybody will pay out money to get a little rascal like that back home?” Over breakfast, I went up to the top of the He kept that up for approximately two hours mountain and ran my eyes towards Summit. I without stopping. Bill stared into the fire with thought I’d see village men armed with weapons the expression of a man who had made a terrible coming to search for the kidnappers. But what I saw mistake. was a peaceful scene with one man plowing a field We went to bed about eleven o’clock. We spread with a mule. “Perhaps,” I said to myself, “it has not down some blankets and put Red Chief between us. yet been discovered that the boy is missing.” We weren’t afraid he’d run away. When I got back to the cave, I He kept us awake for three found Bill backed up against the hours, jumping up and reaching side of it, breathing hard, and the F U N FA C T S for his rifle and screeching: boy threatening to smash him with “Hist! pard,” in our ears a rock half as big as a coconut. whenever he imagined he heard “He put a red-hot boiled potato About the Author something outside. At last, I fell down my back,” explained Bill, → O. Henry was a pen asleep and dreamed that I had “and then mashed it with his foot, name, which means it been kidnapped and chained to so I hit him.” was not the author’s real name. a tree by a pirate with red hair. I took the rock away from the Just at daybreak, I was boy and kind of patched up the → O. Henry’s real name was William Sydney Porter. awakened by awful screams argument. “I’ll get you,” says the from Bill. Not ordinary yelling, kid to Bill. “You better beware!”

Unit

“If you don’t behave,” I say, “I’ll take you straight home. Now, are you going to be good, or not?” “I’ll behave, Snake-eye, if you won’t send me home and if you’ll let me play the Black Scout.” I said yes, not knowing what it meant. I left Bill with the kid and headed to a village three miles away to mail a ransom letter to old Ebenezer Dorset. The letter demanded fifteen hundred dollars. Bill had begged me to lower it from two thousand. "No reasonable man," he said, "would pay two thousand for that." I also wanted to see what folks in the area were saying about the kidnapping. I bought some tobacco and hung around the general store long enough to hear one farmer mention that Summit is all upset over the Dorset boy going missing. That was all I wanted to know. I mailed the letter and walked back. When I got back to the cave, Bill and the boy were not to be found. I sat by the cave and waited. In about half an hour, I heard the bushes rustle, and Bill wobbled out in

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front of the cave. Behind him was the kid with a broad grin on his face. Bill stopped, took off his hat, and wiped his face. The kid stopped about eight feet behind him. "Sam," said Bill, "I tried. I want you to know I tried. But I sent the boy home." “What’s the trouble, Bill?” I asked him. "The Black Scout game," said Bill. "I was the horse. He rode me ninety miles. Then he fed me sand. Then for an hour he asked me why there's nothing inside holes and how a road can go two ways at once. I dragged him to the edge of the road and pointed him toward Summit. On the way, he kicked my legs and bit my thumb.” “But he’s gone,” continued Bill, “gone home. I showed him the road to Summit. I’m sorry we’ll lose the ransom, but it was either that or the madhouse.” Bill was puffing and blowing, but his face had a strange look of peace and happiness. “Bill,” I say, “no one in your family has heart trouble, right?”

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PAUSE AND PONDER How does O. Henry make the story funny? Find specific examples.

Bill sat down on the ground and didn't say anything for a long time. That evening, I crept up the tree near the old fence and waited for the reply to our letter. Right on time, a boy came on a bicycle, slipped a folded note into the box, and pedaled away. I waited another hour to be sure it wasn't a trap, then climbed down and carried the letter back to the cave. I opened the note and read it to Bill. It said: “Gentlemen: I received your letter today. I think your price is too high. Here is my offer which I think you will accept: You bring Johnny home and pay me two hundred and fifty dollars, and I will take him off your hands. Come at night, since the neighbors think he's lost, and I cannot be responsible for what they might do to anyone they saw bringing him back. Respectfully, Ebenezer Dorset”

Ebenezer’s front door. Bill was counting out two hundred and fifty dollars into Dorset’s hand. When the kid found out we were going to leave him at home, he started howling and grabbed onto Bill’s leg. His father peeled him away gradually, like a band-aid. “How long can you hold him?” asks Bill. “I’m not as strong as I used to be,” says old Dorset, “but I think I can promise you ten minutes.” “Enough,” says Bill. “In ten minutes, I will cross through Tennessee, Kentucky, Ohio, and Michigan and head for Canada.” And, as dark as it was, and as fat as Bill was, and as good a runner as I am, he was a good mile and a half out of Summit before I could catch up with him. PAUSE AND PONDER Did you notice that O. Henry switches between past and present tense throughout the story? Why do you think he does that?

“No,” says Bill. “Nothing serious, except malaria and accidents. Why?” “Then you may want to turn around,” I say, “and take a look behind you.” He turned. There was Red Chief, eight feet away, still grinning.

Bill looked at me with the eyes of a man who has been through too much. “Sam,” he said, “what’s two hundred and fifty dollars, after all? We’ve got the money. I can’t handle even one more night of this kid. I think Mr. Dorset is being generous for making us such an offer. You’re not going to let the chance go, are you?” “Tell you the truth, Bill,” I say, “this kid has somewhat got on my nerves too. We’ll take him home, pay the ransom, and make our get-away.” We took him home that night. We got him to go by telling him that his father had bought new boots so that we could go hunt bears the next day. It was just twelve o’clock when we knocked at

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Unit

Lesson Review Plot

Lesson

LESSON

PRACTICE

VOCABUL A RY

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R EVI EW

ACT I VI T Y

Answer the questions about the plot. Exposition

Who are the characters?

2. What is the setting?

Rising Action

3. What do the main characters want? 4. What problems arise? Describe with a few examples.

5. In short, what is the conflict in the story?

Climax

6. What is the turning point in the story (climax)?

Falling Action

What happens next?

Resolution

8. How does the story end?

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AS SES SM EN T

Writing Prompt Opinions LESSON

PRACTICE

VOCABUL A RY

STO RY

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ACT I VI T Y

AS SES SM EN T

Facts can be proven. Opinions are what someone thinks or feels. When you give an opinion, explain your reasons so others can understand your thinking.

Kidnapping is a serious crime, but O. Henry makes Sam and Bill’s situation seem funny and difficult. Do you feel sorry for Sam and Bill, or do you think they got what they deserved? Write a paragraph explaining your opinion.

Plan. Write your opinion. Write reasons and details to explain. My opinion

2. Topic Sentence. Answer the question in a complete sentence. Write your opinion.

3. Body Sentences. Explain your opinion.

4. Concluding Sentence. Restate your opinion. To conclude,

5. Write as a paragraph. Put the sentences together. Make sure the whole paragraph makes sense.

Level F

| Unit 2

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Unit

Activity

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LESSON

PRACTICE

VOCABUL A RY

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ACT I VI T Y

ASS ESS M EN T

Create a “survival kit” for Sam and Bill. Choose five items Sam and Bill would need to survive being stuck with Johnny and explain each one.

Example: Earplugs: for Johnny’s endless talking Bandages: for Bill’s scratches and bruises

Level F

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Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. hich of the following is an example of W something that is temporary?

5. Which word means close to a specific number or amount, but not exactly?

a. The height of a mountain b. A snow castle built during winter c. The color of your eyes d. The foundation of a school building

2. The town held a bake sale to

a. Temporary b. Reasonable c. Desperate d. Approximately

6. Which word means happening slowly or

repairs for the old playground.

step-by-step over a period of time?

a. ransom b. fund c. gradually d. approximately

a. Captive b. Gradually c. Desperate d. Fund

3. Which word means money paid to free a

prisoner or a captured person?

A hiker would not begin a long trail without water or a map.

a. Desperate b. Reasonable c. Ransom d. Temporary

a. temporary b. reasonable c. approximately d. ransom

4. The trapped bird was a

until someone opened the cage and let it fly away. a. captive b. gradually c. desperate d. approximately

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8. Which behavior shows that someone is desperate? a. Reading a book under a tree b. Drawing a neat map for a geography assignment c. Searching through every trash can to find a lost house key d. Humming a tune while waiting quietly for the school bus

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Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

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ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer. Reread the part where they approach Johnny.

What do Johnny Dorset’s actions when Bill first approaches him show about his character? a. He is fearful of strangers. b. He is obedient and respectful. c. He is energetic and difficult to control. d. He is eager to leave home.

2. In the story, what does the phrase “his spirit was broken” most likely mean?

a. He became physically injured. b. He lost interest in earning the ransom money. c. He became discouraged and exhausted. d. He forgot the kidnapping plan.

3. What does Sam’s expectation of seeing armed search parties suggest about him? a. He believes the kidnapping is being taken seriously. b. He thinks the townspeople suspect him of being the kidnapper. c. He feels guilty about the crime. d. He plans to leave Summit immediately.

4. Why does Bill ask, “Do you think anybody will pay out money to get a little rascal like that back home?” a. He is beginning to doubt the success of the plan. b. He wants Sam to increase the ransom amount. c. He believes Johnny has escaped. d. He thinks Ebenezer Dorset is poor.

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The narrator is the voice that is telling the story. Their point of view changes how the story is told and what the reader knows.

5. How does the narrator's point of view help develop the humor in the story? a. It explains Johnny's secret plans. b. It shows Sam's growing frustration. c. It reveals Ebenezer Dorset's thoughts. d. It focuses on the town's reaction.

6. What does Johnny’s return after Bill sends him away suggest? a. He is lost and cannot find his home. b. He enjoys being with the kidnappers more than being at home. c. He wants the ransom money for himself. d. He is testing to see if Bill and Sam will chase him.

Reread the letter.

How does Ebenezer Dorset’s letter contribute to the humor of the story? a. It reveals that Johnny has been missing before. b. It changes the kidnappers’ expectations. c. It explains Johnny’s school grades. d. It proves the kidnappers are innocent.

I need to… explain why the letter is funny.

8. Which quote best supports the idea that Johnny is more difficult to handle than Bill and Sam expected? a. “The people there were the most peaceful, ordinary folks you'd ever find...” b. “We had about six hundred dollars between us...” c. “He rode me ninety miles. Then he fed me sand.” d. “I mailed the letter and walked back.”

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Unit

Lesson

Unit 2: Literary Elements Lesson 6: Character Development

A Bit of Advice © Lighthouse Curriculum. Copying strictly prohibited.

Author: Yael Mermelstein

Genre: Fiction

Standards: Lesson: RL.6.3

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INTRODUCE THE LESSON

Before Reading 1. Learn how characters change in a story. 2. Practice identifying character traits. 3. Complete the vocabulary worksheet.

Unit Goal

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about how the main character changes as the story progresses.

Lesson Focus Describe how characters change as the plot moves towards the resolution.

After Reading 1. Complete the lesson review to show how the main character changes in the story. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment. © Lighthouse Curriculum. Copying strictly prohibited.

Describe literary elements in texts.

LESSON

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Unit

Lesson Introduction Character Development

Lesson

LESSON

What To Know

PRACTICE

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ACT I VI T Y

AS SES SM EN T

Just like real people, characters can change! Authors develop characters by showing what they are like. Character traits are words that describe what someone is like, such as honest, selfish, or brave. A character’s thoughts, words, actions, and feelings can show these traits. As the plot unfolds, problems and events may cause the character to change. A dynamic character changes in an important way during a story. A static character stays mostly the same.

Climax 3.

Rising Action

We can use the plot diagram and SWBST to trace how a character changes.

Falling Action Falling Action

Resolution

Exposition

Somebody

Wanted + But

Then

See It In Action

Somebody: Who is the character? What is the character like at the beginning?

Mark is a selfish boy who doesn’t think about others.

Wanted + But: What does the character want? What problem or conflict stands in the way?

Mark wants the other boys to include him, but they don’t because he never helps anyone.

So: How does the character respond to the problem?

When David drops his papers, Mark stops and helps him pick them up. David thanks Mark and invites him to join the group.

Then: Describe the character at the end of the story. How has he changed? What caused the change?

Seeing how thankful David is helps Mark realize that helping others matters. He begins noticing when others need help and becomes more thoughtful and less selfish.

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Let’s Practice! LESSON

PRACTICE

VOCABUL A RY

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ACT I VI T Y

AS SES SM EN T

Read each passage. Choose the character trait from the word bank that best describes each character. Underline the detail that helped you choose. While playing ball in the house, Cindy accidentally broke her mom’s favorite vase. Instead of hiding the pieces under the rug, she went straight to her mom and said, “I’m sorry, Mom. I was playing too rough, and I broke it.” As soon as the teacher put the students in a group, Sophie stood up. “Okay, Amy, you draw the lines. Lily, you write the words exactly where I tell you. Nobody start until I say go.” When a new girl walked into the classroom looking nervous, Emily didn't wait for the teacher to introduce her. She walked over, gave her a big smile, and said, “Hi! I'm Emily. Do you want to sit with me at lunch?” Even though the sun was hot and he was tired, Adam stayed outside until every single weed was pulled and every flower was watered. He didn't come inside to play until the job was finished.

Humble

Selfish

Greedy

Someone who doesn’t brag or act like they are better than others

Someone who only cares about themself and doesn’t like to share

Someone who wants more of something than they need

Hard-working

Bossy

Creative

Someone who puts a lot of effort into their work and does not quit

Someone who tries to control others by telling them what to do

Someone who has a strong imagination and loves to make new things

Honest

Brave

Stubborn

Someone who tells the truth, even when it is hard to do

Someone who faces things that are scary or difficult

Someone who won’t change their mind or listen to other ideas

Responsible

Friendly

Cautious

Someone who can be trusted to do what they are supposed to do

Someone who is kind and welcoming to others

Someone who thinks carefully before acting

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Character Trait Word Bank

Unit

Vocabulary

Lesson

LESSON

PRACTICE

VOCABUL A RY

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R EVI EW

ACT I VI T Y

AS SES SM EN T

Match the bolded words with their definitions. Highlight context clues.

The prince stood perfectly still, posing for the painting.

relating to the body

The artist in Paris wore a red beret tilted slightly to one side of his head.

taking or holding a position, often for a painting or picture

The actor stood under the spotlight to deliver his emotional monologue.

a round, soft, flat hat

4. After spending weeks in its cocoon, the

comes out, appears

Lifting heavy wooden crates required workers to be physically strong.

a long speech given by one person

The deer vaulted over the low wooden fence in a single leap.

give out

The florist carefully arranged colorful roses, lilies, and ferns into a beautiful bouquet.

jumped over or upward

The chef began to dole out one scoop of soup to each guest in line.

an arrangement of cut flowers

butterfly emerges into the sunshine.

posing [POH-zing]; beret [buh-RAY]; monologue [MON-uh-log]; emerges [ih-MER-jez]; physically [FIZ-ih-klee]; vaulted [VAWL-tid]; bouquet [boh-KAY]; dole [DOHL]

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PRACTICE

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ACT I VI T Y

ASS ESS M EN T

Author: Yael Mermelstein

A Bit of Advice Genre: Fiction

ebecca is used to having an answer. Whether the problem is small or serious, she is never short on advice. But on the day of the school play tryouts, one choice may be harder than it first seems. What will Rebecca tell her friend to do? What will happen when that advice is put to the test?

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Unit

Lesson

Level F

| Unit 2

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I come downstairs and plop my knapsack on the counter while my mother fills cereal bowls with Krispies and milk. “You look so lovely in pink,” my mother says. She says that every time I wear pink, which is most days of the week, though I do try to vary the shades. I grab a sandwich bag and stuff it with Cocoa Crunch. “I have no time to sit. Play tryouts are today.” I head out the door. My best friend Kate is waiting for me at the corner; her purple knapsack is slung over one shoulder like she couldn’t care less if it fell off and blew away in the wind. Her whole body is slumping. “What’s with you?” I ask her as we head off toward school. Kate’s face is twisted into an expression that looks like a question mark. “Tryouts,” she says. “Tryouts are a wonderful opportunity,” I tell her, echoing what my Aunt Millie told me a few weeks ago. She was a famous performer in her school plays. At least, that’s what she says. My mother tells me Aunt Millie’s stories are written on imaginary paper with invisible pens. “Maybe for you,” Kate says. A gust of wind boxes at my ears and I pull my hat down, hard. “For me, it’s an opportunity to make a fool of myself. I don’t know if I should try out. I’ve been back and forth about it all night long. I was just waiting for you to tell me what to do.” “Well,” I say, “did you sign up already?” “Yeah.” Then I know exactly what to tell her. It’s something my grandfather tells me every time I think about giving up on something that’s hard for me. “Winners never quit, and quitters never win,” I tell

Level F

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Kate as the traffic light turns red and the cars draw to a halt. “You already made the decision.” I loop my arm through her floating knapsack strap, and we cross. “You’re sure?” she asks. “I’m confident, yeah.” “You always think as straight as a pencil,” she says. “I wish my head were as clear as yours.” I feel like I’ve swallowed a helium balloon and I might just float up into the atmosphere. “Glad to be of service.” At school, it’s like there’s a fever going around. Everyone’s whispering, posing, and practicing. Most of the girls who are trying out have a particular part in mind, and they’re clearly trying to get into the mindset of that character. Mrs. Henderson is at her wit’s end, trying to get us to settle down. “Which part should I try out for?” Kate asks me. Unlike the flushed faces around the class, Kate’s skin is as white as a cloud that hasn’t seen rain for a season or two. “I think May Lynn would be a good part for you,” I tell her. “You’re pretty and sweet like she is.” Kate smiles. “Thanks.” She looks faint. The morning passes in a blur of nobody-payingattention-to-a-word-and-who-is-Mrs.-Hendersonanyway? Finally, it’s time for tryouts. Everyone runs to the auditorium. Even the girls who aren’t trying out are looking forward to watching. “Hey!” someone calls out to me. I turn around and see Chloe’s friend Sami. She waves frantically at me. I’m grateful Chloe goes to a different school. She’d make me nervous today. Like, I know I want to try out for the part of the conductor, but she might tell me I’d be better off as Aunt Lucy. Then I’d be stuck. “Hey, Sami.” “I’m surprised you’re not wearing your lucky color,” she tells me. I look down at my shirt, forgetting for a second. “Oh! Green? I look much better in pink.” Sami smiles. “Whatever you say. Good luck.” The girls who are trying out for singing parts make odd sounds with their lips and strange shapes with their mouths. I’m only trying out for a speaking part because acting is really my strength. That’s what Aunt Millie says.

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I, Rebecca Winkle, am always borrowing things. I borrow books from the school library, clothing from my older sister Chloe, and quarters from my younger brother Noah’s collection. (That last category doesn’t always get returned. He’s loose about the term ‘borrow.’) Last week, though, I realized that I’ve been borrowing an ocean full of things I didn’t even know had washed ashore. But I’ll stop talking in code and just tell you what happened. It went like this:

Unit

Riley Bernhardt comes over to me. She has two Yakahatches clipped onto the neck of her shirt. These tiny koalas are adorable but kind of fourth grade. That’s what Chloe told me. I’m not going to say anything, obviously. Oddly, I wish I had one of them in my pocket right now for company. I tossed my entire collection ages ago. “Kate told me she’s trying out,” Riley says. Riley is Kate’s next-door neighbor. “Yup. She’s super brave.” “Are you sure it’s a good idea?” My grandfather is the strongest, smartest person I know. He fought in three wars, and his house is wallpapered with awards of all sorts. If he said so, I am more than sure it’s a good idea. “It’s going to be amazing.” Riley nods and touches her Yakahatch wearing a green beret. “You always know what to do,” she says. “I’m just lucky to know a lot of smart people,” I say. I sit down and wait for tryouts to start. Where’s Kate? I scan the room and see her standing up on stage. The light shines on her from the back of the

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room like a searchlight that finally found the person it was looking for. She looks like a kitten that’s just spotted a wolf. “Katerina Evans, please read the part of May Lynn,” Mrs. Henderson speaks into the microphone. I wonder who she’s going to be playing off of. Then I remember that May Lynn opens the play with a monologue. Kate clears her throat. She opens her mouth. She clears her throat again. No sound comes out. I slide down a bit in my seat. Kate taps the microphone. “It’s okay,” Mrs. Henderson says. “Take your time.” Kate tries again. She opens her mouth while looking at the script in her hand. No sound emerges. My heart begins somersaulting in my chest like an untrained acrobat. I have to run on stage to save her. Aunt Millie always says the show must go on. But Aunt Inga says some people are just afraid of their own shadow. Maybe Kate needs to plow through this. My cousin Anne once froze on stage in the middle of an actual play, and ironically, dropping an ice cube down her back unfroze her.

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She shuts the main spotlight, and it makes a giant click. The stage still has soft lighting; it’s not like it’s pitch black. Kate clears her throat. And then she reads: It was seven Sundays ago that Millicent Vick sashayed into our home. I should have known as soon as she stepped on Fifi’s fat white tail that she was going to be trouble… I wait until she’s done, my heart having vaulted itself all the way into my throat. She isn’t brilliant, but she makes it through, and everyone claps politely when she’s finished. I crumple up like a used napkin, with relief. I need to find Kate. I leave the auditorium and find her by the water fountain, splashing water on her face. “Kate!” I say. “I’m—” She turns around and accidentally leans against the water spout. It changes direction and squirts all over my shirt, like someone’s aimed a hose at me. I look down at my shirt. “I probably deserved that,” I say. “I don’t know why I listened to you,” Kate says. “I hate acting.” “I don’t know why I listened to other people,” I say. “You hate acting. I know you.” “I should have listened to myself,” we both say, miserably. I look down at my wet, pink shirt. It occurs to me that I wish it were green. When did I start wearing pink? My mother told me it suited me. Do I even like pink? I need to think about it. I look at Kate. She’s wearing a Yakahatch holding a bouquet of flowers clipped to her shoulder. Who cares if Chloe thinks it’s babyish? It’s whimsical and adorable. I love it.

How can I get to a freezer? Kate blinks about a hundred times. There are tablespoon-sized tears behind her eyelids, if I know her. I know her. I know her! That’s it. I know Kate, and that means I should be able to figure out exactly what would help her in this situation. It’s not running on stage or finding an ice tray. I creep from my seat and race toward the back of the auditorium where the tech person is manning the sound and lights. “Mrs. Guespie, please, turn off the spotlight,” I beg her. “Uh, are you one of those kids who has a light allergy?” she asks. “No, I mean, not me, but my friend on stage, she does.” I don’t have time to explain that being in the spotlight makes Kate sick, not physically, but emotionally. I should have realized it this morning when I saw how clenched her fists were. Her skin was white, and she bit into her bottom lip again and again. I was full of opinions, but how many of them had been properly thought through? “Kill the light, please,” I say again, like I mean it. Mrs. Guespie shrugs. “Whatever floats your boat.”

And that is how I realized that instead of listening to other people’s advice and thinking it through, I was actually borrowing their opinions without returning them. As my piano teacher Ruth always says, it’s easy to dole out portions of advice. But it’s on the listener to decide how much of it they want to eat, not to mention how to spice it. From now on, I’m going to take other people's advice with a grain of salt. Because I’m lucky to know a lot of smart people, one of them being me.

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Unit

Lesson Review Character Development

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Somebody: Describe Rebecca at the beginning of the story.

1. Check all the character traits that can be used to describe Rebecca at the beginning of the story. Stubborn

Confident

Friendly

Cautious

Selfish

Easily influenced

Wanted + But: What does the character want? What problem or conflict stands in the way?

2. Fill in the blanks. Rebecca wants to

, but she

So: How does Rebecca respond to the problem?

3. What does Rebecca do when she realizes that Kate is struggling?

Then: Describe Rebecca at the end of the story. How has she changed? What caused the change?

4. Which quote from the story best describes what Rebecca learned about giving advice? a. “I wait until she’s done, my heart having vaulted itself all the way into my throat.” b. “‘I probably deserved that,’ I say.” c. “I was full of opinions, but how many of them had been properly thought through?” d. “Who cares if Chloe thinks it’s babyish?... I love it.”

5. How did Rebecca change? What caused the change? Give an example from the story.

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Writing Prompt Plot LESSON

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The resolution comes at the end of a story. It shows how the main problem is solved and how the character changes or learns something. To explain the resolution, show how the events at the end connect back to the problem.

At the beginning of A Bit of Advice, Rebecca gives Kate advice without thinking carefully about whether it is right for her. How do Rebecca’s actions and thoughts near the end of the story show that this problem has been resolved?

1. Plan. List Rebecca’s thoughts and actions near the end of the story.

2. Topic Sentence. Answer the question. 3. Body Sentences. Use details from your plan. © Lighthouse Curriculum. Copying strictly prohibited.

a. b. c.

4. Concluding Sentence. Restate the main idea or write a closing thought. 5. Write as a paragraph. Put the sentences together. Use transitions.

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Unit

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“Advice Gone Wrong”

Create a poster with a list of helpful tips, guides, or rules for giving good advice. Use examples from the story and think of your own!

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Vocabulary Assessment LESSON

PRACTICE

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ACT I VI T Y

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Circle the correct answer.

1. Which situation is an example of

5. Which word means in a way that relates

posing?

to the body?

a. Running through a hallway b. Smiling for a picture c. Writing an essay d. Sleeping in bed

a. Vaulted b. Monologue c. Physically d. Bouquet

2. Which word means a soft, round, flat

6. The hiker ran toward the fallen log and

hat?

over it.

a. Beret b. Bouquet c. Monologue d. Vaulted

a. emerged b. vaulted c. physically d. doled

7. To celebrate, her mother surprised her

delivered by one person?

with a

a. Bouquet b. Dole c. Monologue d. Posing

a. monologue b. beret c. bouquet d. pose

4. Which event is an example of something that emerges? a. A turtle coming out of its shell b. A stone sinking to the bottom of a river c. A wooden box being put into a safe d. A piece of paper being glued to a desk

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of flowers. © Lighthouse Curriculum. Copying strictly prohibited.

3. Which word means a long speech

8. The camp leader will

out equal portions of dried fruit to every hiker before the hike. a. emerge b. dole c. pose d. vault

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Unit

Comprehension Assessment

Lesson

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PRACTICE

VOCABUL A RY

Read.

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Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

1. Why does the author include Rebecca's conversations with her family and others throughout the story? a. To describe Rebecca's family b. To show that Rebecca relies on other people’s ideas c. To introduce the play tryouts d. To compare adults and children

2. Read paragraphs 6–12. What do these paragraphs mainly show about Kate? a. She is excited to try out. b. She is unsure about trying out. c. She wants Rebecca to try out first. d. She worries that she chose the wrong part. A theme is a big idea an author hints at throughout a story.

3. Which sentence best supports a theme in the story?

a. “You always think as straight as a pencil.” b. “My heart begins somersaulting in my chest like an untrained acrobat.” c. “I was full of opinions, but how many of them had been properly thought through?” d. “‘Glad to be of service.’”

4. Which detail best shows that Rebecca begins thinking for herself? a. She chooses a speaking part. b. She asks Mrs. Guespie to turn off the spotlight. c. She thanks Sami for wishing her luck. d. She tells Riley that Kate is “super brave.” Structure is how the parts of a story fit together.

Reread the ending.

5. How does the ending contribute to the overall structure of the story? a. It explains Rebecca's choices. b. It shows how Rebecca changes. c. It introduces a new conflict. d. It explains Kate's future plans.

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Point of view is how a character sees and understands what is happening.

6. How does the author mainly develop Rebecca's point of view throughout the story?

I need to... find how the author shows what Rebecca is thinking and feeling in the story. © Lighthouse Curriculum. Copying strictly prohibited.

a. By showing her distrust of others b. By revealing her changing thoughts about advice c. By describing arguments with her family d. By comparing her ideas with Kate's

Why does the author begin the story by listing the things Rebecca borrows? a. To emphasize that Rebecca often loses her belongings b. To introduce the idea that Rebecca also borrows other people’s opinions c. To explain why Rebecca needs money d. To compare Rebecca with her brother and sister

8. What does Kate most likely mean when she tells Rebecca, “You always think as straight as a pencil”? a. Rebecca gives clear advice. b. Rebecca thinks carefully. c. Rebecca follows rules. d. Rebecca never changes her mind.

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Unit

Lesson

Unit 2: Literary Elements Lesson 7: Finding Theme

The Iron Paddle © Lighthouse Curriculum. Copying strictly prohibited.

Author: David Brown

Genre: Realistic Fiction

Standards: Lesson: RL.6.2

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INTRODUCE THE LESSON

Before Reading 1. Learn about theme. 2. Practice finding the theme. 3. Complete the vocabulary worksheet.

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about the main problem in the story and how the characters react.

Describe literary elements in texts.

Lesson Focus Find the theme of a text.

After Reading 1. Complete the lesson review to find the theme. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment. © Lighthouse Curriculum. Copying strictly prohibited.

Unit Goal

LESSON

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Unit

Lesson Introduction Finding Theme

Lesson

LESSON

What To Know

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A theme is a big idea or lesson that the author hints at throughout a story. It’s something you can learn from the story and use in your own life. It is important to realize that stories can have more than one theme, and different stories can share the same theme. Climax 3.

Rising Action

Falling Action Falling Action

How to find the theme:

Resolution

Exposition

1. Read the whole story. 2. Follow the plot.

Somebody

Wanted + But

Then

→ Somebody + Wanted + But: What is the problem? → So: How does the main character react? → Then: What happens next? What does the ending teach the character or the reader?

3. Write a theme sentence.

Themes

Things aren’t always the way they seem.

Honesty is the best policy.

To have a good friend, you must be a good friend.

Facing fears can help a person grow.

Be careful what you wish for.

See It In Action

Diego wanted to start a lawn-mowing business, so he made flyers and knocked on every door on his street. But the only neighbor who answered, Mr. Patterson, said his lawn was too small to bother with. So Diego asked what kind of help he did need, and Mr. Patterson said his gutters were clogged with leaves. Diego borrowed a ladder and cleared them in an hour, charging ten dollars instead of the twenty he'd planned for mowing. Word spread fast. By the weekend, four more neighbors had called, each one asking about something Diego hadn't even thought to offer.

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Hard work pays off.

Problem: Diego wants to start a lawnmowing business, but his neighbor doesn’t need his lawn mowed. Main character’s reaction: Diego asks what type of help he does need. Then: Diego clears the gutters instead, and soon he gets lots of other jobs. Theme: Staying flexible can open new opportunities.

Let’s Practice! LESSON

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Themes... Are meant to be applied in real life Are the author’s opinion Are a lesson or moral Can be repeated in many stories Stories can have more than one theme.

Are not the same as the main idea Are not the reader’s opinion Are not usually written straight out in the story

Read the story. Then answer the questions to find the theme.

The Empty Jar

uth had been saving up to buy a new art set for three months, keeping her money in a glass jar on her desk. Then one afternoon, her younger sister Sara burst through her door with her face all blotchy. “I broke Mrs. Clark’s lantern,” she said. “Ruth, I need money to pay for a new one.” Ruth looked at her jar. She looked at her sister’s red, worried face. She emptied the jar into her hands, counted out exactly enough, and walked with her next door. Mrs. Clark looked surprised, then smiled slowly and told them both it was the most grown-up thing she'd seen in years. The art set took two more months to save for. Sometimes she'd pass the empty jar and miss seeing all her savings inside. But when she finally opened the new art set, the colors seemed somehow brighter than she'd imagined — and she couldn't quite explain why.

What is the problem?

2. How does the main character react to the problem? 3. What happens next? Hint: How does Ruth feel when she buys the art set? 4. What is the theme? a. Younger siblings should solve their own problems. b. Doing the right thing makes you feel good. c. If your sister gets into trouble, you should give her money. d. Money is more important than family.

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101

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Vocabulary

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Match the bolded words with their definitions. Highlight context clues.

After the long fishing trip, the sailors hauled the heavy, dripping nets onto the wooden dock.

burst forth suddenly

My muscles ached and felt sore the day after I finished my first five-mile hike.

fairly good or acceptable

The doctor was happy with the patient's recovery, noting that she was healing and getting stronger every day.

shining brightly

4. The student earned a respectable

holding on tightly

I took a quick glance at my watch to see if I was late, but I didn't look long enough to see the exact minute.

pulled or dragged something with great effort

The little monkey was clinging to its mother’s back as they swung through the tall jungle trees.

felt a continuous pain

The newly waxed floor was gleaming so brightly that it looked like a giant mirror.

a quick or hurried look

The classroom erupted into loud laughter the moment the teacher told a hilarious joke.

return to a normal state of health or strength

grade by studying hard and showing honest effort on her project.

hauled [hawld]; ached [aykt]; recovery [ri-KUH-vuh-ree]; respectable [ri-SPEK-tuh-bul]; glance [glants]; clinging [KLING-ing]; gleaming [GLEEM-ing]; erupted [ih-RUP-tid]

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LESSON

The Iron Paddle Author: David Brown

Genre: Realistic Fiction

he old iron paddle had hung in Camp Riverbend for more than a hundred years, and every camper knew what it meant. Some boys trained for it. Some dreamed about it. Eli had done both. But that summer, as the final race crept closer, he began to wonder if there was something about the prize that nobody had told him.

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The morning Eli arrived at Camp Riverbend for the second time, he had a plan. He hauled his duffel up the steps of Cabin Six and dropped it on the bottom bunk by the window, the bunk no one wanted because the screen had a tear and mosquitoes drifted in at dusk. Last summer, that same bunk had been his. He had been the smallest kid in his cabin, the slowest in every race, the boy who finished the Iron Paddle competition dead last while the older campers cheered politely and looked away. This summer would be different. Eli had grown three inches over the school year. He had spent every Sunday at the neighborhood pool, practiced his side-stroke in his uncle’s pond until his shoulders ached, and memorized every bend of the Riverbend course from a hand-drawn map he kept folded in his back pocket. For the first time in his life, he believed he could win. “You’re back,” said a voice behind him. Eli turned. Mason Pruitt stood in the doorway, taller than Eli remembered, his hair bleached lighter from the sun. A duffel bag hung from one shoulder, the same duffel, Eli noticed, that Mason had carried last year. The canvas was patched in two places with mismatched thread. “I’m back,” Eli said. Mason nodded once. He took the bunk across

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from Eli, also a bottom bunk, also missing a piece of screen. He didn’t claim the better bed by the door. He never did. Eli already knew who Mason Pruitt was. Everybody at Camp Riverbend did. Mason had won the Iron Paddle competition three summers in a row, and some boys talked about him like he was a camp hero. Eli had expected someone like that to grab the best bunk in the cabin without hesitation. But Mason chose the broken one by the torn screen instead. Eli noticed that. It was the first of many things about Mason that confused him. *** The next afternoon, the boys sat along the swimming dock with their feet dangling in the water. The Iron Paddle was the oldest competition at Riverbend. For six weeks, the boys earned points in canoeing, swimming, archery, and the long-distance hike. On the final morning, every camper paddled the four-mile loop down Hollow Creek and back. Eli had always believed that the boy with the most points and the fastest race time won the Iron Paddle, a real paddle hammered out by the camp’s founder a hundred years ago and mounted on a slab of dark cedar.

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*** Every morning before breakfast, Eli ran the trail behind the mess hall. Every afternoon during free swim, he paddled until his arms shook and his blisters re-opened. He watched Mason’s stroke from a distance and copied it, the twist of the wrist, the long draw, the silent recovery that left no splash. But the strange thing was, Mason almost never seemed to train. Instead, he spent most of his time helping other campers. During free swim, he stayed beside the younger boys, holding their hands while they practiced kicking. On Tuesday, he helped the cook carry the heavy stockpot from the kitchen to the dining hall, when the regular helper had a sore back. One night, Eli saw him sitting beside a homesick boy named Owen on the cabin steps for nearly an hour, not saying much, just sitting beside him. Once, Eli walked past the equipment shed on his way to evening chores and spotted Mason inside. He was oiling a pile of paddles by lantern light. Not just his own. All of them. Eli noticed that. It was the third thing about Mason that surprised him.

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*** Over the next few weeks, Eli kept winning points. He won the swimming relay. He came in second in archery. He finished the long hike with blistered feet but a respectable time. By the end of the fifth week, his name sat at the top of the points board, and Mason’s sat just below it. The counselors began to notice him. “Pruitt’s got real competition this year,” one counselor said one evening, clapping Eli on the shoulder. “First time in a while.” Eli grinned. He couldn’t help it. But even as Eli climbed higher on the scoreboard, he found himself paying closer attention to Mason. That night, Eli lay awake in his bunk listening to the steady breathing of the other boys. The window screen rattled in the breeze. Across the cabin, Mason was reading by flashlight. Eli sat up to look. The book’s cover was wrapped in brown paper that had been taped together a hundred times. “What’re you reading?” Eli whispered. Mason looked up. He held up the book, but the title was too worn to read. “It was my dad’s,” he said. “Oh.” “He used to come here,” Mason said. “When he was a kid.” “Yeah?” Mason nodded. He didn’t say anything else. He clicked off the flashlight, and the cabin sank back into the soft dark. Eli stared up at the ceiling for a long time afterward. That was the fourth time Eli had noticed something unexpected about Mason.

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Mason had won it three summers in a row. “Four,” said Joel, who always seemed to know everything about camp. “He won it the year before he was even old enough. Some kind of vote, my brother said.” “A vote?” Eli asked. Joel shrugged. “Whatever. He won. He always wins.” Eli looked toward the far end of the dock, where Mason was helping a younger boy tighten the straps of a life jacket that was much too big for him. Mason wasn’t smiling, exactly, but his face was patient in a way grown-ups’ faces sometimes were. The little boy was crying hard, and Mason knelt beside him and said something Eli couldn’t hear. After a moment, the boy laughed and wiped his nose on his arm. That was the second thing Eli had noticed about Mason since arriving at Camp Riverbend.

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Eli froze for half a second. The finish line was close. So close. If he stopped now, Mason would pass him. Behind him, Eli suddenly heard the sound of paddling stop. Mason. Eli did not turn around, but somehow he already knew what Mason was doing. He paddled forward anyway. A few moments later, Eli crossed the finish line alone.

*** The morning of the Iron Paddle Competition, the creek was smooth as glass. Mist hung over the water like cotton dragged across the surface. Eli had barely slept. He laced his shoes with shaking fingers and forced himself to eat two pieces of toast he could hardly taste. The boys lined their canoes along the shore. Eli’s canoe was newer than most. The camp had repainted it last winter, and the green still looked fresh. Mason’s canoe was the old red one, and the wood inside was scarred from years of paddles. Eli noticed Mason run his hand along the inside of the boat, slowly, like he was greeting an old friend. The horn blew. Eli pushed off hard. He hit the rhythm he had been practicing all summer: pull, glide, pull, glide. He didn’t look behind him. He kept his eyes forward and counted his strokes. At the halfway point, he risked a glance over his shoulder. Mason was right behind him, maybe two boat lengths back. Eli’s stomach tightened. He dug deeper, harder, until his arms were like two motors he didn’t have to think about. Coming around the last bend, he heard a shout. Eli turned. A canoe had flipped over near the reeds. Owen, one of the younger boys, was clinging to the overturned hull, his orange life jacket bobbing him up and down, his face white as the mist.

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*** The crowd exploded into cheers. The counselors lifted Eli onto their shoulders. Someone pressed a paper cup of cold water into his hand. Eli laughed and choked and laughed again. He had done it. He had finally won. For a few shining moments, it felt exactly the way he had imagined all year. When they lowered him back to the ground, he turned to look back at the creek. Mason was paddling slowly toward the dock, towing Owen’s overturned canoe behind him. Owen sat up front, wrapped in a counselor’s jacket, pale and shivering, but grinning. The cheering around Eli suddenly sounded farther away. Mason climbed out of the canoe last. He helped Owen out, made sure the boy’s feet were steady on the dock, and walked up to the cabin without a word. Mason never once looked toward the finish line. He didn’t look at Eli either. And somehow, that bothered Eli more than if Mason had looked angry. That night, the boys gathered in the dining hall for the closing ceremony. The iron paddle sat on the head table, gleaming under the lamps. Eli kept glancing at it. His stomach fluttered every time he did. He could already picture carrying it back to Cabin Six. The camp director, Mr. Carver, stood up and cleared his throat. “For one hundred and four years,” he began, “Camp Riverbend has awarded the Iron Paddle to one camper at the end of each summer.” The room quieted. “Some of you younger boys may think this award goes to the camper with the most points or the fastest race time.” Eli sat up straighter.

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won this paddle his last summer here,” Mason continued. “The vote.” Eli nodded slowly. He thought of the brown-paper book. The patched duffel. The little boy with the big life jacket. The pile of oiled paddles in the equipment shed. Now he understood why that mattered. The race was only part of the competition. Maybe not even the most important part. “I’m sorry,” he said. He wasn’t completely sure what he meant. Sorry for only caring about winning. Sorry for misunderstanding Mason. Maybe both. Mason smiled, the first real smile Eli had seen from him all summer. “Come back next year,” he said. “I’ll show you my dad’s old route up the creek.” He walked off into the dark, the paddle on his shoulder, and Eli stood by the dining hall steps for a long time, listening to the creek run somewhere out beyond the trees. Above him, the screen door of Cabin Six creaked open. Inside, somebody was already laughing.

“But that is not how the winner is chosen.” Eli felt the toast he had eaten that morning turn to a cold lump in his stomach. “The Iron Paddle goes,” Mr. Carver said, “to the camper who, in the judgment of his fellow campers, his cabinmates, the boys he has lived beside for six weeks, has shown the truest spirit of this camp. We collected your votes this afternoon.” Eli felt something twist quietly in his stomach. Mr. Carver picked up a folded envelope. Before he even opened the envelope, Eli already knew. He had known, he realized, for a long time. He had simply refused to see it. “This year’s Iron Paddle,” Mr. Carver said, “goes to Mason Pruitt.” The dining hall erupted. The boys cheered loudly enough to rattle the windows. Mason walked slowly to the front with his head ducked the way it always was, almost embarrassed by the attention. He shook Mr. Carver’s hand. Eli clapped with everyone else. At first, the clapping felt difficult. Then, little by little, it didn’t anymore. Because deep down, Eli knew Mason deserved it. Afterward, in the dark outside the dining hall, Eli caught up to Mason on the path. “Congratulations,” he said. Mason held the iron paddle in both hands. It was heavier than it looked; Eli could see the cords standing out in Mason’s wrists. “Thanks.” Mason hesitated. Eli looked down at the dirt path. All summer long, he had measured Mason by races, points, and trophies. But standing there now, those things suddenly felt smaller somehow. “You were really fast out there,” Mason said. “You stopped,” Eli said. “For Owen. You would have won the race.” Mason was quiet for a long moment. He looked down at the paddle in his hands, running his thumb along the worn cedar. “My dad came in last in the Iron Paddle race three years in a row,” he said finally. “He told me he never minded much.” He looked up. “He

PA U S E A N D P O N D E R How can we measure success? Do grades, awards, or winning always show that someone is successful? What else can show success?

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Answer the questions to find the theme.

What is the problem?

2. How does the main character react to the problem?

3. What happens next? What does the ending teach the character or the reader?

4. What is the theme?

a. Work hard to achieve your goals. b. Winning is the most important of all. c. True success is shown by how you treat others. d. Slow and steady wins the race.

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Writing Prompt Details LESSON

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Key details are important pieces of information from a text. When answering a writing prompt, choose the details that directly answer the question and use them to develop your response.

How does Mason help people at Camp Riverbend before the big race begins? Describe three different ways he helps. Use details from the story to support your answer.

Plan. List details that show how Mason helps people at Camp Riverbend.

2. Topic Sentence. Restate the question. Introduce the idea of Mason helping others.

3. Body Sentences. Use three details from your plan. © Lighthouse Curriculum. Copying strictly prohibited.

a. b. c.

4. Concluding Sentence. Restate the main idea or write a lesson.

5. Write as a paragraph. Put the sentences together. Make sure the whole paragraph makes sense.

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Create a short comic strip showing one scene from the story.

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ASS ESS M EN T

Vocabulary Assessment LESSON

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Circle the correct answer. he tow truck T the broken car all the way to the repair shop.

5. Which word means a brief or quick look?

a. glanced b. ached c. hauled d. erupted

a. Ached b. Glance c. Erupt d. Recovery

2. His head

after he spent the whole afternoon studying in the bright sun.

6. Which of these is an example of clinging? a. A leaf floating away in the wind b. A toddler holding tight to a parent’s leg c. Throwing a ball across a field d. Sitting on a chair

a. hauled b. recovery c. ached d. clinging

3. Which word means fairly good or

acceptable?

hich of these objects would most W likely be gleaming?

a. Gleaming b. Respectable c. Erupted d. Hauled

a. A rug b. A piece of charcoal c. A diamond ring d. A pile of leaves

4. Which of these shows a person in

8. The volcano

, sending ash and steam high into the air.

recovery? a. Someone running a race for the first time b. Someone resting after an illness to get better c. Someone breaking a window by accident d. Someone buying a new car

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a. ached b. hauled c. erupted d. gleaming

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Comprehension Assessment

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Read.

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Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Significant means important.

Which detail from the story best shows why the Iron Paddle is a significant award? a. It was made a hundred years ago. b. It is given to the camper who wins the race. c. It represents the “truest spirit” of the camp. d. It was won by Mason’s father three years in a row.

2. Which best describes how the author introduces the character of Mason Pruitt in paragraphs 6 through 11? a. By describing his physical size b. By comparing his past wins with his humble choices c. By showing how he gets the best bunk in the cabin d. By explaining the history of the Iron Paddle competition

3. What do the details about Mason's paddling stroke in paragraph 18 show?

a. Eli will never be able to beat Mason. b. Eli is focused on winning the race. c. Mason can win without ever practicing. d. Mason is trying to hide his secrets from Eli.

4. What does Eli's realization in paragraph 47 on page 107 (“He had known... for a long time”) show? a. Eli is upset with the camp director. b. Eli now understands what the camp truly values. c. Eli is disappointed that he lost. d. Eli thinks the competition was unfair.

5. Which quote best supports a theme of the story? a. “The Iron Paddle was the oldest competition at Riverbend.” b. “The race was only part of the competition. Maybe not even the most important part.” c. “Mason Pruitt stood in the doorway... his hair bleached lighter from the sun.” d. “He took the bunk across from Eli — also a bottom bunk...”

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6. Read this sentence from the story. “The Iron Paddle goes... to the camper who... has shown the truest spirit of this camp.” What does the phrase “truest spirit” most likely refer to?

a. ability to win b. fastest time c. following the camp's most important values d. being the most popular Why is it important that Mason “almost never seemed to train”? a. It shows that he is naturally talented. b. It highlights that he is focused on helping others. c. It suggests that he is feeling too confident. d. It shows that he plans to lose the race on purpose.

8. Based on the story, why did the other campers most likely vote for Mason? a. They were intimidated by his past wins. b. They liked how much he helped everyone. c. They honored his father’s past. d. They were upset that Eli won the race.

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Unit 2: Literary Elements Lesson 8: Theme and Details

The Ugly Duckling © Lighthouse Curriculum. Copying strictly prohibited.

Adapted from Hans Christian Andersen

Genre: Fairy Tale

Standards: Lesson: RL.6.2 Writing Prompt: RL.6.3

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INTRODUCE THE LESSON

Before Reading 1. Learn how authors hint at the theme throughout a story. 2. Practice finding details that show the theme. 3. Complete the vocabulary worksheet.

Unit Goal

During Reading 1. Think about the meaning of specific words or phrases. 2. Think about words, ideas, and other details that repeat in the story.

Lesson Focus Explain how details in a text show the theme.

After Reading 1. Complete the lesson review to find details that support themes in the story. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment.

Describe literary elements in texts.

LESSON

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Lesson Introduction Theme and Details

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What To Know

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In the last lesson, we learned how to find the theme by following the plot of a story. Once we find the theme, we can look back at the text and see how the author hints at it throughout the story. What kinds of details can hint at the theme? → Similar words that repeat → Important concepts or ideas in the story → Things, people, and places that are important in the story

See It In Action

The Wolf and His Shadow

wolf left his cave one evening in a good mood and very hungry. As he ran, the setting sun made his shadow stretch far across the ground. It looked as if the wolf were a hundred times bigger than he really was. The wolf stared proudly at his enormous shadow. “Look how big and powerful I am!” he exclaimed. “Why should I be afraid of a lion? I could be king of the forest myself!” The wolf wanted to prove that he was as powerful as he looked. Soon, he spotted a lion coming toward him. Instead of running away, the wolf stood tall and stepped forward to challenge him. Just then, the lion’s huge shadow covered the wolf completely. Before the wolf could move, the lion struck him down with a single blow.

Find a theme: Do not think too highly of yourself.

Words that repeat “powerful” “big” “bigger” “huge”

An important thing Shadow

Explain the meaning of the details. What do they make you think of? How do they connect to the theme? The word powerful shows how highly the wolf thinks of himself. This connects to the theme because he believes he is more powerful than he really is.

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The shadow looks much bigger than the wolf, but it is not his real size. This connects to the theme because the wolf also thinks he is greater than he really is.

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Let’s Practice! LESSON

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Read the story. Then circle the correct answers.

he puzzle had 500 pieces and three boys who couldn't agree. Max sorted by color. Eli sorted by shape. Ren just stared at the box picture and pointed. For an hour, they kept separate piles, worked in separate corners, and sat in separate silence. Nothing connected. Then Max slid a cluster of blue pieces toward Ren's side — not offering, just making room. Ren's finger moved slowly to a section he'd been eyeing. “There,” he said. “Those go there.” Eli quietly added a border row. Suddenly Ren's section had a frame. Max's colors had a boundary. One corner of the picture appeared. “Wait,” Ren said. “Do that again.” The puzzle still took all afternoon. At the end, Max looked at a finished section and tried to remember who had placed those pieces. He couldn't tell. He didn't mind. That felt like the best part.

What is the theme? a. You need to be patient to solve problems. b. It is important to share. c. It is best to do the frame of the puzzle first. d. A team works best when everyone uses their different strengths together. © Lighthouse Curriculum. Copying strictly prohibited.

2. What does a puzzle make you think of? How does it connect to the theme? a. A puzzle has lots of pieces, which shows that the more people help, the faster the job gets done. b. Different puzzle pieces work together to form one picture, just as people with different strengths work together as a team. c. A puzzle is hard and frustrating, which shows that working with others usually makes too many problems. d. A puzzle comes with a picture on the box, which shows that having a plan at the start is important when working as a team.

3. Why does the author repeat the word “separate” in “separate piles, separate corners, separate silences”? a. To make the sentence longer b. To show what it looks like when you don’t have teamwork. c. To describe the room they were sitting in d. To show that the boys were angry at each other

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Vocabulary

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Match the bolded words with their definitions. Highlight context clues.

Cargo boats traveled through the canals to deliver spices to the towns.

birds such as chickens and ducks that are raised for eggs or meat

The guard stood erect with his back straight and head held high.

jealous

The farmer scattered grain for the chickens, ducks, and other poultry.

an area of low, wet, soft land that is often covered in tall grasses

4. Damp mud soaked through my boots

human-made waterways

Because of the twilight shadows, the young hiker mistook a mossy tree stump for a sleeping bear.

a thick group of bushes, shrubs, or small trees

Packing an extra bottle of water and a warm coat was a very sensible choice before starting the trail.

showing wise judgment; reasonable

Watching his neighbor ride a brandnew bicycle made Mark feel a little envious.

straight and upright

The rabbit darted into a thicket of thorns to hide from the hawk.

made an error in understanding

as we walked across the foggy marsh.

canals [kuh-NALZ]; erect [ih-REKT]; poultry [POHL-tree]; marsh [MAHRSH]; mistook [miss-TOOK]; sensible [SEN-suh-bul]; envious [EN-vee-us]; thicket [THIK-it]

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Adapted from Hans Christian Andersen

The Ugly Duckling Genre: Fairy Tale

n a quiet farm beside a pond, a nest of eggs begins to crack. Most of the ducklings look alike, but the last one is larger, grayer, and unlike the rest. How will the other animals treat this unusual duckling? Will she ever find a place where she belongs?

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one myself, and it caused nothing but trouble. Those birds are afraid of water. Leave it and teach the others to swim instead.” Mother Duck sighed. “I've already waited this long. What's another day or two?” “As you wish,” said the old duck, and she left. At last, the big egg began to crack. Slowly, the last duckling pushed her way out and cried, “Peep, peep!” Mother Duck stared in surprise. How big and gray she was! “This duckling is huge,” she said, “and not at all like the others. I wonder if she's a Guinea fowl. We'll find out at the water, for into the water she must go.” Morning finally came. Bright sunshine sparkled on the pond as Mother Duck gathered her family. She led them to the water and jumped in with a splash. One by one, the ducklings followed, paddling easily behind her. Even the big gray duckling swam right along with them. “That's no Guinea fowl,” said the mother. “Look how well she swims, and how erect she holds herself! She's my own child after all.” She led the ducklings to the farmyard. An old duck with a red band on her leg, the most respected bird in the yard, looked the ducklings over. “Pretty enough,” she said, “all but that one.

Summer had come to the countryside. Golden wheat waved in the warm breeze, and green fields stretched as far as the eye could see. Birds sang from the trees, and a quiet pond sparkled in the sunshine. Near an old farmhouse surrounded by canals, tall burdock plants grew along the water’s edge. They were so high that a small child could hide beneath them. Their giant leaves swayed in the wind, and tiny ripples moved across the quiet water below. Tucked safely among the leaves, a duck sat on her nest, waiting for her eggs to hatch. The other ducks spent their time swimming, splashing, and chatting together. But Mother Duck stayed in her nest, keeping her eggs warm. Then, one quiet morning, the first shell cracked. A tiny yellow beak poked through, and a little voice called, “Peep, peep!” Soon, another shell cracked, and then another. Before long, the nest was filled with fluffy ducklings and their cheerful little cries. “Quack, quack!” said the mother, and the ducklings tried to copy her as they looked around at the tall green leaves. But one egg, the largest, still had not broken. An old duck came to visit. “Let me see that egg,” she said. “I'm sure it's a Guinea fowl egg. I once had

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The wind howled, and the rain soaked the little duckling’s feathers. Just when she thought she could go no farther, she found shelter in a small cottage where a woman lived with a cat and a hen. In the morning, the woman spotted her. Her eyesight was poor, so she mistook the duckling for a fat duck that had wandered from home. “What a prize!” the old woman exclaimed. “If you lay eggs, you'll be the best visitor I've ever had.” So the duckling was allowed to stay. But no eggs came. “Can you lay eggs?” the hen asked her. “No.” “Then please stop talking.” “Can you arch your back, or purr, or throw off sparks?” said the cat. “No.” “Then you have no right to share an opinion when sensible people are talking.” The duckling lowered her head and stared at the floor. But when sunshine came through the open door, she felt a strong longing for a swim and couldn't help mentioning it. “What a silly idea!” said the hen. “If you could purr or lay eggs, you wouldn't have time for such nonsense.” “But it's so wonderful to swim,” said the duckling, “and to feel the water close over your head as you dive.” “That sounds like a strange kind of fun,” said the hen. “Ask the cat if she'd enjoy that. I certainly

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So big and strange-looking.” One duck bit the gray duckling's neck. “Leave her alone,” said the mother. “She's not hurting anyone.” “Yes, but she looks so different,” said another duck. “She doesn't belong here.” So the gray duckling was pushed away, pecked at, and laughed at. No one stopped to see how gentle she was or how much she wanted to belong. All they saw was that she was different. The days passed, and it only got worse. Even the other ducklings in her family, her own brothers and sisters, were unkind to her. “I wish the cat would get you, you ugly thing!” they cried. The poor little duckling no longer knew where she belonged. She tried to stay out of everyone’s way, but wherever she went, someone chased her away. The ducks pecked her, the chickens beat her, and even the girl who fed the poultry kicked her. She couldn't take it anymore. She ran across the yard and away from the other birds, her little feet carrying her as fast as they could. She did not stop until she reached the fence. Then, with tears in her eyes, she spread her wings and flew over it; the little birds hiding in the hedge scattered in every direction. Even they are scared of me, she thought sadly. Maybe everyone is right. Maybe I really don’t belong anywhere. She flew on until her wings ached and she could go no farther. At last, she reached a wide marsh filled with wild ducks. She hid among the reeds and lowered her head beneath her wing. The quiet marsh was peaceful, but she still felt alone. When the morning sun rose, the wild ducks gathered around her, looking her over with curious eyes. “What kind of duck are you?” they asked. She bowed politely but didn't answer. “You're not like us,” said the wild ducks, “but that doesn't matter to us.” All she wanted was to rest among the reeds and drink the marsh water. But soon a storm rolled in, and the wind pushed against her with all its strength. Toward evening, the storm grew even stronger.

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wouldn't. Be thankful for your good luck in being welcomed here, and stop talking so much. I'd advise you to learn to purr and lay eggs as soon as possible.” “I think I should go back out into the world,” said the duckling. “Yes, go,” said the hen. So the duckling left the cottage and soon found water where she could swim and dive. But every other animal avoided her because of how she looked. Autumn came, and the leaves in the forest turned orange and gold. As winter approached, cold winds blew, heavy clouds hung low, and a raven stood among the reeds, crying, “Croak, croak.” All of this made the poor little duckling feel very sad. One evening, as the sun set among glowing clouds, a large flock of beautiful birds came out of the bushes. The duckling had never seen anything like them. They were swans, with graceful curved necks and soft white feathers that shone brightly. They spread their wings and flew off toward warmer lands across the sea. As they flew, they called out with a beautiful cry that echoed over the water. The duckling watched them climb higher and higher. “What would it be like to fly with birds like that?” she wondered. A feeling she could not explain

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filled her. She let out a cry so strange it startled even herself. When the swans were finally out of sight, she dove underwater. She swam and splashed, almost too excited to stay still. She didn't know what kind of birds they were or where they had gone. But she knew she had never felt this way about any bird before. She wasn't envious of these beautiful birds. It never crossed her mind to wish she looked like them. All she wanted, different as she was, was to be treated kindly by the other ducks. Winter grew colder, and the duckling had to keep swimming to stop the water around her from freezing. Each night, the open space in the pond became smaller and smaller. At last, the ice grew so thick that it crackled as she moved. She paddled and paddled, trying to keep a small space open. Soon, she grew too tired to continue. She lay still, trapped in the ice. Early the next morning, a farmer walking by saw what had happened. He broke the ice with his wooden shoe and carried the duckling home to warm her by the fire. The warmth helped, but when the children wanted to play with her, the duckling panicked, thinking they meant to hurt her.

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PA U S E A N D P O N D E R The author describes how the seasons change in the story. How does the author describe each season? What do those descriptions make you think of?

Everything looked beautiful in the freshness of early spring. From a thicket nearby came three beautiful white swans, rustling their feathers and gliding lightly over the smooth water. The duckling saw these lovely birds and felt unhappier than ever before. “I will fly to these royal birds,” she said, “and they will kill me, because, different as I am, I dare to come near them. But it doesn't matter. Better to be killed by them than pecked by ducks, beaten by hens, pushed around by the girl who feeds the poultry, or starved in winter.” She flew down to the water and swam toward the beautiful swans. The moment they saw the stranger,

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they rushed to meet her with their wings spread wide. “Take me,” said the poor bird, bending her head down toward the water and waiting to die. But looking down into the clear water, she gasped. Her own reflection stared back at her. The lonely gray bird she had always hated was gone. In its place was a beautiful white swan with a long, graceful neck and shining feathers. It did not matter that she had been born in a duck's nest in a farmyard. She had hatched from a swan's egg, and she was a swan all along. The great swans swam around their new friend and stroked her neck gently with their beaks, welcoming her. Soon, some children came into the garden and threw bread and cake into the water. “Look!” cried the youngest. “There's a new one!” The others were delighted and ran to tell their mother, dancing and clapping their hands and shouting happily, “Another swan has come! A new one has arrived!” They threw more bread and cake into the water and said, “The new one looks just like the others. She's so young and lovely.” And the old swans bowed their heads to her. She felt quite shy and hid her head under her wing, not knowing what to do. She was so happy, but she was not proud. She remembered how she had been mistreated and looked down on for being different. Now she had finally found where she belonged. She rustled her feathers, curved her graceful neck, and cried out joyfully from the bottom of her heart, “I never dreamed of such happiness as this, back when I was the ugly, lonely, and unwanted duckling.”

She jumped in fright and landed in the milk pan, splashing milk everywhere. What a mess she made! The farmer shouted in surprise, and the children laughed and tumbled over each other trying to catch her. Luckily, the duckling escaped through the open door and collapsed, exhausted, in the freshly fallen snow outside. It would be very sad to tell all the hardships the poor little duckling went through during that long winter. But when winter finally ended, she found herself lying one morning in a marsh among the reeds. The warm sun shone on her feathers. She heard a lark singing nearby. Spring had arrived, and everything around her was beautiful. The young bird stretched her wings. They felt stronger than ever before. She flapped them once, then again, and suddenly she was rising into the sky. Higher and higher she flew. The wind carried her forward until she found herself above a beautiful garden. The apple trees were in full bloom, and their sweet smell filled the air. Long green branches hung over a clear stream that curled around a smooth green lawn.

PA U S E A N D P O N D E R At first, some details in the story may not have seemed important. Now that you know the ending, what do you notice? Why do you think the author made the duckling a swan instead of simply an unusual-looking duck? Why did the author keep connecting her to water? What other details were hints to the story’s deeper meaning?

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Lesson Review Theme and Details

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Match each detail to the theme it best supports in the story. You can use a theme more than once, and not all themes will be used. Themes from The Ugly Duckling Water - a place where the duckling could be herself

Everyone deserves kindness and respect. Time can reveal what isn't obvious at first.

Swans - beautiful birds that accept the duckling as one of their own

Everyone has a place where they belong.

The four seasons - keep changing as time passes

Things are not always what they seem.

Find examples of details that hint at the theme in the text. Words:

Concepts:

(Find places where the word is used in the text.)

(Find details in the text that show the concept.)

Different

Kindness

Example: “but she looks so different...”

Example: Mother Duck defending the duckling: “She's not hurting anyone.”

Loneliness

Ugly

Identity Belong Growth

Choose one word and one concept. Which theme do they support? How? Word Concept

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Writing Prompt Dynamic Characters LESSON

PRACTICE

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A dynamic character changes during a story. The character may think, feel, or act differently by the end.

How does the duckling change from the beginning to the end of the story? Write a paragraph using details from the text.

Plan. How does the duckling think and feel at the beginning and end of the story? Beginning: End:

2. Topic Sentence. Answer the question in a complete sentence.

3. Body Sentences. Give details from the story to show how the duckling changes. a. b. © Lighthouse Curriculum. Copying strictly prohibited.

4. Concluding Sentence. Give a closing thought.

5. Write as a paragraph. Put the sentences together. Make sure the whole paragraph makes sense.

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In The Ugly Duckling, the other animals judged the duckling by what they saw. But there was much more to her than they knew. Think about yourself. What might someone notice about you right away? What are some things they might learn after getting to know you? 1.

Write two things people may notice about you right away.

2. Write two strengths, talents, interests, or good qualities that people may not notice right away.

Draw and color a picture of yourself. You could show what others see on the outside and what is inside you.

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Vocabulary Assessment LESSON

PRACTICE

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ACT I VI T Y

ASS ESS M EN T

Circle the correct answer.

1. Which word means human-made

5. The painter

waterways built for boats or moving water?

a tube of blue paint for a tube of dark green paint while working quickly.

a. Marshes b. Canals c. Thickets d. Poultry

a. erected b. mistook c. envious d. sensible

2. The young tree remained

6. Which word means having good

even after the strong windstorm.

judgment or making practical choices?

a. erect b. mistook c. envious d. sensible

a. Sensible b. Envious c. Mistook d. Erect

7. Oliver felt

poultry?

when he saw his classmate's impressive science project.

a. Salmon b. Cow c. Chicken d. Oak tree

a. sensible b. erect c. envious d. poultry

4. Which word means an area of low, wet land often covered with tall grasses? a. Thicket b. Canal c. Marsh d. Poultry

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3. Which of the following is a type of

8. Which description best fits a thicket? a. A meadow b. A thick group of bushes or small trees c. A pine tree d. A parking lot

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Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

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ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer. The purpose is the reason it was included in the story.

What is the purpose of including the old duck's comments about the large egg? a. To suggest Mother Duck should stop waiting for the last egg b. To make readers wonder what kind of bird will hatch from the large egg c. To explain why Guinea fowl cannot swim d. To show that the old duck has experience raising unusual birds

2. How does the author mainly develop Mother Duck's character in the beginning of the story? a. By showing that she patiently waits for her eggs to hatch b. By showing that she doesn’t listen to advice c. By describing how she teaches her ducklings to swim d. By explaining why the other ducks respect her

I need to... describe Mother Duck’s character in the beginning of the story and look for the parts of the story that show it.

3. What do the details about the gray duckling being pecked, laughed at, and pushed away mainly show? a. The duckling wants to find a different home. b. The farm animals compete with one another for attention. c. The duckling is treated unfairly because she looks different. d. The duckling decides she prefers living alone.

4. Read this sentence from the story. What does it show about the duckling? “Maybe everyone is right. Maybe I really don't belong anywhere.” a. She believes she will never find another home. b. She is beginning to believe the unkind things others say about her. c. She is angry with Mother Duck for not protecting her. d. She has decided to stay with the wild ducks forever.

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5. What is the most likely meaning of longing as it is used in this sentence? “She felt a strong longing for a swim...” a. fear b. excitement c. desire d. surprise

Replace “longing” with each word and read the sentence. Which meaning makes the most sense?

6. Which statement best describes why the setting changes throughout the story?

a. The setting is the same from beginning to end. b. The changing seasons reflect the duckling's journey and growth. c. The setting changes to introduce different kinds of birds. d. The setting changes to create excitement. Events are things that happen.

What do the events during the winter mainly reveal about the duckling? a. She depends on others to solve her problems. b. She loses hope when life becomes difficult. c. She keeps trying even when life is difficult. d. She realizes she should return to the farm.

8. Why is it important that the swans immediately welcome the duckling? a. It contrasts with how she was treated earlier in the story. b. It shows that swans are kinder than every other animal. c. It proves the duckling has finally learned to be brave. d. It explains why the children admire the swans.

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Unit 3: Textual Evidence Lesson 9: Evidence

The Man Who Sold the Eiffel Tower — Twice © Lighthouse Curriculum. Copying strictly prohibited.

Author: Yaakov Astor

Genre: Nonfiction

Standards: Lesson: RL/RI.6.1

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INTRODUCE THE LESSON

Before Reading 1. Learn what supporting evidence is. 2. Practice choosing the evidence that best supports a statement or answer. 3. Complete the vocabulary worksheet.

Unit Goal

During Reading 1. Think about the meaning of specific words or phrases. 2. Look for details that could support answers about the text.

Lesson Focus Choose evidence from the text that best supports an answer or statement.

After Reading 1. Complete the lesson review by choosing the best supporting evidence. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment.

Use textual evidence to support claims made about the text.

LESSON

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Lesson Introduction Evidence

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What To Know

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Evidence is information, facts, or clues that support what you say. When we use evidence, we must choose information or proof that best supports what we are trying to say. Imagine you went to the zoo. When you come back, your friend asks where you were. You answer that you went to the zoo. Your friend says, “Prove it.” Which of these would you use to prove it?

A parking pass with that day’s date on it

A necklace your cousin gave you

A $20 bill

A souvenir you bought from the gift shop at the zoo

The parking pass is the best evidence that you went to the zoo because it has the zoo’s name and that day’s date. The souvenir is good evidence because it connects to the zoo, but it does not prove when you were there. A necklace and a $20 bill don’t prove that you went to the zoo. We use evidence when we answer questions about a text. We look for the detail that best supports our answer.

See It In Action

eet the toughest animal on Earth: the tardigrade. It’s so small you’d need a magnifying glass to see it, but don’t let the size fool you. Freeze it. Boil it. Starve it for years. It doesn’t care. Scientists once shot a batch of these creatures straight into outer space with zero protection. No suit. No shield. Nothing. Most of them survived anyway. When danger strikes, the tardigrade shuts its body down completely, curling into a dry little ball and waiting things out, sometimes for a decade or more. Then water touches it again, and it wakes right back up. Sometimes the greatest survivor isn’t the biggest or the strongest—it’s the one you can barely see.

Statement

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Best Supporting Evidence

Tardigrades are extremely tiny animals.

→

“It’s so small you’d need a magnifying glass to see it.”

Tardigrades can survive harsh environments.

→

“Freeze it. Boil it. Starve it for years. It doesn’t care.”

Scientists tested whether tardigrades could survive space.

→

“Scientists once shot a batch of these creatures straight into outer space with zero protection.”

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Let’s Practice! LESSON

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olphins are some of the smartest animals in the ocean. Dolphins are actually mammals, not fish. This means they need to come to the surface to breathe air, just like humans do. Dolphins live in groups called pods, where they play, hunt, and help each other stay safe. They talk to each other using clicks, whistles, and squeaks.

Choose the best supporting evidence for each question.

hich sentence from the text best supports the idea that dolphins work together to W survive? a. “Dolphins are actually mammals, not fish.” b. “They talk to each other using clicks, whistles, and squeaks.” c. “Dolphins live in groups called pods, where they play, hunt, and help each other stay safe.” d. “Dolphins are some of the smartest animals in the ocean.”

2. Which sentence from the text best supports the idea that dolphins communicate with one another?

a. “Dolphins live in groups called pods, where they play, hunt, and help each other stay safe.” b. “This means they need to come to the surface to breathe air, just like humans do.” c. “Dolphins are some of the smartest animals in the ocean.” d. “They talk to each other using clicks, whistles, and squeaks.”

3. Which sentence from the text best supports the idea that dolphins cannot stay underwater forever? a. “This means they need to come to the surface to breathe air, just like humans do.” b. “Dolphins are some of the smartest animals in the ocean.” c. “They talk to each other using clicks, whistles, and squeaks.” d. “Dolphins live in groups called pods, where they play, hunt, and help each other stay safe.”

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Vocabulary

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Match the bolded words with their definitions. Highlight context clues.

The teacher suspected that Leo had taken the stapler because it was missing and there were staples on his desk.

a secret or dishonest plan

The merchants came up with a wild scheme to overcharge travelers at the market.

offers to pay a specific price for something

Lisa confronted her sister about breaking her favorite mug.

a careful search for facts

4. The antique dealer said the old painting

believed someone might be guilty

At the auction, buyers raised their bids, offering more money each time.

dishonest, especially for personal gain

The corrupt mayor took bribes from local businesses instead of helping the town.

approached and spoke directly to someone about a problem

The scientists conducted an investigation to discover why the dough did not rise.

the work a person chooses to do for many years

Dr. Smith enjoyed a long and successful career as a dentist.

worth

had little value, but its handmade frame was worth hundreds of dollars.

suspected [suh-SPEK-tid]; scheme [skeem]; confronted [kuhn-FRUHN-tid]; value [VAL-yoo]; bids [bidz]; corrupt [kuh-RUPT]; investigation [in-ves-tuh-GEY-shuhn]; career [kuh-REER]

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LESSON

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ASS ESS M EN T

Author: Yaakov Astor

The Man Who Sold the Eiffel Tower — Twice Genre: Nonfiction

n the 1920s, people could not check facts as quickly as they can today. A confident stranger with polished manners, officiallooking papers, and an important title could easily be taken seriously. Victor Lustig knew how to enter a room, gain people’s attention, and make an unusual story sound possible. But what would happen when he arrived in Paris with his boldest idea yet? And would anyone discover the truth before it was too late?

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You wouldn’t have suspected him. Nobody did, not until it was too late. Victor Lustig didn’t look like a thief. He dressed well, spoke many languages, and walked into every room as if he owned it. He knew exactly when to smile and when to stay silent. He had a gift. Not for good honest work, but for making people hand over their money. Every scheme started the same way: a handshake, a secret, and a promise that was never meant to be kept.

Lesson

A Criminal from the Start Victor Lustig was born in 1890 in Czechoslovakia. He started young. Before he turned twenty, he had already made a considerable sum through schemes and swindles. He was also a regular guest in Europe’s jails for theft. When Lustig was nineteen, one of his victims caught up with him and attacked him, leaving a scar on his left cheekbone. For most people, that would have been a warning to stop. Lustig learned a different lesson.

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Fooling someone, he realized, was only half the challenge. The other half was having a plan to escape. After World War I, as ships began crossing the Atlantic again, Lustig looked west. America, people said, was the land of opportunity. To Lustig, it meant a place filled with fresh victims who had never heard his name.

The Box That “Printed” Money Upon arriving in New York City, Lustig hired a carpenter to build him a special box. It was two feet long, nine inches wide, and one foot deep. It had small slots at the top and bottom through which paper could be fed. Along one side sat a row of

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polished brass knobs, levers, and buttons. None of them were connected to anything. That wasn’t the point. When the box was complete, Lustig traveled to Palm Beach, Florida, where he found a businessman named Herman Loller. Loller ran a car parts company, and business had been bad. He was short on money and looking for a way out. In other words, he was the perfect mark.

Lustig swore Loller to secrecy. Then he set the box on the table and lowered his voice. “What I’m about to show you,” he said, “does not leave this room.” Loller watched closely as Lustig fed a blank sheet of paper into the top slot. Lustig turned the crank slowly until the paper went inside. Then he added two drops of liquid from a small glass bottle and explained the machine needed eighteen hours to do its work. They would meet again the next day. Loller could barely sleep that night. The next morning, the two men returned to the box. Lustig turned the crank again, slowly and carefully. This time, a crisp hundred-dollar bill slid out of the bottom slot. Loller stared in disbelief. They walked to the bank together. The teller looked at the bill, nodded, and accepted it. That was all Loller needed to see. He bought the machine on the spot. What he did not know was that Lustig had hidden two real hundred-dollar bills inside the machine before the demonstration. He had also changed the serial number on one of them to make it look like a copy of the other. The machine did not print money. It only hid money, and then gave it back. Once those two bills were gone, the box produced nothing but blank paper. By the time Loller figured it out, Lustig was in a different city, and another carpenter was already building him a new box. Loller was so embarrassed that he told himself he must have used the machine wrong. It took him weeks to admit, even just to himself, that he had been cheated.

The Sheriff’s Deal Lustig’s money box fooled more than just desperate businessmen. One of his boldest targets was a Texas sheriff, a man who had spent his life catching criminals. The sheriff had seen plenty of dishonest men before, but this time he found himself listening with interest. After buying the box, the sheriff soon realized that it did not work. Furious, he tracked Lustig all the way to Chicago, determined to get his money back.

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When he finally found him, he confronted him. Lustig did not run. He did not even flinch. He calmly explained that there was nothing wrong with the machine. The sheriff must have used it incorrectly. Perhaps, Lustig said, he had turned the lever the wrong way. Slowly, the sheriff began to doubt himself. Before long, Lustig had convinced him that the machine’s failure was his own fault. He walked away, shaking his head and muttering an apology.

Lesson

A New City, A Bigger Idea In May 1925, Lustig moved to Paris. The city was full of rich strangers who didn’t know his name yet. Lustig studied the people carefully. He read the newspapers every morning, looking for his next opportunity. One morning, he found exactly what he needed buried near the back of the paper. The Eiffel Tower, the article said, was becoming expensive to keep up. The massive iron structure needed frequent repairs, and the city was struggling to cover the cost. Most readers skipped past it. Lustig read it three times. By the time he folded the newspaper, he already had a plan.

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He had fake government stationery printed, complete with an official seal and a made-up title: Deputy Director of the Ministry of Posts and Telegraphs. Then he invited six of Paris’s biggest scrap metal dealers to a private meeting at the Hotel de Crillon, one of the city’s finest hotels. The Crillon’s marble floors, high ceilings, and elegant rooms sent a clear message: important business happened here. The businessmen arrived at the hotel expecting an ordinary government meeting. Instead, Lustig welcomed them with surprising news. The Eiffel Tower, he told them in a low, serious

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voice, was going to be sold. The cost of keeping it up had grown too great. The city had quietly decided to take it apart and sell the iron for scrap. A buyer had to be chosen with care, someone with money, good judgment, and the ability to keep a secret. That was why they had been called. Then Lustig looked around the room and lowered his voice even more. “This,” he said, “is a matter of national secrecy. Not one word outside this room.”

Choosing the Mark

He had something to confess, he said. His government salary was not enough to cover his costs. He had a certain lifestyle to maintain. He was not, perhaps, playing entirely by the rules here. He hoped Poisson would understand. Poisson nodded along. He had worked with corrupt officials before. A bribe was simply part of doing business, and this one seemed like a small price to pay. He agreed to Lustig’s price without a pause, then wrote out a second payment for the tower itself. When the meeting was over, Lustig walked back to his hotel room. He packed his bags and caught the first train to Vienna.

The next day, Lustig took the businessmen on a private tour of the Eiffel Tower. As they walked beneath the enormous iron structure, he pointed out details with the confidence of someone who seemed to know the tower well. He explained that it had been built from more than eighteen thousand iron parts and stood over a thousand feet tall. Then he continued rattling off numbers and facts. While Lustig talked, he was also watching. He studied each man’s face, looking for signs of excitement, greed, doubt, or fear. He was looking for one thing: the man who wanted it most. Before long, Lustig found him: a scrap dealer named André Poisson. Poisson was new to Paris. He was smart, but he was also eager to prove himself. He wanted to be taken seriously. He wanted other businessmen to know his name. As the group moved through the tower, Poisson asked more questions than anyone else. He looked closely at the iron beams, listened carefully to Lustig’s explanation, and seemed to be calculating the value of the metal in his head. At the end of the tour, Lustig asked the businessmen to send their bids by the next morning. Then, before they left, he reminded them once again that this was a secret government matter. Not one word was to be shared with anyone.

The Confession The next day, Lustig called Poisson in for a private meeting. Once they were seated, Lustig lowered his voice.

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Better Than He Had Hoped In Vienna, Lustig checked the Paris newspapers every day. If Poisson had gone to the police, the story would be impossible to miss. But day after day, nothing appeared. That silence was exactly what Lustig had been counting on. Poisson was too ashamed to go to the police. He had bribed an official, which was against the law, and then paid for something that was never for sale. Going public meant admitting all of it. That was too much to bear. As long as Poisson kept quiet, Lustig stayed safe. He sat in a Vienna café and read the newspapers with growing relief. Soon, he began to smile. If it worked once, he thought, why not twice?

The Second Sale He went back to Paris, found a new group of businessmen, and ran the whole scheme again. This time, however, his victim went straight to the police. The story was all over the Paris papers. Lustig’s name, his fake title, and the details of both frauds were suddenly public. He slipped out of the country just ahead of the police and fled back to America. He never got to sell the Eiffel Tower a third time.

PA U S E A N D P O N D E R How did Lustig gain people’s trust? Which of his actions were most convincing, and why? Use evidence from the story.

The Counterfeiter By 1929, Lustig was back in New York. The stock market had just crashed. Hundreds of banks had failed, and people across the country had lost their savings. Into this mess, Lustig launched his most dangerous scheme yet. This time, he teamed up with an engraver named William Watts, and together they began making counterfeit bills. The fake money looked real enough to fool bank workers. Soon, the bills were spreading so widely that the Secret Service opened a major investigation.

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The agents followed the trail carefully. They traced the fake bills to William Watts, but Watts was not working alone. Investigators learned that his partner was a man calling himself “Count” Victor Lustig. A search went out across the country. When agents finally caught up with Lustig, they

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The Last Escape — and the End At last, the police believed they finally had their man. Lustig had fooled businessmen, bankers, sheriffs, and investigators for years, but now he was locked up and waiting for trial. It seemed that his long career of tricks had finally come to an end. But Lustig had one more escape left in him. Escaping from the federal prison in New York City was almost unheard of. But the day before his court date, Lustig managed to break out. Twenty-seven days later, Lustig was caught and

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put back behind bars. This time, there would be no clever speech, no false title, and no fake machine to save him. On December 5, 1935, Victor Lustig stood before a judge. He was sentenced to fifteen years for counterfeiting money and five more years for escaping from prison. Lustig spent the rest of his life behind bars. In 1947, while still a federal prisoner, he became seriously ill and died at the age of fifty-seven. By then, the trickster had used forty-seven known false names. He had fooled smart businessmen. He had helped run a counterfeit money operation. He had escaped from a federal prison. And, most famously of all, he had sold the Eiffel Tower to two different men who each believed, without any doubt, that the deal was real. In the end, Victor Lustig simply ran out of exits.

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found a small key in his coat pocket. The key led them to a locker in Times Square. Inside were printing plates, inks, and more than fifty thousand dollars in counterfeit bills. There was no talking his way out of this one.

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Lesson Review Evidence

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Choose the best supporting evidence for each question.

hich sentence from the text best supports the idea that Victor Lustig carefully chose W people who would be easiest to fool? a. “The businessmen arrived at the hotel expecting an ordinary government meeting.” b. “He studied each man’s face, looking for signs of excitement, greed, doubt, or fear.” c. “He read the newspapers every morning, looking for his next opportunity.” d. “The Crillon’s marble floors, high ceilings, and elegant rooms sent a clear message: important business happened here.”

2. Which sentence from the text best supports the idea that Lustig relied on his victims to keep his crimes hidden? a. “Every scheme started the same way: a handshake, a secret, and a promise that was never meant to be kept.” b. “Lustig packed his bags and caught the first train to Vienna.” c. “Poisson was too ashamed to go to the police.” d. “The agents followed the trail carefully.”

3. Which sentence from the text best supports the idea that Lustig knew how to make a good impression on people?

a. “He dressed well, spoke many languages, and walked into every room as if he owned it.” b. “He had fake government stationery printed.” c. “He packed his bags and caught the first train to Vienna.” d. “The fake money looked real enough to fool bank workers.”

4. Which sentence from the text best supports the idea that Lustig learned from his past mistakes? a. “He was also a regular guest in Europe’s jails for theft.” b. “Fooling someone, he realized, was only half the challenge. The other half was having a plan to escape.” c. “America... was the land of opportunity.” d. “He had helped run a counterfeit money operation.”

5. Which sentence from the text best supports the idea that Lustig paid close attention to current events when planning his schemes? a. “The businessmen arrived at the hotel expecting an ordinary government meeting.” b. “He read the newspapers every morning, looking for his next opportunity.” c. “He wanted other businessmen to know his name.” d. “The sheriff soon realized that it did not work.”

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Writing Prompt Making Claims LESSON

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When a writing prompt asks you to make a claim, there can be more than one correct answer. Your claim is the answer you think is best. A good answer includes evidence or proof to convince others to agree with the claim.

Which quality helped Victor Lustig carry out his schemes most successfully? Write a paragraph to explain your claim.

Plan. Choose a quality to make your claim. Find three details that best support it. Qualities: observant, confident, persuasive, patient, bold, resourceful, clever, deceptive, careful planner, good at understanding people

2. Topic Sentence. Make your claim.

a. b. c.

4. Concluding Sentence. Write a closing thought.

5. Write as a paragraph.

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Create a police case file on Victor Lustig.

You can include: → Wanted poster → Timeline of crimes → Evidence collected → Witness statements → Investigator’s summary

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ASS ESS M EN T

Vocabulary Assessment LESSON

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Circle the correct answer. hich word means the importance, W worth, or usefulness of something?

5. Which word means offers of a specific amount of money to buy something or to complete a project?

a. Career b. Value c. Bids d. Schemes

a. Schemes b. Investigations c. Value d. Bids

2. Which word means a dishonest or secret

6. The judge was removed from office

plan, often used to trick someone?

after making a deal to help his close friend win a court case.

a. Investigation b. Bids c. Scheme d. Career

a. corrupt b. career c. value d. bid

3. When the customer noticed that the cashier gave him the wrong change, he the cashier about the mistake. a. bid b. suspected c. confronted d. investigated

4. Which of the following is an example of

The police department launched an to discover who broke the town hall window. a. investigation b. bid c. corrupt d. suspected

8. Which of the following is an example of

someone being suspected?

a career?

a. A chef wins an award for making the best soup in town. b. A principal wonders if a student drew on the wall. c. A builder submits a price to paint a shed. d. A student reads a book quietly in the school library.

a. Mowing your neighbor’s lawn once b. Working as an elementary school teacher for twenty-five years c. Working as a counselor for one summer d. Helping your family carry groceries inside every week

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Comprehension Assessment

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VOCABUL A RY

Read.

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Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Read this sentence from the article. “Every scheme started the same way: a handshake, a secret, and a promise that was never meant to be kept.” I need to… read each of the answer choices and choose the one that best describes what the sentence shows about Lustig.

What does this sentence suggest about Lustig? a. He knew how to gain people’s trust. b. He worked with partners. c. He planned every escape. d. He did not take unnecessary risks. Find the section about Lustig’s scar. Read that section.

2. Why does the author include the information about Lustig’s scar? a. To explain why people recognized him b. To show how he learned the importance of planning an escape c. To show why he left Europe d. To suggest he was scared of his victims

3. What important idea does the author develop in the section “Better Than He Had Hoped”? © Lighthouse Curriculum. Copying strictly prohibited.

a. Victims often report crimes immediately. b. Embarrassment can keep victims silent. c. Newspapers sometimes hide important stories. d. Police rarely investigated fraud.

In other words, why did the author include it?

4. How does the section “Choosing the Mark” contribute to the development of the article? a. It shows how Lustig chose the victim who would most likely trust him. b. It explains why the Eiffel Tower was valuable as scrap metal. c. It describes how Paris officials planned to sell the tower. d. It introduces the investigation that caught Lustig.

Find the part that describes the hotel. Read the details.

5. Why does the author include details about the Hotel de Crillon? a. To explain why Paris attracted tourists b. To compare French hotels c. To describe where Lustig lived d. To show why the meeting seemed official

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6. What is the most likely meaning of the phrase “fresh victims” as it is used in the article?

a. New business owners b. Wealthy strangers c. People not familiar with Lustig d. Travelers from Europe What do the details about the money-printing box reveal about Lustig’s character? a. They show he relied on expensive equipment. b. They show he understood how appearances matter. c. They show he preferred simple crimes. d. They show he trusted his victims.

I need to… read the details about the money-printing box and think what it teaches me about Lustig.

8. Which statement best expresses a central idea of the article? a. Lustig used confidence and planning to carry out his schemes. b. Lustig succeeded because the police did not work together. c. Lustig’s victims lost money because they were careless. d. Lustig mainly wanted to prove that he could escape from prison.

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Unit 3: Textual Evidence Lesson 10: Citing Evidence

Author: Yaakov Astor

Genre: Informational

Standards: Lesson: RL/RI.6.1

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INTRODUCE THE LESSON

Before Reading 1. Learn how to cite quotes. 2. Practice citing quotes. 3. Complete the vocabulary worksheet.

Unit Goal

Lesson Focus Cite the location of direct and indirect quotes taken from the text.

During Reading 1. Think about the meaning of specific words or phrases. 2. Answer questions with direct and indirect quotes.

After Reading 1. Complete the lesson review by citing quotes from the text. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment. © Lighthouse Curriculum. Copying strictly prohibited.

Use textual evidence to support claims made about the text.

LESSON

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Lesson Introduction Citing Quotes

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LESSON

What To Know

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Evidence that comes from a text is called textual evidence. We can use direct or indirect quotes as textual evidence. Direct quotes use the exact words from the text.

Indirect quotes use your own words to give the same information from the text.

The author says, “A giant panda eats up to 28 pounds of bamboo a day.”

The author explains that a giant panda can eat as much as 28 pounds of bamboo each day.

We use quotation marks around a direct quote to show that the words were copied directly from the text.

We do not use quotation marks around indirect quotes.

When we quote from a text, it’s important to show where the words came from. This is called citing a quote. A citation introduces the quote by naming the author, the title of the text, and/or where the quote appears.

See It In Action

Name the Author.

Name the Text.

The author states, … [Author’s name] explains, … According to [author’s name] …

The text explains, … An example from the text is, … According to [text title], …

Tell the specific chapter, page, or paragraph. it says, … On page In paragraph it says, … In chapter , it says, ...

The Accidental Toy By: Mark Cooper In 1943, an engineer named Richard James was trying to invent a spring to keep ship equipment steady. He accidentally knocked a test spring off a shelf and watched it flip over itself down to the floor. Instead of just falling, the coiled metal spring walked gracefully down a pile of books. This clumsy mistake gave him the brilliant idea to create the famous Slinky toy.

Quote: “This clumsy mistake gave him the brilliant idea to create the famous Slinky toy.” Text: The Accidental Toy Author: Mark Cooper Page: 71 Paragraph: 2

Full sentence citation using a direct quote: Mark Cooper states on page 71, “This clumsy mistake gave him the brilliant idea to create the famous Slinky toy.” Full sentence citation using an indirect quote: According to The Accidental Toy, this mistake gave Richard James the idea for the Slinky.

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Let’s Practice! LESSON

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Find the information for each quote. Then, write a citation.

Why Recess Matters By: Coach Miller Many people think recess is just for playing, but it is actually a vital part of the school day. Exercise increases the flow of oxygen to the brain, which helps students focus better in math and reading. When students get a break, their brains reset for learning.

Quote: “When students get a break, their brains reset for learning.” Text: Author: Page: Paragraph:

Write a full sentence citation using a direct quote:

Chapter 4: The Storm

“Never in all my years at sea had I seen the sky turn that shade of bruised purple,” Silas whispered to himself. He knew they had to find land before nightfall.

Quote: “Silas held onto the railing with all his might, his knuckles turning white.”

The waves were taller than the masts of the ship. Silas held onto the railing with all his might, his knuckles turning white.

Chapter: Page: Paragraph:

Write a full sentence citation by changing the direct quote into an indirect quote.

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Vocabulary

Lesson

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PRACTICE

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Match the bolded words with their definitions. Highlight context clues.

The author sent his story to the editor, who fixed the spelling errors before it was printed.

the money made in business after paying for all the costs

The messenger stood before the crowd to proclaim the king’s arrival.

a person, thing, or situation that causes annoyance or trouble

After all the students voted, they elected David as the new class president.

a person who reviews, corrects, and improves writings

4. During the king’s forty-year reign, the

chose someone for a position by voting

The miner discovered a massive gold nugget in the river, earning a fortune overnight.

make something known publicly or officially

Since it costs five dollars to buy ingredients, selling twenty dollars’ worth of juice gives a nice profit.

a large amount of money or wealth

The mayor signed a decree stating that no one could cut down the trees in the park.

an official order or law

The buzzing mosquitoes were such a nuisance that no one could sit outside.

the period of time during which a king, queen, or leader rules

kingdom experienced no wars.

editor [ED-ih-ter]; proclaim [proh-KLAYM]; elected [ee-LEK-ted]; reign [RAYN]; fortune [FOR-chun]; profit [PROFF-it]; decree [dih-KREE]; nuisance [NOO-sunss]

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Author: Yaakov Astor

The Unofficial Emperor of the United States Genre: Informational

n 1859, San Francisco was a busy, fast-growing city filled with crowded streets, new businesses, and people hoping to make their fortune. News traveled through printed newspapers, and one unusual story would quickly become the talk of the city. But what could cause an entire city to recognize a ruler who had no crown, palace, or army? And how could one ordinary man become a legend remembered long after he was gone?

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In 1859, a man walked into a San Francisco newspaper office. He handed the editor a letter. The editor unfolded it and read it. Then he read it again. “I, Joshua Norton, declare and proclaim myself Emperor of the United States.” The editor had a choice. He could throw the letter away. Or he could print it and give his readers something to talk about. He printed it. Just like that, America had its first, and only, unofficial emperor. Nobody elected him. Nobody crowned him. He said it, the newspaper ran it, and somehow, the city decided to play along.

Lesson

A Man With Nothing Left Before his reign began, Joshua Norton was an ordinary businessman. He was born in England and grew up in South Africa. By the time he was a young man, his parents and both brothers had died. He was completely on his own. Like many men looking for a fresh start, Norton

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sailed to California. For a while, it worked. He had a gift for making deals. He turned his savings into a large fortune and became one of the richest men in San Francisco. Then came the rice. Norton bought a huge supply of rice. He was sure he could sell it later at a big profit. It was the kind of bold move that had worked before. Ships were slow back then, supplies ran short, and prices could jump fast. Norton had made money this way before and saw no reason it would not work again. This time, new ships did arrive. New supplies flooded in from all sides. The price dropped fast and kept dropping. Norton could not sell. He could not recover. In a matter of weeks, the fortune he had spent years building was nearly gone. He dropped out of sight for a few years. No one knew quite where he went or what he did. When he came back, he was a changed man. Not a businessman. Not a failure. An emperor.

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The Emperor Takes the Throne

From the day Norton named himself emperor, he played the role all the way. There was no winking at the crowd. No joking around. As far as Norton was concerned, he was the emperor, and he had a city to run. Picture him on his daily walk: a tall blue coat with brass buttons and gold trim on the shoulders. A sword at his side. A tall hat with a feather on top. He looked exactly the way people thought an emperor would look. Which, it turned out, was more than half the battle. Every day, he went out to check on things. He looked at the sidewalks. He studied new buildings. He kept a careful eye on the streets and the people who walked them. At first, people laughed. Of course they did. But Norton never got angry. He never argued back. He was calm, polite, and totally serious about his job. And slowly, a strange thing happened. The city started playing along. Shop owners greeted him

with respect. People tipped their hats. Some saluted. Most people knew he was not a real emperor. They just stopped acting like it mattered. Before long, nearly the whole city was calling him “Your Majesty.”

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The Imperial Decrees

What does an emperor do all day? He gives orders. Norton gave plenty, and the papers printed many of them. He ordered Congress to shut down. When Congress kept meeting, he ordered the Army to remove the lawmakers by force. The Army paid no attention. Norton moved on to his next decree, not seeming to mind at all. When France invaded Mexico, Norton saw his chance. He gave himself a new title on the spot: “Emperor of the United States and Protector of Mexico.” Why rule one country when you could rule two? Mexico was not asked. Some decrees were smaller but just as firm. According to a popular legend, Norton declared that anyone who called San Francisco by the nickname “Frisco” would be fined twenty-five dollars. Locals liked that one quite a bit. Then came the decree that made people laugh the most. Norton said the city must build a great bridge from San Francisco to Oakland, straight across the bay. People chuckled. Engineers scoffed. A bridge that long? Impossible.

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Decades later, the Bay Bridge was built. In almost the exact spot Norton had suggested.

Money, Meals, and a Royal Apology Here is where things get truly odd. San Francisco didn’t just laugh at its make-believe emperor. They played along. When his coat wore out, the city bought him a new one. Shop owners gave him clothes for free, just to hang a sign in the window: “We Outfit His Imperial Majesty.” The state of California gave him a pass to ride trains at no cost. When the census came around in 1870, the official record listed his job in plain ink: Emperor. Norton printed his own money too. A local printer made bills with his face and his royal seal on them. The bills were not real money. Shops and cafes took them anyway. Today the few that have survived are worth a great deal to collectors. When he needed cash, Norton walked from shop to shop and collected “taxes.” Most owners paid up without complaint. The city’s best cafes fought for the right to feed him, since curious crowds would follow wherever the emperor ate. Visitors came from across the country just to catch a glimpse of the famous ruler with no kingdom. They lined up to shake his hand and take home a signed piece of paper as proof they had met him. Then came the arrest. Big mistake. In 1867, a young officer decided Norton was a public nuisance and locked him up. The city did not take it well. Papers ran angry stories. Crowds gathered outside the jail. People demanded Norton’s release and would not quiet down until they got it. The police chief caved, and Norton walked free. The chief issued a public apology. The $4.75 found in Norton’s pocket was handed back to him. Norton accepted it without a fuss. He wrote out an official receipt confirming the money had been returned to “the royal treasury.” The police chief then ordered every officer on the force to salute the emperor whenever he passed by. What had started as a joke had become a game that the whole city loved to play.

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More Than a Joke It would be easy to see Norton as a strange man in a funny hat. But those who knew him understood that he was kind and innocent. That innocence made others want to be better. One afternoon, an angry mob gathered in the streets and turned on the city’s Chinese residents. Voices rose. Fists clenched. The air had that tight, ugly feeling that comes just before something terrible happens. Then Norton walked into the middle of it. He did not shout. He did not push anyone. He stood among the angry men, calm and still, and spoke in a quiet voice. He refused to move. The crowd stared at him. Nobody quite knew what to do. Slowly, the shouting faded. The fists dropped. One by one, men turned and walked away until the street was empty and still. Norton had no soldiers. No badge. No real power at all. But just being there was a force all by itself. PA U S E A N D P O N D E R

The King Is Dead For over twenty years, Norton walked his city, checked his streets, and issued his decrees. Then on January 8, 1880, he collapsed on the sidewalk during his evening walk. People ran to help. It was already too late. The Emperor of the United States was gone. The next morning, one headline said it plainly: “The King Is Dead.” Another paper wrote that San Francisco without Norton was like a throne without a king. One paper gave 34 inches of space to his life story. The brand-new governor of California got 38 words. Norton had almost no money when he died. It did not matter. City leaders raised funds for a proper funeral. On the day of the service, flags flew at half-mast all over the city. Shops locked their doors. People poured into the streets. The procession stretched for two miles. Some

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Emperor Norton, 1870s reports say 10,000 mourners lined the route, in a city of only 230,000 people. Businesses had shut down. Strangers wept in the streets. For a man with no real power, no army, and no throne, it was the farewell of a true king. He was never forgotten. The writer Mark Twain, who had known Norton personally, wrote about him for years. In 1934, when his grave was moved to a new site, hundreds came out once more. He was reburied with full military salutes. His headstone reads, without a single hint of a joke: “Norton I, Emperor of the United States.” He was a man who kept an entire city smiling for twenty years. He showed that one plain person, taken seriously by enough people, can become something that lasts long after they are gone. A legend without a kingdom. An emperor without a throne. And one of the strangest, best stories San Francisco ever had.

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Why do you think Norton was able to calm the crowd even though he had “no real power”?

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Lesson Review Citing Quotes

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Rewrite each quote as an indirect quote. Fill in the blanks to complete the citation. 1. Quote: “I, Joshua Norton, declare and proclaim myself Emperor of the United States.” In “The Unofficial Emperor of the United States,” the author states

2. Quote: “He printed it.” On page 154, the text says that

3. Quote: “He turned his savings into a large fortune and became one of the richest men in San Francisco.” In the section titled “

,” the author

4. Quote: “The price dropped fast and kept dropping.” According to Astor,

Find a quote from the text for each question. Write a full sentence citation. 5. Cite a quote that describes what Norton looked like when he walked through the city.

6. Cite a quote that shows how the people of San Francisco treated Norton with respect.

7. Cite a quote that explains one of Norton’s imperial decrees.

8. Cite a quote that shows how Norton helped stop the angry mob.

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Writing Prompt Writing in 3rd Person LESSON

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When we write in third person, we write about people or ideas without using words like I, me, we, our, you, or your. For example: First person Third Person I think Norton was funny. → Norton was funny. You should treat people with respect. → One should treat people with respect.

What should Norton be remembered for? Give your opinion.

1. Plan. Write your opinions. In the planning stage, you can still use first person. I think I think I think

2. Topic Sentence. Restate the question. Write a short answer in third person.

3. Body Sentences. Write your opinions in third person. Add transition words. © Lighthouse Curriculum. Copying strictly prohibited.

a. b. c.

4. Concluding Sentence. Write a concluding thought.

5. Write as a paragraph. Put the sentences together. Double check that it is in third person.

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Create a museum exhibit about Emperor Norton.

Include artifacts like: → His uniform → His printed money → Newspaper clippings → His decrees

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ASS ESS M EN T

Vocabulary Assessment LESSON

PRACTICE

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Circle the correct answer.

5. Which of the following would be

example of something an editor would do? a. Plant flowers b. Fix grammar mistakes c. Cook a three-course meal d. Vote for a leader in an election

2. After the final votes were counted, the

considered a fortune? a. A penny b. A sandwich c. A million dollars d. A plastic ruler

6. Sarah spent $10 on yarn, sold her

principal stepped forward to Daniel the winner of the science fair.

knitted hats for $30, and made a $20 .

a. reign b. profit c. editor d. proclaim

a. editor b. decree c. profit d. nuisance

3. Which word means chosen or selected

7. Which word means an official order or

for a position by a vote?

law issued by a person in charge?

a. Elected b. Decree c. Fortune d. Proclaim

a. Fortune b. Decree c. Editor d. Elected

4. Which word means the period of time

8. The constant dripping of the leaky

during which a king, queen, or leader rules?

faucet in the quiet school library was a real .

a. Profit b. Nuisance c. Reign d. Editor

a. editor b. fortune c. elected d. nuisance

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1. Which of the following is the best

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Read.

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Think & Check.

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Choose.

Circle the best answer.

Which statement best expresses a central idea of the article? a. Success comes from taking bold risks. b. Public respect can give a person lasting influence. c. Unusual leaders often change government rules. d. Wealth is needed to gain public attention.

Think back to the order of the text to help you remember where to find these details.

2. How do the details about Norton’s early losses help develop the article? a. They explain the hardships that led him to create a new identity. b. They show that he no longer cared about being successful. c. They prove that he had always planned to become emperor. d. They show how the city helped him regain his fortune.

First, I need to... read the section that talks about Norton’s early losses. Then, I need to... explain how it fits into the text.

3. Read this sentence from the section “A Man With Nothing Left.” “It was the kind of bold move that had worked before.” What does the phrase “bold move” most likely mean?

a. A dishonest deal b. A familiar plan c. A small purchase d. A risky decision

4. How does the section about Norton’s bridge idea help develop the article? a. It shows that some of Norton’s unusual ideas later proved useful. b. It explains why officials gave Norton power over the city. c. It shows that Norton had been trained to design large projects. d. It explains how Norton persuaded engineers to build the bridge.

5. Why does the author include examples of Norton’s decrees? a. To explain how newspapers changed laws b. To show why officials were afraid of Norton c. To show the humor and wisdom in his orders d. To prove that Norton expected every order to be obeyed

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6. What does the fact that shops accepted Norton’s money mainly show?

a. Shop owners thought the bills were real money. b. California had officially approved the bills. c. The city helped make Norton’s role seem real. d. Shop owners believed the bills would become valuable. How does the author mainly show a positive view of Norton? a. By agreeing with all of his decrees b. By describing him as a legal ruler c. By focusing on his kindness and popularity d. By suggesting that he should hold public office

8. Which quote best supports the idea that influence does not always come from official power? a. “He had a gift for making deals.” b. “The Army paid no attention.” c. “People tipped their hats.” d. “But just being there was a force all by itself.”

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Unit 3: Textual Evidence Lesson 11: Answering Questions with Textual Evidence

The Man Who Fell Into a Storm — And Lived to Tell About It Author: Yaakov Astor

Genre: Nonfiction

Standards: Lesson: RI.6.1

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INTRODUCE THE LESSON

Before Reading 1. Learn how to answer questions with the RACE strategy. 2. Practice restating questions and identifying each step of the RACE strategy. 3. Complete the vocabulary worksheet.

Unit Goal Find and use textual evidence to support claims made about a text.

During Reading 1. Think about the meaning of specific words or phrases. 2. Cite quotes from the text to answer questions.

Lesson Focus Use the RACE strategy to answer questions.

After Reading

1. Complete the lesson review to answer questions with RACE. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment.

LESSON

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nswering Questions Lesson Introduction Awith Textual Evidence

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What To Know

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We already know how to find evidence and cite where it came from. Now, we can use textual evidence to give a complete answer to a question. Use textual evidence when… → the question asks for evidence or details from the text. → you make an inference or figure something out from clues. → you make a claim, which is a statement that needs support from the text.

The RACE strategy can help organize a full response to a question that needs textual evidence.

Restate the Question Write the question as a statement.

Answer the Question Write the answer in your own words.

Cite Textual Evidence Use a direct or indirect quote.

Explain Show how your evidence supports your answer.

The first two steps are usuall y written in one sentence.

See It In Action

aleb had practiced his speech all week. When his teacher called his name, he gripped his paper so tightly that it bent. He took a slow breath, looked at his first line, and began. By the second paragraph, his hands had stopped shaking.

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How did Caleb feel before he began his speech? Use textual evidence.

Before his speech, Caleb felt

nervous. The text says that he

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“gripped his paper so tightly that it bent.” This shows that Caleb was nervous about speaking.

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Let’s Practice! LESSON

PRACTICE

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ACT I VI T Y

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Answer each question by restating and answering the question.

What is your favorite book? My favorite book is

2. How do you make a cake? To make a cake,

3. How could you create a sign for your door?

4. Where do you live?

Read the answer to the question. Highlight each step of RACE. Restate the Question

Answer the Question

Cite Textual Evidence

Explain

Restate the Question

Answer the Question

Cite Textual Evidence

Explain

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Why did Sarah run out of the house? Sarah ran out of the house because she didn’t want to miss her bus. The text says, “Sarah heard the honk of the bus; she grabbed her bag and ran.” This shows that Sarah heard the bus arrive and hurried outside so she would not miss it.

How did the author make the story exciting? The author made the story exciting by using words that make the reader scared and curious to know what happens next. The author writes, “Mark took a step closer and shivered. The pit was deep and frightening. What was inside?” Words like “shivered,” “deep,” and “frightening” make the reader scared. The question at the end makes the reader curious.

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Match the bolded words with their definitions. Highlight context clues.

After teaching for twenty years, Mr. Davis was considered a veteran teacher.

moved or swung around wildly

The blizzard brought brutal winds that knocked down power lines and forced everyone to stay indoors.

to force or throw something out with a lot of power

When the boy slipped into the pool, he flailed his arms around until his brother pulled him out.

moved downward from a higher place to a lower place

4. Walking past the bakery, Lea smelled

extremely harsh or difficult to handle

An octopus can eject a thick cloud of dark ink to confuse predators and swim away safely.

kindness or willingness to be less harsh

The fierce storm showed no mercy as it tore branches from trees and damaged homes.

having a lot of experience in a job, activity, or the military

After reaching the top of the mountain, the climbers slowly descended toward the bottom.

a strong desire to do something

Marcus bought a small keychain as a souvenir to remember his family trip to Vermont.

an object kept as a reminder of a specific place, vacation, or event

fresh cinnamon rolls and felt a sudden urge to buy one.

veteran [VET-er-in]; brutal [BROO-tul]; flailed [flayld]; urge [urj]; eject [ee-JEKT]; mercy [MUR-see]; descended [dih-SEN-did]; souvenir [soo-vuh-NEER]

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Author: Yaakov Astor

The Man Who Fell Into a Storm — And Lived to Tell About It Genre: Nonfiction

illiam Rankin expected an ordinary flight, but in an instant, everything changed. High in the sky, with almost no time to think, he had to rely on his training and make a dangerous decision. What suddenly went wrong during Rankin’s flight? Would his training be enough to help him survive?

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On the ground, people looked up nervously at the darkening sky. A massive storm was building overhead. Soon, rain would pound the ground, lightning would crack through the clouds, and tornadoes could begin to form. Their powerful winds could rip roofs off houses, fling cars through the air, flip tractor-trailers like toys, and yank giant trees straight out of the ground. People hurried for shelter, trying to get out of the storm’s path. But one man was falling into the heart of the storm. Not from a rooftop. Not from a mountain. From nine miles up in the sky. This is the true story of a man who fell from the sky — and somehow survived to tell the tale.

Lesson

A Boring Flight On the afternoon of July 26, 1959, William Rankin climbed into his fighter jet. As a veteran pilot in the U.S. Army, Rankin wasn’t new to the skies. He took off from the air base in Massachusetts and pointed his jet south. He expected an easy trip: take off, fly south, then head home. Boring, really. The sky started out clear. But over North Carolina, the weather turned ugly. Dark storm clouds rose like mountains, climbing more than 45,000 feet into the air. Rankin wasn’t worried. His jet could fly

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even higher, up to 47,000 feet and beyond. He would simply soar over the top of the storm. As his jet climbed through the wispy edge of the clouds, Rankin heard a thump. A low rumble shook the floor beneath his seat. A warning light flashed on, and one word glowed in front of him. FIRE.

The Engine Dies Then, just as suddenly, the light blinked off. Rankin let out a long breath. Maybe it was nothing. But the relief lasted only a second. A moment later the engine died. He grabbed an emergency handle to restart it and yanked hard. The handle snapped off in his hand. Now Rankin was trapped inside a dead jet, streaking through the sky at 625 miles per hour, nine miles above the ground, with no way to bring it back to life.

A Terrible Choice He had only seconds to decide what to do. Staying in the plane meant certain death. His only other option was to eject, to fire himself out of the cockpit and parachute to the ground. But Rankin had never heard of anyone ejecting from this high before. Nine miles up, the air was freezing and so

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down hard. Without the oxygen in his mask, the thin air would shut down his brain in minutes.

D I D YO U K N O W ? A supercell is a giant, spinning thunderstorm with clouds that can tower 60,000 feet into the sky. Unlike ordinary storms, supercells can feed on surrounding weather and grow stronger for hours. Supercells can produce large hail, damaging winds, and powerful tornadoes, making them some of the most severe thunderstorms on Earth.

Counting the Seconds

Seventy Below Zero The first thing Rankin felt was the cold. Brutal, shocking cold. In an instant, he went from a warm cockpit into air that was nearly 70 degrees below zero. Every patch of skin that wasn’t covered, including his face, neck, wrists, and ankles, burned as if it were on fire. He tumbled at hundreds of miles per hour. The pain was almost beyond words: his stomach stretched until he thought it might burst, and his head felt like it was splitting apart. His arms and legs flailed in every direction. He tried to pull them in, but the rushing wind was too strong to fight. Then his oxygen mask started flapping against his face. With great effort, he grabbed it and pressed it

The Temptation Suddenly, Rankin felt a powerful urge to pull his parachute open right away. His hand crept toward the cord. Then he stopped himself. Opening the chute now would be a deadly mistake. He would float down slowly and freeze in the icy air long before he reached the ground. There was another problem too: his emergency oxygen would last only about five minutes, just enough to survive the fall. He forced his hand away from the cord. He kept dropping. Soon he couldn’t tell whether he was spinning, rolling, or flipping — only the roar of the wind told him he was moving at all. Minutes passed. Where was his parachute? Had he already fallen past the 10,000-foot mark? What if he was only a few hundred feet above the ground, about to smash into it? Once more the urge to pull the cord seized him. But his training took over. Trust the automatic opener, he told himself. Wait. The air grew thicker and warmer. He reached for the cord one last time. If the automatic opener had failed, he had only seconds left to act — His body jerked hard. The parachute had opened on its own.

thin that a person could barely breathe. And there was something else. Below him sat the storm. Not just any storm — a supercell, one of the most powerful and dangerous storms on Earth. He knew what he had to do. He reached up, gripped the ejection handles, and pulled.

After about twenty seconds, Rankin fell into the soft white tops of the clouds, and a strange feeling of happiness washed over him. He was still alive. Just ride it out, he told himself, and you’ll make it. As he fell, he was amazed at how clearly he could think. He had ejected at 47,000 feet and was dropping about 10,000 feet a minute, so it should take roughly four minutes to reach 10,000 feet — the height where his parachute was set to open on its own.

“Now I Can Relax” Rankin assumed the jerk meant he had reached 10,000 feet. From here, the chute would lower him

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gently, about 1,000 feet every minute. In ten minutes or so, he would be standing safely on the ground. All’s well now, he thought. I’ve got a good chute. I survived. Now I can relax. What he did not realize was that the storm’s unusual air pressure may have caused the parachute to open much higher than it was supposed to. He checked himself over and, except for a few tears in his flight suit, everything seemed fine. He had made it through the worst. He was wrong. The worst was still coming. He was about to drift straight into the heart of the storm.

Inside the Lightning

The first thunderclap hit like an explosion. A blinding flash of lightning followed, then a deep, rolling roar that shook every bone in his body. The lightning was so close and so bright that even with his eyes shut tight, he saw glowing red. This was not the thin, jagged lightning most people picture. It came in huge sheets, several feet thick, lighting up everything around him. More than once, the lightning struck so near that he was sure it had passed right through him. He didn’t just hear the thunder — he felt it, rattling his teeth inside his mouth. If not for his helmet, it might have burst his eardrums.

Up, Down, and Dizzy Then a wall of rushing air slammed into him from below and shot him upward. Up and up he soared. Rankin had never gotten airsick in all his years of flying, but now he threw up again and again as the storm flung him up, dropped him, and flung him up once more. At one point he looked down and stared into something long, dark, and twisting below him. He was looking straight down the black tunnel of a tornado. He may have been one of the only people ever to see one that way and live.

Drowning in the Sky Then came a brand-new danger. It had been raining the whole time, but now the rain poured

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down in sheets so thick that Rankin felt like he was underwater. He had to hold his breath again and again to keep from breathing it in. His oxygen had run out.

Raining Baseballs Then the hail came. Hail forms when raindrops freeze into chunks of ice high inside a storm. Now those chunks pounded down on Rankin without mercy. When they struck his helmet, it felt like baseballs were raining out of the sky. He pulled his arms in tight, grateful that his helmet was protecting his head.

A Patch of Green At last the wind calmed and the hail slowed. Looking up, Rankin saw his white parachute against the gray clouds. Then, through a break in the clouds below, he spotted a patch of green. It grew wider and wider until he burst out of the bottom of the storm, the ground maybe 300 feet beneath him. But he wasn’t safe yet.

Into the Trees Below him stretched a thick forest of tall evergreen trees, and he was not drifting toward them gently. The wind was pushing him sideways at thirty-five to fifty miles per hour. He was about to be slammed into the treetops, not lowered into them.

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Touchdown It was not as bad as he feared. His parachute snagged in the treetops. Like a giant swing, he sailed through the pines as the branches and pinecones slowed him down. Then he bumped against a trunk and landed on his left side in the dirt. For several seconds, he didn’t move. Rain drummed against the forest floor. His body ached from head to toe. Blood mixed with the water running down his face. Slowly, he opened his eyes. He was alive. Rankin lay there staring up at the dark sky, hardly able to believe it. He had fallen nine miles from a

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A Souvenir Rankin cut himself free from his parachute and stumbled to a nearby highway. Soaked, battered, and bleeding, he tried to wave down a car for help. Car after car slowed, took one look at him, and drove on. It was no mystery why. With his torn flight suit and blood-streaked face, he looked like something out of a nightmare. At last, a farmer pulled over. Four young boys stared wide-eyed from the backseat as Rankin climbed in and explained that he was a pilot who had just fallen through the storm. For the first time since ejecting, Rankin knew he was safe. As the farmer drove him to safety, Rankin removed his battered helmet. It had been with him through one of the wildest rides any human being has ever taken. “Thanks, boys,” he said with a tired smile. Then he tossed the helmet into the backseat. The boys’ eyes widened. “There’s your souvenir,” he said.

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He gritted his teeth, crossed his legs, shut his eyes, and braced himself.

disabled jet, plunged through the heart of a supercell, looked down into a tornado, survived lightning, hail, freezing temperatures, and descended through one of nature’s most violent storms. And somehow, against all odds, he was still breathing. He glanced at his watch. It was 6:40. A descent that should have taken only about fifteen minutes had taken forty.

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Lesson Review Answering Questions with Textual Evidence

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Use RACE to answer each question.

Why did William Rankin have to eject from his fighter jet? R + A: C:

2. Why did Rankin decide not to pull his parachute cord right away after jumping? R + A: C:

3. What was one major danger Rankin faced while he was trapped inside the storm clouds? © Lighthouse Curriculum. Copying strictly prohibited.

R + A: C:

4. How did Rankin’s helmet help him survive his wild fall? R + A: C:

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Writing Prompt Understanding Characters LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Authors do not always tell readers exactly what a character is like. Instead, readers can learn about a character by paying attention to his thoughts, actions, and decisions.

How do Rankin’s actions show that he remains calm during an emergency? Use two details from the article to support your response.

1. Plan. Look back at the text. Mark thoughts, actions, and decisions that show Rankin remained calm.

2. Restate and Answer the question. Write one or two sentences.

3. Cite two details from the article and Explain how each one supports your answer. Supporting detail 1: Explain: Supporting detail 2: Explain:

4. Write as a paragraph. Use RACE.

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ASS ESS M EN T

Create a board game.

Create a board game based on Rankin’s fall from the sky. The goal of the game is to travel from 47,000 feet to the forest floor without running out of supplies. Give each player points, tokens, or counters. These can stand for oxygen, strength, or calmness. Decide how many tokens each player gets at the start. Choose at least four dangers from the article. Turn each danger into a space on the board or a card that players can draw. When a player lands on a danger space, the player loses one or more tokens. If a player runs out of tokens before reaching the ground, that player loses. Create these three parts: a. The Game Board Make a path that begins at 47,000 feet and ends on the forest floor. Players move down the path toward the finish line.

b. Player Pieces Create pawns that players can move along the board. c. The Rules Write clear directions that explain how to play. Be sure to answer these questions: → How many people can play? → How do players move? → What happens during each turn? → How does a player win? → How does a player lose?

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Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer.

1. Which word means a sudden, strong desire to do something?

5. During an eruption, a volcano can hot rocks and ash into the air.

a. Veteran b. Descended c. Mercy d. Urge

a. descend b. urge c. flail d. eject

2. Which word means extremely harsh or severe?

6. The losing army begged the winning general for , hoping the city would not be destroyed.

a. Brutal b. Mercy c. Descended d. Flailed

a. mercy b. brutal c. eject d. descended

its tail back and forth as the fisherman tried to lift it into the boat. a. urged b. flailed c. mercy d. veteran

4. Which of the following describes a

7. Which example shows something that has descended? a. A space shuttle launching into space b. A monkey climbing in the trees c. A submarine lowered into the ocean d. A balloon floating in the sky

8. Which word means an object kept as a

veteran pilot?

reminder of a place or event?

a. A co-pilot flying an airplane on their first flight b. A passenger boarding a plane for a family vacation c. An airline captain who has flown planes for thirty-five years d. A flight attendant learning how to check tickets at the gate

a. Mercy b. Veteran c. Souvenir d. Eject

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3. The fish

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Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

What important idea does the author develop in the section “Counting the Seconds”? a. Rankin didn’t understand what was happening. b. Rankin was able to think clearly even while falling through the sky. c. Rankin worried more about the storm than the fall. d. Rankin realized his equipment was failing.

2. Which quote best supports a central idea of the article? a. “He had fallen nine miles from a disabled jet, plunged through the heart of a supercell...” b. “He took off from the air base in Massachusetts and pointed his jet south.” c. “He grabbed an emergency handle to restart it and yanked hard.” d. “Car after car slowed, took one look at him, and drove on.”

3. Read this sentence from the article: “With great effort, he grabbed it and pressed it down hard.” What does the phrase “with great effort” show about Rankin’s situation?

a. The wind made it difficult to move his hands. b. His oxygen mask was broken and frozen. c. He forgot how to use his safety equipment. d. The cold had paralyzed his arms and legs. The purpose is the reason the author wrote it.

4. What is the author’s main purpose in writing this article?

a. To recount a true story of survival against natural forces b. To give instructions on how to eject from a fighter jet c. To explain the differences between falling fast and slow d. To explain why Rankin fell

5. With which statement would the author most likely agree? a. Survival in extreme situations depends on preparation and good decisions. b. Ejecting from a plane is safe if the pilot follows rules. c. Rankin survived because he ignored his military training. d. Severe weather is easy to avoid if a pilot flies high enough.

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6. How does the author introduce Rankin’s experience at the beginning of the article?

a. By explaining how tornadoes form b. By describing Rankin’s experience as a military pilot c. By contrasting people seeking shelter with Rankin falling into the storm d. By showing the damage caused by the storm Why does the author compare hail to “baseballs”? a. To show how unusual the storm was b. To emphasize how hard the hail struck Rankin c. To show that the storm was growing stronger d. To explain why Rankin pulled his arms close to his body

8. Why does the author include the Did you Know section about supercells? a. To explain how pilots avoid storms b. To provide information about the storm Rankin entered c. To compare supercells and hurricanes d. To describe how tornadoes are measured

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3 12

Unit 3: Textual Evidence Lesson 12: Quantitative & Visual Supporting Evidence

Author: Yaakov Astor

Genre: Narrative Nonfiction

Standards: Lesson: RI.6.7

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INTRODUCE THE LESSON

Before Reading 1. Learn how to use evidence from a visual like a graph or chart. 2. Practice using the RACE strategy and citing evidence from a visual. 3. Complete the vocabulary worksheet.

Unit Goal Find and use textual evidence to support claims made about a text.

During Reading 1. Think about the meaning of specific words or phrases. 2. Interpret the graphs, charts, and infographics in the text.

Lesson Focus

After Reading 1. Complete the lesson review to answer questions with evidence from the text and visuals. 2. Complete the writing prompt. 3. Complete the activity. 4. Check your progress by taking the assessment.

Incorporate both textual and visual evidence into a response.

LESSON

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Unit

Lesson Introduction

Lesson

LESSON

What To Know

PRACTICE

VOCABUL A RY

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Quantitative and Visual Supporting Evidence

R EVI EW

ACT I VI T Y

AS SES SM EN T

Sometimes, the words in a text do not give all the evidence we need. We can use pictures, maps, charts, or diagrams to help support our answers. A school studied how much food students threw away at lunch. The results showed that some meals had much more waste than others. The school plans to use this data to choose meals that students are more likely to eat next year.

Daily Lunch Food Waste (in pounds) 80 lbs

76 lbs

70 lbs 60 lbs

55 lbs

50 lbs 40 lbs

42 lbs

30 lbs

29 lbs

20 lbs 10 lbs

18 lbs

0 lbs

Monday (Pizza)

Tuesday (Tacos)

Wednesday (Salad bar)

Thursday (Chicken Nuggets)

Friday (Fish Sticks)

See It In Action

Based on the text and graph, is the school likely to keep salad bar day the same next year?

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Restate the Question Write the question as a statement.

Answer the Question Write the answer in your own words.

Cite Textual Evidence Use evidence from the text and the visual.

Explain Show how your evidence supports your answer.

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Next year, salad bar day will likely not stay the same. The graph shows that students threw away 76 pounds of food on salad bar day, more than on any other day. The text says, “The school plans to use this data to choose meals that students are more likely to eat next year.” This shows that the day with the most food thrown out (salad bar day) will likely change.

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Let’s Practice! LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Read the answer to the question. Highlight each step of RACE. Life Cycle of a Frog Adult Frog

rogs go through many changes in their lives. They start as tiny eggs in the water. Soon, a tadpole hatches. A tadpole looks more like a fish than a frog because it has a long tail and no legs. As it grows, it sprouts back legs first, then front legs. Finally, its tail disappears, and it becomes an adult frog that can live on land.

Eggs Young Froglet

Embryo

Late Tadpole

Early Tadpole

Restate the Question

What does a tadpole look like?

Answer the Question

Cite Textual Evidence

Explain

A tadpole looks like a long gray fish. The text says, “a tadpole looks more like a fish than a frog because it has a long tail and no legs.” The picture shows a small tadpole with a long body and tail. Together, the text and picture show what a tadpole looks like before it grows legs.

Use RACE to answer the question. What changes happen as a tadpole becomes a frog? Use the text and picture in your answer.

Restate the Question

Answer the Question

Cite Textual Evidence

Explain

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Vocabulary

Lesson

LESSON

PRACTICE

VOCABUL A RY

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ACT I VI T Y

AS SES SM EN T

Match the bolded words with their definitions. Highlight context clues.

Daniel had a passion for drawing and spent hours practicing because he loved it so much.

walked unsteadily, as if about to fall

The goodbye was difficult for Marcus emotionally because he knew he would miss his friend.

extremely difficult and tiring

The soup had a mild flavor, so it was not too spicy or strong.

ground or a surface that slants up or down

4. Carrying heavy furniture up six flights

change something slightly so it works or fits better

After carrying the heavy boxes across the room, Leo staggered toward a chair because he was so tired.

not strong, severe, or extreme

Eli had to adjust the strap on his bag because it was hanging too low.

a very strong interest or love for something

After hours of climbing, the hikers finally reached the summit, the very top of the mountain.

the highest point of a mountain or hill

The wagon rolled quickly down the slope because the ground was steep and slanted.

in a way that relates to strong feelings

of stairs was a grueling job that left the workers exhausted.

passion [PASH-uhn]; emotionally [ih-MOH-shuh-nuh-lee]; mild [MY-uld]; grueling [GROO-ling]; staggered [STAG-erd]; adjust [uh-JUST]; summit [SUM-it]; slope [SLOHP]

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LESSON

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ACT I VI T Y

ASS ESS M EN T

Author: Yaakov Astor

The Blind Man Who Climbed Everest Genre: Narrative Nonfiction

n Mount Everest, a single wrong step can be deadly. Climbers face freezing cold, powerful winds, deep cracks in the ice, and air so thin that it is hard to breathe. Most climbers depend on their eyes to spot danger, but Erik Weihenmayer could not see at all. Can Erik find a way to overcome dangers he cannot see? Will being blind stop Erik from reaching the top?

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Lesson

One wrong step is all it takes on Mount Everest. One step onto weak ice, one step too far into blinding snow, and a climber is gone. More than 300 people have died on this mountain, the highest point on planet Earth at 29,032 feet in the sky. Every one of those climbers had something Erik Weihenmayer did not: their eyesight. In 2001, Erik set out to become the first blind person in history to reach the top of the world.

70%

Becoming a Climber For Erik, climbing became more than just a hobby. He spent years training and climbing alongside an experienced mountain climber named Jeff Evans. Together they had reached the highest peaks on three

Mount Everest Fact Card

56%

50% 40% 30%

20%

Erik began losing his sight when he was very young. He was born with retinoschisis [ret-uhNOSS-kuh-sis], a rare eye disease that worsens over time. The doctor told Erik’s parents that he would eventually become completely blind. His father hoped for just one thing: that his son would find a meaningful life in which he could take part in the world around him. By the age of 13, just as the doctor had predicted, Erik lost his sight completely. When he was 16, Erik joined an outdoor program for blind people and went mountain climbing for the first time. He fell in love with the sport right away and found the passion that would shape the rest of his life. With his family’s support, he was building the skills he needed to live on his own and stay active.

60%

10%

Going Blind

Everest Success Rates

Success Rates (%)

Unit

24%

18% 1990

1996

2000

2007

continents. Evans admitted that before meeting Erik, he had doubted that a blind person could ever become a serious climber. But after just one weekend together, he could see that Erik was different. He was strong, both physically and emotionally. Most of all, he was driven. His goal? To reach the highest point on Earth: Mount Everest.

The Climb Mount Everest is not a mountain that forgives mistakes. Winds can rip across its peak at more than 110 miles per hour. Temperatures can fall to 100 degrees below zero. Snow can bury a trail in minutes. For most of the year, climbing Everest is far too dangerous. Climbers aim for a narrow window of time from mid-April to the end of May. During this time, winds

Elevation: 29,032 feet (8,848 meters)

Location: On the border of Nepal and Tibet

Temperatures: Can drop to -100OF (-73OC)

Winds: Can reach more than 110 mph

More than 300 people have died on Everest since records began.

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drop to 50 miles per hour, and the temperature rises to a “mild” 20 degrees below zero. But even during this short period of safer weather, the mountain still kills. Not every climber who starts the journey up makes it back down. This was the mountain Erik Weihenmayer could not see, yet planned to climb anyway.

The Khumbu Icefall: A Test of Endurance

Base Camp

Time to cross the Icefall

Eiffel Tower

Burj Khalifa

Mount Everest

Level F

13 hours 4 hours Most teams

Erik’s team

Erik took more than three times longer to cross the Icefall - the first major challenge of the climb

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29,032 ft (8,848.86 m)

1,454 ft (443 m)

Empire State Building

The first major challenge for climbers is the Khumbu Icefall. Erik described it this way: “You have to jump from boulder to boulder while they’re shifting and rolling under your feet. As you’re jumping across those rocks, there are thousandfoot drops on both sides, and there are hundreds of deep cracks in the ice. Some are so wide, I couldn’t feel the other side with my pole.” For a blind climber, that meant leaping across bottomless pits on shifting ice with no way to see where to land. Most teams cross the Icefall in about four hours. It took Erik a grueling thirteen. He staggered into camp feeling as if he were about to pass out. One teammate said he looked like he had just fought ten rounds against a heavyweight boxer. Fellow climber Mike O’Donnell was shaken. “Seeing Erik crawl into his tent so exhausted was a new experience for me, because he’s usually so fit, so strong. His spirit seemed down. There was a moment where I think all of us were thinking maybe we’d bitten off more than we could chew.” Had they made a terrible mistake?

2,717 ft (828 m) 1,083 ft (330 m)

The Khumbu Icefall

How Tall is Everest?

35,000 ft (10,668 m) Commercial airplane cruising altitude

Hours

In April 2001, after two years of planning and a year of hard training, Erik was ready to begin. The first stop for every Everest climber is Base Camp, at 17,598 feet above sea level. There, Erik joined his expedition team. His father was there to see him off. “It was a very emotional moment. The thought that it could be the last time I ever saw my son crossed my mind, but I pushed it away.”

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The Death Zone The team kept pushing forward, tired and discouraged. But Erik and his teammates were not ready to give up. The first part of the climb took Erik more than three times as long as it took the other climbers. Some people said a blind person should not try something that even sighted climbers found difficult. But Erik’s teammates believed in him, and they kept climbing day after day, week after week. After seven weeks, the team reached 23,500 feet. They strapped on oxygen masks because the air at that height is too thin to breathe normally. At about 26,000 feet, climbers enter an area called the Death Zone. In this area, the body cannot fully adjust to the conditions. Climbers may have trouble thinking clearly, keeping their balance, or making good decisions. If they stay there too long, they can become seriously ill. For Erik, this was especially dangerous because he relied on his mind and other senses to get around. Not thinking clearly while unable to see was a deadly combination. He gathered every bit of focus he had left and pushed on.

Meeting Their Worst Fears

On the evening of May 24, Erik and his teammates left their final camp. They planned to climb through the night and reach the summit the next morning. This might be their last chance. The climbing season was almost over, and another storm could force them to turn back for good. Hour after hour, the climbers moved slowly through the dark. Their headlamps lit only a small patch of snow ahead. Heavy oxygen tanks weighed on their backs, and every step took a great deal of energy. At about 27,500 feet, Erik and his teammate Chris Morris reached a resting place called the Balcony. Then a storm struck. Lightning flashed across the sky as strong winds blew snow against the climbers. The snow quickly covered their suits. The storm was so powerful that continuing could lead them straight into danger.

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“We thought we were done,” Erik later recalled. After all their hard work, it looked like they might have to turn back. Some teammates had already gone ahead, but Erik and Chris waited at the Balcony. They stood in the freezing dark, unsure whether the storm would pass or force them to turn back. After nearly two months on Everest, their dream of reaching the summit seemed likely to end less than 2,000 feet below it.

A Break in the Storm While Erik and Chris waited, Jeff Evans and Brad Bull faced another problem. The ropes that helped keep climbers safe had frozen into the ice. Climbers used these ropes to cross the most dangerous parts of the mountain. Without them, crossing the narrow mountaintop would be far more risky. Jeff and Brad worked to pull the ropes free and clear the way for the climbers behind them. Then a message came from Base Camp: the storm seemed to be passing. The climbers now faced a difficult choice. They could turn back and lose their last chance to reach the summit, or they could trust that the weather would improve and keep going. They pushed on. Erik followed the sound of a small bell attached to the climber ahead of him. His teammates called out directions and warned him about changes in the trail. Step by careful step, the group climbed another 1,200 feet toward the South Summit. By then, every movement was exhausting. Their thick suits made it difficult to bend their arms and legs. Their oxygen masks covered most of their faces, and the bitter cold cut through their gloves and boots. Still, they continued upward.

The Final Ridge At 28,750 feet, the climbers reached the South Summit. The true summit was close, but the most frightening part of the climb still lay ahead. A narrow path stretched in front of them. On one side, the mountain dropped thousands of feet into Tibet. On the other, it fell thousands of feet into Nepal.

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The Southeast Ridge Route

night. Every breath came through an oxygen mask. They had spent weeks training, waiting, and struggling against the mountain. Now the summit was finally within reach. Erik kept climbing.

Summit 29,032 ft South Summit 28,750 ft Balcony 27,500 ft

On Top of the World At about ten o’clock on the morning of May 25, 2001, Erik took his final steps towards the summit. There was nowhere higher to go. Erik Weihenmayer was standing on top of Mount Everest. Among the teammates who reached the summit with him were Jeff Evans and Eric Alexander. They had trained, struggled, and climbed together, and now they had reached the highest point on Earth. “Look around, dude,” Jeff told Erik. “Just take a second and look around.” Erik could not see the mountains spread out below him, but he knew he was standing at the highest point on Earth. “Your brain can’t believe it,” he later said. “It was more like I was in space than on Earth.”

Camp 4 26,000 ft Camp 3 23,500 ft Camp 2 21,300 ft Camp 1 19,685 ft

Nepal

Base Camp 17,598 ft

This is the route Erik and his team took to reach the top of the world.

PA U S E A N D P O N D E R

There was almost no room for a mistake. Erik moved in tiny steps, planting his ice ax firmly before moving each foot. He could feel pieces of rock breaking loose beneath him and hear them falling into the open space below. At the end of the path stood the Hillary Step, a steep wall of rock and ice that was the final major challenge before the summit. Erik climbed upward, searching with his hands and feet for each safe hold. At last, he pulled himself over the top. Only one steep, snow-covered slope remained. The climbers were exhausted after climbing all

Why was understanding his challenges an important part of Erik’s success?

Legacy Erik Weihenmayer became the first blind person to reach the top of Mount Everest. But the reward he valued most was not the record or the attention. Years later, Erik explained, “Blind or not, the adventure is about reaching into the unknown with courage and finding out where it takes you.”

Tibet (China)

Everest Trivia → The mountain was named in 1865 after Sir George Everest, who was the Surveyor General of India.

18% of attempts were successful. By 2012, that number had risen to 56%.

→ Bar-headed geese have been seen flying above the summit of Everest. How they survive at such extreme heights remains a mystery.

→ Climbing Everest can cost between $40,000 and $100,000. Much of that expense goes toward permits and insurance.

→ The first known attempt to reach the summit was in 1922, but no one succeeded until 1953. In 1990, only

→ The youngest person to reach the summit was 13-year-old American Jordan Romero, who made it to the top in 2010.

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189

Unit

Lesson

Lesson Review Quantitative and Visual Supporting Evidence LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Use RACE to answer each question. Include evidence from both the text and the visual.

1. Why was the climbing season described as “safer”? Explain using the Mount Everest fact card and the text.

2. Around the time Erik climbed, was reaching the summit of Everest common? Explain

using the Everest Success Rate graph and the text.

3. Why did Erik’s teammates begin to worry after the Khumbu Icefall? Explain using the Khumbu Icefall bar graph and the text.

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Writing Prompt Evidence LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Supporting evidence helps show or prove a statement. Some evidence is stronger than others. Look for the quote or detail that best supports the statement you are trying to prove.

Erik says that adventure is about “reaching into the unknown with courage.” How do his actions on Mount Everest support this idea? Use two details from the article to support your response.

1. Plan. Think about what Erik’s statement means. Reread parts of the article where Erik faces danger or difficulty. List details that show that Erik acted with courage.

2. Restate and Answer the question.

3. Cite two supporting details and Explain how each detail answers the question. Supporting detail 1: Explain: Supporting detail 2: Explain:

4. Write as a paragraph. Use RACE.

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VOCABUL A RY

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ACT I VI T Y

ASS ESS M EN T

A Record Worth Remembering

Design a recognition certificate or award for Erik. Include the achievement he should be recognized for and two reasons he deserves the honor.

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Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer.

1. Isaac has such a

for history that he reads extra books about the past in his free time.

5. Which task would be considered grueling? a. Taking a short afternoon nap b. Shoveling heavy, wet snow off five driveways in a row c. Eating a scoop of vanilla ice cream d. Listening to a soft lullaby

a. passion b. slope c. summit d. adjustment

2. Which word means walked unsteadily,

6. David had to

the lamp so the light would shine directly onto his book.

as if about to fall? a. Adjusted b. Staggered c. Hurried d. Climbed

a. stagger b. adjust c. summit d. slope

3. Which word means in a way that relates to feelings?

Which of these is a summit?

a. Mildly b. Emotionally c. Carefully d. Physically

4. The soap had a

8. Which word means a surface or piece of

scent that

could barely be noticed.

ground that slants up or down?

a. grueling b. mild c. steep d. emotional

a. Summit b. Edge c. Slope d. Level

Level F

| Unit 3

a. The very top of a tall hill b. The bottom of a staircase c. The center of a field d. The lowest part of a valley

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Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Expresses means says or shows.

Which statement best expresses a central idea of the article? a. Hard work and support can help people face difficult challenges. b. Physical strength is needed to overcome danger. c. Taking great risks is necessary for success. d. Setting a record is the most important kind of success.

2. Read this sentence from “Becoming a Climber”: “Most of all, he was driven.” What does the word “driven” most likely mean? a. Taken somewhere b. Physically strong c. Very determined d. Guided by others

Look back at the graph.

3. Which statement is best supported by the Everest Success Rate graph? © Lighthouse Curriculum. Copying strictly prohibited.

a. Attempts decreased over time. b. Success rates mostly increased. c. More attempts always meant more success. d. Success increased evenly each year.

4. Why does the author include information about Erik’s earlier climbs with Jeff Evans? a. To show that Erik was an experienced climber b. To explain why Jeff wanted to climb Everest c. To show that Erik preferred climbing with others d. To compare Everest with other mountains

5. Why does the author explain how the Death Zone can affect a climber’s thinking? a. To show an added danger Erik faced b. To explain why the climb took weeks c. To show that Erik was the most tired d. To explain why Erik led the team

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| Lighthouse L I TE R ACY

Contribute means “add to.”

6. How does the storm in the section “Meeting Their Worst Fears” contribute to the article?

a. It separates Erik from his team. b. It proves they chose the wrong season. c. It may force the climbers to turn back. d. It shows the team is ready to give up. Which detail best supports the idea that teamwork was important to Erik’s success? a. “He gathered every bit of focus he had left and pushed on.” b. “The climbers were exhausted after climbing all night.” c. “Erik moved in tiny steps, planting his ice ax firmly before moving each foot.” d. “His teammates called out directions and warned him about changes in the trail.”

8. Which quote best shows that setting a record was not most important to Erik? a. “There was nowhere higher to go.” b. “The adventure is about reaching into the unknown with courage and finding out where it takes you.” c. “His goal? To reach the highest point on Earth: Mount Everest.” d. “Erik Weihenmayer became the first blind person to reach the top of Mount Everest.”

Level F

| Unit 3

| Lesson 12

| Lighthouse L I TE R ACY

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