Literacy D TG

Literacy

Teacher’s Edition

Level D

Literacy

Teacher’s Edition

Program Directors

Credits

Authors

A. Isaacs

Aaron Ingel

Ben Green

E. Aboud

E. Marks

G. Schiff

Ishita Ghotia

Kenn Nesbitt

Kim Miller

N. Bennet

R. Rentiel

R. Samson

Sam Adler

T. Beck

T. Ellis

Tehila Bruck

Tessa Barber

Yael Mermelstein

"Backward Bob" copyright © 2024 Kenn Nesbitt. "Speak When This Way Talk Do" copyright © 2024 Kenn Nesbitt. "Mr. Negative" and "When's My Birthday?" copyright © 2012 Kenn Nesbitt. "My Flat Cat", "A Talkative Man from Seattle", "My Teacher Said to Write a Sonnet Now", "Thrill Ride".

All Rights Reserved. Reprinted by permission of the author.

Curriculum Writers Review Team

Yehudis Leitner

Esther Aboud

Jane Chamberlain

Mary Biagianti

Sarah Thorman

Design

Akiva Leitner Project Manager

Fraydel Sharf

M. Jakubowicz

Sara Sampson

Miriam Eisenmann

Mirko Zunic Layout and design

Isaac Flores Comic

Freepik, Wikipedia Illustrations

Lighthouse Literacy Level D Teacher’s Edition ISBN 978-1-955773-68-3

Lighthouse Curriculum

718.285.7100 • info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com

©Copyright 2025 Lighthouse Curriculum Inc. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, stored in a database and/or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. To obtain permission to use portions of material from this publication, please contact Lighthouse Curriculum.

Dear Educators,

We are thrilled to introduce the Lighthouse Level D Literacy Program—a dynamic and comprehensive resource that empowers your students to excel in literacy. This book is thoughtfully designed to meet all educational standards while fostering critical reading and writing skills in a way that engages and inspires learners.

The book integrates key skills, such as summarizing, using details from the text to support answers, and working with texts structured in different ways. Each lesson builds upon the previous one, offering a seamless progression that ensures mastery of essential literacy skills. Your students will not only develop a deeper understanding of the texts but also gain confidence in applying these skills across various subjects.

What makes this book truly remarkable is its ability to captivate students. With thoughtfully crafted activities and relatable content, it transforms literacy lessons into meaningful and enjoyable learning experiences.

We’re confident that the Lighthouse Literacy Program will be a valuable addition to your classroom, supporting both you and your students in achieving academic excellence.

LWarm regards, ighthouse Curriculum Team

Lesson Introduction

Each lesson begins by introducing what you’ll be learning and why it’s important.

Vocabulary

Learn new words and their meanings! You’ll use clues from the text to figure them out. Later you’ll see these words in the story.

2.

Welcome to the

This book is packed with activities and tools to help you grow as a reader and writer. Here’s a quick look at what you’ll find in each section:

Practice

This is where you’ll try out the new skill for the first time. It’s your chance put what you’ve learned into action.

The Unsinkable Ship

Story

Dive into an engaging story. Explore different types of texts like nonfiction, informational, realistic fiction, historical fiction and more. It’s a chance to enjoy reading while seeing the skills you’re learning come to life.

Lesson Review

Show your mastery of the new skill on this page.

You’ll review the story as you sharpen your skills.

Comprehension Skill Review

Write a paragraph about the story. It’s an opportunity to show off your writing as you review a new skill.

Activity

Time to get creative! You’ll complete fun activities or projects to show off your learning in a new way.

Assessment

Wrap up each lesson by answering questions that show how much you’ve learned. There are two parts, vocabulary and comprehension. It’s a great way to track your progress.

Summaries

LESSON 1

LESSON 2 Details The Secret Service: Protectors of America 18

LESSON 3

LESSON 4

LESSON 5

LESSON

7

LESSON 8 Parts of a Drama Marconi

Unit 7

Interpreting Meaning

Lesson Introduction

Unit 1: Summaries

Lesson 1: Main Idea

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

1. Identify the main idea of a text. (Lessons 1 and 2)

2. List details and key details of a text. (Lesson 2)

3. Explain how the main idea is supported by key details. (Lesson 2)

4. Write a summary of a nonfiction text. (Lesson 3 and beyond)

5. Write a summary of a fiction text. (Lesson 4 and beyond)

We are excited to start learning literacy together! Let’s start with the main idea. The main idea is the most important idea in a story, book, or picture.

The main idea is like a label on a box. It tells you in a few words what the passage is mostly about.

There are many ways to find the main idea. Not every way will work for every story.

Use the title.

About the moon’s phases

Look at the beginning and end sentences.

Says that the moon changes

Choose a word that tells who or what it is about.

Tell the most important thing the passage wants you to know about it.

It changes shape. About the moon

The Moon’s Phases

The moon looks different on different nights. Sometimes, it’s a big, round circle. Other times, it’s just a small sliver. These changes are called the moon’s phases.

Practice!

Read each passage. Then, answer the questions.

Water is always moving! It rises into the sky from oceans, lakes, and rivers. It then forms clouds. When the clouds get heavy, the water falls back to Earth as rain, snow, or hail. This is called the water cycle because it happens over and over.

1. Underline the beginning and ending sentences of this passage.

2. What is the main idea of this passage?

a. Water rises into the sky from oceans, lakes, and rivers.

b. Water moves between Earth and the sky in a cycle.

c. When clouds get heavy, water falls back to Earth.

Veggies

are packed with vitamins, minerals, and fiber. They help us grow strong, stay healthy, and have lots of energy. Eating a lot of colorful vegetables can make our meals more delicious and nutritious. Let’s make veggies a part of every meal!

3. Who or what is this passage about?

4. What does the passage want you to know about it?

Clearing Up Common Misconceptions

Students may have a hard time writing a main idea that is short and concise.

Explain to students that in a passage, some information is more important than others. The most important thing is the main idea.

Practice listing information from a text and ranking each point in order of importance. Determine the main idea.

Vegetables

It is good to eat them.

5. Write the main idea using your answers from questions three and four.

It is good to eat vegetables.

In a small town, there lived a boy named Max. He loved to ride his bike. One day, after a strange storm, Max’s bike started to glow. To his surprise, he could fly and see the world from the sky!

6. Write a title for this story.

The Flying Bike

7. What is the main idea of this story?

Max learned that his bike could fly.

Synonym

Additional Questions S A E Q

Antonym

Examples

1. Daring, adjective

S Brave A Afraid

E A person who jumps off the high dive; Speaking up when something is unfair; Exploring a spooky, dark cave Q What is something daring you would like to try?

2. Cell, noun

S Unit A Collection

E A small room in a prison; A room with heavy bars and a lock; A single unit in a beehive Q Can a person come and go from a prison cell whenever they want? Why or why not?

3. Vents, noun

S Openings A Covers

E Openings that let air out of a building; Holes in a volcano where smoke comes out; Small openings in a shoe to let your feet breathe Q What does it mean for a person to “vent” their feelings?

4. Grate, noun

S Bars A Wall E A metal cover over a drain; The bars in a fireplace; A metal frame that food sits on in an oven

Q What is the purpose of a grate over a drain?

5. Raft, noun

S Log E A flat structure used for floating on water; A group of logs tied together to float; A small boat used in emergencies Q How is a raft different from a big boat?

6. Pounded, verb

S Hit A Patted

E Hitting a nail with a hammer; Rain hitting the roof very hard; Kneading dough forcefully Q When might your heart pound?

Vocabulary

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

The daring mountain climber climbed straight up a steep cliff.

The prisoner was put in a small cell, with no visitors allowed.

The warm air came through the vents, making the room cozy.

The drain was covered by a metal grate to keep garbage from falling in.

The campers built a raft out of wood to float across the river.

The heavy rain pounded on the roof during the storm.

The waves rolled gently on the sandy shore by the ocean.

When the lion escaped from the zoo, the whole city was on alert

7. Shore, noun

S Coast A Ocean E A place where boats can dock; Where you might find seashells; The sandy part of the beach

Q How is a shore different from the deep ocean?

openings that let air, gas, or smoke in or out

a flat, floating, boat-like object usually made of logs or boards tied together

a small room in a jail where a person is locked up

a metal frame with bars across it, used to cover an opening

brave and willing to take risks

the land near a sea, lake, or river

hit against something again and again

a state of being ready and careful

8. Alert, adjective

S Awake A Sleepy E A dog that barks when someone comes near; A person who notices small details; Staying awake during a long car ride

Q What does it mean to be “on alert”?

The Escape

Author: Tessa Barber Genre: Informational

It was a prison like no other. Alcatraz sat on a rocky island. It was surrounded by freezing water. Guards watched the prisoners’ every move. It was impossible to escape. But one dark night, three prisoners disappeared. How did they dig their way out without being caught? Did they survive their daring escape? Keep reading to find out!

Teacher Script

The passage we are about to read is about a real story that takes place in a prison. Texts about true happenings are called nonfiction texts.

1. Can anybody tell me about a nonfiction text or story that you read? How did you know it was true? {Answers will vary.}

2. What do you know about prisons? What do you think life is like inside a prison? {Possible answers: People who break laws go to prison; it’s a place where people can’t leave; it’s strict, not fun, etc.}

Three prisoners. A prison surrounded by water. A daring escape.

It sounds like an adventure story. But it really happened.

Alcatraz was a famous prison on a rocky island. It was in the middle of San Francisco Bay. All around the prison was freezing water. It was impossible to escape. The most dangerous criminals were sent to Alcatraz. Guards watched them day and night.

Escape? Impossible!

Except that it wasn’t.

Three prisoners decided that they wanted to leave. They set to work to plan their escape.

Teacher Script

1. Where was Alcatraz located? What was around it? {It was on a rocky island in the middle of San Francisco Bay, surrounded by water.}

2. What type of instructions do you think D.B. will give Florence? {Answers will vary.}

The First Stage

Frank Morris was a very smart man. He was also a prisoner. Since the age of thirteen, he had been in and out of prisons. He’d even managed to escape from one! As soon as he arrived at Alcatraz, he started looking for a way to leave. He noticed that the walls of the cells had vents. They were covered by metal grates. Behind those grates was an empty hallway.

One night, he lay in his bed and looked at the vents.

“Look,” he whispered to brothers John and Clarence Anglin. “Do you see those vents?”

“Yes,” John whispered back.

“Behind this is a secret tunnel,” Frank said. “It’s our way out!”

“Are you serious?” Clarence said. “You think we can get through?”

“We have to try,” Frank said. “Anything is better than staying here.”

The three men got to work. They gathered spoons and small tools. At night, they dug holes into the thick wall. They covered the holes with cardboard. They didn’t want the guards to see them.

It was slow, hard work. Their hands hurt from so much digging. At times, they wanted to give up.

“This is taking forever!” John said.

“Freedom isn’t easy,” Frank said. “We have to earn it.”

Finally, one night, they broke through the vents. They entered the secret tunnel. But they weren’t done. Now, they had to figure out how to leave the island.

More Planning

The water around the prison was freezing. It was impossible to swim in it.

The men thought and thought. How could they escape safely?

Frank pulled out an old raincoat.

“Let’s build a boat,” he said.

“A boat?” John laughed. “Out of raincoats?”

“We’ll stitch them together to make a raft,” Frank said. “We’ll blow it up with air. We’ll also make paddles from wood.”

And so, they got to work. It seemed that they had everything they needed. But they still weren’t done.

Every night, the guards checked on the prisoners. They had to make sure the guards wouldn’t realize that they weren’t in their beds. So the three men gathered paper, soap, and real hair from the prison barbershop. They made fake heads. They placed them on their pillows and covered their “bodies” with blankets. The guards would never realize they were missing — until it was too late.

Teacher Script

1. Why did they cover the holes with cardboard? {They didn’t want the guards to see them.}

2. What does the phrase ‘until it was too late’ mean in this sentence: ‘The guards would never realize they were missing — until it was too late’? {It means the guards wouldn’t find out about the escape until the prisoners had already had a head start and were far away, making it harder to catch them.}

Now they were really ready. It was time to put their plan into action.

The Night of the Escape

It was dark and quiet. The three men waited. Their hearts pounded with excitement.

“This is it,” Frank said. “There’s no turning back now.”

“Let’s go before the guards hear us,” John said.

They squeezed through the tunnel they had dug. The walls scraped their shoulders, but they didn’t stop. Frank led the way into the secret tunnel.

Quietly, they climbed up. Nobody heard them. Finally, they reached the roof.

“Ready?” Frank whispered.

John nodded. “Let’s do this.”

They slid down the drain pipes. When their feet hit the ground, they didn’t stop. They ran, quickly and quietly, toward the shore

They grabbed the wooden paddles and began to row their boat. The waves were high and strong. They had left the island! But they had miles of cold, dangerous water to cross before they reached safety.

“It’s freezing!” Clarence cried. “We’ll never make it.”

Frank looked at him. “We have to try. Keep rowing!”

And so, they kept going.

The Search Begins

The next morning, a guard went to wake up Frank Morris.

"Time to get up, Morris!" Frank didn’t move. The guard stepped inside the cell and shook the bed. He looked closer.

“I don’t believe it!” he cried. “It’s a fake head! Morris is gone!”

Alarms rang out. The guards were on alert! They rushed to check the other cells. They found fake heads in John and Clarence’s cells. The three prisoners were missing!

↑Teacher Script

1. What is the main idea of the section ‘The Night of the Escape’? What is the most important event that happens here? {The main idea is that the prisoners put their daring plan into action, successfully leaving their cells and the prison island, but then faced the dangerous challenge of crossing the cold bay in their makeshift raft.}

2. How did the guards first discover the prisoners were missing? {A guard tried to wake up Frank Morris and realized it was a fake head.}

"They’ve escaped!" a guard shouted. “Lock down the prison! Search everywhere!”

Soon, everyone had heard the news. Three prisoners had escaped Alcatraz. But where were they now? The police and FBI searched everywhere.

Helicopters flew over San Francisco Bay. They were looking for the men in the freezing

sea. Boats went up and down the water, searching for clues. Divers went deep into the icy water, hoping to find a sign of Frank, Clarence, and John.

Men walked along the shore. They looked for footprints, clothing, or belongings. The Coast Guard checked every nearby beach. Maybe the men had managed to reach land? Soon, everyone in San Francisco was looking for the prisoners.

Some small clues were found: a boat made of raincoats, a paddle, and some life vests. The boat was ripped into pieces. There was no sign of Frank, John, or Clarence.

Yet, the police kept looking. They spoke to other prisoners. One of the prisoners had helped to plan the escape. He told the police that Frank had planned to steal a car when he reached land. But there were no reports of any stolen cars. They watched train stations, bus stops, and airports. They were ready to catch the men. But there was no sign of them.

Did Frank, John, and Clarence make it to freedom? We’ll never know. But the three men will always be known for one of the most daring escapes in history.

Teacher Script

1. What actions did the police, FBI, and Coast Guard take to search for the escaped prisoners? {Helicopters flew over San Francisco Bay, boats searched the water, divers went into the water, men walked along the shore, and the Coast Guard checked nearby beaches.}

2. What do you think happened to the prisoners? {Answers will vary}

3. Imagine a friend comes over to you and asks what this story is about. What would you say? {A group of prisoners who escaped from Alcatraz.} If we say this in a shorter way, we have the main idea. Remember, the main idea is just the most important part of the story.

Read the paragraph and find the main idea.

Alcatraz was a famous prison on a rocky island. It was in the middle of San Francisco Bay. All around the prison was freezing water. It was impossible to escape. The most dangerous criminals were sent to Alcatraz. Guards watched them day and night.

1. What is the main idea of this paragraph?

a. Alcatraz was on a rocky island.

b. It was impossible to escape from Alcatraz.

c. Guards watched the prisoners day and night.

d. The prisoners escaped from Alcatraz.

Refer back to each section in the text. Find the main idea.

2. What is the main idea of the section titled “The First Stage” (p. 9)?

a. Frank, John, and Clarence escaped from their rooms.

b. Frank, John, and Clarence used spoons and small tools to dig holes.

c. Frank wanted to escape from Alcatraz.

d. Frank, John, and Clarence had no way to escape the island.

3. What is the main idea of the section titled “The Search Begins” (p. 10)?

a. Frank put a fake head in his bed.

b. The Coast Guard found a boat made of raincoats, a paddle, and life vests.

c. The police, FBI, and Coast Guard tried to find the prisoners, but they didn’t.

d. Frank, John, and Clarence were able to escape from Alcatraz.

Answer the question to find the main idea of the story.

4. What is the main idea of this story?

a. It was impossible to escape from Alcatraz.

b. Frank, John, and Clarence broke through the vents to reach a secret hallway.

c. Frank led the two brothers through a secret tunnel and then into a boat.

d. A group of three prisoners escaped from Alcatraz.

Comprehension Skill Review

A paragraph is a group of sentences on the same topic that are written in an organized way.

You can write a paragraph in five steps.

Step 1: Make a plan.

→ Gather and organize your information.

Step 2: Topic Sentence

→ Write a sentence that introduces the topic and says the main idea.

Step 3: Body Sentences

→ Write three sentences that each tell the reader something about the main idea.

Step 4: Concluding Sentence

→ Write a sentence with a lesson, an opinion, or a summary of what you said.

Step 5: Write a paragraph

→ Put together the sentences from the first four steps. Read through and make edits.

Write the letter that shows each step.

Step 1: Step 2: Step 3: Step 4: Step 5:

a. Ice cream is a perfect way to cool down on a hot summer day.

b. Ice cream is a frozen treat with many options.

c. Ice cream comes in many yummy flavors, such as chocolate, strawberry, and vanilla. Some ice cream comes with extra things, like sprinkles, cookies, and even candy. You can eat ice cream in cones, bowls, or even sandwiches.

e. Ice cream is a frozen treat with many choices. It comes in many yummy flavors, such as chocolate, strawberry, and vanilla. Some ice cream comes with extra things, like sprinkles, cookies, and even candy! You can eat ice cream in cones, bowls, or even sandwiches. Ice cream is a perfect way to cool down on a hot summer day. d. ice cream options flavors mix-ins ways to eat

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Create your own theory!

The mystery of Frank, John, and Clarence’s escape still has many unanswered questions. Did they make it to safety?

Come up with your own idea! Write a paragraph or draw a picture that shows what you think happened to them.

Vocabulary Assessment

Circle the correct answer.

1. Which word means a small room in which a prisoner is locked up?

a. Daring

b. Vents

c. Grates

d. Cell

2. Which of the following is an example of something that was pounded?

a. A cat that was patted gently

b. A nail hammered into a wall

c. A whispered secret

d. A sleeping child

3. The in the ceiling allowed air to come in and out.

a. vents

b. grates

c. cells

d. daring

4. Which word means a flat platform used for traveling on water?

a. Daring

b. Vents

c. Grates

d. Raft

5. The ship finally reached the after weeks at sea.

a. shore

b. vents

c. grates

d. pounded

6. Which of the following is an example of something daring?

a. Crossing a street

b. Walking a tightrope between two skyscrapers

c. Brushing your teeth

d. Sleeping in late

7. Which word means metal structures with bars or openings?

a. Daring

b. Vents

c. Grates

d. Cell

8. Which of these is an example of being alert?

a. Falling asleep

b. Doodling

c. Listening carefully

d. Jumping

Comprehension Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. How did the prisoners escape from their cells? (detail)

a. They broke the windows.

b. They climbed through the vents.

c. They bribed the guards.

d. They dug a tunnel under the prison.

2. How did the guards realize that the prisoners had escaped? (cause and effect)

a. They heard a loud noise.

b. They saw the prisoners leaving the island.

c. They found fake heads in the prisoners' beds.

d. The prisoners sent a message to the guards.

3. How do you think the prisoners felt as they planned their escape? (inferencing)

a. They were calm and relaxed.

b. They were excited and nervous.

c. They were angry and upset.

d. They were sad and hopeless.

4. What is the main idea of this passage? (main idea)

a. The importance of teamwork and perseverance

b. The dangers of life in prison

c. The story of a daring escape from Alcatraz

d. The history of the Alcatraz prison

5. What was the last step in the prisoners' escape plan? (sequencing)

a. Stealing a car

b. Digging tunnels in their cells

c. Making fake heads

d. Building a raft

6. What does the word "stitch" mean in the sentence, “We’ll stitch them together to make a raft”? (context clues)

a. Sew

b. Glue

c. Tie

d. Paint

7. How was Frank’s plan different from other escape attempts from Alcatraz? (compare-contrast)

a. Others were caught, but Frank was not.

b. Frank was caught, but others were not.

c. Others were successful in escaping the island, but Frank was not.

d. No one had ever tried to escape from Alcatraz before.

8. Which of the following is a fact from the story? (fact vs. opinion)

a. The prisoners used spoons and small tools to dig.

b. The prisoners were brave and smart.

c. The guards at Alcatraz should have watched the prisoners better.

d. The escape was an exciting adventure.

A fact is something that is true and can be checked. An opinion can be argued; it can't be checked to see if it is true.

Lesson Introduction

Unit 1: Summaries

Lesson 2: Details

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

1. Identify the main idea of a text. (Lessons 1 and 2)

2. List details and key details of a text. (Lesson 2)

3. Explain how the main idea is supported by key details. (Lesson 2)

4. Write a summary of a nonfiction text. (Lesson 3 and beyond)

5. Write a summary of a fiction text. (Lesson 4 and beyond)

Now that we've learned all about the main idea, let’s learn how to find the details that support it!

Sometimes, a story or picture gives us a lot of information. Some of it may be extra, but some of it helps us understand the main idea better. These are called key details

The girl is wearing a bow.

Main Idea: The girl got a present.

box is wrapped with a bow.

How many more details can you find?

Key details: Details that help you find or explain the main idea.

The girl is wearing a bow. Doesn’t have to do with getting a present

The

is wrapped with a bow.

Let’s Practice!

Use the picture to answer the questions.

1. What is the main idea?

The boy is painting.

2. Write three key details (clues) that helped you figure out the main idea.

The boy is holding a paint roller. There is a bucket of paint on the floor. There is paint on the wall.

3. Write two details from the picture that do not support the main idea.

The paint is yellow.

The boy is standing.

Read the passage. Then, use the gray boxes on the right to follow the directions.

I magine how easy it would be to hide if people could see through you! Glass frogs are really cool; they have see-through skin. If you look underneath one, you can see its body parts. See-through skin helps glass frogs survive. When a glass frog sits on a green leaf, the color blends with its body. Then, bigger, frog-eating animals have a hard time spotting it.

1. Circle the box with the main idea.

2. Draw an arrow from each key detail to the main idea.

3. Make an “x” next to each detail that is not a key detail.

Frog-eating animals have a hard time spotting glass frogs.

See-through skin helps glass frogs survive.

Glass frogs blend in with their surroundings.

Glass frogs are really cool.

Glass frogs have see-through skin.

You can see body parts in a glass frog.

Clearing Up Common Misconceptions

Students may have a hard time noting which details are key details.

Help students find a word or words that show how the key detail and main idea are related.

Examples:

• Main Idea is since Key Detail

• Key Detail is because of Main Idea

• Key Detail is an example of Main Idea

• Key Detail is used for Main Idea

• Key Detail explains _____ about Main Idea

• Key Detail shows _____ which means about Main Idea

If students are still having trouble identifying key details, tell them to check if the ENTIRE detail supports the ENTIRE main idea.

Synonym

1. Agent, noun

S Representative A Boss

E A secret person who works for the government; A person who sells houses; A person who handles tickets for travel Q What makes a secret agent mysterious?

2. Event, noun

S Happening E A birthday party; A school play; A historical moment Q What is an important event that happened recently?

3. Prepares, verb

S Gets ready E A chef chopping vegetables for dinner; A student studying for a test; Someone packing a suitcase for a trip

Q What do you do to prepare for school each day?

4. Mysterious, adjective

S Puzzling A Obvious

E A strange noise in the night; A shadowy figure in the fog; A message written in a secret code Q What makes a story mysterious?

5. Disguise, noun

S Costume A Reality

E A fake beard and glasses; An animal changing its color to blend in; A funny wig for a party Q Why might someone wear a disguise?

6. Oxygen, noun

S Air E What we breathe to live; A gas that plants make; Something needed for a fire to burn Q Can you see oxygen?

Vocabulary

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

The travel agent helped us plan our vacation to the island.

The school's science fair was a big event with lots of exciting projects.

The gardener prepares the soil before planting new flowers.

Nobody knew where the mysterious sound was coming from.

The man wore a disguise so no one would recognize him.

Fish use oxygen in the water to breathe.

The police arrested the person who stole the bicycle.

a gas that people and animals need to breathe

people who carried out a crime

taken in by the police

The detectives worked hard to catch the criminals gets ready for something

a person who does business or an action for another

something that happens, especially something important

something that changes the way a person looks to hide who he is

strange, unknown, or hard to understand

7. Arrested, verb

S Caught A Released E Someone caught breaking the law; When a bad guy is stopped by the police; A criminal being put in jail Q Why might someone be arrested?

8. Criminals, noun

S Crooks E People who break laws; People who are caught stealing; Those who harm others Q How do police deal with criminals?

The Secret Service: Protectors of America

Author: Tessa Barber Genre: Informational

Have you ever wondered how the United States keeps running? Who keeps the president safe? How does our money stay safe? Read on to learn about the incredible work of the Secret Service, who do their job in well — secret! You’ll find a world full of excitement, and plain hard work.

Teacher Script

Today, we’re going to read an interesting article about a group of people who have an important job in our country.

1. Based on the title, ‘The Secret Service: Protectors of America,’ do you think this story will be fiction or nonfiction? What makes you say that? {This text is likely nonfiction because it talks about a real organization, the Secret Service, and uses words like ‘America’ and ‘Protectors,’ suggesting it will give us facts and information about them.}

2. What do you already know, or what have you heard, about the Secret Service? {Accept varied student responses, such as: “They protect the president,” “They wear dark suits and sunglasses,” “They are like bodyguards.”}

3. Do you think the Secret Service only protects the president, or do you think they have other jobs? Why do you think that? {Encourage students to make predictions based on general knowledge. Some might guess they protect other important people or deal with money, while others might only know about presidential protection.}

As we read today, I want you to pay close attention to what the article is mostly about. I also want you to look for the important pieces of information that help us understand that main idea.

July 13, 2024, was a hot summer day. A huge crowd waited for Donald Trump to walk onto the stage. He had once been the president, and he wanted to be the president again. People waved colorful signs and clapped their hands. The music was loud and cheerful.

Finally, Mr. Trump appeared on stage. He smiled and waved. The crowd cheered. They snapped pictures and shouted his name. Suddenly…

Bang!

People shouted in fear. Some of them tried to run away. Someone was shooting at Mr. Trump!

Some men rushed into action. They ran in front of Mr. Trump. They grabbed him and pushed him down. They saved his life!

Who were these men?

They work for the Secret Service. One of their jobs is to protect our president. They have other important jobs, too. They protect leaders from other countries. Did you know that they’re also in charge of keeping our money safe? Let’s find out about these very important jobs!

Protecting the President

Reagan into a car. He told the driver to rush to the hospital.

His quick thinking saved President Reagan’s life!

The president of the United States is one of the most powerful leaders in the world. The president needs protection every single day, everywhere he goes. That’s where the Secret Service comes in!

The Secret Service works hard, and they’re good at what they do. Thanks to their careful planning and quick thinking, America’s presidents have stayed safe over the years.

One of the most famous times a president was saved was in 1981. President Ronald Reagan was leaving a hotel in Washington, D.C. He smiled and waved at people. Suddenly, a man began to shoot at him.

Jerry Parr, a Secret Service agent, had just seconds to act.

Without wasting a moment, he pushed

When it comes to protecting the president, Secret Service agents never take a break.

Teacher Script

1. Read the sentence “Let’s find out about these very important jobs!” What does it tell you about what the main idea might be? {The main idea might be about the jobs of the Secret Service.}

2. Why do you think the president needs protecting? {they are powerful leaders, people might not like them}

Ronald Reagan

Whether the president is at the White House, giving a speech, or traveling to another country, these agents are always close by.

Every event is planned carefully to make sure the president is safe. Every detail of the president’s schedule is checked and rechecked. Before the president goes somewhere, the Secret Service prepares for the visit. They check the place to make sure it’s safe. They look around the area and talk to the police in that city. Before the president arrives, agents

make sure there is no danger. They even have a medical team ready, just in case.

When the president is at an event, agents stand near him. They wear dark sunglasses. This isn’t just to look cool. Sunglasses help them to see better. They also make it hard for others to see what the agent is looking at. If someone starts to make trouble, he won’t realize that a Secret Service agent is looking at him.

Secret Service agents must always pay attention to everything going on around them. They watch out for anything unusual. This might be a mysterious bag or a person who is acting strangely. Usually, Secret Service agents wear a dark suit. Sometimes, they get to wear a disguise! They probably won’t wear funny glasses and a fake mustache. They may wear regular clothing, like pants and a shirt. This makes them look like they’re part of the crowd. If someone wants to make trouble, the Secret Service agent might be right there to see it!

Another thing that Secret Service agents wear is tiny earpieces in their ears. These earpieces make it possible for them to be in touch with other agents at all times. This way, they work together and can know exactly what is happening at each moment.

Did you know that the president and his family members have special code names? Secret Service agents use these names when talking on their radios. This way, no one will know who they are talking about. President John F. Kennedy’s code name was “Lancer.” President Barack Obama’s code name was “Renegade.”

When it’s time for the president to leave, a Secret Service agent will drive him in the “Beast.” This is what the president’s car is called — because it isn’t just any car! It’s

Teacher Script

1. Why do you think the Secret Service arranges a medical team just in case? {If the president gets hurt, doctors are already there, and he could get treatment right away.}

2. Why would regular clothing be a disguise for Secret Service agents? {They don’t look like bodyguards; they look like they are part of the crowd.}

a bulletproof, bomb-proof, super strong limousine! The Beast has thick steel doors. It also has its own supply of oxygen. If there’s a gas attack, the president will be able to breathe safely inside. There are even bottles of the president’s blood type inside! If the president is hurt, Secret Service agents are ready to save his life!

Protecting Leaders from Other Countries

Secret Service agents don’t just protect the president. They also protect important leaders from other countries when they visit the United States.

Imagine that a king, queen, or prime minister from another country is coming to the United States. The Secret Service steps in to keep them safe. What would happen if a leader from another country got hurt in the United States? It could cause big problems between these countries!

Sometimes, many world leaders meet in the United States for a big event. At these events, there are many Secret Service agents working hard. They make sure that the leaders can talk about important things without facing any danger.

Every year, the United Nations holds a special meeting in New York City. Over 150

Teacher Script

1. Besides the president of the United States, who else do Secret Service agents protect? {They protect important leaders from other countries when those leaders visit the United States.}

2. What is an example of a time when many world leaders might be in the United States together and need Secret Service protection? {Over 150 world leaders get together every year in New York City, for a special meeting at the United Nations.}

world leaders come to discuss world peace, the environment, and other important topics. With so many important people in one place, the Secret Service must make sure that they’re safe!

Protecting America’s Money

The Secret Service started in 1865. At that time, its job wasn’t to protect the president or other leaders. Its job was to stop people from making fake money!

Counterfeiting has been a problem for many years. This is when criminals make fake money and try to use it as real money. In 1865, counterfeiting was a huge problem in the United States. People didn’t know if the money they had was real or fake.

In 1899, there was a counterfeiter named Emanuel Ninger. He made money by painting fake bills. One day, he wanted to spend a fake fifty-dollar bill at a store. The bill got a little wet, and the ink ran. A worker at the store noticed this and called the Secret Service. They searched Ninger’s home. There, they found art supplies and unfinished fake bills. Ninger was arrested. The Secret Service showed people that crime doesn’t pay!

Today, the Secret Service still works to catch criminals who try to print fake bills. They use special tools to track down counterfeiters. This keeps America’s money safe.

Some crimes happen on the computer. Criminals may find out a bank’s information. They may find out a person’s information. The Secret Service works to keep this money safe, too. They use special computers to track down these criminals. They work with banks and businesses to make sure money stays safe. If someone tries to break into someone else’s

computer, the Secret Service will step in and stop him.

Thanks to the Secret Service, people know they can trust their banks and businesses.

The Secret Service: More Than Just Bodyguards

It isn’t easy to become a Secret Service agent. Agents must attend school for a number of years. There is also special training. Yet, the job is very rewarding. Because of the Secret Service, our country is safer. We may not notice these men, but they are always there. They are watching, looking around, and protecting. Although much of their job is secret, it’s no secret that our country would be a different place without the Secret Service!

Teacher Script

1. How is counterfeiting like stealing? {It is like stealing because you are paying with something fake, which means you are not paying at all.}

2. What are three jobs of the Secret Service? {protecting the president, protecting leaders from other countries, protecting America’s money}

3. Imagine a friend comes over to you and asks what this passage is about. What would you say? {It is about the jobs of the Secret Service.}

4. What are some details from the story? {Answers will vary.}

5. How do we know if a detail is a key detail? {if it supports the main idea}

Read each statement. Circle the main idea of the passage.

A.

The Secret Service has many important jobs.

B.

Secret Service agents use planning and quick thinking.

C.

The Secret Service protects the president.

Circle the set of key details that supports the main idea of the passage. Write the letter of the main idea that matches each set.

1.

a. The Secret Service protects the president.

b. The Secret Service protects leaders from other countries.

c. The Secret Service protects America’s money.

2.

a. Secret Service agents work in the White House.

b. Secret Service agents go with the president wherever he goes.

c. The Secret Service saved President Ronald Reagan’s life.

3.

a. Before an event, Secret Service agents prepare every detail.

b. To save the president, Secret Service agents need to think fast.

c. Jerry Parr thought fast and saved President Ronald Reagan’s life.

Choose a key detail from the story and explain how it supports the main idea.

Key detail: The Secret Service protects leaders from other countries. How it supports the main idea: The Secret Service protects leaders visiting from different countries, (detail) showing one of the many important jobs they have (main idea).

4.

Key detail:

How it supports the main idea:

Answers will vary. The Secret Service protects America’s money. Answers will vary; They have an important job in

keeping America’s money safe from counterfeiters.

LESSON

Transition words are used to help connect ideas and make the writing easier to understand.

Transition Words

Words that help put ideas in order or connect sentences

First, Next, Then, Afterward

Words that add more details

Not only that, Also, In addition, Another, Plus, For example, In fact

Words to use for a conclusion

In summary, In conclusion, All in all, Overall, Finally

Write a paragraph about the Secret Service using transition words.

1. Plan. Write three things about the Secret Service.

2. Topic sentence. Write the three things in short.

The Secret Service was created to stop counterfeiting, protect the president, and do other important jobs. It was created to stop counterfeiting.

3. Body Sentences. Write one sentence telling more about each of the three things. Add transition words 1: 2: 3:

4. Concluding Sentence. Write an opinion or lesson about the Secret Service.

I think the Secret Service is very important for the USA. They protect the president. They have other jobs.

In 1865, counterfeiting was a huge problem, so the Secret Service was created to stop it. Nowadays, one of their most important jobs is to protect the president from being attacked. In addition, the Secret Service has other jobs, like protecting leaders from other countries.

5. Paragraph. Write a paragraph.

The Secret Service was created to stop counterfeiting, protect the president, and do other important jobs. In 1865, counterfeiting was a huge problem, so the Secret Service was created to stop it. Nowadays, one of their most important jobs is to protect the president from being attacked. In addition, the Secret Service has other jobs, like protecting leaders from other countries. I think the Secret Service is very important for the USA.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Create your own plan!

The Secret Service has important jobs, such as protecting the president and keeping money safe.

Imagine you're a Secret Service agent getting ready for a big event. What would you do to keep everyone safe—even leaders from other countries? Write a short paragraph or draw a picture to show your plan. Be creative and show the steps you would take!

Vocabulary Assessment

LESSON

Circle the correct answer.

1. The real estate helped the family buy a house.

a. arrested

b. prepares

c. agent

d. criminals

2. Which is an example of an event?

a. A library

b. A carnival

c. A pencil

d. A shoe

3. The student for the test by studying.

a. prepares

b. criminals

c. oxygen

d. event

4. Which word means strange?

a. Disguise

b. Oxygen

c. Mysterious

d. Arrested

5. The spy used a to look like someone else.

a. disguise

b. prepares

c. criminals

d. agent

6. Which needs oxygen?

a. A human

b. A rock

c. A table

d. A building

7. Which is an example of being arrested?

a. Being taken to a police station

b. Going to school

c. Playing in the park

d. Eating dinner

8. Which word means people who have committed a crime?

a. Mysterious

b. Oxygen

c. Criminals

d. Disguise

Comprehension Assessment

Circle the correct answer.

1. In what year did the Secret Service begin its operations? (detail)

a. 1776

b. 1865

c. 1900

d. 2001

2. What happened when Emanuel Ninger's fake bill got wet? (cause and effect)

a. He was praised for his artwork.

b. The ink ran, and he was caught.

c. The bill became more expensive.

d. He was given more money.

3. How do you think the Secret Service work with the police in neighborhoods? (inferencing)

a. They avoid working with local police.

b. They work nicely together.

c. They compete with local police.

d. They replace local police.

4. What is the main idea of the entire passage? (main idea)

a. The Secret Service has many important jobs.

b. The Secret Service only protects the president.

c. The Secret Service is a secret organization.

d. Secret Service agents are always in disguise.

5. What did Jerry Parr do right after shots were fired at President Reagan? (sequencing)

a. He ran away.

b. He pushed Reagan into a car.

c. He called the police.

d. He shot back.

6. In the phrase "track down counterfeiters," what does "track down" mean? (context clues)

a. To lose

b. To find

c. To ignore

d. To create

7. How is a Secret Service agent wearing a uniform different from an agent in disguise? (compare-contrast)

a. Agents in uniform are less visible.

b. Disguised agents blend in with the crowd.

c. Agents in uniform don't use earpieces.

d. Disguised agents drive the "Beast."

8. Which of the following is an opinion about the passage? (fact vs. opinion)

a. The Secret Service started in 1865.

b. Secret Service agents wear earpieces.

c. The Secret Service is very important.

d. President Reagan was shot in 1981.

Lesson Introduction

Unit 1: Summaries

Lesson 3: Summarizing Informational Texts

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

1. Identify the main idea of a text. (Lessons 1 and 2)

2. List details and key details of a text. (Lesson 2)

3. Explain how the main idea is supported by key details. (Lesson 2)

4. Write a summary of a nonfiction text. (Lesson 3 and beyond)

5. Write a summary of a fiction text. (Lesson 4 and beyond)

Now that we have learned about main ideas and details, we’re ready to write a summary! A summary is a shorter way of telling the main points of a text. It tells the most important parts using your own words.

A summary has two parts:

Topic Sentence:

Include the type of text and/or the title. Write the main idea or topic of the passage.

Body Sentences:

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

Choose the three most important key details. Write them in sentences in your own words. Add transition words like “first,” “also,” or “additionally.”

First, a seed needs to be planted in soil. Then, it needs to be watered. Last, the plant needs sunlight in order to grow.

Let’s Practice!

1. In the chapter “The Solar System,” the author writes about the planets and stars in space.

2. The recipe “Chocolate Mousse” teaches how to make mousse from avocados.

3. The passage explains how a light bulb works.

4. This story is about a girl who moves to a new city.

5. In the article “Best Friends,” the author writes about the qualities that make a good friend.

The following are topic sentences for summary paragraphs. Circle the type of text and underline the main idea or topic. Circle the three most important key details that you would include in a summary of an article that explains how to ride a bike.

→ Riding a bike is good exercise.

→ Sit on the seat and hold the handlebars.

→ Bikes come in different sizes.

→ Put your feet on the pedals.

→ Push your feet forward on the pedals to make the bike move.

Clearing Up Common Misconceptions

Students may have a hard time finding words that describe the type of text.

Provide students with a list of words and discuss which texts would fit each word. Explain that more than one word can work for the same text.

If students are having trouble picking out the key details, remind them that key details support, explain, or prove the main idea.

Synonym

Antonym

Examples

Additional Questions

1. Colony, noun

S Community

A Individual E A group of ants living together; A place where people from another country go to live Q If you were part of a new colony, what would be important to bring?

2. Crops, noun

S Plants A Weeds

E Fields full of corn; Apples in an orchard; Vegetables planted in a garden Q What might happen if there is not enough rain for crops to grow?

3. Settlers, noun

S Newcomers A Locals

E The first people to move to a new town; Families building homes in a new area

Q How do settlers change the places they move to?

4. Tribes, noun

S Clans A Strangers

E Families with shared traditions; Native American groups; A large group of cousins Q What are some things that can make different tribes unique?

5. Canoes, noun

S Boats E A long, narrow boat paddled by hand; Something used to travel on rivers; A light boat often used by one or two people

Q What materials might a canoe be made from?

6. Supplies, noun

S Materials A Waste

E Food, water, and tools for a trip; Pencils, paper, and crayons for school; Everything you need to build something

Q What kinds of supplies do you need for a camping trip?

Vocabulary

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

The group of families sailed across the ocean to start a new colony in a faraway land.

The farmers worked hard to grow crops of corn and beans.

The settlers arrived in the new land, ready to build their homes.

The Native American tribe worked together to build their homes.

The children loved paddling the canoes across the lake.

I made sure I had all the supplies I needed for school, like pencils and notebooks.

Cacti are amazing plants because they can survive in the desert with very little water.

The artist carved a beautiful bird out of wood.

people who move to a new place to live

a new place that is ruled by the home country

stay alive, even when things are difficult

items that are needed for something

cut a shape or design from a hard material

small, narrow boats that people paddle to move across water

plants that are grown for food group of people or families with the same customs, beliefs, and language

colony [KOL-uh-nee]; crops [KROPS]; settlers [SET-lerz]; tribe [TRYB]; canoes [kuh-NOOS]; supplies [suh-PLIZE]; survive [sur-VIVE]; carved [KARVD].

7. Survive, verb

S Live A Diel E To stay alive in a difficult situation; To keep going even when things are hard; To make it through a challenge Q How do animals survive in the wild?

8. Carved, verb

S Cut A Smoothed E A watermelon with a design cut into it; A wooden statue shaped by hand; Letters cut into a stone

Q Why might someone carve something into wood or stone?

The Lost Colony of Roanoke*

Author: T. Beck Genre: Informational

Imagine moving to a brand new place where no one has ever lived before. There are no stores and no roads—just trees, rivers, and wild animals. Over 400 years ago, a group of brave people left their homes in England to start a new life in America. But then, something strange happened. As you read, see if you can solve the mystery of the Lost Colony!

Teacher Script

Our story today is about a group of people who moved from England to a new place they called the ‘New World.’ This story is a historical account, which means it tells us about real events that happened in the past.

1. What do you think might be different about reading a historical account compared to a made-up story? {Historical accounts aim to tell facts and real events, even if some details are unknown.}

2. Has anyone here ever moved to a new house or a new town? {Allow students to share their personal experiences. Encourage them to talk about what it felt like, what was exciting, and what was challenging.}

3. Moving today can be a lot of work, but we have cars, trucks, and even airplanes to help us. Do you think moving was easier or harder many, many years ago? Why? {Guide students to understand that it was likely much harder due to limited transportation, communication, and resources. Encourage them to think about what challenges people might have faced.}

Did you ever move to a new house?

Many years ago, when people moved, they said goodbye to family and friends for good. Travel was hard and dangerous. Not always did people reach their new home safely.

Over 400 years ago, a group of brave men, women, and children left their homes in England. They boarded ships, full of hope and excitement. They wanted to start a new life in a place called the New World. Today, that place is America.

These people started a colony. They are known as the “Lost Colony” because no one knows what happened to them.

Starting a New Colony

In order to reach the New World, ships had to cross the Atlantic Ocean. It was a long, hard trip. The waves were tall. Storms tossed the ships around like toy boats. Some days, the sun was very strong. Other days, there was a thick fog that made it hard to see.

There were 115 people in the group. A man named John White was their leader. He had visited the New World before. He had seen forests, rivers, and rich soil in this new place. There, they could grow crops

Teacher Script

1. The story says, ‘Many years ago, when people moved, they said goodbye to loved ones for good.’ What does this tell us about travel in the past?” {It tells us that travel was very difficult and dangerous, and people might not have been able to see their family and friends again once they left.}

2. Why was America called the New World 400 years ago? {It was new for the people who discovered it and the people who came from England.}

The people hoped that the New World would bring them a new, better life. They were cheerful, even when the trip was hard. They sang songs, told stories, and dreamed about their new life.

They spent many weeks at sea. One day, a sailor shouted, "Land ho!" He could see land! Everyone rushed to the deck. They could see Roanoke Island. (Today, this island is off the coast of North Carolina.) The island was covered with tall trees. Birds flew overhead. The air smelled fresh and salty.

The settlers took their first steps on shore.

Finally, they had reached their new home! They were both happy and nervous. Right away, they got to work. They cut down trees and built small houses from logs. To keep out the rain, they made roofs from straw and leaves. Even young children helped with the work.

The settlers had brought seeds from England. They used these seeds to plant gardens. They planted corn, beans, and squash. They found lakes with fish. They also found woods where they could hunt deer and rabbits.

One day, a baby girl was born. Her parents named her Virginia. She was John White’s granddaughter. Virginia was the first English baby born in the New World! Everyone was happy. They gathered around a big fire. They sang songs and told stories late into the night.

Teacher Script

1. When the sailor shouted ‘Land ho!’, what island did they see? {They saw Roanoke Island, which is off the coast of North Carolina.}

2. Why do you think Virginia White’s birth was special for the settlers? {She was the first English baby born in the New World.}

Help is Needed

Native American tribes lived near the settlers. Some of the tribes were friendly. They taught the settlers how to plant corn. They taught them how to find plants they could eat and how to build canoes from tree trunks. Their children played together. They learned each other's languages and games.

But not all the tribes were happy. They were worried that the settlers would take over their land. Sometimes there were fights. The settlers tried to be careful and respect the Native Americans.

Life in the New World was hard. The weather was hot and wet. Mosquitoes bit them, and there were strange animals in the forests. Some of their crops didn't grow as well as they had hoped. They began to run out of food and other supplies.

The leaders held a meeting.

"We need more supplies from England," one man said. "We can't make it through the winter without them."

John White agreed. "I will return to England and bring back everything we need," he said. "I'll come back as quickly as I can."

The settlers were sad to see him go. But there was no choice. Without food and supplies, they would die.

"Hurry back," they told him.

John said goodbye to the settlers. Then he set sail for England. He planned to be back in a few months. But when he reached England, the country was getting ready for war with Spain. His ship would be used for the war, too.

Teacher Script

John was worried. He needed his ship to travel back to the New World. He turned to the queen’s officers.

"Please," John begged. "My people need me. My family is waiting!"

But they didn’t listen. They needed his ship for the war. The war ended up lasting for years. John was stuck in England. He was worried about the settlers and his family.

Lost!

Three long years later, John White set sail. Finally, he was on his way back to Roanoke Island. He was very worried about what he’d find. Had the settlers managed to survive? Had they found other ways to get food?

1. Why did John White decide he had to return to England? {He had to return to England to get more supplies because the settlers were running out of food and couldn’t make it through the winter without them.}

2. John White promised to return quickly, but what prevented him from coming back right away? {When he reached England, the country was getting ready for war with Spain, and his ship was needed for the war. The war lasted for years, keeping him stuck in England.}

When his ship finally reached land, he hurried off. He looked around for smoke from fires. He tried to find a sign of life.

But no one was there.

The only clue he could find was the word "CROATOAN." It was carved into a post. He could also see the letters "CRO" carved into a tree. A friendly tribe lived on Croatoan Island. John felt

hopeful. Maybe the settlers had gone there. They must have left this message for him.

John wanted to sail to Croatoan Island right away. His sailors looked up at the sky. There were dark clouds. A storm was on the way.

"We must leave now!" the captain said. "If we don't, we'll be trapped by the storm."

"Just give me a little more time!” John said. “My family might be on Croatoan Island!"

But the sailors didn’t listen. The ship sailed back to England. John White was on that ship. He never found out what happened to his loved ones.

Did the settlers join the Croatoan tribe? Did they move somewhere else? Or did something else happen to them?

Over the years, people have found bits of tools and other clay things. This shows that the settlers may have gone to live with the Native Americans. But no one knows for sure. Until today, the mystery of the lost colony has never been solved.

Teacher Script

1. What do you think happened to the lost colony? Why? {Answers will vary.}

2. Look back at the subtitles in the passage. What are they? {1. Starting a New Colony 2. Help is Needed 3. Lost!}

3. How can you use the subtitles to find key details? {You can find the main idea of each section and use them as key details.}

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the details from the passage that you would include in a summary.

→ The word CROATOAN was carved on a post.

→ The weather was hot and wet in the New World.

→ John White went back to England to get new supplies.

→ Virginia White was the first English baby to be born in the New World.

→ Settlers from England came to Roanoke to start a new colony.

→ The settlers might have gone to live with the Native Americans.

→ The people of Roanoke disappeared.

Use the chart to write the main idea and three key details.

Main Idea:

The people in the colony of Roanoke disappeared.

Settlers from England came to Roanoke to start a colony.

John White left to get more supplies. When he came back, everyone had disappeared.

Write a summary. Remember to include the type of text and the main idea in the topic sentence. Turn each key detail into a body sentence.

The passage "The Lost Colony of Roanoke" is about a group of people who disappeared. First, settlers from England came to Roanoke to start a colony. Then, their leader, John White, returned to England to get more supplies. When he came back, he found that everyone had disappeared.

Comprehension Skill Review Key Details

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Key details are details that support the main idea. They are usually reasons that explain why the main idea is true.

Write a paragraph with key details that say what you think happened to the settlers.

1. Plan. Write what you think and give three reasons explaining why.

What do you think happened to the settlers?

Why do you think that?

John White needed to go back to England to get more food.

There were some friendly Native American tribes, and maybe they asked them for help. Croatoan was an island where friendly Native Americans lived.

2. Topic Sentence. Write what you think happened to the settlers. I think the settlers

3. Body Sentences. Write three key details to support your main idea.

1: This makes sense because

I think they ran out of food and turned to the Native Americans for help. ran out of food and turned to the Native Americans for help. the settlers were starting to run out of supplies and food.

2: In addition,

3: Finally,

there were some friendly Native American tribes, and maybe they asked them for help. the word Croatoan is the biggest clue, which hints to an island of friendly Native Americans.

4. Concluding Sentence. Write an opinion or lesson.

We may never find out what actually happened to the settlers of Roanoke.

5. Paragraph. Write a paragraph.

I think the settlers ran out of food and turned to the Native Americans for help. This makes sense because the settlers were starting to run out of supplies and food. In addition, there were some friendly Native American tribes, and maybe they asked them for help. Finally, the word Croatoan is the biggest clue, which hints to an island of friendly Native Americans. We many never find out what actually happened to the settlers of Roanoke.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Write a diary entry.

Imagine you are a settler on Roanoke Island. Write a diary entry describing your day. Be creative! You can describe life on the ship, at the colony, or after the Lost Colony disappeared.

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which word means a new place that is ruled by the home country?

a. Tribe

b. Colony

c. Crops

d. Canoes

2. The farmer planted his in the spring.

a. canoes

b. crops

c. carved

d. survived

3. Which word means people who move to a new place to live?

a. Settlers

b. Crops

c. Colony

d. Tribes

4. Which word means groups of people who share the same customs?

a. Tribes

b. Colony

c. Crops

d. Canoes

5. They used to travel across lakes and rivers.

a. crops

b. canoes

c. settlers

d. colony

6. Which are examples of supplies?

a. Food and tools

b. Houses and farms

c. Rivers and lakes

d. Trees and rocks

7. Which is an example of something that needs to survive?

a. A rock

b. A plant

c. A cloud

d. Sand

8. The artist a beautiful bird from wood.

a. survived

b. carved

c. crops

d. colony

Comprehension Assessment

LESSON

Circle the correct answer.

1. What word did John White find carved into a post? (detail)

a. ROANOKE

b. ENGLAND

c. CROATOAN

d. AMERICA

2. Why didn’t John White return to Roanoke Island right away? (cause and effect)

a. His ship was needed for a war.

b. He got sick and couldn't travel.

c. He ran out of money for the trip.

d. The weather was too dangerous.

3. According to the passage, what type of leader was John White? (inferencing)

a. A mean leader

b. A leader people respected

c. A leader who didn’t help much

d. A leader who was always scared

4. What is the main idea of the entire passage? (main idea)

a. The dangers of sea travel

b. The importance of friendship

c. The story of the Lost Colony of Roanoke

d. How hard it was to start a new life

5. Which event happened first? (sequencing)

a. John White returned to England.

b. The settlers arrived at Roanoke Island.

c. Virginia was born.

d. The settlers planted crops.

6. What does "begged" mean in “‘Please,’ John begged”? (context clues)

a. Held out his hand

b. Spoke in a bossy way

c. Asked urgently

d. Told what to do

7. How did the settlers’ feelings change as time went on? (compare-contrast)

a. Their feelings stayed the same.

b. They were excited on the journey but sad when John White had to leave to get food.

c. They were worried about starting a new life but happy when they got to the New World.

d. They were sad when they left England and angry when they got to the New World.

8. Which of these is a fact? (fact vs. opinion)

a. The New World was a wonderful place.

b. The settlers were brave.

c. John White was the leader of the colony.

d. The settlers were right to leave England.

Lesson Introduction

Unit 1: Summaries

Lesson 4: Summarizing a Story

Unit Goal Trajectory:

Write a summary of a nonfiction or fiction text.

1. Identify the main idea of a text. (Lessons 1 and 2)

2. List details and key details of a text. (Lesson 2)

3. Explain how the main idea is supported by key details. (Lesson 2)

4. Write a summary of a nonfiction text. (Lesson 3 and beyond)

5. Write a summary of a fiction text. (Lesson 4 and beyond)

In the last lesson, we learned how to summarize an informational text. Today, we will learn how to summarize a story. Stories have characters, problems, and events.

The SWBST Strategy is helpful for writing a summary of a story. The five letters stand for the five sentences in the paragraph.

Remember: A summary is short, it does not include opinions, and it only gives information from the text.

S

Somebody:

Who is the story about?

The story is about a little boy who goes to the doctor.

W

Wanted:

What did they want? He wanted to avoid getting a shot.

B

But:

What is the problem? The doctor says he is due for one.

S

So:

How does the main character try to solve the problem? He hides under the table.

Then:

How does the story end? The doctor pulls him out and gives him the shot.

One day, a hungry fox saw a bunch of juicy grapes hanging from a tree. They looked delicious, and the fox really wanted to eat them. His mouth watered.

The grapes hung from a high branch, and the fox had to jump to reach it. The first time he jumped, he missed. He tried again and again, but he couldn't reach the grapes.

Finally, he gave up. "I don't want those grapes anyway," he said. "They probably taste sour!" And he walked away, pretending that he didn't care at all.

Read each summary. Then, answer the questions.

Poorly-Written Summary

There was a fox that saw grapes hanging super high. They looked amazing, probably sweet. The fox was like, “I gotta have those!” He jumps, misses, and tries again. The fox was kind of clumsy. He probably should've gotten a ladder. He gives up and says they're sour. He was silly, the grapes probably weren't even sour.

Well-Written Summary

The story is about a fox that sees some grapes. The fox wants to get the grapes and eat them. But, the grapes are too high for him to reach. So, he tries again and again to jump and reach them. Then, he gives up.

1. Explain why this summary is badly written. Find at least three mistakes.

It is too long (more than five sentences) It has opinions - ex: “fox was kind of clumsy.” It has things not in the story- “should’ve gotten a ladder”

2. Highlight each part of the summary using the colors below:

a. Somebody—green

b. Wanted—pink

c. But—yellow

d. So—blue

e. Then—purple

Clearing Up Common Misconceptions

Students may have a hard time explaining what is wrong with the story.

Review the characteristics of a summary. Go through each point and discuss if each summary includes that characteristic.

Characteristics of Summaries:

1. Short

2. Says the most important points from the text

3. Does not include opinions

4. Only includes information from the text

Synonym

1. Frantic, adjective

S Worried A Calm

E Rushing around trying to find something important; Feeling very stressed about a test; Trying to do too many things at once Q How does your body feel when you are frantic?

2. Chef, noun

S Cook A Eater

E A person who makes delicious food in a restaurant; Someone who is very good at cooking Q What tools does a chef use?

3. Present, noun

S Now A Later E The time we are in right this second; What is happening around you at this moment; When something is happening right away Q What are you doing in the present moment?

4. Sensitive, adjective

S Gentle A Tough

E A plant that wilts if it doesn’t get enough water; Someone who cares deeply about other people’s feelings Q What does it mean to be sensitive to other people’s feelings?

5. Include, verb

S Add A Exclude

E Making sure everyone is part of the game; Putting all the ingredients in a recipe; Having all the right parts in a toy set

Q Why might you need to include all the details in a story?

6. Sprinted, verb

S Ran A Walked

E A child running very fast to catch a ball; A runner moving quickly in a race; Someone rushing to answer the phone

Q What is the difference between sprinting and jogging?

Vocabulary

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

She became frantic when she realized she had lost her new bracelet.

The chef prepared a delicious soup for everyone at the restaurant.

We should think about the present and not worry about tomorrow.

The puppy was sensitive to loud noises and would hide under the table.

During the meeting, Brandon made sure to include everyone’s opinion.

He sprinted to catch the bus before it left.

The students admired their teacher for always being kind and helpful.

He took a gulp of water after running the race.

looked at with respect or liked a lot

easily affected by things like light, touch, taste, or emotions

very upset and worried

big swallow

the here and now, at this moment professional cook

make someone or something part of a group

ran very fast for a short distance

7. Admired, verb

S Respected A Disliked

E Looking up to someone because they are kind; Thinking someone did a really good job; Telling someone you think they are great Q Have you ever admired something in nature?

8. Gulp, verb

S Swallow quickly A Sip E Quickly drinking down a glass of water; Swallowing food too fast; Making a sound when you swallow something big Q Why might someone gulp when they are nervous?

Party on Fire

Author: Tessa Barber Genre: Realistic Fiction

School is finally over, and Henry, Mo, and Sol are ready to celebrate. What starts out as a fun idea turns into a fast race to throw the best party ever! There’s music, games, and colorful snacks, but something seems to go wrong. Why is the food causing so much trouble? And will they be able to save the party before it’s too late?

Teacher Script

1. Class, this story is a realistic fiction story. Can anyone remind us what ‘realistic fiction’ means? {Realistic fiction means the story is not true, but it could happen in real life. The characters act like real people, and the events could actually take place.}

2. Now, think about the title ‘Party on Fire.’ What do you think this story might be about? What does that title make you wonder? {Students might guess it’s about a party where something goes wrong, maybe literally a fire, or maybe it means the party is really exciting. It could also make them wonder what causes the ‘fire’ at the party.}

“We’re done! Done!”

Henry sprinted out of the school building and down the block. His knapsack thumped against his back. Mo and Sol were right behind him. They kept running and running. Finally, they reached Sol’s house. Laughing, they ran up the porch steps.

“I can’t believe school is really over,” Mo said. He dropped onto a chair and threw his knapsack to the ground.

“I can,” Sol said. “I thought it would never end.”

Henry looked at Sol. Fourth grade had been a pretty good year. Mr. Lewis had been a great teacher. Their class had done fun experiments and gone on a few trips. But other parts of fourth grade hadn’t gone so well for Sol. Things like homework, tests, and reports. At least they were getting a break now.

“You know what?” Henry said. He scratched his forehead. He always did this when he was thinking.

“What?” Mo asked.

“I think we should celebrate!” Henry said. He pumped a fist into the air.

“Yes!” Sol said.

Mo bit his lip. “Um… what do you mean?”

Henry looked at his friends. “I think we should do something with our whole class. We’ll have music, games, and…”

“Food!” Sol shouted. Sol’s father was a chef Sol liked to prepare food together with him.

Henry nodded. “Yes, food!”

Mo looked from Henry to Sol. “Okay, how are we going to do that?”

“Party!” Henry and Sol cried.

They gave each other high fives. Mo looked confused.

“A party?” he replied. “Where and when? And who will be invited?”

“We’ll have it at my house,” Henry said. “We’ll invite everyone from our class. It’ll be so much fun!”

“Yes!” Sol said.

“But when?” Mo asked. “I mean, parties take a lot of time to plan.”

Teacher Script

1. What’s the very first thing Henry, Mo, and Sol do when they get out of school? What does that tell us about how they’re feeling? {They sprinted and ran, laughing. This tells us they are very excited and happy that school is over.}

2. Henry always scratches his forehead when he’s thinking. What does that action tell us about Henry’s personality or how he acts when he has an idea? {It tells us he’s a thoughtful person, and it’s a habit he has when he’s concentrating or coming up with a new idea.}

“It’s not a big deal,” Henry said. “I think we should make it in two hours from now.”

“Yes!” Sol said, just as Mo shouted, “Two hours?!”

He looked at Henry like he had just said that they should have a party on the moon. Henry grinned and nodded.

“There’s no time like the present!” he said. “Doesn’t Mr. Lewis always say that? Let’s call everyone and let them know. We’ll meet back at my house to get ready.”

Mo couldn’t believe it. A party in two hours? It sounded crazy. How would they get everything ready in time?

Surprisingly, Henry’s father didn’t mind having the party at their house.

“No problem, boys,” he said. “You can have your party out on the deck. You can put out chips, popcorn, and fruit punch. Just make sure to clean up afterward, all right?”

And so Henry, Mo, and Sol got to work in Henry’s kitchen. Henry’s little brother, John, stayed right beside them. He reminded Henry of a shadow.

“Go away, John,” Henry said. “This is my party.”

Henry’s father came into the kitchen just in time to hear that.

“Henry, please make sure to include John,” he said.

“I can help!” John said.

Henry shook his head. “We don’t need help.” He noticed his father looking at him. “But thanks anyway,” he added.

The boys got to work. They poured chips and popcorn into big bowls. They put out a pitcher of fruit punch and cups. Sol put out some cupcakes he had baked with his father the day before.

“Yum!” John said. “Can I have one?”

“No!” Henry said. “It’s for our party.”

“So I’ll just take some popcorn.”

“No!” Henry said. “If you eat now, we won’t have enough food.”

John frowned. “But I’m hungry!”

“So go eat something else,” Henry said. He turned away from his little brother and looked at the food. Sol was looking at the food, too.

“I think we need to add something,” Sol said. “When my father plans a party, everything looks so much nicer.”

“But we don’t have anything else to put out,” Henry said.

“I don’t mean food,” Sol said. “Let me show you…” He took a container of colorful sprinkles

Teacher Script

1. Henry’s little brother, John, stays right beside them, and Henry calls him a ‘shadow.’ What does that mean John is doing? {It means John is following Henry very closely, staying near him just like a shadow.}

2. What kind of food do the boys put out for the party? {They put out chips, popcorn, fruit punch, and cupcakes.}

and shook it over the food. “See?”

Mo blinked. “It’s very… um… colorful.”

“Thanks,” Sol said. He looked at the clock. Their friends would be there soon. “Is there anything else we can add?”

Henry took a jar from the spice rack. It was filled with red powder. “This will add some more color.”

“Great!” Sol said. “Sprinkle it on everything! The color will put everyone into a party mood!”

Henry sprinkled the red powder over the chips. He moved on to the popcorn, and then the punch. John followed behind him.

Mo raised an eyebrow. “You’re putting something in the punch?”

“Why not?” Sol said. “Fancy restaurants put weird stuff in drinks all the time.”

He admired the food. It was very colorful and looked delicious. John looked at the table, too.

“Let me taste something!” he said. “I’ll tell you if it’s good.”

“No!” Henry said. “We don’t need you to taste it.”

Just then, the doorbell rang. The first guests had arrived.

“Come in!” Henry said. “The party is out in the back.”

A few minutes later, the doorbell rang again. More boys had arrived. Henry showed them

Teacher Script

to the deck. The boys stood around, looking at the colorful food. John pushed his way through and started to pile food on a plate.

“No!” Henry said, pulling his hand away.

“The guests get first.”

Henry watched as his friend Leo took a handful of popcorn. He stuffed it in his mouth and chewed. Suddenly, his face turned red. His eyes watered.

“My mouth is on fire!” he cried.

Everyone stared at Leo as he coughed and coughed.

“That’s strange,” Henry said. “I didn’t put out spicy chips. These taste like cheese.”

“He must have a sensitive mouth,” said Mickey, another friend. He took some chips and put them in his mouth. Suddenly, he grabbed his throat.

“Hot!” he shouted. “Hot! Hot!”

He looked around for a drink. Mo quickly poured fruit punch into a cup and handed it to him. Mickey took a gulp. His mouth opened wide.

“Help! Water! Need water!” He ran into the house.

Sol looked at Mo. Mo looked at Henry. Henry looked at the party with wide eyes.

One boy was holding a cupcake and fanning his mouth. Another boy was running around in circles and crying. Some boys couldn’t

1. Henry takes a jar of red powder from the spice rack and sprinkles it on the food and punch. What does Sol think this red powder will do? {Sol thinks the red powder will add more color and put everyone into a party mood.}

2. Mo raises an eyebrow when Henry puts something in the punch. What does raising an eyebrow usually mean, and what might Mo be thinking? {Raising an eyebrow can mean surprise, doubt, or questioning. Mo might be thinking, ‘Is that a good idea?’ or ‘What is that stuff?’}

stop coughing. Other boys kept sneezing and sneezing.

Mo’s mouth hung open in a huge circle. He ran over to Henry and Sol, looking frantic. “We need to fix this!” he cried. “What should we do?”

Only one person kept reaching for more food: John.

Henry watched as his little brother ate some chips, then took a cupcake. After that he poured himself a cup of fruit punch. He grinned when he noticed Henry looking at him.

“Not bad,” John said. “Not bad at all.”

Mo ran into the kitchen. He found the spice that Henry had used. He read the label as Henry and Sol came into the kitchen.

“Super-hot chili powder,” he said. Henry’s hand flew over his mouth. “Oops! I don’t believe it.” Now he looked like he was going to burst into tears.

Sol moaned. “There goes our party…”

Mo looked at the boys fighting over the sink, trying to get water. He looked at the boys coughing and sneezing on the deck. “What

have we done? And what are we going to do?

This party’s on fire!”

Sol looked at Henry. “Henry, do you have ice cream?”

Henry stared at him. “What?”

“Ice cream is sweet and cool! It’s the opposite of spicy!”

“Yes!” Henry said. He ran to the freezer and grabbed a tub. He started scooping ice cream into bowls. Sol and Mo grabbed them and handed them out to their friends. After a few minutes, the coughing and sneezing stopped. The ice cream had cooled off the boys’ mouths.

“This stuff is good!” Mickey said.

“Best ice cream ever,” Leo agreed.

The party continued. The boys played games, laughed, and had a good time. Only the food lay on the table, uneaten. Well, almost uneaten. John kept coming back to the table to help himself to more of it.

When all the boys had left, it was time to clean up. They were just finishing when Henry’s father walked in.

“How was the party, boys?” he asked. Henry, Mo, and Sol looked at each other.

Teacher Script

1. The story describes the party as being ‘on fire.’ What does that phrase mean now, given what’s happening at the party? {It means the party is chaotic and going very wrong because the food is making everyone’s mouths feel like they’re on fire due to the super-hot chili powder.}

2. Who is the only person who keeps reaching for more food, even after everyone else is reacting badly? {John, Henry’s little brother, is the only one who keeps eating the food.}

3. John says, ‘It was the best party ever!’ Do you think Henry, Mo, and Sol would agree with him? Why or why not? {They might agree in the end because despite the initial disaster, the ice cream saved the day, and everyone had fun. Or they might still think it was a bit stressful, even if it turned out okay. It’s open to interpretation.}

4. Imagine a friend would ask you what the story is about. Without telling the whole story, what would you say? {A group of friends make a party, and by mistake, used chili spice to decorate everything.}

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Using the SWBST strategy, summarize “Party on Fire.” Use the chart to create your outline.

Somebody: Who is the story about?

Wanted: What did he/ they want?

But: What is the problem?

So: How does the main character try to solve the problem?

Then: How does the story end?

The story is about three boys: Henry, Sol, and Mo.

Henry wanted to throw a party to celebrate the end of school.

But they had little time to plan, and they accidentally put super-hot chili powder on the food and in the punch.

So, they decided to give all the boys ice cream.

Then, their mouths were cooled off, and the party continued.

Write a summary. Use transition words to help it flow.

The story is about three boys: Henry, Sol, and Mo. Henry wanted to throw a party to celebrate the end of school. But they had little time to plan, and they accidentally put super-hot chili powder on the food and in the punch. So, they decided to give all the boys ice cream. Then, their mouths were cooled off, and the party continued.

Comprehension Skill Review Main Idea

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

The main idea is the most important idea in a story, book, or picture. It tells you in a few words what the passage is mostly about.

Write the main idea of “Party on Fire.” Write a paragraph explaining how you know.

1. Plan. Answer the questions.

Which word in the story best tells you what the story is about?

What is the most important thing the story wants you to know about the party?

What does the title “Party on Fire” tell you about the story?

What is the main idea?

2. Topic Sentence. Write the main idea.

The main idea of Party on Fire is

1: I know this because the word is used throughout the story.

2: In addition, the most important part of the party is

3: Lastly, the title hints that . party party

4. Concluding Sentence. Write a lesson or opinion about the story.

I think the story was really funny. that the food was too spicy something big or exciting is going to happen at the party a party goes wrong because the food is too spicy. A party goes wrong because the food is too spicy. It went wrong because the food was too spicy. Something big or exciting is going to happen at the party.

3. Body Sentences. Use the answers above to write three ways you can figure out the main idea.

5. Paragraph. Write a paragraph.

The main idea of Party on Fire is that a party goes wrong because the food is too spicy.

I know this because the word party is used throughout the story. In addition, the most important part of the party is that the food was too spicy. Lastly, the title hints that something big or exciting is going to happen at the party. I think the story was really funny.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Create an invitation!

Design a party invitation that you would send to your friends. Make sure to include the party details, like the time and location. Include a fun message that would get your friends excited about the party!

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which word means the here and now, at this moment?

a. Admired

b. Present

c. Chef

d. Gulp

2. Someone who is very bothered by noise or light is .

a. include

b. present

c. sensitive

d. frantic

3. Which of the following is an example of a chef?

a. Someone cooking a meal for a group

b. Someone running a race

c. Someone fixing a car engine

d. Someone working as a teacher

4. The boy to the bus so he wouldn’t miss it.

a. admired

b. include

c. gulp

d. sprinted

5. Which word means to make someone or something part of a group?

a. Present

b. Sprinted

c. Include

d. Chef

6. Which of the following is an example of a gulp?

a. Walking slowly

b. Laughing loudly

c. Talking without stopping

d. Taking a big swallow of water quickly

7. He was for his kindness to others.

a. admired

b. frantic

c. present

d. sensitive

8. Which of the following best describes someone who is frantic?

a. A person calmly sipping tea

b. A person rushing around, worried

c. A person quietly cleaning his desk

d. A person solving a puzzle

Comprehension Assessment

LESSON

1. What did Sol put on the food to make it look better? (detail)

a. Cheese

b. Chocolate syrup

c. Powdered sugar

d. Sprinkles

2. Why did the boys start coughing and sneezing at the party? (cause and effect)

a. The food and punch were spicy.

b. They ate too much food.

c. The weather was too hot.

d. They drank too much punch.

3. How do you think Henry feels when the party doesn’t go as planned? (inferencing)

a. He is happy because the party is fun.

b. He doesn’t care about the party.

c. He is worried because everything is going wrong.

d. He is upset because his friends left early.

4. What is the main idea of the story? (main idea)

a. Three friends try to make a fancy dinner for their class.

b. Three friends plan a party, but the food turns out too spicy.

c. A group of boys doesn’t want to have a party, but their teacher tells them to.

d. A group of boys makes a meal for their parents, but they spill everything.

5. What happens first in the story? (sequencing)

a. The boys fix the party food with ice cream.

b. Henry decides to throw a party to celebrate the end of school.

c. The boys start coughing and sneezing from the food.

d. John helps clean up the mess at the end of the party. Circle the correct answer.

6. In the story, one boy was “fanning his mouth.” What does “fanning” mean in this context? (context clues)

a. Eating quickly

b. Using a fan

c. Moving fast

d. Waving to cool off

7. How are Henry and John’s reactions to the party different? (compare-contrast)

a. Henry wants to fix the food, while John happily eats more of it.

b. Henry refuses to let John help, while John tries to clean up the mess.

c. Henry is nervous about the food, and John agrees.

d. Henry feels embarrassed, while John loves having people around.

8. Which of the following is a fact from the story? (fact vs. opinion)

a. Henry has the best house.

b. Sol’s dad is a great chef.

c. The boys solve the problem by giving everyone ice cream.

d. They should have invited their teacher to the party.

Lesson Introduction

Unit 2:

Prose, Poetry, and Drama

Lesson 5: Settings, Characters, and Events

Unit Goal Trajectory:

Describe the elements of prose, poetry, and drama

1. Describe settings, characters and plots in a story. (Lesson 1)

2. Identify structural elements of poems. (Lessons 2 and 3)

3. Describe the rhythm of a poem. (Lesson 3)

4. Identify the structural elements of a drama. (Lesson 4)

Today, we'll learn about the parts of a story that make it exciting—settings, characters, and events. Let's get started!

Setting: Where and when a story takes place

The sun is hot, and the ground is dry. The air smells like dust and horses. Wooden buildings line the busy main street.

A cowboy named Jeb

Jeb looked tough, but he was kind and loyal. He wore a dusty cowboy hat, a brown shirt, and strong leather boots. He climbed onto his horse and rode off to help a friend!

Words

Words

Let’s Practice!

Read the following passage. Then, answer the questions.

A Pocketful of Kindness

The morning sun warmed the quiet park. Lily sat on a bench near a fountain, quietly reading her book. She often noticed small things others missed. Suddenly, she saw a black wallet on the sidewalk. She picked it up and wondered, “What if someone really needs it?”

Lily quickly took the wallet to the park office. She handed it to the person working there.

As Lily left, a worried woman ran up. “Have you seen a wallet? It fell out of my pocket!” Lily smiled. “I just turned it in!”

“Oh, thank you!” said the woman. Lily sat back down, feeling happy that she had helped someone.

Read each quote. Write if it describes the setting, main character, problem, climax, or resolution. Then, draw a picture.

"Lily sat back down, feeling happy that she had helped someone."

"As Lily left, a worried woman ran up. “Have you seen a wallet? It fell out of my pocket!”"

“She often noticed small things others missed.”

"Suddenly, she saw a black wallet on the sidewalk."

“The morning sun warmed the quiet park.”

Clearing Up Common Misconceptions

Students may have a hard time identifying the climax.

Tell students to first find the problem. Then, tell them to find the ending, which is the resolution.

To find the climax, tell students to look for the part that happens right before the resolution comes. Ask students if that is the most exciting part of the story. Tell students that the climax is the part of the story where you get really curious about what will happen next.

Synonym Antonym

Examples

Additional Questions S A E Q

1. Dock, noun

S Pier A Land E A place where boats tie up; Where you go to fish from a platform over water; A raised platform for loading trucks Q Can you name a type of animal you might see around a dock?

2. Courage, noun

S Bravery A Fear

E Standing up for a friend; Trying something new even when it’s scary; Speaking in front of a big group; Going to the doctor for a shot

Q What does it mean to show courage?

3. Hushed, adjective

S Quiet A Loud E The library when everyone is reading; A sleeping baby’s room; A classroom during a test Q How does a hushed sound make you feel?

4. Symbol, noun

S Sign E A flag for a country; A stop sign to tell you to stop; A badge for a police officer Q How can symbols help us understand things quickly?

5. Strength, noun

S Power A Weakness

E Lifting heavy things; Overcoming a difficulty; Sticking to your beliefs

Q How can you build your physical strength?

6. Drifted, verb

S Floated A Stayed

E A boat moving slowly on the water; A person slowly falling asleep; Dust moving in the air Q What kinds of things might drift?

Vocabulary

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

The boat stopped at the wooden dock by the lake.

It takes courage to try something new, even if you might fail.

The children spoke in hushed voices as they walked through the school hallway.

The American flag is a symbol of our country.

You need a lot of strength to carry a big pile of heavy books.

The feather drifted slowly down from the sky.

We walked carefully on the bumpy cobblestones lining the old street.

The horses ran out of the stables to play in the sunny field.

being brave even when afraid

small, round stones used to cover streets or paths

power moved slowly through the air or water

a platform built along the water for boats to park

buildings where horses are kept

a picture or object that stands for something else

quiet or spoken in a soft voice

dock [DAHK]; courage [KUR-ij]; hushed [HUSHT]; symbol [SIM-buhl]; strength [STRENGKTH]; drifted [DRIF-tid]; cobblestones [KAH-buhl-stohnz]; stables [STAY-buhlz]

7. Cobblestones, noun

E Old streets in a historic town.; A bumpy path in a park; A courtyard with an old-fashioned feel

Q What do you think it feels like to walk on cobblestones?

8. Stables, noun

S Barn A House E Where horses live; A building with stalls for animals; Where you feed and care for horses

Q If you visited a stable, what might you see or hear?

The Bell of Courage

Author: Ishita Ghotia Genre: Historical Fiction

In the year 1775, shortly before the Revolutionary War started, America was not yet its own country. The British ruled America, and their soldiers, known as Redcoats, marched through towns, making rules the Americans didn’t like. Many Americans, called Patriots, wanted freedom and secretly fought against the British. Follow the story of Nate Turner, a fictional character, who at just nine years old, is asked to do something brave and dangerous to help the Patriots. Will he manage to deliver a hidden message before sunrise? Or will the Redcoats— and danger—stand in his way?

Teacher Script

This story takes place in the past but is not true.

1. What kind of story do you think this might be? {It’s likely a historical fiction story. It could be made up, but it might have real historical elements.}

2. Look at the word ‘courage’ in the title. What does courage mean? Can you think of a time when someone showed courage, either in a book you’ve read or in real life? {Courage means being brave or doing something even when you’re scared. Examples could include standing up for someone, trying something new that’s difficult, or facing a fear.}

3. This story mentions Philadelphia and the Liberty Bell. What do you already know about these places or symbols? What important historical event happened around the time that the Liberty Bell was in use? {Philadelphia is a big city in Pennsylvania. The Liberty Bell is a famous symbol in American history. It’s associated with the American Revolution and the idea of freedom and independence from Great Britain.}

Nate Turner sat by the kitchen window and yawned. The summer sun was setting over the Philadelphia sky. It glowed like a big, warm fire as it painted the sky pink and orange. This was Nate’s favorite time of the day.

Across the street, he could see laundry lines stretched between windows. They fluttered like flags in the breeze. The smell of fresh bread drifted from the bakery two doors away, mixing with the smell of coal, smoke, and hay.

"Nate! Come peel these potatoes!"

Grandmother called from the kitchen. Her voice was sharp but kind. Nate sighed and slid off his stool. The wooden floor was cool under his bare feet, and the air smelled like flour and onions. He grabbed a lumpy potato and started peeling it with a small knife. Curly peels fell into a pile on the table, landing softly on a cloth.

Outside, Nate could hear the clip-clop

of horses as they walked over bumpy cobblestones. He wondered if soldiers were riding them, and he shivered.

As he worked, he remembered the whispers he had heard that morning at the market. As usual, the market had been crowded, full of voices and smells. There were apples piled high, clucking chickens, and barrels of salted fish.

"The British are getting closer," a man had said, his voice hushed

"Our men will need food and weapons," another man had said.

Each word had made Nate’s stomach twist. It felt like someone was squeezing a wet rag inside him.

Bang!

The kitchen door flew open. Cups rattled on the shelf. Nate jumped, and his potato rolled across the floor. Sam ran in, his face red and

Teacher Script

1. What time of day is it, and what does Nate like about it? What details help you picture the setting here? {It’s sunset, Nate’s favorite time. The sun is described as glowing like a ‘big, warm fire’ and painting the sky ‘pink and orange.’ This makes the setting seem beautiful and peaceful.}

2. What important information did Nate hear at the market? How did this event make Nate feel physically, and what does that tell us about the situation? {He heard whispers that ‘The British are getting closer’ and that ‘Our soldiers will need food and weapons.’ This made him feel like someone was squeezing a wet rag inside him (he felt anxious).}

his shirt soaked with sweat.

"Grandmother! Nate! I’ve got big news!" he shouted.

Nate stared at his big brother. Grandmother wiped her floury hands on her apron.

"Samuel Turner, what trouble are you in now?" she asked.

Sam’s eyes sparkled. "No trouble! Just big news! The Patriots hid guns and food by the dock. But the British soldiers are going to search there tomorrow morning!"

"Oh no!” Nate cried. “That’s terrible!”

Most people in their city were Patriots. They didn’t want the British to rule over them.

Sam bent down so he was eye to eye with Nate. He smelled like hay from the stables

"I’ve been helping the Patriots for months,” he said. “I need you, Nate. Only you can save the Patriots. No one would think that a little boy like you is up to something."

“Yes,” Sam said. “I didn’t want to tell you. It’s safer that way. But I delivered messages and even spied on some Redcoats.”

Nate thought of the British soldiers in their fancy red uniforms. He wanted to run away whenever he saw a Redcoat. How did Sam find the courage to spy on them?

Sam pulled a crumpled paper from his pocket and handed it to Nate.

"You have to take this to the State House tonight," he said quietly.

"Me?" Nate’s hands shook. "But I’m just a kid! What if soldiers catch me and lock me up?"

Important men would meet to discuss grownup things at the State House. Children didn’t go there, and certainly not at night. Nate didn’t want to hear anymore. He was just a nine-year-old boy. He wasn’t strong and brave like Sam. He could never help the Patriots, like Sam was doing.

Teacher Script

1. What does Nate do when he sees the Redcoats? How is Sam’s reaction different? What does this tell us about Nate? {Nate wants to ‘run away whenever he saw a Redcoat,’ which is very different than Sam, who ‘delivered messages and even spied on some Redcoats.’ This shows Nate is naturally fearful and not yet as brave as his brother.}

in the oven.

"You are strong, Nate,” she said, as if she knew what he was thinking. "Courage is about doing what’s right, even when you’re afraid."

Nate swallowed hard. The paper felt heavy in his hands.

"Where… where do I take it?" he asked. His voice came out in a whisper.

Sam leaned close. His words tickled Nate’s ear. "There’s a loose stone by the Liberty Bell, right near the State House. Slip this paper behind it. But you have to go tonight—before the sun comes up!"

Nate nodded slowly. His stomach flipped like a fish out of water. "Okay, I’ll try," he said. He looked at Grandmother. "Will you help me get ready?"

“Of course,” Grandmother said. "Let’s find your darkest shirt and a cap. It’ll be hard for anyone to see you, let alone those nasty Redcoats."

Did you know?

Nate could hardly eat his dinner that night. He moved the food around and around his plate.

“Eat, Nate,” Grandmother said. “You need strength.”

But Nate couldn’t stop thinking about his dangerous job that night. Could he really find the courage to carry it out?

When night came, it fell over Philadelphia like a big, dark blanket. Shadows stretched over the street. Nate put on his blue shirt with the little rip near the sleeve. Grandmother put a dark cap over his head.

"Be brave," Nate told himself. But his knees shook, and his heart pounded like the drums the Redcoats banged as they marched.

Grandmother looked him in the eye. “You are a brave boy, Nate,” she said. Her voice

During the Revolutionary War (1775–1783), the Liberty Bell was taken out of Philadelphia and hidden in the countryside so that the British couldn’t melt it down to be used for weapons!

sounded strange.

Nate looked into Grandmother’s wrinkled face. Was she also afraid?

He took a deep breath and stepped outside. Every shadow made him jump. Was that a cat moving? Or a soldier’s boot? Twice, he heard the sound of boots marching. He squeezed behind big rain barrels, holding his breath. At last, he saw the Liberty Bell. Even in the dark, it stood tall and proud. It was a symbol

Teacher Script

1. How does Grandmother prepare Nate for his dangerous mission? What does this tell us about the setting? {She helps him find his ‘darkest shirt and a cap.’ This tells us the setting is night time, and they need to make Nate as invisible as possible to avoid the Redcoats.}

2. What detail makes Nate wonder if Grandmother is also afraid? {Grandmother’s voice ‘sounded strange.’ This makes Nate wonder if she’s afraid too.}

of freedom. Nearby, the stones of the State House glowed in the moonlight. Nate crawled along the cold bricks. His fingers felt around, searching for the loose stone. Hard brick scraped his hands, and dust made his nose itch.

"There!" he whispered. He felt a stone wiggle like a loose tooth. He pulled it out and stuffed the paper in the hole. His heart beat fast as he

pushed the stone back — "STOP RIGHT THERE! What are you doing?" a loud voice boomed.

Nate froze. A big soldier stood over him. His red coat was bright in the moonlight. The soldier’s face looked mean. Nate wanted to run, but the soldier was blocking him. Nate’s heart beat so fast, he could hardly breathe. He’d never been so scared in his life.

Think fast! Nate spotted a tiny mouse running along the wall.

"I-I feed the mice!" he said. "They sing to the bell at night!"

The soldier’s bushy eyebrows jumped up. "Singing mice? That’s the silliest thing I’ve ever heard!"

Nate nodded. "Yes! At midnight, they sing! Can’t you hear it?"

The soldier snorted. "Go home, silly boy. You shouldn’t be out at night." He waved him away.

Nate ran as quickly as he could. He burst into his house, straight into Grandmother’s arms.

"You did it!" Sam said. “How did it go?”

Nate told him about the soldier and the mouse. Grandmother laughed so hard, tears sparkled in her eyes.

"That’s the smartest mouse tale ever!" she said. “What a brave boy you are!”

“I wasn’t brave,” Nate said. “I was very scared.”

“And yet you still did what you had to,” Grandmother said. “That shows true courage.”

“Someone will pick up the message later tonight,” Sam said. “Because of you, the Patriots will be saved.”

Nate felt warm and safe as Grandmother led him to bed. He was only a child, after all. It was time to go to sleep.

Teacher Script

1. What quick thinking does Nate use to escape the soldier?

{Nate spots a mouse and quickly invents a story about ‘singing mice’ that he feeds at the bell. This shows his quick thinking and resourcefulness, coming up with a believable (to the soldier, at least) and distracting lie to save himself.}

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Answer the questions to describe the setting.

1. Where does the story take place?

2. During what time period does the story take place?

3. At what time of day does the story take place?

Philadelphia

The Revolutionary War Sunset

4. What does the setting in the beginning of the story look like?

5. What does it smell like?

6. What does it sound like?

Fresh bread, coal, hay, flour and onions

Clip clop of horses, cups rattling

Fill in the blanks to describe the main character.

The main character is Nate, a year-old boy. When he delivers the message, he wears

Sky is pink and orange, laundry flutters on lines, potato peels are on the table with a stool next to it, cups are on the shelf message even though he was scared.

“But I’m just a kid! What if the soldiers catch me and lock me up?” a blue shirt with a little rip on the sleeve and a dark cap.

In the beginning he doesn’t feel . I know this because when Sam gave him the mission, Nate said,

But in the end, he shows real courage. I know this because Nate

Choose one event. Then, answer the questions.

Option 1: Nate hides the message behind the Liberty Bell.

nine brave Climax

Describe what happens: Is it the problem, climax, or resolution?

How do you know?

delivered the

Option 2: Nate is given the job of delivering a message.

It is the scariest, most exciting part of the story. As he puts the stone back, a soldier stops him.

Comprehension Skill Review

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

A summary tells about a story in a short way. The SWBST Strategy includes the characters, problem, and events in order.

Write a summary of “The Bell of Courage.”

1. Plan. Fill out the chart.

Somebody:

Wanted:

But:

So:

Then:

Nate Turner- a boy living during the Revolutionary War

He wanted to help Sam and the Patriots by delivering an important message. He was scared.

Nate's grandmother helped him get ready. Nate was almost caught when he hid the note.

2. Write an outline. Turn each line into a sentence.

So Then, 1: 2: 3: 4: 5:

The story is about

Nate's grandmother helped him get ready by giving him dark clothing Revolutionary War. to wear.

He wanted to

But he

Nate Turner, a young boy living in Philadelphia during the help Sam and the Patriots by delivering an important message. was scared of getting caught by British soldiers

Nate almost got caught when he hid the note, but he escaped.

3. Paragraph. Write a paragraph.

The story is about Nate Turner, who was a young boy living in Philadelphia during the Revolutionary War. He wanted to help Sam and the Patriots by delivering an important message. But he was scared of getting caught by British soldiers. So Nate's grandmother helped him get ready by giving him a dark clothing to wear. Nate almost got caught when he hid the note, but he escaped.

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Secret Code Mission

1. Create a code: Make up a symbol or number to match each letter in the alphabet (or just the letters you need).

2. Write a secret message: Use your code to write a short message (5-7 words).

Vocabulary Assessment

Circle the correct answer.

1. The lion used its to push the heavy rock out of the way.

a. courage

b. dock

c. hushed

d. strength

2. She walked slowly across the uneven in her old shoes.

a. stables

b. cobblestones

c. courage

d. symbols

3. Which of the following best shows the meaning of “hushed”?

a. whispering in a museum

b. singing happily at a party

c. shouting on the playground

d. laughing loudly at a funny joke

4. Which of the following is NOT an example of courage?

a. A girl stands up to a bully on the playground.

b. A firefighter runs into a burning building to save someone.

c. A boy doesn’t try something new because he’s scared.

d. A boy apologizes to a friend after an argument.

5. Which of the following would most likely be found in a stable?

a. A fishing boat

b. A kitchen sink

c. A horse

d. A school desk

6. A is where boats are tied up or unloaded.

a. strength

b. dock

c. symbol

d. stable

7. What is a symbol?

a. Something that stands for an idea

b. A word that rhymes

c. A type of flower

d. A sound made by a bell

8. The balloon slowly to the sky until it disappeared.

a. cobblestones

b. drifted

c. gripped

d. symbol

Comprehension Assessment

Circle the correct answer.

1. What did Sam ask Nate to do with the message? (detail)

a. Burn it so no one could find it

b. Take it to the Liberty Bell and hide it

c. Deliver it to the British soldiers

d. Give it to Grandmother to keep safe

2. What happened when the soldier shouted at Nate near the Liberty Bell? (cause and effect)

a. Nate ran home immediately without finishing the mission.

b. Nate panicked and cried.

c. Nate tricked the soldier and finished carrying out the mission.

d. The soldier took the message from Nate.

3. At first, how did Nate feel about carrying out the mission? (inferencing)

a. Brave and confident

b. Tired and annoyed

c. Nervous and unsure

d. Proud and excited

4. What is the main idea of the story? (main idea)

a. A boy learns how to bake with his grandmother.

b. Sam teaches Nate how to ride a horse.

c. British soldiers take over Philadelphia.

d. A young boy helps the Patriots by carrying out a dangerous mission.

5. What happened right after Sam gave Nate the message? (sequencing)

a. Grandmother helped Nate get ready for the mission.

b. Nate went to eat dinner.

c. Nate ran to the dock.

d. Nate delivered the message.

6. What does the word “fluttered” mean in the sentence: “They fluttered like flags in the breeze”? (context clues)

a. Hung still and heavy

b. Moved around quickly in the wind

c. Fell to the ground

d. Shone brightly in the sun

7. How is Sam different from Nate? (compare-contrast)

a. Sam is braver than Nate at the beginning.

b. Nate has helped the Patriots longer than Sam.

c. Sam is younger than Nate.

d. Nate is the one who hides the weapons.

8. Which of the following is a fact from the story? (fact vs. opinion)

a. Nate was the bravest boy in the city.

b. The Liberty Bell was located near the State House.

c. Grandmother made the best bread in the world.

d. The soldier looked mean.

Lesson Introduction

Unit 2: Prose, Poetry, and Drama

Lesson 6: Introduction to Poems

Unit Goal Trajectory:

Describe the elements of prose, poetry, and

1. Describe settings, characters and plots in a story. (Lesson 1)

2. Identify structural elements of poems. (Lessons 2 and 3)

3. Describe the rhythm of a poem. (Lesson 3)

4. Identify the structural elements of a drama. (Lesson 4)

Let’s learn about poems! A poem is a short piece of writing that uses creative words to share ideas, feelings, or tell a story. Poems might rhyme, but not always!

Poems are made of lines. A group of lines in a poem is called a stanza

Who Has Seen the Wind?

By Christina Rossetti

Who has seen the wind?

Neither I nor you.

But when the leaves hang trembling, The wind is passing through.

Who has seen the wind?

Neither you nor I.

But when the trees bow down their heads, The wind is passing by.

Some poems have a rhyme scheme. A rhyme scheme is a pattern of rhyming words at the end of each line. We use ABC letters to show this pattern. The first set of lines that rhyme are marked with A, the next set is marked with B, and so on.

Snowflakes

The snowflakes are falling by ones and by twos; There’s snow on my jacket, and snow on my shoes; There’s snow on the bushes, and snow on the trees — It’s snowing on everything now, if you please.

Read the poem. Then, answer the questions.

The

Carrot and the Rabbit

By: Leroy F. Jackson

A carrot in a garden And a rabbit in the wood. Said the rabbit, “Beg your pardon, I would eat you if I could; Though you’ve started in to harden, You may still be very good.”

1. How many lines are in this poem?

2. How many stanzas are in this poem?

3. List the words that rhyme in the poem. Mark those words in the poem.

4. What is the rhyme scheme in this poem?

A. AABBCC

B. ABABAB

C. AAABBB

D. ABCABC

5. Explain how you knew the answer to question 4.

Clearing Up Common Misconceptions

Students may have a hard time marking the rhyme scheme of a poem. You can break down the process into four steps.

1. Find all sets of rhyming words in the poem. You can mark them by circling, underlining, or any other mark.

2. Starting with A, mark each line in the poem with a letter. Any line that rhymes with a different line should get the same letter.

3. Look at the letters. See if you can find any pattern. You should look patterns where the letters change. For example, AABBCCDD, the pattern is two rhyming lines in a row. ABABCDCD, the pattern is every other line rhymes.

4. Shorten the rhyme scheme to one set. Many times this will be four letters, but it can be more if the whole pattern keeps repeating.

Synonym

1. Wanders, verb

S Roams A Stays

E A lost dog walking around the neighborhood; A child exploring a big park; Your thoughts going from one idea to another Q What might cause a child to wander off?

2. Heap, noun

S Pile A One E A pile of dirty clothes on the floor; A big stack of books on a desk; A hill of sand at the beach

Q What do you think a “heaping teaspoon of sugar” means in a recipe?

3. Converse, verb

S Talk A Silence

E Two friends sharing ideas with each other; A student answering a teacher’s question; Parents talking to their children about their day

Q How is conversing different from just listening?

4. Fond, adjective

S Loving A Hating

E Really liking a certain type of food; Thinking kindly about your grandma; feeling happy about a certain game

Q Can you be fond of a place?

5. Negative, adjective

S Bad A Positive

E A result that is not what you hoped for; A low score on a test; A way of thinking that focuses on problems

Q What is an example of a negative feeling?

6. Positively, adverb

S Truly A Unsure

E Being sure about an answer; Saying something nice about someone; Speaking in a hopeful way Q Can you name something that you feel positively about?

Vocabulary

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

pile

After raking the leaves, we jumped into the big heap

The students converse about their favorite books during reading time.

The little girl was fond of her teddy bear and took it wherever she went.

His negative words took all the fun out of the game.

This is positively the last time I do this, and I won’t change my mind.

It's absurd to think that a cat could fly!

The riddle was so perplexing that I couldn't figure it out.

7. Absurd, adjective

S Silly A Normal E A talking animal; Trying to eat soup with a fork; Someone trying to fly by flapping their arms

Q What’s the most absurd thing you’ve ever seen?

definitely

confusing and hard to understand

silly or not making sense

move from place to place without a clear plan or direction

like someone or something a lot gloomy, not positive

talk with another person

8. Perplexing, adjective

S Confusing A Clear E A mystery that is hard to solve; A set of instructions that are not clear; A question with no easy answer Q Why do some riddles feel perplexing?

Backward Bob

By: Kenn Nesbitt

Backward Bob from Backwardtown is backward, flipped, and upside down. He wears his hat upon his feet and wanders backward down the street. His dog meows. His kitten barks. His baby goldfish chases sharks. His ears are blue. His nose is green. He drives a purple submarine. He eats his lunch when he’s asleep and washes in a garbage heap. And when he laughs he wears a frown. He’s Backward Bob from Backwardtown.

Answer the questions.

1. How many stanzas does this poem have?

2. How many lines does this poem have?

3. Label each line with a letter to show the rhyme scheme. Which answer shows the rhyme scheme?

Teacher Script

1. Today, we will read a few poems by Ken Nesbit. What is the author of a poem called? {a poet} Notice that Ken Nesbit uses rhyming in creative ways to make his poems funny. (Not all poems are funny, and not all poems rhyme.)

2. What makes this poem funny? Can you pick out your favorite ‘backward’ thing Bob does and explain why it made you laugh? {Answers will vary.}

3. If you met Backward Bob, what’s one ‘backward’ thing you think he might say or do that wasn’t in the poem? {Answers will vary.}

4. Which word rhymes with town in the poem? {down, frown}

5. Which word rhymes with feet? {street}

Speak When This Way Talk Do I

By: Kenn Nesbitt

Speak when this way talk do I so, if converse do we, you’ll talk to need to this way try to talk with have a me.

It strange may somewhat first at sound but for it try a bit. It’s this way fun I’ve talk to found. I’ve done my life all it.

It’s understand to hard know I but and you’ll try it see.

Answer the questions.

1. How many stanzas does this poem have?

2. How many lines does this poem have?

3. Label each line with a letter to show the rhyme scheme. Which answer shows the rhyme scheme?

a. ABCB

b. ABBC

c. ABCC

d. ABAB

4. What do you notice about the first stanza

both use the same rhyming scheme.

Teacher Script

1. This title sounds a little mixed up, doesn’t it? What’s one word that seems out of place, or what’s different about the word order? {The words are in a strange order, like ‘talk do I’ instead of ‘I talk.’ It sounds backward or jumbled.}

2. Based on the title and that jumbled feeling, what kind of experience do you think reading this poem might be? Will it be easy to understand right away, or will we have to think a little more? {It might be a little

challenging or confusing at first because the words are mixed up. We’ll probably have to listen carefully or reread to figure it out.}

3. Why does the speaker talk this way? What does he say about it in the second stanza? {He says, ‘It’s this way fun I’ve talk to found.’ He finds it fun.}

4. The poem says, ‘I’ve done my life all it.’ If we put that in regular word order, what would it say? {It would say, ‘I’ve done it all my life.’}

Mr. Negative

By: Kenn Nesbitt

I’m known as Mr. Negative

My favorite word is “No.” No matter what you say to me I’ll say it isn’t so.

I’ll gladly burst your bubble as I rain on your parade, and when life gives you lemons, I’ll say, “Don’t make lemonade!”

Now, please don’t try to cheer me up with happiness and hope. You might be bright and bouncy but my answer’s always, “Nope.”

I’m also fond of “never,” “absolutely not,” “no way,” “thumbs down,” “uh-uh,” “forget it,” “not by any means,” and, “nay.”

I’m positively negative! I’m glad I told you though. So, don’t come looking for a “Yes.” I know you know I “No.”

Answer the questions.

1. How many stanzas does this poem have?

2. How many lines does this poem have?

3. Label each line with a letter to show the rhyme scheme. Which answer shows the rhyme scheme?

Teacher Script

1. If someone is a ‘Mr. Negative,’ what kind of person do you think they might be? How might they act or speak? {They might be someone who is always unhappy, grumpy, or says ‘no’ a lot. They probably don’t have a very positive outlook.}

2. In the second stanza, the poem uses the phrase ‘I’ll gladly burst your bubble.’ What does it mean to ‘burst someone’s bubble’? {To ‘burst someone’s bubble’ means to ruin their happy mood, their good idea, or

their dream. It means to tell them something bad or disappointing.}

3. The poem uses a common saying: ‘When life gives you lemons.’ What does that saying usually mean, and what do people normally say you should do with those ‘lemons’? {It usually means when you face difficulties or hard situations in life. People usually say you should ‘make lemonade,’ meaning you should try to make the best out of a difficult situation.}

When’s My Birthday?

By: Kenn Nesbitt

I never can remember if my birthday’s in September or in January, August, or July. Or it could be in December, or October, or November. I’ve forgotten when it is. I don’t know why.

And it may be on the seventh, or the third, or the eleventh, though I know that sounds a little bit absurd Plus it might be a Sunday, or a Thursday, or a Monday, on the seventeenth, or thirtieth, or third.

Now, while some might find this vexing, or confusing, or perplexing, I make lemons into lemonade this way: Since I never can remember if my birthday’s in September, I just celebrate my birthday every day.

Answer the questions.

1. How many stanzas does this poem have?

2. How many lines does this poem have?

3. Label each line with a letter to show the rhyme scheme. What is different about this poem’s rhyme scheme?

It doesn’t follow a consistent pattern throughout.

Teacher Script

1. In the third stanza, the speaker says, ‘Now, while some might find this vexing, or confusing, or perplexing.’ What do those words like ‘vexing,’ ‘confusing,’ and ‘perplexing’ mean in this poem? {They all mean something that is annoying, hard to understand, or puzzling. The speaker knows others might be bothered by forgetting so much.}

2. How does the speaker in this poem ‘make lemons into lemonade’? {Since he can’t remember his actual birthday, he decides to celebrate his birthday every single day!}

Comprehension Skill Review

To summarize a poem, determine the main idea and three supporting details.

Summarize one of the poems from this lesson.

1. Plan. Determine the main idea and key details. Choose a poem:

Backward Bob

Main Idea:

Backward Bob does everything backward.

Key Detail:

Key Detail:

Key Detail:

He wears everything in the wrong places. His pets do the wrong things. He does things that don’t make sense.

2. Topic Sentence. Include the text type (and/or the title) and the main idea.

3. Body Sentences. Turn each key detail into a sentence.

The poem is about Backward Bob, who does everything backward. He wears everything in the wrong places. In addition, his pets make the wrong noises and do the wrong types of things. He also does things that don’t make sense, like washing in garbage.

4. Paragraph. Write a paragraph.

The poem is about Backward Bob, who does everything backward. He wears everything in the wrong places. In addition, his pets make the wrong noises and do the wrong types of things. He also does things that don’t make sense, like washing in garbage.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Draw a picture.

Read the descriptions of Backward Bob and Backwardtown. Draw a picture showing how the town and Bob might look.

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. Which word means moves from place to place without a clear direction?

a. Heap

b. Wanders

c. Positively

d. Fond

2. A of laundry was waiting to be folded.

a. wanders

b. heap

c. conversed

d. negative

3. Which word means talk with someone?

a. Converse

b. Wanders

c. Negative

d. Absurd

4. My grandmother is of baking cookies for her grandchildren.

a. wanders

b. heap

c. negative

d. fond

5. Which is an example of a negative statement?

a. The sun is shining.

b. I don't like broccoli.

c. We should play outside.

d. That's a good idea.

6. Which word means definitely?

a. Positively

b. Negatively

c. Fond

d. Perplexing

7. Which is an example of something absurd?

a. A dog speaking English

b. A bird flying in the sky

c. A cat sleeping in a bed

d. A boy brushing his teeth

8. The math problem was very .

a. wanders

b. heap

c. perplexing

d. positively

Comprehension Assessment

Poem 1: Backward Bob

1. How is Bob different from most people? (compare-contrast)

a. He wears his hat correctly.

b. He walks forward.

c. He does things backward.

d. He eats normal food.

2. What color is Bob's nose? (detail)

a. Blue

b. Green

c. Purple

d. Yellow

Poem 2: Speak When This Way Talk Do I

3. How might this way of talking sound at first, according to the speaker? (sequencing)

a. Easy

b. Strange

c. Fun

d. Hard

4. What is the main idea of "Speak When This Way Talk Do I"? (main idea)

a. The speaker talks in a normal way.

b. The speaker talks in a fun way.

c. The speaker is very tired.

d. The speaker is easy to understand. Circle the correct answer.

Poem 3: Mr. Negative

5. How do you think the speaker feels about being negative? (inferencing)

a. He is unhappy about it.

b. He is proud of it.

c. He wants to change.

d. He is confused.

6. Which of the following is an opinion? (fact vs. opinion)

a. The speaker is known as Mr. Negative.

b. The speaker's favorite word is "no.”

c. The speaker should be more positive.

d. The speaker says "absolutely not."

Poem 4: When’s My Birthday?

7. What is the effect of the speaker not remembering his birthday? (cause and effect)

a. He feels sad.

b. He celebrates every day.

c. He doesn’t get presents.

d. He feels confused.

8. What does the word "vexing" mean in “Now, while some might find this vexing, or confusing, or perplexing”? (context clues)

a. Pleasing

b. Annoying

c. Exciting

d. Relaxing

Lesson Introduction

Unit 2: Prose, Poems, and Drama

Lesson 7: Rhythm in Poetry

In our last lesson, we learned about poems and rhyme schemes. Today, we’re learning about rhythm—the beat of a poem. It’s what gives the poem a special flow when you read it out loud.

Poets use meter to help make the rhythm. Meter is the pattern of syllables in each line. A syllable is a small part of a word that has one vowel sound.

Unit Goal Trajectory:

Describe the elements of prose, poetry, and drama

1. Describe settings, characters and plots in a story. (Lesson 1)

2. Identify structural elements of poems. (Lessons 2 and 3)

3. Describe the rhythm of a poem. (Lesson 3)

4. Identify the structural elements of a drama. (Lesson 4)

Poems can follow strict meter and rhyming rules, or they can follow no rules at all. A free verse poem doesn’t follow any rules for meter or rhyme.

Number of Syllables

A Poem That Follows Rules A Free Verse Poem

The

Purple Cow

By: Gelett

Burgess I never saw a purple cow, I never hope to see one, But I can tell you, anyhow, I’d rather see than be one!

Fog

By: Carl Sandburg

Number of Syllables No Syllable or Rhyming Patterns

The fog comes on little cat feet. It sits looking over harbor and city on silent haunches* and then moves on.

Rhyme Scheme: ABAB Meter Rule: 8-syllable line, then 7-syllable line

back legs of an animal

Count the number of syllables in each word.

Read each line out loud. Then, write the number of syllables on each line.

1. My cat wears a funny hat,

2. She loves to chase a ball.

3. She jumps around the house all day,

4. Then sleeps beside the wall.

A limerick is a poem that has very specific rhyme and meter rules. Read the rules for writing a limerick. Then, circle the poem that is a limerick.

Number of lines: 5

Rhyme scheme: AABBA

Syllable rules: Lines 1, 2, and 5 have 7 to 10 syllables. Lines 3 and 4 have 5 to 7 syllables.

Hippity Hop To Bed

O it’s hippity hop to bed! I’d rather sit up instead. But when father says “must,” There’s nothing but just Go hippity hop to bed.

Hickory Dickory Dock.

Hickory dickory dock. The mouse ran up the clock. The clock struck one, The mouse ran down, Hickory dickory dock.

Clearing Up Common Misconceptions

Students may have a hard time counting syllables.

Tell students to put their hand under their chin as they say each word. Each time their chin moves down is one syllable.

Guide students in counting syllables this way. Make sure that students pronounce the words correctly and are not adding extra syllables because they are saying the words too slowly.

Synonym Antonym Examples

Additional Questions S A E Q

1. Beneath, preposition

S Under A Above

E Looking under the couch; Buried treasure in the ground; A submarine under the water Q If you are standing beneath an umbrella, what is happening?

2. Slightest, adjective

S Smallest A Biggest

E Feeling a tiny bit nervous before a big test; A very soft whisper Q When might it be important to pay attention to the slightest detail?

3. Striding, verb

S Walking A Crawling

E A tall person walking with long, powerful steps; Moving purposefully down a hallway

Q What is the difference between striding and running?

4. Slim, adjective

S Thin A Fat E A very thin cat; The very small chance of winning a lottery; A skinny boy

Q What does it mean if your chances of winning a game are slim?

5. Prattle, verb

S Gossip A Silence

E Little children talking excitedly and about unimportant things; Old friends talking for hours about everyday things Q When might it be okay for friends to prattle, and when should they stop?

6. Aims, verb

S Plans A Forgets

E A decision of what someone wants to achieve in a project; A person pointing a camera to take a picture of something; Steps to taken to reach a big goal Q Can your aims change?

Vocabulary

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

The dog dug a hole and buried his toy beneath the old oak tree.

He didn’t feel the slightest breeze on the hot summer day.

Striding across the room, the teacher reached the desk and took away the note.

The cat squeezed through the slim gap in the fence.

I smiled at the little girl’s prattle as she happily talked about her day.

He aims to finish reading his book by the end of the week.

The child reached out to grasp her mother's hand as they crossed the busy street.

The hikers stopped to rest after climbing the steep, rocky mountain path.

walking with long steps plans or tries to do something smallest childish talk thin or small underneath or below hold at a sharp slant

beneath [beh-NEETH]; slightest [SLYTE-ist]; striding [STRY-ding]; slim [slim]; prattle [PRAT-uhl]; aims [aymz]; grasp [grasp]; steep [steep].

7. Grasp, verb

S Hold A Drop E Trying to hold onto a slippery fish; Trying to understand an idea; A baby holding small toys with its hand Q Can you grasp an idea? What does that mean?

8. Steep, adjective

S High A Flat E A hill that goes up very sharply; The sharp angle of a house roof; A very high price for an item Q Why might a steep hill be difficult to climb?

Read the following poem out loud. Do you notice that it almost has a tune? The poet uses short lines and an interesting rhyme scheme to create a special rhythm in this poem.

My Flat Cat

By: Kenn Nesbitt

I have a cat. My cat is flat. He sleeps beneath the bathroom mat.

He slides around upon the ground without the slightest striding sound.

He only eats the flattest meats and thin and wispy kitty treats.

Answer the questions.

1. Does this poem have a rhyme scheme? If so, what is it?

He once was fat but now my cat is totally, completely flat.

He got so slim, so flat and trim, the day my Great Dane* sat on him.

*a type of dog

2. Write the number of syllables next to each line. How many syllables are on most lines?

3. Does the poet always follow his rhyme scheme and syllable rules? Explain.

He follows his rhyme scheme, but not all lines have 4 syllables. Sometimes, the second to last line of the stanza has 5 syllables, and the last line has 3.

Teacher Script

1. What do you think “thin and wispy kitty treats” are? {thin cat food}

2. How did the cat become flat? {A big dog sat on it.}

The following poem is a limerick. When you have finished reading it, turn back to page 99 (practice page) and read the limerick there. Can you figure out the “tune” of the limerick?

A Talkative Man from Seattle

By: Kenn Nesbitt

A talkative man from Seattle

Would spend his days speaking to cattle.

When asked what he said

One old cow shook her head

And replied, “Why, it’s nothing but prattle!”

Limerick Rules

Number of lines: 5

Rhyme scheme: AABBA Syllable rules: lines 1, 2, and 5 have seven to ten syllables lines 3 and 4 have five to seven syllables

Did you know?

The last line of a limerick is usually funny.

Write the number of syllables in each line of the limerick. Then, rewrite it in the correct order.

But it was the night

So he sent it back up by noon

And then it turned bright

There once was a man with a spoon

Who used it to scoop out the moon

There once was a man with a spoon

Who used it to scoop out the moon.

But it was the night, And then it turned bright, So he sent it back up by noon.

Teacher Script

1. What do you think it means to be talkative? {to talk a lot}

2. What are cattle? {cows}

3. What does the cow say the man said? Why do you think the cow said that? {She said it’s prattle because the man was probably talking about nothing important.}

The following poem is a sonnet. Sonnets follow specific rhythm rules. The first line of the poem says the main idea. The last two lines, called a couplet, give an ending to the poem.

My Teacher Said to Write a Sonnet Now

By: Kenn Nesbitt

My teacher said to write a sonnet now. She told me, “It should be a work of art.” I’d like to but I’m really not sure how. I wish someone would show me where to start.

I heard the rhymes should be ABAB, which means I can’t rhyme every single word. The second and the fourth lines rhyme, you see. And you should rhyme the first line with the third.

The first three stanzas all have four lines each. The final couplet? That has only two. A sonnet’s not an easy thing to teach. I guess that’s what this poem aims to do.

It seems that starting was the hardest part. I hope the teacher likes my work of art.

Teacher Script

Use the poem to list the rules of a sonnet.

4 stanzas, the first 3

have 4 lines each, the last has 2 (14 lines in total)

Stanza and line rules: Rhyme scheme: Syllable rules:

ABAB, last two lines rhyme Each line has 10 syllables.

1. Do you think the sonnet has a specific tune? Why or why not? {Answers will vary.}

2. What is a couplet in a sonnet? {the last two lines}

3. How many lines does a sonnet have? {14}

The following poem is a free verse poem. Although it doesn’t follow specific rules, the poem still creates a specific rhythm. As you read, notice the parts that read faster and parts that read slower. Why do you think the author wrote it this way?

Thrill Ride

By: Kenn Nesbitt

Up. Up. Click, click. Wind blows sharp in my ears. My heart jumps. Skips. It’s up. It’s up higher.

It’s up, up the highest. Hands grasp at the clouds.

Then a forever pause. Still. Waiting.

Finally. Whoosh! Steep drop down, down, down.

es this poem have a rhyme scheme? If so, what is it?

2. Write the number of syllables next to each line.

3. Which parts of the poem did you read slower? Which parts did you read faster? Why do you think the poem has some parts that are fast or slow?

It’s slow in the beginning and end (and when the speaker is waiting for the drop). The faster part is right before and right after the drop because it is supposed to feel like how it feels on the ride - the beginning/end are slow, and right before/after the drop, it is fast and scary.

4. What do you notice about the shape of the poem? Why do you think the poem is written in this shape?

It starts skinny, gets wide, and ends skinny like a sideways roller coaster.

Teacher Script

1. Imagine the poem was turned on its side. How does it look like a roller coaster? Why might the poet have done that? {It gets taller and taller and then short really fast like a roller coaster. The poet probably did it because the poem is about a roller coaster.}

2. What was the “forever pause” where the speaker is waiting? Do you think it was actually a long time? Why or why not? {It was the top of the roller coaster right before the drop. It probably wasn’t a long time; it just felt like it because it was scary.}

3. At what part of the ride does the speaker say, “Finally. Whoosh!”? {the drop}

Comprehension Skill Review

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Poems have rhythm and a special structure to show ideas in a creative or emotional way. Regular writing, called prose, is written in normal sentences and paragraphs, like a story or article.

Write a paragraph explaining the difference between poetry and prose.

1. Plan. Write at least three differences between poetry and prose.

Poetry Prose Has rhythm Can rhyme

Is written with lines Is divided into stanzas

Doesn’t have a specific rhythm Doesn’t rhyme

Is written with sentences Is written with paragraphs

2. Topic sentence. Write that poetry and prose are different.

Poetry and prose are two different ways to write.

3. Body Sentences. Each sentence should tell one difference.

Poems have rhythm, while prose doesn’t necessarily have rhythm.

Poems can rhyme, but prose doesn’t rhyme.

Poems are divided into lines and stanzas, and prose is divided into sentences and paragraphs.

4. Concluding Sentence. Write an opinion or lesson about poems.

I think poems are way better than prose.

5. Paragraph. Write a paragraph.

Poetry and prose are two different ways to write. Poems have rhythm, while prose doesn’t necessarily have rhythm. Poems can rhyme, but prose doesn’t rhyme. Poems are divided into lines and stanzas, and prose is divided into sentences and paragraphs. I think poems are way better than prose.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Recite a poem.

Choose one of the poems from this lesson to memorize. Once you know it by heart, recite it in front of your classmates.

LESSON

Vocabulary Assessment

Circle the correct answer.

1. Which word means childish talk?

a. Slim

b. Steep

c. Prattle

d. Grasp

2. Which of the following is NOT a slim object?

a. A pencil

b. A tree trunk

c. A needle

d. A strand of hair

3. The tall man was across the field with long, confident steps.

a. striding

b. slim

c. beneath

d. aims

4. Which word means to plan or try to do something?

a. Beneath

b. Aim

c. Steep

d. Slightest

5. Which of the following is the steepest?

a. A driveway

b. A staircase

c. A cliff

d. A flat road

6. He tried to the heavy book, but it kept slipping from his hands.

a. prattle

b. steep

c. grasp

d. aims

7. Which word means underneath or below?

a. Beneath

b. Steep

c. Slightest

d. Slim

8. She didn’t make the sound as she tiptoed across the room.

a. striding

b. aims

c. grasp

d. slightest

Comprehension Assessment

Circle the correct answer.

Poem 1: My Flat Cat

1. Why is the cat flat? (cause and effect)

a. He was born flat.

b. He sleeps under the mat.

c. A dog sat on him.

d. He only eats flat food.

2. What does the word "trim" mean in “he got so slim, so flat and trim”? (context clues)

a. fat

b. round

c. thin

d. messy

Poem 2: A Talkative Man from Seattle

3. What is this poem mostly about? (main idea)

a. A man who likes to learn new languages

b. A man who has silly conversations with cows

c. A cow that is very smart

d. A cow that has good ideas

4. Which of these is a fact from the poem? (fact vs. opinion)

a. The man is annoying.

b. The man is from Seattle.

c. The cow is smarter than the man.

d. Talking to animals is silly.

Poem 3: My Teacher Said to Write a Sonnet Now

5. How many lines are in the final couplet of a sonnet? (detail)

a. four

b. three

c. two

d. one

6. How is a sonnet different from other types of poems? (compare-contrast)

a. Sonnets are shorter.

b. Sonnets don't have to rhyme.

c. Sonnets have a specific structure and rhyme scheme.

d. Sonnets are easier to write.

Poem 4: Thrill Ride

7. What happens first in the poem? (sequencing)

a. The ride drops down.

b. The ride goes up.

c. The speaker's heart jumps.

d. The wind blows.

8. Why do you think the poet used the word "finally" before "Whoosh!"? (inferencing)

a. The speaker was waiting for the ride to start.

b. The speaker was waiting for the ride to end.

c. The speaker was waiting for the exciting drop.

d. The speaker was feeling impatient.

Lesson Introduction

Unit 2:

Prose, Poetry, and Drama

Lesson 8: Parts of a Drama

Unit Goal Trajectory:

Describe the elements of prose, poetry, and drama

1. Describe settings, characters and plots in a story. (Lesson 1)

2. Identify structural elements of poems. (Lessons 2 and 3)

3. Describe the rhythm of a poem. (Lesson 3)

4. Identify the structural elements of a drama. (Lesson 4)

Today, we’ll be learning all about dramas. A drama is another word for a play. There are different parts that make up a drama.

Script: What the actor or reader reads

Setting: When and where a scene takes place

Scene:

A section of the script that has its own set of characters and setting

Cast of Characters:

A list of people/characters who will act in the scene

Stage Directions: Instructions telling the actors what to do Dialogue: What the characters say

The Forgotten Lunch

Scene 1

Setting: In the kitchen

Characters BEN DAD

(Ben rushes around the kitchen, grabbing books and stuffing them into his bag.)

DAD: (handing him a banana) Got everything?

BEN: (slings backpack on, distracted) Yep! I'm ready!

Use the script to answer the questions.

The Forgotten Lunch

Scene 2

Setting: School playground.

Characters BEN DAD

(Ben sits on a bench at school, looking around while kids open their lunchboxes.)

BEN: (whispers to himself) Uh-oh... I forgot my lunch.

DAD: (calling from behind the gate, holding a lunchbox) Someone left this behind!

BEN: (leaping up) Dad! You're a lifesaver!

Clearing Up Common Misconceptions

1. What scene is it?

3. Who are the characters?

Students may not realize that some of the words in the scripts are directions for the actors and are not read aloud in the play.

Tell students that it is important to read all the words, but that in a play, not all words are read aloud. In class, what is read out loud will depend on if the play is being acted out or just read.

In a play, the scene, setting, cast of characters, and stage directions are not read aloud.

Scene 2

2. Where does the scene take place?

On the school playground

Ben and Dad

4. What is Ben doing while the other kids open their lunchboxes?

Sitting on a bench and talking to himself

5. What is Dad holding?

6. Why did Ben leap up?

A lunchbox

His dad came to bring his lunch

7. Who says “Someone left this behind”?

Bolded names of characters and italic words in parentheses are not read aloud. They tell who is speaking and give specific directions to those actors.

The rest of the dialogue is read aloud.

Synonym

Additional Questions S A E Q

Antonym

Examples

1. Invisible, adjective

S Unseen A Seen E Gas that can’t be seen; A fictional character who is see through Q If you had an invisible pet, what fun things would you do with it?

2. Transmitter, noun

S Broadcaster A Receiver

E A radio tower sends music signals; A walkie-talkie button is pushed to talk to another person Q Why do you think is it important for a transmitter to be high up, like a radio tower?

3. Receiver, noun

S Catcher A Sender

E An ear is the part of the body that takes in sound waves; The other half of a walkie-talkie that hears the message Q Can a person be a receiver of an award? Explain.

4. Failed, verb

S Flopped A Succeeded

E Bread that didn’t rise; A low score on the test

Q What is one time you failed at something but then learned from it?

5. Transatlantic, adjective

S Cross-ocean

A Local E A huge ship sails from New York to London; A plane takes off from Paris and lands in Canada

Q When do you think a flight would be called transatlantic?

6. Attempts, noun

S Tries E You get three tries to stack the blocks; The climber tries to climb the mountain; The small bird tried to fly out of the window

Q Describe a situation where one attempt is all you get.

Vocabulary

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

The glass was so clean it looked almost invisible, like it wasn’t even there.

The transmitter sent the signal all the way to the other side of the country.

We heard sounds coming from the receiver after the signal had been sent.

He failed to open the locked door because he didn’t have the right key.

We took a transatlantic flight from America to Europe.

Babies make many attempts before they finally learn to walk.

I was finally able to convince my mom to let me walk to school alone.

Ben achieved a perfect score on his test after studying every night.

a tool that gets signals or messages

did not succeed; didn’t work

something you cannot see

reached a goal

a tool that sends signals or messages

going across the Atlantic Ocean

make someone believe or agree trying to do something

invisible [in-VIH-zuh-bul]; transmitter [tranz-MIH-ter]; receiver [rih-SEE-ver]; failed [FAYLD]; transatlantic [tranz-at-LAN-tik]; attempts [uh-TEMTS]; convince [cuhn-VINS]; achieved [uh-CHEEVD]

7. Convince, verb

S Persuade A Discourage E A teacher shows students why math is important; A friend gives reasons why you should try a new game Q How could you convince your class to eat healthier snacks?

8. Achieved, verb

S Reached A Failed E A student earned an ‘A’ on the difficult report; A team reached the goal of selling 1,000 cookies

Q Describe something you have achieved this school year.

Marconi Makes History

Author: Sam Adler Genre: Drama

Abell rang from across the garden. There were no wires, no one nearby — just a strange clicking sound and a young man smiling like he’d just discovered something big. In 1895, people didn’t understand what he was trying to do. Some laughed. Some told him to stop. But he kept going, even when things didn’t work. What was he building? And why didn’t he give up?

Teacher Script

1. Today, we will read a story that is written as a play. What is another word for a play? {a drama}

2. Today, we have many ways to send messages to people far away. Before telephones were invented, how do you think people could send messages to each other? {sending letters, sending a message with a person}

Let’s practice reading the correct parts of the script as we read this story.

Scene 1

Setting: Italy, 1895

• GUGLIELMO MARCONI – A hardworking young inventor

• ENRICO – Marconi’s assistant

• SIGNOR BERNARDI – Marconi’s neighbor

• NARRATOR

(A garden is filled with wires, boxes, and a bell. Marconi connects two metal rods and flips a switch. BZZZZ! A bell rings in the background. Enrico jumps.)

NARRATOR: Long before the invention of the phone, one young man had a wild idea. He wondered: What if you could send a message through the air without any wires?

MARCONI (moving his hands in excitement): Enrico! I did it! I sent a signal all the way across the garden!

ENRICO: You rang a bell across the garden. Big deal.

MARCONI: You don’t get it! I did it without any wires!

NARRATOR: Marconi was using a new idea called radio waves. These invisible waves could carry sounds or clicks from one place to another.

ENRICO: You’re telling me that you shouted at a bell and it rang. Are you sure the bell wasn’t just afraid of you?

MARCONI: Very funny. I need a bigger place to work. And tall hills. The signal needs to travel farther. I want it to go all the way to England!

SIGNOR BERNARDI (poking his head over the fence): Are you blowing up more things, Signor Marconi?

MARCONI: I’m just building the future, Signor Bernardi.

SIGNOR BERNARDI: Well, keep the future quiet after 9 p.m.!

(Marconi holds up a wire and looks at it, smiling proudly. The stage gets dark.)

Teacher Script

1. How many characters are in scene 1? {4}

2. Who is the first person to talk in the play? What do they say? {The narrator says, “Long ago…any wires?”}

3. Marconi says he sent a signal ‘all the way across the garden.’ What did the signal do to show it worked? {It made a bell ring.}

Scene 2

Setting: A Rainy Hilltop in England, 1897

• GUGLIELMO MARCONI – A hardworking young inventor

• ENRICO – Marconi’s assistant

• MR. STONE – A grumpy Englishman

• BOY – Marconi’s assistant in England

• NARRATOR

(The

What is a transmitter?

A transmitter is a machine that sends messages through the air without wires. It turns sounds or signals into waves that can travel long distances.

NARRATOR: Marconi moved to England to show his invention to more people. He thought they would be excited. But not everyone believed he could do it…

MR. STONE (to Marconi): You mean to tell me that you're going to send Morse code through thin air?

NARRATOR: Morse code is a way of sending letters using short and long sounds. People used it before the phone was invented. Some people still use it today.

MARCONI (nodding): Yes! And I'm going to do that without wires. With my invention, we won’t need telegraph poles any longer.

Teacher Script

1. What is the weather like in scene 2? {windy and drizzling}

2. Marconi says that he will send a message without using telegraph poles. What does that tell you about how messages were sent until then? {They were sent with telegraph poles.}

ENRICO (to himself): And we won’t need any lightning, either....

MARCONI: Here is the transmitter. The receiver is a mile away, in that building across the field. Now watch!

MR. STONE (shaking his umbrella): Hmph! If I miss my lunch because of this…

MARCONI (flipping a switch): Three… two… one…

(Click-click-click! Nothing happens. In the background, the wind howls. Marconi looks around nervously.)

ENRICO: Maybe the machine caught a cold.

MR. STONE (waving his umbrella): Brilliant. A wet box that does nothing. Hmph!

(Suddenly, a boy runs in, waving a paper.)

BOY: It worked! It worked! The signal came through! The message says... uh... “M.” Just the letter “M.”

ENRICO: Only “M”?

MARCONI (grinning): We’re starting small. “M” is for “Marconi.”

MR. STONE (grumbling): “M” is for “Maybe he's not crazy after all.” Hmph!

What is a receiver?

A receiver is a machine that catches the message that was sent through the air. It listens for the signal and turns it back into sounds or clicks.

Teacher Script

1. What are some clues that show that Enrico is grumpy?

{He says “hmph,” he grumbles, he waves his umbrella, he complains about missing lunch}

Scene 3

Setting: Marconi’s London Workshop, 1899

• GUGLIELMO MARCONI – A hardworking young inventor

• ENRICO – Marconi’s assistant

• NARRATOR

(The room is filled with strange buzzing. Marconi holds a long wire. Enrico is wearing earmuffs.)

NARRATOR: Marconi kept working on his invention. He sent his signal across gardens, then across fields. But he had a new goal in mind: to cross the ocean with his signal!

MARCONI: Enrico, I want to send a message across the Atlantic Ocean. It will travel all the way from England to America.

ENRICO: What? That’s not possible! You’re talking about over seven thousand kilometers! That’s more than three thousand miles! That’s not called sending a message. That’s sending a miracle!

MARCONI: I can do it! I know I can! If we build a taller antenna—

(A loud BZZZ fills the room.)

ENRICO (looking around fearfully): What was that?!

MARCONI: That, my friend, was science making history!

Teacher Script

1. Marconi says, ‘That, my friend, was science making history!’ What does he mean by ‘making history’? {They’ll be remembered in history.}

2. What was the BZZZ sound from? {Marconi’s invention}

Scene 4

Setting: Signal Hill, Newfoundland; December 1901

• GUGLIELMO MARCONI – A hardworking young inventor

• ENRICO – Marconi’s assistant

• NARRATOR

(Snow falls. Marconi and Enrico stand in a freezing shack, bundled in coats and scarves. A wire runs from a kite outside the shack. They wear headphones and listen carefully.)

NARRATOR: Marconi failed many times, and people kept telling him that he was out of his

mind. But Marconi didn’t let that stop him. He set up a workshop on the coast of Canada and kept trying. Would he be able to send a signal across the ocean?

ENRICO (shivering): Are you sure radio waves don’t freeze?

MARCONI: They travel through air, not ice.

ENRICO: My frostbitten toes would tell you otherwise.

NARRATOR: Marconi used a giant kite to hold the antenna up high. On the other side of the ocean, people in England kept sending the letter “S” using Morse code.

(Marconi and Enrico listen carefully. They hear static and buzzing. Then…)

MARCONI (holding up a hand): Wait! I hear something! dit-dit-dit. dit-dit-dit. That’s the letter S in Morse code!

ENRICO (sneezing): “S”? Are you sure it wasn’t just me sneezing?

MARCONI: It’s from the station in England! We did it! We sent a message across the ocean!

ENRICO: Really? It wasn’t just a snowflake falling?

MARCONI: Today, my friend, we’ve done something great for science!

(They laugh and dance as snow falls around them.)

NARRATOR: On December 12, 1901, Guglielmo Marconi finally did it. The first transatlantic signal traveled across the Atlantic Ocean! It was only one letter, but he was sure that more messages would follow. His attempts had paid off, and history was made!

Teacher Script

1. Where is Newfoundland? How do you know? {It is off the coast of Canada. It says that the scene takes place in Newfoundland, but the narrator says they set up their shop off the coast of Canada, so that’s where Newfoundland is.}

2. How did Marconi know his invention worked? {He got a message (the letter S from England).}

Scene 5

Setting: A Big Room, 1902

• GUGLIELMO MARCONI – A hardworking young inventor

• ENRICO – Marconi’s assistant

• SIGNOR BERNARDI – Marconi’s neighbor

• NARRATOR

(A crowd gathers in a big room. Marconi stands on the stage, Enrico at his side. Mr. Stone sits in the back, arms folded. Signor Bernardi wears a hat shaped like an antenna.)

NARRATOR: Marconi wanted to show the world what he could do. He knew that his wireless machine could be used on ships and in emergencies. But he had to work hard to convince people.

MARCONI (holding up a small radio): Welcome all guests. This is a radio. It can send messages without wires, over mountains, seas, and even through storms.

SIGNOR BERNARDI: Can it make tea?

MARCONI: Not yet. But it can save lives. Imagine a ship lost at sea—

MR. STONE: Or a boy sending funny messages to his brother.

SIGNOR BERNARDI: And I suppose you think that one day we’ll have music and news flying through the air, too?

ENRICO: You never know…

MR. STONE: I’ll believe it when my cat starts sending me messages.

MARCONI: Thank you all for coming here today.

(He takes a bow as everyone claps.)

NARRATOR: At first, everyone laughed at Marconi. But soon enough, his invention was used everywhere. In the end, Marconi had the last laugh. He had achieved his goal!

Teacher Script

1. Why do you think Signor Bernardi didn’t believe that one day music and news could travel through the air? {It wasn’t invented yet and just seemed so unlikely.}

2. In the story, the characters had to believe an invention was possible before it actually became possible. What is something that hasn’t been invented but you think could be possible in the future? {Answers will vary.}

Use drama vocabulary to answer the questions.

1. How do you know that Enrico is Marconi’s assistant?

2. How do you know that Scene 2 takes place on a rainy hilltop in England?

3. How do you know that Marconi is successful in receiving a message from across the ocean?

4. How do you know that in Scene 5, Marconi gives a speech?

I am drawing Scene It says so in the cast of characters at the beginning of the play. The script says "A Rainy Hilltop in England" next to setting. He says, “We sent a message across the ocean.” The stage directions say that Marconi is standing on a stage.

Draw a picture from one scene in the play. Write how the descriptions from the drama help you imagine the scene.

5. What descriptions from the script describe the setting? How do you imagine it?

6. What are the characters doing? How do you imagine they look?

There is a shack with a wire coming out attached to a kite. I imagine it is snowy since it says the shack is freezing. They are wearing coats and scarves. I imagine their cheeks are pink, they are listening through headphones, and shivering once the signal comes through. I imagine they look excited.

Comprehension Skill Review

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

A drama is a story that is written in a way that people can read it and act it out as a play.

Write a paragraph explaining the differences between drama and prose (regular writing).

1. Plan. Write at least three ways drama and prose are similar and different.

Scenes

Meant to be acted out

Tells what characters do and say (not what they think)

Can tell a story

Chapters

Not meant to be acted out

Tells what characters think or feel.

2. Topic Sentence. Write that drama and prose are different.

Drama and prose are two different ways to write.

3. Body Sentences. Each sentence should tell one similarity or difference.

Both drama and prose can tell a story.

Drama is meant to be acted out, while prose is not.

Drama tells what characters do and say, while prose also says what they are thinking and feeling.

4. Concluding Sentence. Write an opinion or lesson about drama.

I think it is way more interesting to act in a play than to read a story.

5. Paragraph. Write a paragraph.

Drama and prose are two different ways to write. Both drama and prose can tell a story. Drama is meant to be acted out, while prose is not. Drama tells what characters do and say, while prose also says what they are thinking and feeling. I think it is way more interesting to act in a play than to read a story.

Write a message in Morse code.

1. Think of a short message you’d like to send to a friend or family member.

2. Write out the message in Morse code. Use the image above to help you.

3. Try tapping out the message using short and long taps on your desk or table.

4. Bonus: Work with a partner to decode each other’s messages.

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. After four years of hard work, he his goal of building a treehouse.

a. achieved

b. attempts

c. convince

d. failed

2. Which is an example of something you might need to make a few attempts to learn?

a. Sleeping

b. Being a mother

c. Riding a bike

d. Breathing

3. Which word means something that sends a signal through radio waves or a wire?

a. Receiver

b. Transatlantic

c. Transmitter

d. Invisible

4. The students were able to the teacher to give them extra recess on the warm, sunny day.

a. achieved

b. failed

c. convince

d. transmitter

5. Which word means a tool that gets signals or messages?

a. Transmitter

b. Transatlantic

c. Convince

d. Receiver

6. If a rocket launch failed, what most likely happened?

a. It flew into space.

b. It crashed.

c. It landed on the moon.

d. It brought back a new discovery.

7. Which word means cannot be seen?

a. Transmitter

b. Receiver

c. Transatlantic

d. Invisible

8. Many ships made a long trip to bring goods from Europe to America.

a. transatlantic

b. attempts

c. achieved

d. convince

Comprehension Assessment

Circle the correct answer.

1. In Scene 1, what was Marconi excited about? (detail)

a. He stayed quiet after 9 p.m.

b. He used wires to send a signal.

c. He became invisible.

d. He rang a bell across the garden.

2. With Marconi’s invention, what would no longer be needed? (cause and effect)

a. Morse code

b. Umbrellas

c. Telegraph poles

d. Telephones

3. In the beginning, what do you think Enrico thinks of Marconi? (inferencing)

a. Enrico thinks Marconi is going to be a huge success.

b. Enrico thinks Marconi likes bells too much.

c. Enrico thinks Marconi’s invention is not a big deal and that he won’t be able to send the signal far.

d. Enrico thinks Marconi is the greatest inventor who ever lived.

4. What is the main idea of Scene 3? (main idea)

a. Marconi sent the signal across gardens and fields.

b. Marconi wants to send his signal across the Atlantic Ocean and thinks he can do it.

c. Marconi needs to build a taller antenna.

d. A buzzing sound fills the room.

5. Which of these was the last thing Marconi accomplished? (sequencing)

a. He rang a bell.

b. He sent a signal across the garden.

c. He sent a signal across a field.

d. He sent a signal across the Atlantic Ocean.

6. In Scene 4, the narrator states, "His attempts had paid off, and history was made!" What does "paid off" mean in this sentence? (context clues)

a. Someone received money.

b. His efforts were successful.

c. He made a payment.

d. He went to sleep.

7. Compare and contrast Marconi’s accomplishments in Scene 1 and Scene 4. (compare-contrast)

a. In Scene 1, Marconi sent the signal a short distance, and in Scene 4, a long distance.

b. In Scene 1, Marconi sent the signal a long distance, and in Scene 4, a short distance.

c. In Scene 1, Marconi sent the letter S, and in Scene 4, he sent the letter M.

d. In Scene 1, everyone believed in Marconi, and in Scene 4, no one believed in him.

8. Which of the following statements is an opinion? (fact vs. opinion)

a. On December 12, 1901, the first transatlantic signal traveled across the Atlantic Ocean.

b. Dit-dit-dit is the letter S in Morse code.

c. Marconi did something great for science.

d. Marconi’s invention could transmit a signal without wires.

Lesson Introduction

Unit 3: Informational Texts

Lesson 9: Chronology Text Structure

Unit Goal Trajectory:

Describe the structure of an informational text.

1. Describe the structure of an informational text with chronology structure (Lesson 1)

2. Describe the structure of an informational text with comparison structure (Lesson 2)

3. Describe the structure of an informational text with cause/effect structure (Lesson 3)

4. Describe the structure of an informational text with problem/ solution structure (Lesson 4)

In this unit, we will be exploring informational text structures.

Informational texts are writings that teach the reader about a topic. There are different ways authors structure, or organize, the information in an informational text.

Let’s start with the chronology text structure. Events are told in the order they happened This helps us understand what already happened or what will happen first, next and last.

To find the chronology text structure, look out for:

Dates and times:

The Civil War began in 1861 with an attack on Fort Sumter. After the attack, there were several major battles. The war ended in 1865

Words that show an order:

A butterfly starts out as an egg. Next, the egg hatches into a tiny caterpillar. Then, the caterpillar grows, and eventually forms a chrysalis. Finally, the chrysalis opens, and a butterfly comes out.

Step-by-step directions:

First, preheat the oven to 350 degrees. Next, mix the flour, sugar, and butter together. Finally, bake the cookies for 10 minutes until golden brown.

Let’s Practice!

Read the passage. Write three words that let you know it was written in the chronology text structure.

When I first arrived in the new city, I was nervous. Then, I met a friendly neighbor who showed me around. This helped me feel more comfortable. I started walking to the local stores and made new friends. Finally, I felt at home.

Clearing Up Common Misconceptions

Students may have a hard time identifying words that show the chronology text structure.

Provide students with lots of examples of key words. Discuss why each word lets you know it was written in the chronology structure.

First, wet your toothbrush with water. Next, put toothpaste on the bristles. Then, gently brush your teeth in circles for two minutes. Finally, rinse your mouth with water and spit.

first then finally Wet your toothbrush Put on toothpaste Brush Rinse your mouth

Read the passage. Use the graphic organizer to show the order of steps.

Tell about your day using the chronological text structure.

Answers will vary; I wake up at 8:00 and get ready for school. At 8:30, the bus comes. Then, I am in school from 8:45 to 4:00. When I get home, I eat supper. After supper, I have time to play and do homework. I go to bed at 8:30.

Examples: first, second, third, before, next, after, then, finally, lastly, now, until, previously, following, afterward...

Synonym

Additional Questions S A E Q

Antonym

Examples

1. Received, adjective

S Got A Gave E Got a present; Got a ticket; Got an answer Q If you received a letter from a pen pal in another country, what are some things you might want to tell them in your reply?

2. Icebergs, noun

A Land E A big chunk of ice; Small glaciers Q Where might you see icebergs?

3. Compartments, noun

S Sections A Whole

E Parts of a train; Sections of a jewelry box; Pockets in a backpack Q Why are compartments useful for organizing things?

4. Clung, verb

S Held A Released

E A child who sticks to his mother; A wet shirt stuck to skin; A magnet sticking to a fridge Q Can you name something that might cling to your clothes?

5. Endless, adjective

S Infinite A Short

E A road that seems forever long; The number of stars in the sky; A feeling that doesn’t go away Q Imagine you have an endless amount of your favorite food. How would that make you feel?

6. Distress, noun

S Suffering A Peace

E Someone in pain; A cry for help; Someone in trouble

Q What should you do if you see someone in distress?

Vocabulary

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

separate sections of a container or space

in the cold ocean waters.

The backpack has separate compartments to hold books, snacks, and pencils.

The little monkey clung tightly to its mother's back as she swung through the trees.

The long path through the desert seemed endless.

A flat tire on a busy road can make anyone feel distress

The fire in the building was a terrible disaster.

The storm split the boat in half, turning it into a wreck

great pain or worry

what is left of something that has been broken

got or was given something

something that causes a lot of damage or suffering

never ending

large pieces of ice floating in the ocean

held on tightly to something received [ri-SEEVED]; icebergs [ICE-burgz]; compartments [kum-PART-ment]; clung [KLUNG]; endless [END-less]; distress [dis-TRESS]; disaster [di-ZAS-ter]; wreck [REK]

7. Disaster, noun

S Catastrophe A Fortune

E An earthquake; A car crash; A failed experiment Q What are some things people can do to stay calm during a disaster?

8. Wreck, noun

S Ruins E A building destroyed by a fire; A garden after a storm; A messy room Q Why might people be interested in studying the wrecks of old ships?

The Unsinkable Ship

Author: Aaron Ingel Genre: Informational

Nine-year-old Frank Goldsmith stood on the deck of the Titanic, staring out at the blue ocean. The ship was enormous—bigger than anything he had ever seen! With fancy rooms sparkling with lights, it was like a floating palace. As the Titanic sailed smoothly across the Atlantic Ocean, Frank felt like the luckiest boy in the world. But late one night, a strange noise woke him up. The ship shook. People were scared. What had happened? Was the "unsinkable" Titanic really in danger? And would Frank make it to safety?

Teacher Script

The passage we will read today is an informational text. Information texts are nonfiction.

1. This passage is about a famous ship called the Titanic. Have you heard of the Titanic? What do you know? {Answers will vary.}

This passage is written in the chronology text structure. Let’s see if we can find all the clues that hint to its structure.

Early April, 1912: The Unsinkable Ship Is Built

It was all anyone could talk about. The largest ship ever had been built. It was taller than a six-story building and longer than three football fields! More than 2,200 people could fit inside. The ship offered many things that most ships didn't. It had dining rooms, a restaurant, and a barbershop. It had a gym and swimming pool.

This ship was the Titanic. It was called the “unsinkable ship.” People dreamed of sailing on it across the Atlantic Ocean.

In many homes in Europe, families packed their bags. Some of them were wealthy. They would be traveling in first class. They would be served good meals and stay in beautiful rooms. Some passengers were traveling in second class. Other passengers were traveling in third class. They wanted to start a new life in America.

Nine-year-old Frank Goldsmith couldn’t wait. His family was traveling on the Titanic They were moving from England to Michigan. There, Frank’s father planned to work in a factory. Traveling on the Titanic was going to be a great adventure!

April 10, 1912: Setting Sail

On the morning of April 10, 1912, the Titanic was ready to set sail. It would leave from Southampton, England. Crowds gathered to say goodbye. They waved and cheered as passengers boarded. People couldn’t believe how big the ship was. In real life, it looked even bigger than it had been described!

At noon, a loud whistle blew. The Titanic started to move. The ship sailed away, puffing smoke. Passengers waved from the deck to the cheering crowds. Today, they were making history!

Teacher Script

1. Look at the section titles. What do you notice? {They have a date.}

2. How does this hint to the chronology text structure? {The dates are in order.}

3. How was the Titanic different than a regular ship? {It was bigger and fancier.}

April 11–14, 1912: Life Aboard the Titanic

Sailing on the Titanic was like being in a floating palace. The first-class passengers relaxed in grand rooms with sparkling lights. They sipped tea from fine china. The dining room served fancy meals with more courses than most people could count.

The second-class passengers enjoyed comfortable cabins and delicious food. Meanwhile, the third-class passengers enjoyed nice and clean rooms. Usually, people traveling in third class didn’t get such nice rooms. Everyone enjoyed walking on the open deck. They breathed in the salty ocean air and watched the endless blue waves.

Frank loved exploring the Titanic. During the day, he played games with other children on the open deck. They laughed and ran, feeling the fresh ocean breeze on their faces.

Teacher Script

Do you think first-class passengers paid more money than third-class passengers? Why or why not? {Yes, first class was a lot fancier.}

At night, his family joined other third-class passengers. They sang, told stories, and played games.

April 14, 1912: Trouble Ahead

On April 14, the air grew colder. The ocean was dark and still. That evening, the Titanic received a few warnings from other ships about icebergs in the area.

Sailors climbed high above the deck to see if they could see any icebergs. The ship sailed on at full speed. Captain Edward Smith wasn’t worried. After all, the Titanic was supposed to be unsinkable.

At 11:40 p.m., there was a loud scraping sound. The ship shook. The Titanic had hit an iceberg!

Frank sat up in bed. “What was that?” he asked.

His father pulled on his coat. “Stay here. I’ll see what’s going on.”

Below deck, freezing seawater poured into the Titanic’s lower compartments. The ship was in trouble. The Titanic could stay afloat if four compartments flooded, but the iceberg had damaged five.

The Titanic was sinking.

April 15, 12:30 a.m.: “Women and Children First!”

By midnight, the front of the ship was sinking lower into the ocean. Sailors knocked on cabin doors.

“Put on life jackets and head to the lifeboats!” they told the passengers.

Some people laughed. They thought it was a safety drill. Other people grabbed coats and blankets and hurried to the deck.

Frank shivered in the cold night air. He held his mother’s hand tightly.

“Stay close to me,” his father said.

On deck, sailors shouted, “Women and children first!” Lifeboats were lowered into the icy water. Frank clung to his mother as they were lifted into a lifeboat.

Teacher Script

1. Why was Captain Edward not worried about the warnings about icebergs? {He thought the Titanic was unsinkable.}

2. What is a lifeboat? {a small boat on ships that is used in emergencies}

As the lifeboat dropped into the water, Frank looked up at the huge ship. Its lights glowed brightly against the dark sky, but water was rising fast inside it.

April 15, 2:20 a.m.: The Titanic Sinks

As the hours passed, the Titanic leaned further and further into the water. The back of the ship rose high into the air. Passengers clung to railings, trying to stay on board. The ship’s band continued to play music, their song echoing across the cold, silent ocean.

At 2:20 a.m., the Titanic broke into two pieces and disappeared under the waves. Frank shivered from cold and fear. Around him, voices

called out in the darkness. Some people cried; others were quiet. The water was freezing. That made it impossible for many to survive.

April 15, 4:00 a.m.: Help Arrives

The Titanic sent out a call of distress Another ship was only about ten miles away. But it didn’t answer. No one was listening to the ship’s radio. Hours later, the sound of another ship’s whistle broke the silence. The Carpathia had heard the Titanic’s call. It arrived to rescue the passengers.

Frank’s lifeboat was one of the first to be rescued. Sailors wrapped him in a warm blanket and handed him a cup of tea.

“Did you see my father?” Frank asked, his voice shaking.

The sailor’s face was both kind and serious. “We’re still searching,” he said gently.

The Carpathia picked up lifeboat after lifeboat, bringing the survivors onboard. Out of the more than two thousand people on the Titanic, only 706 were saved.

April 18, 1912: A Tragic Arrival

Three days later, the Carpathia arrived in New York. Crowds gathered at the docks, hoping for news of their loved ones. Reporters shouted questions. Survivors shared their stories of that terrible night. People around the world were shocked. How could the “unsinkable” Titanic sink so quickly?

After the disaster, laws changed. Ships had to carry enough lifeboats for everyone on board. Someone had to be in charge of the ship’s radios 24 hours a day. The Titanic’s story changed safety rules on ships.

1985: The Titanic Is Found

For years, the Titanic’s wreck lay hidden deep in the ocean. In 1985, explorers finally found it. Using submarines, they saw the ship’s broken pieces and items that had been left behind. There were dishes, suitcases, and even shoes. Today, museums display some of these objects.

Years later, Frank Goldsmith wrote that he would never forget the kindness of the Carpathia’s sailors or his father’s bravery. The Titanic’s lesson will never be forgotten as well. People must do their best in every situation. They should not rely only on themselves or technology to save the day.

Teacher Script

1. What is the last thing written in the story? {the lesson we learn}

2. Find five words that let you know the text was written with the chronology structure. {hours, later, three days, after, for years}

3. On the next page, you will organize the text on a timeline. Why is a timeline a good way to organize this text? {It is written in order of dates and times.}

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Fill in the missing information in the timeline.

People talk about and prepare to board the Titanic.

The Titanic sets sail.

The Titanic hits an iceberg.

Evening: 11:40 p.m:

The ship receives warnings about icebergs.

The ship hits an iceberg.

The Titanic sinks.

12:30 a.m.: 2:20 a.m.: 4:00 a.m.:

People put on life jackets and go on

The ship sinks.

The Carpathia arrives to rescue people.

Answer the question.

The Carpathia arrives in New York with the survivors.

Passengers enjoy life aboard the Titanic. It is written in the order it happened; it uses key words like times and dates. the lifeboats.

How do you know that this passage was written with the chronology text structure?

Comprehension Skill Review Summaries

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

To summarize a text means to retell it in a shorter way. Focus on the main idea and the most important details.

Write a summary of the passage “The Unsinkable Ship.”

1. Plan. Determine the main idea and key details.

Main Idea:

The Titanic sank after hitting an iceberg.

Key Detail: Key Detail: Key Detail:

The Titanic was a ship. It hit an iceberg.

Many people died but some survived.

2. Topic Sentence. Include the text type (and/or the title) and the main idea.

Topic Sentence:

The passage The Unsinkable Ship is about the sinking of the Titanic. The Titanic was a ship that was considered “unsinkable.”

3. Body Sentences. Turn each key detail into a sentence. 1: 2: 3:

Late at night, it hit an iceberg, which caused it to sink. Many people died, but some managed to survive.

4. Paragraph. Write a paragraph.

The passage The Unsinkable Ship is about the sinking of the Titanic. The Titanic was a ship that was considered “unsinkable.” Late at night, it hit an iceberg, which caused it to sink. Many people died, but some managed to survive.

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

You are traveling on the Titanic!

Imagine that you are a passenger on the Titanic before it sank. Write a postcard to your friends and family. Describe what the trip is like.

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. I a present for my birthday.

a. clung

b. received

c. survived

d. distressed

2. Which word means large pieces of ice floating in the ocean?

a. Compartments

b. Icebergs

c. Clung

d. Survive

3. Which of these usually has compartments?

a. A river

b. A suitcase

c. The sky

d. A cloud

4. The cat to the tree branch during the storm.

a. clung

b. survived

c. distressed

d. disaster

5. Which of these wouldn’t be described as endless?

a. Three pages of a book

b. A long road

c. Waiting at a doctor’s office

d. The ticking of a clock

6. Which word means great pain or worry?

a. Icebergs

b. Compartments

c. Clung

d. Distress

7. Which word means something that causes a lot of damage or suffering?

a. Icebergs

b. Compartments

c. Clung

d. Disaster

8. The car crash left the vehicle a .

a. iceberg

b. compartment

c. wreck

d. distress

Comprehension Assessment

Circle the correct answer.

1. What was Frank Goldsmith's father's plan in Michigan? (detail)

a. To open a restaurant

b. To work in a factory

c. To become a sailor

d. To build ships

2. Why didn’t the Carpathia hear the Titanic's distress call immediately? (cause and effect)

a. The Carpathia's radio was broken.

b. No one was listening to the radio.

c. The Titanic's radio was not working.

d. The Carpathia was too far away.

3. Why do you think the band continued to play music as the ship was sinking? (inferencing)

a. They were trying to warn other ships.

b. They were trying to keep people calm.

c. They were enjoying the music.

d. They didn’t know the ship was sinking.

4. What is the main idea of the passage? (main idea)

a. The story of Frank Goldsmith's journey

b. The history of the Titanic and its sinking

c. The beauty of the Titanic

d. The rescue after the Titanic sank

5. Which event happened first in the story? (sequencing)

a. The Titanic hit an iceberg.

b. The Titanic set sail.

c. The Carpathia arrived.

d. The Titanic sank.

6. What does the word "fine" mean in "They sipped tea from fine china"? (context clues)

a. fancy

b. chipped

c. big

d. hot

7. How did Frank feel at the beginning of the trip, and how did he feel at the end? (compare-contrast)

a. He was happy at both times.

b. He was scared at both times.

c. He was excited at the beginning and scared at the end.

d. He was sad at the beginning and happy at the end.

8. Which statement is a fact? (fact vs. opinion)

a. Traveling on the Titanic was an adventure.

b. The Titanic was taller than a six-story building.

c. The food on the Titanic was delicious.

d. The Titanic was the best ship ever built.

Lesson Introduction

Unit 3: Informational Texts

Lesson 10: Comparison Text Structure

Unit Goal Trajectory:

Describe the structure of an informational text.

1. Describe the structure of an informational text with chronology structure (Lesson 1)

2. Describe the structure of an informational text with comparison structure (Lesson 2)

3. Describe the structure of an informational text with cause/effect structure (Lesson 3)

4. Describe the structure of an informational text with problem/ solution structure (Lesson 4)

Let’s take a look at the comparison text structure. This is when an author tells how two or more things are the same and how they are different. In other words, they compare and contrast the two things.

To find the comparison text structure, look out for words that show:

Similarities:

In the book, both Mark and Tom liked racing. They were part of the same teams and were similar in speed. Mark won five times, and Tom won eight times.

Differences:

Apples and oranges are fruits that taste very different. Oranges have a thick peel, while apples have a thin skin. Apples are crunchy. In contrast, oranges are juicy.

Comparisons:

If you compare summer and winter, you will find that summer is hotter The winter has shorter days. It is also colder and has less sunlight. Of the two, I think summer is the most fun!

Read the passage. Write three words that let you know it was written in the comparison text structure.

Clearing Up Common Misconceptions

Lions and tigers are both big cats. Lions live in groups, while tigers live alone. Unlike lions, tigers hunt by themselves.

Read the passage. Organize the information in the Venn diagram.

Cars and bikes are both great ways to get places. Cars are faster than bikes and can go long distances on highways. Bikes are slower and better for short trips. Unlike cars, bikes are also good for the environment because they don't use gas.

Cars

Can go far on highways

Use gas

Bikes

Better for short trips

Don’t use gas

Compare and contrast the sun and the moon.

Answers will vary; The sun and the moon are both in the sky. They are alike because they both give us light. But the sun is out in the day, and the moon comes out at night. The sun is very hot, and the moon is not. The moon also changes shapes, but the sun always looks the same.

Students may have a hard time identifying words that show the comparison text structure.

Provide students with lots of examples of key words. Discuss why each word lets you know it was written in the comparison structure and if it indicates comparing or contrasting.

Examples: Similar, different, in contrast, similarly, alike, same as, however, but, on the other hand, compared with, as well as…

S A E Q

Synonym Antonym

Examples

Additional Questions

1. Eager, adjective

S Excited A Uninterested

E Looking forward to a birthday party; Excited for the last day of school; Wanting to learn new things

Q What makes you eager to go to school in the morning?

2. Solve, verb

S Answer E Finding the answer to a math problem; Understanding a riddle; Helping a friend with a problem Q How do you try to solve a puzzle?

3. Flexible, adjective

S Bendy A Stiff

E A rubber band that can stretch a lot; A person who can touch their toes; A schedule that can change easily Q Why is it helpful to have a flexible mind?

4. Personality, noun

S Character E Having a happy and cheerful nature; Being adventurous and loving to explore; Having a creative and artistic nature

Q How can you learn about someone’s personality?

5. Limited, adjective

S Small A Many E Only having a few cookies left; A short amount of time to play; Only being able to go to certain places Q What does it mean to have a limited number of pencils?

6. Rare, adjective

S Uncommon A Common

E A type of flower you don’t often see; A very old and valuable coin; A sunny day in the middle of winter

Q What is something rare you have seen?

Vocabulary

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

Jake was so eager to play that he jumped up and down with a smile.

She worked very hard to solve the puzzle and find the answer.

The pen was flexible and could be bent in all directions.

His fun personality makes the people around him laugh.

We only had a limited amount of glitter because the teacher had a small bag.

There are owls living near my house, but it is rare to see them because they only come out at night.

The stamp collectors showed each other all the interesting stamps they had in their books.

The school rules remain the same each year.

7. Collectors, noun

S Gatherer E People who look for stamps from different countries; People who find and keep unique rocks; Those who enjoy finding special dolls

Q Why do people become collectors?

find or figure out an answer

the feelings, thoughts, and behaviors that make a person different from others easily bent without breaking unusual; doesn’t happen often

stay the same; doesn’t change

very excited, wanting very much to do something

not much of; not endless

people who collect or gather objects because they are beautiful, valuable, or interesting

8. Remain, verb

S Stay A Leave E Food left over after everyone eats; To continue learning in school; To still be awake late at night

Q Why might someone want to remain silent?

Fads: Here Today, Gone Tomorrow

Author: E. Aboud Genre: Informational

Have you ever seen your friends get super excited over a new toy or game? One day, no one has it, and the next day, it’s everywhere! Kids are talking about it, stores are selling out, and everyone wants one. But then, just as fast as it started, the excitement disappears. It was just a fad. How do fads start? Why do some fads last for a long time and others fizzle out quickly? Read about two popular fads and see if you can figure it out!

Teacher Script

1. This article is informational. What does it mean if a text is informational? {Informational texts give us facts and details about a topic.}

2. What is fad? {something popular that doesn’t last for a long time}

3. Can anyone think of a ‘fad’ that they’ve seen? {Allow students to share examples, such as fidget spinners, slime, popular clothing items, etc.}

Finding a Fad

The lines are out the door — and the store just opened! People push and shove, eager to get inside. What’s going on? Why is everyone rushing?

There’s a new toy on the shelves. Everyone is running to buy it. They all want it now, but in a few months, no one will look at it. That’s because it’s a fad.

A fad is something that people get very excited about, but only for a short time. A fad can be a toy, something to wear, or even a silly saying.

Sometimes, fads are silly and fun. People might collect colorful rubber bands or wear colorful socks. Other times, a fad might be a new game or a new food.

But here's the funny thing about fads: They don't usually stick around for long. What's

Teacher Script

1. Read the first two sentences. What image does this create in your mind? {It creates an image of a very crowded, busy store with lots of people. They are very excited and can’t wait to go in.}

super cool one minute might be old news the next. All fads come to an end one day, making room for the next fad!

Two fads that were super popular were the Rubik's Cube and Beanie Babies. They were so popular that they were called a craze. Read on to find out how each of these fads started and ended!

The Beginnings of a Craze

The Cube Craze

Do you like to play with Rubik’s Cubes? Well, this cube didn’t start out as a toy. Erno Rubik was a teacher who lived in Hungary in 1974. He wanted to learn more about shapes. Using little wooden blocks, he figured out how to attach little blocks to form a big cube. Each block in the big cube could be moved.

Then, Rubik had an idea. He colored the outside of each block and started twisting. Something amazing happened!

Rubik kept on twisting, but the colors got scrambled! The more he twisted, the more scrambled they got. He couldn’t get the colors back to their correct places. It took him over a month to figure out how to solve his puzzle.

Rubik realized he had created a difficult and fun puzzle. He called it the Magic Cube.

It wasn’t long before people all over Hungary were playing with the Magic Cube. It became very popular. A big toy company started selling these cubes all over the world. The Magic Cube got a new name — Rubik’s Cube.

A

Baby Is Born

Do you have any stuffed animals? Maybe one of your animals is a Ty Beanie Baby. These are stuffed toys. There are lots of different

Beanie Babies, but most of them are shaped like animals. They are soft and very floppy Unlike the Rubik’s Cube, Beanie Babies were created by a man who wanted to sell toys. Ty Warner was an American businessman. In 1993, he created a new type of stuffed animal. Warner didn’t put so much stuffing in his animals. He filled them with little plastic balls called “beans”. The result was a stuffed animal that was flexible and fun to play with. Now he needed to sell them! Warner gave his toy a catchy name — Beanie Babies. He took his Beanie Babies to a toy fair to introduce them to the world. It wasn’t long before people all over were collecting Ty Beanie Babies.

Teacher Script

1. The author says these fads were so popular they were called a ‘craze.’ What do you think the word ‘craze’ means here? {It means something that is incredibly popular; people “go crazy” about it.}

2. How do you think Rubik felt after he finally solved his own puzzle? {Answers will vary, but could include proud, excited, relieved, etc.}

Gaining Popularity

Sometimes, it’s obvious why a fad starts. Other times, it remains a mystery.

It’s easy to understand why the Rubik’s Cube became so popular. It’s fun to twist and play with. It’s also challenging to solve.

People of all ages liked playing with Rubik's Cubes. A small child can have fun twisting the pieces and watching the colors move. Adults can spend hours trying to figure out how to put the cube back together.

Very quickly, people got caught up in the cube craze. All over the world, people were buying Rubik’s Cubes. Everyone wanted a chance to solve the puzzle.

Some people wrote books explaining how to solve the Rubik’s Cube. There were even contests to see who could solve it the fastest. In 1982, the first Rubik’s World Championship was held. By then, more than a million cubes had been sold!

In contrast, Beanie Babies became popular because Warner was a smart businessman. He asked himself, How can I get people to buy

my toys? What if I make it the type of toy people want to collect? Then, people will want to buy lots of Beanie Babies.

Warner did certain things to get people to buy Beanie Babies. First, he gave each Beanie Baby a name and personality. Each Beanie Baby came with a birthday and a special poem printed on the tag. This made them very lovable. Isn’t it more fun to play with Patti the Platypus or Spot the Dog?

Teacher Script

1. Think about how the Rubik’s Cube started and how Beanie Babies started. What is one difference between how they were created? {The Rubik’s Cube started as a way for a teacher to learn about shapes, not as a toy. Beanie Babies were created by a businessman who wanted to sell toys.}

2. How were Beanie Babies different from other stuffed animals at the time? {They didn’t have as much stuffing and were filled with something that felt like little foam balls, making them flexible and floppy.}

Warner also sold only a limited amount of each Beanie Baby. If you didn’t buy one quickly, it would sell out. Once a Beanie Baby was sold out, it became rare. People like collecting rare things, so more people became interested in Beanie Babies.

Soon, Beanie Babies became a major fad. Both kids and adults were buying them. People waited in lines for hours so they could buy one! Collectors would get together and trade their collections. Rare Beanie Babies were sold for hundreds or even thousands of dollars!

Once, a truck full of Beanie Babies spilled all over the highway. People ran out to grab some, even though it was dangerous!

The Fad Today

A fad doesn’t last forever. Eventually, people begin to get bored of it. Instead, new toys and hobbies become popular.

This is what happened to both Rubik’s Cubes and Beanie Babies. They were each fads that people rushed to buy, but they lasted only a few years.

Have you ever heard of speedcubing? This is when people try to solve Rubik’s Cubes as fast as they can. In 2023, Max Park solved a Rubik’s Cube in just 3.13 seconds!

Even when the Rubik’s Cube fad was over, people continued to buy them. About ten years later, in the early 2000s, people became interested in the cube again. More and more cubes were sold. Soon, another Rubik’s World Championship was held. A new group was created, called the World Cube Association

Today, Rubik’s Cubes may not be a fad, but they remain one of the most popular toys in the world. Kids and adults try to come up with new ways to solve it. There are even cubes in different shapes and sizes.

In contrast to the Rubik’s Cube, Beanie Babies are not so popular today. People are interested in other toys. Once the fad was over,

the price of the stuffed animals went down. Today, most Beanie Babies are not worth much. However, some collectors look back at the Beanie Baby craze with fond memories. They still spend thousands of dollars on rare Beanie Babies that are in good condition! Which fad is popular where you live?

Teacher Script

1. What’s one similarity in how the Rubik’s Cube and Beanie Babies became popular? {Both were collected or bought by many people around the world.}

2. The text uses the phrase ‘In contrast’ when talking about Beanie Babies’ popularity. What does ‘in contrast’ tell us about what we’re about to read? {’In contrast’ tells us that what follows will be different or opposite from what was just discussed. It’s a clue that the author is comparing and contrasting.}

3. What is a key difference in why the Rubik’s Cube became popular compared to Beanie Babies? {The Rubik’s Cube became popular because it was fun and challenging to play with. Beanie Babies became popular because Ty Warner was a smart businessman who created strategies like giving them personalities and making them rare to encourage collecting.}

4. If you had to choose one, which fad do you think had a more lasting impact, and why? {Answers will vary.}

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Complete the Venn diagram to compare and contrast the two fads you read about.

[different/contrast]

• Puzzle

• Was not created to sell

• Became popular because they were fun for adults and children

• Still pretty popular

[same/ compare]

Fads

Toys

Fad is over, but the toy is still around today

[different/contrast]

• Stuffed animal

• Created to sell by a smart businessman

• Became collectors’ items because there were a limited number of each one

• Not as popular or valuable anymore

Answer the question.

How do you know that this passage was written with the comparison text structure?

It tells the similarities and differences between the Rubik's Cube and Beanie Babies fads.

Comprehension Skill Review Limericks

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

A limerick is a five-line poem with a funny ending. The first, second, and fifth lines each have seven to ten syllables. The third and fourth lines have five to seven syllables. The rhyme scheme is AABBA.

There was an old man of Peru Who dreamt he was eating his shoe He woke in the night With a terrible fright, And found it was perfectly true.

Write a limerick about a fad.

1. Plan. Think of a starting line and some ideas of rhyming words.

Lines you can use to start:

There once was a fad

There once was a man from

There was a banana named I once bought a

Rhyming words: kids would try fly high bye sigh

2. Write. Remember to count the number of syllables in each line. As you write, your ideas may change.

There once was a fad kids would try It made them all laugh and jump high.

But soon it was done,

No longer was fun—

They waved it a quick goodbye!

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Try to start your own fad!

1. What thing do you want to make popular? It could be an interesting food combination, a game or activity, an item you carry with you, or almost anything!

2. In the box below, draw a picture or write a description of your fad.

3. Describe how you will start your fad. How will you get it to catch on and become popular?

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. The art went looking for valuable paintings.

a. personality

b. limited

c. collectors

d. eager

2. Which word means to stay the same, without change?

a. Rare

b. Remain

c. Solve

d. Limited

3. It was a warm, sunny day, and the children were to go outside for recess.

a. flexible

b. rare

c. limited

d. eager

4. Which word means the feelings, thoughts, and behaviors that make a person different from others?

a. Collectors

b. Personality

c. Eager

d. Rare

5. Which word means to find an answer?

a. Solve

b. Eager

c. Remain

d. Flexible

6. Which is an example of something flexible?

a. A desk

b. A coffee mug

c. A rope

d. A pencil

7. We were lucky to see the total solar eclipse because it is a very event.

a. flexible

b. rare

c. remain

d. eager

8. Which is an example of something that is limited?

a. Air

b. The heat from the sun

c. The water that comes out of the water fountain

d. The number of apples in the store today

Comprehension Assessment

1. What did Ty Warner put inside Beanie Babies? (detail)

a. Lots of stuffing

b. Water

c. Little plastic balls called “beans”

d. Little wooden blocks

2. Why did Erno Rubik invent the Rubik’s Cube? (cause and effect)

a. He wanted to start a fad.

b. He wanted to learn more about shapes.

c. His son thought it would be a fun toy.

d. He was bored.

3. Why might Warner have used the word “beanie” when he named his toy “Beanie Babies”? (inferencing)

a. He liked to eat beans.

b. He filled them with something that felt like little beans.

c. He thought the name was funny.

d. He did not think people would buy a toy with that name.

4. What is this story mainly about? (main idea)

a. A comparison of two popular toy fads

b. The reasons why Ty Warner invented Beanie Babies

c. How the Rubik’s Cube was invented

d. How challenging it is to solve a Rubik’s Cube

5. What is the first thing Warner did to get people to buy Beanie Babies? (sequencing)

d. He sold them for thousands of dollars. Circle the correct answer.

a. He gave each one a name and a personality.

b. He only sold a limited amount.

c. He spilled a truck full of them on the highway.

6. The story says “The more he twisted, the more scrambled they got. He couldn’t get the colors back to their correct places.” What does the word "scrambled" mean here? (context clues)

a. A way to eat eggs

b. Hurried to get somewhere

c. Mixed up

d. Faded

7. How are the Rubik’s Cube and Beanie Babies alike? (compare-contrast)

a. They were both popular toys that became fads.

b. They were both invented by accident.

c. They were both made by smart businessmen.

d. They were both invented in Hungary.

8. Which of the following is an opinion? (fact vs. opinion)

a. The first Rubik’s World Championship was held in 1982.

b. Beanie Babies are the cutest stuffed animals ever made.

c. Erno Rubik invented the Rubik’s Cube.

d. Ty Warner invented Beanie Babies.

Lesson Introduction

Unit 3: Informational Texts

Lesson 11: Cause and Effect

Unit Goal Trajectory:

Describe the structure of an informational text.

1. Describe the structure of an informational text with chronology structure (Lesson 1)

2. Describe the structure of an informational text with comparison structure (Lesson 2)

3. Describe the structure of an informational text with cause/effect structure (Lesson 3)

4. Describe the structure of an informational text with problem/ solution structure (Lesson 4)

In this lesson, we will learn about the cause and effect text structure. This tells about something that happened (cause) and what happened as a result (effect).

Understanding cause and effect helps us see how things are connected in a text. Let’s take a closer look!

To find the cause and effect text structure, look out for:

An event with an impact: Heavy rain fell over the city for days. This caused the river to overflow. The effect of the flooding was damaged homes and businesses.

An explanation of why something happens:

If you overcook meat, it will become tough and dry. This happens due to the heat, which causes the meat to shrink, letting the liquid out. 2.

A change:

The invention of the printing press changed the way information was spread. As a result, people read more and shared more ideas.

Read the passage. Write three words that let you know it was written in the cause and effect text structure.

Earth's rotation causes the seasons to change. As a result, different parts of Earth get more or less sunlight at different times. The effect of more or less sunlight is different temperatures and seasons in each place.

Read the passage. Use the graphic organizer to identify the cause and effect in the passage.

In1886, a big earthquake hit Charleston, South Carolina. Many buildings fell down because they were not strong enough. As a result, people built stronger buildings, and new rules were made to keep them safer.

Buildings fell

People built stronger buildings New building rules

Using the cause and effect text structure, write about the causes and effects of telling a lie.

Answers will vary; People tell lies because they don’t want people to know the truth. However, the effect is very bad. One result of telling lies is that people won’t believe anything you say anymore. Another consequence is that they won’t be happy when they find out that you didn’t tell the truth.

Clearing Up Common Misconceptions

Students may have a hard time identifying words that show the cause and effect text structure.

Provide students with lots of examples of key words. Discuss why each word lets you know it was written in the cause and effect structure and if it indicates a cause or effect.

Examples: Because, so, if, then, consequently, since, for this reason, therefore, cause, result, effect, affect, leads to, in order to…

Synonym

Antonym

Examples

Additional Questions

1. Businesses, noun

S Companies

A Customers E A place where people buy toys; A company that builds houses; A restaurant Q Why are businesses important for a town?

2. Frightened, adjective

S Scared A Calm

E Someone who hides under the covers during a thunderstorm; Someone who jumps after a loud noise; Someone with sweaty palms and a fast heartbeat before a test Q How can a person act frightened even if they don’t say anything?

3. Lantern, noun

S Lamp A Darkness

E A light carried at night; A decoration for a party; A light that uses a candle

Q Where might you use a lantern?

4. Completely, adverb

S Totally A Partially

E I finished all my homework; The puzzle is fully done; The cake was all eaten Q What does it mean to understand something completely?

5. Tragedy, noun

S Misfortune A Success

E A fire that burns down a house; A big flood that ruins a town; A person who dies young Q Can a small event feel like a tragedy to someone? Explain.

6. Ashes, noun

S Dust E What is left after a fire burns wood; The gray powder from a grill; What falls from a volcano

Q What are ashes made from?

Vocabulary

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

Many businesses in town sell clothes, food, and toys.

A little mouse, frightened by the big cat, ran back into its hole.

After the

only ashes were left of the burned wood.

They packed all their possessions into boxes before moving to a new home.

The dog was brought to a shelter because it didn’t have a home.

a very sad and painful event

totally or fully

scared or afraid

a place that gives protection

things that belong to someone

a lamp that holds a candle or other light

soft, gray powder left after something burns

companies that sell goods or services businesses [BIZ-nis-iz]; frightened [FRY-tuhnd]; lantern [LAN-turn]; completely [kum-PLEET-lee]; tragedy [TRAJ-uh-dee]; ashes [ASH-iz]; possessions [puh-ZESH-unz]; shelter [SHELL-ter]

7. Possessions, noun

S Belongings E My toys and books; The clothes in my closet; My backpack and its contents; The furniture in my room Q What are some of your most important possessions?

8. Shelter, noun

S Protection A Open

E A house to live in; A place to stay when it rains; A building for homeless people

Q When might animals need shelter?

The Great Chicago Fire

Author: Tessa Barber Genre: Informational

The night sky glowed red as flames roared through the streets of Chicago. Smoke filled the air, making it hard to breathe. People ran in every direction, grabbing whatever they could carry—blankets, photos, even small pets. “Fire! Fire!” they shouted, hoping their loved ones had escaped. Horses galloped through the crowded streets, pulling wagons piled high with belongings. Buildings crumbled, sending sparks flying into the night. The fire was moving fast—too fast. How had it started? Could anything stop it before the entire city was destroyed?

Teacher Script

The passage we will read today is a type of informational text. Informational texts are nonfiction.

1. Do nonfiction texts tell true information or made up information? {true}

2. The title mentions Chicago. Does anyone know where Chicago is, or anything about it? {Chicago is a very large city in the United States, in the state of Illinois. It’s known for its tall buildings and being a major city.}

“Fire! Fire!”

Red flames lit up the dark sky. Thick smoke filled the air, making it hard to breathe. People shouted as they ran. In their arms were blankets, photos, and whatever else they could save. Horses pulling heavy wagons raced through the crowded streets. People called out the names of loved ones. Had everyone escaped? Had anyone been left behind?

It was October 8, 1871, and Chicago was on fire. This was a big tragedy. Most of the city was destroyed. Yet, the people of Chicago worked together to rebuild it. They made it stronger and safer than before.

Life Before the Fire

In 1871, Chicago was a good place to live. The city was growing quickly. Over 300,000 people lived there. People moved there from all over the world. There were factories, railroads, and new businesses. There were many jobs.

But Chicago had a problem. Almost everything in the city was made from wood. Houses, shops, sidewalks, and even some streets were built with wood. In those days, there was no electricity. People lit their homes

with candles or gas lamps. They cooked on open flames. Weeks had passed without any rain, and the wooden buildings were dry. The city was like a pile of matches, waiting for a spark to light them.

Fires were common in Chicago. There were about two fires every day. The fire department was small and didn’t have enough supplies. People were worried. What would happen if a big fire ever started?

Teacher Script

1. What do you think it means for a city to be ‘stronger and safer’ after a fire? {They learned from what happened and built things in a way that would prevent another disaster. Maybe they used different materials or had better emergency plans.}

2. Why was the city like a pile of matches? {All the wooden buildings were very dry, and that made it very easy to catch fire.}

The Fire Begins

barn was completely on fire. The wind carried the flames to nearby houses and shops. The fire jumped from building to building. It grew bigger and hotter. By the time firefighters arrived, the flames were out of control.

As the fire grew, people shouted, “Fire! Fire! Run!”

Families grabbed whatever they could carry and ran for safety. People pushed wagons filled with clothes and furniture. Others carried only small bags. Some people had no time to save anything at all.

It was the evening of October 8, 1871. The wind was blowing hard. Mr. and Mrs. O’Leary went to the barn behind their house. They were taking care of their cows. The barn was made of wood. Somehow, a fire started in the barn. Some people think that one of the cows knocked over a lantern. No one knows for sure what happened.

The flames spread quickly. They licked at the wooden walls and piles of hay. Strong winds made the fire grow bigger and bigger. Soon, the Starting point of

The wind made the fire worse. Sparks flew through the air, starting new fires blocks away. The fire spread faster than anyone could run. Wooden buildings burned like paper.

The streets were filled with wagons, carriages, horses, and people. There was smoke everywhere. Fire burned everywhere. By midnight, the fire had reached downtown Chicago. Shops, hotels, and factories burned to the ground. More sparks flew through the air. They landed on rooftops and started new fires. The streets were full of

Teacher Script

1. Why do you think the text says that the flames “licked” at the wooden walls? What does that mean? {It was making a movement like a tongue jumping back and forth against the walls.}

2. How did the fire spread across Chicago?

{The wind spread sparks, which landed on other wooden buildings in the area.}

people running. The sounds of horses neighing and buildings falling down filled the air. The courthouse was made of stone. People thought it was safe, but the heat melted the bell on the courthouse. Soon after, the entire building collapsed.

There seemed to be no way to stop the flames. The night sky glowed orange from the flames. It was so bright, you could read a book in the middle of the night.

The fire burned for two days. Finally, on the morning of October 10, the winds slowed down, and rain began to fall. The flames were gone, but most of the city was destroyed. Over 17,000 buildings were gone. More than 100,000 people lost their homes. Many businesses were ruined. People had nowhere to go. Families camped out near the river, in parks, or in fields. Others left

the city to stay with friends or family.

One survivor later wrote about the scene: “The streets were filled with frightened, homeless people. The city was covered in ashes. It was hard to imagine how anyone could rebuild after such a terrible loss.”

Chicago Rises from the Ashes

For many families, life after the fire was very hard. They had lost so much. They had no houses and no possessions. Many people had to live in tents or crowded shelters. Businesses had to start over with little money and supplies. Schools reopened as soon as possible. It was important for children to go back to school. This gave them something to do during this difficult time. Other groups worked together to help families in need. People found ways

Teacher Script

1. What factors helped the fire slow down? {The wind slow down, and it rained.}

2. Where did people who lost their houses live after the fire? {in tents or shelters}

to help each other, even when it seemed impossible. The fire had destroyed so much, but the people of Chicago didn’t give up. They worked together to rebuild their city. They helped each other. They shared food and supplies. They wanted to make Chicago a better place to live.

Workers cleared the streets. Builders put up new houses, shops, and schools. New laws were passed to make buildings safer. Houses had to be made with safer materials, like brick, stone, and steel. These materials didn’t catch fire as easily. This would give people more time to escape if there was a fire. It would also give firefighters more time to put out fires. The laws also said that buildings couldn’t be so close to each other. Streets became wider. This way, there was more space between buildings. If one building had a fire, it wouldn’t spread so quickly to another building.

The fire department also grew bigger. More people became firefighters. If there was an emergency, there would be more firefighters to fight the fire. Firefighters received better training. They practiced how to work together as a team. They learned how to rescue people trapped in burning buildings. If there was an emergency, they could help faster while staying safe.

The fire department also got better equipment. There were hoses that could spray water farther. New fire engines were able to put out fires faster. They could also pump water from one part of the city and bring it to another part of the city. This water could be used to put out a fire.

Before the fire, Mary Harris had a dressmaking business. It was destroyed. Later, she said, “The fire destroyed everything we owned, but it could not destroy our hope. We knew we would rebuild.”

Within a few years, Chicago was back on its feet. New buildings rose from the ashes of the old city. Factories reopened, and businesses did well. More people came to live and work in Chicago.

People across the country watched the city of Chicago rebuild. They saw that even after a terrible disaster, it’s possible to become stronger. Today, Chicago is one of the most important cities in the United States. Its tall skyscrapers and strong buildings are a reminder of how the city rose from the ashes.

Teacher Script

1. What does the phrase ‘rose from the ashes’ mean in the context of Chicago rebuilding after the fire? {The city was completely destroyed, like something burned to ashes, but then it was rebuilt and became even stronger and better than before.}

2. How did the fire change Chicago? {New laws were passed to make things safer, and the fire department grew bigger and got better equipment.}

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Fill in the graphic organizer to show how The Great Chicago Fire changed Chicago.

Cause: Effect:

Life was hard for families. They had to live in tents or shelters.

Businesses had to start over.

Describe The Great Chicago Fire:

It was a huge fire that burned for two days and destroyed many buildings and houses in Chicago.

People helped each other.

New houses, shops, and schools had to be built.

New laws were passed to make buildings, houses, and streets safer.

The fire department got better equipment.

Answer the question.

How do you know that this passage was written with the cause and effect text structure?

It first tells about the fire, and then it tells about the effects and how Chicago rebuilt.

Comprehension Skill Review drama

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

A drama is another word for a play. It is written as a script that includes scenes, settings, a cast of characters, stage directions, and dialogue.

Write a short play about The Great Chicago Fire.

1. Plan. Write the three main points of what will happen in the play.

Mrs. Jones sees a fire and screams.

She calls Mrs. White. They both run away.

2. Write the script.

Cast of characters:

Mrs. Jones

Setting:

Mrs. White

Chicago, 1871

(Flames flicker in the background. Mrs. Jones is agitated).

Mrs. Jones: (running) Help! There is a fire! (She knocks on Mrs. White’s door.)

Come run! There is a fire!

Mrs. White: I’m coming! (They both run out.)

Mrs. Jones: Phew, we made it!

Mrs. White: Thank you! You saved me!

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Write a newspaper article.

Look at these real newspaper articles from the Great Chicago Fire. Imagine you were a reporter during those times. Write an article describing what you saw.

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. Which word means companies that sell goods or services?

a. Ashes

b. Businesses

c. Shelters

d. Frightened

2. Which word means scared or afraid?

a. Completely

b. Shelters

c. Frightened

d. Ashes

3. The campers used a to light their way through the woods.

a. ashes

b. frightened

c. entire

d. lantern

4. Which of the following actions is NOT completely finished?

a. A puzzle with all the pieces in place

b. A book with the first chapter read

c. A meal that has been fully eaten

d. A race where the runner has crossed the finish line

5. Which of the following describes a tragedy?

a. A small party with friends

b. A big storm that destroyed homes

c. A trip to the zoo

d. A sunny day at the park

6. All that was left to do after the barbecue was clean up the .

a. businesses

b. ashes

c. entire

d. possessions

7. The family lost all their in the flood.

a. possessions

b. businesses

c. ashes

d. shelters

8. Which word means a place that gives protection?

a. Shelter

b. Completely

c. Frightened

d. Businesses

Comprehension Assessment

LESSON

Circle the correct answer.

1. What material was the courthouse made of? (detail)

a. Wood

b. Brick

c. Stone

d. Steel

2. What was the main cause of the fire spreading so quickly? (cause and effect)

a. The strong wind

b. The houses being far apart

c. The use of candles and gas lamps

d. The large number of people who lived in the city

3. Why do you think the fire department got better equipment after the fire? (inferencing)

a. To make their job easier

b. To impress other cities

c. To prevent another big fire from spreading

d. To make the firefighters happy

4. What is the main idea of the passage? (main idea)

a. The Great Chicago Fire was a terrible disaster that destroyed much of the city, but the people rebuilt it to be stronger and safer.

b. The O'Learys were responsible for starting the fire in their barn.

c. Chicago had a small fire department in 1871.

d. Many people lost their homes and belongings in the fire.

5. Which of these events happened during the fire? (sequencing)

a. New laws were passed to make buildings safer.

b. The fire department got better equipment.

c. The streets were filled with people, horses, and wagons.

d. Schools reopened.

6. What does the phrase "back on its feet" mean in the sentence "Within a few years, Chicago was back on its feet"? (context clues)

a. Recovered and doing well

b. Walking around

c. Still struggling

d. Jumping up and down

7. How were the buildings in Chicago before the fire different from the buildings constructed after the fire? (compare-contrast)

a. The buildings before the fire were made of brick, while the buildings after were made of wood.

b. The buildings before the fire were taller, while the buildings after were shorter.

c. The buildings before the fire were closer together, while the buildings after were spaced farther apart.

d. The buildings before the fire were safer, while the buildings after could catch on fire more easily.

8. Which sentence is an opinion? (fact vs. opinion)

a. The fire destroyed over 17,000 buildings.

b. The fire was a terrible tragedy.

c. The fire burned for two days.

d. The fire spread quickly because of the strong wind.

Lesson Introduction

Unit 3:

Informational Texts

Lesson 12: Problem/Solution

Text Structure

Unit Goal Trajectory:

Describe the structure of an informational text.

1. Describe the structure of an informational text with chronology structure (Lesson 1)

2. Describe the structure of an informational text with comparison structure (Lesson 2)

3. Describe the structure of an informational text with cause/effect structure (Lesson 3)

4. Describe the structure of an informational text with problem/ solution structure (Lesson 4)

Today, we’re looking at another way to organize information by problems and solutions. The problem/solution text structure explains a problem or problems (something that needs to be fixed or solved). Then, it describes its solution (how to fix the problem).

To find the problem/solution text structure, look out for:

A problem:

Homelessness is a big problem in many cities. To solve this issue, cities should make more shelters and cheaper houses available.

A solution:

If the printer is not printing, it might be out of ink. The solution is to check the ink levels and replace empty cartridges (containers that hold ink). If the problem continues, try restarting the printer.

Convincing reasons to do something: Tired of clutter? Our new storage solutions are the answer! No more messy rooms or lost items. Our stylish boxes will free up your space.

Read the passage. Write three words that let you know it was written in the problem/solution text structure.

Many students have a hard time with reading. This can make problems for them in school. One solution is to add more books in schools. School libraries should also have fun reading programs to help students enjoy reading.

Read the passage. Organize the information in the diagram.

Burnt cookies are a common baking problem. To prevent this, you can use a lower oven temperature or set a timer. You can also check on the cookies and turn the baking sheet around.

Problem: Solutions: 1. 2. 3. 4. problems solution should Burnt cookies

Use a lower oven temperature Set a timer Check on the cookies Turn the baking sheet around

Write about a problem with food and how you think it should be fixed. For example, you could write about wasting food, hunger, or food being too expensive.

Answers will vary; Wasting food is a big problem in schools. Schools should make the lunches taste good so kids will eat them. That way, they will throw out less food.

Clearing Up Common Misconceptions

Students may have a hard time identifying words that show the problem/ solution text structure.

Provide students with lots of examples of key words. Discuss why each word lets you know it was written in the problem/ solution structure and if it indicates that there is a problem or solution.

Examples: Problem, issue, solution, challenge, difficulties, resolve, should, answer, this led to, because, since, result, solve…

Q

Synonym Antonym Examples

Additional Questions

1. Pouch, noun

S Bag E A kangaroo carries its baby here; You put coins in a small bag like this; This is where a mail carrier puts letters Q What kinds of things might you carry in a pouch?

2. Wrench, noun

S Tool E A metal tool for gripping things; A plumber uses this to work with pipes; It helps you turn something that is stuck Q Who might use a wrench in their job?

3. Fluids, noun

S Liquids A Solids

E Juice; Milk; Water; Blood Q Why is it important for your body to have enough fluids?

4. Pressure, noun

S Force A Release

E When you push down hard on something; The air inside a balloon creates this; When you press a button firmly Q When might you feel pressure from someone else?

5. Signals, noun

S Messages E A nod or shake of head; A siren makes this sound; Your body might send these if you’re hungry

Q What kind of signal would you use to tell someone “hello” from far away?

6. Tasks, noun

S Jobs E Homework; Cleaning up; A list of things to get done Q What kinds of tasks do you have to do at home?

Vocabulary

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

The kangaroo carried its baby in a pouch on its stomach.

The man used a large wrench to loosen the bolt.

The doctor told the patient to drink a lot of fluids.

The pressure in the tire made it get bigger and bigger until it almost popped.

The traffic lights changed color, giving signals to the cars to stop or go.

The teacher gave tasks to the students, including reading, writing, and solving math problems.

The instructions for building the bookshelf were simple and easy to follow.

I really appreciate all the help you've given me with this project.

7. Simple, adjective

S Easy A Hard E A drawing with only a few lines; A game that has very few rules; Something that is not fancy Q Can something simple also be important?

force that is put on something

to be thankful for something or to recognize how good something is jobs

a sign or action that is used to give a message or instruction

a tool used to hold and turn objects a bag or sack, often used to hold or carry something

easy to understand or do; not complicated

liquids

8. Appreciate, verb

S Thank A Dislike E To be thankful for something; To understand how good something is; To respect something or someone Q Why is it important to appreciate the things you have?

Weightlessness in Outer Space: Problems and Solutions

Author: R. Rentiel Genre: Informational

Have you ever dropped something and watched it fall to the ground? That’s gravity at work—a force that pulls everything toward Earth’s center. Gravity is what keeps your feet on the floor, your cereal in the bowl, and your backpack from floating away! But in outer space, gravity is much weaker. That’s why astronauts and their tools seem to float around. It looks fun… but is it really? What happens when even lunch won’t stay put? And how do astronauts stay strong when their bodies barely have to work?

Teacher Script

1. The passage we will read today tells true information about being an astronaut in outer space. What are true passages called? {nonfiction}

2. Have you ever heard of the International Space Station? What is it? {a place in outer space where astronauts live and work}

3. Have any of you ever thought about what it would be like to live in space? What do you imagine would be some fun things about it? What might you find difficult in space? {Answers will vary.}

Jack reached out his hand. He wanted to pick up a piece of paper. It floated away.

“Can you get that, Sam?” Jack called.

Sam was holding a water pouch. He was trying not to bump into the wall. He turned around and went spinning in the opposite direction. His water pouch floated away.

“I’ll get it!” he said.

He floated across the room. He tried to grab the paper. Instead, he knocked a wrench off the wall. Now the wrench, paper, and water pouch floated around the room.

Jack was floating, too. He grabbed onto the wall.

“Quick,” he said. “Try to catch something before your lunch floats away!”

Sounds strange?

Not really. That’s because Jack and Sam are astronauts. They’re spending a few months on the International Space Station. This is a spacecraft that travels around Earth.

On Earth, gravity keeps our feet on the

ground. It helps us move around. In space, there is almost no gravity. That’s why things — and people — float around. It might seem like fun, but it causes a lot of problems for astronauts.

Weak Muscles and Bones

On Earth, gravity makes our muscles and bones work well. Standing, walking, and even

Teacher Script

1. Why were Jack and Sam floating? {They were in outer space, and there is no gravity there.}

2. The text tells us that on Earth, gravity ‘keeps our feet on the ground.’ What does that tell you about what gravity is? {Gravity is a force that pulls things down towards the Earth.}

sitting help keep our bodies strong. When muscles and bones don’t have to work, they get weaker. In space, astronauts don’t use their muscles and bones too much. This makes their bodies weak. When they return to Earth, it’s hard for them to stand and walk.

In 2015, Scott Kelly spent almost a year in space. When he came back to Earth, his legs were weak and wobbly.

“I had to relearn how to walk,” he said.

To keep their bodies strong, astronauts exercise every day. They use treadmills with straps to hold them down so they don’t float away. They also use machines that let them push and pull. It’s almost like lifting weights on Earth. These exercises keep their muscles and bones strong. Exercise is so important that astronauts spend two hours exercising every day.

Fluids Move Upward

On Earth, gravity pulls blood and other fluids in our bodies toward our feet. When there is no gravity, these fluids float upward. They travel to the upper part of the body and

Teacher Script

1. How does the passage tell us astronauts solve the problem of weak muscles and bones in space? {Astronauts exercise every day for two hours, using special treadmills with straps and machines for pushing and pulling.}

the head. This causes astronauts’ faces to look puffy. They may get headaches or feel pressure in their heads.

“In space, my face looked like a balloon,” an astronaut said.

To stop this from happening, astronauts wear special belts or suits. These squeeze the lower part of their body and push fluids back to their legs. This helps lessen the pressure in their heads. Back on Earth, doctors watch the astronauts carefully. If someone gets a headache or feels dizzy, the doctors might change their exercises. They might tell them to drink more fluids. That helps the astronauts feel better.

Space Sickness

The inner ear is an important part of the body. It tells the brain which way is up and which way is down. When there is no gravity, the inner ear sends confusing signals. This can make astronauts feel dizzy or sick.

“I felt so dizzy that I couldn’t even write a

report,” one astronaut said. It was his first day in space. “The words looked like they were swimming off the page!”

When astronauts travel to space, they spend the first few days doing small tasks. This helps their bodies get used to no gravity. Some astronauts take medicine, like people on Earth who get motion sickness. That way, astronauts can do their jobs.

Feeling Lonely or Stressed

It’s hard to be far from home. Astronauts may be away from home for months. They also have to live in a very small space. This might make them feel lonely and worried.

To help astronauts feel better, they follow schedules. Their days include work, exercise, and fun activities like reading. They also speak to family members back on Earth. Many

Teacher Script

1. What happens to the fluids in an astronaut’s body when there is no gravity? {The fluids float upward to the upper part of the body and the head.}

2. What do astronauts do to help with space sickness? {They spend the first few days doing small tasks to help their bodies get used to no gravity, and some astronauts take medicine.}

astronauts like to look out the window at Earth. This helps them feel calm and happy.

“It’s the most peaceful and beautiful view anyone could ask for,” said an astronaut.

Eating and Sleeping

Even simple things, like eating and sleeping, are hard to do in space. Without gravity, food

and drinks float away. Sleeping feels strange when there is no way to lie down.

Astronauts eat food that is packaged in a special way. This stops crumbs and spills. Drinks come in pouches with straws. When it’s time to go to sleep, astronauts zip themselves into sleeping bags. These are attached to the walls or ceilings. This keeps them from floating around while they rest.

Coming Back to Earth

After months in space, it’s hard to return to Earth. Many astronauts feel wobbly when they take their first steps on the ground. Back on Earth, astronauts work with trainers and doctors. They do special exercises to rebuild their strength. With time, their bodies recover. Now, they can return to normal life. And they can appreciate gravity like they never did before.

Teacher Script

1. Does it sound like fun to eat and sleep in outer space? Why or why not? {Answers will vary.}

2. Why do you think astronauts appreciate gravity like they never did before, when they come back from space? {They understand how important gravity is for everyday life and how much easier it makes things because they’ve experienced life without it.}

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Use the graphic organizer to list some of the problems and solutions of weightlessness in outer space.

Problems

Astronauts get weak muscles and bones because they don’t have to work against gravity.

Fluid rises to astronauts’ faces, making their faces look puffy and giving them headaches.

Solutions

They exercise with machines for two hours every day.

They wear special belts or suits and follow their doctor's directions.

Astronauts may get dizzy or sick because their sense of direction is confused.

Astronauts are far from home, so they can feel lonely and worried.

Eating and sleeping is difficult because things float away.

Answer the question.

They take it easy for the first few days to get used to the lack of gravity. They might also take medicine.

They follow schedules, they speak to their families, and they look down at Earth.

Food and drinks are packaged in pouches. Astronauts sleep in bags attached to the walls or ceilings.

How do you know that this passage was written with the problem solution text structure?

It tells problems with weightlessness in outer space and describes the solutions astronauts use.

The comparison text structure compares one thing to a different thing. It tells how they are similar and how they are different.

Using the comparison structure, write a paragraph comparing life with gravity to life without gravity.

1. Plan. Use the Venn diagram to compare and contrast life with and without gravity.

We stay on the ground We can eat and drink normally We can sleep normally Our bones and muscles stay strong

We can talk We can read We can move

We would float

Food and drinks would float away

Need to be strapped down to sleep

Bones and muscles get weak

2. Topic Sentence. Write the things you are comparing and say that they are different.

Life with and without gravity are very different.

3. Body Sentences. Use compare and contrast words to say how they are the same and different. 1: 2: 3: Life with gravity Life without gravity

For one thing, with gravity, we stay on the ground, but without gravity, we’d float.

Another difference is that without gravity, our bones and muscles would get weak, but with gravity, they stay strong.

However, both with and without gravity, we’d have the ability to talk, move, and have fun.

4. Concluding Sentence. Write an opinion you have about gravity.

I think it would be really fun to go to outer space and float!

5. Paragraph. Write a paragraph.

Life with and without gravity are very different. For one thing, with gravity, we stay on the ground, but without gravity, we’d float. Another difference is that without gravity, our bones and muscles would get weak, but with gravity, they stay strong. However, both with and without gravity, we’d have the ability to talk, move, and have fun. I think it would be really fun to go to outer space and float!

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Draw a picture of the things astronauts need to help them in space. Think about what would help them stay safe, breathe, eat, and move around. You can draw real things or make up your own creative ideas!

Vocabulary Assessment

LESSON

Circle the correct answer.

1. How can you show that you appreciate someone?

a. Say thank you

b. Ignore them

c. Ask them for help

d. Talk about them

2. Which word means a bag or sack, often used to hold or carry something?

a. Signals

b. Wrench

c. Pouch

d. Tasks

3. A to-do list helps me organize my daily .

a. signals

b. wrenches

c. fluids

d. tasks

4. Which of the following is not a fluid?

a. Water

b. Soda

c. Blood

d. Wood

5. Which word means a tool used to turn or hold objects?

a. Pouch

b. Wrench

c. Pressure

d. Signals

6. Which word means a force put on something else?

a. Pressure

b. Simple

c. Signals

d. Tasks

7. The instructions for this game are very .

a. fluids

b. pouch

c. simple

d. pressure

8. Traffic lights give to drivers that tell them when to go.

a. signals

b. pouch

c. fluids

d. pressure

Comprehension Assessment

LESSON

Circle the correct answer.

1. Which of the following is NOT a problem astronauts face in space? (detail)

a. Weak muscles and bones

b. Difficulty sleeping

c. Too much gravity

d. Space sickness

2. What is the cause of space sickness? (cause and effect)

a. No gravity, which affects the inner ear

b. Bad food

c. Extreme temperatures in outer space

d. The stress of being so far from home

3. Based on the passage, which statement about gravity is most likely true? (inferencing)

a. Humans can survive a long time without gravity.

b. Humans cannot survive without gravity.

c. Gravity does not affect health.

d. Humans need gravity to walk but not for anything else.

4. What is the main topic of this passage? (main idea)

a. The challenges of living on the moon

b. The dangers of space travel

c. The effects of weightlessness on the human body

d. The history of space exploration

5. How is this passage structured? (sequencing)

a. It tells a story of an astronaut who went to space.

b. It compares living with gravity to living without gravity.

c. It lists the problems of living without gravity and the solutions.

d. It explains why there is no gravity in outer space.

6. In the sentence "It might seem like fun, but it causes a lot of problems for astronauts," what does the word "causes" mean? (context clues)

a. Prevents

b. Creates

c. Solves

d. Improves

7. How does the experience of eating in space compare to eating on Earth? (compare-contrast)

a. Eating is easier in space.

b. Eating needs special equipment in space.

c. There is no difference.

d. Astronauts cannot eat in space.

8. Which of the following statements is an opinion? (fact vs. opinion)

a. Astronauts exercise two hours every day in space.

b. Space travel is an exciting adventure.

c. Gravity pulls blood and other fluids toward the feet.

d. Astronauts may have headaches in space.

Lesson Introduction

Unit 4: Point of View

Lesson 13: Point of View

Unit Goal Trajectory:

Analyze point of view and perspective of the narrator and/or the author.

1. Identify if a text was written in first or third person. (Lesson 1 and 2)

2. Compare first and third person point of views. (Lesson 1 and 2)

3. Compare firsthand and secondhand accounts of the same event. (Lesson 2)

4. Identify the evidence the author uses to support an argument. (Lesson 3)

5. Determine the author’s purpose. (Lesson 4)

Today, we're going to talk about point of view. Point of view is the way a story is told. Stories can sound very different, depending on who's telling them! A story can be told in first person or in third person

First Person:

The voice telling the story is a character in the story.

Hi! My name is Ben, and I am 10 years old. Today, my teacher asked me to help him during recess. I was so excited!

Ben is telling the story. He uses words like I, my, me, we, or us

Third Person: The voice telling the story is not a character in the story.

This is Ben, and he is 10 years old. Today, Ben’s teacher asked him to help out during recess. Ben was so excited!

An unknown voice is telling the story. It uses words like she, her, he, him, they, or them

Let’s Practice!

Read each sentence. Circle the point of view it is written in.

1. The dog wagged its tail, barking with joy at the sight of its owner.

2. I raced down the street, my heart pounding with excitement.

3. He gasped as the roller coaster raced down the steep track.

4. My knees shook as I looked over the edge of the cliff.

5. The old tree creaked in the wind, its branches reaching to the sky.

6. We laughed until our sides hurt, tears running down our faces.

7. I couldn't believe my eyes when I saw the giant panda eating bamboo.

8. They stood together under the umbrella, trying to stay dry.

Clearing Up Common Misconceptions

Students may get confused when the speaker is not a human.

Explain to students that a speaker could be an animal or an inanimate object. (Note that these stories would be fiction as animals and objects cannot talk.) Point out that when writing about an animal or object in third person, you would use “it” or “its” instead of “he,” “she,” “his,” or “hers.”

Synonym

1. Dart, verb

S Dash A Stroll E A cat running after a toy mouse; A small fish quickly swimming away from a bigger one; A child running to the ice cream truck

Q What is difference between darting and walking?

2. Flee, verb

S Escape A Stay

E A rabbit running from a fox; A person running away from a bee; The robber ran away from the police Q When might it be a good idea to flee?

3. Dodging, verb

S Avoiding A Meeting

E A child quickly moving their head so a ball doesn’t hit them; A car swerving to miss a pothole; She moved her body to the side to avoid the water balloon Q What do you think it means for a person to dodge questions?

4. Fearfully, adverb

S Nervously A Bravely

E Doing something in a scared way; Showing that you are nervous; Not brave

Q How would you describe someone walking fearfully?

5. Leap, verb

S Jump A Land

E A frog jumping into a pond; A kangaroo moving across a field; The player jumped to catch the ball Q Why might a person leap for joy?

6. Silence, noun

S Quiet A Noisy

E The quietness of a library; The quietness of a forest at night; When everyone in the class is listening to the teacher

Q What does it mean to “break the silence”?

Vocabulary

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

I saw a mouse dart across the kitchen so quickly that I almost missed it.

They were forced to flee their country to escape the war.

He kept dodging the ball, moving to the side to stay safe.

She stepped back fearfully when the dog barked loudly.

He took a huge leap over the puddle to keep his shoes dry.

There was silence in the room when the teacher walked in.

She smiled with pride after finishing her project all by herself.

There was a rustle in the bushes, and then a squirrel ran out.

run away from danger

move suddenly and quickly

the feeling of being proud of yourself or someone else

moving suddenly to get away from something

soft crackling sound

a high or far jump

in a scared or worried way

complete quiet

7. Pride, noun

S Honor A Shame E How a person feels after they get a good grade on a test; The feeling a parent has when their child does something good Q How can having pride in your work make you a better student?

8. Rustle, noun

S Whisper A Quiet E The sound of dry leaves on the ground; The sound of paper being moved around; The sound of a skirt swishing when a person walks Q What kind of materials make a rustling sound?

The Great Escape

Author: A. Isaacs Genre: Fiction

Did your heart ever race, and you weren’t sure what would happen next? In this story, something big is happening—but we don’t know exactly what. All we know is that someone—or something—is on the run. There are loud noises, giant shadows, and a mystery waiting to unfold. Who is telling the story? What’s really going on? You won’t want to stop reading this story until the very end!

Teacher Script

1. This is a story that did not actually take place. What are stories that did not actually happen called? {fiction}

2. This story is a little different because it is told in two parts. The first part is told from the first person perspective, and the second part is told from the third person perspective. Who can remind us what ‘first person’ and ‘third person’ mean? {First person means the story is told by a character in the story, using words like ‘I’ and ‘me.’ Third person means the story is told by a narrator outside the story, using words like ‘he,’ ‘she,’ and ‘they.’}

First Person

When I wake up, the first thing I notice is the ground shaking beneath me.

A giant shadow moves across the sky. Bright light spills through as the shadow changes shape. I stand up quickly. Something is wrong. I need to get moving.

But where am I? There’s a strange smell. Everything around me is huge. Walls rise up like mountains. The ground is smooth and cold beneath my feet.

Boom!

The ground shakes. My eyes dart all around. I know, even without being told, that I need to hide.

"Where is it?!" a deep voice shouts.

I freeze. I can’t move. I can’t breathe. Who is that?

Teacher Script

I try to run, but my legs feel like jelly. My body is tight with fear. All around me are tall, strange objects. I feel like I'm lost in a maze. A gust of wind slaps my back. Above me, the shape moves. It’s big and dark. Finally! I see something wide and flat. I bend down very low and crawl under it. I don’t dare to move.

1. Based on the description of the character’s body—their ‘legs feel like jelly,’ and their ‘body is tight with fear’—what do you think the character is feeling? {The character is terrified or scared.}

2. The character says they feel like they are ‘lost in a maze.’ What does that tell us about their surroundings? {It tells us that the surroundings are confusing and difficult to get through, with many objects blocking the way.}

"Where did it go?!" a voice shouts. The ground shakes. The walls tremble. I stand very still. I won’t leave until I know it's safe.

And so I wait. One second.

Two seconds. Three seconds.

Light floods my hiding place. A shadow rises over me.

"There it is!"

My heart pounds. The world tilts as the giant shape moves. I see a huge hand zooming toward me.

I look around in all directions, then break into a run.

I run faster than I’ve ever run before. My legs barely touch the ground as I flee from the shadow.

A giant wall appears in front of me. I turn sharply, barely missing it. I must get away.

Something slams into the ground behind me.

Boom!

I turn left, then right, dodging the shadows that try to grab me.

The space ahead is wide and open. If I can just reach the other side, I might be free.

The world turns dark. Fearfully, I look up.

A giant hand is right on top of me.

I take a huge leap. The ground disappears. I’m flying, flying, flying… Then…

Crash!

A loud cry fills the air. The world shakes. And then—silence

I stand very still. I don’t move. I barely breathe. Am I safe?

I take a step forward, and then another one.

And then a shadow falls over me. I shake with fear. No. Not again. Another shout.

Teacher Script

1. The character thinks, ‘I did it. I survived. I am filled with pride.’ Why do they feel this way? {They think they have successfully escaped, and they are proud of themselves for getting away.}

2. This part of the story is a bit unclear. Who do you think the speaker is? What do you think they are escaping from? {Answers will vary.} pride

Third Person

Across the kitchen, Eddie stood on top of a chair. His arms were spread wide like he was about to take off.

"I SAW IT!" he shouted.

"I know, Eddie," Marcus muttered. "I can see it, too."

"It’s still alive!” Eddie cried.

Marcus shook his head. “It’s just a bug. It’s not going to hurt you.”

"It’s a huge bug," Eddie said. “Maybe it’s dangerous.”

Marcus leaned over the counter. The bug

had spent the past ten minutes zooming all over the kitchen. It was fast. Somehow, it managed to escape every single time he tried to trap it.

"I’m going to get it!" Marcus said, waving his hand.

Eddie looked on fearfully. "Be careful."

Marcus raised his hand. The bug ran under a box. Eddie covered his eyes.

Marcus swung his hand. Whack!

Eddie peeked through his fingers. "Did you get it?"

Teacher Script

1. What is the character from the first section? What are some clues from both sections that let you know this? {A bug. Eddie and Marcus are chasing a bug in the second section, and in the first section, the bug saw everything as huge. For example, the wide, flat thing was a box.}

Marcus lifted his hand. The bug was gone. Marcus blinked. "Where—" "Marcus, it’s on you!" Eddie shouted.

Marcus froze.

For a second, neither of them moved. Then—

Eddie leaped off the chair.

Marcus jumped back, shaking his arms wildly. "Where?! Where is it?!"

Eddie ran around in circles. "It’s on your shirt!”

“Eew!” Marcus cried. “Get it off!” "Stop moving! I can’t help you if you’re moving!”

Marcus shook out his shirt as he danced around.

"Did you get it?!" Eddie asked.

Marcus looked down. He didn’t see any bugs.

Eddie stared at him. Marcus stared back. Then they both heard it.

A soft rustle

A quiet scritch-scratch. And then—

Eddie’s eyes grew very big. He pointed a wobbly finger at Marcus’s foot.

Marcus looked down. The bug was sitting on his sneaker.

For a second, no one moved. Then—

The shouting started again.

Teacher Script

1. Do you think Eddie and Marcus are good characters or bad characters? {Answers will vary.}

2. What do you think will happen to the bug at the end? Will it escape again? Why or why not? {Answers will vary.}

3. How does the second section, told from the third-person perspective, change our understanding of the ‘great escape’? Is it as dramatic as the first section makes it seem? {The second section shows us that the ‘great escape’ was just a bug running around a kitchen. It seems much less dramatic to the humans than it was to the bug.}

Reread this excerpt from “The Great Escape.” Circle the words that tell you this section of the story is written in the first person point of view.

Itry to run, but my legs feel like jelly. My body is tight with fear. All around me are tall, strange objects. I feel like I'm lost in a maze. A gust of wind slaps my back. Above me, the shape moves. It’s big and dark.

Reread this excerpt from “The Great Escape.” Circle the words that tell you this section of the story is written in the third person point of view.

Across the kitchen, Eddie stood on top of a chair. His arms were spread wide like he was about to take off.

"I SAW IT!" he shouted.

"I know, Eddie," Marcus muttered. "I can see it, too."

"It’s still alive!” Eddie cried.

Marcus shook his head. “It’s just a bug. It’s not going to hurt you.”

Answer the questions.

1. Who is telling the story in the first part?

2. How did reading the second part help you understand part 1 better?

3. Which part did you enjoy reading the most? Why do you think you liked it best? The bug

Sample answer: After reading section 2 about Marcus and Eddie chasing the bug, I understood that section 1 was told from the bug’s perspective, and it was being chased by Marcus and Eddie.

Answers will vary: Sample answer: I enjoyed part 1 the most because it was very suspenseful not knowing what exactly was going on.

Comprehension Skill Review

The cause and effect text structure tells about something that happened (cause) and what happened as a result (effect). It uses words like changed, result, because, and so.

Write a cause and effect paragraph explaining what happened because there was a bug in the kitchen.

1. Plan. Write the cause and at least three effects.

There was a bug in the kitchen.

Eddie climbed up on a chair.

Marcus and Eddie were screaming at each other. Marcus was trying to trap the bug.

Eddie was scared.

2. Topic Sentence. Write the cause.

This is the story of what happens when Marcus and Eddie see a bug in the kitchen.

3. Body Sentences. Tell the effects. 1: 2: 3:

Because he was scared of the bug, Eddie climbed up on a chair.

The flying bug caused chaos and lots of screaming between the boys.

Since they wanted to get rid of the bug, Marcus tried to trap it.

4. Concluding Sentence. Write a lesson or opinion.

I think they shouldn't have got scared of a bug.

5. Paragraph. Write a paragraph.

This is the story of what happens when Marcus and Eddie see a bug in the kitchen. Because he was scared of the bug, Eddie climbed up on a chair. The flying bug caused chaos and lots of screaming between the boys. Since they wanted to get rid of the bug, Marcus tried to trap it. I think they shouldn't have been scared of a bug.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Pretend you’re the bug in “The Great Escape.” Everything is big and scary!

Draw a picture of what the bug sees. You can include:

→ Giant people

→ Hiding spots

→ Big objects in the kitchen

Bonus Challenge: Add speech or thought bubbles to show what the bug is thinking!

Vocabulary Assessment

LESSON

Circle the correct answer.

1. I watched the cat over the arm of the couch.

a. leap

b. rustle

c. flee

d. dart

2. Which is an example of something that would make someone feel pride?

a. Slipping on a banana

b. Being mean to another person

c. Winning an award

d. Eating ice cream

3. Which word means a small, crackling sound?

a. Silence

b. Dodging

c. Rustle

d. Flee

4. Our teacher asked for so that everyone could concentrate during the test.

a. pride

b. dodging

c. silence

d. leap

5. Which word means moving suddenly to avoid something?

a. Leaping

b. Rustle

c. Silence

d. Dodging

6. When would someone need to flee?

a. If they are in the path of a wildfire

b. If they are hungry

c. If they are tired

d. If they are in a swimming pool

7. Which word means to move suddenly and quickly?

a. Fearfully

b. Rustle

c. Pride

d. Dart

8. He looked around in the dark room.

a. dodging

b. fearfully

c. silence

d. pride

Comprehension Assessment

LESSON

Circle the correct answer.

1. In the first person section of the story, what is the first thing the narrator notices when waking up? (detail)

a. A hand

b. The ground shaking

c. A shadow

d. A bug

2. What causes the narrator in the first section to run faster than he’s ever run before? (cause and effect)

a. A bug

b. He is trying to win a race.

c. Thunder

d. A scary shadow is after him.

3. What do you think the “giant hand” and “giant shadow” in the first part of the story most likely belong to? (inferencing)

a. A large animal

b. A monster

c. A human

d. A machine

4. What is the main idea of the third person part of the story? (main idea)

a. Eddie and Marcus are trying to catch a huge bug.

b. Marcus is a bug that is very scared.

c. Bugs can be dangerous.

d. You should not use a box to try to catch a bug.

5. In the third person section of the story, where did Marcus and Eddie see the bug after it was under the box? (sequencing)

a. On Marcus’s shirt

b. Zooming around the kitchen

c. In the sink

d. On Eddie’s sneaker

6. What does “wobbly” mean in the sentence, “Eddie’s eyes grew very big. He pointed a wobbly finger at Marcus’s foot.”? (context clues)

a. Long

b. Short

c. Shaky

d. Skinny

7. How does the “threat” facing the bug compare to the “threat” facing Marcus? (compare-contrast)

a. Both threats are from another bug.

b. The bug faces a life-threatening giant, while Marcus faces a bothersome bug.

c. Both threats are not real.

d. The bug faces a smaller threat than Marcus.

8. Which thing that Eddie says about the bug is an opinion? (fact vs. opinion)

a. “It’s still alive!”

b. “Maybe it’s dangerous.”

c. “Marcus, it’s on you!”

d. “It’s on your shirt.”

Lesson Introduction

Unit

4: Point of View

Lesson 14: First and Secondhand Accounts

Unit Goal Trajectory:

Analyze point of view and perspective of the narrator and/or the author.

1. Identify if a text was written in first or third person. (Lesson 1 and 2)

2. Compare first and third person point of views. (Lesson 1 and 2)

3. Compare firsthand and secondhand accounts of the same event. (Lesson 2)

4. Identify the evidence the author uses to support an argument. (Lesson 3)

5. Determine the author’s purpose. (Lesson 4)

Now that we know all about point of view, let’s take the next step and learn about firsthand and secondhand accounts!

Firsthand Account:

The person who tells the account was actually there.

This account is told by someone who saw the fire. It is written in first person.

An account is a report or story about something that really happened. There are two types of accounts, firsthand accounts and secondhand accounts quickly arrived and were able to put out the blaze. We still don’t know what caused the fire. "We're thankful no one was hurt," said Fire Chief Davis. "The firefighters did an excellent job of bringing the fire under control."

Dear Diary,

On my way home from school, I saw smoke coming from the bakery. I quickly called 911, but it took so long for them to come! Flames were shooting out the windows! Finally, fire trucks came racing down the street. It was scary! I hope everyone is okay.

Secondhand Account:

The person who tells the account was not actually there.

Read both passages. Then, choose which passage the statement best applies to.

Passage 1

By: M. Smith

Two brothers named Orville and Wilbur Wright changed the world. They invented the airplane! The Wright brothers studied birds, kites, and gliders. They learned how things moved through the air. Finally, they created a machine with an engine that could fly. They called it the Flyer. Thanks to the Wright brothers, we now have airplanes that can take us anywhere in the world. We can visit family far away, explore new countries, and move things quickly across long distances. The invention of the airplane made the world a smaller place!

APassage 2

By: Orville Wright

(with changes)

fter running the motor for a few minutes, I let go of the wire. The machine moved forward into the wind. Wilbur ran beside it, holding the wing, and stayed with it until it lifted off the track. One of the men took a picture just as the machine rose about two feet in the air. The flight was shaky and only lasted twelve seconds. But it was the first time in history that a machine with a person on board lifted into the air on its own, flew forward, and landed at the same height it started from.

1. This passage is a firsthand account.

2. This passage is a secondhand account.

3. This passage tells how the airplane changed the world.

4. This passage tells what it was like when the airplane flew for the first time.

Clearing Up Common Misconceptions

Students may have a hard time understanding the differences between a firsthand account and secondhand account.

Discuss the pros and cons of reading each.

Firsthand Account

Pros:

The people were there, so they knew what actually happened.

Cons:

It is just from one person, so they don’t have the full picture.

Secondhand Account

Pros:

It was written after the fact and could tell the big picture.

It could combine what multiple people think.

Cons:

It wasn’t written by someone who was there, so it is hard to know if it is accurate.

Synonym

Additional Questions S A E Q

Antonym

Examples

1. Conductor, noun

S Guide A Follower

E A person waving a stick to lead an orchestra playing music; A material that helps electricity move easily

Q What is a conductor’s main job on a train or bus?

2. Routes, noun

S Paths E The way you walk home from school; The path a school bus takes to pick up students; The directions a GPS gives you to get to a new place

Q What are some different routes you can take to the lunchroom?

3. Arrangements, noun

S Plans A Disorder

E Getting everything ready for a birthday party; The way flowers are put together in a vase Q What arrangements do you need to make for a class picnic?

4. Expect, verb

S Assume A Surprise

E You think it will rain because the sky is gray; You are waiting for a letter from your friend; You believe your favorite team will win the game Q What do you expect to learn in school this year?

5. Defend, verb

S Protect A Attack

E A soldier fighting to protect his country; A person saying why their argument is right; A lawyer speaking up for their client Q How can you defend someone from a bully?

6. Recently, adverb

S Lately A Long ago

E You just finished your homework; You got a new pair of shoes last week Q What is a book you have recently read?

Vocabulary

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

The conductor of the band raised his stick, and the music began.

This bus has different routes to pick up students from different areas.

My mother made the arrangements for a family party.

I expect to get a good grade on my spelling test if I study hard.

The cat tried to defend itself from the barking dog.

I didn’t always know how to ride a bike, but I learned recently

The astronauts went on a mission to explore space.

If you work hard you will succeed in reaching your goal.

believe that something will happen

do well or reach a goal

not long ago

protect someone or something

someone who leads a group plans or preparations for something an important job or goal

paths or ways to get from one place to another conductor [kun-DUK-ter]; routes [roots]; arrangements [uh-RAYNJ-ments]; expect [ek-SPEKT]; defend [dih-FEND]; recently [REE-sent-lee]; mission [MISH-un]; succeed [suk-SEED]

7. Mission, noun

S Goal A Failure E A detective’s goal to solve a mystery; An astronaut’s journey to the moon; A specific job a spy has Q What is the mission of a firefighter?

8. Succeed, verb

S Accomplish A Fail E You get an ‘A’ on a test you studied for; Your team wins the game; You finish building a difficult model airplane Q How do you feel when you succeed at something you’ve worked hard for?

Harriet Tubman and the Underground Railroad

Two Passages

Harriet Tubman was born a slave, but she never stopped hoping for freedom. When she finally escaped, she didn’t just stay safe—she went back to help other slaves. The Underground Railroad was a secret way for slaves to escape, but it was very dangerous. People were searching for Harriet, and the slaves she helped had to hide and travel at night. Harriet was brave, smart, and never gave up. How did she lead so many people to freedom?

Teacher Script

Today, we will read about a real person named Harriet Tubman. We will read firsthand accounts and a secondhand account.

1. This text is a biography, which is a story about a real person’s life. What kinds of details do you expect to find in a biography? {Real facts, dates, events, and details about a person’s life, including their major accomplishments}

2. What do you already know about Harriet Tubman? {She helped slaves escape; she was a conductor on the Underground Railroad.}

Harriet Tubman and the Underground Railroad

Author: Tessa Barber Genre: Non-fiction

Harriet Tubman was born as a slave. She worked on a type of farm called a plantation. Even when she was a young child, she had to work. She took care of things in the house.

When she was older, she had to work in the fields. It was hard, painful work. The days were very long. The people she worked for were cruel and treated her badly.

For twenty years, Harriet was a slave. She dreamed of being free. She dreamed of a life where she didn’t have to do what other people wanted.

One dark night, Harriet escaped from the plantation. It was dangerous for slaves to run away. If they were caught, they could be whipped. They might get even worse punishments.

Teacher Script

1. What was Harriet’s life like as a young slave? {Her life was hard and painful. She had to work from a young age, first in the house and then in the fields. The people she worked for were cruel.}

2. The text says it was ‘dangerous for slaves to run away.’ Why did Harriet decide to escape anyway? {She was so desperate for freedom that she was willing to risk being caught and punished.}

Harriet was scared, but she could no longer live as a slave. She looked up at the sky. She saw the North Star. In the North, there were no slaves. There, she could be free. Harriet followed the star and kept walking north. She hid in forests and walked through rivers. After a long and dangerous journey, she reached Pennsylvania. Finally, she was free!

Harriet thought of the slaves she had left behind. She wanted to help them. She decided to return to the South. She would help other slaves escape. This was very dangerous, but Harriet was brave.

Harriet became a conductor on the Underground Railroad. This wasn’t a real railroad with trains. It was a way for slaves to escape without their masters following them. There were houses along the way where people could hide. They could eat and rest there, too. These houses were called “safe houses.”

Harriet led escaped slaves through

dangerous routes. They traveled at night so people wouldn’t see them. They walked many miles through forests and swamps. It would be dangerous if they were heard. They could not make a noise.

These people trusted Harriet to keep them safe. She used songs as secret signals. These songs had codes that told slaves if it was safe to keep moving or if they should hide.

Teacher Script

1. Was slavery in the North or South? How do you know? {In the South, she escaped to the North and went back to the South to rescue more slaves.}

2. Why do you think the Underground Railroad has that name? {The people escaping followed a route, there were stations where they stopped and stayed, and the people helping were called conductors. It wasn’t underground, but it was a secret.}

Every time Harriet returned to the South, she risked her life. Slave owners were very angry that she was helping their slaves escape. They promised large rewards to anyone who caught her.

But Harriet was clever and fearless. She had many different tricks to stay safe. Sometimes, she dressed like an old woman. She wore a bonnet, shawl, and sometimes held a cane. No one thought this “old lady” was the leader of a secret escape route. Other times, she dressed up in men’s clothing. She wore a big hat to cover her face. No one could tell who she really was.

Part of Harriet’s job was keeping the escaped slaves safe. Once, an escaped slave

was scared. He wanted to turn back.

“It’s too dangerous,” Harriet said. The group kept going, and they made it to freedom.

Harriet didn’t work alone. The Underground Railroad had many helpers. Kind people gave food, clothing, and places to hide along the way. Over the years, Harriet made thirteen trips on the Underground Railroad. She helped more than seventy people escape from slavery. Someone once asked Harriet, “Aren’t you afraid of being caught?”

“I never ran my train off the track,” Harriet said. “And I never lost a passenger.”

Harriet Tubman helped many people lead better lives. She often said, “Every great dream begins with a dreamer.”

Teacher Script

1. Why did Harriet Tubman need special code signals? {She didn’t want people to know what she was doing and catch her.}

2. What does Harriet mean when she says, ‘I never ran my train off the track’ and ‘I never lost a passenger’? {She never made a mistake that caused a group to be caught, and she never lost any of the people she was guiding to freedom.}

Thomas Garrett’s Letters

The following letters* were written by Thomas Garrett. He worked with Harriet Tubman and was known as a "stationmaster" on the Underground Railroad.

Wilmington, December 29, 1854

Dear Friend J. Miller McKim,

Last night, we made arrangements for Harriet Tubman to continue her journey with seven people. They have gone to Allen Agnew’s, where they will be led across the countryside toward the city.

Harriet and one of the people had worn their shoes off their feet from walking. I gave them two dollars to help them buy new shoes. I also arranged for a carriage to take them part of the way. I will pay for it, though I do not yet know the total cost.

Right now, I have two more people who have traveled over one hundred miles from the lowest county in Maryland. I will try to have one of our trusted men take them tomorrow morning to the Anti-Slavery Office. They can be sent forward safely.

Your Friend, Thomas Garrett

and simplified

Teacher Script

1. Now, we’re going to read some letters written by Thomas Garrett, who worked with Harriet Tubman. How is reading a letter different from reading the main story we just read? {A letter is something written then; it was written by real people.}

2. Who do you think J. Miller McKim and Thomas Garrett are? {Harriet Tubman’s friends and part of the Underground Railroad}

3. Why do you think Thomas Garrett paid for Harriet’s shoes and carriage? {He wanted to help them escape.}

Wilmington, April 1, 1857

Dear Friend, I was so glad to hear that Harriet Tubman is still healthy and ready for action. But right now, it is more dangerous than before because eight slaves escaped. There is a lot of excitement over that.

I was very sorry to hear about the poor man who risked so much for his freedom. When you last told me about him, I had hoped he would eventually get better.

Your Friend, Thomas Garrett

Wilmington, March 27, 1857

Dear Friend, I have been very worried about Harriet Tubman. The last I heard, she was in New York, traveling to Canada with some friends last fall. Have you seen or heard any news about her?

It would be sad if such a hero were lost from the Underground Railroad. I recently received a letter from Ireland asking about her. I would like to be able to send back news.

If you get this letter in time and know anything about Harriet, please write back as soon as possible. I will get your message by the next morning.

Your Friend, Thomas Garrett

Teacher Script

Wilmington, May 11, 1856

Dear Friends,

As for the four people I wrote to you about earlier, they arrived safely. Harriet Tubman followed yesterday in a carriage. I expect five more to arrive from the same area on the next trip. Also, Captain Lambdin would like books from Southern leaders that have strong arguments against slavery. He wants to defend himself, as he doesn’t think his lawyer will help him. If possible, could you send him something useful? His friends fear he will be sent to prison. Now they will not allow anyone except his lawyer to see him.

As always, your friend, Thomas Garrett

1. Why do you think Captain Lambodin needs books that are anti-slavery? {He has a court case, and he needs to defend himself. He probably got caught helping slaves escape, and he doesn’t want to go to jail.}

2. Why was Thomas Garrett happy to hear that Harriet Tubman was healthy? {He didn’t hear from her in a while and was nervous that something had happened to her.}

Wilmington, December 1, 1860

Dear Friend,

I am writing to let you know that Harriet Tubman is once again in these parts. She arrived last evening from one of her trips of kindness. This time, she brought two men with her as far as New Castle.

I paid a man to bring them to Chester County. One of the men has a wife and children who are still thirty miles behind. I gave Harriet ten dollars to hire a man with a carriage to bring them safely to Chester County.

I will be worried until I know they are safe. The trip is even more dangerous now because there are wicked people watching the roads. They are hoping to catch escaping slaves. It is especially risky when using a carriage, as it is harder to hide.

However, Harriet has always seemed protected on her mission of kindness. I hope that she will succeed again.

Your Friend, Thomas Garrett

P.S. I hope everyone will arrive safely in Chester County tomorrow.

Teacher Script

1. When Thomas Garrett writes about Harriet’s “mission of kindness,” what is he referring to? {Her acts of helping slaves escape}

2. Did you enjoy reading the secondhand account or firsthand account better? Explain your answer. {Answers will vary.}

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Match each description to the correct account.

Firsthand account

Secondhand account

Written by someone who was there

Written by someone who wasn’t there

Written in third person

Written in first person

Focuses on the big picture

Focuses on the day-to-day details

Talks about Harriet Tubman’s life

Talks about specific things

Harriet Tubman did

Tells just part of the story

Tells the whole story

Harriet Tubman and the Underground Railroad

Thomas Garrett’s Letters

Harriet Tubman and the Underground Railroad

Thomas Garrett’s Letters

Harriet Tubman and the Underground Railroad

Thomas Garrett’s Letters

Harriet Tubman and the Underground Railroad

Thomas Garrett’s Letters

Harriet Tubman and the Underground Railroad

Thomas Garrett’s Letters

Harriet Tubman and the Underground Railroad

Thomas Garrett’s Letters

The problem-solution text structure tells about a problem and its solutions.

Using the problem/solution structure, write a paragraph explaining Harriet Tubman’s problem and what she did to solve it.

1. Plan. Use the graphic organizer to sort the problems and solutions.

Harriet Tubman was a slave to cruel masters.

1: 2: 3:

2. Topic Sentence. Write who had a problem and what it was.

Harriet Tubman had a problem; she was a slave to cruel masters. So, she ran away from the plantation where she worked. Then, she also helped other people escape.

3. Complete the outline. Use your answers from step one to finish the body sentences. 1: 2: 3: Problem:

Since she did not want to get caught, she wore disguises when she went back to the South. She ran away. She helped other people escape. She used different disguises to avoid getting caught.

4. Concluding Sentence. Write a lesson we can learn from Harriet Tubman.

Harriet Tubman teaches us to be brave in difficult times.

5. Paragraph. Write a paragraph.

Harriet Tubman had a problem; she was a slave to cruel masters. So, she ran away from the plantation where she worked. Then, she also helped other people escape. Since she did not want to get caught, she wore disguises when she went back to the South. Harriet Tubman teaches us to be brave in difficult times.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Create a map!

Imagine where different safe houses may have been along the route to the North. Create a map showing forests, rivers, and other dangers. Add in different safe houses along the way.

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which is not an example of a conductor?

a. A leader of a group

b. A chef

c. The driver of a train

d. A band leader

2. There are many different to get to school.

a. routes

b. defend

c. recently

d. succeed

3. Which word means plans or preparations for something?

a. Defend

b. Expect

c. Arrangements

d. Recently

4. I my friend to come to my graduation.

a. expect

b. succeed

c. arrangements

d. routes

5. Which is an example of defending something?

a. Sharing toys

b. Helping a friend

c. Standing up to a bully

d. Doing homework

6. Which word means not long ago?

a. Mission

b. Recently

c. Succeed

d. Expect

7. Which word means an important job or goal?

a. Mission

b. Succeed

c. Expect

d. Defend

8. If you study hard, you will in school.

a. arrangements

b. mission

c. routes

d. succeed

Comprehension Assessment

Circle the correct answer.

1. What did Harriet Tubman use to guide her escape to freedom? (detail)

a. A map

b. The sun

c. The North Star

d. The moon

2. What was the effect of Harriet Tubman's work for the Underground Railroad? (cause and effect)

a. It made plantation owners richer.

b. It helped over seventy slaves escape to freedom.

c. It started a war between the North and South.

d. It caused more slaves to be captured.

3. Why do you think Thomas Garrett wrote letters to J. Miller McKim? (inferencing)

a. To complain about his problems

b. To ask for money

c. To discuss the Underground Railroad and Harriet Tubman's activities

d. To gossip about other people

4. What is the overall message of the story? (main idea)

a. It is important to be brave and help others.

b. Slaves should have stayed on the plantations.

c. It is dangerous to travel at night.

d. The North Star is a beautiful sight.

5. What did Harriet Tubman do after reaching freedom? (sequencing)

a. She stayed in Pennsylvania.

b. She returned to the South to help others.

c. She moved to Canada.

d. She started a new life.

6. What does the word "cruel" mean in the sentence "The people she worked for were cruel and treated her badly"? (context clues)

a. Kind

b. Mean

c. Hardworking

d. Happy

7. How was the Underground Railroad similar to a real railroad? (compare-contrast)

a. It had trains and tracks.

b. It helped people get to new places.

c. It was paid for with a ticket.

d. It was underground.

8. Which of the following is a fact? (fact vs. opinion)

a. Harriet Tubman was a brave woman.

b. Harriet Tubman helped slaves escape.

c. Harriet Tubman was the best conductor of the Underground Railroad.

d. Harriet Tubman was a hero.

Unit 4: Point of View

Lesson 15: Persuasive Writing

Unit Goal Trajectory: Analyze point of view and perspective of the narrator and/or the author.

1. Identify if a text was written in first or third person. (Lesson 1 and 2)

2. Compare first and third person point of views.

(Lesson 1 and 2)

3. Compare firsthand and secondhand accounts of the same event. (Lesson 2)

4. Identify the evidence the author uses to support an argument. (Lesson 3)

5. Determine the author’s purpose. (Lesson 4)

4 15

Lesson Introduction

Sometimes, authors share their opinions when they write. They try to get others to agree with them. They give reasons and use facts to convince the reader to agree with their opinion. This kind of writing is called persuasive writing

A persuasive text has three parts: the argument, the reasons, and the evidence

Argument: The main opinion the author wants the reader to agree with 1.

Reasons: Explanations that tell why the argument is true or important 2.

Evidence: Facts or examples used to support the reasons 3.

and attention.

Let’s Practice!

Read each argument. Match it to the reasons and evidence that can support it.

Argument

Playing an instrument helps with focus and memory.

Spending time outside can help you stay calm.

Doing jobs at home helps teach responsibility.

Reasons and evidence

Fresh air and sunlight are good for your mood, and playing outside helps you stay healthy and strong. Plus, being in nature helps you feel relaxed and less stressed.

Learning songs and rhythms is a fun way to show your feelings. Research shows that children who learn music get better at remembering things, paying attention, and focusing.

When you help at home, you make life easier for everyone in your family. It also helps you learn how to use your time, work hard, and feel proud of yourself.

Read the following passage. Then, answer the question.

Gardening is more than just growing plants—it’s fun and good for you!

Taking care of a garden teaches you to be patient and responsible, which helps you stay focused on goals. It also keeps you active and makes you feel proud when your plants grow. Plus, you can be creative by planting colorful flowers or tasty vegetables. So grab a shovel and start gardening!

What are three reasons or evidence the author gives to convince the reader to try gardening?

Gardening teaches patience and responsibility.

Gardening can improve your focus.

Gardening can help you be creative.

Clearing Up Common Misconceptions

Students may have a hard time differentiating between reasons and evidence and the arguments.

Explain that an argument in persuasive writing works like a main idea in informational writing. The argument is the writer’s main point, while the reasons and evidence are the supporting details that explain and prove that point.

Help students make the connection between the reasons and evidence and the argument. Ask them to explain how it helps convince the reader of the argument.

Example: Argument: You should try gardening.

Reasons/evidence: Gardening teaches patience and responsibility.

Since gardening teaches patience and responsibility, which are good things people want to learn, you would want to try gardening.

Synonym

Antonym

Examples

Additional Questions

1. Activity, Noun

S Action A Rest E Playing tag at recess; Reading a book after school; Building with Legos on a rainy day Q What is your favorite outdoor activity?

2. Confidence, Noun

S Courage A Fear

E Standing up and giving a speech to your class without being nervous; Knowing you will do well on a test Q How can you show confidence even when you’re feeling a little scared?

3. Perform, Verb

S Act A Hide E Singing a song in the talent show; A magician doing a magic trick; Doing an experiment

Q What is the difference between performing a play and watching a play?

4. Improve, Verb

S Better A Worsen

E Practicing a sport every day to get better at it; Reading more books to become a faster reader; Cleaning your room to make it look better Q What is one thing you would like to improve?

5. Focus, Verb

S Concentrate A Distract

E Listening closely to your teacher’s instructions; Looking carefully at a puzzle piece to see where it fits Q How do you focus on your homework when there are other things happening around you?

6. Creative, Adjective

S Imaginative A Boring

E Coming up with a new game to play with your friends; Writing a story with characters that no one has ever heard of before; A chef making a new recipe

Q How can you be creative even if you aren’t an artist?

Vocabulary

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

You can do more than one activity after school, such as playing the piano or reading.

He read his story to the class with confidence, he wasn't even nervous.

The students had to perform the song in front of the whole school.

I try very hard to write neatly to improve my handwriting.

There was so much noise, it was hard to focus on the teacher’s instructions and follow the steps correctly.

Josh built a robot out of old boxes; he is very creative!

The little girl jumped up and down to express her excitement.

There were so many challenges during our trip, like the rain and strong wind. believing in yourself make better difficulties something that you do for fun or learning

using your imagination to make something new or in a new way show or tell someone how you feel pay close attention do or act

activity [ac-tiv-i-tee]; confidence [kohn-fah-dens]; perform [per-form]; improve [im-pruv]; focus [fo-kus]; creative [kree-ay-tiv]; express [ex-press]; challenges [chal-en-jes]

7. Express, Verb

S Show A Hide E Drawing a picture to show how you are feeling; Using words to tell your friend a story; Giving a hug to show someone you care Q How can you express your feelings without using words?

8. Challenges, Noun

S Difficulties A Easiness E Learning a new language; Trying to solve a very hard math problem; Climbing to the top of a big hill Q What is a challenge you have faced and overcome?

Why Everyone Needs a Hobby (Especially You!)

Author: R. Samson Genre: Persuasive

Everyone needs something they enjoy—something fun to do outside of school. That’s where hobbies come in! A hobby can be anything you like doing again and again, just because it makes you happy. But did you know a hobby can do more than just pass the time? Why are hobbies so important? And how can something fun help you in other parts of your life?

Teacher Script

This passage was written to convince the reader to get a hobby.

1. What are passages that are written to convince called? {persuasive}

2. What is a hobby? {An activity you do for fun in your free time, such as playing a sport, drawing, collecting stamps, or playing an instrument}

Did you know that having a hobby can make your life happier, healthier, and more exciting? A hobby is a fun activity that you do outside of school or work. It could be learning an instrument or doing a craft. It could also be something completely different! Whichever activity you’re interested in, there are lots of great reasons to have a hobby.

Happiness with Hobbies

Hobbies help you relax. When you play a game or do an activity, you stop worrying about your problems. When you're painting, gardening, or just doing something you enjoy, you start to feel calmer and happier.

When you have a hobby that you love, your brain sends out lots of happy feelings. This helps feelings of sadness or worry go away. You

will smile, laugh, and feel good! It’s a great way to forget any troubles and enjoy life.

Health with Hobbies

Hobbies that keep your body moving are great for your health. Hobbies like biking, dancing, swimming, or hiking keep your

Teacher Script

1. Let’s look at the section titled ‘Happiness with Hobbies.’ What is the main idea of this section? {Hobbies can make you feel happier.}

2. What are some of the supporting details that prove this main idea? {Hobbies help you relax, they make worries go away, and they cause your brain to send out “happy feelings,” so you can smile, laugh, and feel good.}

body healthy and strong. They’re lots of fun, too! When you’re moving, your heart starts pumping! Then, your brain starts to send more of those happy feelings to all parts of your body.

Not only will your body grow stronger, but your mind will grow stronger, too! Learning a new hobby can give you lots of confidence You’ll feel proud about what you've done with your new hobby. This can help you feel less shy in class and other places. Maybe you’ll speak a bit louder or answer more questions. You might perform your new hobby in front of other people.

Creativity with Hobbies

Some hobbies exercise your body. But did you know that all hobbies exercise your brain?

You may like doing puzzles, playing chess or ball, painting, or reading. All these activities will improve your memory, problem-solving skills, and ability to focus

Many hobbies can make you more creative Think of drawing, cooking, writing, or playing an instrument. You can learn to express yourself in new ways. Even gardening can make you more creative. You have to decide what seeds to plant and learn how to take care of them.

Hobbies help you learn something new. Whether you’re playing an instrument, knitting, or woodworking, you're always getting better. You can set new challenges for yourself and have fun trying something new. There are always new things to learn!

Teacher Script

1. How can a hobby make you healthier? {It can get you exercising and give you confidence.}

2. The passage says that hobbies can help you “express yourself in new ways.” What does this phrase mean? {You can show your feelings, ideas, and personality in a way you haven’t done before, like drawing or playing music.}

Fun with Hobbies

Did you ever have a hard day at school? Maybe you felt that nothing went right. When you have a hobby, you have something fun to come home to. This can make your day so much better.

Having a hobby is also a great way to meet people. If you start a hobby that you find interesting, you might meet lots of people who feel the same way. If you join a volunteer group, you will learn how to be part of a team. You will learn how to help others and make new friends along the way.

So, whether you’re playing the piano, baking cookies, or going swimming, you are making your life better in so many ways! Which hobby is the right one for you?

Let’s Hear from Avi

My name is Avi, and I started playing guitar two years ago. My older brothers play instruments, and I wanted to learn how to play one, too. When I told my father that I wanted to play the guitar, he asked my cousin to teach me. Playing the guitar might look easy, but it was really hard to learn! My fingers hurt from pressing on the strings. I also had to learn how to use a pick. This is a small tool that’s used to pluck the strings. Now that I’ve gotten better at playing the guitar, I don’t always use it.

Even though the beginning was hard, I kept practicing and playing. Now, playing guitar is one of my favorite things to do. It helps me relax, and I really enjoy it! I even play the guitar at parties in school and in camp. I used to get stage fright when I played the guitar in public.

It was really scary to see so many people watching me! But once I start to play, I don't notice the crowd. I just think about my music and enjoy every second.

I’m so happy that I chose to play the guitar as a hobby. I’ve learned to be more patient, and it’s made me so much more confident. It’s also a great way to relax after a long day. Playing the guitar might not be for everyone, but everyone can find a hobby that works for them!

Teacher Script

1. The passage says Avi used to get “stage fright.” What is stage fright, and how did he overcome it? {A feeling of nervousness or fear when you have to perform in front of an audience. He overcame it by focusing on his music instead of the crowd.}

2. What is the main idea of Avi’s story? How does it connect to the main ideas of the article as a whole? {A difficult hobby can become something you love and help you become more confident. This connects to the main article by providing a real-life example of how a hobby can lead to happiness, health (mental strength), and confidence.}

3. The author says, “Playing the guitar might not be for everyone, but everyone can find a hobby that works for them!” Do you agree or disagree? Why? {Answers will vary.}

Chat with Goldy

Let’s talk with 10-year-old Goldy, who started a new hobby a few months ago.

Hi, Goldy! Can you tell us about your hobby?

Sure! About four months ago, I was feeling bored on a Sunday. Actually, I’m usually bored on Sundays! I decided that I wanted to try something new. My mother heard about a crochet (pronounced kroh-shay) group and asked if I wanted to join. I thought, “Why not?”

How do you crochet?

Crocheting is a way to make things out of yarn. You use a special hooked needle to create loops and patterns. Some people think that only old ladies crochet, but that’s not true! It’s a really great activity.

Sounds like you got hooked (excuse the joke)! What do you like most about crocheting?

It’s so relaxing! It helps me feel calm.

How do you feel when you finish a project?

I’m super proud! It’s amazing to see something I made with my own hands.

Was it hard to learn how to crochet?

Yes! I was very frustrated when I first started. I kept messing up, but I told myself, “If I keep trying, I’ll get it.” And I did!

What advice would you give someone who wants to learn how to crochet?

It’s tricky at first, but don’t give up! Keep practicing, and soon, it will feel easy.

What have you made so far?

I made a pillow, and now I’m working on a blanket.

Do you ever come up with your own designs?

Yes! I love trying new things and making my own patterns.

What do you do with the things you make?

So far, I’ve kept what I made, but maybe one day, I’ll give things away as gifts!

Do you think crocheting has helped you in other ways?

Yes! Learning something new gave me so much confidence. It also taught me that if I’m patient, I can figure anything out.

Why do you think having a hobby like crocheting is a good idea?

It’s fun, relaxing, and it helps you learn new skills!

What would you tell a friend who doesn’t have a hobby yet?

Try something new! It might feel hard at first, but it’s so much fun once you get the hang of it.

Teacher Script

1. Why did Goldy decide to start crocheting? {She started the hobby to find something to do to feel less bored.}

2. What does Goldy’s experience with crocheting teach us about trying new things? {You can find something that you really enjoy doing by trying new activities.}

Answer the questions.

1. What is the argument of the passages?

Everyone should have a hobby or try a hobby.

2. Write at least four reasons the author gives for why everyone should have a hobby.

Hobbies make you happier.

Hobbies can help you stay healthy.

Hobbies can make you be more creative.

Hobbies are fun.

For each question, find evidence the author uses to support his reasons.

3. On page 236 the author says that hobbies can make you feel calmer and happier. What are two examples of hobbies given that show this?

Painting and gardening

4. On page 236 the author says that hobbies help feelings of sadness or worry go away. What fact about your brain does the author write to show this?

When you have a hobby that you love, your brain sends out happy feelings.

5. On page 236 the author says that hobbies that keep you moving are good for your health. What are four examples of hobbies given that show this?

Biking, dancing, swimming, hiking

6. On page 237 the author says that hobbies exercise your brain. What facts does the author write to show this?

Hobbies improve your memory, problem-solving skills, and ability to focus.

Comprehension Skill Review Summaries

To summarize a text, focus on the main idea and key details.

Write a summary of the passage “Why Everyone Needs a Hobby (Especially You!).”

1. Plan. Determine the main idea and key details.

Main Idea:

Having a hobby can make your life better.

Key Detail:

Hobbies can help you relax and make you happier.

Key Detail:

Key Detail:

Some hobbies make you healthier by exercising your body or your brain. Hobbies give you something fun to do and help you make friends.

2. Topic Sentence. Include the text type (and/or the title) and the main idea.

The passage is about how having a hobby can make your life better.

3. Body Sentences. Turn each key detail into a sentence.

First, hobbies can help you relax and make you happier. Additionally, some hobbies make you healthier by exercising your body or your brain. Lastly, hobbies give you something fun to do and help you make friends.

4. Paragraph. Write a paragraph.

The passage is about how having a hobby can make your life better. First, hobbies can help you relax and make you happier. Additionally, some hobbies make you healthier by exercising your body or your brain. Lastly, hobbies give you something fun to do and help you make friends.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Hobby Spotlight

Make a poster or sign convincing people that learning a new hobby is the best way to spend their free time. Pick one of your own hobbies and show why someone else should try it. Use both words and pictures to showcase your hobby. Make it fun and persuasive!

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. He practiced the piano so he could for the audience.

a. perform

b. challenges

c. creative

d. express

2. Which word means using your imagination to come up with new ideas?

a. Perform

b. Confidence

c. Express

d. Creative

3. The we faced on the hike included climbing over large rocks and walking steep paths.

a. improve

b. creative

c. challenges

d. focus

4. Which of the following is an example of showing confidence?

a. Mumbling or not speaking loudly

b. Being the first to do something

c. Waiting for others to say it's okay

d. Saying, “I can’t do this.”

5. Which word means to show or tell how you feel?

a. Confidence

b. Focus

c. Express

d. Activity

6. The doctor said that doing puzzles is one that can improve memory.

a. express

b. focus

c. activity

d. challenges

7. Which word means to get better?

a. Perform

b. Focus

c. Express

d. Improve

8. Which of these is an example of someone showing good focus?

a. Daydreaming during a lesson

b. Talking on the phone while doing homework

c. Looking at the words while listening to a story

d. Looking out the window during a test

Comprehension Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. What is one of the benefits of having a hobby that is mentioned in the text? (detail)

a. More work

b. Adds stress

c. Provides distractions

d. Improves memory

2. What is the effect of biking, dancing, swimming, or hiking? (cause and effect)

a. Your body gets weaker.

b. Your body stays healthy and strong.

c. You become sad.

d. You stop moving.

3. What is the main idea of the article? (main idea)

a. Everyone should have a hobby.

b. Having a hobby is not for everyone.

c. Learning an instrument is a good hobby.

d. Hobbies help you learn in school.

4. Which benefit is mentioned first in the text? (sequencing)

a. Hobbies keep your body moving.

b. Hobbies help you relax.

c. Hobbies give you confidence.

d. Having a hobby is a great way to meet new people.

5. Why do you think having a hobby helps you meet new people? (inferencing)

a. Hobbies have to be done with other people.

b. Hobbies give people something they can enjoy together.

c. Hobbies take time.

d. Hobbies can help you stay outside.

6. What does the word "proud" mean in “You’ll feel proud about what you've done with your new hobby”? (context clues)

a. Funny

b. Sad

c. Important

d. Pleased

7. How is doing a puzzle like playing a sport? (compare-contrast)

a. They both make you sweat.

b. They both use a ball.

c. They both help with problem solving.

d. They improve your eyesight.

8. Which is a fact? (fact vs. opinion)

a. Having a hobby will make your life happier, healthier, and more exciting.

b. The best hobby is to paint.

c. Hobbies are fun.

d. Woodworking and baking are hobbies.

Lesson Introduction

Unit 4: Point of View

Lesson 16: Author’s Purpose

Unit Goal Trajectory: Analyze point of view and perspective of the narrator and/or the author.

1. Identify if a text was written in first or third person. (Lesson 1 and 2)

2. Compare first and third person point of views. (Lesson 1 and 2)

3. Compare firsthand and secondhand accounts of the same event. (Lesson 2)

4. Identify the evidence the author uses to support an argument. (Lesson 3)

5. Determine the author’s purpose. (Lesson 4)

Have you ever read something and thought, “Why did the author write this?”

Maybe it was a silly story that made you laugh or a text that taught you something new. Authors always have a reason for writing. This reason is called the author’s purpose

There are three common reasons an author writes. You can remember them with the word PIE. Let’s find out what each letter stands for!

Circle the purpose of each of the following.

1. Once upon a time, there was a brave knight who rescued a town from a dragon.

Persuade Inform Entertain

2. We should have longer recess because kids need time to run and play to help them learn better.

Persuade Inform Entertain

3. Cats are mammals often kept as pets. They are known for their soft fur and playful nature.

Persuade Inform Entertain

4. The sun is a star that gives Earth light and heat. Without the sun, life as we know it wouldn't exist.

Persuade Inform Entertain

5. In Candytown, candy grew on trees and rivers flowed with chocolate.

Persuade Inform Entertain

6. It's important to be kind to everyone because it makes the world a better place for all of us.

Persuade Inform Entertain

7. Abraham Lincoln was the 16th president of the United States. He helped end slavery and led the country during the Civil War.

Persuade Inform Entertain

Clearing Up Common Misconceptions

Some stories could have more than one purpose. Help students identify the main ones.

For example, someone could find it entertaining to read about the sun, but the main point of the text is to inform, even if it could also be entertaining.

Synonym Antonym

Additional Questions S A E Q

Examples

1. Distracted, adjective

S Unfocused A Focused

E A student not paying attention to the teacher; A cook who forgets to turn off the stove because they are talking to a friend Q Why might it be hard to learn when you’re feeling distracted?

2. Soaring, verb

S Flying A Sinking

E A bird moving high in the sky; A kite catching the wind and going up; A person on a swing reaching for the sky Q What is an example of something that can soar?

3. Forward, adverb

S Ahead A Backward

E A student taking a step closer to the teacher; A bus moving on its route Q How does moving forward help you reach a goal?

4. Precious, adjective

S Valuable A Worthless

E A family heirloom like a watch or locket; The last cookie in the jar; A gift made by a special friend Q Why are some things precious to some people but not to others?

5. Glimpse, noun

S Peek A Stare E Seeing a flash of lightning; A quick look at a page in a book; A quick look at a person’s face in a crowd Q How is a glimpse different from seeing something for a long time?

6. Ridiculous, adjective

S Silly A Normal E Trying to eat soup with a fork; A dog wearing a tiny hat and shoes; A person telling a joke that makes no sense Q What is a ridiculous outfit you could wear to school?

Vocabulary

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

The students were distracted by the loud noises and didn’t pay attention.

The bird was soaring through the clouds.

He took one step forward to reach the door.

My grandmother gave me a precious ring that I always keep safe.

I got a glimpse of the deer before it ran away.

Wearing a winter coat in the summer is ridiculous; it’s way too hot!

The large flock of sheep stayed together on the hill.

There was a lot of applause from the crowd after the great show.

quick look

not able to concentrate

very silly or not making sense toward the front

a group of birds or animals of one kind that stays together

flying high in an easy, swift way very special or important

clapping distracted [dis-trac-tid]; soaring [sor-ing]; forward [for-werd]; precious [pre-shuhs]; glimpse [glimps]; ridiculous [ruh-di-kyuh-lus]; flock [flok]; applause [uh-plawz]

7. Flock, noun

S Group A Individual E A group of birds flying together; A large number of sheep grazing in a field; A group of people going to the same place Q Why do you think some animals travel in a flock?

8. Applause, noun

S Clapping A Silence E People clapping their hands after a show; The noise of people hitting their hands together to show they liked something; The sound of many hands coming together at an assembly Q Can a single person give applause?

Going Forward

Author: Tessa Barber Genre: Fiction

Pete has one job: deliver a bottle of life-saving medicine to the next city. But Pete is no ordinary messenger—he’s a pigeon with a big heart and a habit of getting distracted. Sticky cement, shiny objects, loud parades… Will Pete stay focused long enough to finish his mission? Read on to find out what goes wrong, what goes right, and how one very messy bird becomes an unexpected hero.

Teacher Script

1. Today, we’re going to read a story about a very special pigeon. The story we’re about to read is a work of fiction. Does anyone remember what that means? {Fiction means the story is not real; it comes from the author’s imagination.}

2. What is a pigeon? Have you ever heard of a carrier pigeon? What is it? {A pigeon is a type of bird. A carrier pigeon is a type of bird that can deliver messages because it flies off and knows how to find its way back home.}

When Dr. Daniels rushed out of the hospital, Pete knew that something was up.

Dr. Daniels scanned the courtyard in front of the hospital. His eyes fell on Pete. Pete stood very tall.

“Come here,” Dr. Daniels said. “It’s an emergency.”

Pete’s heart raced. He leaped forward. Dr. Daniels bent down and tied a tiny bottle to his right leg.

“In this bottle is some very important medicine,” Dr. Daniels said. “There is a very sick patient in the next city. He needs this medicine now. You must deliver it to the hospital there. Understood?”

Pete’s head bobbed up and down. Yes, he understood!

“Well, get going!” Dr. Daniels said.

Pete let out a chirp. This was an important mission. Could he carry it out quickly enough?

All around him, carrier pigeons stood at attention. Pete knew what they were thinking. You’re too slow! (That was sometimes true). You never go the right way! (That had happened once or twice.)

You always get distracted! (That was for sure true.)

But Dr. Daniels had chosen him. He believed that Pete could do the job.

Pete lifted his leg. The bottle felt heavy. He would need a lot of strength for this trip. He took a deep breath. He looked up at the bright sky. He stepped forward and started to run. He flapped his wings and flew high, soaring toward the clouds. He was like a cheetah on the run! He was strong as a rocket! He was sharp like an arrow!

Teacher Script

1. Why do you think the author uses words like ‘bullet,’ ‘rocket,’ and ‘arrow’ to describe Pete? {To show how determined and fast he is as he begins his journey.}

2. What do you think will happen next? Why? {Answers will vary.}

"You can do it," he told himself. Down below, the houses and buildings looked like toys. "The only way to go is forward."

Then he saw it: a shiny coin sitting on the sidewalk below. Back in his nest, Pete had a whole collection of sparkling things. He couldn’t stop looking at the coin.

“I’ll just stop for a second,” he said. “I need a break anyway.”

He swooped down to the ground. Splat! He landed on wet cement.

"Oh, no," Pete groaned. He flapped his wings. The cement stuck to his feathers like sticky peanut butter. He pulled and pulled. His legs didn’t move. He started to dance in place.

All that moving around paid off. He kept dancing until he was free from the cement. He flew back up toward the sky, leaving behind two little footprints on the sidewalk.

“The only way to go is forward,” he told himself.

He flew as quickly as he could to the hospital. If he kept up this speed, he’d be there in no time.

He flew over a green park. Down below, people were walking dogs. Children were playing ball. Families were flying kites. There

was so much to see. He wanted to stop and take a break, but the bottle tied to his leg reminded him of his mission. He would not stop. He had a life to save.

He was almost over the park when he saw it: a piece of glittery tinfoil stuck in a tree. "Treasure!" he said. “A shiny treasure!” Without thinking, he swooped down. He just had to get that beautiful silver tinfoil. Suddenly, he was pulled backward. His feet were tangled in a kite string!

"Whoa!" Pete chirped. He flapped his wings and tried to fly up, but the string pulled him down again.

Boing!

He went up and down, up and down. He looked like a feathery yo-yo.

“Oh no!” he cried. “Why did I ever try to stop?” He could see a boy pulling hard on the string. The kite, along with Pete, came crashing down to the ground. The boy’s mouth opened when he saw Pete.

"I don’t believe it!” the boy said. “This kite

Teacher Script

1. What are two examples of Pete getting distracted so far? {He stopped to pick up the coin, and he stopped to get tinfoil.}

2. What happened when Pete got distracted? {He got stuck in cement and tangled in a kite.}

came with a free pigeon!"

Pete flapped his wings. He pulled this way and that way. The string got tighter and tighter.

Snap!

The string broke. He was free! He had to get going. He tried to move his feet, but something was wrong. He walked to the right, but his legs went to the left. Then he tried to walk left, but his legs went to the right. He was so dizzy!

“I don’t have time for this!” he told himself. “I must get moving!”

He flapped his wings and flew higher and higher. Up ahead were the gates to the city. His head spun like a merry-go-round. He wanted to stop and rest. But he couldn’t.

“The only way to go is forward,” Pete told himself.

He flew straight ahead. Thud!

“Ouch!” he chirped. He’d flown straight into a pole! His wings stopped flapping. He slid down, down, down… into a cotton candy machine.

The machine spun around and around. Pete spun along with it.

"Ugh!” Pete chirped. "It's so sticky!”

When the machine finally stopped, Pete flapped his wings and hopped out. He had to keep moving.

He caught a glimpse of himself in a mirror. He was covered in fluffy pink cotton candy. He looked like a flying marshmallow!

There was no time to clean himself off. He had to get to the hospital.

Pete took off again. Surely, he would reach the hospital soon. He was almost there. Suddenly, he heard loud music. He looked

Teacher Script

1. Did Pete fall in the cotton candy machine because he was distracted? Explain. {Yes, it was hard for him to move, and he was dizzy because he got tangled in the kite. He got tangled in the kite because he got distracted with the shiny coin, so he flew into the pole and fell into the cotton candy.}

2. Why do you think the author described Pete as a ‘flying marshmallow’ after he got covered in cotton candy? {To help us visualize how silly and ridiculous Pete looked}

down and saw a parade. There were trumpets and cymbals.

Pete couldn’t stop looking. Those cymbals were so shiny!

Pete flew down. He landed right in the middle of the parade. The band stopped marching. People bumped into each other. Crash!

The cymbals fell to the ground.

"Look!" someone shouted.

Pete blinked. Where was everyone looking?

The crowd pointed at him. Pete could see himself in the trumpet. He looked ridiculous He was covered in cement and cotton candy. A piece of the kite string was still wrapped around him.

How embarrassing! But Pete didn’t have time to clean himself off. He was on a mission. He had to keep moving.

“The only way to go is forward,” he told himself.

He hopped to the side, ready to take off

again. Just then, a flock of seagulls blocked his path.

“Oh no!” Pete thought. “Not seagulls!”

Seagulls were the meanest of all birds. But Pete didn’t have time to be scared. He marched forward. The seagulls took one look at him and flew away. The coast was clear.

Pete flapped his sticky wings and flew off. Finally, he was at the hospital. A doctor was standing outside the front door. Pete flew in front of him and held out his right leg. The precious bottle of medicine was still tied to it.

The doctor looked at Pete. Pete looked away. He knew he wasn’t looking his best. Behind him, he could hear the parade coming closer. Pete wished he could fly far, far away.

There was a moment of silence. The doctor stepped forward.

"What a hero!” he said. “This brave pigeon faced terrible dangers to bring us this medicine!"

The crowd cheered. Confetti flew. Pete suddenly felt very tired. He closed his eyes and listened to the applause. Soon, it would be time to go home. He would clean himself off and maybe carry out another important mission.

"The only way to go is forward,” he told himself.

Teacher Script

1. Do you agree with the doctor’s decision to call Pete a hero even though Pete got distracted several times on his mission? Why or why not? {Answers may vary.}

2. What are some things the author did to make this an entertaining story? Which were the parts you enjoyed the most? {He put in funny moments and used silly descriptions. Answers will vary.}

Determine the purpose of Pete the Pigeon. Explain.

1. What is the purpose of Pete the Pigeon?

2. How do you know? Give three reasons or examples from the story. Persuade Inform Entertain

Imagine the story would be written for a different purpose. Explain how it would be different.

3. What could be a different purpose an author would write a text?

4. Imagine you were writing Pete the Pigeon for this purpose. What would you do differently?

I would make sure to include an argument and focus on convincing the readers to agree with my argument. It is a fiction story. It does not tell about facts, and it is not written to convince people of anything. It is interesting.

Pete the Pigeon wants to write a book about his adventures. Describe the purpose of each part of the book with persuade, inform, or entertain.

5. Pete explains the job of a carrier pigeon:

6. Pete makes a list of the top five funny things that happened to him that day:

7. Pete tries to convince the reader that he is the best pigeon for this job:

To persuade inform entertain persuade

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Free verse poems are poems that do not follow rhyming or meter rules.

A free verse poem about the power of one word: One little word. Joined by another little word. And another little word. Forms a message. That can tell the world something meaningful.

Write a free verse poem that tells the message: “The only way to go is forward.”

1. Plan. Write words, phrases, or ideas that you think of when you hear “The only way to go is forward.”

Steps staircase moving backward life clock street Forward, One step at a time. Not looking backward. Because this is it. This is life. And the only way to go Is forward.

2. Write. Write short or long lines in the poem to describe the quote “The only way to go is forward.”

Activity

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Create a distraction clock.

In the story, Pete gets distracted as he does his job. Decorate the clock with your daily schedule. When do you get distracted? What do you get distracted by?

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which word means a quick look?

a. Precious

b. Glimpse

c. Applause

d. Ridiculous

2. The eagle was high above the park.

a. glimpse

b. soaring

c. flock

d. applause

3. Which word means having your attention or thoughts drawn away?

a. Distracted

b. Forward

c. Glimpse

d. Ridiculous

4. The crown was decorated with many jewels like diamonds and rubies.

a. applause

b. flock

c. precious

d. distracted

5. Which is an example of a flock?

a. A pile of paper clips together

b. A group of sheep together

c. Many leaves on a tree together

d. Two benches at a park together

6. Which is an example of something ridiculous?

a. A dog driving a car

b. A person shopping at a store

c. Chairs around a table

d. Using a pencil at school

7. Which word means moving toward the front?

a. Glimpse

b. Applause

c. Forward

d. Ridiculous

8. After the wonderful speech, there was a lot of from the audience.

a. ridiculous

b. precious

c. flock

d. applause

Comprehension Assessment

LESSON

Circle the correct answer.

1. What did Dr. Daniels need Pete to bring to someone who needed it? (detail)

a. Medicine

b. Food

c. A message

d. Coins

2. Why did Pete end up in cement? (cause and effect)

a. He followed a cement truck.

b. He didn’t read a road sign.

c. He was trying to get cotton candy.

d. He was trying to get the shiny coin.

3. Why do you think that Pete continued on through all of his challenges? (inferencing)

a. He knew how important it was to deliver the medicine.

b. He wanted to find many shiny things along the way.

c. He was bored and had nothing else to do.

d. He needed the medicine for himself.

4. What is the lesson of the story? (main idea)

a. Just give up if things get too difficult.

b. Keep moving forward to accomplish your goal.

c. Always be afraid to try something new.

d. Cotton candy is a fun food to eat.

5. Did Pete see the seagulls before or after he got to the hospital? (sequencing)

a. He saw them after he got to the hospital.

b. He never saw any seagulls in this story.

c. He saw them before he got to the hospital.

d. He never got to the hospital.

6. What does “swooped” mean in “He swooped down to the ground.”? (context clues)

a. Fell

b. Moved

c. Crashed

d. Jumped

7. How is Dr. Daniels' reaction to Pete different from the other carrier pigeons' thoughts about Pete? (compare-contrast)

a. Dr. Daniels doubted Pete, while the other pigeons believed in him.

b. Dr. Daniels believed in Pete, while the other pigeons had doubts.

c. Dr. Daniels thought Pete was slow, while the other pigeons thought he was fast.

d. Dr. Daniels was worried about Pete, while the other pigeons were excited for him.

8. Which of these is an opinion from the passage? (fact vs. opinion)

a. Dr. Daniels tied a bottle to Pete's leg.

b. Pete flew high, soaring toward the clouds.

c. Seagulls were the meanest of all birds.

d. The crowd cheered for Pete.

Lesson Introduction

Unit 5: Theme

Lesson 17: What is Theme?

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 not what happens in the story, like the main idea. Stories can have more than one theme, and different stories can share the same theme!

In this unit, we'll learn how to spot themes and understand what the author is trying to teach us.

Unit Goal Trajectory:

Find the theme from details in a text.

1. Understand the concept of theme. (Lesson 1)

2. Find the theme of a prose text. (Lessons 2 and 4)

3. Find the theme of a poem. (Lesson 3)

4. Compare and contrast themes from different stories. (Lesson 4)

Themes are…

→ the author’s opinion

→ a lesson or moral

→ something to learn from in real life

→ hinted at throughout the story

→ repeated in many stories

Themes are not…

x the reader’s opinion

x what happens in the story

x only for one time or one person

x usually written straight out in the story

Themes

Things aren’t always the way they seem.

Be careful what you wish for.

Hard work pays off.

Honesty is the best policy.

Face your fears.

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

Not Themes

Raya learned to share.

A boy gets lost.

In 1776, freedom was important.

I don’t think Jonah should have been afraid.

Time travel

Read the story “The Boy Who Cried Wolf.” Then, choose the correct theme.

Ayoung shepherd boy was watching his sheep. He was very bored. To make things exciting, he cried, "Wolf! Wolf!" The villagers rushed to help, only to find the boy laughing. He played the trick again, and again, the villagers came running. One day, a real wolf appeared. "Wolf!" the boy shouted, but nobody came. They thought he was joking. The wolf ate many sheep, and the boy had no one to blame but himself.

1. What is the theme of the story?

1. False alarms

2. A boy lies and then doesn’t get help when he needs it.

3. Liars are not believed even when they tell the truth.

4. I think the boy was mean to the villagers.

2. Themes are meant to be applied to real life. How can you apply the theme of “The Boy Who Cried Wolf” to your life?

I can be careful to always tell the truth.

Clearing Up Common Misconceptions

Students may have a hard time differentiating between the theme and other true statements about the story.

Tell students that each of the statements in the answer choices are true, but only one is a theme statement.

Discuss why each of the incorrect answer choices are not themes.

Synonym

1. Notice, noun

S Attention A Inattention

E See a bird; A friend points out that you’re wearing a new shirt Q What might happen if you don’t notice a stop sign while riding your bike?

2. Advantage, noun

S Benefit A Disadvantage

E Being taller helps you reach things on the top shelf; Starting the game with more points Q Can you think of an advantage to working with a team instead of alone?

3. Strike, verb

S Boycott A Agree

E The factory workers stopped working to ask for better pay; The teachers stopped teaching to ask for more supplies for their classrooms Q Why is it important for people in a strike to work together?

4. Option, noun

S Choice A Requirement

E You can pick either pizza or a sandwich for lunch; When you get to the park, you can play on the swings or go down the slide Q What’s an option for a healthy snack?

5. Protest, noun

S Complain A Agree

E A group of people holds up signs to show they are unhappy about a new rule

Q Why do people sometimes protest about things they think are unfair?

6. Refused, verb

S Declined A Accepted

E A child says, “No, thank you” to the vegetables on their plate; SA parent says they won’t buy you a new toy

Q What’s the difference between refused and forgot?

Vocabulary

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

Did you notice the tiny ladybug crawling on the leaf?

If you take advantage of the sunny weather, you can play outside all afternoon.

The workers decided to go on a strike because they wanted fairer pay.

You have an option to choose between drawing or painting for your art project.

Many people gathered to protest the new rule because they thought it was unfair.

Although his friends kept begging him, he refused to share his last cookie.

She looked at the magic trick in disbelief because she couldn't figure out how it was done.

By working hard every day, the student achieved her goal of getting an A in math.

use the opportunity

show you don’t agree with something, usually in public

a feeling that something is not true or real

successfully reached a goal or completed something a choice or possibility

see or pay attention to something

when people stop working to stand up for something

said no to something; would not do or accept something notice [NO-tiss]; advantage [ad-VAN-tij]; strike [STRIKE]; option [OP-shun]; protest [pro-TEST]; refused [ree-FUZD]; disbelief [diss-buh-LEEF]; achieved [uh-CHEEVD]

7. Disbelief, noun

S Doubt A Belief E You hear that your friend can fly, and you don’t believe it; Your parents say you won a trip to Europe, and you’re shocked Q What’s a situation where someone’s disbelief might hurt another person’s feelings?

8. Achieved,

verb

S Accomplished A Failed E You got a perfect score on your spelling test; A runner crossed the finish line in first place; A baker made a delicious cake after many tries Q What do you need to do to achieve a good grade in class?

Kid Blink and the Newsboy Strike of 1899

Author: T. Ellis Genre: Historical Fiction

Back in 1899, kids in New York City sold newspapers just to earn a few cents a day—barely enough to eat. They were poor, young, and often alone. But then, newspaper companies, like those owned by Joseph Pulitzer, raised their prices and made life even harder. In this historical fiction story, you’ll meet Kid Blink, a fictional character based on the real kids who stood up and demanded fair treatment. Can a group of children really make a difference? Will anyone listen?

Teacher Script

1. This story is about a real event that happened a long time ago, although the characters are made up. What is this type of story called? {historical fiction}

2. The title says that this story took place in 1899. How do you think life was different back then? {no cars, phones, different clothing, jobs for children…}

3. Based on the title, what do you think this story will be about? {Answers will vary.}

Kid Blink rubbed his freezing fingers together. It was early in the morning, but there he was, standing at his corner, holding a stack of newspapers. Tall brick buildings stood around him, forming long, dark shadows. Nobody seemed to notice him.

Horse-drawn carriages rattled past, sending mud onto the sidewalks. He watched as steam puffed from the horses’ noses, their metal shoes clicking against the ground. Crowds hurried along, wrapped in heavy coats, scarves, and hats.

Kid Blink straightened his torn cap and called loudly to passing strangers, “Extra! Extra! Get your papers here! Big news today!”

His stomach growled loudly, reminding him that he hadn’t eaten yet. He sighed, trying to ignore his hunger as he looked down at his pile of papers. Selling these papers was the only way he could buy some food.

Teacher Script

1. Why do you think Kid Blink hadn’t yet eaten? {He didn’t make enough money to buy food.}

2. How do you know that Kid Blink is poor? {His cap is torn, he is working, he needs to buy food and doesn’t have enough money yet, his jacket is patched}

Each morning, Kid Blink and his friends bought newspapers from wealthy newspaper owners, paying fifty cents for a hundred papers. Kid Blink pulled his patched jacket more tightly around him as he tried to figure out how many newspapers he had to sell to buy a hot meal.

Suddenly, Racetrack Higgins ran up, almost slipping on a sheet of ice. “Kid, they raised the prices again! Sixty cents now for the same paper!”

Kid Blink’s heart sank.

Sixty cents meant even less money for food. It wasn’t fair. Why did he have to suffer just because the rich owners wanted even more money?

He stared at the big office buildings nearby. Inside, the newspaper owners were sitting in warm offices, counting their money.

Kid Blink was angry. “Is there anything to do?” he asked.

“I tried talking to the bosses yesterday,” Racetrack Higgins said, looking down. “They wouldn't listen to me.”

Kid Blink crossed his arms. “Well, we can barely make enough money now, we have to do something! We might be kids, but I ain’t gonna let them take advantage of me.”

Higgins held up his hands. “Well, I tried, and look where it got me. Going to the offices doesn’t do anything.”

Kid Blink thought for a minute. “Obviously, the rich folk won’t listen to kids like us. They’ll just laugh in our faces.”

“Hmm…what if we got fifty kids to come to their offices?”

Higgins laughed. “Fifty kids? We could get 500 kids–easy. But, why try and talk it out? I don’t think that will help. We ain’t gonna work

Teacher Script

1. Kid Blink says, ‘We might be kids, but I ain’t gonna let them take advantage of me.’ What does he mean by ‘take advantage’? {He means he won’t let the owners treat them unfairly or use their power to hurt them.}

2. Why do you think Higgins says that they could get 500 kids- easy? {There were so many kids who worked and were upset about the raise in prices that they could get lots to join the protest.}

unless they change the prices!”

“Yes, yes!” Kid Blink laughed. “Then, they’ll have no choice but to listen.”

Kid Blink and Racetrack Higgins sent out word to all the newsboys. They told them that if they wanted to see change, they should gather by the post office at five o’clock.

The time had come. Kid Blink climbed onto an old wooden crate. He watched as newsboys streamed over from across the city. Many of them were younger and smaller than him. Their faces were dirty and tired.

Kid Blink looked around. There must’ve been at least a thousand kids. He felt better seeing everyone coming together.

They could do this.

“We have to do something,” Kid Blink told the group. “They won’t listen to us. But, if we all join together, they’ll have no choice. I say we call a strike!”

The newsboys looked excited. More kids crowded closer, excited to hear the plan. Kid Blink raised his voice.

“Yes, a strike,” he said. “They can't ignore all of us at once.”

“We're going on strike!” the boys shouted. “No more selling papers until they treat us fair! We deserve better!”

Cheers echoed through the crowded streets. The next morning, the newsboys marched

Teacher Script

1. How did the boys go on strike? {They didn’t sell any newspapers.}

2. Why was it hard for the boys to not sell any papers? {They didn’t make any money during that time, so they didn’t have money to buy anything to eat.}

through neighborhoods, their voices growing stronger. “Strike! Strike! We won’t sell!”

Whispers spread from corner to corner, and the city began to notice. Passersby stopped to watch.

It was hard not to sell papers. Kid Blink was hungry. He almost wanted to give up and sell papers again so he could buy some food. But looking around at his friends’ faces, he knew giving up wasn't an option

Soon, reporters started noticing the newsboys’ protest. They asked Kid Blink questions, scribbling quickly in their notebooks.

“We only want fair treatment,” Kid Blink said. “If we don’t fight now, they’ll keep cheating us forever. But there's strength in numbers.”

One night, the boys crowded together beneath a bridge, trying to escape the biting wind. The moon cast strange shadows, and they jumped at every noise. Suddenly, they heard heavy footsteps. Then, out of the shadows came a group of tall, angry-looking men.

“The strike ends now,” one of the men said.

Kid Blink’s heart raced. His knees shook, but he refused to let them see he was afraid.

“We ain’t afraid,” he shouted. “We stand as one!”

Kid Blink ran away from the men. The other newsboys were right behind him. They raced through alleys, climbing fences and running through streets. The men chased them, but the newsboys knew the city’s twists and turns better. Together, they escaped safely.

Early the next morning, Kid Blink went out to the main street. He couldn't believe what he saw. Thousands of people had gathered—

shoeshine boys, factory workers, and other children. They were there to support the newsboys.

Kid Blink climbed onto a lamppost.

“They think we’re weak because we’re just kids,” he shouted. “But look around—we've shown them they’re wrong!”

The crowd cheered.

Days turned into weeks. Support for the newsboys grew stronger, forcing newspaper owners to realize that the strike was working. Finally, after what seemed like endless weeks of struggle, a reporter ran over to Kid Blink.

“The newspaper owners won't lower prices,” he said, “but they've agreed to buy back your unsold newspapers!”

Kid Blink stared in disbelief. This was something they had achieved together.

The boys cheered loudly. That night, sitting around a small fire, they laughed and dreamed of a better future. Kid Blink felt a warmth in his heart, stronger than any fire. Together, they knew, they could do anything.

Teacher Script

1. What does the phrase ‘there’s strength in numbers’ mean in this story? {A large group of people working together is more powerful than one person alone. }

2. Why was the strike successful? {Because so many boys joined in}

Lesson Review Theme

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Read each sentence carefully. Then, draw a line to match it with what it describes best.

Newsboys should go on strike. Together, we can make a difference.

I think the newspaper owners are mean.

The newspaper owners agree to buy back extra papers.

A theme from the story

A reader’s opinion

A key detail

Only for one time or person

Stand up for yourself.

The prices of the newspapers went up.

A group of newsboys go on strike.

I think Kid Blink was right for going on strike.

A theme from the story

A reader’s opinion

A key detail

The main idea

A theme is a big idea that is hinted to throughout a story. Choose one of the themes from above. Then, find three places in the story that hint to this theme. Hint: Sometimes the hint to the theme is the opposite of the lesson!

Theme: 1: 2: 3:

(Answers will vary) Together, we can make a difference.

Racetrack Higgins is ignored when he goes by himself.

Lots and lots of kids gathered together to do something about the price of newspapers.

A strike with lots of kids makes the newspaper owners buy back extra papers.

A theme can be applied to real life. How can you apply this theme to your life?

If I want to get something done, I can do it with a group of friends.

In the chronology text structure, events are told in the order they happened. This helps us understand what happened or will happen first, next, and last.

Write a paragraph that retells The Newsboy Strike in chronological order. Remember to use words that show chronology, like “first,” “next,” and “last.”

1. Plan. Write about three events in the story in the order they happened.

The newspaper prices were raised. The boys went on strike. The owners agreed to buy back the papers.

3. Body Sentences. Write a sentence about each event. Use words that show the order. 1: 2: 3:

4. Concluding Sentence. Write an opinion or lesson.

5. Paragraph. Write a paragraph.

2. Topic Sentence. Write what the story is about. 1 2 3 This story is about newsboys who go on strike because newspapers are too expensive. It was a good idea that the newsboys went on strike. This story is about newsboys who went on strike because newspapers were too expensive. First, Kid Blink found out that the price of newspapers went up. Then, the boys decided to go on strike because they couldn't afford the higher prices. Finally, the owners agreed to buy back the newsboys’ unused papers at the end of each day. It was a good idea that the newsboys went on strike.

First, Kid Blink found out that the price of newspapers went up. Then, the boys decided to go on strike because they couldn't afford the higher prices. Finally, the owners agreed to buy back the newsboys’ unused papers at the end of each day.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

When people go on strike, they often march holding signs that state their demands. Imagine you were a newsboy on strike in 1899. Design some signs you might carry to protest the way the newspaper owners treat the newsboys.

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. Which of these is something you would not easily notice?

a. A bright red balloon

b. An ant on the sidewalk

c. A fire truck with a loud siren

d. Your friend waving at you

2. You should always take of a good opportunity to learn something new.

a. option

b. protest

c. advantage

d. disbelief

3. The teachers wanted fewer students in their classes, so they went on .

a. options

b. advantage

c. strike

d. achieved

4. Which word means a choice or possibility?

a. Strike

b. Protest

c. Option

d. Refused

5. People gathered outside the city hall to the closing of the park.

a. advantage

b. option

c. protest

d. disbelief

6. Which word means “said no to something”?

a. Option

b. Strike

c. Refused

d. Protest

7. Which of these might make you feel disbelief?

a. Seeing the sun rise every morning

b. Learning 2+2=4

c. Watching a person float in the air

d. Finding your shoe where you left it

8. Which word means successfully reached a goal or completed something?

a. Advantage

b. Notice

c. Achieved

d. Protest

Comprehension Assessment

Circle the correct answer.

8. In the beginning of the story, how much did the newsboys pay for one hundred newspapers? (detail)

a. 60 cents

b. 30 cents

c. 50 cents

d. 50 dollars

2. What would happen if the newspaper owners raised the price of the papers? (cause and effect)

a. The newsboys would sell more papers.

b. The newsboys would sell fewer papers.

c. The newsboys would make more money.

d. The newsboys would make less money.

3. What do you think "strength in numbers" meant to the newsboys' success? (inferencing)

a. It means they were stronger when they were by themselves.

b. It means that the more people who joined, the more power they had.

c. It means that only the strongest newsboys could participate.

d. It means that only a few newsboys were needed for the strike to work.

4. What is the overall main idea of the passage? (main idea)

a. The importance of selling newspapers

b. The story of a brave newsboy who leads a successful strike for fair treatment

c. How difficult it is to live in a big city

d. The kindness of the newspaper owners to the newsboys

5. What happened immediately after Racetrack Higgins told Kid Blink that the prices were raised? (sequencing)

a. Kid Blink suggested talking to the bosses.

b. Kid Blink's heart sank.

c. Racetrack Higgins tried talking to the bosses.

d. Kid Blink bought more newspapers.

6. In the sentence, "Cheers echoed through the crowded streets," what does "echoed" most likely mean?

a. The cheers were very quiet.

b. The cheers were in a valley.

c. The cheers were going on and on.

d. The cheers were only whispers.

7. How are the working conditions different for the newsboys at the beginning of the story and the end? (compare-contrast)

a. In the beginning, they pay 50 cents for the papers, and at the end, they pay 70 cents.

b. In the beginning, the newspaper owners didn’t want to buy back the papers they didn’t sell, but in the end, they did.

c. In the beginning, they work in the morning, and in the end, they work at night.

d. The working conditions are the same at the beginning and the end.

8. Which of the following is a fact about the story? (fact vs. opinion)

a. Kid Blink was the bravest newsboy.

b. Newspaper owners are always greedy.

c. Kid Blink paid fifty cents for a hundred papers at the beginning of the story.

d. The newsboys deserved better treatment.

Lesson Introduction

Unit 5: Theme

Lesson 18: Finding Theme

Now that we know what a theme is, let’s learn how to find it in a story. One helpful way is to pay attention to what lesson the characters learn.

Read the whole story.

Unit Goal Trajectory: Find the theme from details in a text.

1. Understand the concept of theme. (Lesson 1)

2. Find the theme of a prose text. (Lessons 2 and 4)

3. Find the theme of a poem. (Lesson 3)

4. Compare and contrast themes from different stories. (Lesson 4)

Sam is worried about messing up in his school play.

Sam learns that encouragement from his friends helps him not to be scared.

Sam learns that encouragement from his friends helps him not to be scared. Theme Sentence: Lesson: Theme Sentence: Theme Sentence: Support from friends is very important. A good friend helps you when you need it.

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

There was once a farmer who owned a big, healthy goose. Every day when he visited the nest, the goose had laid a beautiful, glittering, golden egg. The farmer took the eggs to the market and soon began to grow rich. But it was not long before he became impatient with the goose because she gave him only a single golden egg each day. He wasn’t getting rich fast enough.

One day, after he had finished counting his money, he had an idea. He could get all the golden eggs at once by killing the goose and cutting it open! But when he did that, he didn’t find a single golden egg, and he no longer had his precious goose.

1. What problem did the farmer face?

He was not getting rich fast enough.

2. What lesson did the farmer learn?

That trying to get rich too quickly ruined what he already had.

3. What does the author want you to learn? Rewrite the lesson as a theme sentence.

Answers will vary: ex: Don’t be greedy. Greed can lead to loss.; It’s important to be patient.

Clearing Up Common Misconceptions

Students may have a hard time identifying the problems in the story.

Tell students that the problem could be something challenging that happens to the character, or it could it could be something they want (or don’t want) that they are not getting.

Synonym Antonym Examples

Additional Questions

1. Hesitated, verb

S Paused A Continued

E A person stopping before crossing the street; Not being sure which color to choose for your painting Q When might it be a good idea to hesitate before acting?

2. Instant, noun

S Second A Forever

E A flash of lightning; A sudden idea popping into your head; A camera taking a picture in a single click

Q Can you describe a time when something happened in an instant?

3. Blinding, adjective

S Bright A Dark E The sun shining directly in your eyes; A car’s headlights coming towards you at night; A sudden flash from a camera Q What is something that is so bright it could be described as blinding?

4. Deafening, adjective

S Loud A Quiet E A jet engine taking off; The sound of thunder during a storm; A fire alarm going off right next to you Q Can you think of a time when deafening noise was part of something exciting?

5. Drenched, adjective

S Soaked A Dry

E Walking outside during a sudden downpour without an umbrella; A plant after you have given it too much water

Q Why might it be important to change your clothes if they are drenched?

6. Sympathy, noun

S Caring A Cruelty

E Hearing about someone’s bad day and wanting to cheer them up; Giving a hug to a classmate who is crying

Q How can you show sympathy to a friend who is sad?

Vocabulary

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

He hesitated before answering the question because he thought he might be wrong.

The play dragged on and on, but then, in an instant, it was over.

The blinding sunlight was shining through the window right into my eyes.

The noise from the fireworks was so deafening, I had to cover my ears.

She got drenched standing at the bus stop in the rain.

He had a lot of sympathy for the man he saw sleeping on the park bench.

His grandmother was feeble after being sick in bed for two weeks.

We walked through the entrance of the zoo and saw the animals right away.

a very short period of time; right away

soaked or very wet

lacking strength; weak an opening to go in

very loud

waited or held back

so bright that it makes sight difficult or impossible

feeling bad or sad for someone who is having a problem hesitated [HE-zuh-tay-tid]; instant [IN-stint]; blinding [BLINE-ding]; deafening [DEH-fuh-ning]; drenched [DRENCHT]; sympathy [SIM-puh-thee]; feeble [FEE-buhl]; entrance [EN-truns]

7. Feeble, adjective

S Weak A Strong E A small, flickering candle flame; A puppy that is too young to walk well; A very quiet, raspy voice

Q Why might a sick person feel feeble?

8. Entrance, noun

S Doorway A Exit E The front door of your house; The place where you walk into a store; The path leading into a park

Q Where is the main entrance to your school?

Little Guy

Author: G. Schiff Genre: Realistic Fiction

When Jackie moved into the neighborhood, LG thought his life would be perfect. Jackie was fun, popular, and an amazing ballplayer—exactly the kind of friend LG always wanted. But sometimes, choosing new friends means leaving old ones behind. What happens when a friendship is tested? And what will LG do when everything suddenly changes?

Teacher Script

1. The story we are about to read is a realistic fiction story. What does that mean?” {Realistic fiction stories are made up stories that could happen in real life. The characters, places, and events are all believable.}

2. Have any of you ever had to choose between two friends or two different groups of friends? How did that make you feel? What did you do? {Answers will vary.}

3. What do you think makes a good friend? What qualities are important? {Answers will vary.}

The day Jackie moved to my block was probably the best day of my life.

Or at least, that’s what I thought at the time.

Jackie was smart. He was tall. And he was the best ball player I’d ever met.

“Hey, LG!” My head snapped up. Someone was calling me. It was Jackie, of course. He’d come up with my nickname, Little Guy, or LG for short. When Jackie and I were together, people thought he was my big brother.

“Up for a game?” he asked. I got into position and threw the ball. We both watched as it soared through the blue sky.

Thump!

The ball hit his mitt. Jackie never missed a catch.

“Yes!” I cried.

I started to run down the block, when a shadow fell across the sidewalk. I looked up to see Ron, sitting in his wheelchair. He covered his eyes to block the sun as he made his way around the roots in front of my house.

“Hey, Ron!” I waved, then peeked at Jackie. He was throwing the ball up and down, up and down.

Once, Ron and I had been friends. Good friends.

“Coming?” Jackie asked. He looked impatiently

Teacher Script

1. What is the name of the speaker in the story? {LG}

2. How does LG feel about Jackie? {He liked him, thought he was cool, and thought he was a good ball player.}

at me. “LG! You’re just staring into space!” I was? Oh.

I hesitated, but only for a minute. Jackie walked away, and I jogged behind him, leaving Ron behind.

When we reached the corner, I turned around.

Ron was sitting in front of his house. Maybe it was the sun in my eyes, but it looked to me like tears were rolling down his cheeks. My own eyes stung, and I turned away. It was probably the sun, I told myself.

And in any case, Jackie was waiting.

“Run, run, RUN!”

I could feel the blood pumping in my arms, pounding in my legs, as I ran, ran, ran to — “HOME RUN!” My friends cheered.

Sweat poured down my face.

“LG, that was great!” Jackie slapped me on the back.

“Yeah, LG!” Sam said. “Awesome stuff!”

I tried to catch my breath. I had done it! And for the very first time!

“LG! You’re the next Jackie!”

“A mini Jackie!”

Everyone laughed. I felt like I’d grown three feet in an instant

I lifted happy eyes to the park entrance. And my balloon of joy popped with a hiss. Because he was there. Ron. He was wheeling himself away from the park, shoulders bent.

“Ron!” I cried. He didn’t turn around.

My heart stopped.

Poor Ron! He must’ve been watching us the whole time. I glanced at Jackie. His face was red, and he looked excited. My friends stood around him in a circle, beads of sweat rolling down their faces.

I looked back at Ron, who was getting farther and farther away. I knew I should go to him, spend time with him…

“Let’s go, LG!” Jackie’s voice was very loud. “LG’s the man!” He pounded my back. I grinned, even while my stomach twisted.

“What next?” Alex asked, and my heart lifted. Maybe we could do something that included Ron. I thought quickly. Before I could say anything, Jackie spoke up.

Teacher Script

1. Why did LG hesitate before going to play with Jackie? {He was leaving Ron, his old friend, who couldn’t join them.}

2. What are two things that LG wants? Can he have both of them? {He wants to play ball with Jackie, and he wants to be friends with Ron. It is hard to have both because Ron can’t play ball.}

“Let’s go to the treehouse!”

At those words, my heart dropped back down with a thud. Another activity that Ron couldn’t join…

And besides, the weather didn’t look that great. I looked at the sky. It was turning gray.

I coughed. “It looks like rain…”

“Let’s go for it,” Jackie said, as if he hadn’t heard me. “It’s not supposed to rain today.”

I followed Jackie, my feet dragging on the ground. The other boys cracked jokes, but I was quiet. I wondered what Ron was doing right then.

We climbed up the tree as the sky grew darker and darker.

That was our first mistake.

There we were, hanging out in the oversized crate we’d stuck between two branches, when suddenly there was a flash of blinding light.

“Hey!” Alex shouted. “What was that?!”

Lightning streaked across the sky. That was followed by the crash of thunder. It sounded like a thousand drums being banged at the same time.

“Whoa!” Mark said. “Let’s get out of here!” His words were swallowed up by another deafening boom. As though a faucet had been opened, rain started falling in sheets. In seconds, we were drenched and freezing. We looked fearfully at each other, then at Jackie. He always had all the answers.

But for once, he looked like he didn’t know what to do.

Crack!

I squeezed my eyes shut. What was that?

“Let’s go!” Jackie shouted. “The tree’s not safe!”

“We have to get down!” Alex cried.

My eyes flew open. Rain pounded the roof of the crate. The wood beneath us was slick, and the branches below were wet and shiny. My friends scrambled to the edge, trying to climb down—but everything was too slippery to hold onto.

And that was our second mistake.

Trying to climb down a rain-soaked tree in a panic?

Not smart.

Teacher Script

1. Do you think LG was having fun in the treehouse? Why or why not? {Answers will vary.}

2. What do you think “oversized” means? {very big}

even know.

All I remember after that is tumbling down, down, down. Branches scratched me as I fell, and then I hit the wet ground. Muddy grass covered my clothes. My entire body hurt.

When the screams finally died down, there was a heavy silence. The rain had slowed. My friends climbed down the tree quietly, as if afraid to say anything. I didn’t look at them. The only thing I could think about was the shooting pain coming from my knee.

“Call my mother,” I managed to whisper.

And then I fainted.

Teacher Script

1. What do you think will happen next? Why? {Answers will vary.}

“Six months,” the doctor said cheerfully. “And then we’ll do another X-ray, to see how it’s healing.”

“Six months!” I looked at the doctor. “How am I going to survive six months with crutches?”

“Oh, you’ll be in a wheelchair for the first few months,” the doctor said. He looked at me with sympathy. “It’s a serious break.”

Wheelchair! Me? How?

“It won’t be so bad,” my mother whispered. “At least you know you’ll get your cast off eventually. Kids like Ron know they won’t ever be able to walk.”

I thought of my friend. He’d been hit by a car when he was three years old, and his doctors didn’t think he’d ever be able to walk.

I thought of sitting on the side while my friends ran, played ball, climbed trees. Would they even still be my friends?

Later that day, I was sitting outside, feeling like an old, feeble man. I couldn’t do anything, I couldn’t go anywhere.

And then Ron came down the sidewalk. The wheels of his wheelchair shone in the sun.

“Hi!” I said, excited to see someone. My other friends hadn’t come by to see me.

Soon, I told myself. They’ll come to visit soon.

“Do you want to play a game?” I asked.

Ron looked at me, then looked away. “Um… it’s okay. I just wanted to see how you were. I heard you got hurt.”

“Yeah.”

There was silence. From a distance, I could see Jackie coming down the sidewalk. My heart jumped. He was coming to visit me!

But a few minutes later, he disappeared into Alex’s house. I let out the breath I was holding with a whoosh, and then turned back to Ron.

“Let’s play chess,” I said.

Ron looked down at the ground, as if unsure what to do, then looked back at me.

“Okay,” he said.

I pulled out the game my father had left for me on a small table. Ron slowly wheeled himself closer to me. Without a word, he set up the pieces. From the corner of my eye, I could see Jackie and Alex leave Alex’s house, holding their balls.

So my friends were off to the park — without me.

“You’re first,” Ron said.

And the game began. I pushed thoughts of my friends out of my mind as the pieces moved around the board.

“Checkmate!” Ron said.

“You win, Ron!” I said.

Teacher Script

1. How does Jackie react to LG’s injury? {He ignores him.}

2. Do you think the friends LG plays ball with are real friends? Why or why not? {Answers will vary; not real friends because they don’t play with him when he can’t play}

Slowly, like sunshine after rain, a smile lit up my friend’s face. I breathed deeply. Ron may have won the game, but we were going to be friends again. I just knew it. And that feeling was better than hitting a home run.

at the same time. And not yet. But I could sit up in bed and swing my legs over the side of the bed! I could walk down the stairs to get breakfast!

And soon, I would be able to play ball again.

On Monday, the first day without my cast, Jackie slapped me on the back as I walked out of the classroom during recess.

“Ready for a game, LG?” he asked me. I looked at him. He’d hardly spoken to me since my fall from the tree. During those months, Ron and I had spent more and more time together. We’d joked and laughed and just enjoyed spending time with each other.

Didn’t Jackie realize that it would take me time to heal completely, even if my cast was off?

But could I say no to Jackie? Maybe I could just throw the ball, even if I couldn’t run.

I opened my mouth… and my eyes fell on Ron. He was talking to a different boy. He wasn’t looking at me. It would be so easy for me to follow Jackie, like I’d always done.

“I think I’ll pass,” I said, pulling myself up to my full height.

Jackie followed my eyes to Ron.

I was free! Free to run and hop and skip and jump! Well, I couldn’t do all those things

Teacher Script

“You’re going to play card games with him?” he asked, raising his eyebrows. “Aren’t you bored of that already?”

“No,” I said. “It’s not boring to play with Ron. He’s my friend.”

Jackie stared at me for a long moment, then left the room. I felt a little dizzy. Had I really just stood up to Jackie?

I heard a squeak. I turned to see Ron making his way toward me. There was a big smile on his face, and I knew he’d overheard me. I grinned back at him.

Then I sat down to play with my friend.

1. What does LG feel about Jackie at the end of the story? How do you know? {He thinks he is fun but not an understanding friend. He also realizes that he could stand up to Jackie. We know this because he doesn’t go play with Jackie. Instead, he plays with Ron.}

2. How does LG treat Ron compared to how Jackie treats LG? {LG plays chess with Ron because that is what he is able to play, while Jackie ignores LG (and Ron) unless he could play ball.}

Answer the questions to find the theme.

1. What problem does LG face in the story?

a. He doesn’t know how to play ball.

b. He wants to build a better treehouse.

c. He has to choose between being friends with Jackie or with Ron.

d. He wants to win a chess game.

2. What important lesson does LG learn?

a. LG learns that you shouldn’t make fun of people’s casts.

b. LG learns that Jackie isn’t the best kind of friend.

c. LG learns that he can win the game if he and his friends work as a team.

d. LG learns that chess is a great way to make friends.

3. Which best describes a theme from the story?

a. True friends are always there for each other.

b. Hard work pays off.

c. Friends forgive you when you make mistakes.

d. Be true to who you are.

4. Which best describes a second theme from the story?

a. Distance cannot separate true friends.

b. Never give up.

c. Treat others how you would like to be treated.

d. Cheaters will eventually get caught.

Comprehension Skill Review Events

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Events are things that happen in a story. Three important events are: the problem (what is worrying or bothering the main character), climax (the most exciting or important part of the story), and resolution (how the problem gets solved or how the story ends).

Write a paragraph that describes the plot of “Little Guy.”

1. Plan. Fill in the events in the story.

LG wants to be friends with Jackie, but he misses and feels bad for his friend, Ron.

LG falls and gets hurt. He has to be in a wheelchair while he heals.

2. Topic Sentence. Write what the story is about.

LG realizes that Ron is a better friend than Jackie.

This story is about a boy nicknamed LG who is forced to choose between two friends.

3. Body Sentences. Write the problem, climax, and resolution of the story. 1: 2: 3:

LG really wants to be friends with Jackie, but he misses his friend Ron who is in a wheelchair. Then, LG has a bad accident and has to be in a wheelchair while he heals.

While he is injured, he plays chess and cards with Ron, and Jackie just ignores him.

4. Concluding Sentence. Write a lesson from the story.

LG learned that true friends are with you in good times and in bad times.

5. Paragraph. Write a paragraph.

This story is about a boy nicknamed LG who is forced to choose between two friends. LG really wants to be friends with Jackie, who is a great ball player, but he misses his friend Ron, who can’t play because he’s in a wheelchair.

Then, LG has a bad accident and has to be in a wheelchair while he heals. While he is injured, he plays chess and cards with Ron, and Jackie just ignores him. LG learned that true friends are with you in good times and in bad times.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Write a news report.

Pretend you are reporting the collapse of the treehouse. What would you say?

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. Which word means a very short period of time?

a. Hesitated

b. Instant

c. Deafening

d. Sympathy

2. We waited in line at the to the amusement park.

a. instant

b. drenched

c. entrance

d. feeble

3. The sound of the low-flying jet was .

a. blinding

b. deafening

c. drenched

d. instant

4. Which word means held back from doing or saying something because one is unsure?

a. Hesitated

b. Drenched

c. Blinding

d. Feeble

5. Which of the following would NOT describe someone who is feeble?

a. He is very strong.

b. He is very weak.

c. He is very old.

d. He is very sick.

6. After the heavy rainstorm, my clothes were completely .

a. feeble

b. instant

c. drenched

d. hesitated

7. Which word means feeling bad or sad for someone else who is having a problem?

a. Sympathy

b. Hesitated

c. Blinding

d. Feeble

8. Which of the following is an example of something blinding?

a. A clap of thunder

b. A flashlight shining in your eyes

c. A dark room

d. Loud music

Comprehension Assessment

LESSON

Circle the correct answer.

1. What does LG stand for? (detail)

a. Liquid Gold

b. Larry Gray

c. Little Guy

d. Little Giraffe

2. Why did LG’s heart drop when Jackie suggested they go to the treehouse? (cause and effect)

a. LG was afraid of the treehouse.

b. LG had fallen out of the treehouse.

c. His father told him never to go to the treehouse, and he didn’t want to get in trouble.

d. LG felt bad that Ron couldn’t join them.

3. What do you think LG was feeling when he stopped for a moment before going with Jackie? (inferencing)

a. Excitement to play ball

b. Confusion about where to go

c. Guilt about leaving Ron alone

d. Anger at Jackie for being impatient

4. Which is the correct order of events in the treehouse? (sequencing)

a. It started to rain, the boys climbed down, lightning struck, thunder crashed, LG fell

b. LG fell, it started to rain, the boys climbed down, thunder crashed, lightning struck

c. Lightning struck, thunder crashed, it started to rain, the boys climbed down, LG fell

d. Thunder crashed, it started to rain, lightning struck, the boys climbed down, LG fell

5. Which best summarizes the main idea of the story? (main idea)

a. LG learns who is his real friend after he has an accident and can’t play ball for a long time.

b. Jackie is an amazing ball player.

c. Ron can’t play with the other boys because he’s in a wheelchair.

d. It is dangerous to play in a treehouse during a storm.

6. What does the word "soared" mean in the sentences, "I got into position and threw the ball. We both watched as it soared through the blue sky"? (context clues)

a. To fall

b. To move slowly

c. To fly high in the air

d. To roll on the ground

7. What different things does LG enjoy doing with Jackie and Ron? (comparecontrast)

a. He plays ball with Ron and chess with Jackie.

b. He plays chess with Ron and cards with Jackie.

c. He plays ball with Jackie and plays cards and chess with Ron.

d. He hangs out in the treehouse with Ron and plays ball with Jackie.

8. Which of the following is a fact from the story? (fact vs. opinion)

a. Jackie was the best ball player.

b. It wasn't boring to play with Ron.

c. The narrator broke his leg.

d. Playing chess with Ron was better than hitting a home run.

Lesson Introduction

Unit 5: Theme

Lesson 19: Theme of Poem

Unit Goal Trajectory: Find the theme from details in a text.

1. Understand the concept of theme. (Lesson 1)

2. Find the theme of a prose text. (Lessons 2 and 4)

3. Find the theme of a poem. (Lesson 3)

4. Compare and contrast themes from different stories. (Lesson 4)

We’ve already learned what a theme is and how to spot it in a story. Now let’s learn to find the theme in a poem!

Choose a topic word. Choose one word that tells what the poem is about.

Write

Let’s Practice!

Read the poem. Answer the questions to find the theme.

Chatterbox Charlie

I talk in class. I talk at lunch.

I talk while eating – as I munch.

I talk while tying both my shoes. I talk to share important news.

I talk through reading, talk through tests. I talk too loud and miss the rest.

I talk while friends are telling jokes. I talk through stories from quiet folks.

I talk when people raise their hands. I even talk through music bands.

But when I stop and breathe a bit, The words slow down, the quiet hits.

I look around. No one replies. They're talking now... to other guys.

1. Which topic word best describes what the poem is about?

a. Talking

b. Breathing

c. Music bands

d. Freedom

2. What does the author think about the topic?

a. If you talk through music bands, you’ll talk through stories.

b. If you breathe while you talk, no one will reply.

c. If you talk too much, people won’t listen to you.

d. You’ll have freedom if you talk all day.

3. What is the theme of the poem?

a. You don’t need to hide your feelings.

b. Sometimes life isn’t fair.

c. Think before you act.

d. To be heard, sometimes you need to speak less.

Clearing Up Common Misconceptions

Students may have a hard time thinking of topic words for the poems.

Ask students if they think there can be more than one correct topic word for a poem. {Yes, there can be.} Why? {There can be more than one thing the poem is about.} (In the multiple choice questions, there is only one correct answer.) Explain that for a topic word to be correct, it must reflect a main topic of the poem.

Practice finding the topic words together. Explain that it might be a concept like “change” or “honesty.” As you read the poems in the lesson, point out that the topic word can be a repeated word in the poem or just a topic that represents the poem.

Synonym

Antonym

Examples

Additional Questions

1. Flowing, adjective

S Moving A Still E Water moving down a river; Lava sliding down a volcano

Q What would happen if a river was no longer flowing?

2. Unknown, adjective

S Unfamiliar A Familiar

E A math problem you don’t know how to solve yet; The identity of someone whose face is covered; The future

Q Why might a map have an area marked as unknown?

3. Murkiness, noun

S Cloudiness A Clearness

E Fogginess; Dirty water; Not understanding a concept Q When might someone say that the future is full of murkiness?

4. Unfamiliar, adjective

S Strange A Usual

E A food you’ve never tasted before; A language you don’t understand; An animal that doesn’t live in your region

Q What is something you were once unfamiliar with but now know well?

5. Surface, noun

S Top A Inside

E The top of a table where you put your books; The part of the ocean where there are waves; The skin of an apple or a pear Q What does it mean when a submarine rises to the surface?

6. Carefree, adjective

S Happy A Worried

E Running and laughing on a summer day; Singing loudly just for fun; A person who laughs easily Q When would it be good to be carefree, and when would it be better to be careful?

Vocabulary

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

The cool river water was flowing gently over the smooth stones.

We found an unknown animal print in the mud, no one knew what kind of creature made it.

The murkiness of the pond made it hard to see the fish swimming.

When we moved to a new town, the streets and buildings looked unfamiliar to me.

The frog jumped up to the surface of the water to take a breath.

During summer vacation, the children felt carefree as they played all day without a single worry.

The turtle slowly began to submerge into the lake until it disappeared.

The children spent the afternoon exploring the woods behind their house, looking for hidden treasures.

not known or seen before

the top layer or outer layer of something

free from worries or responsibilities

different from what you are used to

moving smoothly

dark, cloudy, or unclear

traveling in or through an area to learn about it

go beneath the water flowing [FLOH-ing]; unknown [un-NOHN]; murkiness [MUR-kee-ness]; unfamiliar [un-fuh-MIL-yer]; surface [SUR-fiss]; carefree [KAIR-free]; submerge [sub-MURJ]; exploring [ek-SPLOR-ing].

7. Submerge, verb

S Dip A Float E To push a toy boat all the way underwater; To completely cover an apple with melted chocolate

Q Why do people sometimes need to submerge something in soapy water?

8. Exploring, verb

S Discovering A Ignoring E Walking around a new city to see what’s there; Trying different ways to solve a tricky puzzle Q Why is exploring different ways to solve a problem a good idea in math class?

Discovering Theme in Poetry

You're about to follow a mysterious playground chase, dive bravely into deep waters, and journey through the ups and downs of growing up. As you read these poems, think about the main ideas, or themes, hiding inside each one. What special messages will you discover? Let’s jump in!

The Line

By: E. Marks

It started back when Jake stood tall and walked along the playground wall.

Then Noah followed, just for fun, and told his friends, “Come on! Let’s run!”

Then Jacob joined and called to Jay, who grabbed his snack and ran that way.

Then Eli followed—he was loud. And soon they had a little crowd.

One boy shouted, “Where are we going?” Another said, “Just keep it flowing

Around the swings, across the grass, right through a first-grade reading class.

Teacher Script

“Is this a race?” asked Zack mid-run. “No, it’s a chase!” “No, just for fun!”

They tripped, they slipped, they sometimes fell— “What’s going on? Can anyone tell?”

Then someone stopped and scratched his head: “Wait… who are we following?” he said.

They turned to look—but Jake was gone. And still, they’d kept on going on.

The boys stood blinking, nowhere to go. They’d followed friends– but why? Don't know!

Answer the questions.

1. Which topic word best describes what the poem is about?

a. Chase

b. Confusion

c. Following d. Playground

2. What is the theme of the poem?

a. Our differences make us special.

b. We can accomplish more by working together.

c. Don’t follow others blindly.

d. A playground is a place for running.

1. Who is the very first person that started this ‘line,’ according to the poem? Where was he standing? {Jake; he was standing on the playground wall.}

2. Where do you think this poem took place? Why? {In school (probably during recess); it starts in a playground and then goes through a first-grade reading class.}

3. The poem uses rhyming words like wall and all and fun and run. Can you find one more pair of rhyming words in the poem? {Jay and way; loud and crowd; fell and tell; gone and on; go and know}

4. What lesson did the boys learn at the end of the poem? {Think about why you are going somewhere or following someone.}

Brave Below

By: Kim Miller

I do not like the water, as I look into the ocean.

I am scared of the crabs, the sharks, and the unknown

I do not like the water, as I look into the pool. I am scared to swim, and get water up my nose.

I do not like the water, as I look into the lake. I do not like the mysterious deep, the fish, and the murkiness

I do not like the water, and I fear I never will. I fear the unfamiliar Will I let fear win?

I cannot let fear stop me. I am brave and strong. As I hold my breath, I prepare to jump into the water.

Deep breath and submerge, I come back up to the surface I float freely to the top, as I soak up the sun.

I am free from my fear. Why did I wait so long? I dive in again. I love the water.

Answer the questions.

1. Which topic word best describes what the poem is about?

a. Family b. Swimming c. Bravery d. Differences

2. What is the theme of the poem? You will have new opportunities if you are brave.

Teacher Script

1. What does being ‘brave’ mean? {Brave means doing something even though you are scared.}

2. The poem mentions the ocean, a pool, and a lake. What is a fear that someone might have when thinking about these different kinds of water? {Answers will vary.}

3. How is the speaker of poem brave? {They are scared to go in the water, but then they go in.}

4. What did the speaker learn at the end of the poem? {They love the water; it was worth it to face their fear.}

Grow up

By: N. Bennett

I used to be an astronaut, Flying high and feeling free. Exploring planets in my backyard, And landing ships in trees.

"Grow up," my brother said.

By four, I was a firefighter, Saving toys from burning flames. Wearing boots that were too big, Playing all my carefree games.

"Grow up," my cousin said.

At six, I built the tallest tower, Blocks stacked up so, so high. I dreamed of bridges, trains, and cars, And how they raced across the sky.

"Grow up," my best friend said.

At seven, my hat stayed in my drawer. At eight, my spaceship sat alone. By nine, I stopped playing pretend, And felt more grown-up on my own.

"You're growing up," my father said.

I miss my helmet, hat, and stars, But now I have new things to do. I read, I learn, I work so hard, Because growing up is something new.

It’s not easy growing up, But everyone has to change. Each year brings something different, And life feels big, and sometimes strange.

Answer the questions.

1. Which topic word(s) best describes what the poem is about?

2. What is the theme of the poem?

Growing up Change is part of life.

Teacher Script

1. What does it mean to ‘grow up’? Does it only mean getting taller, or does it mean something else too? {It means getting more mature, learning new things, having more responsibilities, thinking and doing new things.}

2. Was the speaker actually an astronaut? What does he mean when he says he used to be an astronaut? {No, he played pretend when he was young.}

3. What other things did the speaker play when he was young? {He pretended to be an astronaut and a firefighter, and he played with blocks, bridges, and cars.}

4. What does the speaker do when he gets older? {He reads, learns, and works hard.}

Comprehension Skill Review

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Some poems use meter (the number of syllables on each line) and/or rhyming rules (rhyme scheme). Some poems have no rules at all.

Write a paragraph describing the meter and rhyming rules of one of the poems from this lesson.

1. Plan. Answer the questions.

Choose a poem:

Count the syllables. How many syllables are on each line?

Does the poem follow a rule for meter? If so, what is it?

Does the poem follow a rhyme scheme? If so, what is it? The Line Brave Below Growing Up

8 or 9 syllables on each line

Yes, all lines have 8 or 9 syllables.

Yes; AABB

2. Topic Sentence. Write the name of the poem with a short description.

3. Body sentences. Write if there are meter and rhyming rules. Explain or give examples.

It has a meter rule.

I know this because all lines have 8 or 9 syllables.

There is also an AABB rhyme scheme.

4. Concluding Sentence. Write if you liked the poem and why or why not.

The Line is a funny poem about kids following each other. I liked the poem because it was funny.

5. Paragraph. Write a paragraph.

The Line is a funny poem about kids following each other. It has a meter rule. I know this because all lines have 8 or 9 syllables. There is also an AABB rhyme scheme. I liked the poem because it was funny.

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

My Brave Moment

In the Brave Below, the speaker overcomes his fear of the water. Think of something that used to scare you (or still does).

Draw a 4-box comic strip showing how you feel before, during, and after facing it. Then write one sentence about what helped you feel brave.

What I was scared of

What I thought would happen

What really happened How I felt after

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which word means moving smoothly?

a. Unknown

b. Flowing

c. Submerge

d. Surface

2. The mysterious package had an sender.

a. flowing

b. carefree

c. unknown

d. submerge

3. Which of these would likely have murkiness?

a. Clean drinking water

b. A muddy puddle

c. A clear sky

d. Glass

4. When I visited the big city, everything looked to me.

a. flowing

b. surface

c. unfamiliar

d. carefree

5. Which of the following is an example of something that is a surface?

a. The top of a table

b. The filling of a donut

c. The clothing in a closet

d. A picture hanging on a wall

6. The puppy played in the park, chasing butterflies without a worry.

a. flowing

b. carefree

c. exploring

d. submerge

7. Which of these would you submerge?

a. A train

b. A toy boat in a bathtub

c. A bird flying in the sky

d. A picture on the wall

8. Which word means traveling in or through an area to learn about it?

a. Carefree

b. Submerge

c. Exploring

d. Flowing

Comprehension Assessment

Circle the correct answer.

Poem 1: The Line

1. Who was the first person to walk along the playground wall? (detail)

a. Noah

b. Jacob

c. Jake

d. Eli

2. Why do you think the boys kept following even after Jake was gone? (inferencing)

a. They were afraid to stop.

b. They were playing a game of follow the leader.

c. They were just used to following their friends.

d. They thought Jake would come back.

3. In the line "And soon they had a little crowd," what does the word crowd most likely mean? (context clues)

a. A loud noise

b. A group of people

c. A type of game

d. A fast run

Poem 2: Brave Below

4. What is the final effect of the speaker facing their fear and getting into the water? (cause and effect)

a. They still don’t like the water.

b. They become free from their fear and love the water.

c. They decide to try a different activity.

d. They become even more scared.

5. What is the main idea of the poem? (main idea)

a. The speaker is afraid of all water.

b. The speaker learns to overcome a fear of water.

c. The speaker enjoys swimming in the ocean, pool, and lake.

d. The speaker thinks everyone should be brave.

6. Which of these events happened last in the poem? (sequencing)

a. The speaker was scared of the unknown.

b. The speaker prepared to jump into the water.

c. The speaker floated freely.

d. The speaker dived in again.

Poem 3: Grow Up

7. How are the things the speaker did as a kid different from what they do now? (compare-contrast)

a. As a kid, they used their imagination. Now, they have responsibilities.

b. As a kid, they played alone. Now, they play with friends.

c. As a kid, they stayed inside. Now, they go outside more.

d. As a kid, they were quiet. Now, they make more noise.

8. Which of these is a fact from the poem? (fact vs. opinion)

a. The speaker stopped playing pretend by age nine.

b. It is sad to miss old toys.

c. Life feels strange when you grow up.

d. Reading is better than playing games.

Lesson Introduction

Unit 5: Theme

Lesson 20: Comparing Themes

You have learned all about themes; what they are and how to find them. Let's take it one step further! Today, we will learn how to recognize the similarities and differences between themes in two different stories.

Find:

The theme of both stories

Unit Goal Trajectory: Find the theme from details in a text.

1. Understand the concept of theme. (Lesson 1)

2. Find the theme of a prose text. (Lessons 2 and 4)

3. Find the theme of a poem. (Lesson 3)

4. Compare and contrast themes from different stories. (Lesson 4)

Explain: Why you chose this theme

Theme of Story 1: You can’t buy friendship.

…in Story 1, a girl tries to make friends by giving away her prizes, but she is left with no friends.

Theme of Story 2: True friends help each other.

I chose this theme because…

…in Story 2, bear goes to visit rabbit when he is sick. Then, rabbit helps bear when he loses his honey.

Reminder! Ask: What problem does the main character face? What lesson do they learn?

Compare and Contrast: The themes

Both stories teach what makes a good friend.

The first story teaches what you shouldn’t do The second story teaches what you should do

The first story uses real-life characters The second story uses animal characters

Practice!

Read the two stories. Then, answer the questions.

The Tortoise and the Hare

In a grassy field, a fast hare made fun of a slow tortoise and said he could beat him in a race. They began racing, and the hare ran far ahead. He was so sure he would win that he stopped to take a nap. While he slept, the tortoise kept moving steady. In the end, the tortoise crossed the finish line first and won the race.

1. What is the theme of The Tortoise and the Hare?

a. Slow and steady wins the race.

b. There is good in everyone.

c. Growing up is a journey.

The Crow and the Pitcher

One hot day, a thirsty crow found a pitcher with just a little water at the bottom. The crow couldn’t reach the water, so he dropped small pebbles into the pitcher. Slowly, the water rose to the top, and the crow was able to take a drink.

Clearing Up Common Misconceptions

Students may have a hard time describing similarities and differences between themes.

Remind students that each story can have more than one theme and that each theme can be written in many ways.

2. What is the theme of The Crow and the Pitcher?

a. Give everyone another chance.

b. Things aren't as they seem.

c. Creativity solves problems.

3. What do both stories teach about how to solve problems?

a. You should always give up when things get hard.

b. It’s important to keep trying.

c. You need to be the fastest to win.

d. Strength is the most important thing.

4. How are the lessons the characters learn different in each story?

a. One teaches that being strong is best; the other teaches that being smart is best.

b. One teaches to always win the race; the other teaches to never lose food.

c. One teaches to be fast; the other teaches to be slow.

d. One teaches to keep trying; the other teaches to use smart ideas to solve problems.

Come up with a list of themes from each story as a class. Discuss which themes say the same things in different words and which tell a different idea.

Brainstorm a way to write a theme that could apply to each story. Discuss how the stories present that theme differently.

Synonym

1. Sturdy, adjective

S Strong A Weak

E A table that doesn’t shake; A tree with a thick trunk; A backpack that holds a lot of heavy books Q Why is it important for a building to be sturdy?

2. Reflection, noun

S Mirror A Original

E Looking at yourself in a pond; A thought about something that happened in the past; What you see in the mirror Q Where can you see your reflection?

3. Feast, noun

S Banquet E A huge birthday party with lots of food; A meal with many different kinds of food; A king’s dinner Q What kinds of foods would you expect to see at a feast?

4. Trotted, verb

S Jogged A Stood E The horse moved faster than a walk but slower than a gallop; The dog ran happily next to its owner Q What is the difference between trotted and walked?

5. Grand, adjective

S Large A Plain

E A huge castle with tall towers; A special party with balloons and confetti; A very old and beautiful piano Q What is a grand idea?

6. Growled, verb

S Moaned E The angry dog made a low, threatening sound; A person’s stomach made a loud, rumbling noise when they were hungry; A person made a low, angry sound Q When would your stomach growl?

Vocabulary

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

The chair was so sturdy that it didn’t even shake when I stood on it.

I looked at my reflection in the mirror and smiled at it.

We had a feast to celebrate my birthday, and everyone brought their favorite food to share.

The horse trotted across the field.

He had a grand idea to build the tallest treehouse in his backyard!

I jumped when the dog growled loudly.

It was fortunate that the rain stopped just in time for our picnic.

After playing outside all afternoon, the children had a big appetite for dinner.

a big, special meal, often with lots of food

the feeling of being hungry or wanting to eat

the image or picture you see in a mirror or on water

lucky or having good things happen

strong and built to last, not easily broken

walked in a quick, steady way

made a low, rumbling sound, usually to show anger or warning

large and impressive in size, appearance, or importance

sturdy [STUR-dee]; reflection [re-FLEK-shun]; feast [feest]; trotted [TROH-tid]; grand [GRAND]; growled [GROWLD]; fortunate [FOR-chuh-nit]; appetite [AP-uh-tite]

7. Fortunate, adjective

S Lucky A Unlucky E Finding a twenty-dollar bill on the ground; Being picked first for a team; Having good friends Q What is a time you felt fortunate?

8. Appetite, noun

S Hunger A Fullness E The feeling that you want to eat dinner; A person who wants to try new foods; A person’s desire to read a new book Q What does it mean to lose your appetite?

Two Stories, Two Themes

Today, you'll read two fascinating stories filled with surprises. First, you'll meet Taro, a tired stonecutter who suddenly discovers he can become anything he wants. What will happen when Taro’s wish comes true? Then, you'll follow Max, a little dog who finds the juiciest bone ever, until he notices something strange in the water beneath him—something he can't resist. What happens next might surprise you!

Teacher Script

1. Today, we’re going to read two stories that are a special type of fiction called folktales. Does anyone know what a folktale is? {A story that has been told for many, many years. They often teach a lesson or explain something about the world. They can be from different cultures all around the world. }

2. People often wish for things that other people have. What is a word that describes this? Is it good to be jealous? Why? {Jealousy. It isn’t good, because you should be happy with what you have.}

3. What do you think would happen if people got what they wished for? Would they be happy? Why or why not? {Answers will vary.}

The Stonecutter’s Wish

Adapted from a Japanese folktale

The Stonecutter’s Wish is a folktale from Japan. Folktales are stories that people have told for hundreds of years. Every place in the world has its own special stories. These stories teach different lessons and are told in different ways.

Many years ago, in a small village that lay between two mountains, lived a stonecutter named Taro. Every day, Taro chipped away at big rocks under the hot sun. It was hard, tiring work. As the hours passed, Taro would dream of a different life where he didn’t have to work so hard.

One morning, Taro was cutting a stone. His back hurt as he swung his axe. There were still many hours left in the day, and he was already tired.

He looked up and saw a big, beautiful house. He watched a man wearing silken robes step outside. The man was surrounded by servants. Some of them offered him food and drinks. Another servant was fanning his face with a long, colorful fan.

Taro wiped the sweat from his forehead and sighed.

“If only I were rich like him,” Taro said.

“Then I wouldn’t have to work so hard.” Suddenly, he felt a breeze. Before he could blink, Taro found himself standing in front of a grand house. He looked down and couldn’t believe his eyes. He was wearing fine robes, like a king! He had servants, delicious food, and gold coins in his pockets. He was so happy, he laughed out loud.

Teacher Script

1. Is Taro rich or poor? How do you know? {He is poor. He is working hard and wishes he were rich.}

2. How did he know that the man was rich? {He was wearing silk robes, and he was surrounded by servants who were giving him food and drink and fanning his face.}

One day, Taro was eating a feast in his garden. Colorful flowers gave off a delicious scent. But Taro couldn’t enjoy himself. The sun was beating down on his head, and beads of sweat rolled down his face.

Taro frowned as a servant mopped his forehead. “The sun is more powerful than I am,” he said. “I wish I could be the sun.”

Once again, he felt a breeze. Suddenly, Taro was glowing high above the Earth. He was the sun! He shone brightly, drying rivers and warming fields. Children played under his rays.

said. “I wish I could be a mountain.”

“Now I am the most powerful!” he said. Suddenly, a dark cloud passed by. It blocked his rays and cast a shadow over the land.

“That cloud is even stronger than me!” Taro said. “If only I could be a cloud.”

He felt a breeze, and before he could blink, he was a huge, gray cloud. He floated through the sky, pouring rain over forests and cities. He caused rivers to flood and people to shiver from cold.

“Now I am more powerful than ever!” he said.

But as he moved across the sky, he bumped into a mountain. No matter how much rain he poured, the mountain stood tall and unmoving.

“That mountain is stronger than I am!” Taro

Again, he felt a breeze, and the next moment, he was a mountain! He stood tall and proud, strong and sturdy. Fierce storms came and went, but he didn’t move.

Then one day, Taro felt a strange pain in his side.

Tap… tap… chip… chip…

A man stood beneath him, swinging an axe. It was a stonecutter.

Bit by bit, the man carved stone from the mountain. Taro groaned.

“That stonecutter is stronger than me!” he said. “I wish I could be a stonecutter.”

A cold breeze blew, and then Taro opened his eyes. He was back in his simple clothes, holding his axe. The sun warmed his back, and a piece of stone lay before him. He swung the axe and smiled as happiness filled him. There was no one more fortunate than he.

Teacher Script

1. What happened each time Taro wished to be something else? {He got his wish, but then he realized he wanted to be something else.}

2. Why would this story repeat itself forever and ever in a cycle? {The story ends how it started, so Taro could wish to be rich man again and the story would start again.}

3. What lessons did Taro learn? {Each thing is stronger than something but weaker than something else, being himself was good. Every person has challenges.}

The Dog and the Shadow

Adapted from Aesop’s Fables

The Dog and the Shadow is a fable by Aesop, a famous storyteller from ancient Greece. Fables are a type of folktale. In these stories, the characters are usually animals.

Max was a little dog with a big appetite and a sharp nose. He wasn’t the strongest dog in town, or the tallest, but he could sniff out a snack from blocks away. Every day, Max wandered through the village, sniffing for crumbs, scraps, and maybe—if he was really lucky—a bone.

One sunny afternoon, Max got lucky.

Behind the butcher shop, sitting in a pile of scraps, was a big, juicy bone. It still had bits of meat on it, and the smell made Max’s mouth water. He looked around to make sure no one else was looking and then grabbed it.

Teacher Script

1. What was Max good at? {sniffing out food}

He gripped the bone tightly in his jaws and went running.

“This is the best bone I’ve ever found!” he thought.

He trotted proudly through the village with his prize, looking for a quiet corner. He needed to keep away from other dogs, to make sure no one would try to grab it from him. He headed toward the little wooden bridge that crossed the stream, hoping to relax under the big oak tree on the other side.

The old bridge creaked as Max crossed it, and the wooden boards moved beneath his paws. He held the bone between his teeth, dreaming about how delicious it would taste.

Then he made the mistake of looking down.

Below the bridge, the stream flowed gently. The water was clear and smooth like glass. And in that water, Max saw something strange.

There was another dog.

This dog was standing in the stream and— believe it or not—he had a bone, too.

Not just any bone. It looked even bigger than Max’s!

Max growled. “Where did that dog get such a huge bone?” he wondered. “If I could just grab that bone, I’d have two bones! I’d be the luckiest dog ever!”

What Max didn’t realize was that the “other dog” wasn’t a dog at all. He was looking at his own reflection in the water.

Without thinking, Max barked—and at that moment, his mouth opened just enough for the bone to slip from his jaws.

SPLASH!

The bone fell into the stream and disappeared with a soft plunk.

Max jumped in after it. He splashed and paddled and searched, but the water had

carried the bone away. It was gone.

Wet and cold, Max climbed back onto the bank and shook off his fur. He looked down at the water again, but now all he saw was a sad little dog staring back at him.

Max walked slowly to the tree where he’d planned to enjoy his treat, dripping water along the way. His stomach growled, and he laid his head on his paws, thinking about his lost bone.

Teacher Script

1. What did Max see in the water? {his reflection, a dog holding a bone}

2. What did Max want? {the biggest bone}

3. What lessons did Max learn? {He wanted what he already had; if you try and take what is not yours, you might lose what is yours…}

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Find the theme of each story. Explain why you chose that theme.

The Stonecutter’s Wish The Dog and the Shadow

Theme: .

I chose this theme because Taro’s problem is that . Taro learns that

Be happy with what you have.

Theme: .

I chose this theme because Max’s problem is that . Max learns that

Everyone has their strengths. he wants to be something stronger. he wants a bigger bone like the “other dog.” each thing was more powerful what he has is good and that

than the next, and that he is also powerful. trying to get more made him lose what he has.

Choose the best answer.

1. What is something both stories teach?

a. It’s important to be strong.

b. A reflection is not the truth.

c. Always wish for more.

d. Don’t be jealous

2. How are the lessons different in each story?

a. One teaches that a stonecutter is best; the other teaches that a bone is best.

b. One teaches us to work hard; the other teaches to never look at your reflection.

c. One teaches not to wish to be someone else; the other teaches not to wish for something someone else has.

d. One teaches to always try to be better; the other teaches to always find more food.

Write True or False next to each sentence.

1. One story is a cycle which could continue forever, while the other story has a definite ending.

2. One story is from Japan, and one story is from Greece.

3. Both stories probably happened in real life.

4. In one story, a person learns a lesson, and in the other story, an animal learns a lesson.

Comprehension Skill Review Characters

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Characters are the personalities in a story. Details in the story describe how they look, think, and act.

Write a paragraph that describes a character from the story.

1. Plan. Choose your character. Describe how they look, think, and act.

Character: Taro Max

He is a little dog

Not strong

Has a big appetite

2. Topic Sentence. Write the name of the story and the character you chose.

Has a good nose He is jealous The story The Dog and the Shadow has a character named Max.

3. Body Sentences. Describe your character. 1:

Max is a little dog who is not so strong.

He has a big appetite and a good nose.

He learns an important lesson when he is jealous of another dog.

4. Concluding Sentence. Write an opinion or lesson.

Max learns that it is good to appreciate what he has.

5. Paragraph. Write a paragraph.

The story "The Dog and his Shadow" has a character named Max. Max is a little dog who is not so strong. He has a big appetite and a good nose. He learns an important lesson when he is jealous of another dog. Max learns that it is good to appreciate what he has.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Puppet Show Scene

Create simple stick puppets of Max (or another dog) and his reflection. Perform the scene where Max sees the "other dog" and loses his bone. You can even add sound effects!

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. Which is an example of being fortunate?

a. Missing the bus

b. Losing your keys

c. Winning a prize

d. Taking a walk

2. Which word means walked in a quick, even way?

a. Trotted

b. Reflection

c. Appetite

d. Fortunate

3. The delicious smell from the kitchen made my even stronger.

a. reflection

b. appetite

c. scent

d. feast

4. Which word means made a low, rumbling sound?

a. Fortunate

b. Appetite

c. Growled

d. Trotted

5. Which word means a large meal, often for a special occasion?

a. Reflection

b. Appetite

c. Sturdy

d. Feast

6. The hotel looked so with its tall windows and golden doors.

a. trotted

b. sturdy

c. reflection

d. grand

7. It's a box that can hold heavy books.

a. sturdy

b. fortunate

c. feast

d. trotted

8. Which is an example of a reflection?

a. Reading a book

b. Swinging on a swing

c. Seeing your face in a mirror

d. Listening to music

Comprehension Assessment

Circle the correct answer.

Story 1: The Stonecutter’s Wish

1. What is the main idea of The Stonecutter’s Wish? (main idea)

a. Taro becomes a mountain and learns that hard work is important.

b. Taro sees that no matter what he wants, he still has to work hard.

c. Taro learns that getting stuff doesn’t make you really happy.

d. Taro wants to be powerful, but in the end, he likes being a stonecutter best.

2. What happens first to Taro? (sequencing)

a. Taro wishes to be a stonecutter.

b. Taro wishes he had money and an easy life.

c. Taro learns he is happiest as a stonecutter.

d. Taro turns into the sun.

3. Why does Taro wish to be something else in the story? (detail)

a. He is tired of working hard.

b. He wants to be like the mountain.

c. He feels lonely and wants people around him.

d. He thinks the sun is stronger than him.

4. How are Taro’s feelings about his life different at the beginning and the end of the story? (compare-contrast)

a. At the beginning, Taro enjoys being a stonecutter, at the end, he doesn’t.

b. At the beginning, Taro is happy with his work, at the end, he is tired of it.

c. At the beginning, Taro wants to be powerful, at the end, he wants to be a king.

d. At the beginning, Taro wants to be rich, at the end, he is happy with his simple life.

Story 2: The Dog and the Shadow

5. What do you think Max thinks when he loses the bone? (inferencing)

a. He feels sad and wishes he hadn’t been greedy.

b. He is happy to lose the bone.

c. He is upset but forgets about it quickly.

d. He doesn’t care about the bone.

6. What causes Max to lose the bone? (cause and effect)

a. He drops the bone while running.

b. He eats too much

c. He barks at the reflection of the other dog.

d. The bone breaks when he tries to hide it.

7. What does the word “gripped” most likely mean when Max “gripped the bone tightly”? (context clues)

a. Dropped

b. Looked at

c. Threw

d. Held

8. Which of the following is an opinion from The Dog and the Shadow? (fact vs. opinion)

a. Max should not have been jealous.

b. Max is a dog.

c. The reflection in the water belonged to Max.

d. The bone fell in the stream.

Lesson Introduction

Unit 6: Integration of Ideas

Lesson 21: Charts, Diagrams, and Graphs

Unit Goal Trajectory: Interpret, infer, and explain ideas and concepts presented in a text.

1. Explain how charts, diagrams, and graphs support understanding of a text. (Lesson 1)

2. Explain events and ideas and describe why they are important. (Lesson 2)

3. Integrate information from two sources. (Lesson 3)

4. Make inferences based on details in the text. (Lesson 4)

Sometimes, it’s easier to understand something when we can see it. Authors might use visuals (VIH-zhuh-wuhlz)—pictures or drawings that show information—to help explain what they mean.

Visuals can come in many forms:

Labeled Diagram: Shows a picture and names each part

Chart or Graph: Shows numbers and data in a way that it can be seen quickly

Table: Organizes information so it is easy to compare

Shows where places are located

Use the diagram to answer the questions.

1. Name three parts that are attached to the frame:

Wheel, seat, handlebars

2. Which two parts does the chain connect?

3. What do you think the job of the chain is?

To make the wheels turn when pedals are turned

Clearing Up Common Misconceptions

Students may encounter unfamiliar vocabulary in the graph or diagrams.

Help students use context clues. Explain that sometimes, the clues will be in a picture.

For example, use the picture to describe what the frame of a bike is.

Samlives in the city of Rockville. On the last day of school, Sam planned to go to the museum right after school was over. But then, his dad said that he wanted to have a picnic in the park to celebrate the last day of school.

Sam had an idea. He would go to the market and pick up some food. Then, he would go to the museum. Afterwards, he would bring the food and meet his family in the park. His dad thought that was a great plan!

Read the passage. Use the map to help you answer the questions.

4. Look at the map. Why do you think Sam offered to pick up food from the market straight from school?

The pedal and the wheel It is right across the street from his school.

5. Is Sam’s school close to the museum?

No, it is far.

6. Why was it a good plan for Sam to go straight from the museum to the park?

They are close by.

Synonym

1. Risk, noun

S Chance A Certainty

E Riding your bike without a helmet; Eating a food you know you’re allergic to Q How can you avoid the risk of getting a sunburn?

2. Rescue, verb

S Save A Endanger

E A lifeguard pulls a swimmer to shore; A doctor saves someone from a sickness Q Who are some people trained to perform a rescue?

3. Concerned, adjective

S Worried A Calm

E Worried when you hear about someone sick; A friend checks on you often after you hurt your knee Q What is something you’ve felt concerned about this week?

4. Shivering, verb

S Trembling A Still

E Someone who is very scared; Someone who gets the chills after catching the flu Q Besides being cold, what else might make a person start shivering?

5. Narrow, adjective

S Thin A Wide E A crack in the wall where a mouse can squeeze through; The single row of seats at the back of the bus Q What might happen if a large truck tries to drive down a narrow street?

6. Stalactites, noun

E They look like stone icicles pointing downward inside a cave; You see them high up, shining when a flashlight hits them Q Where do you find stalactites?

Vocabulary

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

I decided to take a risk and start a business even though I didn’t know if I would succeed.

The brave firefighter climbed the ladder to rescue the people from the fire.

The teachers seemed worried and concerned about the missing books.

The boy was shivering after falling in the cold lake.

We walked single file down a narrow path.

The stalactites hanging in the cave were very long and thin.

He felt weary after walking all day in the hot sun, so he had to sit down.

The friends chatted and talked on the porch while sipping lemonade.

7. Weary, adjective

S Tired A Energetic E A farmer feels this after working in the hot sun all day; A student feels this after staying up late; A traveler sits down on a bench, rubbing their eyes Q Can you feel weary in your mind, not just your body? Explain.

worried about something

very tired

shaking from cold or fear

pointy rock shapes hanging from the roof of a cave

save someone or something from danger

not wide a chance you will lose something important to you or get hurt

talked in a friendly way

8. Chatted, verb

S Talked A Silent E Two friends sat at lunch, sharing stories; The people on the bus spoke about the weather

Q What’s the difference between a chat and a formal speech?

Trapped!

Author: Y. Samson Genre: Informational

On a June afternoon in 2018, a youth soccer team in northern Thailand entered a cave after practice. It was meant to be a short visit before dark, but heavy rain began to pour in, flooding the twisting tunnels. The water rose quickly, cutting off their escape and trapping them deep underground. Would anyone find them before it was too late? Would rescuers find a way to reach them?

Teacher Script

1. This is a true story about a group of boys who were trapped in a cave in Thailand. What genre are true stories? {Nonfiction}

2. Have you ever gone to a cave? What was it like? {Answers will vary.} Do you think a cave could be dangerous? Why or why not? {Answers will vary.}

On June 23, 2018, a group of twelve boys in Thailand were playing soccer. They were on the same team. One day, after practice, they decided to explore a cave. It was near their village in northern Thailand.

Their coach, Ekk, agreed to go with them.

“We can only go for an hour,” he said. “We need to leave before it gets dark.”

The boys grabbed flashlights and rode their bikes to the cave. They laughed and chatted as they stepped inside. The cave was cool and damp. Stalactites hung like sharp teeth from the ceiling. Water dripped from the walls.

“This place is amazing,” said Adul, one of the boys.

They walked deeper into the cave. The tunnels twisted and turned. It was dark, but their flashlights lit the way.

Suddenly, it began to rain. Heavy rain poured outside. Water started rushing into the cave.

“Let’s head back!” Coach Ekk shouted.

The boys turned around, but the water was rising quickly. It spilled into the tunnels, flooding their path.

“Go higher!” Coach Ekk yelled. “We need to find dry ground!”

The boys climbed deeper into the cave. The tunnels grew narrow. The air became colder. Their shoes splashed through freezing water.

Finally, they found a small, dry surface. It wasn't big, but it was safe for now. They stayed close together, shivering and scared.

“Will the water go down soon?” a boy whispered.

“I don't know,” Coach Ekk said. He tried to sound calm, but he was very worried.

The rain kept pouring. The hours turned into a day. Then another day passed. The water didn't go down. It rose higher and higher. The soccer team was trapped.

Their flashlights stopped working so well. Their stomachs growled with hunger. They had no food. The cave was silent except for the sound of dripping water.

“Will anyone find us?” Adul asked.

“They will come,” Coach Ekk said. “We have to stay strong.”

The boys took turns drinking small drops of water that were on the cave walls. As time passed, they grew more and more weary. They tried to sleep, but it was so cold and dark. Time

Monthly Rainfall in 2018 (mm)

Teacher Script

1. Why do you think the boys decided to explore the cave? {They thought it would be fun or interesting.}

2. What happened because of the rain? {The cave started flooding, and the boys got trapped.}

PATTAYA BEACH

DISTANCE: 4KM ENTRANCE BOYS FOUND HERE

seemed to stand still.

Back in the village, their families were very concerned. As the hours passed, they grew more and more worried.

“Where are they?” a mother cried. People went looking for them. They found the boys’ bikes near the cave. They realized that the boys were trapped inside.

News spread quickly. Rescue teams from all over Thailand arrived. More than ten thousand people came to help. There were divers, soldiers, doctors, and cave experts. They came from all over the world.

It was dangerous to go inside the cave. The water was muddy and cold. The tunnels were narrow and twisted. The divers worked slowly, using ropes to guide them.

Big pumps were used to remove water from the cave. Over a billion liters of water were

pumped out. This helped lower the water levels inside.

Nine long days passed. On July 2, two British divers finally found the boys sitting in the cave.

“Hello!” one diver called out.

The boys froze. They couldn't believe it. They had been found! They started to shout.

“They're here!” Adul cried.

“Rescuers! They found us!” another boy shouted. His voice echoed in the dark cave.

Some of the boys started to cry. Tears ran down their muddy faces. Others grinned and waved their arms. For the first time in days, they felt hope.

“Are we going home?” a boy asked.

“Yes,” the diver said with a smile. “But it will take time.”

The divers handed them food, water, and

Teacher Script

1. How much water was pumped out of the caves? {over a billion liters (That is a lot of water!)}

2. Why did some boys start crying when the rescuers came? {They were so happy to be saved.}

Start point

The boys were taught how to scuba dive. They were stuck on the top of this ledge for over two weeks.

blankets. The boys ate with excitement. Their hands shook.

“When can we leave?” Adul asked.

“Soon,” the diver said. “We have a plan, but you'll need to be brave.”

The boys looked at each other. They were scared, but they trusted the rescuers.

Outside the cave, the news spread: The boys were alive! But getting them out would be difficult. The tunnels were flooded. The boys didn't know how to swim. The path out was over two miles long.

“We'll teach them to dive,” one rescuer said. "I know we're taking a risk, but it's the only way."

The plan was daring. Each boy would wear a diving mask and hold onto a rescuer. They would be guided through the dark, icy water.

Rescuers pumped out as much water as they could. They worked day and night. They

Method used to save boys

used more than a hundred pumps to lower the water levels.

On July 8, the rescue began.

The first boy was strapped into diving equipment. His rescuer held his hand.

“You're safe,” the diver said. “Stay calm.”

The tunnel was terrifying. The water was pitch-black. Sharp rocks stuck out from the walls. The path was filled with twists

Teacher Script

1. Why was it difficult for the boys to get out of the cave? {It was still flooded, and they would have to dive; the path was cold, icy, rocky, and narrow; it was dangerous}

2. How long were the boys stuck in the cave? {over two weeks}

2

Choke point

The hardest part. Each boy had to crawl by himself up a narrow bend to a rock. Then they had to go back down into the water.

15 inches

THE NARROWEST PART

and turns, dipping low into choke points where they had to squeeze through. In some areas, the tunnel was only two feet wide. The rescuer had to guide the boy carefully, keeping him close so he wouldn't get stuck. The boy held onto his rescuer, his heart pounding.

“We’re almost there,” the rescuer whispered. After hours of swimming, they reached the outside of the cave. The boy gasped for air as

The boys were given foil blankets to keep warm.

Divers brought food, medicine, and oxygen.

Exit point

One mile away from the choke point

the rescuers cheered. He was safe!

One by one, the boys were brought out. Each trip was slow and dangerous. The rescuers were tired, but they kept working. They refused to give up. It took three days for everyone to be rescued.

On July 10, the last boy and Coach Ekk were brought out. The crowd cheered. Families hugged their sons. The rescuers smiled. They had done the impossible!

Teacher Script

1. What was the choke point? {a narrow part of the tunnel}

2. Why did it take three days for the boys to be rescued? {Each boy had to be rescued individually, and it was slow and dangerous.}

Answer the questions based on the charts and diagrams on pages 332-335.

1. What does J F M A M J J A S O N D stand for?

a. Nothing. They are random letters.

b. The first letter of each boys name c. The months of the year

2. During which month did the boys get trapped? About how much rain fell then?

3. How many kilometers (km) were the boys' bikes from where they were found?

4. When the boys entered the cave, did they walk upward or downward?

5. Who held the boys’ oxygen tanks?

The diver

6. Why do you think the boys had to wear a full face mask?

So they could breathe under water

7. What was the tether for?

To attach the divers to the boys

8. Why do you think the boys had to go through the choke point alone?

It was too narrow for two people to fit through.

9. Did the boys swim upward, downward, or both? Explain.

Both- first they swam down, then back up, then back down Downward

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

In the problem solution text structure, a problem and its solution(s) are described.

Write a paragraph that retells “Trapped” in the problem solution text structure.

1. Plan. Write the problem and solutions.

Problem Solutions

The boys get stuck in a cave.

Rescuers come and help take them out. Big pumps take lots of water out of the cave. They use ropes and diving gear. The boys need to be brave and swim in scary places.

2. Topic Sentence. Write the problem from the story.

In the story, the problem is that a group of boys gets stuck in a cave.

3. Body Sentences. Write three sentences that explain the solution. 1: 2: 3:

To rescue them, lots of experts came.

To make it easier for the boys, lots of water was pumped out from the cave.

In the final part of the rescue, divers helped the boys swim out of the cave.

4. Concluding Sentence. Write an opinion or lesson.

I think it was a good thing that the rescuers came.

5. Paragraph. Write a paragraph.

In the story, the problem is that a group of boys gets stuck in a cave. To rescue them, lots of experts came. To make it easier for the boys, lots of water was pumped out from the cave. In the final part of the rescue, divers helped the boys swim out of the cave. I think it was a good thing that the rescuers came.

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT Activity

Make a map.

Draw and label a diagram or map of your house. Label each room and show a path from your bedroom to the front door.

Optional: Make a map from your house to school.

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which word means talked in an easy or friendly way?

a. Concerned

b. Chatted

c. Shivering

d. Rescue

2. The tourists admired all of the hanging in the cave.

a. narrow

b. weary

c. rescue

d. stalactites

3. Which of these is an example of a rescue?

a. Letting a bird fly away

b. Saving someone from drowning

c. Taking a picture of someone

d. Playing a game

4. Which word means a chance you will lose something important to you or get hurt?

a. Weary

b. Risk

c. Shivering

d. Narrow

5. The travelers could finally get some sleep.

a. rescue

b. stalactites

c. weary

d. risk

6. Which of the following is an example of something that is narrow?

a. A needle

b. A car

c. A balloon filled with air

d. A gallon jug of water

7. The children were because they were out in the cold so long.

a. narrow

b. risk

c. shivering

d. chatted

8. Which word means worried about a situation or fact?

a. Risk

b. Concerned

c. Shivering

d. Narrow

Comprehension Assessment

LESSON

Circle the correct answer.

1. How many boys were in the group? (detail)

a. 8

b. 20

c. 12

d. 10

2. What happened when it started to rain hard outside? (cause and effect)

a. Water rushed into the cave.

b. It became very loud.

c. The cave dried up.

d. The boys went to sleep.

3. How do you think the boys felt when the flashlights stopped working? (inferencing)

a. Happy

b. Excited

c. Afraid

d. Cold

4. What is the main idea of the passage? (main idea)

a. A group of boys won a game.

b. Rescue divers came from all over the world.

c. A group of boys were trapped in a cave and were rescued.

d. A group of boys got lost.

5. Which of these events happened last in the cave? (sequencing)

a. The boys found a flat surface.

b. The boys swam out with diving equipment.

c. The rescuers brought food.

d. Coach Ekk said “We need to leave before dark.”

6. Look at the diagram of the divers and the boy on page 10. What does the word “tether” mean? (context clues)

a. A rope to attach things together

b. A special breathing tool for under the water

c. A type of shoe

d. A way to swim

7. How were the tunnels different after the rain came? (compare-contrast)

a. They were wider and easier to walk through.

b. They were darker and filled with rising water.

c. They felt colder.

d. They became brighter and less slippery.

8. Which sentence is an opinion? (fact vs. opinion)

a. The rescue took three days.

b. The last boy was rescued on July 10.

c. The caves were amazing.

d. The boys' bikes were found outside the cave.

Lesson Introduction

Unit 6: Integration of Ideas

Lesson 22: Explaining Events

Unit Goal Trajectory:

Interpret, infer, and explain ideas and concepts presented in a text.

1. Explain how charts, diagrams, and graphs support understanding of a text. (Lesson 1)

2. Explain events and ideas and describe why they are important. (Lesson 2)

3. Integrate information from two sources. (Lesson 3)

4. Make inferences based on details in the text. (Lesson 4)

When you read nonfiction texts, you’re often learning about events that happened in the real world. These might come from a history book, a science article, or a how-to text.

In this lesson, you’ll learn how to explain what happened in the text and why each part matters.

As you read, ask yourself:

→ What are all the parts or steps of what happened or will happen?

→ Why is each part important?

These questions will help you understand the text and explain the events clearly.

Brushing your Teeth

Steps

Why is this step important?

1. Put toothpaste on your toothbrush. This lets the toothpaste get in your mouth.

2. Using your toothbrush, brush small circles on your teeth for two minutes. This gets your teeth clean.

3. Rinse your mouth with water and spit. This gets the toothpaste out of your mouth.

Think! What would happen if this step were missing?

Read the passage.

HWater's Journey

ave you ever wondered where rain comes from? It’s part of the water cycle— water’s big trip! The sun warms water in puddles and lakes, and the water turns into invisible steam and floats up. High up, the steam gets cold and turns into tiny drops. These drops make clouds. When clouds get full, water falls as rain or snow. This water flows back to lakes and oceans, ready to start its trip again.

Number the steps so they are in order. Then, answer the questions.

Step #

Step

The steam rises up and forms clouds.

When clouds get full, water falls as rain or snow.

The sun warms water in puddles and lakes, turning it into steam.

The water flows back to lakes and oceans.

Why is this step important in the water cycle?

Would it make sense if this step came first? Why or why not?

No, first the sun must warm up the water so there is steam.

Would it make sense if this step were skipped? Why or why not?

No, there must be rain or snow so that the water from the clouds can return to lakes and oceans.

Would it make sense if this step were skipped? Why or why not?

No, the sun must turn the water to steam so it can rise up and form clouds.

Why is this step important?

It shows the end of the cycle where the water flows back to lakes and oceans. Now the cycle can start again.

Clearing Up Common Misconceptions

Students may have a hard time explaining how each step is important.

Discuss how each step is important to process. Ask questions like:

Why does this step have to come before the next step?

What would happen if this step came first?

Would it be possible if this step were skipped?

Use the answers to explain why each step is important.

E Q

Synonym Antonym Examples Additional Questions

1. Efforts, noun

S Tries E Working hard to build a tall block tower; Running as fast as you can to win a race

Q Why is it important to keep making efforts even when something is difficult?

2. Paralyzed, adjective

S Stuck A Moving

E A sudden fear made the rabbit stop and stare; A person who can’t move their legs Q Can a fear of public speaking make someone feel paralyzed? Explain.

3. Results, noun

S Outcomes A Causes

E The score after the game ended; The finished cake after mixing and baking; The grade you get after taking a test

Q What are the results you hope for when you plant a seed?

4. Cure, noun

S Fix A Sickness

E Medicine to make a sick person well; An idea that solves a problem Q How is a cure different from a treatment that only makes you feel better for a little while?

5. Volunteers, noun

S Helpers A Employees

E People who give their time to clean up a park; Friends who help you move furniture just to be kind Q If a teacher asks for volunteers to erase the board, what are they asking?

6. Samples, noun

S Examples A Totalities

E A small spoonful of ice cream to see if you like the flavor; A small tile to show what a whole new floor will look like

Q When your teacher shows you samples of good writing, what are you supposed to learn?

Vocabulary

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

His efforts and hard work really paid off when he won the race.

The accident caused the man to be paralyzed, so he used a wheelchair.

We studied hard for the tests, and the results showed that we all passed.

Doctors are working hard to find a cure so sick people can get better.

Some volunteers helped the workers clean up after the storm.

At the candy store, they gave us small samples to taste before choosing.

I know I will recognize my old friend as soon as I see her.

He found the answer in the book, proving he was right.

7. Recognize, verb

S Know A Forget E Seeing an old friend from school; Knowing the state capital when you see it on a map; Being able to name a song after only hearing a part of it

Q Why might a person fail to recognize a friend they haven’t seen in many years?

something that happens because of something else

a small part of something to show what it is like

using evidence to show that it is correct or true

know something because you have heard or seen it before

the hard work you put into doing something

not able to move a part of the body

people who offer to help without getting paid

something that makes a sickness go away

8. Proving, verb

S Showing A Doubting E Running a test to show that a cleaning product really works; Using your signature on a paper to show it is really from you

Q Why is proving a fact important in science?

The Fight for Life

Author: Tessa Barber Genre: Informational

About a hundred years ago, a terrible illness was suddenly making healthy children very sick. In just one day, kids could go from playing happily outside to being unable to move their arms or legs. Families were scared, and scientists rushed to solve this scary puzzle. What was this sickness, and how did people stop it from spreading? What amazing discovery helped save millions of lives?

Teacher Script

1. This passage describes how the polio vaccine was invented. What are texts that tell about real information called? {informational}

2. What is a vaccine? Do you like getting vaccines? Why or why not? {a shot that helps people not get sick; answers will vary, but may include: they hurt}

Vaccines protect the body from sickness. Let’s read about a vaccine that was invented to stop a sickness called polio.

Danny stared out the window. He could see a blue sky and white, fluffy clouds. He tried to move his legs, but they felt like he’d run a hundred races. His arms were heavy. He tried to sit up, but he fell back onto his pillow.

“Mama,” he whispered. “I don’t feel well.”

His mother bent over him and pressed a cool hand to his forehead.

“You’re burning up, sweetie,” she said. She bit her lip and looked away.

Papa stood in the doorway. His arms were folded.

“It’s just a cold,” Papa said. “Kids get sick all the time.”

Mama didn’t say anything. Yesterday, Danny had been perfectly fine. He’d played stickball with his friends and climbed a tree. Today, he could barely move his legs.

By evening, Dr. Riley arrived. He frowned as he examined Danny. Finally, he looked up.

“It could be polio,” he said.

Mama covered her mouth. Papa’s face turned white.

“No!” he whispered.

Polio. Suddenly, the room felt very cold. Everyone knew what polio meant. Some kids got better, while others never walked again. Or worse…

Danny looked out the window. A cloud moved across the sun. The whole world looked darker.

Mama’s eyes filled with tears. “Doctor, please, tell me there’s something we can do.”

“We’ll get him to the hospital,” Dr. Riley said. “The sooner, the better.”

Papa lifted Danny into his arms, holding him

Teacher Script

1. What does it mean when the text says “he tried to move his legs, but they felt like he’d run a hundred races.”? {His legs were hurting so much, similar to how it feels when you’re sore after exercising.}

2. Why were Danny’s parents scared when the doctor said that he was sick with polio? {Some children never walked again after getting polio.}

like he was a newborn baby. Mama grabbed Danny’s hand. She squeezed it tightly.

“Don’t worry,” she told him. “You’ll be fine.”

Danny tried to smile bravely, but he was terrified.

As Papa carried him to the car, neighbors peeked from their windows. Bored children watched with wide eyes. It had been a long, hot summer, but hardly anyone had left their houses. The pool and playgrounds had been empty. Parents were scared that their children would get sick. They stayed inside, away from the dangerous germs.

Danny took one last look at the sun before the car door closed. When would he see it again?

A Problem Called Polio

About a hundred years ago, a scary disease was making many people around the world very sick. It spread easily, especially in the summer, and no one knew how to stop it.

Were you ever sick with a virus? Polio is a type of virus. It spreads from person to person, usually through water or food. Polio made

young children very sick. They came down with sore throats, headaches, and fevers.

Some children got better, but others didn’t. As the disease spread throughout the body, it attacked the nerves that make it possible to move. Many children became paralyzed and couldn’t move their arms or legs. Sometimes, polio paralyzed the muscles that make it possible to breathe. A machine called an “iron lung” was used to help people who couldn’t breathe because of polio. Many children spent the rest of their lives on crutches or in wheelchairs.

In the 1900s, everyone was terrified of polio. One day a child might feel perfectly fine, and the next day, they’d be very sick. Parents stopped sending their children to school. They kept them home all summer, too. In 1952, over three thousand children died of polio in the United States. All over the world, people were getting sick with polio. Every year, more than half a million people died or were paralyzed because of polio.

A cure was needed for this deadly disease, and fast. But would one ever be found?

Teacher Script

1. What is polio in your own words? {a sickness that was contagious, not everyone got better, some couldn’t breathe, and some were left paralyzed}

2. Why did parents keep their children home in 1952? {There was an outbreak of polio, and they were nervous their children would catch it.}

A Vaccine Is Invented

Dr. Jonas Salk was a scientist and doctor who had a dream: to get rid of polio. Dr. Salk worked hard in his lab, doing all kinds of tests to try to create a vaccine. Vaccines work by putting a weak form of a virus into the body. The body then learns how to fight the virus.

Most scientists believed that vaccines needed a live virus so the body could learn to protect itself. But Dr. Salk thought differently. He believed that a killed virus (one that couldn't cause disease) could still teach the body how to fight the virus.

Dr. Salk and his team spent years growing virus samples in the lab. They used cells from a monkey to make the virus grow, and then killed it with a chemical. This stopped the virus from spreading in the body, while making it possible for the body to recognize it.

Before Dr. Salk could introduce his vaccine to the world, he needed to make sure it was

safe. He tried it out on animals to see how they would react to it. Then he tried it on himself, his wife, and his three sons. None of them got sick, proving that the vaccine was safe!

The Polio Pioneers

In 1954, over a million children from Canada, Finland, and the United States offered to be volunteers. They would test out Dr. Salk’s vaccine. Some of them got the real vaccine, while others got a fake shot. They were called the “Polio Pioneers.”

On April 12, 1955, after carefully studying the results, scientists announced that the vaccine was safe! It could help fight polio and keep children safe.

Dr. Salk wanted children from all backgrounds to get his vaccine. On that day, he got permission to give it out to whoever wanted it. He made no money from his vaccine, but it was more important to him to save lives.

Teacher Script

1. The placebo effect means that some people who get a “fake” cure will still get healed. This is because the brain is tricked into thinking that the body is feeling better. How did Dr. Salk use the placebo effect in his testing of the vaccine? {Some of the volunteers got a fake shot. Dr. Salk probably saw that the ones who got the real shot did better than the ones who got the fake one.}

2. Why did Dr. Salk want to give his vaccine to lots of children? {He didn’t want them to get sick, and he wanted polio to disappear.}

As children started to get the vaccine, polio cases dropped quickly. In two years, there were five thousand cases of polio. Six years later, only 161 people had polio.

The vaccine worked so well that a few years later, another scientist, Dr. Albert Sabin, made an even simpler polio vaccine. Instead of a shot with a needle, his vaccine was a drop on a sugar cube. Imagine eating a tiny, sweet cube and knowing it could protect you from a serious sickness! This made it easier for kids all over the world to get vaccinated.

A Worldwide Promise

In 1988, leaders from many countries made a promise: they would work together to stop polio forever. Many groups came together to help in this fight. Countries worked hand in hand, sharing medicine and knowledge. The World Health Organization (WHO) helped

$39.00 Giving Vaccines

$24.00

$19.00

$14.00

$3.00

$1.00

lead the way, making sure that vaccines were available everywhere.

Events where the vaccine was offered took place around the world, to reach as many people as possible. In 1995, China and India gave vaccines to millions of children. Nineteen countries in Europe had special days where kids could line up to get their polio shots. In 2004, twenty-three African countries also had vaccine days. By 1994, polio was completely gone from North and South America. By 2000, it was gone from other areas, too!

In 2003, polio was found in only six countries. By 2006, that number dropped to four. People around the world kept working hard, and soon, polio cases dropped by more than 99 percent in just twenty years!

Today, polio is almost gone. Dr. Salk died in 1995, but he would be proud to see how his efforts paid off. When his vaccine was first created, he said it was like the sun. Just like you can’t own the sun, you can’t own the vaccine. It was for everyone! And the people who are alive and well because of him would surely agree.

Teacher Script

1. Why did the number of polio cases drop from 2003 to 2006? {More and more people got the polio vaccine.}

2. What did Dr. Salk mean when he said the vaccine was like the sun? {That you can’t own the vaccine, it is for everyone; everyone should get it.}

Lesson Review Explaining Events

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Read the statements below. Rewrite them in the correct order in the first column of the chart. Then, in the second column, explain why each step was important in helping stop polio.

Children got the vaccine, and it worked.

Dr. Salk tested the vaccine on people and animals.

What happened?

The WHO helped organize events to help give the vaccine to children around the world.

Dr. Salk worked hard trying to create a vaccine in his lab.

Why is this step important in helping to stop polio?

Many children became sick with polio. It made people die or become paralyzed. It was a big problem that needed to be solved.

Dr. Salk worked hard trying to create a vaccine in his lab.

Dr. Salk tested the vaccine on animals, his family, and more than a million volunteers.

Children got the vaccine, and it worked.

The WHO helped organize events to help give the vaccine to children around the world.

This would lead to the invention of the polio vaccine. It would stop lots of kids from getting sick. This was the first step to stop polio.

This let Dr. Salk know that his vaccine was safe. Testing helped prove the vaccine was safe and worked before giving it to more people.

This would make more people around the world want to use the vaccine.

Sharing the vaccine with other countries helped stop polio in many places, not just one.

Comprehension Skill Review Charts,

Graphs, and Diagrams

Charts, graphs, and diagrams give us more information about a topic.

Write a paragraph explaining how money donated to end polio was spent.

1. Plan. Write three pieces of information you can find on this chart.

Most of the money went toward getting vaccines to children.

Nineteen out of every $100 went toward making the vaccine.

One out of every $100 went toward research.

2. Topic Sentence. Write what the chart shows.

$39.00 Giving Vaccines

$24.00 Teaching People

$19.00 Making Vaccines

$14.00 Finding the Virus

$3.00 Paying Scientists

$1.00 Learning More

The chart shows how a $100 donation was divided up to help end polio.

3. Body Sentences. Turn each piece of information from step 1 into a sentence.

Most of the money went toward getting vaccines to children. Some of the money went toward making the vaccine. A small amount of the money went toward research.

4. Concluding Sentence. Write a lesson or opinion about donations to help end polio.

I think everyone should donate money to help end polio.

5. Paragraph. Write a paragraph.

The chart shows how a $100 donation was divided up to help end polio. Most of the money went toward getting vaccines to children. Some of the money went toward making the vaccine. A small amount of the money went toward research. I think everyone should donate money to help end polio.

LESSON

PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Pretend you're an inventor.

Come up with an invention that would help the world in some way. Tell what problem it will solve and how it works. Draw a picture of your invention.

Answers will vary.

Vocabulary Assessment

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Circle the correct answer.

1. Which word means something that happens because of something else?

a. Volunteers

b. Cure

c. Results

d. Proving

2. I took some of paint home to help me make a decision.

a. efforts

b. recognize

c. samples

d. paralyzed

3. We our old friend even after many years.

a. results

b. volunteers

c. samples

d. recognize

4. Which of the following is an example of volunteers?

a. People giving their time to help clean up a zoo

b. People getting paid to work in a store

c. Students doing their homework

d. People getting paid to paint a house

5. Which word means something that makes a person better or ends a sickness?

a. Cure

b. Recognize

c. Efforts

d. Samples

6. What is a way of proving something is right?

a. Making your best guess

b. Choosing the one you like

c. Finding proof in the text

d. Shouting your opinion over and over

7. The of the firefighters helped save many people.

a. recognize

b. proving

c. paralyzed

d. efforts

8. What word means unable to move a part of the body?

a. Volunteers

b. Paralyzed

c. Results

d. Proving

Comprehension Assessment

1. Polio is a type of : (detail)

a. Virus

b. Bacteria

c. Medication

d. Place

2. What happened to many children as the polio disease spread through their bodies? (cause and effect)

a. They got a rash on their skin.

b. They lost their ability to see.

c. They became paralyzed and couldn’t move.

d. They could not sleep.

3. Why did Dr. Salk want to find a cure for polio? (inferencing)

a. He had nothing better to do.

b. He wanted to stop people from getting sick with it.

c. He wanted to travel the world.

d. He wanted to find a new place to live.

4. What is the main idea of this passage? (main idea)

a. Dr. Salk’s vaccine did not help anyone.

b. There were many polio cases after the vaccine.

c. Dr. Salk’s vaccine helped lower polio cases all over the world.

d. Polio case numbers did not change after the vaccine.

5. Was the vaccine given in the United States or China first? (sequencing)

a. Both started at the same time.

b. It was given in China first.

c. It was given in the United States first.

d. The vaccine was given in neither of those countries. Circle the correct answer.

6. What does the word “pioneers” mean in the sentence “They were called ‘Polio Pioneers’”? (context clues)

a. They were some of the last people to get the vaccine.

b. They moved to a new place to try the vaccine.

c. They did not want to volunteer to take the vaccine.

d. They were some of the first people to get the vaccine.

7. How was Dr. Salk's idea about vaccines different from what most other scientists believed? (compare-contrast)

a. Dr. Salk believed vaccines needed a live virus, while others thought a killed virus would work.

b. Dr. Salk believed vaccines could only be tested on animals, while others tested them on people.

c. Dr. Salk believed a killed virus could work in vaccines, while most others thought a live virus was needed.

d. Dr. Salk didn't believe in vaccines at all, but other scientists did.

8. Which of the following is an opinion about Dr. Salk? (fact vs. opinion)

a. Dr. Salk worked on a vaccine for polio.

b. Dr. Salk developed the vaccine too quickly.

c. Dr. Salk wanted people of all backgrounds to have the vaccine.

d. Dr. Salk died in 1995.

Unit 6: Integration of Ideas

Lesson 23: Integrating Information

Lesson Introduction

Sources are texts about a topic. You can read more than one source about the same topic. When answering questions, you will either need to use one or both sources.

Read the question. Ask yourself: What am I trying to find?

Unit Goal Trajectory:

Interpret, infer, and explain ideas and concepts presented in a text.

1. Explain how charts, diagrams, and graphs support understanding of a text. (Lesson 1)

2. Explain events and ideas and describe why they are important. (Lesson 2)

3. Integrate information from two sources. (Lesson 3)

4. Make inferences based on details in the text. (Lesson 4)

Find the answer. Look in one or both sources for details that match the question.

Write the answer. Be sure to include where you found it.

The lightbulb was invented because… I know this because Passage 1 says… and Passage 2 says…

Read these two sources about pets. Then, circle the source you would use to answer each question.

Source 1: Many people enjoy having a pet. Dogs and cats are the most common, but some people have pets like ferrets or parakeets. All pets need care. This includes feeding them, giving them water, and making sure they get exercise. Pets often feel like part of the family, and taking care of them becomes part of daily life.

Source 2: Most people take their dogs for walks, but some other pets need walks too—like cats, rabbits, or even snakes! Pet owners may use a special harness or carrier to keep these animals safe. Walking a pet can give it exercise, fresh air, and time outside. You never know what kind of pet you might see at the end of a leash.

1. Question: What are some pets that people have?

Clearing Up Common Misconceptions

Students may give a partial answer to a question from just one text and have a hard time using information from both texts.

After students answer a question, tell them to look in the other source and see if they can find any more information that will help support their answer.

2. Question: Why would a person use a harness to walk their pet?

3. Question: What type of care does a pet need?

Synonym Antonym Examples

Additional Questions

1. Entire, adjective

S Whole A Part E Every cookie on the tray; All of her homework; The whole game

Q What’s the difference between eating an entire pizza and eating half of one?

2. Fuel, noun

S Energy E Gasoline for a car; Food for your body; Wood for fire

Q If a company runs out of fuel, what might happen to its trucks?

3. Collapse, verb

S Fall A Build

E A tower fell down; A person who suddenly dropped to the ground; To fold a chair and put it away

Q When a building starts to collapse, what’s the most important thing for people inside to do?

4. Basic, adjective

S Simple A Advanced

E Knowing the alphabet and how to count to ten; The most necessary steps Q What is a basic rule you follow at school every day?

5. Victim, noun

S Sufferer A Attacker

E A person whose bike was stolen; A town was hit hard by the tornado; A boy who was being bullied

Q If a person is the victim of a practical joke, how might they feel?

6. Disability, noun

S Impairment A Ability

E Not being able to see; Not being able to hear Q Why is it important for a city to make sure its sidewalks are friendly for people with a walking disability?

Vocabulary

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

She read the entire book from the first page to the very last.

The car ran out of fuel, so it could not move until we filled the tank.

The old tent might collapse if the strong wind keeps blowing.

Reading and writing are basic skills everyone needs to know for life.

The victim of the car accident was taken to the hospital for help.

His disability made it hard for him to walk, so he used a wheelchair.

The layout of the park was well planned, with benches next to the slide and swings.

The terrorists tried to attack the city to scare everyone and force the leaders to change the rules.

someone who is hurt in an accident or tricked by someone else

a material that burns to create energy to provide power

simple or most important whole, all of something

a condition that makes it hard for someone to do certain things

people who try to threaten or cause harm or fear for political or other reasons fall down or cave in the way something is arranged entire [en-TY-er]; fuel [fe-OOL]; collapse [cuh-LAPS]; basic [BAY-sik]; victim [VIK-tim]; disability [DIS-a-bil-itee]; layout [LAY-owt]; terrorists [TER-or-ists]

7. Layout, noun

S Arrangement A Jumble E Where all the exhibits are in the museum; The way the photos are organized in a scrapbook Q How does the layout of a grocery store help you find what you need?

8. Terrorists, noun

S Attackers A Rescuers E They plan secret attacks to cause fear; They use bombs or guns; They hurt people

Q How do police and security forces try to prevent attacks by terrorists?

OService Dogs: Helping People Every Day

n the morning of September 11, 2001, a sudden, thunderous crash shook the World Trade Center in New York City. A plane had hit the building! It was a terrorist attack! Smoke filled the air, the building swayed, and fear spread through the crowded offices. Would they find a way out? Could the people escape before the tower came down? The first passage tells the story of Roselle, a guide dog who led her owner and many others to safety that day. In the second passage, you will learn all about service dogs. How else do service dogs help?

Teacher Script

1. Today, we will read two stories. The first is a true story about a service dog. The second tells us about service dogs. What are true stories called? {nonfiction}

2. Why is staying calm often the best choice in an emergency? {Staying calm helps you think clearly, make smart decisions, and not make the situation worse.}

3. Imagine a situation where you had to act calmly, even though everyone around you was scared or panicking. How could you stay calm? {Answers will vary.}

Roselle to the Rescue

Author: Tessa Barber Genre: Nonfiction

It was a busy morning in the North Tower of the World Trade Center in New York City. Outside, the sky was blue. Down below, people hurried past on the sidewalk. From the seventy-eighth floor, they looked like toys.

Inside the building, phones rang. People chatted. Roselle sat beside Michael Hingson. Michael was an office manager in the World Trade Center.

Suddenly, there was a bang. The building shook. It sounded like something was exploding!

“What was that?” someone shouted. Michael’s fingers froze over his keyboard. He felt something strange. The building was leaning to one side!

The building began to shake. People screamed and cried. Papers flew all over the room. Michael felt the entire building moving beneath him. What was going on?

It was September 11, 2001. The Twin Towers were under attack! Terrorists had just flown a plane into the North Tower. It had hit the building twenty floors above where Michael and Roselle were sitting.

Seventeen minutes later, another plane would hit the South Tower.

Michael didn’t know any of this yet. But he did know that they had to leave the building right away. He bent down and touched Roselle’s head. Roselle didn’t move. This meant that they still had time. If they stayed calm, they would manage to leave the building safely.

Michael and Roselle knew the layout of the

building well. They had studied how to escape in an emergency. Now, Roselle got up. She had an important job to do. She had to keep Michael safe.

Michael was blind. Roselle was his guide dog. She served as his eyes in a world that he couldn’t see.

Michael could smell smoke. He could hear the crackling of fire. Worst of all, he could hear people shouting in fear. Roselle stayed right by his side. She was going to get him out of there. Roselle pulled at her harness. She led Michael toward the stairs. There were people everywhere. Roselle didn’t rush. She walked calmly. They had nearly 1,500 steps to go down, and they had to take them carefully. Roselle guided Michael down one step at a time.

The air grew hotter. Smoke filled the

Teacher Script

1. Where and when does the story begin? What details does the author give us about the setting and time? {It begins on a busy morning in the North Tower of the World Trade Center in New York City. The sky was blue, and it was September 11, 2001.}

2. How do you know from the story that the World Trade Center was a tall building? {It says the seventy-eighth floor, which is very high up.}

building and entered their lungs. People coughed. Michael sniffed the air.

“I can smell jet fuel,” he said.

The people near him started to sniff the air, too.

“You’re right!” said his friend David. “We must have been hit by an airplane.”

The walls shook again. Michael held onto the railing.

“We’re going to make it,” he whispered to Roselle. She wagged her tail. She understood what he was saying.

They continued to walk. They passed floor after floor. The air was thick with heat and dust. A firefighter pushed past them, carrying someone in his arms.

“Burn victim coming through!” he shouted. “Move to the side.”

People were scared. They began to push. They wanted to leave the building as fast as possible. A man tripped.

“Ouch!” he cried. “I can’t go on!”

The people near him put their arms around him, forming a circle. Roselle pushed her way in and gently licked the man’s hand. The man calmed down.

Michael put out his arm. He held onto Roselle. Together, they continued going down the stairs.

There were more explosions. The building shook again. The stairs leaned to one side, but Roselle kept walking. She didn’t let Michael trip or fall. Finally, they reached the twentieth floor. People coughed and coughed. There was so much smoke that it was hard to breathe.

“We’re going to die!” David cried.

“David, stop it!” Michael said. “If Roselle and I can go down these steps, so can you!”

David looked at his friend and his trusty dog.

“You walk in front of us,” Michael said. David continued walking down the steps. A firefighter came up the stairs. He noticed Michael and stopped beside him.

“Stay here,” he said. “I’m going to find someone who can help you.”

But Michael shook his head.

“I don’t need help,” he said. “I have Roselle. We’ll keep going.”

Michael and Roselle continued walking down the stairs. It was very hot. People were crying and shouting.

Roselle stayed calm. So did Michael. They could hear bricks falling and metal twisting, but they kept on going.

“Good job,” Michael told his dog. “You’re doing great! Everything is going to be okay.”

Teacher Script

1. Why do you think Michael trusted Roselle to get him through the building? {She had helped him many times so far and was staying calm.}

2. Why was it hard to breathe as they walked down the steps? {There was a fire with lots of smoke, which makes it hard to breathe.}

At last, they reached the ground floor. It was covered in dust and broken glass. Roselle pulled Michael forward. She walked around the garbage on the floor. Michael followed behind her. Roselle kept going and going. They reached the exit doors just as a police officer began to shout.

“Get out of here! It’s coming down!”

Roselle started to run, and Michael followed. They ran for their lives as the ground beneath them shook. Michael heard a terrible sound, like a train falling into a river. The North Tower was about to collapse!

The clouds of dust grew thicker. It was like a blizzard of dust. Roselle kept running and running. Finally, she stopped. She had led Michael to a subway station.

They headed inside. For a moment, there was silence. Then they heard the terrible sound again. The second tower was coming down.

Michael couldn’t believe it. “There’s no longer a World Trade Center,” he whispered. He reached for Roselle and wrapped his arms

around her. “You saved my life.”

Roselle wagged her tail and licked his face. She had just been doing her job. Days later, the world was still in shock and pain. There were many stories about brave firefighters and policemen who had tried to save people. Roselle’s story also became famous.

“Dogs don’t think about ‘what if,’” Michael said. “They just react to what is happening at the moment. Nothing was attacking us directly, so she just kept calm. When we’re calm, we make the right decisions… This is a lesson for us all.”

Teacher Script

1. The air outside is described as a ‘blizzard of dust.’ What does the word ‘blizzard’ mean, and why is it used here? { A blizzard is a big snowstorm; In this story there was a lot of dust and smoke filling the air.}

2. How was Roselle able to stay calm in the emergency? {She wasn’t worried about the future (don’t think about “what if”). She wasn’t being attacked, so she just focused on the present.}

Questions and Answers about Service Dogs

Q: I see lots of pet dogs around, but what’s a service dog?

A: A service dog is a dog that is trained to help a person with a disability. This could be someone who can’t see, hear, or move easily. Service dogs help their owners live on their own. These dogs will go wherever their owner goes. They might take them to stores, parks, and schools. They might travel with them on an airplane. These dogs aren’t playing. They’re hard at work!

Q: Are all service dogs the same?

A: No, not all service dogs have the same job. Guide dogs help people who are blind or have trouble seeing. These amazing dogs can lead their owners around objects in their way. They stop at curbs and help them cross the street.

Hearing dogs help people who are deaf or hard of hearing. They tell their owners when there are important sounds. This can be doorbells, alarm clocks, fire alarms, or someone calling their name.

Medical alert dogs work for people who have serious medical problems. They might help people who have a problem with their blood sugar. They might smell foods for people with serious allergies. Some service dogs can even smell if a person has COVID-19!

Q: How do service dogs train for their jobs?

A: Service dogs start training when they’re puppies. They learn basic commands like “sit,” “stay,” and “come.” Service dogs can learn up to 100 different commands!

After a year, service dogs learn special skills

for their future jobs. They practice their tasks over and over until they can do them perfectly. It takes two years to fully train a service dog. When they finish training, they graduate.

Q: What should I do when I see a service dog?

A: Service dogs are different from regular dogs because they’re always working. There are special rules people should follow when they see a service dog:

Do not pet the dog. It may be working, and it needs to pay attention to its job.

Do not call or talk to the dog. You might distract it from helping its owner.

Do not offer food. Service dogs have special diets and can’t eat treats from strangers. Service dogs make a huge difference in the lives of their owners. The next time you see a service dog, remember that it’s a hero on four paws!

Teacher Script

1. Why would someone with a disability need help to live on their own? {Examples: If they can’t see, it would be hard to find things they need or stay safe, if they can’t hear, they might not hear doorbells, alarm clocks, fire alarms, or someone calling their name, etc.}

2. Why do you think it takes so long to train a service dog? {They have a lot of special skills to learn.}

Circle where you'd find the answer to each question. Write the answer.

Question

1. What is the main difference between a regular pet and a service dog?

2. Why did Michael Hingson need a guide dog like Roselle?

Source Answer

Roselle to the Rescue Service Dogs

Both

Roselle to the Rescue Service Dogs

Both

3. What types of disabilities do the different types of service dogs help with?

4. How did Roselle save Michael's life during the emergency at the World Trade Center?

Roselle to the Rescue Service Dogs

Both

Roselle to the Rescue Service Dogs

Both

A service dog is trained to help a person with a disability, while a pet is just for fun.

Michael was blind, so he needed Roselle to look around for him and guide him through the world.

Guide dogs help blind people see. Hearing dogs alert their owners to sounds. Medical alert dogs can smell problems with their owners' blood.

Roselle calmly helped Michael down 1,500 stairs through smoke, led him around garbage, and showed him when it was safe to run to a subway station as the building was collapsing.

5. How do service dogs help people with disabilities live on their own? Use the information from the chart and details from both texts to explain.

People with disabilities may need help seeing, hearing, or with other health issues. Service dogs can hear, see, and sense danger. They can let their owners know when there is danger. For example, Roselle was a guide dog who let Michael know when the Twin Towers were on fire. Then, she was able to lead Michael out to safety.

Comprehension Skill Review Point of

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

First-person point of view is when the story is told by a character, using words like I, me, and my. Third-person point of view is when the story is told by someone who is not a character, using words like he, she, or they.

Write a paragraph telling the story of Roselle to the Rescue in first person.

1. Plan. Write what happens in the beginning, middle, and end. Whose point of view will you write?

Michael

I knew I had to lead Michael to safety. I led Michael out the building. We were safe!

2. Topic Sentence. Introduce the character in first person.

Hi, my name is Roselle, and I . 1: 2: 3: am a guide dog

3. Body Sentences. Tell the story using words like “I,” “me,” or “my.”

I was helping Michael in the Twin Towers when I heard a big crash!

I knew I had to lead Michael to safety. Calmly, I led him out of the building until we were safe.

4. Concluding Sentence. Write a lesson or opinion that the character has.

I was glad I was able to save Michael.

5. Paragraph. Write a paragraph.

Hi, my name is Roselle, and I am a guide dog. I was helping Michael in the Twin Towers when I heard a big crash! I knew I had to lead Michael to safety. Calmly, I led him out of the building until we were safe. I was glad I was able to save Michael. I heard a big crash!

LESSON PRACTICE VOCABULARY STORY REVIEW ACTIVITY ASSESSMENT

Draw a Poster.

Make a thank you poster for a service dog. Decide if you are thanking a guide dog, a hearing dog, or a medical alert dog. Look back in the text about service dogs to remind you of each one’s job. Thank them for all the help they give.

Vocabulary Assessment

LESSON

Circle the correct answer.

1. Which word means how things are arranged?

a. Layout

b. Entire

c. Terrorists

d. Fuel

2. The had to tell the police his side of the story.

a. disability

b. fuel

c. victim

d. basic

3. Which of these is a basic need for humans?

a. A game

b. A chair

c. Water

d. A car

4. Her did not stop her from joining in all the activities.

a. basic

b. entire

c. disability

d. fuel

5. Which word means people who try to cause harm or fear?

a. Layout

b. Terrorists

c. Entire

d. Disability

6. Which word means a material that burns to create energy to give power?

a. Fuel

b. Disability

c. Harness

d. Victim

7. My little brother ate the cookie, not leaving even one crumb!

a. basic

b. layout

c. disability

d. entire

8. Which of the following is an example of something that would likely collapse?

a. A tower of blocks

b. A jar of pickles

c. A pen

d. A pillow

Comprehension Assessment

Circle the correct answer.

Roselle to the Rescue

1. What was Michael Hingson’s job at the World Trade Center? (detail)

a. Doctor

b. Office manager

c. Lawyer

d. Professor

2. How did Michael know he needed to get out of the building? (cause and effect)

a. Someone made an announcement.

b. It was completely quiet.

c. He heard and felt an explosion.

d. The office filled with water.

3. Why did Roselle lead Michael to a subway station? (inference)

a. She wanted to find food.

b. She thought it was a safe place away from the explosion.

c. It was her favorite place to go.

d. She thought they should go back to where the explosion happened.

4. What was Roselle’s role in helping Michael on September 11, 2001? (main idea)

a. Roselle helped Michael tell others about the explosion.

b. Roselle made sure Michael had all his belongings.

c. Roselle guided Michael to the elevator to leave the building.

d. Roselle guided Michael down the stairs and away from the building.

Service Dogs: Helping People Every Day

5. Which of the following is a fact? (fact vs. opinion)

a. Service dogs may know up to 100 commands.

b. Guide dogs are the most helpful type of service dog.

c. Service dogs like being in libraries the best.

d. Hearing dogs are the cutest service dogs.

6. What is the first step in training service dogs? (sequencing)

a. They learn special skills for their future jobs.

b. They practice tasks over and over.

c. They learn basic commands like "sit," "stay," and "come."

d. They graduate.

7. What does the word "commands" most likely mean in the sentence "They learn basic commands like 'sit,' 'stay,' and 'come.'"? (context clues)

a. Questions

b. Instructions

c. Games

d. Stories

8. How are guide dogs and hearing dogs similar? (compare-contrast)

a. Both help people with medical problems.

b. Both lead their owners around objects.

c. Both alert their owners to important sounds.

d. Both are types of service dogs that help people with disabilities.

Lesson Introduction

Unit 6: Integration of Ideas

Lesson 24: Making Inferences

Unit Goal Trajectory:

Interpret, infer, and explain ideas and concepts presented in a text.

1. Explain how charts, diagrams, and graphs support understanding of a text. (Lesson 1)

2. Explain events and ideas and describe why they are important. (Lesson 2)

3. Integrate information from two sources. (Lesson 3)

4. Make inferences based on details in the text. (Lesson 4)

When you read, you can figure out things that the text doesn’t say directly. This is called making an inference

An inference happens when you combine clues from the text with what you already know. You may even make inferences without realizing!

At the station, long metal tubes sit next to a high platform. There is a loud horn and the rumble of big wheels on the tracks. People hurry with their suitcases to get on board before the doors close with a hiss.

What you Already Know

Trains come to stations. Train stations have high platforms.

Trains have big wheels and doors. People might bring suitcases on trains.

Trains have loud horns and hissing sounds.

The text is talking about a train.

Let’s Practice!

Use the picture to complete the table.

Kids wear backpacks to school.

The kids are going to (or from) school.

Read the passage. Make inferences to answer the questions.

Eli pedaled hard. He zoomed down the hill. Whoosh! Wind rushed past his helmet and his face. That was fun! When he reached the bottom, he turned around to do it again.

1. What is Eli doing? (Use a word not in the text.)

2. What are two words from the text that hint to this?

3. Why do you think he wore a helmet?

Helmet, pedaled

To protect his head while riding

Clearing Up Common Misconceptions

Students may have a hard time understanding that the inference is not explicit in the text or picture. They may have a hard time realizing the part of the information that comes from what they already know.

Practice identifying what is not in the picture or text.

For example, discuss that the bus does not say school. The color and shape of the bus let you infer that is a school bus.

Synonym

Antonym

Examples

Additional Questions

1. Requirements, noun

S Needs A Extras

E The list of ingredients for a recipe; The supplies you need for school; A helmet for a bike Q What are the requirements for being a good friend?

2. Afford, verb

E You have enough money to buy a bike; A family can buy a house; A person has enough time to visit a friend

Q If a toy costs $20, and you have $15, can you afford it?

3. Instrument, noun

S Tool E A violin used to make music; A thermometer used to check temperature; A saw used to cut wood

Q How is a ruler an instrument for measuring?

4. Helium, noun

S Gas A Solid E Makes balloons float; lighter than air; colorless, odorless gas

Q Why do balloons filled with helium float instead of fall?

5. Several, adjective

S Many A One E Three dogs; Four chapters; Six days

Q If a problem has several solutions, what does that mean?

6. Protected, verb

S Safe A Harmed

E A strong fence keeps wild animals away; A child wears a helmet while riding a scooter; Sunscreen keeps your skin safe from the sun

Q If a town is protected by a wall, what kind of danger might it be keeping out?

Vocabulary

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

The main requirements for a healthy plant are sunlight, water, and good soil.

I can’t afford that toy because it costs more than the money I have.

The scientist used a special instrument to measure the temperature of the liquid in the lab.

The party balloon floated all the way to the ceiling because it was filled with helium.

The baker put several cookies on the cooling rack so there were enough for all of us.

The snail was protected by its hard shell.

My brother is a genius at math; he can solve very hard problems in his head!

His biggest obstacles to finishing the project were being sick and missing school.

someone who is very smart or talented

things that get in the way or make it hard to do something

kept safe from harm or danger

a very light gas that makes things like balloons float

things that are needed or must be done

more than two but not too many have enough money to pay for something

tool or device used for a special purpose requirements [rih-KWY-er-munts]; afford [uh-FORD]; instrument [IN-struh-ment]; helium [HEE-lee-um]; several [SEV-ruh-l]; protected [pruh-TEK-tid]; genius [JEE-nyus]; obstacles [OB-stuh-kuhls]

7. Genius, noun

S Brilliant A Fool E A student who solves difficult math problems; A chess player who can always win Q Is being a genius only about being smart in school subjects? Explain.

8. Obstacles, noun

S Challenges A Help

E A fallen tree blocks a path

Q What are some common obstacles you might face when building a tall tower out of blocks?

Up, Up, and Away!

Author: Tehila Bruck Genre: Nonfiction

Larry Walters had a dream that seemed impossible. He wanted to soar high into the sky, even though he wasn’t a pilot, didn’t have a license, and couldn’t afford flying lessons. But one day, he came up with a wild plan that just might work. What could he use to lift himself off the ground? And what would happen if his plan worked a little too well?

Teacher Script

1. Today, we will read a true story about a man with a dream. What are true stories called? {nonfiction}

2. Have any of you ever had a big dream or goal that seemed really hard to achieve? What made it difficult, and what did you do to try and reach it? {Answers will vary.}

The True Story of Lawnchair Larry

Did you ever look up at the sky and see a balloon floating away? Did you ever wish you could float away like a balloon? A man named Larry Walters had a dream. He wanted to float up, up, and away into the sky. One day, he actually did it!

A Big Dream

You probably think that Larry Walters was a scientist, or maybe a pilot. But he wasn’t! He was a regular man who lived in California and worked as a truck driver. He drove along routes, delivered goods, and lived a quiet life.

But Larry had a dream. Ever since he was a kid, he wanted to fly. He dreamed of soaring through the sky like the planes he saw above his house.

When Larry was younger, he had tried to join the United States Air Force. He wanted to be a pilot or at least work with planes. But he had very poor eyesight and needed thick glasses to see clearly. Because of this, the Air

Force wouldn’t let him fly their planes. One of the requirements to join the Air Force is perfect eyesight. Larry was very disappointed, but he wasn’t ready to give up yet.

He decided to learn how to fly his own plane. Even if he couldn’t pilot flights for passengers, at least he could fly by himself. But flying lessons are very expensive, and he didn’t have much money. Even if he could some lessons, his bad eyesight meant he would never be able to get a pilot’s license. At this point, most people would give up. But Larry didn’t want to give up his dream. He was sure he would find a way to soar up to the sky.

A Wild Idea

One day, Larry had a wild idea. If he couldn’t fly a plane, maybe he could fly something else. But what?

He looked around his yard and noticed a big, sturdy lawn chair. It was light enough to pick up, but strong enough to hold his weight. He sat in the chair and started to think. He remembered that he had once seen some

Teacher Script

1. Do you think it is possible to fly with balloons? Why or why not? {Answers will vary.}

2. Why do you think Larry didn’t give up? {He really wanted to fly. He was a very determined person.}

weather balloons tied up outside a store. Weather balloons contain an instrument that gives information about the weather. He knew that when weather balloons were filled with helium, they could carry a lot of weight.

What if I tied a bunch of balloons to my lawn chair? Larry thought. Would I be able to float up to the sky? Most people would laugh at such an idea and then forget about it. But Larry wasn’t like most people. Right away, he started to plan.

First, Larry made a list. He already had a lawn chair. Now he needed lots of weather balloons and a helium tank to fill them. He also needed ropes to tie everything together. He wanted a parachute (just in case!). He would take snacks and drinks along on his trip. How would Larry come back down when he wanted to end his journey? He would use a pellet gun to shoot the balloons one by one. Slowly, his chair would drift back down to solid ground.

Larry worked on his plan for months. He bought forty-five weather balloons and several tanks of helium. He made sure everything was ready for liftoff.

The Big Day

On July 2, 1982, Larry packed sandwiches, a radio, a camera, and a pellet gun. He strapped on his parachute. His plan was to float up about 30 feet, wave to the neighborhood down below, and slowly drift back down.

Finally, Larry was ready. He sat down in his lawn chair. It was attached by rope to a car, so it wouldn’t fly away before he was ready. His friends tied the weather balloons to the chair and filled them with helium. He named his flying machine Inspiration I.

His friends cut the rope. Then, something unexpected happened. Larry shot up into the air! Not 30 feet. Not 100 feet. He flew up over 15,000 feet (about three miles high)! He was even higher than some small planes.

Larry couldn’t believe it. The houses below looked like tiny toys. Birds flew past him. In the distance, he could see the ocean and mountains. It was beautiful, and also a little scary.

He used his radio to talk to the people he’d left behind.

“I’m okay,” he said. “Just a little higher than expected.”

He floated peacefully for a while. Then, he started drifting toward Los Angeles International Airport (LAX). Soon, some pilots flying huge airplanes saw something very strange outside their windows. They quickly reported this to air traffic control. These workers are in charge of making sure that aircraft are safe.

Teacher Script

1. Why would most people laugh at the idea of flying with balloons? {Balloons do not seem strong enough to carry people; it is not something that had ever been done.}

2. What do you think will happen when Larry flies near the airport? {Answers will vary.}

“This is TWA 231. We’re flying at 16,000 feet. There’s a man in a chair with balloons about five miles away from us!”

Coming Back Down

Larry knew he couldn’t stay up in the sky forever. It was cold. He was getting nervous. It was time to come down. He carefully picked up the pellet gun and aimed at the balloons. POP!

He shot a few balloons, and his chair started to sink.

He started to calm down. Everything was going to be fine. Soon, he’d be back home. Then something happened to ruin his plans. His fingers were stiff from the cold. He reached for the gun, holding it with one hand while steadying the chair with the other. The wind picked up. He dropped his gun! How would he manage to pop the balloons now? Would he ever get back to solid ground?

Teacher Script

Larry looked around him. His chair was still sinking. Slowly, the balloons were bringing him back down. He floated lower and lower. He was going to make it!

He saw the beach below him and hoped the sand would make a soft landing. It hadn’t been

the relaxing trip he imagined, but he was going to return safely. But then he crashed straight into some power lines and got tangled up! That could have been very dangerous. Sparks flew, but Larry wasn’t hurt. He climbed down and reached the ground safely. He had landed in Long Beach, California. He was very far from where he had started.

1. The story says that Larry’s fingers were “stiff” from the cold. What does stiff mean? {not bending easily}

2. Why did Larry land far from where he started? {The wind got stronger and blew him further than expected.}

The Story Continues

Larry’s adventure didn’t end there. Soon, the police arrived.

“You’re under arrest,” an officer said. “Me?” Larry said. “What did I do?”

“You flew through airport airspace without permission,” the officer explained. “That’s against the law.”

Larry was taken to the police station. News cameras followed him. Overnight, he became famous. Everyone wanted to interview the man who had flown in a lawn chair.

A reporter asked him, “Why did you do it?”

Larry smiled and said, “A man can’t just sit around.”

In the end, Larry was fined $1,500 for flying through protected airspace without permission. It was a small price to pay. As his story spread, people across the country were inspired by his courage. Some people thought he was crazy. Others thought he was a genius

Larry may have been the first person to fly with balloons, but he wasn’t the last. Since his famous flight, many others have tried to copy him. Now, people use better safety gear and get permission from air traffic control.

Despite all obstacles, Larry turned his dream into reality, and this is something that will always be remembered.

Teacher Script

1. Do you think Larry was bothered that he had to pay a $1,500 fine? {Answers will vary.}

2. Would you want to fly with balloons? Why or why not? {Answers will vary.}

Make inferences to answer the questions.

1. Why do you think Larry bought forty-five weather balloons and several tanks of helium?

Balloons filled with helium can fly. Larry needed a lot of balloons and a lot of helium to make his chair strong enough to carry him and help him fly.

2. Why do you think Larry brought a camera with him when he went on his journey?

So he could take pictures

3. Why do you think it was cold when Larry was in the sky?

4. Why do you think Larry dropped his gun?

He was very high up, and it is very cold the higher you go in the sky. His fingers were cold and he was using his hands for other things.

5. Why do you think it is against the law to fly through airport airspace without permission?

It wouldn’t be safe for airplanes if the pilots were not warned about what else is flying at the same time as they are.

Comprehension Skill Review Explaining Events

LESSON

Events are things that happen. Think about what might happen if a part of a story was skipped or in a different order. Each part of the event is important.

Write a paragraph explaining the story of Larry Walters' lawn chair flight.

1. Plan. Describe three parts of his story in order. Explain why each part is important.

What happened?

Larry wanted to fly.

Larry attached helium weather balloons to a lawn chair.

Larry flew in the air.

Why was this an important part of Larry’s flight story?

This motivated him to find a way to make his dream come true.

This made the lawn chair fly and carried him high into the sky.

This was the fulfillment of his dream to fly.

2. Topic Sentence. Write what the story is about.

The story is about

Larry Walters, who flies on a lawn chair.

3. Body Sentences. Write about the story in the order it happened, explaining why each part is important. 1: 2: 3:

First, Larry wanted to fly, so he tried to make his dream come true.

He attached helium weather balloons to his armchair so it could fly.