UNIT 13: Reality Check
132
UNIT 13 OPENER
Preteach: Instructional Terms
Made-up stories about the real world, real settings, and potentially
real people fall under the genre of realistic fiction. The reader
recognizes the setting and the people in such fiction as similar to the
places and people that he or she knows. While the characters are not
real, they are realistic. These realistic characters face real situations
and real problems, and they try to enact real solutions. In fact, as in
real life, some problems defy solutions. The themes of realistic fiction
are readily applicable to the readers' lives. Ask students which of the
following examples is more realistic and why.
The snowy white unicorn flew into the brilliant sun.
The white horse galloped across the field.
When writing realistic fiction, authors face the challenge of providing
new perspectives on familiar topics. One way that writers meet this
challenge is by employing language such as metaphors and similes.
Writers use metaphors and similes to compare two seemingly unlike
items. Similes contain the words like or as. You are like the wild
California surf. Metaphors omit the comparison words. You are the
wild California surf. Another aspect of realistic fiction is the rhythm or
flow of the language. Writers may use alliteration, or the repetition of
initial consonant sounds, to achieve a rhythmic effect. Help students
complete the following constructions:
A soccer ball is like a/an __________________________________.
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The soccer field is _______________________________________.
The super soccer player scooted ___________________________.
One strategy that will help readers comprehend realistic fiction is
visualization. As students read, they can use sensory details to
visualize, or form mental pictures. This strategy will help students
experience the fiction rather than simply reading the words. Ask
students to identify the sensory details that make visualization
possible in the following example:
The bell sounded in the pointed steeple just as the bicycle riders
zoomed toward the red ribbon that marked the finish line.
As students read, they will encounter unfamiliar vocabulary. Students
should look for context clues such as synonyms and antonyms to
help them determine the meaning of such words. Signal words such
as or or in other words might signal that the writer is supplying a
synonym. Offer this example for students:
Howie is an agile or nimble (synonym) soccer player. He rarely
makes a clumsy (antonym) move.
DESTINATION READING
Scope and Sequence
at a Glance
Genre: Realistic Fiction
Title: Reality Check
Cross-Curricular Connection:
Language Arts
Comprehension Strategy: Visualize
Comprehension Skill: Recognize
Literary Elements (Simile, Metaphor, and
Alliteration)
Vocabulary Strategy: Context Clues
(Synonyms and Antonyms)
Decoding Support: Silent versus
Sounded Consonants: signal/sign
Summary of Reading Passage
Reality Check
Ninth grade math student and soccer player Willis is
torn between allowing his domineering friend to pull
him into a prank that will yield trouble at home or
meeting his math teacher for a conference.
Unexpectedly, the class geek, Marty, helps Willis
solve his conflict
Lexile: 1050
Word Count: 920
UNIT 13: Reality Check
133
UNIT 13 OPENER (CONT.)
Learner Vocabulary
Introduce the lesson's vocabulary words by reading the following
sentences aloud. After you read each sentence, repeat the
vocabulary word, and read its definition.
agile Adjective. (1) Ready, quick ability to move. (2) Easily adaptable
and clever.
(1) Samantha is an especially agile ice skater who can easily
perform difficult jumps.
(2) Even in the simplest games we could never outwit Dylan's
agile mind.
awkward Adjective. (1) Clumsy or unskilled. (2) Embarrassing or
uncomfortable.
(1) In an awkward move, Jason tripped and fell on his way to the
stage.
(2) After Sara angrily blurted out her feelings, an awkward
silence filled the room.
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digest [pronounce as verb, with accent on second syllable] Verb. (1)
Absorb or process. (2) In the body, break down food in order to
absorb nutrients into the bloodstream.
digest [pronounce as noun, with accent on first syllable] Noun. (3)
Shortened version of a book or stories in a collection.
(1) We quickly digested the information and then applied it to
our experiment.
(2) Sharks can digest very large objects, as they swallow most
of their food whole.
(3) Let's publish some of our stories in a class digest and place
it in the school library.
haste Noun. Hurried or speedy action. "Haste makes waste" means
that if you do something too quickly, you can make mistakes.
illustrate Verb. (1) Demonstrate or show using examples. (2) Draw
pictures.
(1) Ms. Owens used a plastic model to illustrate each step in the
human digestive process.
(2) Artists must be very talented to illustrate children's books for
a living.
probable Adjective. (1) Supported by strong evidence, but not
proven. (2) Likely to happen.
(1) The most probable result of the strike is that prices will
increase.
(2) It's possible, but not probable, that we'll win the contest.
Quick Connect Activities
Survey students about the most important motivators in their decision
making: popularity, parents, friends, grades, and so on.
Destination Journal
Ask students to write journal entries on this topic:
Tell about a time when a friend talked you into
doing something that you didn't really want
to do.
Book Lists
Books of the Same Genre
Students who enjoy this genre might choose
from these selections for further reading.
Backfield Package by Thomas J. Dygard.
1992. Morrow Junior Books.
(Below-level students.) Three high school
football players plan to attend college together
until one of them attracts more attention than the
others. Lexile: 900
Mick by Chris Lynch. 1996. Harper Trophy.
(On-level students.) An Irish boy leaves life on
the street and loses his friends. Lexile: 900
The Bad Dreams of a Good Girl by Susan
Shreve. 1982. Beech Tree Books.
(Above-level students.) Lotty, a fourth grader,
encounters problems with family and friends.
Lexile: 930
Books with Related Themes
Students who are fascinated by friendship may
find these books intriguing.
Friends by Ann M. Martin, ed. 2005.
Scholastic. (Below-level students.)
An anthology presents stories about friends.
Lexile: 930
Karen by Marie Killilea. 1952. Laurel-Leaf
Books. (On-level students.)
The author's daughter learns to live with cerebral
palsy. Lexile: 970
Friendship Forever by Lisa Haberman. 1999.
Scholastic. (Above-level students.)
This book guides readers about making and
keeping friends. Lexile: 1030
UNIT 13: Reality Check
LESSON 1 PLANNER
134
Lesson 1: Genre and Vocabulary Study
Genre Study
Assess students' prior knowledge of realistic fiction by asking them
to narrate events from their day aloud. Tell them to include details
that describe the people they encountered, the places they went, the
problems they had, how they solved their problems, and any other
events that happened. Also, have them tell whether they learned
anything during the course of the day.
Point out to students that if they recorded their stories in writing,
making changes to make the stories more interesting or exciting for
readers, the resulting stories would be classified as realistic fiction—
stories that aren't totally true but could be.
Review the characteristics of realistic fiction with students:
• is about the real world, real situations, and real settings
• features characters that are not real but realistic
• contains themes that readers can apply to their own lives
Learning Objectives
• Recognize distinguishing features of
realistic fiction texts.
• Recognize the author's purpose in
writing realistic fiction texts.
• Learn the meanings of grade-level and
content vocabulary words in context.
• Recognize synonyms and antonyms as
context clues within a paragraph or two
of text.
• Identify synonyms and antonyms in
paragraphs to determine word
meanings.
• Demonstrate knowledge of synonyms
and antonyms as context clues or
grade-level vocabulary.
• addresses real problems and real solutions
Build Background
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The subject of the slide show is peer pressure. Assess students' prior
knowledge of this subject. Ask: Do you ever decide to do things
because your friends want you to? Give examples.
Then, ask: Why are your friends such an important factor in your
decision making? Lead students to discuss issues such as
acceptance, popularity, fitting in, and so on. Ask: What other factors
influence your decision-making process?
Ask: When, if ever, do you rely on your own judgment in making
a decision without thinking about what your friends will think?
In the courseware, students will explore how peer pressure can lead
students in the wrong direction. Ask: When is reliance on your
friends a good thing? When is it a bad thing? Explain.
DESTINATION READING
QuickFact: Information Center
While parents continue to be an important force
in a child's force, friends assume an important
role at this time. Psychologists say that friends
become an increasingly important aspect of a
child's life when he or she reaches middle
childhood. Today, young people can connect
with their peers all across the country using
technology. The largest online social networking
portal has more than 61 million registered users,
primarily between the ages of 16 and 34. About
220,000 new registrants sign up for the site
every day.
Remind student of school and district acceptable
use and internet safety policies.
UNIT 13: Reality Check
LESSON 1 PLANNER (CONT.)
135
Lesson 1: Genre and Vocabulary Study
Vocabulary Strategy: Context Clues
Review with students how to use context clues to determine the
meanings of unfamiliar words. Remind students to look for context
clues within a sentence as well as within nearby sentences. Two
types of context clues are synonyms and antonyms. Writers may
provide a word or phrase with a similar meaning or an opposite
meaning to help readers with a challenging word. Clue words such as
or or in other words may signal a synonym. Synonyms can also
replace the difficult term without changing the meaning of the
sentence. The same is not true of antonyms. Use the following
sentences to model this strategy for students:
Willis made his way to math class with swiftness or haste. He did not
move with slowness through the hallways.
Differentiated Instruction
ELL: Encourage students to identify and share examples of
synonyms and antonyms in for words in their native language. Have
students make charts listing synonyms and antonyms for the
following words: late, exaggeration, nervous, probable, agile,
swiftness, and polite. Then, tell students to look for these words as
well as their synonyms or antonyms in the reading passage.
© 2006 Riverdeep Interactive Learning Limited, and its licensors. All rights reserved.
Special Needs: As they read, encourage students to underline or
highlight context clues, including synonyms and antonyms. This
practice will help students recognize and utilize context clues.
Above-level Students: Have students write short fictional passage
about peer pressure. Tell them to use context clues including
synonyms and antonyms to help their readers understand unfamiliar
words.
Quick Connect Activities
Play a vocabulary game in which teams of students must supply one
or more synonyms or antonyms for a stated word. You can use
words from the primary reading passage as well as terms from other
units of study. Teams will earn one point for each correct synonym or
antonym. Teams may earn additional points by offering a sentence
that includes the stated word as well as a synonym or an antonym
that function as a context clue. Start with simple words and advance
to more challenging ones as the game progresses. Offer simple
prizes for the team that scores the most points at the end of a timed
session.
Lesson Resources:
Assessment Toolkit
Check the Practice and Apply activities in this
lesson for results you can assess.
Before students take the lesson tests provided in
the courseware, check their confidence in the
skills:
• Have students list the characteristics of
realistic fiction.
• Have students write five sentences that
contain synonyms or antonyms as context
clues for provided words.
• Have students explain how to use synonym
and antonym context clues to determine the
meaning of unfamiliar terms.
UNIT 13: Reality Check
LESSON 2 PLANNER
Comprehension Skill: Metaphor, Simile, and
Alliteration
Tell students that figurative language, such as a metaphor or a
simile, helps writers create a picture in the reader's mind or evoke a
feeling. Figurative language allows writers to introduce sensory
details that allow readers to experience the text rather than simply
read it. Writers also introduce sound devices such as alliteration to
create rhythm or flow in their sentences.
Learning Objectives
• Recognize the effects of similes,
metaphors, and alliteration in a
realistic fiction text.
• Identify similes, metaphors, and
alliteration in a realistic fiction text.
Ask students to identify the writing techniques used in each of the
following sentences:
• Recognize visualizing as a strategy to
improve reading comprehension.
The World Cup game is a bullfight.
The soccer fans cheered like wild hyenas.
The proud players pranced across the practice field.
• Use visualization to increase
comprehension of a realistic fiction
text.
Comprehension Strategy: Visualization
Explain to students that similes and metaphors help readers
visualize what is happening. This strategy helps readers form a
mental picture of what is going on in the text. To aid the visualization
process, readers should ask themselves the following questions:
• What does this character look like?
• What does this place look like? How does it sound or smell?
• How does this item feel?
• How does this item taste?
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136
Lesson 2: Comprehension Skill and Strategy
Provide students with the following example. Then ask them to use all
of their senses to visualize.
The soccer play wore a red and white jersey as she dribbled the ball
up the long green field, her feet flying. Her ponytail swung along her
back as the crowd changed her name and called for a score.
Differentiated Instruction
ELL: To help students with visualization, have them create
illustrations for descriptive passages of text. Point out that the mind
fills in details not provided by the writer.
Special Needs: Provide students with sentence starters to write
metaphors and similes. For example, "My best friend's smile is like . .
. , and "A smile is a . . .. Ensure visualization instruction remains
sensitive to students with sensory disabilities.
Above-level Students: Challenge student to list as many alliterative
tongue twisters as they can.
DESTINATION READING
Assessment: Toolkit
Check the Practice activities in this lesson for
results you can assess.
Before students take the lesson tests provided in
the courseware, check their confidence in the
skills:
• Have students create similes and
metaphors and explain the differences
between them. Also, ask students to explain
the purpose of such figurative language.
• Have students write alliterative sentences
and explain the effect of each.
• Have students describe the process of
visualization and explain its usefulness.
UNIT 13: Reality Check
LESSON 3 PLANNER
Story Summary
Howie Anderson, a gifted soccer player, surprises his long-time friend
Willis in the computer lab as school. Howie is a loud, confident boy,
teasing Willis about his name and a mistake on the soccer field from
the previous day. Willis, on the other hand, is shy and conscientious.
Willis hides from Howie the fact that he has been working on an extra
credit math problem. However, Willis admits that he has a conference
with his math teacher at the end of the day. Howie tells Willis to skip
his conference to join him and the rest of the soccer team in an
impromptu pep rally in Hall D.
Willis recalls that his last prank with Howie resulted in detention and
trouble with Willis's father at home. Howie exits the lab, confident that
he'll see Willis at the rally at day's end.
Willis is left feeling confused over his loyalties and responsibilities
when he happens into a conversation with Marty. Marty, too, has
been trying to solve the extra credit math problem. Willis is surprised
to learn that he and Marty have a lot in common.
When the end of the day draws near, Willis finds himself headed for
his math conference, wondering whether he might like to be friends
with Marty and how Howie would react. Willis realizes his
dependence and chastises himself for allowing Howie to dominate his
thoughts and actions.
Destination Journal
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137
Lesson 3: Summary and Journal Writing
Ask students to write journal entries on this topic: Each character in
the story fits into a different social group. Howie is a popular
athlete. Marty is a smart kid. Willis struggles as he tries to
decide to which group he wants to belong. Describe the different
social groups in your school. Are these groups important?
Why? To which group do you belong? How do you feel about
belonging to this group? Do you wish that you belonged to
another group, or are you happy where you are? Explain.
(Remind students that journal entries will not be shared.)
Learning Objectives
• Read a realistic fiction text to build
vocabulary, fluency, and
comprehension.
• Use visualization while reading a
realistic fiction text to improve
comprehension.
• Identify similes, metaphors, and
alliteration while reading a realistic
fiction text.
• Use synonyms and antonyms in a
paragraph as context clues while
reading a realistic fiction text.
• Demonstrate comprehension of a
realistic fiction text.
Assessment: Toolkit
Use the Comprehension Quiz to assess
students' understanding of the courseware.
Before students take the lesson tests provided in
the courseware, check their confidence in the
skills:
• Have students summarize the reading
passage.
• Have students identify figurative language
in the reading passage.
• Have students identify synonym and
antonym context clues in the reading
passage.
UNIT 13: Reality Check
LESSON 4 PLANNER
Comprehension Skill: Metaphor, Simile, and
Alliteration
Review each of these writing devices with students, reiterating that
figurative language, such as a simile or a metaphor, involves
readers through sensory details and unusual comparisons.
Alliteration contributes to the rhythmic effect of language. Have
students compare and contrast the following examples:
The furious friends fought over French fries.
The angry friends argued over lunch.
The French fries were as crunchy as carrots.
The French fries were crunchy.
The lunch table was a clean sheet of paper.
The lunch table was clean and white.
Comprehension Strategy: Visualization
Review with students that readers can use sensory details in a text to
visualize characters, setting, and actions. Suggest that students use
five-column charts to record sensory details as they read the
passage. Then, ask: How do these details based on your five
senses help you visualize the text?
Remind students that they can also use question prompts as aids for
visualization.
Differentiated Instruction
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138
Lesson 4: Comprehension Skill and Strategy
ELL: Help students create five-column sensory charts to use while
reading descriptive passages. Include icons such as an eye or a nose
with the heading for each column.
Special Needs: Read a short descriptive passage aloud. Suggest
that sighted students close their eyes as you read. Students with
hearing disabilities may follow along on a printed copy. Then, ask
students a series of questions about the passage to elicit descriptive
details about characters, settings, and so on.
Above-level Students: Challenge students to write paragraphs
about topics of choice in which they use a single sound to create
alliteration throughout the whole paragraph. Invite volunteers to read
their paragraphs aloud to the class.
DESTINATION READING
Learning Objectives
• Analyze the effects of similes,
metaphors, and alliteration in a
realistic fiction text.
• Identify the benefits of and
techniques involved with
visualization.
• Use visualization to write a brief
character description.
Assessment: Toolkit
Check the Practice and Apply activities in this
lesson for results you can assess.
Before students take the lesson tests provided in
the courseware, check their confidence in the
skills:
• Give students a series of sentences that
contain metaphors, similes, and alliteration.
Ask them to identify the devices used in
each example.
• Have students write paragraphs that contain
sensory details. Then, have students
exchange paragraphs with partners. Ask the
partners to use the sensory details to
illustrate the paragraphs.
• Have students write sets of directions for
visualizing while reading.
139
DESTINATION READING COURSE IV
UNIT 13: Reality Check
Name: ________________________________________________
Date: _________________________________
Comprehension Skill: Use a T-Chart to Find Characteristics of
Realistic Fiction
Directions: You have learned about the characteristics of realistic fiction. In the T-Chart below, the left-hand
column contains a list of these characteristics. As you read a realistic story, look for examples of these
characteristics. Record the examples in the right-hand column.
Title: _________________________________________________________________________
© 2006 Riverdeep Interactive Learning Limited, and its licensors. All rights reserved.
Characteristics of Realistic Fiction
Example of Characteristics from Reading
Has real-world setting:
Examples:
Characters are fictional but realistic:
Examples:
Reader can identify with situation:
Examples:
Situations are realistic:
Examples:
Readers can learn from the story:
Examples:
Real problems are solved sensibly:
Examples: