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Reader’s and Writer’s Journal
TeachER’S GUIDE
Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey
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Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of
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to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means,
electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce
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Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or
its affiliates.
ISBN-13: 978-0-328-78891-0
ISBN-10:
0-328-78891-0
1 2 3 4 5 6 7 8 9 10 V003 17 16 15 14 13
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Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Responses should use evidence from the text.
Lesson 4
Responses should use evidence from the text.
Lesson 5
Responses should use evidence from the text.
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Name
Sleuth Work
A Man of Persistence
Explorer Sir Ernest Shackleton might be the most persistent man who ever lived.
On December 5, 1914, he and 27 men set out on a ship called Endurance. They hoped
to reach the Antarctic continent and become the first people to cross the land on foot.
Despite the predictions of a terrible winter, Endurance left South Georgia Island, a
remote island in the southern Atlantic Ocean. It headed for Vahsel Bay on Antarctica.
Just two days later, the vessel ran into pack ice. For the next six weeks, the ship wove
through ice floes.
On January 18, 1915, one day short of landing, the ship hit another thick pack ice.
By the next morning, ice had enclosed the ship. Shackleton soon realized the[ship was
securely stuck in the ice and would remain stuck through many long winter months.]
During this time, Shackleton had his crew stick to their routines and exercise the sled
dogs they had brought with them.
The crew camped on the ice for several months, and in April 1916,[the ice floe broke
in half, causing the crew to flee in lifeboats.]Days later, they landed on Elephant Island,
about 350 miles from where the Endurance sank.
Shackleton knew he had to take a drastic step if they were ever to be rescued.
[Elephant Island was too remote for a rescue attempt.]So a group of six men set off in a
lifeboat for South Georgia Island, where their journey had begun.
The lifeboat landed on the west side of South Georgia Island in May 1916.[The
whaling stations—the only source of rescue—were on the east side.]Shackleton and
two others left on foot to travel the 22 miles to the nearest stations.
Within 36 hours, the men had made it to a whaling station and began planning the
crew’s rescue. Finally, on August 30, 1916, the crew was rescued from Elephant Island.
After almost two years, the ordeal was over, and not one crew member had died. It was
an amazing expedition with a happy ending because of one man’s persistence to bring
everyone home.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ten months later, the crew still remained on board. In October 1915,[pressure from
the ice began to damage the ship, and it began slowly sinking.]Shackleton and his crew
abandoned the ship and made camp on the surrounding ice. On November 21, 1915,
Endurance sank completely.
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Name
Sleuth Work
Gather Evidence Underline events that highlight Shackleton’s persistence.
See annotations on previous page.
Gather Evidence: Extend Your Ideas Add brackets around the events that caused
Shackleton to draw on his personal resolve and determination.
See annotations on previous page.
Ask Questions Write two questions you would ask a crew member about Shackleton’s
leadership skills.
Responses will vary and should use evidence from the
text.
Ask Questions: Extend Your Ideas Write an additional question about Shackleton’s
leadership skills that is answered in the text. Circle the answer in the text.
Responses should use evidence from the text. Annotations
on the previous page will vary.
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Make Your Case How important was Shackleton’s persistence to himself and the
crew of the Endurance?
Responses should use evidence from the text.
Make Your Case: Extend Your Ideas Use evidence from the text to support your
opinion about which act of Shackleton’s was the bravest. Discuss your results with a
partner.
Responses will vary but should use evidence from
the text.
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Name
Vocabulary
Lesson 1
depicted, p. 5 Responses
should show contextual
understanding of the word.
Responses should show contextual
understanding of the word.
uprising, p. 10
Lesson 2
inaccurate/imprecise, p. 14 Responses
should show contextual
understanding of the words.
Responses should show contextual
understanding of the word.
tedious, p. 17
Lesson 3
should show contextual
understanding of the word.
relentless, p. 21 Responses
should show contextual
understanding of the word.
Lesson 4
cantankerous, p. 24 Responses
should show contextual
understanding of the word.
rumors, p. 29 Responses
should show contextual
understanding of the word.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
elusive, p. 19 Responses
Lesson 5
nevertheless, p. 32 Responses
should show contextual
understanding of the word.
labyrinth, p. 32 Responses
should show contextual
understanding of the word.
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Writing in
Response to
Reading
Name
Lesson 1 Write two paragraphs stating and supporting your opinion as to how
well the author uses facts to support her viewpoint of Henry Hudson. Write your
response on a separate sheet of paper.
Lesson 2 Read pages 13 and 14. Write an explanatory paragraph about the
author’s reason for calling the Hopewell’s voyage “a dangerous venture” and “a
hazardous undertaking.” Write your response on a separate sheet of paper.
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Lesson 3 Write an opinion piece in which you state whether the author has
convinced you that Hudson had no choice but to return to England. Support your
response with text evidence. Write your response on a separate sheet of paper.
Lesson 4 Read pages 24 through 29, starting at “In what is now Maine...” Using
details from the text, write an informative paragraph that explains what Hudson’s
actions in the New World reveal about him. Write your response on a separate
sheet of paper.
Lesson 5 In your opinion, does the author portray Henry Hudson fairly in this
section? Support your answer with text evidence. Write your response on a
separate sheet of paper.
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Name
Reading Analysis
Lesson 2 Using evidence from the text, answer the following questions about page 14
from Hudson. Use this information to complete your graphic organizer.
1.Look at “The Art of Navigation.” What tools would an explorer use during a
journey in Henry Hudson’s time?
astrolabe, nocturnal, magnetic compass, log
2.Would a sailor be able to calculate his location or the time on a cloudy night?
Why or why not?
Probably not; the astrolabe, the “most important tool,”
needs the North Star to determine location, and the
nocturnal depends on certain stars to determine time.
3.In the main text, what phrase does the author use to describe the maps and charts
of this time? How does the main text describe a sailor’s tools?
4.What does the information above reveal about navigation at the beginning of
the 1600s?
Possible response: It was impossible for sailors to know
exactly where they were. Success depended on many
factors, including observations and calculations made
with inexact tools, maps, and charts.
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“dangerously inaccurate”; “complicated to use and
imprecise”
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Language
Analysis
Name
Lesson 3 Read “The Spice Race” on page 21 from Hudson. Use evidence from the
text to answer the following questions.
1.Find the comparison in this sidebar. What is being compared?
“More valuable than gold”; gold and spices
2.What is the effect of this descriptive detail?
Possible response: It highlights the importance of spices
and how much they were worth during Hudson’s time.
3. What does the idiom “But there was still a high price to be paid for these riches”
mean?
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Possible response: Even if spices were inexpensive
to buy and resulted in a large profit, the risks of spice
trading were very high.
4.What descriptive detail describes ships returning from Asia? Why did the author
choose this phrase?
Possible response: “often limped in”; it provides a vivid
mental image of a damaged boat, which emphasizes
the possible dangers of spice trading.
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Conventions
Lesson 1 Verbals: Gerunds Underline the gerund in each sentence.
1.Sailing through ice-filled waters in a rickety old boat was dangerous.
2.Hudson followed the tradition of documenting his journey.
Lesson 2 Verbals: Participles Underline the participle used as an adjective in
each sentence.
1.The dejected explorer returned home after he failed to find a passage.
2.As it was tossing the ship, the shrieking storm also scared the sailors.
Lesson 3 Verbals: Infinitives Underline the infinitives in each sentence.
1.To mutiny is a serious event to undertake at sea.
Lesson 4 Prepositions Circle the prepositions in each sentence.
1.With two failed journeys behind him, Henry Hudson lost the confidence of
the Muscovy Company.
2.He found himself without a financial backer for his explorations.
Lesson 5 Prepositional Phrases Circle the prepositions in the sentence. Then
underline the prepositional phrases.
But in a display of great courage and dignity, he insisted he be lowered into the
tiny boat with his captain.
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2.When they were at sea, the sailors went to Hudson to talk about problems.
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Name
Writing
Lesson 1 Analyze Author’s Viewpoint On a separate sheet of paper, write three
to five paragraphs explaining how the author’s viewpoint affects the selection of
information to include in “The Early Years” (pages 8–11). Review the pages and
look for specific examples to use in your paragraphs.
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Answers will vary but should include specific
examples from pages 8–11 that explain how the author
uses her viewpoint to choose the included information.
Lesson 2 Analyze Visual Elements Prepare to write three paragraphs analyzing
how the author uses visuals. Find one or two images in the sections you have read
so far that you think support the author’s viewpoint or purpose. On a separate
sheet of paper, briefly state the author’s viewpoint or purpose. Then explain
how each image you choose either helps the author achieve her purpose or adds
support for her view of Hudson. Some images may do both.
Answers will vary but should include a restatement
of the author’s purpose and how the chosen images
either help the author achieve her purpose, strengthen
support for her view of Hudson, or both.
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Name
Writing
Lesson 3 Analyze Author’s Style On a separate sheet of paper, write three or
more paragraphs that analyze the author’s style and explain how it affects your
response to the author’s viewpoint. Include text evidence to support your points,
restate the author’s purpose, and conclude by explaining how the style of the
passage helps the author achieve that purpose.
Lesson 4 Opinion Essay: Develop an Opinion Statement and
Introduction On a separate sheet of paper, write an introduction to an opinion
essay about what motivated Hudson to be an explorer. Did he desire personal
gain, or was he intent on advancing people’s knowledge of the world? After you
draft your introductions, peer review another person’s work. Then strengthen your
own introduction based on feedback from your partner.
Answers will vary but should include an opinion on a
topic that will interest their audience.
Lesson 5 Opinion Essay: Gather Evidence Find three or more pieces of
evidence in the text to support your view of Hudson. Share your work with at
least one classmate. Explain how your evidence supports your viewpoint of
Hudson, and listen to feedback from your partner. On separate sheets of paper,
add new ideas if appropriate, and rank all your ideas based on the effectiveness
of each. Revise or rework your original ideas, if necessary, to explain or clarify
how the evidence supports your opinion. Write complete sentences detailing each
reason and explaining why it supports your viewpoint.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include a restatement
of the author’s purpose, text evidence that analyzes
the author’s style, and an explanation of how the style
affects their response to the author’s viewpoint.
Answers will vary but should include a ranked list of
ideas based on the effectiveness of each and complete
sentences that detail how each reason supports the
student’s viewpoint.
250 • Unit 4 Module A • Lessons 1–5 • Exploring New Worlds
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Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
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Responses should use evidence from the text.
Lesson 9
Responses should use evidence from the text.
Lesson 10
Responses should use evidence from the text.
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Name
Reading Analysis
Lesson 7 Using evidence from the text, answer the following questions about “After
Hudson” on pages 41–43 from Hudson. Use this information to complete your Cause
and Effect graphic organizer.
1.Look at page 41. What possible effect did the men’s lack of food have on their
ability to steer the ship?
The men were too weak to “take the helm” and steer
properly.
2.Look at page 41. What cause explains “adding precious days to a voyage that had
already lasted twice as long as it was supposed to”?
The men “probably steered the Discovery miles off
course.”
3.Look at page 42. Is the idea “mutiny was the most serious crime a sailor could
commit” a cause or an effect? Explain your answer.
4.Explain the cause-effect relationship between these two ideas: the judges decided
to free the defendants and the remaining crew members had important knowledge
about the search for the Northwest Passage. Write another effect that you can
infer from the text.
Possible response: Cause: The men had useful information
about an important goal, the Northwest Passage. Effect:
The judges decided not to punish the accused men. Effect:
The remaining crew members probably went on another
voyage of exploration.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
It is a cause. It caused the men to accuse Juet, Greene,
and the others.
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Language
Analysis
Name
Lesson 6 Read “Mutiny!” on pages 36–39 from Hudson. Use evidence from the text to
answer the following questions.
1.What text structure is used to organize this chapter? Is it the same as or different
from the overall structure of the book?
The chapter is written in time order. It is the same as
the overall structure of the book.
2.How would the text be different if a different text structure were used?
Possible response: The sequence of events might be
more difficult to follow. The reasons that people had
for their actions might be harder to understand.
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3.Explain the difference between time order and cause-effect structure.
Possible response: Time order organizes events in the
order they happened, from first to last. Cause-effect usually
describes events in the order they happen, but the emphasis
is on the way some events cause others to happen.
4.How do the transitions used in a text help you determine what text structure is
used? Give three examples.
Possible response: Words such as because, so, and since
indicate cause-effect. Other transitions, such as first, next,
and last, show time order. Problem-solutions structure uses
transitions similar to the ones that show cause-effect.
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Name
Vocabulary
Lesson 6
Responses should show contextual
understanding of the word.
desperate, p. 37
Responses should show contextual
understanding of the word.
plotting, p. 37
Lesson 7
Responses should show contextual
understanding of the words.
voluntarily, p. 42
dispute, p. 43 Responses
should show contextual
understanding of the word.
Lesson 8
Responses should show contextual
understanding of the word.
Responses should show contextual
understanding of the word.
converted, p. 45
Lesson 9
dedicate, p. 68 Responses
should show contextual
understanding of the word.
sullenly, p. 73 Responses
should show contextual
understanding of the word.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
enduring, p. 44
Lesson 10
scowling, p. 74 Responses
should show contextual
understanding of the word.
Responses should show contextual
understanding of the word.
assent, p. 74
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Writing in
Response to
Reading
Name
Lesson 6 Use time order words such as first, next, and last to describe the events
of the chapter in order. Write your response on a separate sheet of paper.
Lesson 7 Why were the survivors able to make it safely to Ireland given their
circumstances? Support your opinion with text evidence. Write your response on
a separate sheet of paper.
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Lesson 8 Reread the third and fourth paragraphs on page 32. Using that
information and the information on page 44, explain how Hudson’s exploration
in North America influenced history. Write your response on a separate sheet
of paper.
Lesson 9 Read the second paragraph of the August 3 entry. How would the
feelings and ideas in the paragraph would be different if it were written from
the point of view of an observer on the dock? Write your response on a separate
sheet of paper.
Lesson 10 Read the last eight paragraphs of the entry for October 11. Use details
to write an explanatory paragraph analyzing the effects of descriptive details and
dialogue. Write your response on a separate sheet of paper.
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Name
Reading Analysis
Lesson 9 Using evidence from the text, answer the following questions about the
August 3 and September 10 entries from Pedro’s Journal. Use this information to
complete your Web B graphic organizer.
1.Pedro has “been taught to read and write.” How does this affect the format of
the story?
The story is in the form of a journal. If Pedro could not
read and write, he could not keep a journal to record
events.
2.How do Pedro’s abilities affect the work he is asked to do on the ship?
He is asked to copy out the captain’s writing because he
can read and write. If he could not, he would probably
have to do “all the work no one wants to do.”
3.What event causes Pedro to question whether the men should believe the captain?
4.How is that event related to Pedro’s ability to read and write?
If Pedro could not read, he would not have noticed the
difference.
5.Write two sentences explaining how the reader’s impression of the captain is
influenced by Pedro.
Responses may vary but should include text evidence
related to Pedro’s responses to events and to the
captain.
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Pedro sees that the captain has written down one thing
but said another.
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Language
Analysis
Name
Lesson 10 Read pages 74–77 from Pedro’s Journal. Use evidence from the text to
answer the following questions.
1.Look at page 74. How does the author use description to contrast Columbus with
the crew?
Columbus paces the deck, but the men are “motionless
and unmoved.”
2.Find two words on page 74 that might mean the same thing. Why did the author
choose to use both words?
Possible response: motionless and unmoved. Together, the
words mean more than they would separately. Motionless
means that the men were physically holding still;
unmoved means that they did not respond emotionally.
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3. Look at page 76. What did the men see that “stirred everyone’s hopes”? Why did
the men respond that way?
Possible response: They see groups of birds, reeds and
plants, wood floating in the water, and a stick that had
manmade parts. They become hopeful because those
things meant they were getting near land.
4.Describe the change in the behavior of the men between October 10 and
October 11.
Possible response: On October 10, the men are
rebellious and angry. On October 11, they are calm and
accept the captain’s orders.
5.How does the author reveal the change?
Possible response: The author uses description to show
why the men have become hopeful. Descriptions of the
men saying prayers and singing a hymn also reveal that
the men feel better.
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Name
Conventions
Lesson 6 Prepositional Phrases and Compound Objects Underline the
prepositional phrase in each sentence. Then circle the objects in the phrase.
1.He had ignored their explicit instructions to travel only to Novaya Zemlya
and back.
2.Hudson accused some sailors of hoarding food and blankets.
Lesson 7 Prepositions with Adjective Phrases and Adverb Phrases Look at
the underlined prepositional phrase in each sentence. On the line, write adjective
or adverb to identify the type of phrase. Then circle the word or words that the
phrase modifies.
1.Juet died of starvation when the Discovery was almost home. adverb
2.The men on the ship couldn’t navigate the way back. adjective
Lesson 8 Conjunctions Circle the conjunction that would best combine the two
sentences.
2.Donald S. Johnson collected Hudson’s and Juet’s logs. (and / for). He
acquired a journal from Abacuk Prickett too.
Lesson 9 Interjections Underline the interjection that shows the most
excitement.
1.The captain offered 10,000 maravedis to the first man to spot land.
(Wow. / Wow!)
2.(Oh no. / Oh no!) The food supplies and morale are running low.
Lesson 10 Correlative Conjunctions On the line, write the correlative
conjunction that pairs correctly with the boldfaced word in the sentence.
1.Neither the men
nor
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1.Hudson explored in North America. (but / so) It makes sense several bodies
of water have his name.
Pedro believed that they would succeed.
2.Either the flocks of birds or floating plants could indicate land.
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Name
Writing
Lesson 6 Opinion Essay: Organize Reasons and Evidence Look through your
list of reasons that support your original opinion. On a separate sheet of paper,
order these reasons according to a logical principle that makes sense to you. You
should have at least three different reasons or pieces of evidence. Then create an
outline to show the order, writing your overall opinion of Hudson at the top.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include an ordered list of
at least three reasons or pieces of evidence, an outline,
and the writer’s overall opinion of Hudson.
Lesson 7 Opinion Essay: Strengthen Reasons and Evidence Read your
partner’s essay draft, looking particularly at the evidence used and how effective it
is. Write your evaluation of each reason using colored pencils and the color code
your teacher suggests. On a separate sheet of paper, revise your paragraphs as
needed, paying particular attention to the suggestions made during peer editing.
Look back over all the previous chapters in search of new information or ways to
revise. Include at least one quotation in your work; if you have already done so,
include a new quotation in support of your opinion.
Answers will vary but should include at least one
quotation as well as some suggestions made by their
partner during the peer editing process.
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Name
Writing
Lesson 8 Opinion Essay: Add Transitions Collaborate on a new round of peer
review. Look for unclear organization in your partner’s draft, identifying weak
or missing connections between evidence and reasons or between reasons and
the writer’s opinion. Suggest transitions that the writer can use to clarify and
strengthen the connections. On separate sheets of paper, revise your opinion
pieces based on suggestions from your partner.
Answers will vary but should include transitions and
other revisions based on peer feedback.
Answers will vary but should include a final draft
of a conclusion that restates the student’s opinion,
reasons, and evidence, and a final thought about
Hudson.
Lesson 10 Conduct Research Research multiple sources about Christopher
Columbus. On separate sheets of paper, take notes using a variety of methods
(paraphrasing, summarizing, and direct quotes). Also evaluate each source, using
a coding system, such as three stars for “very reliable,” two stars for “somewhat
reliable,” and one star for “not reliable.”
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Lesson 9 Formative Assessment: Develop a Conclusion On a separate sheet
of paper, draft a conclusion for your opinion essay. Be sure that your conclusion
restates your opinion, restates your reasons and most important evidence, and
includes a final thought. Exchange conclusions with a partner, and provide specific
feedback on your partner’s conclusion. Revise your conclusion based on peer
feedback if necessary.
Answers will vary but should include paraphrased,
summarized, and directly quoted sources that are also
ranked as “very reliable,” “somewhat reliable,” or
“not reliable.”
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Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Responses should use evidence from the text.
Lesson 14
Responses should use evidence from the text.
Lesson 15
Responses should use evidence from the text.
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Name
Sleuth Work
Did you know those denim pants you see everywhere are part of American history?
This is the story of how two hardworking and creative immigrants came together to
produce the first blue jeans.
In 1848, a young German named Loeb Strauss immigrated to New York with his
mother and two sisters. His older brothers owned a company that sold fabric and
clothing there. After gold was discovered in California, Strauss saw it as a business
opportunity. Gold was a valuable resource. Some gold prospectors “struck it rich.”
Many other people grew wealthy providing the more mundane goods and services
to the miners and other California settlers. In 1853, young Strauss, now called Levi,
traveled to California. He began distributing his brothers’ fabric and clothing.
Contrary to popular myth, however, Levi Strauss did not invent the blue jeans known
as “Levi’s.” Born in Latvia (LAT-vee-uh), Jacob Davis was a tailor who made clothing.
He also made items like horse blankets. The demand for heavy-duty work clothes grew.
Davis, who lived in Nevada, began making “waist-high overalls” from cotton duck
fabric, which is like canvas. He purchased the cotton duck from Strauss. The term blue
jeans comes from a fabric called “jean.” It is much like denim and was used to make
pants in the nineteenth century.
Because thread alone wasn’t strong enough to fasten the pockets onto the pants,
Jacob decided to add copper rivets. He had successfully used rivets on horse blankets.
As the durable pants became more popular with miners, ranchers, and farmers, Davis
decided to obtain a patent. In 1872, he wrote to Strauss. He offered to share the rights
to the riveting process if Strauss would help mass market the product.
Strauss then brought Davis to San Francisco to supervise the manufacture of riveted
jeans by Levi Strauss & Co. On May 20, 1873, the patent was granted. That day is
considered the official birthday of blue jeans. The pants soon became a best seller.
Straus and Davis had struck “blue gold.”
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Pants with History
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Name
Sleuth Work
Gather Evidence Underline the event that inspired Levi Strauss to move away from
his family and strike out on his own.
See annotation on previous page.
Gather Evidence: Extend Your Ideas Write the activities of others that encouraged
Strauss as he began his new business.
Responses will vary and should use evidence from the
text.
Ask Questions Write two questions you would ask Levi Strauss and Jacob Davis
about challenges they faced.
Responses will vary and should use evidence from the
text.
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Ask Questions: Extend Your Ideas Write an additional question about challenges
that is answered in the text. Underline the answer in the text.
Responses should use evidence from the text. Annotations
on the previous page will vary.
Make Your Case List the contributions each partner made to the development of
blue jeans.
Responses should use evidence from the text.
Make Your Case: Extend Your Ideas Who was more instrumental in the eventual
worldwide success of blue jeans, Strauss or Davis? Discuss your results with a partner.
Responses will vary and should use evidence from the
text.
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Name
Vocabulary
Lesson 11
solemn, p. 79 Responses
should show contextual
understanding of the word.
marvel, p. 80 Responses should show contextual
understanding of the word.
Lesson 12
interpreter, p. 84 Responses
should show contextual
understanding of the word.
timid, p. 85 Responses
should show contextual
understanding of the word.
Lesson 13
should show contextual
understanding of the word.
striving, p. 90 Responses
should show contextual
understanding of the word.
Lesson 14
perseverance, p. 23 Hudson Responses
should show contextual
understanding of the word.
endure, p. 23 Hudson Responses
should show contextual
understanding of the word.
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enchanted, p. 90 Responses
Lesson 15
entrenched, p. 92 Responses
should show contextual
understanding of the word.
Responses should show contextual
phenomena, p. 92
understanding of the word.
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Writing in
Response to
Reading
Name
Lesson 11 Reread the paragraph on page 82. Use details from the text to write an
opinion paragraph evaluating what Columbus and the crew members are doing.
Write your response on a separate sheet of paper.
Lesson 12 Use details from the book to write an informative paragraph
explaining how character motivation suggests the theme, or message, of the book.
Write your response on a separate sheet of paper.
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Lesson 13 Read the second sentence in the entry on page 90. Write a paragraph
discussing how the imagery and figurative language in this sentence appeals to
the senses of hearing, touch, and sight. Write your response on a separate sheet
of paper.
Lesson 14 Write a paragraph that explains how the text structure of either
Pedro’s Journal or Hudson helps the reader better understand the author’s
purpose. Cite text evidence to support your response. Write your response on a
separate sheet of paper.
Lesson 15 Based on Ría’s and Derrick’s actions, are Brandon’s opinions of them
fair and accurate? Support your opinion with evidence from the text. Write your
response on a separate sheet of paper.
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Name
Reading
Analysis
Lesson 12 Using evidence from the text, answer the following questions about
pages 50–51 from Pedro’s Journal. Use this information to complete your web.
1.How does Pedro react to the news of a man’s head being found in a basket? Does
this detail show any change in Pedro’s attitude or character?
“I don’t think I will go looking for any baskets I find.”
Possible response: No, Pedro is a cautious and observant
boy who does not seek out danger or trouble.
2.What does Columbus tell Diego to do? What can you infer about Diego from
these actions?
Possible response: He asks Diego to trade “brass rings,
glass beads, and bells” with the people on the island. Diego
is loyal; he follows orders even when he doesn’t like them.
Possible response: The people on the island want to
scare the visitors. “Their eyes were distrustful” and they
“began to shout in response” to their leader’s speech.
4.What is the interpreter’s reaction to the group’s actions? How does it differ from
Columbus’s?
The interpreter “turned pale and began to shake.”
Columbus is “arrogant and pompous,” even during the
shouting.
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3.What is the motivation of the group who join Pedro, Diego, Columbus, and the
interpreter? How can you tell? Use examples from the text.
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Language
Analysis
Name
Lesson 13 Read the entries for January 28 and February 2 of Pedro’s Journal.
Use evidence from the text to answer the following questions.
1.Look at page 90. Write an example of parallelism in the paragraph.
Possible response: “the wind was too cold for me. The
moon too bright.” “The inkhorn in one hand, the quill in
the other”
2.Write an example of repeated words in the paragraph.
“I cannot. Oh, I cannot.”
3.What sentence structure is repeated in the paragraph?
parallelism
4.How does repetition contribute to the mood of the text?
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Answers may vary but should indicate that the
repeated structures and words communicate the
narrator’s strong feelings to the reader.
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Name
Conventions
Lesson 11 Correlative Conjunctions On the line, write the correlative conjunction
that pairs correctly with the boldfaced word in the sentence.
1.
Not only
did the people smile at us but they also brought us gifts.
2.I had to choose whether to stay on the island
or
return to the ship.
Lesson 12 Independent and Dependent Clauses Circle the independent clause, and
underline the dependent clause.
When traveling from island to island, it is difficult to keep a journal.
Lesson 13 Connecting Independent Clauses Connect the two independent clauses in
each item with the best coordinating conjunction: and, but, or or.
but
the crew had too much work
2.We could stop at the island that the man mentioned,
sail home.
or
we could
Lesson 14 Subordinating Conjunctions Write a sentence using one of the following
subordinating conjunctions: before, if, since, so that, though, or unless. Then underline
independent clauses and circle dependent clauses.
Answers will vary but the independent clauses should
be underlined and dependent clauses should be circled.
Lesson 15 Correcting Sentence Fragments On the line next to each item below,
write sentence if the word group is a sentence and fragment if the word group is not a
sentence.
1.In unison with nature.
2.In a word—incredible.
3.Brandon couldn’t believe their luck.
fragment
fragment
sentence
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1.I wanted to sleep in this morning,
to do.
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Name
Writing
Lesson 11 Synthesize Research Conduct research on Christopher Columbus,
focusing especially on recent information. On separate sheets of paper, synthesize
your findings in a one- to two-page report about Columbus. Include direct quotes,
paraphrases, and summaries of your material as well as a properly formatted
Works Cited list.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include direct quotes,
paraphrases, and summaries of their synthesized
findings as well as a properly formatted Works Cited list.
Lesson 12 Planning an Opinion Essay Conduct research about how Columbus
has been portrayed to plan your opinion essay. Review the information presented
in Pedro’s Journal, and consult at least two other reliable, recently published
sources. On a separate sheet of paper, organize your facts and evidence in an
outline or a different type of graphic organizer. Then, based on facts and evidence,
write your opinion about how Columbus has been portrayed.
Answers will vary but should include an opinion
supported by facts and evidence from reliable, recently
published sources organized in an outline or different
type of graphic organizer.
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Name
Writing
Lesson 13 Drafting an Opinion Essay On separate sheets of paper, write the
first draft of your opinion essay. Use the following prompt: Based on what you
know and have read about Christopher Columbus and how Weaver portrayed
Henry Hudson, do you think Columbus is portrayed fairly in Pedro’s Journal?
Refer to the outline or graphic organizer you created in Lesson 12 as a starting
point and guide.
Lesson 14 Revising or Rewriting an Opinion Essay Exchange your draft with
a partner. Check that the essay’s opinion statement is clear and supported with
reasons and evidence, that sentence structure is effective, and that the writer
uses parallel structure. Organization of ideas should be logical, and transitions
should make clear connections between ideas and paragraphs. Record suggested
revisions and rewrites on separate sheets of paper. Vague or general words should
be replaced with precise, specific language. After peer review, revise or rewrite
parts of your essay as needed.
Answers will vary but should include well-supported
opinion statements organized in a logical manner that
contain precise, specific language.
Lesson 15 Editing and Proofreading an Opinion Essay Peer review
revised drafts to check for proper grammar, usage, spelling, punctuation, and
capitalization. Work with a partner who did not read your draft in the previous
lesson. On a separate sheet of paper, create and use a checklist to check for
conventions. After you have edited one another’s work, incorporate your partner’s
comments to create a clean final draft.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include a strongly supported
opinion based on the outline or graphic organizer created
in Lesson 12.
Answers will vary but should include revised grammar,
usage, spelling, punctuation, and capitalization based on
a peer’s checklist.
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Name
Explore the Text
Lesson 16
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
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Responses should use evidence from the text.
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Name
Reading Analysis
Lesson 17 Using evidence from the text, answer the following questions about
Hudson and “Secrets of the Canyon Cave.” Use this information to complete your Venn
Diagram graphic organizer.
1.Look at pages 13–14 of Hudson and pages 91–92 of “Secrets of the Canyon
Cave.” What challenge is set for the people in each text?
Hudson’s challenge is to find a path over the North Pole to
China. Brandon’s challenge is to win a scavenger hunt.
2.How does Hudson respond to his challenge? How does Brandon respond to his
challenge? Cite a detail from each text in your answer.
Hudson responds by taking a crew of ten “into unknown
waters.” Brandon responds by thinking that he “must win
this scavenger hunt” and trying not to look at his partner.
3.How are their responses similar?
4.Look at page 17 of Hudson and page 93 of “Secrets of the Canyon Cave.” Did
Hudson, Brandon, and Ría find what they were looking for? Cite evidence from
each text in your answer.
Hudson did not find the path he was looking for: “There is no
passage by this way.” Brandon and Ría did find what they were
looking for: “picking up samples of snakeweed, blackbrush, and
snapping photos of cottontails and prairie dogs.”
5.How did they respond to the results of their searches? What were their attitudes?
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Each character thinks he can achieve his goal.
Hudson was dejected and “turned his ship around and
headed for home.” Brandon and Ría felt like explorers
“in unison with nature,” and started to head back but
were stopped by a rainstorm.
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Language
Analysis
Name
Lesson 16 Read the first two paragraphs on page 95 from “Secrets of the Canyon
Cave.” Use evidence from the text to answer the following questions.
1.Find the simile in the first paragraph. What is the simile comparing?
“like bottles of sand art”; the layers of rock in the cliff
wall to bottles of sand art
2.What descriptive adjectives in the same paragraph describe the cliff?
“colored layers of rock,” “thick sheets of burnt orange,
sand, and cream”
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3.List descriptive language from both paragraphs that illustrate the weather.
“Spikes of cool air,” “a strong wave of humidity,”
“burning sun,” “massive dark clouds,” “wind picked up
in strong gusts,” “biting pellets of heavy rain,”
“A crack of thunder boomed,” “the rain began falling”
4.How does this descriptive language add to and develop the mood of the scene?
The descriptions talk about the strength of the winds
and rain; the mood becomes more sinister and creates
a sense of suspense.
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Name
Vocabulary
Lesson 16
unfurled, p. 97 Responses
should show contextual
understanding of the word.
Responses should show contextual
understanding of the word.
gawking, p. 98
Lesson 17
anticipation, p. 91 “Secrets of the Canyon Cave” Responses
should show
contextual understanding of the word.
immensity, p. 93 “Secrets of the Canyon Cave” Responses
should show
contextual understanding of the word.
ambition, p. 5 Hudson Responses
should show contextual
understanding of the word.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18
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Name
Writing in
Response to
Reading
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 16 Use descriptive details about the “ancient device” Ría and Brandon
discovered to write an informative paragraph about what it looked like, how it was
designed, and how it worked. Write your response on a separate sheet of paper.
Lesson 17 Who responds more effectively to conflict—Brandon or Henry
Hudson? Write an opinion paragraph citing details from the text to support your
answer. Write your response on a separate sheet of paper.
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Name
Writing in
Response to
Reading
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Lesson 18 Use details from at least two texts to write an informative paragraph
about some of the tools explorers use. Write your response on a separate sheet of
paper.
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Name
Reading Analysis
Lesson 18 Using evidence from the text, answer the following questions about
Hudson, Pedro’s Journal, and “Secrets of the Canyon Cave.” Use this information to
complete your graphic organizer.
1.What locations are explored in each text?
the Arctic Circle, the Hudson Bay area, the area around
the Isla Tortuga, and the Four Corners region of Utah
2.What do all the settings have in common?
They are all in the Americas. All the locations are new
to the explorers in the texts.
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3. How are the settings different?
They are in different eras of time. They are far apart
from each other in space.
4.Using the information above, write one sentence explaining a theme that is
present in all three texts.
Answers may vary but should include details from
the texts.
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Name
Conventions
Lesson 16 Correcting Comma Splices and Run-ons Correct the run-on sentence
below by breaking it into two sentences, by using a semicolon, and by using a
coordinating conjunction.
Brandon and Ría found shelter in a cave, they spent the night.
Brandon and Ría found shelter in a cave.
They spent the night.
1.Two sentences:
Brandon and Ría found shelter in a cave:
they spent the night.
3.Using a coordinating conjunction: Brandon and Ría found shelter
in a cave, so they spent the night.
2.Using a semicolon:
1.peice
2.cieling
3.feild
piece
ceiling
field
4.freind
5.reciept
6.wierd
friend
receipt
weird
Lesson 18 Spell Correctly Carefully read each word below, and rewrite it
spelled correctly.
1.latley
2.noteable
3.exciteing
lately
notable
exciting
4.placment
5.createion
6.responseible
placement
creation
responsible
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Lesson 17 Spell Correctly Carefully read each word below, and rewrite it
spelled correctly.
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Name
Writing
Lesson 16 Formative Assessment: Publishing and Presenting an Opinion
Essay Based on your response to the writing prompt in Lesson 12, plan and
engage in a debate with a group of your peers. On separate sheets of paper, write
an opening argument presenting your group’s opinion and support it with reasons
and evidence, a response to the opposing group’s counterargument, and a closing
statement that summarizes your argument’s most important points.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include a well-supported
opening argument, a response to the opposing group’s
counterargument, and a closing statement that
summarizes the argument’s most important points.
Lesson 17 Plan an Opinion Essay Plan an opinion essay, responding to the
following prompt: Determine the most important theme or lesson that the texts in
the module reveal about the issue of exploration. State and support your opinion.
On a separate sheet of paper, write a clear opinion statement, support a statement
with reasons and with evidence from the texts in the module, and plan either a
block or point-by-point organizational structure.
Answers will vary but should include a clear opinion
statement supported with reasons and with evidence
from the texts and presented in a block or point-by-point
organizational structure.
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Name
Writing
Lesson 18 Formative Assessment: Draft and Revise an Opinion Essay On
separate sheets of paper, draft and revise a two-page opinion essay based on the
outlines or graphic organizer you prepared in Lesson 17. Support your reasons
with text evidence, organize reasons in a logical manner, and use transition words
and phrases to link opinions, reasons, and evidence. End with a strong conclusion
that restates your opinion and summarizes the reasons. Later, revise your essay
into a final version after incorporating peer review feedback.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include logically
organized and well-supported reasons, transition
words, a strong conclusion that restates the opinion
and summarizes the reasons, and any relevant peer
review feedback.
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Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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Responses should use evidence from the text.
Lesson 4
Responses should use evidence from the text.
Lesson 5
Responses should use evidence from the text.
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Name
Sleuth Work
This Is the Place
“I can’t believe that we finally made it, Father. What an arduous journey![The
mountains, the rivers, the buffalo herds, and the weather]—I’ve had enough!”
exclaimed Rebecca.
“Indeed, Rebecca. We have endured many hardships, but seeing this great expanse of
land and knowing that our pioneer brothers and sisters are here I feel relieved.”
Rebecca and her family had traveled for months, along with hundreds of other
Mormons, to the Salt Lake Valley. They had no idea that the first Mormon settlement,
in Nauvoo, Illinois, would not be permanent.
Rebecca sighed, and wrapped her arms around her twin sisters. “At least we are
together and no one perished.” She looked all around and breathed in the clear,
cleansing air. “This land seems so peaceful and safe unlike Nauvoo. I just hope this
valley does not bring us the same circumstances. It was so unfair how people treated us
there!” Rebecca cried, and abruptly sat down on a rock.
“I wonder how Mr. Young knew that this valley would be a safe haven for us?”
wondered Rebecca. She rose from the rock and squinted at the blazing sun.
“He is a wise man, a true follower of the faith, and a fearless leader, Rebecca. When
he arrived here, Young said, ‘This is the place, drive on,’” added her father.
Rebecca replied, “I am thankful, Papa, that we have a new home and a place to
practice our religion and way of life without being ridiculed, yet I do miss our home
back east. I yearn to see my friends and my school.”
Rebecca’s father shook his head and approached Rebecca. “I understand, but your
school and your friends’ families, all of them thought of you differently because you
are Mormon.”
“You’re right, Papa, but it’s just not fair. How could our countrymen, who came
to this land to seek religious freedom, practice such hypocrisy?” argued Rebecca.
Rebecca stomped away, kicking dirt with her tattered boot to release some aggression.
She sat down on the back of the wagon to gather her thoughts. Her father pushed a
wooden chest out of the way and sat next to her. He wiped Rebecca’s hair away from
her weary face and prayed.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
“We may always feel persecuted, Rebecca, you must understand that. This is why
Brigham Young has led us west, far away from other settlements, so that we can
worship freely—and without human judgment,” explained her father.
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Name
Sleuth Work
Gather Evidence Underline the main reason that Rebecca and her family moved
to Salt Lake Valley. Add brackets around the hardships Rebecca and her family
experienced on their journey west.
See annotations on previous page.
Gather Evidence: Extend Your Ideas Review the text details you underlined
and bracketed. What conclusion can you draw about how the family responds to
challenges?
Responses will vary and should use evidence from
the text.
Ask Questions Write two questions you would ask Rebecca about her experiences
in Nauvoo.
Responses will vary and should use evidence from
the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ask Questions: Extend Your Ideas List an additional question about Rebecca’s life
in Nauvoo that is answered in the text. Place a box around the answer in the text.
Responses should use evidence from the text. Annotations
on the previous page will vary.
Make Your Case In what time period does this story take place? Circle clues in the
text that relate to the time period.
See annotations on previous page.
Make Your Case: Extend Your Ideas How does knowing the time period of the story
help you better understand the events in it? Discuss your ideas with a partner.
Responses will vary but should use evidence from
the text.
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Name
Vocabulary
Lesson 1
contact, p. 4 Responses
should show contextual
understanding of the word.
crucial, p. 5 Responses
should show contextual
understanding of the word.
Lesson 2
fierce, p. 10 Responses
should show contextual
understanding of the word.
rancid, p. 11 Responses
should show contextual
understanding of the word.
Lesson 3
should show contextual
understanding of the word.
fortification, p. 19 Responses
should show contextual
understanding of the word.
Lesson 4
frustrated, p. 21 Responses
should show contextual
understanding of the word.
adorned, p. 21 Responses
should show contextual
understanding of the word.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
alliances, p. 17 Responses
Lesson 5
lure, p. 30 Responses
should show contextual
understanding of the word.
disrupting, p. 35 Responses
should show contextual
understanding of the word.
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Writing in
Response to
Reading
Name
Lesson 1 Read page 7. Use details from the text to write an opinion paragraph
that answers the following question: Why do you think Europeans and Americans
had such different views of time and the world? Write your response on a separate
sheet of paper.
Lesson 2 Read the “Knowledge” section on page 13. Use details from the
section to write an informative paragraph explaining the cause-effect relationships
described in the text. Write your response on a separate sheet of paper.
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Lesson 3 Compare your sequence charts for pages 16–17. Based on your
comparison, write an opinion paragraph that answers the question: Which
sequence best illustrates how Americans interacted with one another? Write
your response on a separate sheet of paper.
Lesson 4 Read page 25. Write an explanatory paragraph about the effect of
the authors’ repetition of the word gold. Write your response on a separate
sheet of paper.
Lesson 5 Read pages 24–25 and review the text features. Then write an opinion
paragraph that evaluates how effectively the text structure and the use of visual
text features contribute to the overall meaning in the text. Write your response on
a separate sheet of paper.
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Reading Analysis
Lesson 3 Using evidence from the text, answer the following questions about
pages 16–17 from The World Made New. Use this information to complete your
Sequence Charts.
1.How do timelines present information?
in sequence, or in chronological order
2.Why would a writer use a timeline rather than another text feature?
to emphasize change over time in a straight line
3.What information do the timelines on these pages show? What years are included?
4.What would be the effect if the two timelines were combined?
Possible responses: Some of the dates would overlap. There
would be too much information, making it difficult to read.
5.What does an author choose to include on a timeline?
Possible response: The most important events and
information over a long period of time.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
the rise of the Inca and Aztec empires; 1200–1450 for
the Inca and 1300–1500 for the Aztec
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Language
Analysis
Name
Lesson 5 Read pages 32–33 from The World Made New. Use evidence from the text to
answer the following questions.
1.What is the text structure in this section?
classification order, or organization by category
2.What important ideas are discussed in the main body text?
Possible response: De Soto was searching for gold. He
was “a bloody, cruel leader who left behind a path of
destruction.”
3. Which text features help you understand key ideas from this section?
the map and the timeline
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.How do these text features work together to support ideas?
Possible response: Each number on the map corresponds
to a number next to an entry on the time line. The timeline
details de Soto’s activities as he moves west while the map
shows his route.
5.What text feature helps you understand the most about de Soto? Use text evidence
to support your answer.
Possible response: The timeline, because it gives details
of what happened during de Soto’s journey, such as “De
Soto arrives in Florida” and “The expedition meets Plains
Indians and is told about, but does not see, buffalo.”
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Name
Conventions
Lesson 1 Subject-Verb Agreement: Compound Subjects Write the correct
present tense form of the verb in parentheses in each sentence.
1.Neither the historian nor the professor (to know)
Columbus was born.
2.Either the Americans or Columbus (to show)
the passage.
3.Ferdinand and Isabella (to fight)
fight
knows
shows
where
the men through
for control of the seas.
Lesson 2 Subject-Verb Agreement: Compound Verbs Circle the correct verbs
in each sentence.
1.Columbus (travel / travels) to various royal courts and (asks / ask) monarchs
to sponsor his journey.
Lesson 3 Subject-Verb Agreement: Phrases Write the correct present tense
form of the verb in parentheses in each sentence.
1.By 1532, the empire of the Incas (to stretch) stretches for thousands
of miles.
2.Machu Picchu, along with other areas in the Andes Mountains, (to be)
is
known for great beauty and mystery.
Lesson 4 Subject-Verb Agreement: Indefinite Pronouns Circle the correct
verb in each sentence.
1.Few of the European explorers (treats / treat) the Americans with respect.
2.None of the Aztec people (was / were) able to rebuild after the Europeans
arrived.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
2.Ottoman Turks (conquer / conquers) Constantinople and (control / controls)
all known routes to Asia.
Lesson 5 Subject-Verb Agreement: Collective Nouns Circle the correct verb in
each sentence.
1.After a long journey together, the team finally (wins / win) the
championship title.
2.The team (votes / vote) on which uniform to wear at the exhibition game.
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Writing
Lesson 1 Editorial: Choose an Issue First, choose an issue related to The
World Made New. On a separate sheet of paper, write a one-paragraph summary
of the issue from the point of view of someone living during the 1500s who has
experience exploring or with explorers. Note that this point of view will help you
choose the tone and language you will use when writing an editorial.
Answers will vary but should include a summary
from the point of view of someone who lived during
the 1500s.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 2 Editorial: Gather Evidence First, follow the steps Reread, weigh, and
decide to determine your opinion on your chosen issue. Then, on separate sheets
of paper, write two pages of notes stating your opinion and identifying three
strong reasons and text evidence from The World Made New to support your view.
Answers will vary but should include an opinion and
three strong reasons and text evidence supporting the
stated view.
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Name
Writing
Lesson 3 Editorial: Organize Reasons and Evidence Develop an outline to
show logical organization for an editorial. Choose the best structure, and use your
notes to fill out the rest of the outline on a separate sheet of paper. Then organize
and write your introduction and at least three strong body paragraphs. Include
your opinion, brief background on the issue, and a proposed solution in your
introduction. Each paragraph should include logically ordered reasons that are
supported by relevant facts and details.
Answers will vary but should include an outline, an
introduction, and three body paragraphs that support
the writer’s opinion through relevant facts and details.
Answers will vary but should include revised text that
includes additional facts, precise details, statistics,
and quotations.
Lesson 5 Editorial: Develop Appropriate Tone and Voice Conduct another
peer review with a new partner. Evaluate each other’s drafts for appropriate tone,
purpose, and audience. Identify ways to revise sentences to develop an engaging,
effective, and interesting voice. Suggest various techniques, such as parallelism,
rhetorical questions, and repetition, where appropriate. After peer review, revise
your draft based on your partner’s feedback.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 4 Editorial: Strengthen Reasons and Evidence Conduct a peer review,
keeping the audience for the editorial in mind. On separate sheets of paper,
identify weaknesses in reasons and insufficient or ineffective supporting evidence,
and suggest revisions. Then use feedback to add relevant supporting evidence
to your own editorial draft. Delete any irrelevant evidence and add or rewrite
paragraphs if your evidence was insufficient.
Answers will vary but should include whether the tone
is firm, persuasive, fair, professional, and engaging,
and revisions in which the voice is engaging, effective,
and interesting.
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Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Responses should use evidence from the text.
Lesson 9
Responses should use evidence from the text.
Lesson 10
Responses should use evidence from the text.
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Reading Analysis
Lesson 7 Using evidence from the text, answer the following questions about ­­­­­
cause-effect relationships on pages 44–47 from The World Made New. Use this
information to complete your graphic organizer.
1.Look at page 44. List three causes from the text that made the
“global dish” possible.
Answers may vary but should include three details
from the text.
2.Look at page 45. What does “Europeans were actually shorter of silver than gold”
mean? What related effect is given in the paragraph?
Possible response: Europeans wanted silver more
than gold. Much more silver than gold was brought to
Europe from the New World.
Possible response: Europeans took gold and silver from
the New World, which made them “newly wealthy.” This
led to less trade with North Africa because Europeans
had “less need of Muslim gold.” Less trade with Africa
and great wealth led to more trade with Asia.
4.Look at the timeline on pages 46–47. List the effects caused by Columbus’s
landfall in the New World.
“First globe,” “Waldenseemüller’s world map,”
“On Cannibals,” and the Mercator map projection
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3.Explain the chain of causes and effects that led to “an expansion of trade
with Asia.”
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Language
Analysis
Name
Lesson 8 Read page 50 from A World Made New. Use evidence from the text to
answer the following questions.
1.What is the purpose of a concluding section?
It summarizes the main points and restates the theme
or main idea to give a strong close to the text. It may
also clarify information in the main text or present the
reader with a question or action to be taken.
2.How is a conclusion different from an introduction?
A conclusion is at the end, and it synthesizes main points in
the text instead of previewing them or preparing the topic.
3.Whose point of view does the Conclusion on page 50 represent?
It represents the point of view of the authors.
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4.What new comparison is presented in the Conclusion? Cite specific text evidence
in your answer.
It compares events from the Age of Exploration with a
“story out of science fiction.”
5.What new comparison is presented in the Conclusion? Cite specific text evidence
in your answer.
Claim: The story of the Age of Exploration is about being
human. Reasons: People responded differently to a situation
that they could not understand. Evidence: Malinche
quickly learned Spanish and acted as a translator, Africans
captured and brought to the Americas found ways to live
and prosper, and some people acted on their consciences to
defend the Americas from explorers.
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Name
Vocabulary
Lesson 6
transmit, p. 40 Responses
should show contextual
understanding of the word.
strand, p. 41 Responses
should show contextual
understanding of the word.
Lesson 7
astonishing, p. 45 Responses
should show contextual
understanding of the word.
intrigue, p. 48 Responses
should show contextual
understanding of the word.
Lesson 8
should show contextual
understanding of the word.
compassion, p. 50 Responses
should show contextual
understanding of the word.
Lesson 9
coast, p. 9 Responses
should show contextual
understanding of the word.
settlement, p. 9 Responses
should show contextual
understanding of the word.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
conscience, p. 50 Responses
Lesson 10
convinced, p. 15 Responses
should show contextual
understanding of the word.
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Writing in
Response to
Reading
Name
Lesson 6 Reread pages 36–37. Write an informative paragraph that explains the
effects of the Age of Exploration on both Americans and Europeans. Make sure
to include two or more cause-effect relationships in your paragraph. Write your
response on a separate sheet of paper.
Lesson 7 Look over the list of effects in your Cause and Effect graphic organizer.
Which effect continues to have an impact on our world today? Use evidence from
the text in your response. Write your response on a separate sheet of paper.
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Lesson 8 Explain how the photograph on page 51 helps a reader understand
the author’s message. Use evidence from the text in your response. Write your
response on a separate sheet of paper.
Lesson 9 Which text feature does the best job of supporting the main text? Use
evidence from the text in your response. Write your response on a separate sheet
of paper.
Lesson 10 Read page 11. Then use text evidence to write an informative
paragraph about the dangers faced by traders who used the Silk Road. Write
your response on a separate sheet of paper.
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Reading Analysis
Lesson 10 Using evidence from the text, answer the following questions about
Chapter 2, pages 10–15, of Explorers of North America. Use this information to
complete your Main Idea graphic organizer.
1.What is the relationship between the monarchs of Europe and exploration of
“the new world”?
Columbus was able to make his voyage to the
Bahamas because the rulers of Spain gave him money.
2.How was Cabot’s attempt to reach Asia different from those of other explorers?
How was it similar?
It was different because Cabot used a route that went
farther north, and he and his crew were lost at sea. It
was similar because he tried to sail west to find Asia,
and based his ideas on Columbus’s success.
Knowing the location and direction of a ship is
necessary for exploration. Being able to navigate a new
route to Asia would make an explorer very wealthy.
Failure to navigate could cause ships to be lost.
4.How does Columbus’s arrival in the Bahamas relate to Vespucci’s exploration of
South America?
If Columbus had not arrived in the Bahamas, Vespucci
would not have sailed to the Americas. Vespucci did
not agree that the land they both explored was Asia.
Areas that Columbus had explored were eventually
named in honor of Vespucci.
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3.How is the concept navigation related to the other ideas in this chapter?
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Language
Analysis
Name
Lesson 9 Read Chapter 1 from Explorers of North America. Use evidence from the
text to answer the following questions.
1.List one point the author makes on page 9.
Possible response: Erikson landed in Canada and
called the area Vinland. He built a settlement there.
2.How does the map on page 8 support that point?
Possible response: The map shows the location of
Vinland on the coast of Canada.
3. How does the map support the point, “Vikings were…famous for their
sailing skills”?
Possible response: The map shows that Erikson sailed
a great distance.
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4.How does the map’s caption support the point, “Vikings were…famous for
their sailing skills”?
Possible response: The caption says that Erikson made
good decisions and chose the safest route.
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Name
Conventions
Lesson 6 Subject-Verb Agreement: Collective Nouns Circle the correct verb
in each sentence.
1.The orchestra (plays / play) Mozart’s last symphony each year at the festival.
2.The orchestra (goes / go) home after each concert.
Lesson 7 Subject-Verb Agreement: Hard-to-Find Subjects Circle the correct
verb in each sentence and underline the subject.
1.On the shore (was / were) men from all of the ships.
2.(There’s / There are) several theories about the people and the cultures of
the early Americas.
Lesson 8 Punctuating Items in a Series: Commas Fill in the blanks with all the
words in the word list. Use proper punctuation.
Africans Aztec Inca Europeans
Inca, and Europeans,
Lesson 9 Punctuating Items in a Series: Semicolons Rewrite the sentence,
replacing some of the commas with semicolons to make the sentence less
confusing.
We studied Leif Erikson, who sailed to the Americas from Greenland,
Christopher Columbus, who departed from Palos, Spain, and Cortés, who
defeated the Aztec.
We studied Leif Erikson, who sailed to the Americas from
Greenland; Christopher Columbus, who departed from
Palos, Spain; and Cortés, who defeated the Aztec.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
All cultures, including Africans, Aztec,
changed after the Age of Exploration.
Lesson 10 Commas and Introductory Elements Place a comma to properly
punctuate each sentence.
1.Without funds of his own Columbus needed someone to pay for
his journey. after own
2.After Cabot left for his second journey he was never heard
from again. after journey
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Name
Writing
Lesson 6 Editorial: Address Opposing Viewpoints Revise your editorial to
include opposing viewpoints. First, anticipate opposing viewpoints and, on a
separate sheet of paper, take notes about how to address them. Try to address and
refute opposing viewpoints in a way that connects back to and strengthens your
own opinion. Finally, determine the best place in your body paragraphs to include
a response to an opposing viewpoint.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include refuted opposing
viewpoints that connect back to and strengthen the
writer’s own opinion.
Lesson 7 Editorial: Add Transitions Conduct another peer review of your draft.
Review your partner’s draft to look for unclear organization or points where the
connections between the reasons, supporting evidence, and the opinion statement
are either confusing or absent. On a separate sheet of paper, list this information
and suggest transitions to clarify and strengthen the connections between the
reasons and the opinion statement and between the reasons and the supporting
evidence.
Answers will vary but should include clear
organization and suggested transitions to clarify and
strengthen the connections between the reasons and
the opinion statement, as well as between the reasons
and the supporting evidence.
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Name
Writing
Lesson 8 Editorial: Develop a Conclusion On a separate sheet of paper, draft
the conclusion to your editorial. Summarize the opinion and the main points of
the editorial, and provide an answer and/or a solution to the issue presented in the
editorial. Then exchange your draft with a partner for a peer review. Comment in
pencil or use sticky notes for suggestions.
Answers will vary but should include a summary of
the opinion and the main points of the editorial, an
answer and/or a solution to the issue presented in the
editorial, and notes from a peer.
Answers will vary but should include a clear opinion
about the issue, background information, reasons and
supporting evidence, effective transition words and
phrases, a counterargument, evidence that refutes the
counterargument, and a conclusion that summarizes
the opinion.
Lesson 10 Conduct Research Research multiple print and digital sources
about how your chosen explorer from Unit 4 prepared for his or her journey.
On separate sheets of paper, take notes on your findings and record source
information. Summarize or paraphrase information from each source in your
notes. Remember that any words copied directly from a source should appear in
quotation marks and should be followed by a page reference.
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Lesson 9 Formative Assessment: Editorial: Revise Draft Put all the pieces of
your editorial draft together in order, rearranging and cutting/revising as needed,
using the editorial checklist as a guide. Have peers review your draft one last
time to identify any gaps, weaknesses, or issues with tone. Make any last changes
based on peer feedback. Write your final one-to-two-page editorial on separate
pieces of paper.
Answers will vary but should include notes on
research, summarized or paraphrased information,
and properly recorded source information.
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Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Responses should use evidence from the text.
Lesson 14
Responses should use evidence from the text.
Lesson 15
Responses should use evidence from the text.
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Name
Sleuth Work
Making a Difference for Immigrants
People have been immigrating to America for hundreds of years. They have come
for adventure, wealth, work opportunities, and to escape persecution. Often that’s what
they have found. They also often found themselves in unfamiliar surroundings and
among people who didn’t want them here. One inspiring company went out of their
way to make life better for immigrants.
Kohler needed a great many workers to make all those bathtubs, sinks, and toilets!
Unlike many other companies of that time, which exploited immigrants for labor, the
Kohler Company tried to provide a better life for its employees. Many of Kohler’s
workers were Austrian immigrants, just like John Michael Kohler. The company
emphasized worker safety, medical care, and good wages. One of the company’s
priorities was to ensure that Kohler employees not only had pleasant working
conditions but also decent living conditions. Kohler began transforming the Village of
Kohler into one of the first planned communities in the Midwest. The town had many
attractive features: green spaces, single and two-family homes, recreational facilities,
and a school. Creating a company town helped the Kohler business attract and keep a
stable workforce.
The Kohler Company still wanted to do more so it built the American Club, a
dormitory for immigrant employees. Housing costs were minimal. Many unmarried
Kohler employees stayed there until they saved enough to buy a house and send
for their families. Employees took lessons in English, American history, and civics.
Immigrant workers got a day off and transportation to the courthouse as a first step
toward becoming citizens. Between 1900 and 1930, the Kohler Company helped at
least 1,200 immigrant workers become citizens.
Immigrants may have very different reasons for coming here, but most arrive with
high hopes. The Kohler Company made a difference in the lives of its immigrant
workers who were trying to make a new and better life in a foreign land.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
In the late nineteenth century, young John Michael Kohler immigrated to the
United States from Austria with his family. Kohler grew up and married a woman
whose father co-owned a successful business in the steel and iron works industry.
Kohler then purchased the business from his father-in-law in 1873, and the Kohler
Company was founded. The company soon manufactured bathtubs and bath fixtures
near Sheboygan, Wisconsin, and continues to do so today.
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Name
Sleuth Work
Gather Evidence Underline the advantages that the Kohler Company employees had
that many other immigrant workers in the United States did not.
See annotations on previous page.
Gather Evidence: Extend Your Ideas Circle the event from his past that motivated
Kohler to make a better life for his employees.
See annotation on previous page.
Ask Questions Write two questions you would ask a historian about conditions for
immigrants during this time period.
Responses will vary and should use evidence from
the text.
Ask Questions: Extend Your Ideas Write an additional question about immigrants
that is answered in the text. Place brackets around the answer in the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Responses should use evidence from the text. Annotations
on the previous page will vary.
Make Your Case What do you think the best thing John Michael Kohler did for his
immigrant workers? Write a detail from the text that reflects your opinion.
Responses will vary and should use evidence from the text.
Make Your Case: Extend Your Ideas Use additional evidence from the text to
support your opinion. Discuss your results with a partner.
Responses will vary but should use evidence from the text.
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Name
Vocabulary
Lesson 11
capital, p. 17 Responses
should show contextual
understanding of the word.
mythical, p. 17 Responses
should show contextual
understanding of the word.
Lesson 12
eager, p. 28 Responses
should show contextual
understanding of the word.
intentions, p. 30 Responses
should show contextual
understanding of the word.
Lesson 13
should show contextual
understanding of the word.
gorge, p. 41 Responses
should show contextual
understanding of the word.
Lesson 14
encounter/encountered, p. 7 World Made New, p. 5 Explorers Responses
should show contextual understanding of the words.
discovered, p. 4 World Made New, p. 42 Explorers Responses
should
show contextual understanding of the word.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
thrilling, p. 36 Responses
Lesson 15
Responses should show contextual
understanding of the word.
disaster, p. 104
Responses should show contextual
understanding of the word.
marshy, p. 107
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Writing in
Response to
Reading
Name
Lesson 11 Read the first paragraph on page 19. Write an opinion paragraph
about Cortés’s actions, using text evidence and reasons to support your opinion.
Write your response on a separate sheet of paper.
Lesson 12 Read the second paragraph on page 28. Use details from the chapter
to write an explanatory paragraph about why the British government offered a
cash prize. Write your response on a separate sheet of paper.
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Lesson 13 Ynes Mexia and her team were trapped at the bottom of a deep gorge
in Peru for three months. Do you think she should have spent that time looking
for new plants? Use text evidence to support your opinion. Write your response
on a separate sheet of paper.
Lesson 14 How does each text present information on the Aztec? Use text
evidence to support your explanation. Write your response on a separate sheet
of paper.
Lesson 15 Which images best convey the main ideas in the text? Support your
opinion with text evidence. Write your response on a separate sheet of paper.
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Name
Reading Analysis
Lesson 13 Using evidence from the text, answer the following questions about
pages 32–35 from Explorers of North America. Use this information to complete
your Two-Column Chart.
1.What is one point the author makes on pages 32–33?
Possible response: Jefferson sent Lewis and Clark to
explore land west of the Mississippi River.
2.What reason and pieces of evidence does the author give to support this point?
Possible response: Reason: “Nobody in the United States
knew much about the land.” Evidence: Lewis was an
explorer and Jefferson’s personal secretary. Clark and
Lewis had both served in the army.
3.What is one point the author makes on page 35?
4.What reason and piece of evidence does the author give to support this point?
Possible response: Reason: Sacagawea and Toussaint
could help Lewis and Clark talk with Native American
groups. Evidence: They could speak different languages
and also knew the land well.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Possible response: Lewis and Clark hired Sacagawea
and Toussaint Charbonneau as interpreters.
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Language
Analysis
Name
Lesson 15 Read pages 103–107 from New Beginnings. Use evidence from the text to
answer the following questions.
1.What types of text features are included in this passage?
headings, subheadings, illustrations with captions, a
map, and a quotation
2.What function do these text features serve?
Possible response: The headings provide the overall main
ideas, the subheadings identify what each section is about, the
captions describe the illustrations, the map shows the location
of Jamestown, and the quotation provides a primary source.
3. Why do you think the author chose to include the quotation from John Smith
on page 106?
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Possible response: He wants to provide the perspective
of Jamestown’s leader.
4.Which text feature is the most effective? Why? Use text evidence to support
your answer.
Answers will vary but should include a chosen text
feature and supporting evidence.
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Conventions
Lesson 11 Commas with Introductory Elements Place a comma to properly
punctuate each sentence.
1.When Coronado traveled from New Spain he found the Zuni people. after
2.If Cortés and his troops won the Aztec would be captured. after
Spain
won
Lesson 12 Commas with Yes and No Write two sentences correctly
demonstrating the use of a comma to set off the words yes and no.
Answers will vary but may include: Yes, she is my
sister. No, I don’t like beets.
1.Sacagawea and Charbonneau were translators for Lewis and
Clark weren’t they? after Clark
2.Ynes Mexia wasn’t afraid of anything was she? after
anything
Lesson 14 Commas to Indicate Direct Address Write two sentences correctly
demonstrating the use of a comma to indicate direct address.
Answers will vary but may include: Stacey, pass the
potatoes. José, do you have a brother?
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Lesson 13 Commas with Tag Questions Place a comma to properly punctuate
each sentence.
Lesson 15 Underlining and Italics for Titles of Works Underline the title in
each sentence below.
1.In English class, we are reading the book Old Yeller.
2.The teacher played the movie Columbus: Explorer or Exploiter?
for her history students.
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Writing
Lesson 11 Synthesize Research On separate sheets of paper, write a oneto-two page report that synthesizes your findings about your explorer and the
preparations for a voyage. Include information from your sources, using your
notes to summarize and paraphrase. Credit the sources you use by placing source
references in your reports and by creating a separate Works Cited list.
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Answers will vary but should include synthesized
findings about the chosen explorer and the
preparations for a voyage, information from the
writer’s sources, and a separate Works Cited list.
Lesson 12 Planning an Editorial On a separate sheet of paper, state an opinion
about an issue, keeping in mind the following prompt: Many explorers didn’t find
what they were looking for, but they made other important discoveries. Imagine
you are a British explorer in the late 1700s inspired by James Cook’s story. Write
an editorial urging the British government to fund your mission despite Cook’s
tragedy. In your outline or graphic organizer, include only facts, details, examples,
and quotations that clearly support your opinion.
Answers will vary but should include facts, details,
examples, and quotations that clearly support the
stated opinion.
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Writing
Lesson 13 Drafting an Editorial On separate sheets of paper, draft the
introduction and body paragraphs of your editorial. Include a clearly stated
opinion in the introduction. Scan the text and take notes on background
information, reasons, and evidence to include. Identify the reasons and evidence
that best support your opinion, and refer to your outline or graphic organizer to
arrange reasons and evidence logically.
Answers will vary but should include a clearly stated
opinion and well-supported background information,
reasons, and evidence.
Answers will vary but should include a clearly stated
counterargument that is refuted with reasons and
evidence and a conclusion that restates the opinion,
summarizes key points, proposes an answer or
solution, and includes a call to action.
Lesson 15 Revising or Rewriting an Editorial Exchange drafts with a peer,
review your partner’s draft, and make comments. Review the revisions and
suggestions your partner made on your editorial. Ask your partner any questions
you have about his or her review. On separate sheets of paper, write or type an
updated version of your editorial, incorporating your partner’s suggested changes.
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Lesson 14 Drafting an Editorial On a separate sheet of paper, draft the
counterargument and conclusion of your editorial. Refer to the outline or graphic
organizer you developed in Lesson 12. Include a clearly stated counterargument,
using reasons and evidence to explain why the counterargument is flawed. End with
a strong conclusion that restates the opinion, summarizes the editorial’s key points,
proposes an answer or solution, and includes a call to action.
Answers will vary but should include suggested
relevant changes from peer review.
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Explore the Text
Lesson 16
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
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Responses should use evidence from the text.
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Reading Analysis
Lesson 16 Using evidence from the text, answer the following questions about
pages 113–119 from New Beginnings. Use this information to complete your graphic
organizer.
1.How did Lord Thomas De la Warr respond to the idea that the colonists wanted to
return to England?
Possible response: He ordered them to turn around and
go back to Jamestown.
2.How did De la Warr affect the relationship between the residents of Jamestown
and the Powhatan?
Possible response: He made members of the colony
work harder for peace with the Powhatan. He agreed to
let John Rolfe marry Pocahontas.
Possible response: He made each colonist grow at
least some corn along with tobacco.
4.Write one to two sentences explaining the relationship between De la Warr and
the colony of Jamestown.
Possible response: Answers may vary but should
include specific information from the text.
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3.List one way that De la Warr prevented the people in the colony from
going hungry.
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Reading Analysis
Lesson 17 Using evidence from the text, answer the following questions about
The World Made New and New Beginnings. Use this information to complete
your graphic organizer.
1.What ideas related to the topic of food are included in The World Made New?
Trade between Europe and the New World made some
foods available in new places. Edible plants and
animals were brought from Europe to the Americas.
2.What ideas related to the topic of food are included in New Beginnings?
The colonists were not prepared to plant crops for
food. Early on, they traded with Indians to get the
food they needed.
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3.What problems related to food are mentioned in each text?
The World Made New: Trading for spices over land was
expensive and dangerous. New Beginnings: Over time,
many colonists starved because Jamestown did not
have enough food.
4.What solutions related to food are mentioned in each text?
The World Made New: People in the Americas invented corn,
efficient irrigation systems, and planted orchards of tree
nuts. Cartier’s voyage to Newfoundland allowed fishermen
to make big profits. New Beginnings: John Smith made
people grow food. Pocahontas brought food to the colonists.
Ships arrived from England carrying food.
5.Write a sentence drawing a conclusion that integrates information from both texts.
Answers may vary but should include evidence from
both texts.
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Vocabulary
Lesson 16
charge, p. 113 Responses
should show contextual
understanding of the word.
bitter, p. 114 Responses
should show contextual
understanding of the word.
Lesson 17
ship, p. 103 of New Beginnings Responses
should show
contextual understanding of the word.
should show
contextual understanding of the word.
Lesson 18
opportunity, p. 119 of New Beginnings Responses
should show
contextual understanding of the word.
Responses should show
contextual understanding of the word.
interchange, p. 41 of The World Made New
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civilization, p. 106 of New Beginnings Responses
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Writing in
Response to
Reading
Lesson 16 Write two or three paragraphs that explain the role of tobacco in the
historical relationship between Native Americans and colonists in Virginia. Write
your response on a separate sheet of paper.
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Lesson 17 Write two paragraphs using text evidence from The World Made
New and New Beginnings to support or disprove the statement The rewards of
exploration outweigh the risks. Write your response on a separate sheet of paper.
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Name
Writing in
Response to
Reading
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Lesson 18 Use details from multiple accounts to write an informative paragraph
explaining what a settlement is. Write your response on a separate sheet of paper.
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Language
Analysis
Name
Lesson 18 Using evidence from the text, answer the following questions about
The World Made New, Explorers of North America, and New Beginnings. Use this
information to complete your graphic organizer.
1.Can each of the three texts help you answer the question What happened in North
America between 1600 and 1610? Explain why or why not.
No, The World Made New does not contain information
about that time period. The other two texts do.
2.List two facts from one of the texts to answer the question above. Name the
source for your facts.
Possible response: From 1607 to 1609, Jamestown in
Virginia was established. From 1609 to 1610, most of the
colonists starved to death. (New Beginnings)
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3. List a fact from another one of the texts that answers the question above. Name
the source for your fact.
Possible response: In 1609, Henry Hudson looked for the
Northwest Passage but was stopped multiple times by
weather, ice, and dead ends. (Explorers of North America)
4.What does each fact reveal about the purpose and perspective represented by
the source?
Possible response: Purpose of New Beginnings: inform
readers about the Jamestown colony. Perspective: Life
was very difficult for the colonists. Purpose of Explorers
of North America: inform readers about various explorers
and where they went. Perspective: Explorers kept trying
to overcome obstacles.
5.Combine both facts to write a sentence about what took place in North America
between 1600 and 1610.
Possible response: Between 1600 and 1610, people
both explored new routes through North America and
tried to establish permanent places to live.
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Name
Conventions
Lesson 16 Quotation Marks for Titles of Works Rewrite each sentence on the
blank line using the correct punctuation.
1.An English newspaper wrote the article Powhatan Princess
about Pocahontas.
An English newspaper wrote the article “Powhatan
Princess” about Pocahontas.
2.The essay Pocahontas: Powhatan or English?
created controversy.
The essay “Pocahontas: Powhatan or English?”
created controversy.
1.runing
2.grined
3.bater
running
grinned
batter
4.stoped
5.bigest
6.begining
stopped
biggest
beginning
Lesson 18 Spelling Correctly: Suffixes Carefully read each word below and
rewrite it spelled correctly.
replied
4.destroid
2.accompanyment accompaniment 5.staiing
obeying
6.beautyful
3.obeing
1.replyed
destroyed
staying
beautiful
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Lesson 17 Spelling Correctly: Suffixes Carefully read each word below and
rewrite it spelled correctly.
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Writing
Lesson 16 Write a Persuasive Problem-Solution Essay Peer edit a partner’s
draft. First, review each other’s checklists. Then peer-edit each other’s drafts to
check for correct grammar and usage. Suggest other changes to improve clarity
and readability. Proofread as well. After the peer session, weigh the suggestions
you received, incorporate good ideas, and make corrections. Then, on separate
sheets of paper, create a clean final draft of your editorial.
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Answers will vary but should include a clean, final
draft that is clear and readable and has correct
grammar and usage.
Lesson 17 Formative Assessment: Write an Explanation Essay Publish your
editorial in a classroom newspaper. Then present your editorial to an audience
of classmates, speaking clearly and at an appropriate volume. When listening to
other presenters, pay careful attention. Take notes on a separate sheet of paper to
help you remember opinions, reasons, facts, and details. After each presentation,
make a brief verbal or written summary of the speaker’s main points and how the
speaker supported each of his or her claims with reasons and evidence.
Answers will vary but should include notes on
opinions, reasons, facts, and details and whether the
claims were supported with reasons and evidence.
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Writing
Lesson 18 Formative Assessment: Write an Opinion Essay After reviewing
the three texts discussed, write a one-to-two-page essay on separate sheets of
paper to support your viewpoint about which explorer had the greatest impact
on life today. Remember that impact can consist of both negative and positive
consequences. The essay should include a strong introduction that states your
opinion and a concluding paragraph that brings the essay to a logical close.
Opinions should be linked to logically organized reasons supported by facts and
details taken from multiple texts and joined by appropriate transition words,
phrases, and clauses.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary but should include a strong
introduction and logically organized reasons supported
by facts and details taken from multiple texts.
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