GEN
TM
Ac
b
4
Grade
Reader’s and Writer’s Journal
TeachER’S GUIDE
Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Hoboken, New Jersey
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ISBN-13: 978-0-328-78890-3
ISBN-10:
0-328-78890-2
2 3 4 5 6 7 8 9 10 V0N4 18 17 16 15 14
GrADE 4 • READER’S AND WRITER’S JOURNAL
Table of Contents
Unit 1 Becoming Researchers
Module A
Lessons 1–5. . . .
Lessons 6–10. . .
Lessons 11–15. .
Lessons 16–18. .
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. 1
11
21
31
Module B
Lessons
Lessons
Lessons
Lessons
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41
51
61
71
1–5. . . .
6–10. . .
11–15. .
16–18. .
Unit 2 Interactions in Nature and Culture
Module A
Lessons 1–5. . . .
Lessons 6–10. . .
Lessons 11–15. .
Lessons 16–18. .
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. 81
. 91
101
111
Module B
Lessons
Lessons
Lessons
Lessons
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121
131
141
151
1–5. . . .
6–10. . .
11–15. .
16–18. .
Table of Contents • iii
GrADE 4 • READER’S AND WRITER’S JOURNAL
Unit 3 Exploring Impact and Effect
Module A
Lessons 1–5. . . .
Lessons 6–10. . .
Lessons 11–15. .
Lessons 16–18. .
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161
171
181
191
Module B
Lessons
Lessons
Lessons
Lessons
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201
211
221
231
1–5. . . .
6–10. . .
11–15. .
16–18. .
Unit 4 Creating Innovative Solutions
Module A
Lessons 1–5. . . .
Lessons 6–10. . .
Lessons 11–15. .
Lessons 16–18. .
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241
251
261
271
Module B
Lessons
Lessons
Lessons
Lessons
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281
291
301
311
1–5. . . .
6–10. . .
11–15. .
16–18. .
iv • Table of Contents
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about
text to demonstrate comprehension.
Unit 1 • Module A • Lessons 1–5 • 1
Name
Sleuth Work
Nosing Around
Our noses are a treat for our senses. They inhale the delicious smells of
baking cookies and sizzling bacon. They also alert us to danger, such as
toast burning in a toaster.
Animals also use their noses to smell. However, some animals are
capable of using their noses in quite different ways. Have you ever
wondered why some animals sport odd-shaped noses?
Elephants have a very familiar odd-shaped nose. An elephant’s nose, or
trunk, is used for touching, tasting, breathing, and drinking. Did you know
that an elephant can use its nose to keep cool in the blazing hot sun? The
elephant also uses its nose to reach food that is inaccessible otherwise.
The hammerhead shark uses its nose to search for food, too, but in this
case, its prey. On the menu for this shark’s favorite meal: stingrays. A
hammerhead maneuvers its snout to dig stingrays out of their hiding places
in the sand. So much for getting buried in the sand to avoid capture!
Then there’s the star-nosed mole. This animal has one strange nose! Its
nose is covered with 22 tentacles. These tentacles do not have sting cells
on them like those of a jellyfish. Still, they help the mole to find food
quickly. Insects and worms make favorite main courses for moles. Nosing
around could not be more important when it comes to finding these
delights.
What all of these animals have in common is an extension that sits
somewhere on or near their face. How they use their noses may seem
funny to humans, but is the difference between death and survival in
the wild.
2 • Unit 1 • Module A • Lessons 1–5
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
You would think by its name that the elephant nose fish has something
special or fascinating about its nose. Indeed, an elephant nose fish is much
smaller than a large elephant. However, its “nose” is pretty prominent.
Elephant nose fish can be found in muddy waters in Africa. This fish
actually uses its long “nose” to seek food in the thick, sticky mud.
Name
Sleuth Work
Gather Evidence On page 2, circle evidence from the text that shows
how the writer organizes the information in this article. Briefly explain
how the text is organized.
Responses should use evidence from the text.
Gather Evidence: Extend Your Ideas List additional ways informational
texts organize information. Then explain how authors organize information
in a text to support a reader’s understanding of a text.
Responses should use evidence from the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ask Questions Underline the names of three animals mentioned in the
text. Write three questions you want to research to discover more about
one of these animals.
Answers will vary, but should include: elephant, elephant
nose fish, hammerhead shark, stingray, star-nosed mule,
and jellyfish.
Ask Questions: Extend Your Ideas Write additional questions you
could ask about how the animals you identified use their noses differently
depending on the habitat in which they live in.
Answers will vary.
Make Your Case Circle the name of the animal that has the most
interesting nose. Underline text evidence that supports your reason for
choosing this animal. Responses should use evidence from the
text.
Make Your Case: Extend Your Ideas Identify additional reasons that
support your opinion. Explain your reasons to a partner.
Answers will vary.
Students read text closely to determine
what the text says.
Unit 1 • Module A • Lessons 1–5 • 3
Lesson 1
prey, predator, vibrations
Lesson 2
evaporation
Lesson 3
interaction, boundaries
Lesson 4
examines, excavated
Lesson 5
dramatic, dismantle, stealthily, striking
4 • Unit 1 • Module A • Lessons 1–5
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Benchmark
Vocabulary
Name
Name
Writing in
Response to
Reading
Lesson 1 Reread p. 15 of The Tarantula Scientist. Write several sentences
stating your opinion whether or not you think tarantulas are beautiful.
Support your opinion using details from the text.
Lesson 2 Reread pp. 17–18 of The Tarantula Scientist. Write several
sentences explaining how scientists group living creatures into different
categories. Use details from the text in your response.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 Reread the first and second paragraphs on p. 26 of The
Tarantula Scientist. How do Sam’s thoughts on science change? Write a
paragraph explaining the events using text evidence.
Lesson 4 Reread the third and fourth paragraphs on p. 34 of The
Tarantula Scientist. The author states that it is better for Sam to capture the
tarantula than another animal such as a coatimundi. What reasons does the
author give for Sam being a better captor? Do you agree with the author?
State your opinion and support it using text evidence.
Lesson 5 Imagine you have been observing one or more of the spiders
described on pp. 38–41 of The Tarantula Scientist. Write a science journal
entry as a “researcher.”
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module A • Lessons 1–5 • 5
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 38–41 from The Tarantula Scientist.
1.What is the author sharing about the spider species in North America
on p. 38?
Answers will vary.
2.What is the author’s purpose in sharing this information? How do you
know?
Answers will vary.
Watching spiders is not dangerous, but it is always
best to leave spiders alone and not pick them up.
4.What is the author’s purpose for including these key details?
Answers will vary.
5.Look at the photographs in this section. Explain why the author may
have chosen them.
Answers will vary.
6 • Unit 1 • Module A • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.What key details does the author provide about spiders on p. 39?
Language
Analysis
Name
1.Reread the last two paragraphs on p. 31 to the top of p. 32 of The
Tarantula Scientist. Focus on the worm.
2.What does the word bait mean?
Bait means something you use to catch or lure out
something else.
3.Sam says, “If life gives you worms, make spider bait!” How is the
worm like fish bait?
Sam uses the worm as bait to lure the tarantula out of
its burrow.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.How do you know?
Sam puts together a spider-fishing pole and uses the
worm as bait, but the tarantula first just bites off part
of the worm.
5.What does Sam’s statement reveal about how he feels?
He is excited.
6.Find other phrases or words on pp. 31 and 32 that show how Sam
feels about the process.
Answers will vary, but could include: “All right, come
out with your tarsi up!”
Students analyze and respond to literary
and informational text.
Unit 1 • Module A • Lessons 1–5 • 7
Name
Conventions
Lesson 1
Nouns Underline the proper noun and circle the common noun.
Sam Marshall is lying on his belly in the rainforest.
Lesson 2
Pronouns Circle the pronoun in the sentence.
Tropical tarantulas were among the planet’s original spiders. They first
appeared long, long ago.”
Relative Pronouns Circle the relative pronoun.
These are rainforest tarantulas that need more oxygen than other
tarantulas.
Answers will vary.
Lesson 4
Simple Verb Tenses Read the sentence and underline the verb. Then
identify the verb tense.
Sam pushes the baited twig down the burrow.
Present tense
Lesson 5
Adverbs Read the following sentence. Underline the adverb.
“And if you slip downhill,” Sam advises, “you’ll eventually crash into a
tree and stop.”
8 • Unit 1 • Module A • Lessons 1–5
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Name
Writing
Lesson 1
Introduce a Topic Pick a public figure whose achievements have
helped others. Write a brief introductory paragraph about your subject’s
achievements.
Lesson 2
Establish a Purpose Write a brief informative paragraph about
invertebrates. Focus on establishing your purpose for writing. Provide
facts, details, and a visual to inform your readers about invertebrates.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Research Biographical Information Research a scientist who has made
a difference, and record important details about the scientist’s career.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module A • Lessons 1–5 • 9
Name
Writing
Lesson 4
Develop a Topic with Concrete Details Write a paragraph about an
animal you have observed. Describe the animal’s appearance and behavior.
Develop your topic with concrete details.
Lesson 5
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Group Related Information Identify an animal to research and describe.
Write a one-page informative description of the animal. Group related
information in paragraphs. Be sure that each paragraph has a main idea
and supporting details.
10 • Unit 1 • Module A • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 1 • Module A • Lessons 6–10 • 11
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 64–70 from The Tarantula Scientist.
1.What evidence from the text on p. 66 supports the point that
Michelle’s spiders may be aggressive?
One spider bit the prodding tube.
2.West African Cameroon red tarantulas are polite to each other as they
eat. What evidence on p. 67 supports this point?
Answers will vary.
3.How is this feeding behavior different from other species? Use the
text on pp. 66–67 in your response.
4.Why might Amanda have decided to study the mating behavior of
Heterothele villosela? Find a reason on p. 69 to support your answer.
Answers will vary.
5.Sam says that spiders reveal some cool secrets. Explain why Sam
may have said this using reasons and evidence from the text.
Answers will vary.
12 • Unit 1 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread the last paragraph on p. 44 of The Tarantula Scientist. Does
this paragraph include similes or metaphors?
similes
2.What is being compared to the blooms in this paragraph?
swollen lips
3.What other details tell you about the strangeness of the jungle?
Flowers shoot straight up and look like chalk, and
leaves look like they have been chewed up, but
actually grow that way.
4.Is this sentence about the tailless whip scorpion a simile or a
metaphor? They are so strange to behold and observe feeding and
moving around that it is a close encounter of a third kind.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
metaphor
5.Close Encounter of the Third Kind is a science fiction movie about
a man’s experience with a UFO. What is being compared in this
metaphor?
The tailless whip scorpion is being compared to an
encounter with a UFO.
6.What strange details help you visualize the tailless whip scorpion?
The tailless whip scorpion has a flat body and thin,
long legs that whip back and forth.
Students analyze and respond to literary
and informational text.
Unit 1 • Module A • Lessons 6–10 • 13
Benchmark
Vocabulary
Name
retreats, crevice, obstacle, expedition
Lesson 7
extruding, orbs
Lesson 8
comparative, primitive
Lesson 9
aggressive, documented
Lesson 10
adapted, integral
14 • Unit 1 • Module A • Lessons 6–10
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 6
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Name
Writing in
Response to
Reading
Lesson 6 Pick an example of a simile or metaphor from pp. 42–50 of
The Tarantula Scientist and write an expository paragraph analyzing this
example of figurative language and explaining how it affects the depiction
of a life-like experience.
Lesson 7 Reread p. 53 of The Tarantula Scientist about different kinds
of webs. If you were a spider, which kind of web would you use? Explain
the reasoning for your choice. State your opinion and support it using text
evidence.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 8 Reread the first sentence on p. 59 of The Tarantula Scientist.
Then write an informative/explanatory paragraph that describes an
example of tarantulas’ “oddball” behavior. Use evidence from the text.
Lesson 9 Write a paragraph describing the eating habits of a West African
tarantula. Use details from the text in your paragraph.
Lesson 10 Write a letter to the French government urging it to make (or
not to make) laws to protect tarantulas. Use details from the text in your
letter.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module A • Lessons 6–10 • 15
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 71–76 from The Tarantula Scientist.
1.Reread pp. 72–74 of The Tarantula Scientist. What causes the death
of the many tarantulas?
People kill the tarantulas to sell them to tourists.
2.What’s one effect that these deaths have on Sam?
Sam wants to conduct population studies on
tarantulas.
3.What is another effect that these deaths have on Sam?
4.Does this sentence explain causes or effects? How do you know? Why
do we need tarantulas on our planet? There are lots of reasons. For
one a tarantula might save your life.
causes
The word reasons is a signal word for causes.
5.In your own words, explain Sam’s causes for studying tarantulas.
Answers may vary, but should include that he finds
tarantulas fascinating and important to the world.
16 • Unit 1 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread the first paragraph on p. 51 of The Tarantula Scientist. How
do the descriptive details about webs add meaning to the text?
Answers will vary, but students may say that these
details helped them visualize the webs.
2.Reread the third paragraph on p. 51. Which descriptive details help
you picture the strength of a strand of spider silk?
stronger than a strand of steel, stronger even than the
fabric used for bulletproof vests
3.How does this description add meaning to the text?
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Answers will vary, but students should say that it
helps them understand just how strong spider silk is.
4.Reread the paragraph on p. 52 that begins with “But it’s the
spiders themselves.” Which descriptive detail about spiders’ silk
stood out to you?
Answers will vary.
5.How do the descriptive details in this paragraph add meaning to
the text?
These details help readers visualize all of the ways
that spiders use silk.
Students analyze and respond to literary
and informational text.
Unit 1 • Module A • Lessons 6–10 • 17
Name
Conventions
Lesson 6
Adjectives Circle the adjective(s) in each sentence.
1. She’s a black-haired beauty.
2. At the end of her long legs her toes are tipped in pink.
Lesson 7
Order Adjectives Underline the adjectives in the following sentence.
The large yellow spider caught prey using her silk.
Write a sentence containing two adjectives in a row. Order the adjectives
correctly.
Answers will vary.
Progressive Verb Tenses Underline the present progressive verb tense in
the sentence.
Hiram students are studying all sorts of things about the natural world.
Lesson 9
Modal Auxiliaries Read the following sentence. Circle the auxiliary verb.
From a car . . . you might see a wonderful sight: dozens of big brown
tarantulas streaming across the road.
Lesson 10
Simple and Compound Sentences Label the sentence as simple or
compound. Underline the words that signal a complex and compound
sentence.
compound
I t’s a jewel in a beautiful setting, and it’s down here in this
forest.
18 • Unit 1 • Module A • Lessons 6–10
Students practice various conventions of
standard English.
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Lesson 8
Name
Writing
Lesson 6
Demonstrate Sequence Ask students to write a journal entry from the
point of view of a researcher accompanying Sam Marshall on his trip to
Les Grottes. Journal entries should clearly show the sequence of events as
the group makes its way to the cave and observes animals along the way.
Include linking words and phrases.
Lesson 7
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Develop a Topic with Facts and Examples Identify a characteristic of
spiders that you would like to learn more about. Research your topic and
write three paragraphs about it. Develop your ideas with facts, definitions,
details, quotations, and examples.
Lesson 8
Use Visuals to Support a Topic Revisit the paragraphs you wrote about
spiders in Lesson 7. Create an illustration or other visual to support the
information given in the paragraphs. Include headers or captions with the
visual.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module A • Lessons 6–10 • 19
Name
Writing
Lesson 9
Use Precise Language Write a descriptive paragraph containing vivid,
specific language and domain-specific vocabulary to describe the Spider
Lab at Hiram College. Make your description accurate and precise.
Lesson 10
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Write a Conclusion Write a strong, effective conclusion to the
paragraphs about spiders that you created in Lesson 7. Remember to
effectively sum up main ideas and details and to leave readers with a
strong impression of the main message of your text.
20 • Unit 1 • Module A • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 1 • Module A • Lessons 11–15 • 21
Name
Sleuth Work
Life can be tough for some animals. Imagine spending most of your life
either looking for food or trying to avoid becoming food for predators.
Yet one or both of these tasks are necessary for individuals and species to
survive.
How does a lion sneak up on its prey without being seen? How can an
insect protect itself from birds looking for a tasty snack? How do little
fish avoid becoming prey to bigger fish? Whether you are a predator or
prey, the ability to seem to disappear into your surroundings is a huge
advantage.
The word camouflage comes from a French words meaning “to
disguise.” A camouflaged animal takes on the appearance of its
surroundings. Lions seem to disappear into the tall grass of the savanna.
This allows them to sneak up on their prey without being seen. Squirrel fur
is rough, uneven, and a grey-brown color. To a hawk or eagle looking for
food, the squirrel looks like tree bark. Some insects have a hard shell that
looks like dead leaves or branches.
Reptiles, amphibians, and fish are covered in scales. They produce
colored pigments called biochromes. These pigments may be in skin
cells or at deeper levels of the body. As some animals move from one
background to another, they can quickly change color to match, making
them nearly invisible. Also, some sea creatures, such as certain species
of nudibranch (NOO duh brangk), change color by changing their diet.
Their bodies take on the color of the coral they eat, so they become almost
invisible. Imagine what it would be like to possess an ability like that!
What about birds, whose coloring is in their feathers? Birds can’t change
color quickly, but many birds do change color with the seasons. Varying
temperatures or hours of daylight cause these birds to grow a new set of
feathers as the background changes. For example, a bird that is mainly
brown in summer may change to white in winter.
Camouflage abilities develop gradually through the process of natural
selection. For example, if an individual animal’s coloring closely matches
its surroundings, predators are less likely to devour it. As a result, it
survives to produce offspring. These offspring inherit the same coloration,
so they also live long enough to pass it on.
22 • Unit 1 • Module A • Lessons 11–15
Students read text closely to determine
what the text says.
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A “Coat” of Many Colors
Name
Sleuth Work
Gather Evidence Circle the names of animals that change color and
underline what causes their color to change. Write the name of each
animal and what causes it to change color below.
Responses should use evidence from the text.
Gather Evidence: Extend Your Ideas Briefly explain how color change
is important to each animal’s survival.
Responses should use evidence from the text.
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Ask Questions Draw a box around the name of one animal you would
like to know more about. Write two questions about how this animal uses
camouflage that you would like to ask an expert. Answers will vary.
What do lions do that makes them disappear in tall grass?
Do lions use camouflage to help them hide from other
animals?
Ask Questions: Extend Your Ideas Write additional questions you have
about how animals use camouflage to find food or to avoid becoming food.
Answers will vary.
Make Your Case Look back at the circled animal names and underlined
causes for their color changes. Identify how the writer organized, or
ordered, the information. Write this method of organization in the margin
on the page.
Responses should use evidence from the text.
Make Your Case: Extend Your Ideas Explain why or why not you
would organize the information the same or differently. Include at least
two reasons.
Answers will vary.
Students read text closely to determine what
the text says.
Unit 1 • Module A • Lessons 11–15 • 23
Lesson 11
migrate, hibernated, transformed
Lesson 12
naturalist, imitate, innovative, complex, theory
Lesson 13
prey, predator, migrate, innovative
Lesson 14
international, surveyed, extinction, juvenile
Lesson 15
fungus, altitudes, native, vulnerable, exposed
24 • Unit 1 • Module A • Lessons 11–15
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 11 Explain some of the ways the writer of The Boy Who Drew
Birds shows John James Audubon’s interest in birds. Use evidence from
the text to support your answer.
Lesson 12 Write in response to the following prompt: How did John
James know that the birds returned to their same nest in the spring and
their children nested nearby? Use evidence from the text to support your
answer.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13 Write in response to the following prompt: How are Sam
Marshall and John James alike? Include descriptive details about the
character’s thoughts and actions that help reveal their similarities.
Lesson 14 Reread p. 6 of “Fragile Frogs.” What main idea is the writer
exploring on this page? What details does the writer give to support this
main idea? Write an expository paragraph to describe the main idea and
key details. Support your ideas using text evidence.
Lesson 15 Reread the last paragraph on p. 18 of “Fragile Frogs.” What
cause-and-effect relationship is the author describing here? Write a
paragraph explaining what happened and why it happened. Support your
ideas using text evidence.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module A • Lessons 11–15 • 25
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 13–17 of “Fragile Frogs.”
1.Reread the first paragraph on p. 14. What main idea is the writer
exploring in this paragraph?
Scientists discovered that a third of amphibians are
threatened with extinction.
2. What is one detail that supports this main idea?
Answers may vary, but should include that since 1980
at least 122 species have probably become extinct.
Answers may vary, but should include that the
mother’s eggs hatch in her stomach, or the little frogs
hop out of their mother’s mouth.
4.Read the second paragraph on p. 16. What main idea is the writer
exploring in this paragraph?
Frogs were disappearing from protected areas, or
places very far from humans.
5. What is one detail that supports this main idea?
Answers may vary, but should include that to their
surprise, they found it wasn’t always where habitat
was being lost or fragmented.
6.What do you think the author wants us to think about by writing
about fragile frogs?
Answers may vary, but should include that the author
wants us to think about how to protect amphibians.
26 • Unit 1 • Module A • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.What is one detail that supports the main idea that the gastric
brooding frog was a remarkable species?
Language
Analysis
Name
1.Reread the second to last paragraph on p. 8 of The Tarantula
Scientist. Why did the author use words like thunders and patter
loudly to describe the Goliath birdeater tarantula?
Answers may vary, but should include that the
spider’s movements emphasize her size and strength.
2.Reread the next paragraph. What descriptive details are used to tell
more about the Goliath birdeater tarantula?
Answers could include: will take your breath away, head
the size of a fifty-cent piece, abdomen is bigger than a
quarter, is covered with hairs as long as a half an inch.
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3.What does the author convey about the Goliath birdeater tarantula
through these descriptions?
Answers may vary, but should include that the Goliath
birdeater is very large and strong.
4.Reread the page that begins with “John James ran home …” in The
Boy Who Drew Birds. What adjective is used to describe John James?
energetic
5.What does the author convey about John James on this page?
Answers may vary but should include that John James
is excited and passionate about studying birds.
6.Is this character description the same throughout the book? Explain
why it is or isn’t using some of the descriptions in the book.
Answers will vary.
Students analyze and respond to literary
and informational text.
Unit 1 • Module A • Lessons 11–15 • 27
Name
Conventions
Lesson 11
Complete Sentences Read the following sentence fragment. Rewrite it to
make it a complete sentence.
John James was interested in.
Answers will vary.
Lesson 12
Prepositional Phrases Circle the prepositional phrase(s).
1. Where do small birds go, and do they return to the same nest in
the spring?
Lesson 13
He wanted to watch birds and he wanted to become a master artist.
He wanted to watch birds, and he wanted to become a
master artist.
Lesson 14
Modal Auxiliaries Have students underline the auxiliary verb and circle
the main verb in the following sentence.
Yet hidden deformities can still harm frogs.
Lesson 15
Use Correct Capitalization Correctly capitalize the proper nouns in the
following sentence.
The disease is killing amphibians in north america.
The disease is killing amphibians in North America.
28 • Unit 1 • Module A • Lessons 11–15
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Complete Sentences Change the run-on sentence to a complete sentence
by punctuating it correctly.
Name
Writing
Lesson 11
Establish a Situation Write a two-paragraph journal entry about a day in
the life of John James Audobon. Include a description of Audobon, where
he lives, and what he is doing.
Lesson 12
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Use Plan and Prewrite Identify an aspect of John James Audubon’s
work that you would like to learn more about. You will eventually write
a one-page informative paper on the aspect you identify. Right now, do
prewriting and planning in order to prepare for writing. Identify a topic or
question to research, find and list details and examples related to the topic,
and use a graphic organizer, such as a sequence chart, to plan writing.
Lesson 13
Use Concrete Words and Phrases Draft your informative/explanatory
text from Lesson 12, focusing on choosing concrete words and phrases,
getting your ideas on paper, and grouping related information in logical
categories.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module A • Lessons 11–15 • 29
Name
Writing
Lesson 14
Organizing Information Continue to write your draft, focusing on how
you can organize the information and paragraphs in a way that makes sense.
Use time-order words to make it clear when events happened and why they
happened.
Lesson 15
Answers will vary, but should include facts and details
to develop a main idea about your subject and linking
words and phrases to connect ideas within categories of
information.
30 • Unit 1 • Module A • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
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Use Linking Words and Phrases Continue to write your draft. Use facts
and details to develop a main idea about your subject, and focus on adding
linking words and phrases to strengthen your writing and to show the
connections between ideas.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 1 • Module A • Lessons 16–18 • 31
Name
Reading Analysis
Using evidence from the text, answer the following questions about The
Tarantula Scientist and “Fragile Frogs.”
1.Read the fourth and fifth paragraphs on p. 75 of The Tarantula
Scientist. What is the main point the writer makes in these
paragraphs?
Tarantulas may help save lives.
2.What is one piece of evidence the writer provides to support this
point?
Answers will vary.
Answers will vary.
4.Read the second paragraph on p. 18 of “Fragile Frogs.” What is the
main point the writer makes in this paragraph?
California’s red-legged frog is faced with many
threats.
5. What evidence does the writer provide to support this point?
This frog species has been hit by habitat loss, fungal
disease, introduced species, and pesticides.
6.“Fragile Frogs” provides a lot of evidence on frog decline. Why do
you think the author wrote this selection?
Answers will vary.
32 • Unit 1 • Module A • Lessons 16–18
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.What is a second reason or piece of evidence that the writer includes
to support this point?
Language
Analysis
Name
1.On pp. 64–66 of The Tarantula Scientist, the author writes, “…until
one spider turns the tables. It rears up and bites the giant tube!” What
does this sentence tell you about tarantulas?
Tarantulas can be aggressive.
2.Reread p. 66 of The Tarantula Scientist. What other sentences does
the author include to convey this point?
“AHHHH!” and “The spider’s loose! The spider’s
loose!” Michelle calls out in alarm!
3.On p. 17 of “Fragile Frogs,” the author explains how a fungus can
hurt amphibians. What words does the author use to convey this
message?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
4.What is the author trying to convey in this section of “Fragile Frogs”?
The author is trying to convey that it is very difficult to
save the amphibians from the fungus.
5.In The Boy Who Drew Birds, the author writes that “John James ran
home through the woods” and he said to the housekeeper, “I see
birds. Two. In cave. Beautiful!” How do these sentence fragments
explain what is happening?
Answers will vary.
6.What effect does this language have on the reader?
Answers may vary, but should include that it engages
the reader and builds interest.
Students analyze and respond to literary
and informational text.
Unit 1 • Module A • Lessons 16–18 • 33
Benchmark
Vocabulary
Name
aggressive, adapted, extinction, vulnerable
Lesson 17
interaction, naturalist, imitate, surveyed
Lesson 18
examines, transformed, international, exposed
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Lesson 16
34 • Unit 1 • Module A • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Name
Writing in
Response to
Reading
Lesson 16 Examine the revisited reading from The Tarantula Scientist.
Identify an important point that the writer is making. Write an opinion
paragraph in which you identify the reasons and evidence the writer uses
to support the point and explain whether you find this support convincing
or not.
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Lesson 17 Write a summary of each of the three texts. Be sure to include
the main idea of each text and the key details that support it.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module A • Lessons 16–18 • 35
Name
Writing in
Response to
Reading
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Lesson 18 Compare the purposes and effects of each of the three texts.
Include examples from the texts to support your ideas.
36 • Unit 1 • Module A • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about The
Tarantula Scientist, The Boy Who Drew Birds, and “Fragile Frogs.”
1.Both The Tarantula Scientist and The Boy Who Drew Birds include
information about observing animals in their natural habitats. Where
did Sam Marshall and John James Audubon go to study animals?
Marshall studied in French Guiana and Audubon
studied in Pennsylvania.
2.How did Sam Marshall and John James Audubon interact with the
animals?
Answers will vary.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.In both The Tarantula Scientist and “Fragile Frogs.” people threaten
the animals’ survival. Explain how.
Answers will vary.
4.What connections can you make between The Boy Who Drew Birds
and “Fragile Frogs”?
Answers may vary, but could include that both selections
discuss animal observation in the United States.
5.How are The Boy Who Drew Birds, “Fragile Frogs.” and The
Tarantula Scientist similar?
Answers will vary.
Students analyze and respond to literary
and informational text.
Unit 1 • Module A • Lessons 16–18 • 37
Name
Conventions
Lesson 16
Punctuate Direct Speech and Quotations Correctly punctuate each
sentence.
1.“If you’re lucky enough to live in the Southwest,”said Sam“,you could
see tarantulas.”
2.“In Malaysia”he said,“they call them earth tigers.”
Lesson 17
Punctuate Dialogue Circle the quotation marks and punctuation marks
inside the quote.
‘No, you’re not running away!’ “Sam says to the wiggly tarantula.”
Frequently Confused Words Add the words to and two to the sentence
below. Use each word once.
two
tarantulas back
Sam Marshall carried
to
Hiram College.
38 • Unit 1 • Module A • Lessons 16–18
Students practice various conventions of
standard English.
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Lesson 18
Name
Writing
Lesson 16
Develop a Conclusion Craft a strong conclusion to the informative piece
you began in Lesson 12. Think about what your main topic and most
important points are. Restate these main points in a clear and concise
summary. Include a “clincher” to make the conclusion engaging and
interesting. Remember that the “clincher” must relate to the topic.
Lesson 17
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Revise, Edit, and Proofread Revise, edit, and proofread your
informative/explanatory draft. Make sure you have used a variety of
sentence lengths and types, as well as proper spelling, punctuation,
grammar, and capitalization.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module A • Lessons 16–18 • 39
Name
Writing
Lesson 18
Publishing and Presenting Publish and present the revised, edited
version of the informative paper you have been working on since
Lesson 12. Draft a plan for your presentation, alter your writing as
necessary, and present your work to the class.
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Answers will vary, but should include at least two
research sources, paraphrased and summarized notes,
and a formal list of the sources used.
40 • Unit 1 • Module A • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about the
text to demonstrate comprehension.
Unit 1 • Module B • Lessons 1–5 • 41
Name
Sleuth Work
How would you communicate if you couldn’t speak, use sign language,
or grab the closest hand-held device and start texting? In baseball, players
and coaches often use hand signals to communicate about stealing a
base, hitting the ball into left field, or throwing a fastball. What do
animals do? Animals can’t speak, so they use visuals, sounds, and touch
to communicate. You may be wondering what an animal possibly has to
say—a lot actually!
Peacocks and fireflies use visuals to attract mates. Male peacocks are
known for their beautiful, colorful feathers. They fan out their feathers
and parade in front of females. Male fireflies light their fire, so to speak.
They use light to attract females by signaling to them. Females respond
by flashing their own light. Light and color are visuals that allow these
animals to communicate.
Under the sea and in the sky, whales and birds communicate using
sound. Whales, such as the humpback whale, use sounds called
phonations, which are too low or too high for humans to hear. Whales
produce these sounds to keep in contact with other whales. The whale
sounds travel long distance and then some. They can reach whales that
may be swimming as many as 50 miles (80 kilometers) away. Ponder that!
The songs and calls that birds make can be beautiful and melodic. But
did you know that birdsong is their way or means to communicate? Birds
sing and call for many reasons. They may sing to attract a mate or call
to warn off a predator. They may even sing because they are annoyed.
Consider this technique the next time someone is bothering you!
Elephants use sound to communicate, but they also use touch. A mother
elephant uses her trunk to gently stroke her calf or to discipline it. Two
elephants greet each other with their trunks. They place the tip of the trunk
in the other’s mouth. This greeting can be translated into saying, “Hello!”
Think of how these animals communicate the next time you need to
share information with someone. Instead of speaking, using sign language,
or texting, try something unique and act like a peacock!
42 • Unit 1 • Module B • Lessons 1–5
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
What Did You Say?
Sleuth
Work
Name
Gather Evidence Circle the names of two animals mentioned in the text.
Briefly explain how they communicate to other animals without using
words.
Gather Evidence: Extend Your Ideas Focusing on the animals
you identified, tell what kind of message these animals might be
communicating to another animal.
Answers will vary.
Ask Questions Draw a box around the name of one animal mentioned in
the text. Write three questions you want to research to learn more about
this animal’s communication method.
Ask Questions: Extend Your Ideas Write additional questions you could
ask about how other animals communicate.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Make Your Case Underline the main idea the writer was trying to share.
List several details from the text that support this idea.
Make Your Case: Extend Your Ideas Briefly explain how
communication is important to animals.
Answers will vary, but could include: Communication
helps animals find mates to reproduce. Communication
helps animals warn each other about danger.
Students read text closely to determine what
the text says.
Unit 1 • Module B • Lessons 1–5 • 43
Lesson 1
supports, framework, expand
Lesson 2
affect, flexible, hinge
Lesson 3
survive, spongy, ability
Lesson 4
vary, hollow
Lesson 5
sturdy, fossils, ancient, detach
44 • Unit 1 • Module B • Lessons 1–5
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Name
Writing in
Response to
Reading
Lesson 1 Reread p. 5 of Skeletons Inside and Out. Write several sentences
explaining how an endoskeleton is different from an exoskeleton. Use text
evidence to support your answer.
Lesson 2 Reread p. 9 of Skeletons Inside and Out. Write several sentences
about the different types of joints, explaining their function and purpose.
Note which text features helped you identify the function and purpose.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 Reread p. 12 of Skeletons Inside and Out. Write several
sentences stating whether chimpanzees are more like cats or more like
humans. State your opinion and support it using text evidence and visuals
from the text.
Lesson 4 Reread the second paragraph on p. 15 of Skeletons Inside and
Out. Write a short paragraph that explains how bats’ bones help them
survive.
Lesson 5 Reread the second paragraph on p. 19 of Skeletons Inside and
Out. Write a short paragraph that gives your description of a salamander’s
skeleton. Include text evidence and vivid words in your description.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module B • Lessons 1–5 • 45
Reading
Analysis
Name
Using evidence from the text, answer the following questions about
pp. 6–10 from Skeletons Inside and Out.
1. What is the genre of this selection? How do you know?
The selection is an informational text. The selection
includes facts and text features about the human
skeleton.
2. Reread pages 6–7. What kinds of text features are on these pages?
headings, sidebars, diagrams, and boldfaced
vocabulary
3. What is the purpose of the sidebar on page 6?
4. What ideas are included on pages 8–9?
These pages include information about the spine and
joints.
5.How is a new idea presented on these pages?
The ideas are separated by headings.
6.Pick one of the diagrams in this section. How does it help explain the
content?
Answers may vary, but could include one of the
following: The skeleton on page 6 shows how everything
is connected. The X-ray photo on page 7 shows what the
ribs and sternum look like. The skull on page 7 shows
how it protects the organs in the head. The diagram on
page 8 shows where the spine is located in the body.
46 • Unit 1 • Module B • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
The sidebar gives more information about how to keep
bones healthy and strong.
Language
Analysis
Name
1.Reread page 11–12 of Skeletons Inside and Out, and focus on
compare and contrast signal words.
2.What signal word is used in the first sentence of the first paragraph
on page 11?
like
3. What is being compared in this sentence? How are they alike?
Humans are being compared to other animals, such as
cats, whales, and bats. They are all mammals.
4.Chimpanzees are being compared to humans on page 12. What signal
word is used here?
like
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5. How are humans and chimpanzees similar?
Both can pick up many different things with their
hands.
6.Humans and chimpanzees have opposable thumbs, and
chimpanzees also have opposable toes. Use signal words to
write compare-and-contrast statements about this fact.
Answers may vary, but could include: Like humans,
chimpanzees have opposable thumbs. Unlike humans,
chimpanzees have opposable toes.
Students analyze and respond to literary and
informational text.
Unit 1 • Module B • Lessons 1–5 • 47
Name
Conventions
Lesson 1
Simple Sentences Circle the simple sentence below.
1. The skeleton protects the soft body parts inside the body.
2.When the exoskeleton becomes too small, the crab crawls out of it.
Lesson 2
Compound Sentences Combine this sentence to create compound
sentences, using and, or, but, or so.
Humans walk on two legs. The spine is vertical.
Humans walk on two legs, so the spine is vertical.
Lesson 3
Like humans,chimpanzees are able to pick up many different things with
their hands.
Lesson 4
Understand Pronouns In the sentences below, circle the pronoun.
Underline the noun it replaces.
Birds have beaks for eating and grasping food. They also have a large
sternum, or breastbone.
Lesson 5
Antecedent-Pronoun Agreement Correct the antecedent-pronoun
agreement by writing the corrected sentence on the line.
They has strong jawbones and teeth built for gripping prey of all sizes.
They have strong jawbones and teeth built for gripping
prey of all sizes.
48 • Unit 1 • Module B • Lessons 1–5
Students practice various conventions of
standard English.
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Complete Sentences Correctly punctuate the sentence.
Name
Writing
Lesson 1
Introduce a Topic Choose an animal and write a brief introductory
paragraph about the animal. Paragraphs should clearly establish the
topic, introducing the animal to readers and providing details about its
traits, or features. Be sure that the topic is clearly explained and easily
understandable for readers.
Lesson 2
Establish a Purpose Write a brief informative paragraph about spines,
bones, and joints. Focus on establishing your purpose for writing. Be
sure to provide facts, details, and a visual in order to inform readers
about spines.
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Lesson 3
Using Linking Words and Phrases Write a paragraph that compares and
contrasts the skeletons of two animals you have read about in the text. Use
linking words and phrases as you give facts about how the skeletons are
similar and different.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module B • Lessons 1–5 • 49
Name
Writing
Lesson 4
Use Visuals to Support a Topic Write a paragraph summarizing
information from Skeletons Inside and Out. Choose to write about either
bat skeletons or bird skeletons. With your short summary paragraph,
include an illustration based on the one found in the text. Include labels
pointing to key features of the illustration.
Lesson 5
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Research a Topic Choose an animal to research. Use two or three
reputable sources to explore your topic. Take notes. After researching,
write a paragraph about your topic, paraphrasing or directly quoting
sources and providing citations as needed.
50 • Unit 1 • Module B • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 1 • Module B • Lessons 6–10 • 51
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 20–24 from Skeletons Inside and Out.
1.Reread the first paragraph on page 20. Which two animals are being
compared?
fish and crabs
2. How are the two different?
Fish have endoskeletons with ribs and spines, and
crabs have hard exoskeletons.
3.How are the two alike?
Both fish and crabs are sea creatures.
Both crabs and starfish have exoskeletons.
5. How are they different?
Starfish have an exoskeleton that is not very flexible,
and crabs have joints that make them flexible.
6.Which animal do you think could move more easily: a crab or a
starfish? Explain your answer by using text evidence.
Answers may vary, but could include: A crab could
move more easily because it has limbs and flexible
joints to help it move. A starfish moves less easily
because it uses suction cups that pull it slowly along.
52 • Unit 1 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
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4. Reread pages 22–23. How are crabs and starfish alike?
Language
Analysis
Name
1. Reread page 10 of Movers and Shapers, and focus on figurative
language.
2. What does the phrase “Smooth operators” mean?
Answers will vary, but could include: People who are
able to get what they want very easily.
3. How are joints like smooth operators?
Joints have to work smoothly and easily to avoid wear
and tear in the body.
4.Which meaning is literal? Which meaning is figurative?
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The literal meaning is that joints have to work easily
to help the body. The figurative meaning is that joints
are able to get what they want smoothly and easily.
5. How does this figurative language help you understand joints better?
Answers will vary, but should include: It helps the
reader understand just how easily joints work.
6.Write a new heading for “The joints” so it contains figurative
language. Explain why your heading is better than the existing
heading.
Answers will vary, but should include figurative
language and a rationale based on text evidence.
Students analyze and respond to literary
and informational text.
Unit 1 • Module B • Lessons 6–10 • 53
Lesson 6
tissue
Lesson 7
segments, armor
Lesson 8
survive, ability
Lesson 9
internal, contract, shield, rigid
Lesson 10
rotates, pivot, artificial, chambers
54 • Unit 1 • Module B • Lessons 6–10
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 6 Reread pp. 20–24 of Skeletons Inside and Out. Pick a
different topic to examine. Write an expository paragraph comparing
and contrasting two parts of this topic. Use text evidence to support your
response.
Lesson 7 Reread pp. 25–29 of Skeletons Inside and Out. Write several
sentences explaining whether you think it is better to have an endoskeleton
or an exoskeleton. State your opinion and support it with text evidence.
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Lesson 8 Look through Skeletons Inside and Out, and select an animal
that interests you. Write a description of how the animal moves and how
its skeleton is important to that movement. Use text evidence to support
your response.
Lesson 9 Reread pp. 6–11 of Movers and Shapers. For a section of
text, such as “Bone marrow” or “Dislocation,” write a new heading that
contains figurative language. Explain why your heading is better than the
existing heading.
Lesson 10 Reread pp. 12–13 of Movers and Shapers. Write several
sentences explaining which joints the woman on pp. 12–13 is using to
jump and how each type of joint helps her make these motions.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module B • Lessons 6–10 • 55
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 30–32 from Skeletons Inside and Out.
1. Reread page 30. What is the author’s purpose for including this page?
to inform
2. What did you learn from this page?
Answers will vary.
3. Review page 30. What’s the author’s purpose for including an index?
Answers will vary.
Answers may vary, but should include the correct page
numbers and facts from those pages numbers.
5.Turn to the page about the sea urchin. What was the author’s purpose
for including a picture of it?
Answers may vary, but could include: The picture of
the sea urchin provides more information on what it
looks like.
6.Turn to the page about jellyfish. Why do you think the author
included this sidebar?
Answers may vary, but could include: The author was
providing information about a sea creature without a
skeleton.
56 • Unit 1 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.Pick one topic from the index. Record the page numbers, reread those
sections, and include something you learned from that section.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 12–17 from Movers and Shapers.
1. Read “How joints move” on page 12. What does the text say about
hinge joints?
Hinge joints move backward and forward in one
direction.
2. What are some everyday things that have hinges?
Answers may vary, but could include a door or box lid.
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3.Make an inference. How do everyday examples help you understand
that hinge joints can only move in one direction?
Answers may vary, but could include: Like doors and
box lids, hinge joints aren’t flexible enough to move in
different directions.
4.Reread “Thumb power” on page 13. What does the text say about the
thumb joint?
A saddle joint at the base of the thumb lets you move
the thumb in a wide circle.
5. What details does the text provide about gripping objects?
Along with your fingers, your thumbs help you grip
objects in your hands.
6.Try picking up several objects in the classroom. Then make an
inference about the saddle joint. How does it help you grip objects?
Answers may vary, but could include: It helps you extend
the thumb so you can pick up small or large objects.
Students analyze and respond to literary
and informational text.
Unit 1 • Module B • Lessons 6–10 • 57
Name
Conventions
Lesson 6
Adjectives Underline the adjective in the sentence.
Other rays are gentle creatures.
Lesson 7
Sentence Fragments Use page 25 of Skeletons Inside and Out to change
this fragment into a complete sentence.
Answers may vary, but could include: A ladybug has
delicate wings.
Recognize and Correct Run-Ons Correct the run-on by writing the
corrected sentence on a separate sheet of paper.
Skeletons support the body’s weight they protect the organs of the body,
such as the brain.
Lesson 9
Complete Sentences Correct the fragment on a separate sheet of paper.
Spine made up of vertebrae.
Lesson 10
Correct Fragments Correct the fragment on a separate sheet of paper.
Flexibility allows you to.
58 • Unit 1 • Module B • Lessons 6–10
Students practice various conventions of
standard English.
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Lesson 8
Name
Writing
Lesson 6
Develop a Topic with Concrete Details Write a paragraph about an
animal, flower, or plant you have observed. Develop your topic with
concrete details. Remember to include vivid, specific details that will paint
a picture in the reader’s mind.
Lesson 7
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Group Related Information Identify an animal with an exoskeleton
to research and describe. As you write about the animal, group related
information in paragraphs. Be sure that each paragraph has a main idea
and supporting details. Remember that all details within a paragraph
should relate to each other.
Lesson 8
Establish a Purpose Write directions for taking care of a pet.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module B • Lessons 6–10 • 59
Name
Writing
Lesson 9
Precise Language Research and write an informative paragraph about a
topic from the text. The paragraph should contain vivid, specific language
and domain-specific vocabulary. Paragraphs should be accurate and
precise.
Lesson 10
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Group Related Information Write a one-page informative text about
the muscles and joints you use when you play your favorite sport. Group
related information in paragraphs.
60 • Unit 1 • Module B • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 1 • Module B • Lessons 11–15 • 61
Name
Sleuth Work
Adapting to Survive
If you have ever moved to a new town or city or even another country,
you might know how it feels to have to adapt to your new surroundings.
Animals face similar challenges. However, their true test is whether they
can survive in their environment or become another animal’s lunch!
Adaptations are what animals use to help them survive. As their
surroundings change, many animals use adaptations to become better
suited for their new homes. Did that leaf just move? A leaf frog uses an
adaptation called camouflage to blend into its surroundings. Camouflage
helps animals survive. An animal’s coloring or shape can help it hide in
plain sight. Predators have a hard time spying camouflaged animals.
Mimicry is another survival adaptation. Mimicry is when an animal
looks like, or copies, another living thing or an object. Some animals
are harmless, so they mimic dangerous animals. When an animal uses
mimicry, it tricks predators into not wanting to eat them for dinner. For
example, the underside of an owl butterfly’s wing has a large spot. It looks
like an owl’s eye. When predators see the butterfly, they are scared off.
Without that spot, they might try to pursue the butterfly. The predators
are fooled into thinking the butterfly is an owl. Owls might attack them if
provoked. By looking like this animal, owl butterflies have a better chance
of surviving.
Predators also use mimicry to attract prey. An alligator snapping turtle
has a tongue that looks like a juicy worm. Fish like to eat worms, and
snapping turtles like to eat fish! The snapping turtles can use their tongues
to catch fish. Chomp!
If you were thinking that camouflage might help you to hide from your
next chore or homework assignment, you are out of luck. Camouflage
and mimicry are adaptations that help animals, not humans, survive. Next
time you are outside see what luck you might have finding a camouflaged
animal. If you spy one, consider yourself lucky and a great sleuth!
62 • Unit 1 • Module B • Lessons 11–15
Students read text closely to determine
what the text says.
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However, predators also use camouflage to sneak up on prey. Leopards’
spots help them blend into their surroundings. They wait for their prey in
shadows or in shaded grass. Their prey may not notice the leopard until it
is too late.
Name
Sleuth Work
Gather Evidence Circle ways that camouflage and mimicry alike,
and underline ways they are different. List some of the similarities and
differences.
Responses should use evidence from the text.
Gather Evidence: Extend Your Ideas Choose one animal from the text
that uses camouflage and one animal that uses mimicry, and tell how each
animal uses the adaptation.
Answers will vary.
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Ask Questions Draw a box around the name of one animal mentioned
in the text that uses mimicry or camouflage. Write an interesting question
about this animal.
Ask Questions: Extend Your Ideas Write additional questions you could
ask about other animals mentioned in the text.
Answers will vary.
Make Your Case Underline reasons that the writer gives to support the
idea that animals use mimicry to survive. Briefly describe the reasons.
Make Your Case: Extend Your Ideas Briefly explain how predators and
prey can each use mimicry to their advantage.
Answers will vary.
Students read text closely to determine what
the text says.
Unit 1 • Module B • Lessons 11–15 • 63
Lesson 11
vessels, knitted, fused, atlas
Lesson 12
framework, detach, contract, chambers
Lesson 13
mission, legendary, reputation, portray, remains
Lesson 14
trenches, deformed, fragile
Lesson 15
depiction, ancestors, descendants, reconstruction
64 • Unit 1 • Module B • Lessons 11–15
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 11 Write several sentences giving your opinion about what you
think is the most important group of bones in the human body. Use details
and domain-specific vocabulary from Movers and Shapers to support
your opinion.
Lesson 12 Write several sentences explaining how the spine works with
joints to help the human body move. Use details from Skeletons Inside and
Out and Movers and Shapers to support your answer.
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Lesson 13 Write several sentences telling if you think it is a good idea
to student artifacts and human remains to learn about the past. Explain
why or why not. Use details from “King of the Parking Lot” to support
your answer.
Lesson 14 Choose a paragraph from “King of the Parking Lot” to
examine. Write an informational paragraph summarizing the most
important information found in this part of the text. Include only the
details that support the main idea.
Lesson 15 Write several sentences describing your opinion of how
successful you think Philippa Langley’s search was ultimately. Include
examples from “King of the Parking Lot” to support your ideas.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module B • Lessons 11–15 • 65
Name
Reading Analysis
Using evidence from the text, answer the following questions about the
section “What They Found” in King of the Parking Lot.
1.Reread the first three paragraphs of the section “What They Found.”
What is the main idea of the first paragraph? What details support the
main idea?
2.What is the main idea of the second paragraph? What details support
the main idea?
Answers will vary.
3.What is the main idea of the third paragraph? What details support
the main idea?
4.Summarize these three paragraphs using the most important
information.
Answers will vary.
5.What information was not included in your summary?
Answers may vary, but could include: Sources say that
the missing king may be found underneath the choir.
6.Why is it helpful for readers to summarize a text?
Answers may vary, but should include: Summarizing
helps readers understand and remember what they read.
66 • Unit 1 • Module B • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread the first section of King of the Parking Lot, and focus on
synonyms and antonyms.
2.Which word in the second paragraph is a synonym for the word
described?
portray
3.Which word in the third paragraph is a synonym for the word king?
rulers
4.Why did the author include a synonym for the word king?
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Answers may vary, but should include: The author
included synonyms for king to add variety to her writing.
5.Which word in the second paragraph of the section “What They
Found” is an antonym for the word discovered?
missing
6.Find other phrases or words on pp. 31 and 32 that show how Sam
feels about the process.
antonym
Answers will vary, but should include: The author
included this heading to add interest and make the
readers want to read on.
Students analyze and respond to literary
and informational text.
Unit 1 • Module B • Lessons 11–15 • 67
Name
Conventions
Lesson 11
Modal Auxiliaries Underline the auxiliary verb in the sentence.
If you twist your ankle suddenly, you may tear and stretch the ligaments
in the ankle joints.
Lesson 12
Prepositional Phrases Underline the prepositional phrase in the sentence.
The subject of the text is muscles and bones.
1.A skeleton on the inside of the body is called an endoskeleton a
skeleton on the outside of the body is called an exoskeleton.
2.Some exoskeletons cannot expand as an animal grows an animal must
shed its old exoskeleton and grow a new one.
Some exoskeletons cannot expand as an animal grows, so an
animal must shed its old exoskeleton and grow a new one.
Lesson 13
Nouns Underline the proper noun and circle the common noun.
William Shakespeare wrote the play in 1592.
Lesson 14
Progressive Verb Tenses Underline the progressive verb tense.
Modern scientists are studying people who lived long ago.
Lesson 15
Modal Auxiliaries Underline the auxiliary verb and circle the main verb.
Researchers may uncover more about Richard III.
68 • Unit 1 • Module B • Lessons 11–15
Students practice various conventions of
standard English.
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A skeleton on the inside of the body is called an endoskeleton, and
a skeleton on the outside of the body is called an exoskeleton.
Name
Writing
Lesson 11
Use Domain-Specific Vocabulary Research a famous athlete and write a
paragraph using domain-specific vocabulary to explain what bones he or
she uses to perform.
Lesson 12
Plan and Prewrite Identify a sport or other athletic activity and describe
the functioning of bones and muscles during the activity. Do the prewriting
and planning to write a one-page informative text describing the bones’
and muscles’ functioning.
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Lesson 13
Draft: Introductory Paragraph Draft an introductory paragraph for
your informative/explanatory writing from Lesson 12.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module B • Lessons 11–15 • 69
Name
Writing
Lesson 14
Draft: Include Visuals to Support Text Draft an infographic that
supports your informative/explanatory writing from Lesson 12. Make sure
to consider how the visuals and text will work together to make complex
information clear for readers.
Lesson 15
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Revise: Organize Information Revise the informative/explanatory
writing you drafted in Lesson 12.
70 • Unit 1 • Module B • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
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Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 1 • Module B • Lessons 16–18 • 71
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Skeletons Inside and Out, Movers and Shapers, and “King of the
Parking Lot.”
1.Both Skeletons Inside and Out and Movers and Shapers include
information about joints. What kinds of images does each text use to
show these joints?
Answers will vary.
2.In which text did you learn the most about the human body? Explain
your answer using text evidence.
Answers will vary.
Answers will vary.
4.How are Skeletons Inside and Out, Movers and Shapers, and “King
of the Parking Lot” similar?
Answers will vary.
5.How are Movers and Shapers and “King of the Parking Lot”
different?
Answers will vary.
72 • Unit 1 • Module B • Lessons 16–18
Students analyze and respond to literary
and informational text.
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3.How are Skeletons Inside and Out and Movers and Shapers different?
Language
Analysis
Name
1.Reread page 7 of Skeletons Inside and Out. What domain-specific
words does the author include on this page?
sternum and skull
2.What descriptive details does the author include to define skull?
The skull protects the brain; without protection, even
a small bump on the head might affect your thinking,
senses, and movement.
3.How do these details shape meaning?
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Answers may vary, but could include: These details
explain the skull’s job.
4.Reread the third paragraph of the section “If Bones Could Speak”
from “King of the Parking Lot.” What kinds of descriptive details
does the author include about the skull?
Answers will vary.
5.How do these descriptive details shape meaning?
Answers may vary, but could include: These descriptive
details describe the damage done to the skull.
6.Both “King of the Parking Lot” and Skeletons Inside and Out include
information about the skull. How are the descriptions different?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 1 • Module B • Lessons 16–18 • 73
Benchmark
Vocabulary
Name
expand, ancient, mission, reputation
Lesson 17
flexible, artificial, fused, fragile
Lesson 18
segments, internal, rigid, legendary, depiction
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Lesson 16
74 • Unit 1 • Module B • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 16 Write a paragraph that compares the purpose of Skeletons
Inside and Out with the purpose of “King of the Parking Lot.” Include
examples from the texts to support your ideas.
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Lesson 17 Write several sentences telling whether you think it is better to
have a skeleton on the inside of your body, like a human, or on the outside
of your body, like a crab. Include details from at least two of the texts you
have read to support your ideas.
Students read text closely and use text
evidence in their written answers.
Unit 1 • Module B • Lessons 16–18 • 75
Name
Writing in
Response to
Reading
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Lesson 18 Write a comparison of the language used in Skeletons Inside
and Out, Movers and Shapers, and “King of the Parking Lot.” Cite
examples from the texts.
76 • Unit 1 • Module B • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Language
Analysis
Name
1.Reread page 4 of Skeletons Inside and Out. What descriptive details
does the author use to begin the book?
Answers will vary.
2.Reread page 6 of Movers and Shapers. How are the language choices
different from the opening chapter of Skeletons Inside and Out?
Answers will vary.
3.What effect does the opening chapter of Movers and Shapers have on
readers?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
4.How are the opening chapters of Skeletons Inside and Out and
Movers and Shapers similar?
Answers will vary.
5.In the beginning of “King of the Parking Lot” the author says, “Many
experts said that locating him would be impossible. But Philippa had
a dream—to find the long lost king.” What effect do these sentences
have on readers?
Answers will vary.
6.Which text drew you in the most? Explain your answer using
language choices from the author as part of your answer.
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 1 • Module B • Lessons 16–18 • 77
Name
Conventions
Lesson 16
Correctly Use Frequently Confused Words Read each sentence. Cross
out the misspelled word and write the corrected word on the line.
1.Muscles move the body because they are attached two the skeleton.
to
2.Wherever too or more bones meet, you will find a joint. two
Lesson 17
2.Richard III’s ancestors were traced back over 17 generations to two
descendants alive today in Canada.
Definition: people who can be traced to another person
or group
3.Once the king’s identity was confirmed, one last specialist was
called in.
Definition: made certain as true
Lesson 18
Review Using Frequently Confused Words Read each sentence. Cross
out the misspelled word and write the corrected word on the line.
1. There endoskeletons help them move around on land and sometimes
in water. Their
2. Their remarkable reptiles because they have both endoskeletons and
exoskeletons. They’re
3. They’re are 206 bones in an adult’s skeleton. There
78 • Unit 1 • Module B • Lessons 16–18
Students practice various conventions of
standard English.
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Using a Dictionary Read each sentence, and write the definition of the
word in bold on the lines below. Use a dictionary as a reference.
1.As a modern-day screenwriter and history fan, Philippa’s favorite
topic to study is Richard III, one of the most famous kings in
England’s history.
Definition:someone who writes a screenplay
Name
Writing
Lesson 16
Edit and Proofread Edit and proofread your informative/explanatory
draft.
Lesson 17
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Publish and Present Publish your informative/explanatory writing using
computer software. Include headings and visuals to support your writing
and practice presenting you writing to a partner.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 1 • Module B • Lessons 16–18 • 79
Name
Writing
Lesson 18
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Develop a Concluson Write three paragraphs comparing Skeletons Inside
and Out and “Movers and Shapers.” The last paragraph should contain a
strong conclusion.
80 • Unit 1 • Module B • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module A • Lessons 1–5 • 81
Name
Sleuth Work
Cahokia: The Mystery Behind an Ancient City
Hundreds of years before Columbus landed in the New World, there
was a complex culture in southern Illinois. People settled in the rich
floodplain near present-day St. Louis beginning about a.d. 700. Over the
centuries, they built a planned city. It was later named Cahokia (kuh HO
key uh). Between the years 1050 and 1200, the city had between 10,000
and 20,000 people living there.
More than 120 earthen pyramids, known as mounds, have been
discovered. The largest mound has a base that covers more than 14 acres.
It would have been more than ten stories tall! It may have required more
than about 14 million baskets of soil to build it. Imagine a powerful
leader ordering workers to carry all those baskets, one at a time. Between
the mounds, there are large plazas where people may have gathered and
played sports.
What were the mounds used for? A large temple or palace on the
highest mound may have been where the high priest lived. Homes or burial
grounds may have been located in some of the mounds. Scientists have
found a circle of cedar posts that may have been used like a calendar. The
Cahokian people likely studied the movement of the sun and stars.
Cahokian artifacts that were found hundreds of miles away from
Cahokia suggest that there a large trade network was in place. Scientists
are not certain, but some think that Cahokia may have been the center of
the Mississippian culture.
What happened to the Cahokian people? Did disease kill them? Were
they forced to move? No one really knows. Perhaps their resources ran
out. Why should we care about this long-lost city? Understanding how
great civilizations rose and fell may help us to learn from their failures.
It may help to ensure the survival of our very own culture.
82 • Unit 2 • Module A • Lessons 1–5
Students read text closely to determine
what the text says.
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What was the daily life like at Cahokia? There are no written records
to tell us. Scientists have searched for clues as they have dug at the site of
this ancient city. They have found pottery, buildings, and burial grounds.
Name
Sleuth Work
Gather Evidence Circle three statements that provide text evidence to
explain why mounds provide valuable information about the Cahokian
culture. Briefly explain why each statement is important in providing text
evidence.
Gather Evidence: Extend Your Ideas Think about the value of mounds
to the Cahokian culture. Why do you think the Cahokians might have
wanted to be at a higher level than the flat ground?
Answers will vary, but could include: Being closer to
the sky would help them see the sun and stars as they
planned the calendar.
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Ask Questions Draw a box around one statement in the text about
Cahokia. Write three questions you want to research to learn more about
this information.
Ask Questions: Extend Your Ideas Write two additional questions you
would like to ask about mounds built by the Cahokians.
Answers will vary.
Make Your Case Underline the main idea the writer was trying to share.
List several details from the text that support this idea.
Make Your Case: Extend Your Ideas Briefly explain how building
mounds can be an important community activity.
Answers will vary.
Prove It! Have students share their evidence with a classmate.
Students read text closely to determine what
the text says.
Unit 2 • Module A • Lessons 1–5 • 83
Lesson 1
stilled, fretful, wail
Lesson 2
flaring, lapping
Lesson 3
perish, blossom, scolding
Lesson 4
timid, distinguish
Lesson 5
legend, mythology, impatiently, squatting
84 • Unit 2 • Module A • Lessons 1–5
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 1 Based on what you have read so far, do you think living in the
time and culture of the characters in Hiawatha would be harder or easier
than living in your present-day culture? Use details from the poem to
support your ideas.
Lesson 2 Write a paragraph explaining the things Nokomis teaches
Hiawatha.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 Which story describes nature better: the warrior story on
p. 18 or the rainbow in the heaven story on p. 19? Why?
Lesson 4 How is Hiawatha a hero with an incredible ability? Use details
from the text to explain.
Lesson 5 Based on the dialogue on pp. 78–79, which character
understands nature better—First Woman or First Man?
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module A • Lessons 1–5 • 85
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 24–29 from Hiawatha.
1.What is the genre of this text? How does the text evidence on
pp. 24–29 help you figure out the genre?
The text is an epic poem. The structure of lines is brief
and arranged in a way that has rhythm.
2.Reread p. 27 of Hiawatha. How do the details on this page appear to
relate to a cultural legend? What is the connection of a cultural legend
to the genre?
3.On p. 29 of Hiawatha, what does Hiawatha call the animals? How
does this reveal the genre of the text?
Answers will vary.
4.Reread the stanza in italics at the bottom of p. 29 of Hiawatha. How
are these lines different from the rest of the poem? Why do you think
the author included these lines?
Answers will vary.
86 • Unit 2 • Module A • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread pp. 18–23 of Hiawatha, and focus on oral storytelling
technique.
2.Why do you think oral storytelling between generations was so
important long ago in many cultures?
Answers will vary.
3.Why might oral storytelling be more effective than written
storytelling to pass along stories across generations?
Answers will vary.
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4.Reread p. 19 of Hiawatha. Explain why the illustration on pp. 21–22
helps you understand how the oral storytelling on this page connects
to nature.
Answers will vary.
5.Reread p. 22 of Hiawatha. How do word choice and details show
effective oral storytelling?
Answers will vary.
6.Why do you think pp. 18–23 of Hiawatha provide a good example of
oral storytelling?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module A • Lessons 1–5 • 87
Name
Conventions
Lesson 1
Adjectives Circle the adjectives in each line below. Then draw an arrow
from each adjective to the noun it modifies.
There the wrinkled old Nokomis/ Nursed the little Hiawatha,
Lesson 2
Order Adjectives Read each sentence. Circle the adjectives if they are in
the correct order. Rewrite the sentence if they are not.
1.The blue big stream wound its way across the land.
The big blue stream wound across the land.
Lesson 3
Quotation Marks Write quotation marks correctly in the sentence.
I said,“ Nokomis taught Hiawatha many important lessons.”
Lesson 4
Quotation Marks Use commas and quotation marks to punctuate
correctly.
“ She lulled him into slumber,” he said.
Lesson 5
Simple Sentences Circle the complete subject and underline the complete
predicate.
The wind will blow them away.
88 • Unit 2 • Module A • Lessons 1–5
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
2. The bright night sky was lit with stars.
Name
Writing
Lesson 1
Establish a Situation Write an introductory paragraph for a narrative
that establishes a situation and introduces the characters and setting. Use
adjectives to create vivid images and engage the reader.
Lesson 2
Write to Narrate Develop a plan for a brief narrative poem about an
experience with nature. Write one paragraph noting the basic plot events
of the narrative poem.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Use Dialogue Write a brief narrative poem or scene featuring two
characters who discuss a problem or idea. The poem or narrative should
center around a problem or event and should include dialogue between the
characters. Remember to choose a narrator.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module A • Lessons 1–5 • 89
Name
Writing
Lesson 4
Use Quotations to Identify Theme Write a paragraph about the theme of
Hiawatha. In your paragraph, state the theme and support it with at least
two direct quotations from the text.
Lesson 5
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Introduce and Develop a Character Write two paragraphs introducing
and developing two characters. Include details of the characters’
appearance. Also include details that will reveal their characters traits.
Consider using third-person narration. If needed, use a separate sheet of
paper.
90 • Unit 2 • Module A • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module A • Lessons 6–10 • 91
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 91–97 from “How the Stars Fell into the Sky.”
1.What is a character’s point of view?
A character’s point of view is made up of the
character’s ideas and opinions.
2.Suppose you were reading a text, and all characters’ points of view
were the same. Do you think this would make the text interesting or
boring? Explain.
Answers will vary.
3.How can a graphic organizer help a reader better compare and
contrast characters’ points of view?
4.On pp. 91–92, the reader discovers that Coyote’s opinion about
hanging the stars is different from First Woman’s opinion. How is his
opinion different?
Answers will vary.
5.Suppose Coyote and First Woman were having a conversation about
the importance of an author carefully writing drafts and finishing a
book. What opinions would they most likely express?
Answers will vary.
92 • Unit 2 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread pp. 86–97 from “How the Stars Fell into the Sky,” and focus
on personification.
2.When an author uses personification with an animal character, how
does the author write about the character?
The author writes about the character as if it can
think, speak, and act like a person.
3.Why can personification be a valuable tool for an author to use
in a text?
Answers may vary, but could include: This technique
helps authors make important points that could not be
made without giving the animal human characteristics.
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4.Why is it correct to state that personification is an important part of
pp. 86–97 of “How the Stars Fell into the Sky”?
Coyote shows human qualities of speaking and
helping First Woman with her task.
5.Suppose the author had personified the jewels on p. 82. What might
the author have written?
Answers may vary, but could include: The jewels
danced across the sky as they sang.
Students analyze and respond to literary and
informational text.
Unit 2 • Module A • Lessons 6–10 • 93
Lesson 6
dome, whine, deliberately, shifting, toiled
Lesson 7
grumbled, crouching
Lesson 8
disarray, haste
Lesson 9
yarns, boastful, unsocialized, desolate
Lesson 10
dazed, ignorant
94 • Unit 2 • Module A • Lessons 6–10
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 6 Write a paragraph explaining what Coyote might do next based
on what you know about Coyote from details the author uses in the text.
Lesson 7 Why do you think Coyote spilled the stars into the sky without
following First Woman’s pattern? Include examples from the text to
support your opinion.
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Lesson 8 Compare and contrast the actions of First Woman and Coyote.
Use specific details from the text to explain how each of their actions led
to the outcome of the story.
Lesson 9 In what ways does Pecos Bill pull off becoming a coyote, and
in what ways does he fall short? Use story details to support your opinion.
Lesson 10 Write a dialogue between yourself and Pecos Bill, using
language that reflects the way Bill speaks in the story.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module A • Lessons 6–10 • 95
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 96–101 from “How the Stars Fell into the Sky.”
1.What is a text’s theme?
It is the big idea or message that the author wants
readers to understand.
2.Is it possible for a text to have more than one theme? Explain.
Answers will vary.
3.Why are a text’s details important in understanding the theme of
the text?
4.How do the details on pp. 96–97 support a theme of the text?
Answers may vary, but could include: The details
explain that Coyote has been impatient and that his
impatience has destroyed the important patterns.
5.Other than the themes you discussed in Questions 4 and 5, identify
another theme in the text. Support your response with text evidence.
Answers will vary.
96 • Unit 2 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
The details are important because the reader must
examine them to figure out the theme of the text.
Language
Analysis
Name
1.Reread pp. 55–57 from “Pecos Bill” and focus on dialogue.
2.What is dialogue?
the words the characters say aloud
3.How does this description add meaning to the text?
It is enclosed in quotation marks.
4.Why can dialogue be an important part of a text?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
5.How does the dialogue on p. 55 help you understand how Pecos Bill
and the cowpoke are alike and how they are different?
Answers will vary.
6.Pecos Bill speaks to the rattlesnake on p. 57. How does his dialogue
help you understand his character and his attitude toward the snake?
The dialogue shows that Pecos Bill respects the snake
and wants to take it with him. Pecos Bill is not at all
afraid of the snake.
Students analyze and respond to literary and
informational text.
Unit 2 • Module A • Lessons 6–10 • 97
Name
Conventions
Lesson 6
Using Complete Sentences Answer the questions below.
Rewrite the fragment to make it a complete sentence.
Walked to the store.
I walked to the store.
Lesson 7
Complete Sentences Rewrite the fragment so it is a complete sentence.
Stars twinkling above us in the sky.
We saw stars twinkling above us in the sky.
Compound Sentences Combine the sentence pair to write a
compound sentence.
He crept closer. He still could not see her. (but)
He crept closer, but he still could not see her.
Lesson 9
Complete Sentences Correct the run-on sentence.
Pecos Bill was a cowboy, he spent time with coyotes.
Pecos Bill was a cowboy. He spent time with coyotes.
Lesson 10
Prepositional Phrases Circle the prepositional phrases in the sentence.
Bill’s folks loaded their fifteen kids and all their belongings into their
covered wagon and started west.
98 • Unit 2 • Module A • Lessons 6–10
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 8
Name
Writing
Lesson 6
Establish a Tone Write a paragraph about one or more of the characters
you created in Lesson 5. Use precise and vivid words to establish a tone.
Lesson 7
Use Concrete Words and Phrases Write one narrative paragraph
describing a setting. Choose a time and place that would be interesting to
set a story in. Use concrete words and phrases to help readers visualize the
setting.
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Lesson 8
Use a Sequence of Events Write a paragraph about a tradition you
practice with your family, at school, or within your culture or community.
Use transitional words and phrases to clearly tell the events in order.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module A • Lessons 6–10 • 99
Name
Writing
Lesson 9
Use Sensory Details Write a descriptive paragraph about a character from
another legend or fairy tale. Include vivid, specific sensory details to create
imagery and to help the reader picture what is being described.
Lesson 10
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Use Dialogue and Description Write two paragraphs describing an
interaction between Pecos Bill and one of the cowpokes at the ranch. The
paragraphs should use dialogue and description to develop the characters.
Use a separate sheet of paper.
100 • Unit 2 • Module A • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module A • Lessons 11–15 • 101
Name
Sleuth Work
Do you like eating plump, juicy strawberries? When you think of
strawberries, maybe you think of a fruity and crunchy topping on your
cereal. Maybe you think of decadent dessert like strawberry shortcake.
Have you ever thought of how else a strawberry might be used?
Many Native American cultures have shown how resourceful they could
be. On the Great Plains, they hunted buffalo and used every part of it, from
head to hoof, to meet their needs. Now their use of strawberries was a bit
different. However, they did use them for much more than fuel for their
bodies and fun for their taste buds. Native Americans used these succulent
berries to make all sorts of things to meet their everyday needs.
Strawberries have a rich, deep red color. Native Americans figured out
that they could use its color to produce red dye. Strawberry dye was a
beautiful color and very long lasting. Native Americans colored cloth,
animal skins, and even used it to paint their own skin.
Native Americans also made medicine from strawberry plants. Some
turned the leaves into a tea, which helped people who suffered from
stomach and kidney problems. Native Americans also made pastes out
of the leaves and deer fat. These pastes healed burns and sores. Crushed
berries could even be used to clean teeth! Some Native Americans even
used strawberry plants to smell better. They made pads out of the leaves
and put the pads inside their clothes to smell fresh. Think along the lines
of deodorant, perfume, or even fabric softener!
Of course, Native Americans enjoyed eating strawberries just like we
do today. They ate them fresh, used them to make jams, or dried them.
Strawberries were not always available year-round. Drying them provided
Native Americans with a supply to last all year.
Some Native American groups held a Strawberry Thanksgiving every
June. They celebrated this red sweet delight by dancing, singing, and, of
course, eating! They wanted to show their thanks for such a special fruit.
102 • Unit 2 • Module A • Lessons 11–15
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
The Strawberry: From Food to Fabric Softener
Name
Sleuth Work
Gather Evidence Underline the uses for strawberries you find in the text.
Briefly explain how you might group the uses.
Answers will vary.
Gather Evidence: Extend Your Ideas Think of the uses for strawberry
plants you identified. Choose three categories to describe them. Which
uses would you put in each category?
Answers will vary.
Ask Questions Circle something that was in the Native Americans’
environment. Write two questions you want to research to learn more
about how they used this in their lives.
Answers will vary.
Ask Questions: Extend Your Ideas Look at the questions you wrote.
Tell where you might look to find the answers to your questions.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Make Your Case Draw a box around the words the author uses to
describe strawberries. Choose three that you find most interesting. Briefly
explain why you selected those words.
Answers will vary.
Make Your Case: Extend Your Ideas Write the meanings of the three
words you found most interesting. Then write two other words you would
use to describe a strawberry.
Answers will vary.
Prove It! Have students share their evidence with a classmate.
Students read text closely to determine what
the text says.
Unit 2 • Module A • Lessons 11–15 • 103
Benchmark
Vocabulary
Name
drought
Lesson 12
reverted, consequently, catastrophe
Lesson 13
regulations, superior, enduring, collapsed
Lesson 14
dignity
Lesson 15
contestants, billowed
104 • Unit 2 • Module A • Lessons 11–15
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 11
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 11 How does the author’s use of figurative language in this story
make the writing more vivid and exciting for the reader? Include examples
of similes and metaphors from the text to support your ideas.
Lesson 12 How does the author’s word choice enhance descriptions in the
story? Include examples from the text to support your ideas.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13 Reread the first paragraph. Do you think the author used
appropriate sensory details to describe the night John Henry was born?
State your opinion and support it using evidence from the text.
Lesson 14 What are some ways that John Henry shows what is most
important to him? Include details that support your explanation of this
relationship.
Lesson 15 What do you think John Henry means to the people around
him, including his wife, his boss, and his coworkers? Find details in the
text you have read so far and refer to your Main Idea and Key Details
Charts for ideas.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module A • Lessons 11–15 • 105
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 90–91 of “John Henry.”
1.What sentence from the text shows the railroad bosses’ motivation to
try to hire John Henry?
“He could hammer for hours without missing a beat,
so fast that his hammer moved like lightning.”
2.What line(s) of dialogue from the text shows why John Henry helped
the steel drivers keep their jobs by doing their work when they
collapsed?
“A man ain’t nothing but a man. He’s just got to do
his best.”
If John Henry won, his boss would get the steam
driller for free.
4.What was Lucy’s motivation for not wanting John Henry to compete
in the contest?
Answers will vary.
5.What does Lucy’s motivation tell you about her character? Use
evidence from the text to support your answer.
Answers will vary.
106 • Unit 2 • Module A • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.What was John Henry’s boss’ motivation for wanting John Henry to
be in the contest against the steam driller?
Language
Analysis
Name
1.Reread pages 57–61 of “Pecos Bill,” and focus on figurative
language, such as similes and metaphors.
2.Why does the author use the phrase “as white as bleached desert
bones” when describing the Hell’s Gate Gang’s faces at seeing
Pecos Bill?
Answers will vary.
3.Why does this phrase help enhance the description of the location for
this story?
Answers will vary.
4.What other similes or metaphors can you identify?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
5.Look back at the description of how Pecos Bill helps to end the
drought. Explain how the language choices used here are similar
to language choices used in Hiawatha and “How the Stars Fell into
the Sky.”
Answers will vary.
6.Identify and explain the figurative language the author uses to
describe Pecos Bill’s fight with the cyclone. Why do you think the
author crafted these particular images?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module A • Lessons 11–15 • 107
Name
Conventions
Lesson 11
Relative Pronouns Circle the relative pronoun in the sentence below.
Then underline the noun it describes.
There are many songs about John Henry, who was a black steel driver.
Lesson 12
Adverbs Circle the adverb in the sentences below. Then underline the
verb it modifies.
When the Rio Grande dried up, they lassoed water from the Gulf of
Mexico.
Lesson 13
Pecos Bill settles down with the Hell’s Gate Gang, uses New Mexico as a
corral, and invents tarantulas.
Pecos Bill settled down with the Hell’s Gate Gang, used
New Mexico as a corral, and invented tarantulas.
Lesson 14
Frequently Confused Words Circle the correct word. Then underline the
context clues that told you which word to use.
Bill’s horse stepped in a whole/hole and broke its ankle.
Lesson 15
Use Progressive Verb Tense Underline the past progressive verbs in the
sentence.
Then John Henry grabbed another hammer and was working with a
hammer in each hand.
108 • Unit 2 • Module A • Lessons 11–15
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Progressive Verb Tenses Rewrite the sentence using the simple past tense
of each underlined verb.
Name
Writing
Lesson 11
Use Figurative Language Write a paragraph about a character who could
appear in a tall tale, such as “Pecos Bill.” Use exaggeration and other types
of figurative language to describe the character. Include at least one simile
and one metaphor, in addition to exaggerated details.
Lesson 12
Develop a Plot Plan a short narrative poem or story about an adventurous
middle school student. Narratives should contain an interesting plot that
has an exposition, rising action, climax, falling action, and conclusion. Use
a separate sheet of paper.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13
Draft: Establish a Situation and Introduce Characters Do prewriting
and then draft a paragraph for your narrative about a day in the life of
a child, in which you introduce your main character and establish a
situation.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module A • Lessons 11–15 • 109
Name
Writing
Lesson 14
Draft: Use Dialogue and Description Write a paragraph or two for your
narrative that includes dialogues and descriptions that develop the child’s
experiences, and show how he or she responds to situations. Use concrete
words and sensory details.
Lesson 15
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Use a Sequence of Events Revise your narrative on a separate sheet of
paper, using transitional words or phrases to clearly show the sequence of
events. Rearrange, add, and delete information as necessary.
110 • Unit 2 • Module A • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
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Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module A • Lessons 16–18 • 111
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Hiawatha, “How the Stars Fell into the Sky,” “Pecos Bill,” and “John Henry.”
1.How are the main characters Hiawatha and “Pecos Bill” similar?
Answers will vary.
2.How are Hiawatha and “Pecos Bill” different?
Answers may vary, but could include: Hiawatha is a
poem. “Pecos Bill” is a tall tale.
3.How are Hiawatha, “Pecos Bill,” and “John Henry” similar?
Answers may vary, but could include: All three texts
tell stories of a man who comes from legend.
Answers may vary, but could include: Both stories offer
an explanation of how things in nature came to be.
5.How are the visuals in Hiawatha and How the Stars Fell into the Sky
different? Explain.
Answers will vary.
6.What other connections can you make about the texts? Use key
topics, main ideas, or illustrations in your response.
Answers may vary, but should include similar topics,
main ideas, and illustrations in the three texts.
112 • Unit 2 • Module A • Lessons 16–18
Students analyze and respond to literary
and informational text.
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4.How are “Pecos Bill” and “How the Stars Fell into the Sky” similar?
Language
Analysis
Name
Using evidence from the text, answer the following questions about
“Pecos Bill” and “John Henry.”
1.How are the author’s language choices similar in “Pecos Bill” and
“John Henry”?
Answers will vary.
2.Give an example from each text of similar language choices.
Answers will vary, but should include text examples
that match students’ statements about similarities in
the texts.
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3.Why would these two texts have similar language choices?
Answers will vary, but could include that both are
written by the same author or that both are tall tales.
4.How are the author’s language choices different in “Pecos Bill” and
in “John Henry”? Give examples.
Answers will vary.
5.What other comparisons can you make about the language choices in
the two texts?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module A • Lessons 16–18 • 113
Benchmark
Vocabulary
Name
clutched, flagged
Lesson 17
perish, disarray, catastrophe, enduring
Lesson 18
distinguish, hasted, reverted, dignity
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Lesson 16
114 • Unit 2 • Module A • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Name
Writing in
Response to
Reading
Lesson 16 How do John Henry’s physical qualities and actions make
him a suitable main character for a tall tale? Use evidence from the text to
support your ideas
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Lesson 17 Examine the behavior of coyotes in “Pecos Bill” and “How the
Stars Fell into the Sky.” How do their actions in the stories make you feel
about them? Include details from the texts to support your ideas.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module A • Lessons 16–18 • 115
Name
Writing in
Response to
Reading
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Lesson 18 Write a comparison of the effects of the language choices used
in the texts, citing examples from the texts.
116 • Unit 2 • Module A • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 72–73 from “John Henry.”
1.What does Jimmy’s dialogue tell you about how he feels about John
Henry?
Jimmy says positive things about John Henry. He
defends John Henry to the city people. You can tell he
is a good friend to John Henry.
2.What clues tell you that John Henry is larger than life? Refer to how
he performs in the contest and how he dies.
Answers will vary.
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3.List the characters that are more like people.
Lucy, Jimmy, Johnny, Little Bill, the workers
4.How would you summarize what Lucy is like?
She is a loving wife.
5.Give three examples from the text that show what the other characters
think about John Henry.
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module A • Lessons 16–18 • 117
Name
Conventions
Lesson 16
Punctuate Direct Speech and Quotations Correctly punctuate the
following dialogue.
“I can’t wait to go camping,”said Shaun.
Lesson 17
Using Dictionaries Look up each word in the dictionary and write the
definition that matches the use of the word in each sentence.
1. He saw men robbed of their dignity and robbed of their families.
2.Bill sidled up to their campfire.
Lesson 18
Capitalize Correctly Rewrite each title using the correct capitalization.
1. steel drivers of the allegheny mountains
Steel Drivers of the Allegheny Mountains
2. pecos bill meets the hell’s gate gang
Pecos Bill Meets the Hell’s Gate Gang
3. john henry and the steam drill
John Henry and the Steam Drill
4. bill and sue fall in love and get married
Bill and Sue Fall in Love and Get Married
118 • Unit 2 • Module A • Lessons 16–18
Students practice various conventions of
standard English.
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Name
Writing
Lesson 16
Develop a Conclusion Write an effective conclusion to your narrative.
First, determine how you want the narrative’s main conflict to end. Then
decide what lessons the main character learns and highlight these values
for the reader.
Lesson 17
Edit and Proofread Edit and proofread your narrative. Use transitional
words and an event sequence that makes sense, and include dialogue and
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descriptive details that clearly relate your character’s experience. Check
grammar, spelling, punctuation, and sentence structure. Record your edits.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module A • Lessons 16–18 • 119
Name
Writing
Lesson 18
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Publish and Present Publish and present your narrative from Lesson 12
using computer software. Show sequence and develop events in an
interesting way. Include visuals to support your writing. Then practice
presenting your writing with clarity and confidence.
120 • Unit 2 • Module A • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
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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
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module B • Lessons 1–5 • 121
Name
Sleuth Work
There was a buzz in the classroom. Mrs. Taylor announced that a new
student was joining the class soon, and the student was coming from
Mexico.
After the announcement, Mrs. Taylor asked everyone to quiet down.
“I know you’re excited about our new student,” she said, “but I have some
other good news too.”
“Our principal, Mrs. Littlefield, and I have decided that it’d be helpful for
us to learn some Spanish. That’ll help us communicate better with Alita.
She can learn English while we learn Spanish,” Mrs. Taylor explained.
Mrs. Taylor’s class broke out in cheers of excitement. “I know some
Spanish already,” informed Kelly. “My grandparents speak Spanish.”
“Great!” Mrs. Taylor responded. “You can help us learn Spanish too. We
have a guest coming today who’s a Spanish tutor. He’s going to teach us
some Spanish language basics.”
Just then a man walked in and introduced himself. “Hello, or hola! I’m
Señor Alvarez, and I’ll be working with you over the next few weeks. Before
you know it, you’ll be able to have a simple conversation with Alita.”
Señor Alvarez began the first lesson. “There are a few tips that I’d like to
share with you. Remember these, and you’ll have an easier time learning a
new language.
“First, you’ll want to spend as much time as you can listening to the
language, so I’ll leave some Spanish language CDs for you. Listen to these
and practice saying the words with the speaker.
“The second tip is to spend time every day studying. I’ll be here twice a
week, and when I’m not here, work together in a small group and practice
what you have learned.
“The third, and maybe the most important tip, is not to worry about
making mistakes. Sometimes you make mistakes even when you’re
speaking English, so don’t worry about making mistakes when you’re
trying to learn how to speak Spanish. Don’t be afraid to ask me or Alita,
when she arrives, how to say or pronounce something.”
Señor Alvarez then taught the class how to say a few words and phrases
in Spanish. After the tutoring session ended, many students were eager
to practice. The students were excited about being able to greet Alita in
Spanish when she arrived!
122 • Unit 2 • Module B • Lessons 1–5
Students read text closely to determine
what the text says.
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Learning a New Language
Name
Sleuth Work
Gather Evidence Circle the new language that Mrs. Taylor wants her
class to learn. Write evidence from the story to explain why she thinks
learning this new language will be helpful for her students.
Students should circle the word Spanish.
Gather Evidence: Extend Your Ideas Write additional reasons for
learning a new language.
Answers will vary.
Ask Questions Draw a box around the name of the country Alita comes
from. Write several questions that you might ask Alita about her home and
life in another country.
Students should draw a box around the word Mexico.
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Ask Questions: Extend Your Ideas Write three questions you would like
to learn to ask, in Spanish, of a new student in your school.
Answers will vary, but could include: What is your name?
How are you? What is your favorite book?
Make Your Case Underline the names of people who speak in the
story. How do the words spoken by the characters help us to learn about
them? Use examples from the story and explain what they tell about the
characters.
Students should underline the names Mrs. Taylor, Señor
Alvarez, and Kelly.
Make Your Case: Extend Your Ideas Briefly explain why
communication is important to people across the world.
Answers will vary.
Students read text closely to determine what
the text says.
Unit 2 • Module B • Lessons 1–5 • 123
Lesson 1
courage, shrewdly, enigmatic, fury, abrupt
Lesson 2
encounter, indignation, betrayal, commanding, conflicted
Lesson 3
contempt, intensity, vigilance, sympathetic
Lesson 4
agility, gravity, motive, savage
Lesson 5
intentions, solemnly, exacting, inevitable
124 • Unit 2 • Module B • Lessons 1–5
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 1 Do you think Omakayas was brave or foolish to talk to the
mother bear the way that she did? Use examples from the story to support
your opinion.
Lesson 2 Write a paragraph explaining how life was different when
Omakayas’s father came home.
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Lesson 3 What is the author’s purpose for including the character Two
Strike Girl?
Lesson 4 Omakayas and her family work hard to prepare for winter. What
can you infer about what winter is going to be like for them? Include
examples from the text to support your ideas.
Lesson 5 Identify the figurative language in this sentence from p. 127:
A huge space opened up in her head, black and rushing as a freezing
winter stream. Then explain whether this language is more or less effective
than a more literal explanation. Support your ideas with text details.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module B • Lessons 1–5 • 125
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Chapters 7 and 8 from The Birchbark House.
1. Explain how to draw an inference from a text.
Answers may vary somewhat, but should correctly
explain how to draw an inference.
2. How can a graphic organizer help a reader draw an inference?
3.Reread p. 99 of The Birchbark House. What inference can you
reasonably draw about why the family is working so hard? Why is
this a reasonable inference?
Answers will vary.
4.On p. 102, reread the paragraph that begins with these words: “They
spent that last night . . ..” What inference can you draw about why
family members are chilled in their robes and blankets on this night?
Answers will vary.
5.Reread the last paragraph on p. 107. What inference can you draw
about why Mama tells Pinch not to go to the lake? Explain.
Answers will vary.
126 • Unit 2 • Module B • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread Chapters 3 and 4 of The Birchbark House, and focus on
understanding word relationships.
2.Authors make careful word choices when they write. How can the use
of synonyms and antonyms provide strong word choices for authors
to use?
Answers will vary.
3.Reread p. 34. Identify synonyms on this page. Explain how the
synonyms improve the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
4.Reread p. 35. Identify antonyms on this page. Explain how the
antonyms improve the text.
Answers may vary, but could include: laugh/cry. These
antonyms help the author show the reader the range
of emotions––and how much they are alike in humans
5.Read the first full paragraph on p. 39 of The Birchbark House. Focus
on this sentence: “She seemed to see her granddaughter from the
inside out.” Identify the antonyms in the sentence. Explain how the
antonyms help the author communicate details to the reader.
The antonyms are: inside and out. Answers may vary
regarding the explanation.
Students analyze and respond to literary and
informational text.
Unit 2 • Module B • Lessons 1–5 • 127
Name
Conventions
Lesson 1
Capitalize Titles Correctly If the title is capitalized correctly, explain
why. If not, rewrite it correctly.
1. the Wizard Of oz
The Wizard of Oz
Lesson 2
Use Correct Capitalization Correctly capitalize the sentence.
the birchbark house was The home for Omakayas, her Mother, little pinch,
and other members of the Family.
Lesson 3
Use Capitalization Correctly Use proofreading marks to correct
capitalization errors in the sentence.
baby neewo was sleeping in his tikinagun.
baby neewo was sleeping in his tikinagun.
Lesson 4
Understand Pronouns Circle the pronoun and draw a line to the noun it
replaces.
Sheila had no interest in the television show, so she turned the show off.
Lesson 5
Punctuate Dialogue Write correct punctuation in
the dialogue.
“ The lake will freeze over in the winter ,”explained my mother.
128 • Unit 2 • Module B • Lessons 1–5
Students practice various conventions of
standard English.
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The birchbark house was the home of Omakayas, her
mother, Little Pinch, and other members of the family.
Name
Writing
Lesson 1
Form, State, and Support an Opinion Write a paragraph explaining
why you think Old Tallow “made her deliveries at night.” Use details from
the text to support your opinion.
Lesson 2
Include Text Evidence Write two paragraphs about the actions of one
character in Chapters 3 and 4. State your opinion about why the character
acted the way he or she did. Include text evidence to support your points.
Include direct quotations from the text. Use another sheet of paper, if
necessary.
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Lesson 3
Organize and Group Related Ideas Write two paragraphs giving your
opinion of the following question: Was Mama right to leave Little Pinch
alone with the berries? Organize your writing effectively, grouping related
ideas together. Use a separate sheet of paper.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module B • Lessons 1–5 • 129
Name
Writing
Lesson 4
Provide Well-Supported Reasons Write an opinion about whether
Omakayas will listen to the bear cubs as Nokomis tells her on page 104.
Support your opinion with details from the text.
Lesson 5
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Introduce a Topic/State an Opinion Write an opinion about which item
you would prefer to have—Old Tallow’s coat or the bag that Ten Snow
makes for Fishtail. Use words you might speak to Old Tallow or Ten Snow
to ask for the item.
130 • Unit 2 • Module B • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
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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
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module B • Lessons 6–10 • 131
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Chapter 10 from The Birchbark House.
1.Why do authors describe some events, but not all events, in detail?
Answers will vary.
2.When an author tells about an event in detail, how can this help the
reader compare and contrast story events?
3.Omakayas’s feelings toward Angeline change by Chapter 10.
How does the author’s explanation of an event in depth help you
understand this?
Answers will vary.
4.How does the author explain, in depth, what happens during the first
six days after smallpox comes to the Ojibwa community?
Answers will vary.
132 • Unit 2 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread Chapter 12 of The Birchbark House, and focus on word
choice that explains characters or shows personification.
2.Why do authors choose words very carefully? How does an author’s
word choices shape the meaning of a text?
Answers may vary, but could include: Authors choose
words very carefully because they want the reader to
understand exactly what they mean. This helps the
reader understand and identify with the entire text.
3.What is personification? Identify two examples of personification
from Chapter 12.
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Answers will vary.
4.How is the ice personified on p. 189?
The ice creaks and groans. Huge sheets of ice shove
against each other.
5.Imagine that Omakayas has a new pet. What would the pet be? Write
a sentence to personify the pet.
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module B • Lessons 6–10 • 133
Lesson 6
stupor, oblivion, retreated, restrained
Lesson 7
intrigue, phenomenal, justice, extremity, existence
Lesson 8
etched, sallow, regard, reminiscing, potent
Lesson 9
indsitinguishable, awareness
Lesson 10
provisions, virtue, admonished, coincidence
134 • Unit 2 • Module B • Lessons 6–10
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Name
Writing in
Response to
Reading
Lesson 6 How is Omakayas the same and/or different before and after
smallpox comes to the Ojibwa community?
Lesson 7 Old Tallow blames the chimookomanug, or “white man,” for the
disease and scarcity of food that plagues the Anishinabe. Do you agree or
disagree? Include examples from the text to support your opinion.
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Lesson 8 Do you think the bears in the story are gentle or dangerous
creatures? Why or why not? Use evidence from the text to support your
ideas.
Lesson 9 Why is Omakayas’s realization at the end of Chapter 13
important to her growth as a character? Use story details to support your
opinion.
Lesson 10 After learning the story of Omakayas’s rescue from Spirit
Island, how have your thoughts about Old Tallow changed? How would
you have described Old Tallow before learning this story? How would you
describe her now? Use story details to explain your ideas.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module B • Lessons 6–10 • 135
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Chapter 11 from The Birchbark House.
1.What is a theme?
A theme is the overall message, or big idea, the author
wants to convey.
2.How does an author develop a theme?
Answers will vary.
Answers will vary.
4.Why should a story have a theme?
Answers will vary.
5.How do details in Chapter 11 of The Birchbark House support the
theme that families should work to carry on family traditions?
Answers will vary.
136 • Unit 2 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
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3.How can a Web graphic organizer help a reader figure out the theme
of a story?
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Chapter 13 from The Birchbark House.
1.What is a summary?
A summary is a statement in the writer’s own words of
the main ideas and the most important details in a text.
2.Is a summary longer or shorter than the original text? Why?
It is shorter. It states only the key information.
3.Why is knowing how to summarize a valuable skill.
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Answers will vary.
4.Summarize the final paragraph on p. 218 of The Birchbark House.
Answers will vary.
5.Write a summary of events in The Birchbark House to this point in
the novel.
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module B • Lessons 6–10 • 137
Name
Conventions
Lesson 6
Adjectives Identify the adjectives as positive, comparative, or superlative.
positive
Bravest superlative
Brave
Lesson 7
Punctuate Direct Quotations Correctly punctuate the dialogue.
Bill said,“I am going to the zoo.”
Lesson 8
Punctuating Dialogue Rewrite this dialogue correctly.
“Our community will never be the same,” said Omakayas.
Angeline replied, “That is true.”
Lesson 9
Complete Sentences Include a coordinating conjunction in a sentence
with two independent clauses.
Answers will vary.
Lesson 10
Producing Compound Sentences Locate a compound sentence in
Chapter 14 of The Birchbark House. Write it on a sheet of paper and
explain how you know it is a compound sentence.
Answers will vary.
138 • Unit 2 • Module B • Lessons 6–10
Students practice various conventions of
standard English.
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our community will never be the same said Omakayas.
Angeline replied that is true.
Name
Writing
Lesson 6
Draw Evidence from Text Write a paragraph about whether you think
it is believable that Omakayas was able to nurse her family through the
smallpox outbreak. Support your opinion with details and at least one
example of dialogue from the text.
Lesson 7
Use Evidence Write a brief paragraph answering the following question:
In your view, why was Andeg invited to sleep with the family the night he
brought the acorns? Explain your inference about why Andeg was brought
inside. Support it with text evidence.
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Lesson 8
Organize Opinion Writing Write two paragraphs stating an opinion
about which section of Chapter 12 is most interesting and enjoyable. Use
clear organization, with an effective statement of your opinion. Group
related ideas together. Use a separate sheet of paper.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module B • Lessons 6–10 • 139
Name
Writing
Lesson 9
Use Linking Words and Phrases Write a paragraph that states and
supports your opinion about how the author describes Omakayas’s
experience on page 220. Begin by reading the description closely and taking
notes on ways the description is or is not effective.
Lesson 10
Summarize On a separate sheet of paper, write an opinion piece to review
The Birchbark House for a class blog. First, state your opinion of the novel.
Then, give two or three reasons to support your opinion. Support each reason
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with details from the text.
140 • Unit 2 • Module B • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module B • Lessons 11–15 • 141
Name
Sleuth Work
American Melting Pot?
How would you feel if your family decided to move to China, Egypt,
or Spain? You might not speak the language. The food could be different.
You would face a very different culture. Would you expect teachers in your
new school to speak English? Or would you need to learn the language
and customs as fast as possible?
Many have disagreed with that view. Former New York Representative
Shirley Chisholm said, “We are nobody’s melting pot!” She said, “We are
a beautiful, giant salad bowl.” She thought that the character and strength
of America lies in the contributions of its people. The people are from
many different racial, ethnic, and cultural groups. In the “salad bowl” idea,
each ingredient (people of a different culture) keeps its own identity.
So, how can a person stay true to his or her heritage and still be
“American”? How can and should schools promote the roles of various
racial, ethnic, and cultural groups in society? Should the school cafeteria
take into account religious and cultural food restrictions? Should the dress
code allow for cultural differences? Should teachers be required to teach in
several languages?
Educators, politicians, parents, and students debate these questions. Fear
and prejudice and an “us versus them” mentality occur when different
groups don’t understand one another. Schools might be an ideal place to
get to know people from other cultures. What do you think? How should
schools encourage students to focus on what people have in common
while still valuing and respecting their differences?
142 • Unit 2 • Module B • Lessons 11–15
Students read text closely to determine
what the text says.
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Except for Native Americans, every person living in the United States
can trace his or her ancestry back to a different country. About 12.5%
of Americans today were born in other countries. Some people think
that those who come here should learn the customs and language of this
country. In the early twentieth century, Israel Zangwill wrote a play called
The Melting Pot. In it, he said America is like a melting pot. He suggested
that immigrants are blended together and transformed into “Americans.”
Name
Sleuth Work
Gather Evidence In the text, circle what it means to say America is a
“melting pot.” Underline what it means to say America is a “salad bowl.”
Briefly explain what the text says about each.
Answers will vary.
Gather Evidence: Extend Your Ideas Focusing on the parts of the text
you identified, explain in your own words what it means to say American
society is a “salad bowl” or a “melting pot.”
Answers will vary.
Ask Questions Draw a box around three things in the text that you
would like to research about how U.S. schools are adapting to ethnic,
cultural, and religious differences among students. Write three questions
you might ask.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Ask Questions: Extend Your Ideas Write additional questions you could
ask about how U.S. schools are adapting.
Answers will vary.
Make Your Case Put a box around three challenging words from the text.
List them. Using resources to help define each word, which definition of
each word is the best fit for the context of this text?
Answers will vary.
Make Your Case: Extend Your Ideas Choose another challenging word
from the text, and give the definition that best fits the context of the text.
Answers will vary.
Students read text closely to determine what
the text says.
Unit 2 • Module B • Lessons 11–15 • 143
Benchmark
Vocabulary
Name
abundance, possessions, contact, heritage
Lesson 12
significant, activists, traditional
Lesson 13
courage, betrayal, heritage, traditional
Lesson 14
expanses, scenic
Lesson 15
peoples, terrain, exchange, cargo
144 • Unit 2 • Module B • Lessons 11–15
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Lesson 11
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Name
Writing in
Response to
Reading
Lesson 11 Using the text and photographs on pp. 110–111, write a
paragraph that tells about the items found in nature that were used by the
Northwest Coast peoples to create things.
Lesson 12 How did the arrival of traders from Russia, Spain, and Britain
change the lives and culture of the Northwest Coast peoples? Write an
informative/explanatory text. Include examples from the text to support
your ideas.
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Lesson 13 Do you think the Native Americans were right to mistrust and
blame the white traders and settlers? State your opinion and support it
using evidence from the text.
Lesson 14 What did you learn about the Midwest that would make it an
interesting place to live? Write an informative/explanatory text. Include
examples from the text to support your statements.
Lesson 15 In your opinion, was the change in peoples and population
in the Midwest over time a positive change or a negative change? Why?
Support your opinion using evidence from the text.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module B • Lessons 11–15 • 145
Reading
Analysis
Name
Using evidence from the text, answer the following questions about
pp. 104–109 from “Northwest Coast Peoples.”
1.What happened to the animals that the Northwest Coast people
needed for food?
They were hunted for fur almost to extinction.
2.What group won the right to vote in 1922?
The Alaska Native Brotherhood won the right to vote
by 1922.
3.In what year was the National Congress of American Indians formed
and why?
4.How were the Northwest Coast people denied the right to their land?
Answers will vary.
5. Name three ways settlers used the Northwest Coast land in the 1840s.
They built canning factories. They began logging for
lumber companies. They mined for gold.
6.How did the governments try to change the native people of the
Northwest Coast? Give three examples from the text.
Answers will vary.
146 • Unit 2 • Module B • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
It was formed in 1944 to keep tribes and tribal life
alive.
Language
Analysis
Name
Using evidence from the text, answer the following questions about
pp. 14–15 of “Northwest Coast Peoples” and Chapter 5 of The Birchbark
House.
1.What descriptive details does the author use to describe the
non-Native American settlers in “Northwest Coast Peoples”?
Answers will vary.
2. How would you describe the author’s word choices?
Answers will vary.
3.What descriptive details does the author use to describe the
non-Native American settlers in The Birchbark House?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
4.How would you describe the author’s word choices?
Answers will vary.
5.How are the word choices in the descriptions in the two texts similar?
How are the word choices in the descriptions in the two texts
different?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module B • Lessons 11–15 • 147
Name
Conventions
Lesson 11
Complete Sentences Circle the main clause and underline the extra
clause in the sentence below.
Since there were no schools, boys and girls learned by following around
their fathers or mothers.
Lesson 12
Commas and Coordinating Conjunctions Circle the coordinating
conjunction. Underline the word that a comma should go in between.
1.The swamp grass rippled and mud turtles napped in the sun.
2. Angeline could be kind or she could be mean.
Nouns Choose two sentences from pp. 99–106 that contain nouns. Write
them on paper. Circle the nouns.
Answers will vary.
Lesson 14
Progressive Verb Tenses Circle the progressive verb tense in the
following sentence.
The women are grilling meat.
Lesson 15
Spelling Find an unfamiliar word in the text. Look its definition up in a
dictionary and write the definition.
Answers will vary.
148 • Unit 2 • Module B • Lessons 11–15
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13
Name
Writing
Lesson 11
Use Evidence from the Text Write a paragraph giving your opinion about
which visual most enhanced written information in “Northwest Coast
Peoples.” Be sure to use evidence from the text.
Lesson 12
Plan and Prewrite Plan and prewrite an opinion piece about two sections
of “Northwest Coast Peoples.” Plan to compare the two sections and give
an opinion about which is more interesting.
Lesson 13
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Introduce a Topic Clearly Draft an introductory paragraph for your
opinion text about two sections of “Northwest Coast Peoples.” Clearly
establish the topic and state your opinion.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module B • Lessons 11–15 • 149
Name
Writing
Lesson 14
Include Text Evidence Write two paragraphs giving your opinion about
which details in Midwest would most make a person want to visit the
region. Include text evidence.
Lesson 15
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Use Linking Words On a separate sheet of paper, write two paragraphs
giving your opinion about what aspect of pp. 15–23 of Midwest you found
most effective in explaining the region. Include linking words and phrases.
150 • Unit 2 • Module B • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
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Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 2 • Module B • Lessons 16–18 • 151
Name
Reading Analysis
Using evidence from the text, answer the following questions about The
Birchbark House, “Northwest Coast Peoples” and Midwest.
1.How are “Northwest Coast Peoples” and Midwest similar?
Answers will vary.
2.In which text did you learn the most about Native American life?
Explain your answer using text evidence.
Answers will vary.
3. How are “Northwest Coast Peoples” and Midwest different?
4.How is The Birchbark House different from “Northwest Coast
Peoples” and Midwest?
Answers will vary.
5. Name three ways Midwest and The Birchbark House are similar.
Answers will vary.
6.What other connections can you make about the three texts? Refer to
key topics, main ideas, or visuals in your response.
Answers will vary.
152 • Unit 2 • Module B • Lessons 16–18
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
Using evidence from the text, answer the following questions about The
Birchbark House, “Northwest Coast Peoples” and Midwest.
1.Reread the last paragraph on p. 9 of The Birchbark House. What does
the author say about Deydey’s job as a fur trader?
The author describes the Deydey’s job as “paddling
the great canoes” for the fur company or trapping
animals himself.
2. Do these details create imagery, or are they more factual?
They create imagery.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3. R
eread the paragraph that begins on p. 17 of Midwest. What does the
author say about the fur trade?
The author describes how the French traded furs with
the Native Americans. French posts were set up along
the Mississippi River and the Great Lakes so that
canoes could dock.
4. R
eread the paragraph that begins on p. 14 of “Northwest Coast
Peoples.” What does the author say about the fur trade?
The author says the animals used for fur were hunted
almost to extinction. Traders increased prices of goods at
the trading posts to force the people to provide more furs.
5. E
xplain how the authors’ descriptions of the fur trade in each text
match the purpose each author had for writing the texts.
The Birchbark House uses imagery to describe because it is
a fictional story written to entertain. The other two texts use
facts because they are informational texts written to inform.
Students analyze and respond to literary and
informational text.
Unit 2 • Module B • Lessons 16–18 • 153
Benchmark
Vocabulary
Name
vigilance, justice, expanses, terrain
Lesson 17
virtue, admonished, scenic, peoples, abundance, possessions
Lesson 18
intrigue, phenomenal, exchange, cargo, significant, activists
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 16
154 • Unit 2 • Module B • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 16 How can you summarize the text of Midwest? Write an
informative/explanatory paragraph.
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Lesson 17 Do you prefer learning about a topic through narrative or
informative writing? Use examples from the texts to support your opinion.
Students read text closely and use text
evidence in their written answers.
Unit 2 • Module B • Lessons 16–18 • 155
Name
Writing in
Response to
Reading
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Lesson 18 Summarize similarities about the fur trade mentioned in the
three texts.
156 • Unit 2 • Module B • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about the
first chapters of The Birchbark House and Midwest.
1. What was Chapter 1 of The Birchbark House mainly about?
Answers will vary.
2.What were the most important events in this chapter?
Answers may vary, but could include: Omakayas and
her grandmother build the house. The family moves in.
There is a large storm. Omakayas has to do her chores.
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3. What was Chapter 2 of Midwest mainly about?
Answers may vary, but could include: This chapter is
about how the Midwest grew from the land of Native
Americans to the location of large cities and industries.
4. What were the most important events in this chapter?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 2 • Module B • Lessons 16–18 • 157
Name
Conventions
Lesson 16
Spell Correctly Read each sentence. Cross out the misspelled word and
write the corrected word on the line.
1.Mama was constantly preocupied with him.
preoccupied
2.Others continued them in the guise of Christmas parties or charitabel
giving.
charitable
Lesson 17
Using a Dictionary Read each sentence. Cross out the misspelled word
and write the corrected word on the line. Use a dictionary.
responsible
2.More settlers from Great Britain began to arrive in the reagion.
region
Lesson 18
Use a Dictionary Read each sentence. Cross out the misspelled word and
write the corrected word on the line. Consult references as needed.
1.Thunderstorms are common, bringing countless flashes of lightening.
lightning
2.Omakayas accidently closed the scissors, shearing off a tiny bit of
bear fur.
accidentally
3.American pioneers and imigrants discovered an abundance of
sunshine and rain.
immigrants
158 • Unit 2 • Module B • Lessons 16–18
Students practice various conventions of
standard English.
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1.She remembered Old Tallow was responsable for the hide of the
moose.
Name
Writing
Lesson 16
Develop a Conclusion Choose a piece of opinion writing you did for an
earlier lesson, such as the opinion piece you worked on in Lessons 12 and
13. Write an effective concluding paragraph to the material.
Lesson 17
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Edit and Proofread Edit and proofread the text you wrote a conclusion for in Lesson
16. Make sure you have included reasons for your opinion and that the information
is organized in a way that makes sense. Check grammar, spelling, punctuation, and
sentence structure.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 2 • Module B • Lessons 16–18 • 159
Name
Writing
Lesson 18
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Publish and Present Publish your opinion piece using computer software
to show your opinions and reasons in a clear and interesting way. Include
headings and visuals to support the writing, and practice presenting the
published writing with clarity and confidence.
160 • Unit 2 • Module B • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module A • Lessons 1–5 • 161
Name
Sleuth Work
Crater Lake
What images come to mind when you think of a volcano? Perhaps you
think of molten lava spewing from one, or smoke pouring into the sky and
covering the earth with ash. You probably wouldn’t think of a fresh lake
with the clearest and bluest water, would you?
Thousands of years ago the top of a volcano named Mount Mazama
collapsed due to a powerful eruption. This resulted in a crater on top of
the now inactive volcano. Lava sealed the bottom of the crater creating a
basin. This basin gradually filled with water from rain and snowmelt. This
crater is now called Crater Lake.
Crater Lake is known for its blue color. The lake is so blue because it is
very deep. In fact, this lake was once called Deep Blue Lake. The water
is also nearly pure, which is a reason why the water is clear. Its purity and
clarity are due to the fact that no rivers or streams flow into the lake.
If you visit Crater Lake, you will notice two islands: Wizard Island and
Phantom Ship. You may also see a mountain hemlock log floating upright
in the lake. What’s so special about this log? It’s known as the “Old Man”
of Crater Lake, and it has been floating around the lake for over 100 years!
Today Crater Lake sits in Crater Lake National Park. Thanks to William
Gladstone Steel, the lake and the surrounding area have been protected
and preserved as a national park since 1902. Tourists can enjoy camping,
fishing, and hiking during the warm months. However, from October to
June, the park is buried under snow. No matter the season, Crater Lake is
considered a place of great beauty.
162 • Unit 3 • Module A • Lessons 1–5
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Nestled high in the Cascade Mountains of Oregon, Crater Lake is one
of the deepest lakes in the world. The walls of old Mount Mazama tower
above the lake, rising from 500 to 2,000 feet (152 to 610 meters). At its
widest point, Crater Lake is about 6 miles (9 km) across.
Name
Sleuth Work
Gather Evidence Underline text that describes how Crater Lake formed.
Use evidence from the text to explain why crater is used in the name
Crater Lake.
Responses should use evidence from the text.
Gather Evidence: Extend Your Ideas Focusing on the part of the
text you identified, explain in your own words how water collects
in Crater Lake.
Responses should use evidence from the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ask Questions Write three questions you might ask a park ranger about
Crater Lake.
Answers will vary, but could include: Is there ever any
runoff from the lake? Does the hemlock log float freely?
Is tourism allowed from October to June?
Ask Questions: Extend Your Ideas Write additional questions you have
about Crater Lake.
Answers will vary.
Make Your Case Circle passages that tell you that this text is
informational rather than fictional. Responses should use
evidence
from the text.
Make Your Case: Extend Your Ideas Focusing on the part of the text
you identified, explain in your own words why it’s important to preserve
Crater Lake.
Answers will vary.
Students read text closely to determine what
the text says.
Unit 3 • Module A • Lessons 1–5 • 163
Lesson 1
instruments, populated, energy
Lesson 2
dense, churns, strains, stresses
Lesson 3
violent, vertical
Lesson 4
detect, registers, immense, effects
Lesson 5
miniature, erupted, foundations
164 • Unit 3 • Module A • Lessons 1–5
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 1 Choose one of the pictures on p. 9. Identify the type of
earthquake that caused the change in the landscape. Then explain how
Earth’s crust moves in this type of earthquake.
Lesson 2 Explain why most of the earthquakes in the United States
happen in California. What information can you get from visuals to
support your explanation?
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Lesson 3 Explain the movement of the San Andreas Fault during the
1906 earthquake (p. 17).
Lesson 4 Compare the two scales and give reasons for your opinion.
Lesson 5 Explain how the simile on p. 29 helps you understand what
an underground earthquake does to water.
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module A • Lessons 1–5 • 165
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 10–13 from Earthquakes.
1.Review the map on p. 11. On which coast do most major
earthquakes occur?
the West Coast
2. What text evidence on p. 10 supports your answer?
Answers will vary.
3. What does the map on p. 12 show?
4.What do you learn about where most earthquakes occur? What text
on p. 13 supports this fact?
Answers will vary.
5.If you were writing a report about the number of earthquakes in
Europe, which map would you include? Explain why.
Answers will vary.
166 • Unit 3 • Module A • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1. Reread pp. 24–29 of Earthquakes, and focus on similes.
2. What are similes?
Similes make a comparison between two things and
use “like” or “as.”
3.Explain whether this sentence contains a simile: In places where the
water is close to the surface, sandy layers turn into quicksand, and
buildings tilt and crumble.
This sentence is not a simile because nothing is
being compared.
4. Rewrite the sentence to make it a simile.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
5.Reread the simile on p. 29. Even though the earthquake occurred in
the water, do you think people could feel it? Explain why or why not,
using text evidence.
Answers will vary.
6. Write a caption for the picture on p. 27 that includes a simile.
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 3 • Module A • Lessons 1–5 • 167
Name
Conventions
Lesson 1
Change this sentence to past progressive: The ground is shaking and
swaying.
The ground was shaking and swaying.
Lesson 2
Underline the modal auxiliary in the sentence below.
Earthquakes can occur anywhere there are stresses in underlying rocks.
Lesson 3
Along the way, it slashes under houses and dams, across deserts and farms,
and through towns and cities where more than 20 million people live.
location
Lesson 4
Rewrite the sentence using correct capitalization.
The earthquake that shook the san francisco area in october 1989
measured 7.1 on the richter scale.
The earthquake that shook the San Francisco area in
October 1989 measured 7.1 on the Richter Scale.
Lesson 5
Circle the adjectives in the sentence below.
The ground rolled in huge waves.
168 • Unit 3 • Module A • Lessons 1–5
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Circle the relative adverb in the sentence below. Does the relative adverb
indicate the location, timing or situation, or reason?
Name
Writing
Lesson 1
State and Support an Opinion Look at the photo on p. 4 and reread the
text on p. 5. Write an essay explaining whether the earthquake had some
positive effects on the population or only negative effects. Support your
opinion with reasons and evidence from the text and photo. Use the space
below and a separate sheet of paper.
Lesson 2
Analyze Visuals Write an opinion paragraph telling which of the maps
more effectively supports the topic of the text. Include examples from the
text that support your opinion.
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Lesson 3
Produce Clear Opinions On a separate sheet of paper, write a brief
explanation of what happened during the San Francisco earthquake of
1906, showing clear writing and organization of text. Then explain the
most significant impact of the event, in your opinion. Explain your reasons
and provide facts and details that support your reasons and make your
opinion valid.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module A • Lessons 1–5 • 169
Name
Writing
Lesson 4
Group Related Ideas Go back through Earthquakes and break the first
part of the book into chapters with appropriate chapter titles. You could have
as many as 6–8 chapters. Write a short paragraph explaining whether or not
any ideas in the text should be regrouped to improve reader comprehension.
Lesson 5
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Introduce and Develop a Topic On a separate sheet of paper, write
a paragraph describing the events caused by the 1964 earthquake in
Anchorage, Alaska. Introduce the topic clearly, and explain why it was one
of the most devastating earthquakes in U.S. history. Use facts and details
from the text to develop and support your opinion.
170 • Unit 3 • Module A • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module A • Lessons 6–10 • 171
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 6–8 from Quake!
1. Reread p. 7. How does the dog act?
The dog squirmed to get free from Jacob. It howled,
and ran down the street and around Jacob.
2. Have you seen a dog act this way? Why might this happen?
Answers will vary.
3. What inference can you draw about the dog based on his behavior?
4.Do you think Jacob understands that something is wrong? Draw an
inference using text evidence.
Jacob doesn’t seem to understand. He thinks the dog
is upset because the other dogs in the neighborhood
are barking.
5.What can you infer about Itzak’s character? Use text evidence in
your response.
Answers will vary but could include: Itzak cares about
his family and wants them to get good rest. I can draw
this inference because he’s frustrated that the dog’s
barking continues to wake up the family.
172 • Unit 3 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1. Reread pages 30–33 of Earthquakes, and focus on vocabulary.
2.What context clues does the author provide to help the reader figure
out the meaning of effects?
“measure even the slightest movements along faults,”
“proper building design can help lessen”
3.How do these context clues help readers figure out the meaning
of effects?
Answers will vary.
4. How does the author explain the word friction in the Glossary?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
5.Find tremor in the Index, and turn to the page that includes more
information about this word. What context clues help readers figure
out the meaning of tremor?
earthquake shocks, shockwaves
6.How do these context clues help readers figure out the meaning
of tremor?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 3 • Module A • Lessons 6–10 • 173
Lesson 6
slightest, predict
Lesson 7
tensed, coaxed, agitated, frantic
Lesson 8
realized, stampeded, careened
Lesson 9
aimlessly, debris, emerged
Lesson 10
casual, precaution, unrecognizable
174 • Unit 3 • Module A • Lessons 6–10
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 6 How might the study of earthquakes affect people’s lives?
Lesson 7 How do dogs communicate with people? Use examples and
draw inferences from the text in your response.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 8 What parts of this chapter are most effective at making the
reader want to read on?
Lesson 9 Compare and contrast the setting in the Produce District
before and after the aftershock.
Lesson 10 Choose an example of sensory language, such as
“collapsed into a pile of sticks” or “curtains of flames roaring across
buildings.” Identify the sense(s) and analyze the meaning or impact
of the word choice.
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module A • Lessons 6–10 • 175
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 11–13 from Quake!
1. Describe the setting at the beginning on p. 11.
The Produce District was destroyed, and there were
piles of rubble all over the street.
2. How did the people react to the earthquake?
Answers will vary.
3.How did the aftershock change the community? Did it change the
setting? Use text evidence in your response.
4.What would have happened if the aftershock did not happen? Was the
aftershock necessary to move the plot along?
Answers will vary.
176 • Unit 3 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1. Reread pp. 8–9 of Quake!, and focus on similes and metaphors.
2.Does this sentence contain a simile or a metaphor? How do
you know?
Buildings began weaving in and out, and the street pitched like
an angry sea.
The sentence contains a simile because the word like is
used to compare two things.
3.What is being compared?
The street is being compared to the angry sea.
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4. How does the simile help readers visualize what is happening?
Answers will vary but could include: It helps readers visualize
the street moving like the crashing waves of the sea.
5.Reread the last paragraph on p. 8. Is the reference about a giant
a simile or a metaphor?
It is a simile.
6. What is being compared in the reference about a giant?
The street is being compared to a giant that just
woke up.
Students analyze and respond to literary and
informational text.
Unit 3 • Module A • Lessons 6–10 • 177
Name
Conventions
Lesson 6
Underline the prepositional phrase that refers to time.
We need to know much more about earthquakes before we can predict
an occurrence.
Lesson 7
Add quotation marks and commas to these sentences as needed.
1.“What’s going on, Jacob?”Itzak asked in a low voice.
2.“I’ll take the dog outside,” he whispered.
Lesson 8
Underline the modal auxiliaries in the sentence.
Lesson 9
Circle the misspelled words, and write the corrected words.
Their pouring out of buildings, carrying they’re belongings.
They’re, their
Lesson 10
Rewrite the sentence, reordering the adjectives.
Jacob handed back the yellow big jug.
Jacob handed back the big yellow jug.
178 • Unit 3 • Module A • Lessons 6–10
Students practice various conventions of
standard English.
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I must get under something!
Name
Writing
Lesson 6
Support an Opinion Many people choose to live in areas that are
earthquake-prone. Would you live in an area that is earthquake-prone?
Explain why or why not. Use textual evidence to support your opinion.
Use linking words to connect your reasons to the opinion. Include at least
two prepositional phrases and underline the preposition.
Lesson 7
Use Evidence Formulate an opinion statement about how Itzak feels
about the dog. Support your opinion with details and examples drawn
from the text.
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Lesson 8
Write and Support an Opinion The author uses the simile “Jacob’s ears
filled with a roar as loud as thunder.” What does this simile mean? In one
paragraph, state your opinion on whether or not this simile is effective,
and why or why not. Write your opinion as the opening statement to the
paragraph.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module A • Lessons 6–10 • 179
Name
Writing
Lesson 9
Draw Evidence from Texts What can you conclude about the setting
following the earthquake in Quake? Use examples from the text to support
an opinion about the scenes before and after the earthquake. Write your
opinion on a separate sheet of paper.
Lesson 10
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Analyze Sensory Details Choose a descriptive phrase from Quake! and
write a paragraph explaining why it is effective and how other word choices
would be less effective.
180 • Unit 3 • Module A • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module A • Lessons 11–15 • 181
Name
Sleuth Work
An Amazing Discovery
“Marcus, get your mother!” Aldo yelled. “I have something to show
her!” It was a sizzling hot day. Aldo had risen early so he and his son
could work in the coolness of the morning. They raised olives and grapes
on a quaint farm in Italy in the early 1700s. These crops flourished in the
fertile soil, made rich by volcanic ash.
That morning Aldo was digging a new well. As he was digging, his
shovel hit something hard. He put the shovel down and started scraping
at the dirt with his hands. When Marcus returned with his mother, Gina,
they found Aldo looking into the eyes of a beautiful face. They helped him
continue digging until they had uncovered an entire statue carved from
marble.
The family met with their neighbors. Soon everyone was comparing
items they had found in their own farm fields. People had unearthed coins,
jewelry, bowls, and bricks. Some had even found bones.
Aldo and his neighbors worked their lands, and uncovered many other
interesting artifacts buried in the soil. Soon, however, they were told to
stop. They found out their farms were located near where the ancient city
of Herculaneum had once been. To continue digging might damage the
ruins and make it impossible to learn their secrets from the past.
Many centuries earlier, Herculaneum and Pompeii had been thriving
cities. Yet one horrific day in A.D. 79, they were destroyed by a volcanic
eruption. That day the nearby volcano known as Mount Vesuvius (ve SUE
vee es) erupted. It buried the cities of Herculaneum and Pompeii under
rock and ash. Thousands of people died, and everything in the cities was
burned or buried.
Since the discovery of ruins that remain from the two cities, historians
and archaeologists from all over the world have come to the area to
excavate and see what else they can find. Today tourists flock to Pompeii
and Herculaneum to see the ruins.
182 • Unit 3 • Module A • Lessons 11–15
Students read text closely to determine
what the text says.
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“Aldo, my sister told me about a neighbor who found something like this
when he dug his well,” Gina said. “Do you think this is part of the same
collection of ruins?”
Name
Sleuth Work
Aldo and his neighbors often talked about what life must have been like
in Herculaneum. They thought about how, if they had lived in the first
century A.D., their farms would have been right in the middle of the city.
Certainly they were glad to have lived instead at a different time, when
their farms became a popular tourist attraction that drew visitors from
around the world.
Gather Evidence Underline three details in the text that help you
understand this is historical fiction.
Gather Evidence: Extend Your Ideas Based on what you underlined,
when and where does this story take place?
in the 1700s in Italy, near Mt. Vesuvius
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Ask Questions Circle three things in the text about Pompeii that interest
you. What further questions do you have about Pompeii? On a separate
sheet of paper, write three questions.
Ask Questions: Extend Your Ideas On a separate sheet of paper, write
additional questions you have about Mount Vesuvius.
Make Your Case Draw a box around three details in the text about the
eruption of Mount Vesuvius. On a separate sheet of paper, briefly explain
why you would include these details in a summary. Use evidence from the
text in your answer.
Make Your Case: Extend Your Ideas On a separate sheet of paper, write
a summary of the eruption of Mount Vesuvius.
Students read text closely to determine what
the text says.
Unit 3 • Module A • Lessons 11–15 • 183
Lesson 11
massive, intact, suggestion
Lesson 12
balancing, queasy, grimacing
Lesson 13
erupted, foundations, agitated, frantic
Lesson 14
transport, summons, represents, practical
Lesson 15
propelled, commotion, decaying, torrent
184 • Unit 3 • Module A • Lessons 11–15
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 11 Should Jacob take the man’s advice and start asking
people in the street about his family? Why or why not? Include
examples from the text to support your ideas.
Lesson 12 Should Jacob have taken a more active role in helping to
rescue people from the collapsed buildings? Why or why not? Include
examples from the text to support your ideas.
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Lesson 13 Why is California at higher risk for earthquakes than
other states in America? Include examples from the text to support
your ideas.
Lesson 14 What lesson has Poseidon learned by the end of this
myth? Include details and context clues from the text that support
your opinion.
Lesson 15 How does Kashima do his best to make sure that the
people of Japan will be protected from earthquakes?
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module A • Lessons 11–15 • 185
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 16–20 from Quake!
1. What does Jacob keep saying to his dog as he searches the streets?
He keeps telling it not to worry and reassures it.
2. What do his words tell you about Jacob?
Jacob is caring.
3. What does Jacob do when the dog falls through the boards?
He goes down to rescue the dog. He frees the dog’s leg
and leads him to safety.
4. What do his actions tell you about Jacob?
Jacob is brave and loves his dog.
Answers will vary, but could include: Jacob keeps looking
for his family because he is caring. Jacob cut himself
rescuing the dog, but he ignored it because he is brave.
6.What do you think Jacob would have done if he found his father or
Sophie trapped in the rubble? Why?
Answers will vary, but could include: I think he would
have tried to rescue them because he is caring and brave.
186 • Unit 3 • Module A • Lessons 11–15
Students analyze and respond to literary
and informational text.
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5. Give two other examples from the text that support these qualities.
Language
Analysis
Name
1. Reread pp. 17–24 of Quake! and focus on synonyms.
2.Which word in the following sentence is a synonym for the
word spectators on p. 18 and sightseers on p. 17?
A knot of onlookers crowded around the men, pushing in to see the
body as the men laid it down.
“onlookers”
3.What does the word mean in context?
people watching the rescuers pulling out a body
4. How is onlookers used differently from spectators?
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Answers will vary, but could include: The spectators are
just looking at hotel with no front wall, not actual action.
5. In the text, how is onlookers used differently from sightseers?
Answers will vary, but could include: The sightseers are
chatting and gawking, walking around looking for something
to happen, not watching something actually happen.
6. Why did the author include the three synonyms?
Answers will vary, but should include: Each word has
a slightly different meaning.
Students analyze and respond to literary and
informational text.
Unit 3 • Module A • Lessons 11–15 • 187
Name
Conventions
Lesson 11
Circle the coordinating conjunction that needs a comma before it.
1.Jacob searched the streets and buildings but he didn’t see his
father or his sister.
2.It sat on a large hill known as the Acropolis and it was the perfect
place to hold a contest.
Lesson 12
Write a sentence about Sophie that uses the adjectives little, cute, and
curly-haired in the correct order.
Answers will vary but should use cute first.
Circle the progressive verb in each sentence.
1.“Don’t worry, fella, we will find them soon.”
2.Jacob was walking on the pile when he heard the dog yelp.
Lesson 14
Underline the prepositional phrases. Circle the preposition.
He looked around the room at the lamps sitting on tables and the
paintings hanging from the wall.
Lesson 15
Circle the correct word for each pair.
1.The waves parted to / two allow his horses threw / through.
2.Look hear / here, I wouldn’t worry too / to much about their /
they’re safety.
188 • Unit 3 • Module A • Lessons 11–15
Students practice various conventions of
standard English.
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Lesson 13
Name
Writing
Lesson 11
Draw Evidence from Text Do you think Jacob displays qualities of
bravery? Why or why not? In one paragraph, state your opinion and
support your reasons with details from the text.
Lesson 12
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Plan and Prewrite Use the space below and another sheet of paper to
plan an opinion comparing and contrasting Earthquake and Quake! Which
text do you think offers a stronger account of an earthquake? Why? What
elements in the text support the account best? Refer to your Venn diagram
and choose the strongest examples of text evidence to support your
opinion that one selection provides a stronger account than the other.
Lesson 13
Draft On a separate sheet of paper, write a draft of your opinion on which
text provides a stronger account of an earthquake. Choose the strongest
text evidence from your Venn diagram to support your opinion. Group
related evidence together to organize your paragraphs.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module A • Lessons 11–15 • 189
Name
Writing
Lesson 14
State an Opinion On a separate sheet of paper, compare and contrast
Earthquake and Quake! Revise the draft of the opinion piece you created in
Lesson 13. Be sure your draft clearly states an opinion of which text offers
a stronger account of an earthquake. Change or add details as necessary in
order to strengthen your writing.
Lesson 15
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Write a Conclusion Review your opinions. Summarize or rewrite your
sentences using different words. Make sure you write a strong ending that
is engaging and interesting. Include at least two examples of proper uses of
words that are often confused with one another. Use a separate sheet of paper.
190 • Unit 3 • Module A • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
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Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module A • Lessons 16–18 • 191
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Earthquakes and the myths “Earthshaker’s Bad Day” and “The Monster
Beneath the Sea.”
1. Write a one-sentence summary of Earthquakes.
Earthquakes are caused by movement in the Earth’s crust.
2. Write a one-sentence summary of “Earthshaker’s Bad Day.”
When Poseidon loses a contest to Athena, he realizes
that his bad mood causes the earth to shake.
3.Write a one-sentence summary of “The Monster Beneath the Sea.”
Namazu, a large catfish, must be stopped because when
he shakes his tail he causes earthquakes and tsunamis.
They all offer an explanation of where earthquakes
come from.
5.Do you think it is harder to write a summary of a myth or an
informational text? Why?
Responses should use evidence from the text.
6.Choose one of the earthquakes described in Earthquakes. Write a
short summary of what happened.
Responses should use evidence from the text.
192 • Unit 3 • Module A • Lessons 16–18
Students analyze and respond to literary
and informational text.
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4.What do all the summaries have in common?
Language
Analysis
Name
Using evidence from the text, answer the following questions about
Earthquakes and the myths “Earthshaker’s Bad Day” and “The Monster
Beneath the Sea.”
1. Which two texts are similar in structure?
“Earthshaker’s Bad Day” and “The Monster Beneath
the Sea.”
2. How are they similar?
Answers will vary, but could include: They both tell a
story that sets up a problem, describes what happens
next, and explains the resolution.
3. Which texts are factual? Which are imaginary?
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“Earthshaker’s Bad Day” and “The Monster Beneath
the Sea.” are made up. Earthquakes is factual.
4.How does the purpose of “Earthshaker’s Bad Day” and “The Monster
Beneath the Sea.” differ from Earthquakes?
“Earthshaker’s Bad Day” and “The Monster Beneath
the Sea” were written to entertain and explain why
people thought earthquakes happen. Earthquakes was
written to provide facts and information.
5.How are the visuals in Earthquakes different from “Earthshaker’s
Bad Day”?
The visuals in Earthquakes help to explain the texts.
The pictures in “Earthshaker’s Bad Day” make the
story come alive.
Students analyze and respond to literary and
informational text.
Unit 3 • Module A • Lessons 16–18 • 193
Benchmark
Vocabulary
Name
instruments, populated, energy, transport, propelled
Lesson 17
immense, effects, massive, intact, summons, represents,
torrent
Lesson 18
etect, registers, aimlessly, emerged, practical,
d
commotion, decaying
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Lesson 16
194 • Unit 3 • Module A • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 16 How would reading either of these myths teach a reader
real facts about the experience of being in an earthquake?
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Lesson 17 Why do you think people use myths instead of facts to
explain natural events? Include ideas about the text structure of myths
and authors’ purposes in your answer.
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module A • Lessons 16–18 • 195
Writing in
Response to
Reading
Name
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Lesson 18 How do you think fiction about real-world events helps
you understand the events better? Use examples from the texts to
support your ideas.
196 • Unit 3 • Module A • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Earthquakes and the myths “Earthshaker’s Bad Day” and “The Monster
Beneath the Sea.”
1.What idea about the cause of earthquakes do all three texts share?
Answers will vary, but could include: Earthquakes are
caused by the ground shaking under the ocean.
2.What details about earthquakes do all three texts have in common?
Answers will vary, but could include: Earthquakes
cause damage to homes. Earthquakes can cause
tsunamis.
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3.How are the main characters in “Earthshaker’s Bad Day” and “The
Monster Beneath the Sea.” similar?
Answers will vary, but could include: Their actions
cause earthquakes and tsunamis.
4.How are the main characters in “Earthshaker’s Bad Day” and “The
Monster Beneath the Sea” different?
Answers will vary, but could include: Poseidon feels badly
about causing the earthquakes, while Namazu enjoys it.
5.How does Earthquakes help you understand the settings of
“Earthshaker’s Bad Day” and “The Monster Beneath the Sea.”?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 3 • Module A • Lessons 16–18 • 197
Name
Conventions
Lesson 16
Circle the relative adverb. Underline the noun that the clause is modifying.
Kashima is the only god who can protect us from Namazu.
Lesson 17
Place a comma in the correct spot in each sentence.
1.The chances of an earthquake hurting you are low,so don’t worry.
2.Poseidon shook with rage, and his voice boomed across the sky.
Lesson 18
1.Most earthquakes are too small to be noticed by people.
Scientific instruments are sensitive enough to record them.
Most earthquakes are too small to be noticed by people, but
scientific instruments are sensitive enough to record them.
2.He was trapped. He was unable to create even the smallest
earthquake.
He was trapped, and he was unable to create even
the smallest earthquake.
3.The people could choose Poseidon. They could choose Athena.
The people could choose Poseidon, or they could
choose Athena.
198 • Unit 3 • Module A • Lessons 16–18
Students practice various conventions of
standard English.
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Rewrite the following as a compound sentence joined by a coordinating
conjunction.
Name
Writing
Lesson 16
Use Linking Words Revise your written opinion and check that you have
used facts and details from Earthquakes, “Earthshaker’s Bad Day,” or “The
Monster Beneath the Sea” to support it. As you revise, use linking words
to connect your statements with each of the reasons that support them.
Lesson 17
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Edit and Proofread Edit and proofread the comparisons you began in
Lesson 12. Make sure you use correct spelling and proper punctuation and
capitalization.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module A • Lessons 16–18 • 199
Name
Writing
Lesson 18
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Publish and Present Publish and present the comparison you wrote
in Lesson 12. First, draft a plan for your presentation. Then, alter your
writing for it, as necessary. Check for any short, choppy sentences and
rewrite by forming compound sentences. Finally, present your writing to
the class.
200 • Unit 3 • Module A • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module B • Lessons 1–5 • 201
Name
Sleuth Work
The Layering Effect
The surface of Earth is constantly being changed. Rocks are constantly
being formed, destroyed, or changed. The changes to Earth’s surface might
be caused by erosion, weathering, volcanic eruptions, or the actions of
humans. Do you think there is a lot of activity on Earth’s surface? What
happens deep inside the Earth can affect what happens where we live.
Below the crust is a layer called the mantle. It is the thickest
layer—almost 1,864 miles (3,000 km) thick and made up of nearly solid
rock. It is much hotter than the crust. In fact, it is so hot that rocks can
move, bend, and even melt! Sometimes, the melted rock can flow onto the
crust as lava and volcanoes form.
The top of the mantle and the crust above it form the lithosphere. Under
the mantle, in Earth’s center is a super-hot core. The core is made of iron
and nickel: the outer part of the core is liquid and the inner part is solid.
Scientists think that heat rising up from the core may be one cause of
earthquakes. They also think the inner core spins in place. It creates an
invisible magnetic shield that protects us from the sun.
The lithosphere covers Earth in a thin layer, which is split into sections
called plates. The plates float on the molten rock of the mantle. Earth’s
plates are slowly moving. Sometimes the plates grind together, and
sometimes they move apart. Some of the changes occur slowly, such as
the formation of mountains. A change that happens quickly can cause an
earthquake. The places where plates meet are often where earthquakes
strike, mountains form, and volcanoes erupt.
Scientists keep digging to learn how Earth’s lower layers affect our
world and what they teach us about the past. They can use Earth’s
layers to learn about the ages of fossils by studying the layers in which
they were found.
202 • Unit 3 • Module B • Lessons 1–5
Students read text closely to determine
what the text says.
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The layer we walk and live on is called the crust. It is Earth’s thinnest
layer. There are two kinds of crust, continental crust and oceanic crust.
Continental crust makes up all of Earth’s land. Oceanic crust lies beneath
most of the ocean floor. The thickest part of the crust is about 25 miles
(40 km) deep. The thinnest part is about 3 miles (5 km) deep. This leaner
layer is at the bottom of the ocean.
Name
Sleuth Work
Gather Evidence Draw a box around the layers of the Earth. Briefly
explain what the text says about each.
Responses should use evidence from the text.
Gather Evidence: Extend Your Ideas Focusing on the layers you
identified, explain how one of these layers can change Earth’s surface.
Answers will vary.
Ask Questions Underline text that a scientist might find interesting. What
is one question a scientist might have about Earth’s layers?
Answers will vary, but could include: How long would it
take for a mountain to form?
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Ask Questions: Extend Your Ideas Write three additional questions you
have about earthquakes.
Answers will vary.
Make Your Case Which layer do you find the most interesting? Explain
why, using information from the text.
Responses should use evidence from the text.
Make Your Case: Extend Your Ideas Circle a challenging word from
the text, and give the definition that best fits the context of the text.
Answers will vary, but should include the correct
definition for the word.
Students read text closely to determine what
the text says.
Unit 3 • Module B • Lessons 1–5 • 203
Lesson 1
volcano, spewed, atmosphere
Lesson 2
interior, pressure, collide, disruption
Lesson 3
originate, expected, structures
Lesson 4
categorize, explodes, intervals, occurred
Lesson 5
investigations, diverted
204 • Unit 3 • Module B • Lessons 1–5
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 1 Describe what happened in Iceland on April 14, 2010. Cite
textual evidence in your response.
Lesson 2 Explain how the island chain of Hawaii was formed. Suggest a
visual that would best illustrate how the islands were formed.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 Which type of volcano on pp. 16–19 is the most interesting?
Use evidence from the text to support your opinion, using short and
simple sentences.
Lesson 4 Reread pp. 22–23. Use the Web you created that shows the
most important ideas on these pages to write a paragraph summarizing the
information on these pages.
Lesson 5 Explain the meaning of the word tiltmeters on p. 31. Write
an opinion to tell whether use of this term is helpful and effective in
understanding volcanology. Your opinion must be supported with
text details.
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module B • Lessons 1–5 • 205
Name
Reading Analysis
Using evidence from the text, answer the following questions about the
cover, Table of Contents, introduction on pp. 4–5, and the glossary from
Anatomy of a Volcanic Eruption.
1.What appears in the Table of Contents? What clues from the cover
and the Table of Contents tell you that this book is about volcanoes?
Answers will vary.
2.What is covered on pp. 4–5?
These pages include information about a volcanic
eruption in Iceland.
Answers will vary.
4. What kinds of text features appear in the glossary on p. 46?
terms and definitions; pronunciation guide
5.Do you know what the genre of the book is by the Table of Contents
and pp. 4–5? Explain your answer.
I know the book is informational text because the
information on these pages shows that the book will
include facts about volcanoes.
206 • Unit 3 • Module B • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.Why do you think the author included this information as an
introduction?
Language
Analysis
Name
1.Reread pp. 16–19 of Anatomy of a Volcanic Eruption, and focus on
sentence structure.
2.What kind of sentence is, “Shield volcanoes are built up almost
entirely of lava flows”?
It is a short, simple sentence.
3.What does this sentence tell you about this type of volcano?
Answers will vary, but could include: It tells the reader
about the makeup of a shield volcano.
4.Find another simple sentence on p. 18 and write it below.
Answers will vary.
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5.Why do you think the author uses simple sentences to describe the
volcanoes?
Answers will vary.
6.Write about something you learned on types of volcanoes or volcanic
structures. Did what you read include simple sentences?
Answers should indicate whether the section included
simple sentences.
Students analyze and respond to literary and
informational text.
Unit 3 • Module B • Lessons 1–5 • 207
Name
Conventions
Lesson 1
Identify whether the subject or predicate is missing. Then change the
fragment to a complete sentence.
began to flow
The subject is missing. Lava began to flow.
Lesson 2
Circle the relative adverbs in the sentences below.
1.The Ring of Fire is where the Pacific Ocean meets with all of the
continental plates surrounding it.
2.The area where the sea floor is spreading is called the Mid-Atlantic
Ridge.
Circle the relative adverb in the sentence below, and write whether the
relative adverb tells the location, timing or situation, or reason.
Lava Domes form when the lava that pushes out of the conduit is too thick
and dusty to move a great distance.
timing or situation
Lesson 4
Circle the relative pronouns in the sentences below. Then underline the
noun each describes.
1.They have quick-moving lava flows that don’t usually send
out much ash.
2.A surtseyan eruption is a volcanic eruption that occurs
underwater or very close to the surface of the water.
Lesson 5
Underline the modal auxiliary in the sentence below.
Earthquakes can occur before, during, and after volcanic eruptions.
208 • Unit 3 • Module B • Lessons 1–5
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Name
Writing
Lesson 1
Write to Inform Write an informative paragraph about a famous volcano
explanatory that explains how it was formed.
Lesson 2
Use Visuals Create a diagram or illustration of an active volcano. Include
labels and boxed text that gives additional information about the diagram.
Use relative pronouns in at least two places.
Lesson 3
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Group Related Information Write an informative paragraph that
explains what a volcanologist does. Be sure to group related information
and use a heading.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module B • Lessons 1–5 • 209
Name
Writing
Lesson 4
Synthesize Information On a separate sheet of paper, write several
paragraphs about the selected eruption. Use a variety of sources to support
your ideas.
Lesson 5
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Making Effective Word Choices Write several paragraphs
to tell about the selected volcanology tool you researched, its importance,
and the way it works. Include facts and details, and precise and
domain-specific vocabulary in your explanation. Use another sheet
of paper.
210 • Unit 3 • Module B • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module B • Lessons 6–10 • 211
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 42–45 from Anatomy of a Volcanic Eruption.
1.What are two facts presented on p. 42?
Answers will vary.
2.What is the author’s purpose on p. 42? How do you know?
Answers will vary.
3.What evidence on pp. 44–45 tells you of the author’s purpose? Use
text evidence in your response.
4. What surprised you about the information presented on pp. 44–45?
Answers will vary.
5.How is the text on pp. 42–43 similar to and different from a
newspaper article? Consider the author’s purpose in your response.
Both are written with the purpose to inform. Both give similar
information about the events, but a newspaper might provide
more information about the residents in Washington state.
6.Could the text on pp. 44–45 be written to persuade others? Explain
your response by rewriting one fact in the text.
Answers will vary.
212 • Unit 3 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread pp. 40–41 of Anatomy of a Volcanic Eruption, and focus on
descriptive details.
2.What details on p. 40 relate to the sense of sight?
velvety green Mount Pelee, column of steam and ash,
cloud of sulfurous gas
3.What details on p. 40 relate to the sense of hearing?
rumble, shudder
4.How do the details on p. 40 help you visualize the events?
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Answers will vary, but could include: The details help
me visualize Mount Pelee as calm, but then a fumarole
activity caused a lot of steam, ash, and gases to erupt.
5.What details on p. 40 help you visualize the tsunami?
Answers will vary, but could include: The mudflow
rushes down the side of the mountain. It plunges into
the ocean and causes a tsunami.
6.Which sense do the details about the tsunami relate to?
sight
Students analyze and respond to literary and
informational text.
Unit 3 • Module B • Lessons 6–10 • 213
Lesson 6
benefits, resources, nutrients
Lesson 7
residents, survivors, refuge
Lesson 8
contained, experiencing, tremors
Lesson 9
seriously, quivered
Lesson 10
anxious, desperately
214 • Unit 3 • Module B • Lessons 6–10
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 6 Reread the “Geothermal Power” section on p. 33. Create a
graphic organizer to tell a cause and effect from this section. Then use the
information from your graphic organizer to explain the cause and effect.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 7 The author includes maps, photographs, captions, headings, and
a quotation as text features in this passage. How do you think these text
features help add additional descriptive details to the text?
Lesson 8 Today, people hike Mount St. Helens. Do you think this is a
good idea? What facts from the author’s purpose to inform make you think
this way?
Lesson 9 Explain how the author’s word choice sets and changes the
mood of the story.
Lesson 10 Describe Tranio’s character traits using his thoughts, words,
and actions to support your ideas.
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module B • Lessons 6–10 • 215
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 47–54 from Escape from Pompeii.
1.Reread p. 48. Livia notices the seagulls flying towards the woods.
What does she want to do?
She’s not sure they should be running to the market
and wonders if she and Tranio should go back home.
2.What causes Tranio and Livia to run to the harbor? What do they
do next?
Answers will vary.
3.How do you know this text is written in third-person point of view?
4.Does the way the story is written help us understand the characters a
little better? Use text evidence in your answer.
Answers will vary, but should include text evidence
and the student’s rationale.
216 • Unit 3 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
Language
Analysis
Name
1.Reread pp. 39–47 of Escape from Pompeii, and focus on details that
affect mood.
2.Which words help you understand what the town is like in the last
paragraph on p. 39?
“safer” and “beautiful”
3.Which words affect the mood in the first paragraph on p. 43?
“argue” and “sing”
4.How does the word laughing in the last paragraph on p. 43 affect
the mood?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary, but could include: It shows that the
mood of the place is lighthearted.
5.How does the mood change on p. 46? Which words show
this change?
Answers will vary, but could include: The mood
changes from lighthearted to dangerous. “Creaked,”
“rattle,” “froze,” and “silent” are examples that show
a mood change.
6.Why do you think the author includes words that describe the mood?
Answers will vary, but could include: The author wants
to show the change in town life.
Students analyze and respond to literary and
informational text.
Unit 3 • Module B • Lessons 6–10 • 217
Name
Conventions
Lesson 6
Use a comma and quotation marks to punctuate this sentence correctly.
In Anatomy of a Volcanic Eruption, the author writes“Though they are
sometimes violent and destructive, volcanoes provide many benefits for
our planet.”
Lesson 7
Rewrite the fragment to make it a complete sentence.
towered in the distance
The mountain towered in the distance.
Lesson 8
Vog is also a problem for people living near active volcanoes vog is made
up of sulfur dioxide vapors.
Vog is also a problem for people living near active
volcanoes. Vog is made up of sulfur dioxide vapors.
Lesson 9
Underline the progressive verb in the sentence.
One hot August day, Dion took Tranio through a shady passage into
one of Pompeii’s two theaters on the edge of the city, where a pantomime
was being rehearsed.
Lesson 10
Cross out the misspelled word and write the corrected word on the line.
Everyone was showting.
shouting
218 • Unit 3 • Module B • Lessons 6–10
Students practice various conventions of
standard English.
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Correct the run-on sentence.
Name
Writing
Lesson 6
Draw Supportive Evidence from Text Write several paragraphs to
explain benefits and dangers of volcanic eruptions. Include at least one
diagram with labels and captions to help the reader understand benefits
and dangers. Include at least one direct quotation from Chapter 4. Use the
space below and another sheet of paper.
Lesson 7
Research With a partner, refer to pp. 36–41 and write questions for an
interview with a volcanologist. Write who, what, where, when, why, and
how questions as appropriate.
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Lesson 8
Develop a Topic Using another sheet of paper, write a first draft of your
informative/explanatory report on what life is like living in the shadow of
a volcano.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module B • Lessons 6–10 • 219
Name
Writing
Lesson 9
Establish a Purpose Plan and draft travel brochures to inform travelers
about ancient Pompeii, using descriptive details and precise vocabulary.
Format your brochures and add illustrations or multimedia elements. Use
the space below and another sheet of paper.
Lesson 10
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Link Ideas Conduct research and write to inform readers about the
events at Pompeii, using linking words and phrases to connect ideas
within groups of related information. Use the space below and another
sheet of paper.
220 • Unit 3 • Module B • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module B • Lessons 11–15 • 221
Name
Sleuth Work
Rocking It
“Patrick, your room looks like a rock quarry,” Mom said as she stepped
over a pile of rocks.
“I know,” Patrick said. “It’s awesome!”
“It’s a neat collection, Patrick, but it’s taking over your room. Maybe it’s
time to start weeding some out.”
“I wouldn’t know which ones to discard,” Patrick complained.
That afternoon Patrick and his mom were gardening when their neighbor
Mrs. Simpson stopped by. Mrs. Simpson worked at the nature center and
always had interesting facts to share about plants.
“What are you planting today?” she asked.
Patrick spoke up. “Mom’s planting peppers and I’m digging for rocks.”
Patrick led Mrs. Simpson his room. Mrs. Simpson’s eyes grew big when
she saw all the rocks.
“Wow, Patrick, this is quite a collection!” she said. “Do you know what
kind of rocks you have?”
“No, they’re just rocks,” Patrick said. “My mom just wants me to get rid
of some of them.”
“Well, it may be interesting to know which minerals are in those rocks.
Minerals are the building blocks of rocks. Minerals can be identified by
their physical properties, such as color, hardness, luster, and streak.”
“That sounds really cool, Mrs. Simpson. I’d love to learn how to identify
minerals.”
“Rocks also go through many changes. Over time, rocks can erode from
storms and water currents. Look at this one that you have here. Did you
get it by the shoreline? You can tell that it broke off from a larger rock
during the process of wave erosion.”
“How did you know that, Mrs. Simpson?” Patrick asked.
222 • Unit 3 • Module B • Lessons 11–15
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
“Patrick’s rock collection keeps expanding, and he’s running out of
space to store them,” Mom added. “Why don’t you show Mrs. Simpson
your collection, Patrick?”
Name
Sleuth Work
“Patrick, come to the nature center. You can look through field
guides to see what you have. You can learn about processes like erosion
and weathering, as well as the three different types of rock: igneous,
sedimentary, metamorphic. You can also learn about the rock cycle.
Once you have learned more about the rocks, you may find some to get
rid of. A good rock collector learns to be particular about his rocks.”
“AWESOME!” said Patrick. “I didn’t realize there was so much to
collecting rocks. I’ll see you at the nature center!”
Properties of Minerals
Color
Hardness
Luster
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Streak
Minerals come in colors that range from clear to
pink, red, blue, green, and black.
Hardness is measured on Mohs scale. The scale
grades minerals from one to ten.
Minerals can be dull or shiny. There are some you
can see through and others you cannot see through.
Streak refers to the color of a mineral or what its
powder color is.
Gather Evidence Circle some words in the text that the author draws
attention to.
Gather Evidence: Extend Your Ideas Explain how the author draws
attention to the words you circled.
The author makes them bold.
Ask Questions Draw a box around two things in the text you would
notice when examining rocks closely.
Ask Questions: Extend Your Ideas On a separate sheet of paper, write
two questions you might have as you examine a rock.
Make Your Case Underline information in the chart that builds on
information in the story.
Make Your Case: Extend Your Ideas On a separate sheet of paper,
explain whether the chart is helpful. Use evidence from the text to support
your answer.
Students read text closely to determine what
the text says.
Unit 3 • Module B • Lessons 11–15 • 223
Lesson 11
originate, expected, structures, seriously, quivered
Lesson 12
erosion, process, particles, exposing
Lesson 13
absorb, pollution, complex, deposit
Lesson 14
devastating, poverty, organic, compacts
Lesson 15
policy, conserving
224 • Unit 3 • Module B • Lessons 11–15
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 11 Which secondhand account gives you better information? Use
examples from the texts.
Lesson 12 Write a paragraph explaining how volcanoes and erosion
affect the land. Draw inferences from Anatomy of a Volcanic Eruption and
Erosion: How Land Forms, How It Changes. Quote accurately from these
texts when citing information.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13 Should people work harder to prevent erosion? Draw
inferences from the text, and include examples from the text to support
your ideas.
Lesson 14 How is wind erosion similar to glacier erosion? How
is it different? Write an informative/explanatory paragraph and include
descriptive details from the text to help explain these science concepts.
Lesson 15 In which situations is it most important for people to try to
control erosion? How does the author’s word choice make this clear?
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module B • Lessons 11–15 • 225
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 26–36 from Erosion: How Land Forms, How It Changes.
1.Why is wind the main cause of erosion in deserts and dry lands?
Because the soil is dry and water is scarce, few plants
hold the soil in place. So wind easily blows soil away.
2.How does a drought cause wind erosion in places where erosion is
not usually an issue?
When there is a drought, rich soil gets very dry. Plants
die, and the wind blows dry soil away.
3.How have glaciers changed the world’s landscape?
4. Which causes more erosion: wind or glaciers? Explain.
Responses should use evidence from the text.
5.Why is it important to understand how wind or glaciers cause
erosion?
Answers will vary, but could include: If we understand
the causes of erosion by wind and by glaciers, then we
can try to control them or predict what places might
be at risk.
226 • Unit 3 • Module B • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Erosions caused by glaciers created the Great Lakes
and fjords in Scandinavia.
Language
Analysis
Name
1.Reread pp. 4–17 of Erosion: How Land Forms, How It Changes and
focus on descriptive details.
2.How do the words “the drip and splash of rainwater” on p. 5 help you
understand how slow erosion can be?
Drips and splashes are tiny. They would take a long
time to build up.
3.On p. 16 what does the writer describe as “a mighty river”?
the Colorado River
4.What details does the writer give on p. 6 about sudden erosion?
Answers will vary.
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5.How do these details help you understand sudden erosion?
Answers will vary.
6.What other details from the text do you find descriptive?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 3 • Module B • Lessons 11–15 • 227
Name
Conventions
Use a separate sheet of paper to complete some of the activities below.
Lesson 11
Circle the modal auxiliary in the sentence. Then use it in your own
sentence on a separate sheet of paper.
Ranchers can move their herds around.
Lesson 12
Combine the sentences to form a compound sentence. Be sure to add a
coordinating conjunction and commas where needed.
Pieces of rock could be carried downhill by rainwater. They could slide
down in an avalanche.
Lesson 13
Write the adjectives in the correct order. Then write a full sentence using
the entire phrase on a separate sheet of paper.
This round small brown beautiful rock beautiful, small, round, brown
Lesson 14
Write three sentences from pp. 26–29 of Erosion on a separate sheet of
paper. Underline the prepositional phrases. Circle the prepositions.
Lesson 15
Circle the prepositions. Underline the prepositional objects.
Melted water under the glacier seeps down into cracks in the hard rock.
228 • Unit 3 • Module B • Lessons 11–15
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Pieces of rock could be carried downhill by rainwater, or
they could slide down in an avalanche.
Name
Writing
Lesson 11
Research a Topic Write an informative paragraph to address this
question: How can we reduce the impact on humans of natural Earth
processes? Begin with an introduction to identify your topic. Then
introduce each fact you had researched in a logical order.
Lesson 12
Develop a Topic and Draw Inferences Write an explanation of Anatomy
of a Volcanic Eruption and Erosion: How Land Forms, How It Changes.
Quote accurately from the texts. Use a separate sheet of paper if needed.
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Lesson 13
Plan and Prewrite Research volcanoes/erosion, noting important
similarities and differences in their impact on others. Then create a news
bulletin that informs readers about the impact of the natural disaster on the
Earth and its inhabitants. Write an outline for the news bulletin. Begin with
an overall sentence or phrase that clearly identifies your topic. Organize
the supporting facts and details in a logical order. Use the space below and
another sheet of paper.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module B • Lessons 11–15 • 229
Name
Writing
Lesson 14
Draft: Organize Information Use another sheet of paper to write a
draft of your news bulletin. Follow your outlines. Use linking words and
phrases to connect categories of information so that ideas flow smoothly
and make sense for readers.
Lesson 15
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Include an Effective Conclusion Revise your conclusion to your news
bulletin. Summarize and restate your main points using different words.
Make sure you write an ending that is engaging and interesting. Include
atleast two prepositional phrases in the text and underline the preposition
in each.
230 • Unit 3 • Module B • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 3 • Module B • Lessons 16–18 • 231
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Anatomy of a Volcanic Eruption and Erosion: How Land Forms,
How It Changes.
1.How do Anatomy of a Volcanic Eruption and Erosion: How Land
Forms, How It Changes have a similar structure?
They are both broken into chapters.
2.Name one way both texts show examples of their topics.
They both give real-life stories about the effects.
3.Name three text features that are common in both texts.
4. How does the structure of the chapters differ in the two texts?
Responses should use evidence from the texts.
5.How might Erosion: How Land Forms, How It Changes be different
if it were more similar in structure to Anatomy of a Volcanic
Eruption?
Answers will vary, but could include: There would
be more visuals with callouts. There might be some
timelines included on slow or fast erosions.
232 • Unit 3 • Module B • Lessons 16–18
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary, but could include: table of contents,
glossary, index, headings.
Language
Analysis
Name
1.Reread p. 36 of Anatomy of a Volcanic Eruption. What descriptive
details does the author include about the Vesuvius eruption?
Answers will vary, but could include: “ground shook
violently,” “enormous black cloud rose high in the
sky,” “A cloud of ash blocks sunlight.”
2.What effect do these details have?
Answers will vary, but could include: They give information
about the eruption, and help you imagine this volcano erupting.
3.Reread the first paragraph of “The Story of Pompeii” from Escape
from Pompeii. What descriptive details does the author include about
the Vesuvius eruption?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary.
4.What effect do these details have?
Answers will vary, but could include: They create
mental pictures as you read about the events.
5.How are the details similar between the two texts’ descriptions?
Answers will vary, but could include: Both give you
information about how the eruption unfolded.
6.How are the descriptions of the same event different?
Answers will vary.
Students analyze and respond to literary and
informational text.
Unit 3 • Module B • Lessons 16–18 • 233
Benchmark
Vocabulary
Name
Lesson 16
originate, expected, structures, erosion, process,
particles
interior, pressure, collide, absorb, pollution, anxious
Lesson 18
investigations, diverted, organic, compacts, desperately
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 17
234 • Unit 3 • Module B • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 16 How are the structures of the two texts alike? How are they
different? Include details from the text to help explain similarities and
differences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 17 How can volcanic eruptions be destructive? Use examples
from the texts as support.
Students read text closely and use text
evidence in their written answers.
Unit 3 • Module B • Lessons 16–18 • 235
Name
Writing in
Response
to Reading
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18 Do you think current residents of Pompeii should be concerned
about a future eruption of Mount Vesuvius? Include details from Anatomy
of a Volcanic Eruption and Escape from Pompeii to support your ideas.
236 • Unit 3 • Module B • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Anatomy of a Volcanic Eruption, Escape from Pompeii, and Erosion:
How Land Forms, How It Changes.
1.What visual feature do all three texts contain?
maps
2.How are the visuals in Anatomy of a Volcanic Eruption similar to the
visuals in Erosion: How Land Forms, How It Changes?
Both contain photographs and diagrams.
3.How are Anatomy of a Volcanic Eruption and Escape from Pompeii
similar?
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The topics of both include the eruption of Mount
Vesuvius in A.D. 79.
4.What three features are found in both Anatomy of a Volcanic Eruption
and Erosion: How Land Forms, How It Changes?
Both texts have a glossary, index, and sections on
where to find more information.
5.What other connections can you make about the three texts?
Responses should use evidence from the text.
Students analyze and respond to literary and
informational text.
Unit 3 • Module B • Lessons 16–18 • 237
Name
Conventions
Lesson 16
Underline the progressive verb forms in each sentence.
1. The ground began shaking violently.
2. Waves and tides in oceans are constantly moving sand.
3.Scientists have been finding more and more evidence that there was
water on Mars.
Lesson 17
Correct the placement of commas or add commas in each sentence.
1.Livia spent most of her time learning to weave and cook but, on hot
afternoons she would sit by the fountain. comma should be before but
2. The weather was very cold and snow fell in June. comma before and
Lesson 18
According to Erosion“, We may never have known about dinosaurs if it
hadn’t been for erosion.”
238 • Unit 3 • Module B • Lessons 16–18
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Add commas and quotation marks to the quote.
Name
Writing
Lesson 16
Revise: Use Precise Vocabulary Revise your news bulletin, closely
following your written ideas and brainstorm list. As you revise, form each
sentence again carefully. If you replace words, pay special attention to how
the new word may have changed the structure or tense of your sentence.
Review your work when finished and decide if your revised news bulletin
makes sense.
Lesson 17
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Edit and Proofread Edit and proofread your news bulletin. Check your
work for proper spelling, punctuation, and capitalization.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 3 • Module B • Lessons 16–18 • 239
Name
Writing
Lesson 18
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Publish and Present Publish and present your revised, edited news
bulletin. To prepare for your presentation, draft a plan and rewrite it
as necessary.
240 • Unit 3 • Module B • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module A • Lessons 1–5 • 241
Name
Sleuth Work
Jesse’s Perfect Score
Jesse had no trouble with most of his classes but clearly struggled with
science. Just a week ago, Mr. Delgado had suggested that Jesse’s parents
find him a science tutor. So, when he received an A+ on the astronomy
test, Mr. Delgado was pleased—and a little surprised. Then Anton reported
that he had seen Jesse looking at his test answers. Mr. Delgado considered
Jesse an honest student, but he began wondering whether Jesse had earned
that perfect score.
Third, Anton was angry at Jesse and wanted revenge. Anton’s pride
had been wounded. Most days at recess, the other kids chose Jesse for
the baseball team before him. Jesse was a better catcher and batter. Anton
could not stand it. When Jesse tagged Anton out at home base, Anton
promised to make him pay.
Mr. Delgado had to uncover the truth. He began with Jesse. He took him
aside, explaining that another student had accused him of cheating on the
test. Jesse insisted that he didn’t cheat. He was honest and worked hard for
his grades. Jesse inquired, “Was the student Anton?”
The surprise on the teacher’s face was evident. Jesse explained what
happened at recess and described how much he had studied. As he spoke,
Jesse gained a new confidence. Mr. Delgado asked questions and listened
carefully to Jesse’s answers.
He then talked to Anton, who eventually admitted lying, and offered an
apology. After thanking Anton for telling the truth, Mr. Delgado discussed
the importance of honesty. He emphasized that actions have consequences
and told Anton that he owed Jesse an apology. Anton would spend today’s
recess inside writing that apology.
After Anton finished writing, Mr. Delgado brought the two students
together. Jesse listened politely as Anton read the apology aloud. When he
242 • Unit 4 • Module A • Lessons 1–5
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Mr. Delgado was missing important information. First, Jesse had been
an astronomy buff for years and was thrilled when the class finally reached
that part of science. He had glow-in-the-dark stars on his bedroom ceiling,
and photos of planets and galaxies decorated his walls. Second, Jesse had
studied especially hard for the test.
Name
Sleuth Work
finished, Anton asked him nervously if maybe they could be friends—and
if maybe they could play on the same team at recess.
“I’d like that,” Jesse said.
Gather Evidence Underline the information Mr. Delgado was missing
when he wondered whether Jesse cheated on the test.
Gather Evidence: Extend Your Ideas Explain why Mr. Delgado
believed Jesse cheated. Would you have come to the same conclusion?
Mr. Delgado knew that Jesse struggled with science and
suggested that he receive tutoring. Then Anton told him
that he caught Jesse looking at his test. Based on this
evidence, I would have also believed that Jesse cheated.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ask Questions Draw a box around one of the character’s reactions.
Write a question for that character on why he acted the way he did.
Answers will vary.
Ask Questions: Extend Your Ideas Write two more questions for
another character in the story.
Answers will vary, but could include: How were you able to
explain yourself so calmly?
Make Your Case Choose the character you found most interesting and
circle the details in the text that describe him.
Make Your Case: Extend Your Ideas On a separate sheet of paper,
explain whether that character changed for the better in the story.
Students read text closely to determine what
the text says.
Unit 4 • Module A • Lessons 1–5 • 243
Benchmark
Vocabulary
Name
amateur, profit, initiative
Lesson 2
operation, logically, bargain, accusing
Lesson 3
chaos, illusion, activate
Lesson 4
irrational, production, imitation
Lesson 5
empire, conceited
244 • Unit 4 • Module A • Lessons 1–5
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 1
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 1 Do you think that Greg is a realistic character? Explain why
or why not.
Lesson 2 Describe the printing and development process of a single
Chunky Comic. Reference visuals from the text in your description.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 In dialogue, is it important for readers to understand how a
character is feeling when they speak? Include evidence from the text
to support your opinion.
Lesson 4 Is Greg’s embarrassment a result of just having a black eye,
or more from the fact that a girl gave him a black eye? Use textual
evidence to support your response.
Lesson 5 What effect will Maura have on Greg’s business?
Use text evidence to summarize how Maura may help or harm
Chunky Comics.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module A • Lessons 1–5 • 245
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 86–109 from Lunch Money.
1.On p. 89, Mr. Z says that Greg and Maura are not able to be friends
because they are too much alike. In what ways are they alike?
Answers will vary, but could include: They are
stubborn, competitive, and creative.
2.Draw an inference on why it might be hard for Greg and Maura to
be friends.
When two people are stubborn and competitive, they
will be set in their ways and will try to outshine each
other. These traits will make it hard to be friends.
Answers will vary.
4.Why does Mr. Z tell Greg: “Most people can only use one bathroom
at a time”? Make an inference based on what you have read about
Mr. Z so far.
Answers will vary.
5.Could people like Mr. Z and Greg be friends? Use text evidence and
what you know in your response.
Answers will vary, but could include: I don’t think
people like Mr. Z and Greg could be friends because
they value different things.
246 • Unit 4 • Module A • Lessons 1–5
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.On p. 93, Greg asks why Mr. Z’s brother lives in Idaho rather than
in Chicago or Florida. Draw an inference on why Greg asked that
question.
Language
Analysis
Name
1. Reread pp. 63–64 of Lunch Money, and focus on dialogue.
2.On p. 63, Greg says, “She’s using my idea, and it’s like she’s stealing
money right out of my pocket.” Why would the author italicize the
word my?
The italics emphasize the words. Greg wants his
teacher to know that the comic books were his idea.
3.On p. 63, Mr. Z shouts, “Both of you—stop this! Just stop it!” What
do the italicized words and exclamation points show?
Mr. Z is angry with both Greg and Maura. The words in
italics stress that he wants them both to stop arguing.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.Find another example that shows a character’s feelings through
dialogue in the text. Include the quote and explain how it helps
emphasize these feelings.
Answers will vary, but should include text evidence
and the students’ rationales.
5.Would the story be as interesting if the author did not include text
effects to dialogue? Why or why not?
Answers will vary, but could include: No. Text effects
help readers “hear” what a character is saying and
might be feeling.
Students analyze and respond to literary and
informational text.
Unit 4 • Module A • Lessons 1–5 • 247
Name
Conventions
Lesson 1
Rewrite the sentence by reordering the adjectives.
He watched his mom drop a metal small disk into a red machine.
He watched his mom drop a small metal disk into a red
machine.
Lesson 2
Rewrite the sentence by replacing the nouns with the appropriate pronouns.
The clash between Greg and Maura had been out in the open.
The clash between them had been out in the open.
Circle the relative pronouns. Then underline the noun each describes.
He had piercing dark eyes and a bright smile, which made it harder to
notice the large nose that lived between them.
Lesson 4
Correct the subject-verb agreement by rewriting the sentence.
So, Mr. Z, do you wishes sometimes that you could have been a doctor?
So, Mr. Z, do you wish sometimes that you could have
been a doctor?
Lesson 5
Circle the pronoun and underline its antecedent.
There was a close-up of the unicorn’s head, with its teeth showing and
nostrils snorting.
248 • Unit 4 • Module A • Lessons 1–5
Students practice various conventions of
standard English.
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Lesson 3
Name
Writing
Lesson 1
Establish a Situation Write the beginning of a story in which there is a
problem that needs to be solved. Describe the characters and setting, and
introduce the problem.
Lesson 2
Introduce a Narrator and Characters Write about characters who are
facing a challenge. The narrator should be part of the story. Introduce the
narrator and at least one other character, and use personal pronouns in
your narrative.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Use Dialogue Write a scene of dialogue between two or more characters
who work together to come up with creative solutions to a problem.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module A • Lessons 1–5 • 249
Name
Writing
Lesson 4
Use Concrete Words and Phrases Write the opening paragraph of a
narrative in which a character or a third-person narrator describes the
setting of the story. Write from the point of view of the narrator and include
concrete words and phrases to convey details and events precisely. Use the
space below and another sheet of paper if necessary.
Lesson 5
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Research Imagine a story that is set at a small business. First, decide what
the business is. Then research details about the business that can be used to
describe a realistic setting. On a separate sheet of paper, introduce either a
narrator or a character. Let your narrator describe the setting using concrete
words, drawing on authentic details from your research.
250 • Unit 4 • Module A • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 6
Responses should use evidence from the text.
Lesson 7
Responses should use evidence from the text.
Lesson 8
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module A • Lessons 6–10 • 251
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 164–182 from Lunch Money.
1.On p. 165, Mrs. Davenport “…had prepared a written version of the
all-school announcement she had made on Friday. She had made it
shorter, more to the point, and it was printed up in large type.” From
these details, how would you describe Mrs. Davenport?
She strongly believes that comic books shouldn’t
be sold in school, and she wants to make sure her
message is clear.
2.On p. 168, Maura notices that licensed products are sold in school.
She thinks that the School Committee decided it was okay. How do
Maura’s observations get her thinking about her books?
3.Why do Maura and Greg trust Mr. Z to help them? Use details about
Mr. Z’s character in your response.
The students trust Mr. Z because he understood that if
book clubs could sell books in school, they could sell
their comics, too. Mr. Z also offered them help previously.
4.The story is written in third-person point of view. How does this
mode of narration help readers understand each character? Use text
evidence in your response.
The author is able to describe each character’s feelings,
thoughts, and motivations. Readers learn Maura and
Greg are determined to sell their comic books in school,
Mr. Z wants to help but is afraid of conflict, and
Mrs. Davenport is sure that she is right.
252 • Unit 4 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Maura wonders why it is okay to sell licensed
products at school but not her comic books.
Language
Analysis
Name
1.Reread pp. 151–158 of Lunch Money, and focus on descriptive
details.
2. What does the first paragraph on p. 151 help readers visualize?
The details help readers visualize Greg waiting for Maura
and letting her in before she had a chance to ring the bell.
3. What do these details say about Greg?
Greg is worried that his brother would tease him about
a girl visiting him.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.On p. 152, the author uses the phrase “comic-book factory” to
describe the playroom. What does this detail help readers visualize?
This detail helps readers visualize that Maura and Greg are
working together to develop the comic book like a team of
people would work together on a product in factory.
5.Reread Maura’s reaction to the first copy of her first comic book on
pp. 157–158. What is she feeling?
She is amazed by what she and Greg were able to
create together. She feels proud and happy.
6.Find and write about another descriptive detail in the story. What
does it help readers visualize?
Answers will vary, but should include text evidence
and the student’s rationale.
Students analyze and respond to literary and
informational text.
Unit 4 • Module A • Lessons 6–10 • 253
Lesson 6
contrast, contritely
Lesson 7
efficient, derailed, controversy
Lesson 8
agenda, pioneering
Lesson 9
confession, privilege, negotiations
Lesson 10
victory, fortune
254 • Unit 4 • Module A • Lessons 6–10
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 6 What is the most important element of a great comic book?
State your opinion and support it using evidence from the text.
Lesson 7 Write a brief character analysis of Mrs. Davenport. Cite text
evidence in your response.
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Lesson 8 Use details in Chapter 22 to write a paragraph that explains
how a School Committee meeting is run.
Lesson 9 What do you think is the most important theme in Lunch
Money? Identify this theme, record story details that support the theme,
and explain its importance as part of Greg’s character development.
Lesson 10 Explain how the author introduces a main idea and
supports it with characters’ actions, words, and thoughts. Include how
this strategy helps readers connect with Max.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module A • Lessons 6–10 • 255
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 203–222 from Lunch Money.
1.One theme in the story is standing up for what you believe in. How
do the students’ actions support this theme?
Greg and Maura claim that they should be allowed to
sell their comic books in school if different companies
are also selling products to students in school.
2.What does Greg realize at the end of Chapter 23? How does the new
idea support the theme of standing up for what you believe in?
3.Select one of the characters in the book. Do you think he or she learns
this lesson? Explain your response using text evidence.
Answers will vary, but should include text evidence
and the student’s rationale.
4.Does the act of sending the comic books anonymously to
Mrs. Davenport support or go against this theme? Explain.
Answers will vary.
256 • Unit 4 • Module A • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Greg realizes that all students should have a chance
to sell things in the school store. The idea supports the
theme that it’s important to defend what you believe.
Language
Analysis
Name
1.Reread pages 183–194 of Lunch Money, and focus on similes
and metaphors.
2.On p. 186 Mrs. Davenport refers to Maura and Greg as “young
tycoons.” Is this comparison a simile or metaphor?
The comparison is a metaphor.
3. Is the following sentence from pp. 191–192 a simile or a metaphor?
“What—do you want to look like some kid who just came in from the
playground?”
The sentence is a simile.
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4. What is being compared?
Greg’s appearance is being compared to a kid’s on the
playground.
5. How does this sentence help readers understand what is happening?
Answers will vary, but could include: Maura wants Greg to dress
in a business-like fashion for the School Committee meeting.
Her statement helps readers understand how important it is to
dress professionally for this significant meeting.
6.On p. 194, Greg’s heart is described, “His pounding heart made it feel
like he had a squirrel running around under his shirt.” Is this a simile
or metaphor? How is Greg feeling?
The sentence is a simile. Greg is feeling very nervous.
tudents analyze and respond to literary and
informational text.
Unit 4 • Module A • Lessons 6–10 • 257
Name
Conventions
Lesson 6
Circle the adverb in the sentence below. Then write a synonym for the
adverb on the line.
Because what she saw reminded her of two kindergartners at the art
tables, each child bent over some work, each completely unaware of
the other.
Answers will vary, but could include: thoroughly, totally.
Lesson 7
Underline the prepositional phrases in these sentences.
1.She slipped it inside the front cover of her social studies book,
and then they both ran and got on the bus.
Lesson 8
Fill in the blank with the correct progressive verb tense.
1.He
is
writing short equations on the board.
2. You don’t think I
am
doing that?
Lesson 9
Fill in the blank with a coordinating conjunction.
1.I did not read comic books as a child,
brothers or sisters.
2. Greg started to follow,
and neither did any of my
but/and then he stopped.
Lesson 10
Underline the modal auxiliary in this sentence.
This young man may be well on his way to becoming a millionaire.
258 • Unit 4 • Module A • Lessons 6–10
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
2. Mr. Z pulled a handful of papers from the in-box on his desk.
Name
Writing
Lesson 6
Use Descriptive Details Write a scene about two or more characters who
are trying to work together to solve a problem. Include at least two adverbs
that explain when, where, why, or how actions happen. Use the space
below and a separate sheet of paper if necessary.
Lesson 7
Analyze an Event Sequence Write about your actions, thoughts, and
feelings from an experience you had that involved making a big decision.
Organize your information as a sequence of events. Use the space below
and a separate sheet of paper if necessary.
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Lesson 8
Use Sensory Details Write a narrative about two characters competing to
sell similar products. Use sensory details to convey events precisely and to
develop a theme.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module A • Lessons 6–10 • 259
Name
Writing
Use a separate sheet of paper for all the prompts below.
Lesson 9
Use Dialogue Write a sequel to Lunch Money in which Greg and Maura
discuss adding a new product to their Chunky Comics business. Use
dialogue to reveal what each character thinks the new product should be and
provide logical conclusions.
Lesson 10
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Analyze Sensory Details Imagine what you would do with the profits if
you had a million-dollar business. Write a narrative about it, using sensory
details to convey events precisely.
260 • Unit 4 • Module A • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module A • Lessons 11–15 • 261
Name
Sleuth Work
Alec and Joey lived near the ocean all year long. Most people don’t
realize how boring and lonely winter can be at the beach, especially when
you and your brother like doing different things. The summer, though, was
an entirely different story.
The beach was bustling every week as vacationers came and went. An
outgoing boy, Alec—the older by two years—was famous for organizing
games of beach volleyball, football, and any other sport imaginable.
Sometimes Joey, who was on the shy side, tried to join in. But often he
preferred to draw, paint, or build fancy sandcastles like his grandmother.
She had taught him how to pack the sand tightly with his palms, carving
rounded windows and delicate towers with a garden spade.
Alec didn’t understand why Joey would rather do artistic things than
play ball. When Joey tried to explain, Alec just shook his head. He insisted
that sports were better because sports often allowed many kids to play
together. That is when Joey’s idea hatched. He would show Alec what
doing things together looked like!
Working for several hours, Joey created an elaborate sandcastle with
stairs, towers, and shell-lined walls. When he had finished, he used
his mom’s camera to take pictures. Then Joey painted colorful posters
featuring his sandcastle and the question, “Can you top this?” He hung his
posters everywhere in town, announcing his plans for a day of sandcastle
artistry—all ages welcome. At the end of the day, there would be a potluck
dinner to mark the occasion.
When Alec saw a poster, he smirked and not so nicely told Joey that
no one would come. Still, shortly after sunrise on Saturday, Joey was
on the beach digging in the sand. By midmorning, four kids his age
were sculpting the sand alongside him. By noon the number had tripled.
A couple of parents even joined in. Joey beamed as everyone eagerly
discussed ideas and shared tools. It was a sandcastle-making party!
As the afternoon progressed, Alec’s game of volleyball died down, and
his friends suggested they check out the sand structures. Alec couldn’t
believe what he saw. At least 30 people were building an entire city of
sandcastles! It was one of the most beautiful things he had seen on the
beach. Best yet, everyone was chatting and laughing and working together.
262 • Unit 4 • Module A • Lessons 11–15
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Team “Sports”
Name
Sleuth Work
“Well, little brother,” Alec said to Joey, “I guess you proved me wrong.
You should make this sandcastle day an annual tradition!” With a chuckle,
Joey handed Alec and his buddies a pail and several shovels and told them
to get started on their own castle masterpieces. Before long, they too were
working together on a super creation in the sand.
Gather Evidence Underline two details about Alec, and two about Joey.
Gather Evidence: Extend Your Ideas What are some differences
between Alec and Joey?
Answers will vary.
Ask Questions Write two questions about the characters that would help
you better understand them.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Answers will vary, but could include: Why does Alec like to
play sports? Why doesn’t Joey like sports?
Ask Questions: Extend Your Ideas On a separate sheet of paper, write
three other questions about Alec and Joey that interest you.
Make Your Case Circle clues in the text that show how Alec and Joey
change from the beginning to the end of the story.
Make Your Case: Extend Your Ideas Who changed more from the
beginning to the end of the story: Alec or Joey? On a separate sheet of
paper, explain your answer using details from the text to identify the
specific change(s).
Students read text closely to determine what
the text says.
Unit 4 • Module A • Lessons 11–15 • 263
Benchmark
Vocabulary
Name
enveloped, quality
Lesson 12
insulted
Lesson 13
amateur, profit, initiative, victory, fortune
Lesson 14
inspection
Lesson 15
promoted, contributed
264 • Unit 4 • Module A • Lessons 11–15
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 11
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 11 Was baking and selling cookies a good plan to make a
million dollars? Include examples from the text in sequential order to
support your ideas.
Lesson 12 Would you want to compete with a friend to sell
lemonade? Why or why not? Use careful word choice to describe
how you would feel. Include examples from the text to support your
opinion.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13 In Lunch Money, how does competition change the kind
of products that Greg and Maura sell? Include details from the text to
support your explanation.
Lesson 14 How is Monchi’s hometown different from Tucson? Add
text evidence, including examples from Monchi’s point of view, to
support your ideas.
Lesson 15 Would you like to live where and when the characters in
the text did and go to a school like Coyote School? State your opinion
and support it using evidence from the text.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module A • Lessons 11–15 • 265
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 60–66 from Coyote School News.
1.In the first paragraph of p. 60, who is narrating the story? What words
tell you the story is from his point of view?
Ramon Ernesto Ramirez (or Monchi) is the narrator.
He refers to himself using “my,” “me,” “I.”
2.What is the story’s point of view called?
first person
3.On p. 62, what do you learn about the new teacher? From whose
perspective do you learn of her qualities?
4.Explain how the style of narration makes you feel like you are
learning about the events at the same time as the narrator.
Since the story is written in first-person point of view, the
events are described as they are happening to Monchi.
For example, I find out his wrist is broken at the same
time he does. The verbs are all in the present tense.
5.Read Loli’s quote from p. 63: “‘Miss Byers says you have to help me
put words to my story,’ she said.” Do the words “me” and “my” mean
this sentence is told from the first-person point of view? Explain.
No, the words are part of dialogue because they are in
quotes. The words “me” and “my” refer to what Loli says.
But it doesn’t mean the story is from her point of view.
266 • Unit 4 • Module A • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Miss Byers lives on a ranch named Rattlesnake Canyon.
She is “young,” “nice,” and “fair,” and the students like her
“swell ideas.” She is described from Monchi’s perspective.
Language
Analysis
Name
1.Reread pp. 67–73 in Coyote School News and focus on the
Spanish words.
2.How can you tell that a word in the text is in Spanish?
The words are in italics the first time I read them.
3.From what you read on p. 67, is Nochebuena a special day? How
do you know?
Monchi describes this time as when many people
gather—some are family members he sees only on
special occasions. On Nochebuena, he and the other
children are excited to play with the piñata.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.What can you tell about what a piñata is from reading only the text
on p. 67?
Answers will vary.
5.What can you tell about what dulces are from reading only the text
on p. 67?
Answers will vary.
6.Why is novia not called out in the text on p. 71?
Answers will vary, but could include the following:
I already know that it means “girlfriend.” Earlier in
the story, Natalia said Rosie was Monchi’s novia, and
Monchi said that he liked Rosie.
Students analyze and respond to literary and
informational text.
Unit 4 • Module A • Lessons 11–15 • 267
Name
Conventions
Lesson 11
Answer the questions below.
Why are quotation marks important in dialogue?
They tell you where a speaker’s words begin and end.
Lesson 12
Rewrite the fragment as a complete sentence.
One thing I love about school.
Answers will vary, but could include: One thing I love
about school is I learn something new every day.
Combine the sentences using a comma and a coordinating conjunction.
At first my aunt was surprised and happy to see us. Then Chaco told
her why we were there.
At first my aunt was surprised and happy to see us, but
then Chaco told her why we were there.
Lesson 14
Circle the relative adverb.
Chaco drove us to school where Miss Byers was our teacher.
Lesson 15
Underline the dependent clause in the sentence.
When she gave him the silver dollar, I didn’t want to look.
268 • Unit 4 • Module A • Lessons 11–15
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13
Name
Writing
Lesson 11
Draw Evidence from Literary Texts Write a conclusion to the story that
tells what happens next for Max and Gordy. Make sure your conclusion
follows logically from the events you have read so far. Use the space
below and another sheet of paper if necessary.
Lesson 12
Develop a Plot Write a narrative about a solution to a specific problem.
Include decisions that characters had to make in order to work together to
come up with the solution. You may draw on life experiences to develop
your story. Use the space below and another sheet of paper.
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Lesson 13
Plan and Prewrite Think about a short story to write. Introduce the
character and develop a plot sequence about what he or she might
discover. Write down any ideas that might help to develop your character.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module A • Lessons 11–15 • 269
Name
Writing
Use a separate sheet of paper for all the prompts below.
Lesson 14
Draft: Use Transitional Words and Phrases Continue drafting your short
story about a main character who makes a discovery that changes his or her
life. In this first draft, concentrate on getting all your ideas written down to
flesh out the story. Use transitional words and phrases in your descriptions
and add dialogue to develop the story.
Lesson 15
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Write a Conclusion Write an ending that follows the events of your story.
Make your ending memorable and interesting by including information that
makes sense but is surprising. Revise as needed and take out any unnecessary
information. Include at least two examples of complex sentences.
270 • Unit 4 • Module A • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module A • Lessons 16–18 • 271
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Lunch Money and Coyote School News.
1.In what county and state is the school in Coyote School News
located? How do you know?
Pima County, AZ; The top of the school newspaper has
the location of the school.
2.Describe the setting of Coyote School News. Use details from
the story.
Answers will vary but could include: The students live
on ranches. There is one small school bus that takes
almost all the students to school.
Answers will vary but could include: The story takes place
in an urban setting. Greg’s school has 450 students.
4.Are there more similarities or differences between the two schools?
Explain.
Answers will vary but could include: There are more
differences. Coyote School has few students, while
Ashworth Intermediate School has hundreds of
students in just the middle grades.
5.Based on what you know about the two locations, which school
would you rather attend? Why?
Answers will vary but could include: I would rather go
to Coyote School because I like having a small class and
just one teacher.
272 • Unit 3 • Module A • Lessons 16–18
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.Use details from Lunch Money to describe the setting of Ashworth
Intermediate School and Greg’s town.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Lunch Money and “Max Malone Makes a Million.”
1.How is Lunch Money structured?
It is broken into chapters with titles.
2.How is “Max Malone Makes a Million” structured?
It has sections with headings.
3.What visual element do both texts have?
They both have illustrations.
4.Name one visual element that is different in the texts.
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Lunch Money has a picture of a coin at the beginning
of every chapter. “Max Malone Makes a Million” has a
fancy first letter at the beginning of each section.
5.How do the authors of Lunch Money and “Max Malone Makes a
Million” organize their stories similarly?
Answers may vary but could include: They both show how
their characters work on solutions to their problems. Each
also includes illustrations that add to the storytelling.
6.Why do you think the authors chose to organize their stories this
way? Use evidence from the texts to support your answer.
Responses should use evidence from the texts.
Students analyze and respond to literary and
informational text.
Unit 4 • Module A • Lessons 16–18 • 273
Benchmark
Vocabulary
Name
irrational, production, imitation, inspection
Lesson 17
efficient, derailed, controversy, enveloped, quality, promoted
Lesson 18
confession, privilege, negotiations, insulted, contributed
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Lesson 16
274 • Unit 4 • Module A • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 16 What can someone do to find inspiration to create a comic
book or a school newspaper? Use details from both Lunch Money and
Coyote School News to support your explanation.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 17 How do the visuals in the three texts help you understand
important events? Include examples from the texts to support your
explanation.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module A • Lessons 16–18 • 275
Writing in
Response to
Reading
Name
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18 Is a school a good setting for a story? Include details and
examples from Lunch Money and Coyote School News to support your
ideas.
276 • Unit 4 • Module A • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Lunch Money, Coyote School News, and “Max Malone Makes a Million.”
1. What goal do Greg, Monchi, and Max share?
They all want to earn money.
2.What is similar about the way they all try to reach their goal?
They all try to earn money with hard work.
3.What is different about the way they all try to reach their goal?
Greg and Max try to make money by selling things,
while Monchi tries to earn his by winning the award
for perfect attendance.
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4.How are Greg and Max similar?
They both have siblings. They both sell lemonade.
They both have rivals.
5.Which character would you most want to be friends with: Greg,
Monchi, or Max? Why?
Responses should use evidence from the texts.
6.What other connections can you make about the three texts?
Responses should use evidence from the texts.
Students analyze and respond to literary and
informational text.
Unit 4 • Module A • Lessons 16–18 • 277
Name
Conventions
Lesson 16
Underline each subject. Draw a box around each predicate. Circle each
coordinating conjunction.
1.This time we will double the recipe, and we will use the one on the
back of the package.
2. I got dust in my eyes and in my nose, but I didn’t care.
3.Greg felt hungry, so he thought about his lunch.
Lesson 17
Circle the coordinating conjunction that needs a comma
before it.
1.It was very exciting but now it is over and I am feeling sad.
3.Rosalie could eat tons of sugared cereal and she would never get tired
of it.
Lesson 18
Circle the misspelled words. Then write the correctly spelled word on
the line.
1.The school comitee meets tonight in the munisipal building.
committee; municipal
2.They pored themselves some moor lemonade. poured;
more
3.The best was a silver buckel with a whole to put a silver dollar.
buckle; hole
278 • Unit 4 • Module A • Lessons 16–18
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
2. He saw her shoulders stiffen so he talked fast and kept his voice low.
Name
Writing
Lesson 16
Revise On a separate sheet of paper, revise your short story using
transitional words and an event sequence that makes sense. Include
dialogue and descriptive details that clearly relate the characters’
experiences. Make sure that in the beginning, you have established a clear
situation, introduced a narrator, and provided some details about the story’s
setting. Your conclusion should follow logically from the events that come
before it, summarize your theme, and leave a memorable impression.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 17
Edit and Proofread Reread the story you have written on a separate
sheet of paper. Correct mistakes in spelling and grammar, and make sure
you have used proper punctuation in dialogue and contractions. Rewrite as
needed to include a variety of sentence structures.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module A • Lessons 16–18 • 279
Name
Writing
Lesson 18
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Publish and Present Using the space below and another sheet of paper
if needed, draft a plan to present the story you have written. Alter your
writing as needed for the presentation. Use a dictionary or other resource
to make sure you have correctly spelled all words. Finally, present your
story to the class.
280 • Unit 4 • Module A • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 1
Responses should use evidence from the text.
Lesson 2
Responses should use evidence from the text.
Lesson 3
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module B • Lessons 1–5 • 281
Name
Sleuth Work
To Save or to Spend?
You just returned from the mall with your friends. You stopped at your
favorite store and picked out the next thing you want to buy. All your
friends spent their money on little things like fake dinosaur bones, crystals
that grow, and a question and answer book about space. Everyone was
excited about what they bought and couldn’t wait to get home to play with
what they picked out.
Now you have a dilemma. How should you spend your hard-earned
money? In order to solve this problem, you have to look at both options. If
you spend the money on the motor model, you’ll have something new to
play with right away. You can learn all about how an engine works.
Then again, the rover model was very cool! It’s expensive, and you’d
have to save up for it, but there are over 40 different experiments you
could do with it.
So now it’s decision time! If you wait to get the rover model, you’ll have
to give up buying the motor model today.
On the other hand, suppose you spend the money on the motor model.
What happens when you learn about how an engine works? There aren’t
40 different experiments to do with the motor model. Would your choice
be a good one, or would you wish you’d saved your money and spent it on
the cool rover model instead?
Life is full of decisions and choices. Many have to do with money and
things. So keep this proverb in mind, “The art is not in making money, but
in keeping it.” Remember that your hard-earned money should be spent
wisely, and sometimes the wisest thing is not to spend it all.
282 • Unit 4 • Module B • Lessons 1–5
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
You, on the other hand, loved a cool rover model and are thinking about
saving the money you earned from doing chores to buy it. You have $25.00
but you need to save $50.00 to get it. You also saw a model of a motor, and
it was only $25.00. It looked pretty cool. The model teaches you all about
an engine and how it works. Cars, airplanes, and even space rovers depend
on engines, so it would be cool to learn how one works.
Name
Sleuth Work
Gather Evidence Underline the options in the text. Use text evidence to
explain why it may be beneficial to buy the model of the motor.
The motor is more affordable than the rover model, and
you can learn how it works.
Gather Evidence: Extend Your Ideas How would you choose? Use text
evidence to explain your choice.
Responses should use evidence from the text.
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Ask Questions What three questions would you have for the toymakers
about each model?
Answers will vary but could include the following: How long
does it take to set up each model? Which model is more
educational? Why is the rover model more expensive?
Ask Questions: Extend Your Ideas Suppose you decide on the rover
model. What are two additional questions you might have?
Answers will vary.
Use a separate sheet of paper to answer the following.
Make Your Case Is the author taking a side or remaining neutral
about spending habits? Circle the evidence and then explain it in
your own words.
Make Your Case: Extend Your Ideas Based on the evidence you circled,
state whether you agree or disagree with the author.
Students read text closely to determine what
the text says.
Unit 4 • Module B • Lessons 1–5 • 283
Lesson 1
value, allowance
Lesson 2
service, charges
Lesson 3
current, convenience, security
Lesson 4
options, cancel
Lesson 5
income, expenses
284 • Unit 4 • Module B • Lessons 1–5
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Benchmark
Vocabulary
Name
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 1 Explain how using money is different from bartering.
Lesson 2 Do you think that banks should require a parent’s name on an
account for children? Use reasons and evidence from the texts to support
your opinion.
Lesson 3 How are the terms PIN, EFT, and ATM used when discussing
the topic of banking? Use evidence from the text to support your response.
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Lesson 4 Express an opinion about whether children should be allowed to
have credit cards of their own.
Lesson 5 Explain in your own words the difference between a need and a
want. Then, use synonyms and antonyms to describe how you can budget
your money for needs and wants.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module B • Lessons 1–5 • 285
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 22–29 from Using Money.
1.What is interest?
Interest is a fee banks charge people who borrow money.
2.Will you pay more if you only pay the minimum payment due on a
credit card bill?
The bank will charge interest on the amount that is
not paid back, so you will eventually pay more than
you actually spent on something.
3.If you pay off most of the credit card bill, will you still need to
pay interest?
4. What might happen if someone “maxed out” his or her credit card?
Answers will vary.
5.Draw a conclusion to explain why someone might not get a loan if he
or she has bad credit.
Answers will vary.
6.Draw a conclusion to explain how a person with bad credit could
improve his or her credit.
Answers will vary.
286 • Unit 4 • Module B • Lessons 1–5
Students analyze and respond to literary
and informational text.
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Yes. You will still need to pay a fee for the remaining
amount you have borrowed.
Language
Analysis
Name
1.Reread pages 16–21 of Using Money, and focus on word choice.
2.What is a check as it relates to banking?
It is a piece of paper on which you write a payment
amount. You use checks to make payments.
3.What does it mean when a check “bounces”?
When you write a check for an amount that is not in
your bank account, you do not have enough funds to
cover the check. Therefore, your check “bounces.”
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4.What is online banking? Give two examples of what you can
do online.
It enables you to make transactions over the Internet,
such as paying bills or looking up bank balances.
5.Is EFT the same as online banking?
Yes, it’s one example of online banking. When you
make an electronic funds transfer, you are making an
electronic payment over the Internet.
6.What is an ATM? What is a PIN?
An ATM is a banking machine on which you may
deposit or withdraw money. A personal identification
number is a password you need to access your
account at an ATM.
Students analyze and respond to literary and
informational text.
Unit 4 • Module B • Lessons 1–5 • 287
Name
Conventions
Lesson 1
Underline the relative pronoun. Circle the noun that is described by the
relative clause.
1.A paycheck, which is money earned on a job, something
people receive.
2.People who want to get rid of their old things could have a
garage sale.
Lesson 2
Use a comma and quotation marks to punctuate this sentence correctly.
In Using Money, the writer says“
,Saving money is not easy, but the
benefits are worth it.”
Lesson 3
1.Your check register is where you must record all payments,
withdrawals, and deposits.
2.When you have enough money saved, you may deposit it in
a savings account.
Lesson 4
Change this sentence to past and future progressive.
The bank is charging a fee.
past progressive The
bank was charging a fee.
future progressive The bank will be charging a fee.
Lesson 5
Underline the relative pronoun and circle the word it modifies in each
sentence.
1.Write down everything that you spend money on for one month.
2.People save for a vacation, which could cost a lot.
288 • Unit 4 • Module B • Lessons 1–5
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Circle the relative adverbs in the sentences below.
Name
Writing
Lesson 1
Identify Purpose Which money system is better, the modern money
system or ancient systems of bartering? Write one paragraph stating your
opinion. Include your reasons and use text evidence from
pp. 4–5 of Using Money to support your opinion. Include relative pronouns
in your paragraph.
Lesson 2
Introduce a Topic Do you think it is important to save money? Write a
paragraph that clearly states your opinion and include reasons for it. Add
key points and details from pp. 8–15 of Using Money that support your
opinion, and include at least one direct quote from the text. Use words and
phrases to link your opinions and reasons together.
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Lesson 3
State and Support an Opinion Which is more useful: traditional banking
or online banking? State your opinion clearly and provide reasons that are
supported by facts and details from pp. 16–21 of Using Money. Conduct
research online to find one source that verifies a fact you use from the text.
Include it as support in your writing.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module B • Lessons 1–5 • 289
Name
Writing
Use a separate sheet of paper for all the prompts below.
Lesson 4
Establish a Purpose Create an advertisement in which you state an
opinion about a new kind of credit card that would benefit people. Give the
credit card a name and provide reasons why it would help people. Provide
facts and details to support the reasons. Finally, add illustrations to support
your text.
Support Reasons with Facts and Details Write an opinion paragraph
supporting the point of view that creating and using a budget is an
important practice. Make sure that you include at least one reason and
at least two facts and/or details for each reason. You may research more
about the topic to find support for your reasons. Include at least one
relative pronoun in your paragraph.
290 • Unit 4 • Module B • Lessons 1–5
Students write routinely for a range of
tasks, purposes, and audiences.
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Lesson 5
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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
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module B • Lessons 6–10 • 291
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 34–37 from Using Money.
1.Reread p. 35. What is the main idea of this page?
Ben Bernanke is the chairman, or leader, of the Federal
Reserve System.
2.What are some key details about Ben Bernanke?
President Bush appointed Bernanke in 2006. President
Obama reappointed him for another term.
3.How does recognizing the main idea and key ideas help you figure
out the author’s purpose?
4. Reread pp. 36–37. What are two key details about foreclosures?
Answers will vary.
5.What is the author’s purpose for including information about
foreclosures in a chapter about how people get money for big
purchases? Why would this information belong in this chapter? Write
your response on another sheet of paper.
6.How does the information in this section help you understand loans?
Use text evidence and respond on another sheet of paper.
292 • Unit 4 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
It helps me know that the author is giving information
about Ben Bernanke and his role as leader of the
Federal Reserve System, so her purpose is to inform.
Language
Analysis
Name
1.Reread pp. 38–41 of Using Money, and focus on coordinating
conjunctions.
2.Which conjunction is used here: “The stock market is not an actual
place you can go to. It refers to the buying and selling of stocks.”
and
3.What two ideas is the author connecting?
The stock market is used to buy and sell stocks.
4.What conjunction is used in this sentence: “The Dow Jones Industrial
Average, or the Dow, is a market average.”
or
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5.What is the author’s purpose for using this conjunction?
The author is giving another name for the Dow Jones
Industrial Average.
6.Record another way the author used conjunctions on p. 40.
Explain what ideas the author is connecting with the conjunction.
Answers will vary, but should include text evidence
and the student’s rationale.
Students analyze and respond to literary and
informational text.
Unit 4 • Module B • Lessons 6–10 • 293
Benchmark
Vocabulary
Name
purchases, oversees
Lesson 7
organizations, research, scholarships
Lesson 8
resemble
Lesson 9
steady, measured
Lesson 10
notifies
294 • Unit 4 • Module B • Lessons 6–10
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 6
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Writing in
Response to
Reading
Name
Lesson 6 Write a paragraph stating and explaining your opinion about
whether people should be given another chance if they have been through
a foreclosure. Cite key details from the text to support your opinion.
Lesson 7 Use coordinating conjunctions to write sentences that explain
how Warren Buffett makes money and saves money. Use textual evidence
in your response.
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Lesson 8 Which is a better place to save money: a piggy bank or an
account with compound interest? Why?
Lesson 9 A family member has $100 to save or invest. To help him or
her make a decision about what to do with the money, explain how each
system works. Use information from the text to support your explanation.
Lesson 10 Choose one entry from the Three-Column Chart and explain
why you think this word or phrase is important to an understanding of
the stock market or economics. Use information from the text to support
your opinion.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module B • Lessons 6–10 • 295
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 3–5 of The Stock Market.
1.Explain in your own words how the stock market works.
Answers will vary, but could include: People buy stocks,
which are pieces (or shares) of a company. If the company
does well, people who bought the stocks will make money.
2.Explain what happens if people don’t invest their money. Use two
examples from the text in your response.
Answers will vary.
Stocks change in value every day. Sometimes, stock
values go up and sometimes they go down. But when the
stock prices rise, people can earn a lot more money.
4.What happens to money when people put it in the bank?
When people save their money in a bank account, the
bank pays interest on it and the money can grow.
5.Is it safer to put your money in a bank account or invest in stocks?
Explain why or why not on a separate sheet of paper.
6.Explain when it might be a good idea to invest in stocks.
Answers will vary, but could include: People who have
extra money may want to invest in stocks. It’s a way
to invest in a company and possibly grow their money.
296 • Unit 4 • Module B • Lessons 6–10
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How does money grow when invested in stocks?
Language
Analysis
Name
1.Reread pp. 6–11 of The Stock Market, and focus on word choice.
2.The first paragraph on p. 6 includes the word operate. What do you
think this word means? Use context clues to explain your answer.
Answers will vary, but could include: The text says
that when people buy company stock, the company
has money to operate. I know companies need money
to work, so operate must mean “work.”
3.Use a dictionary to look up the definition of operate. Write its
definition.
to perform a function
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4.The sidebar on p. 8 includes the word manufactures. What do you
think the word means? Use context clues to explain your answer.
Answers will vary, but could include: The text includes
an example about a company that manufactures paper
clips. I know companies produce, or make, things, so
it must mean “produces” or “makes.”
5.What is a dictionary definition of the term?
the act or process of producing something
6.How do the words manufactures and operate relate to a good
economy?
Answers will vary, but could include: In order for an
economy to be successful, companies need to operate
well and make a profit on what they manufacture.
Students analyze and respond to literary and
informational text.
Unit 4 • Module B • Lessons 6–10 • 297
Name
Conventions
Lesson 6
Use commas and coordinating conjunctions to rewrite this sentences to a
compound sentence.
They get a loan from the bank. They promise to pay it back in a certain
amount of time.
They get a loan from the bank, and they promise to pay it
back in a certain amount of time.
Lesson 7
Use a comma and quotation marks to punctuate this sentence correctly.
In Using Money, Gail Fay writes“,Some investments, such as gold, are
considered safe because the price is more likely to go up.”
Underline the prepositional phrase in the sentence.
In some European countries today, people give piggy banks as gifts
because they believe the pig brings good luck.
Lesson 9
Underline the modal auxiliaries in the sentence.
When people invest their money, they might use it in a way that will make
more money in the future.
Lesson 10
Cross out the misspelled word and write the corrected word on the line.
Consult a dictionary as needed.
Hear are some kinds of companies that are populer with investors.
Here, popular
298 • Unit 4 • Module B • Lessons 6–10
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 8
Name
Writing
Lesson 6
Create an Organizational Structure Do you think banks should be
allowed to offer subprime mortgages? Write a short opinion essay,
providing reasons supported by facts and details, and grouping related
ideas together to support your opinion. Include at least three compound
sentences in your writing. Use the space below and a separate sheet of
paper.
Lesson 7
Research and Draw Evidence Research a charity you like. Write
about why you are interested in this charity and why you would like to
donate money to it someday. Introduce your topic clearly, group related
information, and quote accurately from sources.
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Lesson 8
Provide a Concluding Statement Write a paragraph in which you state
and support the opinion that a person should start saving money at an early
age. Use key facts and details from Using Money. Include at least five
prepositional phrases.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module B • Lessons 6–10 • 299
Name
Writing
Use a separate sheet of paper for all the prompts below.
Lesson 9
Link Opinions and Reasons State an opinion about whether it is better
to put one’s money in a bank or invest it in the stock market. Use linking
words and phrases to connect opinions with supporting reasons and text
evidence.
Lesson 10
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Organize Information Reread the paragraphs under “Industries” and
“Consumer Businesses” on pp. 6–7 of The Stock Market. Use a Web
organizer to record details from the text and your own thoughts about the
two categories of investments. Organize their reasons and supporting details
by grouping related ideas. Then state and support your opinion about which
of the two categories of investments you would rather invest in.
300 • Unit 4 • Module B • Lessons 6–10
Students write routinely for a range of
tasks, purposes, and audiences.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Name
Explore the Text
Lesson 11
Responses should use evidence from the text.
Lesson 12
Responses should use evidence from the text.
Lesson 13
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.
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module B • Lessons 11–15 • 301
Name
Sleuth Work
Playing Sports and Giving Back
Professional sports teams make their fans cheer by winning games
and championships. Winning is not just about scoring touchdowns,
making baskets, and hitting homeruns, though. Many teams and players
are winners because they help their communities. They know they are
in a unique position to make a difference. Most are very happy to lend
their names, time, autographed items, and money to help raise funds and
awareness about important causes.
The National Hockey League™ focuses its charity work on fighting
cancer. In 1998, the league, along with the National Hockey League
Players’ Association™ started a program called Hockey Fights Cancer™.
In 1999, the two organizations started the Hockey’s All-Star Kids
Foundation™. This program connects the hockey community with young
people who have cancer and other serious diseases.
There are some causes many sports teams help support. One such cause
is childhood obesity. When a child is obese, he or she weighs more than
is healthy. This can lead to serious problems later in life. Today, more and
more children are obese. Sports teams want to help children learn to take
better care of their bodies. The Chicago Fire™, Denver Nuggets™, and
Atlanta Falcons™ are just a few of the teams that help support programs
to teach children about good nutrition and the importance of regular
exercise. The National Football League™ started NFL PLAY 60™.
This program encourages young football fans to be active for at least
60 minutes every day.
The Sports Philanthropy Project is an organization that helps sports
teams give back to communities. It also keeps track of what teams and
players are doing to make a difference. Do you want to know what your
favorite teams and players are doing? Visit their Web sites to find out.
302 • Unit 4 • Module B • Lessons 11–15
Students read text closely to determine
what the text says.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Some sports organizations choose certain charities to support. For
example, Major League Baseball™ has chosen Boys & Girls Clubs of
America™ as its official charity. Together, these two organizations help
children learn to deal with barriers and challenges in their lives. Boys and
girls are also taught about sportsmanship, responsibility, and team spirit.
Name
Sleuth Work
Gather Evidence How do professional athletes and teams lend their
support? Underline two ways that are mentioned in the text.
Gather Evidence: Extend Your Ideas What specific causes do sports
teams and players support?
helping children, overcoming childhood obesity,
fighting cancer
Ask Questions Write three questions you might ask an athlete about
giving back to his or her community.
Answers will vary.
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Ask Questions: Extend Your Ideas Why do you think it is important for
professional sports organizations to participate in charitable causes?
Answers will vary.
Make Your Case Circle the ways that sports teams help communities.
Make Your Case: Extend Your Ideas Using information from the
text, explain what you think is the most important way that teams help
communities.
Responses should use evidence from the text.
Students read text closely to determine what
the text says.
Unit 4 • Module B • Lessons 11–15 • 303
Lesson 11
society
Lesson 12
producers, instinct, decipher
Lesson 13
value, allowance, steady, measured
Lesson 14
captivated, inventions, appealing
Lesson 15
transmitting, devoured, revolutionary
304 • Unit 4 • Module B • Lessons 11–15
Students demonstrate contextual
understanding of Benchmark Vocabulary.
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Benchmark
Vocabulary
Name
Writing in
Response to
Reading
Name
Lesson 11 Explain how World War II helped to end the Great Depression.
Include examples from the text, including causes and effects, to support
your ideas.
Lesson 12 Do the author’s word choices in The Stock Market help make
the text engaging? Why or why not? Include examples from the text to
support your opinion.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13 Why is money important in our lives? Write an
informative/explanatory text. Include details and examples from both
texts to support your answer.
Lesson 14 Would Philo have been an interesting person to have as a
friend? Why or why not? Support your opinion with details from the text.
Lesson 15 Based on the descriptive details in the reading, explain why
Philo keeps working toward his goal in spite of setbacks. Include only the
details that support your explanation.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module B • Lessons 11–15 • 305
Name
Reading Analysis
Using evidence from the text, answer the following questions about
pp. 95–106 from The Boy Who Invented TV.
1.What was the first thing that Philo fixed?
the electric generator
2.Write two reasons why Philo would want to fix it.
It broke down a lot. Repairs were costly.
3.What was Philo’s motivation for inventing things?
He wanted to make doing his chores easier and
wanted to have more time to read.
4.How did the inventions of the hand-cranked telephone and
phonograph influence Philo? Explain using evidence from the text.
5.Why was television something that Philo wanted to continue to
investigate? Explain using evidence from the text.
Responses should use evidence from the text.
306 • Unit 4 • Module B • Lessons 11–15
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Responses should use evidence from the text.
Language
Analysis
Name
1.Reread pp. 108–120 of The Boy Who Invented TV and focus on
descriptive details.
2.Explain Philo’s phrase “capturing light in a bottle” as it relates to his
idea to create television.
It describes how Philo envisioned using electricity to
capture and transmit lines of light that translate into
a picture in a viewer.
3.On p. 116, Philo tells Pem after they were married, “I have to tell
you, there is another woman in my life—and her name is Television.”
What is Philo trying to tell Pem?
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He is telling her that developing his ideas on television
is also a priority for him.
4.When Pem and their friends read the newspaper article they were
“bouncing up and down.” What does this descriptive detail tell you
about this event?
They were very excited for Philo because he was
getting recognized for his ideas.
5.On p. 120 the author calls Philo “a shaper of the world to come.”
What does this descriptive detail help you understand?
Philo’s ideas would change the future.
Students analyze and respond to literary and
informational text.
Unit 4 • Module B • Lessons 11–15 • 307
Name
Conventions
Lesson 11
Rewrite the sentence using a progressive verb.
Philo ached to discuss his ideas with someone.
Philo was aching to discuss his ideas with someone.
Lesson 12
Underline the modal auxiliary verb in each sentence.
1.Maybe he could find fame by creating music.
2.Mr. Tolman pointed out that it would take a lot of money to build
such a thing.
Lesson 13
1. Answers
will vary.
2. Lesson 14
Reorder the adjectives in these sentences. Add commas
where needed.
1.Philo wanted to harness electrons—invisible mysterious particles that
traveled at the speed of light. mysterious, invisible
2.Philo had new big amazing ideas. big, new, amazing
Lesson 15
Add commas and quotation marks to mark the direct speech
and quotations.
According to the author of The Boy Who Invented TV,“No sooner did
Philo Farnsworth learn to talk than he asked a question. Then another, and
another. His parents answered as best they could. ”
308 • Unit 4 • Module B • Lessons 11–15
Students practice various conventions of
standard English.
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Write two sentences about Philo Farnsworth that use at least three
adjectives. Make sure to order them correctly.
Name
Writing
Lesson 11
Conduct Research to Support Reasons Find a stock you would like
to learn more about and conduct research on topics that would help you
decide if buying that stock would be a good investment. Use a graphic
organizer to record facts, statistics, and details, keeping track of the
source of each piece of information you record in your organizer. After
completing your organizer, write a sentence about the stock using a
progressive verb form.
Lesson 12
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Draw Evidence for Support Explain how the authors of Using Money
and The Stock Market use reasons and evidence to support particular
points in their texts. Which writer did a better job of making his or her
points? Give reasons using the details from the texts to support your
choice. Use a separate sheet of paper if needed.
Lesson 13
Support Reasons with Facts and Details On a separate sheet of paper,
write an opinion paragraph about the stock market. Do the benefits
outweigh the risks of investing in the stock market? Why or why not?
Provide reasons that are supported by facts and details from the texts you
have read.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module B • Lessons 11–15 • 309
Name
Writing
Lesson 14
Draw Evidence Draft a paragraph on which text does a better job
of explaining how innovation led to the creation of new products and
services. Choose evidence from both texts to support your opinion. Use
the space below and another sheet of paper if needed.
Lesson 15
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Plan and Prewrite Plan a response to this prompt: Support the opinion
that innovation is needed for economic growth. Use details from the texts
to support your opinion. Organize the information you are gathering by
listing reasons and corresponding text evidence. Use another sheet of
paper.
310 • Unit 4 • Module B • Lessons 11–15
Students write routinely for a range of
tasks, purposes, and audiences.
Name
Explore the Text
Responses should use evidence from the text.
Lesson 17
Responses should use evidence from the text.
Lesson 18
Responses should use evidence from the text.
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Lesson 16
Students ask and answer questions about text
to demonstrate comprehension.
Unit 4 • Module B • Lessons 16–18 • 311
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Using Money and The Boy Who Invented TV.
1.On p. 40 of Using Money, what is the most important information
about stocks?
Stocks are a type of investment in which you buy small
parts of a company. You will profit or lose money depending
on the success of the company and value of the stock.
2.How did you decide which detail was important?
Answers will vary.
While on the potato field, Philo comes up with an idea of
building a TV using electricity instead of moving parts.
4. In what ways can an author show the reader that an idea is important?
Answers will vary.
5.Is it easier or harder to determine important details when you read
informational text? Explain.
Answers will vary.
312 • Unit 4 • Module B • Lessons 16–18
Students analyze and respond to literary
and informational text.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.In The Boy Who Invented TV, what is the most significant event that
happens on pp. 108–109?
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Using Money, The Stock Market, and The Boy Who Invented TV.
1. Why did the author include p. 12 in The Stock Market?
He wanted to explain what risk is and how it applies to
the stock market.
2.Is it important to include information on credit cards on pp. 22–23 in
Using Money? Explain.
Yes. The author wanted readers to understand what a
credit card is and how it works.
3.Reread the opening paragraph on p. 95. Why do you think the author
chose to begin Philo’s story this way?
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She wanted to establish Philo as being curious from a
very young age.
4.From these details in the three texts, what can you conclude about the
authors’ purposes for writing?
They are all written to give the reader more
information on each topic: using money, the stock
market, and Philo Farnsworth.
5.What other evidence can you find in the three texts to tell you what
each author’s purpose is?
Responses should include evidence from the text.
Students analyze and respond to literary and
informational text.
Unit 4 • Module B • Lessons 16–18 • 313
Benchmark
Vocabulary
Name
service, charges, captivated, inventions
Lesson 17
options, cancel, producers, instinct, devoured, revolutionary
Lesson 18
income, expenses, notifies, society, appealing, transmitting
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Lesson 16
314 • Unit 4 • Module B • Lessons 16–18
Students demonstrate contextual
understanding of Benchmark Vocabulary.
Name
Writing in
Response to
Reading
Lesson 16 How can readers determine which information is important in
a text and which is not?
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Lesson 17 What types of details do authors include to help you
understand informative texts? Include examples from the texts to support
your ideas.
Students read text closely and use text
evidence in their written answers.
Unit 4 • Module B • Lessons 16–18 • 315
Writing in
Response
to Reading
Name
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18 Do you think Philo was a saver or a spender? Include details
from The Boy Who Invented TV and Using Money to support your ideas.
316 • Unit 4 • Module B • Lessons 16–18
Students read text closely and use text
evidence in their written answers.
Name
Reading Analysis
Using evidence from the text, answer the following questions about
Using Money, The Stock Market, and The Boy Who Invented TV.
1.What is similar about the genres in the three texts?
They are all nonfiction.
2.What text features are the same in Using Money and The Stock
Market? What similarities do all three texts share?
Using Money and The Stock Market both include
charts and photographs, and both have a table of
contents and an index. They all include pictures and
paragraphs.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How are investments covered in all three texts?
The Stock Market defines an investment, and both this
text and Using Money discuss how investments work. In
The Boy Who Invented TV, Philo received two investments
from businessmen to build his model of the TV.
4.What can you conclude about money after reading the three texts?
Responses should use evidence from the text.
5.What other connections about the three texts can you make?
Responses should use evidence from the text.
Students analyze and respond to literary and
informational text.
Unit 4 • Module B • Lessons 16–18 • 317
Name
Conventions
Lesson 16
Circle the relative pronoun. Underline the noun it modifies.
1.Charities are organizations that accept money gifts to provide help to
people in need.
2. Philo was a real inventor, someone who helped shape the future.
3.The stock market is not like a market where you go to buy food.
Lesson 17
Combine each pair of independent clauses using the coordinating
conjunction provided.
1.(but) Philo was silent. A big smile crossed his face.
2.(so) Thousands of people stopped paying their loans. WaMu lost
millions of dollars.
Thousands of people stopped paying their loans, so
WaMu lost millions of dollars.
3.(and) Investors need to have common sense and good instincts. They
need to understand math.
Investors need to have common sense and good
instincts, and they need to understand math.
Lesson 18
Underline the prepositional phrases.
1.On clear summer nights, as they lay in the grass and gazed at the
stars, his father told him about inventors.
2.Instead of handwriting a check, you electronically transfer money
over the Internet from your account to the company you want to pay.
318 • Unit 4 • Module B • Lessons 16–18
Students practice various conventions of
standard English.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Philo was silent, but a big smile crossed his face.
Name
Writing
Lesson 16
Draft: Opinion Writing State an opinion about whether innovation is
needed for economic growth. Use details from the texts to support your
opinion. Be sure to use linking words that connect text details to your own
opinion.
Lesson 17
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Revise, Edit, and Proofread Review the opinion essay you worked on in
Lessons 15 and 16. Make sure you have used linking words and phrases
to join your main points with your reasons. Check that your conclusion
effectively summarizes your points. Finally, ensure that you have used
proper spelling, punctuation, and grammar. Use the space below and
another sheet of paper if necessary.
Students write routinely for a range of tasks,
purposes, and audiences.
Unit 4 • Module B • Lessons 16–18 • 319
Name
Writing
Lesson 18
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Publish and Present Draft a plan to present the essay you have written.
Alter your writing as needed for the presentation. Finally, present your
essay to the class.
320 • Unit 4 • Module B • Lessons 16–18
Students write routinely for a range of
tasks, purposes, and audiences.