Pr e
p
l
ub
Co
n
tio
a
c
i
py
GEN
TM
Ac
b
4
Grade
Reader’s and Writer’s
Journal
Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey
RGEN14_RWJ_G4_FM.indd 1
10/11/13 11:14 AM
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of
America. This publication is protected by copyright, and permission should be obtained from the publisher prior
to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means,
electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce
these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in
each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights
Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or
its affiliates.
ISBN-13: 978-0-328-78884-2
ISBN-10:
0-328-78884-8
1 2 3 4 5 6 7 8 9 10 V003 16 15 14 13 12
RGEN14_RWJ_G4_FM.indd 2
10/11/13 11:14 AM
Name
Explore the Text
Lesson 1
Lesson 2
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Lesson 4
Lesson 5
Exploring Impact and Effect • Unit 3 Module A • Lessons 1–5 • 161
RGEN14_RWJTG_G4_U3A_L1-5.indd 161
10/10/13 10:01 AM
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.
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.
162 • Unit 3 Module A • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L1-5.indd 162
8/20/13 2:43 AM
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.
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ask Questions Write three questions you might ask a park ranger about
Crater Lake.
Ask Questions: Extend Your Ideas Write additional questions you have
about Crater Lake.
Make Your Case Circle passages that tell you that this text is
informational rather than fictional.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 1–5 • 163
RGEN14_RWJTG_G4_U3A_L1-5.indd 163
9/14/13 4:59 PM
Name
Vocabulary
Lesson 1
instruments
populated
Lesson 2
dense
churns
Lesson 3
vertical
Lesson 4
detect
registers
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
violent
Lesson 5
miniature
erupted
164 • Unit 3 Module A • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L1-5.indd 164
8/20/13 2:43 AM
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?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 1–5 • 165
RGEN14_RWJTG_G4_U3A_L1-5.indd 165
9/14/13 5:01 PM
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?
2. What text evidence on p. 10 supports your answer?
4.What do you learn about where most earthquakes occur? What text
on p. 13 supports this fact?
5.If you were writing a report about the number of earthquakes in
Europe, which map would you include? Explain why.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3. What does the map on p. 12 show?
166 • Unit 3 Module A • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L1-5.indd 166
8/20/13 2:42 AM
Language
Analysis
Name
1. Reread pp. 24–29 of Earthquakes, and focus on similes.
2. What are similes?
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4. Rewrite the sentence to make it a simile.
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.
6. Write a caption for the picture on p. 27 that includes a simile.
Exploring Impact and Effect • Unit 3 Module A • Lessons 1–5 • 167
RGEN14_RWJTG_G4_U3A_L1-5.indd 167
9/14/13 5:09 PM
Name
Conventions
Lesson 1 Change this sentence to past and future progressive:
The ground is shaking and swaying.
past progressive
future progressive
Lesson 2 Underline the modal auxiliary in the sentence below.
Earthquakes can occur anywhere there are stresses in underlying
rocks.
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.
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 Circle the relative adverb in the sentence below. Does the
relative adverb indicate the location, timing or situation, or reason?
Lesson 5 Circle the adjectives in the sentence below.
The ground rolled in huge waves.
168 • Unit 3 Module A • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L1-5.indd 168
8/20/13 2:42 AM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 1–5 • 169
RGEN14_RWJTG_G4_U3A_L1-5.indd 169
9/14/13 5:17 PM
Name
Writing
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.
Lesson 5 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
170 • Unit 3 Module A • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L1-5.indd 170
9/14/13 5:27 PM
Name
Explore the Text
Lesson 6
Lesson 7
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 8
Lesson 9
Lesson 10
Exploring Impact and Effect • Unit 3 Module A • Lessons 6–10 • 171
RGEN14_RWJTG_G4_U3A_L6-10.indd 171
10/10/13 10:03 AM
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?
2. Have you seen a dog act this way? Why might this happen?
4.Do you think Jacob understands that something is wrong? Draw an
inference using text evidence.
5.What can you infer about Itzak’s character? Use text evidence in
your response.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3. What inference can you draw about the dog based on his behavior?
172 • Unit 3 Module A • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L6-10.indd 172
9/14/13 5:32 PM
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?
3.How do these context clues help readers figure out the meaning
of effects?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4. How does the author explain the word friction in the Glossary?
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?
6.How do these context clues help readers figure out the meaning
of tremor?
Exploring Impact and Effect • Unit 3 Module A • Lessons 6–10 • 173
RGEN14_RWJTG_G4_U3A_L6-10.indd 173
9/14/13 5:34 PM
Name
Vocabulary
Lesson 6
effects
predict
Lesson 7
whining
tense
Lesson 8
heaved
Lesson 9
eerie
soot
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
tethered
Lesson 10
hoisting
pedestrians
174 • Unit 3 Module A • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L6-10.indd 174
8/20/13 3:02 AM
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.
Lesson 8 What parts of this chapter are most effective at making the
reader want to read on?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 6–10 • 175
RGEN14_RWJTG_G4_U3A_L6-10.indd 175
8/20/13 3:02 AM
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.
2. How did the people react to the earthquake?
4.What would have happened if the aftershock did not happen? Was the
aftershock necessary to move the plot along?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How did the aftershock change the community? Did it change the
setting? Use text evidence in your response.
176 • Unit 3 Module A • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L6-10.indd 176
9/14/13 5:37 PM
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?
uildings began weaving in and out, and the street pitched like
B
an angry sea.
3.What is being compared?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4. How does the simile help readers visualize what is happening?
5.Reread the last paragraph on p. 8. Is the reference about a giant
a simile or a metaphor?
6. What is being compared in the reference about a giant?
Exploring Impact and Effect • Unit 3 Module A • Lessons 6–10 • 177
RGEN14_RWJTG_G4_U3A_L6-10.indd 177
9/14/13 5:52 PM
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.
Lesson 10 Rewrite the sentence, reordering the adjectives.
Jacob handed back the yellow big jug.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
I must get under something!
178 • Unit 3 Module A • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L6-10.indd 178
9/16/13 4:02 PM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 6–10 • 179
RGEN14_RWJTG_G4_U3A_L6-10.indd 179
9/14/13 6:02 PM
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 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
180 • Unit 3 Module A • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L6-10.indd 180
9/14/13 6:05 PM
Name
Explore the Text
Lesson 11
Lesson 12
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13
Lesson 14
Lesson 15
Exploring Impact and Effect • Unit 3 Module A • Lessons 11–15 • 181
RGEN14_RWJTG_G4_U3A_L11-15.indd 181
10/10/13 10:06 AM
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
“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?”
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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L11-15.indd 182
9/14/13 8:42 PM
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?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 11–15 • 183
RGEN14_RWJTG_G4_U3A_L11-15.indd 183
9/14/13 6:32 PM
Name
Vocabulary
Lesson 11
spectators
cautiously
Lesson 12
grimacing
cobbler
Lesson 13
energized
Lesson 14
wisdom
pouted
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
energy
Lesson 15
sense (verb)
propelled
184 • Unit 3 Module A • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L11-15.indd 184
8/20/13 3:39 AM
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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?
Exploring Impact and Effect • Unit 3 Module A • Lessons 11–15 • 185
RGEN14_RWJTG_G4_U3A_L11-15.indd 185
9/16/13 4:07 PM
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?
2. What do his words tell you about Jacob?
3. What does Jacob do when the dog falls through the boards?
5. Give two other examples from the text that support these qualities.
6.What do you think Jacob would have done if he found his father or
Sophie trapped in the rubble? Why?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4. What do his actions tell you about Jacob?
186 • Unit 3 Module A • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L11-15.indd 186
9/14/13 8:42 PM
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.
3.What does the word mean in context?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4. How is onlookers used differently from spectators?
5. In the text, how is onlookers used differently from sightseers?
6. Why did the author include the three synonyms?
Exploring Impact and Effect • Unit 3 Module A • Lessons 11–15 • 187
RGEN14_RWJTG_G4_U3A_L11-15.indd 187
9/14/13 7:12 PM
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.
Lesson 13 Circle the progressive verb in each sentence.
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
1. “Don’t worry, fella, we will find them soon.”
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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L11-15.indd 188
8/20/13 3:39 AM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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 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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 11–15 • 189
RGEN14_RWJTG_G4_U3A_L11-15.indd 189
9/14/13 8:43 PM
Name
Writing
Lesson 14 State an Opinion On a separate sheet of paper, compare
and contrast 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? Use facts and details from the texts to
support your opinion.
Lesson 15 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
190 • Unit 3 Module A • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L11-15.indd 190
9/16/13 4:08 PM
Name
Explore the Text
Lesson 16
Lesson 17
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18
Exploring Impact and Effect • Unit 3 Module A • Lessons 16–18 • 191
RGEN14_RWJTG_G4_U3A_L16-18.indd 191
10/10/13 10:08 AM
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.
2. Write a one-sentence summary of “Earthshaker’s Bad Day.”
3.Write a one-sentence summary of “The Monster Beneath the Sea.”
5.Do you think it is harder to write a summary of a myth or an
informational text? Why?
6.Choose one of the earthquakes described in Earthquakes. Write a
short summary of what happened.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.What do all the summaries have in common?
192 • Unit 3 Module A • Lessons 16–18 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L16-18.indd 192
9/16/13 4:10 PM
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. Which two texts are similar in structure?
2. How are they similar?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3. Which texts are factual? Which are imaginary?
4.How does the purpose of “Earthshaker’s Bad Day” and “The Monster
Beneath the Sea.” differ from Earthquakes?
5.How are the visuals in Earthquakes different from “Earthshaker’s
Bad Day”?
Exploring Impact and Effect • Unit 3 Module A • Lessons 16–18 • 193
RGEN14_RWJTG_G4_U3A_L16-18.indd 193
9/14/13 9:15 PM
Name
Vocabulary
Lesson 16
practical
Lesson 17
energy
Lesson 18
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
heaved
194 • Unit 3 Module A • Lessons 16–18 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L16-18.indd 194
8/20/13 3:51 AM
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?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module A • Lessons 16–18 • 195
RGEN14_RWJTG_G4_U3A_L16-18.indd 195
9/14/13 9:11 PM
Name
Writing in
Response to
Reading
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L16-18.indd 196
9/14/13 9:12 PM
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?
2.What details about earthquakes do all three texts have in common?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How are the main characters in “Earthshaker’s Bad Day” and “The
Monster Beneath the Sea.” similar?
4.How are the main characters in “Earthshaker’s Bad Day” and “The
Monster Beneath the Sea.” different?
5.How does Earthquakes help you understand the settings of
“Earthshaker’s Bad Day” and “The Monster Beneath the Sea.”?
Exploring Impact and Effect • Unit 3 Module A • Lessons 16–18 • 197
RGEN14_RWJTG_G4_U3A_L16-18.indd 197
9/14/13 9:19 PM
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 Rewrite the following as a compound sentence joined by a
coordinating conjunction.
2.He was trapped. He was unable to create even the smallest
earthquake.
3.The people could choose Poseidon. They could choose Athena.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
1.Most earthquakes are too small to be noticed by people.
Scientific instruments are sensitive enough to record them.
198 • Unit 3 Module A • Lessons 16–18 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L16-18.indd 198
8/22/13 6:07 AM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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 Edit and Proofread Edit and proofread the comparisons
you began in Lesson 12. Make sure you use correct spelling and
proper punctuation and capitalization.
Exploring Impact and Effect • Unit 3 Module A • Lessons 16–18 • 199
RGEN14_RWJTG_G4_U3A_L16-18.indd 199
9/16/13 4:11 PM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18 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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3A_L16-18.indd 200
8/20/13 3:51 AM
Name
Explore the Text
Lesson 1
Lesson 2
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3
Lesson 4
Lesson 5
Exploring Impact and Effect • Unit 3 Module B • Lessons 1–5 • 201
RGEN14_RWJTG_G4_U3B_L1-5.indd 201
28/09/13 6:33 PM
Name
Sleuth Work
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.
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 (40 km) deep. This leaner
layer is at the bottom of the ocean.
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
The Layering Effect
202 • Unit 3 Module B • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L1-5.indd 202
9/14/13 9:44 PM
Name
Sleuth Work
Gather Evidence Draw a box around the layers of the Earth. Briefly explain what
the text says about each.
Gather Evidence: Extend Your Ideas Focusing on the layers you identified,
explain how one of these layers can change Earth’s surface.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Ask Questions Underline text that a scientist might find interesting. What is one
question a scientist might have about Earth’s layers?
Ask Questions: Extend Your Ideas Write three additional questions you have
about earthquakes.
Make Your Case Which layer do you find the most interesting? Explain why using
information 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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 1–5 • 203
RGEN14_RWJTG_G4_U3B_L1-5.indd 203
9/14/13 9:44 PM
Name
Vocabulary
Lesson 1
volcano
spewed
Lesson 2
collide
boundaries
Lesson 3
landforms
Lesson 4
propelled
violent
Lesson 5
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
steam
occurred
diverted
204 • Unit 3 Module B • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L1-5.indd 204
9/14/13 9:44 PM
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 1–5 • 205
RGEN14_RWJTG_G4_U3B_L1-5.indd 205
20/08/13 2:44 AM
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?
2.What is covered on pp. 4–5?
4.What kinds of text features appear in the glossary on p. 46?
5.Do you know what the genre of the book is by the Table of Contents
and pp. 4–5? Explain your answer.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.Why do you think the author included this information as an
introduction?
206 • Unit 3 Module B • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L1-5.indd 206
9/14/13 9:44 PM
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”?
3.What does this sentence tell you about this type of volcano?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.Find another simple sentence on p. 18 and write it below.
5.Why do you think the author uses simple sentences to describe the
volcanoes?
6.Write about something you learned on types of volcanoes or volcanic
structures. Did what you read include simple sentences?
Exploring Impact and Effect • Unit 3 Module B • Lessons 1–5 • 207
RGEN14_RWJTG_G4_U3B_L1-5.indd 207
9/14/13 9:44 PM
Name
Conventions
Lesson 1 Identify whether the subject or predicate is missing. Then
change the fragment to a complete sentence.
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.
Lesson 3 Circle the relative adverb in the sentence below, and write
whether the relative adverb tells the location, timing or situation, or
reason.
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lava Domes form when the lava that pushes out of the conduit is too thick
and dusty to move a great distance.
208 • Unit 3 Module B • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L1-5.indd 208
9/14/13 9:44 PM
Name
Writing
Lesson 1 Write to Inform Write an informative paragraph about a famous
volcano explanatory that explains how it was formed.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 1–5 • 209
RGEN14_RWJTG_G4_U3B_L1-5.indd 209
9/14/13 9:44 PM
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 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 3 Group Related Information Write an informative
paragraph that explains what a volcanologist does. Be sure to group
related information and use a heading.
210 • Unit 3 Module B • Lessons 1–5 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L1-5.indd 210
9/14/13 9:50 PM
Name
Explore the Text
Lesson 6
Lesson 7
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 8
Lesson 9
Lesson 10
Exploring Impact and Effect • Unit 3 Module B • Lessons 6–10 • 211
RGEN14_RWJTG_G4_U3B_L6-10.indd 211
28/09/13 6:34 PM
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?
2.What is the author’s purpose on p. 42? How do you know?
4.What surprised you about the information presented on pp. 44–45?
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.What evidence on pp. 44–45 tells you of the author’s purpose? Use
text evidence in your response.
6.Could the text on pp. 44–45 be written to persuade others? Explain
your response by rewriting one fact in the text.
212 • Unit 3 Module B • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L6-10.indd 212
28/09/13 4:51 PM
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?
3.What details on p. 40 relate to the sense of hearing?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
4.How do the details on p. 40 help you visualize the events?
5.What details on p. 40 help you visualize the tsunami?
6.Which sense do the details about the tsunami relate to?
Exploring Impact and Effect • Unit 3 Module B • Lessons 6–10 • 213
RGEN14_RWJTG_G4_U3B_L6-10.indd 213
9/16/13 4:14 PM
Name
Vocabulary
Lesson 6
benefits
resources
Lesson 7
residents
survivors
Lesson 8
bulge
Lesson 9
tremors
rumble
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
contained
Lesson 10
harbor
anxious
214 • Unit 3 Module B • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L6-10.indd 214
9/14/13 10:00 PM
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.
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?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 6–10 • 215
RGEN14_RWJTG_G4_U3B_L6-10.indd 215
9/14/13 10:01 PM
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?
2.What causes Tranio and Livia to run to the harbor? What do they do
next?
4.Does the way the story is written help us understand the characters a
little better? Use text evidence in your answer.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How do you know this text is written in third-person point of view?
216 • Unit 3 Module B • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L6-10.indd 216
9/14/13 10:03 PM
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?
3.Which words affect the mood in the first paragraph on p. 43?
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.
5.How does the mood change on p. 46? Which words show
this change?
6.Why do you think the author includes words that describe the mood?
Exploring Impact and Effect • Unit 3 Module B • Lessons 6–10 • 217
RGEN14_RWJTG_G4_U3B_L6-10.indd 217
9/14/13 10:07 PM
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 sentences.
towered in the distance
Lesson 8 Correct the run-on sentence.
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Vog is also a problem for people living near active volcanoes vog is made
up of sulfur dioxide vapors.
218 • Unit 3 Module B • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L6-10.indd 218
9/14/13 10:12 PM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 6–10 • 219
RGEN14_RWJTG_G4_U3B_L6-10.indd 219
19/09/13 11:15 AM
Name
Writing
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.
Lesson 10 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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
220 • Unit 3 Module B • Lessons 6–10 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L6-10.indd 220
9/14/13 10:19 PM
Name
Explore the Text
Lesson 11
Lesson 12
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13
Lesson 14
Lesson 15
Exploring Impact and Effect • Unit 3 Module B • Lessons 11–15 • 221
RGEN14_RWJTG_G4_U3B_L11-15.indd 221
28/09/13 6:35 PM
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.”
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?”
“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.
“Patrick, come to the nature center. You can look through field
guides to see what you have. You can learn about processes like erosion
222 • Unit 3 Module B • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L11-15.indd 222
9/14/13 11:06 PM
Name
Sleuth Work
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
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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. You can see
through some and some 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.
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 11–15 • 223
RGEN14_RWJTG_G4_U3B_L11-15.indd 223
9/14/13 10:45 PM
Name
Vocabulary
Lesson 11
residents
debris
Lesson 12
weathered
exposing
landscapes
pollute
Lesson 14
drought
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13
poverty
Lesson 15
deposits
224 • Unit 3 Module B • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L11-15.indd 224
9/14/13 10:48 PM
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?
Exploring Impact and Effect • Unit 3 Module B • Lessons 11–15 • 225
RGEN14_RWJTG_G4_U3B_L11-15.indd 225
9/16/13 4:16 PM
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?
2.How does a drought cause wind erosion in places where erosion is
not usually an issue?
4.Which causes more erosion: wind or glaciers? Explain.
5.Why is it important to understand how wind or glaciers cause
erosion?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How have glaciers changed the world’s landscape?
226 • Unit 3 Module B • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L11-15.indd 226
9/14/13 10:59 PM
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?
3. On p. 16 what does the writer describe as “a mighty river”?
4.What details does the writer give on p. 6 about sudden erosion?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
5. How do these details help you understand sudden erosion?
6.What other details from the text do you find descriptive?
Exploring Impact and Effect • Unit 3 Module B • Lessons 11–15 • 227
RGEN14_RWJTG_G4_U3B_L11-15.indd 227
20/08/13 3:52 AM
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.
This round small brown beautiful rock
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.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 13 Write the adjectives in the correct order. Then write a full sentence
using the entire phrase on a separate sheet of paper.
228 • Unit 3 Module B • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L11-15.indd 228
9/14/13 11:00 PM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 11–15 • 229
RGEN14_RWJTG_G4_U3B_L11-15.indd 229
9/16/13 4:17 PM
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 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 least two prepositional phrases in the text and
underline the preposition in each.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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.
230 • Unit 3 Module B • Lessons 11–15 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L11-15.indd 230
9/14/13 11:05 PM
Name
Explore the Text
Lesson 16
Lesson 17
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18
Exploring Impact and Effect • Unit 3 Module B • Lessons 16–18 • 231
RGEN14_RWJTG_G4_U3B_L16-18.indd 231
28/09/13 6:36 PM
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?
2.Name one way both texts show examples of their topics.
4.How does the structure of the chapters differ in the two 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?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3. Name three text features that are common in both texts.
232 • Unit 3 Module B • Lessons 16–18 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L16-18.indd 232
9/14/13 11:14 PM
Language
Analysis
Name
1.Reread p. 36 of Anatomy of a Volcanic Eruption. What descriptive details does
the author include about the Vesuvius eruption?
2. What effect do these details have?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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?
4.What effect do these details have?
5.How are the details similar between the two texts’ descriptions?
6.How are the descriptions of the same event different?
Exploring Impact and Effect • Unit 3 Module B • Lessons 16–18 • 233
RGEN14_RWJTG_G4_U3B_L16-18.indd 233
9/16/13 4:19 PM
Name
Vocabulary
Lesson 16
landscapes
chain reaction
Lesson 17
collide
violent
benefits
pollute
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18
234 • Unit 3 Module B • Lessons 16–18 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L16-18.indd 234
20/08/13 4:20 AM
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.
Exploring Impact and Effect • Unit 3 Module B • Lessons 16–18 • 235
RGEN14_RWJTG_G4_U3B_L16-18.indd 235
20/08/13 4:20 AM
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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L16-18.indd 236
20/08/13 4:20 AM
Reading
Analysis
Name
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?
2.How are the visuals in Anatomy of a Volcanic Eruption similar to the
visuals in Erosion: How Land Forms, How It Changes?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
3.How are Anatomy of a Volcanic Eruption and Escape from Pompeii
similar?
4.What three features are found in both Anatomy of a Volcanic Eruption
and Erosion: How Land Forms, How It Changes?
5.What other connections can you make about the three texts?
Exploring Impact and Effect • Unit 3 Module B • Lessons 16–18 • 237
RGEN14_RWJTG_G4_U3B_L16-18.indd 237
9/14/13 11:15 PM
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.
2.The weather was very cold and snow fell in June.
Lesson 18 Add commas and quotation marks to the quote.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L16-18.indd 238
9/14/13 11:21 PM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
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 Edit and Proofread Edit and proofread your news bulletin. Check
your work for proper spelling, punctuation, and capitalization.
Exploring Impact and Effect • Unit 3 Module B • Lessons 16–18 • 239
RGEN14_RWJTG_G4_U3B_L16-18.indd 239
19/09/13 11:16 AM
Name
Writing
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Lesson 18 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 • Exploring Impact and Effect
RGEN14_RWJTG_G4_U3B_L16-18.indd 240
20/08/13 4:20 AM