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Start of the YearStudent MaterialS

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

GENAbc

TM

5Grade

RG14_SOY_SE_TitleCprts_G5.indd 1 7/6/13 1:47 PM

ISBN-13: 978-0-328-78895-8 ISBN-10: 0-328-78895-3

1 2 3 4 5 6 7 8 9 10 V063 17 16 15 14 13

Copyright © 2014 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 the Reader’s and Writer’s Journal 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 SaddleRiver, New Jersey 07458.

Pearson, Scott Foresman, and Pearson Scott Foresman are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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NameFirst Read of the

Lesson

1. What did you read?2. What did you learn?3. What questions do you have?

Lesson 1

1.

2.

3.

Lesson 2

1.

2.

3.

Lesson 3

1.

2.

3.

Lesson 4

1.

2.

3.

Lesson 5

1.

2.

3.

Responses should use evidence from the text.















Depending on Each Other • Unit 1 Module A • Lessons 1–5 • 1

RG14_RWJTG_G5_U1A_L1-5.indd 1 7/4/13 9:36 AM

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Name Sleuth Work

Fishy Business!The Columbia River flows westward for more than 1,200 miles (1,931 kilometers)

across the Northwest. A paradise for fish, right? At one time, it was. Yet when humans decided to control the water rushing to the ocean, no one asked the fish what they thought.

A dam is a man-made structure built across a river. Dams both help prevent flooding and provide water for irrigation. Larger dams generate pollution-free and inexpensive hydroelectric power. Over time, more than 400 dams have been built along the Columbia River, 11 of which extend completely across the river.

Consider, however, how these dams affect the natural environment, specifically the salmon living in these waters. Salmon make only two long journeys during their lives. Hatched in rivers far from the ocean, young salmon swim to the ocean where they spend their adult lives. Near the end of their lives, they swim back to their birthplace. In the cool streams, females lay eggs, and males fertilize them.

What happens when a young fish swimming toward the ocean encounters a dam that crosses the entire river? Water stored behind the dam rushes downward through chutes and turns huge turbines to generate electricity. Spinning blades are not a healthy environment for fish!

If the fish somehow makes it to the ocean, it must eventually swim upstream against the current to reach its spawning ground. Fish can do this for long distances when the slope is gentle. However, climbing a dam more than 100 feet (30 meters) high is quite a challenge! Because dams make it difficult for fish to spawn, salmon and trout populations along the Columbia River have dropped from 16 million to 2.5 million.

Since the 1930s, builders have added “fishways” such as fish ladders to dams. A fish ladder is a series of gradually ascending pools next to a dam that are filled with rushing water. The fish swim upriver against the current, leaping from a lower pool to a higher one. They rest in the pool before repeating the process until they are above the dam.

Fish ladders and other structures are like elevators. They fill with fish, rise to the top of the dam, and open to let the fish out. They can add millions of dollars to a dam’s cost, but isn’t the expense worth it? Causing whole populations of fish to die out is unthinkable. Preserving the environment is priceless.

2 • Unit 1 Module A • Lessons 1–5 • Depending on Each Other

RGEN14_RWJ_BLMG5_001-005.indd 2 6/13/13 10:03 AM

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Name Sleuth Work

Gather Evidence On page 2, circle the paragraph that contains three ways that dams in the Northwest have helped residents of the area. Underline the three details.

Gather Evidence: Extend Your Ideas Briefly explain why the details are important to the article.

Ask Questions Write three questions about salmon near the Columbia River that are answered in the text or by the images. Circle questions and answers in the text. Use one color for the first questions and answer, a second color for the second, and so on.

Ask Questions: Extend Your Ideas Were any of the questions in the text left unanswered? If the answer is yes, explain.

Make Your Case On page 2, draw a box around details the writer uses to describe the structures built to help the fish. Then underline the writer’s strongest supportive details.

Circle: the second paragraph. Underline: Dams help prevent flooding. Dams provide water for irrigation. Larger dams generate pollution-free and inexpensive hydroelectric power.

Answers may vary, but could include how dams have made life easier for people.

Answers will vary, but students should circle relevant questions and answers in the text.

Box: A fish ladder is a series of gradually ascending pools next to a dam that are filled with rushing water. Underline: gradually ascending pools and filled with rushing water.

Answers may vary, but should include that the Columbia River was once a paradise for fish, and that young fish swimming toward the ocean can be caught up in turbines.



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Name Vocabulary

Lesson 1

claimed

species

Lesson 2

ecosystems

lush

Lesson 3

wry

baffled

Lesson 4

deflated

marvel

Lesson 5

extinct

Sentences should demonstrate contextual understanding. Sentences should demonstrate contextual understanding.

Sentences should demonstrate contextual understanding.









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Name

Writing in Response to

Reading

Lesson 1Reread the third full paragraph on p. 8. Ben reluctantly sits next to Ryan because it’s the only place in the classroom. Do you think Ben is right to want to stay away from Ryan? State your opinion and support it using evidence from the text.

Lesson 3Write a narrative paragraph from Ryan’s perspective. Use third-person point of view to describe what Ryan is thinking and doing during the scene on p. 38 that begins “Ryan was not listening.” Include descriptions of Ben from Ryan’s perspective. Use evidence from the text to help you write your narrative.

Lesson 2Reread the fifth paragraph on p. 21. Use details from the book to write an informative paragraph explaining what a terrarium is.

Lesson 4Reread the first sentence in italics on p. 85. Do you agree with what Ben thinks? State your opinion and support it using evidence from the text.

Lesson 5Reread the last full paragraph on p. 101. Write a diary entry as though you were Ben just after you arrive home from Mrs. Tibbets’s house. Explain what has happened and what you are thinking and feeling. Write about what you motivated you to behave the way you did with Mrs. Tibbets. Be sure to base your diary entry on details from the text.


RG14_RWJTG_G5_U1A_L1-5.indd 5 27/06/13 2:32 PM

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Name Reading Analysis

Lesson 4 PlotUsing evidence from the text, answer the following questions about Chapters 6 and 7 from Night of the Spadefoot Toads.

1. Who are the characters in Chapters 6 and 7?

2. What are the settings in Chapters 6 and 7?

3. What is the main conflict, or problem, of Chapter 6?

4. What are the most important events in Chapter 6? Why are they important?

5. What is the main conflict, or problem, of Chapter 7?

6. What are the most important events in Chapter 7? Why are they important?

Ben, Ben’s mom, Mrs. Tibbets, Tabitha, Danny, Ryan,

Ben’s house, Mrs. Tibbets’s property, Mrs. Tibbets’s

Mrs. Tibbets’s argument with her sister-in-law.

Answers may vary, but should include Ben spending

Ben’s feelings of loneliness and being left out.

Answers may include the kids knowing about Ben spending time with Mrs. Tibbets and Ben capturing and releasing a frog.

Frankie, Jenny, Toby, peeper Frog

house, school, marsh

time with Mrs. Tibbets and how their friendship continues to grow.



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Name Language Analysis

Lesson 2 Craft and StructureReread the last three full paragraphs on p. 30 of Night of the Spadefoot Toads.

1. What sensory words and phrases does the author use to help you visualize the setting?

2. Explain how these words and phrases help you understand how Ben feels physically in that setting.

3. What sensory words and phrases does the author use to show you what Ben’s father is like?

4. Explain how these words help you understand Ben’s father.

5. What do you notice about the sentence structure in these paragraphs?

6. What is the effect of this structure on your impression of Ben’s father?

rain continues to fall; sneakers fell heavy and squishy;

Ben-benny-ben-ben!; singing the name like it’s part of

Answers may vary, but should include that he has a

Answers may vary, but should include that the

Answers may vary, but should include that shorter

Answers may vary, but should include the rain, the

good sense of humor and Ben “can’t help but smile”

sluggish; it’s really cold; the growing darkness; looks like a ghost; in the dark; Ben shivers

wetness, and the growing darkness.

a song; a great joker, in a good mood.

when he hears his father calling for him.

sentences vary in length and tone.

sentences, as well as how Ben’s father call for his son, show Ben’s father’s character.



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Name Conventions

Lesson 1 Common and Proper Nouns Circle all the nouns in the sentences from Night of the Spadefoot Toads. Underline all the proper nouns.

1. The rattlesnakes he used to watch were at the Desert Museum in Tucson, Arizona, where he lived until February.

2. While the kids are writing down the words, Mrs. Tibbets patrols the aisles.

Lesson 2 Abstract Nouns Rewrite a short paragraph from Chapter 2 or 3. Include abstract nouns, and keep the original meaning of the text.

Lesson 3 Plural or Singular Nouns Reread the last five paragraphs on page 51. List the plural nouns, singular nouns, and collective nouns in the excerpt.

Plural nouns

Singular nouns

Collective nouns

Lesson 4 Pronouns Reread pages 81–82. Write the pronouns you find—personal, indefinite, possessive, and relative—in the appropriate row in the chart below.

Type of Pronoun ExamplesPersonal

IndefinitePossessiveRelative

Lesson 5 Personal Pronouns Replace the underlined text with the correct personal pronoun. Write the pronoun on the line.

1. Rattlesnakes can be dangerous, so people should be careful around the animals.

2. Ben and Jenny are Ryan’s best friends at school.

Answers will vary, but should include abstract nouns.

friends, kids

Monday, morning, Ben, school, bell, Danny Martin, desk, envelope, invitation, party, rink, card,

them

They

pizza, part, mom, seat, card

class, group

you, she, me, I, it, he, him, her, theyeveryone, someonemy, his, hernone



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Name Writing

Lesson 2 Analyze Author’s Style On a separate sheet of paper, write three or more paragraphs analyzing the author’s style. Choose a 5–10 line passage from Chapter 2 or 3 to analyze. Look at sentence length, descriptive words, and sensory details in the passage. Finally, consider how these elements create particular effects and convey meaning.

Lesson 1 Compare and Contrast Characters On a separate sheet of paper, write two paragraphs to compare and contrast two characters from the story. First, choose two characters to compare and contrast. Find descriptions of each character’s traits, thoughts, feelings, words, and actions. Write about one character in each paragraph.

Answers will vary, but should include two paragraphs, one about each character, that compare and contrast each character’s traits, thoughts, feelings, words, and actions.

Answers will vary, but should include analysis of the author’s style, including how sentence length, descriptive words, and sensory details create particular effects and convey meaning.



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Name Writing

Lesson 4 Establish a Situation On a separate sheet of paper, write a one page of a short story. Establish a situation using Night of the Spadefoot Toads as a model. Then introduce a narrator or important characters and the conflict.

Lesson 5 Develop Character On separate sheets of paper, write one to two pages that develop a character’s traits, feelings or thoughts, and responses to events. Use concrete words or phrases and sensory details to develop the characters you introduced in Lesson 4.

Lesson 3 Analyze Point of View On a separate sheet of paper, write three to five paragraphs analyzing a story event from a different character’s point of view. Choose a passage from Chapter 4 or 5 that describes an event from Ben’s point of view. Consider how the event might be described if it were told from the point of view of a different character, such as the frog or Mrs. Tibbets.

Answers will vary, but should include a different character’s point of view on a story event.

Answers will vary, but should include an established situation based on Night of the Spadefoot Toads, a narrator or important characters, and conflict.

Answers will vary, but should include concrete words or phrases and sensory details to develop a character’s traits, feelings or thoughts, and responses to events.



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NameFirst Read of

the Lesson


Lesson 6

1.

2.

3.

Lesson 7

1.

2.

3.

Lesson 8

1.

2.

3.

Lesson 9

1.

2.

3.

Lesson 10

1.

2.

3.
















Depending On Each Other • Unit 1 • Lessons 6–10 • 11


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Name

Lesson 6 Compare SettingUsing evidence from the text, answer the following questions about Chapter 10 from Night of the Spadefoot Toads.

1. What words and phrases are associated with Classroom?

2. What words and phrases are associated with Woods?

3. What words and phrases are associated with both?

4. What does this tell you about how each setting influences Ben?

5. What about Ben stays the same in different settings?

6. What does this tell you about Ben’s character?

Reading Analysis

Answers will vary, but could include: crowded, in your seats, desks, Frankie, Ryan, feels empty inside, permission slips

Answers will vary, but could include: wet grass, wind in the trees, peepers calling, toads trilling, spidery branches of trees, tree bark, wildflowers, fairy tale, deep forest

Answers will vary, but could include: peepers, Ben, Mrs. Tibbets, toads, vernal pools, spadefoots

Answers will vary, but could include: Ben is more comfortable with Mrs. Tibbets on their own outdoors than in the classroom with all the other students.

Answers will vary, but could include: Ben remains interested in the spadefoot toads both in the classroom and in the woods.

Answers will vary, but could include: Ben would rather spend time alone or with a few people than be the center of attention in a crowd.

12 • Unit 1 • Lessons 6–10 • Depending On Each Other


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Name

Lesson 7 Craft and Structure1. Reread p. 145. What does Ben think? What does Ben say?

2. How does the author show Ben’s thoughts?

3. How is what Ben says different from what he thinks?

4. What does that difference let you know about Ben?

5. Look at the word sneers. How does it change the meaning of “Oh, excuse me”?

Language Analysis

Ben thinks Frankie’s stunt would have been funny if it weren’t his way of showing off. Ben says “Lay off him.”

Italics show Ben’s inner thoughts.

Answers may vary, but could include that Ben hides any trace of amusement at Frankie as a way of showing loyalty to Ryan.

Answers will vary, but could include that Ben isn’t a bully.

Answers may vary, but could include that sneers shows Frankie is being insincere, sarcastic, condescending, or false.



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NameName Vocabulary

Lesson 6

straggle

dwindled

Lesson 7

illegal

sinister

Lesson 8

gestures

pleading

Lesson 9

lurches

trudges

Lesson 10

swoop












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Name

Lesson 6Reread the story on p. 129 that Mrs. Tibbets tells Ben about the Overtoad. On a seperate sheet of paper, write a story using all of the animals that Ben and Mrs. Tibbets find the night they look for the spadefoot toads. Include details about the setting and how it influences the Overtoad appearing on this special night.

Lesson 8Reread from “He picks up on the fourth ring.” on p. 164 to “He says good-bye and hangs up.” on p. 168. On a seperate sheet of paper, write an explanatory paragraph using text evidence from the passage to answer the question: What does the phone call between Hank and Ben reveal about Ben’s character?

Lesson 7Reread the fifth full paragraph on p. 152. Do you think Ben’s impression of Mrs. Tibbets is correct? State your opinion on a seperate sheet of paper, and support it using evidence from the text.

Lesson 9Reread the last paragraph on p. 185 through the second paragraph on p. 197. Why did Agatha get involved? Do you think Agatha did the right thing? On a seperate sheet of paper, write a paragraph using evidence from the text to support your opinion. Use linking words and phrases to show your reasoning.

Lesson 10Reread pp. 204–205 of Night of the Spadefoot Toads. On a seperate sheet of paper, write a narrative paragraph that recounts the scene at the vernal pool from Ryan or Jenny’s perspective. Begin by clearly establishing the situation and characters. Include key ideas and important descriptive details.


Reading



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Name

Lesson 9 ThemeUsing evidence from the text, answer the following questions about Chapter 16 from Night of the Spadefoot Toads.

1. What challenges does Ben face in Chapter 16?

2. What do we learn about Ben based on his responses to challenges?

3. How has Ben changed over the course of the novel?

4. Identify two passages in Chapter 16 that relate to the topic of change over time.

5. Have any of the other characters in the book changed over time? What caused the change?

6. Based on your responses to the previous questions, write one theme present in Night of the Spadefoot Toads.

Reading Analysis

Answers will vary, but could include: friendship.

Answers will vary, but could include: Frankie’s teasing

Answers will vary, but could include: Ben is a loyal person.

Answers will vary, but could include: He has made

Answers will vary, but could include: When Agatha defends Ben to their parents and when Ben tells Mrs. Kutchner that the desert “just isn’t as interesting” as he thought it was.

Answers will vary, but could include: Jenny defends Ben. Her friendship with him has made her able to speak up in front of others.

of Ryan, completing his geography report on time, lying about going to Ryan’s birthday party.

friends.



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Name

Lesson 10 Craft and Structure1. Identify a passage in Chapter 17 that contains imagery or figurative language. List

the figure of speech or main image in the passage.

2. What do you learn about one or more characters from this passage?

3. What effect does this figurative language have on the reader?

4. How would the effect of the passage have been different if the author had used different language?

5. Could the figurative language mean more than one thing? Explain, and give examples.

6. How does this figurative language contribute to your understanding of a theme?

Language Analysis

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.



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Name Conventions

Lesson 6 Possessive Pronouns Underline the possessive pronouns.

1. Frankie’s got the jar in his hands.

2. “Everybody in your seats,” the teacher says.

3. “You’ll all have a chance to look at our friends here.”

4. Its feet are shaped like spades.

Lesson 7 Relative Pronouns Write the correct relative.

1. He walked with his neighbor is a science teacher.

2. Spadefoot toads, rely on vernal pools, are endangered in Massachusetts.

3. The man to Ben wrote has not responded yet.

4. She wants to sell the land surrounds the house.

5. The teacher husband inherited the land is not the land’s current owner.

Lesson 8 Indefinite Pronouns Circle the indefinite pronoun in the sentence, and write whether it is singular or plural.

1. More were counted this year than last year.

2. Most of the pool had dried up.

Lesson 9 Pronoun-Antecedent Agreement Rewrite the sentence using the correct pronoun.

Rory played with Rory’s toys.

Frankie bragged to Frankie’s friends.

Jenny was not on the Jenny’s school bus.

Lesson 10 Agreement with Indefinite Pronouns Write the correct indefinite pronoun or pronouns on the line.

1. The teacher asked everyone in the class to bring homework the next day.

2. The principal told the students to tell parents about the assembly.

whowhich

whomthat

whose

circle more, pluralcircle most, singular

Rory played with her toys.Frankie bragged to his friends.

Jenny was not her school bus.

his or her

their



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Name

Lesson 6 Develop Sequence of Events On separate sheets of paper, write 2–3 pages that develop a natural sequence of events using your narratives from Lessons 4 and 5. Organize your stories into a beginning, middle, and end, and include transitions to show sequence of events. Point out that the events should relate to characters’ responses to a conflict.

Lesson 7 Develop Style On separate sheets of paper, write 1–2 pages that develop a setting for your narratives from the previous lessons. Consider how the setting will influence your characters’ actions or create contrast. Include concrete words or phrases and sensory details to help develop your settings.

Lesson 8 Develop Dialogue On separate sheets of paper, write 1–2 pages that develop a dialogue between two characters. Add to your existing narratives and use natural dialogue and concrete words and phrases to further develop your characters.

Writing

Answers will vary, but should include a beginning, middle, and end, and transitions to show sequence of events, plus how events relate to characters’ responses to a conflict.

Answers will vary, but should include a developed setting that influences characters’ actions or creates contrast through concrete words or phrases and sensory details.

Answers will vary, but should include natural dialogue that further develops characters through concrete words and phrases.



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Name

Lesson 9 Formative Assessment: Develop Theme and Resolution Review your writing products from Lessons 4–8. On separate sheets of paper, write a story that reflects the theme depending on one another to overcome a challenge. Stories should include characters, dialogue, a detailed setting, a sequence of events, a conflict, and a resolution.

Lesson 10 Support an Opinion About a Character On a separate sheet of paper, write an outline and an introductory paragraph stating an opinion. Choose an action taken by a character in the text, state an opinion agreeing or disagreeing with the action, and find text evidence to support the opinion. Then create an outline for an opinion paper that includes an introduction, a conclusion, and three reasons arranged in a logical order.

Writing

Answers will vary, but should include characters, dialogue, a detailed setting, a sequence of events, a conflict, and a resolution that reflects the theme depending on one another to overcome a challenge.

Answers will vary, but should include text evidence arranged in a logical order that supports an opinion about an action taken by a character in the text.



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NameFirst Read of

the Lesson


Lesson 11

1.

2.

3.

Lesson 12

1.

2.

3.

Lesson 13

1.

2.

3.

Lesson 14

1.

2.

3.

Lesson 15

1.

2.

3.
















Depending On Each Other • Unit 1 Module A • Lessons 11–15 • 21


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Name Sleuth Work

Welcome to the Neighborhood?Today more and more people live in homes built where wildlife once roamed freely.

Some folks enjoy their animal neighbors. For example, they like watching deer or birds in their backyard. Others view the animals as intruders—unwelcome and annoying. Either way, the fact is that humans are increasingly moving into animal territory. Because interactions between people and wild animals can’t be completely avoided, humans must be willing to change some of their habits.

Take birds, for example. They’re often attracted to the brilliant lights of city skyscrapers, but the lights can disrupt the birds’ migration patterns. Some become exhausted and confused, repeatedly circling the buildings. As a result, the birds fall behind schedule. This increases the likelihood that they won’t survive winter storms before reaching their destination. Some cities, such as Chicago, have started voluntary Lights Out programs. Buildings dim or turn off their lights between 11 p.m. and sunrise during the migration season.

Lights on beaches affect wildlife too. Newly hatched sea turtles wait below the sand until dark. Then, instinct and the brightness of the horizon over the water lead them to the sea. If they see lights on the beach, the hatchlings may move toward them and away from the water. They can become dehydrated on land, and car traffic can also endanger them. One solution is to dim or turn the lights off during the periods in which turtle eggs hatch. Another is to direct the light straight down.

Deer, opossums, and raccoons can do serious damage to gardens and homes. Deer will eat a wide variety of plants, but a fence or bright, motion-activated lights may keep them away. By trimming branches, homeowners can prevent opossums and raccoons from jumping onto a roof and, from there, entering an attic or a chimney. An effective way to discourage raccoons, as well as coyotes and red foxes, is to keep garbage cans tightly closed. Also, people shouldn’t leave food outside for their pets. It may attract wildlife. Even an open bird feeder may attract more than birds.

Some people support trapping and relocating unwanted animals, but these actions are often ineffective. Studies show that more than half of the animals that are relocated won’t survive in a new place. Nobody says it will always be easy, but learning how to live side-by-side with wild animals might be a better solution.

22 • Unit 1 Module A • Lessons 11–15 • Depending On Each Other


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Name

Gather Evidence Circle one problem that humans can cause for wildlife, and underline one problem that wildlife can cause for humans. Write a solution to each problem below.

Gather Evidence: Extend Your Ideas Briefly explain how each solution identified solves the problem.

Ask Questions Reread the second paragraph of the article. Write one question you have about bird migration or the Lights Out program. Include at least one detail from the text in your question.

Ask Questions: Extend Your Ideas List two examples of reliable resources you could use to find the answer. Then identify another piece of information on the topic that the resource might include.

Make Your Case Bracket sentences that contain details about the author’s point of view on humans and animals living side-by-side. Then write a sentence describing the author’s point of view.

Make Your Case: Extend Your Ideas What is your viewpoint on humans and wildlife sharing the same environment? Discuss this viewpoint with a partner, and use details to support your response.

Sleuth Work

Answers will vary.



Responses will vary.





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Name Vocabulary

Lesson 11

wheedle, p. 215

Lesson 12

fiercely, p. 5

prejudiced, p. 6

Lesson 13

shrugged, p. 8

assured, p. 8

Lesson 14

perplex

assert

Lesson 15

gestures, p. 17

wincing, p. 19

Responses should show contextual









understanding of the word.











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Name


Reading

Lesson 11 How has Ben changed during this story? Reread the paragraph on page 217 that starts with “Without a word, like they speak the same silent language.” Use text evidence from the passage and earlier in the story to write an explanatory paragraph. Write your response on a separate sheet of paper.

Lesson 12 Reread the dialogue on pages 4–5, ending with “‘Michael!’ yelled Esther.” Write a short dialogue between Aunt Esther and Michael in which you show a different way that each character might respond to the situation. If possible, use repetition to reveal information about each character. Write your response on a separate sheet of paper.

Lesson 13 Do you think Michael still hates Aunt Esther? Reread the text on page 10 that begins with “‘Oh, what would your mother think, Michael,’” and ends with “‘I don’t hate you.’” Organize your ideas logically in a paragraph, and use text evidence from the passage and earlier in the story to support your opinion. Write your response on a separate sheet of paper.

Lesson 14 Choose one of the themes found in Night of the Spadefoot Toads and “Shells.” Then write an informative paragraph that explains how you know that this theme appears in both texts. Include key details from the texts about Mrs. Tibbets and Aunt Esther to support your explanation. Write your response on a separate sheet of paper.

Lesson 15 Write a brief scene in which Brian responds in a different way to the situation of being injured by the porcupine. Include in your narrative specific details about Brian’s traits, feelings, thoughts, and actions based on how he is described in the text. Write your response on a separate sheet of paper.



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Name

Lesson 13 Reading Analysis

Use text evidence to answer the following questions about the second half of “Shells.” Use this information to complete your story sequence graphic organizer.

1. What main events occur in the second half of the story?

2. Which story events cause Michael to act or respond in a certain way?

3. How does Michael act or respond to each event identified above?

4. Based on Michael’s actions and responses, what conclusion can you draw about his character development?

5. Based on Michael’s character development, what conclusions can you draw about the theme of “Shells”?

Answers may vary, but should include Michael buying a hermit crab and showing it to Aunt Ester, and Aunt Esther and Michael buying more hermit crabs.

Answers may vary, but could include Aunt Esther telling Michael that Sluggo needs a companion.

Answers may vary, but could include Michael being surprised at Aunt Esther’s suggestion that Sluggo needs a companion.

Answers may vary, but should include the idea that Michael learns to open up to Aunt Esther and is getting more comfortable with her and his new surroundings.

Answers may vary, but could include the idea that events can help people change and open up to one another.



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Name

Lesson 12 Language

Analysis

Reread the paragraph that begins “Esther liked living alone” on p. 5 of “Shells.” Use evidence from the text to answer the following questions.

1. What words and phrases are repeated in this paragraph?

2. What descriptive details follow each repeated phrase?

3. Which character do these phrases and details describe?

4. What do these phrases and details suggest about the character?

5. Why do you think the author chose to include these phrases and details?

liked, had never

Aunt Esther

living alone and her condominium appear after liked. married, had children, and lived anywhere but Detroit appear after had never.

Answers may vary, but should include the idea that that Aunt Ester is used to living by herself and is fearful of new things.

Answers may vary, but should include the idea that the author chose to include these details to give the reader a sense of Aunt Esther’s experiences and personality.



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Lesson 11 Action Verbs Circle all the verbs in each sentence. Underline each action verb.

1. Mrs. Tibbets watched the snake slither through the leaves.

2. Ben walked along the dirt path, and felt happy to be outdoors.

Lesson 12 Linking Verbs Underline the linking verbs in each sentence. Then draw a box around the subject in each sentence and circle the word or words that describe each subject.

1. Aunt Esther seemed interested in finding a companion for Sluggo.

2. Michael was surprised by his aunt’s sudden interest in his pet.

Lesson 13 Linking Verbs Circle the verbs in each set of sentences. Above each verb, write A if the verb is used as an action verb, or L if the verb is used as a linking verb.

1. The hermit crab grew accustomed to its new home.

2. The hermit crab grew into its new shell.

Lesson 14 Verb Phrases Underline each verb phrase in the sentences below. Then circle the helping verb in each verb phrase. On the line next to each sentence, write PR if the helping verb tells that the action is happening in the present or PA if the helping verb tells that the action happened in the past.

1. Ben was helping Mrs. Tibbets in the classroom.

2. Michael is talking with Aunt Esther about Sluggo.

Lesson 15 Linking Verb or Helping Verb Read the sentences and determine which verbs are used as linking verbs and which are used as helping verbs. Underline the linking verbs and circle the helping verbs.

1. Brian is aware that he is crying out of self-pity.

2. We are reading his story, and I am fascinated.

L

A

PAPR



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Name Writing

Lesson 11 Formal Assessment: Develop an Opinion about a Character On separate sheets of paper, write a one- to two-page opinion paper based on your outline and introduction from Lesson 10. Draft body paragraphs based on the reasons included in your outline, and include text evidence for each reason. Link your opinions with specific reasons and then write a conclusion paragraph that restates the opinion and briefly summarize those reasons.

Lesson 12 Planning a Narrative Use a graphic organizer, such as a Story Sequence B chart, to plan an original short story or drama. Consider and develop characters and their relationships and interactions, where and when the story takes place, and sequence of events, including a conflict. After you complete the organizer, determine your purpose and audience.

Lesson 13 Drafting a Narrative On separate sheets of paper, draft a 2–3 page narrative that introduces characters and develops the setting, organizes an event sequence with transitions to indicate time order, and uses dialogue and description to develop scenes and characters.

Answers will vary, but should include an introduction, paragraphs that include text evidence and specific reasons that support each opinion, and a conclusion paragraph that restates the opinion and briefly summarizes the student’s reasons.

Answers will vary, but should include a graphic organizer that shows development of characters and their relationships and interactions, where and when the story takes place, and sequence of events, including a conflict. Students should also point out their story’s purpose (to entertain) and audience (other students).

Answers will vary, but should include characters, a setting, sequence of event, dialogue and description to develop scenes and characters, and transitions to indicate time order.



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Name Writing

Lesson 14 Revising or Rewriting a Narrative Peer review another student’s narrative draft. Answer the following questions, and record comments and notes on a separate sheet of paper.

1. Do transitions clearly indicate sequence?2. Where could the writer add sensory details? 3. Which verbs could be replaced to be more precise? 4. Does the dialogue sound natural? 5. Is the sentence structure varied?

Discuss and review your answers to the above questions with your partner and suggest improvements.

Lesson 15 Editing and Proofreading a Narrative Peer review your revised drafts with a new partner to check for correct grammar and punctuation. Answer the following questions, and write any notes on a separate sheet of paper.

1. Are all proper nouns capitalized?2. Is all dialogue correctly punctuated?3. Are all words are spelled correctly?

When you finish your review, suggest and discuss revisions with your partner.

Answers will vary, but should include notes and suggested improvements about transitions, sequence, sensory details, verbs, natural dialogue, and varied sentence structure.

Answers will vary, but should include any necessary corrections about capitalization, spelling, and punctuated dialogue.



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NameFirst Read of

the Lesson


Lesson 16

1.

2.

3.

Lesson 17

1.

2.

3.

Lesson 18

1.

2.

3.












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Using evidence from the text, answer the following questions about Hatchet. Use this information to complete your Venn Diagram.

1. Look at pp. 14–15. What is the main event that happens in this part of the text? Look at pp. 14–17. What are Brian’s reactions to this challenge?

2. Look at pp. 20–24. What is the main event that happens in this part of the text? What are Brian’s reactions to this challenge?

3. How does Brian change from the beginning of the story to the end?

4. How do these changes reflect an overall theme of the story?

Brian building a fire. Brian reacts by adjusting his skills to reach his goal.

Answers may vary, but should include that he realizes that to survive, he needs to be patient and not act before he thinks.

Answers may vary, but could include Brian learning to persevere over challenges which will help him survive in the wilderness.

Answers may vary, but should include the porcupine attack. Brian reacts by throwing the hatchet, pulling out the porcupine quills, and crying.



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Lesson 17 Craft and Structure Using evidence from the text, answer the following questions about Night of the Spadefoot Toads and Hatchet. Use this information to complete your web graphic organizer.

1. What are the settings of each text?

2. What passages from each text provide descriptive words and phrases about the settings?

3. What influence does each setting have on each character’s actions?

4. How are the two characters’ actions similar?

5. How are the two characters’ actions similar?

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Name Vocabulary


Responses should show contextual understanding of the word.



Lesson 16exasperation, p. 21

depression, p. 23

Lesson 17registered, p. 22

painstaking, p. 23

Lesson 18gratified, p. 25 of Hatchet







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Reading

Lesson 16 Think about the two story events that you compared and contrasted. In your opinion, which event had a greater influence on Brian’s actions? State and support your opinion in a brief paragraph. Remember to sequence your ideas logically, and include relevant details from the story to support your opinion. Write your response on a separate sheet of paper.

Lesson 17 Choose how a setting similarly influences characters in both texts. Then write a blog entry explaining how the main character’s actions are influenced by the setting and how he responds as a result. Include text evidence and remember to quote accurately. Write your response on a separate sheet of paper.


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Reading

Lesson 18 Choose one of the themes common to at least two of the texts. Then write a brief scene in which two characters respond to a challenge. Include dialogue and descriptive details about the characters’ thoughts and actions that help reveal the theme you chose. Write your response on a separate sheet of paper.



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Lesson 18 Compare and Contrast VisualsUse text evidence to answer the following questions about Night of the Spadefoot Toads, “Shells,” and Hatchet.

1. What are some themes for Night of the Spadefoot Toads?

2. What are some themes for “Shells”?

3. What are some themes for Hatchet?

4. Which themes do all three texts share?

5. Which themes do Night of the Spadefoot Toads and “Shells” share?

6. Which themes do Night of the Spadefoot Toads and Hatchet share?

Answers may vary, but could include: the importance of nature, animals and people need to help each other fighting for one’s beliefs, and facing challenges.

Answers may vary, but could include: the importance of family, animals and people need to help each other, respect for living things, and facing challenges.

Answers may vary, but could include: facing challenges.

Answers may include: animals and people helping each other.

Answers may include: figting despite the odds.

Answers may vary, but could include: perseverance despite the odds, facing challenges, and fighting for one’s survival.



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Name Conventions

Lesson 16 Principal Parts of Regular Verbs Write the correct form of each underlined regular verb.

Present Tense1. He are whistling to himself as he follows the trail.

Present Participle2. Ben paced around the kitchen, unable to sit still.

Past Tense3. Mrs. Tibbets hesitates for a minute before speaking.

Past Participle4. Mr. Tibbets and his sister plays in the marshes.

Lesson 17 Principal Parts of Irregular Verbs Write the correct form of each underlined irregular verb.

Present Tense1. As Mr. Lindsey drove away, stand by the house.

Past Tense2. Earlier that day, Ben takes off his jacket and tied it around his

waist.

Past Participle4. Ben did not know what had happened, but he begins to cry.

Lesson 18 Principal Parts of be Underline the verbs in each sentence pair. Then circle each form of the verb be.

1. He pushes the muddy leaves around with a stick, hoping to stir them up. Are they gone already?

2. Were the crabs as sad as Michael? Not one showed its face.

3. It takes Brian two hours to build the fire. By the time he finishes, he is hot and dusty.

whistles

drives

is pacing

took

hesitated

had played

had begun



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Name Writing

Lesson 16 Formative Assessment: Publishing and Presenting a Narrative Publish and read aloud your narrative. Before you present your narrative to the class, annotate it to indicate where to adjust rate and expression. When you speak, adjust rate to build suspense and tension, and make sure to properly reflect characters’ emotions and moods in dialogue.

Answers will vary, but should include a correctly annotated published narrative that students read with proper rate and expression, adjusting rate to build suspense or tension and properly reflecting characters’ emotions and moods in dialogue.



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Name Writing

Lesson 17 Research to Explore Theme Use print and digital resources to conduct research about a special environment near you, such as Central Park. Find at least two sources and record a quote, summary, and paraphrased idea for each source and take notes on a separate sheet of paper. After drafting, revise your notes to ensure your summaries and paraphrasing clearly express the author’s ideas.

Lesson 18 Formative Assessment: Research to Explore Theme Continue researching and taking notes on separate sheets of paper about sources related to a special natural place that shows a commitment to the environment. After you finish taking notes, summarize your findings in a one-page report, including quotes, summaries, and paraphrases from your sources. Your writing should include appropriate citations for quotations and paraphrased ideas and effective transition phrases or sentences between ideas. Conclude with a Works Cited page for referenced sources. After drafting, revise your summary to ensure that your quotations and paraphrased ideas clearly and accurately reflect the ideas in the source text.

Answers will vary, but should include quotes, summaries, and paraphrased ideas for at least two sources that clearly express the author’s ideas.

Answers will vary, but should include appropriate citations for quotations, paraphrased ideas and effective transition phrases or sentences between ideas, a Works Cited page, and a summary that clearly and accurately reflects the ideas in the source text.



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NameFirst Read of

the Lesson


Lesson 1

1.

2.

3.

Lesson 2

1.

2.

3.

Lesson 3

1.

2.

3.

Lesson 4

1.

2.

3.

Lesson 5

1.

2.

3.

Responses should use evidence from the text.Responses should use evidence from the text.














Depending On Each Other • Unit 1 Module B • Lessons 1–5 • 41

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Name Sleuth Work

The Big MoveEver since Hannah was an infant, she and her parents had left their tiny city

apartment and spent two weeks in the country every June. They rented a big old farmhouse on a large farm. Though the farm was no longer in use, there were acres of fields and woods to explore and even a pond for swimming. Hannah considered those two weeks at the farm the best two weeks of the year.

This June, like every other, everyone packed swimsuits, shorts, and hiking shoes and eagerly headed to the country. Hannah could tell something was different, though, because her mom and dad grew especially quiet as they approached the farm. Hannah figured out why when she saw the big FOR SALE sign posted at the end of the gravel driveway. “The owners are selling the farm! What will we do next June?” Hannah exclaimed.

“How would you feel about living in the farmhouse all year?” Hannah’s dad asked. At first, Hannah thought to herself that it sounded fantastic, but then she wasn’t so sure. She had lots of questions: How could she make new friends in the country? Where would she go to school? What do people do for fun in the winter? Could she keep taking karate lessons like she did in the city?

Hannah’s parents tried to reassure her. She would adapt quickly, they explained. Hannah could have friends visit from the city, and she would certainly be able to keep studying karate. Her parents told her they would move before the school year began so that Hannah would have an easier time adjusting. By the end of the week, the decision was finalized. For the next two months, Hannah tried to stay positive. But she also made herself a list of all the things she would miss about city life—like the bright lights at night and all the stores, restaurants, and museums.

When moving day came, Hannah was both excited and nervous—just like her parents. During the first week of school, she made a new friend. Soon the girls started riding their bikes together, and they registered for the same karate class. Hannah even started to enjoy the quietness of the country. It certainly was not as exciting and busy as the city, but the farm was lovely, and the woods were filled with adventures. She could still visit the bright lights and excitement of the big city. Best of all, living in the country versus a small cramped apartment in the city gave her the best opportunity of all—her family adopted a puppy!

42 • Unit 1 Module B • Lessons 1–5 • Depending On Each Other


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Name

Gather Evidence On p. 42, circle three city elements of city life, and underline three elements of country life.

Gather Evidence: Extend Your Ideas Why did Hannah list the things she would miss about city life? Work with a partner and discuss how this list adds to the story.

Ask Questions Draw a box around the questions Hannah asks herself when she learns about her move from the city to the country. Then bracket details in the text that answer some these questions.

Ask Questions: Extend Your Ideas Look at your list of three questions about moving to a new place. Do they have anything in common? Explain.

Make Your Case Highlight text that shows Hannah’s attitude after the big move. Use these details to write a sentence that includes Hannah’s original feelings and how they changed.

Make Your Case: Extend Your Ideas What is your viewpoint on the topic of living in the city versus living in the country? Discuss this viewpoint with a partner.

Sleuth Work

Answers may vary


Answers may vary.

Responses should use evidence from the text

Answers will vary

Responses should use evidence from the text



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Name Vocabulary

Lesson 1roamed, p. 2

gathered, p. 6

Lesson 2although, p. 8

however, p. 14

Lesson 3slender, p. 15

biology, p. 19

Lesson 4offer, p. 23

plunged, p. 26

Lesson 5dignified, p. 28

vast, p. 33

Sentences should demonstrate contextual


understanding.

understanding.



understanding.

understanding.







understanding.

understanding.

understanding.

understanding.

understanding.

understanding.



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Reading

Lesson 1 Reread pp. 2–5. Are students who are interested in science today better off than they were in 1914? Use details from the chapter to write a paragraph supporting your opinion. Structure your paragraph by grouping ideas and details together in a logical way. Write your response on a separate sheet of paper.

Lesson 2 Reread Chapter 2. Write a paragraph that explains Rachel Carson’s attitude toward being a writer. Use evidence, such as details and quotations from the chapter, to develop your topic. Write your response on a separate sheet of paper.

Lesson 3 Reread Chapter 3. Write an opinion paragraph agreeing or disagreeing with the statement A person can be a professional scientist or writer but rarely both. Use details and examples from the chapter to support your decision. Write your response on a separate sheet of paper.

Lesson 4 Read the passage on pp. 23–24, starting with “The ocean was even more wonderful…” and ending with “before she could finish the project.” Use details from the book to write an informative paragraph about Rachel’s outdoor and indoor scientific research. Write your response on a separate sheet of paper.

Lesson 5 Read the last paragraph on pp. 31–34. Do you think that all of Rachel’s work on her book Under the Sea Wind was worth it? Use details from the text to write an opinion paragraph explaining why or why not. Write your response on a separate sheet of paper.

Write your responses to the following prompts on a separate piece of paper.


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Lesson 4 Main Idea and DetailsUsing evidence from the text, answer the following questions about Chapter 4 from Rachel Carson: Pioneer of Ecology. Focus on pp. 21–23 from “Rachel’s classmates thought she had made a stupid decision” to “But first, a summer at the seashore!” Add this information to your Web chart.

1. What details does the author tell you about Rachel’s life during the 1920s?

2. Which details are in Rachel’s own words?

3. What do these details tell you about Rachel’s character?

4. What main idea do you think the author is trying to develop through these details?

she gave up English for biology; “no place for a woman scientist”; worked as a copy editor on school paper; graduated at top of her class; spend the summer at Woods Hole; attend Johns Hopkins in the fall

“Nobody can seem to understand why I’d give up English for biology.”

She is smart, determined, hard working, and a perfectionist.

“When Rachel chose a goal, nothing would change her mind.”



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Name Language

Analysis

Lesson 3 Craft and StructureRemind students that text structures used to organize text include time order, cause-and-effect, problem-solution, and compare and contrast. Using evidence from the text, answer the following questions about Chapter 2 from Rachel Carson: Pioneer of Ecology.

1. What clues from tell you that the text structure in this chapter is chronological, or time order?

2. Look at the second full paragraph on p. 12. What is the main cause? What are the effects? Identify a sentence on p. 19 that introduces a cause-and-effect structure.

3. Read p. 13. How do Rachel’s new teachers and classmates feel about her at first? What kind of text structure is this?

4. Identify a sentence on p. 13 that introduces a problem for Rachel.

5. Which sentence on p. 13 tells the solution to this problem?

In 1917, now fourth-grade writer-to-be, Each month, After that, month after month, By now, Almost a year later, Now

Cause: Rachel writes an assignment for school about St. Nicholas magazine. Effect: St. Nicholas magazine paid Rachel to publish it.

Rachel’s teachers were “happy,” but her classmates were “not so impressed.” This is an example of compare and contrast text structure.

“Even when she was sure she liked a person, Rachel was too shy to make friends right away.”

“Rachel got to know some of them by playing field hockey.”



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Name Conventions

Lesson 1 Verb Tense On the line in each sentence, write the correct verb tense for the word play.

1. Present Tense: Today, I tennis against Alex Chung.

2. Past Tense: Last week, I checkers with by best friend, Max.

Lesson 2 Simple Verb Tenses Circle the verb in each sentence. On the line next to each sentence, write PR if the verb is in the present tense, PA if the verb is in the past tense, and F the verb is in the future tense.

1. Rachel wrote Silent Spring for four years.

2. The birds will return to the shore next spring.

Lesson 3 Perfect Tenses Determine the perfect tense used in each sentence. Write the sentence number in the proper place in the chart.

1. Amy will have waited several weeks before reading her reviews.

2. Amy’s audience had waited patiently for her book last year.

3. Amy has waited for a best seller for years.

past perfect present perfect future perfect

2 3 1

Lesson 4 Perfect Tenses Underline the verb in each sentence. On the line next to each sentence, write PR if the verb is present perfect, PA if it is past perfect, and F if it is future perfect.

1. Rachel had worked at the research center in Woods Hole the

previous summer.

2. Silent Spring has influenced many other ecological writers.

Lesson 5 Sequence On the line next to each sentence, write PR if the action takes place in the present or PA if it took place in the past.

Now, Rachel writes articles for the Bureau of Fisheries. Before, Rachel

studied equipment for students’ experiments.

play

PA

PA

PRPA

F

F



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Name Writing

Lesson 1 Informative Essay: Choose a Topic You will develop an informative essay during Lessons 1–8. Choose a topic related to what is happening in an ecosystem of your choice. On a separate sheet of paper, write an introduction that uses an observation and descriptive details to introduce the topic. Write one page that transitions from an observation to a brief discussion of the topic.

Lesson 2 Informative Essay: Organize Ideas Look at the introduction you wrote in Lesson 1. Use your introduction to develop an outline. First, use a separate sheet of paper to list main ideas related to your chosen topic. Next, create an outline by organizing ideas logically in time order or cause-effect structure. Finally, use your outline to draft 1–2 body paragraphs for your informative essay.

Answers will vary, but should include a paragraph that introduces a relevant topic with an observation and details, and one page that transitions from an observation to a brief discussion of the topic.

Answers will vary, but should include main ideas related to the topic, an outline that organizes ideas logically in time order or cause-effect structure, and 1–2 body paragraphs of an informative essay.



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Name Writing

Lesson 3 Informative Essay: Use Quotations to Develop a Topic On a separate sheet of paper, revise the body paragraphs of your informative essay by including quotations. First, find one or two quotes from texts in the unit or outside texts that relate to your topic. Next, determine how each quotation supports or develops your ideas. Then incorporate each quotation into your draft, using transitions and your own explanation to show how the quotation supports your points. Finally, use correct punctuation to set off the quotation. Remember to include the author’s last name and the page from which the quote is taken in parentheses after the quotation marks.

Lesson 4 Informative Essay: Develop a Topic with Facts and Details On separate sheets of paper, add 1–2 pages to your draft of body paragraphs. First, find facts, details, and examples related to how animals, plants, and humans are affected by what is happening in your chosen ecosystem. Next, revise paragraphs to include facts, details, and examples. Finally, revise to vary sentence structure and include figurative or descriptive language to create interest.

Lesson 5 Informative Essay: Develop a Topic with Domain-Specific Vocabulary On a separate sheet of paper, add to your draft by including accurate, precise language instead of language that is too general or vague. Also include domain-specific vocabulary that is appropriate to the topic, and definitions and/or explanations to help the reader understand exactly what certain words mean.

Answers will vary, but should include relevant quotes, accurate transitions, explanations to show how each quotation supports points, and correct punctuation.

Answers will vary, but should include relevant facts, details, and examples; varied sentence structure; and figurative or descriptive language.

Answers will vary, but should include accurate, precise language and domain-specific vocabulary and definitions.



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NameFirst Read of

the Lesson


Lesson 6

1.

2.

3.

Lesson 7

1.

2.

3.

Lesson 8

1.

2.

3.

Lesson 9

1.

2.

3.

Lesson 10

1.

2.

3.

Responses should use evidence from the text.Responses should use evidence from the text.
















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Lesson 6 Cause-Effect RelationshipsUsing evidence from the text, answer the following questions about Chapter 6 from Rachel Carson: Pioneer of Ecology. Focus on pp. 40–41. Use this information to complete your cause-effect graphic organizers.

1. What happened before The Sea Around Us was published?

2. What was the effect of these actions?

3. How did this effect change how Rachel shared information about the sea?

4. Why did this happen?

5. What effect did the publication have on Rachel’s personal life?

6. Did Rachel enjoy her newfound fame?

Parts of the book were printed in The New Yorker, and Reader’s Digest added it to their book club.

“Many people were so touched… that they wanted to meet her and hear her talk.”

It changed it; Rachel felt more at home away from crowds. Reporters wanted to find out more about her.

Rachel soon gave speeches to “thousands of people.”

No, she “did not like it one bit.”

The Sea Around Us became a best seller.



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Name

Lesson 7 Craft and StructureRead Chapter 7 from Rachel Carson: Pioneer of Ecology, focusing on the last two paragraphs on p. 48. Using evidence from the text, answer the following questions.

1. What figurative language is used in the last two paragraphs on page 48?

2. From what you know about Rachel’s character, why do you think the author uses the word force? Use text evidence from elsewhere in the chapter to support your answer.

3. How does this word choice and the figurative language help you visualize Rachel’s dilemma?

4. Look at the sentence on p. 48, “But somebody had to warn the world.” Why do you think the author chose the words warn and world?

5. What would be the effect of the sentence if the author replaced warn with the word tell?

6. Look at the last sentence. Why do you think Rachel “had” to write the book? Why did the author use italics for this word?

Language Analysis

Rachel did not like her fame and she was “still nervous about talking to groups.” (p. 43)

Creates image of someone being pushed onstage without wanting to be the center of attention.

The meaning of the sentence would lose its impact. Warn is a much stronger word than tell.

Rachel felt a responsibility to share the information, no matter the risk. Italics gives emphasis.

Warn conveys danger. World emphasizes importance of information

“into the spotlight”



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Name Vocabulary

Lesson 6appointed, p. 36

interference, p. 36

Lesson 7environments, p. 44

strain, p. 47

Lesson 8determined, p. 50

natural, p. 55

Lesson 9organism, p. 5

process, p. 5

Lesson 10producer, p. 12

relationship, p. 17





understanding.

understanding.

understanding.

understanding.

Sentences should demonstrate





Sentences should demonstrate

contextual understanding.

contextual understanding.

understanding.

understanding.

understanding.

understanding.54 • Unit 1 Module B • Lessons 6–10 • Depending On Each Other


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Name


Reading

Use a separate sheet of paper to respond to the prompts.

Lesson 6 Read the second full paragraph on p. 39. Using details from the text, write an informative paragraph that explains the message of Rachel’s second book. Write your response on a separate sheet of paper.

Lesson 7 Read the last four paragraphs in Chapter 7. Use details from the text to write an opinion paragraph telling why Rachel should or should not warn the world about harmful pesticides. Write your response on a separate sheet of paper.

Lesson 8 Read “About This Book,” the last page of Rachel Carson: Pioneer of Ecology. Use details from the text to write an informative paragraph explaining why Rachel Carson has always been special to Kathleen V. Kudlinski. Write your response on a separate sheet of paper.

Lesson 9 Write an opinion paragraph agreeing or disagreeing with the following statement: Organisms within rain forest food chains are interchangeable. Use definitions and facts from the book to support your reasoning. Include linking words and phrases that show how your ideas and the evidence from the text are related. Write your response on a separate sheet of paper.

Lesson 10 Reread Section 4, pp. 12–15. Use details from the book to write an informative paragraph explaining the differences between the types of producers found in the rain forest. Write your response on a separate sheet of paper.



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Lesson 8 Main Ideas and Key DetailsUsing evidence from the text, answer the following questions about Chapter 8 and About This Book from Rachel Carson: Pioneer of Ecology. Use this information to complete your main idea charts.

1. What is the main idea of Chapter 8?

2. Write at least three sentences that support this main idea.

3. What is the main idea of “About This Book”?

4. Write at least two sentences that support this main idea.

Even though Rachel was ill, she wrote about dangers to

Possible answers: “Rachel went back to writing,

nature until people believed her.

working through one illness after another.” (pp. 50–51) “New laws were made to limit chemical production in the United States and to find other ways to control insect pests.” (pp. 52–53) “Silent Spring showed how

The author admires Rachel and sees her as a role model.

Possible answers: “Reading her books as a teenager helped me decide to become a scientist.” “Our world is safer because of the pollution laws passed after Silent Spring was published.”

the future of all life depended on what we do.” (p. 55)



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Lesson 10 Main Idea and Key DetailsUsing evidence from the text, answer the following questions about p. 16 from Rain Forest Food Chains. Use this information to complete your main idea charts.

1. What text features help you identify the main idea of this page?

2. How do you tell the difference between a main idea and a supporting detail?

3. Where can you find details to support this main idea?

4. What details support this main idea?

5. What concept do the main idea and details help to develop?

The header “What Are the Primary Consumers in Rain Forests?”; the main idea is primary consumers.

The main idea is the most important idea in a passage. The details expand the reader’s knowledge.

The text on the page, the boldface vocabulary words, the diagram, the caption

Consumers cannot make their own food. Primary

consumers need to feed on producers.

Primary consumers need to feed on producers.



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Name Conventions

Lesson 6 Verb Sequences Write the identified verb form of each word.

1. The chorus performs the piece each year, so they it every spring by 2020. (perform, future perfect tense)

2. By the time Natalie graduated, she the song at least a dozen times. (sing, past perfect tense)

Lesson 7 Verb Sequences Write the identified verb form of each word in parentheses.

1. Charlie won the election after he for months. (campaign, past perfect tense)

2. He more than a thousand miles before he celebrates at the victory party. (go, future perfect tense)

Lesson 8 Modal Auxiliaries Underline each verb phrase and circle the modal auxiliary verb.

Her fame can give Rachel access to more science information. She should read the latest study on sea lions.

Lesson 9 Modal Auxiliaries Underline each verb and circle the modal auxiliary verb.

Rachel must finish her latest article for the magazine. She might miss the deadline!

Lesson 10 Consistency in Verb Tense Underline each verb. Cross out the verb tense that is incorrect and write the correct tense above it.

1. Orchids and bromeliads bring bursts of color to the rain forest. Many orchids had striking, colorful blooms.

Students should underline can give, should read; and circle can, should

1: will have performed; 2: had sung

(have)

1: had campaigned: 2: will have gone

Students should underline must finish, might miss, and circle must, might



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Name Writing

Lesson 6 Informative Essay: Develop a Topic with Visuals On separate sheets of paper, continue developing your informative essay by adding text features. Add formatting, such as bold-faced or italicized words and section heads, to clarify organization and emphasize key ideas. Research and add relevant visuals to emphasize and clarify information in your essay. Include original captions and labels for photographs, maps, and/or illustrations so that it is clear how the visuals support your points and are relevant to the topic.

Lesson 7 Informative Essay: Use Transitions to Link Information On a separate sheet of paper, revise your informative essay. The organization of your essay should be easy to identify, and the relationships between ideas in and across body paragraphs should be clear to the reader. To achieve this, add cause-effect, chronological, compare-contrast, or sequence transitions to link ideas in your essay.

Lesson 8 Formative Assessment: Informative Essay: Develop a Conclusion On separate sheets of paper, complete your draft of an informative essay. Develop a strong conclusion that brings together (synthesizes) the main ideas of the text. Offer any additional insight gained from writing the essay.

Answers will vary, but should include formatting and text features; visuals such as photos, illustrations, or maps; and captions and labels.

Answers will vary, but should include a clear organization indicated by transitions that link ideas and information throughout the essay.

Answers will vary, but should include a strong conclusion paragraph or section that synthesizes the main ideas of the essay.



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Name Writing

Lesson 9 Analyze Text Features and Visuals On separate sheets of paper, write 1–2 pages analyzing the text features and visuals in pp. 4–11 of Rain Forest Food Chains. Review the text features and visuals, and choose the ones you think are the most effective in informing the reader about the topic. Describe how each text feature or visual organizes or clarifies information for the reader. Write a paragraph for each text feature or visual you choose.

Lesson 10 Research a Topic Go on an Internet Field Trip. Follow the guidelines for safe and reliable internet research. Find 2–3 text and visual sources about an endangered ecosystem that interests you. You will reference these sources in the next lesson. On separate sheets of paper, take 1–2 pages of notes on your sources. Summarize key quotations and paraphrases for each source.

Answers will vary, but should include 1–2 pages of paragraphs analyzing the effectiveness of text features and visual elements.

Answers will vary, but should include 1–2 pages of notes on multiple internet sources, with summaries of key quotations and paraphrases for each source.



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NameFirst Read of

the Lesson


Lesson 11

1.

2.

3.

Lesson 12

1.

2.

3.

Lesson 13

1.

2.

3.

Lesson 14

1.

2.

3.

Lesson 15

1.

2.

3.


















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Name Sleuth Work

The Tree of HeavenCalifornia, the most wonderful place on the Earth!” sang my father as we trudged

through the streets of San Francisco.

I made a face. I had been in California for just a few hours, but already I was terribly homesick for our village in China.

“Here in California,” my mother explained to me, “there is wealth everywhere and plenty of jobs to be had.”

My father had been to America twice before, without us. He had gotten work in factories and on the railroad. He had saved his earnings. Now our whole family had journeyed across the Pacific to begin our new life in a new land.

“You will like it here, Mei Li,” added my mother.

I had lived in our village my whole life—all of ten years. How could I live without our little river, the rice fields, the beautiful Tree of Heaven outside our window? I had not seen a single Tree of Heaven in San Francisco.

“Life is better in America,” my father explained as we crossed the dusty street. “China has wars and floods and famines, but such disasters are almost unknown in California.”

Perhaps, I thought, but California was crowded, with strange people everywhere, people with too-pale skin and too-light hair, people who jabbered in a language I did not know. The houses looked uninviting, the air smelled different, and how, I wondered, could I ever feel at home here?

“That blue house,” said my father, pointing, “is where I lived when I worked in the fish factory seven years ago. It will be our house now that we are immigrants in this land. It can never be the same as our house in China, but we will make it a home.”

At first I looked at the house and frowned. Then I noticed something. A tree that I knew well stood outside the blue house. “A Tree of Heaven!” I cried, running to touch the familiar branches.

“A Tree of Heaven at our new home,” my father replied. “Seven years ago I took a seed from our Tree of Heaven in China, brought it across the ocean, and planted it here. I know how much you love that tree, Mei Li,” he told me, his soft voice quivering. “This house could not be our home without a Tree of Heaven outside.”

I breathed in the scent of the leaves, happier than I had been in weeks. “Thank you, Father,” I murmured. I walked up to the house and opened the door to our new life.



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Name Sleuth Work

Gather Evidence Underline text details that reveal Mei Li’s opinion of California. Circle text details that reveal her parents’ opinions. In the space below, write at least two similarities or differences between Mei Li’s opinion and her parents’ opinions.

Gather Evidence: Extend Your Ideas Review the text details you underlined. What does Mei Li’s opinion about California reveal about the character? Discuss your ideas with a partner.

Ask Questions Write three questions you have about what happened to Mei Li and her family after the end of the story.

Ask Questions: Extend Your Ideas Choose one of the three questions you have about what happened to Mei Li and her family. Scan the text and bracket any details that might suggest an answer to your question. Then use that bracketed text to write a new question you could ask about the story.

Make Your Case Highlight words Mei Li uses to describe California. In a different color, highlight words Mei Li’s father uses to describe California. How do these descriptions differ? Write your ideas below.

Make Your Case: Extend Your Ideas Does Mei Li begins to feel more positive about her new home by the end of the story? Cite text details from the text support your answer.

Answers may vary.

Answers may vary.







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Name Vocabulary

Lesson 11predator, p. 20

prey, p. 20

Lesson 12practical, p. 30

native, p. 35

Lesson 13species, p. 8

extinction, p. 23

Lesson 14distinctive, p. 31

exclusive, p. 36

Lesson 15perseverance, p. 40

enthusiastic, p. 42

Responses should show contextual understanding of the word. Responses should show contextual understanding of the word.









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Name


Reading

Lesson 11 Look at the diagram on page 24. Use evidence from the text to write and support an opinion statement arguing which link in the food chain—producer, primary consumer, secondary consumer, decomposer—is most important to the rain forest. Write your response on a separate sheet of paper.

Lesson 12 Read the “Kids Can Make a Difference” section on page 42. Use details from the text to write a paragraph explaining what the children’s group does to save their local rain forest. Write your response on a separate sheet of paper.

Lesson 13 After reading both texts, do you think pesticides should be outlawed? Use details from each text to support your opinion.

Lesson 14 Write an explanatory paragraph about what Pale Male did to settle in at Central Park. Use specific details and examples of figurative language from the text to support your explanation. Write your response on a separate sheet of paper.

Lesson 15 On pages 44–45, the author describes what happens after the first of Pale Male’s three fledglings attempts to fly. Is this description effective in helping the reader visualize the events? State your opinion and support it using reasons and evidence from the text. Write your response on a separate sheet of paper.



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Lesson 15 Using evidence from the text, answer the following questions about pages 38–42 from Pale Male. Use this information to complete your Cause-and-Effect organizer.

1. What caused the removal of the hawks’ nest from 927 Fifth Avenue? Cite text evidence in your answer.

2. What was the effect of this cause on “the hawks’ small fan club”?

3. The hawks rebuilt a nest on the same spot. What were some effects of this new construction?

4. Choose one of these effects and change it to a cause. What is one effect of this new cause?

Answers may vary, but could include: Residents of the building “complained about bird droppings, feathers, and the remains of dead animals” on the sidewalk.

Answers may vary, but could include: The birders’ feelings turned from sadness to shock.

Answers may vary, but could include: The building management got a warning. Three chicks were born a year later. Hawk watchers gathered around the Central Park model-boat pond.

Answers will vary, but should include a clear effect of the new cause.



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Name Language

Analysis

Lesson 11 Read pages 20–21 from Rain Forest Food Chains. Use evidence from the text to answer the following questions.

1. What text features do you notice on these pages?

2. How do the text features connect to the text?

3. Why do you think the author included text features in this book?

4. What domain-specific vocabulary is included on these pages? How did you identify these words?

Headings, bold vocabulary words, a diagram, captions, a photograph.

Answers may vary, but could include: The headings introduce the main topics on the pages. The diagram on p. 20 visually highlights the place of secondary consumers in the food chain.

Answers may vary, but could include: Presenting information in different forms can make it easier to understand. Photographs and diagrams add visual interest.

Secondary consumers, primary consumers, mammals, prey, understory, omnivores, adaptations. The words are in bold.



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Name Conventions

Lesson 11 Consistency in Verb Tense Underline the verbs. Write C if the verb tenses are consistent and I if they are inconsistent. If you write I, change one of the verbs in the sentence to make the tenses consistent and correct. Cross out the verb and write the correct tense above it.

1. Last year, the scientists visit the African rain forest. There, they collected samples of many plant species.

2. Next month, the scientists will present their findings to the public. They will explain why protecting the rain forest is important.

Lesson 12 Adjectives Circle the adjectives and to the noun each adjective modifies.

1. Many colorful butterflies live in rainy Amazon.

2. Shaggy, red-haired orangutans are active.

Lesson 13 Adverbs Circle the adverbs. Then underline the word or words each adverb modifies.

1. Rachel carefully picked up the seashell and gently brought it to her ear.

2. Then the jaguar moved carefully across the rain forest floor, quietly stalking its prey.

Lesson 14 Adjectives and Linking Verbs Circle the linking verbs and underline the predicate adjectives.

The students were upset when they saw that Pigeon Creek was full of litter. They seemed determined to clean up the creek.

Lesson 15 Adjectives and Linking Verbs Underline the linking verbs in the sentences. In the space after the sentences, write the number of predicate adjectives that follow each linking verb.

1. The students were startled and amazed when the eggs started spinning.

2. The alevins looked strange with their big orange yolk sacs.

I - visited

C

21


RGEN14_RWJTG_G5_U1B_L11-15.indd 68 07/07/13 5:35 PM

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Name Writing

Lesson 11 Formative Assessment: Synthesize Information from Multiple Sources Identify 2–3 quotations from either Rachel Carson: Pioneer of Ecology or Rain Forest Food Chains related to ecosystem protection. On separate sheets of paper, write 1–2 pages synthesizing these quotations with a quotation or paraphrased idea from one of the digital sources you researched in Lesson 10. Be sure to use correct in-text citation of sources. Add your own ideas and offer additional explanation of the sourced ideas as necessary. Link ideas and clarify relationships between information using transitions. Finally, complete a Works Cited page.

Lesson 12 Plan an Informative Brochure On a separate sheet of paper, use an outline to plan an informative brochure about an ecosystem in jeopardy. Your audience is people interested in traveling for the purpose of learning about the environment, wildlife, and natural habitats (ecotourism). Make An Ecosystem the title of your outline. Use three or more Roman numerals to show topics for the section headings in your brochure. Include key details and terms for each section, as well as suggestions for visuals.

Answers will vary, but should include 1–2 pages synthesizing quotations from one of the texts with a quotation or paraphrased idea from a digital source. Pages should contain correct in-text citations of sources, original ideas and explanation of sourced ideas, appropriate transitions, and a Works Cited page.

Outlines will vary, but should include the title An Ecosystem; at least three Roman numerals denoting possible topics for section headings; and key details, terms, and suggested visuals.



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Name Writing

Lesson 14 Revise or Rewrite an Informative Brochure Work with a partner to peer review the drafts you began in Lesson 13. Make sure the organization makes sense, adding transitions if necessary. Look for vague or general language that could be more precise and replace it with specific language appropriate to the audience. Suggest visuals that would help clarify information or support points. After you complete your peer reviews, use a separate sheet of paper to revise or rewrite parts of your own brochure, adding visuals and improving word choice. Refer to Pale Male as a guide for precise language and transitions.

Lesson 15 Edit and Proofread an Informative Brochure Edit and proofread the informative brochure you drafted in Lesson 13 and revised in Lesson 14. Check for consistent verb tense and correct use of adjectives and adverbs. Make sure your punctuation and capitalization are correct. Use a dictionary to confirm the spelling and meaning of difficult words, particularly domain-specific words.

Lesson 13 Draft an Informative Brochure On separate sheets of paper, draft 2–3 paragraphs of your informative brochure based on your Lesson 12 outline, using your section headings to organize the information logically. Be sure to include precise language, descriptive details, and relevant examples.

Answers should include consistent verb tense, correct use of adjectives and adverbs, correct punctuation and capitalization, and correct spelling and meaning.

Answers will vary, but should include transitions that clarify the organization, precise and specific word choice appropriate to the audience, and visuals.

Answers will vary, but should include 2–3 paragraphs that include section headings, as well as precise language, descriptive details, and relevant examples.



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the Lesson


Lesson 16

1.

2.

3.

Lesson 17

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2.

3.

Lesson 18

1.

2.

3.












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Lesson 16Using evidence from the text, answer the following questions about Pale Male. Use this information to complete a T-Chart.

1. Look at pages 34–37. What problem does Pale Male encounter in a tree near East 70th Street? What is the cause of this problem?

2. What is the solution to the problem identified above?

3. Look at pages 38–43. What problem does the hawks’ nest cause?

4. What additional problem results from the problem identified above?

5. What is the solution to the problem identified above?

Crows attack Pale Male and his mate. Crows, had a nest in that tree the year before.

The following March, Pale Male and his new mate build a new nest at 927 Fifth Avenue.

The building’s management removes the nest, which outrages the members of the hawks’ fan club.

The U.S. Fish and Wildlife Service issues a stern warning to the building management not to remove the new nest Pale Male builds to replace the destroyed one.

The hawks’ waste material falls to the sidewalk in front of the building, which annoys the building’s residents.



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Analysis

Lesson 17Reread the first full paragraph on page 36 of Rachel Carson and pages 50–51 of Pale Male. Use the following questions to analyze quotations and word choice in these two passages.

1. How would you describe the types of quotations used in the passage from Rachel Carson?

2. How does the illustration connect to the quotations in the passage from Pale Male? How do both contribute to the story?

3. How do the quotations in each passage contribute to the tone of the passage?

4. How would you describe the author’s word choice in the passage from Rachel Carson?

5. How would you describe the author’s word choice in the passage from Pale Male?

6. How does the word choice in each passage help the reader understand each passage?

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Responses should show contextual understanding.

understanding.





Lesson 16

protests, p. 51

persuaded, p. 53

Lesson 17conservation, p. 48 of Pale Male

dedicated, p. 51 of Pale Male

Lesson 18nutrients, p. 12 of Rain Forest Food Chains

sustainable, p. 43 of Rain Forest Food Chains



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Reading

Lesson 16 Choose one of the problems Pale Male faced after he arrived in Central Park. Write an informative paragraph describing the problem and the reasons why it occurred. Be sure to include specific details and examples from the text. Write your response on a separate sheet of paper.

Lesson 17 Write two paragraphs that analyze quotations: one from Rachel Carson and one from Pale Male. Quote an important passage from each text and respond to it using further research from an outside source. You may use print and digital sources related to Rachel Carson, Pale Male, or the concept of conservation in general. Write your response on a separate sheet of paper.



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Reading

Lesson 18 Choose a topic that appears in all three texts. Then use information from the texts to write an informative paragraph. Include facts, key details, quotations, and other text evidence from each text to help support your response. Write your response on a separate sheet of paper.



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Lesson 18Using text evidence from Rachel Carson: Pioneer of Ecology, Rain Forest Food Chains, and Pale Male, answer the questions below to analyze how each text addresses the topic of habitats. Add this information to your Venn diagram.

1. Which passages in each text address the topic of habitats?

2. How are the passages you chose similar?

3. How are the passages you chose different?

4. Based on the multiple accounts of the same topic, what conclusions can you draw about each text?

Answers may vary.

Answers may vary.

Answers may vary.

Answers may vary.



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Lesson 16 Degrees of Comparison In each sentence, underline the adjective or adverb that shows a degree of comparison. On the line that follows, write PD if the word shows a positive degree of comparison, CD if it shows a comparative degree of comparison, or SD if it shows a superlative degree of comparison.

1. The students’ plans to keep Pigeon Creek clean worked really well.

2. The worst part about the pollution in Pigeon Creek was that it made it impossible

for salmon and other living things to survive in it.

3. In my opinion, it is more convenient to keep the town park clean than it is to pick

up trash that people have left on the ground.

Lesson 17 Degrees of Comparison Read the sentences and look at the underlined adjective or adverb. Then write a new sentence using that word and the degree of comparison indicated in parentheses.

1. The students will be here soon to help pick up litter in the park. (comparative)

2. The park was quiet this morning before the students arrived. (superlative)

3. This recycling bin is not too heavy, so I think I can carry it by myself. (comparative)

Lesson 18 Irregular Comparisons Circle the word in parentheses that correctly completes the sentence.

1. Driving a car is (badder/worse) for the environment than riding a bike.

2. You can travel (farther/farer) on a bike than you can on foot.

3. It is (gooder/better) to recycle plastic packaging than to discard it with the regular trash, but buying fewer products packaged in plastic is (goodest/best) of all.

4. We can all feel (weller/better) about ourselves if we do our part to protect the environment.

Answers will vary.

Answers will vary.

Answers will vary.

PD

SD

CD



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Lesson 16 Formative Assessment: Publishing and Presenting an Informative Essay If available, use publishing software to create a digital version of your brochure. Otherwise, use separate sheets of paper and cut out photos to create an interesting and informative layout. Enhance your main ideas with photos, graphs, maps, and charts. As part of a classroom “ecotourism conference,” present your brochure to inform and promote travel to your ecosystem. Adapt your speaking pace and tone to the audience and subject matter.

Answers will vary, but should include interesting and informative visuals and layouts that enhance main ideas. Presentations should inform the audience in a way that promotes travel to the ecosystem being described, and speakers should adapt their pace and tone to the audience and subject matter.



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Lesson 17 Introduce an Opinion On a separate sheet of paper, draft an outline that includes a statement of opinion, 3 main reasons supporting your opinion, 2–3 facts and pieces evidence to support each reason, and a conclusion that includes a call to action.

Lesson 18 Develop an Opinion Statement Use the outline you created in Lesson 17. On a separate sheet of paper, write an opinion statement. Include an introduction featuring a clear statement of opinion, body paragraphs with facts and evidence to support logically ordered reasons, and a conclusion that summarizes main points and includes a call to action.

Outlines will vary, but should include a clearly stated opinion, 3 supporting reasons, 2–3 facts and pieces of evidence related to each reason, and a conclusion that includes a call to action.

Opinion statements will vary, but should include an introduction featuring a clear statement of opinion, body paragraphs with facts and evidence to support logically ordered reasons, and a conclusion that summarizes main points and includes a call to action.



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