Created by Jennifer Oberc, Language Arts Teacher

Joyce Kilmer Middle School Incoming 6th Grade

“Summer Slide” Student-Parent Manual

The goal of this manual is to help students maintain the

level of education they are currently at and to not allow

“summer slide” to happen. “Summer slide” is a regression

in skills due to an extended period of time away from

instruction. This manual gives students productive work

over the summer to keep them on track for the next

grade level. Parents should assist their son/daughter

with this manual and try the extra activities that

accompany most of the mini lessons. It is important to

manage your time effectively over the summer in order

to complete this manual in time for September.

This manual is aligned with the common core state

standards and focuses on literature, informational text,

and writing.

Table of Contents

Reading- Literature

Character and Plot……………………………………………………………………………………………………….………1-2

Supporting an Analysis of Text…………………………………………………………………………………….…3-6

Theme……………………………………………………………………………………………………………………………………7-8

Summarize Text…………………………………………………………………………………………………………………9-10

Drawing and Supporting Inferences………………………………………………………………………….…11-13

Reading- Informational Text

Main Idea and Supporting Details ………………………………………………………………………………14-15

Elaborating Key Details ……………………………………………………………………………………………….…16-17

Drawing and Supporting Inferences ……………………………………………………………………………18-19

Author’s Purpose and Point of View ……………………………………………………………………………20-22

Writing

Write an Argument…………………………………………………………………………………………………………23-26

Write an Informative Piece………………………………………………………………………………………….27-30

Write a Narrative……………………………………………………………………………………………………………31-34

Character and Plot

Directions: Read the following Greek myth and answer the questions that follow.

Icarus and Daedalus

Once upon a time, a long time ago, there lived a talented artist. His name was Daedalus.

He was probably the finest sculptor and architect of his time.

King Minos invited Daedalus to the lovely island of Crete. The king wanted Daedalus to

build a maze, a Labyrinth, as a home for the king's beloved pet, the Minotaur. The

Minotaur was a horrible monster, with the head of a bull on a human body, but the king

loved that awful monster and wanted him to have a lovely home.

Daedalus was a bit amazed at the king's choice of pet, but a job was a job. Daedalus planned to make the

maze a challenge, so complicated that anyone who entered it would be lost until rescued. That way, the

king would be happy, the monster would be contained, and the people would be safe. Daedalus had no

doubt he could design such a maze. He really was a fine architect.

Daedalus brought his young son Icarus with him. He was sure the child would enjoy swimming and playing

with the other children on the island. Both Daedalus and Icarus were happy they had come. King Minos

was happy with his maze. It was pleasant on the island. Daedalus was in no hurry to leave.

One day, a group of Greek children sailed to the island. The next day, they sailed safely away, taking with

them the king's lovely daughter, and leaving behind them one dead Minotaur.

King Minos was beside himself with grief. He did not believe anyone could have entered the maze

1

Mini Lesson: Here are some important points to remember when you are figuring out the characters

and plot.

Characters: People, animals, or other creatures in a story or a drama.

Plot: The sequence of events that tell a story from the beginning to the end.

Conflict: A problem that a character must resolve.

Exposition Rising Action Climax Falling Action Resolution

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Liot

and escape alive without help from someone, most probably help from the man who had designed the

maze in the first place. King Minos punished the innocent Daedalus by keeping Daedalus and his young

son Icarus prisoners on the island of Crete.

Daedalus tried to think of ways to escape. One day, Daedalus noticed birds flying overhead. It gave him

an idea. Wings. He needed wings. Daedalus began to gather all the bird feathers he could find. He glued

them together with wax. When two pairs of wings were ready, he warned his young son not to fly too

close to the sun or the wax would melt.

Daedalus fastened the wings to their arms. They flapped their wings and took to the sky. They left the

island of Crete far behind them. Water sparkled beneath them as far as they could see. The sky was

blue. The breeze was brisk, more than enough to keep them in the air. It was glorious!

Icarus flew higher and higher. He flew so high that before he knew what was happening, the sun had

begun to melt the wax on his wings. Icarus felt himself falling. He flapped his arms faster and faster.

But it was no use. Poor Icarus plunged into the water and drowned.

Sadly, Daedalus continued on alone.

What is the main conflict in the Greek Myth Icarus and Daedalus? ___________________________________________________________________

___________________________________________________________________

How would you describe the relationship between King Minos and Daedalus?

___________________________________________________________________

___________________________________________________________________

What is the rising action in the myth?

___________________________________________________________________

___________________________________________________________________

How are the characters involved in the plot’s climax?

___________________________________________________________________

___________________________________________________________________

What are two character traits that you would use to describe Icarus?

___________________________________________________________________

___________________________________________________________________

Are you interested in learning more about Greek Mythology? Check out these books:

2

Supporting an Analysis of Text

Directions: Read the passage. Underline evidence from the text that helps you

understand what you are reading. This will help you analyze what you read. Answer

the questions that follow.

Sleeping Beauty (Little Briar Rose)

A long time ago there were a king and queen who were unhappy because they were childless. But it

happened that once when the queen was bathing, a frog crept out of the water on to the land, and

said to her, "Your wish shall be fulfilled, before a year has gone by, you shall have a daughter."

What the frog had said came true, and the queen had a little girl who

was so pretty that the king could not contain himself for joy, and

ordered a great feast. He invited not only his kindred, friends and

acquaintances, but also the wise women, in order that they might be

kind and well disposed towards the child. There were thirteen of them

in his kingdom, but, as he had only twelve golden plates for them to eat

out of, one of them had to be left at home.

The feast was held with all manner of splendor and when it came to an

end the wise women bestowed their magic gifts upon the baby - one gave virtue, another beauty, a

third riches, and so on with everything in the world that one can wish for.

When eleven of them had made their promises, suddenly the thirteenth came in. She wished to

avenge herself for not having been invited, and without greeting, or even looking at anyone, she

cried with a loud voice, "The king's daughter shall in her fifteenth year prick herself with a spindle,

and fall down dead." And, without saying a word more, she turned round and left the room.

They were all shocked, but the twelfth, whose good wish still remained unspoken, came forward, and

as she could not undo the evil sentence, but only soften it, she said, it shall not be death, but a deep

3

Mini Lesson: When you analyze text, you think about it to get a better understanding of the reading.

Examining word choice, character development, and plot are ways you can analyze the story.

Evidence: Text that comes directly from the story.

Reading-

Literature

Liot

sleep of a hundred years, into which the princess shall fall.

The king, who would fain keep his dear child from the misfortune, gave orders that every spindle in

the whole kingdom should be burnt. Meanwhile the gifts of the wise women were plenteously

fulfilled on the young girl, for she was so beautiful, modest, good-natured, and wise, that everyone

who saw her was bound to love her.

It happened that on the very day when she was fifteen years old, the king and queen were not at

home, and the maiden was left in the palace quite alone. So she went round into all sorts of places,

looked into rooms and bed-chambers just as she liked, and at last came to an old tower. She climbed

up the narrow winding staircase, and reached a little door. A rusty key was in the lock, and when she

turned it the door sprang open, and there in a little room sat an old woman with a spindle, busily

spinning her flax.

"Good day, old mother," said the king's daughter, "what are you doing there?"

"I am spinning," said the old woman, and nodded her head.

"What sort of thing is that, that rattles round so merrily," said the girl, and

she took the spindle and wanted to spin too. But scarcely had she touched the

spindle when the magic decree was fulfilled, and she pricked her finger with

it.

And, in the very moment when she felt the prick, she fell down upon the bed that stood there, and

lay in a deep sleep. And this sleep extended over the whole palace, the king and queen who had just

come home, and had entered the great hall, began to go to sleep, and the whole of the court with

them. The horses, too, went to sleep in the stable, the dogs in the yard, the pigeons upon the roof,

the flies on the wall, even the fire that was flaming on the hearth became quiet and slept, the roast

meat left off frizzling, and the cook, who was just going to pull the hair of the scullery boy,

because he had forgotten something, let him go, and went to sleep. And the wind fell, and on the

trees before the castle not a leaf moved again.

But round about the castle there began to grow a hedge of thorns, which every year became higher,

and at last grew close up round the castle and all over it, so that there was nothing of it to be seen,

not even the flag upon the roof. But the story of the beautiful sleeping Briar Rose, for so the

princess was named, went about the country, so that from time to time kings' sons came and tried

to get through the thorny hedge into the castle. But they found it impossible, for the thorns held

fast together, as if they had hands, and the youths were caught in them, could not get loose again,

and died a miserable death.

4

After long, long years a king's son came again to that country, and heard an old man talking about

the thorn hedge, and that a castle was said to stand behind it in which a wonderfully beautiful

princess, named Briar Rose, had been asleep for a hundred years, and that the king and queen and

the whole court were asleep likewise. He had heard, too, from his grandfather, that many kings,

sons had already come, and had tried to get through the thorny hedge, but they had remained

sticking fast in it, and had died a pitiful death.

Then the youth said, "I am not afraid, I will go and see the beautiful Briar Rose." The good old man

might dissuade him as he would, he did not listen to his words.

But by this time the hundred years had just passed, and the day had come when Briar Rose was to

awake again. When the king's son came near to the thorn hedge, it was nothing but large and

beautiful flowers, which parted from each other of their own accord, and let him pass unhurt, and

then they closed again behind him like a hedge. In the castle yard he saw the horses and the

spotted hounds lying asleep, on the roof sat the pigeons with their heads under their wings. And

when he entered the house, the flies were asleep upon the wall, the cook in the kitchen was still

holding out his hand to seize the boy, and the maid was sitting by the black hen which she was going

to pluck.

He went on farther, and in the great hall he saw the whole of the court lying asleep, and up by the

throne laid the king and queen. Then he went on still farther, and all was so quiet that a breath

could be heard, and at last he came to the tower, and opened the door into the little room where

Briar Rose was sleeping.

There she lay, so beautiful that he could not turn his eyes away, and he stooped down and gave her

a kiss. But as soon as he kissed her, Briar Rose opened her eyes and awoke, and looked at him quite

sweetly.

Then they went down together, and the king awoke, and the queen and the whole court, and looked

at each other in great astonishment. And the horses in the courtyard stood up and shook

themselves, the hounds jumped up and wagged their tails, the pigeons upon the roof pulled out their

heads from under their wings, looked round, and flew into the open country, the flies on the wall

crept again, the fire in the kitchen burned up and flickered and cooked the meat, the joint began to

turn and sizzle again, and the cook gave the boy such a box on the ear that he screamed, and the

maid finished plucking the fowl.

And then the marriage of the king's son with Briar Rose was celebrated with

all splendor, and they lived contented to the end of their days.

5

At the beginning of the fairy tale, why do the king and queen have a feast?

___________________________________________________________________

___________________________________________________________________

Do you think the king makes a good decision not to invite the thirteenth wise

woman? Why or Why not.

___________________________________________________________________

___________________________________________________________________

Why is the thirteenth wise woman angry? What does she do? ___________________________________________________________________

___________________________________________________________________

What happens on the princess’s fifteenth birthday when she finds a spindle? Why

do you think there is still a spindle in the castle after the king said that all of them

should be burned? ___________________________________________________________________

___________________________________________________________________

What elements of this fairy tale could not happen in real life? ___________________________________________________________________

___________________________________________________________________

Setting(s)

Fairy Tale Characters

Fantasy/Magic

Problem (s)

Solution (s)

Ending

6

Theme

Example #1: The Dog and the Shadow by Aesop It happened that a Dog had got a piece of meat and was

carrying it home in his mouth to eat it in peace. Now on

his way home he had to cross a plank lying across a

running brook. As he crossed, he looked down and saw

his own shadow reflected in the water beneath. Thinking

it was another dog with another piece of meat, he made

up his mind to have that also. So he made a snap at the

shadow in the water, but as he opened his mouth the

piece of meat fell out, dropped into the water and was

never seen again.

Theme: Beware of losing what you have by grasping at something that is not there.

Example #2: The Lion and the Mouse by Aesop

Once when a Lion was asleep a little Mouse began

running up and down upon him; this soon wakened the

Lion, who placed his huge paw upon him, and opened his

big jaws to swallow him. ‘Pardon, O King,’ cried the little

Mouse: ‘forgive me this time, I shall never forget it: who

knows but what I may be able to do you a turn some of

these days?’ The Lion was so tickled at the idea of the

Mouse being able to help him, that he lifted up his paw

and let him go. Some time after the Lion was caught in a

trap, and the hunters who desired to carry him alive to the

King, tied him to a tree while they went in search of a

wagon to carry him on. Just then the little Mouse

7

Mini Lesson: Here are some important points to remember when you are figuring out the theme of

a piece of writing.

Theme: The main idea, moral, or message in a piece of writing.

Key Point: The reader must analyze the story in order to decide what the theme is. Thinking about

the characters actions and the plot help the reader determine the theme.

Conflict: A problem that a character must resolve.

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Liot

happened to pass by, and seeing the sad plight in which

the Lion was, went up to him and soon gnawed away the

ropes that bound the King of the Beasts. ‘Was I not right?’

said the little Mouse.

Theme: Little friends may prove great friends.

Directions: Read the following fables written by Aesop. Decide what the

theme is. Remember to look for the key points when analyzing the fables.

The Fox and the Grapes By Aesop

One hot summer’s day a Fox was strolling through an

orchard till he came to a bunch of Grapes just ripening on

a vine which had been trained over a lofty branch. ‘Just

the thing to quench my thirst,’ quoth he. Drawing back a

few paces, he took a run and a jump, and just missed the

bunch. Turning round again with a One, Two, Three, he

jumped up, but with no greater success. Again and again

he tried after the tempting morsel, but at last had to give it

up, and walked away with his nose in the air, saying: ‘I am

sure they are sour.’

Theme: _____________________________________________________________

The Wind and the Sun By Aesop

The Wind and the Sun were disputing which was the

stronger. Suddenly they saw a traveller coming down the

road, and the Sun said: ‘I see a way to decide our dispute.

Whichever of us can cause that traveller to take off his

cloak shall be regarded as the stronger. You begin.’ So the

Sun retired behind a cloud, and the Wind began to blow

as hard as it could upon the traveller. But the harder he

blew the more closely did the traveller wrap his cloak

round him, till at last the Wind had to give up in despair.

Then the Sun came out and shone in all his glory upon

the traveller, who soon found it too hot to walk with his

cloak on.

Theme: _____________________________________________________________

Enrichment: Try to create an original fable of your own and have a friend figure

out the theme! 8

Summarize Text

Fire A Native American Myth from the Alabama Tribe

retold by S.E. Schlosser

In the beginning of the world, it was Bear who owned Fire. It warmed Bear

and his people on cold nights and gave them light when it was dark. Bear and his people carried

fire with them wherever they went.

One day, Bear and his people came to a great forest, where they found many acorns lying on

the forest floor. Bear set Fire at the edge of the forest, and he and his people began eating

acorns. The acorns were crunchy and crispy and tasted better than any other acorns Bear and

his people had ever eaten. They wandered further and further away from Fire, eating the

delicious acorns and seeking out more when the acorn supply grew low.

Fire blazed up merrily for awhile, until it had burned nearly all of its wood. It started to smoke

and flicker, then it dwindled down and down. Fire was alarmed. It was nearly out. "Feed me!

Feed me!" Fire shouted to Bear. But Bear and his people had wandered deep into the forest,

and they did not hear Fire's cries.

At that moment, Man came walking through the forest and saw the small, flickering Fire. "Feed

me! Feed me!" Fire cried in despair.

"What should I feed you?" Man asked. He had never seen Fire before.

"I eat sticks and logs and wood of all kinds," Fire explained.

Man picked up a stick and leaned it on the North side of Fire. Fire sent its orange-blue flames

flickering up the side of the stick until it started to burn. Man got a second stick and laid it on

the West side of the fire. Fire, nourished by the first stick, burned brighter and stretched

taller and eagerly claimed the second stick. Man picked up a third stick and laid it on the south

side of Fire and laid a fourth stick on the East. By this time, Fire was leaping and dancing in

delight, its hunger satisfied. 9

Mini Lesson: Here are some important points to remember when you are summarizing a story.

Summarize: The process of retelling what a story or text is mainly about in your own words.

Key Point: You include the most important information about the plot, characters, setting, and theme.

Do not include any personal opinions about the story!

Reading-

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Liot

Man warmed himself by the blazing Fire, enjoying the changed colors and the hissing and

snapping sound Fire made as it ate the wood. Man and Fire were very happy together, and Man

fed Fire sticks whenever it got hungry.

A long time later, Bear and his people came back to the edge of the forest, looking for Fire.

Fire was angry when it saw Bear. It blazed until it was white-hot and so bright that Bear had

to shade his eyes with both paws. "I do not even know you!" Fire shouted at Bear. The terrible

heat rolling off Fire drove Bear and his people away, so they could not take it and carry it away

with them.

And now Fire belongs to Man.

What are the key points in this Native American Myth?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What lesson does this Native American Myth teach?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Write a summary of the passage.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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To read more myths, legends, and tall tales visit the website below:

http://www.americanfolklore.net/ 10

Drawing and Supporting Inferences

+ =

Adapted from

Heidi

By Johanna Spyri

“I want to see what you have inside the house,” said Heidi.

“Come then!” and the grandfather rose and went before here toward the hut.

Heidi did as she was told. The old man now opened the door and Heidi stepped

inside after him; she found herself a good-size room, which covered the whole ground

floor of the hut. A table and chair were the only furniture; in one corner stood the

grandfather’s bed, in another was the hearth with a large kettle hanging above it; and on

the further side was a large door in the wall- this was the cupboard. The grandfather

opened it; inside were his clothes, some hanging up, others, a couple of shirts, and some

socks and handkerchiefs; lying on a shelf; on a second shelf were some plates and cups and

glasses; and on a higher one still, a round loaf, smoked meat, and cheese, for everything

that Alm-Uncle needed for his food and clothing was kept in this cupboard. Heidi, as soon

as it was opene, ran quickly forward and thrust in her bundle of clothes, as far back behind

her grandfather’s things as possible, so that they might not easily be found again. She

then looked carefully round the room, and asked, “Where am I to sleep, grandfather?”

“Wherever you like,” he answered.

11

Mini Lesson: Here are some important points to remember when you are figuring out inferences in a

story or drama.

Inference: To make an inference you must think about what you already know and what the author

tells you.

What I read… What I

know… My

Inference!

Reading-

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Liot

Heidi was delighted, and began at once to examine all the nooks and corners to find out

where it would be pleasantest to sleep. In the corner near her grandfather’s bed she saw

the short ladder against the wall; up she climbed and found herself in the hayloft. There

lay a large heap of fresh sweet-smelling hay, while through a round window in the wall she

could see right down the valley.

“I shall sleep up here, grandfather,” she called down to him, “It’s lovely, up here.

Come up and see how lovely it is!”

“Oh, I know all about it,” he called up in answer.

“I am getting the bed ready now,” she called down again, as she went busily to and

fro at her work, “but I shall want you to bring me up a sheet; you can’t have a bed without

a sheet, you want it to lie upon.”

“All right,” said the grandfather, and presently he went to the cupboard, and after

rummaging about inside for a few minutes he drew out a long, coarse piece of stuff, which

was all he had to do duty for a sheet. He carried it up to the loft, where he found Heidi

had already made quite a nice bed. She had put an extra heap of hay at the one end for a

pillow, and had so arranged it that, when in bed, she would be able to see comfortably out

through the round window.

Heidi had got hold of the sheet, but it was almost too heavy for her to carry; this

was a good thing, however, as the close thick stuff would prevent the sharp stalks of the

hay running through and pricking her. The two together now spread the sheet over the

bed, and where it was too long or too broad, Heidi quickly tucked it in under the hay. It

looked now as tidy and comfortable a bed as you could wish for, and Heidi stood gazing

thoughtfully at her handiwork.

What is Heidi doing during the story?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

How can you describe the home that Heidi’s grandfather lives in?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

12

Why do you think Heidi is concerned about where she will sleep? Make an

inference.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Why does Heidi’s grandfather help her to make a comfortable bed? Make an

inference.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What do you think Heidi’s overall feeling is about being at her grandfather’s

house?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

To read the entire story of Heidi, visit the

library this summer!

13

Main Idea and Supporting Details

New frogs found. And they “dance.”

By Katy Daigle | Associated Press Tween Tribune

Fourteen new species of dancing frogs have been found in the jungle mountains of southern

India. The tiny amphibians earned their name with the unusual kicks they use to attract mates.

One problem, though. The species declined in number during the 12 years in which Indian

scientists studied them. The frogs breed after the yearly monsoon in fast-rushing streams.

But their habitat appears to be becoming increasingly dry.

The frogs are found exclusively in the Western Ghats, a lush mountain range that stretches

1,600 kilometers (990 miles) from the western state of Maharashtra down to the country's

southern tip.

When the males dance, it's actually a unique breeding behavior called foot-flagging. The frogs

stretch, extend and whip their legs out to the side to draw the attention of females. The

females might have trouble hearing mating croaks over the sound of water flowing through

streams. 14

Reading-

Informational

Text

Liot

Mini Lesson: Here are some important points to remember when you are differentiating between

main idea and supporting details.

Main Idea: The most important or central thought of a text, which tells the reader what the text is

about.

Supporting Details Examples, facts, quotations, and definitions are supporting details. They help

explain the main idea.

The bigger the frog, the more they dance. They also use those leg extensions to smack away

other males, which is important considering the ratio for the amphibians is usually around 100

males to one female.

These are tiny, delicate frogs — no bigger than a walnut.

The Western Ghats, older than the Himalayas, is among the world's most biologically exciting

regions. It holds at least a quarter of all Indian species. Yet in recent decades, the region has

faced a constant assault by mining, water pollution, unregulated farming and loss of habitat to

human settlements.

What is the main idea of the passage?

___________________________________________________________________

___________________________________________________________________

What are two examples or facts from the passage that supports the

main idea?

___________________________________________________________________

___________________________________________________________________

Why must frogs “dance” instead of croaking to get attention?

___________________________________________________________________

___________________________________________________________________

Predict what could happen to the Western Ghats region if the mining,

water pollution, and unregulated farming continue.

___________________________________________________________________

___________________________________________________________________

Did you know? The glass frog has translucent skin, so you can see

its internal organs, bones and muscles through its skin. You can even

observe its heart beating and its stomach digesting food.

Read more: http://www.smithsonianmag.com/science-nature/14-fun-facts-

about-frogs-180947089/#IdmBDhT0cV4Af3AU.99

15

Elaborating Key Details

In this drawing, a giant statue is pulled on a sled.

How were the pyramids built?

Maybe with water

Associated Press

For centuries, it's been a mystery as to how the ancient

Egyptians moved the huge stone blocks needed to build the

pyramids. Did they use sleds, ramps, wheels, logs? There's

even a theory that aliens were involved.

Now researchers say they've found a much simpler technique to make the job easier: just

add water.

How the builders transported stones weighing several tons from quarries all over the

country has been an enduring mystery, according to the History Channel, AOL and The

Washington Post. 16

Reading-

Informational

Text

Liot

Mini Lesson: Here are some important points to remember when you are elaborating with key details.

Key Detail: Supports the main idea in an important way.

Anecdote: A little story or small piece of information that connects to the main idea.

If the researchers are right, the answer has been staring Egyptologists in the face for

centuries. Check out the drawing of an Egyptian sled, above. What's that guy pouring?

It could just be plain old water. One of the most popular theories on how the Egyptians

transported the stones is that they were hauled on sleds. Pulling a sled through sand is

hard work. But it becomes much easier if the sand is wet.

Researchers carried out their own experiment and found if the sand is just wet enough,

the sled can be pulled with half as much effort.

The study says that's because water gets between grains of sand and forms what they call

"liquid bridges." They "act like glue, keeping the grains in place. This is great for sand

castle building, and also, it turns out, for sand transportation,” according to American

Physical Society.

Basically, the water prevents the sled from digging into the sand and creating more

friction.

What is the main idea of the passage?

___________________________________________________________________

___________________________________________________________________

What is a key detail that supports the main idea?

___________________________________________________________________

___________________________________________________________________

How does the author elaborate key details in the fifth paragraph?

___________________________________________________________________

___________________________________________________________________

What affect does the quote by the American Physical Society have on the text?

___________________________________________________________________

___________________________________________________________________

Pyramid Challenge! See if you have what it takes to build a pyramid. Follow the

link below and get ready to head back in time to the ancient Egyptians!

Pyramid Challenge! (Press control and then click the mouse!)

http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyramid_builder.shtml

17

Drawing and Supporting Inferences

First lady Michelle Obama cheers as she arrives for a town hall meeting at Howard

University in Washington. The first lady visited as part of a program to immerse talented

high school students in a college campus environment – AP photos

Mrs. Obama: “High school diploma not

enough”

By Stacy Anderson | Associated Press

It may be a few years before the first daughters head to college,

but Michelle Obama is already brainstorming a dorm room checklist

while encouraging high school students to dream big about their

education beyond graduation.

The first lady told a group of students Thursday that a high school diploma is not enough in

today's global economy. 18

Reading-

Informational

Text

Liot

Mini Lesson: Here are some important points to remember when you are drawing and supporting

inferences.

Drawing Inferences: When you draw inferences about what you read, you use the information the

author gives you along with what you already know.

Key Detail: To support an inference, use evidence from the text.

"No longer is high school the bar. That is not enough," Mrs. Obama told the crowd. "You have

got to go to college or get some kind of professional training."

Before her remarks, the first lady toured a Howard University residence hall with high school

juniors and seniors from her hometown of Chicago. "How do you get a single room," Mrs. Obama

asked the tour guide, as the students chuckled. He replied: "There is a slight price

difference."

The campus visit is a part of Mrs. Obama's push to promote higher education, especially

President Barack Obama's "North Star" goal. By 2020, America would once again have the

highest proportion of college graduates in the world.

After the tour, the first lady led a discussion moderated by rapper and TV host Bow Wow in a

university cafeteria, the Punch Out. Mrs. Obama shared her own college experience and said

she wanted to support the high school students because "this transition— for some of you—

may be a little scary."

"The only reason I saw a dorm was because I visited my brother once when he was in college,"

she said. "That was the only exposure."

Mrs. Obama added that she had applied to Howard, "one of the finest universities in the

country," along with Northwestern University and the University of Wisconsin-Madison when

she was considering higher education. She went on to attend Princeton University and Harvard

Law School.

"We have to have a hunger for education like we had when our parents and grandparents were

fighting for us to have a right to come to these schools and get the education," she said. "So

now it's up to you all to take that baton and do the very best you can with it."

The high school students will also attend classes with their hosts and meet with university

officials as part of their four-day visit.

Critical thinking challenge: Why is a high school diploma alone no longer sufficient in a

global economy? A generation ago, did American workers compete with workers in other

countries? What do American workers do best? Here's a hint: Think Apple, Pixar, Tesla

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Author’s Purpose and Point of View

Do you know your digital

footprint? By – Stephanie Kinmon Associated Press

Have you ever heard of a digital footprint? Do you know what one is? Do

you have one? If you do have one, why does it matter? In modern times,

many people have a digital footprint. Many people are greatly affected

by them in their daily lives. This article will tell you what a digital

footprint is, how it affects you, and what you can do to fix it.

So, what is a digital footprint? Does everyone have one? “As technology expert Will Richardson

(2008) explains: One of my worst fears as [my children] grow older is that they won't be Googled

well…. that when a certain someone enters "Tess Richardson" into the search line of the browser,

what comes up will be less than impressive. That a quick surf through the top five hits will fail to

astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even

worse, that no links about her will come up at all. Digital footprints -- which Richardson defines as

"online portfolios of who we are, what we do, and by association, what we know" -- are an inevitable

by-product of life in a connected world”(Ferriter). So if you ever get online or Social Media, you

have a digital footprint. Every time you get on a website, click on a link, post a picture, update a

status, or like anyone else’s status or picture, it is tracked. People can go online to any search

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Reading-

Informational

Text

Liot

Mini Lesson: Here are some important points to remember when you figuring out author’s purpose and

point of view.

Author’s Purpose: The reason an author writes something. An author may want to persuade, inform,

or entertain their audience (PIE)

Point of View: How the author thinks about a certain topic

engine, such as Google, or any Social Media site and search you. They can see every picture that you

have posted, every status that you have updated, every tweet, and even other people’s statuses and

pictures that you have liked. Everything that you think is private isn’t.

But why should you care? Does it really matter that someone can look up all of this stuff? Actually,

this can affect your life in major ways. It can cause you to not get a job, or even not to get into the

college that you want. “Greg Coyle, cofounder of mywebcareer.com, said more employers are

checking digital profiles every day to vet job candidates. He added that a recent survey found 70

percent of employers surveyed said they had rejected job candidates based on data uncovered

online”(Erdley). “Of the 500 best universities, 20 percent reported Googling an applicant, and 24

percent said they searched someone using social media. Last year, the study showed 6 percent of

admissions officers checked prospective students' Facebook pages, and 12 percent said what they

found online negatively affected a student's admissions chances”(Garrett). Many schools and

employers search possible candidates to see what they find. “A 2009 survey by Cross-Tab

Marketing Services found that 70% of 275 U.S. recruiters said they have rejected candidates

based on information they found online”(USA Today, 12/20/2012). If they find anything such as

profanity, ranting, inappropriate or revealing pictures, no matter how qualified you may be, they may

just throw your resume away. If they see anything that they don’t want their school/company name

associated with, they won’t even give you a second look. Just think about that. You could have a 4.0

GPA, and have an extremely impressive resume showing all of the community work you have done,

but if your digital footprint isn’t where it needs to be, you may never get into a college. All because

of what you do online.

So how can you prevent this? Is there anything that you can do? Well, for starters, be careful what

you post. “These days, a picture of a game of beer pong, a racy image or a negative tweet about a

certain school can cut you out of the running to enter some top schools, according to a nationwide

study that surveyed admission officers at the country's best 500 colleges and universities ranked

by the financial magazine Barron's”(Garrett). Never post anything that may be in the least bit

revealing, and never bash anyone or anything. Don’t be rude to anyone, whether you feel you have

the right to or not. Don’t post anything with profanity in it, even if it may be a joke. What you think

may just be kidding around with your friends as a teenager, could prevent you from getting a job

and making money as an adult. Never post anything negative about another school. If your school

basketball team is playing your district rivals, don’t post anything that that could potentially

become offensive to the other team. Cheer for your team; don’t cheer against the other team.

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Always be careful what you post, because you may not get into the college that you have wanted to

go to since you were little. You may never get your dream job. All because of what you posted online

as a kid. Is it worth it?

So hopefully, you know what a digital footprint is and how it can affect you. You also should know

what not to do online. Now that you know all of this, ask yourself, is your digital footprint clean? Or

do you need some cleaning up to do?

What is the author’s purpose for writing this passage?

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What clues from the passage tell you the author’s purpose?

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What is the author’s point of view about your digital footprint?

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What are some clues from the passage that tell the author’s point of view?

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Did you know?

About 33% of all colleges research your digital

footprint. Every computer has a number, so if you put

something bad online they can track you down.

Find out more about digital footprints by going

to this website!

http://www.kidsmart.org.uk/digitalfootprints/

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Write an Argument

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Writing

Mini Lesson: Here are some important points to remember when you are writing an argument.

Argument: Writing that is a personal point of view which others may disagree.

Claim: States the author’s point of view.

Key details: An argument should be supported with reasons, facts, and evidence. Organize your

writing into supporting paragraphs.

Some people believe that students should have more of a say in their education.

Should students in middle school help decided which classes are taught in

school? Why or why not? Support your argument with reasons and evidence.

Be sure to develop each reason into a separate supporting paragraph.

Use this graphic organizer to plan your argument writing.

Claim

Reason #1

Evidence/Facts

Reason #2

Evidence/Facts

Reason #3

Evidence/Facts

Concluding

Statement

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Write your argument essay on the lines below.

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Write an Informative Piece

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Writing

Mini Lesson: Here are some important points to remember when you are writing an informative piece.

Informative: Writing that explains or describes a topic. It is nonfiction and tells about real people,

real events, and other real-life subjects.

Thesis statement: Informative writing has a thesis statement, which is a short statement that

summarizes the main point or claim, and is developed, supported, and explained in the writing.

Key details: Develop informative writing with facts, specific details, and examples.

Think about your favorite vacation destination (or dream vacation). Research

the location, and include details about the food, weather, and activities one can

do there. Be sure to add in facts, details, and examples to develop your topic.

Use a formal writing style and precise language.

Use this graphic organizer to plan your informative essay.

Thesis Statement:

Topic Sentence #1 with details, facts, examples:

Topic Sentence #2 with details, facts, examples:

Topic Sentence #3 with details, facts, examples:

Concluding Statement:

Write your informative essay on the lines below.

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Write a Narrative

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Writing

Mini Lesson: Here are some important points to remember when you are writing a narrative.

Narrative: Writing that tells a story with characters that must solve a problem.

Sequence: Narratives have a beginning, middle, and an end.

Key details: Narratives include a plot, setting, and characters. Descriptive details and dialogue is

used in this type of writing.

Imagine that you just found a magic window that can transport you anywhere in

the world, or even to other planets. Write a story about what happens next.

Be sure to include a plot, characters, and a setting. Your story must have

beginning, middle, and an end. Include dialogue and descriptive details.

Use this graphic organizer to plan your narrative writing.

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Exposition:

Rising Action:

Climax:

Falling Action:

Resolution:

Write your narrative on the lines below.

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