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English Language Arts4
Common Core Coach
First Edition
2
ContentsLesson 1: Reading Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Listen and Learn Fires of Pele / Like Fire and Water! . . . . . . . . . . . . .6Share and Learn Bridge of Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Read On Your Own How Night Came . . . . . . . . Online Handout
Lesson 2: Reading Short Stories . . . . . . . . . . . . . . . . . . . . .23Listen and Learn Secrets of the Sea / A Monumental Mystery . . . . .24Share and Learn Muscle Voyage . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Read On Your Own A Helping Hoof . . . . . . . . . Online Handout
Lesson 3: Writing Fictional Narratives . . . . . . . . . . . . . . . .451. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .512. Organize: Beginning, Middle, and End . . . . . . . . . . . . . . . . . . .543. Draft: Using Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .564. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .585. Revise: Using Sensory Language . . . . . . . . . . . . . . . . . . . . . . . .626. Edit: Complete Sentences, Capitalization, and Frequently
Confused Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .647. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Lesson 4: Reading Historical Nonfiction . . . . . . . . . . . . . .69Listen and Learn This Time Was Different /
excerpt from “President Roosevelt’s Fireside Chat” . . . . . . . .70Share and Learn Jim Lovell: Stranded in Space . . . . . . . . . . . . . . . . .80Read On Your Own A Meeting of Minds . . . . . Online Handout
Common CoreState Standards
RL.4.2; RL.4.7; RL.4.9; RL.4.10; RF.4.4.a, b; SL.4.1
RL.4.1; RL.4.2; RL.4.3; RL.4.4; RL.4.6; RL.4.9; RL.4.10; RF.4.4.a, b; SL.4.1; L.4.4.a
RF.4.4.c; W.4.3.a, b, d, e; W.4.4; W.4.5; W.4.6; W.4.10; L.4.1.f, g; L.4.2.a; L.4.4.a, c
RI.4.1; RI.4.2; RI.4.3; RI.4.5; RI.4.6; RI.4.10; RF.4.4.a, b; SL.4.1; L.4.4.b
3
Lesson 5: Writing Personal Narratives . . . . . . . . . . . . . . . .871. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .932. Organize: Beginning, Middle, and End . . . . . . . . . . . . . . . . . .963. Draft: Using Transitional Words and Phrases . . . . . . . . . . . . . .984. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1005. Revise: Using Effective Punctuation . . . . . . . . . . . . . . . . . . . .1046. Edit: Prepositional Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . .1067. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110
Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . .111Listen and Learn The Hare and the Hedgehog /
The Tale of Mr. Jeremy Fisher . . . . . . . . . . . . . . . . . . . . . . . . .112Share and Learn The Pot of Gold . . . . . . . . . . . . . . . . . . . . . . . . . . .122Read On Your Own Taking Action . . . . . . . . . . . Online Handout
Lesson 7: Reading Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . .129Listen and Learn Windy Nights / Wind / The Hen /
The Arrow and the Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130Share and Learn A Narrow Fellow in the Grass /
I’m Nobody! Who Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . .140Read On Your Own What Is Pink? / Brown and Furry /
Some One . . . . . . . . . . . . . . . . . . . . . . . . . Online Handout
Lesson 8: Writing Responses to Literature . . . . . . . . . . .145 1. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1532. Organize: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . .1563. Draft: Using Linking Words and Phrases . . . . . . . . . . . . . . . . .1584. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1605. Revise: Formal and Informal Language . . . . . . . . . . . . . . . . .1646. Edit: Progressive Verb Tenses and Helping Verbs . . . . . . . . 1667. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
Common CoreState Standards
W.4.3.a, c, e; W.4.4; W.4.5; W.4.6; W.4.8; W.4.10; L.4.1.e; L.4.2.d; L.4.3.b; L.4.5.c
RL.4.1; RL.4.2; RL.4.3; RL.4.5; RL.4.10; RF.4.4.a, b; SL.4.1; L.4.5.c
RL.4.1; RL.4.2; RL.4.4; RL.4.5; RL.4.10; RF.4.4.a, b; SL.4.1; L.4.5.a
W.4.1.a–d; W.4.4; W.4.5; W.4.6; W.4.7; W.4.8; W.4.9.a; W.4.10; L.4.1.b, c; L.4.3.c; L.4.5.a, b
4
Lesson 9: Reading Technical Texts . . . . . . . . . . . . . . . . . . .171Listen and Learn Talking Underwater . . . . . . . . . . . . . . . . . . . . . . . .172Share and Learn Tools of the Fossil Hunter . . . . . . . . . . . . . . . . . . .180Read On Your Own Don’t Make Light of This! . Online Handout
Lesson 10: Writing Informative/Explanatory Texts . . 1891. Get Ready: Take Notes on Research . . . . . . . . . . . . . . . . . . . .1952. Organize: Introduction and Supporting Paragraphs . . . . . . .2003. Draft: Using Linking Words and Phrases . . . . . . . . . . . . . . . . .2024. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2045. Revise: Using Precise and Domain-Specific Language . . . . . .2086. Edit: Adjectives, Commas, and Quotation Marks . . . . . . . . . .2107. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
Lesson 11: Reading Scientific Nonfiction . . . . . . . . . . . .215Listen and Learn Nature’s Worst Storms . . . . . . . . . . . . . . . . . . . . . .216Share and Learn Adapting to Survive . . . . . . . . . . . . . . . . . . . . . . . .222Read On Your Own Your Brain . . . . . . . . . . . . . . Online Handout
Lesson 12: Writing Opinion Pieces . . . . . . . . . . . . . . . . . . .2311. Get Ready: Brainstorm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2372. Organize: Introduction and Supporting Reasons . . . . . . . . . .2403. Draft: Using Linking Words and Phrases . . . . . . . . . . . . . . . . .2424. Peer Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2445. Revise: Using Precise Language . . . . . . . . . . . . . . . . . . . . . . . .2486. Edit: Relative Pronouns and Adverbs . . . . . . . . . . . . . . . . . . .2507. Publish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254
Writing Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268
Common CoreState Standards
RI.4.1; RI.4.2; RI.4.3; RI.4.4; RI.4.5; RI.4.7; RI.4.10; RF.4.4.a, b; SL.4.1; L.4.6
RI.4.9; W.4.2.a–e; W.4.4; W.4.5; W.4.6; W.4.7; W.4.8; W.4.9.b; W.4.10; L.4.1.d; L.4.2.b, c; L.4.3.a; L.4.4.b; L.4.6
RI.4.1; RI.4.2; RI.4.3; RI.4.4; RI.4.5; RI.4.7; RI.4.8; RI.4.9; RI.4.10; RF.4.4.a, b; SL.4.1; L.4.6
W.4.1.a–d; W.4.4; W.4.5; W.4.6; W.4.10; L.4.1.a; L.4.3.a; L.4.4.b
How do myths help people understand the world around them?
ESSENTIAL QUESTION
Look at this erupting
volcano in Hawaii. How do
you think Hawaiians viewed
volcanoes before scientists
explained them?
ReadingMyths
Lesson
1
Lesson 1 • Reading Myths 5
MYTH A myth is often a story that explains something about the world and involves gods or superheroes. Myths usually explain how something in the world began or was created. What forces of nature are part of this myth?
Fires of Pele
What forces of nature have shaped the Hawaiian Islands?
Why might people explain these forces with a myth?
Listen and Learn
THEME The theme of a story is the truth about life shown in that story. The beginning of this myth talks about Pele’s anger. What truth about anger do you think the story may be suggesting?
Consider
adapted from a traditional Hawaiian myth
A time long ago, in a faraway land known as Kahiki,
there lived a mother named Haumea and a father named
Kanehoalani. Together they had seven sons and seven
daughters. All of them were gods and goddesses. Whenever
the clouds swelled and clung to the mountaintops, or rain
fell, or the earth broke open and belched steam or fire, one
of these powerful siblings had caused it.
One of the seven daughters was named Pele. She was
the goddess of fire and volcanoes. She had learned much
from the fire god Lonomakua. Pele had a terrible temper.
Whenever she became angry or jealous, she would fly
into a wild rage. If she stamped her feet, the ground
would shake. If she cried, fiery lava would flow down the
mountainsides. When she screamed or tossed her hair,
the lava would shoot high into the air. Then it would rain
down upon the valleys and the ocean below.
Pele didn’t often stop to think about whether something
seemed good or bad. She simply did whatever she felt like
doing at that moment. This often brought her trouble. The
fires she tended sometimes burned out of control. The fire
that she rained down on the ocean sometimes burned the
wooden canoes of the people who lived along the shore.
This angered Pele’s sister Makore. Makore was the goddess
of the sea. When Makore herself was angry, she liked to
show her displeasure by sending fearsome waves to break
the canoes and pound them to splinters against the shore.
But this was not the last time Pele would anger Makore.
1
6 Lesson 1 • Reading Myths
Listen and Learn
CONNECT TEXT AND ILLUSTRATIONS Illustrations can be used to help readers imagine a scene, understand characters, or better grasp ideas in the text. How does the illustration on this page help you understand Pele’s feelings as she sets out in her canoe?
PLOT The plot of a story is the sequence of events that includes the actions of the characters and a conflict. How do one character’s actions make another character act in this story?
How do one character s actions make another character act in this story?
Makore was older than Pele. She had taken notice
of a strong, handsome warrior whom she had carried,
this way and that, upon the waves she commanded.
After some years, she admitted to him that she was in
love with him. She then told her younger sister Pele
about her feelings for the warrior. Pele wanted to see
who had inspired Makore’s love. When Pele saw him for
herself, she too began to fall in love. Soon after, without
considering Makore’s feelings, Pele told the warrior that
she loved him.
When Makore learned what Pele had done, she
became enraged. She set out to chase Pele away from
Kahiki forever. Pele quickly packed her things into a
canoe her brother gave her. Then she paddled away from
Kahiki as quickly as she could. She traveled for a long
time, south and east across the warm Pacific Ocean,
through the blinding brightness of day and the lonely
darkness of night.
At last Pele reached the island of Kauai. There she
rested for a while before choosing a mountain and
climbing to the very top. There she took her digging stick
and carefully carved a fire pit. She prepared to move into
the pit and make it her new home.
But Pele’s sister Makore had other plans. She followed
Pele all the way to Kauai. She waited until Pele had
finished digging the fire pit. Then Makore stirred up
the ocean’s waves. The waves
splashed higher and higher,
until they crested over the very
top of the mountain. Pele’s fire pit
disappeared under water.
5
Lesson 1 • Reading Myths 7
THEME Makore continues to chase Pele from island to island. Each time Pele digs a new fire pit, Makore floods and destroys it. The story describes how the two sisters’ anger begins to change the Hawaiian Islands. How does this add to the theme of the story?
CONNECT TEXT AND ILLUSTRATIONS The map on this page shows the islands that Pele went to as Makore chased her. What features of the map connect to the details of the story?
Niihau
Kauai
OahuMolokai
Maui
HawaiiLanai
Kahoolawe
Pele was not discouraged when her fire pit was
flooded. She slid down the mountain with her things and
set out in her canoe once more. She forced her tired arms
to paddle until she came ashore at the island of Oahu.
Slowly, she climbed to the peak of a mountaintop there.
Again she dug a large fire pit for herself.
Makore, still furious, was not so easily discouraged,
either. She followed Pele to Oahu. When she saw the new
pit Pele had dug, she stirred the sea again until waves
flooded the mountaintop. For many days, Pele paddled
patiently from island to island, with Makore pursuing her.
From Oahu Pele went to Molokai, then to Lanai, and then
to Maui. At each island, she would climb a mountain, dig
a fire pit, and prepare to move in. Then her sister Makore
would appear, sending enormous waves rolling at the
mountainside. Each time, the pit was flooded, and Pele
had to flee.
Finally, Pele landed on the “Big Island” of Hawaii. She
climbed the mountain known as Kilauea. She found that
she was very distant from the ocean waves. Her sister
followed her to Hawaii and pushed the waves as high
as she could. But Makore couldn’t send the waves high
enough or fast enough to wash to the top of Kilauea.
10
8 Lesson 1 • Reading Myths
Listen and Learn
THEME In this story, the theme is that anger can have lasting effects. Stories can have more than one theme or message. What other message about anger is in this story?
SUMMARIZE A good summary states only the most important details of a story. Two sisters who were goddesses were angry. One sister chased the other from island to island. As they went, they shaped the mountains as they still are today. How would you summarize the story?
MYTH The purpose of this myth is to explain how the volcanoes of Hawaii were shaped. Why do you think this story was important to people who lived in Hawaii long ago?
At last Makore relented. She gave up her anger and
slowly returned to Kahiki. No longer pursued by her sister,
Pele settled into her fire pit on Kilauea, and there she
stayed. But just as before, when Pele lost her temper, a
roar could be heard as the ground rumbled. Hot lava shot
high into the air. Then it flowed down the mountain as
Pele screamed and tossed her hair.
That is how the Hawaiian Islands came to be the way
they are. Pele, in retreat from Makore, would dig her
mountaintop fire pit. Then Makore would push ocean
waves at the mountain until the pit was filled with water.
As they went along, the sisters left the story of their
conflict behind them. It was forever carved
into the rocks.
If you visit the island of Hawaii
today, you can go to Kapoho and look
for Green Mountain. Green Mountain
holds an old pit—a volcanic crater.
The crater is filled with water.
If you visit Kilauea, where Pele
resides, you can still hear a roar.
You can feel rumbling beneath
you. You can see the lava
explode into the air and flow
down the mountain slopes.
As you watch and listen to
the earth stir, you may tell
yourself that Pele has once
more lost her temper.
Lesson 1 • Reading Myths 9
Listen and Learn
How does a myth in graphic form differ from a traditional
telling of a myth?
How are the gods and goddesses in myths like real people?
Consider
CONNECT TEXT AND ILLUSTRATIONS This version of the story is a graphic novel. Most of the story is told through illustrations and dialogue. The illustrations on this page show Makore and her mother. How does this version help you understand why Makore acts the way she does?
COMPARE PLOT In this part of the plot, Makore and her mother talk about Pele’s anger. How does this differ from the events in the first version?
10 Lesson 1 • Reading Myths
Listen and Learn
COMPARE PLOT In both versions of the story, Pele gets the canoe from her brother. But in this version, the plot includes different details about Makore and her brother. What details are included here that were not in the first version of the story? How do those details help you understand the characters?
Lesson 1 • Reading Myths 11
CONNECT TEXT AND ILLUSTRATIONS In the first version of the story, Pele uses a digging stick to dig her fire pit. Compare that description with the illustration and dialogue at the top of this page. How is this version different? How does it add to your understanding of the story?
COMPARE PLOT Unlike the first version, this version of the story includes dialogue between Pele and Makore. How does that make the story different?
12 Lesson 1 • Reading Myths
Listen and Learn
Pele had found her new home. She remained forever sad
that she could not return to the home of her birth, and she
still grumbles and weeps tears of fire to this day.
COMPARE THEME In the first version of the story, the theme focuses on how anger can have lasting effects. This version focuses more on the relationship between Pele and Makore. How does this make the theme of the graphic novel different?
COMPARE PLOT The ending of the first story tells what you might experience if you visit Kilauea. The graphic novel ends with Pele alone on the mountain. How are the endings in the two versions different? How are they the same?
Lesson 1 • Reading Myths 13
Comprehension Check
Look back at “Fires of Pele” and “Like Fire and Water!” How are the theme,
plot, and structure different in the two stories? How are they the same?
Use the Venn diagram below to list your ideas. In the center, write what is
the same in both stories. On the sides, list what is different in the stories.
Fires of Pele
The story
describes Pele’s
terrible temper.
Like Fire and Water!
Both stories
14 Lesson 1 • Reading Myths
Listen and Learn
Vocabulary
Use the word map below to help you define and use one of the highlighted
vocabulary words from the Share and Learn reading or another word your
teacher assigns you.
dislodged bestowed sapling
dismay eternal monument
My word
Synonyms Antonyms
Definition Other forms
My sentence
Lesson 1 • Reading Myths 15
CONTEXT CLUES Which clues help you figure out what dislodged means? Circle them. Then underline the words that help you figure out the meaning of bestowed. Finally, circle the words that help you figure out the meaning of saplings.
adapted from a Puyallup myth
Long ago, along the steep banks of the Columbia River,
a pile of giant rocks was dislodged from the earth and
tumbled into the water. There, the rocks created a bridge
of stone. This bridge allowed the people to cross the river
easily. Their feet stayed dry. There was no danger of being
swept downstream by the rushing waters. The people loved
the bridge. They named it Tamanawas Bridge, which
means “Bridge of the Gods.”
For a long time, the people were thankful for the bridge.
They felt as if a great gift had been bestowed upon them. And
the bridge led to many other gifts. Using the bridge, people
could easily seek plants, trees, and animals on both sides of
the river. People from one side of the river would cross the
bridge to look for rare stones. People from the other side
would cross to cut strong, straight saplings, the young trees
they used to build their camps. Then each group would cross
the bridge again to return to their homes.
But as time passed, people on each
side of the bridge began to grumble. They
complained about the things people across
the river were taking away. One began to
accuse the other, saying, “You are taking
things from our side of the bridge! You
must find them on your own side!”
1
Bridge of Fire
Share and Learn
How is the world of myths different from the real world?
Why do myths sometimes include angry or destructive
actions?
Consider
PLOT What conflict has developed as a result of characters’ actions?
16 Lesson 1 • Reading Myths
COMPARE THEME In “Fires of Pele,” the theme was that anger can have a lasting effect. How is the theme of this story similar?
“But you take from our side of the bridge, also!” the others
would respond. “The bridge serves each of us. What I find
across it, I may keep. After all, who has the right to claim the
gifts of the earth as their own? How can things be yours after
they have been cut or carried by another?” The arguments
grew worse. Soon, everyone was fighting. They fought about
the bridge, the land around it, and just about everything upon
the land.
The Great Spirit Tyee Sahale watched with dismay. He
grew sad and angry that the people were fighting with their
neighbors. He decided that he must punish all of the people
for their greediness. He thought about it for a long time.
Finally, he caused all the fires in their homes to go out. There
was only one way for people to light their fires again. They
would have to travel to the one fire that still burned. Tyee
Sahale placed this fire in the middle of the Bridge of the Gods.
A very old woman named Loowitlatkla, or “Lady of Fire,”
lived on the bridge. It was her job to look after the sacred fire.
She was devoted to it. Night and day, Loowit worked to keep
the fire going. Usually she added a handful of wood. If wood
was scarce, she would use dry moss or anything else she
could find to feed the fire.
5
Share and Learn
CHARACTER What kind of character is Tyee Sahale? Why does he decide to punish the people?
CONTEXT CLUES Circle the words that help explain the meaning of dismay.
Lesson 1 • Reading Myths 17
Sometimes Loowit heard thunder or felt a sudden cool
breeze. Then she would build the fire very high. That way any
coming rain would not extinguish it. She always began to
worry when the fire’s flames burned low.
Loowit knew that the fire she tended was vital to the
people. How would they stay warm at night or cook a meal
without their fires? So Loowit was always kind to those who
came to her for some of the fire’s glowing embers. Although
her back was bent and her hands were hard and worn, she
would greet each visitor warmly. She always sent them home
with hot coals and her good wishes.
Loowit’s hard work and kindness caught the attention of
Tyee Sahale. He could see that her back hurt and her hands
ached. He wanted to give her something that would please
her. He offered Loowit the gift of eternal life as a special
reward for her efforts and her good nature. He had already
given this same gift to his sons, Klickitat and Wyeast.
Tyee Sahale gave eternal life to Loowit, only to find that
she did not want it. She did not want to be an old woman
forever. But Tyee Sahale could not take back the gift he had
given. He told Loowit he would grant her one wish. Loowit
quickly wished to be full of youth and beauty again.
Instantly she became a fair young woman.
10
CONNECT TEXT AND ILLUSTRATIONS Look at the illustration of Loowit. What do you learn about Loowit from the illustration?
THEME How does Loowit’s hard work and kindness connect to the theme that anger and greed cause destruction?
18 Lesson 1 • Reading Myths
Share and Learn
CHARACTER What kind of person is Loowit? Why does she refuse to choose one of the brothers?
Soon the news of Loowit’s wondrous beauty had travelled
across the land. Tyee Sahale’s sons, the brothers Wyeast and
Klickitat, were both curious to see Loowit for themselves.
They both set out for the bridge. Wyeast came from the south.
Klickitat stomped down from the north. The brothers arrived
at the Bridge of Fire at the same time. Both of them instantly
fell in love with Loowit.
Loowit was not used to having handsome young men
pursue her. She did not want to cause any trouble between
the brothers. When Klickitat and Wyeast each offered
their love to her, she refused to choose between them. The
brothers each believed that he alone could win Loowit’s
favor. They began a long and terrible battle.
They argued about which of them should be allowed to
marry the beautiful Loowit. They stomped their feet and set
fire to villages. The fires they lit burned out of control. Entire
forests were swallowed by the flames. The people living
in the river valley fled in terror. They never resolved their
disagreements over the bridge.
FIGURATIVE LANGUAGE Explain the meaning of “entire forests were swallowed by the flames.”
PLOT The people had to leave the river valley. How did their actions earlier in the story cause this to happen?
Lesson 1 • Reading Myths 19
Mount St. Helens
Mount Adams
Mount Hood
This myth explains the origin of three volcanoes in the
Pacific Northwest. Mount St. Helens and Mount Adams
are in what is now Washington State. Mount Hood is
near them in Oregon.
Tyee Sahale saw all of the destruction caused by his sons.
He became angrier than before. In a fit of temper, he struck
the Bridge of the Gods. The bridge tumbled into the river,
where it still lies. So angry was Tyee Sahale that he destroyed
the three people to whom he had given eternal life—Loowit,
Klickitat, and Wyeast.
After Tyee Sahale had punished them and the world fell
silent, he felt great sorrow. He decided that he would make a
monument to each of them. Where each suitor had fallen,
he pushed the ground up to form a volcano.
Loowit had been beautiful. Where she had fallen, Tyee
Sahale raised a volcano covered with glittering white snow.
This is Mount St. Helens. Where Wyeast fell, Mount Hood
stands tall and proud. Klickitat, so much in love with Loowit,
still weeps for her, his head hanging sorrowfully in the form
of Mount Adams.
15
COMPARE MYTHS Reread the last paragraph. How are the volcanoes in this myth similar to the volcanoes in “Fires of Pele”?
SUMMARIZE Summarize the story by retelling only the most important ideas in your own words.
20 Lesson 1 • Reading Myths
Share and Learn
Anchor Standard Discussion Questions
Discuss the following questions with your peer group. Then record your answers in
the space provided.
1. How do the characters in the myths “Bridge of Fire” and “Fires of Pele” view
nature? Support your opinions with examples from each text.
2. How would you represent Loowit’s kindness in a graphic novel? Using a scene
of your choice from “Bridge of Fire,” create four panels that help readers
better understand the goodness of her heart. Create your own dialogue and
illustrations, and be prepared to support them with details from the text.
Lesson 1 • Reading Myths 21
Read another myth, “How Night Came,” independently. Apply what
you learned in this lesson and check your understanding.
Read On Your Own
Comprehension Check
1. How does the characters’ anger lead to problems in the plot of both
“Fires of Pele” and “Bridge of Fire”?
2. How are the themes, or messages, about life in “Fires of Pele” and
“Bridge of Fire” the same? How are they different?
3. Think about the endings of “Fires of Pele,” “Like Fire and Water!” and
“Bridge of Fire.” Tell which ending you think is most hopeful, and why.
Share and Learn
22 Lesson 1 • Reading Myths
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Contents 3
Contents
Benchmark Assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Benchmark Assessment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Benchmark Assessment 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Benchmark Assessment 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Summative Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
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6 Benchmark Assessment 1
Part 1: Reading Comprehension
Read the story and answer the questions that follow.
Chung Remains ChampWhen I woke, it seemed like an ordinary day. Actually, it seemed like a beautiful
day. Birds were singing, and sunlight streamed into my room. But I was scared. Today would be the final match of the table tennis tournament. In that match, I would be facing reigning table tennis champ Lee Chung.
Who would have guessed that I, Samuel Myers, would make it to the finals this year? I had never even made it to the quarterfinals before! But, as my coach pointed out, both my speed and my overall game had gotten much better.
My outlook was getting better, too. As I got dressed and ate breakfast, I put my fear aside. I began imagining the start of the game itself. I needed to act like a winner. When I walked up to the table, I would be calm. I would stare directly at Lee Chung and smile. I would wave at the crowd.
Later that morning, I did just as I had imagined. I walked calmly up to the table. I smiled at Lee. I waved at the crowd, and the crowd cheered. Listening to the applause, I thought that the reality was even better than I had imagined. Yes, I can do this, I told myself. And so the match began.
I won the first serve, which got me off to a great start. In table tennis, a good serve is hard to return, and over the past year I’ve developed a pretty mean serve. Before long, I was up 4–0! The look on Lee’s face was getting grimmer and grimmer. I figured I was in for some tough shots.
Boy, was I right! At this point, the game seemed to speed up. My heart pounded faster than the ball zipping back and forth, and my hands were sweaty. Yet, I was able to keep up with it. In fact, the excitement of keeping up with the ball was thrilling! In the end, I hit a smash and won the first game!
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Benchmark Assessment 1 7
To win the match, however, I had to win two games—and I lost the second game. The funny thing is, Lee looked even grimmer now than he did at the beginning of the first game, when he was losing. His brow was furrowed, and his lips were thin, pressed together tightly. Meanwhile, I felt like a nervous wreck.
I reminded myself of my calm and the audience’s applause before the match. Yes, you can do this, I reminded myself. You can do this, I thought, and Wham! I returned Lee’s next serve for a point. You can do this, I thought, and Smash! I served to Lee for another point! You can do this, I thought again and again until the score was 10–9 in my favor. With one more point, the match would be mine.
Then it happened. The ball started bouncing in weird ways. I thought it would go here, and it went there. I thought it would go there, and it went here. At last, I was seeing it: the Chung spin I had heard so much about. It had me swinging at a ball that was never where I thought it should be!
Before I knew it, the game and the match were over. Lee Chung was champ again. An enormous smile replaced the frown on his face. “Awesome game,” he said, shaking my hand.
It was awesome, I realized. I smiled back at Lee. “See you next year,” I said.
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1. Which BEST describes the setting at the beginning of the story?
A. It shows that Samuel is happy.
B. It frightens Samuel.
C. It makes Samuel believe he will win.
D. It does not match Samuel’s feelings.
2. Why is the audience’s applause important to the story?
A. It gives Samuel confidence.
B. It shows that the crowd likes Lee better.
C. It makes Samuel nervous.
D. It angers Lee.
3. Read this sentence from the story.
The funny thing is, Lee looked even grimmer now than he did at the beginning of the first game, when he was losing.
What is the MOST LIKELY reason Lee appears “grimmer” at this stage of the game?
A. Lee doesn’t think he has any chance of winning.
B. Lee realizes that he must win the next game, so the stakes are much higher.
C. Lee is having trouble serving his famous “Chung spin.”
D. Lee realizes Samuel is a much better player than he previously thought.
4. Which word BEST describes Samuel at the end of the story?
A. disappointed
B. relieved
C. determined
D. calm
5. Why does Samuel say, “See you next year,” to Lee Chung after the match? Explain how this statement shows that Samuel has changed from the beginning of the story.
8 Benchmark Assessment 1
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Read the story and answer the questions that follow.
Swept Away!Tony Ramos was in shock. One minute, he was in shallow water, diving under a
wave. The next thing he knew, he was way out beyond the breakers. Fighting panic, he began swimming steadily toward shore. But when he lifted his head to get a fix on the beach, he saw that he was even farther out than before!
“Am I going crazy?” he muttered. “This can’t be happening!” His heart hammering in his chest, he began to tread water. Trying to calm himself, he thought back to just a half hour earlier, in his aunt’s kitchen.
Tony was washing up after his breakfast when Aunt Blanca walked into the kitchen. “Well, you’re up early,” she said, her brown eyes twinkling. “I suppose my Miguelito is fast asleep.”
“Yeah, Mike isn’t going anywhere soon,” Tony said. He was staying with his aunt and cousin for two weeks. He always liked seeing them. It didn’t hurt that they lived just a block from a fantastic beach.
“I see you’re in your swim trunks. You aren’t thinking of taking an early morning swim by yourself, are you?” asked Aunt Blanca. “Because that would be a bad idea, Antonio.”
Tony put the clean cereal bowl in the cupboard, his back to his aunt as he lied. “No,” he said casually. “I just thought I’d go for a walk while the beach is empty.”
“Well, that’s good. No one should go swimming alone. The sea is filled with surprises, and not all of them are good.”
“I’ll play it safe!” Tony called back, strolling out the door. But he was thinking, I can handle myself ; I’m a strong swimmer. I know how to catch the waves and take them in.
When he got to the beach, he kicked off his sandals and sprinted into the surf. He dived under an enormous wave and came up to find himself swept out to sea—and terrified.
Now Tony began determinedly to swim to shore, at a sharper angle than before. Again he checked his position, and again, he was stunned. He was even farther out!
Trying to puzzle things out, he remembered a TV documentary about people getting caught in a bizarre current called a riptide. It pulled them out to sea even as they tried to swim to shore.
“I’m in a riptide!” he exclaimed and shivered. Many people drown in riptides every year.
Benchmark Assessment 1 9
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To get out of this current, he should swim parallel to shore, not toward shore, he reasoned.
He began swimming again, but his strength was fading. Gasping for air, he checked his position. He was still the same distance from shore, so he was out of the current! But Tony was still a long way from the beach. And he knew with a sickening certainty that he was too exhausted to swim any farther.
His tired brain remembered a survival technique he’d learned in his swimming lessons: If no one is around to help you get to shore, float on your back. The waves will eventually take you in, although you’ll come in much farther down the beach.
Tony flipped onto his back, greedily sucking in oxygen. He’d have to be careful about waves sloshing over his head. He was so weak, swallowing any more water just might finish him off.
As he kept alert for rough waves, Tony gazed at the blue sky and listened to the gentle lapping of the water. The world was a beautiful place, and he was grateful to be able to enjoy it. He would have a long walk when he finally got to shore—plenty of time to figure out how to apologize to his aunt, for both his stupidity and his lie.
Plenty of time, too, to think about how he had almost drowned in his recklessness.
10 Benchmark Assessment 1
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6. Which tells what technique means as it is used in this story?
A. a way of remembering
B. a way of learning
C. a way of swimming
D. a way of using a skill
7. Which sentence from the story shows why Tony decides to go swimming alone?
A. “It didn’t hurt that they lived just a block from a fantastic beach.”
B. “The sea is filled with surprises, and not all of them are good.”
C. “‘I just thought I’d go for a walk while the beach is empty.’”
D. “I can handle myself ; I’m a strong swimmer.”
8. Which word BEST describes Tony at the end of the story?
A. sorry
B. scared
C. shocked
D. happy
9. Which sentence BEST states the theme of this story?
A. Lying always results in trouble.
B. Swimming in the ocean is never safe.
C. Recklessness can put you in terrible danger.
D. TV documentaries provide useful information.
Benchmark Assessment 1 11
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iii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Peer Group Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
Peer Writing Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Word Maps to Build Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Freewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xvii
Teacher-Student Writing Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Understanding the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
College and Career Readiness Anchor Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxii
CCSS Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Lesson 1 ReadingHistoricalFiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Lesson 2 WritingResponsestoLiterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Lesson 3 ReadingLiteraryNonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Speaking and Listening GraphicNarratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Lesson 4 WritingPersonalNarratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Lesson 5 ReadingHistoricalTexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Lesson 6 ReadingDrama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Speaking and Listening RadioPlays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Lesson 7 ReadingPoetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Lesson 8 WritingFictionalNarratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Speaking and Listening Modern-DayRetelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Lesson 9 ReadingScientificandTechnicalTexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138
Speaking and Listening ConductingaSurvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Lesson 10 WritingInformativeTexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156
Lesson 11 ReadingPersuasiveNonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
Lesson 12 WritingOpinionPieces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
Speaking and Listening EvaluatingPoliticalSpeeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
Contents
iv
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ContentsLesson 1: Reading Fiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Listen.and.Learn Henry.Speaks.Out./.Peace.Will.Be.My.Applause . . . . . . . . 6
Share.and.Learn Ready.to.Serve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Read.On.Your.Own The.Mystery.of.the.Tides. . . . . . Online . Handout
Lesson 2: Writing Responses to Literature. . . . . . . . . . . . . . . . 19
1. Get.Ready:.Brainstorm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2. Organize:.Supporting.Evidence.and.Details . . . . . . . . . . . . . . . . . . . . 32
3. Draft:.Showing.Clear.Relationships.Between.Ideas . . . . . . . . . . . . . . 34
4. Peer.Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5. Revise:.Using.Complex.Sentences.for.Effect. . . . . . . . . . . . . . . . . . . . . 40
6. Edit:.Eliminating.Wordiness.and.Redundancy. . . . . . . . . . . . . . . . . . . 42
7. Publish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson 3: Reading Literary Nonfiction. . . . . . . . . . . . . . . . . . . . 47
Listen.and.Learn excerpt.from.Narrative of the Life of Frederick Douglass, an American Slave./.Reconstruction . . . . . . . . . . . . . . . . . . 48
Share.and.Learn Blood,.Toil,.Tears.and.Sweat:.Address.to.Parliament.on.May.13th,.1940./.WW.II:.British.Home.Front. . . . . . . . . . . . . . . . . . . . 60
Read.On.Your.Own From.Awful.Rail.to.Awesome.Trail:.A.Community.Proposal . . . . . . . . . . . . . . . . . . . Online . Handout
Lesson 4: Writing Personal Narratives. . . . . . . . . . . . . . . . . . . . 69
1. Get.Ready:.Brainstorm.a.Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
2. Organize:.Introduction,.Body.Paragraphs,.Descriptive.Details,.and.Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
3. Draft:.Using.Transition.Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
4. Peer.Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
5. Revise:.Using.Complex.Sentences.to.Express.Ideas. . . . . . . . . . . . . . . 86
6. Edit:.Using.Commas.and.Coordinate.Adjectives. . . . . . . . . . . . . . . . . 88
7. Publish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Common CoreState Standards
RL.7.1; RL.7.2; RL.7.3; RL.7.4; RL.7.6; RL.7.9; RL.7.10; SL.7.1; L.7.4.a, d,
W.7.1.a−e; W.7.4; W.7.5; W7.6; W.7.9.a; W.7.10; SL.7.1; L.7.1.b; L.7.3.a; L.7.4.c; L.7.6
RI.7.1; RI.7.2; RI.7.3; RI.7.4; RI.7.5; RI.7.6; RI.7.8; RI.7.9; RI.7.10; SL.7.1; L.7.5.c; RH.6-8.1; RH.6-8.6; RH.6-8.10
W.7.3.a−e; W.7.4; W.7.5; W.7.6; W.7.10; SL.7.1; L.7.1.b; L.7.2.a; L.7.3.a; L.7.4.a; L.7.5.b; L.7.6
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Lesson 5: Reading Historical Texts. . . . . . . . . . . . . . . . . . . . . . . . 93
Listen.and.Learn Guarding.the.Coast./.Women.in.the.U .S ..Coast.Guard. . 94
Share.and.Learn excerpt.from.“The.Factory.Girl’s.Danger” . . . . . . . . . . . 106
Read.On.Your.Own Shadow.and.Stone:.Europe’s.Medieval.Castles. . . . . . . . . . . . . . . . . . . . . . . . . Online . Handout
Lesson 6: Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Listen.and.Learn excerpt.from.Romeo and Juliet. . . . . . . . . . . . . . . . . . . . 114
Share.and.Learn excerpt.from.Pygmalion. . . . . . . . . . . . . . . . . . . . . . . . . . 120
Read.On.Your.Own The.Torn.Tapestry. . . . . . . . . . . . Online . Handout
Lesson 7: Reading Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Listen.and.Learn If./.The.Rhodora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Share.and.Learn The.Stolen.Child./.Voices.of.Earth. . . . . . . . . . . . . . . . . . 134
Read.On.Your.Own The.Fool’s.Song./.To.Wish.Myself.Courage./.Blizzard. . . . . . . . . . . . . . . . . Online . Handout
Lesson 8: Writing Fictional Narratives. . . . . . . . . . . . . . . . . . . 139
1. Get.Ready:.Brainstorm.Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
2. Organize:.Introduction,.Plot/Conflict,.Climax,.and.Conclusion . . . . 148
3. Draft:.Using.Dialogue.and.Transitions. . . . . . . . . . . . . . . . . . . . . . . . 150
4. Peer.Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
5. Revise:.Using.Strong.Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
6. Edit:.Using.Phrases.and.Clauses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
7. Publish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Common CoreState Standards
RI.7.1; RI.7.2; RI.7.4; RI.7.5; RI.7.9; RI.7.10; RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.5; RH.6-8.7; RH.6-8.8; RH.6-8.9; RH.6-8.10; SL.7.1; L.7.4.a, c, d; L.7.6
RL.7.1; RL.7.2; RL.7.3; RL.7.4; RL.7.5; RL.7.6; RL.7.10; SL.7.1; L.7.5.c
RL.7.1; RL.7.2; RL.7.4; RL.7.5; RL.7.6; RL.7.10; SL.7.1
W.7.3.a−e; W.7.4; W.7.5; W.7.6; W.7.10; SL.7.1; L.7.1.a; L.7.1.c; L.7.3.a; L.7.5.a; L.7.6
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Lesson 9: Reading Scientific and Technical Texts . . . . . . . . 163
Listen.and.Learn Seeing.the.Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Share.and.Learn A.Closer.Look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Read.On.Your.Own Global.Warming,.Local.Warning. . . . . . . . . . . . . . . . . . . . . . . . . . . Online . Handout
Lesson 10: Writing Informative Texts. . . . . . . . . . . . . . . . . . . . 179
1. Get.Ready:.Take.Notes.on.Research. . . . . . . . . . . . . . . . . . . . . . . . . . 185
2. Organize:.Introduction,.Supporting.Paragraphs,.and.Conclusion. . 192
3. Draft:.Using.Transition.Words.and.Phrases . . . . . . . . . . . . . . . . . . . . 194
4. Peer.Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
5. Revise:.Word.Choice.and.Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
6. Edit:.Fixing.Dangling.Modifiers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
7. Publish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Lesson 11: Reading Persuasive Nonfiction. . . . . . . . . . . . . . . 207
Listen.and.Learn NASA’s.Recent.Cancellation.of.Manned.Missions . . . . . 208
Share.and.Learn Contact.Sports.and.Concussions . . . . . . . . . . . . . . . . . . . 216
Read.On.Your.Own Changing.the.Laws.for.Teenage.Driving. . . . . . . . . . . . . . . . . . . . . . Online . Handout
Lesson 12: Writing Opinion Pieces. . . . . . . . . . . . . . . . . . . . . . . 223
1. Get.Ready:.Brainstorm.Support.for.Your.Argument. . . . . . . . . . . . . 229
2. Organize:.Introduction,.Supporting.Reasons,.and.Conclusion. . . . . 232
3. Draft:.Using.Sentence.Variations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
4. Peer.Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
5. Revise:.Using.Formal.Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
6. Edit:.Using.Correct.Spelling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
7. Publish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Writing Handbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Common CoreState Standards
RI.7.1; RI.7.2; RI.7.3; RI.7.5; RI.7.10; RH.6-8.5; RH.6-8.8; RST.6-8.1; RST.6-8.2; RST.6-8.3; RST.6-8.4; RST.6-8.5; RST.6-8.6; RST.6-8.7; RST.6-8.8; RST.6-8.9; RST.6-8.10; SL.7.1; L.7.4.c; L.7.6
W.7.2.a−f; W.7.4; W.7.5; W.7.6; W.7.7; W.7.8; W.7.9.b; W.7.10; SL.7.1; L.7.1.c; L.7.3.a; L.7.4.b; L.7.6
RI.7.1; RI.7.4; RI.7.6; RI.7.8; RI.7.9; RI.7.10; RH.6-8.6; RH.6-8.7; RH.6-8.8; RH.6-8.9; RH.6-8.10; RST.6-8.6; RST.6-8.7; RST.6-8.8; SL.7.1
W.7.1.a−e; W.7.2.e; W.7.4; W.7.5; W.7.6; W.7.10; SL.7.1; L.7.2.b; L.7.3.a; L.7.4.d; L.7.5.c; L.7.6
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Lesson
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Reading Selections
Listen and Learn �Fires�of�Pele�/�Like�Fire�and�Water!� 6
Share and Learn Bridge�of�Fire 16
Read On Your Own How�Night�Came
Review Skills
Character
Figurative Language
Compare Myths
Context Clues
Focus Skills
Myth
Theme
Summarize
Plot
Connect Text and Illustrations
Compare Plot
Compare Theme
Engage in Collaborative Discussion
Reading Myths
CCSS: RL 4 2, RL 4 7, RL 4 9, RL 4 10, RF 4 3 a, RF 4 4 a, RF 4 4 b, SL 4 1 a-d, L 4 4 a
Foundational Skills
Root Words and Affixes
Online Handout
2 • Lesson 1: Reading Myths
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Essential Question
Read the Essential Question aloud Tell students to keep it in mind as they read the lesson selections
Possible response: People naturally wonder why things are the way they are, and myths provide a way to understand things that might otherwise be hard to understand
How do volcanic eruptions affect humans?
Possible response: Eruptions can be dangerous Hot lava, ash, and poison gases can kill people, plants, and animals
Why do you think ancient peoples tried to explain the origin of volcanoes?
Possible response: Volcanic eruptions can be powerful and destructive, but some volcanoes might not erupt for a very long time Ancient peoples probably wanted to make sense of volcanoes’ origins to better explain and understand the dangers of volcanoes
How do myths help people understand the world around them?
ESSENTIAL QUESTION
Look at this erupting volcano in Hawaii. How do you think Hawaiians viewed volcanoes before scientists explained them?
ReadingMyths
Lesson
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Lesson 1 • Reading Myths 5
Direct students’ attention to the photograph of the erupting volcano Lead a discussion about the origin of myths
Whole Class Listen and Learn
Fires of Pele Student Edition page 5
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Fires of Pele Student Edition pages 6–7
Read the myth straight through with the class Then read it a second time, using the Think Alouds with the class to model the process of thinking through the questions
Think Aloud
Syllabications
Pele (pe le)
Haumea (hau me a)
Kanehoalani (ka ne ho a la ni)
Lonomakua (lo no ma ku a)
Makore (ma ko re)
MYTH
I can tell this is a myth because it talks about gods and goddesses. It also tries to explain things about the world. The myth says that one of the gods or goddesses was the cause whenever “the clouds swelled and clung to the mountaintops, or rain fell, or the earth broke open and belched steam or fire.”
THEME
I’m not sure yet what the theme of the story may be, but I can guess that it has something to do with Pele’s anger. The story says she flies into a wild rage when she becomes angry or jealous. I know that flying into a rage can cause problems. Maybe the theme of the story will be that anger can cause problems that last for a long time.
MYTH A myth is often a story that explains something about the world and involves gods or superheroes. Myths usually explain how something in the world began or was created. What forces of nature are part of this myth?
Fires of Pele
What forces of nature have shaped the Hawaiian Islands?
Why might people explain these forces with a myth?
Listen and Learn
THEME The theme of a story is the truth about life shown in that story. The beginning of this myth talks about Pele’s anger. What truth about anger do you think the story may be suggesting?
Consider
adapted from a traditional Hawaiian myth
A time long ago, in a faraway land known as Kahiki, there lived a mother named Haumea and a father named Kanehoalani. Together they had seven sons and seven daughters. All of them were gods and goddesses. Whenever the clouds swelled and clung to the mountaintops, or rain fell, or the earth broke open and belched steam or fi re, one of these powerful siblings had caused it.
One of the seven daughters was named Pele. She was the goddess of fi re and volcanoes. She had learned much from the fi re god Lonomakua. Pele had a terrible temper. Whenever she became angry or jealous, she would fl y into a wild rage. If she stamped her feet, the ground would shake. If she cried, fi ery lava would fl ow down the mountainsides. When she screamed or tossed her hair, the lava would shoot high into the air. Th en it would rain down upon the valleys and the ocean below.
Pele didn’t often stop to think about whether something seemed good or bad. She simply did whatever she felt like doing at that moment. Th is often brought her trouble. Th e fi res she tended sometimes burned out of control. Th e fi re that she rained down on the ocean sometimes burned the wooden canoes of the people who lived along the shore. Th is angered Pele’s sister Makore. Makore was the goddess of the sea. When Makore herself was angry, she liked to show her displeasure by sending fearsome waves to break the canoes and pound them to splinters against the shore. But this was not the last time Pele would anger Makore.
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Think Aloud
CONNECT TEXT AND ILLUSTRATIONS
When I look at the illustration, I see that Pele looks lonely and perhaps frightened, and the waves around her canoe look big. I know that Pele has had to leave Kahiki forever because of her sister’s anger. The illustration helps me realize that Pele probably feels very lonely and insecure to be leaving her home and paddling out onto the ocean all alone.
PLOT
I know that the way characters behave often causes other events in the plot of a story. This story tells me that Makore, Pele’s sister, loves the handsome warrior. But when Pele sees him, she falls in love with him, too. Pele doesn’t think about her sister’s feelings. She just goes ahead and tells the warrior she loves him. Pele’s actions cause her older sister to become very angry, and as a result, Pele has to leave Kahiki.
Listen and Learn
CONNECT TEXT AND ILLUSTRATIONS Illustrations can be used to help readers imagine a scene, understand characters, or better grasp ideas in the text. How does the illustration on this page help you understand Pele’s feelings as she sets out in her canoe?
PLOT The plot of a story is the sequence of events that includes the actions of the characters and a confl ict. How do one character’s actions make another character act in this story?
How do one character s actions make another character act in this story?
Makore was older than Pele. She had taken notice of a strong, handsome warrior whom she had carried, this way and that, upon the waves she commanded. After some years, she admitted to him that she was in love with him. She then told her younger sister Pele about her feelings for the warrior. Pele wanted to see who had inspired Makore’s love. When Pele saw him for herself, she too began to fall in love. Soon after, without considering Makore’s feelings, Pele told the warrior that she loved him.
When Makore learned what Pele had done, she became enraged. She set out to chase Pele away from Kahiki forever. Pele quickly packed her things into a canoe her brother gave her. Th en she paddled away from Kahiki as quickly as she could. She traveled for a long time, south and east across the warm Pacifi c Ocean, through the blinding brightness of day and the lonely darkness of night.
At last Pele reached the island of Kauai. Th ere she rested for a while before choosing a mountain and climbing to the very top. Th ere she took her digging stick and carefully carved a fi re pit. She prepared to move into the pit and make it her new home.
But Pele’s sister Makore had other plans. She followed Pele all the way to Kauai. She waited until Pele had fi nished digging the fi re pit. Th en Makore stirred up the ocean’s waves. Th e waves splashed higher and higher, until they crested over the very top of the mountain. Pele’s fi re pit disappeared under water.
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Word Analysis
Root Words and Affixes
Direct students to the word discouraged in paragraph 8 Have them identify these parts of the word: dis-: prefix; courage: root word; -ed: suffix or ending
In discussion, have students identify what each word part means (dis- means “not”; courage means “bravery”; -ed indicates “having a quality of”) Have students discuss the meanings of these other words that include the prefix dis-
• displeasure (paragraph 3)
• disappeared (paragraph 7)
Think Aloud
THEME
The beginning of the story talked about Pele’s anger. Now I see that both Pele and her sister Makore are angry. Their anger is causing many problems. Pele keeps fleeing from Makore, and each time, Makore follows and floods the fire pit that Pele has dug. I see that the sisters’ anger is not just making trouble in their own lives. It is also changing the islands of Hawaii. The islands are beginning to have many big pits filled with water. This supports my earlier idea, that the theme of this story is about how anger can have long-lasting effects.
CONNECT TEXT AND ILLUSTRATIONS
The map helps me imagine how Pele flees from island to island as Makore chases her. I see that the islands have mountains on them. I can imagine that many of the islands have deep pits in them, like the fire pits Pele dug. And I see that the Big Island of Hawaii has a big pit that looks like the top of a volcano. I wonder if that’s one of Pele’s pits.
Fires of Pele Student Edition pages 8–9
THEME Makore continues to chase Pele from island to island. Each time Pele digs a new fi re pit, Makore fl oods and destroys it. The story describes how the two sisters’ anger begins to change the Hawaiian Islands. How does this add to the theme of the story?
CONNECT TEXT AND ILLUSTRATIONS The map on this page shows the islands that Pele went to as Makore chased her. What features of the map connect to the details of the story?
Niihau
Kauai
OahuMolokai
Maui
HawaiiLanai
Kahoolawe
Pele was not discouraged when her fi re pit was fl ooded. She slid down the mountain with her things and set out in her canoe once more. She forced her tired arms to paddle until she came ashore at the island of Oahu. Slowly, she climbed to the peak of a mountaintop there. Again she dug a large fi re pit for herself.
Makore, still furious, was not so easily discouraged, either. She followed Pele to Oahu. When she saw the new pit Pele had dug, she stirred the sea again until waves fl ooded the mountaintop. For many days, Pele paddled patiently from island to island, with Makore pursuing her. From Oahu Pele went to Molokai, then to Lanai, and then to Maui. At each island, she would climb a mountain, dig a fi re pit, and prepare to move in. Th en her sister Makore would appear, sending enormous waves rolling at the mountainside. Each time, the pit was fl ooded, and Pele had to fl ee.
Finally, Pele landed on the “Big Island” of Hawaii. She climbed the mountain known as Kilauea. She found that she was very distant from the ocean waves. Her sister followed her to Hawaii and pushed the waves as high as she could. But Makore couldn’t send the waves high enough or fast enough to wash to the top of Kilauea.
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Think Aloud
THEME
At the end of the story, Pele is living at the top of a volcano, and when she loses her temper, the ground rumbles and lava flows down the mountain. That sounds like a sad life to me. I think another theme of the story is that if a person stays angry forever, that person may have a lonely life.
SUMMARIZE
There isn’t just one right way to summarize a story. There can be different summaries, as long as you try to include the most important things that happen. I might summarize the story this way: Pele, a Hawaiian goddess, acts selfishly and makes her sister Makore angry. Makore chases Pele away from their home. Pele flees from one island to another. Makore continues to chase Pele and floods her homes. Finally Pele finds a home on the Big Island, where Makore cannot flood her out. Pele is still there, and she is still angry.
MYTH
I think that volcanoes must have been pretty scary for the ancient Hawaiians. I can see that a story like this was important to explain how volcanoes came to be and why they continue to erupt.
Listen and Learn
THEME In this story, the theme is that anger can have lasting effects. Stories can have more than one theme or message. What other message about anger is in this story?
SUMMARIZE A good summary states only the most important details of a story. Two sisters who were goddesses were angry. One sister chased the other from island to island. As they went, they shaped the mountains as they still are today. How would you summarize the story?
MYTH The purpose of this myth is to explain how the volcanoes of Hawaii were shaped. Why do you think this story was important to people who lived in Hawaii long ago?
At last Makore relented. She gave up her anger and slowly returned to Kahiki. No longer pursued by her sister, Pele settled into her fi re pit on Kilauea, and there she stayed. But just as before, when Pele lost her temper, a roar could be heard as the ground rumbled. Hot lava shot high into the air. Th en it fl owed down the mountain as Pele screamed and tossed her hair.
Th at is how the Hawaiian Islands came to be the way they are. Pele, in retreat from Makore, would dig her mountaintop fi re pit. Th en Makore would push ocean waves at the mountain until the pit was fi lled with water. As they went along, the sisters left the story of their confl ict behind them. It was forever carved into the rocks.
If you visit the island of Hawaii today, you can go to Kapoho and look for Green Mountain. Green Mountain holds an old pit—a volcanic crater. Th e crater is fi lled with water. If you visit Kilauea, where Pele resides, you can still hear a roar. You can feel rumbling beneath you. You can see the lava explode into the air and fl ow down the mountain slopes. As you watch and listen to the earth stir, you may tell yourself that Pele has once more lost her temper.
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