Common Core edition New York CCLS 5 - … Language Arts Common Core edition. ... (Student Book pages 19–26) Theme: Adventures and Discovery

5New York CCLSInstruction

Teacher Resource BookEnglish Language Arts

C o m m o n C o r e e d i t i o n

Table of Contents

Ready™ New York CCLS Program Overview A6

Supporting the Implementation of the Common Core A7

AnsweringtheDemandsoftheCommonCorewithReady A8

CommonCoreLearningStandards’ApproachtoTextComplexity A9

Using Ready New York CCLS A10

TeachingwithReady New York CCLS Instruction A12

ConnectingwiththeReady Toolbox A14

Using i-Ready DiagnosticwithReady New York CCLS A16

FeaturesofReady New York CCLS Instruction A18

SupportingResearch A28

Correlation ChartsCommonCoreLearningStandards’CoveragebyReady Instruction A31

InterimAssessmentAnswerKeysandCorrelations A35

Lesson Plans (with Answers)

Unit 1: Key Ideas and Details in Informational Text

Lesson 1: FindingMainIdeasandDetails 1 CCSS Focus - RI.5.2 Additional Standards - RI.5.1, 3, 4, 5, 8, 9; W.5.2, 3, 4, 7; SL.5.1, 4; L.5.1, 2.a, 4.a, 4.b

Lesson 2: SummarizingInformationalTexts 10 CCSS Focus - RI.5.2 Additional Standards - RI.5.1, 3, 4, 6, 7, 9; W.5.4, 7; SL.5.1, 2, 4; L.5.1, 2.d, 4.a, 5.b, 5.c

Lesson 3: UsingDetailstoSupportInferences 19 CCSS Focus - RI.5.1 Additional Standards - RI.5.1, 2, 3, 4, 6; W.5.3, 7, 9.b; SL.5.1, 4, 5; L.5.1.a, 3.a, 4.a, 5.b

Lesson 4: ExploringRelationshipsinTexts 28 CCSS Focus - RI.5.3 Additional Standards - RI.5.1, 2, 4, 8; W.5.2, 3, 4, 7; SL.5.1, 2, 4; L.5.1, 4.a, 4.b, 5

Unit 1 Interim Assessment 37

Ready New York CCLS • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Unit 2: Key Ideas and Details in Literature

Lesson 5: ComparingandContrastingCharactersinDrama 40 CCSS Focus - RL.5.3 Additional Standards - RL.5.1, 2, 4, 6, 7, 11; W.5.2, 3, 5, 7; SL.5.1, 2, 4; L.5.1.b, 4.a, 4.b, 5.c

Lesson 6: ComparingandContrastingSettingsandEvents 49 CCSS Focus - RL.5.3 Additional Standards - RL.5.1, 2, 4, 6, 7, 11.a; W.5.1, 3, 4, 7; SL.5.1, 2, 4; L.5.2, 4.a, 4.b, 4.c, 5.a

Lesson 7: FindingtheThemeofaStoryorDrama 58 CCSS Focus - RL.5.2 Additional Standards - RL.5.1, 2, 3, 4, 6, 7, 9, 11; W.5.3, 7; SL.5.1, 4, 6; L.5.1, 2.b, 4.a, 5.c

Lesson 8: FindingtheThemeofaPoem 67 CCSS Focus - RL.5.2 Additional Standards - RL.5.1, 4, 5, 7, 9; W.5.1, 7; SL.5.1, 4; L.5.1, 5.a, 5.c

Lesson 9: SummarizingLiteraryTexts 76 CCSS Focus - RL.5.2 Additional Standards - RL.5.1, 3, 4, 5, 6, 11.b; W.5.3.b, 7, 8; SL.5.1, 2, 4, 5; L.5.1, 2.a, 4.a, 4.b, 5.a

Lesson 10: UsingDetailstoSupportInferencesinLiteraryTexts 85 CCSS Focus - RL.5.1 Additional Standards - RL.5.2, 3, 4, 6, 7; W.5.2, 3, 4, 5, 7; SL.5.1, 4; L.5.1.a, 1.c, 4.a


Unit 3: Craft and Structure in Informational Text

Lesson 11: UnfamiliarWords 97 CCSS Focus - RI.5.4 Additional Standards - RI.5.1, 2, 3, 5, 8; W.5.1, 3, 7; SL.5.1, 2, 3, 5; L.5.1.a, 3, 3.a, 4, 4.b

Lesson 12: ComparingTextStructures,Part1:Chronology,Problem/Solution 106 CCSS Focus - RI.5.5 Additional Standards - RI.5.1, 2, 3, 4; W.5.3, 7; SL.5.1, 2, 4; L.5.2, 2.a, 4, 4.a, 4.b

Lesson 13: ComparingTextStructures,Part2:Cause/Effect,Compare/Contrast 117 CCSS Focus - RI.5.5 Additional Standards - RI.5.1, 2, 3, 4, 6, 8, 9; W.5.1, 7; SL.5.1, 4; L.5.1, 1.c, 2.b, 4, 4.b

Lesson 14: AnalyzingAccountsoftheSameTopic 128 CCSS Focus - RI.5.6 Additional Standards - RI.5.1, 2, 3, 4, 9; W.5.3, 8; SL.5.1.b, 1.c, 2, 4, 5; L.5.1, 1.c, 4.a, 4.b, 4.c, 5.a


Unit 4: Craft and Structure in Literature

Lesson 15: LanguageandMeaning 142 CCSS Focus - RL.5.4 Additional Standards - RL.5.1, 2, 3, 5, 6, 7, 11.a; W.5.2, 7, 10, 11; SL.5.1, 4, 5; L.5.1, 1.b, 4, 5.b

Lesson 16: UnderstandingLiteraryStructure 151 CCSS Focus - RL.5.5 Additional Standards - RL.5.1, 2, 3, 4, 6; W.5.7, 8, 9.a; SL.5.1, 1.a, 1.c, 4, 5; L.5.1, 1.a, 2, 4

Lesson 17: PointofView 160 CCSS Focus - RL.5.6 Additional Standards - RL.5.2, 4, 5, 6, 6.a; W.5.3, 4, 4.a, 7, 8, 10, 11.a; SL.5.1.a, 1.c, 1.e, 4, 5; L.5.2.b, 4, 5, 5.a



Additional Lessons for New York CCLS—English Language Arts

Lesson 23: Mechanics 229 CCLS Focus - L.5.1, 2 Additional Standards - W.5.5

Lesson 24: RespondingtoTexts 236 CCLS Focus - W.5.2, 9 Additional Standards - RL.5.11; W.5.4, 8; L.5.1, 2, 3

Lesson 25: CompareandContrast 243 CCLS Focus - W.5.2; RL.5.11 Additional Standards - W.5.4, 8, 9; L.5.1, 2, 3

Lesson 26: Listening 251 CCLS Focus - SL.5.2, 3 Additional Standards - W.5.2, 4.

Unit 5: Integration of Knowledge and Ideas in Informational Text

Lesson 18: FindingInformationfromMultipleSources 172 CCSS Focus - RI.5.7 Additional Standards - RI.5.1, 2, 3, 4, 9; W.5.3, 4, 7, 8; SL.5.1, 2, 4, 5; L.5.1, 1.a, 3.a, 4, 4.a, 5.c

Lesson 19: UnderstandingSupportingEvidence 183 CCSS Focus - RI.5.8 Additional Standards - RI.5.1, 2, 3, 4, 9; W.5.1, 4, 8; SL.5.1, 2, 4, 5; L.5.1.b, 2.e, 4, 4.a, 4.b, 5.b

Lesson 20: UsingMultipleSourcesforWritingandSpeaking 192 CCSS Focus - RI.5.9 Additional Standards - RI.5.1, 2, 3, 4, 5, 7, 9; W.5.2, 7, 8; SL.5.1, 3, 4, 5; L.5.1.a, 4.b, 4.c, 5.b, 5.c


Unit 6: Integration of Knowledge and Ideas in Literature

Lesson 21: AnalyzingVisualElementsinLiteraryTexts 206 CCSS Focus - RL.5.7 Additional Standards - RL.5.1, 2, 3, 5, 6, 7, 11.b; W.5.3.b, 5, 7; SL.5.2, 4, 5; L.5.2.c, 4, 4.a, 5.a

Lesson 22: ComparingandContrastingStoriesintheSameGenre 215 CCSS Focus - RL.5.9 Additional Standards - RL.5.1, 3, 6; W.5.3.a, 7; SL.5.1.a, 2, 4, 5; L.5.1.b, 4, 4.a, 5.a, 5.b, 5.c



©Curriculum Associates, LLC Copying is not permitted.19

Lesson objectives

• Use details from a text along with personal knowledge to make inferences about the text.

• Quote accurately from a text when drawing inferences about the text.

the Learning Progression

•Grade4: CCLS RI.4.1 requires students to “refer to details and examples” in the text to support their inferences.

•Grade5:CCLSRI.5.1buildsontheGrade4standardbyrequiringstudentstonotonlyrefertothetextbutalsoto“quoteaccurately”fromitwhenmakinginferences.ThishelpstopreparestudentsfortheanalysisrequiredatGrade6.

•Grade6: CCLS RI.6.1 requires citing textual evidence to support analysis of a text, not just inferences.

Prerequisite skiLLs

• Identify main idea.

• Identify supporting details.

• Understand that some information in a text is not directly stated.

• Use supporting details and examples to make inferences.

• Refer to details and examples from a text when making inferences.

taP students’ Prior knowLedge

• Tell students that they will be working on a lesson about making informed guesses. Remind them that “informed guesses” are often called inferences.

• First, ask students what they would think if they walked into a kitchen and smelled something sweet. (Someone was baking cookies or a cake.) Point out that no one told them that someone was baking. They used clues and their own experience to figure it out.

• Next, ask students what they can do when they need to figure out something in a text the author does not state directly. (Use clues and what you already know.)

• Ask students if they know what it means to quote from a text. (Copy a part of the text exactly and put quotation marks around it.) Quote a text by writing a sentence from a text students have recently read and then placing quotation marks around it.

• Point out that quoting directly from a text is a powerful way to offer evidence when supporting an inference.

Toolbox Teacher-Toolbox.com

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Prerequisite Skills

RI.5.1

Ready Lessons

Tools for Instruction

Interactive Tutorials

using details to support inferencesLesson 3

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

additionaL suPPort: RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.5.6; W.5.3; W.5.7; W.5.9.b; SL.5.1; SL.5.4; SL.5.5; L.5.1.a; L.5.3.a; L.5.4.a; L.5.5.b (See page A31 for full text.)

ccLs coverage

(Student Book pages 19–26)

Theme: Adventures and Discovery


Part 1: introduction Lesson 3

©Curriculum Associates, LLC Copying is not permitted.20 L3: Using Details to Support Inferences

at a gLance

Through an anecdote and a humorous cartoon, students are introduced to the idea of making inferences in everyday life. They will learn this is a strategy they can use when reading.

steP by steP

• Read the first paragraph, which includes an anecdote about a two-year-old as well as the definition of an inference.

• Then encourage students to study the cartoon and look for clues in the picture that help them answer the question that the cartoon character asks. Tell students to draw arrows pointing to those clues in the cartoon.

• Explain that the chart shows the process, or strategy, of making an inference. Read the first column, and ask students to compare the clues listed there to the items they drew arrows to. Then read the second column and discuss how their own knowledge of dogs helps them answer the question. Finally, review the entire strategy and discuss why the inference is correct.

• Ask students to share other real-life situations when they have made inferences to figure something out.

• Reinforce how making inferences is a valuable reading strategy by sharing an inference you made in a book you are reading. Explain how the inference helped you to better understand the book.

©Curriculum Associates, LLC Copying is not permitted.19L3: Using Details to Support Inferences

Part 1: introduction

Suppose your 2-year-old cousin comes for a visit. You find colorful marks all over the wall and marker stains on your cousin’s hands. You know toddlers get into things and make big messes. Although you didn’t see your cousin draw on the walls, you can make an inference that he did. An inference is a decision made by combining what you already know with evidence, such as clues and facts. Look at the illustration below and make an inference about what just happened.

Where didmy steak go?

draw arrows pointing to the clues or facts that help you decide what happened to the steak.

Read the chart below to see how you can make an inference.

clues or Facts what you already know inference

• missing steak• sleeping dog• drooling, full belly.• bone next to dog.

• Dogs like meat.• Some dogs try to take

their owner’s food.The dog ate the steak.

Reading can be like solving small mysteries like these. Readers must make inferences as they read because the author usually does not state everything directly. Good readers look for plenty of clues or facts in the text to confirm that their inferences make sense.

Adventures and Discovery

using details to support inferencesLesson 3

+ =

ccLs ri.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

informational texts: biography

Tell students that in this lesson they will read informational texts. One type of informational text is a biography, which tells the story of a person’s life. Biographies usually answer the following questions:

• When and where was the person born?

• Why is the person important?

• What special events happened during the lifetime of the person?

Based on these characteristics, ask students to name biographies they have read. Ask: Who have they read about? What did they like about the biographies?

Students may be familiar with biographies about Helen Keller, Abraham Lincoln, or other famous people from the past.

Explain that the article “Zheng He” is a biography about an important Chinese explorer. It tells who he was, describes some important events of his life, and explains his importance to Chinese and world history.

Tell students that they will also read two other passages that are not biographies, but rather historical passages that tell about different people from history. “Firsts in Flight” focuses on developments in flight technology and tells about important historical figures in the quest for flight. “Treasures of the Tomb” focuses on the discovery of King Tut’s tomb in Egypt.

genre Focus


L3: Using Details to Support Inferences


Lesson 3Part 2: Modeled instruction

at a gLance

Students make an inference about a biography and quote from the text to support the inference.

steP by steP

• Remind students they just made an inference about a cartoon based on clues and their own knowledge.

• Tell students that in this lesson they will learn how to make inferences when they read.

• Read aloud the passage about Zheng He. (pronounced “Jung Ha”)

• Then read the question: “How does the author most likely feel about Zheng He?”

• Now, tell students you will perform a Think Aloud to demonstrate a way of answering the question.

ThinkAloud: The passage doesn’t say directly how the author feels about the explorer. But there are clues to help me figure this out, or make an inference. In the first sentence, the author says that Zheng He was the “greatest explorer in Chinese history.” The word “greatest” gives me a clue to the author’s opinion.

• Direct students to the chart and ask where they’ve seen it before. Remind them that it shows the process of making an inference, and point out the first clue.

ThinkAloud: In the last sentence, I read that Zheng He “would play an important part” in China’s exploration. The word “important” tells me that this is another clue.

• Tell students to add the second clue to the chart. Remind them to quote the text accurately by placing quotation marks around words that are directly from the text and including ellipses to show that some words were not included. Inform students that directly quoting the text provides more support for their inference than simply referring to details or examples.

ThinkAloud: I know that words like “greatest” and “important” suggest a positive opinion. Based on this knowledge and the clues from the text, I can make an inference about the author’s opinion.

• Ask students to suggest words to fill in the blank in the third column (positive, good, admiring) and have them complete the chart.

• Finally, have students answer the question at the bottom of the page. Invite volunteers to share their answers with the class.

Lesson 3Part 2: Modeled instruction

©Curriculum Associates, LLC Copying is not permitted.

L3: Using Details to Support Inferences20

Genre: Biography

read the first two paragraphs of a biography about the chinese explorer Zheng he. then read and answer the question that follows.

how does the author most likely feel about Zheng he?

The author does not directly state his feelings about Zheng He. You need to make an inference about the author’s feelings based on details in the article.

Look for clues in the passage that tell how the author feels about Zheng he. one clue is shown in the chart below. write another clue on the lines. Put quotation marks around text taken from the passage.

clues or Facts what you already know inference

“Zheng He was the greatest explorer . . . ”

Words such as “greatest” and “important” often express a positive opinion.

The author has a

opinion of Zheng He.

What do these clues suggest about the author’s feelings toward Zheng He? The phrases seem to be positive. These details are clues that the author has a positive opinion of Zheng He.

Fill in the blanks below to write about the inference you just made.

The author most likely has a opinion of Zheng He. The phrases

and are clues that show the author’s feelings.

(continued)

Zheng He by Marcus Lim

Zheng He was the greatest explorer in Chinese history. He traveled widely through

Asia and Africa. Some historians even allege that he made contact with the Americas before

Christopher Columbus.

Zheng He, also known as Cheng Ho, was born in 1371 into a family of poor peasants. He was

captured by the Chinese army as a boy. He later joined the court of the Ming Dynasty. There, his

leadership skills grew. It became clear that he would play an important part in helping China

explore the world.(continued)

+ =

positive

positive“. . . he would play an

important part in helping

china explore the world.”

greatest important

• Direct students to the word allege in the last sentence of the first paragraph. Help them use context to figure out its meaning.

• Ask what other words would make sense in its place: claim, assert.

• On the board, write down related words: alleged, allegation. Discuss with students some contexts in which these words might appear. (RI.5.4; L.5.4.a)

tier 2 vocabulary: Allege



Lesson 3Part 3: guided instruction


at a gLance

Students continue reading about the explorer Zheng He. They answer a multiple-choice question and analyze the details that helped them select the correct answer.

steP by steP

• Tell students that they will continue reading about the explorer Zheng He.

• Point out the two features to the left of the passage. Remind students that good readers pay close attention to the important points in a text as they read. Close Reading will help students identify and remember an important detail in this passage. The Hint will help them read the question and answer choices carefully in order to select the best answer.

• Have students read the passage and underline evidence of Zheng He’s leadership, as directed by Close Reading.

• Ask volunteers to share the sentence they underlined. Discuss why that sentence shows evidence of leadership skills. If necessary, ask: What does it mean to be a leader? What do leaders do?

• Have students circle the answer to the question, using the Hint to help. Then have them respond to the question in Show Your Thinking. Place students into pairs to discuss the Pair Share question.

answer anaLysis

Choice A is incorrect. It lists the countries Zheng He visited. This is evidence of being a great explorer, not necessarily a great leader.

ChoiceBiscorrect. It describes how many ships and men Zheng He commanded. Commanding a large fleet and many men shows leadership.

Choice C is incorrect. Acquiring priceless treasures is important, but that fact says nothing about Zheng He leading or commanding others.

Choice D is incorrect. It shows Zheng He was respected and admired but says nothing about leadership.

ERRORALERT: Students who did not choose B might not have read the question carefully. Point out that the question asks about Zheng He as a leader. What does a leader do? While all of the choices are direct quotes from the passage, only choice B tells about Zheng He being a leader of others.

Lesson 3Part 3: guided instruction


L3: Using Details to Support Inferences 21

show your thinking

continue reading about Zheng he. use the close reading and the hint to help you answer the question.

circle the correct answer.

Which sentence from the article best shows that Zheng He was a strong leader?

A “Zheng He visited many countries of Asia and Africa, including Java, Sri Lanka, India, Persia, Arabia, and Taiwan.”

B “He sailed with huge fleets of up to 300 ships, with 30,000 men under his charge.”

C “He also brought many priceless treasures back to the Chinese court.”

D “He was buried in a large tomb outside Nanjing, which was rebuilt in tribute to the explorer in 1985.”

hintWhich choice includes evidence that Zheng He led people?

Look at the answer that you chose above. Explain how the clues in the answer helped you infer that Zheng He was a strong leader.

Pick one fact from an answer you did not choose. Tell your partner why that fact would not support the inference that Zheng He was a strong leader.

(continued from page 20)

Zheng He visited many countries of Asia and Africa,

including Java, Sri Lanka, India, Persia, Arabia, and Taiwan.

He sailed with huge fleets of up to 300 ships, with 30,000 men

under his charge. He also brought many priceless treasures back

to the Chinese court.

The great explorer died at sea in 1435, at the age of 60, as he

returned from an exploration of Africa. He was buried in a large

tomb outside Nanjing, which was rebuilt in tribute to the

explorer in 1985.

On page 20, the author mentions Zheng He’s leadership skills. Find and underline the sentence here that tells about Zheng He’s leadership skills.

close reading

responses will vary.

English learners may not understand the English expression “under his charge.”

• Direct students to the second sentence of the first paragraph and read it aloud. Ask them to imagine a group of 300 ships with a crew of 30,000 men.

• Explain that Zheng He was the leader of all those ships and men. He was in charge of them. Another way to say this is that they were under his charge.

• Point out that they, as students in your class, are under your charge. (RI.5.4; L.5.5.b)

eLL support: idioms




Part 4: guided Practice Lesson 3

at a gLance

Students read a passage twice about aviation history. After the first reading, you will ask four questions to check your students’ comprehension of the text.

steP by steP

• Have students read the passage silently without referring to the Study Buddy or Close Reading text.

• Ask the following questions to ensure students’ comprehension of the text:

According to the author, for how long have people dreamed of flying? (People have dreamed of flying since the beginning of time.)

What did the Montgolfier brothers build? (The Montgolfier brothers built the first hot-air balloon.)

What kind of flying machine did Otto Lilienthal build? (Lilienthal built the first manned glider.)

Why are the Wright brothers so important to the history of flight? (The Wright brothers were the first to fly a plane with a motor.)

• Then ask students to reread Paragraph 1 and look at the Study Buddy think aloud. What does the Study Buddy help them think about?

• Have students read the rest of the article. Tell them to follow the directions in Close Reading.

• Finally, have students answer the questions on page 23. Use the Answer Analysis to discuss correct and incorrect responses.

tip: The Study Buddy tells students to underline an important detail. Learning to identify and mark important details is a habit that will improve students’ reading comprehension skills over time.

tip: Close Reading guides students to underline key information in the text. This information will help students answer the questions on the following page. Encourage students to use this strategy of rereading and underlining text when they encounter questions in other contexts, such as on standardized tests or for tests in other subjects.

Lesson 3



Part 4: guided Practice

Genre: Informational

I know myths aren’t real, so I’m going to underline the sentence that explains how the author thinks real flying began.

read the passage. use the study buddy and the close reading to guide your reading.

Firsts in Flight by Edward Castillo

1 People have dreamed of flying since the beginning of time.

An ancient Greek myth tells of a boy and his father who flew

with wings made of wax and feathers. But the invention of the

kite marks the true beginning of flight history. Kites were first

flown in China around 400 B.C.E. Around that time, people

began to study the science of flight.

2 For centuries, inventors built mechanical wings, attaching

them to their arms. These efforts failed, but people still

searched for ways to fly. During the 1480s, Leonardo

da Vinci made more than 100 sketches of flying machines,

which would later influence other inventors.

3 In 1783, the Montgolfier brothers built the first hot-air

balloon. The balloon’s passengers were a sheep, a rooster, and

a duck. The brothers solved the problem of lift, but the balloon

did not allow riders to move forward or steer.

4 In the 1850s, George Cayley hoped to achieve controlled

flight. His glider designs shaped the work of Otto Lilienthal.

In 1891, Lilienthal became the first person to launch a manned

glider. He wrote a book about his experiments, which inspired

two brothers from Ohio, Orville and Wilbur Wright.

5 The Wright brothers tested many flight theories with balloons

and kites. Their 1902 Wright Glider could be controlled with a

movable tail. But their greatest accomplishment was adding an

engine to lift their glider into the air.

6 On December 17, 1903, at Kill Devil Hills in North Carolina,

the Wright Flyer first flew. Orville Wright was the first to

successfully pilot a motorized flight.

Why didn’t the Montgolfiers’ balloon completely fulfill the human dream of flight? underline a sentence that shows what the balloon could not do.

What was the biggest difference between Lilienthal’s glider and the Wright Flyer? underline the evidence that shows a major difference.

close reading

Explain to students that possessives are words that show who or what owns something. To make a singular noun a possessive noun, add an apostrophe and s. (duck’s) To make a plural noun a possessive noun, add only an apostrophe. (ducks’)

• Work with students to make possessive nouns. Write glider and inventors on the board. Identify each noun as either singular or plural. As you make each noun possessive, explain how it is done. (glider’s: add apostrophe and s; inventors’: add only apostrophe)

• Also tell students that the pronouns my, his, her, their, and its show possession. Give examples to students from the passage. (his glider, their arms) (L.5.2)

eLL support: Possessives



Part 4: guided Practice Lesson 3


steP by steP

• Have students read questions 1–3, using the Hints to help them answer those questions.

• Discuss with students the Answer Analysis below.

answer anaLysis1 The correct choice is A. The Greek myth is

representative of a time when people could only dream of flying. The attempt didn’t happen in real life. The invention of the kite, however, took place in the real world. Choices B, C, and D all describe attempts to fly, but none of them supports the understanding that the Greek myth does not tell of a real attempt to fly.

2 The correct choice is C. Not being able to move forward or steer while flying a balloon would involve a very unsafe flight. Choice A is incorrect because it describes the persistence people had for flight, not a concern they had for safety. Choice B mentions a detail that has nothing to do with safety. Choice D is incorrect because Cayley was involved with flight improvements during the 1800s not the 1700s.

3 Sample response: Paragraph 5 states that the Wright brothers added “an engine to lift their glider into the air.” This is the main difference between Lilienthal’s glider and the Wright Flyer: the Wright Flyer was powered by an engine.

reteaching

Use a graphic organizer to verify the correct answer to question 2. Draw the graphic organizer below, leaving the boxes blank. Work with students to fill in the boxes, using information from the passage. Sample responses are provided.

what details are given?

what information does the author

leave out?what can you figure

out on your own?The Montgolfiers’ balloon did not allow people to move forward or steer the balloon during flight.

The author does not explicitly say whether a balloon in which people could not move forward or steer would lead to an unsafe flight.

If you imagine yourself in a balloon, not being able to move where you wanted to go, you can figure out that this could become an unsafe flight. You could crash into a tree or a building!

tip: The first Hint reminds students to look back at what they underlined in paragraph 1. Remind students to also look back at the sentences they underlined in the other paragraphs as they answer the questions.

Lesson 3



Part 4: guided Practice

use the hints on this page to help you answer the questions.

1 A student makes the following inference about the author of “Firsts in Flight.”

The author believes that the ancient Greek myth does not describe real attempts to fl y.

Which sentence from the passage best supports this inference?

a “But the invention of the kite marks the true beginning of fl ight history.”

b “Kites were fi rst fl own in China around 400 B.C.E.”

c “For centuries, inventors built mechanical wings, attaching them to their arms.”

d “The Wright brothers tested many fl ight theories with balloons and kites.”

2 Which phrase best supports the inference that safe fl ight was not really possible in the 1700s?

a “people still searched for ways to fl y”

b “passengers were a sheep, a rooster, and a duck”

c “the balloon did not allow riders to move forward or steer”

d “George Cayley hoped to achieve controlled fl ight”

3 Explain how the Wright Flyer was diff erent from Otto Lilienthal’s glider. Include at least one direct quote from the passage to support your explanation.

hintsWhen did real flying start? Look back at what you underlined in paragraph 1.

Which sentence describes the problem the Montgolfier brothers had?

What did the Wright Flyer have that Lilienthal’s glider did not have?

see sample response.

Use these questions to further students’ understanding of “Firsts in Flight.”

1 What are two main ideas of “Firsts in Flight”? Provide one detail from the text that supports each main idea. (RI.5.2)

One main idea is that achieving powered flight required the efforts of many inventors. Descriptions of the work of da Vinci, the Montgolfiers, and others support this idea. Another main idea is that one person’s idea can lead to another, better idea. From the earliest successes with kites, people kept trying to improve on the idea of flight.

2 How did George Cayley’s work influence the work of Otto Lilienthal? (RI.5.3)

Cayley’s glider designs, produced in the 1850s, influenced Lilienthal’s designs for manned gliders, including the glider he launched in 1891.

integrating standards




Part 5: common core Practice Lesson 3

at a gLance

Students independently read a longer article and answer questions in a format that provides test practice.

steP by steP

• Tell students to use what they have learned about reading closely and making inferences to read the passage on pages 24 and 25.

• Remind students to underline or circle important points as they read.

• Tell students to answer the questions on pages 25 and 26. For questions 1–3, they should fill in the correct circle on the Answer Form.

• When students have finished, use the Answer Analysis to discuss correct responses and the reasons for them. Have students fill in the Number Correct on the Answer Form.

answer anaLysis1 The correct choice is D. This statement explains

that Lord Carnarvon had been ill for years, which indicates that his death was likely caused by his poor health rather than a curse. Choice A mentions the grave robbers, but does not indicate that the grave robbers fell victim to the curse, so this statement does not support the idea that the curse was real. Choice B provides a supporting detail, but it does not relate to the curse. Choice C states the fact that Lord Carnarvon died, but does not indicate the circumstances surrounding his death.

Lesson 3



Part 5: common core Practice

Read the article. � en answer the questions that follow.

from “Treasures of the Tomb”by Sean Price, National Geographic Kids

Discovering King Tut’s Incredible Riches

1 It’s pitch black. His hands trembling, British archaeologist Howard Carter makes a small hole in the tomb’s second door. He inserts a candle. Next to him, Lord Carnarvon blurts out, “Can you see anything?” A� er a moment of stunned silence, Carter replies, “Yes, wonderful things.”

2 What Carter sees looks like the inside of a giant treasure chest. Gold gleams everywhere! � ere are glittering statues, a throne, and fabulous golden beds with posts shaped like the heads of wild animals. Precious items are heaped all over the room. A mound of chariot parts � lls one corner.

3 It has taken � ve years of digging in Egypt’s Valley of the Kings—a graveyard for ancient Egypt’s richest kings—and $500,000 (in today’s money) of British millionaire Lord Carnarvon’s cash, but Carter has hit the jackpot. He has discovered the tomb of Tutankhamun (o� en called Tut for short). Tut had become pharaoh at age nine and died just ten years later around 1323 b.c.

4 Carter, Lord Carnarvon, and two others enter the cluttered � rst room, which they call the antechamber. Under a bed with posts in the shape of hippopotamus heads, Lord Carnarvon � nds the entrance to another room. Soon known as the annex, this tiny chamber holds more than 2,000 everyday objects. � ey include boomerangs, shields, a box containing eye makeup, and 116 baskets of food. Some of the piles reach nearly six feet high! When Carter clears the annex out later, his workers are suspended by ropes at � rst to keep from stepping on things.

5 � e disorder in the annex indicates ancient grave robbers had looted the tomb. � ey le� behind footprints and a bundle of Tut’s gold � nger-rings hurriedly wrapped in cloth. Luckily, they’d been caught and the tomb resealed. � at was more than 3,000 years ago.

6 � e explorers are fascinated by two tall statues in the antechamber showing Tut dressed in gold. � e � gures seem to be guarding yet another room. Sweltering in the heat, the group crawls through a hole created by the ancient robbers. Before them stands a huge wooden box, or shrine, that glitters with a layer of gold. � is room must be Tut’s burial chamber! At the very center of the shrine is a carved sarcophagus, or stone co¡ n. Inside it are three nested co¡ ns, each one more richly decorated than the one before. Inside the last co¡ n, made of solid gold, lies the mummy of Tutankhamun. A 22-pound gold mask covers its head and shoulders. A collar made from 171 separate gold pieces rests on the mummy’s chest. It wears gold sandals on its feet.

7 On one side of the burial chamber is an open doorway. It reveals the fourth room of the tomb, this one so full of riches that Carter dubs it the treasury. Towering over the other objects is a gold-covered shrine protected by statues of goddesses. � e shrine holds Tut’s liver, lungs, stomach, and intestines. Each vital organ is preserved, wrapped in linen, and placed in its very own small co¡ n.

Lesson 3




8 Today about 2.5 million people visit Egypt’s Cairo Museum each year to see Tut’s treasures on display. � e ancient Egyptians believed that “to speak the name of the dead is to make them live again.” If that is true, Tutankhamun certainly lives on.

Curse of the Mummy

9 On April 5, 1923, Lord Carnarvon died suddenly in Egypt. At that same moment, lights went out all over Cairo. In England, Lord Carnarvon’s dog, Susie, howled and died.

10 Newspapers claimed that these events were caused by King Tut’s “curse.” According to the newspapers, Tut’s burial chamber contained a warning: “Death shall come on swi� wings to him that toucheth the tomb of the Pharaoh.”

11 It was a chilling story. But was it true? Actually, there was no warning in Tut’s tomb. � e papers made up that part. Skeptics1 say the events have other explanations. Lord Carnarvon had been in poor health for years. Cairo’s feeble electric system caused lights to wink out all the time. And dogs sometimes do die unexpectedly.

12 Only 6 of the 26 people who saw the opening of Tut’s burial chamber died within the next ten years. Howard Carter, who should have been the most cursed of all, lived until 1939 —17 years a� er coming face-to-face with Tutankhamun’s mummy. 1 Skeptics: people who doubt and have disbelief

1 Which sentence from the article best supports the inference that King Tut’s curse was imagined, not real, as newspapers had claimed?

A “The disorder in the annex indicates ancient grave robbers had looted the tomb.”

B “The shrine holds Tut’s liver, lungs, stomach, and intestines.”

C “On April 5, 1923, Lord Carnarvon died suddenly in Egypt.”

D “Lord Carnavon had been been in poor health for years.”

answer Form

1 A B C D

2 A B C D

3 A B C D

numbercorrect 3

• How do all the passages in this lesson relate to the theme of adventure and discovery?

• What’s one fact or idea you learned about adventure and discovery from each passage in this lesson?

theme connection



Part 5: common core Practice Lesson 3


2 The correct choice is C. The fact that Tut’s tomb was filled with thousands of everyday objects indicates that the Egyptians wanted to make sure Tut had everything he needed after death. Choice A is incorrect. Nothing in the passage supports the idea that the Egyptians never went hungry. Choice B is incorrect because the objects in the treasury were said to hold the most value. Choice D is factually incorrect. The everyday objects were not placed in the coffin.

3 The correct choice is A. The author states that today about 2.5 million people each year visit Tut’s treasures on display, indicating that the treasures have sparked great interest in learning about Tut. Choice B is incorrect. The author gives no indication that he considers Carter and Carnarvon to be thieves. He tells about the care these men took to protect the artifacts. Choice C is incorrect. The author indicates that he believes the curse is not real. Choice D is incorrect. Nothing in the passage indicates that the discovery impacted robbers.

4 Sample response: Carter was surprised and amazed by the vast amount of artifacts that he saw. The author describes, “What Carter sees looks like the inside of a giant treasure chest. Gold gleams everywhere!”

Lesson 3




2 Read these sentences from the article.

Soon known as the annex, this tiny chamber holds more than 2,000 everyday objects. They include boomerangs, shields, a box containing eye makeup, and 116 baskets of food.

Which of the following ideas do these sentences best support?

A The pharaoh named Tutankhamun and the people he ruled never went hungry.

B The objects in the annex were worth as much money as the objects in the treasury.

C Ancient Egyptians believed that ordinary objects could be useful even after death.

D Ancient Egyptians always placed thousands of everyday objects in the coffi ns of their dead.

3 Read these sentences from the article.

The ancient Egyptians believed that “to speak the name of the dead is to make them live again.” If that is true, Tutankhamun certainly lives on.

Based on these sentences, with which statement would the author of the article most likely agree?

A The discovery of King Tut’s tomb was a benefi t because it has helped to get people interested in Egypt.

B Howard Carter and Lord Carnarvon stole King Tut’s treasures, just as the ancient tomb robbers had tried to do.

C King Tut’s tomb should have remained sealed to keep people from making up stories about a curse.

D The discovery of the treasure was a benefi t because it kept grave robbers from looting other ancient tombs.

4 Paragraph 1 of the article states that Lord Carnarvon asked Howard Carter what he saw in the antechamber. Carter could only answer Lord Carnarvon’s question after a moment of “stunned silence.” Explain why Carter was surprised and amazed by what he saw. Quote at least one sentence from the passage to support your explanation.

self check Go back and see what you can check off on the Self Check on page 1.

see sample response.

Use these questions and tasks as opportunities to interact with the excerpt of “Treasures of the Tomb.”

1 What does the author mean by “. . . Carter has hit the jackpot” in paragraph 3? How does this expression show how the author feels about the explorers’ discovery? (RI.5.4; L.5.5.b)

The author means that Carter has discovered something highly valuable by discovering Tut’s tomb. The author clearly values the discovery because he describes the artifacts as “precious items” and “treasures.”

2 Summarize: Write a brief summary of the passage, including key details that support the main idea. (RI.5.2; W.5.9.b)

Sample response: King Tut’s tomb was discovered by Howard Carter and Lord Carnarvon. The tomb was filled with gold, precious items, and the mummy of King Tut himself. A legendary “curse” seemed to fall over the people who discovered the tomb, but not everyone believes the curse is real.

3 In paragraphs 10 and 11, there are different views of Lord Carnavon’s death and King Tut’s “curse.” Describe the differences between the newspaper and the author’s point of view. (RI.5.6)

In paragraph 10, the newspapers reported that Lord Carnarvon died because of King Tut’s curse. Yet, in paragraph 11, the author points out that there are reasonable explanations for his death.

4 Discuss in small groups: Why do you think so many people travel each year to visit the Cairo Museum to see Tut’s treasures? Why was the discovery of the tomb so important to Egyptian culture and history? (SL.5.1)

Discussions will vary. Encourage students to talk about what the discovery has taught researchers about ancient Egypt and why these lessons are valuable to us today.

integrating standards



Lesson 3


additional activities

Listening activity (SL.5.4)

Listen closely/cumulative retell

• After reading “Treasures of the Tomb,” ask students to each retell one small event in the order in which the events happened.

• Each student must repeat what the previous students have said, making each student have to listen closely.

discussion activity (SL.5.1)

talk in a group/talk about adventurers

• Ask students to recall the adventurous individuals they read about in this lesson. Have them discuss the characteristics of adventurous individuals.

• Have students form small groups to discuss other individuals who have been adventurous. These could be explorers, historical figures, or people they know. Group members should list the characteristics that make these people adventurous. Then members can share their lists.

• Appoint one member of each group to take notes. Allow 10–15 minutes for discussion. Then have each group share its results with the class.

Media activity (RI.5.1; SL.5.5)

be creative/create a cartoon

• Have students review the cartoon on page 19. Remind them that they had to make an inference about the cartoon in order to “get” it.

• Invite students to create cartoons of their own that require the reader to make an inference.

• Have students exchange cartoons and explain how they inferred the meaning of their cartoons.

Presentation/research and sPeaking activity (W.5.7; SL.5.4)

research and Present/give a Presentation

• Ask students to use the information in “Firsts in Flight” to plan an oral presentation on major milestones in the history of flight.

• Students should produce a visual display, such as an illustrated time line or diagram, to accompany the presentation.

• Encourage students to research additional information to include. Some students might wish to focus on a later period in aviation history for example, from the Wrights’ plane to the jumbo jet or to the history of manned space flight.

another Point of view (W.5.3)

• Challenge students to think about how Carter might have described his experiences when discovering and exploring King Tut’s tomb. How did he feel when he first discovered the tomb? What amazed him most and what did he learn?

• Have students write a narrative from Carter’s point of view. Encourage them to include historical details and relevant facts. Allow time for students to share their stories with the class.

compound sentences (L.5.1.a; L.5.3.a)

• Have students reread the second sentence in paragraph 2 on page 22. Explain that compound sentences are made up of two sentences joined by the conjunction and, but, or or. Ask students to identify the conjunction in the sentence. (but) Point out that this conjunction shows a contrast between two ideas.

• Ask students to form a compound sentence using the conjunction that fits best: For centuries, inventors built mechanical wings. They attached them to their arms. (and)

• Have students write a paragraph comparing and contrasting themselves to a friend or relative. Tell them to include at least two compound sentences, using different conjunctions.

writing activities


Documents

Common Core edition New York CCLS 5 - … Language Arts Common Core edition. ... (Student Book pages 19–26) Theme: Adventures and Discovery