Houston Gateway Academy, Inc.

5th Grade

Reading

SET B

2013 - 2014

Reading Week 18

Warm Up: Day 91-95 http://www.scholastic.com/teachers/daily-starter/teacher

1. Student will learn to understand and analysis of literary texts.

Activities: Measuring Up Building Stamina Part 1 pgs. B161-B164 "Night Watch" (guided practice) Activities: Measuring Up Building Stamina Part 1 pgs. B165-B170ight Watch (independent practice) Activities:Texas Coach Practice Test pgs. 7-ll"A trip to the falls" (grade)

II. Language Arts/Extra work or Activity Activities: Vocabulary- frigid, treacherous, triumph, uninhabited, expedition, labor, dismantled, abandon (introduce vocabulary throughout the week) Activities: Texas Treasure, "Spirit of Endurance" pp. 391-405 (guided practice) Activities: Texas Treasure, "Spirit of Endurance" pp. 406-407 (independent practice) Activities: Texas Treasure, Student Weekly Assessment, pp. 63-66 (grade) Activities: Texas Treasure, "Spirit of Endurance" Spelling Test (grade) Activities: Texas Treasure, Practice Book pp. 136-144 (guidedandindependentpractice)

III. Homework To be determined by the teacher on a weekly basis

Category 1 (all) & 3 5.11

Read the passage below. Then answer the questions that follow it.

Night Watch by Jay Heale

Alan and the other campers sat around the fire chewing meat chops. It would be Alan's first night in a tent, and he was excited, if a little nervous.

As they ate, the conservation officer spoke. "Much of the wildlife in this area comes out only at night. So after supper, let's start a night watch. Volunteers will take shifts staying down here by the fire, away from the tents. Those who take part will get a chance to see a world that many of you never knew existed."

Alan's stomach tightened. "Isn't it dangerous?" someone asked. "No, it's quite safe," the officer said. "There are no dangerous animals this close

to Cape Town. Any volunteers?" A tough-looking kid with red hair muttered something about needing a good

night's sleep. Another boy spoke up. "I'll take a shift." The kid who'd sat next to Alan on the bus volunteered. Alan sat tight. Then one of the girls raised her hand with a giggle. Alan frowned. If a girl could do it, he could, too. He volunteered. A few more kids raised their hands, then the officer explained, "This is how it

works. When the rest of you go to bed, the first watcher takes his or her place by the fire. The duty of the watcher is to keep the fire going gently. After thirty minutes, he or she wakes the next person."

Alan heard his voice asking, "Are you sure it's absolutely safe?" The officer looked at him. "Well, nothing is absolutely safe. Crossing the road isn't absolutely safe. But the danger is minimal. We wouldn't

have taken you here otherwise. Do you still want to volunteer?" Alan nodded but felt uneasy. Sleeping in a tent with other campers had sounded

OK, but the idea ofbeing alone in the night made him shudder.

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17 The officer announced the order of the watch. 18 At ten past two in the morning, Alan found himself crouching by the fire, with a

great world of darkness pressing in beyond the small circle of firelight. He had never been so scared.

19 The camp had started off all right. Since Alan and his family had just moved to Cape Town, the idea of learning about the wildlife in this part of South Mrica had sounded great.

20 Earlier that day, the officer had challenged the campers to spot animal tracks along the river. That was fun.

21 But being alone in the dark was not. 22 Alan's flashlight was already fading to a dim glow because he had used it too

often. There were only a few logs, so he couldn't build up the fire. 23 He looked at the stars and the rising moon. It wasn't as dark as he'd thought it

would be. He took comfort in that and tried to relax a little. 24 Looking around, Alan thought he saw a large bird swooping and wondered if it

was an owl. He had seen small paw prints in the sand by the river. Was the owl hunting for the creature that had made them?

25 . Then there was a noise, a clatter. Alan froze. Something was there in the darkness. Alan's mouth went dry. What was it? Slowly, he reached for his flashlight.

26 Another metallic sound, near the cooking pots. Alan's finger stabbed at the button on the flashlight.

Reading Level E Copying is illegal. :Measuring Up- to the Texas Essential Knowledge and Skills

27 There, with a discarded bone in its mouth, was a creamy-brown creature with dark spots and a striped tail. It was about as big as his cat at home, but longer. Alan stared, and the creature stared back, its round ears pricked and its sharp nose twitching. Then it was gone.

28 Alan felt a rush of excitement. Had it been real? 29 Alan looked around. No more noises. He crawled near the pots and saw small dog-

like paw prints. Carefully, he rearranged the pots to cover them. 30 Not long after, he woke up the next camper for night watch and managed to sleep

a little. 31 The next morning, the officer asked for reports. One girl said she had seen an

owl, though she couldn't say what it looked like. There were beetles, ants, perhaps a mouse. Most kids claimed to have heard noises in the darkness.

32 "I saw something," said Alan, and he described it. Then he moved the pots and showed everyone the tracks.

33 "Well done! You've met our local spotted genet," said the officer, smiling. "Normally a genet lives on mice and birds, but this one likes chop bones, too. He visits our campsite sometimes, but only if the watcher is very quiet. Good for you!"

34 Alan held his head high. Inside, though, he knew it was fear that had kept him so quiet. Next time, he thought, I will be just as quiet, but no longer afraid.

1 In paragraph 2, the word conservation means-

A camping at night

B volunteering for work C protecting wildlife D building a fire

2 In paragraphs 1-10, one difference between Alan and the other campers is that Alan -

F is the only one who doesn't want to take a night shift

G knows how to find animals in the darkness H stays quiet when the officer asks for

volunteers

J had spent a night camping in that area before

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3 Look at the dictionary entry below.

shift \shift\ n. 1. a change from one thing to another 2. a time period when people work 3. the people working during a time period 4. a changing of gears on a engine

Which definition of shift best fits the way the word is used in paragraph 7?

A Meaning 1 B Meaning 2

c Meaning 3 D Meaning 4

Part 1 Building Stamina Chapters 1-3

4 The author's description of the night in paragraph 18 is meant to make the reader feel-

F what the sounds of animals are and how they scare Alan

G the smells and sensations of the campfire and how Alan senses them

H the feeling of the campfire's heat and how it comforts Alan

J what the darkness looks like and how it seems to affect Alan

5 Which of these details from paragraph 24 provides the most important information that foreshadows what the other campers thought they saw on their turns at the campfire?

A Owls hunt mice.

B Alan thought he saw a large bird swooping. C Alan saw small tracks by the river.

D Beetles crawled near the fire.

6 In paragraph 26, when the author says "Alan's finger stabbed at the button," the reader knows that-

F Alan moves quickly because he's afraid G Alan is attempting to keep an animal away H Alan's finger had been injured by the

animal

J Alan couldn't get the flashlight to work

7 What is the meaning of discarded in paragraph 27, based on the fact that the Latin prefix dis- means "away" or "apart"?

A Apart in pieces B Pushed up C Thrown away D Taken apart

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8 'Alan rearranges the pots to cover the tracl in paragraph 29 so that -

F the genet will come back again G the conservation officer won't be mad H he can reveal the tracks himself the next

morning

J he does not get blamed for making a mess

9 Which point of view does the author use to tell the story?

A Third person limited-he focuses on what Alan thinks and feels

B Third person omniscient-he knows what all the characters think and feel

C First person-he has Alan tell the story D Third person limited-he focuses on the

conservation officer

lO"in paragraph 34, Alan holds his head higl. .'because-

F he knows he won't have to be alone another night

G he succeeded by conquering his fear H he doesn't want the others to see his fear J he is continuing to look for other genets

Measuring Up to the Texas Essential Knowledge and Skilh

Written Response How did Alan learn from his experience? How did it change him? Support your response with details from the selection. Write it on a separate sheet of paper.

Read the selections below. Then answer the questions that follow them.

Gift of the Kiwi by Linda Wirkner

Long ago, in the island country of New Zealand, Tane, the god of the forest, walked among the trees. He was pleased to see all the splendid birds that swooped and dipped as they flew above his land.

One bird, the tui, had a beautiful voice. She sang more songs than any bird in the forest. The huia bird's brightly colored feathers sparkled and shimmered in the sunlight. And the kokako was a magnificent bird especially proud of her many children.

But the most extraordinary bird in the forest was the kiwi. The kiwi's feathers were a rainbow of colors: ruby, sapphire, emerald, and gold. All the creatures in the forest loved to hear the glorious songs the kiwi sang as he perched high on a branch of the hinau tree. He could soar higher than all the birds, and he used his sharp eyes to warn the others when danger was near.

For a long time, things were happy in the forest. But one day, as Tane strolled along a tree-lined path, he stopped suddenly and frowned. Something was wrong.

"The tall trees are dying. Why?" Tane wondered aloud. He looked at the branches of the trees and he got down on his knees to examine

the roots. There, he saw thousands and thousands of bugs. Tiny black bugs nibbled on the roots of the karaka trees. Fat brown bugs chewed on the roots of the totara trees. Gray, spotted bugs chomped on the roots of the nikau trees.

"I must do something before the bugs destroy the entire forest." Tane thought and thought, and then he thought some more.

"I will gather all the birds of the forest," he decided. Tane called out, and his words drifted on the breeze deep into the forest. When

all the birds had gathered Tane told them about the dying trees. "One of you must go down to the dark forest floor to dig around the tree roots and

eat the bugs. The forest must be saved," Tane said. "The bird who agrees to do this will have to stay on the ground and live there for all time, rarely seeing the light of day." Tane looked around. "Which of you will agree to give up your life flying high above the forest to save the trees?"

Copying is illegal. Part 1 Building Stamina Chapters 1-3 8165

"Not me," Tui said. "My songs are too beautiful not to share." Tui sang out, and one of her lovely melodies filled the air.

"Not me," Huia said. "I would not want to go down in the dark, where my magnificent feathers could not sparkle in the sun." Huia fluffed his wings, and sunlight danced on his feathers.

"Not me," Kokako said. "If I lived on the forest floor, I would not be able to care for my children." Kokako looked at all her chicks lined up on the branch beside her and smiled.

Tane did not know what to do. If no one helped him save the tall trees, the forest would soon be destroyed.

Then he noticed Kiwi sitting quietly on a tree branch. "Kiwi, will you go down to live on the forest floor? Will you save the trees?" Kiwi answered, "If I go down to the forest floor, I will no longer be able to see as well as I do now. Down in the dark forest, my feathers will lose their bright colors." Kiwi looked up into the sky. "I will not be able to soar high above the forest, and no one will hear my happy songs."

16 For a moment, Kiwi was quiet. Then his voice grew stronger. "But what would there be to sing about if we lose the tall trees?" Kiwi spread his wings and nodded. "For many years, the trees helped me. They provided a safe shelter from mighty winds. They added beauty to the world with their leaves, sweet and green in summer, sparkling gold and red in the fall. And the trees gave me a home in their gently swaying branches. Yes," Kiwi said, "I will be happy to help."

17 "I am pleased with you, Kiwi," Tane said. 18 Tane whirled to face the other birds. "Your selfishness angers me!" he thundered.

He raised his arms, and lightning flashed. "I will take something from each of you." 19 Tane pointed to Tui. ''You will no longer sing many beautiful songs. From now on,

you will sing only the same song over and over." 20 ''You, Huia, may no longer have the colorful feathers you are so proud of. From

now on, your coat will be dark and drab. "And Kokako, in the future, you will no longer have so many children. From now

on, you will have only two chicks at a time." Tane folded his arms across his chest and turned away from the others. "Kiwi,

I thank you for your bravery. Now all who live in this land will continue to enjoy its splendor."

Kiwi cast one last look at the sun, drenched treetops. "I am ready to go down to the dark forest floor."

Tane smiled. "For your sacrifice, you will be known throughout the world." Today, thanks to the kiwi, the forests of New Zealand remain lush and green, and

the trees stand proud and tall far above the forest floor.

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The Maori people of New Zealand call their country "Aotearoa," which means Land of the Long White Cloud. According to their folklore, Rangi and Papa, the gods of sky and earth, had many sons, including Tane. Some of these sons were gods ofnatural things: the sea, wind, wild food, planted food, and the forest. The legend of how the kiwi bird came to live on the forest floor is one of many tales connected to these powerful gods.

Kiwis are not like most birds. They have no tails and tiny, useless wings and cannot fly. (They look a bit like hairy footballs.) These birds have a sharp sense of smell and hearing and are nocturnal, which means they're only active at night. Though kiwis are a threatened species, they still roam the forests of New Zealand.

Raven and the New Humans A Haida Legend

retold by Randeen Zanca

Long ago, in a time before the Haida people came to be, there existed Raven, a great bird-god, the creator of the world. He was a giant, as black as night, with huge wings and keen hearing and eyesight. He was responsible for finding the sun, scattering its light around the earth, and making sure it was never dark again.

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2 Once it was light enough for Raven to see, he realized there was nothing but water left from the Great Flood. This made Raven sad. So, he created islands, trees, and mountains. He thought the land and ocean looked lonely and created wolves, deer, eagles, salmon, and whales to fill the empty space.

3 But Raven was a restless god, and he quickly became bored with the things he had created. Something-or someone-was still missing. One day, he was so bored that he let out a mighty sigh that shook everything in sight.

4 To his surprise and delight, muffled voices answered his call. 5 Raven realized that he had landed on a half-buried clamshell and exclaimed,

"Clamshells don't have voices! This is no ordinary clamshell!" 6 Luckily for the creatures inside, Raven was not hungry. He had just eaten a huge

meal at a nearby waterfall, so he was less interested in eating the creatures than in finding out who squirmed inside. He pulled and pulled at the clamshell with his strong talons, until it opened just enough for the creatures to see out.

7 Much to the Raven's disappointment, the creatures took one look at him standing high above them and the big world around them and scurried back into the clam as fast as they could.

8 Their fear made Raven angry. They should want to play in his world, he thought, not hide from it. The sight of the creatures made Raven want, more than ever, to have them share in his creations. He would trick them into coming out of the shell if it was the last thing he did.

9 To fool them, Raven used one of his two voices. His loudest voice, the "tok-tok," would only scare the creatures even more.

10 But his other voice, his kinder, sweeter voice, the "er-r-ruck, er-r-ruck," he knew would tempt the new creatures to come out and play. As he suspected, hearing the gentle "er-r-ruck, er-r-ruck," the curious creatures popped their heads out one by one. Raven kept calling and coaxing until they were out completely.

11 The creatures were unlike anything he had ever seen before. Raven named them first people of earth.

12 He thought the new people were wonderful. They frolicked in the sand along the coastal shores, danced in the wind and rain, and even played tricks on each other that Raven had taught them. At times, they beat Raven at his own games. These things made Raven most happy.

13 But Raven's happiness only lasted a short time. He realized that there were only males in this first generation of people. He searched, but not a female creature could be found. The males were beautiful, with brown skin, black hair, and strong bodies, but it was not enough to have just males around. Raven needed womenfolk to make his world complete.

Reading Level E Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills

14 "I'll fix this problem," Raven promised. He picked up the male creatures with his mighty wings and lifted them to his back. Raven flew to a beach in the north where he knew he would find the ancient sea creatures, the chitons* (Kl-tens), who could help him.

15 When Raven found the chitons, he put them together with the males from the clam. They married and bore the next generation ofhumans, the New Humans, the very first Haida that included both males and females. Raven was very proud of what he accomplished.

16 Raven loved the New Humans. They were smart and beautiful, and as strong as the surf and sea creatures that had borne them. He loved how they challenged him, kept him busy and amused. He was impressed by the New Humans, how they created great lives for themselves, built gigantic cedar homes, erected tall totem poles to tell their families' histories, and made great carvings to record the triumphs of their spirits. There would never be a greater people in Raven's eyes. And as long as people believed in him, Raven would be there to help them survive forever.

*Chitons are sea organisms with soft, fleshy undersides and a tough outer shell.

Use" Gift of the Kiwi" (pp. 165-167) to answer questions 1-4.

1 In paragraph 2, the best clue to the meaning of shimmered is -

A colored B sunlight

C beautiful D magnificent

2 This myth provides an explanation for -

F how the bugs destroyed many forests

G how different birds got their distinctive characteristics

H how Tane created the island of New Zealand

J how bird got their brightly-colored feathers

Education Copying is illegal.

3 In paragraph 12, when the narrator says that "Huia fluffed his wings, and sunlight danced on his feathers," the reader knows that -

A sunlight is a miraculous being that can dance

B Tane has great powers

C Huia can make his wings light up

D Huia's feathers reflected the light

4 In paragraph 18, which part ofTane's punishment best presents the lesson of this myth?

F The selfish birds had something they loved taken from them.

G Kiwi was forced to spend the rest of his life on the dark forest floor.

H Tui was no longer allowed to fly high in the trees with other birds.

J All birds will not be able to produce more than two chicks at a time.

Part 1 Building Stamina Chapters 1-3

Use "Raven and the New Humans" (pp. 167-169) to answer questions 5-8.

5 In paragraph 1, when the narrator says that Raven "was responsible for finding the sun, scattering its light around the earth," the reader knows that -

A Raven spread sunlight around the world B the New Humans had no sunlight C Raven made the sunlight from seeds D Raven was trying to break up the sun and

destroy it

6 In paragraph 6, the best clue to the meaning of talons is -

F clamshell

G for the creatures to see out

H a nearby waterfall

J pulled and pulled

7 Why did Raven think that the new people from the clamshell were wonderful?

A They feared him and ran away.

B They were like the chitons.

C They played and enjoyed the world. D They were bored like him.

8 This myth provides an explanation for -

F why birds like ravens make different sounds

G why clams live in shells

H why humans are strong and smart J why men were the first creatures

Use both "Gift of the Kiwi" (pp. 165-167) and "Raven and the New Humans" (pp. 167-169) to answer questions 9-10.

9 What do the selections have in common?

A They both take place in New Zealand. B They both show humans making mistakes. C They both show the rewards of selflessness. D They both provide an explanation for

something.

Reading Level E Copying is illegal.

10 Complete the chart below.

PROBLEM SOLUTION Tane bugs killing trees kiwi moves to

forest floor

Raven humans won't leave clamshell

Which item should be added to the chart to show the solution Raven used to solve his problem?

F Made two different sounds to coax them out G Flew them to the beach where the chitons

live

H Created the wolves, deer, eagles, salmon, and whales

J Played tricks on them as well as fun games they liked

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Read this selection. Then answer the questions that follow it.

A Trip to the Falls by Rick Zollo

1 It was summertime, school was out, and it was hot. (And I mean Texas-style

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hot.) It was the perfect time for a family vacation. Jon and Julia didn't even know where they were going until they were on the way to the airport. That's when Mom said the family was heading to Niagara Falls, New York.

''Another waterfall?" Jon said. "We just went to Gorman Falls in the spring." "That's where your father and I went after we got married," Mom said. "It's

nothing like Gorman Falls, that's for sure."

Jon and Julia were ten-year-old twins. You'd never know it, though. They had completely opposite interests. Jon loved playing computer games, riding skateboards, and being away from his sister. Julia loved nature and books. On the flight from Houston to Buffalo, Jon played games on his laptop while Julia read two big books about Niagara Falls. Mom and Dad shared memories from the last time they had been to the falls. The twins tried hard not to listen.

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5 The following morning, Mom excitedly woke the children up early so they could set out to see the falls. Jon groaned, but Julia was eager. From her reading, she had learned that Niagara Falls was one of the great wonders of the world. It was a lot bigger than Gorman Falls, for one thing. For another, there are two falls. One in New York, called American Falls, is 176 feet high and more than l,DOO feet wide. The Canadian falls, known as Horseshoe Falls, is more than two and a half times as wide: 2,600 feet. Ai3 the water crashes over both falls, beautiful rainbows appear in the sky.

6 Jon wasn't convinced this would be fun, but he .w~nt along with the family. He didn't see what the big deal was about waterfalls, though. And they had just been to Gorman Falls in the spring.

7 Mom and Dad took the twins to an overlook at the American Falls. They could see water come churning down the river and then split in two for the separate falls. The water made a roar that filled the canyon. Mist rose in the air, covering everyone watching.

8 "This is so cool!" cried Julia.

9 "It sure is," said Jon. He couldn't remember the last time he had agreed with his sister.

10 "Let's take the boat ride," said Dad.

11 "Yeah, let's do that," said Jon. Julia couldn't remember the last time her brother had agreed with anybody.

12 A long line of tourists waited to get on the Maid of the Mist, even though it was still early in the morning. When it was their turn, the family had to put on raincoats and hats. Finally, the boat took off, and they headed down the part of the river that was below the falls.

13 As they approached the falls, all they could see was mist and foam and

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rainbows. "That's awesome," said Jon. He was looking through a rainbow that seemed close enough for him to touch, and he could just barely see the sky on the opposite side of the colorful arc.

14 The boat went up close to the falls and seemed to disappear in the mist. Jon looked out from under the brim of his hat. He felt as if he was being battered by some powerful force, pounded by something almost unreal. He heard Julia shout over the sound: "It's better than the Niagara Falls books said it would be!"

15 , Jon didn't read much for fun. Now he wondered if he should read Julia's books. But all he said was, "It sure tops skateboarding."

16 All in all, the family had a great adventure. Mom and Dad visited the place they had gone to after their wedding. Jon and Julia went to a place that they had never been to before. And brother and sister had agreed on something.

17 ''An awesome vacation," said Jon.

18 "Yes, Jon," said Julia. "Totally awesome."

1 One way the reader can tell that this story is told from the third-person point of view is that -

A the word I never appears in the story

B the reader is not told what any of the characters are thinking

C the narrator is not a character in the story

D the story includes lots of description

2 How does Jon change in the story?

F He becomes more interested in taking risks.

G He becomes openly angry about having to come along.

H He becomes embarrassed about his attitude.

J He becomes more interested in Niagara Falls.

9

3 If this story were set fifty years in the past instead of in the present, it would not mention -

A boat rides B a laptop computer C a family vacation D the American Falls

4 While Mom and Dad are sharing memories from their last trip to Niagara Falls, the twins are -

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F . wondering what the falls will be like

G joining in the conversation H trying not to listen J looking out the window of the

plane

5 In paragraph 7, the family visits an overlook at the American Falls. The overlook is most likely located-

A at the same level as the falls B below the falls C above the falls D behind the falls

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6 It is surprising that Jon and Julia agree that the trip is awesome because-

F Julia likes to read G Jon did not enjoy the trip to

Gorman Falls H Jon and Julia are twins J they don't agree often

7 Based on information in the story, which of the following is most likely to happen next?

A Jon will be frightened by the sound of the falls.

B Jon will ask to borrow Julia's Niagara Falls books.

C The family will cut the trip short and return home.

D Julia will ask Jon to teach her about skateboarding.

8 In paragraph 14, what does the word battered mean?

F Struck G Covered H Taken J Punished

11

Texas Coach, TEKS Edition, Reading Practice Tests, Grade 5 431TXPT

Cover Image: Star rising over a field of bluebonnets. Mark Collins/Deborah Wolfe Ltd. Triumph Learning 136 Madison Avenue, 7th Floor, New York, NY 10016 2013 Triumph Learning, LLC Coach is an imprint ofTriumph Learning All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher. Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1

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Many words have unaccented final syllables. Some of these words end with the /all sound, as you hear in the word bottle. Other words have a final/an/ sound, as you hear in the word sharpen. The final/all sound may be spelled as -el, -le, -il, or -al. The final /an/ sound may be spelled as -en, -in, -an, -on, or -ain.

Circle the word in each pair that has a final unaccented syllable containing the /al/ or /an/ sound. Then write the letters that make the final sound in each word you circled.

1. human moan

2. winner basin

3. signal prevail

4. tell angel

5. nozzle tale

6. bacon zone

7. train captain

8. global bale

9. barrel sell

10. real able

11. listen lessened

12. practical all

13. slogan lagoon

14. will pencil

15. rain mountain

136 Spirit of Endurance Grade 5/Unif 4 IIJD 3.1 (E) Monitor accuracy in decoding.

Phonics: /al/, /an/

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Comprehension: Problem and Solution

Read each of the following passages from Spirit of Endurance. In each passage, there is a problem and a related solution. Explain how Shackleton and his crew solved each problem.

The crew dismantled the dogloos and brought all the animals back on board because they were afraid that the ice would break under the dogs.

Problem:-----~'----------------------

Solution: _________________________ _

Luckily, the destruction of Endurance happened in slow motion.- This gave the crew plenty of time to unload food and equipment. As the ship continued to break up, the pile of gear on the ice grew larger. Everything that could be taken off the ship was removed. The crew worked without a break. Their survival would depend on saving everything that might come in handy.

Problem: ________________________ _

Solution: _________________________ _

Their mountaineering equipment wasn't the best gear they could have wished for on a climb such as this one. They had an ax and 50 feet of rope. They studded the soles of their boots with nails for a better grip on the icy peaks. They rested for several days. Then, with food for three days and a small camping stove, they set out, crossing the first snowfield by moonlight.

Problem: ________________________ _

Solution: ------------------------'-----

138 Spirit of Endurance Grade 5/Unif 4

lll.:D 5;11 (C) Analyze how the organizational pattern of a text influences the relationships among the ideas.

Comprehension: Problem aod Solution

Map

As you read Spirit of Endurance, fill in the Problem and Solution Map.

Problem

Attempt Outcome ......

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Solution

How does the information you wrote in the Problem and Solution Map help you generate questions about Spirit of Endurance?

5.11 (C) Analyze how the organizational pattern of a text influences the relationships among the ideas. Spirit of Endurance

Grade 5/Unit 4 139

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Imagine planning an expedition to Mars today. What 8 would you wear? What would you eat? How would you travel

19 on Mars's surface? In 1900, the North and South Poles were 29 almost as alien to explorers as Mars is to us today. Because 41 the Poles are the farthest points from the sun all year long, 53 they don't receive its warmth and strong light. Each has an 64 extremely cold, dry climate. They are places of ice and snow. 75 The North and South Poles are similar. But they have 85 differences, too. The North Pole is surrounded by water. In 95 winter it is frozen solid, but in summer the ice breaks up. The

108 South Pole is land. It's a continent called Antarctica that has 119 mountains, valleys, and plains. When it is summer on the 129 North Pole, it is winter at the South Pole. They are as far .

. 142 from each other as it is possible to be on Earth. 153 Both places have little food or shelter. There are no trees. 164 It is bitterly cold. 168

Comprehension Check

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Practice Fluency:

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1. How are the North and South Poles alike and different? Compare and Contrast

2. Why are the Poles the colde~t places on Earth? Main Idea and Details

Words Read

First Read Second Read

Spirit of Endurance Grade 5/Unit II

Number of .l.... Words

- Errors - Correct Score - -

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m:l) 5.1 Read aloud grade-level stories with fluency and comprehension.

Comprehension: Author's Purpose

An author's purpose is the reason that an author writes something. Authors often write to inform, to entertain, to persuade, or to explain.

Read each passage. Then answer the questions. 1. If you follow the arrow on a compass, where will you go? Some people

think that ~ey will go directly to the North Pole. This is not quite true. They will actually go to the North Magnetic Pole, which is close to the North 1.1 Geographic Pole. The geographic pole is what most people think of as the North Pole. The magnetic pole is where Earth's magnetism is strongest. The magnetic .pole moves around because it is made by melted rock under Earth's surface.

What was the author's purpose for writing this passage? ______ _ Which information presented by the author helped you draw a conclusion

about the purpose? --,---------------------- Do you think that the author achieved that purpose? --....,-------

2. I think our group should do a project on early explorers to the North Pole. These explorers led interesting lives. They faced great hardships to go on adventures. Many explorers did not survive. I think we should learn about them so that we can appreciate their courage.

What was the author's purpose for writing this passage? ______ _

Which information presented by the author helped you draw a conclusion about the purpose? ___________________ _

Do you think that the author achieved that purpose? ________ _

5.10 Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Spirit of Endurance

Grade 5/Unit 4 141

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Text Feature:, Primary Sources:

Journals and Letters

A primary source is information that comes from the time being studied. Journals and letters are two types of primary sources. Journals provide daily records written by a person for his or her. own use. Letters are a way for people to share information with others through writing.

Use the passage to answer the questions. October 12

The group and I arrived safely in Antarctica today. The wildlife here is wonderful! I already have seen a colony of Adelie penguins and managed to make some sketches of them in my notebook.

The Adelie penguin -has a white front and a black back. -has a white ring around its eyes~ -is about 30 inches tall. -weighs 11 pounds. -eats fish. (Must remember to learn more about their diet tomorrow.)

1. What type of primary source is the passage above? How can you tell?

2. In what ways does the primary source show that the author has witnessed the events described?

3. Based on the passage, what is another primary source that you can expect to see with this one?

142 Spirit of Endurance Grade 5/Unit 4 ln:D 5.24 (B) Differentiate between primary and secondary sources.

Vocabulary Strategy: Word Parts:

Root, Prefix, Suffix

A base word is a word that can stand alone. A root word is a word part that forms the core of a longer word. Base and root words can be changed by adding affixes. Affixes are word parts such as prefixes that are added to the beginning of a word or suffixes that are added to the end of a word. For example, the prefix un- means "not." The suffix -able means "able to." When these affixes are added to the root word read, they form the new word unreadable, meaning "not able to be read."

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For each word, find the root or base word. Then rewrite the word, dividing it into its parts by drawing slashes. Underline the root or base word.

1. unbreakable _________ _

2. unkindness ________ . __ _

3. independence __________ _

4. leadership _________ _

5. abandonment __________ _

6.- international __________ _

7. worthless __________ _

8. autograph _________ _

9. preview------------,--

10. transportable _________ _

lill!J 5.2 (A) Determine the meaning of grade-levelacademic English words - derived from Latin, Greek, or other linguistic roots and affixes. Spirit of Endurance

Grade 5/Unit 4 11.13

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A. Reading Strategy: Make Inferences

Reading Strategy/ Reading Log

Making inferences will help you understand what you-read. You should support every inference with details from the text. Choose a text that you are reading this week, and answer these questions. 1. What question do you have that is not answered in the text?

2. What do you know that might help you answer the question?

3. What clues from the text might help you answer the question?

4. What inference can you make to answer the question?

B. Independent Reading Log Choose something you would like to read. After reading, complete the

reading log. Be sure to tell the main idea or meaning of the text. Keep the details or events in the correct order. You may use the log to talk to others about what you read. Genre ______________________________________________________ __ Title ____________________________ _ Author ________________________________________________ __

This Text Is About----------------'--------------

Spirit of Endurance Grade 5/Unit 4

~ 5.9 Read independently for a sustained period of time and summarize or paraphrase - what the reading was about, maintaining meaning and logical order. RC-5 (D) Make

inferences about text and use textual evidence to support understanding. 144 __._,! ____________________________ __

Student Name_-------------------------------------------

. Spirit of Endurance Use this selection to answer questions 1-10.

1 Look at the chart below and answer the question that follows.

Problem The Endurance was unsafe and the men had to leave it.

Attempts r-+ Outcomes The men packed up their The men had to stop gear to drag it to Paulet their journey and set up

Island. a camp.

Attempts Outcomes The men made the r-+

journey to Elephant Island in their lifeboats.

___. Solution ..... Shackleton and some of his men took their best

boat to South Georgia Island to get help.

Which of these belongs on the blank line? A The men had to stop their journey and build a camp on an ice floe. B Shackleton hiked across the island to the whaling station.

C The men reached the island, but there was no one there to help them.

D The Endurance slipped through the ice and sank to the bottom of i the ocean. i

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Texas Selection Test Grade 5 Unit 4 Week 1 63

~dent Name ______________________________________ _

2 Shackleton wanted to be the first explorer to -F explore the entire world

G reach Elephant Island

H travel all the way across Antarctica

J take a ship to Antarctica

4 What did the men on Elephant Island do while Shackleton and others left for South Georgia Island? F Got more equipment off the

Endurance

G Tried to make a journey to a new ice floe to set up camp

H Built a structure to protect , themselves from the weather

J Constructed more boats so they could meet him at the whaling station

Student Name ________________________________________ ~---

6 How does the reader know that this article is nonfiction?

F It tells an exciting adventure story.

G It tells a made-up story about interesting characters.

H It takes place in a faraway land.

J It gives facts and details about real people and events.

7 Read this sentence from the article.

What if they were forced to abandon the ship?

The word abandon means -

A clean up

B take apart

C leave behind

D make stronger

Texas Selection Test

8 Read this sentence.

Elephant Island was solid ground, but it was also uninhabited.

The word uninhabited means that-

F the weather was terrible

G it was covered with ice

H no one lived there

J the men had bad habits

9 Read this sentence from the article.

After two hours of backbreaking labor, they were only a mile from Endurance.

Which word means the same as labor?

A Decisions

B Hiking

C Weather

D Work

Grade 5 Unit 4 Week 1 65

Student Name ____ ~------------------~-------------------

10 why is "Spirit of Endurance" a good title for this article? Explain your answer and support it with details from the article.

66

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS ON THE ANSWER DOCUMENT

Grade 5 Unit 4 Week 1 Texas Selection Test

Reading Week 19

Warm Up: Day 96-100 http://www.scholastic.com/teachers/daily-starter/teacher

1. Student will learn to make inferences and draw conclusions about structure and elements of drama and provide evidence from text to support their understanding.

Activities: Vocabulary -drama, actors, stage direction, props, costumes (introduce vocabulary throughout the week) Activities: Measuring Up Lesson 13 pgs. 129-130 "Compare and contrast an original text and a dramatic adaptation" (guided practice) Activities: Measuring Up Lesson 13 pgs. 130-134 "Compare and contrast an original text and a dramatic adaptation" (independent practice) Activities: Measuring Up Lesson 13 pgs. 135-140 "Compare and contrast an original text and a dramatic adaptation" (grade) Activities: Kamico Diagnostic,practice test 1 pgs. 11-20 "The legend of Mon-Daw-Min and The legend of mother corn" (grade) Activities: Texas Coach, practice tests pgs. 21-25 "A family Council" (grade or assessment)

II. Language Arts /Extra work or Activity

Activities: Vocabulary-mission, zone, disasters, gravity, adjusted, maze, environment, function (introduce vocabulary throughout the week) Activities: Texas Treasure, "Ultimate Field Trip 5, Blasting off to Space Academy" pp. 419-429 (guided practice) Activities: Texas Treasure, "Ultimate Field Trip 5, Blasting off to Space Academy" p. 431 (independent practice) Activities: Texas Treasure, Student Weekly Assessment, pp. 67-70 (grade) Activities: Texas Treasure, "Ultimate Field Trip 5, Blasting off to Space Academy" Spelling Test (grade) Activities: Texas Treasure, Practice Book, pp. 145-153 (guided practice and independent practice)

III. Homework To be determined by the teacher on a weekly basis

Category 2 & 3 5.5 & 3 Fig 19 (TEKS 5.5}

Education

Lesson 13 Compare and Contrast an Original Text and a Dramatic Adaptation

TEKS 5.5 Students are expected to analyze. the similarities and differences between an original text and its dramatic adaptation. 19.5A, 19.58, 19.5C, 19.5F

Drama is literature that is meant to be performed. Actors take the roles of the characters in the play. The Cast of Characters at the beginning of the play lists the different characters and sometimes tells what they are like.

Many long plays are divided into acts and scenes. Think of an act as a chapter in a book. A scene is like a section in a chapter.

Stage directions tell actors where to move on the stage and how to say their lines. When you read a play, stage directions help you visualize what is happening. They are usually set off from the text by parentheses and sometimes they are printed in italic type. Props are the different objects that are on the stage or that characters carry. For example, Sherlock Holmes might carry a magnifying glass. Costumes are the clothes actors wear for their parts to make them look like the characters.

How do you learn what the characters look like in a novel or short story?

A play looks different from a novel or short story. Usually, the name of the character is followed by a colon and then the words, or lines, that this character says. For example:

LAURIE: Malcolm, please don't go into that tunnel. It's dangerous!

MALCOLM: Don't worry, Laurie. I'll be fine.

How are the words a character says shown in a novel or a short story?

Original Text vs. Dramatic Adaptation Many plays are adapted from other forms of literature. For example, a play may be based on a folktale or on a novel. It may be based on the true story of someone's life. The basic story is the same, but there may be differences, too.

You may have read the folktale "The Lion King" and then seen the play or movie. You may have read The Wizard of Oz before you saw the movie. When you see a movie or play based on a story you know, think about how they are

Copying is illegal. Chapter 3 Literary Genre 129

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Lesson 13 Compare and Contrast an Original Text and a Dramatic ,~'/,\~,f~'">:,' ~'-::,,~('%1\

alike and different. What you see dramatized might give you new and interesting insights into a favorite story and its characters. Sometimes, though, you might disagree with how a character or event has been interpreted in a dramatized version of something you have read.

Guided Reading

Instruction

DIRECTIONS Read the passage below to learn what you should think about to master the TEKS. Then answer the questions in the margin and complete the activities.

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Water Spirit's Gift of Horses A Play Based on a Blackfoot Tale

Characters: Narrator Boy-alone Water Spirit Young-son Medicine-wolf Sign-talker

Retold by Pat Betteley

Old Left-hand Buffalo-that -walks

Narrator: In the days before horses, an orphan boy lived with the Blackfoot. The boy was so poor that he knew he must seek the secret power of the gods in order to make a place for himself in the world. So he went on a vision-quest. He slept alone on a high mountain, prayed near great rocks, fasted beside a river, and finally traveled beyond the Sweetgrass Hills to a large lake, but still no sign carne to him.

Boy-alone: I give up. I'm never going to see a vision. (Starts to cry.) Narrator: In that lake lived a very old man who was a powerful

Water Spirit. He heard the boy crying. He told his son to go to the boy.

D Water Spirit: Young-son, go find the weeping boy. D Narrator: So Water Spirit's son went to the poor orphan boy.

Guided Questions Read the title. What was adapted for this play?

Look at the list of Characters. Highlight the character whose purpose is to give information.

Read paragraph IEJ. Highlight the words that reveal how the boy feels. How would you probably have learned about this in the original tale?

130 Reading Level E Copying is illegal. Measuring Up- to the Texas Essential Knowledge and Skills

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Compare and Contrast an Original Text and a Dramatic Adaptation Lesson 13 1" ' c~ '-, '' -

Young-son: Come with me. My father who lives under the lake wished to see you.

Boy-alone: But how do I get to him if he lives under the lake?

Young-son: Hold on to my shoulders, close your eyes, and don't look until I tell you.

Narrator: As they moved along the water, the Water Spirit's son gave Boy-alone some advice.

Young-son: When my father offers you a choice of animals in his lake, you must choose the oldest mallard of the ducks and all its young ones.

Boy-alone: I'll do as you say.

Young-son: This is our underwater lodge, and here is my father.

Water Spirit: Sit beside me, boy. Now, tell me. Why do you cry at the shore?

Boy-alone: I am a poor orphan in search of secret powers so that I can make my way in the world.

Water Spirit: Perhaps I can help. All of the animals in this lake are mine to give to whom I wish. Which do you choose?

Boy-alone: I should be most thankful for the oldest mallard of the ducks and all its young ones.

Water Spirit: Oh, no. Don't take him. He is old and has no value.

Boy-alone: No matter. The mallard is my choice.

Water Spirit: If I can't talk you out of it, then the mallard will be yours. You are a wise boy. Mter dark, my son will give you the mallard. Take it and don't look back.

Narrator: That night, at the lake's edge, Young-son braided a rope from some marsh grass, caught the old duck with it, and gave the mallard to the orphan.

Young-son: Lead him home, and don't look back until sunrise.

Narrator: As Boy-alone walked toward his camp, he heard the duck's wings flapping along the ground. Sometime during the night, the sound changed to heavy footsteps pounding the earth behind him. Then he heard strange animal cries, and the braided marsh grass rope in his hand turned into a rawhide rope. Still, the boy did not look back until dawn.

Education Copying is illegal.

Guided Questions Read paragraphs 0-D. In the original tale, which part would probably be described in detail?

Read paragraphs rn-rnl. Highlight the line of dialogue that explains the reason for Boy-alone's quest. Where did you learn about this earlier?

Read paragraph EE. Why doesn't the boy look back?

In which paragraphs did you learn this? Highlight the words in these paragraphs that provide the reason.

Chapter 3 Literary Genre 131

Lesson 13 Compare and Contrast an Original Text and a Dramatic ,-Ao;

m Boy-alone: Finally, sunlight! (Looking behind.) Where's the mallard? What is this strange animal at the end of the rope?

Eil Narrator: A voice told Boy-Alone what to do next. He mounted the animal, and used the rawhide rope as a bridle. By the time he rode into camp, many other horses were following him.

m Medicine-wolf: What are these strange animals?

E!11 Sign-talker: Protect the children. They'll be crushed! m Boy-alone: Don't be afraid. They won't hurt you. Em Old Left-hand: They seem gentle enough. (Holds out his

hand to a horse.) Come to me, Creature-with-the knowing-eyes. Why, he sniffs my hand! We will be great friends.

EE Boy-alone: He is yours, Old Left-hand. fill Narrator: Then the orphan gave each of the people a horse.

There were plenty for everyone, plus many left over for Boy-alone. Next, he taught the people how to use their new animals.

m Boy-alone: We can pack our supplies on them, like so.

m Medicine-wolf: You know that we've always used dogs for carrying our packs and dragging our travois.

m Boy-alone: Dogs! Pshaw! These animals have ten times the strength of dogs, and are the size of elks. That's it-the perfect name for them. Elk dogs!

m Buffalo-that-walks: Would these elk dogs be of any use in hunting buffalo?

m Boy-alone: They would! We can chase buffalo while riding on their backs.

rn:l Old-Left-hand: But what about if we come to a stream? Can

m they swim?

Boy-alone: (laughing): I got them from the water. That's where they're best. We can use them to cross streams. (Villagers "ooh" and "aah" in wonder.)

Narrator: So, the poor orphan found his place in the world. The people made him a great chief, and ever since that time every Blackfoot chief has owned many horses.

Guided Questions

In paragraph EE, how do you learn what Old Left-hand does? Highlight it.

Read paragraph m. A tale would describe the villagers. Highlight how you find out about them in this play.

132 Reading Level E Copying is illegal. Measuring Up- to the Texas Essential Knowledge and Skills

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Practice and Reflect

1/How many characters are in this play? How do you know?

In the original folktale, would you have learned who all the characters are right at the beginning? Explain.

2. Which character gives you background information that is important for understanding the plot, setting, and characters?

What do you learn from this character about the reasons why Boy-alone sets off on a vision quest?

3. Read these lines from the play.

Medicine-wolf: What are these strange animals? Sign-talker: Protect the children. They'll be crushed! Boy-alone: Don't be afraid. They won't hurt you. Old Left-hand: They seem gentle enough. (Holds out his hand to a horse.) Come to me, Creature-with-the-knowing-eyes. Why, he sniffs my hand! We will be great friends.

Rewrite these lines as part of a folktale. The beginning has been done for you.

'What are these strange animals?" asked Medicine Wolf.

Education Copying is illegal. Chapter 3 Literary Genre 133

Lesson 13

4. If you were producing this play, how would you cast the part of Boy-alone? What actor might you choose for this part? Why?

5. Many movies use special effects to portray things that don't actually exist, and cannot actually happen. For which two events would you use special effects?

~ ...... .., 6. Work in a small group. Choose a myth, legend, or folktale. Work together to adapt it as a play. Then assign members of the group to play the role of the characters and a student to be the director. Discuss what costumes and props you need. Put on your dramatized version of the tale as a play. If the equipment is available, record your performance.

Writing 0 Research 0 Listening and Speaking 0 21st Century Skills: Teamwork 0

134 Reading Level E Copying is illegal. Measuring Upo to the Texas Essential Knowledge and Skills

Compare and Contrast an Original Text and a Dramatic Adaptation {;~c;f?~;~~;..;'~~i:':.~~.\(~~~~~'~if"t:f~t~'?lJs{~~ ~-~-t"!t~j~:~~~ :!~- :,,' >' -~:> 0-~ { ;:_: \>,- -.- ' _-,'v ." Lesson 13

Apply the DIRECTIONS Read the selection below. Then answer the questions ' TEKS that follow it.

The Big Spark by Alan Schroeder

Benjamin Franklin was, of course, a real person. One of the founders of our country, he wrote his own autobiography. In addition, many biographies have been written about him. Read this dramatized version of an important episode in Franklin's life.

Cast Benjamin Franklin Deborah Franklin, his wife Peter Collinson, a friend Sally Franklin, his daughter William Franklin, his son _ Peter, his servant Mayor of Philadelphia A man A woman

1 Ben: (to audience) It seems to me that wherever I go, I'm forever asked the same question.

2 Woman: Tell us, Doctor Franklin, how did you come up with your marvelous idea?

Peoples Education Copying is illegal. Chapter 3 Literary Genre 135

3 Man: You know, the one with the kite. 4 Ben: (to audience) That's all people want to hear about-that darn kite. 5 Deborah: Well, then, tell them, Ben. Tell them how you got the idea. 6 Ben: Yes, dear. (to audience) I've always been interested in new things,

especially scientific discoveries. So you can imagine how pleased I was when I received a Christmas present one year from a friend in England. His name was Peter Collinson.

7 Collinson: (reading from card) "Dear Ben-here's a little something to brighten your holidays!"

8 Ben: Inside the box was a long glass tube, the most curious shade of green, and an instruction booklet. (reading title of booklet) "Methods for Successfully Producing Static Electricity." It was beautiful.

9 Deborah: And that's when it started. 10 Ben: At first, all I did was produce sparks. (proudly) I got pretty good at

it, too. 11 Deborah: Oh, for heaven's sake, Ben, get on with it. What about the kite? 12 Ben: All right, all right. (to audience) Well, one night, as I was setting up my

apparatus, it began to rain. 13 Sally: There was lightning, too. Big bolts of it. I was scared. 14 Ben: My wife ran around closing all the windows. And while she was doing

that, my servant, Peter, said something that took me by surprise. 15 Peter: You might as well put your tubes away. Nobody's coming-not tonight. 16 Ben: (a bit surprised) Why do you say that? 17 Peter: (pointing to the sky) Because there's a better show up there. 18 Ben: Show? You mean ... ? 19 Peter: That's right-lightning. The big spark. They don't have to come here to

see it, not tonight. They can stay home and see it just as well. 20 Ben: (to audience) Huh! It was certainly a possibility. The next morning, I

wrote to Peter Collinson in England. (reading from letter) "Dear Peter, answer me this. Do you think it's possible that lightning and electricity are the same thing? And if so, how could I go about proving it?" (to audience) Five months later, I got his answer.

21 Collinson: (reading from letter) "Of course it's possible. Anything is possible. Ah, but proving it-that's another matter entirely. You would have to find some way to get the lightning to come to you, because you can't possibly go to it. But don't ask me how."

136 Reading Level E Copying is illegal. Measuring Up- to. the Texas Essential Knowledge and Skills

Lesson 13

22 Ben: (to audience) For years, it bothered me. The more I thought about it, the more convinced I became that my servant was right-that lightning was electricity. I wrote to Collinson again. (reading from letter) "I've got it, I think. If only there were a great tower in Philadelphia, I could attach a rod of iron to the top of it. And in a storm, that rod would draw fire from the clouds. That, my friend, is how I could get the electricity to come to me." (to audience) I had a problem, though. There was no tower in Philadelphia, not even a church steeple of any decent height. Still, I had to find out iflightning and electricity were the same thing. But how? Then, one morning, my daughter Sally skipped by ...

23 Sally: Mama, can I go out and play? I want to fly my new kite. (holds up kite) 24 Deborah: (firmly) I should say not. Why, look at those clouds. Any minute now,

it's going to start raining. And what if a bolt of lightning should hit your brand-new kite? Either you'd be fried to a crisp, or the kite would be.

25 Ben: I couldn't believe what I had heard. That was it! That was the solution. (snatches kite from Sally) Give me that kite!

26 William: I was upstairs shaving when I heard my father calling. 27 Ben: (calling) William! Come down here! Hurry! Meet me in the field in

5 minutes! 28 William: Yes, Father! (to audience) As quickly as I could, I ran to the field.

Father was standing in the door of a cowshed, with a ribbon in one hand and a long piece of wire in the other.

Ben: I've got it, William. I've figured it out. William: Figured what out? Ben: How to make the electricity come to me. Have you got your house key? William: I think so. (digs into pocket, hands key to Ben) Here. (to audience)

I watched as he got ready to make the experiment. First, he attached the piece of wire to the top of the kite.

Ben: This will act as a conductor, something to carry the electricity. William: (to audience) Then, gently, he sent the kite aloft. Ben: (with eyes on imaginary kite) Come on ... come on ... that's right. William: Near the bottom of the kite string, he attached the key I had given

him. Then, at the very bottom of the string, he attached the silk ribbon. Ben: (to William) We've got to keep this ribbon dry. Otherwise, when the

electricity travels down the wet string, we're likely to be shocked. (to William) You look scared.

William: (to audience) I was. I mean, who wouldn't be? Anyway, the first couple of bolts missed the kite completely. Didn't even come close.

Education Copying is illegal. Chapter 3 Literary Genre 137

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Lesson 13 Compare and Contrast an Original Text and a Dramatic Adaptation

39 Ben: (discouraged) Maybe this wasn't such a good idea, son. 40 William: (to Ben) No, keep it up. You're onto something. I can tell. (to audience)

And I was right. About a minute later, a tremendous bolt oflightning lit up the sky. It was the bolt we'd been waiting for. (to Ben) Well, go on. Touch the key.

41 Ben: (to audience) And so I did. I raised my knuckle to the key, and at once a spark ignited. Just one at first. But then another. And another.

42 William: (excited) You've done it! You've done it! 43 Ben: (to audience) You should have seen the sparks-they were spilling out

all over the place! (pause) Yes, I had done it. I had proved beyond all doubt that lightning is a form of electricity.

44 Deborah: Our lives changed completely after that. When word got out about what had happened, well ... you should have heard the hullabaloo.

45 William: It made my father famous. 46 Sally: He was given all sorts of awards. The mayor himself came to our house. 47 Mayor: (to Ben) You have made Philadelphia very proud, Doctor Franklin.

Proud, indeed. 48 Ben: (to audience) And that is the story of my kite experiment. 49 Deborah: Say good night, Ben. 50 Ben: (to audience) Good night. Good night, and God bless.

Practice and Reflect

I. Read these lines of dialogue.

Ben: (to audience) That's all people want to hear about-that dam kite. Deborah: Well, then, tell them, Ben. Tell them how you got the idea.

What impression does the playwright create of Benjamin Franklin?

What is the purpose of Deborah's lines?

Copying is illegal. Measuring Up- to the Texas Essential Knowledge and Skills

-Lesson, 2t3

2. Read the lines below.

Ben: At first, all I did was produce sparks. (proudly) I got pretty good at it, too. Deborah: Oh, for heaven's sake, Ben, get on with it. What about the kite?

How does the dialogue between Ben and Deborah seem like that of a comedy team?

How do you think Deborah would say her words?

3. Complete the chart below.

Main Idea How Franklin Got His Idea

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Detail Detail

4. Read the lines below from the end of the play.

Ben: (to audience) And that is the story of my kite experiment. Deborah: Say good night, Ben.

Ben: (to audience) Good night. Good night, and God bless.

What is the purpose of these lines?

.~Wol.l .. 5. Develop a list of questions you have about Franklin's famous experiment. Then do some research to find answers to your questions. Work with a partner. One of you should take the role of a newspaper reporter and the other of Franklin. Act out an interview between these two parties.

Peoples Education Copying is illegal.

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Writing Research Listening and Speaking

D 0 0

21st Century Skills: Teamwork 0

Chapter 3 Literary Genre 139

lesson !3

DIRECTIONS Answer the following questions based on the passage you just read.

1 Paragraphs 1-5 are most likely-

A words the playwright made up for dramatic effect

B words quoted from Franklin's autobiography

C words that Franklin said and recorded in biographies

D words Franklin said and reported in newspaper articles

2 "rn paragraph 9, who do you think Deborah is talking to?

F Ben G Collinson H The audience J The woman

3 / The majority of the information in paragraphs 20-21 most likely came from -

140

A a fictional story with Ben Franklin as a character

B actual letters between Franklin and Collinson C a newspaper reporting the weather at

this time

D the playwright's imagination

Reading Level E Copying is illegal.

4 All of these features would not have appeared in an autobiography or biography of Franklin except-

F the stage directions

G the key and the kite H the characters of the woman and the man

J the audience

5 Unlike in his autobiography, the reader learns Franklin's thoughts and feelings during the experiment mostly through -

A words he speaks to Deborah B words he speaks to his daughter C words he speaks to the audience D words he speaks to the Mayor of Philadelphia

6 A synonym for the word hullabaloo in paragraph 41 is-

F calm

G fury H denial J uproar

Measuring Up to the Texas Essential Knowledge and Skills

I I I I I I I I I I I I I I I

Practice Test 1 Name Date

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Read the next two selections. Then answer the questions that follow them.

Before Europeans came to North America, Native Americans inhabited the entire land. They often used stories to explain the things around them. This is one version of a story from the Ojibway people, who lived in and around the present-day states of Wisconsin and Minnesota.

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5

The Legend of Mon-Daw-Min

There once was a boy named Wunsch. Like all boys, he was expected to learn how to hunt, fish, and fight. Wunsch was different from other boys, though. He did not understand why people in other tribes were considered enemies. He wished that his people did not have to kill animals in order to have food. Wunsch learned to use a bow and arrow skillfully, but he refused to participate in hunting trips. He learned how to wrestle, but he always let his friends win, even when he could have defeated them. The other boys teased Wunsch and laughed at him. "What kind of brave refuses to hunt and always lets his opponent win?"

Soon, the time came for Wunsch to undergo the fasting ritual that would signal his passage to manhood. He was taken to a small hut deep in the forest. There he would remain alone for seven days without any food. Sometime during this ritual he would learn what kind of spirit would be his guide throughout his life.

Since it was early spring, Wunsch spent the first few days walking through the woods. He studied the plants that were just beginning to grow. He wondered about many things. He wondered how the beautiful plants could grow without help from people. He wondered aloud, "The Great Spirit, who made all things, has given us much, but why must we hunt in order to have food?"

By the fourth day, he was too weak to continue his walks. As he lay near the hut, he im-agined he saw a young man descending from the sky. The young man was dressed in beautiful green and yellow garments and had a plume of waving feathers on his head.

"I have been sent by the Great Spirit," he said. "My name is Mon-Daw-Min. As part of your ritual, you must fight me. Only by defeating me can you achieve what you desire." Wunsch felt weak. He did not like to fight, but he

2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved. 11

rose and began to wrestle the stranger. When Wunsch was nearly exhausted, the stranger stopped. "That is enough for today. We will continue tomorrow." Then he vanished.

6 He returned the next day. Though Wunsch felt even weaker than before, he was happy to see the young stranger. He realized he was beginning to like the young man. Wunsch wished they could be friends. However, the visitor told Wunsch they must wrestle until one of them was defeated. Once again they battled. Even in his weakened state, Wunsch fought bravely. Again, just as Wunsch neared exhaustion, the young man stopped. "Tomorrow will be our final battle. Only one of us will survive."

7 They fought for most of the next day. Feeling his strength disappear, Wunsch made one last effort. He picked up the young man and slammed him to the ground. The young man lay there, his eyes closed. Then, they opened slightly. "You have fought with the heart of a wolf," said Mon-Daw-Min. "You fought me even though you were barely strong enough to stand. Never have I seen anyone so brave. This is the reason you have conquered me. Listen carefully, my friend. Dig a hole in which to bury me. Make sure it is clean, with no roots or rocks. Strip away my garments and cover me with dirt. Come sometimes and visit my grave. Be careful never to let any grass or weeds grow there." He held out his hand, which Wunsch took. "Follow these instructions, my friend, and you will help all of your people." Then, he closed his eyes.

8 Wunsch had grown to like the stranger and was sad that he had lost a friend, but he did exactly as the young man had told him. He returned to the village, thinking often of his friend. He visited his friend's grave regularly and cleared away any grass or weeds. He felt somehow that his friend would return.

9 Soon, he began to see the tops of green plumes peeking up through the soil. As the end of summer drew near, Wunsch took several villagers to the site. There stood a tall plant with a plume of silky hairlike feathers and golden clusters amid green leaves. "It is a gift from the Great Spirit," Wunsch explained, "and my friend Mon-Daw-Min." He pulled an ear of corn from the plant. "Mon-Daw-Min has shown me how to grow and care for this plant. If we use this knowledge, we will no longer depend only on hunting and fishing. As long as we cherish this gift, the earth will provide us with food."

12 2002-2004by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved.

Following is one version of an ancient story told by the Pawnee Native Americans. The Pawnee lived mostly in the present-day state of Nebraska in the times before Europeans arrived in North America.

The Legend of Mother Corn

1 Long ago, people and beasts shared the land with a race of giants. These giants were very strong. They began to think they were stronger than the gods who made the world and watched over it. They refused to offer

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smoke to the gods of the four directions. When Nesaru, the father of all gods, saw this, he became angry. He sent a flood to destroy the giants for their disobedience, but he wanted to spare the humans and the animals.

2 He told the animals to lead the people to a large underground cave. When all were inside, he sealed the cave and sent a terrible rain to flood the land. In order to remind himself that the people were in the cave, Nesaru planted corn in the sky. The flood killed all of the giants. Nesaru saw the corn and remembered the people. When the corn was ripe, he took an ear and turned it into a woman. Her name was Mother Corn.

3 Nesaru sent Mother Corn to free the people and animals from the cave. She found the cave and moved the huge boulder. When she stepped inside, the boulder slipped back and sealed the cave once more. She looked for a way out of the darkness, but she could find none. She was ready to despair when the mouse, the mole, and the badger all volunteered to dig up through the dirt toward the surface.

4 They took turns digging. Finally, they made a small hole in the surface. The mouse tried and tried to push his nose through, and as he did, it grew long and narrow. Then the mole dug some more-until the light from the sun blinded him. Since he could no longer see in daylight, he chose to live underground from then on. The badger made the hole large enough to crawl through. As he did so, his legs were burned black by the sun, and a black streak was burned onto his face. This is how badgers look even today.

5 Nesaru had told Mother Corn to lead the people west. They walked for days until they came to the bank of a sparkling river. Mother Corn taught them how to plant and harvest food. Then she returned to Nesaru. The people lived happily for a time. They had no chief or medicine man and no laws to follow, so they spent all of their time playing games. They played a game in which they used curved sticks to hit a ball back and forth, trying to hit it into their opponent's net. When they tired of this, they threw spears at circles painted on the ground. Some of the people who lost at these games grew angry and even began to kill the winners.

2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved. 13

6 When Nesaru saw this, he became unhappy. He sent Mother Corn back to help the people. She taught the leaders how to become chiefs and medicine men. Then, Mother Corn told them that they needed to move farther west. Nesaru had prepared new places for them. They left the next morning and traveled for several days until they came to another river even larger and more beautiful. As they built their camp, a dog ran up to Mother Corn. "You left me behind!" he cried. "I went to the sun god. He became angry because you abandoned me. He is so angry that he is sending a whirlwind to punish you!"

7 Mother Corn asked the dog if he could save the people from the whirlwind. "Only if I promise to give up my freedom to hunt like the wolf and coyote and promise to stay with the people," he answered. Mother Corn begged him to do so. When the whirlwind arrived, the dog stood and shouted, "I am the protector of the people. I will stay with them and guard them and their possessions." The wind quickly died down. The dog became a great friend to the people.

8 Mother Corn spent several weeks teaching the people. They learned to

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live according to laws and to honor the gods. She reminded them to always be obedient and offer the gift of smoke to all of the gods. She told them that as long as they planted corn and took care of it, they would never be hungry. Then she said that she would turn into a cedar tree so she could always watch over them. When the people awoke the next morning, they found a huge cedar growing by the riverbank. They thought about what Mother Corn said, and they knew that she would always be with them.

2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX~ All rights reserved.

1

Use "The Legend of Mon-Daw-Min" to answer questions 1 through 3.

In paragraph 7, the phrase with the 2 heart of a wolf means -

A with great courage.

B using no weapons.

C without having a reason.

D to obtain food.

Why is it important that Mon-Daw-Min was buried in the spring and had grown into a plant by late summer?

A This showed Wunsch that spring is the time for fasting rituals and that late summer is the time for wrestling, and this knowledge earned Wunsch great respect from his people.

B This showed Wunsch that spring is the time to plant corn and that late summer is the time to harvest it, and this knowledge forever freed his people from their dependence on hunting and fishing.

C This showed Wunsch that spring is the time for eating corn and that late summer is the time to hunt and fish, and this knowledge helped Wunsch realize that his people would always have to hunt and fish for food.

D This showed Wunsch that his people would be able to live on corn during the spring but would have to eat other plants during late summer, and this knowledge helped his people grow strong and powerful.

2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved. 15

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1: 3 Look at this character web.

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Which of these best completes the web?

A lazy

B suspicious

C kind-hearted

D content

16 2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved.

Use "The Legend of Mother Corn" to answer questions 4 through 6.

4 What are paragraphs 6, 7, and 8 of "The Legend of Mother Corn" mostly about?

5

A how Nesaru became unhappy with the people

B how Mother Corn turned into a cedar tree

C how a dog protected the people from a whirlwind

D how Mother Corn taught and cared for the people

Study the diagram. It shows some causes and their effects from the story.

) Nesaru sent a flood to the earth. ..______ .._____

) Nesaru remembered that the Nesaru planted corn in the sky. .__p_e_o_p_le_a_n_d_a_n_im_a_l_s_w_e_re_i_n_a_c_a_v_e.___,

The badger's legs were burne> black by the sun, and a black streak was burned on his face.

Today, badgers have black legs and black stripes on their faces. '----------------------------~

Mother Corn wanted to be abl) Mother Corn turned herself into to watch over the people. . a cedar tree.

Which best completes the diagram?

A The people needed rain for their crops.

B The giants refused to offer smoke to the gods.

C The people were hiding from him in a cave.

D He was angry at the people for fighting.

2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved. 17

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6 Which of the following is the best summary of "The Legend of Mother Corn"?

A Mother Corn went to free the people and animals from the cave where they had been hiding. When she entered the cave, though, a boulder trapped her inside with the people and animals. The mouse, the mole, and the badger took turns digging a way out.

B Nesaru became very angry when the giants refused to offer smoke to the gods of the four directions. He decided to send a flood to destroy the giants. However, since he wanted to save the people and the animals, he told the animals to lead the people to a large cave. Once they were in the cave, Nesaru sealed it with a large boulder.

C Mother Corn left the people on the bank of a sparkling river. The people had no Ia"""' or chiefs or medicine men to lead them so they played games all day. Sometimes, the people who lost the games became angry and killed those who won the games. This made Nesaru very unhappy, and he sent Mother Corn back to the people.

D Nesaru destroyed the disobedient giants in a flood, while people and animals hid safely in a sealed cave. Once they were free, Mother Corn led the people west, taught them how to grow food, and left. She returned to teach them how to be leaders, an1 after persuading a dog to protect them from a whirlwind, she turned into a tree so she could always watch over the people.

118 2002-2004by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved.

Use "The Legend of Mon-Daw-Min" and "The Legend of Mother Corn" to answer questions 7 and 8.

7 Study the diagram. It shows some similarities and differences between characters in the two passages.

Similarities

Sent to the people by a god.

male turned into a corn

plant appeared to only

one person sent to Wunsch by

the Great Spirit

What belongs in the blank?

Differences

female came from a corn

plant appeared to many

people and animals sent to the people

by Nesaru

A taught people how to be chiefs and medicine men

B brought important gifts and knowledge to people

C saved people from whirlwinds

D made people wrestle with them

2002-2004 by KAMICQ Instructional Media, Inc., Austin, TX. All rights reserved. 19

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8

20

Which of the following describes a difference between the two stories?

A "The Legend of Mon-Daw-Min" explains only where corn came from, and the "The Legend of Mother Corn" explains only why animals look the way they do.

B "The Legend of Mon-Daw-Min" explains many things about the way the world works, but "The Legend of Mother Corn" explains only why dogs protect people.

C "The Legend of Mon-Daw-Min" explains only where fasting rituals came from, and "The Legend of Mother Corn" explains only where corn came from.

D "The Legend of Mon-Daw-Min" explains only where corn came from, but the "The Legend of Mother Corn" explains many other things about the way the world works.

2002-2004 by KAMICQ Instructional Media, Inc.; Austin, TX. All rights reserved.

Read this selection. Then answer the questions that follow it.

A Family Council excerpted from The Story of the Treasure Seekers

by E. Nesbit adapted by Winston Lujack

Cast of Characters Dora Bastable, the oldest child in the family Oswald, the oldest brother Alice, a younger sister Noel, Alice's twin brother Dicky, a younger brother Horace Octavius Bastable, the youngest child

The parlor of a large house in the year 1899. The furniture is a little bit worn and old-looking. The children are dressed in play clothes. The clothes are clean, but they, too, are worn and old-looking, because the Bastable family is having money trouble. Their mother has died, and their father's business has failed. Their father cannot afford to send them to school. As the scene begins, the children are seated in the parlor for a family council. Dora sits in a large chair in the middle of the room; Alice and Noel sit on chairs. Oswald, Dicky, and Horace' sit on the floor. All of the children except Dora are talking at once.

DORA: (shouting over everyone else) Quiet! Everyone, quiet! Each of you will have a chance to speak. Alice, you go first.

ALICE: (holding a metal coin bank) We must do something for money because the bank is empty. (She rattles the bank.)

OSWALD: We should try to find treasure. ~t's what you do to rescue the fallen fortunes of your family.

DICKY: Yes, but how? It's easy to say we should do something. Let's be quiet for ten minutes and each think of some way to find treasure. And when we've thought of them, we'll try all the ways one after the other.

HORACE: I won't be able to think of anything in ten minutes. Make it half an hour.

The children sit silently and think. After a moment, Oswald begins to look impatient. Noel punches Alice in the arm and then quickly looks away. Alice frowns at him. The silence goes on for another moment.

21

. . . ~ i I I i' ' i

HORACE: (suddenly) I've got pins and needles in my leg! It must be more than half an hour!

OSWALD: Can't you tell time yet? It's been seven minutes.

The children begin to speak all at once. Dora silences them.

DORA: One at a time, please!

OSWALD: (standing up) I think we could stop people on the street and say (in a voice like a pirate), ''Your money or your life! Resistance is useless! We are armed to the teeth!" (pretends to wave a sword) Like bandits.

DORA: (in a disapproving tone) That would be very wrong. It's like picking someone's pocket or taking pennies out of Father's coat when it's hanging in the hall.

NOEL: (sounding hurt) I was only four when I did that! OSWALD: There are other ways. We could rescue an old gentleman from

kidnappers. Then he would turn out to be a prince, and he would say, "My noble, my cherished preserver! Here is a thousand pounds of gold. Rise up, Sir Oswald Bastable."

DICKY: That's foolishness.

The children go silent for a moment. DORA: Let's just dig for treasure. People who dig for treasure always find it. And

then we will be rich, and we needn't try Oswald's ways at all. Some of them are rather difficult, and I'm certain some of them are wrong, and we must always remember that wrong things can cause us to regret them later-

NOEL: (interrupting her) Oh, Dora, please don't start preaching at us again. OSWALD: Let's dig in the garden first.

The children all rush out of the room. Horace is the last to go. He turns and speaks directly to the audience before he leaves. HORACE: I wonder why Father never thought of digging for treasure instead of

going to that beastly office every day.

(curtain)

22

27 What is the setting of this scene?

A A garden B A parlor C A bank D A street

28 The birth order of the children in the family is described -

F in the list of characters G in the setting H through the dialogue in the

scene

J by the stage directions

29 The youngest child in the family IS-

A 'Oswald B Alice C Dicky D Horace

30 What does Oswald mean by the "fallen fortunes" of his family?

F They used to be rich but they lost all of their money.

G The family has been forced into a life of crime.

H The family is going through a hard time.

J Their mother and father are unhappy.

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I I I

31 Which word best describes Dora?

A Bossy B Patient C Peaceful D Nervous

32 What does Dora say that hurts Noel's feelings?

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F She tells the children to be quiet.

G She says that stealing pennies from Father's coat was wrong.

H She scolds him for punching Alice in the arm.

J She does not accept his idea for finding treasure.

33 In the last line of the scene, what does the word beastly mean?

A Busy B Full of animals C Rundown D Terrible

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34 In Dora's final speech of the scene, what does the word regret mean?

F To be wrong G To be sorry H To be angry J To be in trouble

35 Who is left onstage when the curtain falls at the end of the scene?

A All of the children B Alice and Noel C Oswald D Horace

36 Where would the next scene of this play most likely take place?

F In the garden G On a street H In the parlor J At Father's office

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Name ____________________________________ __ Phonics/Word Study:

A prefix is an affix added to the beginning of a root word. Adding a prefix always changes the meaning of the root word. Look at this list of prefixes and their meanings: dis- means "not; opposite or lack of" re- means "again" un- means "not; without" mis- means "wrong, not"

Add one of the prefixes above to each of the words in the sentences below. Use context clues to help you decide which prefix to use.

Prefixes

1. Some people think my sister is _____ usual because she wears sandals in the winter.

2. Gilda felt ______ couraged about playing soccer after she missed a goal in her last game.

3. Tanya was looking forward to ______ uniting with her extended family during her summer vacation.

4. Ben felt _____ guided when his coach's advice didn't work out as planned.

5. Jackson _____ understood the directions and turned right instead of left.

6. Tilly was aware that her little sister had picked up the other phone and was listening to her conversation.

7. I had to