Ready New York CCLS Instruction 5 - casamples.comcasamples.com/downloads/13740s.pdf · Ready New York CCLS English Language Arts ... C “He also brought many priceless treasures

Ready N

ew York CC

LS Eng

lish Language A

rts Instruction

—5

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

5New York CCLSInstruction

English Language Arts

Table of Contents

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CCSSUnit 1: Key Ideas and Details in Informational Text . . . . . . . . . 1

Lesson 1: Finding Main Ideas and Details . . . . . . . . . . . . . . . . . . 3 RI .5 .2

Lesson 2: Summarizing Informational Texts . . . . . . . . . . . . . . . . . 11 RI .5 .2

Lesson 3: Using Details to Support Inferences . . . . . . . . . . . . . . . 19 RI .5 .1

Lesson 4: Exploring Relationships in Text . . . . . . . . . . . . . . . . . 27 RI .5 .3

Unit 1 Interim Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Unit 2: Key Ideas and Details in Literature . . . . . . . . . . . . . . 43

Lesson 5: Comparing and Contrasting Characters in Drama . . . . . . . 45 RL .5 .3

Lesson 6: Comparing and Contrasting Settings and Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 RL .5 .3

Lesson 7: Finding the Theme of a Story or Drama . . . . . . . . . . . . . 61 RL .5 .2

Lesson 8: Finding the Theme of a Poem . . . . . . . . . . . . . . . . . . . 69 RL .5 .2

Lesson 9: Summarizing Literary Texts . . . . . . . . . . . . . . . . . . . . . 77 RL .5 .2

Lesson 10: Using Details to Support Inferences in Literary Texts . . . . . 85 RL .5 .1


Unit 3: Craft and Structure in Informational Text . . . . . . . . 101

Lesson 11: Unfamiliar Words . . . . . . . . . . . . . . . . . . . . . . . . . . 103 RI .5 .4

Lesson 12: Comparing Text Structures, Part 1:Chronology, Problem/Solution . . . . . . . . . . . . . . . . . 111 RI .5 .5

Lesson 13: Comparing Text Structures, Part 2:Cause/Effect, Compare/Contrast . . . . . . . . . . . . . . . . 121 RI .5 .5

Lesson 14: Analyzing Accounts of the Same Topic . . . . . . . . . . . . 131 RI .5 .6


CCLS

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Table of Contents

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CCSSUnit 4: Craft and Structure in Literature . . . . . . . . . . . . . . 149

Lesson 15: Language and Meaning . . . . . . . . . . . . . . . . . . . . . . 151 RL .5 .4

Lesson 16: Understanding Literary Structure . . . . . . . . . . . . . . . . 159 RL .5 .5

Lesson 17: Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 RL .5 .6


Unit 5: Integration of Knowledge and Ideas in Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Lesson 18: Finding Information from Multiple Sources . . . . . . . . . . 185 RI .5 .7

Lesson 19: Understanding Supporting Evidence . . . . . . . . . . . . . 195 RI .5 .8

Lesson 20: Using Multiple Sources for Writing and Speaking . . . . . . 203 RI .5 .9


Unit 6: Integration of Knowledge and Ideas in Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Lesson 21: Analyzing Visual Elements in Literary Texts . . . . . . . . . . 223 RL .5 .7

Lesson 22: Comparing and Contrasting Stories in the Same Genre . . 231 RL .5 .9


CCLS

Additional Lessons for New York CCLS . . . . . . . . . . . . . . 249

Lesson 23: Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 L .5 .1, 2

Lesson 24: Responding to Texts . . . . . . . . . . . . . . . . . . . . . . . 259 W .5 .2, 9

Lesson 25: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . 269 W .5 .2; RL .5 .11

Lesson 26: Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 SL .5 .2, 3

RL .5 .6, RL .5 .6a


©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.


Lesson 3Part 2: Modeled Instruction

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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)

+ =


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


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


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 fly.

Which sentence from the passage best supports this inference?

A “But the invention of the kite marks the true beginning of flight history.”

B “Kites were first flown 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 flight theories with balloons and kites.”

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

A “people still searched for ways to fly”

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 flight”

3 Explain how the Wright Flyer was different 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?


Lesson 3



Part 5: Common Core Practice

Read the article. Then 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?” After 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! There 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 fills one corner.

3 It has taken five 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 (often 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 first room, which they call the antechamber. Under a bed with posts in the shape of hippopotamus heads, Lord Carnarvon finds the entrance to another room. 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. Some of the piles reach nearly six feet high! When Carter clears the annex out later, his workers are suspended by ropes at first to keep from stepping on things.

5 The disorder in the annex indicates ancient grave robbers had looted the tomb. They left behind footprints and a bundle of Tut’s gold finger-rings hurriedly wrapped in cloth. Luckily, they’d been caught and the tomb resealed. That was more than 3,000 years ago.

6 The explorers are fascinated by two tall statues in the antechamber showing Tut dressed in gold. The figures 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. This room must be Tut’s burial chamber! At the very center of the shrine is a carved sarcophagus, or stone coffin. Inside it are three nested coffins, each one more richly decorated than the one before. Inside the last coffin, 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. The shrine holds Tut’s liver, lungs, stomach, and intestines. Each vital organ is preserved, wrapped in linen, and placed in its very own small coffin.


Lesson 3




8 Today about 2.5 million people visit Egypt’s Cairo Museum each year to see Tut’s treasures on display. 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.

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 swift 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. The 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 after 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

Number Correct 3


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 coffins 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 benefit 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 benefit 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.


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Ready New York CCLS Instruction 5 - casamples.comcasamples.com/downloads/13740s.pdf · Ready New York CCLS English Language Arts ... C “He also brought many priceless treasures