to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary. (TEKS: 2.9, 2.19(A), DOK: 2, Bloom s/RBT: Comprehension/Understand,

READING | LEVEL 2Teacher Edition Sample Page

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Unit Instructional Plans

Rainbow’s Gift

Unit 13

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Getting Started (student pages 123–132)

Introduction

This unit contains a myth titled “Rainbow’s Gift” that explains the origin of the rainbow. A literary connection for this unit might focus on myths and their explanations of events in nature or behaviors of people.

Building Background Knowledge

Select a myth from the Suggested Unit Content Literature to use as a read aloud. Prior to reading, ask students to listen for the following elements of the myth: setting, characters, plot events. After reading, allow students to discuss the story elements and post on a story map. Guide students to determine what the myth is explaining about nature or about people’s behavior.

(TEKS: 2.3(C), 2.9, 2.9(B), 2.28, 2.30(A), Figure19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)

Suggested Formative Assessment

Ask students to use the elements posted on the story map for the Building Background Knowledge activity to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary.

(TEKS: 2.9, 2.19(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.D, (c)5.G)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

A Child’s Introduction to Greek Mythology: The Stories of the Gods, Goddesses, Heroes, Monsters, and Other Mythical Creatures – Heather Alexander

Classic Myths to Read Aloud: The Great Stories of Greek & Roman Mythology – William F. RussellMythology – Neil PhilipThe Gods and Goddesses of Olympus – AlikiGreek Myths – Retold by Marcia WilliamsTales of the Greek Heroes – Roger Lancelyn GreenGreek Myths: DK Readers – Deborah LockAll the Colors of the Rainbow – Allan FowlerWhat Makes a Rainbow?: A Magic Ribbon Book – Betty Ann SchwartzThe Rainbow Book – Kate OhrtThe Usborne Complete Book of Art Ideas – Fiona WattMaking Amazing Art: 40 Activities Using the 7 Elements of Art Design – Sandi HenryArt Lab for Kids: 52 Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media – Susan Schwake

(TEKS: 2.4, 2.12, 2.28, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

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3.4, 3.4(B) Unit 20 The Spirit of Texas Ghost Towns

Prepare for the Unit Student Pages 171–178

Review the following information to clarify the TEKS before planning instruction.

TEKS 3.4 – Students understand new vocabulary and use it when reading and writing. Students are expected to:

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs.

Reporting Category – 1-Readiness

Unpacking the TEKSMultiple meaning words are words that have several meanings. The specific meaning for the word is determined based on how, where, or in what way the word is used within the context. Context clues are hints about the meaning of a word found by reading the words around the word in the same sentence or paragraph. In-sentence examples or definitions are often found as context clues that provide information about an unknown word. The following are examples of context clues.

synonym – a word that has the same or nearly the same meaning as another word

antonym – a word that has the opposite meaning of another word

example clue – a phrase or word that defines or explains an unknown word

explanation, definition, or description – a word within context that explains, defines, or describes an unknown word

Critical Thinking TraitsAlthough students may demonstrate multiple critical thinking traits as they master this standard, provide opportunities for students to apply the adapt and link traits. (See Critical Thinking Traits in Teacher Resources.)

Connections to the TEKSReview the Instructional Activities and determine those you will use to support instruction and practice of the TEKS.

Activity 1: Brainstorming Multiple Meaning Words (15 minutes) Have students brainstorm and post words with multiple meanings. Ask students to identify meanings of the words and record the meanings on the chart. Allow students to call on other students to use the words in meaningful sentences. (TEKS: 3.4(B), 3.17(A), 3.30, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

Activity 2: Detective Work (15 minutes) While reading texts, have students locate and record multiple meaning words in reading logs. Instruct students to use print or digital sources to locate and record definitions of the words. Direct students to place an asterisk beside the definition that best matches the meaning of the word as used in the context where the word was first located. (TEKS: 3.4(B), 3.4(E), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

Formative Assessment (15 minutes) Provide students with paragraphs that contain multiple meaning words. Instruct students to write meaningful sentences that represent the definitions of the words as they are used in context. Use student responses to correct comprehension errors and to plan further instruction or interventions. (TEKS: 3.4(B), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

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Rainbow’s Gift

Unit 13

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Vocabulary Focus

* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the unit selection is used for assessment, vocabulary should not be pretaught.

Selection-Specific Vocabulary TEKS Vocabulary

journey* display answer

lovely* glittered comprehend

amazed god detail

arch goddess evidence

awakened heavens fact

awesome honor question

creation palette story

dazzling request strategy

decorates sparkling text

Vocabulary Activities

Bull’s Eye WordsHave students create vocabulary organizers by writing selection-specific vocabulary words in center circles of bull’s eye graphic organizers. Instruct students to write meanings of the words based on the context of the selection in first outer circles. Direct students to sketch pictorial representations of the words in second outer circles. Ask students to write original sentences using the words in third outer circles. Allow students to post and share bull’s eye organizers.

(TEKS: 2.5(B), 2.16, 2.29, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)4.F, (c)5.G)

Group PasswordHave students work in two teams to guess TEKS vocabulary words. Choose representatives from each team to be clue-givers. Show the clue-givers a word and its definition. Instruct the Team A clue-giver to announce a clue. Allow Team A to guess the word. If the team guess is correct, the team receives one point. If the guess is incorrect, Team B is allowed a turn to guess the word. If correct, Team B receives one point. If incorrect, Team A clue-giver provides another clue. Continue rotating turns until all words have been guessed.

(TEKS: 2.5(B), 2.28, 2.29, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

Suggested Formative Vocabulary Assessment

Have students write matching words as definitions are called. Use student responses to clarify misconceptions and to plan further instruction or interventions.

(TEKS: 2.5(B), 2.28, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

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The Spirit of Texas Ghost Towns Unit 20 3.4, 3.4(B)Vocabulary FocusPreteach the Selection-Specific Vocabulary that might interfere with student comprehension of the Unit Selection. Present the TEKS Vocabulary during the instruction of the standard.

Selection-Specific Vocabulary TEKS Vocabularyimmigrants* natural disasters contextabandoned oil towns distinguishboomed operated homographsdeserted population meaningdestroyed residents multiple meaning wordghost towns settlements relevantglimpse spirit unfamiliarmining towns tourists vocabulary

word

* If the Unit Selection is used for assessment, this vocabulary word(s) should not be pretaught.

Vocabulary ActivitiesReview the Vocabulary Activities and determine those you will use to support understanding of the Selection-Specific and TEKS Vocabulary.

Activity 1: Unknown Words (15 minutes) Ask students to record unfamiliar words as they read books or selections. Have students locate the meanings of the words using print or digital sources. Instruct students to write sentences that contain the words and context clues that will help them remember the meanings of the words. Direct students to place sentences in personal dictionaries. (TEKS: 3.4(B), 3.4(E), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

Activity 2: Vocabulary Flip Books (15 minutes)

Have students create vocabulary flip books with three sections. Instruct students to write vocabulary words in first sections, definitions of words in second sections, and illustrations representing the words in third sections. Allow students to share flip books with partners. (TEKS: 3.4(B), 3.16, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

Formative Assessment (10 minutes) Prepare questions that contain vocabulary words that are underlined (e.g., Why did the residents leave Terlingua?). Have students answer the questions with responses that demonstrate their knowledge of the meanings of the words (The people who lived in Terlingua left the town because the mine closed.). Use student responses to clarify misconceptions and to plan further instruction or interventions. (TEKS: 3.4(B), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

PartnersIndividual

Key for Recommended Groupings

Groups Whole Class

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Rainbow’s Gift

Unit 13


Unpacking the TEKS

TEKS Focus 2.3(B)

Reporting Category 2-Supporting

Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

Skilled readers learn to ask questions while reading literary selections to monitor understanding and comprehension. Teach students to pause as they are reading and ask relevant questions about the settings, plot events, and characters of the selections. Remind students to use evidence from the texts to locate or to verify answers. Guide students to review texts if they encounter words/phrases within the texts or sections of the texts that are confusing. Teach students to use this review strategy to locate the information that will provide clarification and address confusion. In addition, students require practice locating facts and details within texts. Authors use facts and details to support descriptions of the settings, plot events, and characters, allowing readers to have deeper understandings of the stories. Facts are statements that can be proven true. Details are small parts of the whole story that provide specific information about the settings, plot events, or characters. Students should be required to support answers about facts and details with direct evidence located within texts.

Instructional Activities

Stop and AskPause periodically during read alouds to ask who, what, when, where, why, and how questions. As students answer questions, instruct them to provide evidence from the texts to support responses. Teach students to continue this practice when they are reading independently.

(TEKS: 2.3(B), 2.9, 2.28, 2.30, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H)

What’s That?Prior to read alouds, prepare cards with knowledge and comprehension level questions related to the stories. Have students select cards, listen to the read alouds, record answers to questions on the cards, and respond with the answers during class discussions. Guide students to use the same process during independent reading.

(TEKS: 2.3(B), 2.9, 2.28, 2.29, 2.30(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H, (c)5.G)

Suggested Formative AssessmentAfter reading literary selections, ask students to write sentences/paragraphs about the selections that answer who, what, when, where, why, and how questions. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(TEKS: 2.3(B), 2.9, 2.19(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)



Introduction to Selection Student Pages 171–172

This unit contains an expository text that describes two Texas ghost towns, Terlingua and Indianola. “The Spirit of Texas Ghost Towns” also includes time lines that provide additional information about these towns.

Note: A cross-curricular connection might focus on early Texas towns.

Building Background KnowledgeActivity: (20 minutes) Demonstrate the process to follow to complete digital research using a search engine on Texas ghost towns. Locate and display the list of towns in Texas that are considered ghost towns and display photographs of these towns. Allow students to predict what might have caused the towns to become forgotten. Record student predictions to use as a reference during the unit. (TEKS: 3.2(A), 3.2(C), 3.16, 3.26, 3.29(B), Figure 19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)2.D, (c)3.D)

Assessment of TEKSActivity: (30 minutes) Student Pages 173–174

Provide a variety of ways for students to complete the assessment: partners, small groups, independently, with options, without options. Debrief by providing explanations for correct and incorrect responses.

InterventionsReview the Intervention Activities and determine those you will use to support students who require additional instruction of the Focus TEKS.

Activity 1: Dictionary Entries (15 minutes) Display dictionary entries of words with multiple meanings. Display sentences that contain the words and match the diff erent meanings. Have students identify corresponding sentences and definitions. (TEKS: 3.4(B), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

Activity 2: What’s the Meaning? (15 minutes) Provide students with cards containing multiple meaning words with at least two definitions. Ask students to sketch illustrations or graphics that demonstrate the meanings of the words. (TEKS: 3.4(B), 3.16, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

Activity 3: Wordy Ways (15 minutes)

Display lists of homographs. Without reading or saying the words, ask students to write the words in sentences. Allow students to share sentences with partners or small groups and discuss how the homographs are used in the sentences. (TEKS: 3.4(C), 3.31(A), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)3.E, (c)4.F, (c)5.G)

Activity 4: Concentrate on Homographs (15 minutes) Prepare sets of cards that contain homographs and two definitions (three cards per word). Have students place the cards facedown. Ask students to match each homograph with its two definitions. (TEKS: 3.4(C), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

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Rainbow’s Gift

Unit 13


Assessment of TEKS (student pages 126–128)

TEKS addressed in the selection

2.3(B), 2.5(B), 2.5(C), 2.6(A), 2.9, 2.9(B), 2.11(A), 2.16, Figure 19(E)

Selected-Response Assessment

Question Answer TEKSReporting Category

DOK Level

Bloom’s Original/Revised ELPS

1 A 2.9(B) 2-Readiness 2 Analysis/Analyze (c)4.K

2 G 2.9 Fig.19(E) 2-Readiness 2 Comprehension/Understand (c)4.I

3 C 2.9 Fig.19(E) 2-Readiness 2 Comprehension/Understand (c)4.I

4 J 2.5(C) 1-Supporting 1 Application/Apply (c)4.F

5 B 2.6(A) 2-Supporting 3 Comprehension/Understand (c)4.J

6 H 2.16 2-Supporting 2 Analysis/Analyze (c)4.K

7 D 2.5(B) 1-Readiness 2 Application/Apply (c)4.F

8 F 2.3(B) 2-Supporting 1 Comprehension/Understand (c)4.I

9 C 2.9(B) 2-Readiness 2 Analysis/Analyze (c)4.K

10 J 2.11(A) 2-Supporting 2 Analysis/Analyze (c)4.K

Interventions

TEKS Focus 2.3(B)

When formative assessments reveal students in need of intervention, use the following activities.

Intervention Activities

Question PracticeGuide students to generate written questions about literary selections. Remind students to allow space for answers on the question pages. Have students place the questions with the selections in a designated area. Allow students to select sets of selections and questions, read the selections, and record answers to the questions on the answer pages. Have students return the selections and questions to the original students to be checked for accuracy.(TEKS: 2.3(B), 2.9, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Post ItHave students complete book walks prior to independent reading. Instruct students to write questions about the books on sticky notes. During reading, ask students to answer the questions and place the sticky notes on the pages where the answers are located.(TEKS: 2.3(A), 2.3(B), 2.9, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.C, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

A Matter of TimeWhile reading literary selections, have students record the order of the plot events on time lines. Ask students to prepare questions based on the time lines and exchange time lines and questions with partners. Have students return time lines and responses to original partners to confirm accuracy.(TEKS: 2.3(B), 2.9, Figure 19(B), Figure 19(E), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)


The Spirit of Texas Ghost Towns Unit 20 3.4, 3.4(B)Critical ThinkingUse the Critical Thinking questions/prompts to deepen student comprehension and analysis of the Unit Selection.

Knowledge/Remember (1 minute) Student Page 175A ghost town is a town that has been abandoned and has very few or no people living in it. (TEKS: 3.13(A), DOK: 1, Bloom’s/RBT: Knowledge/Remember, ELPS: (c)5.G)

Comprehension/Understand (5 minutes) Student Page 175Answers may vary. Student responses might include ghost towns are called forgotten towns because when the people move from the towns they are not remembered or thought of since few people visit these areas. (TEKS: 3.13(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)5.G)

Application/Apply (10 minutes) Student Page 175Answers may vary. Student responses should include a description of personal thoughts and feelings about moving from a hometown. (TEKS: 3.19(A), 3.20(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)5.G)

Analysis/Analyze (10 minutes) Student Page 176Answers may vary. Student responses might include you would have the town to yourself with no interruptions, you could enjoy peace and quiet, you could enjoy having no rules, you could explore old buildings to discover treasures, you could follow your desired schedule. (TEKS: 3.20(A), 3.20(C), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)5.G)

Evaluation/Evaluate (10 minutes) Student Page 176Answers may vary. Students should answer the question and provide a reasonable justification. (TEKS: 3.20(C), 3.21(A), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate, ELPS: (c)5.G)

Synthesis/Create (10 minutes) Student Page 176Answers may vary. Student responses should include a letter written to a friend who recently moved from a town which became a ghost town. (TEKS: 3.20(B), 3.20(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.G)

Motivation StationActivity: (20 minutes) Student Page 177

Use the Motivation Station activity to provide practice for the specified TEKS.

Answers may vary. Student responses should include an imaginary ghost town with answers to the questions. Student responses should include a sketch of the ghost town. (TEKS: 3.16, 3.18, DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)5.G)

JournalActivity: (15 minutes) Student Page 177

Use the Journal prompt for students to respond to the Unit Selection with evidence that demonstrates understanding.

Answers may vary. Student responses should include an original short story about the ghost town created in the Motivation Station activity. (TEKS: 3.18(A), 3.20(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)5.G)

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Rainbow’s Gift

Unit 13


Constructed-Response Formative Assessments (student pages 129–130)

Knowledge/Remember in the City of ColorTEKS: 2.3(B), DOK: 1, Bloom’s/RBT: Knowledge/Remember, ELPS: (c)5.G)

Comprehension/Understand Answers may vary. Student responses might include Rainbow needs to ask Zeus for permission to place her creation in the sky for the people to enjoy on dreary days. (TEKS: 2.9, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)5.G)

Application/Apply Answers may vary. Student responses should include an explanation of an activity that will brighten the days of others.(TEKS: 2.19, 2.19(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)5.G)

Analysis/Analyze Answers may vary. Student responses might include after a day of rain, people are sad because they have not seen the sun, a rainbow can only appear with the sun, the brightness of the sun and the beautiful colors of the rainbow bring cheer and happiness. (TEKS: 2.19(A), 2.19(C), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)5.G)

Evaluation/Evaluate Answers may vary. Students circle an answer and provide reasonable justification. (TEKS: 2.19(C), 2.20(A), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate, ELPS: (c)5.G)

Synthesis/Create Answers may vary. Student responses should include an appropriate description of something that might be created to bring happiness to people. (TEKS: 2.19(A), 2.19(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.G)

Creative Thinking (student page 131)

Motivation StationAnswers may vary. Students responses should include an illustration of Rainbow and a decorated frame.(TEKS: Art 2.2(A), ELA 2.16, DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A)

JournalAnswers may vary. Student responses should include a personal experience of seeing a rainbow. (TEKS: 2.18, 2.19(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)5.G)



Homework AssessmentActivity: (20 minutes) Student Page 178

Provide a variety of ways for students to complete the Homework Assessment: partners, small groups, independently, with options, without options. Debrief by providing explanations for correct and incorrect responses.

The Homework contains a poem about a ghost town written by a student.

Note: A literary connection for this selection might focus on creating patterned poems.

Performance Task AssessmentUse the Performance Task Assessment as an activity that spans the duration of the unit or that is completed during one day. Use the Performance Task Assessment as noted or modify and adapt based on available time.

TEKS Focus 3.17, 3.18(A), 3.22, 3.23, 3.24, 3.25, 3.26, 3.27, 3.28, Figure 19(F)

Performance Task (90 minutes)

Research the history of an assigned or self-selected Texas town or city. Write an imaginative story that shares the history from the perspective of an early settler. (DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Performance Task Steps1. Read “The Spirit of Texas Ghost Towns” and the Homework selection.

2. Use digital and print sources to research the history of your assigned or self-selected Texas town or city.

3. Use a graphic organizer to plan your imaginative story.

4. Answer questions about your task.

• Why were Terlingua and Indianola established as towns?

• What caused people to settle in your town?

• How might the early settlers of Texas towns describe their personal experiences?

• What information from your research will you include in your story?

• How will you write the story so that it shares factual information with created characters and events?

5. Plan and write your imaginative story about the establishment of a Texas town.

Scoring CriteriaUse a scoring guide with the following criteria for student self-assessment and teacher scoring: Inclusion of Factual Information, Organization, Interest and Creativity, Language and Conventions.

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Rainbow’s Gift

Unit 13


Homework Assessment (student page 132)

The Homework selection is an expository paragraph that describes an artist’s palette and the way an artist uses this tool. A cross-curricular connection for this selection might focus on tools used by artists.

TEKS addressed in the Homework 2.14(A), 2.14(B), 2.16

Homework Assessment

Question Answer TEKSReporting Category

DOK Level

Bloom’s Original/Revised ELPS

1 C 2.14(A) 3-Readiness 2 Comprehension/Understand (c)4.I

2 G 2.16 3-Supporting 2 Analysis/Analyze (c)4.K

3 A 2.14(B) 3-Readiness 2 Comprehension/Understand (c)4.I

4 Open-Ended

Performance Task Assessment

TEKS Focus 2.16, 2.17, 2.19(A), 2.21, 2.22, 2.23, 2.24, 2.25, 2.26, 2.27, 2.29(A), Figure 19(F)

Performance TaskWrite and present a demonstration lesson using an art medium of your choice (e.g., pastels, watercolors, clay, crayons, ink, pencils, markers).

(DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Performance Task Steps1. Read “Rainbow’s Gift” and the Homework selection.2. Use print and digital sources to gather information about art mediums.3. Select the art medium you will demonstrate.4. Gather additional information about your chosen medium, including how artists use the medium to

create art pieces.5. Answer questions about your task.

• How does Rainbow use the palette to paint her creation?• How will you use the information you gathered to write about and present your selected art medium? • What steps will you use in your demonstration lesson?• What supplies will you use in your demonstration lesson?• How will you add interest to your demonstration lesson?

6. Prepare and present your art demonstration lesson.

Scoring CriteriaUse a scoring guide with the following criteria for student self-assessment and teacher scoring: Clarity of Demonstration, Organization of Presentation, Appropriate Use of Materials, Effectiveness of Oral Communication.


The Spirit of Texas Ghost Towns Unit 20 3.4, 3.4(B)Additional Resources

Unit Content LiteratureContinue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources (*Teacher Resource)

A Texas Sampler: Historical Recollections – Lisa Waller Rogers

Buried Treasures of Texas – W.C. Jameson

Fractured Fairy Tales, Texas Style – Trudy L. Hanson

Indianola: The Mother of Western Texas – Brownson Malsch

Big as Texas: The A to Z Tour of Texas Cities and Places – Linda Lewis Michael

The Story of Texas – John Edward Weems

Writing Magic: Creating Stories that Fly – Gail Carson Levine

Writing Stories: Fantastic Fiction From Start to Finish – David L. Harrison

*Ghost Towns of Texas – T. Lindsay Baker

*More Ghost Towns of Texas – T. Lindsay Baker

*Ghost Towns of Texas – Dick King

*Ghost Towns of Texas – Jim Wheat

*Ghost Town Treasures: Ruins, Relics & Riches – Charles Garrett(TEKS: 3.3, 3.11, 3.29, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Reflection

What activities best supported student learning and success?

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What did I notice about students’ understanding of the Focus TEKS?

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How can I revisit the unit Focus TEKS in future instruction?

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How might I improve the instruction of this unit?

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3

READING | LEVEL 3Student Edition Sample Page

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Name __________________________________________

The Spirit of Texas Ghost Towns

©2013 mentoringminds.com motivationreading™LEVEL 3 ILLEGAL TO COPY 171

Unit 20 Selection

Read the selection. Then choose the best answer to each question.

The Spirit of Texas Ghost Townsby Brooke South, Staff Writer

Many towns throughout the state of Texas were once busy with banks, schools, general stores, and post offices. They may have been mining towns or oil towns. Then, the towns were abandoned. Perhaps oil wells stopped producing or roads or railroads were not built near the towns. In some cases, natural disasters destroyed homes and businesses. People moved from the areas. These settlements became ghost towns.

Terlingua is one of more than 800 ghost towns in Texas. By 1900, four mining companies operated in the area, and 300 people lived in Terlingua. A new company opened in 1903. Additional miners moved to the town. Terlingua’s population grew to 1,000 people. Soon, the small town boomed with a post office, school, general store, and hotel. The mining companies were successful until 1945. Then, the mines closed and less than 400 people remained in the town. By 1994, Terlingua was home to only 25 residents. However, tourists continue to visit this historic ghost town when they vacation at Big Bend National Park and the Rio Grande River.

Four mining companies are operating and

300 people live in Terlingua.

1900

Terlingua’s population

is 25.

1994

Terlingua’s population is 1,000.

New businesses and a school are

opened.

1905A new mining company opens in

Terlingua.

1903

The mines close. Terlingua’s

population is 400.

1945

August Vol. 2, Issue 8

Texas Past and Present

1

2

Ghost Town


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172 ILLEGAL TO COPY motivationreading™LEVEL 3 ©2013 mentoringminds.com

Unit 20 Selection

Indianola, Texas, is located near the Gulf of Mexico. People once passed through this town as they traveled to Mexico or California. Indianola became an entry port on the Gulf waters in 1846. Immigrants from other countries entered Texas through this town. In 1870, Indianola had a post office, a hospital, and several newspaper companies. More than 2,000 people lived in the town. Indianola’s population grew to 5,000 by 1875 because railroads were located in the town. On September 16, 1875, the dangers of living on the coast became clear. A hurricane struck Indianola. Some residents rebuilt businesses and homes. However, a second hurricane destroyed the town in 1886. This successful town was left in ruins. By 1887, the town had been abandoned. Indianola was a ghost town.

The Port of Indianola is

opened.

1846

The town is

abandoned.

1887

Indianola’s population grows to 5,000. A hurricane strikes the town.

1875Indianola has a population of 2,000 and has newspaper

offices and a hospital.

1870

A second hurricane destroys Indianola.

1886

Terlingua and Indianola are only two examples of ghost towns in Texas. The broken windows and rusted hinges of the few remaining buildings provide a glimpse of these forgotten towns. Although these towns have long been deserted, the spirit of Texas continues to live in these ghost towns today.

Forgotten Town

Vacated Mining Cart and RailroadDeserted Mine

Abandoned School

3

4


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Unit 20 Assessment

4 What caused the people to move from Terlingua?

F The mines closed.

G A hurricane destroyed the town.

H The oil wells stopped producing.

J The railroads moved to other areas.

5 What caused Indianola to both grow and become abandoned?

A Its location on the Gulf of Mexico

B Its port for immigrants

C Its post office, hospital, and newspaper companies

D Its railroads

1 Which words from the article mean “no longer used or lived in”?

A opened, boomed

B operated, moved

C abandoned, deserted

D passed, entered

2 The author writes this article to —

F explain the purpose of Texas ghost towns

G persuade the reader to visit ghost towns in Texas

H compare ghost towns in Texas

J describe the history of two Texas ghost towns

3 Which sentence from the article shows that people in Indianola were not eager to move after the hurricane of 1875?

A Immigrants from other countries entered Texas through this town.

B People once passed through this town as they traveled to Mexico or California.

C Indianola, Texas, is located near the Gulf of Mexico.

D Some residents rebuilt businesses and homes.


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Unit 20 Assessment

6 Based on the time line, between which years does the population in Terlingua become smaller?

F 1903 and 1905

G 1900 and 1903

H 1945 and 1994

J 1900 and 1905

7 Read this sentence from paragraph 3 of the article.

Immigrants from other countries

entered Texas through this town.

What is the meaning of the word Immigrants?

A People who travel by ship

B People who move to a new country to live

C People who move to live near the ocean

D People who were born in Texas

8 Time lines are used in this article to help the reader —

F organize the events in time order

G describe the photographs

H identify the main idea of the article

J select the topic of the article

9 Why does the author include the photographs in the article?

A To highlight the paragraphs in the article

B To show the order of events

C To add meaning to the text

D To provide clues for underlined words

10 What text feature does the author use to identify the photographs?

F Underlined words

G Captions

H Key words

J Italics


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Unit 20 Critical Thinking


Knowledge

Remember

Comprehension

Understand

Application

Apply

Imagine your family must leave the town where you have always lived. Describe your thoughts and feelings about the move.

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Why might ghost towns be called “forgotten towns”?

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What is a ghost town?

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Unit 20 Critical Thinking

Analysis

Analyze

Evaluation

Evaluate

Synthesis

Create

Imagine your best friend moved from your town. Since then, it has become a ghost town. Write a note to your friend describing the changes in the town.

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Do you think the residents of Indianola should have left the area after the first hurricane? Explain your answer.

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Explain the advantages of living in a ghost town.

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Unit 20 Creative Thinking

Motivation Station

Journal

Motivation Mike says, “The specific meaning of a multiple meaning word can be understood based on how the word is used.”

Imagine a ghost town. Answer the following questions about your created town.

1. What is the name of your ghost town? ___________________________________

2. What first made your town successful? __________________________________

3. What businesses were in your town? ____________________________________

4. What caused people to abandon your town? ______________________________

Draw a picture of your ghost town.

Write a short story about the ghost town you created.

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Unit 20 Homework

✁

1. Use the Internet to locate information about ghost towns in Texas.2. Describe to your child how the town you live in has changed over time. Search

for historical pictures of your town at the local library or historical society.

Parent Activities

1 Which line provides evidence that the ghost town described in the poem was deserted years ago?

A Doors swinging in the breeze

B Rusted door hinges

C Winds swirling funnels of dry dust

D Tumbleweeds blowing

2 What causes Tom’s poem to be a patterned poem?

F The funny words in the poem

G The story in the poem

H The rhyming words in each line

J The number of words in each line

3 The language in Tom’s poem mostly appeals to the senses of —

A hearing and smell

B smell and taste

C sight and hearing

D sight and taste

4 Notice the number of words in each line of Tom’s poem. Write the pattern of the poem.

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After reading Brooke South’s article, Tom Jacobs imagined that he was standing in the middle of a ghost town. He wrote the following patterned poem to describe his experience.

Ghost Townby Tom Jacobs

AbandonedEmpty shacks

Rusted door hingesCreaking of broken windowsDoors swinging in the breeze

Winds swirling funnels of dry dustDull shine of metal roofsChipped paint on woodFaded signs hangingTumbleweeds blowing

Forgotten

5

10

Documents

to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary. (TEKS: 2.9, 2.19(A), DOK: 2, Bloom s/RBT: Comprehension/Understand,