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Common Core Coach English Language Arts 6 INDEPENDENT LEVELED PRACTICE Resource Book First Edition First Edition

Common Core Coach English Language Arts6 · 2020. 3. 25. · Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition, Grade 6 T105NAL ISBN-13:

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Page 1: Common Core Coach English Language Arts6 · 2020. 3. 25. · Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition, Grade 6 T105NAL ISBN-13:

Common Core CoachEnglish Language

Arts6 INDEPENDENT LEVELED PRACTICE

Resource Book

First EditionFirst Edition

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Page 2: Common Core Coach English Language Arts6 · 2020. 3. 25. · Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition, Grade 6 T105NAL ISBN-13:

Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition, Grade 6 T105NAL

ISBN-13: 978-1-61997-505-7

Cover Design: Q2A /Bill SmithCover Illustration: Carl Wiens

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2013 Triumph Learning, LLC Buckle Down and Coach are imprints of Triumph Learning

Permission is hereby granted to duplicate the reproducibles in this publication in complete pages for classroom use only. Any other use requires written permission from the publisher.

Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1

The National Governors Association Center for Best Practices and Council of Chief State School Officers are the sole owners and developers of the Common Core State Standards, © Copyright 2010. All rights reserved.

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Page 3: Common Core Coach English Language Arts6 · 2020. 3. 25. · Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition, Grade 6 T105NAL ISBN-13:

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Answer Key and Standards Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Independent Leveled Practice Reading Selections . . . . . . . . . . . . . . . . . . . . . 13

Lesson 1 Reading Literary NonfictionLevel 1 . The .Life .and .Adventures .of .Alexandre .Dumas . . . . . . . . . . . . . . . . . . . . . . 14Level 2 . The .Life .and .Adventures .of .Alexandre .Dumas . . . . . . . . . . . . . . . . . . . . . . 17Level 3 . The .Life .and .Adventures .of .Alexandre .Dumas . . . . . . . . . . . . . . . . . . . . . . 20

Standards: RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.9

Lesson 3 Reading FictionLevel 1 . The .Lucky .Teakettle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Level 2 . The .Lucky .Teakettle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Level 3 . The .Lucky .Teakettle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.6

Lesson 4 Reading Historical TextsLevel 1 . The .Impeachment .Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Level 2 . The .Impeachment .Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Level 3 . The .Impeachment .Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Standards: RH.6–8.2, RH.6–8.3, RH.6–8.4, RH.6–8.5, RH.6–8.7

Lesson 6 Reading DramaLevel 1 . Things .That .Go .Bump .in .the .Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Level 2 . Things .That .Go .Bump .in .the .Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Level 3 . Things .That .Go .Bump .in .the .Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5

Contents • 3

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4 • Contents

Lesson 7 Reading Scientific and Technical TextsLevel 1 . Arctic .Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Level 2 . Arctic .Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Level 3 . Arctic .Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Standards: RST.6–8.1, RST.6–8.4, RST.6–8.5, RST.6–8.6, RST.6–8.7

Lesson 9 Reading PoetryLevel 1 . The .Gladness .of .Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Level 2 . Lines .Written .in .Early .Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Level 3 . An .April .Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Standards: RL.6.1, RL.6.2, RL.6.4, RL.6.5, RL.6.6

Lesson 11 Reading Persuasive NonfictionLevel 1 . Fair .Pay .for .Fair .Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Level 2 . Fair .Pay .for .Fair .Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Level 3 . Fair .Pay .for .Fair .Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Standards: RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.8

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Introduction • 5

Independent Leveled Practice Reading Selections

Welcome to the Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition. The purpose of this component is to provide students with the opportunity for independent reading practice. It allows students to apply the skills they have learned in a particular reading lesson to a short, topically related selection.

Each reading lesson in the Student Edition has a corresponding Independent Practice Reading Selection that is the third step of the research-proven, three-step “gradual release model.” The Independent Practice Reading Selection is available in three versions written at different reading levels to meet the needs of a wide range of students. Level 1 passages are written below grade level; Level 2 passages are written at grade level; Level 3 passages are written above grade level. The comprehension questions are the same for each leveled passage within a selection, so regardless of reading level, all students have the opportunity to apply higher-level critical thinking skills and strategies independently. (Exception: In the Reading Poetry lesson, three different poems, at three different reading levels, are provided to give students the opportunity to read poetry independently. In this case, the comprehension questions are specific to the poem.)

Assigning Independent Leveled Practice Reading SelectionsUse your knowledge of each student’s reading level to determine which version of a passage to assign. Reproducibles for each level are provided in the pages that follow. The difficulty level of each passage is indicated by the shading of the three cubes in the margin.

Level 1: Level 2: Level 3:

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Answer Key and Standards Correlation Chart • 7

Answer Key and Standards Correlation Chart

The following answer key shows both the correct answers for every question in the practice reading and the standards each question covers. Except where indicated, the practice questions are the same for each leveled reading and are provided once.

Number Correct Answer Common Core State Standard

The Life and Adventures of Alexandre Dumas

1 Answers will vary. Sample answer: The passage supports the idea that Dumas’s life was as thrilling as the plots of his most popular novels.

RI.6.2

2 Answers will vary. Sample answer: Because Dumas was always spending more money than he earned, you can infer that his favorite hobbies and activities were very expensive.

RI.6.1

3 The passage is a secondary source. It is written about Alexandre Dumas, not by him or by someone who knew him.

RI.6.9

4 D RI.6.4

5 A RI.6.3

The Lucky Teakettle

1 Answers will vary. Sample answer: The priest is afraid of the badger-teakettle and treats it badly. The tinker is not afraid, treats it well, and is rewarded as a result. These facts suggest that it is best to accept surprises gracefully.

RL.6.2

2 Answers will vary. Sample answer: The priest is nervous and does not accept change gladly. The tinker is calm and kind, and he accepts change as part of life.

RL.6.3

3 Answers will vary. Sample answer: You can infer that the badger-teakettle was happy to perform for the tinker because the tinker did not complain and treated it kindly.

RL.6.1

4 C RL.6.4

5 D RL.6.6

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8 • Answer Key and Standards Correlation Chart

Number Correct Answer Common Core State Standard

The Impeachment Process

1 Impeachment is the official accusation of criminal conduct brought against a government official.

RH.6–8.4

2 Articles of impeachment are created by the House Judiciary Committee after it investigates accusations against the president.

RH.6–8.3

3 Answers will vary. Sample answer: The flowchart outlines the seven main steps in the impeachment process. It does not give details about specific impeachment trials.

RH.6–8.7

4 C RH.6–8.2

5 A RH.6–8.5

Things That Go Bump in the Day

1 Answers will vary. Sample answer: In Scene 1, the audience learns that the Galindos are moving into a new house and that Monica thinks the house is haunted.

RL.6.5

2 Answers will vary. Sample answer: Luis likes to tease his sister and make fun of her. She doesn’t always let him bother her, but sometimes he does.

RL.6.3

3 Answers will vary. Sample answer: You might infer that adults are not as likely to be afraid of new situations, or of ghosts, as young people.

RL.6.1

4 B RL.6.4

5 C RL.6.2

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Answer Key and Standards Correlation Chart • 9

Number Correct Answer Common Core State Standard

Arctic Survival

1 Answers will vary. Sample answer: The author is writing to inform readers about the ways that animals survive in the Arctic habitat.

RST.6–8.6

2 Answers will vary. Sample answer: The Arctic Food Web diagram shows the relationships among animals in the Arctic. It shows where each animal gets its food, including which animals are prey and which are predators.

RST.6–8.7

3 Answers will vary. Sample answer: The baleen whale does not have teeth. It has a baleen that filters water as it moves, removing the small sea creatures that the whale eats.

RST.6–8.4

4 C RST.6–8.1

5 B RST.6–8.5

The Gladness of Nature

1 Answers will vary. Sample answer: People should not be sad or gloomy when nature is joyful and celebratory, as it is in spring.

RL.6.5

2 Answers will vary. Sample answer: Examples of personification include swallows gossiping (line 6), clouds playing (line 9), leaves dancing (line 13), and fruit and flowers smiling (line 15).

RL.6.4

3 Answers will vary. Sample answer: You can infer that the speaker is questioning his own feelings of sadness at the beginning of the poem and has drawn a conclusion about those feelings by the end.

RL.6.1

4 B RL.6.6

5 A RL.6.2

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10 • Answer Key and Standards Correlation Chart

Number Correct Answer Common Core State Standard

Lines Written in Early Spring

1 Answers will vary. Sample answer: The first stanza introduces the idea that the pleasantness of spring can bring feelings of both happiness and sadness to people.

RL.6.5

2 Answers will vary. Sample answer: Examples of personification include giving nature human characteristics (line 5), suggesting that flowers enjoy the air they breathe (lines 11–12), and saying that twigs spread out their fan to catch the air (lines 17–18).

RL.6.4

3 Answers will vary. Sample answer: You can infer that the speaker is disapproving of man (humankind) in comparison to nature’s purity.

RL.6.1

4 D RL.6.6

5 B RL.6.2

An April Day

1 Answers will vary. Sample answer: The first stanza introduces the idea that it is pleasant to visit nature in the spring, when the warm sun returns after a long winter.

RL.6.5

2 Answers will vary. Sample answer: Examples of personification include the spring evening being born (line 21), the blue sky overreaching (line 22), and the moon dipping her horn (line 23). Lines 26–28 personify shadows and trees.

RL.6.4

3 Answers will vary. Sample answer: You can infer that the speaker is aware that nature is not always as sweet as it seems to be in springtime.

RL.6.1

4 A RL.6.6

5 D RL.6.2

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Answer Key and Standards Correlation Chart • 11

Number Correct Answer Common Core State Standard

Fair Pay for Fair Play

1 Answers will vary. Sample answer: Little League players who play in games that are broadcast should be paid for their participation.

RI.6.8

2 Answers will vary. Sample answer: The writer responds to the counterargument that paying players will lead to cheating by stating that cheating scandals have already occurred.

RI.6.5

3 Answers will vary. Sample answer: Examples of words with strong negative connotations include exploitation and corrupts; words with positive connotations include charming, fair play, youth, and sensible. Words with strong connotations arouse a strong emotional response.

RI.6.4

4 C RI.6.6

5 A RI.6.3

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Independent Leveled PracticeReading Selections

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Independent Practice Lesson 1: Reading Literary Nonfiction

Read the passage. Then answer the questions that follow.

The Life and Adventures of Alexandre Dumas 1 TheFrenchwriterAlexandreDumashasthrilledcountlessreaderswithhis

talesofadventure.Hisbest-knownbook,The Three Musketeers, isanexcitingpage-turner.YetthestoryofDumas’slifewasjustasexcitingasoneofhisnovels.Hisbiographyincludeselementsthatheoftenincludedinhispopularwriting.Hislifewentfrompovertytoriches.Itincludedfameandscandals,too.

2 DumaswasborninFranceonJuly24,1802.HisfatherwasaFrenchgeneralinNapoleon’sarmy.Hisgrandparentsonhisfather’ssidewereaFrenchnoblemanandablackslavefromSantoDomingo(nowHaiti).WhenDumaswasfouryearsold,hisfatherdied.Thefamilywasleftwithalmostnomoney.Hismothercouldnotaffordtogivehimacollegeeducation.Butshegavehimsomethingthathelpedhimmakehisfortune:aloveofstories.Sheoftentoldhimtalesofherhusband’slifeintheFrencharmy.Herstoriessparkedtheyoungman’simaginationandloveofadventure.Hebecameaneagerreader.Asayoungadult,hedecidedtomakehislivinginParis.

3 Dumasbeganbywritingplaysandarticlesformagazines.HewroteCelebrated Crimes,aneight-volumeseriesofarticlesaboutreal-lifecriminalsandtheircrimes.Butfictionalserialsbecameverypopularinnewspapersofthe1830s.SoDumasdecidedtostartwritingfiction.Hisfirstnovel,Captain Paul,wasanewspaperserialthatwaspublishedin1838.Itwasbasedononeofhisplays.

4 ThepopularityofDumas’searlyworksearnedhimagreatdealofmoney.However,healwaysspentmorethanheearned.Asaresult,hehadtowritefasterandfasterinordertomaintainhislifestyle.Hecameupwithacleverplan.Inordertoproduceworksasrapidlyaspossible,hesetupaproductionstudiostaffedbywritersandeditors.ThestudiopublishedmorethanonethousandworksunderthenameofAlexandreDumas.Somecriticsdismissedthestudioasa“fictionfactory,”butDumasmadesurethattheworkswrittentherewereuptohisstandards.Afterfirstdraftsoroutlineswerepreparedbyhisworkers,Dumasdirectedrevisionscarefully.Manyofhismostfamousbookswereplannedbyassistantsorcollaborators.Hisbest-knowncollaboratorwasAugustMaquet,whocameupwiththeplotfor The Count of Monte Cristo. ThisnoveltellsthestoryofEdmondDantès,amanwhoiswronglyputinjail,escapes,andthenseeksrevengeonthepeoplewhoputhiminjail.

1

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5 MaquetalsohelpedtoshapeDumas’sbest-knownadventure,The Three Musketeers,anditssequels.Duringtheirlongpartnership,Maquetwouldusuallysuggestplotsandcreatethefirstdrafts.Dumaswouldthenaddspecificdetailsanddialogue.Heoftenwrotethefinalchapters,too.Setintheseventeenthcentury,The Three Musketeersfollowsayoungmannamedd’Artagnan.LikeDumas,thisheromovestoParistofindhisfortune.Therehemeetsthemusketeersofthetitle:Athos,Porthos,andAramis.Thefourmenbecomefriendsforlife.Theirmottohasbecomeafamousrallyingcrysinceitwasfirstpublished:“Allforone,andoneforall!”Dumasusedhisexperienceasafencertocreatethemarvelousdescriptionsofswordfightsthroughoutthenovel.

6 Dumaswrotehistoricalfiction.Mostofhisfictionwassetinthesixteenthorseventeenthcentury.Buthewasnotmainlyconcernedwithpresentingaccuratedetailsofdistanteras.Hisplotscouldalsobeimprobable.Theyoftenreliedonamazingcoincidencestosurpriseandshockreaders.Criticssometimescomplained,butfansrespondedeagerly.Dumas’sexcitingandsuspensefultalesbecamemoreandmorepopular.

7 AsDumas’sfameandincomegrew,sodidhisspending.In1846,hebuiltacountryhouseawayfromParis.HenamedhiscountryhomeChateaudeMonte-Cristo.Helovedtoentertaingueststhereinlavishstyle.Thegroundsincludedasmallbuildinginthestyleofacastle.Dumasusedthischarmingstructureasawritingstudio.Theplayfulwriter’sretreatwasevensurroundedbyaminiaturemoat.

8 Despitethesuccessofhisnovels,Dumascouldnotaffordtokeepthechateau.Soon,hehadtosellittorepaydebts.Unfortunately,thesaledidnotsolvehismoneyproblems.In1851,heleftFranceforBelgium.Hewastryingtoescapefromthepeopleheowedmoneyto.Fromthere,hemovedontoRussia,wherehisworkswerewellknown.In1861,DumaswenttoItaly.HejoinedthefightforaunitedItaly.Finally,hereturnedtoParis,wherehediedin1870.Today,theChateaudeMonte-Cristoisapublicmuseum.VisitorscantourthebuildingsandgardenswhereoneofFrance’sbest-knownwritersoncelivedandentertained.

2

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Comprehension Check

1. . What .central .idea .about .the .life .of .Alexandre .Dumas .is .supported .by .this .passage? .

2. . What .inference .can .you .draw .about .things .that .Alexandre .Dumas .liked .to .do .in .his .free .time?

3. . Is .this .passage .a .primary .source .or .a .secondary .source? .Explain .how .you .know .

4. . What .does .the .expression .“fiction .factory” .mean .as .it .is .used .in .this .passage?

A. a .factory .that .exists .only .in .the .mind .of .the .writers

B. a .factory .that .makes .items .that .do .not .really .exist

C. a .place .that .turns .out .large .amounts .of .fiction .as .well .as .pieces .of .equipment

D. a .place .that .turns .out .large .amounts .of .fiction .as .if .it .were .a .factory .making .goods

5. . Which .of .the .following .techniques .does .the .writer .mainly .use .to .describe .Dumas’s .life?

A. Events .appear .in .chronological .order . .

B. Events .appear .in .order .from .least .important .to .most .important .

C. Events .appear .in .the .order .in .which .Dumas .wrote .them .

D. Events .appear .in .order .from .least .persuasive .to .most .persuasive .

3

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Independent Practice Lesson 1: Reading Literary Nonfiction

Read the passage. Then answer the questions that follow.

The Life and Adventures of Alexandre Dumas 1 TheFrenchwriterAlexandreDumashasthrilledcountlessreaderswithhis

talesofadventure,includingThe Three Musketeers.YetthestoryofDumas’slifewasjustasexcitingasoneofhisnovels.Hisbiographyincludeselementsthatheoftenincludedinhiswriting:poverty,riches,fame,andevenscandal.

2 DumaswasborninFranceonJuly24,1802.HisfatherwasaFrenchgeneralinNapoleon’sarmy.Hisgrandparentsonhisfather’ssidewereaFrenchnoblemanandablackslavefromSantoDomingo(nowHaiti).WhenDumaswasfouryearsold,hisfatherdied.Thefamilywasleftwithalmostnomoney.Hismothercouldnotaffordtogivehimacollegeeducation.Butshegavehimsomethingthathelpedhimmakehisfortune:aloveofstories.Sheoftentoldhimtalesofherhusband’slifeintheFrencharmy.HerstoriesinspiredtheyoungDumas’simaginationandloveofadventure.Hebecameaneagerreader.Asayoungadult,hedecidedtomovetoParistoearnhisliving.

3 InParis,Dumasbeganwritingplaysandarticlesformagazines.Hiseight-volumeseriesofarticles,Celebrated Crimes,toldthetalesofreal-lifecriminalsandtheircrimes.Butfictionalserialsbecameincreasinglypopularinnewspapersofthe1830s,soDumasdecidedtostartwritingfiction.Hisfirstnovel,Captain Paul,wasanewspaperserialthatwaspublishedin1838.Itwasbasedononeofhisplays.

4 ThepopularityofhisearlyworksearnedDumasagreatdealofmoney.Unfortunately,healwaysspentmorethanheearned.Asaresult,hehadtowritefasterandfasterinordertomaintainhisexpensivelifestyle.Hecameupwithacleverplanthathelpedhimproduceworksasrapidlyaspossible:Hesetupaproductionstudiostaffedbywritersandeditors.ThestudioeventuallypublishedmorethanonethousandworksunderthenameofAlexandreDumas.Somecriticsdismissedthestudioasa“fictionfactory.”However,Dumasmadesurethatalloftheworkswrittentherewereuptohisstandards.Afterhisworkersdeliveredfirstdraftsoroutlines,Dumasdirectedrevisionscarefully.Manyofhismostfamousbookswereoutlinedbyassistantsorcollaborators.Hisbest-knowncollaboratorwasAugustMaquet,whocameupwiththeplotfor The Count of Monte Cristo, anadventurenovelthattellsthestoryofEdmondDantès,amanwhoiswronglyputinjail,escapes,andthenseeksrevengeonthepeoplewhoputhiminjail.

1

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5 MaquetalsohelpedtoshapeDumas’sbest-knownadventure,The Three Musketeers,anditssequels.Duringtheirlongpartnership,Maquetwouldusuallysuggestplotsandcreatethefirstdrafts;Dumaswouldthenaddspecificdetailsanddialogue.Heusuallywrotethefinalchapters,too.Setintheseventeenthcentury,The Three Musketeersfollowsayoungmannamedd’Artagnan,who,likeDumas,movestoParistofindhisfortune.Therehemeetsthemusketeersofthetitle:Athos,Porthos,andAramis.Thefourmenbecomefriendsforlife.Theirmottohasbecomeafamousrallyingcrysinceitwasfirstpublished:“Allforone,andoneforall!”Dumasdrewonhisexperienceasacompetitivefencertocreatethemarvelousdescriptionsofswordfightsthroughoutthenovel.

6 Dumaswrotehistoricalfiction,mostlysetinthesixteenthorseventeenthcentury.Buthewasnotmainlyconcernedwithpresentingaccuratedetailsofdistanteras.Norwasbelievabilityhisprimarygoal.Hisplotscouldbeimprobable.Theyoftenreliedonextraordinarycoincidencestosurpriseandshockreaders.Criticssometimescomplained,butfansrespondedenthusiastically.Dumas’sexcitingandsuspensefultalesbecamemoreandmorepopular.

7 AsDumas’sfameandincomegrew,sodidhisspending.In1846,hebuiltacountryhouseawayfromParis.AtChateaudeMonte-Cristo,helovedtoentertainguestsinlavishstyle.Thegroundsincludedasmallbuildinginthestyleofaneogothiccastle.Dumasusedthischarmingstructureasawritingstudio.Theplayfulwriter’sretreatwasevensurroundedbyaminiaturemoat.

8 Despitethesuccessofhisnovels,Dumascouldnotaffordtokeepthechateau.Soon,hehadtosellittorepaydebts.However,thesaledidnotsolvehismoneyproblems.In1851,heleftFranceforBelgiuminordertoescapefromthepeopletowhomheowedmoney.Fromthere,hemovedontoRussia,wherehisworkswerewellknown.In1861,DumaswenttoItalyandjoinedthefighttounitethatcountry.Finally,hereturnedtoParis,wherehediedin1870.Today,theChateaudeMonte-Cristoisapublicmuseum.VisitorscantourthebuildingsandgardenswhereoneofFrance’sbest-knownwritersoncelivedandentertained.

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Comprehension Check

1. . What .central .idea .about .the .life .of .Alexandre .Dumas .is .supported .by .this .passage? .

2. . What .inference .can .you .draw .about .things .that .Alexandre .Dumas .liked .to .do .in .his .free .time?

3. . Is .this .passage .a .primary .source .or .a .secondary .source? .Explain .how .you .know .

4. . What .does .the .expression .“fiction .factory” .mean .as .it .is .used .in .this .passage?

A. a .factory .that .exists .only .in .the .mind .of .the .writers

B. a .factory .that .makes .items .that .do .not .really .exist

C. a .place .that .turns .out .large .amounts .of .fiction .as .well .as .pieces .of .equipment

D. a .place .that .turns .out .large .amounts .of .fiction .as .if .it .were .a .factory .making .goods

5. . Which .of .the .following .techniques .does .the .writer .mainly .use .to .describe .Dumas’s .life?

A. Events .appear .in .chronological .order . .

B. Events .appear .in .order .from .least .important .to .most .important .

C. Events .appear .in .the .order .in .which .Dumas .wrote .them .

D. Events .appear .in .order .from .least .persuasive .to .most .persuasive .

3

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Independent Practice Lesson 1: Reading Literary Nonfiction

Read the passage. Then answer the questions that follow.

The Life and Adventures of Alexandre Dumas 1 TheFrenchwriterAlexandreDumashasthrilledcountlessreaderswithhis

talesofadventure,includinghisinternationalbestsellerThe Three Musketeers.YetthestoryofDumas’slifewasjustasexcitingasoneofhisnovels.Hisbiographyincludesmanyelementsthatheoftenincludedinhispopularwriting:poverty,riches,fame,andevenscandal.

2 DumaswasborninFranceonJuly24,1802,thesonofaFrenchgeneralinNapoleon’sarmy.Hisgrandparentsonhisfather’ssidewereaFrenchnoblemanandablackslavefromSantoDomingo(nowHaiti).WhenDumaswasjustfouryearsold,hisfatherdied.Thefamilywasleftindirefinancialconditions.Hismothercouldnotaffordtogivehimanextensiveeducation.Butshegavehimsomethingthatwouldhelphimmakehiscareer:aloveofstories.Sheoftentoldhimtalesofherhusband’sexploitsintheFrencharmy.Heraccountsinspiredtheyoungman’simaginationandpassionforadventure.Later,hebecamearavenousreader.Asayoungadult,hedeterminedthathewouldmakehislivinginParis.

3 Dumasbeganbywritingplays,aswellasarticlesformagazines.Hiseight-volumeseriesofarticles,Celebrated Crimes,providedsensationaldescriptionsofreal-lifecriminalsandtheircrimes.Whenfictionalserialsbecameincreasinglypopularinnewspapersofthe1830s,Dumaswaseagertocapitalizeonthetrend.Hisfirstnovel,Captain Paul,wasanewspaperserialthatwaspublishedin1838andwasbasedononeofDumas’splays.

4 ThepopularityofhisearlyworksearnedDumasseveralfortunes.However,histasteforextravagancemeantthathealwaysspentmorethanheearned.Dumashadtowritefasterandfasterinordertomaintainhisluxuriouslifestyle.Hecameupwithaplanthatreflectedhisskillsasasuperbmarketerandpromoter.Inordertoproduceworksasrapidlyaspossible,heestablishedaproductionstudio.Itwasstaffedbywritersandeditors,anditeventuallypublishedmorethanonethousandworksunderthenameofAlexandreDumas.Criticsreferredtothestudiodismissivelyasa“fictionfactory.”Nonetheless,Dumastookcaretooverseethequalityoftheworksthatthestudiodeveloped.Hedirectedrevisionscarefullyafterhisworkersdeliveredfirstdraftsoroutlines.Manyofhismostfamousbookswereoutlinedorconceptualizedbyassistantsorcollaborators.Hisbest-knowncollaboratorwasAugustMaquet,whocameupwiththeplotfor The Count of Monte Cristo, acomplicatedtalethatfocusesonEdmondDantès,amanwhoiswronglyputinjail,escapes,becomeswealthy,andthenseeksrevengeonthosewhoimprisonedhim.

1

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5 MaquetalsohelpedtoshapeDumas’sbest-knownadventure,The Three Musketeers,anditssequels.Duringtheirlongpartnership,Maquetwouldusuallysuggestplotsandcreatethefirstdrafts.Dumaswouldthenaddspecificdetailsanddialogue.Often,healsowrotethefinalchaptershimself.Setintheseventeenthcentury,The Three Musketeersfollowsayoungmannamedd’Artagnan,who,likeDumas,movestoParistofindhisfortune.Therehemeetsthemusketeersofthetitle:Athos,Porthos,andAramis.Thefourmenbecomefriendsforlife.Theirmottohasbecomeafamousrallyingcryeversinceitwasfirstpublished:“Allforone,andoneforall!”Dumasutilizedhisexperienceasacompetitivefencertocreatethemarvelousdescriptionsofswordfightsthroughoutthenovel.

6 Dumas’sserialswerehistoricalfiction,setinthesixteenthorseventeenthcentury.Buthewasnotprimarilyconcernedwithpresentingaccuratedetailsofdistanteras.Hisplotscouldbeimprobable.Theyoftenreliedonextraordinarycoincidencestosurpriseandshockreaders.Whilecriticssometimescomplained,fansrespondedeagerlytoDumas’sexcitingandsuspensefultales.

7 AsDumas’sfameandincomegrew,sodidhisspending.In1846,hebuiltacountryhousehenamedtheChateaudeMonte-Cristo.Therehelovedtoentertainguestsinlavishstyle.Thegroundsincludedafancifulsmallbuildinginthestyleofaneogothiccastle.Dumasusedthischarmingstructure,knownastheChateaud’If,asawritingstudio.Theplayfulwriter’sretreatwasevensurroundedbyaminiaturemoat.

8 Despitethesuccessofhisnovels,Dumascouldnotaffordtokeepthechateau.Soon,hehadtosellittorepaydebts.Unfortunately,thesaledidnotsolvehisfinancialproblems.In1851,heleftFranceforBelgiuminordertoescapefromhiscreditors.Fromthere,hemovedontoRussia,wherehisworkswerewellknown.In1861,DumaswenttoItaly,wherehejoinedthefightforaunitedItaly.Finally,hereturnedtoParis,wherehediedin1870.Today,theChateaudeMonte-CristoisapublicmuseumwherevisitorscantourthebuildingsandgardensandseehowoneofFrance’sbest-knownwritersoncelivedandentertained.

2

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Comprehension Check

1. . What .central .idea .about .the .life .of .Alexandre .Dumas .is .supported .by .this .passage? .

2. . What .inference .can .you .draw .about .things .that .Alexandre .Dumas .liked .to .do .in .his .free .time? .

3. . Is .this .passage .a .primary .source .or .a .secondary .source? .Explain .how .you .know .

4. . What .does .the .expression .“fiction .factory” .mean .as .it .is .used .in .this .passage?

A. a .factory .that .exists .only .in .the .mind .of .the .writers

B. a .factory .that .makes .items .that .do .not .really .exist

C. a .place .that .turns .out .large .amounts .of .fiction .as .well .as .pieces .of .equipment

D. a .place .that .turns .out .large .amounts .of .fiction .as .if .it .were .a .factory .making .goods

5. . Which .of .the .following .techniques .does .the .writer .mainly .use .to .describe .Dumas’s .life?

A. Events .appear .in .chronological .order . .

B. Events .appear .in .order .from .least .important .to .most .important .

C. Events .appear .in .the .order .in .which .Dumas .wrote .them .

D. Events .appear .in .order .from .least .persuasive .to .most .persuasive .

3

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Independent Practice Lesson 3: Reading Fiction

Read the passage. Then answer the questions that follow.

The Lucky Teakettle1 Longago,atthetempleofMorinjiinJapan,therewasanoldteakettle.When

thepriestofthetemplewasabouttoputitonthehearthtoboil,theteakettlesuddenlysproutedtheheadandtailofabadger.Thepriestshoutedanddroppedthekettle.Instantly,itgrewfourhairylegsandbeganrunningabouttheroomlikeanaughtychild.Thepriestandhisstudentschasedthehalfkettle–halfbadgeraroundandaround.Finally,theycaptureditandforceditintoabox.

2 Thenextmorning,atinkercametothetempletodosomework.Bythistime,theteakettlehadreturnedtoitsoriginalform.Thepriestwasworriedthattheteakettlemightrepeatitsbizarreantics,sohesoldittothetinkerforalowprice.Thetinkerwasverypleasedwithhisbargain.Hethoughthemightfixuptheteakettleandresellit,orperhapsuseithimself.Ashecarriedtheteakettlehome,hethoughtitfeltabitheavy.

3 Thatevening,asusual,thetinkeratedinnerandwenttobed.Hewasawakenedatmidnightbyastrangesound.Itwaslikethelidofapotmovingupanddown.Helitalamp.There,walkingabouttheroom,wasateakettlewiththehead,legs,andtailofabadger.Thetinkerdidn’tpanicorgrowupset.Hejustmurmured,“That’sstrange.”

1

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4 Thebadger-teakettlewalkedovertohim.“Don’tworry,”itsaid.“Iamverykind-hearted.Iwishyouwell.Justdon’thangmeoverafireorshutmeinabox.”

5 Thetinkeragreedtothisrequestandadded,“WhatelsecanIdoforyou?”

6 “Feedmealittlericefromtimetotime,”answeredthebadger-teakettle.“Inreturn,Iwillhelpyou.Iamaveryluckyandaccomplishedteakettle.Letmeshowyou.”Thenthebadger-teakettlewalkedtoacorneroftheroomandpickedupafan.Itbegantodanceonitshindlegs,wavingthefanwithafurrypaw.Forseveralminutes,itdancedandsangandperformedentertainingtricks.Thenitsatdownandbecameanordinaryteakettleagain.

7 Thenextday,thetinkerandashowmanmetandmadeaplan.Theybuiltatheateronwheels,withalittlestage.TheypaintedscenerythatshowedMountFuji,flyingcranes,andgoldentortoises.TheymadeticketsthatsaidTheLuckyTeakettlePerformance—AdmitOne. Thentheywentontheroadwiththeirtravelingshow.

8 Newsofthebadger-teakettle’swonderfulshowspreadfarandwide.Peopleflockedtoattendtheshow.Thebadger-teakettleperformedformanyyears,andthetinkergrewveryrich.Atlast,heretiredfromshowbusiness.Toshowhisgratitudeforallhehadreceived,thetinkerreturnedthebadger-teakettletothetempleofMorinjiasasacredrelic.Afterthetinker’sdeath,itturnedintoanordinaryteakettleandnevermovedagain.

2

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Comprehension Check

1. . What .theme .about .accepting .surprises .is .supported .by .the .different .ways .that .the .priest .and .the .tinker .respond .to .the .badger-teakettle?

2. . How .is .the .tinker .different .from .the .priest?

3. . Describe .an .inference .you .can .draw .about .how .the .badger-teakettle .feels .about .performing .for .the .tinker .

4. . Why .does .the .narrator .compare .the .badger-teakettle .to .a .naughty .child .in .paragraph .1?

A. to .emphasize .that .the .badger-teakettle .can .speak .and .learn

B. to .show .that .the .badger-teakettle .has .many .hidden .skills, .such .as .singing .and .dancing

C. to .present .the .badger-teakettle .as .playful .and .mischievous

D. to .persuade .the .tinker .to .take .the .badger-teakettle .home .with .him

5. . Which .of .the .following .BEST .describes .the .narrator’s .point .of .view?

A. The .narrator .thinks .that .the .events .in .the .story .are .frightening .and .likely .to .scare .readers .

B. The .narrator .believes .that .the .events .in .the .story .will .persuade .readers .to .be .kind .to .animals .

C. The .narrator .explains .why .the .priest .deserved .to .be .punished .for .his .actions . .

D. The .narrator .describes .how .positive .results .can .come .from .good .actions .

3

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Independent Practice Lesson 3: Reading Fiction

Read the passage. Then answer the questions that follow.

The Lucky Teakettle1 Longago,atthetempleofMorinjiinJapan,therewasanancientteakettlethat

wasthecolorofburntleaves.Oneday,whenthepriestofthetemplewasabouttoboilwaterinit,theimpishkettlesuddenlysproutedtheheadandtailofabadger.Terrifiedbythesuddenchange,thepriestcriedoutanddroppedthekettletotheground.Instantly,fourhairybadgerlegssproutedfromthebottomofthekettle,whichbeganscamperingabouttheroomlikeanaughtychild.Thepriestandhisstudentschasedthehalfkettle–halfbadgeraroundandaround.Whentheyfinallycapturedthemischievouscreature,thepriestforceditintoaboxandsealedthelidtightly.

2 Thenextmorning,atinkercametothetemplelookingforwork.Thepriestinvitedhiminandaskedhimtorepairabrokenscreeninthegarden.Butthepriestwasactuallyhopingforawaytogetridofthetroublesometeakettle.Bythistime,ithadresumeditsoriginalformanddidnotseemunusual.Thepriest,however,wasworriedthattheteakettlemightrepeatitsbizarreantics,soheofferedittothetinkerforalowprice.Thetinker,wholovedtogetagoodbargain,happilyagreed.Hethoughthemightfixuptheteakettleandresellit,orperhapsuseithimself.Ashecarriedtheteakettlehome,henoticeditfeltoddlyheavy.

3 Thatevening,asusual,thetinkeratehiseveningmeal.Thenhewenttobed,hisheadfilledwithplansforthefuture.Hewasthinkingaboutwayshemightmakemoneywithhisnewteakettleashedriftedofftosleep.Atmidnight,astrangesoundawokehim.Itcamefromthekitchenandsoundedlikethelidofapotmovingupanddown.Helitalampandwentintoinvestigate.There,trottingaboutthekitchen,wasateakettlewiththehead,legs,andtailofabadger.Thetinkerdidn’tpanicorgrowupset.Hesimplywhispered,“Howstrange.”

1

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4 Thebadger-teakettlewalkedovertohimandspokereassuringly.“Don’tworry,”itsaid.“Iamverykind-heartedandwishyouwell.Butplease,don’thangmeoverafireorshutmeinabox.”

5 Thetinkerfeltthatthisrequestwasquitereasonable.Hehimselfwouldn’tliketobehungoverafireorshutinabox.Sohegladlyagreedtothebadger-teakettle’srequest,adding,“WhatelsecanIdoforyou?”

6 “Youmightfeedmealittlericeoccasionally,”answeredthebadger-teakettle.“Inreturn,Iwillhelpyou.Iamaveryluckyandaccomplishedteakettle.Allowmetodemonstrate.”Withthosewords,thebadger-teakettlepickedupafanthatwasstoredinthecorneroftheroom.Thebadger-teakettlebegantodanceonitshindlegs,wavingthefanelegantlywithafurrypaw.Forseveralminutes,itdanced,sang,andperformedentertainingtricks.Thenitsatdownandbecameanordinaryteakettleagain.

7 Thenextday,thetinkermadearrangementswithashowman.Theybuiltamoveabletheateronwheels,withalittlestage.TheypaintedscenerythatshowedMountFujiinthebackground,aswellasflyingcranesandgoldentortoises.TheyprintedticketsthatsaidTheLuckyTeakettlePerformance—AdmitOne. Thentheywentontheroadwiththeirtravelingshow.

8 Newsofthewonderfulbadger-teakettle’samazingperformancesspreadfarandwide.Peopleflockedtoattendthem.Thebadger-teakettleperformedformanyyears,andthetinkergrewrichbeyondhiswildestdreams.Whenhefinallyretiredfromshowbusiness,hewantedtoshowhisgratitudeforallhehadreceived.Sohereturnedthebadger-teakettletothetempleofMorinjiasasacredrelic.Afterthetinker’sdeath,itturnedbackintoanordinaryteakettleandnevermovedordancedagain.

2

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Comprehension Check

1. . What .theme .about .accepting .surprises .is .supported .by .the .different .ways .that .the .priest .and .the .tinker .respond .to .the .badger-teakettle?

2. . How .is .the .tinker .different .from .the .priest?

3. . Describe .an .inference .you .can .draw .about .how .the .badger-teakettle .feels .about .performing .for .the .tinker .

4. . Why .does .the .narrator .compare .the .badger-teakettle .to .a .naughty .child .in .paragraph .1?

A. to .emphasize .that .the .badger-teakettle .can .speak .and .learn

B. to .show .that .the .badger-teakettle .has .many .hidden .skills, .such .as .singing .and .dancing

C. to .present .the .badger-teakettle .as .playful .and .mischievous

D. to .persuade .the .tinker .to .take .the .badger-teakettle .home .with .him

5. . Which .of .the .following .BEST .describes .the .narrator’s .point .of .view?

A. The .narrator .thinks .that .the .events .in .the .story .are .frightening .and .likely .to .scare .readers .

B. The .narrator .believes .that .the .events .in .the .story .will .persuade .readers .to .be .kind .to .animals .

C. The .narrator .explains .why .the .priest .deserved .to .be .punished .for .his .actions . .

D. The .narrator .describes .how .positive .results .can .come .from .good .actions .

3

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Independent Practice Lesson 3: Reading Fiction

Read the passage. Then answer the questions that follow.

The Lucky Teakettle1 Longago,intheJapanesetempleofMorinji,therewasanancientteakettle

thatwasthecolorofburntleaves.Oneautumnday,whenthepriestofthetemplewasabouttoputtheteakettleonthehearthtoboil,theimpishkettlesuddenlysproutedtheheadandtailofabadger.Terrifiedbythesuddentransformation,thepriestcriedoutanddroppedthekettletotheground.Instantly,fourhairybadgerlegssproutedfromthebottomofthekettle,anditbeganscamperingabouttheroomlikeanaughtychild.Thepriestandhisstudentschasedthehalfkettle–halfbadgeraroundandaround.Whenatlasttheycapturedthemischievouscreature,thepriestforceditintoaboxandsealedthelidtightly.

2 Thenextmorning,atinkercametothetemplelookingforwork.Thepriestinvitedhiminandaskedhimtorepairabrokenscreeninthegarden,butthepriestwasactuallyhopingforawaytogetridofthetroublesometeakettle.Bythistime,ithadresumeditsoriginalformanddidnotseemunusual.Thepriest,however,wasworriedthattheteakettlemightrepeatitsbizarreantics,soheofferedittothetinkerforalowprice.Thetinker,wholovedtogetagoodbargain,happilyagreed.Hethoughthemightfixuptheteakettleandresellit,orperhapsuseithimself.Ashecarriedtheteakettlehome,hethoughtitfeltunusuallyheavy.

3 Thatevening,asusual,thetinkeratehiseveningmealandwenttobed,hisheadfilledwithplansforthefuture.Hewasimaginingwayshemightmakemoneywithhisnewteakettleashedriftedofftosleep.Atmidnight,astrangesoundawokehim.Itcamefromthekitchenandsoundedlikethelidofapotmovingupanddown.Helitalampandwentintoinvestigate.There,trottingaboutthekitchen,wasateakettlewiththehead,legs,andtailofabadger.Thetinkerdidn’tpanicorgrowupset;hesimplymurmured,“That’sstrange.”

1

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4 Thebadger-teakettleapproachedthetinkerandspoketohimreassuringly.“Don’tworry,”itsaid.“Iamveryamiableandwishyouwell.Please,justdon’tsuspendmeoverafireorshutmeinabox.”

5 Thetinkerfeltthatthisrequestwasquitereasonable,forhealsowouldnotliketobesuspendedoverafireorshutinabox.Heagreedtothebadger-teakettle’srequest,adding,“WhatelsecanIdoforyou?”

6 “Youmightfeedmealittlericeoccasionally,”answeredthebadger-teakettle.“Inreturn,Iwillhelpyou.Iamaveryfortunateandtalentedteakettle;allowmetodemonstrate.”Withthosewords,thebadger-teakettlepickedupafanthatwasstoredinthecorneroftheroom.Thebadger-teakettlebegantodanceonitshindlegs,wavingthefangracefullywithafurrypaw.Forseveralminutes,itdanced,sang,andperformedentertainingtricks.Thenitsatdownandtransformedtoanordinaryteakettleagain.

7 Thenextday,thetinkermadearrangementswithashowman.Theybuiltaportabletheateronwheels,withalittlestage.TheypaintedscenerythatshowedMountFujiinthebackground,aswellasflyingcranesandgoldentortoises.TheyprintedticketsthatsaidTheLuckyTeakettlePerformance—AdmitOne. Thentheywentontheroadwiththeirtravelingshow.

8 Newsoftheremarkablebadger-teakettle’ssurprisingperformancesspreadfarandwide,andpeopleflockedtoattendthem.Thebadger-teakettleperformedformanyyears,andthetinkergrewwealthybeyondhiswildestexpectations.When,atlast,heretiredfromshowbusiness,heshowedhisgratitudeforhisgoodfortunebyreturningthebadger-teakettletothetempleofMorinjiasasacredrelic.Afterthetinker’sdeath,itregressedintoanordinaryteakettleandnevermovedordancedagain.

2

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Comprehension Check

1. . What .theme .about .accepting .surprises .is .supported .by .the .different .ways .that .the .priest .and .the .tinker .respond .to .the .badger-teakettle?

2. . How .is .the .tinker .different .from .the .priest?

3. . Describe .an .inference .you .can .draw .about .how .the .badger-teakettle .feels .about .performing .for .the .tinker .

4. . Why .does .the .narrator .compare .the .badger-teakettle .to .a .naughty .child .in .paragraph .1?

A. to .emphasize .that .the .badger-teakettle .can .speak .and .learn

B. to .show .that .the .badger-teakettle .has .many .hidden .skills, .such .as .singing .and .dancing

C. to .present .the .badger-teakettle .as .playful .and .mischievous

D. to .persuade .the .tinker .to .take .the .badger-teakettle .home .with .him

5. . Which .of .the .following .BEST .describes .the .narrator’s .point .of .view?

A. The .narrator .thinks .that .the .events .in .the .story .are .frightening .and .likely .to .scare .readers .

B. The .narrator .believes .that .the .events .in .the .story .will .persuade .readers .to .be .kind .to .animals .

C. The .narrator .explains .why .the .priest .deserved .to .be .punished .for .his .actions . .

D. The .narrator .describes .how .positive .results .can .come .from .good .actions .

3

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Independent Practice Lesson 4: Reading Historical Texts

Read the passage. Then answer the questions that follow.

The Impeachment Process1 AU.S.president’stermofofficeisfouryears.Butwhathappensifthepresident

commitsacrimeduringthosefouryears?TheU.S.Constitutiondescribeshowtohandlethissituation.Itliststhereasonsforremovingfederalofficialsfromoffice.Thisprocessisknownasimpeachment.TheConstitutionstatesthatapresidentcanberemovedfromofficefor“Treason,Bribery,orotherhighCrimesandMisdemeanors.”Treasonandbriberyarefairlyclear.Treasonisanattempttooverthrowthegovernment.Briberyistheactofgivingortakingabribe.However,“otherhighCrimesandMisdemeanors”arenotdefinedintheConstitution.Still,itisclearaboutwhatapresidentcanandcannotdo.Therearethreecategoriesofprohibitedactivities.Thefirstcategoryincludesactionsthatgobeyondthepowersofapresident.Thesecondcategoryincludesbehavinginwaysthatconflictwiththeproperfunctionsofapresident.Thethirdcategoryincludesusingthepositionofpresidentforanimproperpurpose,includingpersonalgain.

2 ThefirststepintheimpeachmentprocessisanaccusationbyatleastonememberoftheHouseofRepresentatives.Whenapresidentisaccused,theissuegoestotheHouseJudiciaryCommittee.ThiscommitteeismadeupofmembersoftheHouse.Thecommitteeinvestigatestheaccusation.Itmayholdhearings.Thecommitteecanthendecidetocreatealistofoffenses,calledarticlesofimpeachment.AmajorityvoteisneededtosendanyorallarticlesofimpeachmenttotheentireHouseofRepresentatives.

3 IftheJudiciaryCommitteesendsanyarticlesofimpeachmenttotheHouse,thenthepresidentisimpeached.Itisimportanttounderstandthatimpeachmentisnotthesameasguilt.Beingimpeacheddoesnotmeanthepresidenthasbeenfoundguilty.ImpeachmentmeansthatthepresidenthasbeenaccusedofmisconductbytheJudiciaryCommittee.

4 ThefullHouseofRepresentativesthendebatesandvotes.Amajoritymustvotetocontinuetheimpeachmentprocess.Ifamajoritydoesnotvotetocontinuetheimpeachment,theimpeachmentprocessends.Butwhatifamajoritydoesvotetoimpeachthepresident?Thenthecaseistriedlikeacourtcase.ThechiefjusticeoftheSupremeCourtactsasthejudge.MembersoftheHouseactastheprosecution.TheSenateactsasthejury.Iftwo-thirdsofthesenatorsvoteforconviction,thenthepresidentisremovedfromoffice.Apresidentwhoisfoundguiltyinanimpeachmenttrialcanneverholdagovernmentpositionagain.

1

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5 TwoU.S.presidents,AndrewJohnsonandBillClinton,havebeenimpeached.PresidentJohnsonwasimpeachedin1868byhispoliticalopponentsintheHouse.Theyfeltthathehadunfairlyfiredacabinetofficer.Thirty-fivesenatorsfoundhimguilty.Thevotewasonevoteshortofthetwo-thirdsnecessarytoconvicthim.Asaresult,Johnsonremainedinoffice.In1998,BillClintonwasimpeachedbytheHouse.Onceagain,theSenatefailedtoreachthetwo-thirdsmajorityneededforconviction.

Andrew Johnson . . . . . Bill Clinton

6 Whyisapresident’simpeachmenttrialheldbytheSenate?Don’tmosttrialstakeplaceinacourtoflaw?ThereasonisthatoursystemisbasedonBritishlaw.TheUnitedKingdomhassimilarrulesforimpeachinggovernmentofficials.Theimpeachmentprocesshelpsmakesurethattheresultsarenotprejudiced.TrialbytheSenatealsohelpstoprotectagainstunfairdecisions.Impeachmentisoftenapoliticalaccusation.ThereisadangerthatatraditionaljuryortheSupremeCourtcouldbeaffectedbypoliticalloyalties.In1788,AlexanderHamiltonwrotethattheimpeachmentprocesshelpsmakesurethattheresultsofimpeachmenttrialsare“realdemonstrationsofinnocenceorguilt.”Inotherwords,insistingthatamajorityoftheHousemustvoteforimpeachmentandtwo-thirdsoftheSenatemustvoteforconvictionisanotherpartofourgovernment’ssystemofchecksandbalances.Theseruleshelpguaranteethatanimpeachmentvoteandtrialareasfairaspossible.

2

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The House of Representatives refers the matter to the House Judiciary Committee.

The House Judiciary Committee reviews the matter and may hold hearings. Then it votes. If a majority of the committee agrees, it sends the articles of impeachment to full House of Representatives.

The House of Representatives votes separately on each of the articles of impeachment. A majority vote is required to continue the impeachment.

If any articles of impeachment are approved by the House, there is an impeachment trial. The Senate is the jury. The chief justice presides, and the members of the House prosecute.

The trial ends with a vote. Approval of two-thirds of the Senate members present is required for conviction.

The president is removed from of�ce if convicted.

The president is charged with misconduct while in of�ce.

Presidential Impeachment Process

3

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Comprehension Check

1. . What .is .impeachment?

2. . When .are .articles .of .impeachment .created?

3. . Why .doesn’t .the .flowchart .mention .Presidents .Andrew .Johnson .and .Bill .Clinton?

4. . Which .of .the .following .summaries .BEST .describes .the .passage?

A. The .impeachment .process .was .modeled .on .a .similar .system .that .was .first .established .in .British .law .

B. Treason, .bribery, .and .other .high .crimes .or .misdemeanors .are .the .primary .reasons .for .an .impeachment .trial .

C. A .president .accused .of .committing .a .crime .can .be .impeached .according .to .a .process .outlined .in .the .Constitution .

D. The .impeachment .process .is .different .from .a .civil .or .criminal .trial .because .the .laws .a .president .must .obey .are .different .from .the .laws .other .U .S . .citizens .must .obey .

5. . What .structure .does .MOST .of .the .passage .follow?

A. Steps .in .a .process .are .described .in .the .order .in .which .they .occur .

B. Elements .of .an .impeachment .are .explained .in .order .of .importance .

C. Historical .information .about .past .impeachments .is .presented .in .reverse .chronological .order .

D. The .writer .compares .and .contrasts .an .impeachment .trial .with .a .civil .trial .

4

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Independent Practice Lesson 4: Reading Historical Texts

Read the passage. Then answer the questions that follow.

The Impeachment Process1 AU.S.president’stermofofficeisfouryears.Butwhathappensifthepresident

commitsacrimeduringthosefouryears?TheU.S.Constitutiondealsspecificallywiththegroundsforremovingfederalofficialsfromoffice.Thisprocessisknownasimpeachment.TheConstitutionstatesthatapresidentcanberemovedfromofficefor“Treason,Bribery,orotherhighCrimesandMisdemeanors.”Treasonandbriberyarefairlyclear.Treasonisanattempttooverthrowthegovernment.Briberyistheactofgivingortakingabribe.However,“otherhighCrimesandMisdemeanors”isopentointerpretation.Still,theConstitutionisclearaboutwhatapresidentcanandcannotdo.IlonaNickols,acongressionalscholar,identifiesthreecategoriesofcrimesthatmightfallunderthisdescription.Nickols’sfirstcategoryincludescrimesthatinvolveexceedingthepowersofthepresidentialoffice.Goingbeyondthosepowerscouldbeanimpeachableoffense.Secondly,Nickolsdescribescrimesthatinvolvehowthepresidentacts.Behavinginamannerthatisincompatiblewiththeproperfunctionsandpurposesoftheofficecouldbeanimpeachablecrime.Finally,Nickolspointsoutthatapresidentcouldbeimpeachedforusingthepresidentialofficeforanimproperpurpose,includingpersonalgain.

2 ThefirststepintheimpeachmentprocessisanaccusationbyatleastonememberoftheHouseofRepresentatives.Whenapresidentisaccused,theHousesendstheaccusationtotheHouseJudiciaryCommittee.ThiscommitteeismadeupofmembersoftheHouse.Thecommitteecollectsinformationabouttheaccusationsandmayholdhearings.Next,thecommitteemaycreatealistofoffenses,calledarticlesofimpeachment.Thecommitteevotesonthearticlesofimpeachment.Ifamajorityapprovesanyarticlesofimpeachment,theyaresenttotheentireHouseofRepresentatives.

3 IftheJudiciaryCommitteesendsanyarticlesofimpeachmenttotheHouseforavote,thenthepresidentisimpeached.Itisimportanttounderstandthatimpeachmentdoesnotmeanthepresidenthasbeenfoundguilty.ImpeachmentmeansthattheJudiciaryCommitteehasaccusedthepresidentofmisconduct.

4 Next,thefullHouseofRepresentativesdebatesandvotes.Ifamajoritydoesnotvotetocontinuetheinvestigation,theimpeachmentprocessends.Ifamajoritydoesvotetoimpeachthepresident,thenthecaseistriedlikeacourtcase.ThechiefjusticeoftheSupremeCourtactsasthejudge.MembersoftheHouseactastheprosecution,andtheSenateactsasthejury.Iftwo-thirdsofthesenatorsvoteinfavorofconviction,thenthepresidentisremovedfromoffice.Otherwise,thepresidentremainsinoffice.Apresidentwhoisfoundguiltyinanimpeachmenttrialcanneverholdagovernmentpositionagain.

1

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5 TwoU.S.presidents,AndrewJohnsonandBillClinton,havebeenimpeached.PresidentJohnsonwasimpeachedin1868byhisHousepoliticalopponentsforfiringacabinetofficer.Thirty-fivesenatorsfoundhimguilty.Thevotewasonevoteshyofthetwo-thirdsnecessarytoconvicthim.Asaresult,Johnsonremainedinoffice.In1998,BillClintonwasimpeachedbytheHouse.Onceagain,theSenatefailedtoreachthetwo-thirdsmajorityneededforconviction.

Andrew Johnson . . . . . Bill Clinton

6 Whyisapresident’simpeachmenttrialheldbytheSenate,insteadofinacourtoflaw?ThemodelforthisprocessisfoundinBritishlaw.TheUnitedKingdomhassimilarrulesforimpeachinggovernmentofficials.Theimpeachmentprocesshelpsmakesurethattheresultsarenotprejudiced.TrialbytheSenatealsohelpstoprotectagainstunfairdecisions.Impeachmentisoftenahighlycharged,politicalaccusation.ThereisadangerthatatraditionaljuryortheSupremeCourtcouldbeswayedbypoliticalloyalties.In1788,AlexanderHamiltonwrotethattheimpeachmentprocesshelpsmakesurethattheresultsofimpeachmenttrialswillbe“realdemonstrationsofinnocenceorguilt.”Inotherwords,insistingthatamajorityoftheHousevoteforimpeachmentandtwo-thirdsoftheSenatevoteforconvictionisanotherpartofourgovernment’ssystemofchecksandbalances.Theseruleshelpguaranteethatanimpeachmentvoteandtrialareasfairaspossible.

2

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The House of Representatives refers the matter to the House Judiciary Committee.

The House Judiciary Committee reviews the matter and may hold hearings. Then it votes. If a majority of the committee agrees, it sends the articles of impeachment to full House of Representatives.

The House of Representatives votes separately on each of the articles of impeachment. A majority vote is required to continue the impeachment.

If any articles of impeachment are approved by the House, there is an impeachment trial. The Senate is the jury. The chief justice presides, and the members of the House prosecute.

The trial ends with a vote. Approval of two-thirds of the Senate members present is required for conviction.

The president is removed from of�ce if convicted.

The president is charged with misconduct while in of�ce.

Presidential Impeachment Process

3

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Comprehension Check

1. . What .is .impeachment?

2. . When .are .articles .of .impeachment .created?

3. . Why .doesn’t .the .flowchart .mention .Presidents .Andrew .Johnson .and .Bill .Clinton?

4. . Which .of .the .following .summaries .BEST .describes .the .passage?

A. The .impeachment .process .was .modeled .on .a .similar .system .that .was .first .established .in .British .law .

B. Treason, .bribery, .and .other .high .crimes .or .misdemeanors .are .the .primary .reasons .for .an .impeachment .trial .

C. A .president .accused .of .committing .a .crime .can .be .impeached .according .to .a .process .outlined .in .the .Constitution .

D. The .impeachment .process .is .different .from .a .civil .or .criminal .trial .because .the .laws .a .president .must .obey .are .different .from .the .laws .other .U .S . .citizens .must .obey .

5. . What .structure .does .MOST .of .the .passage .follow?

A. Steps .in .a .process .are .described .in .the .order .in .which .they .occur .

B. Elements .of .an .impeachment .are .explained .in .order .of .importance .

C. Historical .information .about .past .impeachments .is .presented .in .reverse .chronological .order .

D. The .writer .compares .and .contrasts .an .impeachment .trial .with .a .civil .trial .

4

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Independent Practice Lesson 4: Reading Historical Texts

Read the passage. Then answer the questions that follow.

The Impeachment Process1 AU.S.president’stermofofficeisfouryears.Butwhathappensifthepresident

commitsacrimeduringthosefouryears?TheU.S.Constitutiondealsspecificallywiththegroundsforremovingfederalofficialsfromoffice.Thisprocessisknownasimpeachment.TheConstitutionstatesthat“thePresident,VicePresidentandallcivilOfficersoftheUnitedStates,shallberemovedfromOfficeonImpeachmentfor,andConvictionof,Treason,Bribery,orotherhighCrimesandMisdemeanors.”Treasonandbriberyarefairlyclear.Treasonisanattempttooverthrowthegovernment,andbriberyistheactofgivingortakingabribe.However,“otherhighCrimesandMisdemeanors”isopentointerpretation.Still,theConstitutionisclearaboutwhatapresidentcanandcannotdo.IlonaNickols,acongressionalscholar,identifiesthreebroadcategoriesofactivitiesthatareconsidered“otherhighCrimesandMisdemeanors.”Nickols’sfirstcategoryincludescrimesthatinvolveexceedingthepowersofthepresidentialoffice,asdescribedintheConstitution.Hersecondcategoryincludesbehavinginamannerthatisincompatiblewiththeproperfunctionandpurposeoftheoffice.Finally,herthirdcategoryspecifiesthatapresidentcouldbeimpeachedforusingthepresidentialofficeforanimproperpurpose,includingpersonalgain.

2 ThefirststepintheimpeachmentprocessoccurswhenanaccusationofmisconductismadebyoneormoremembersoftheHouseofRepresentatives.Whenapresidentisaccused,theHousepassesthemattertoitsHouseJudiciaryCommittee.ThiscommitteeismadeupofmembersoftheHouse.Thecommitteecollectsinformationandmayholdhearingstofindoutmoreinformationabouttheaccusation.Thecommitteecanthendecidetocreatealistofoffenses,calledarticlesofimpeachment.AmajorityvoteoftheHouseJudiciaryCommitteemembersisrequiredtoapproveanyarticlesofimpeachmentandsendthemtotheentireHouseofRepresentatives.

3 IftheHouseJudiciaryCommitteedoessendanyarticlesofimpeachmenttotheHouseforavote,thenthepresidentisimpeached.ItisimportanttorecognizethatimpeachmentdoesnotmeanthatthepresidenthasbeenfoundguiltybytheHouseJudiciaryCommittee.ImpeachmentmeansthatthepresidenthasbeenofficiallyaccusedofmisconductbytheHouseJudiciaryCommittee.

1

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4 Next,thefullHouseofRepresentativesdebatesthearticle(s)ofimpeachmentandvotes.Ifamajoritydoesnotvotetocontinuetheinvestigation,theimpeachmentprocessends.Ifamajoritydoesvotetoimpeachthepresident,thenthecaseistriedlikeacourtcase.ThechiefjusticeoftheSupremeCourtactsasthejudge,membersoftheHouseactastheprosecution,andtheentireSenateactsasthejury.Iftwo-thirdsofthesenatorsvoteinfavorofconviction,thenthepresidentisremovedfromoffice.Otherwise,thepresidentremainsinoffice.Anyonewhoisfoundguiltyinanimpeachmenttrialcanneverholdagovernmentpositionagain.

5 TwoU.S.presidents,AndrewJohnsonandBillClinton,havebeenimpeached.PresidentJohnsonwasimpeachedbyhispoliticalopponentsintheHouseofRepresentativesin1868forfiringacabinetofficer.Thirty-fivesenatorsfoundhimguilty—onevoteshyofthetwo-thirdsnecessarytoconvicthim.Asaresult,Johnsonremainedinoffice.In1998,BillClintonwasimpeachedbytheHouse,butonceagain,theSenatefailedtoreachatwo-thirdsmajorityinordertoconvicthim.

Andrew Johnson . . . . . Bill Clinton

6 YoumightwonderwhypresidentialimpeachmenttrialsareheldbytheSenate,insteadofinacourtoflaw.ThebasisforthissystemisBritishlaw,whichhassimilarrulesaboutimpeachinggovernmentofficials.TrialbytheSenatealsohelpstoprotectagainstunfairdecisions.Impeachmentisoftenahighlycharged,politicalaccusation.ThereisadangerthatatraditionaljuryortheSupremeCourtcouldbeswayedbypoliticalallegiances.AlexanderHamiltonwrotein1788thattheimpeachmentprocesshelpsensurethattheresultsofimpeachmenttrialswillbe“realdemonstrationsofinnocenceorguilt”insteadofbeingbasedon“thecomparativestrengthofparties.”Inotherwords,insistingthatamajorityoftheHousevoteforimpeachmentandtwo-thirdsoftheSenatevoteforconvictionisanotherpartofoursystem’schecksandbalances.Theseruleshelpguaranteethatanimpeachmentvoteandtrialareasfairaspossible.

2

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The House of Representatives refers the matter to the House Judiciary Committee.

The House Judiciary Committee reviews the matter and may hold hearings. Then it votes. If a majority of the committee agrees, it sends the articles of impeachment to full House of Representatives.

The House of Representatives votes separately on each of the articles of impeachment. A majority vote is required to continue the impeachment.

If any articles of impeachment are approved by the House, there is an impeachment trial. The Senate is the jury. The chief justice presides, and the members of the House prosecute.

The trial ends with a vote. Approval of two-thirds of the Senate members present is required for conviction.

The president is removed from of�ce if convicted.

The president is charged with misconduct while in of�ce.

Presidential Impeachment Process

3

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Comprehension Check

1. . What .is .impeachment?

2. . When .are .articles .of .impeachment .created?

3. . Why .doesn’t .the .flowchart .mention .Presidents .Andrew .Johnson .and .Bill .Clinton?

4. . Which .of .the .following .summaries .BEST .describes .the .passage?

A. The .impeachment .process .was .modeled .on .a .similar .system .that .was .first .established .in .British .law .

B. Treason, .bribery, .and .other .high .crimes .or .misdemeanors .are .the .primary .reasons .for .an .impeachment .trial .

C. A .president .accused .of .committing .a .crime .can .be .impeached .according .to .a .process .outlined .in .the .Constitution .

D. The .impeachment .process .is .different .from .a .civil .or .criminal .trial .because .the .laws .a .president .must .obey .are .different .from .the .laws .other .U .S . .citizens .must .obey .

5. . What .structure .does .most .of .the .passage .follow?

A. Steps .in .a .process .are .described .in .the .order .in .which .they .occur .

B. Elements .of .an .impeachment .are .explained .in .order .of .importance .

C. Historical .information .about .past .impeachments .is .presented .in .reverse .chronological .order .

D. The .writer .compares .and .contrasts .an .impeachment .trial .with .a .civil .trial .

4

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Independent Practice Lesson 6: Reading Drama

Read the passage. Then answer the questions that follow.

Things That Go Bump in the DayCHARACTERS

Monica, 13 years oldLuis, 14 years old, Monica’s brotherMs. Galindo, Luis’s and Monica’s mother

Scene 1

1 SETTING: The front steps of the Galindos’ new home.

( MS. GALINDO enters carrying a heavy box. She opens the front door with her elbow. Then she pushes her way in without putting the box down.)

Ms. Galindo:(calling to MONICA and LUIS)Comeon,youtwo.Justafewmoreboxestogo.

( MONICA enters with a box. She carries it to the top of the outside steps. She looks nervously up at the house and quickly drops her box. Then she rushes down the steps, almost knocking over LUIS, who is carrying another box.)

5 Luis:(to MONICA)Watchit!( In order to get inside, he walks around the box that MONICA dropped.)Wholeftthishere?( He kicks the box to the side and goes in.)

( MONICA returns with a second box. She runs up the steps and drops the new box on top of the one she left there before. She hurries offstage. She returns quickly with a third box. She stacks it on top of the others and runs off. MS. GALINDO and LUIS enter from inside the house.)

Luis:(seeing the stack of three boxes, sarcastically)Great.Nowthey’remultiplying.

( MONICA hurries in with a fourth box. She doesn’t notice that LUIS and MS. GALINDO are watching her.)

Ms. Galindo:Monica?

10 ( MONICA jumps, scared. She drops the box she’s carrying. Books spill down on the steps.)

Monica:(to MS. GALINDO) Oh,it’syou.

Luis:(to MONICA, sarcastically)Wereyouexpectingthequeen?

Ms. Galindo:(ignoring LUIS, speaking to MONICA)Honey,whyareyouleavingtheseoutside?

1

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Monica:(searching for an answer while she picks up books from the steps, to MS. GALINDO)Oh,well…thesestairsaregoodexerciseformesinceI’mintraining…forthatracenextmonth.

15 Luis:(to MONICA)Whatrace?Youneversaidanythingaboutarace.

Monica:(to LUIS)Idon’ttellyoueverything.Besides,Momhasthatbadknee.Ijustwantedtohelpherout.Sheshouldn’thavetogoupanddownallthesesteps.

Ms. Galindo:(laughing, to MONICA)That’sverythoughtfulofyou.Butyoudon’tneedtoworryaboutyouroldmotherquitesomuch.Mykneehasbeenfineforyears.

Monica:Um,OK.( MONICA finishes putting the books in the box and places it on the stack.)I’lljustgogetanotherbox.( She hurries off.)

Luis:(to MS. GALINDO) Idon’tthinkit’syourkneeshe’sworriedabout.

20 Ms. Galindo:(to LUIS)Whatdoyoumean?

Luis:(to MS. GALINDO) Shelookslikeamousethatwalkedintoacatshowbymistake.

( MONICA returns with a fifth box. She tries to stack it on top of the others. But the stack is getting too tall for her to reach the top.)

Luis:(to MONICA)You’reafraidtocomeinside,aren’tyou?You’reafrightenedmouse!

Ms. Galindo:(to LUIS)That’senough,Luis.Goinsideandstartunpacking.( LUIS protests, but MS. GALINDO shushes him and speaks to MONICA.)Don’tpayattentiontoyourbrother.He’sjustexcitedaboutthemove.Iknowthatmovingtothishouseisabigchange.Comeinsidewheneveryou’reready. ( MS. GALINDO grabs LUIS by the elbow and pulls him inside.)

25 Monica:(sitting sadly on the steps; sarcastically)Yeah,I’mexcited,too.Really.Whowouldn’tbeexcitedaboutlivinginahauntedhouse?

Scene 2

SETTING: An hour later. Boxes are stacked everywhere in the living room.

( MS. GALINDO and LUIS talk while they unpack.)

Luis:(to MS. GALINDO) Well,she’sgoingtohavetocomeinsidesometime,right?Orisshegoingtoliveoutthereonthesteps?( MONICA enters. LUIS doesn’t see her. He speaks sarcastically.)Icanseeitnow.Mystrangesisterinasleepingbagonthesteps…nowthatshehasaperfectlygoodbedroomofherown.

Monica:(crying; to LUIS)It’snotperfectlygoodifit’shaunted!

2

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30 Luis:(to MONICA)Whatareyoutalkingabout?

Monica:(to LUIS)Thisplaceishaunted.

Ms. Galindo:(to MONICA)Whatmakesyouthinkthat?

Monica:(to MS. GALINDO) Iheardnoisesthefewnightswestayedhere.Iheardghostswalkingaround.Ibetsomethingawfulhappenedtothelastfamilywholivedhere.That’swhywegotsuchagooddealonthehouse.

Luis:(to MONICA)You’reimaginingthings.Ihaven’theardanythingweird.

35 Ms. Galindo:(to MONICA)Forachange,Iagreewithyourbrother.Besides,wegotagooddealbecauseIhappentobeanexcellentbusinesswoman.

Luis:(teasingly, in a spooky whisper, to MS. GALINDO)No,maybeshe’sright.Maybesomethingreallybadhappenedhere—somethinghorribleandcreepy.Thereareghostseverywhere.Onenight,whenwe’resleeping…

(A loud clanging sound echoes through the house.)

Luis:(afraid)Whatwasthat?

Monica:(to LUIS)Yousee!Theyheardyoumakingfunofthem.Nowyoumadethemangry!

40 Ms. Galindo:IthinkIcansolvethismystery.Followme.

( LUIS and MONICA look at each other, afraid. Finally, they follow MS. GALINDO.)

Scene 3

SETTING: The basement of the Galindo house.

( MS. GALINDO walks down the basement stairs. She carries a flashlight. LUIS follows behind her. MONICA stands at the top of the stairs. She holds a heavy book.)

Monica:Haven’tyoueverseenahorrormovie?Thisistheworstthingwecoulddo.Whenyouhearaghost,youshouldruntheotherway.

45 Luis:(nervously, to MS. GALINDO) Shemighthaveapoint.It’screepydownhere.Whydon’tthelightswork?

Ms. Galindo:Lightsgooutallthetime.

Monica:Theydowhenghostsbreakthem…rightbeforetheyattack!

( The clanging sound is even louder this time. LUIS and MONICA scream.)

Luis:(starts running up the stairs)I’moutofhere!

3

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50 Monica:(running down the stairs, holding the book above her head; LUIS turns around and follows MONICA down the stairs.)Don’tmesswithmymom,yourottenghost!

( MS. GALINDO shines her flashlight on the hot-water heater. It makes another loud clanging noise.)

Ms. Galindo:There’stheghost!It’snothingbutanoldhot-waterheater.Wejustaren’tusedtohearingthatnoise.Inouroldapartmentbuilding,thehot-waterheaterwasinthebasement.Nowthebasementispartofourhouse.

Monica:( laughing as she comes closer to the hot-waterheater, to MS. GALINDO)That’swhat’sbeenmakingthosesounds?

Ms. Galindo:That’sallitis.I’llcallyourUnclePacho.I’msurehecanfixitsoitmakesalittlelessracket.

55 Luis:(sarcastically)Thatwassomeghoststory.

Ms. Galindo:(to LUIS)Well,atleastMonicawasreadytofight.Shewasallsettosaveherpooroldmotherfromtherottenghost.(LUIS looks guilty. MS. GALINDO hugs MONICA and speaks to her.)Thanksforcomingtomyrescue.

Monica:(relieved, to MS. GALINDO)Sure,Mom.I’lltakecareofyouanytimetheplumbingisouttogetyou!

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Comprehension Check

1. . What .are .the .most .important .pieces .of .information .that .the .audience .learns .in .Scene .1?

2. . Describe .the .relationship .between .Luis .and .Monica .

3. . What .inference .can .you .draw .from .the .fact .that .Ms . .Galindo .does .not .become .as .frightened .as .Monica .and .Luis?

4. . Why .does .Luis .compare .Monica .to .a .mouse?

A. She .is .very .small .

B. She .is .frightened .

C. She .is .curious .

D. She .is .weak .

5. . What .theme .is .supported .by .this .passage?

A. The .best .way .to .resolve .family .tensions .is .to .move .to .another .home .

B. All .fears .are .the .result .of .misinterpreting .information .

C. Unfamiliar .situations .can .cause .people .to .jump .to .unfounded .conclusions .

D. Moving .to .a .new .home .is .always .more .stressful .than .people .expect .it .to .be .

5

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Independent Practice Lesson 6: Reading Drama

Read the passage. Then answer the questions that follow.

Things That Go Bump in the DayCHARACTERS

Monica, 13 years oldLuis, 14 years old, Monica’s brotherMs. Galindo, Luis’s and Monica’s mother

Scene 1

1 SETTING: The front steps of the Galindos’ new home.

( MS. GALINDO enters carrying a heavy box. She opens the front door with her elbow and pushes her way in without putting the box down.)

Ms. Galindo:(calling to MONICA and LUIS)Comeon,youtwo.Let’sfinishunloadingtheseboxes.

( MONICA enters with a box and carries it to the top of the outside steps. She looks nervously up at the house and quickly drops her box. She rushes down the steps, almost knocking over LUIS, who is entering with another box.)

5 Luis:(to MONICA)Hey,watchit!(In order to get inside, he walks around the box that MONICA dropped.)Wholeftthishereforsomeonetotripover?(He kicks the box to the side and goes in.)

( MONICA returns with a second box. She runs up the steps, drops the new box on top of the one she left there before, and hurries offstage. She returns quickly with a third box. She stacks it on top of the others and runs off. MS. GALINDO and LUIS enter from inside the house.)

Luis:(seeing the stack of three boxes, sarcastically)Great.Nowthey’remultiplying.

( MONICA hurries in with a fourth box. She doesn’t notice that LUIS and MS. GALINDO are watching her.)

Ms. Galindo:Monica?

10 ( MONICA jumps, startled. She drops the box she’s carrying. Books spill down on the steps.)

Monica:(to MS. GALINDO) Oh,it’syou.

Luis:(to MONICA, sarcastically)Whoelsewoulditbe,thequeen?

1

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Ms. Galindo:(ignoring LUIS, speaking to MONICA)Honey,whyareyouleavingtheseoutside?Itwouldbeeasierforyoutobringtheminside.

Monica:(searching for an answer while she picks up books from the steps, to MS. GALINDO)Oh,well…Ijust…thesestairsaregoodexerciseformesinceI’mintraining…forthatracenextmonth.

15 Luis:(to MONICA)Whatrace?Youneversaidanythingaboutarace.

Monica:(to LUIS)Idon’talwaystellyoueverything.Besides,Momhasthatbadknee.Ijustwantedtohelpheroutsoshewouldn’thavetogoupanddownallthesesteps.

Ms. Galindo:( laughing, to MONICA)That’sverythoughtfulofyou.Butyouneedn’tworryaboutyourancientmotherquitesomuch.Mykneehasbeenfineforyears.

Monica:Um,OK.(MONICA finishes repacking the box of books and places it on the stack.)I’lljustgogetanotherbox.( She hurries offstage to get another box.)

Luis:(to MS. GALINDO) Idon’tthinkit’syourkneeshe’sworriedabout.

20 Ms. Galindo:(to LUIS)Whatdoyoumean?

Luis:(to MS. GALINDO) Shelookslikeamousethathaswalkedintoacatshowbymistake.

( MONICA enters with a fifth box and tries to stack it on top of the others. But the stack is getting too tall for her to reach the top.)

Luis:(to MONICA)You’reafraidtocomeinside,aren’tyou?You’reabigfrightenedmouse!

Ms. Galindo:(to LUIS)That’senough,Luis.Goinsideandstartunpacking.(LUIS protests, but MS. GALINDO shushes him and speaks to MONICA.)Paynoattentiontoyourbrother.He’sjustoverexcitedaboutthemove.Iknowthatmovingtothishouseisamajorchange.Comeoninsidewheneveryou’reready. (MS. GALINDO grabs LUIS by the elbow and pulls him inside.)

25 Monica:(sitting glumly on the steps, sarcastically)Yeah,I’mexcited,too.Really.Whowouldn’tbeexcitedaboutlivinginahauntedhouse?

Scene 2

SETTING: An hour later. Boxes are stacked everywhere in the living room.

( MS. GALINDO and LUIS are talking while they are unpacking.)

Luis:(to MS. GALINDO) Well,she’sgoingtohavetocomeinsidesometimeorother.Imean,what’sshegoingtodo—liveoutonthesteps?( MONICA enters, but LUIS doesn’t see her and speaks sarcastically.)Icanseeitnow—mystrangesisterinasleepingbagonthesteps—nowthatshehasaperfectlygoodbedroomofherown.

Monica:(crying, to LUIS)It’snotperfectlygoodifit’shaunted,isit?

2

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30 Luis:(to MONICA)Whatareyoutalkingabout?

Monica:(to LUIS) It’snotmyfaultthatthisplaceishaunted.

Ms. Galindo:(to MONICA)Whatmakesyouthinkthat?

Monica:(to MS. GALINDO) Iheardnoisesthefewnightswestayedhere.NomatterwhereIwent,Iheardghostswalkingaround.Ibetthatsomethingterriblehappenedtothelastfamilywholivedhere.That’swhywegotsuchagooddealontheplace.

Luis:(to MONICA)You’reimaginingthings,Sis.Ihaven’theardanything.

35 Ms. Galindo:(to MONICA)Forachange,I’mwithyourbrother.Besides,wegotagooddealbecauseIhappentobeanexcellentbusinesswoman.

Luis:(teasingly, in a spooky whisper, to MS. GALINDO)No,maybeshe’sright.Maybesomethingreallyhorriblehappenedhere—somethinghorribleandcreepy.Thereareghostseverywhere.Onenight,whenweleastexpectit…

(A loud clanging sound echoes through the house.)

Luis:(afraid)Whatwasthat?

Monica:(to LUIS)Yousee!Theyheardyoumakingfunofthem,andnowyoumadethemangry!

40 Ms. Galindo:IthinkIcansolvethismystery.Followme.

( LUIS and MONICA look at each other nervously. Finally, they follow MS. GALINDO offstage.)

Scene 3

SETTING: The basement of the Galindo house.

( MS. GALINDO walks down the basement stairs, carrying a flashlight. LUIS follows behind her. MONICA stands at the top of the stairs. She carries a heavy book.)

Monica:Haven’teitherofyoueverseenahorrormovie?Thisisexactlytheworstthingwecouldpossiblybedoing.“Oh,there’saghostthumpingaroundinthebasement—let’sgocheckitout!”Thosearethepeoplewhodon’tmakeitintothesecondhalfhour.

45 Luis:(nervously, to MS. GALINDO) Shemighthaveapoint.It’screepydownhere.Whydon’tthelightswork?

Ms. Galindo:(to LUIS) Lightbulbsgooutallthetime.

Monica:Theydowhenghostscrackthemopen—rightbeforetheyattack!

( The same clanging sound is heard. It is even louder this time. LUIS and MONICA scream.)

Luis:(starts running up the stairs)I’moutofhere!

3

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50 Monica:(running down the stairs, holding the book above her head; LUIS turns around and follows MONICA down the stairs.)Don’tmesswithmymom,yourottenghost!

( MS. GALINDO shines her flashlight on the hot-water heater. It makes another loud clanging noise.)

Ms. Galindo:There’stheproblem!It’snothingbutanoldhot-waterheater.Wejustaren’tusedtohearingthatnoise.Inouroldapartmentbuilding,thehot-waterheaterwasinthebasement.Nowthebasementispartofourhouse.

Monica:( laughing as she approaches the hot-water heater, to MS. GALINDO)Youmeanthisiswhat’sbeenmakingthoseknockingsounds?

Ms. Galindo:That’sallitis.I’llcallyourUnclePacho.I’msurehecanadjustitsoitmakesalittlelessracket.

55 Luis:(sarcastically)Thatwassomeghoststory.

Ms. Galindo:Well,atleastMonicawasreadytofighttosaveherpooroldmotherfromtherottenghost.( LUIS looks guilty. MS. GALINDO hugs MONICA and speaks to her.)Thanksforcomingtomyrescue.

MONICA:(relieved, to MS. GALINDO)Sure,Mom.I’lltakecareofyouwheneversomeplumbingisouttogetyou!

4

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Comprehension Check

1. . What .are .the .most .important .pieces .of .information .that .the .audience .learns .in .Scene .1?

2. . Describe .the .relationship .between .Luis .and .Monica .

3. . What .inference .can .you .draw .from .the .fact .that .Ms . .Galindo .does .not .become .as .frightened .as .Monica .and .Luis?

4. . Why .does .Luis .compare .Monica .to .a .mouse?

A. She .is .very .small .

B. She .is .frightened .

C. She .is .curious .

D. She .is .weak .

5. . What .theme .is .supported .by .this .passage?

A. The .best .way .to .resolve .family .tensions .is .to .move .to .another .home .

B. All .fears .are .the .result .of .misinterpreting .information .

C. Unfamiliar .situations .can .cause .people .to .jump .to .unfounded .conclusions .

D. Moving .to .a .new .home .is .always .more .stressful .than .people .expect .it .to .be .

5

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Independent Practice Lesson 6: Reading Drama

Read the passage. Then answer the questions that follow.

Things That Go Bump in the DayCHARACTERS

Monica, 13 years oldLuis, 14 years old, Monica’s brotherMs. Galindo, Luis’s and Monica’s mother

Scene 1

1 SETTING: The front steps of the Galindos’ new home.

( MS. GALINDO enters from offstage, carrying a heavy box. She manages to open the front door with her elbow and nudges her way in without putting the box down.)

Ms. Galindo:(calling to MONICA and LUIS)Comeon,youtwo,let’sgetthelastoftheseboxesunloaded.

( MONICA enters with a box and carries it to the top of the outside steps. She looks anxiously up at the house and quickly drops her box. She rushes down the steps, almost knocking over LUIS, who is entering with another box.)

5 Luis:(to MONICA)Hey,watchit!(In order to get inside, he has to walk around the box that MONICA dropped. He speaks sarcastically.)Whatconsideratepersonleftthishereforsomeonetotripover?( He kicks the box to the side and goes in.)

( MONICA returns with a second box, runs up the steps, drops the new box on top of the one she left there before, and hurries offstage. She returns quickly with a third box, stacks it on top of the others, and runs off. MS. GALINDO and LUIS enter from inside the house.)

Luis:(seeing the stack of three boxes, sarcastically)Great,nowthey’remultiplying.

( MONICA hurries in with a fourth box. She doesn’t notice that LUIS and MS. GALINDO are watching her.)

Ms. Galindo:Monica?

10 ( MONICA jumps, startled, and drops the box she’s carrying, spilling books down on the steps.)

Monica:(to MS. GALINDO) Oh,it’syou.

Luis:(to MONICA, sarcastically)Whoelsewoulditbe,thequeenofMadagascar?

1

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Ms. Galindo:(to LUIS)Madagascardoesn’thaveaqueen. (to MONICA)Honey,whyareyouleavingtheseoutsidewhenitwouldbeeasierforyoutobringtheminside?

Monica:(searching for an answer while she picks up books from the steps, to MS. GALINDO)Oh,well…Ijust…it’sjustthatIthoughtI’dsaveyouthebotherofgoingupanddownthestairs.Andit’sgoodexerciseformesinceI’mintraining…forthatracenextmonth.

15 Luis:(to MONICA)Whatrace?Youhaven’tmentionedanythingaboutarace.

Monica:(to LUIS)Idon’talwaystellyoueverything,youknow.Besides,Momhasthatbadknee.Ijustwantedtosaveherfromhavingtogoupanddownallthesesteps.

Ms. Galindo:(chuckling; to MONICA)That’sveryconsiderateofyou,butyouneedn’tworryaboutyourancientmotherquitesomuch.Mykneehasbeenfineforyears.

Monica:Um,OK.( MONICA finishes repacking the box of books and places it on the stack.)I’lljustgogetanotherbox.( She hurries offstage to get another box.)

Luis:(to MS. GALINDO) Idon’tthinkit’syourkneeshe’sworriedabout.

20 Ms. Galindo:(to LUIS)Whatdoyoumean?

Luis:(to MS. GALINDO) Shelookslikeamousethathaswalkedintoacatshowbymistake.

( MONICA returns with a fifth box and tries to stack it on top of the others, but the stack is getting too tall for her to reach the top.)

Luis:(to MONICA)You’reafraidtocomeinside,aren’tyou?You’reabigfrightenedlittlemouse!

Ms. Galindo:(to LUIS)That’senough,Luis.Goinsideandstartunpacking.(LUIS starts to protest, but MS. GALINDO shushes him and speaks to MONICA.)Paynomindtoyourbrother;he’sjustoverexcitedaboutthemove.Irealizethatmovingtothishouseisamajorchangeforallofus.Comeoninsidewheneveryou’reready. ( MS. GALINDO grabs LUIS by the elbow and pulls him inside.)

25 Monica:(sitting glumly on the steps, sarcastically)Yeah,I’mexcitedaboutthemove,too.Really.Whowouldn’tbeexcitedaboutlivinginahauntedhouse?

Scene 2

SETTING: An hour later. Boxes are stacked everywhere in the living room.

( MS. GALINDO and LUIS are talking while they are unpacking.)

2

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Luis:(to MS. GALINDO) Well,she’sgoingtohavetocomeinsidesometimeorother.Imean,what’sshegoingtodo—liveoutonthesteps?( MONICA enters, but LUIS doesn’t see her and speaks sarcastically.)Icanseeitnow—mystrangesisterinasleepingbagonthestepswhenshefinallyhasaperfectlygoodbedroomofherown.

Monica:(crying, to LUIS)It’snotperfectlygoodifit’shaunted,isit?

30 Luis:(to MONICA)Whatareyoutalkingabout?

Monica:(to LUIS)It’snotmyfaultthatthisplacehasmoreghostsinitthanacemetery.

Ms. Galindo:(to MONICA)Whatmakesyouthinkit’shaunted?

Monica:(to MS. GALINDO) Iheardnoisesthefewnightswestayedhere.Ididn’twanttoworryyoubecauseyouweresoexcitedaboutthisplace.Butit’strue.NomatterwhereIwent,Icouldhearthemwalkingaround,stompingontheboards.Ibetsomethingghastlyhappenedtothelastfamilywholivedhere,andthat’swhywegotsuchagooddealontheplace.

Luis:(to MONICA)You’rehallucinating,Sis.I’vebeeninsidealotmorethanyouhave,andIhaven’theardanythingweird.

35 Ms. Galindo:(to MONICA)Forachange,I’mafraidI’mwithyourbrother.Besides,wegotagooddealbecauseIhappentobeanexcellentnegotiator.

Luis:(teasingly, in a spooky whisper, to MS. GALINDO)No,maybeshe’sright.Maybeahorribleunresolvedcrimewascommittedhere.Andonenight,whenweleastexpect,it…

(A loud clanging sound interrupts him and echoes through the house ominously.)

Luis:(afraid)Whatwasthat?

Monica:(to LUIS)Yousee—theyheardyoumockingthem,andnowyoumadethemangry!

40 Ms. Galindo:IthinkIcansolvethismystery.Followme.

( LUIS and MONICA look at each other nervously and then follow MS. GALINDO offstage.)

Scene 3

SETTING: The basement of the Galindo house.

( MS. GALINDO walks down the rickety basement stairs with a flashlight, followed by LUIS. MONICA stands at the top of the stairs, carrying a heavy book.)

Monica:Haven’teitheroneofyoueverseenahorrormovie?Thisisexactly,positively,absolutelytheworstthingwecouldpossiblybedoing.“Oh,there’saghostthumpingaroundinthebasement—let’sgocheckitout!”Thosearethepeoplewhodon’tmakeitintothesecondhalfhour.

3

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45 Luis:(nervously, to MS. GALINDO) Shemighthaveapoint.It’sprettycreepydownhere.Whydon’tthelightswork?

Ms. Galindo:(to LUIS)Lightbulbsgooutallthetime.

Monica:Theydowhenghostscrackthemopen—rightbeforetheyattack!

( The same clanging sound is heard, even louder. LUIS and MONICA scream.)

Luis:(starts running up the stairs)That’senoughforme!

50 Monica:(running down the stairs, holding the book above her head; LUIS turns around and follows MONICA down the stairs.)Don’tyoudaremesswithmymom,youdespicableghost!

( MS. GALINDO shines her flashlight on the hot-water heater as it makes another loud clanging noise.)

Ms. Galindo:There’syourterrifyingculprit—anoldhot-waterheater!Wejustaren’tusedtohearingthatnoisebecauseinouroldapartmentbuilding,thehot-waterheaterwasstashedawayinthebasement.Nowthebasementispartofourhouse.

Monica:(nervously laughing as she approaches the heater, to MS. GALINDO)That’swhat’scausingthatknockingnoise?

Ms. Galindo:(to MONICA)That’sallitis.I’llcallyourUnclePachotocomeseeifhecanadjustitsoitmakesalittlelessracket.

55 Luis:(sarcastically)Thatwassomeghoststorythatyoutoldus,Monica.

Ms. Galindo:Well,atleastMonicawasreadytofighttosaveherpooroldmotherfromthedespicableghost.( LUIS looks sheepish. MS. GALINDO hugs MONICA and speaks to her.)Thanksforcomingtomyrescue.

Monica:(relieved, to MS. GALINDO)Sure,Mom.I’vegotyourbackanytimesomecrankyplumbingisouttogetyou!

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Comprehension Check

1. . What .are .the .most .important .pieces .of .information .that .the .audience .learns .in .Scene .1?

2. . Describe .the .relationship .between .Luis .and .Monica .

3. . What .inference .can .you .draw .from .the .fact .that .Ms . .Galindo .does .not .become .as .frightened .as .Monica .and .Luis?

4. . Why .does .Luis .compare .Monica .to .a .mouse?

A. She .is .very .small .

B. She .is .frightened .

C. She .is .curious .

D. She .is .weak .

5. . What .theme .is .supported .by .this .passage?

A. The .best .way .to .resolve .family .tensions .is .to .move .to .another .home .

B. All .fears .are .the .result .of .misinterpreting .information .

C. Unfamiliar .situations .can .cause .people .to .jump .to .unfounded .conclusions .

D. Moving .to .a .new .home .is .always .more .stressful .than .people .expect .it .to .be .

5

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Independent Practice Lesson 7: Reading Scientific and Technical Texts

Read the passage. Then answer the questions that follow.

Arctic Survival1 MostpeoplethinkoftheArcticasafarawayland.It’satthetopoftheglobe,

whichiswhereyouputyourfingerwhenyouspinit,right?True,theArcticisfaraway.It’sthathugeareaofwaterandwildernessthatisneartheNorthPole.However,youmayknowmoreaboutitthanyourealize.

2 Closeyoureyes.Thinkaboutthatbig,white,furrycreatureyousawthelasttimeyouwereatthezoo.That’sright,thepolarbear.It’soneofforty-eightspeciesoflargemammalsthatliveintheArctic.

3 Thepolarbear’ssizeisveryimpressive.Eachbearcanbeaslongas9feet(3meters)andweighasmuchas1,400pounds(650kilograms).Butwhyisitwhite?Atthezoo,apolarbearstandsoutlikechalkmarksonadarkboard.Butinitsnaturalhabitat,thepolarbearblendsinwiththesnowylandscape.Itswhitefurkeepsthepolarbearwarmandcamouflagesit.Thiscoloringhelpsthebearhidewhenithuntsforsealsandwalrusesoniceorforfishinthesea.

Food Webs

4 Likeallcreatures,polarbearsandotherArcticanimalsarepartofafoodweb.Thisisasetofrelationshipsthatlinkstheminanage-olddanceofsurvival.Predatorseat,andpreygeteaten.Polarbearseatsealsandwalruses.Butwhatdothesealsandwalruseseat?Andwhateatspolarbears?

5 Sealscatchfish.Fisheatoneanother,plants,andsmalleranimals.Walrusesusetheirtuskstoscrapeshellfishfromthesea.Shellfisheattiny,underwaterplants.NativeInuitpeopleliketocatchfish,huntsealsandwalruses,andsometimeseatpolarbears.

6 Arcticanimalsthatliveinorbytheseaadapttotheirenvironment.Sodothosethatliveonthetundra.Thetundraisahuge,treelessplain.Thesoilthereisforeverfrozen.Plantsgrowonlyduringtheshortsummer.Otherwise,thelandiscoldandempty.Inthistoughecosystem,animalsmuststillfindawintermealtostayalive.

7 That’swhy,whensnowfalls,caribouheadsouthtofeedonforestgrasses.MostArcticgeese,ducks,andotherbirdsalsomigrate.Theyleavethetundraandheadsouthinwinter.Onebirdthatdoesstayonthetundraistheptarmigan.Thisbirdtakesonapurewhitebodycolorinwinter.Forwarmth,itgrowslongfeathersonitslegsandfeet.

1

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8 IntheseasoftheArctic,marineanimalsalsotaketheirplaceinthefoodweb.Toothedwhalesfeedonfish,seals,andwalruses.Theyalsoeatsmall,shrimplikeanimalsthatlivethroughouttheseas.Baleenwhalesarewelladaptedtofeedonsmallseaanimals.Theyjustopentheirhugemouthsastheyswimforward.Theirbaleenstrainthewater,sortingoutsmallanimalstheycaneat.BothtoothedwhalesandbaleenwhalesarefoodsourcesfortheInuitpeople.Evenintheoceanenvironment,peoplearethetopcarnivores.

Polar bears

HumansHumans

Arctic foxes Snowy owls Seals

Caribou Lemmings Arctic hares Whales Fish

Mosses andlichens

Grasses Arctic poppies Plankton andseaweed

Arctic Food Web

Blending In

9 NotallanimalsleavetheArcticinthewinter.Arcticfoxes,Arctichares,ermines,andsnowyowlsstaythereallyear.Inwinter,mostoftheseanimalschangetheircolorsfrombrownsandtanstoshadesofwhite.Justasthepolarbear’scoatcamouflagesit,theseanimals’“winterwhites”helpthemblendin.Whenthesnowmeltsbrieflyafterthewinter’send,theseanimalschangebacktotheir“summerwardrobes.”Theirnewearth-tonecoatsareabettermatchfortheirsurroundings.

10 Asistrueforpolarbears,whitecoatshelpmanyotherArcticanimalsstayunseenastheysneakupontheirprey.Theirwhitecoatsalsohelpthemstayawayfrompredatorsthathaveaneyeoutforthem.Thesnowyowlswoopsdownonhares,mice,andlemmings.Weaselsandermineschaselemmingsintotheirburrowsandeatthem.Lemmings,inturn,feedontundragrassesandroots.Arcticfoxeseatlemmingsandanyothersmallanimalsorbirdstheycancatch.Whentundrafoodisscarce,foxesheadforthesea’sedge.There,theysearchforpiecesofsealandwalrusmeatthatpolarbearshaveleftbehind.

11 Usually,thereisnotenoughfoodtogoaroundintheArcticwinter.SomeArcticanimalsstarvetodeath.Thosethatsurviveeatthebodiesoftheanimalsthatdie.Andsoitgoes.Animalsinthiscomplexwebmustalwayssearchfortheirnextmeal.

12 Thenexttimeyou’reinagrocerystore,arestaurant,orevenyourownkitchen,takeamomenttobethankfulforwhatyouhave.Yourdinneroptionsarethesameasreadilyavailable“prey.”Whenyou’reatthetopofthefoodchain,thewholeworldisyourdinner!

2

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Comprehension Check

1. . What .is .the .author’s .purpose .for .writing .“Arctic .Survival”?

2. . Describe .the .information .that .is .shown .in .the .Arctic .Food .Web .diagram .

3. . How .are .baleen .whales .different .from .toothed .whales?

4. . Which .conclusion .can .you .draw, .based .on .reading .“Arctic .Survival”?

A. Unlike .other .animals, .Arctic .animals .must .change .in .order .to .survive .in .their .harsh .environment .

B. Arctic .animals .have .adapted .so .that .they .do .not .need .food .to .survive .during .cold .Arctic .winters .

C. All .animals .must .adapt .to .their .environments .if .they .are .going .to .survive .

D. It .is .easier .for .Arctic .animals .to .survive .in .the .winter .because .there .is .less .competition .for .food .

5. . What .is .the .text .structure .of .the .passage?

A. The .passage .uses .chronological .order .to .explain .how .Arctic .habitats .have .changed .over .one .hundred .years .

B. The .passage .is .organized .by .topics, .each .of .which .highlights .one .aspect .of .survival .in .the .Arctic .

C. The .passage .discusses .Arctic .animals .in .order .from .largest .to .smallest .

D. The .passage .presents .arguments .in .favor .of .preserving .Arctic .habitats .from .least .persuasive .to .most .persuasive .

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Independent Practice Lesson 7: Reading Scientific and Technical Texts

Read the passage. Then answer the questions that follow.

Arctic Survival1 MostpeoplethinkoftheArcticasadistant,exoticland.It’stheplaceatthe

topoftheglobewhereyouputyourfingerwhenyougiveitaspin,right?True,theArcticisfaraway.It’sthathugeareaofwaterandwildernessaroundtheNorthPole.However,youmayknowmoreaboutitthanyourealize.

2 Closeyoureyes.Thinkaboutthatgiant,white,furrycreatureyousawthelasttimeyouwereatthezoo.That’sright,thepolarbear.It’soneofforty-eightspeciesoflargemammalsthatliveintheArctic.

3 Thepolarbear’ssizeiscertainlyimpressive.Eachbearcanbeaslongas9feet(3meters)andasheavyas1,400pounds(650kilograms).Didyoueverstoptowonderwhypolarbearsarewhite?Atthezoo,apolarbearstandsoutlikechalkmarksonadarkboard.ButinitsnaturalArctichabitat,thepolarbearblendsinwiththesnowy,frozenlandscape.Itsfur,whichiswaterproofandeitherwhiteorcreamyyellow,insulatesthepolarbearandcamouflagesit.Thiscoloringhelpsthebearhideasithuntsforsealsandwalrusesoniceaswellasforfishinthesea.

Food Webs

4 Likeallcreatures,polarbearsandotherArcticanimalsarepartofafoodweb.Thisisasetofrelationshipsthatlinksthemaspredatorsandpreyinanage-olddanceofsurvival.Polarbearseatsealsandwalruses.Butwhatdothesealsandwalruseseat?Andwhateatspolarbears?

5 Sealscatchfish.Fisheatoneanotheraswellasplantsandsmalleranimals.Walrusesusetheirtuskstoscrapeshellfishfromtheseabed.Shellfishfeedontinyunderwaterplants.NativeInuitpeopleliketocatchfish,huntsealsandwalruses,andoccasionallyeveneatpolarbears.

6 Arcticanimalsthatliveinorbytheseaadapttotheirenvironment.Sodothosethatliveonthetundra,ahuge,treelessplain.Thesoiltherestayspermanentlyfrozen.Plantsgrowonlyduringtheshortsummer.Otherwise,thelandiscoldandbarren.Inthistoughecosystem,animalsmuststillfindawintermealtostayalive.

7 That’swhy,whensnowfalls,caribouheadsouthtofeedonforestgrasses.MostArcticgeese,ducks,andotherbirdsalsomigratefromthetundra.Theyheadsouthinwinter.Onebirdthatdoesstayonthetundraistheptarmigan.Inwinter,thisbird’splumagebecomespurewhite.Forwarmth,itgrowslongfeathersonitslegsandfeet.

1

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8 IntheseasoftheArctic,marineanimalsalsotaketheirplaceinthefoodweb.Toothedwhalesfeedonfish,seals,andwalruses.Theyalsoeatsmall,shrimplikeanimalsthatlivethroughouttheseas,especiallyinthecoldestwater.Baleenwhalesarewelladaptedtofeedonsmallseaanimals.Theyjustopentheirhugemouthsastheyswimforward.Theirbaleenstrainthewater,sortingoutsmallanimalstheycaneat.BothtoothedwhalesandbaleenwhalesarefoodsourcesfortheInuitpeople.Evenintheoceanenvironment,peoplearethetopcarnivores.

Polar bears

HumansHumans

Arctic foxes Snowy owls Seals

Caribou Lemmings Arctic hares Whales Fish

Mosses andlichens

Grasses Arctic poppies Plankton andseaweed

Arctic Food Web

Blending In

9 NotallanimalsleavetheArcticinthewinter.AmongthosewhostayareArcticfoxes,Arctichares,ermines,andsnowyowls.Duringthewinter,mostoftheseanimalschangetheircolorsfrombrownsandtanstoshadesofwhite.Justasthepolarbear’scoatcamouflagesit,theseanimals’“winterwhites”helpthemblendin.Whenthesnowmeltsbrieflyafterthewinter’send,theseanimalschangebacktotheir“summerwardrobes.”Theirnewearth-tonecoatsareabettermatchfortheirbarrensurroundings.

10 Asistrueforpolarbears,whitecoatshelpmanyotherArcticanimalsstayunseenastheysneakupontheirprey.Theirwhitecoatsalsohelpthemavoidpredatorsthathaveaneyeoutforthem.Thesnowyowlswoopsdownonhares,mice,andlemmings.Weaselsandermineschaselemmingsintotheirburrowsandeatthem.Lemmings,inturn,feedontundragrassesandroots.Arcticfoxeseatlemmingsandanyothersmallanimalsorbirdstheycancatch.Whentundrafoodisscarce,foxesheadforthesea’sedge.Theretheysearchforbitsandpiecesofsealandwalrusmeatthatpolarbearshaveleftbehind.

2

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11 Usually,thereisnotenoughfoodtogoaroundintheArcticwinter.SomeArcticanimalsstarvetodeath.Thosethatsurviveeattheremainsoftheanimalsthatdie.Andsoitgoes—onecomplexwebofpredatorsandpreyinsearchoftheirnextmealandsurvival.

12 Thenexttimeyou’reinagrocerystore,arestaurant,orevenyourownkitchen,takeamomenttobegratefulforwhatyouhave.Yourdinneroptionsarethesameasreadilyavailable“prey.”Whenyou’reatthetopofthefoodchain,thewholeworldisyourdinner!

3

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Comprehension Check

1. . What .is .the .author’s .purpose .for .writing .“Arctic .Survival”?

2. . Describe .the .information .that .is .shown .in .the .Arctic .Food .Web .diagram .

3. . How .are .baleen .whales .different .from .toothed .whales?

4. . Which .conclusion .can .you .draw, .based .on .reading .“Arctic .Survival”?

A. Unlike .other .animals, .Arctic .animals .must .change .in .order .to .survive .in .their .harsh .environment .

B. Arctic .animals .have .adapted .so .that .they .do .not .need .food .to .survive .during .cold .Arctic .winters .

C. All .animals .must .adapt .to .their .environments .if .they .are .going .to .survive .

D. It .is .easier .for .Arctic .animals .to .survive .in .the .winter .because .there .is .less .competition .for .food .

5. . What .is .the .text .structure .of .the .passage?

A. The .passage .uses .chronological .order .to .explain .how .Arctic .habitats .have .changed .over .one .hundred .years .

B. The .passage .is .organized .by .topics, .each .of .which .highlights .one .aspect .of .survival .in .the .Arctic .

C. The .passage .discusses .Arctic .animals .in .order .from .largest .to .smallest .

D. The .passage .presents .arguments .in .favor .of .preserving .Arctic .habitats .from .least .persuasive .to .most .persuasive .

4

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Independent Practice Lesson 7: Reading Scientific and Technical Texts

Read the passage. Then answer the questions that follow.

Arctic Survival1 Ifyou’relikemostpeople,youprobablythinkoftheArcticasadistant,exotic

land.It’slocatedatthetopoftheglobewhereyouputyourfingerwhenyougiveitaspin,right?True,theArcticisfaraway.It’sthatvastareaofwildernessandwaterthatencirclestheNorthPole.However,youmayknowmoreaboutitthanyourealize.

2 Closeyoureyes.Visualizethathuge,white,furrycreatureyousawthelasttimeyouwereatthezoo.That’sright,thepolarbear.It’soneofforty-eightspeciesoflargemammalsthatinhabittheArctic.

3 Thepolarbear’ssize—upto9feet(3meters)longandasmuchas1,400pounds(650kilograms)—issoimpressivethatyoumaynothavestoppedtowonderwhyit’swhite.Atthezoo,itstandsoutlikechalkmarksonadarkboard.ButinitsnaturalArctichabitat,thepolarbearblendsinwiththesnowy,frozenlandscape.Itsfur,whichiswaterproofandeitherwhiteorcreamyyellow,insulatesthepolarbearandcamouflagesit.Thiscoloringhelpsthebearhideasitstalkssealsandwalrusesoniceandhuntsforfishinthesea.

Food Webs

4 Likeallcreatures,polarbearsandotherArcticanimalsarepartofafoodwebthatlinksthemaspredatorsandpreyinanage-olddanceofsurvival.Weknowthatpolarbearseatsealsandwalruses,butwhatdosealsandwalruseseat?Andwhateatspolarbears?

5 Sealscatchfish.Fishconsumeoneanotheraswellassmallerplantsandanimals.Walrusesusetheirtuskstoscrapeshellfishfromtheseabed.Shellfishfeedontinyunderwaterplants.NativeInuitpeopleliketocatchfish,huntsealsandwalruses,andoccasionallyeveneatpolarbears.

6 Arcticanimalsthatliveinorbytheseaadapttotheirenvironment.Sodothosethatliveonthetundra,whichisahuge,treelessplainwithsoilthatstayspermanentlyfrozen.Plantsgrowduringtheshortsummer,butotherwisethelandiscoldandbarren.Inthistoughecosystem,animalsmuststillfindawintermealtostayalive.

7 That’swhy,whensnowfalls,caribouheadsouthtofeedonforestgrasses.MostArcticgeese,ducks,andotherbirdsalsomigratefromthetundratowardthesouthinwinter.Onebirdthatdoesremainonthetundraistheptarmigan.Thisbirddevelopspurewhitebodyplumageinwinterand,forwarmth,growslongfeathersonitslegsandfeet.

1

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8 IntheseasoftheArctic,marineanimalsalsotaketheirplaceinthefoodweb.Toothedwhalesfeedonfish,seals,andwalrusesaswellassmall,shrimplikeanimalsthatlivethroughouttheseas,especiallyinthecoldestwater.Baleenwhalesareparticularlyadaptedtofeedonsmallseaanimals.Theyjustopentheirhugemouthsastheyswimforwardandstrainthefoodthroughtheirbaleen.BothtoothedwhalesandbaleenwhalesaresourcesoffoodfortheInuitpeople.Evenintheoceanenvironment,peoplearethetopcarnivores.

Polar bears

HumansHumans

Arctic foxes Snowy owls Seals

Caribou Lemmings Arctic hares Whales Fish

Mosses andlichens

Grasses Arctic poppies Plankton andseaweed

Arctic Food Web

Blending In

9 AmongtheotherArcticanimalsthatstaythroughthewinterand“dressfortheseason”areArcticfoxes,Arctichares,ermines,andsnowyowls.Justasthepolarbear’scoatcamouflagesit,theseanimals’“winterwhites”helpthemblendinwiththeirhabitat.Whenthesnowmeltsbrieflyafterthewinter’send,theychangebacktotheir“summerwardrobes”ofbrownandtanearth-tonecoatsthatbettermatchtheirbarrensurroundings.

10 Asistrueforpolarbears,whitecoatshelpmanyotherArcticanimalsstaycamouflagedastheysneakupontheirprey.Theirwhitecoatsalsohelpthemavoidpredatorsthathaveaneyeoutforthem.Thesnowyowlswoopsdownonhares,mice,andlemmings.Weaselsandermineschaselemmingsintotheirburrowsanddevourthem.Lemmings,inturn,feedontundragrassesandroots.Arcticfoxeseatlemmingsandanyothersmallanimalsorbirdstheycancatch.Whentundrafoodisscarce,foxesheadforthesea’sedgeinsearchofbitsandpiecesofsealandwalrusmeatthatpolarbearsleavebehind.

11 Usually,thereisnotenoughfoodtogoaroundintheArcticwinter.SomeArcticanimalsstarvetodeath.Thosethatsurviveeatthecarcassesofthosethatdied.Andsoitgoes—onecomplexwebofpredatorsandpreyinsearchoftheirnextmealandsurvival.

12 Thenexttimeyou’reinagrocerystore,arestaurant,orevenyourownkitchen,takeamomenttoappreciateyourdiverseandreadilyavailable“prey.”Whenyou’reatthetopofthefoodchain,thewholeworldisyourdinner!

2

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Comprehension Check

1. . What .is .the .author’s .purpose .for .writing .“Arctic .Survival”?

2. . Describe .the .information .that .is .shown .in .the .Arctic .Food .Web .diagram .

3. . How .are .baleen .whales .different .from .toothed .whales?

4. . Which .conclusion .can .you .draw, .based .on .reading .“Arctic .Survival”?

A. Unlike .other .animals, .Arctic .animals .must .change .in .order .to .survive .in .their .harsh .environment .

B. Arctic .animals .have .adapted .so .that .they .do .not .need .food .to .survive .during .cold .Arctic .winters .

C. All .animals .must .adapt .to .their .environments .if .they .are .going .to .survive .

D. It .is .easier .for .Arctic .animals .to .survive .in .the .winter .because .there .is .less .competition .for .food .

5. . What .is .the .text .structure .of .the .passage?

A. The .passage .uses .chronological .order .to .explain .how .Arctic .habitats .have .changed .over .one .hundred .years .

B. The .passage .is .organized .by .topics, .each .of .which .highlights .one .aspect .of .survival .in .the .Arctic .

C. The .passage .discusses .Arctic .animals .in .order .from .largest .to .smallest .

D. The .passage .presents .arguments .in .favor .of .preserving .Arctic .habitats .from .least .persuasive .to .most .persuasive .

3

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Independent Practice Lesson 9: Reading Poetry

Read the poem. Then answer the questions that follow.

The Gladness of Natureby William Cullen Bryant

Isthisatimetobecloudyandsad,

WhenourmotherNaturelaughsaround;

Wheneventhedeepblueheavenslookglad,

Andgladnessbreathesfromtheblossomingground?

5 Therearenotesofjoyfromthehang-birdandwren,

Andthegossipofswallowsthroughallthesky;

Theground-squirrelgaylychirpsbyhisden,

Andthewildingbeehumsmerrilyby.

Thecloudsareatplayintheazurespace,

10 Andtheirshadowsatplayonthebrightgreenvale,

Andheretheystretchtothefrolicchase,

Andtheretheyrollontheeasygale.

There’sadanceofleavesinthataspenbower,

There’satitterofwindsinthatbeechentree,

15 There’sasmileonthefruit,andasmileontheflower,

Andalaughfromthebrook thatrunstothesea.

Andlookatthebroad-facedsun, howhesmiles

Onthedewyearththat smilesinhisray,

Ontheleapingwatersandgay youngisles;

20 Ay,look,andhe’llsmilethy gloomaway.

1

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Comprehension Check

1. . What .key .idea .about .nature .is .introduced .in .the .first .stanza?

2. . Describe .two .examples .of .personification .in .the .poem .

3. . What .inference .can .you .draw .from .the .fact .that .the .first .stanza .is .a .question .and .the .remaining .stanzas .are .statements?

4. . Which .of .the .following .statements .BEST .describes .the .speaker’s .point .of .view .regarding .nature?

A. Nature .usually .reflects .emotions .that .are .opposite .to .how .we .feel .at .the .moment .

B. Nature .can .be .a .source .of .joyful .inspiration .and .comfort .

C. Nature .cannot .be .trusted .because .it .is .always .changing .

D. Nature .is .wiser .than .people .because .it .has .less .experience .

5. . Which .of .the .following .themes .is .supported .by .the .poem?

A. It .is .difficult .to .stay .sad .if .you .observe .the .joy .of .springtime . .

B. Springtime .is .the .only .season .in .which .people .can .be .truly .happy .

C. It .is .important .to .visit .nature .because .cities .are .often .depressing .

D. People .should .take .time .to .enjoy .the .natural .world .because .beauty .is .fleeting .

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Independent Practice Lesson 9: Reading Poetry

Read the poem. Then answer the questions that follow.

Lines Written in Early Springby William Wordsworth

Iheardathousandblendednotes,

WhileinagroveIsatreclined,

Inthatsweetmoodwhenpleasantthoughts

Bringsadthoughtstothemind.

5 ToherfairworksdidNaturelink

Thehumansoulthatthroughmeran;

Andmuchitgrievedmyhearttothink

Whatmanhasmadeofman.

Throughprimrosetufts,inthatgreenbower,

10 Theperiwinkletraileditswreaths;

And‘tismyfaiththateveryflower

Enjoystheairitbreathes.

Thebirdsaroundmehoppedandplayed,

TheirthoughtsIcannotmeasure:—

15 Buttheleastmotionwhichtheymade,

Itseemedathrillofpleasure.

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2

Thebuddingtwigsspreadouttheirfan,

Tocatchthebreezyair;

AndImustthink,doallIcan,

20 Thattherewaspleasurethere.

Ifthisbelieffromheavenbesent,

IfsuchbeNature’sholyplan,

HaveInotreasontolament

Whatmanhasmadeofman?

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Comprehension Check

1. . What .idea .about .reacting .to .nature .is .introduced .in .the .first .stanza?

2. . Describe .two .examples .of .personification .in .the .poem .

3. . What .inference .can .you .draw .about .what .the .speaker .means .by .“what .man .has .made .of .man”?

4. . Which .of .the .following .statements .BEST .describes .the .speaker’s .point .of .view .regarding .spring?

A. Spring .has .more .pleasures .than .any .other .season .

B. Spring .can .make .people .sad .because .it .does .not .last .

C. Spring .appears .to .be .optimistic, .but .it .hides .a .secret, .gloomy .side .

D. Spring .is .pure .and .joyful, .while .humanity .is .corrupt .and .often .sad .

5. . Which .of .the .following .themes .is .supported .by .the .poem?

A. Nature .is .a .cruel .force .to .which .people .cannot .help .but .respond . .

B. People .would .be .wise .to .follow .the .model .given .by .the .natural .world .

C. We .cannot .learn .from .nature .because .most .people .are .unable .to .understand .the .natural .world .

D. One .should .visit .nature .because .it .refreshes .the .human .spirit .and .gives .hope .for .the .future .

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Independent Practice Lesson 9: Reading Poetry

Read the poem. Then answer the questions that follow.

An April Dayby Henry Wadsworth Longfellow

Whenthewarmsun,thatbrings

Seed-timeandharvest,hasreturnedagain,

‘Tissweettovisitthestillwood,wheresprings

Thefirstfloweroftheplain.

5 Ilovetheseasonwell,

Whenforestgladesareteemingwithbrightforms,

Nordarkandmany-foldedcloudsforetell

Thecoming-onofstorms.

Fromtheearth’sloosenedmold

10 Thesaplingdrawsitssustenance,andthrives;

Thoughstrickentotheheartwithwinter’scold,

Thedroopingtreerevives.

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Thesoftly-warbledsong

Comesfromthepleasantwoods,andcoloredwings

15 Glancequickinthebrightsun,thatmovesalong

Theforestopenings.

Whenthebrightsunsetfills

Thesilverwoodswithlight,thegreenslopethrows

Itsshadowsinthehollowsofthehills,

20 Andwidetheuplandglows.

Andwhentheeveisborn,

Inthebluelakethesky,o’er-reachingfar,

Ishollowedoutandthemoondipsherhorn,

Andtwinklesmanyastar.

25 Invertedinthetide

Standthegrayrocks,andtremblingshadowsthrow,

Andthefairtreeslookover,sidebyside,

Andseethemselvesbelow.

SweetApril!manyathought

30 Isweddeduntothee,asheartsarewed;

Norshalltheyfail,till,toitsautumnbrought,

Life’sgoldenfruitisshed.

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Comprehension Check

1. . What .key .idea .about .nature .is .introduced .in .the .first .stanza?

2. . Describe .two .examples .of .personification .in .the .poem .

3. . What .inference .can .you .draw .from .the .fact .that .the .speaker .describes .“the .coming-on .of .storms” .in .line .8?

4. . Which .of .the .following .statements .BEST .describes .the .speaker’s .point .of .view .regarding .spring?

A. Spring .is .a .time .of .joyful .optimism .

B. Spring .is .a .time .of .insincere .flattery .

C. Spring .is .a .time .of .shallow .pleasantness .

D. Spring .is .a .time .of .triumphant .conquest .

5. . Which .of .the .following .themes .is .supported .by .the .poem?

A. Nature .is .always .changing, .so .we .need .to .appreciate .all .of .its .phases .equally .

B. Thinking .of .nature .can .help .you .feel .better .whenever .you .feel .unhappy .

C. It .is .only .during .the .springtime .that .people .can .feel .truly .hopeful .

D. The .true .feelings .of .joy .that .nature .inspires .cannot .last .forever .

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Independent Practice Lesson 11: Reading Persuasive Nonfiction

Read the passage. Then answer the questions that follow.

Fair Pay for Fair Play1 LittleLeagueInternationalBaseballandSoftball(LittleLeague)hasbecome

bigbusiness.Since1947,theLittleLeagueWorldSerieshasbeenplayedbythebestyoungballplayersonEarth.ItstartedasacharmingeventinSouthWilliamsport,Pennsylvania.Buttoday,thefinalgamesarebroadcastliveontelevision.Alotofpeoplemakealotofmoneyfromthesegames.Infact,almosteveryonemakesmoneyfromthemexceptforthepeoplewhomakethemsopopular:theplayers.It’stimetopayLittleLeagueplayersfortakingpartintheLittleLeagueWorldSeries.

2 LittleLeagueisanonprofitorganization.Itisdedicatedtoorganizinglocalbaseballandsoftballteamsandleagues.Itsinspiringgoalisto“promote,develop,supervise,andvoluntarilyassistinalllawfulways,theinterestofthosewhowillparticipateinLittleLeaguebaseballandsoftball.”Whatwasonceasmalllocalgroupisnowaninternationalorganization.LittleLeaguedoesgreatwork.Itencouragesyoungathletesaroundtheworld.

3 NooneissuggestingthatLittleLeagueplayersshouldbepaid.Infact,rightnow,it’sjusttheopposite,andrightlyso.LittleLeaguerspayareasonablefeetotakepartintheprogram.Thisisasitshouldbe.Theorganizationneedsmoneytoprovidetheexcellentservicesitofferstoboysandgirlswhowanttoplayball.

4 However,theLittleLeagueWorldSeriesisanothermatter.Amajorcablesportsnetworknowairsregionalsemifinalsandfinals.Itbroadcastsuptofifty-sixgamesayear.Anditpaysalotofmoneyfortherighttodoso.In2009,LittleLeagueBaseballearned$3.7millionfor“broadcastrightsfees.”Ratingsaregrowingstrongereachyear.Revenueislikelytoincrease.Butifthingsstaythewaytheyarenow,theplayersthemselveswillstillearnabsolutelynothing.

5 CriticsofpayingLittleLeaguersinsistthattheplayersshouldplayonlyfortheloveofthegame.Thecriticssaythatplayersshouldnotbepaidbecausethemoneygoestoanonprofitorganization.Yetthesituationisfarfromthatsimple.Thecablechannelsellsadvertising,makingalargeprofitfromtheseplayers’hardwork.Shouldn’ttheplayersgetatleastasmallpieceoftheprofits?Thinkaboutyoungactorsinmoviesortelevision.Noonesuggeststhattheyshouldnotbepaidbecausetheyloveacting.Sowhywouldanyonethinkthatyoungathletesdon’tdeserveashareofthemoneyearnedasadirectresultoftheirachievements?

1

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6 SomeobserversworrythatpayingLittleLeaguerswillresultinrunawaysalaries.Theexamplesetbyprofessionalsportsisfrightening.Butthatkindofabsurditywouldnotbepossibleunderafairpaysystem.Manypeopleagreethattheseplayersdeservetogetasmallpieceoftheaction.Andtheyproposeareasonableplantoseethatithappens.Onepopularideaistopayplayersasetfeeeachtimetheirteamappearsontelevision.Thesumof$750perplayerseemssensible.Allfourteenplayersoneachteamwouldgetthesameamount.Therewouldbenostarsalaries.ThetotalsalarieswouldamounttolessthanhalfofLittleLeagueBaseballInc.’sannualprofits.Yetformanyoftheseyoungplayers,thesumwouldbeaverybigdeal.

7 Otherspointoutthatwearenottalkingaboutstarathleteshere.AlmostnoonewatchestheLittleLeagueWorldSeriestoseeaspecificplayer.Viewerswatchtoenjoythefreshnessofyouth.Perhapstheywanttorelivetheiryouth.Butthefactthattheplayersarenotadultstarsishardlyareasontheyshouldn’tbepaid.Itismerelyanotherreasontopayallplayersatthesamelevel.

8 OnefinalargumentagainstincludingLittleLeagueplayersinthemoneyloopisthatdoingsowillchangethegameforever.Ajoyfulamateursportcouldbecomeacoldprofessionalbusiness.Inotherwords,moneycorrupts.Payingplayerscouldtakethefunoutofplayingball.Worse,itmightencouragecheating.Thosefearsarebothnaiveandunfounded.CheatinghasalreadycometotheLittleLeague.Therehavealreadybeensomecheatingscandals,nowthattheeventshavebecomemorepopularandmorecompetitive.Weshouldnotassumethatgivingplayersasmallpaymentwilldiscouragefairplay.Infact,theoppositeresultismorelikely.Payingyoungathleteswillincreasetheirsenseofresponsibility.Theywillnolongerfeelasiftheyarepawnsinsomeoneelse’sgame.

9 It’stimetogiveLittleLeaguerswhomakeittotheirWorldSeriesafairshake.Weteachallchildrenthatfairplayisimportant.Exploitationisnotfairplay.Theseplayersshouldgetasmallportionofthemoneythattheyareearningforothers.That’sonlyfair.

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Comprehension Check

1. . What .is .the .author’s .main .argument .in .the .passage?

2. . Give .one .example .of .a .counterargument .that .the .author .addresses . .Tell .how .the .author .responds . .

3. . Give .two .examples .of .words .with .strong .negative .or .positive .connotations .that .the .author .uses . .Why .might .the .author .have .chosen .these .words?

4. . Which .of .the .following .BEST .describes .the .author’s .point .of .view?

A. All .Little .League .players .deserve .to .earn .money .because .they .play .the .sport .with .so .much .enthusiasm .

B. All .Little .League .players .who .sign .contracts .with .advertisers .deserve .to .be .paid .money .for .their .work .

C. All .Little .League .players .who .reach .the .World .Series .should .be .paid .for .the .games .in .which .they .play .

D. All .Little .League .players .should .be .paid .as .much .money .as .child .actors .in .television .or .movies .

5. . Which .method .does .the .author .mainly .use .to .elaborate .the .key .idea .of .the .passage?

A. The .writer .responds .to .several .arguments .against .the .supported .point .of .view .

B. The .writer .uses .historical .data .to .support .a .prediction .about .a .future .proposal .

C. The .writer .uses .logic .to .draw .conclusions .based .on .statistical .data .

D. The .writer .relies .on .expert .testimony .to .support .each .main .idea .

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Independent Practice Lesson 11: Reading Persuasive Nonfiction

Read the passage. Then answer the questions that follow.

Fair Pay for Fair Play1 LittleLeagueInternationalBaseballandSoftball(LittleLeague)hasbecome

bigbusiness.Since1947,theLittleLeagueWorldSerieshasbeenplayedbythebestyoungbaseballplayersonEarth.ItstartedasacharmingeventinSouthWilliamsport,Pennsylvania.Buttoday,thefinalgamesarebroadcastliveontelevision.Alotofpeoplemakealotofmoneyfromthesegames.Infact,almosteveryoneseemstobemakingmoneyfromthemexceptforthepeoplewhohavemadethemincreasinglypopular:theplayers.It’stimetopayLittleLeagueplayersforparticipatingintheLittleLeagueWorldSeries.

2 LittleLeagueisanonprofitorganizationthatisdedicatedtoorganizinglocalbaseballandsoftballteamsandleagues.Itsinspiringmissionstatementstatesthatitsgoalisto“promote,develop,supervise,andvoluntarilyassistinalllawfulways,theinterestofthosewhowillparticipateinLittleLeaguebaseballandsoftball.”Whatwasonceasmalllocalgroupisnowaninternationalorganization.Itdoesagreatjobofencouragingyoungathletesaroundtheworld.

3 NooneissuggestingthatLittleLeagueplayersshouldbepaid.Thecurrentsituationcallsforjusttheopposite,andrightlyso.LittleLeaguerspayareasonablefeetoparticipateinthiswell-organizedprogram.Thisisasitshouldbe.Theorganizationneedsmoneytoprovidetheexcellentservicesitofferstoboysandgirlswhowanttoplayball.

4 However,theLittleLeagueWorldSeriesisanothermatter.Amajorcablesportsnetworknowairsregionalsemifinalsandfinals.Itbroadcastsuptofifty-sixgamesayear.Anditpaysalotofmoneyfortherighttodoso.In2009,LittleLeagueBaseballearned$3.7millionfor“broadcastrightsfees.”Ratingsaregrowingstrongereachyear,andrevenueislikelytoincrease.Butifthingsstaythewaytheyarenow,theplayersthemselveswillcontinuetoearnabsolutelynothing.

5 CriticsofpayingLittleLeaguersinsistthattheplayersshouldplayonlybecauseoftheirloveofthesport.Thecriticsclaimthattheplayersshouldnotbecompensatedbecausethemoneygoestoanonprofitorganization.Yetthesituationisfarfromthatsimple.Thecablechannelsellsadvertising,makingahandsomeprofitfromtheseplayers’hardwork.Shouldn’ttheplayersgetatleastasmallpieceoftheprofits?Noonesuggeststhatyoungactorsinmoviesortelevisionshowsshouldn’tbepaidbecausetheyshoulddoitonlyfortheloveofacting.Sowhywouldanyonethinkthatyoungathletesdon’tdeserveashareofthemoneyearnedasadirectresultoftheirachievements?

1

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6 SomeobserversworrythatpayingLittleLeaguerswouldresultinrunawaysalaries.Theexamplesetbyprofessionalsportsisadauntingone.Butthatkindofridiculousnesswouldnotbepossibleunderafairpaysystem.Manypeopleagreethattheseplayersdeservetogetasmallpieceoftheaction.Andtheyproposeareasonableplantoseethatithappens.Onepopularideaistopayplayersasetfeeeachtimetheirteamappearsontelevision.Thesumof$750perplayerseemssensible.Allfourteenplayersoneachteamwouldgetthesameamount,sotherewouldbenostarsalaries.ThetotalsalarieswouldamounttolessthanhalfofLittleLeagueBaseballInc.’sannualprofits.Yetformanyoftheseyoungplayers,thesumwouldbeextremelymeaningful.

7 Otherspointoutthatwearenottalkingaboutstarathleteshere.AlmostnoonewatchestheLittleLeagueWorldSeriestoseeaspecificplayer.Viewerswatchtoenjoytheeagernessofyouthandperhapstorelivesomeoftheirownyouth.Butthefactthattheplayersarenotmajorleaguersishardlyareasontheyshouldn’tbepaid.Itismerelyanotherreasontocompensateallplayersatthesamelevel.

8 OnefinalargumentagainstincludingLittleLeagueplayersinthemoneyloopisthatdoingsowillchangethegameforever.Peoplefearthatajoyfulamateursportwillbecomeacynicalprofessionalbusiness.Inotherwords,moneycorrupts.Payingplayerscouldtakethefunoutofplayingball.Worse,itmightencouragecheatinginasportthatthrivesonfairplay.Thosefearsseembothnaiveandunfounded.CheatinghasalreadycometotheLittleLeague.Therehavealreadybeensomecheatingscandals,nowthattheeventshavebecomemorepopularandmorecompetitive.There’snoreasontoassumethatgivingplayersasmallpaymentwilldiscouragefairplay.Infact,justtheoppositeresultismorelikely.Payingyoungathleteswillincreasetheirsenseofresponsibility.Theywillnolongerfeelasiftheyarepawnsinsomeoneelse’sgame.

9 It’stimetogiveLittleLeaguerswhomakeittotheirWorldSeriesafairshake.Weteachallchildrenthatfairplayisakeypartofplayingsports.Exploitationisnotfairplay.Theseplayersshouldgetasmallportionofthemoneythattheyareearningforothers.That’sonlyfair.

2

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Comprehension Check

1. . What .is .the .author’s .main .argument .in .the .passage?

2. . Give .one .example .of .a .counterargument .that .the .author .addresses . .Tell .how .the .author .responds .

3. . Give .two .examples .of .words .with .strong .negative .or .positive .connotations .that .the .author .uses . .Why .might .the .author .have .chosen .these .words?

4. . Which .of .the .following .BEST .describes .the .author’s .point .of .view?

A. All .Little .League .players .deserve .to .earn .money .because .they .play .the .sport .with .so .much .enthusiasm .

B. All .Little .League .players .who .sign .contracts .with .advertisers .deserve .to .be .paid .money .for .their .work .

C. All .Little .League .players .who .reach .the .World .Series .should .be .paid .for .the .games .in .which .they .play .

D. All .Little .League .players .should .be .paid .as .much .money .as .child .actors .in .television .or .movies .

5. . Which .method .does .the .author .mainly .use .to .elaborate .the .key .idea .of .the .passage?

A. The .writer .responds .to .several .arguments .against .the .supported .point .of .view .

B. The .writer .uses .historical .data .to .support .a .prediction .about .a .future .proposal .

C. The .writer .uses .logic .to .draw .conclusions .based .on .statistical .data .

D. The .writer .relies .on .expert .testimony .to .support .each .main .idea .

3

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Independent Practice Lesson 11: Reading Persuasive Nonfiction

Read the passage. Then answer the questions that follow.

Fair Pay for Fair Play1 LittleLeagueInternationalBaseballandSoftball(LittleLeague)hasbecome

bigbusiness.Since1947,theLittleLeagueWorldSerieshasbeenplayedbythebestyoungbaseballplayersonEarth.ItstartedasacharmingeventinSouthWilliamsport,Pennsylvania.Buttoday,thefinalgamesarebroadcastliveontelevision.Alotofpeoplemakealotofmoneyfromtheseincreasinglypopulargames.Infact,almosteveryoneseemstobemakingmoneyfromthesegamesexceptforthepeoplewhohavemadethemexcitingandpopular:theplayers.It’stimetopayLittleLeagueplayersforparticipatingintheLittleLeagueWorldSeries.

2 LittleLeagueisanonprofitorganizationthatisdedicatedtoorganizinglocalbaseballandsoftballteamsandleagues.Itsinspirationalmissionstatementstatesthatitsgoalisto“promote,develop,supervise,andvoluntarilyassistinalllawfulways,theinterestofthosewhowillparticipateinLittleLeaguebaseballandsoftball.”Whatwasonceasmalllocalgroupisnowaninternationalorganizationthatboostsinvolvementinsportsandencouragesthedevelopmentofathleticskillsaroundtheworld.

3 NooneissuggestingthatLittleLeagueplayersshouldbepaid.Thecurrentsituationcallsforjusttheopposite,andrightlyso.LittleLeaguerspayareasonablefeetoparticipateinthiswell-organizedprogram.Thisisasitshouldbebecausetheorganizationneedsmoneytoprovidetheexcellentservicesitofferstoboysandgirlswhowanttoplayball.

4 However,theLittleLeagueWorldSeriesisanothermatter.Amajorcablesportsnetworknowbroadcastsregionalsemifinalsandfinals,uptofifty-sixgamesayear.Anditpaysalotofmoneyfortherighttodoso.In2009,LittleLeagueBaseballearned$3.7millionfor“broadcastrightsfees.”Ratingsaregrowingstrongereachyear,sorevenueislikelytoincrease.Butifthingsstaythewaytheyarenow,theplayersthemselveswillcontinuetoearnabsolutelynothing.

5 CriticsofsuchaplaninsistthatLittleLeagueplayersshouldparticipateonlyoutoftheirloveofthesportandshouldnotbecompensatedbecausethemoneygoestoanonprofitorganization.Yetthesituationisfarfromthatstraightforward.Thecablechannelsellsadvertising,makingahandsomeprofitfromtheseplayers’hardwork.Shouldn’ttheplayersgetatleastasmallpieceoftheprofits?Noonesuggeststhatyoungactorsinmoviesortelevisionsitcomsshouldn’tbepaidbecausetheyshoulddoitonlyfortheloveofacting.Sowhyshouldanyonethinkthatyoungathletesdon’tdeserveashareofthemoneyearnedasadirectresultoftheirachievements?

1

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6 SomeobserversworrythatpayingLittleLeaguerswouldresultinrunawaysalariessimilartothosepaidinprofessionalsports,butthat’snotpossibleunderthefairpaysystemproposedbymanypeoplewhowantonlytoseethatplayersgetasmallpieceoftheaction.Onepopularplansuggeststhatplayersearnasetfeeeachtimetheirteamappearsontelevision.Thesumof$750perplayerseemssensible.Allfourteenplayersoneachteamgetthesameamount,sotherewouldbenostarsalaries—orunreasonabledemands.ThetotalsalarieswouldamounttolessthanhalfofLittleLeagueBaseballInc.’sannualprofits.Formanyoftheseyoungplayers,thesumwouldbeextremelymeaningful.

7 Otherspointoutthatwearenottalkingaboutstarathleteshere.AlmostnoonewatchestheLittleLeagueWorldSeriestoseeaspecificplayer.Viewerswatchtoenjoytheeagernessofyouthandperhapstorelivesomeoftheiryouthfulpassions.Butthefactthattheplayersarenotprofessionalsishardlyareasontheyshouldn’tbecompensated.Itismerelyanotherreasontocompensateallplayersatthesamelevel.

8 OnefinalargumentagainstincludingLittleLeagueplayersinthemoneyloopisthatdoingsowillchangethenatureofthegameforever.Peoplefearthatwhathasbeenajoyfulamateursportwillbecomeacynicalprofessionalbusiness.Inotherwords,moneycorrupts.Payingplayerscouldtakethefunoutofplayingball.Worse,itmightencouragecheatinginasportthatthrivesonfairplay.Thosefearsseembothnaiveandunfounded.Therehavealreadybeensomecheatingscandalsintheleague,nowthattheeventshavebecomemorepopularandmorecompetitive.There’snoreasontoassumethatgivingplayersasmallfinancialrewardwilldiscouragefairplay.Infact,justtheoppositeresultismorelikely.Payingyoungathleteswillgivethemanadditionalsenseofresponsibilityandinvolvement.Theywillnolongerfeelasiftheyarepawnsinsomeoneelse’sgame.

9 It’stimetogiveLittleLeaguerswhomakeittotheirWorldSeriesafairshake.Weteachallchildrenaboutfairplaybeingintrinsictosports.Exploitationisnotfairplay.Theseplayersshouldgetasmallportionofthemoneythattheyareearningforothers.That’sonlyfair.

2

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Comprehension Check

1. . What .is .the .author’s .main .argument .in .the .passage?

2. . Give .one .example .of .a .counterargument .that .the .author .addresses . .Tell .how .the .author .responds .

3. . Give .two .examples .of .words .with .strong .negative .or .positive .connotations .that .the .author .uses . .Why .might .the .author .have .chosen .these .words?

4. . Which .of .the .following .BEST .describes .the .author’s .point .of .view?

A. All .Little .League .players .deserve .to .earn .money .because .they .play .the .sport .with .so .much .enthusiasm .

B. All .Little .League .players .who .sign .contracts .with .advertisers .deserve .to .be .paid .money .for .their .work .

C. All .Little .League .players .who .reach .the .World .Series .should .be .paid .for .the .games .in .which .they .play .

D. All .Little .League .players .should .be .paid .as .much .money .as .child .actors .in .television .or .movies .

5. . Which .method .does .the .author .mainly .use .to .elaborate .the .key .idea .of .the .passage?

A. The .writer .responds .to .several .arguments .against .the .supported .point .of .view .

B. The .writer .uses .historical .data .to .support .a .prediction .about .a .future .proposal .

C. The .writer .uses .logic .to .draw .conclusions .based .on .statistical .data .

D. The .writer .relies .on .expert .testimony .to .support .each .main .idea .

3

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Notes

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