Name Date Treasure Lost at Sea: Level RHere are this weeks Vocabulary Wordshurricanevisibilityexperiencedcapsizedinspiredmurkyexploring

Other words:___________, ________________________________________________, ________________________________________________, ________________________________________________, ________________________________________________, _____________________________________

Monday TuesdayMeet With Mr. O Meet with Mr. OBegin Treasure Lost at Sea Cont. Treasure Lost at Sea

/7 Complete vocabulary (pg. 2) /20 SW: Consonant doubling (pg. 3)Class Strategy Worksheet /10 HW: Consonant doubling (pg. 4)

Wednesday ThursdayMeet with Mr. O Meet with Mr. OCont. Treasure Lost at Sea Cont. Treasure Lost at Sea

/14 SW: Retelling- Summary (p. 5-6) /10 SW: Distinguish Genres (p. 10-11)/15 HW: Retelling- Summary (p. 7-9) /16 HW: Distinguish Genres (p.12-13)

Class Strategy Worksheet Class Strategy WorksheetFridayFinish Agenda, Weekly quizzes Literal /16 Inferential /16Please Note: Early finishers: Once you have completed you may begin Independent Reading.

Treasure Lost at Sea: Level R

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Vocabulary Words ___/ 7

Hurricane visibility experienced capsizedInspired murky exploring

As you read the story below, fill in the blanks using the vocabulary.

I was 10 years old in September of 1961 when we ________________a great storm that began to form out in the Gulf of Mexico. The storm grew into a Category 5___________. They named it Carla.

It was eerie playing outdoors while the clouds grew dark and ________. I remember it looked like night, in the middle of the afternoon. It began to rain. The ______________ was terrible. I might have been able to see twenty feet in front of me. The wind began to howl and something in the air made us feel wild and free. We were ____________ the ditches trying to catch crawfish but when the lightning began to strike dangerously close to the crackle of thunder, my mother called us in. We were drenched. Despite the edge of fear in the air, it was exciting and we all remained in high spirits. I was mesmerized by what the storm was doing outside.

I remember watching out of our picture window. The wind caused the trees and bushes to bend over in funny ways I’d never seen before. The power lines were swinging around. The ditches flooded, then the roads, and then the yards. I recall seeing tiny boats _____________ in the bay. The shear strength of the storm and nature _________________ me.The next morning we awoke to a different world. The sun was shining and the birds were chirping. Tree limbs were down everywhere and the roads and yards had become a giant lake. Hurricane Carla had left her mark on the landscape and our lives. The best part was that everyone was safe and the kids got a bonus 3 days off from school.CC.1.2.4.J Acquire and use accurately grade appropriate conversational, general academic, and domain specific words ‐and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. E04.B V.4.1.1 E04.B V.4.1.2.‐ ‐

Treasure Lost at Sea – Consonant doubling

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Seatwork- Tuesday ___/ 20

Rule: Double the last consonant when adding the vowel suffixes ing or ed to a single syllable word ending in one vowel and one consonant.

For example: hop, pat, skin,hop + ing = hopping pat + ing = patting skin + ing = skinninghop + ed = hopped pat + ed = patted skin + ed = skinned

Exceptions: this rule does not work for single syllable words ending in the followingconsonants: w x y.

Examples: snow - snowed, play - played, box - boxed.

Add the “ing” and the “ed” suffix to each of these words with basic vowels. Be careful to note spelling patterns as not ending consonants need to be doubled.

add ing add ed

r u b _________________ _________________

hand _________________ _________________

drum _________________ _________________

dress _________________ _________________

slam _________________ _________________

step _________________ _________________

pass _________________ _________________

snap _________________ _________________

beg _________________ _________________

end _________________ _________________

CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3

Pages 3 & 4

Treasure Lost at Sea – Consonant Doubling

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Homework- Tuesday ___/ 10

Remember the Rule: Double the last consonant when adding the vowel suffixes ing or ed to a single syllable word ending in one vowel and one consonant.

Read each sentence. Choose a word from the box similar in meaning to the words in dark type. Complete the puzzle by adding –ed or –ing to your word.

turn rise bake stir race

dance grab switch hop scrub

Across1. The sailors changed their minds when they heard they were looking for treasure.4. The divers were washing their gear after the came out of the water.6. Mel started jumping up and down saying, “Today’s the day!”7. The anchor was going up into the ship as the men prepared to go home.8. The excited captain hurried over to see what was brought on board.9. The sailor was so thirsty he snatched the water jug from the other man.

Down2. The first mate was swaying to the music as the ship came into port.3. The crew watched the flag twisting in the wind. 4. They all had mixed emotions when it was time to go home.5. To celebrate the chef cooked his finest recipe.

Treasure Lost at Sea – Retelling- Summary

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Seatwork- Wednesday ___/ 14

Music VideosThe music video is a new art form. Music has been around as long as human society, and music has often been accompanied by dance and acting. Until recently, it was impossible to visually record a musical performance. Even after the movie camera was invented at the end of 1800s, synchronizing the sound and the picture was difficult. The first movies were silent. A pianist or organist in the theater played accompanying music.

Engineers figured out how to add sound to movies in the 1920s. Movie makers then began making what we call musicals. The story line would pause while an actor sang a song about whatever was going on in the movie. Actors would sometimes dance while singing. Fred Astaire was one famous actor-singer-dancer. His performances were like simple music videos.

Occasionally, single performances of music were made into short films. They usually just showed the band or the singer performing the song. Creative minds were at work however. The animator, Walt Disney found clever ways to combine images and music. Kids today still watch his timeless film Fantasia. He made visual imagination part of music, just as modern music videos do.

In the 1950s, along came rock and roll. Many adults condemned this new kind of music. They thought the beat was too primitive. Movie makers in Hollywood noticed that the kids loved it. Before long, rock and roll films packed theaters with teenage

audiences. These films featured popular stars like Elvis Presley. Elvis often acted out his songs as he sang them.

These scenes were similar to modern music videos. They were still just a part of a movie, however.

The first true rock video starred the teen idol Ricky Nelson. It showed Ricky singing his hit song “Travelin’ Man.” Scenes of places around the world where Ricky had traveled played in the background. Three years later, the Beatles came out with the film A Hard Day’s Night. It was like a series of music videos. Their next movie, Help, went even more boldly in that direction. The Beatles also released song video-clips for television to increase album sales. The record industry caught on to the idea. Companies began to use video-clips to promote their artists. The modern music video was born.

The folk-rocker Bob Dylan made one of the most famous of the early rock videos. It was released as a trailer for a documentary film about his 1966 concert tour of England. The rock group Queen released another historic music video in 1975. It was of their hit song “Bohemian Rhapsody.” The video replaced them on a music variety show. This showed where music videos would fit into the future. The future came true in 1981 with the launch of MTV. It gave rock and roll fans a television channel playing music videos all day and all night.

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Since MTV, videos have become a key part of the music industry. Careers can be made and broken by the video that promotes a new song

or CD. The new art form of the music video has shaped much of the modern culture success.

Treasure Lost at Sea – Retelling- Summary

Seatwork- Wednesday

Summing Up MusicPlace the events from music video history intro chronological order. (6 pts.)

____ Bob Dylan makes a famous rock video____ Elvis Presley made rock and roll films.____ Silent movies were accompanied by organ music played in theater.____ Ricky Nelson starred in the first true rock video.____ Cartoons and musicals were supported by musical sound tracks.____ MTV was born

Using the events above, write a single paragraph summary of the history of the music video. (8 points)

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CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. E04.B K.1.1.1 (pages 5-8)‐

Treasure Lost at Sea – Retelling- Summary

Homework- Wednesday___/ 15

SnowboardingThe sport of snowboarding was not dreamed up by a single person. It didn’t even evolve out of a single sport. It was inspired by surfing, skateboarding, and skiing. Snowboarding pioneers include snow lovers, surfers, inventors, marketers, a father, and a teenage kid.

M.J. “Jack” Burchett may have been the first person to attempt snowboarding. He was not really an inventor. He just liked to play in the snow. In 1929, he tied a piece of plywood to his boots with clothesline and horse reins. Then he headed down a snowy hill in early snowboard fashion.

Sherman Poppen improved on the plywood idea in 1965. He had watched his daughter Wendy trying to sled standing up, and it reminded him of surfing on waves. The young father fastened two skis together to create a snow toy. He attached a rope to the nose of the contraption and called it “The Snurfer,” to fit with his idea of snow surfing. Poppen’s

daughters and their friends loved the “stand up sled” so much that he found a company to market it. He even organized Snurfer competitions.

Jake Burton Carpenter raced in some of Poppen’s Snurfer competitions. He liked the Snurfer, and kept tinkering with ways to improve it. He tried laminated hardwood versions of the board and added binding. Today his company is the largest manufacturer of snowboards.

Tom Simms was a teenage kid who loved to skateboard in good weather. In 1963, he built a “ski board” in his eighth grade shop class for use in winter weather. By 1977, he and a friend were building snowboards in Simm’s garage. Today, Simms brand snowboards can be seen on all slopes.

Dimitrije Milovich worked on another new version of the snowboard. His board’s shape took the dimensions of the short surfboards that were becoming popular. He wanted to recreate the fun he had in college sledding down snowy hills on

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cafeteria trays. Milovich was a marketer who was interested in bringing fame to snowboarding. In 1972, he originated a snowboard manufacturing company called Winterstick. Milovich did much to promote the evolving sport through interviews, too.

By the early 1980s, competitive snowboarding was well underway. Snowboards were marketed under a number of brands, and they sold well. The sport itself, however was still suspect.

In those early years snowboards were prohibited from many ski resorts. But acceptance of the sport grew along with its popularity. In 1988, snowboarding debuted in the

Winter Olympics. Today, few ski resorts ban snowboards and snowboarding is one of the fastest growing sports in the nation. Snowboarders keep discovering new ways to have fun with their board. Some “ski” down groomed resort slopes. Others “surf” through backcountry powder. Some do skateboarder tricks on half pipes and hand rails. Some even “heliboard” into the wilderness by jumping out of helicopters onto the top of a selected mountain and riding to the bottom. The sport of snowboarding has come a long way in a short time.

Treasure Lost at Sea – Retelling- SummaryHomework- Wednesday

Summing Up Snowboard History (10 points)

Summarize the evolution of snowboarding by writing one sentence about the achievements of the five snowboarding pioneers mentioned in the reading.

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Treasure Lost at Sea – Retelling- SummaryHomework- Wednesday

Circle the best summary sentence of the entire reading. (1 point)

1. Snowboarding is the fastest growing sport in the nation.

2. Snowboarding evolved from the achievements of many pioneers in the field.

3. “The Snurfer” was the first marketed forerunner of the snowboard.

4. Snowboarding is finally an Olympic sport.

Inferring About Snowboard History (4 points)

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Which of the statements below can you infer details in the reading? Indicate your responses by writing “yes” or “no” in the blanks provided. Then give the reasoning behind your responses on the line under each statement. a) _____ Some inventions cannot be traced back to one inventor. ______________

___________________________________________________________

b) _____ Skateboarding and snowboarding share some of the same terminology. ___________________________________________________________

c) _____ If you have never surfed, you would find it hard to learn to snowboard.

___________________________________________________________

d) _____ It is easy to add a new sport to the Olympics events line-up. __________

___________________________________________________________

Treasure Lost at Sea – Distinguishing GenresSeatwork- Thursday

___/ 10 (4 pts. essay.)

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Treasure, Lost at Sea is an expository text. It presents factual information in an organized manner. It is not fiction because it is a historical event that really happened. Read the story below. Pay close attention to the main character(s) and then answer the questions.

Ivan followed his dad out to the pasture. He knew what time of year it was. It was not an easy task, but every May, Ivan would help his dad round up the cattle and herd them into the yards. Dad would already have the brand in the fire, so it would be hot. Once the cows were lined up, Ivan would push the first reluctant cow into squeeze gate, close the fence behind the cow, and motion to his dad. Dad would hurry over, with the hot brand in his gloved hands, and shove it at the cow’s hindquarters.

Ivan was never entirely comfortable with branding time. He helped his dad every year, however, because he wanted to learn as much about ranching as he could. He liked working outside with the cows, but the heat branding always bothered him. The brand was red hot when Dad touched it to the cow’s hide, and Ivan always thought it looked very painful. Sometimes the brand would get infected and Dad would have to go out to the field, find the cow, and clean the wound with alcohol every day.

“Ready to brand the cows, Ivan?” his dad asked. “We’re going to try something different this year. I looked into freeze branding over the winter. It’s safer and easier than heat branding. They tell me the cows won’t be bothered by it either. Ivan looked at his dad and smiled. He was always glad when they understood each other.

After they had herded all the cattle into the yard, Ivan led the first one into the squeeze gate. Dad set a foam cooler on the ground. When he lifted the lid off, white vapor, like fog, rose out of the cooler. Dad explained that the liquid nitrogen was about 320 degrees below zero. The vapor was nitrogen gas that had been warmed by the outside air. He put the brand into the liquid nitrogen to freeze it. Then he took some battery-operated clippers out a pocket and sheared a section of hair off the back of the cow. The cow grunted nervously. Then, Dad pulled out a bottle of alcohol out of his back pocket and poured some onto the side of the cow’s hindquarter.

“That’s to help the cold transfer to the skin of the cow.” He explained. “It also cleans the area, so there’s little chance of infection. Now watch,” he told Ivan, who had been holding the rope.

Dad lifted the brand out of the nitrogen cooler. The four-inch J.R. symbol of the brand was frosted over, as moisture froze to the cold iron. Ivan knew the letters were the two initials of his parents, Janeane and Robert. No one else used exactly the same brand, so the different ranchers could tell their herds apart.

Dad pushed the brand against the cow’s flank. Ivan was prepared for a hissing sound, but there was almost no sound at all. The cow leaned a little away from the brand, but it was nothing like how they reacted when they were heat branded.

“That’s all there is to it,” he said. “ Now, let this cow out to the yard, and bring me another.”

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CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B K.1.1.3‐

How did Ivan learn about branding cattle?a) His best friend owned a cattle ranchb) He read about it in a bookc) He did the branding with his uncle every year d) He helped his father with the branding

Why was Ivan uncomfortable with branding time?a) He thought the branding was painful for the cattleb) It was usually very cold outside when it was branding timec) He was not very interested in learning in ranchingd) He thought the cows might hurt him

Why did Ivan smile when his father explained about freeze branding?a) Ivan was eager to learn about this new technique in brandingb) Ivan would get his first chance to do the branding himselfc) Ivan would prove to his father that he would be a good rancher somedayd) Ivan knew his father understood how he felt about the heat branding

The reader can tell that Ivan’s father wasa) always in a hurry.b) unhappy with Ivan.c) a traditional rancher.d) caring and thoughtful.

You can tell from the story that ---a) Ivan would never help his father with branding time again.b) Ivan was happier about branding time than he had been before.c) Ivan could do the branding by himselfd) Ivan’s father did not like the new method of branding

Which sentence could be best added to the end of the first paragraph?a) Ivan would refuse to bring the next cow into the pen.b) Ivan would encourage the cow to run out of the gate before it could get brandedc) Ivan would take the branding iron and brand the cow himselfd ) Ivan would squeeze his eyes closed for a few seconds each time.

We have reviewed various genres. What kind of genre story is

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Branding Day? Give a least three examples why you think so .___________________________________________________________________________________________________________________________________________________________________________________

Treasure Lost at Sea – Distinguishing Genres

Homework- Thursday___/ 16

Treasure, Lost at Sea is an expository text. It presents factual information in an organized manner. It is not fiction because it is a historical event that really happened. Read the story below and then answer the questions the prompt. You may want to read the prompt first.

FOR THE RECORD

Thomas Edison made the first sound recording in 1877. He recorded himself signing “Mary had a Little Lamb.” At that time, people did not think Edison’s invention would be useful. Many people laughed at him. At that time his recording machine seemed unbelievable. Until that day, the only way to hear music was to be near a musician. People couldn’t believe that sound could be saved! One scientist even claimed that Edison had faked the sound.

Edison’s recording machine was called a phonograph. It was difficult to use. To record sound, someone had to turn a crank exactly six times a minute. When the recording was played back, someone had to again turn the crank at exactly the same speed, or the recording wouldn’t sound right.

The early recordings did not look like the ones we see today. They were cylinders covered with tinfoil. The phonograph had a needle that scratched the sound into the tinfoil. This was a complex process. The recordings were not very clear. They could only be played back a few times before the foil tore or wore out. People did not like making recordings because of the hard work involved.

Ten years later, inventor Emile Berliner designed a better recording machine. It used a flat disc, which he called a record. These discs were of plastic. They lasted a lot longer than the tinfoil cylinders. He also invented a way to make copies of a recording. Berliner’s improvements were important. The record disc brought music into everyone’s homes. For the first time, one could buy music and play it over on a player at home.

It took a long time before records became practical. Berliner’s records only held about two minutes of music. In 1948, Columbia Records introduced the long playing LP. It held up to 30 minutes of music per side.

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Much more music could fit onto an LP. Long symphonies could now be recorded. The LP changed music recording all over the world.

In the 1960s, people could also buy music on magnetic tapes. These tapes were eventually put into plastic cases called cassettes. Cassettes were very popular. They were inexpensive and much more portable than LPs. In 1979, Sony invented the Walkman. It played cassettes and had headphones that the user could wear anywhere. The walkman allowed people to listen to music even if they were jogging in the park or reading in the library.

Three years later, CDs, or compact discs, were introduced. They sounded much better than any type of recording had before. CDs could also hold over an hour of music. By the early 1990s, CDs had mostly replaced LPs.

Sound recording is still being improved. Music fans can now find music on the Internet. They can also save music on memory chips that are portable like a walkman.

In 1877, people laughed at Edison’s first scratchy recording of “Mary Had a Little Lamb.” But what he started over a hundred years ago was the beginning of an important change in the way people share sounds of music.

Treasure Lost at Sea – Distinguishing Genres

Homework- Thursday___/ 16

Prompt – The story discusses several different types of methods used for recording sound. Write about three examples and be sure to include a fact from the story about each example.

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CC.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently

Treasure Lost at Sea Comprehension Questions /16 lit /16 infer

Please answer in a complete sentence. Each question is worth 4 points.

1. What treasures were loaded onto ships at the beginning of the story? ___/4

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2. What did the divers do to help them reach the bottom faster? ___/4

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3. What year did Mel Fisher and his treasure hunting crew begin searching for Atocha?

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4. There is a map that appears in the book (pages 16-17) that highlights two land masses. What are they?

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----------------------------------------------------------------------------------CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B K.1.1.3‐

5. Why do you think the sailors were happy as they prepared to go home? ___/4

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6. Mel Fisher would usually awake each day saying, “Today’s the day!” What do you think this tells about Mel Fischer’s personality?

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7. What kind of personal qualities do you think Gaspar de Vargas had? What makes you think that?

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8. The author tells of John Potter’s book about diving for treasure. What do you think might have happened to people who read the book?

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CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. E04.A K.1.1.1 ‐

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