Try It Out! Sample Pack | ELA | Grade 6 | Lesson 22 Measuring Up to the FL Standards The Try It Out! sample pack features: • 1 full student lesson with complete Teacher Edition lesson • 1 full Table of Contents for your grade level • Correlation to your state standards Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking. Standards-based lessons feature introductions that set students up for success with: aVocabulary in Action aRelevant real-world connections aClearly identified learning goals aConnections to prior learning Guided Instruction and Independent Learning strengthen learning with: aDeep thinking prompts aCollaborative learning aSelf-evaluation aDemonstration of problem-solving logic aApplication of higher-order thinking Flexible design meets the needs of whole- or small-group instruction. Use for: aIntroducing standards aReinforcement or standards review aIntervention aRemediation aTest Preparation Extend learning with online digital resources! Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice. MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045
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Try It Out! Sample Pack | ELA | Grade 6 | Lesson 22
Measuring Up to the FL Standards
The Try It Out! sample pack features:
• 1 full student lesson with complete Teacher Edition lesson• 1 full Table of Contents for your grade level• Correlation to your state standards
Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.
Standards-based lessons featureintroductions that set students up for success with:
aVocabulary in Action
aRelevant real-world connections
aClearly identified learning goals
aConnections to prior learning
Guided Instruction and IndependentLearning strengthen learning with:
aDeep thinking prompts
aCollaborative learning
aSelf-evaluation
aDemonstration of problem-solving logic
aApplication of higher-order thinking
Flexible design meets the needs ofwhole- or small-group instruction.Use for:
aIntroducing standards
aReinforcement or standards review
aIntervention
aRemediation
aTest Preparation
Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment andpractice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.
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UN
IT 2 WORDS TO KNOW
form
genre
theme
Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES 6.RL.3.9
INTRODUCTIONReal-World Connection
FANTASY & REALISTIC FICTIONLena cannot decide what kind of story to write. Her class is studying fantasy and realistic fi ction, and her assignment is to write one or the other. Lena wants to write a story that involves fi nding a metal box buried in her backyard. The box is old, dented, and sealed shut. Lena will not be able to open it on her own and will enlist the help of her best friend, Peter.
What do you think might happen when Peter and Lena get the box open if the story is fantasy? What if it is realistic fi ction? We will practice the skills in Guided Instruction and Independent Practice. At the end of the lesson, we will revisit Lena and her story.
What I Am Going to Learn● How to compare diff erent kinds of genres
● How to contrast the diff erent approaches each genre uses for a particular theme or topic
What I May Already Know 5.RL.3.9
● I know how to determine the theme of a story.
● I know that the point of view infl uences the understanding of the story.
Vocabulary in ActionAs you read, you will come across words that are used in a variety of ways.
● Form is the format in which an author decides to tell a story. It could be a poem, play, novel, short story, non-fi ction article, or a musical, depending on the author’s preference.
TURN AND TALKThe form of a text refers to whether it is a poem, short story, play, novel, and so on. Genre refers to the category or type of content—comedy, mystery, science fi ction, historical fi ction, and so on. What form do you prefer to read? What is your favorite genre?
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COMPARE AND CONTRAST FORMS AND GENRES Lesson 22
● Genre is the specifi c type, or category, of writing, such as fantasy, realistic fi ction, historical fi ction, or even horror.
● Theme is the “big idea” about life that the author wants the reader to think about. For instance, in Star Wars the main theme is that good will always triumph over evil.
GUIDED INSTRUCTION Sometimes we read stories that we think would be much better if they were written in diff erent genres or presented in diff erent forms. Read the two texts below about humans exploring space. They both share the same theme—how space can make you feel small and insignifi cant. Compare and contrast the ways the two genres approach the same theme.
Armstrong’s BootNeil stood on the last rung of the ladder, and he looked down again at the moon’s surface. He started to step off the ladder but paused, his left foot dangling over the moon. He couldn’t even hear what the technicians from Kennedy Space Center in Florida were saying to him in his helmet speaker.
“I can’t believe what I’m about to do,” he thought to himself, trying to remember the words he had rehearsed to say when he stepped on the moon’s surface. Neil looked up into the vast, star-speckled darkness of space, and for a moment, all he could think about was how little he was in the grand scheme of things. He was just one man trying to fi nd a little more information about an infi nite universe. “Amazing,” he smiled. He let his left foot land softly on the moon.
Red DazeInspector 27Z-442 zipped up his suit. Then, he strapped on the gas mask he needed for the walk from the spacecraft to the fl ight hub. “How unlucky was I to get picked to come to this place?” he thought, and then he laughed at how spoiled he had become.
He had come from Venus, where his company had just fi nished the air station there. It was an amazing piece of art and commerce that took seven years to complete. On Venus, your spacecraft pulls right into a beautiful hangar. Then, you walk into the terminal like a regular human being. This short one-minute walk to the Mars fl ight hub seemed old fashioned—like the airplanes his grandparents used to fl y on.
He stepped outside, bracing himself for an annoying trek that would defi nitely cover him in red dust. He could see the hub in front of him, but then he took a moment to look around. The ground was the same rusty color as far as he could see. Beyond that was a seemingly endless darkness sprinkled with
TIPS AND TRICKSTo fi gure out the theme of a story, think about the “big idea” or overall message the author is trying to convey about life. How a character reacts to something would not tell you the theme by itself, but what a character learns by the end of the text probably suggests the theme.
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Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES
HINT, HINTThink about the two characters’ feelings about the wonders of space. Neil Armstrong realizes that he is making space travel history. Inspector 27Z-442 is so used to space travel that at fi rst he is bored with Mars.
stars. He never got to look out into space on Venus. He had forgotten how breathtaking it was, and how wonderfully tiny it made him feel.
“How lucky was I to get picked to come to this place?” he said aloud.
Part A“Armstrong’s Boot” is historical fi ction. “Red Daze” is science fi ction. Which statement best describes the ways the two genres treat the theme?
Ⓐ “Armstrong’s Boot” shows the theme using descriptions of the moon, while “Red Daze” shows the theme by describing advanced technology.
Ⓑ “Armstrong’s Boot” shows the theme through the words and thoughts of the fi rst man on the moon, while “Red Daze” shows the theme through the words and thoughts of an experienced space traveler.
Ⓒ “Armstrong’s Boot” creates the theme by showing Neil Armstrong preparing to go to the moon, while “Red Daze” creates the theme by describing the dangers of walking on Mars.
Ⓓ “Armstrong’s Boot” shows the theme by describing Neil Armstrong’s fear, while “Red Daze” shows the theme by describing Inspector 27Z-442’s annoyance.
Part BUnderline one sentence from each text that best supports the answer to Part A.
Circle evidence in “Red Daze” you could use to support the theme—space makes you feel small and insignifi cant.
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Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES
INDEPENDENT PRACTICERead the two short stories. Then, answer the questions that follow.
The Young WatchmanGenre: Historical Fiction
1 “BOOM!” A loud blast woke Jack up from where he lay on the fl oor of the ship’s deck. Given the way the ship rocked and shook violently beneath him it was incredible that he had stayed asleep for as long as he had. However, he wasn’t on the fl oor of the ship for long—soon he was on his feet, turning around to see the rest of the crew running and panicking.
2 “Jack, we’ve been attacked!” Captain Murtaugh repeated that phrase again as he approached where Jack stood. “The enemy ship is right there before us—why didn’t you see it?”
3 When the North and the South went to war, Jack had wanted to do whatever he could to play his part and serve the Union army. However, he was only ten years old. This meant the only job available to a boy his age was as a powder monkey. Powder monkeys were small boys who manned the cannons and helped to load gunpowder aboard the battleships. If doing that was the only way he could help the war eff ort, it did not matter to Jack.
4 Very soon, however, Jack found that he was not a good powder monkey. The work was exhausting and diffi cult. The other boys were faster than him, and sometimes he felt that his pace slowed everyone on the ship down! But he did have very sharp eyes. In fact, he had no diffi culty seeing another ship from miles away on the horizon.
5 “Please, give me a diff erent job,” he pleaded with Captain Murtaugh every time he saw him walk past the cannons. “You can tell that this is not my strength, sir.” After what seemed like years (but was only a couple of weeks), the captain agreed.
6 “All right, Jack,” Captain Murtaugh sighed. “Since you do have good eyes and since I’m tired of hearing you beg, I will give you a shot as night watchman. You’ll just have to be awake when everyone is asleep, no matter how tired you are.”
7 “You won’t be disappointed, Captain!” Jack smiled ear to ear.
8 On his fi rst day as watchman, Jack slept all morning as the others worked aboard the ship. Normally he would not dare stay asleep past six o’clock in the morning, so he felt as if being able to roll out of bed just as the cook was serving lunch was a great privilege. He changed his mind an hour after sundown, as he watched his crewmates prepare for bed. However, he knew he had an important mission. With a slight yawn, he took his place at the ship’s bow. Although he was tired already, duty was above all else.
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COMPARE AND CONTRAST FORMS AND GENRES Lesson 22
9 He watched the horizon for nearly three hours as the moon stood at the top of the sky, refl ecting onto the gently rippling sea. Not a single ship, or even a stray seagull, was anywhere in sight as Jack’s eyes started to become very heavy. Soon he noticed that his body was even heavier. “It wouldn’t hurt to lie down and rest for just a second,” Jack said to himself. Before he even knew it, he was asleep on the deck.
10 He wasn’t asleep now, though, nor was anyone else on his ship. How stupid of him for not being awake to warn the others when it had been his job—his only job!
11 “I am so sorry, Captain,” Jack moaned with a tear in his eye and regret in his voice. “You charged me with a duty, and I have failed you and hurt us all.”
12 “Just forget about that,” Captain Murtaugh replied, much to Jack’s surprise. “Right now, we don’t even have time to think, only time to fi ght! Just get below the deck and help the other boys carry gunpowder; then load the cannons as fast as you can because we will need all the fi repower we can muster tonight!”
13 Jack didn’t have to think twice. In fact, he didn’t have to think at all as he followed the captain’s orders and headed below deck to the gunpowder stores. Jack ran quickly and carried as much gunpowder as possible with the other boys, who all worked as hard as they could. They didn’t even have the time to think about whether they were winning or losing the battle.
14 Within a few hours, the horizon was again lit with the light of the morning sun. The enemy had fl ed and the air was quiet. The ship’s deck was still, and Jack fi nally noticed how tired he was. His legs felt as if they were about to collapse beneath him. His forehead was damp with sweat. All that mattered, though, was that the ship was safe.
15 “I have learned an important lesson today, Captain,” Jack said to Captain Murtaugh. “I thought I wasn’t helping because I wasn’t as good as the other boys, but now I see that I shouldn’t give up on something just because it’s hard.” He hung his head. “I’m sorry for falling asleep and putting the crew in danger.”
16 “Don’t worry at all, Jack,” his captain replied. “We have all made mistakes and have had failures—do you think I would have gotten as far as I have if I hadn’t made a few hundred mistakes myself ?”
17 Jack laughed at the idea of his captain making even a single mistake, but when he looked up at Captain Murtaugh’s face, his expression showed that he knew failure as well as any man did. “Remember from now on that failures have one purpose, and that’s to help us learn. Just remember your mistakes, but don’t let them limit you.”
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Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES
A Failed MissionGenre: Science Fiction
1 “Hey there, Herb!”
2 The tall man wearing the plain black suit paused at the sound of someone yelling.
3 “I know you can hear me—you haven’t forgotten who I am, have you?”
4 It took several seconds for the man to realize that the fellow yelling down the street was talking to him and trying to get his attention. It had been three weeks since the man had moved to his new home. He was still trying to get his bearings—he often forgot that his name was now Herb, or Herbert offi cially, not his given name, Gyddar. And he now lived on Earth—not Hercixx. He had to do everything he could to act as naturally as possible. If anyone found out his true identity, his entire mission would be ruined. Captain Toixert would be furious when he returned to the spaceship.
5 Turning around to look at who was yelling at him, Herb recognized the man in the pinstriped suit from the offi ce where he worked. It was Mr. Pilkington, one of his fi rm’s biggest clients.
6 “How’s my favorite accountant today, Herb?” Mr. Pilkington slung his arm around Herbert, who was not sure how to react—the two men had only met once before. However, Mr. Pilkington was acting like they had known each other all their lives.
7 “I am fi ne and have never been better,” Herbert replied with a slight sense of unease.
8 “Well, that’s good! Look, I had a lunch meeting with a client, and he just had his secretary call me and cancel. I have a couple hours before my next meeting, so what do you say about you letting me buy you lunch today?”
9 “That is very kind of you,” Herbert said nervously, “but I must return to the offi ce in 30 minutes because they are expecting me there, and they will be very angry if I am late.”
10 “Aw, that’s too bad, but before you get back to work, I want to show you something I just had shipped from England. It’s called an Austin 7—have you ever heard of it?” Mr. Pilkington chuckled and poked Herbert in the ribs.
11 The year was 1923, and the other accountants in Herb’s offi ce had talked about little else. From what he had gathered, the Austin 7 was a new type of automobile—a machine with four wheels that Earthlings used to travel long distances. It had seats for passengers, and one passenger operated the machine by turning a fi fth wheel and stepping on pedals on the fl oor in front of his seat. Supposedly, the Austin 7 was unlike any other automobile that had been made.
12 “Yes, I know that the Austin 7 is a new type of automobile.” As soon as the words escaped his mouth, Herbert knew he should have spoken with more enthusiasm.
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COMPARE AND CONTRAST FORMS AND GENRES Lesson 22
13 “Well, today’s your lucky day, because mine is parked right over here, and I’m feeling quite generous.” That very second, Mr. Pilkington stopped and pointed to the car that was parked next to the curb. It was black and red. The way it shined reminded Herbert of the fi rst spaceship he ever piloted, the KRW-4000, which put a big smile on his face. “How would you like to give it a spin, Herb?”
14 Herbert’s happiness immediately turned to worry on his face. Mr. Pilkington was visibly confused. “What, Herb? You don’t want to drive an Austin 7? You know how to drive, don’t you? It’s brand new and all, but it’s no diff erent than driving a Model T.”
15 “I know how to drive a Model T, and I want to drive your automobile,” Herb replied. He boldly opened the driver’s side door and slid behind the steering wheel. Pilkington entered on the other side and handed him the key, which Herb slid into the slot next to the wheel until it fi t inside. Turning the key, he heard the engine make a loud noise that sounded nothing like the gentle hum that the KRW-4000 made when its engine was started. Herb gave the wheel a twist and pressed the gas pedal. Before he knew it, he was cruising down the street.
16 “That’s right,” Mr. Pilkington grinned. “So much better than driving a Model T, in my opinion. Doesn’t it just make you feel—hey, wait a minute, Herb, you really need to put your foot on the—”
17 The next thing Herbert knew, the sound of crashing metal was echoing in his ears. He fl ew forward, nearly hitting the steering wheel. When he looked up, he saw that he had driven the Austin 7 directly into a tree!
18 “Herb, you wrecked my new car!” Mr. Pilkington was considerably less angry than Captain Toixert would have been. However, he certainly wasn’t pleased.
19 Herbert was tempted to come clean and tell Mr. Pilkington that he was an alien spy, but then he imagined how furious the captain would be. “Okay, I confess,” he began. “I actually don’t know how to drive.”
20 Mr. Pilkington frowned. “So you take the train to work?”
21 “Yes!” Herbert exclaimed. He had forgotten that humans used trains to travel as well.
22 Mr. Pilkington looked more confused than ever. “Why did you lie about that?”
23 Herbert’s mind raced for an explanation. “I was embarrassed and didn’t want you to know I wasn’t any good at driving. I’m not really good at anything.”
24 “What are you talking about, Herb? You’re a great accountant! I’d rather you handle my books than anybody! In fact, it’s been almost thirty minutes, so I think you should probably get back to the offi ce. Just stick to what you know, and stay away from the steering wheel!”
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Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES
25 As Herbert walked back to work, he felt happy. He had kept his true identity a secret, and he now knew that Mr. Pilkington thought he was good at his job. He would no longer doubt himself—and he would defi nitely take the train.
This question has two parts. First, answer Part A. Then, answer Part B.
1. Part AWhich sentence best describes how both main characters show the theme?
Ⓐ Both are nervous in front of people in authority.
Ⓑ Both do not like to try anything diffi cult.
Ⓒ Both doubt themselves when they mess up.
Ⓓ Both care too much about what others think of them.
Part BUnderline one detail from each text that best supports the answer to Part A.
2. What specifi c information does the author provide early in the stories to let you know what the genre is? Write each detail under the genre it shows. You need not use every detail.
“to play his part and serve the Union army”“And he now lived on Earth—not Hercixx.”“‘The enemy ship is right there before us—why didn’t you see it?’”“Captain Toixert would be furious when he returned to the spaceship.”“The tall man wearing the plain black suit paused at the sound of someone yelling.”“When the North and South went to war”
“THE YOUNG WATCHMAN”
HISTORICAL FICTION
“A FAILED MISSION”
SCIENCE FICTION
1. THINK ABOUT ITThink about what each of the main characters does. Which of these sentences describes something both characters do?
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COMPARE AND CONTRAST FORMS AND GENRES Lesson 22
This question has two parts. First, answer Part A. Then, answer Part B.
3. Part AWhich statement best describes the theme shared by both stories?
Ⓐ Pay attention to the details.
Ⓑ Do not lie to people in authority.
Ⓒ Believe in yourself even if you make mistakes.
Ⓓ Try to do as many diff erent things as you can.
Part BSelect two details, one from each story, that best support the answer to Part A.
Ⓐ “Herbert’s happiness immediately turned to worry on his face, and Mr. Pilkington was visibly confused.” (“A Failed Mission,” paragraph 14)
Ⓑ “‘Remember from now on that failures have one purpose, and that’s to help us learn.’” (“The Young Watchman,” paragraph 17)
Ⓒ “When he looked up, he saw that he had driven the Austin 7 directly into a tree!” (“A Failed Mission,” paragraph 17)
Ⓓ “‘I have learned an important lesson today, Captain,’ Jack said to Captain Murtaugh.” (“The Young Watchman,” paragraph 15)
Ⓔ “He would no longer doubt himself—and he would defi nitely take the train.” (“A Failed Mission,” paragraph 25)
Ⓕ “How stupid of him for not being awake to warn the others when it had been his job—his only job!” (“The Young Watchman,” paragraph 10)
4. Match each sentence from the texts to the genre it refl ects.
“Turning the key, he heard the engine make a loud noise that sounded nothing like the gentle hum that the KRW-4000 made when its engine was started.” (“A Failed Mission,” paragraph 15)
Historical Fiction
“Jack ran quickly and carried as much gunpowder as possible with the other boys, who all worked as hard as they could.” (“The Young Watchman,” paragraph 13)
“He had forgotten that humans used trains to travel as well.”(“A Failed Mission,” paragraph 21)
Science Fiction
TIPS AND TRICKSThe theme can often be the lesson a character learns in a text. Ask yourself, “What do Herbert and Jack know at the end of the story that they did not know at the beginning?” Then fi gure out how they learned that lesson.
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Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES
This question has two parts. First, answer Part A. Then, answer Part B.
5. Part AWhich sentence best explains how the main characters in both stories come to have confi dence in themselves?
Ⓐ Herbert and Jack both needed to succeed at something in order to learn to have confi dence in themselves.
Ⓑ Other characters—Mr. Pilkington and Captain Murtaugh—help Herbert and Jack learn to have confi dence in themselves.
Ⓒ Herbert and Jack both create a problem that they have to solve by themselves, and this gives them confi dence.
Ⓓ Herbert and Jack overcome interference by other characters—Mr. Pilkington and Captain Murtaugh—to learn to have confi dence in themselves.
Part BUnderline one detail from the last two paragraphs of each text that best supports the answer to Part A.
6. A reader could make the inference that Mr. Pilkington might have been aware of Herbert’s secret. Write a short paragraph that cites evidence from the text in support of the above inference.
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COMPARE AND CONTRAST FORMS AND GENRES Lesson 22
7. Write a paragraph comparing the limitations and advantages of showing a theme using the two genres you read—historical fi ction and science fi ction. Use examples from the texts to support your answer.
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Lesson 22 COMPARE AND CONTRAST FORMS AND GENRES
EXIT TICKET
Now that you know how to compare and contrast genres, let’s revisit the Real-World Connection and Lena’s story of the discovery of a metal box.
Lena’s story can be either fantasy or realistic fi ction. She has not made up her mind yet about which direction she will take the story. She does know that it will involve fi nding a sealed metal box in her backyard. She knows it will involve asking her best friend, Peter, for help. Brainstorm a list of ideas—fantasy, realistic fi ction, or both—of what could happen when Lena and Peter open the box.
What You’ll See in Measuring Up to the Florida Standards viii
CONTENTS
Unit 1 LANGUAGE AND WRITINGCHAPTER 1 | LANGUAGE SKILLS
LAFS LESSON6.L.3.4.a, 6.L.3.4.b 1. Use Context and Word Parts 1
6.L.3.5.b 2. Describe Word Relationships 11
6.L.3.5.a 3. Interpret Figures of Speech 20
6.L.3.5.c 4. Distinguish Denotation and Connotation 30
6.L.3.4.c, 6.L.3.4.d 5. Use Reference Materials 39
6.W.1.1, 6.W.2.4 6. Write Arguments 48
6.W.1.2, 6.W.2.4 7. Write Informative Texts 58
6.W.1.3, 6.W.2.4 8. Write Narratives 68
6.W.2.5, 6.W.2.6 9. Revise and Edit 78
6.W.3.7, 6.W.3.8 10. Research, Gather Information, and Cite Sources 89
Unit 1 Practice Test 99
CHAPTER 2 | WRITING SKILLS
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Unit 2 LITERATURECHAPTER 1 | KEY IDEAS AND DETAILS
LAFS LESSON6.RL.1.1 11. Cite Evidence from a Story 105
6.RL.1.2 12. Determine Theme or Central Idea 115
6.RL.1.2 13. Summarize a Story 126
6.RL.1.3 14. Describe Plot and Characters 137
6.RL.2.4 15. Determine Figurative and Connotative Meanings 147
6.RL.2.4 16. Analyze Word Choice 156
6.RL.2.5 17. Describe Structure of a Story 164
6.RL.2.5 18. Describe Structure of a Play 175
6.RL.2.5 19. Describe Structure of a Poem 186
6.RL.2.6 20. Explain Point of View in Stories 195
6.RL.3.7 21. Connect Diff erent Experiences 204
6.RL.3.9 22. Compare and Contrast Forms and Genres 212
Unit 2 Practice Test 225
CHAPTER 2 | CRAFT AND STRUCTURE
CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS
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Unit 3 INFORMATIONAL TEXTCHAPTER 1 | KEY IDEAS AND DETAILS
LAFS LESSON6.RI.1.1 23. Cite Evidence from a Text 233
6.RI.1.2 24. Determine Central Idea and Details 242
6.RI.1.2 25. Summarize a Text 253
6.RI.1.3 26. Analyze Development of Ideas 262
6.RI.2.4 27. Determine Figurative, Connotative, and Technical Meanings
271
6.RI.2.5 28. Analyze Structure of a Text 281
6.RI.2.6 29. Determine Author’s Point of View 291
6.RI.3.7 30. Analyze Media Elements 301
6.RI.3.8 31. Trace and Evaluate an Argument 310
6.RI.3.9 32. Compare and Contrast Similar Texts 319
Unit 3 Practice Test 331
CHAPTER 2 | CRAFT AND STRUCTURE
CHAPTER 3 | INTEGRATION OF KNOWLEDGE AND IDEAS
CONTENTS
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References
Acknowledgments 341
Correlation to the Florida Standards 342
Glossary 347
Writing Scoring Rubrics 352
Graphic Organizers 353
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CORRELATIONS
[ 342 ] d i || EE lli hh LL AA || LL ll FF
Correlation to the Florida Standards
This worktext is customized to the Florida Standards for English Language Arts.
Florida Standards Lessons
Strand: Reading Standards for Literature
Cluster 1: Key Ideas and Details
LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
11
LAFS.6.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
12, 13
LAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
14
Cluster 2: Craft and Structure
LAFS.6.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative and connotative meanings; analyze the impact of a specifi c word choice on meaning and tone.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
15, 16
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fi ts into the overall structure of a text and contributes to the development of the theme, setting, or plot.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
17–19
LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
20
Cluster 3: Integration of Knowledge and Ideas
LAFS.6.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
21
LAFS.6.RL.3.9 Compare and contrast texts in diff erent forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
22
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.6.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
[ 343 ]Correlation to the Florida Standards | masteryeducation.com [ 343 ]CC ll i hh FFll idd SS dd dd || d i
Florida Standards Lessons
Cluster 1: Key Ideas and Details
LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
23
LAFS.6.RI.1.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
24, 25
LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
26
Cluster 2: Craft and Structure
LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including fi gurative, connotative, and technical meanings.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
27
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fi ts into the overall structure of a text and contributes to the development of the ideas.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
28
LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
29
Cluster 3: Integration of Knowledge and Ideas
LAFS.6.RI.3.7 Integrate information presented in diff erent media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
30
LAFS.6.RI.3.8 Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
31
LAFS.6.RI.3.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
32
Cluster 4: Range of Reading and Level of Text Complexity
LAFS.6.RI.4.10 By the end of the year, read and comprehend literary nonfi ction in the grades 6–8 text complexity band profi ciently, with scaff olding as needed at the high end of the range.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
Embedded throughout Unit 3
Strand: Writing Standards
Cluster 1: Text Types and Purposes
LAFS.6.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
[ 344 ] masteryeducation.com | English Language Arts | Level F
CORRELATIONS
[ 344 ] d i || EE lli hh LL AA || LL ll FF
Florida Standards Lessons
a. Introduce claim(s) and organize the reasons and evidence clearly. 6
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 6
d. Establish and maintain a formal style. 6
e. Provide a concluding statement or section that follows from the argument presented. 6
LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Cognitive Complexity: Level 4: Extended Thinking and Complex Reasoning
7
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as defi nition, classifi cation, comparison/contrast, and cause/eff ect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
7
b. Develop the topic with relevant facts, defi nitions, concrete details, quotations, or other information and examples.
7
c. Use appropriate transitions to clarify the relationships among ideas and concepts. 7
d. Use precise language and domain-specifi c vocabulary to inform about or explain the topic. 7
e. Establish and maintain a formal style. 7
f. Provide a concluding statement or section that follows from the information or explanation presented.
7
LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using eff ective technique, relevant descriptive details, and well-structured event sequences.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
8
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
8
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
8
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
8
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
8
e. Provide a conclusion that follows from the narrated experiences or events. 8
Cluster 2: Production and Distribution of Writing
LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in standards 1–3 above.)Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
[ 345 ]Correlation to the Florida Standards | masteryeducation.com [ 345 ]CC ll i hh FFll idd SS dd dd || d i
Florida Standards Lessons
LAFS.6.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 -3 up to and including grade 6.)Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
9
LAFS.6.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate suffi cient command of keyboarding skills to type a minimum of three pages in a single sitting.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
9
Cluster 3: Research to Build and Present Knowledge
LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.Cognitive Complexity: Level 4: Extended Thinking and Complex Reasoning
10
LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
10
LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, refl ection, and research.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
Embedded throughout Units 2 and 3
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in diff erent forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Embedded throughout Unit 2
b. Apply grade 6 Reading standards to literary nonfi ction (e.g., “Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Embedded throughout Unit 3
Cluster 4: Range of Writing
LAFS.6.W.4.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and audiences.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
Embedded throughout Lessons 6–10
Strand: Language Standards
Cluster 1: Conventions of Standard English
LAFS.6.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
Embedded throughout Unit 1
LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
[ 346 ] masteryeducation.com | English Language Arts | Level F
CORRELATIONS
[ 346 ] d i || EE lli hh LL AA || LL ll FF
Florida Standards Lessons
Cluster 2: Knowledge of Language
LAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
Embedded throughout Unit 1
Cluster 3: Vocabulary Acquisition and Use
LAFS.6.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing fl exibly from a range of strategies.Cognitive Complexity: Level 2: Basic Application of Skills and Concepts
1, 5
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
1
b. Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
1
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
5
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5
LAFS.6.L.3.5 Demonstrate understanding of fi gurative language, word relationships, and nuances in word meanings.Cognitive Complexity: Level 3: Strategic Thinking and Complex Reasoning
2–4
a. Interpret fi gures of speech (e.g., personifi cation) in context. 3
b. Use the relationship between particular words (e.g., cause/eff ect, part/whole, item/category) to better understand each of the words.
2
c. Distinguish among the connotations (associations) of words with similar denotations (defi nitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
4
LAFS.6.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Cognitive Complexity: Level 1: Recall
[ 145 ]Copying is prohibited. Unit 2 | Literature | masteryeducation.com
TEACHER NOTESREAL-WORLD GOALS FOR STUDENTS• Compare diff erent genres.
• Contrast the diff erent approaches each genre uses for a particular theme or topic.
TIPS FOR THE STRUGGLING LEARNER• Students may not have prior knowledge of the moon landing. Be sure to provide context
and background knowledge on the topic before reading the stories in the lesson.
• For additional support, provide students with a list of key elements in each genre that they can use as a reference in determining the genre of a story.
TIPS FOR THE ENGLISH LANGUAGE LEARNER• English learners may have diffi culty deciding which information is valuable in understanding
the theme of the text. For the passage “Armstrong’s Boot,” have students work in pairs to discuss the underlined sentences in the text.
• Some English learners may fi nd determining the theme challenging if they do not have adequate background knowledge of the reading passages. Encourage them to look online at websites, both in English and in their native language, about space travel.
ACTIVITIES FOR THE ADVANCED LEARNER• Ask students to brainstorm topics for short stories based on their favorite genres.
• From their list, challenge the students to write their short stories.