Wonder 3rd unit 5 and 6.pdf

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COMPANION

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SGENRE STUDY 1 BIOGRAPHY
GENRE STUDY 2 FAIRY TALE
Essential Question ........................................................................................................................32
SHARED READ “Juanita and the Beanstalk” ........................................................34
Vocabulary/Root Words
...........................................................................................................38
Summarize
........................................................................................................................................ 40
Events and Messages
..................................................................................................................41
Point of View
.................................................................................................................................. 42
WRITING Respond to Reading ........................................................................................44
Research and Inquiry
.................................................................................................................45ANCHOR TEXT Analyze Clever Jack Takes the Cake .......................................46
WRITING Respond to Reading ........................................................................................49
PAIRED SELECTION Analyze “Money—Then and Now” ....................................50
Author's Craft: Voice
...............................................................................................................
53
Text Connections/Research and Inquiry
.......................................................................54
UNITIT
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Essential Question ............................................................................................................................1
SHARED READ “Irma Rangel, Texas Lawmaker” .................................................2
Vocabulary/Prefixes and Suffixes
........................................................................................6
Ask and Answer Questions
.......................................................................................................8
Captions and Timelines
...............................................................................................................9
Author’s Point of View
..............................................................................................................10
WRITING Respond to Reading .........................................................................................12
Research and Inquiry
.................................................................................................................
13
ANCHOR TEXT Analyze Elizabeth Leads the Way: Elizabeth Cady
Stanton and the Right to Vote ................................................................................14
WRITING Respond to Reading .........................................................................................17
PAIRED SELECTION Analyze “Susan B. Anthony Takes Action!” .............18
Author's Craft: Cause and Effect
.......................................................................................21
Text Connections/Research and Inquiry
.......................................................................22
WRITING Biography ..................................................................................................................24
Deborah Cannon/AP Images
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GENRE STUDY 3 ARGUMENTATIVE TEXT
WRAP UP THE UNIT
Essential Question ........................................................................................................................56
SHARED READ “Here Comes Solar Power” ...............................................58
Vocabulary/Homophones
........................................................................................................62
Ask and Answer Questions
....................................................................................................64
Headings and Sidebars
.............................................................................................................65
Cause and Effect
..........................................................................................................................66
WRITING Respond to Reading ........................................................................................68
Asking Questions
..........................................................................................................................69ANCHOR TEXT Analyze It’s All in the Wind ...........................................................70
WRITING Respond to Reading ........................................................................................72
PAIRED SELECTION Analyze “Power for All” .............................................................73
Author's Craft: Text Features
..............................................................................................75
Text Connections/Accuracy and Rate
...........................................................................76
WRITING Opinion Essay ........................................................................................................78

• Biography: “Ruby Bridges: Child of Change”
................................................86
• Fairy Tale: “The Tale of Bunny’s Business”
....................................................89

• Comparing Genres
..........................................................................................................92
• Homophones and Homographs
...............................................................................93
• Connect to Content
.......................................................................................................94

• What Did You Learn?
...................................................................................................96
Research and Inquiry
.................................................................................................................97
Find this eBook and other resources at my.mheducation.com
Digital Tools
SHOW WHAT YOU LEARNED
EXTEND YOUR LEARNING
TRACK YOUR PROGRESS
Holger Burmeister/Alamy Stock Photo
v

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GENRE STUDY 1 BIOGRAPHY
GENRE STUDY 2 DRAMA/MYTH
Essential Question ......................................................................................................................130
SHARED READ “Athena and Arachne” ....................................................................132
Vocabulary/Root Words
..........................................................................................................136
Make Predictions
........................................................................................................................138
Stage Directions and Dialogue
...........................................................................................139
Theme
................................................................................................................................................ 140
WRITING Respond to Reading ......................................................................................142
Research and Inquiry
...............................................................................................................143ANCHOR TEXT Analyze King Midas and the Golden Touch ....................144
WRITING Respond to Reading ......................................................................................147
PAIRED SELECTION Analyze “Carlos’s Gift” .............................................................148
Author’s Craft: Problem and Solution
..........................................................................
151
Text Connections/Research and Inquiry
.....................................................................152
UNITIT
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Essential Question ........................................................................................................................98
SHARED READ “Rocketing into Space” ...................................................................100
Vocabulary/Greek and Latin Roots
................................................................................104
Reread
............................................................................................................................................... 106
Key Words and Photographs
...............................................................................................107
Problem and Solution
..............................................................................................................108
WRITING Respond to Reading .......................................................................................110
Research and Inquiry
................................................................................................................
111
ANCHOR TEXT Analyze Looking Up to Ellen Ochoa ........................................112
WRITING Respond to Reading ........................................................................................115
PAIRED SELECTION Analyze “A Flight to Lunar City” .........................................116
Author’s Craft: Imagery
..........................................................................................................119
Text Connections/Research and Inquiry
.....................................................................120
WRITING Research Report ...............................................................................................122
Time Life Pictures/Contributor/The LIFE Picture Collection/Getty Images
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GENRE STUDY 3 POETRY
WRAP UP THE UNIT
Essential Question ............................................................................................................................154
SHARED READ “The Camping Trip” .................................................................................156
Vocabulary/Idioms
..........................................................................................................................160
Rhythm and Rhyme
...........................................................................................................................162
Stanzas and Events
..........................................................................................................................163
Point of View
...................................................................................................................................... 164
WRITING Respond to Reading .............................................................................................166
Research and Inquiry
......................................................................................................................167ANCHOR TEXT Analyze “Ollie’s Escape” ......................................................................168
WRITING Respond to Reading ............................................................................................170
PAIRED SELECTION Analyze “The Gentleman Bookworm” ...............................171
Author's Craft: Word Choice
....................................................................................................173
Text Connections/Phrasing and Expression
....................................................................174
WRITING Narrative Poem .........................................................................................................176

• Biography: “Watching the Stars: The Story of Maria Mitchell”
..........184
• Narrative Poem: “The Memory Box”
......................................................................187

• Comparing Genres
..............................................................................................................190
• Idioms
............................................................................................................................................ 191
• Connect to Content
............................................................................................................192

• What Did You Learn?
.......................................................................................................194
Research and Inquiry
......................................................................................................................195
Find this eBook and other resources at my.mheducation.com
Digital Tools
SHOW WHAT YOU LEARNED
EXTEND YOUR LEARNING
TRACK YOUR PROGRESS
Science History Images/Alamy Stock Photo
vii

Talk About It
Essential Question
What do good citizens do?

Emmett Loverde/Moment Open/Getty Images
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BLAST
BACK!
Go online to my.mheducation.com and read "The Generous Grower"
Blast. Think about how Johnny Appleseed was a good citizen. Then
blast back your response.
Citizenship
Lou is helping his town honor its heroes. He is being a good citizen.
A good citizen helps people, follows rules, and respects others.
Look at the picture. Talk about how Lou is being a good citizen.
Listen closely to what your partner says. Then ask a question to make
sure you understand. Write your ideas in the word web.
COLLABORATE
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Lou is making his
community beautiful.
Lou is honoring heroes. Lou looks proud.
Lou belongs to a group
that helps its community.
Unit 5 • Biography 1

Texas
Lawmaker
Essential Question
What do good citizens do?
Read how Irma Rangel’s
actions helped many people.
TAKE NOTES
To better understand how events shaped Irma Rangel's life, preview the biography's title, section titles, and timeline. Think about what Irma Rangel will do, and write your prediction below.
As you read, make note of:
Interesting Words:

Key Details:
SHARED READ
Sample answer: I predict Irma Rangel
will make laws that help others.
2 Unit 5 • Biography
(bkgd) f11photo/Shutterstock;(inset) Deborah Cannon/AP Images

BIOGRAPHY
Read
Reread
Author's Craft
How does the author help you
understand what obstacles are?
orn in Kingsville, Texas, in 1931, Irma Rangel learned
about overcoming obstacles by watching her parents.
When she grew up, she used what she learned to help others.
Irma’s parents never had it easy. Her father lost his parents
when he was just five years old. Her mother lost hers when
she was 11 years old. They faced unfairness. As Mexican
Americans, they were not allowed to go to certain schools.
They were also very poor, and had to work instead of getting
an education.
But they kept a positive attitude, worked hard, and
improved their lives. Irma's mother opened her own dress
shop. Her father opened his own barbershop.
Irma's mother had a lot of memories of her father. In the
late 1940s, a plot of land that she remembered him farming
went up for sale. Irma's parents decided to buy it. The
neighbors didn’t want a Mexican American family moving in,
but Irma’s parents did not waver. They bought the land and
built a beautiful house. Eventually, they were accepted.
Overcoming Obstacles
FIND TEXT EVIDENCE
Paragraphs 1-2
Author’s Point of View
Underline text that shows what
the author thinks about how
Irma's parents grew up.
Paragraphs 3-4
Ask and Answer Questions
What question can you ask and answer about Irma's parents?

Circle text evidence that helps
you answer the question.
Captions
Draw a box around something
new you learned in the caption.
Irma's parents built a beautiful home on an empty plot of
land. In 1951, they moved in and lived there with Irma the
rest of their lives.
Sample answer: How did Irma’s parents
succeed?
Unit 5 • Biography 3
David Smith/Alamy Stock Photo

Read
SHARED READ
FIND TEXT EVIDENCE
Paragraph 1
Ask and Answer Questions
What question can you ask and
answer about being a good
citizen? Write the question here.
Underline the answer.
Paragraph 2
Author’s Point of View
What does the author think of the
fact that few women worked in
government? Circle text evidence.
Timeline
What year was Irma elected to
the House of Representatives?
Author's Craft
Why is “Good Citizens” a good title for this section?
Reread
Good Citizens
1931:
Irma is born
1952: Graduates from Texas A&M University- Kingsville
1969: Graduates
law school 1976:
Becomes the first
Hispanic woman
elected to the
Texas House of
Representatives
The official flag of the
state of Texas
This timeline shows important dates in Irma Rangel’s life.
Irma’s parents believed
that good citizenship meant
helping others achieve
success like they had. Her
father decided to participate
in government. He joined
organizations that urged
people to vote. He got
involved in elections by
supporting candidates he
thought would help people.
Irma’s father inspired her. Unfortunately, at the time it was
unusual for women to work in government. But Irma was
unusually daring and risked a lot. She studied law and got a
job arguing the government’s side in criminal trials. She was
one of the first Hispanic women in Texas to hold that job. In
1976 she ran for office and became the first Hispanic woman
elected to the Texas House of Representatives.
Sample answer: What did good
citizenship mean to Irma's parents?
1976
(t) Katherine Welles/Shutterstock.com; (bl) Witold Skrypczak/Alamy Stock
Photo; (br) ©Hill Street Studios/Blend Images LLC/Glow Images
4 Unit 5 • Biography

(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark
Reread
BIOGRAPHY
Read
Author's Craft
How does the author help you
understand what Irma was like?
FIND TEXT EVIDENCE
Paragraph 1
Ask and Answer Questions
What question can you ask and answer about Irma’s work?

Underline the answer.
Paragraphs 2–3
Prefixes and Suffixes
Circle the root word in
disagreeable. Use its prefix and
suffix to write what it means.

As a Texas lawmaker, Irma worked to help people
improve their lives. It horrified her that being
Mexican American and poor had kept her parents
from getting an education. She proposed laws that
would give all children a chance to learn. One law
helped poor students pay for college. Another said
that state colleges must accept all Texas students
who finish near the top of their high school class.
Irma continued to fight for people in need. She
worked to defend women’s rights and get food to
the hungry. To reach her goals, she talked with
lawmakers who disagreed with her. But she was
never disagreeable. “This is such a good bill,” she
would tell them. “I know you’re going to like it.”
Irma’s parents taught her how to overcome
obstacles. But thanks to Irma, Texans now face fewer
obstacles than her parents did. Today, those who
work hard find the road to success easier to travel.
Fighting for Fairness
Summarize
Was the prediction
you made about
Irma Rangel at the
beginning of her
biography correct?
Use your notes to
summarize the main
events of her life.
1994:
Elected to
the Texas
Women's
Hall of
Fame
1997:
Named
Legislator
of the Year
2003:
Irma dies
2006:
Irma Rangel
College of
Pharmacy opens
Sample answer: What did Irma do
while in government?
not able to agree, not pleasant
(l) Kelly West/AP Images; (r) Paul Iverson/AP Images
Unit 5 • Biography 5

Build Your Word List Draw a box around the word
organizations in the first paragraph on page 4. Look up the
word’s meaning using a classroom or online dictionary. In your
writer’s notebook, write down the word and its definition.
Vocabulary
Use the sentences to talk with a partner about each word. Then answer the questions.
citizenship
Planting a tree in your community is an example of good citizenship.
What can you do to show good citizenship in your
community?
continued Luis continued to read his book all afternoon.
What is the opposite of continued?
daring
It is daring to stand up for your beliefs.
Write about something daring you have done.

horrified
Pam was horrified when she saw what the
storm did to the bird's nest.
What does it mean to feel horrified?

participate
Neena's friends like to participate in sports.
What games do you like to participate in?

RereadSHARED READ
The opposite of continued is stopped.
Sample answer: I can help my neighbors pick up litter.
Sample answer: I made a daring climb up the rock wall.
To feel horrified means to feel shocked.
Sample answer: I like to participate in soccer matches.
6 Unit 5 • Biography

Dr. Parvinder Sethi
A prefix is a word part added to the beginning of
a word. A suffix is added at the end. To figure out
the meaning of a word with a prefix and suffix,
find the root word first.
FIND TEXT EVIDENCE
I see the word unusually on page 4. I find the root
word usual first. I know the prefix un- means “not,”
and the suffix –ly means “in a way that.” The word
unusually must mean “not in a usual way.”
Your Turn Find the root word. Then use the
prefix and suffix to figure out the meaning of
the word.
unfairness, page 3

Prefixes and Suffixes
proposed
Dad proposed they look online to
find the answer to Kia’s question.
Write about something you proposed to
your family or friends.
unfairnessOur coach discussed the unfairness
of the referee’s decision.
What word means the opposite of
unfairness?
waverTed’s confidence started to waver
when he forgot the answer.
Describe how you would look if your
confidence started to waver.
BIOGRAPHY
Irma was unusually daring and risked a lot.
Sample answer: I proposed that we have a
picnic at the beach.
The opposite of unfairness is fairness.
Sample answer: I would look puzzled
and unsure.
state of not being fair
Unit 5 • Biography 7

Quick Tip
SHARED READReread
If you don't understand
what you've read,
stop and ask yourself
questions about the
text. Then reread to
find the answers to your
questions.
Irma’s parents never had it easy. Her father lost his parents
when he was just five years old. Her mother lost hers when
she was 11 years old. They faced unfairness. As Mexican
Americans, they were not allowed to go to certain schools.
They were also very poor, and had to work instead of getting
an education.
But they kept a positive attitude, worked hard, and
improved their lives. Irma's mother opened her own dress
shop. Her father opened his own barbershop.
Irma's mother had a lot of memories of her father. In the
late 1940s, a plot of land that she remembered him farming
went up for sale. Irma's parents decided to buy it. The
neighbors didn’t want a Mexican American family moving in,
but Irma’s
parents did not waver. They bought the land and
Overcoming Obstacles
I have a question. What did Irma learn
from watching her parents? I read that
Irma's parents grew up poor, but worked
hard and started their own businesses.
Now I can answer my question. Irma
learned that people can overcome
obstacles by working hard.
Page 3
Ask and Answer Questions
Ask yourself questions as you read. Then read on or reread to find the answers.
FIND TEXT EVIDENCE
Look at the section “Overcoming Obstacles” on page 3. Think of a question and then reread to find the answer.
Your Turn Reread “Fighting for Fairness" on page 5. Think of a
question. You might ask: How did Irma help people improve their
lives? Reread to find the answer. Then write it here.

COLLABORATE
Irma proposed laws that made it easier for students to get into and pay for college.
She also worked to defend women's rights and feed the hungry.
8 Unit 5 • Biography

Good Citizens
1931:
Irma is born
1952:
Graduates
from Texas
A&M
University-
Kingsville
1969:
Graduates
law schooll 1976:
Becomess the first
Hispanicc woman
elected tto the
Texas Hoouse of
Represenntatives
The official flag of the
state of Texas
This timeline shows important dates in Irma Rangel’s life.
Irma’s parents believed
that good citizenship citizenshipmeant
helping others achieve
success like they had. Her
father decided to participateparticipate
in government. He joined
organizations that urged
people to vote. He got
involved in elections by
supporting candidates he
thought would help people.
fortunately, at the time it wasIrma’s father inspired her. Unf
overnment. But Irma wasunusual for women to work in go
unusually daringdaring . She studied law and got a and risked a lotg
e in criminal trials. She was job arguing the government’s sid
in Texas to hold that job. In one of the first Hispanic women i
me the first Hispanic woman 1976 she ran for office and becam
presentatives.elected to the Texas House of Rep
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Page 4
COLLABORATE
Your Turn Look at the timeline on pages 4 and 5.
When did Irma Rangel become part of the Texas
Women's Hall of Fame? Write it here.

Caption
A caption describes what is happening in the photograph.
It gives information that is not included in the text.
Timeline
A timeline shows the time order in which important dates
and events happened.
Captions and Timelines
“Irma Rangel, Texas Lawmaker” is a biography. A biography
• tells the true story of a real person’s life
• is written by another person
• includes text features such as timelines, photographs,
and captions
FIND TEXT EVIDENCE
I can tell that “Irma Rangel, Texas Lawmaker” is a biography. It includes facts and information about Irma Rangel. There is also a timeline that shows important events in Irma's life in time order.
BIOGRAPHY
Look at the timeline.
How do the dates
and events help you
understand Irma’s life?
When you write, think
about how a timeline
might help you organize
events in time order.
Readers to Writers
Irma Rangel became part of the Texas Women's Hall of
Fame in 1994.
Unit 5 • Biography 9

Reread
Deborah Cannon/AP Images
SHARED READ
Details
Irma was inspired by her parents to be a good citizen.
It was daring for Irma to run for office.
Author’s Point of View
Your Turn Reread “Irma Rangel, Texas Lawmaker.” Find more details
that show how the author feels about Irma. List them in your graphic
organizer. What does the author think of Irma Rangel? Do you agree
with the author’s point of view?
COLLABORATE
Author's Point of View
Point of view is what an author thinks about a topic. Look for details that show what the author thinks.
FIND TEXT EVIDENCE
When you cite text evidence, you look for text that supports your response. What does the author think about Irma Rangel? I can reread and look for details that tell me what the author thinks. This will help me figure out the author’s point of view.
Quick Tip
Descriptive words
such as good, strong,
and daring signal the
author's opinion. To
figure out what an
author thinks or feels,
look for descriptive
words in the text.
Sample answer: The author thinks Irma was a good citizen who was kind and brave
and cared about others. I agree with the author.
10 Unit 5 • Biography

Details
Irma was inspired by her parents to be a good citizen.
It was daring for Irma to run for office.
BIOGRAPHY
Author’s Point of View
Irma proposed laws that helped students. She also worked
to defend women's rights and feed the hungry.
Irma Rangel was a good citizen. She was brave and kind.
She was a strong leader who helped make life better for many people.
Unit 5 • Biography 11

SHARED READReread
After you finish your
draft, review it to
make sure you've used
punctuation marks
correctly. Pay attention
to apostrophes in
contractions, such as
isn't, and possessives,
such as Irma's.
Grammar Connections
How does the author help you understand that Irma Rangel is a
good citizen?

Respond to Reading
Talk about the prompt below. Think about the author’s point of
view. Use your notes and graphic organizer.COLLABORATE
When you can write
a response to a text,
you show that you
understand the text.
Remember when you
write your thoughts to
use the correct spacing
between letters and
words.
Quick Tip
The author describes the obstacles Irma's parents faced when they were growing
up and how they overcame them by working hard. This helps me understand
why they believed being a good citizen means helping people. The author then
explains that Irma was inspired by her parents to get involved in government,
and lists specific ways she helped people overcome obstacles. The timeline helps
me see the steps Irma took to be a good citizen.
12 Unit 5 • Biography

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Royal Freedman/Alamy Stock Photo
Integrate
Quick Tip
When you do research,
think about your sources.
Words such as I and
me are clues that the
person who is writing
about a topic was at the
event or knows about it
firsthand.Primary and Secondary Sources
Primary sources are a great way to learn about the past. A primary
source is created by someone who took part in the event. Examples
of primary sources are diaries, letters, speeches, and photographs.
Personal details in “Irma Rangel, Texas Lawmaker” came from an
interview with Irma Rangel. An interview is a primary source.
Secondary sources are created by someone who doesn't have
firsthand knowledge of the event. Some examples of secondary
sources are encyclopedias and textbooks.
Look at the photograph. Explain why it's a primary source.
Create a Poster Think of an issue in your local community. Is there
a problem that needs to be solved? Read these steps and restate
them to your partner. Then create a poster about the issue.
1. Talk with a partner about the problem.
2. Research. Use primary and secondary sources to find out what
people are doing to solve the problem.
3. Create a poster that shows the issue. Write a paragraph that
describes it.
COLLABORATE
RESEARCH AND INQUIRY
Clean Up
Our Park
This photograph is a primary source because the picture was taken by a person
who was at the park and saw the overflowing trash can.
Unit 5 • Biography13

Write The author uses what Elizabeth says and does to help me
understand that
_________________________________________________________
Elizabeth Leads the Way:
Elizabeth Cady Stanton and the Right to VoteHow does the author use what Elizabeth says and does to
help you understand her personality?
Talk About It Reread pages 370 and 371. Talk with a partner about
what Elizabeth Cady Stanton says and does.
Cite Text Evidence What does Elizabeth say and do? Write text
evidence and how it helps you understand Elizabeth in the chart.
COLLABORATE
Literature Anthology:
pages 366–383
Text Evidence Elizabeth
ANCHOR TEXTReread
An inference is a guess
based on information.
What inference can you
make about Elizabeth
based on the title
Elizabeth Leads the
Way: Elizabeth Cady
Stanton and the Right
to Vote?
Make Inferences
Elizabeth has a strong will; knows what is just and what is not;
and is strong, brave, and determined.
Elizabeth was horrified by this
unfairness. She said that the law should
be cut out of every book!
She decided right then and there that
she could do anything any boy could
do.
She jumped over high hurdles on
horseback. She rafted across a raging
river.
She had a strong sense of justice and
what is right and wrong.
She was determined and brave.
She was able and strong.
14 Unit 5 • Biography

BIOGRAPHY
Synthesize Information
Make a personal
connection to what you
read about Elizabeth
Cady Stanton. Perhaps
you have felt unfairness,
too. When you make a
personal connection to
a text, you can deepen
your understanding of
what you have read.
Write I know that Elizabeth felt strongly about her beliefs because
the author
______________________________________________________________
______________________________________________________________
______________________________________________________________
How do you know that Elizabeth felt strongly about what
she believed in?
Talk About It Reread page 379. Talk with a partner about what
Elizabeth thinks about a woman’s right to vote.
Cite Text Evidence When you cite text evidence, you look for text
that supports your response. What words help you understand how
strong Elizabeth’s feelings are? Write text evidence in the chart.
COLLABORATE
Text Evidence How Elizabeth Felt
Quick Tip
I can use these sentence
starters when we talk
about Elizabeth.
I read that Elizabeth . . .
This helps me
understand that . . .
says that she did not waver in her fight. She believed women wouldn't
be treated fairly without the right to vote. She believed this so strongly she wrote a
battle cry.
She did not waver.
She knew voting was the only way to
make a difference.
She wrote a battle cry.
She was not going to stop fighting for
women’s rights.
She knows there can be no fair
treatment for women without voting.
Elizabeth was going to fight for
women's right to vote.
Unit 5 • Biography15

Quick Tip
The author uses the
phrase "spread like
wildfire" to help you
picture how quickly
Elizabeth's ideas spread.
Write The author helps me understand how Elizabeth changed
America by
______________________________________________________________
How does the author help you understand how Elizabeth’s
ideas changed America?
Talk About It Reread pages 382 and 383. Talk with a partner about
why the author used the phrase "spread like wildfire."
Cite Text Evidence What other words and phrases show how
Elizabeth changed America? Write text evidence in the chart.
COLLABORATE
Text Evidence What It Means
How It Helps
RereadANCHOR TEXT
But other women joined her in battle.
The idea of women having the right to vote began to
buzz in the ears of people.
Many said Elizabeth must be stopped. But she was
unstoppable.
It helps me understand how a good idea can take hold and spread quickly when
people will fight for it.
Her ideas attracted more women to join the cause.
Soon people were talking about votes for women
throughout the country.
People who opposed the idea wanted to stop Elizabeth
and her cause, but Elizabeth and her idea could not be
stopped.
describing how the idea of women voting took hold and spread
throughout the entire nation.
16 Unit 5 • Biography

Self-Selected
Reading
Choose a text. In your
writer's notebook,
write the title, author,
and genre of the book.
As you read, make a
connection to ideas in
other texts you have
read or to a personal
experience. Write your
ideas in your notebook.
How does Tanya Lee Stone use Elizabeth’s biography to teach you
about what it means to be a good citizen?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Respond to Reading
Answer the prompt below. Think about the author’s view of
Elizabeth Cady Stanton. Use your notes and graphic organizer.COLLABORATE
BIOGRAPHY
Tanya Lee Stone describes how horrified Elizabeth was when she learned that
women didn't have the same rights as men. She shows how Elizabeth brought
women together and worked hard to win them the right to vote so that they
could change unfair laws. This helps me understand that being a good citizen
means bringing people together to fight unfairness.
Unit 5 • Biography17
Quick Tip
Use these sentence
starters to talk about
your text evidence.
Tanya Lee Stone
describes . . .
She shows how
Elizabeth . . .
This helps me
understand that . . .

Reread and use the prompts to take
notes in the text.
Circle words and phrases that help you
understand what equality is. Write what
equality means here:
____________________________________
____________________________________
____________________________________
____________________________________
COLLABORATE
Talk with a partner about how life was
different for Susan. Underline text evidence
in the excerpt that supports what you said.
Susan Brownell Anthony was born in
Massachusetts in 1820. Her family believed
that all people are equal. At the time Susan
was born, however, this idea of equality
was very unusual. Men and women did not
have the same rights. Women could not vote
and they could not own property. Life was
different for Susan. She learned to read and
write at the age of three, even though she was
a girl.
1
Susan B. Anthony
Takes Action!
Literature Anthology:
pages 386–389
PAIRED SELECTIONReread
Equality means that all people have the same rights,
such as the right to vote and own property.
18 Unit 5 • Biography

In paragraph 2, underline clues that
help you visualize what Susan was like.
Write them here:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
COLLABORATE
Reread paragraph 3. Talk with a partner
about how other people felt about Susan's
ideas. What did Susan and Elizabeth do?
Circle words and phrases that show what
they did.
Make a mark beside the sentence that
shows how the author feels about Susan.
Women Get the Vote!
Susan gave as many as 100 speeches around
the country every year for forty-five years. She
always stayed excited and hopeful about her
work.
Not everyone agreed with her ideas. Susan
and her friend Elizabeth Cady Stanton had to
fight hard for many years for the rights of all
people. They always did their work peacefully.
It was not until fourteen years after Susan died
that women in the United States were allowed
to vote. The long struggle would not have
been successful without the work of Susan B.
Anthony.
2
3
S
O
C
I A
L STU
D
I
E
S

She always stayed excited and hopeful about
her work.
Unit 5 • Biography19

Author’s Point of View
Detail DetailDetail
Write The author lets me know how she feels about Susan B. Anthony by
___________________________________________________________
How does the author help you know how she feels about
Susan B. Anthony?
Talk About It Reread paragraph 2 on page 19. Talk about what the
author says about Susan.
Cite Text Evidence What words let you know how the author feels
about Susan and the work she did? Write text evidence in the chart.
COLLABORATE
Quick Tip
When I reread, I can use
the author’s words and
phrases to understand
her point of view.
RereadPAIRED SELECTION
describing how hard Susan B. Anthony fought for her beliefs and by stating that the
struggle for women’s rights would not have been successful without Anthony’s work.
had to fight hard for many years for
the rights of all people
Anthony worked long and hard, but she never gave up. Without her, the fight for
women’s rights would not have been as successful as it was.
always did their work peacefully The long struggle would not have been
successful without the work of Susan
B. Anthony.
20 Unit 5 • Biography

Cause and Effect
An effect is something that happened. A cause is why it happened.
Authors often use cause and effect to organize and structure texts.
This helps readers understand why events happened.
FIND TEXT EVIDENCE
On page 387 of “Susan B. Anthony Takes Action!” in the Literature
Anthology, the author uses the words as a result to show what
happened when Susan’s teacher refused to teach her long division.
As a result, Susan’s family took her out of school and taught her at home.
Your Turn Reread the last paragraph on page 387. Use text evidence
to answer these questions.
• How do you know what caused Susan to work with Elizabeth?
• How does the author's words help you see how Susan felt about
Elizabeth's work?
Readers to Writers
Use signal words to
help your readers figure
out cause and effect.
Some signal words and
phrases are: because, so,
therefore, and as a result.
COLLABORATE
I read that she heard a speech that Elizabeth Cady Stanton gave about women
getting the right to vote.
The author uses phrases like "so strongly" and "support
the idea" to show how Susan felt.
Unit 5 • Biography21

Quick Tip
The lyrics help me
understand how the
songwriter feels. This
helps me compare the
song to the selections I
read this week.
IntegrateMAKE CONNECTIONSIntegrate
Text Connections
How do you know how the songwriter of "America"
and the authors of Elizabeth Leads the Way and
“Susan B. Anthony Takes Action!” feel about America?
Talk About It Read the song lyrics. Talk with a partner about
how the songwriter feels about America.
Cite Text Evidence Circle words and phrases in the lyrics
that show what America means to the songwriter. Underline
what the writer says about freedom.
Write I know how the songwriter and authors feel about
America because
COLLABORATE
AMERICA
My country ‘tis of thee,
Sweet land of liberty,
Of thee I sing.
Land where my fathers died,
Land of the Pilgrim’s pride,
From ev’ry mountainside
Let freedom ring.
—Lyrics by Samuel F. Smith
they use words and phrases to signal the
American values that are important to them. In the song, liberty,
pride, freedom, and history are important. In the selections, the
ability of citizens to fight unfairness and change things for the better
are important.
22 Unit 5 • Biography

RESEARCH AND INQUIRY Integrate
S
O
C
I A
L STU
D
I
E
S
Quick Tip
I will make sure my
poster is easy to read.
I will make sure
everyone can see
my poster.
I will look at my
audience and not my
poster as I speak.
I will speak clearly
and slowly.
I will invite questions
from my audience.
Presenting Checklist
Set up your poster in a
place where everyone
can see it. If possible,
use a pointer so that you
don't block the poster as
you point out and talk
about the different parts.
As I practice, I will use the following points to discuss my poster:
I think my presentation was
I know because
Present Your Work
Decide how you will present your poster about a local issue to
the class. Use the checklist to improve your presentation.COLLABORATE
Save Our Playground!
What Is the Issue?
What's Being Done
?
Unit 5 • Biography23

WRITING
A biography is a kind of narrative nonfiction. A biography
• tells the true story of a real person’s life and is written by
another person
• is told in sequence, or time order
• can include text features such as timelines, photographs, and
captions
Features of a Biography
Analyze an Expert Model Reread page 381 in the Literature
Anthology. Use text evidence to answer the questions.
How does Tanya Lee Stone help you understand what happened
after Elizabeth read to the crowd?
________________________________________________________
________________________________________________________
How does the author use words and phrases to make the biography
more interesting to read?
________________________________________________________
Expert Model Literature Anthology:
pages 366–383
Writers use pronouns
such as he, she, they,
or them to take the
place of either singular
or plural nouns. For
example, the writer
of this story says,
“They always did their
work peacefully.” The
pronoun they stands for
Susan and Elizabeth.
Pronouns tell the reader
whether the author
is referring to one or
more than one person.
Word Wise
Tanya Lee Stone uses time order and
signal words and phrases such as "when she was finished" and "then."
The author repeats the word louder to help me
understand how Elizabeth's speech made everyone feel.
24 Unit 5 • Biography

BIOGRAPHY
Plan: Choose Your Topic
Brainstorm With a partner, brainstorm a list of people who have
been good citizens. Use the sentence starters below to talk about
your ideas.
A good citizen is . . .
Some things good citizens do are . . .
Writing Prompt Choose one person from your list. Write a biography
explaining how that person is a good citizen.
I will write about __________________________________________
Purpose and Audience An author’s purpose is his or her reason
for writing. Think about who will be reading your biography.
That's your audience.
The purpose of my biography is
______________________________
_________________________________________________________
My audience will be _______________________________________
_________________________________________________________
Plan Focus on what you want your readers to learn about the person
you chose. In your writer's notebook, write the person's name. Then,
draw a Sequence Chart to record the events of that person's life.
COLLABORATE
Event
Event
Event
Event
Quick Tip
When you brainstorm,
you list as many ideas as
you can about a topic.
Brainstorming with a
partner helps you figure
out what you want to
write about.
Unit 5 • Biography25

WRITING
List two sources you will use:
1. ________________________________________________________
2. ________________________________________________________
Take Notes Once you pick your sources, take notes and fill in the
Sequence chart you drew in your writer's notebook. Remember to
paraphrase, or put the information you find into your own words.
Plan: Research
Use a Variety of Sources You'll need to research the person you
chose before writing your biography. Make sure you gather relevant
information. Use at least one primary source, and a variety of
secondary sources such as books, magazines, and websites. To
check that a website is reliable, answer these questions:
• Does it belong to a trusted organization such as a university or
respected newspaper?
• Does it offer helpful information such as the author's name, the
date the text was written, or links to other sources?
Digital Tools
For more information about how to take notes, watch "Take Notes:
Print." Go to my.mheducation.com.
Quick Tip
Remember that a
primary source is
created by someone who
took part in an event.
Biographies use primary
sources like photographs
or quotations. This
makes them more
interesting to read.
26
Unit 5 • Biography

BIOGRAPHY
Draft
Sequence Writers often tell the events of a person's life in the
order that they happened. This sequence of events helps readers
understand what happened and why. Reread this passage from
"Irma Rangel, Texas Lawmaker."
COLLABORATE
Unfortunately, at the time, it was unusual for women to work in
government. But Irma was unusually daring and risked a lot. She
studied law and got a job arguing the government's side in criminal
trials. She was one of the first Hispanic women in Texas to hold
that job. In 1976 she ran for office and became the first Hispanic
woman elected to the Texas House of Representatives.
Use the above passage as a model to write about the person you
chose by listing important events in time order. Include one date.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Write a Draft
Use your Sequence chart to write your draft in your
writer's notebook. Remember to use signal words to show time order.
Quick Tip
Writing a biography in
time order makes events
more understandable
to your reader. It also
gives your biography a
clear beginning, middle,
and end. Words, such
as first, then, next, and
finally can help signal
the sequence of events
in your biography.
Unit 5 • Biography27

WRITING
nathapol HPS/Shutterstock.com
Revise
Precise Nouns A noun is a person, place, or thing. For example,
George Washington, Texas, and book are all nouns. Precise nouns are
more specific. For example, science book is more specific than book.
Writers make their ideas clearer by using precise nouns.
Reread the first three sentences of Elizabeth Leads the Way on page
374 of the Literature Anthology. Talk with a partner about the noun
abolitionist. How does the word abolitionist help you visualize what
Henry Stanton believes?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
COLLABORATE
Revise It's time to revise your writing. Read your
draft and look for places where you might use a
noun that is more precise. Circle two words or
phrases in your draft that you can change. Revise
and write them in your writer's notebook.
Quick Tip
Use precise nouns to
help your readers
visualize people, places,
and objects in your
biography.
The author says that an abolitionist is a person who speaks out against slavery. The
word abolitionist helps me understand that Henry Stanton was against slavery.
28 Unit 5 • Biography

BIOGRAPHY
Revising Checklist
Peer Conferences
Review a Draft Listen carefully as your partner reads his or her
draft aloud. Say what you like about the draft. Use these sentence
starters to discuss it.
COLLABORATE
Does my biography
have a logical
sequence of events?
Did I use at least one
primary source?
Did I use nouns that
are precise?
Are my ideas clear to
my readers?
I like this part because . . .
I didn’t understand the order of events because . . .
Add a more precise noun here to replace . . .
I have a question about . . .
Partner Feedback After you take turns giving each other feedback,
write one suggestion your partner made that you will use in your
revision.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Revise
After you finish your peer conference, use the Revising
Checklist to figure out what you can change to make your biography
better. Remember to use the rubric on page 31 to help yourself revise.
Unit 5 • Biography29

Grammar Connections
When you proofread
your biography, make
sure your verbs agree
with your subject.
Remember that past-
tense verbs describe an
action that has already
happened. Add -ed to
most verbs to form the
past tense.
Editing Checklist
Edit and Proofread
After you revise your biography, proofread it to find any mistakes in
grammar, spelling, and punctuation. Read your draft at least three
times. This will help you catch any mistakes. Use the checklist below
to edit your sentences.
List two mistakes that you found as you proofread your biography.
1.
2.
Do all the sentences begin with a capital letter and end with the correct
punctuation mark?
Do the singular and plural pronouns match their nouns?
Do the pronouns match their relationship to the verbs in the sentence?
Are all the words spelled correctly?
Tech Tip
If you wrote your draft
on a computer, use
the spell-check feature
to find any spelling
mistakes you made.
This feature will offer
suggestions to help you
spell the words correctly.WRITING
Sample answer: She had a very exciting life? — wrong end punctuation
Sample answer: She was born in Febuary. — misspelling
30 Unit 5 • Biography

Publish, Present, and Evaluate
Publishing When you publish your writing, you create a neat final
copy that is free of mistakes. If you are not using a computer, use
your best handwriting. Write legibly in print or cursive.
Presentation When you are ready to present, practice your
presentation. Use the presenting checklist.
Evaluate Publish, then use the rubric to evaluate your biography.
4321
• describes specific
events in a person’s
life and how they
shaped that person
• presents events in
correct order
• uses many precise
nouns, and ideas
are clear
• describes some
important events in a
person’s life
• presents events in
correct order
• uses some precise
nouns, and ideas
are clear
• describes a few events
in a person’s life
• some events are out
of order
• uses few precise
nouns, and ideas
are unclear
• doesn't give much
information about a
person’s life
• events are out of order
• doesn't use precise
nouns, and ideas
are confusing
Presenting Checklist
Look at the audience.
Speak slowly in a loud
voice.
Practice your
presentation.
Use a timeline to show
the order of events.
What did you do successfully?

What needs more work?

BIOGRAPHY
Unit 5 • Biography31

Essential Question
How do we get what
we need?
Talk About It
32

Herman Agopian/The Image Bank/Getty Images
Get What You Need
The kids are thirsty. They want a glass of Sue's lemonade. Some will
use money to pay for it. Some will barter, or trade. Sue is getting
what she needs, too. She is working to save money to buy a new bike.
Look at the photograph. Talk about how the kids in line will get what
they need. Write ways you can get what you need in the word web.
COLLABORATE
BLAST
BACK!
Go online to my.mheducation.com and read the "Strictly Business"
Blast. Think about how businesses get what they need. Then blast
back your response.
S
O
C
I A
L STU
D
I
E
S
I can buy it. I can trade.
I can find it.I can make it.
Unit 5 • Fairy Tale 33

How do we get what we need?
Read about what Juanita does to
get what she needs.
Essential Question
TAKE NOTES
Understanding why you are reading helps you adjust how you read. It helps you decide to reread or slow down. Preview the text and write your purpose for reading.
As you read, make note of:
Interesting Words:

Key Details:
SHARED READ
34 Unit 5 • Fairy Tale

FIND TEXT EVIDENCE
Paragraphs 1–2
Summarize
What does Mamá tell Juanita to
do? Circle text evidence.
Paragraph 3
Root Words
Draw a box around lovingly.
Write its root word here.

Paragraphs 3–5
Point of View
How does Juanita feel about her mother?

Underline details that tell how
Juanita feels.
Read
FAIRY TALE
Juanita lived in a small, humble cottage with her
Mamá and her pet goat, Pepe.
One day Mamá said, “There has been no rain,
and our garden has dried up. Juanita, you must
go to town and sell your goat. Use the money you
get as payment to buy some food.”
“I don’t want to sell Pepe!” cried Juanita. She
petted the goat lovingly. But she was an obedient
girl and would not disobey her mother. Reluctantly,
she took Pepe to town. On her way she met an old
man who patted Pepe kindly.
“He is for sale,” said Juanita with tears in
her eyes.
The man replied, “I have no money, but I have
some special frijoles. If you plant these beans
you will never go hungry again.
We can barter, and I will
trade you these beans for
your goat.”
Author's Craft
How does the author help you
understand what frijoles means?
Reread
Juanita does not want to
disobey her, even though she does not
want to sell Pepe.
love
Unit 5 • Fairy Tale 35

Reread
FIND TEXT EVIDENCE
Paragraphs 1–3
Point of View
How does Mamá feel about
Juanita's decision?
Circle text evidence.
Paragraphs 4–6
Events
Underline three events that
show this is a fairy tale.
Paragraph 6
Summarize
Why does the maid tell Juanita to hide? Draw a box around
the reason.
Read
SHARED READ
Author's Craft
Reread paragraphs 4 and 5. How does the author help you visualize the beanstalk?
Juanita thought carefully as she considered the
man’s offer. He seemed caring and considerate.
Certainly he would be kind to Pepe, so Juanita
finally decided to sell Pepe. She accepted the beans.
When Juanita got home, Mamá was upset with
her decision. “You have returned home with no
food and no money!” she exclaimed.
Juanita had to admit that Mamá was right. All
she had were three beans, and she still missed
Pepe. Worst of all, Mamá was unhappy.
Juanita planted the beans in the backyard and
went to bed. The next morning she woke up and
went outside. A gigantic beanstalk as tall as the
clouds stood where Juanita had planted the
beans.
Juanita was curious. “I’m going to see what’s up
there,” she said to herself, so Juanita climbed the
beanstalk. At the top she saw a grand and
magnificent palace in the middle of a field. She
knocked on the door and a maid answered.
“Hide!” cried the maid. “The giant is coming
now, and he doesn’t like strangers.” So Juanita
quickly crawled under the table.
She was upset and unhappy.
36 Unit 5 • Fairy Tale

FAIRY TALE
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark Chris Vallo
FIND TEXT EVIDENCE
Paragraphs 1–2
Summarize
Why does Juanita want the hen?
Underline key details.
Paragraph 3
Point of View
How does Mamá feel about
the hen?

Circle text evidence.
Read
Use your notes and think
about the sequence of
events in "Juanita and the
Beanstalk." Summarize the
important events.
Summarize
Reread
Author's Craft
How does the author help you understand how Juanita feels at the end of the fairy tale?
Fluency
Take turns reading the first paragraph with expression. Talk about how the giant sounds.
The giant stomped in
carrying an unhappy hen in
a cage. He said, “Lay, hen, lay!”
Juanita’s curiosity grew, and she
peeked from under the table. Then
she saw the hen’s creation. Juanita
gasped. It was a golden egg!
The poor hen reminded Juanita of
Pepe. She wanted to give it a better home.
She ran between the giant’s legs and grabbed the cage.
She raced to the beanstalk. The giant roared in anger
and chased after her. Juanita was able to slide down the
beanstalk, but the giant was too heavy. He caused the
stalk to break and crash to the ground. The beanstalk
was gone forever, and Juanita and the hen were safe.
The hen was happy to have a new home and laid
many golden eggs. Mamá was happy to use the eggs to
buy everything they needed. And Juanita was happy
because she was able to trade a golden egg with the old
man to get Pepe back!
Mama was happy about the hen's
golden eggs.
Unit 5 • Fairy Tale37

Vocabulary
Use the sentences to talk with a partner about
each word. Then answer the questions.
admit
María had to admit to her mom that she had
broken the plate.
What is something you had to admit?
barter
Ashton likes to barter, or trade, toys with Kim.
What is another word for barter?
considered
Manuel thought carefully as he considered
which apple to buy.
What is something you considered doing?
creation
Ella admired her creation in art class.
What is a creation you have made?
humble
My grandfather’s house is humble, simple, and
plain.
What is the opposite of humble?
RereadSHARED READ
Build Your Word List Reread the first paragraph on page 37. Draw a box
around the word gasped. Look up the definition of the word gasped using a
dictionary. In your writer's notebook, make a list of words that mean almost
the same as gasped. Use one of them in a sentence.
Sample answer: I had to admit that I picked the flowers.
Sample answer: I considered which colors to use in my
painting.
Sample answer: At the beach, my creation was a sandcastle
with towers.
The opposite of humble is magnificent.
Another word for barter is trade.
38 Unit 5 • Fairy Tale

magnificent
Li took a picture of the magnificent
sunset.
What is something magnificent
you’ve seen?
paymentMom gave our neighbor payment for
the books.
What do people usually use for payment?
reluctantly
The goats stepped reluctantly down
the steep path.
How would you raise your hand
reluctantly?
FAIRY TALE
Root Words
A root word is the simplest form of a word. When
you read an unfamiliar word, look for the root
word. Then use the root word to figure out what
the word means.
FIND TEXT EVIDENCE
On page 36, I see the word considerate. I think
the root word is consider. I know that consider
means “to think about it.” Being considerate
means “thoughtful of others’ feelings.”
Juanita thought carefully
as she considered the
man’s offer. He seemed
caring and considerate.
Your Turn Find the root word in each word. Use
it to figure out the word's meaning.
decision, page 36

curiosity, page 37

Sample answer: Big Bend National Park is a
magnificent place.
People usually use money for payment.
If I raise my hand reluctantly, I hesitate and
maybe only raise it part way.
decide; a choice
curious; to want to know more
about something
Unit 5 • Fairy Tale 39

Juanita lived in a small, humble cottage with her
Mamá and her pet goat, Pepe.
One day Mamá said, “There has been no rain,
and our garden has dried up. Juanita, you must
go to town and sell your goat. Use the money you
get as payment to buy some food.”
“I don’t want to sell Pepe!” cried Juanita. She
petted the goat lovingly. But she was an obedient
Summarize
When you summarize, you retell the most important events in a story.
Use details to help you summarize “Juanita and the Beanstalk.”
FIND TEXT EVIDENCE
Why does Juanita have to sell her pet goat? Identify important story events. Summarize them in your own words.
I read that it hadn’t rained and Mamá’s garden dried up. They needed money for food. Mamá told Juanita to sell Pepe, her pet goat. These details help me summarize. Juanita had to sell her goat to get money for food.
COLLABORATE
Your Turn Reread “Juanita and the Beanstalk.” Summarize
the most important events in order that tell how Juanita
found the giant’s palace. Then write the answer here.

Page 35
Quick Tip
Summarizing helps you
understand a story. After
each page, pause and
ask yourself what has
happened. Paraphrase,
or retell, the page in
your own words. Keep
notes in your writer's
notebook. Keep the
story’s meaning and
logical order.
SHARED READReread
Juanita traded her goat for magic beans. She planted the beans. They
grew into a huge beanstalk. She climbed it and found a giant's castle.
40 Unit 5 • Fairy Tale

Ch
r
i
s Va
llo
Use your notes and think
about the sequence of
events in "Juanita and the
Beanstalk." Summarize the
important events.
Summarize
The giant stomped in
carrying an unhappy hen in
a cage. He said, “Lay, hen, lay!”
Juanita’s curiosity grew, and she
peeked from under the table. Then
she saw the hen’screationcreation. Juanita
gasped. It was a golden egg!
The poor hen reminded Juanita of
Pepe. She wanted to give it a better home.
She ran between the giant’s legs and grabbed the cage.
She raced to the beanstalk. The giant roared in anger
and chased after her. Juanita was able to slide down the
beanstalk, but the giant was too heavy. He caused the
stalk to break and crash to the ground. The beanstalk
was gone forever, and Juanita and the hen were safe.
The hen was happy to have a new home and laid
many golden eggs. Mamá was happy to use the eggs to
buy everything they needed. And Juanita was happy
because she was able to trade a golden egg with the old
man to get Pepe back!
Events and Messages
“Juanita and the Beanstalk” is a fairy tale. A fairy tale
• Is a made-up story with events that could not happen
• Usually has magical characters or settings
• Almost always has a happy ending with a message
FIND TEXT EVIDENCE
I can tell that “Juanita and the Beanstalk” is a fairy tale. A huge
beanstalk could not grow overnight in real life. There are also
magical characters. The story has a happy ending, too.
Events
Important events in a fairy tale could not really happen.
Message
Fairy tales usually have a happy ending with a message.
COLLABORATE
Your Turn With a partner, find two details
that show this is a fairy tale. How is this story
like other fairy tales you know? Write your
answer below.

Page 37
FAIRY TALE
Readers to Writers
Endings are important.
Think about the happy
ending of "Juanita and
the Beanstalk." What
message does the
author want you
to know?
When you write, think
about the best ending to
complete your writing.
A hen cannot lay golden eggs. Beans cannot grow
into a giant stalk overnight. There are no giants.
Other fairy tales I know have events that could not
happen. They also have happy endings.
Unit 5 • Fairy Tale 41

Reread
Chris Vallo
Details
Juanita tells Mamá that she does not want to sell Pepe.
She pets the goat lovingly.
Point of View
Point of View
A character often has thoughts about other characters or events in
a story. This is the point of view. Look for details to figure out the
character’s point of view. These details can help you learn more
about the relationship between the main character and the minor,
or other, characters.
FIND TEXT EVIDENCE
Juanita is the main character. Pepe the goat is a minor character. What does Juanita think about Pepe? I can reread page 35 to see what Juanita says and does. These details will help me figure out Juanita’s point of view about the goat.
Quick Tip
Figuring out a
character’s point of view
helps you understand
his or her actions and
relationship to other
characters. If you don’t
understand why a
character acts a certain
way, reread and look
for evidence of the
character’s point of view.
SHARED READ
Your Turn Reread “Juanita and the Beanstalk.” Write
details about Juanita’s feelings for Pepe in the graphic
organizer. Figure out her point of view. Do you agree
with Juanita's point of view?
COLLABORATE
42 Unit 5 • Fairy Tale

FAIRY TALE
Details
Juanita's Point of View
In the illustration, Juanita looks worried about what Mamá is saying.
Juanita tells Mamá she does not want to sell Pepe.
Juanita pets her goat lovingly.
Juanita has tears in her eyes when she sells Pepe.
Juanita still misses Pepe after trading him for the beans.
Juanita hugs Pepe in the illustration at the end of the book.
Juanita loves Pepe. She thinks of him as family. She wants him to stay.
Unit 5 • Fairy Tale43

Respond to Reading
Talk about the prompt below. Think about Juanita’s point of view.
COLLABORATE
Quick Tip
As you write your
response, think about
the sequence of events
that affect Juanita’s
point of view. Use signal
words, such as first,
next, then, and finally to
help readers follow the
sequence of events.Grammar Connections
How does the author show that Pepe is important to Juanita?

Use these sentence
starters to talk about
Juanita:
I read that Juanita . . .
The author . . .
Juanita thinks Pepe is . . .
SHARED READReread
The author includes details about Juanita’s words, feelings, and actions in
relationship to Pepe. For example, at the beginning of the story Juanita says, “I
don’t want to sell Pepe!” The author includes details about “Juanita with tears
in her eyes” when she sells Pepe. She sells Pepe to the old man because she
believes he will be kind to Pepe. When Juanita is in the giant’s palace, the poor
hen reminded her of Pepe. At the end of the story, Juanita is happy because she
can get Pepe back.
44 Unit 5 • Fairy Tale

S
O
C
I A
L STU
D
I
E
S
RESEARCH AND INQUIRY
Plan a Business
Think about Sue and her lemonade stand on page 32. What did
she need to do to create her business?
To create a business, you need a plan. First, decide what to sell.
Next, make a list of the supplies you'll need. Then, think about how
to advertise and how much you'll charge. The last thing to do is set
a goal. Look back at page 32. Write a plan for Sue's stand.
What to sell:

Supplies:
How to advertise and what to charge:
Sue's goal:
Integrate
Make a Business Plan Think of a business you would
like to start. Maybe you want to start a dog-walking
service or make greeting cards to sell. Talk to adults
to help you make a business plan.
What to sell:
Supplies:
How to advertise and what to charge:
My goal:
COLLABORATE
Quick Tip
You need to charge
more than you spend.
List how much your
supplies cost. Think
how much people will
be willing to pay. Then
decide what to charge.
lemonade
lemons, water, sugar, pitcher, glasses, stand
sign on stand; 50¢
new bike
Unit 5 • Fairy Tale45

ne summer mor ning long ago,
a poor boy named Jack found an invitation
slipped beneat h his cottage door. It read:
367
byy
Caandace Fleming
illulustrated by
G.G. Brian Karas

Essential Question
How do we get what we need?
Read how a poor boy gets what
he needs to make a royal gift.
Go Digital!
366
ANCHOR TEXTReread
Literature Anthology:
pages 390–407
Clever Jack Takes the Cake
How does the way the author repeats words and phrases
help you understand Jack’s character?
Talk About It Reread the fifth paragraph on page 393. Talk with a
partner about what Jack is doing.
Cite Text Evidence What words does the author repeat? Write text
evidence and explain how it helps you understand what Jack is like.
COLLABORATE
Text Evidence Jack
Use text evidence
and what you know
to make an inference.
An inference is like an
educated guess. What
inference can you make
about how much time
Jack is spending in the
strawberry patch?
Write The author uses repetition to help me understand that Jack is
Make Inferences
And in the strawberry patch, he
searched . . . and searched . . . and
searched
Jack is determined to spend time to
find the very best strawberry.
serious about finding the very best strawberry. He searches and searches until he
finds it. That tells me he is thoughtful and wants to do his best.
46 Unit 5 • Fairy Tale

FAIRY TALE
How does the author use language to help you visualize
what the bear is doing?
Talk About It Reread page 401. Talk with your partner about what
the bear does.
Cite Text Evidence What words and phrases help you visualize what
happens to Jack's cake? Write text evidence in the chart.
COLLABORATE
Write The author uses words and phrases to help me visualize
Make Inferences
Use text evidence and
what you know to make
an inference. What
inference can you make
about why the bear was
dancing around?
Quick Tip
I can use these sentence starters when we talk about the author’s word choice.
The author uses
words and phrases to . . .
This helps me
visualize . . .
Text Evidence What I Visualize
the
action. They also make the story fun to read.
Oompa-oompa
Shuffle-shuffle-kick
Tap-tap-tap
G-U-U-U-L-P
PATOOIE
The words help me visualize how the
bear is dancing around to get Jack's
attention and how he ate the cake.
Unit 5 • Fairy Tale47

How does the illustration help you understand
Jack’s story?
Talk About It Reread page 404 and look at the illustration. Talk
with a partner about the parts of Jack’s story.
Cite Text Evidence What clues in the illustration help you
understand what Jack tells the princess? Write clues in the chart.
COLLABORATE
RereadANCHOR TEXT
Jack gulps and shuffles
his feet before greeting
the princess. What does
this say about how Jack
is feeling?
Quick Tip
Evaluate Information
When I reread, I can
use illustrations to help
myself understand more
about the story.
Illustration Clue How It Helps
Write The author uses the illustration to help me see that Jack
_________________________________________________________
_________________________________________________________
The gypsy plays her concertina as
the troll and the bear dance.
The birds flock and fly around the
dancers.
The cake is whole but seems to be
flying away.
It shows how the cake is in danger.
It shows how the birds flocked
around Jack and nabbed pieces of
cake.
It shows how Jack describes these
characters to the princess.
is a good storyteller. He tells a lively and funny story with lots of details.
48 Unit 5 • Fairy Tale

Respond to Reading
Answer the prompt below. Think about how the author
helps you visualize the events in the story. Use your notes and
graphic organizer.
COLLABORATE
Self-Selected
Reading
Choose a text. In your
writer's notebook,
write the title, author,
and genre of the book.
As you read, make a
connection to ideas in
other texts you have
read or to a personal
experience. Write your
ideas in your notebook.
How does the author use text and illustrations to show how Jack
accomplishes his goal?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
FAIRY TALE
Quick Tip
Use these sentence
starters to organize your
text evidence.
The author describes
how Jack . . .
The illustrations help me
see . . .
This helps me know that
Jack . . .
The author's word choices help me understand Jack’s actions. The author
describes how Jack traded his axe for sugar and his quilt for flour, fed the hen
for eggs, and so on. The author also describes how Jack completed the cake
by churning, chopping, blending, and baking. The illustrations help me see Jack
doing these things. Together, the text and illustrations show me what Jack did
to accomplish his goal.
Unit 5 • Fairy Tale49

Reread
Skip ODonnell/E+/Getty Images
Reread and use the prompts to take
notes in the text.
In paragraph 1, circle the word exchange.
Underline context clues that help you
find the meaning of the word. Write the
meaning here:
____________________________________
____________________________________
____________________________________
Reread paragraph 2. Draw a box around
the two different ways you can use money.
COLLABORATE
Talk with a partner about how the ways you can use money are different. Make marks beside text evidence that
describes how they are different.
Money – Then and Now
Literature Anthology:
pages 410–413
Earn and Spend
People earn money by working hard. They
might have a job or invent something new.
They might even start their own business.
You might not be old enough to have a job,
but there are many ways you can earn money.
Lots of kids help their neighbors by raking
leaves or walking dogs to earn cash. Some
parents even give their kids an allowance in
exchange for helping around the house.
What do you do with the money you earn?
Well, you have a few choices. The easiest one
is to spend the money you make on things
you want or need. Spending money is easy.
Learning to save money can be challenging.
PAIRED SELECTION

1
2
The word exchange means giving something in return
for getting something else.
50 Unit 5 • Fairy Tale

CatLane/iStock/Getty Images Plus
In paragraph 3, circle the word interest.
Underline context clues that can help
you figure out the meaning of the word.
Write the meaning here:
___________________________________
___________________________________
___________________________________
COLLABORATE
Reread paragraph 4. Draw boxes around
different groups you could donate money
to. Talk with a partner about how your
donations would help others. Make a mark
beside the statement that shows how.
Save and Donate
Saving money is important so that when
you need it, you will have it. Many people put
the money they want to save into a savings
account at the bank. Then the bank pays
interest, or money for every month the money
stays at the bank.
Some people save some of their money,
but want to help others, too. Donating money
means giving it to someone who needs it to
do something good. Maybe you want to help
groups who work with dogs and cats. Maybe
you want to help people clean up the oceans.
Making a donation helps pay for the things
these people do.
3
4
S
O
C
I A
L STU
D
I
E
S

Interest is money the bank pays you for every
month your money stays at the bank.
these people do.
Unit 5 • Fairy Tale51

Write I know what the author thinks about saving and donating
money because
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
How does the author help you understand what she thinks
about saving and donating money?
Talk About It Reread the excerpt on page 51. Talk with a partner
about what the author thinks about saving and donating money. This
will help you figure out the author's point of view.
Cite Text Evidence How do you know what the author thinks about
saving and donating money? Write text evidence in the chart.
COLLABORATE
Quick Tip
As I reread, I can find
text evidence to help me
answer questions.
RereadPAIRED SELECTION
Details
Point of View
the author says it's important for people to save money for when
they need it. The author also says donating money is good because it helps others.
Saving money is important so that when you need it, you will have it.
Donating money means giving it to someone who needs it to do something good.
The author thinks saving money is important and donating money is good
because it helps others.
52 Unit 5 • Fairy Tale

Voice
A writer’s use of language can express a personality or voice. For
example, perfect grammar and serious sounding words create a
formal voice. Language you might use while talking to a friend
creates an informal voice.
FIND TEXT EVIDENCE
In paragraph 1 of the excerpt on page 51, the author writes "Saving money is important so that when you need it, you will have it." Here, perfect grammar and a serious tone create a formal voice.
Saving money is important so that when you
need it, you will have it. Many people put the money
they want to save into a savings account at the bank.
Your Turn Reread paragraph 2 on page 51.
• How do you know the author is using a formal voice?
COLLABORATE
Readers to Writers
Formal voice has
complete sentences and
good grammar. Informal
voice is less serious and
is used when writing
to friends. When you
write, choose words
and use language that
contributes to the voice
of what you are writing.
The author is using complete sentences and good grammar.
Unit 5 • Fairy Tale53

MAKE CONNECTIONSIntegrate
Ingram Publishing/SuperStock
In the poem, the
squirrels find a way to
get what they need. This
will help me compare
the poem with a story I
read this week.
How do the poet of "Here's a Nut" and the author of
Clever Jack Takes the Cake help you visualize how the
characters meet their needs?
Talk About It Read the poem. Talk with a partner about how the
squirrels in the poem get what they need.
Cite Text Evidence Circle clues in the poem that show that there
are plenty of nuts. Underline how the squirrels get
what they need.
Write I can visualize how Jack and the squirrels in the
poem get what they need because

COLLABORATE
Quick Tip
Here’s a Nut
Here’s a nut, there’s a nut;
Hide it quick away,
In a hole, under leaves,
To eat some winter day.
Acorns sweet are plenty,
We will have them all:
Skip and scamper lively
Till the last ones fall.
— Louisa May Alcott
Text Connections
the poet and the author
use words and phrases that help me picture what is happening.
Jack bakes a cake and trades his way to the castle. The squirrels in
the poem gather nuts and store them away.
54 Unit 5 • Fairy Tale

IntegrateRESEARCH AND INQUIRY
S
O
C
I A
L STU
D
I
E
S
Present Your Work
Decide how you will present your business plan to the class.
Create an online slideshow or a digital poster. Bring samples.
Use the checklist to help yourself improve your presentation.
COLLABORATE
Before I present, I will organize my presentation by

Organizing a presentation is important because

I will organize my
presentation using
note cards.
I will support most
ideas with at least
three points.
I will practice my
presentation.
I will be sure my
sample product is
fun to share.
Presenting Checklist

Quick Tip
Note cards are an excellent way to organize a presentation. Use note cards to record information about each idea and to help yourself remember key ideas.
Unit 5 • Fairy Tale55

Essential Question
What are different kinds of energy?
Talk About It
56 Unit 5 • Argumentative Text

S
C
IENC
E
COLLABORATE
Simon Jarratt/Corbis/Getty Images
Energy
Carlos lives near a wind farm. Wind power makes electricity that
heats his house. Energy comes from different sources. Energy from
the wind and the Sun is renewable. That means it will never run
out. Look at the photograph. Talk about the kinds of energy you
see. Write what you see and know about energy in the word web.
BLAST
BACK!
Go online to my.mheducation.com and read the "Can You Hear
Me?" Blast. Think about different kinds of energy. Then blast back
your response.
Wind power makes
electricity.
Energy can come
from the wind.
Energy can come
from the Sun.
Carlos is using energy
to pedal his bike.
57Unit 5 • Argumentative Text

© Corey Rich/Aurora Open/Corbis
TAKE NOTES
Understanding why you are
reading helps you adjust how
you read. If you are reading for
information, you might reread
sections to make sure you
understand. Preview the text and
write your purpose for reading.
As you read, make note of:
Interesting Words:

Key Details:
SHARED READ
What are different kinds
of energy?
Read why solar energy is a
good source of power.
Essential Question
This energetic snowboarder
gets his power from the
healthful foods he eats.
58 Unit 5 • Argumentative Text

FIND TEXT EVIDENCE
Paragraphs 1-2
Cause and Effect
Underline what happens when
you eat healthful foods. What
signal word helps you know this?

Paragraph 3
Ask and Answer Questions
What happens when a fossil fuel is gone?

Circle text evidence. Write your
own question about fossil fuels.

Read
ARGUMENTATIVE TEXT
Author’s Craft
How does the author get you
excited about solar power?
What do you have in
common with a car and a
factory? You both need energy to
run. Energy keeps things moving.
Energy Today
You get your energy because you
eat healthful foods. Most factories,
homes, and cars get their energy from
fossil fuels. Coal, petroleum, and natural
gas are fossil fuels. They have been the
traditional, or usual, energy sources for
more than a century. Today, most of the
energy we use in the United States
comes from burning fossil fuels.
But these fuels come from deep under
Earth’s surface, and they are running out. They
cannot be reused. Once a fossil fuel is gone,
it’s gone forever. So we need alternative energy
sources to replace them. Scientists are looking for
new, alternative sources of energy that won’t
run out. Solar power is one good alternative to
fossil fuels.
Reread
because
It’s gone forever.
Sample question: Which fossil fuel will
be used up first?
Unit 5 • Argumentative Text59
WWWWhhhhaaatttt dddddoooo youuuu hhhhhhaaveeee iiiinn

SHARED READ
FIND TEXT EVIDENCE
Paragraphs 1–2
Headings
What claim does the heading
make about solar power?
Underline three key ideas that
support this claim.
Paragraphs 1–2
Homophones
Draw a box around a word that
sounds the same as two.
Write another one here.
Sidebar
Cause and Effect
What causes electricity to flow
into buildings? Circle the cause.
Solar Power Deserves
Its Day in the Sun
Solar power is one source of renewable energy. And it is
not expensive. Solar panels are getting cheaper to build and
install every year. And sunlight is free, too! When people get
energy from fossil fuels, they have to pay for all of the coal, oil,
and natural gas that is burned up.
Solar power is also better for the environment because it
doesn’t produce pollution. The pollution caused by fossil
fuels can harm the quality
of the air that we all need
to breathe.
Read
Author’s Craft
Why is “Solar Power Deserves Its
Day in the Sun” a good heading
for this section?
How Solar
Panels Work
Solar power is natural. That means it isn’t made
or changed by people. On a bright day, the sun’s
rays hit solar panels and cause them to produce
electricity. The electricity then flows into buildings.
As a result, there is enough energy to cool or heat
homes, and to power lights, stoves, and computers.
Tht iti’td
Solar panels are
placed on the
roof of a building.
Reread
Solar power is good.
too
60 Unit 5 • Argumentative Text

(l) Holger Burmeister/Alamy Stock Photo; (bkgd) Evgeny Kuklev/Vetta/Getty Images; (r) Cultura Creative/Alamy
Read
FIND TEXT EVIDENCE
Paragraph 1
Ask and Answer Questions
What happens when the Sun
isn’t shining?

Circle text evidence.
Paragraphs 2–3
Cause and Effect
What is the effect of replacing
fossil fuels?

Underline text evidence.
ARGUMENTATIVE TEXT
Author’s Craft
How does the author help you
understand what drawbacks are?
What Happens
on a Rainy Day?
There are some drawbacks to
solar energy. For one, if the Sun
isn’t shining, energy can’t
be produced. If it’s nighttime or too
cloudy, solar panels won’t create any
electricity. Scientists are designing
more efficient batteries. These can
charge up while the Sun is shining so
that people can use solar power even
after the Sun goes down. But those
batteries can still run out if a lot of power
is being used.
A Bright Future
Millions of people around the world
use solar power to produce
electricity for their homes and
businesses. These people are
finding that solar energy can
do just about everything that
fossil fuels do.
One day solar power might
completely replace power
from fossil fuels. That’s good
news for the environment!
Use your notes to
summarize both claims in
“Here Comes Solar Power.”
Summarize
Reread
Energy cannot be produced.
It is good news for the environment.
Unit 5 • Argumentative Text 61

Vocabulary
Use the sentences to talk with a partner about
each word. Then answer the questions.
energy
Good food gives Ron the energy he needs to
play basketball with his friends.
Where do cars get their energy?

natural
Cotton is a natural material used to make
clothes.
Name a natural material that is used in buildings.

pollution
Water pollution, such as garbage and
chemicals, can harm animals.
Name something that causes air pollution.

produce
Solar panels can produce enough electricity to
heat a whole house.
What word means the same as produce?

renewable
Trees are a renewable resource because more
will always grow.
What does the word renewable mean?

RereadSHARED READ
Build Your Word List Find the word
designing on page 61. Write it in your
writer’s notebook. Use a word web to write
more forms of the word. Use a dictionary to help.
Sample answer: Most cars get their
energy from gasoline.
Sample answer: Stones are used to make buildings.
Sample answer: Make has the same meaning as
produce.
Sample answer: Smoke causes air pollution.
Renewable means able to be created again.
62 Unit 5 • Argumentative Text

Homophones are words that sound the same but
have different meanings and spellings. The words
sea and see are homophones. Use context clues
to figure out a homophone’s meaning.
FIND TEXT EVIDENCE
I see the word need on page 59. Need and
knead are homophones. Need means “to require
something.” Knead means “to mix with your
hands.” I can use context clues to figure out what
need means. Here it means “to require.”
Your Turn Use context clues to figure out what
this word means. Then find its homophone.
rays, page 60

replace
Soon Tina will replace her car with
one that runs on electricity.
Name something that you can replace.
sources
Wind and solar power are two sources of energy we can use.
What are your energy sources?
traditional
Staying up late is a traditional way
to celebrate New Year's.
What is another word for traditional?
ARGUMENTATIVE TEXT
Homophones
You both need energy to run.
Sample answer: I can replace my pencil when
it gets too short.
Sample answer: My energy sources come from
the foods that I eat.
Sample answer: Usual is another word for
traditional.
Rays means “beams.” Raise is a
homophone and means “to lift up.”
Unit 5 • Argumentative Text63

RereadSHARED READ
You get your energy because you
eat healthful foods. Most factories,
homes, and cars get their energy from
fossil fuels. Coal, petroleum, and natural
gas are fossil fuels. They have been the
traditional, or usual, energy sources for
more than a century. Today, most of the
energy we use in the United States
comes from burning fossil fuels.
But these fuels come from deep under
Earth’s surface, and they are running out. They
cannot be reused. Once a fossil fuel is gone,
it’s gone forever. So we need alternative energy
Begin your questions
with one of the
following words: what,
who, where, when, why,
or how. These kinds of
questions lead to useful
information about the
text.
Ask and Answer Questions
Asking yourself questions as you read helps you better understand
what you are reading. Ask yourself questions as you read “Here
Comes Solar Power.” Then, look for details to support your answers.
FIND TEXT EVIDENCE
Look at the section “Energy Today” on page 59. Think of a question. Then reread to answer it.
Your Turn Reread page 60. Think of a question about solar energy.
Write it here. Talk with a partner about the answer.

COLLABORATE
I have a question. What are fossil fuels?
I read that most factories, homes, and
cars run on fossil fuels. They come
from deep under Earth’s surface and
are running out. Now I can answer my
question. Fossil fuels come from the Earth
and will not always be here.
Quick Tip
Page 59
64 Unit 5 • Argumentative Text

ARGUMENTATIVE TEXT
Headings and Sidebars
“Here Comes Solar Power” is an argumentative text. Argumentative texts
• state an opinion and persuade readers to agree with it
• support claims, or statements that something is true, with evidence
• include text features such as headings and sidebars
FIND TEXT EVIDENCE
I can tell that “Here Comes Solar Power” is an argumentative text.
It states the opinion that solar power is a useful energy source. It
makes claims supported by facts. It has headings that tell about
each section. It also has a sidebar.
Your Turn Reread the sidebar on page 60.
Talk about how solar panels work. Write one
detail here.

COLLABORATE
Readers to Writers
A claim is a statement
that something is true.
In an argumentative
text, the writer tries
to convince you that
his or her claim is true.
When you write an
argumentative text, use
facts and evidence to
support your claims.
Solar Power Deserves
Its Day in the Sun
Solar power is one source of renewable energy. And it is
not expensive. Solar panels are getting cheaper to build and
install every year. And sunlight is free, too! When people get
energy from fossil fuels, they have to pay for all of the coal, oil,
and natural gas that is burned up.
Solar power is also better for the environment because it
doesn’t produce pollution. The pollution caused by fossil
fuels can harm the quality
of the air that we all need
to breathe.
How Solar
Panels Work
Solar power is natural. That means it isn’t made
or changed by people. On a bright day, the sun’s
rays hit solar panels and cause them to produce
electricity. The electricity then flows into buildings.
As a result, there is enough energy to cool or heat
homes, and to power lights, stoves, and computers.
Th t iti’td
Solar panels are
placed on the
roof of a building.
Headings
Headings suggest what a section of text is mainly about.
Sidebar
A sidebar gives extra information about a topic.
Page 60
Unit 5 • Argumentative Text65

Holger Burmeister/Alamy Stock Photo
Signal words can help
you find causes and
effects, but they’re not
always present. Looking
for a relationship
between two facts that
seem closely linked can
also help. Ask yourself:
Did one of these things
make the other one
happen?
Cause and Effect
A cause is why something happens. An effect is what happens.
They happen in time order. Signal words such as so, as a result, and
because help you find causes and effects.
FIND TEXT EVIDENCE
On page 59, I read that we need to replace fossil fuels with
alternative energy sources. This is the effect. I can find the cause.
Once a fossil fuel is gone, it’s gone forever. I can connect this
cause and effect with the word so. Fossil fuels run out, so we need
alternative energy sources.
Quick Tip
SHARED READReread
Your Turn Reread “Here Comes Solar Power.”
Use signal words to find more causes and effects.
Write them in the graphic organizer.
COLLABORATE
Cause Effect
Once a fossil fuel is gone,
it’s gone forever.
We need to replace fossil
fuels with alternative
energy sources.
66 Unit 5 • Argumentative Text

ARGUMENTATIVE TEXT
Cause Effect
Solar power doesn’t create pollution. Solar power is better for the environment.
The Sun’s rays hit a solar
panel.
Electricity is produced.
Solar energy isn’t produced if the Sun isn’t
shining.
Scientists are designing batteries that can store
electricity produced by solar power for later use.
Unit 5 • Argumentative Text 67

Use these sentence
starters to talk about
solar power.
I read that solar
power . . .
The author . . .
This helps me
understand that . . .
Respond to Reading
Talk about the prompt below. Think about how the author organizes
information. Use your notes and graphic organizer.COLLABORATE
Quick Tip
SHARED READReread
How does the author help you understand how people feel about solar power?

As you write your
response, use quotation
marks when quoting
the author’s words.
Remember that periods
and commas go before
the closing quotation
mark, not after it.
Grammar Connections
The author uses an interesting introduction and lots of facts to help me
understand how people feel about solar power. The sidebar gives me more
information. The headings help me know more about the claim in each
section. The author also uses words and phrases that tell ideas clearly.
68 Unit 5 • Argumentative Text

S
C
IENC
E
Danita Delimont/Alamy Stock Photo
RESEARCH AND INQUIRY
Asking Questions
Generating, or asking, questions is a good way to learn more about
a topic. Questions can help you figure out how things are alike and
different. Placing answers in a chart helps you compare information.
Integrate
Make a Chart Research two energy sources to
compare. Use the sample chart and these steps
to make your own chart.
1. Draw a chart.
2. Write the energy sources in the first column.
Write your questions in the first row.
3. Answer the questions by filling in the chart.
Look at the chart. What two energy sources does it compare?
Which energy source is renewable?
Is it renewable? Does it pollute?
Natural Gas No Yes
Hydropower Yes No
Quick Tip
As you research, ask
questions that can be
answered with yes or no.
This will help you create
a chart that makes it
easy to see how things
are alike or different.
COLLABORATE
The chart compares natural gas and hydropower.
Hydropower is renewable.
Unit 5 • Argumentative Text 69

COLLABORATE
Richard Ellis/Photodisc/Getty Images
It’s All in the Wind
How does the author help you understand what the
wind can do for people?
Talk About It Reread page 415. Turn to a partner and talk about
what the wind can do.
Cite Text Evidence What words describe how people have used the
wind? Write text evidence in the chart.
Write I understand how the wind helps people because the author

RereadANCHOR TEXT
Text Evidence What I Understand
Literature Anthology:
pages 414–417
Evaluate Information
The author claims that
"People have been
using wind as an energy
source since ancient
times." What evidence
does the author use to
support this claim? Is the
evidence convincing?
describes how people have used it to move ships, grind grain, pump water, and
make other forms of energy that can be used to do work.
Strong winds caused ships with sails
to glide quickly across the water.
Then people decided to use the
wind to do other hard jobs, such as
grinding grain or pumping water.
When a strong wind blows on the
blades of a windmill, it causes them
to spin around.
People have used the wind to travel
across the sea.
People have used wind power to
supply food and water.
People have turned wind energy into
other forms of energy that do work.
70 Unit 5 • Argumentative Text

COLLABORATE
How does the author use text features to help you understand
how wind turbines can power a town?
Talk About It Look at the diagram and photograph on page 416.
Talk with a partner about what these text features show.
Cite Text Evidence How do these text features help you understand
how wind turbines provide electricity? Write how in the chart.
Text Feature Clue How It Helps
Quick Tip
When I reread, I can
think about how each
text feature helps me
understand the topic
better.
Make Inferences
An inference is a guess based on evidence. Use the photograph to make an inference about why some people don’t want wind farms in their towns.
ARGUMENTATIVE TEXT
Write The text features help me understand how wind turbines can
power a town by

showing how wind turbines work and where they can be
placed to capture the most wind.
diagram three steps showing
how a turbine works
wind turbines placed
offshore where winds
are stronger
shows how a turbine
turns wind into
electricity and sends it
to homes and towns
shows what people do to
catch as much wind as
possible
photograph and
caption
Unit 5 • Argumentative Text 71

Use these sentence
starters to talk about
why wind energy is
important.
The author uses . . .
This helps me
understand that . . .
The author helps me see
both claims by . . .
Respond to Reading
Answer the prompt below. Think about the reasons the author gives
to support wind energy. Use your notes and graphic organizer.
Quick Tip
How does the author help you understand why some people claim wind energy is useful while other people claim it isn’t?

Self-Selected
Reading
Choose a text. In your
writer’s notebook,
write the title, author,
and genre of the book.
As you read, make a
connection to ideas in
other texts you have
read or to a personal
experience. Write your
ideas in your notebook.
COLLABORATE
ANCHOR TEXTReread
The author presents both sides of the argument and supports each claim with
facts and reasons. Headings help me see which claim is being discussed in each
section. Text features like the photograph and pie chart help me visualize each
claim. For example, critics of wind energy claim wind farms ruin natural beauty.
The photograph helps me decide if I agree. Supporters of wind energy claim we
rely mostly on fossil fuels. The pie chart helps convince me their claim is true.
The author’s conclusion sums up the issue.
72 Unit 5 • Argumentative Text

Reread and use the prompts to take notes
in the text.
In paragraph 1, underline text evidence that
explains why students must race against the
Sun. Write it here:
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Circle the words in paragraph 2 that help
you understand where Tsumkwe is located.
COLLABORATE
Reread paragraph 2. Talk with a partner about why the generator didn’t solve the villagers’ problems. Make marks in the
margin next to text evidence that supports
your discussion.
Power for All
Literature Anthology:
pages 418–419
Every day, students in many countries are
in a race against the Sun. Many don’t have
electricity. For this reason, they must do their
homework during the daylight hours or use
dangerous oil lamps or candlelight at night.
In Tsumkwe (CHOOM-kwee), a small
town in Namibia, Africa, villagers were lucky.
Until recently, they got all their electricity
from a generator powered by oil. However,
there were problems with the generator. It
cost a lot of money. And it only produced
electricity for three hours each day.
1
2
PAIRED SELECTIONReread
They must do their homework during the daylight
hours or use dangerous oil lamps or candlelight at
night.

Unit 5 • Argumentative Text 73

When I reread, I can
visualize, or create
pictures in my mind,
by paying attention to
interesting details.
Quick Tip
How does the author’s word choice help you visualize life
without electricity?
Talk About It Reread the excerpt on page 73. Turn and talk with
a partner about what life was like in Tsumkwe, Namibia.
Cite Text Evidence What words and phrases help you visualize
what life would be like without electricity? Write text evidence in
the chart.
COLLABORATE
Write The author helps me visualize what life would be like without
electricity by _____________________________________________
______________________________________________________
______________________________________________________
Text Evidence What I Visualize
Make Inferences
An inference is a guess
based on evidence. Use
text evidence and what
you know to make an
inference about why
oil lamps and candles
might be dangerous light
sources.
RereadPAIRED SELECTION
describing what life is like for students when electricity is not
available and by explaining how expensive and unreliable a generator can be.
They must do their homework
during the daylight hours or use
dangerous oil lamps or candlelight.
And it only produced electricity for
three hours each day.
I visualize children doing their
homework outside under the hot
sun or huddled around a dim lamp
or candle inside in the dark.
74 Unit 5 • Argumentative Text

Davydenko Yuliia/Shutterstock.com
Text Features
Writers use print and graphic features such as sidebars and maps to
help readers better understand a topic. Sometimes they use print and
graphic features to explain their point of view.
FIND TEXT EVIDENCE
On page 419 of “Power for All” in the Literature Anthology, the
author includes a sidebar with ideas about how to save energy. By
saying that the five ways are easy, the author is sending a message
that she thinks saving energy is something everyone can do.
Your Turn Reread the sidebar on page 419.
• How do you know which energy saving tip is most important to
the author?
___________________________________________________
• How do you know how the author feels about saving energy?
___________________________________________________ ___________________________________________________
Here are five easy ways that you can save energy every day.
Try them all!
Readers to Writers
When you write, think
about using sidebars,
photographs, captions,
graphs, lists, headings,
or maps to help your
readers understand the
topic better. If you want
to share your opinion,
these text and graphic
features can help you
convince readers to
agree with you.
COLLABORATE
The author numbered the list. Number 1 must be the most
important tip.
I know the author feels saving energy is something people should do because
she shares ways to save energy and writes, "Try them all!"
Unit 5 • Argumentative Text 75

MAKE CONNECTIONS
This oil painting of an American schooner was painted sometime
during the 19th century by an unknown artist.
Text Connections
How do graphic features such as the painting below and the
photographs and illustrations in “It’s All in the Wind” and
“Power for All” help you understand different kinds of energy?
Talk About It Look at the painting and read the caption. With a
partner, discuss how the ship is moving.
Cite Text Evidence Circle clues in the painting that show what makes
the ship move. Underline a detail that suggests the ship is moving.
Write The graphic features help me
understand different types of energy
because
Seeing how wind energy
works helps me better
understand it.
Quick Tip
Integrate
COLLABORATE
I can see how the wind catches
in the sails of a ship, causing it to move or
how it makes the blades of a windmill spin
to produce electricity. I can also see how
solar panels capture the Sun’s rays.
76 Unit 5 • Argumentative Text
Courtesy National Gallery of Art, Washington

In Tsumkwe (CHOOM-kwee), a small town
in Namibia, Africa, villagers were lucky. Until
recently, they got all their electricity from a
generator powered by oil. However, there
were problems with the generator. It cost a
lot of money. And it only produced
electricity for three hours each day.
ARGUMENTATIVE TEXT
Accuracy and Rate
Reading with accuracy means saying each word correctly and
not leaving out any words or sentences. Use your knowledge of
sounds and spellings to pronounce unfamiliar words. Reading with
accuracy and at the appropriate rate makes a text’s meaning
clear and helps listeners understand it.
Page 418
The word Tsumkwe is
unfamiliar. I can use
the information in
parentheses to sound
out the word before
reading aloud. This will
improve my accuracy.
If you have trouble
pronouncing a new
word, check the
pronunciation in a
dictionary.
Your TurnTurn to page 419 of the Literature Anthology. Take turns
reading all four paragraphs aloud with a partner. Then think about
how you did. Complete these sentences.
I remembered to

Next time I will
Quick Tip
FLUENCY
COLLABORATE
Accept all possible answers.
Unit 5 • Argumentative Text77
You can use an online
dictionary to listen to
the pronunciation of
unfamiliar words.
Tech Tip

WRITING
Expert Model
Features of an Opinion Essay
Authors use linking
words or phrases such as
also, in addition, or
however to connect
ideas. For example, on
page 416 the author
says, “Some people also
worry about the costs of
wind energy.” The linking
word also is used to help
you see that there are
more reasons why
people are not in favor
of wind energy.
Word Wise
Literature Anthology:
pages 414–417
Analyze an Expert Model Reread the section “A Breath of Fresh Air”
on page 417 of "It’s All in the Wind" in the Literature Anthology.
Use text evidence to answer the questions.
How does the author help you understand one claim about wind
energy?
Why is "A Breath of Fresh Air" a good heading for this section?
An opinion essay is a kind of argumentative text. An opinion essay
• clearly states the writer’s claim, or opinion, about a topic
• supports the claim with convincing reasons and facts
• has a strong opening that makes the reader want to read on
The author explains his claim that wind energy has many positives.
This section tells about how wind energy is free, clean, and a renewable resource.
78 Unit 5 • Argumentative Text

Problem Solution
Quick Tip
ARGUMENTATIVE TEXT
Plan: Choose Your Topic
Brainstorm With a partner, brainstorm a list of energy sources that
would be good for you or your community. Use your notes on "It’s All
in the Wind" in your discussion. Use these sentence starters.
A good source of energy is . . .
This source would help by . . .
I know this because I read . . .
Writing Prompt Choose one energy source from your list. Write an
opinion essay about it.
I will write about
Purpose and Audience Your purpose is your main reason for writing.
Your audience is who will be reading what you write.
The purpose of my opinion essay is

Plan In your writer’s notebook, draw a Problem and Solution chart.
Fill in the chart with two problems your energy source will solve.

COLLABORATE
The purpose of your
opinion essay is to state
your opinion and
convince others to agree
with you. To do that, you
will need to tell readers
the reasons you are
right. Research the topic
to find facts to support
your claim, or opinion.
Unit 5 • Argumentative Text79

Plan: Organization
Organization Opinion essays can be organized in many different ways.
One way is to state a problem and make a claim about which solution
you believe is needed. Then, present facts to support your claim.
Let’s look at an expert model. Read this passage from “Here Comes
Solar Power.”
Once fossil fuels are gone, they’re gone forever. So we need
alternative energy sources to replace them. Scientists are looking for
new, alternative sources of energy that won’t run out. Solar power is
one good alternative to fossil fuels.
Underline the problem. How does the author help you understand
what the solution is?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Take Notes
Research your energy source. Look for facts you can use to
fill in the solutions boxes in your Problem and Solution chart.
Quick Tip
Support your claim
with facts. Research
your topic and use
relevant information
from a variety of
sources. Remember to
paraphrase, or put notes
into your own words.WRITING
The author states the problem then uses the word so to signal a solution. The author
then makes the claim that solar power is a good solution.
80 Unit 5 • Argumentative Text

Imagemore/Glow Images
Draft
Fact and Opinion An effective opinion essay lists reasons that
support the writer’s opinion. The most effective reasons are usually
facts. Facts are statements that have been proven true. Opinions are
statements based on feelings.

Read each sentence below. Then write whether it is a fact or an
opinion on the line.
We should rely less on fossil fuels.
_________________________________________________________
Wind power can be cheaper than traditional fuel.
_________________________________________________________
Solar power is one alternative to fossil fuels.
_________________________________________________________
Write a Draft Use your Problem and Solution chart to write a
draft in your writer’s notebook. Start with your opinion. Then use
convincing facts to support it.
Quick Tip
When researching facts
to support your opinions,
choose reliable sources
such as encyclopedias,
books, or the websites
of trusted organizations.
Use multiple sources to
make sure they agree
that each fact you use
has been proven.
ARGUMENTATIVE TEXT
opinion
fact
fact
Unit 5 • Argumentative Text81

Ingram Publishing/SuperStock
Revise
Strong Openings Use a strong opening to introduce your topic.
One way is to use questions or fascinating facts to grab the reader’s
attention. A strong opening states the topic in a way that makes the
reader want to keep reading.
Reread the opening paragraph of “Power for All." Then use text
evidence to answer the question.
How does the author make you want to keep reading?
_________________________________________________________
_________________________________________________________
COLLABORATE
Revise Use a strong opening. Think about adding, deleting, or
combining details to improve sentence structure.
Every day, students in many countries are in a race against
the Sun. Many don’t have electricity. For this reason, they must do
their homework during daylight hours or use dangerous oil lamps or
candlelight at night.
Quick Tip
When you revise your
draft, you might want to
add transition words to
connect your ideas in a
clear way. Use words and
phrases such as however,
next, as a result, and
finally.
WRITING
The author shares a fascinating fact about how students are in a race against the
Sun and includes details that grab my attention.
82 Unit 5 • Argumentative Text

Peer Conferences
Review a Draft Listen carefully as a partner reads his or her draft
aloud. Tell your partner what you like about the draft. Use these
sentence starters to talk about it.
COLLABORATE
I think your opening is . . .
Add another fact here to . . .
You did/did not convince me because . . .
I have a question about . . .
Partner Feedback After you finish giving each other feedback, write
one suggestion your partner made that you will use in your revision.
_________________________________________________________
_________________________________________________________
_________________________________________________________
Revision
After you finish your peer conference, use the Revising
Checklist to figure out what you can change to make your opinion
essay better. Remember to use the rubric on page 85 to help with
your revision.
Am I expressing my
opinion clearly?
Does my essay have a
strong opening?
Did I include facts to
support my opinion?
Is my essay organized
in a way that is easy
to understand?
Revising Checklist
ARGUMENTATIVE TEXT
Unit 5 • Argumentative Text83

Editing Checklist
Edit and Proofread
After you revise your opinion essay, edit and proofread it to find any
mistakes in grammar, spelling, capitalization, and punctuation. Read
your draft at least three times. This will help you catch any mistakes.
Use the checklist below to edit your sentences.
List two mistakes that you found as you proofread your essay.
1
2
Do all sentences start with a capital letter and end with a
punctuation mark?
Are there linking words to connect ideas?
Are apostrophes used correctly in contractions?
Are all words spelled correctly?
WRITING
If you typed your draft
on a computer, print it
out. It is easier to find
any mistakes you made
on a printed copy than
on the computer screen.
Tech Tip
When you proofread your draft for punctuation mistakes, remember that you should always use an apostrophe when writing contractions of pronouns and verbs such as I’m
and they’re.

84 Unit 5 • Argumentative Text
Grammar Connections

Publish, Present, and Evaluate
Publishing When you publish your writing, you create a neat final
copy that is free of mistakes. As you write, be sure your cursive is
legible. Check that you are holding your pencil between your thumb
and forefinger.
Presentation When you are ready to present, practice your
presentation. Use the presenting checklist.
4321
• opinion is clearly
stated in an exciting
way
• includes many
supporting facts
• several linking words
are used and spelled
correctly
• opinion is clearly
stated
• includes several
supporting facts
• linking words are used
and spelled correctly
• opinion is somewhat
unclear
• includes a few
supporting facts
• one or two linking
words are used but
might be misspelled
• opinion is not stated
• includes at least one
supporting fact
• linking words are not
used
• many spelling mistakes
Evaluate After you publish your essay, use the rubric to evaluate it.
What did you do well?

What might need more work?

ARGUMENTATIVE TEXT
Look at your
audience.
Present your opinion
clearly.
Present your
supporting facts in a
convincing way.
Answer questions
thoughtfully.
Presenting Checklist
Unit 5 • Argumentative Text85

When Ruby Bridges was six, her mother said, “Ruby
you are going to a new school today, and you better
behave.” Ruby wasn’t just any first grader going to any
new school. She was making history.
Ruby Bridges was born on September 8, 1954, in
Tylertown, Mississippi. When she was four years old,
her family moved to New Orleans, Louisiana.
Remarkably, something else happened in 1954.
At the time, there were many schools that African
American students were not allowed to attend. On
May 17, 1954, the U.S. Supreme Court ruled against
this segregation of schools. The judges said schools
should be integrated. Louisiana schools resisted the change.
When Ruby started kindergarten in 1959, she attended an
all-African American school. But in 1960, the courts insisted
Louisiana schools follow the law and integrate students. Ruby
was given a test that determined which African American
students would be allowed to attend the schools. She passed
the test.
1
2
3
4
Read the selection and choose the best answer to each question.
SHOW WHAT YOU LEARNED
• Ask and Answer
Questions
• Author’s Point of View
• Point of View
• Timeline
• Root Words
• Homophones
• Summarize
• Cause and Effect
You have learned new skills
and strategies in Unit 5 that
will help you read more
critically. Now it is time
to practice what you have
learned.
Connect to Content
• Write a Blog Post
• Make a List
• Reading Digitally
Spiral Review
86 Unit 5 • Show What You Learned

S
O
C
I A
L STU
D
I
E
S
1950 1960 1970 1980 1990 20001
(l)AP Images;(r)ZUMA Press, Inc./Alamy Stock Photo
November 14, 1960, was Ruby’s first day
at the new school. The little girl held her
head high as four U.S. marshals walked her
into William Frantz Elementary School. The
marshals protected her from angry people
who lined the streets and stood outside the
school. Some said horrible things to Ruby.
Ruby spent that first day in the
principal’s office because of the uproar.
Many parents took their children out of
school. For the rest of the year, Ruby was in
a classroom by herself. Mrs. Henry was the
only teacher willing to work with Ruby.
By second grade a lot changed. More
and more students returned to the
school. In time, other African American
students attended as well. Years later,
5
6
7
Ruby graduated from a desegregated high school. She studied travel and became a travel agent. In 1984 she married Malcolm Hall, and they had four sons.
In the mid-1990s Ruby reunited with
Mrs. Henry. In 1999, Ruby started the Ruby
Bridges Foundation to increase tolerance
and help end racism. In 2001, President
Bill Clinton awarded Ruby a Presidential
Citizens Medal.
Ruby Bridges was a little girl who wanted
to go to school. What she became was a
civil rights heroine.
8
9
BIOGRAPHY
1954
Ruby Bridges is born
1959
Ruby starts kindergarten
1960
Ruby’s first day at William
Frantz Elementary School
1984
Ruby marries
Malcolm Hall
mid-1990s
Ruby reunites
with Mrs. Henry
1999
Ruby starts the Ruby Bridges Foundation
2001
Receives Presidential Citizens Medal
Unit 5 • Show What You Learned 87

1 Why was Ruby chosen to go to a school that previously did not
allow African American students?
A She was in first grade.
B She passed a test.
C Her parents wanted her to go.
D The Supreme Court made her go.
2 Which sentence tells you what the author thinks about Ruby?
F African American students went to different schools.
G November 14, 1960 was Ruby’s first day at the new school.
H Years later, Ruby graduated from a desegregated high school.
J What she became was a civil rights heroine.
3 Which events happened two years apart?
A Ruby starts kindergarten/Ruby starts elementary school
B Ruby marries Malcolm Hall/Ruby reunites with Mrs. Henry
C Ruby reunites with Mrs. Henry/Ruby starts Foundation
D Ruby starts Foundation/Ruby gets Presidential Medal
4 The root word segregate means “to separate.” The word
desegregate means
F separate again
G do away with separation
H not able to separate
J prepare to separate
SHOW WHAT YOU LEARNED
Quick Tip
When trying to figure
out an author’s point of
view, look for words that
suggest how the author
feels.
88 Unit 5 • Show What You Learned

FAIRY TALE
Once upon a time there was a rabbit named Bunny who
wanted to start a business. As she was munching on a leaf of
kale, she got an idea. “Everyone loves kale,” she thought. “I can
sell kale chips! They are delicious and good for you, too.”
Bunny wrote down what she would need to do. “That’s a lot of
work,” she thought. “I bet Sammy Squirrel, Chippy Chipmunk,
and Gabby Groundhog will help me. Then we’ll all make money.”
She gathered her friends and shared her idea. “Who wants to
join the business?” Bunny asked. All three friends raised their
paws high in the air.
The next day, Bunny was planting kale seeds when she
spotted Sammy Squirrel. “Hi, Sammy! Can you help plant?”
“Not today,” Sammy said.
A few weeks later, Bunny was picking kale leaves when
she saw Chippy. “Hi, Chippy! Can you help pick kale leaves?”
“Not today,” Chippy said.
The next day, Bunny was baking kale leaves when
Gabby Groundhog lumbered by.
“Hi Gabby! Can you help me bake the kale leaves?”
“Not today,” Gabby said.
1
2
3
4
5
6
7
8
9
10
Read the selection and choose the best answer to each question.
The Tale of Bunny s
’
Unit 5 • Show What You Learned 89

SHOW WHAT YOU LEARNED
The next day, Bunny opened her kale chip business.
Sammy, Chippy, and Gabby walked by her stand. “Are you
here to help sell kale chips?” Bunny asked.
“Not today,” the three friends said.
Customers quickly lined up to buy Bunny’s kale chips.
She sold out in less than an hour. As soon as the last bag
sold, Sammy, Chippy, and Gabby walked by again.
“How much money did we make?” asked Chippy.
“Did I hear you right?” Bunny said. “How much did we
make?”
“It’s our business, right Bunny?” asked Sammy.
“Actually, no,” Bunny smiled. “It is not our business.
It is my business. I planted the kale, picked the kale,
baked the kale, and sold the kale. The money is mine,
and I’m going to make even more tomorrow!
”
12
13
14
15
16
17
18
90 Unit 5 • Show What You Learned

1 Which event happens first in the story?
A Gabby doesn’t help Bunny bake kale chips.
B Bunny writes what she needs to do for her kale chip business.
C Sammy won’t help Bunny plant kale seeds.
D Chippy asks Bunny how much money they made.
2 How does Bunny feel about her friends at the end of the story?
F let down
G worried
H helpless
J sorry
3 Which is an example of homophones from the story?
A hi/high
B make/bake
C our/my
D Chippy/Chipmunk
4 What causes Bunny to say she will keep all the money from the
kale chip business?
F The chips sell out in less than hour.
G The kale chip business is her idea.
H She does all the work for the kale chip business.
J She doesn’t want to share the money.
FAIRY TALE
Quick Tip
Remember that a
cause is why something
happens. An effect is
something that happens
as a result of the cause.
Unit 5 • Show What You Learned 91

EXTEND YOUR LEARNING
COMPARING GENRES
• Reread the biography "Irma Rangel, Texas Lawmaker" on pages
2–5 of this book and the argumentative text "It’s All in the Wind"
on pages 414–417 of the Literature Anthology.
• Use the Venn diagram below to show how the two genres are the
same and different.
COLLABORATE
Irma Rangel,
Texas Lawmaker
It’s All in the Wind
Alike
Different
EXTEND YOUR LEARNING
author gives information
about a person’s life;
information is in sequential,
or time, order and includes
dates
author gives facts; author’s
point of view on the topic
seems to be positive
author gives information
about a topic not a person;
facts are organized by
arguments for and against
the topic not by time order
92 Unit 5 • Extend Your Learning

HOMOPHONES AND HOMOGRAPHS
Homophones are words that sound the same but have different
meanings and different spellings. The words there and their are
homophones. Use context clues to figure out a homophone’s meaning.
Circle the homophones in these sentences.
• Allen’s team won the game by one point.
• Marco threw the ball through the hoop.
Homographs are words that are spelled the same but have different
meanings. They are sometimes pronounced differently. You can check
the meanings of homographs in a dictionary.
Underline the homographs in each sentence below. Then write what
each homograph means.
• Kim can put her empty can in the recycling bin.
• They usually park the car across the street from the park.
COLLABORATE
SPIRAL REVIEW
Park means stopping a car in a space. A park is a place to play.
Can means to be able to do something. A can is a container.
Unit 5 • Extend Your Learning93

WRITE A BLOG POST
The purpose of a blog post is to share information with others online.
A blog post should include facts but can also include opinions.
• Make a list of first responders, such as firefighters. Write as many
types of first responders as you can think of. Then choose one.
• Write questions for the first responder you chose. Use your
questions to research first responders in your town.
• Write a blog post to teach others what you learned.
I decided to research
I want to ask
S
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MAKE A LIST
Making a list can help you see all of the information you should know
about a topic all at once.
• Choose one form of energy source and research it.
• Make a list of the positive and negative effects of using that energy
source. Include only facts, not opinions.
I will research
A positive of using is

S
C
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EXTEND YOUR LEARNINGEXTEND YOUR LEARNING
94 Unit 5 • Extend Your Learning

CONNECT TO CONTENT
RISING TO THE CHALLENGE
Log on to my.mheducation.com and read the online article "Rising
to the Challenge," including the information found in the interactive
elements. Answer the questions below.
• Reread the section "An Earthquake Hits Japan." What is a
tsunami?
• In "Lining Up to Help," how does Kanazawa feel about
volunteering to help other people?
• Look at the map. Write the name of three cities closest to the
epicenter of the earthquake.
• Why is "Rising to the Challenge" a good title for this selection?
S
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Time for Kids: "Rising to the
Challenge"
groups of long ocean waves caused by an earthquake
He feels that helping others is a positive way to heal and be happy.
Rikuzentakata, Shizugawa, Sendai
Japan’s earthquake and tsunami were terrible disasters. But teenagers rose to the
challenge by helping their country recover.
Unit 5 • Connect to Content95

TRACK YOUR PROGRESSTRACK YOUR PROGRESS
4 3 2 1
I can successfully identify
all examples of this skill.
I can identify most
examples of this skill.
I can identify a few
examples of this skill.
I need to work on this
skill more.
WHAT DID YOU LEARN?
Use the rubric to evaluate yourself on the skills that you learned in
this unit. Write your scores in the boxes below.
Something I need to work more on is because
Text-to-Self Connecting a text to your own experiences helps you
understand it better. Choose one text you read in this unit. Write a
paragraph explaining a personal connection you made to it.
I made a personal connection to
because
Author's Point of View

Point of View

Cause and Effect
Prefixes and Suffixes

Root Words

Homophones
96 Unit 5 • Track Your Progress

Integrate

S
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E
RESEARCH AND INQUIRY RESEARCH AND INQUIRY
Present Your Work
Discuss how you will present your energy source comparison
chart to the class. Use the presenting checklist as you practice
your presentation. Discuss the sentence starters below, and write
your answers.
An interesting fact I learned about sources of energy is
I would like to know more about

Before I present, I will think about how to explain
I think my presentation was
COLLABORATE
Is it renewable? Does it pollute?
Natural Gas No Yes
Hydropower Yes No
Quick Tip
Use a long pencil
or straw to point to
different parts of your
chart as you present it.
Avoid standing in front
of your chart as you
explain it.
Presenting Checklist
I will practice
presenting my chart.
I will clearly name
the two sources
of energy I am
comparing.
I will explain the
facts about each
source of energy.
Then I will point out
how the two sources
of energy compare.
Integrate
Unit 5 • Track Your Progress97

Essential Question
Why are goals important?
Talk About It
98 Unit 6 • Biography

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Vladimir Rys/Stringer/Getty Images Sport/Getty Images
Reaching Goals
Kayla had a goal. She wanted to win her race in the Special Olympics.
Her goal was important to her, so she worked hard. Kayla is proud
of herself today. Goals are important. They help us focus and learn
new things. Achieving our goals makes us feel good about ourselves.
Look at the photograph. Talk about why goals are important. Write
your ideas in the word web.
COLLABORATE
BLAST
BACK!
Go online to my.mheducation.com and read the "Mission: Juno"
Blast. Think about why space exploration is important. Then blast
back your response.
help us focus
learn new things
feels good to reach a goal
Unit 6 • Biography 99

(l) NASA/JPL; (r) Time Life Pictures/contributor/The LIFE Pictures Collection/Getty Images; (tr) NASA
TAKE NOTES
Asking questions before you
read helps you figure out your
purpose for reading. It also helps
you gain information. Write your
questions here.
As you read, make note of:
Interesting Words:

Key Details:
SHARED READ
Why are goals important?
Read how one man used his
education and experience to
reach his goals.
Essential Question
100 Unit 6 • Biography

NASA
FIND TEXT EVIDENCE
Paragraphs 1–2
Key Words
Find the key word and write it.

Underline details that show the
keyword is important.
Paragraph 3
Reread
What did James do after he joined the Navy?

Circle text evidence to support
your answer.
Read
BIOGRAPHY
Author's Craft
How does the author help you
understand how motivated
James Lovell was to become
an astronaut?
Reread
When James A. Lovell Jr. was a boy,
he loved to build rockets and launch
them into the sky. But his dreams
went a lot farther than his rockets.
Like many boys who grew up in the
1930s, James dreamed of being a pilot.
And as he watched his rockets soar,
he knew someday he would, too.
James was born in Cleveland, Ohio,
in 1928. He worked hard in school
and planned to go to a special college
to study astronomy and rockets. y
Unfortunately, he didn’t have enough
money to attend. James had to figure
out another way to reach his goal.
James was motivated to find a way
to fly rockets. So, he went to college
near his home for two years and then
signed up for flight training at the
United States Naval Academy. After
four years at the academy, James
joined the United States Navy and
became a professional naval test pilot.
His job was to fly planes before anyone
else was allowed to fly them.
James A. Lovell Jr. became an astronaut
in 1962. He flew four space missions.
astronomy
He became a professional naval
test pilot.
Unit 6 • Biography 101

FIND TEXT EVIDENCE
Paragraph 1
Greek and Latin Roots
Circle the word astronaut. What
does an astronaut do?
Paragraphs 2–4
Problem and Solution
What was the Apollo 13 crew's problem?
Underline the first thing James
did to solve it.
Photographs
Draw a box around how NASA's
team is helping.
Read
SHARED READ
NASA’s team works to solve Apollo 13’s problem.
Author's Craft
Why is "Big Challenges" a good heading for this section?
Reread
As a pilot, James spent
more than half of his flying
time in jets. He taught other
pilots how to fly. He also
worked as a specialist in
air flight safety. Soon, the
National Aeronautics and
Space Administration, or
NASA, put out a call for
astronauts. James applied for
the job because he had all the
essential skills needed to fly
into space. As a result, NASA
chose him. By 1962, James
Lovell was an astronaut! He
had finally reached his goal.
James flew on three space
missions, and then, in April
1970 he became commander
of the Apollo 13 mission. This
was a big responsibility and a
great honor. This was also one
of the biggest challenges of
James’s life.
Apollo 13 was supposed to
land on the Moon. Two days
after leaving Earth, however, the spacecraft had a serious
problem. One of its oxygen
tanks exploded. The crew did
not have enough power or air
to breathe. They could not
make it to the Moon.
James communicated
with the experts at NASA.
No one knew what to do at
first. Then the team on the
ground did some research
and came up with a solution.
The astronauts followed the
team’s directions and built
an invention using plastic
bags, cardboard, and tape. It
worked! It cleaned the air in
the spacecraft. But the next
problem was even bigger.
How were the astronauts
going to get back to Earth?
goes up to the stars in a spaceship
The crew did not have enough power or
air to breathe.
102Unit 6 • Biography

(bkgd) NASA; (l) Bettmann/Getty
The NASA team decided
the astronauts would use the
lunar, or moon, module as a
lifeboat. James and the other
two astronauts climbed into
the smaller spacecraft and
shut the hatch tight. They
moved away from the main
spaceship. With little power,
water, food, or heat, the
astronauts listened carefully
to the team at NASA.
The trip back to Earth
was dangerous and scary.
For almost four days, the
astronauts traveled in the
cramped capsule. They
were cold, thirsty, and
hungry. Then, with millions
of people watching on
television, the module fell
to Earth.
Years later, James Lovell
said that Apollo 13 taught
him how important it was for
people to work together. His
favorite memory was when
the capsule splashed down
in the Pacific Ocean and he
knew they were safe.
DID YOU EVER DREAM OF GOING INTO
SPACE? CHECK OUT SPACE CAMP!
Space camps have been
around for more than 30 years.
They make science, math, and
technology exciting so kids will
want to learn more. And like the
NASA training programs, these
camps teach the importance of
teamwork and leadership.
The Apollo 13 crew
splashed down safely
on April 17, 1970.
FIND TEXT EVIDENCE
Paragraphs 1-2
Reread
Why was the trip back to Earth
so difficult?

Circle text evidence.
Paragraphs 1–3
Problem and Solution
Underline the steps the
astronauts took to solve the
problem of getting back to Earth.
Read
Author's Craft
How does the author help you understand how James Lovell felt about the Apollo 13 mission?
Use your notes and think about the problems and solutions in "Rocketing into Space." Summarize the most important events in James Lovell's life.
Summarize
BIOGRAPHY
Reread
There was little power, water, food,
or heat.
Unit 6 • Biography103

Vocabulary
Use the sentences to talk with a partner about
each word. Then answer the questions.
communicated
Mora and her friends communicated by writing
e-mails to each other.
What are some ways you have communicated with
your friends?
essentialA toothbrush is an essential tool for cleaning
teeth.
What is an essential tool you use in the classroom?
goal
Nick reached his goal and learned to swim.
Tell about a goal you have.
motivated
Jerry was motivated to learn to play her
guitar, so she practiced every day.
What is something you are motivated to learn how
to do?
professionalTed works as a professional musician.
Name a professional athlete you know about.
RereadSHARED READ
Build Your Word List Reread the first paragraph on page 101. Draw a box
around the word soar. In your writer’s notebook, make a list of synonyms and
antonyms for soar. Use a thesaurus to help you find more.
Sample answer: I have communicated with my friends by
speaking to them and calling them on the phone.
Sample answer: My goal is to become a doctor.
Sample answer: I am motivated to learn how to ride
a bicycle.
Sample answer: Derek Jeter was a professional baseball
player.
Sample answer: An essential tool I use in the classroom is a
pencil.
104 Unit 6 • Biography

NASA
research
Melanie’s mom is a scientist, and she
uses a microscope to do research.
What animal would you like to research?
serious
Winnie pays attention because she is
serious about getting good grades.
What is something you are serious
about?
specialistDr. Morrison is a specialist in sports
medicine.
What is something you know a lot about
and could be a specialist in?
BIOGRAPHY
Many words have word parts, such as Greek
or Latin roots, in them. The Greek root astro
means “star” and naut means “ship.” The Latin
root luna means “moon.”
FIND TEXT EVIDENCE
On page 101, I see the word astronomy.
I remember that astro comes from a Greek
word that means “star.” I think astronomy may
mean “the study of the stars.”
He worked hard in school and planned to go to a special college to study astronomy and rockets.
Your Turn Use the Greek or Latin root to figure
out the meaning of the word.
lunar, page 103

Greek and Latin Roots
Sample answer: I would like to research sharks.
Sample answer: I am serious about becoming
a better soccer player.
Sample answer: I could be a specialist in
dinosaurs.
relating to the moon
Unit 6 • Biography 105

James was born in Cleveland, Ohio,
in 1928. He worked hard in school
and planned to go to a special college
to study astronomy and rockets.y
Unfortunately, he didn’t have enough
money to attend. James had to figure
ououout ttananother way to reach his goalgoal.
JaJaJaJamemms wawawawassmoomtittivavatetedddmootitivavatteddtto ofififindndnd awwayay
tooffflyllyyrroockeketsts. So, he went to collegegg
nearrhhisishhomome efor two yearrrss ss anand ththhhennnen
sisigngnededuupp fofor r flflight trararariniinininining g at the
UnUnititeded Statetes NaNval AcAcadaddememy.y Afterr
four years at the acaddememmy,JJamames
joined the United StatesNNNavavy and d
became a professionalprofessional navvvalaa test pipilolololt.
His job was to fly planes befofooorerereaaanynynyononone ee
else was allowed to fly them.
Reread
Stop and think about the text as you read. Are there new facts and
ideas? Do they make sense? Reread to make sure you understand.
FIND TEXT EVIDENCE
Reread “High Flying Dreams” on page 101. Do you understand what James A. Lovell Jr. did to become a pilot?
I read that James Lovell went to college and then to the United States Naval Academy. He signed up for flight training and became a professional naval test pilot. James Lovell became a pilot by going to school. He never gave up.
COLLABORATE
Your Turn Reread pages 102 and 103. How did James Lovell get his
Apollo 13 spaceship back home? Write the answer here.

Page 101
SHARED READReread
Quick Tip
Rereading helps you
understand the text
better. If you read
something and you don’t
understand it, pause
and reread. Look for
details that help you
understand the most
important ideas.
He got help from experts at NASA. He used the moon module as a lifeboat.
106 Unit 6 • Biography

NASA’s team works to solve Apollo
13’s problem.
As a pilot, James spent
more than half of his flying
time in jets. He taught other
pilots how to fly. He also
worked as a specialist in
air flight safety. Soon, the
National Aeronautics and
Space Administration, or
NASA, put out a call for
astronauts. James applied for
the job because he had all the
essential skills needed to fly
into space. As a result, NASA
chose him. By 1962, James
Lovell was an astronaut! He
had finally reached his goal.
James flew on three space
missions, and then, in April
1970 he became commander
of the Apollo 13 mission. This
was a big responsibility and a
great honor. This was also one
of the biggest challenges of
James’s life.
Apollo 13 was supposed to
land on the Moon. Two days
after leaving Earth, however,
the spacecraft had a serious
problem. One of its oxygen
tanks exploded. The crew did
not have enough power or air
to breathe. They could not
make it to the Moon.
James communicated
with the experts at NASA.
No one knew what to do at
first. Then the team on the
ground did some research
and came up with a solution.
The astronauts followed the
team’s directions and built
an invention using plastic
bags, cardboard, and tape. It
worked! It cleaned the air in
the spacecraft. But the next
problem was even bigger.
How were the astronauts
going to get back to Earth?
Key Words and Photographs
“Rocketing into Space” is a biography. A biography
• tells the true story of a real person’s life
• is written by another person
• includes text features such as key words, photographs, and
captions
FIND TEXT EVIDENCE
I can tell that “Rocketing into Space” is a biography. It is the true story of James Lovell’s life. It has photographs with captions and key words that are important to the biography.
Key Words
Key words are important words. They are in dark type.
Photographs
Photographs and their captions show more about the events in the person’s life.
COLLABORATE
Your Turn Find another key word. Why is this
an important word in James Lovell’s biography?
Write your answer below.

Page 102
BIOGRAPHY
Readers to Writers
Look at the photograph
and read the caption
on page 102. What
do they tell you about
an important event in
James Lovell’s life?
When you write a
biography, think about
how you can use
pictures and captions
to tell more about the
important events in the
person’s life.
Essential is a key word because James Lovell had the
essential skills needed to be an astronaut.
Unit 6 • Biography107

Reread
Problem and Solution
Some informational texts have an organizational pattern such as
problem and solution. The text describes a problem, tells the steps to
solve the problem, and then gives the solution.
FIND TEXT EVIDENCE
James Lovell wanted to fly rockets but didn’t have enough money to go to a special college. That was his problem. What steps did he take to solve his problem? What was the solution?
SHARED READ
Your Turn Reread “Big Challenges” on page 102. What was one of
James’s problems on Apollo 13? Find the steps he took to solve it and
write them in your graphic organizer. Then write the solution.
COLLABORATE
Problem
James didn’t have enough money to go to a special college.
He went to college near home and became a test pilot.
He joined NASA and became an astronaut.
Solution
As an astronaut, James Lovell was able to fly in rocket ships.
Quick Tip
Signal words or phrases
such as problem,
solution, solve, and as
a result show there is a
problem and the steps
to a solution.
108
Unit 6 • Biography

BIOGRAPHY
Problem
Solution
The astronauts did not have enough air to breathe.
James talked to the experts at NASA.
James helped build something that would clean the air inside the spacecraft.
The astronauts were able to clean the air so they could breathe.
Unit 6 • Biography109

SHARED READ
Respond to Reading
Talk about the prompt below. Think about how the author
organizes the text. Use your notes and graphic organizer.COLLABORATE
Reread
How does the author help you understand how James Lovell reached his goals?

As you write your
response, check that
you do not have any
sentence fragments or
run-ons. Each sentence
should state a complete
thought.
Grammar Connections
Quick Tip
Use these sentence
starters to talk about
James Lovell.
I read that James . . .
The author uses signal
words to . . .
This helps me understand
how . . .
The author organizes the text to show the problems James Lovell faced in
his life and how he solved them. The author uses signal words to show there
is a problem. For example, James Lovell didn’t have enough money to go to
a special college. He solved this problem by going to a different college and
getting training as a pilot in the navy. The author also uses headings to show
problems and solutions. “Big Challenges” helps me understand that the section is
about a big problem. The author describes problems and the steps James Lovell
took to solve them to show that he worked hard to reach his goals.
110 Unit 6 • Biography

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RESEARCH AND INQUIRY
Understanding Information
It is important to be able to demonstrate that you understand
the information you gather. A timeline shows the order in which
important events happened. Using a timeline is one way to show
that you understand information.
Look at the timeline. What event happened in 1928?
When did James Lovell lead the Apollo 13 space mission?
Integrate
Create a Timeline With a partner, gather information about
someone who has worked hard to meet a goal. Use these steps and
the model timeline above:
1. Identify 4 or 5 important events.
2. Put the events in the order they happened.
3. Add illustrations to your timeline.
COLLABORATE
James A. Lovell Meets His Goals
1928 1952 1962 1970 1973
Born in Cleveland,
Ohio
Completed training
at US Naval
Academy
Became an
astronaut
Served as
commander of the
Apollo 13 space
mission
Retired from the
space program
Quick Tip
Timelines tell important
events in order. Choose
events that are most
important in the person’s
life and that show the
things he or she did
to reach a goal. Leave
some space between
events to make your
timeline easier
to read.
James was born in Cleveland, Ohio.
1970
Unit 6 • Biography111

Literature Anthology:
pages 462–471
Looking Up to Ellen Ochoa
How does the author use text features to help you
understand Ellen Ochoa’s biography?
Talk About It Look at the text features on pages 464 and 465.
Discuss with a partner what you learned about Ellen Ochoa.
Cite Text Evidence What do the text features help you understand?
Write text evidence in the chart.
COLLABORATE
Write The author uses text features to help me understand
Text Feature What It Tells Me about Ellen Ochoa
quotation
caption
photograph
ANCHOR TEXTReread
Making an inference is
using text evidence and
what you know to make
a guess about something
that isn't stated in a
selection. Make an
inference. Reread the
second paragraph on
page 464. Name two
people Ellen Ochoa
looked up to.
Make Inferences
more about Ellen Ochoa’s life and what she thinks.
Ellen believes a good education can take you anywhere.
Ellen was a good student when she was young.
Ellen invented a device that guides the robotic arm.
112 Unit 6 • Biography

How does the author use photographs and captions to help
you understand that goals are important?
Talk About It Reread the second paragraph on page 464. Turn and
talk with a partner about Ellen’s dream.
Cite Text Evidence What clues in the photographs and captions
show how Ellen reached her goals? Write text evidence.
COLLABORATE
Write The author uses photographs and captions to help me
understand that goals are important by
Clue Clue Clue
How It Helps
BIOGRAPHY
The main text says the
"robotic arms look like
human arms." How do
the text features, such
as photos and captions,
help you understand
how a robotic arm is like
a human arm?
Synthesize Information
Ellen Ochoa worked hard to reach her goal of becoming an astronaut.
Photos and
captions show
that Ellen
worked hard
and didn't give
up.
One photo and
caption shows
that Ellen was
a good student
when she was
young.
Photos and
captions on page
465 show that
Ellen invented a
device that guides
the robotic arm on
a space shuttle.
helping me visualize that Ellen’s
invention helped her get into the space program. The photograph on page 465
helps me understand what the invention was.
Unit 6 • Biography 113

Write "Women Who Counted" is a good heading for the sidebar
because
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Why is "Women Who Counted" a good heading for
the sidebar?
Talk About It Reread the sidebar on page 470. Talk with a partner
about what Dorothy Vaughan, Mary Jackson, and Katherine Johnson
did at NASA.
Cite Text Evidence What details tell about the women at NASA
and what they did. Write text evidence in the chart.
COLLABORATE
RereadANCHOR TEXT
Text Evidence Text Evidence How It Helps
The women planned
flight paths for
early rockets and
satellites.
They used their
math skills to help
America's space
program.
This tells me how
other women were
part of America's
space program.
it gives information about how three women used their math skills to
help NASA's space program. What they did was valuable.
114 Unit 6 • Biography

Respond to Reading
Answer the prompt below. Think about how the author uses text
features to help you learn about Ellen Ochoa and her life. Use your
notes and graphic organizer.
COLLABORATE
Quick Tip
Use these sentence
starters to talk about
the text features.
The text features help
me understand . . .
The author uses
photographs and
captions to . . .
I know Ellen Ochoa
reached her goals
because . . .
Self-Selected
Reading
Choose a text. Read
the first two pages. If
five or more words are
unfamiliar, pick another
text. In your writer's
notebook, write the
title, author, genre, and
purpose for reading the
book.
How does the author use text features to help you understand how
Ellen Ochoa reached her goals?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
BIOGRAPHY
The text features help me understand that Ellen Ochoa was a good student
and she worked hard. The author uses photographs and captions to help me
understand that Ellen was good in math and science. This helped her get into
the astronaut program. The sidebars help me understand that it is important
to have a goal and strive to achieve it. I know Ellen Ochoa reached her goals
because the author includes photographs that show Ellen working on the
International Space Station and the space shuttle.
Unit 6 • Biography115

Reread and use the prompts to take
notes in the text.
Underline words and phrases in paragraphs
1 and 2 that help you understand the setting
of the story. Describe the setting here.
_____________________________________
_____________________________________
COLLABORATE
Talk with a partner about Maria’s goal.
Circle text evidence to support your
discussion. Write those details here.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
A Flight to Lunar City
Literature Anthology:
pages 474– 475
Going to the Moon had been Maria’s goal
since she was five. The dream had motivated
Maria to enter a science project in the National
Space Contest. She had invented Robbie, the
robot dog, as her science project. He was
the perfect Moon pet. Maria and Robbie had
won first prize —a trip to Lunar City, the first
settlement on the Moon.
Now they were almost there! Robbie
wriggled and squirmed. “Settle down!” Maria
scolded. Sometimes Robbie was awfully wild,
like a real puppy. Maria was thinking about
adjusting his Personality Profile Program to
make him a little calmer.
1
2
PAIRED SELECTIONReread
Maria is in a spaceship traveling to Lunar City, which
is on the Moon.
Maria has dreamed of going to the Moon since
she was five. She invented Robbie and entered the
National Space Contest in order to win a trip to
the Moon.
116 Unit 6 • Biography

Reread paragraph 1. Underline words and
phrases that describe what Robbie does.
Circle what Maria says.
COLLABORATE
Reread paragraphs 2 and 3. Talk with
a partner about how Robbie solves the
problem. Draw a box around details in the
story that let you know how Commander
Buckley and Maria feel. Write how they
feel here.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________Just then Robbie jumped out of Maria’s
arms and leaped across the landing ship. He
jumped onto the stick with all four paws and
growled fiercely. He tugged and chewed on it.
“Stop!” cried Maria.
All at once the control stick shifted into
position. The lights came back on. The landing
ship whooshed forward. “Robbie, you did it!”
laughed Commander Buckley. “Good dog!” She
handed Robbie back to Maria. “Now we can
land on the Moon.”
Maria smiled proudly. Robbie was the best
robot dog ever!
1
2
3
Commander Buckley praises Robbie and hands him
back to Maria. Maria smiles proudly.
Unit 6 • Biography 117

Write I can visualize what Robbie does because the author
_________________________________________________________
_________________________________________________________
How does the author use details to help you visualize how
Robbie fixes the problem?
Talk About It Reread the excerpt on page 117. Talk with a partner
about what Robbie does.
Cite Text Evidence What words and phrases show what Robbie does
to fix the problem? Write text evidence in the chart.
Text Evidence What I Visualize
Quick Tip
RereadPAIRED SELECTION
When you reread, use
the author's words and
phrases to help you
picture in your mind
what the characters do.
Visualizing, or making
images in your mind,
helps you understand
the text better.
COLLABORATE
He jumped onto the stick with all
four paws and growled fiercely. He
tugged and chewed on it. All at
once the control stick shifted into
position. The lights came back on.
Robbie the robot dog acting like a
real dog, jumping across the cabin
to gnaw on the control stick. But his
actions save the day.
describes the action in detail, using precise phrases such as “growled
fiercely,” “shifted into position,” and “whooshed forward.”
118 Unit 6 • Biography

Imagery
Writers use imagery, or strong words and colorful details, to help
readers form pictures in their minds as they read. Imagery helps
readers understand what is happening in a story.
FIND TEXT EVIDENCE
In the last paragraph on page 474 of “A Flight to Lunar City” in the
Literature Anthology, the author describes what happens to the lunar
lander using phrases like “jerked forward,” “turned upside down,” and
“rolled sideways.” The author chooses strong words that help us
picture what is happening.
Suddenly there was a large bang. The lunar lander
jerked forward and turned upside down. Then it
rolled sideways.
Your Turn Reread the fifth and sixth paragraphs on page 475.
• What words and phrases does the author use to help you picture
what Robbie is doing?
• How do those words and phrases help you picture what Robbie is
doing?
COLLABORATE
Readers to Writers
Help your readers
picture what is
happening in your story.
When you write, choose
a variety of strong and
colorful words that
show rather than tell
what’s happening. When
readers visualize as they
read, they can figure out
and better understand
the character’s actions
and feelings.
leaped, jumped, growled fiercely, tugged, chewed
The words and phrases help me visualize how
Robbie is trying to fix the control stick.
Unit 6 • Biography119

How is the message of this song similar to Ellen Ochoa’s
path to becoming an astronaut in Looking Up to Ellen
Ochoa and Maria’s goals in “A Flight to Lunar City”?
Talk About It Read the song lyrics. With a partner, talk about how
you feel after reading it.
Cite Text Evidence Underline words and phrases in the
lyrics that tell what the song’s message is. Think about
how the message makes you feel.
Write The message of this song is similar to Ellen
Ochoa’s career path because
COLLABORATE
Quick Tip
I can use the words in
the lyrics to figure out
the theme. This will
help me compare text
to music.
Turn Me ‘Round
Ain’t gonna let nobody
turn me ‘round,
turn me ‘round,
turn me ‘round.
Ain’t gonna let nobody
turn me ‘round,
Keep on a-walkin’,
keep on a-talkin’,
Walkin’ all over this land.
—African American
Spiritual
MAKE CONNECTIONSIntegrate
Design Pics/Bilderbuch.
Text Connections
the song says to keep going,
and even after Ellen was not chosen for the astronaut program, she
kept going until she became an astronaut.
120 Unit 6 • Biography

S
O
C
I A
L STU
D
I
E
S
Present Your Work
Decide how you will present your timeline to the class. Create a
digital poster or make one using poster board. Use the checklist to
help you improve your presentation.
COLLABORATE
Before I present, I will review my timeline to make sure that:
I think my presentation was
Next time I could
Quick Tip
Consider using a pointer
to draw your audience’s
attention to each event
on the timeline as you
talk about it. Remember
to face the audience
and speak directly to
them instead of facing
your poster and reading
from it.
I will practice my
presentation.
I will point to the
events on my timeline
as I speak.
I will make eye
contact with the
audience.
I will speak clearly
and at an appropriate
rate.
I will speak loud
enough for everyone
to hear me.
Presenting Checklist
RESEARCH AND INQUIRY Integrate
Unit 6 • Biography 121

WRITING
Expert Model
Features of a Research Report
Writers use linking words
or phrases such as but,
although, or however to
connect main ideas in a
research report. For
example, Liane Onish
says “Ellen wasn’t chosen
at first, but that didn’t
stop her.” This sentence
helps the text transition,
or move to the next
section about how Ellen
worked hard to meet
her goals.
Word Wise
Literature Anthology:
pages 462–471
Analyze an Expert Model Reread page 463 of Looking Up to Ellen
Ochoa in the Literature Anthology. Cite text evidence and write your
answers below.
How does Liane Onish introduce the topic?

How does the author make you want to read more?

A research report is a kind of expository text. A research report
• has an introduction that presents the main ideas
• summarizes information from more than one source on a clear
central idea
• has a concluding statement or section
The author asks a question and then answers it using some facts about Ellen Ochoa.
The last sentence makes me want to know more.
The author asks a question and summarizes some of the things Ellen Ochoa
has done.
122 Unit 6 • Biography

Quick Tip
BIOGRAPHY
Plan: Choose Your Topic
Freewrite Freewriting helps you gather your thoughts and focus
your ideas. When you freewrite, you write for a short amount of
time without worrying about spelling or grammar. Talk with a
partner about why goals are important. Freewrite for two minutes
about goals. Then make a list of people who have worked hard to
meet their goals. Include astronauts, scientists, athletes, artists, and
others who have shown that goals are important. Use these sentence
starters to talk about your ideas.
I know goals are important because . . .
People meet their goals by . . .
Writing Prompt Choose one person from your list. Write a research
report telling what that person did to reach a goal.
I will write about .
Purpose and Audience An author’s purpose is the main reason for
writing. Your audience is who will be reading it.
The reason I am writing about this person is

Plan In your writer’s notebook, make a Main Idea and Detail chart to
plan your writing. Fill in the Main Idea box.
COLLABORATE
Detail Detail Detail
Main Idea
Research reports are
written to share
information, or to inform.
Research reports can be
about many different
things, from dinosaurs to
rock stars. Strong
research reports are
supported by facts and
carefully researched
information.
Unit 6 • Biography123

keerati/Shutterstock.com
Plan: Research
Gather Relevant Information Before you write your research report
you will need to choose reliable sources for information. Encyclopedias,
websites, interviews, books, and magazines are examples of reliable
sources. Be sure to use information that is relevant, or closely related,
to what you are writing about. Ask yourself
• Does this fact tell about the person I am writing about?
• Is the information related to the person’s goal?
• Am I gathering information from more than one source?
Digital Tools
For more information on how to take notes,
watch "Paraphrase the Idea." Go to
my.mheducation.com.
List two pieces of relevant information you found.
1 ______________________________________________________
______________________________________________________
2 ______________________________________________________
______________________________________________________
Take Notes As you research, take notes and fill in your Main Idea and
Details chart. Make sure to paraphrase the information by putting it
into your own words. Include only the most important information.
WRITING
124 Unit 6 • Biography

Draft
Develop the Topic Authors use facts, definitions, and details to
develop the topic of their research report. They start with a clear
central idea and use research to convey information about their topic.
In the example below from “Rocketing into Space,” the author uses
facts to help you understand what happened on the Apollo 13 mission.
COLLABORATE
Grammar Connections
Use different kinds of
sentences to make your
research report more
interesting to read.
Be sure to capitalize
official titles of people
and place names. For
example, notice that
Earth and Moon are
capitalized. That’s
because they are
proper nouns.
BIOGRAPHY
Use the above paragraph as a model to write about the person you
chose for your topic. In the first sentence, tell about the main idea of the
paragraph. Then develop the topic using facts and details.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Write a Draft
Use your Main Idea and Details chart to help you write
your draft in your writer's notebook.
Apollo 13 was supposed to land on the Moon. Two days after
leaving Earth, however, the spacecraft had a serious problem. One
of its oxygen tanks exploded. The crew did not have enough power
or air to breathe. They could not make it to the Moon.
Unit 6 • Biography125

WRITING
PacoRomero/iStock/Getty Images
Revise
Voice An author’s voice is the tone or feel of the research report.
The author’s use of language and word choice contributes to the
voice. Sometimes the tone of an expository text is serious. Sometimes
it is more lighthearted.
Reread the following paragraph from “Rocketing into Space.”
Talk with a partner about the author’s voice.
The trip back to Earth was dangerous and scary. For almost
four days, the astronauts traveled in a cramped capsule. They were
cold, thirsty, and hungry. Then, with millions of people watching on
television, the module fell to Earth.
Is this paragraph serious or funny? What words and phrases
contribute to the voice? Write about the author’s voice here.
__________________________________________________________
__________________________________________________________
__________________________________________________________
COLLABORATE
Revise It's time to revise your writing. Read your draft and look for
places where you might add words or phrases that convey emotion,
or voice.
__________________________________________________________
Quick Tip
When you revise, make
sure your research
report is clearly
organized. Does your
introduction name the
person and his or her
goal? Do main ideas
and details support
the topic? Does your
conclusion sum up the
report?
The author uses words like “dangerous” and “scary.” The author also says that
the astronauts were cold, thirsty, and hungry. This helps me identify the voice. The
author uses a serious tone.
126 Unit 6 • Biography

BIOGRAPHY
Peer Conferences
Review a Draft Listen carefully as a partner reads his or her draft
aloud. Tell what you like about the draft. Use these sentence starters
to help you discuss your partner's draft.
COLLABORATE
I like this part because it helped me to understand . . .
I have a question about . . .
Add another fact or detail here to . . .
Partner Feedback After you take turns giving each other feedback,
write one of the suggestions from your partner that you will use in
your revision.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Revision
After you finish your peer conference, use the Revising
Checklist to help you figure out what you can change to make your
research report better. Remember to use the rubric on page 129 to
help you with your revision.
By typing your report
on a computer, you can
make revisions more
easily. You can insert
new details or rearrange
paragraphs without
having to rewrite your
report.
Tech Tip
Does my introduction
clearly introduce the
person I researched?
Do I include main
ideas and details
about how the person
reached a goal?
Is my report written in
an appropriate voice?
Did I use at least
two resources to find
relevant information
for my report?
Revising Checklist
Unit 6 • Biography127

Shutterstock/Tatiana Popova
Editing Checklist
Edit and Proofread
When you edit and proofread your writing, you look for and correct
mistakes in grammar, spelling, and punctuation. Read your draft
at least three times. This will help you catch any mistakes. Use the
checklist below to edit your sentences.
List two mistakes that you found as you proofread your research report.
1
2
Do all sentences begin with a capital letter and end with a
punctuation mark?
Are there capital letters at the beginning of proper nouns?
Are adjectives that compare used correctly?
Are all the words spelled correctly?
Grammar Connections
When you proofread
your draft for mistakes,
remember to look for
words that compare
people, things, or even
groups as in, “Since
most astronauts were
men, Ellen Ochoa had
to work even harder.”
WRITING

128 Unit 6 • Biography

Publish, Present, and Evaluate
Publishing When you publish your writing, you create a neat, final
copy that is free of mistakes. If you are not using a computer, use
your best handwriting. Write legibly in print or cursive.
Presentation When you are ready to present, practice your
presentation. Use the presenting checklist.
Evaluate After you publish, use the rubric to evaluate it.
4321
• well focused on topic;
many supporting
details
• appropriate voice used
in all parts
• provides a strong
beginning and a
strong conclusion
• mostly focused on
topic; some supporting
details
• appropriate voice used
in most parts
• beginning and
conclusion are missing
a key detail
• partly focused on
topic; few supporting
details
• inappropriate voice
used in some parts
• beginning and
conclusion are missing
facts and details
• topic not focused; no
supporting details
• inappropriate voice
used throughout
• weak beginning and
conclusion
Presenting Checklist
Look at the audience.
Speak slowly and
clearly.
Stand up straight.
Answer questions
thoughtfully.
What did you do successfully?

What needs more work?

BIOGRAPHY
Unit 6 • Biography129

Essential Question
How do you decide
what’s important?
Talk About It
130 Unit 6 • Drama/Myth

John Lund/Marc Romanelli/Blend Images/Getty Images
What is Important?
Spending time with her grandfather is important to Brianna. He
shares what he knows and helps her learn new things. Sharing,
learning new things, and healthy habits are all important to Brianna.
Look at the photograph. What new thing is Brianna learning?
Write four things that you value, or are important, in the word web.
COLLABORATE
BLAST
BACK!
Go online to my.mheducation.com and read the "Snow
Leopards" Blast. Think about how people decide what is
important. Then blast back your response.
family
the environment
friends
being kind
Unit 6 • Drama/Myth131

How do you decide what’s
important?
Read a myth that shows why
valuing a talent can cause problems.
Essential Question
TAKE NOTES
Understanding why you are reading helps you adjust how you read. It helps you decide to reread or slow down. Preview the text and write your purpose for reading here.
As you read, make note of:
Interesting Words:

Key Details:
SHARED READ
132 Unit 6 • Drama/Myth

Jenny Reynish
FIND TEXT EVIDENCE
Scene One
Theme
Circle what Diana says to
Arachne at the beginning of
Scene One.
Scene One
Stage Directions
Draw boxes around the stage
directions in Scene One.
Scene One
Make Predictions
Read Arachne's last line in Scene One. What prediction can you make about Athena?

Read
DRAMA/MYTH
Author's Craft
How does the author use
dialogue to help you understand
what Arachne is like?
Reread
SCENE ONE
Athens, Greece, a long time ago, Arachne’s home.
NARRATOR: Long ago, Arachne and her friend Diana
sat weaving.
DIANA: Oh, Arachne! That cloth is so beautiful.
Arachne admires her cloth.
ARACHNE: I know. Many people want to possess
my cloth, but few can afford it. Only those with great
wealth can buy it.
DIANA: Yes, it’s true that people value your cloth. It
is one of their most valued possessions. Your weavings
are a real treasure. Some say that you learned your
weaving skill, or talent, from the goddess Athena.
ARACHNE: It was not necessary for me to learn from a
goddess. I was born with my talent. I am a much better
weaver than Athena, and I’m sure I could beat her in a
weaving competition!
Diana is worried, stops weaving and looks at Arachne.
DIANA: Ssshhh! I hope Athena isn’t listening, or
you’re in big trouble!
ARACHNE: Nonsense! There’s no reason to be
alarmed or worried. Athena is much too busy to come
down from Mount Olympus to compete with me.
CHARACTERS
NARRATOR
ARACHNE: (uh-RAK-nee)
DIANA: Arachne's friend
ATHENA: a Greek goddess
MESSENGER
Athena is not too busy to challenge
Arachne.
Unit 6 • Drama/Myth133

Reread
Author's Craft
How does the author use stage
directions to help you understand
what the characters are doing?
FIND TEXT EVIDENCE
Scene Two
Confirm Predictions
Check the prediction you made on page 133. Circle clues.
Scene Two
Root Words
Draw a box around the word
apologize. Write the root word
here.
Scene Three
Dialogue
How does Athena trick Arachne?
Underline text evidence.
Read
SHARED READ
SCENE TWO
Mount Olympus, home of Athena. A messenger arrives.
MESSENGER: Goddess Athena! I have news from Athens.
The weaver Arachne says she can beat you in a weaving
competition. She is obsessed with her skill and thinks she is
the best weaver in Greece!
ATHENA: I’ll show her who weaves the finest cloth! Her
obsession with weaving must end. Please get me my cloak.
Messenger hands Athena her cloak.
ATHENA: Arachne cannot talk about me that way! If she
refuses to apologize, I will make her pay for her boastful words.
Her anguish will be great!
SCENE THREE
Arachne’s home. There is a knock at the door.
ARACHNE: Who’s there?
ATHENA: Just an old woman with a question.
Athena is hiding under her cloak. She enters the room.
ATHENA: Is it true that you challenged the goddess
Athena to a weaving competition?
ARACHNE: Yes, that’s right. Athena drops her cloak.
ATHENA: Well, I am Athena. I am here to compete with you!
DIANA: Arachne, please don’t! It is unwise to compete
with a goddess!
Arachne and Athena sit down at the empty looms and begin
to weave furiously.
apology
She tells her she is an "old woman with
a question."
134Unit 6 • Drama/Myth

(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark
Reread
(tl) Mapping Specialists, Ltd., Madison, WI; (b) Corbis Bridge/Alamy; (tr) jimkruger/iStock/360/Getty Images; (twigs) McGraw-H ill Education
FIND TEXT EVIDENCE
Scene Three
Make Predictions
Make a prediction about who
will win the contest. Underline
clues that helped you guess.
Scene Three
Dialogue
Why is Athena insulted and upset by Arachne's weaving?

Draw a box around text
evidence.
Read
Use your notes to share the theme
of "Athena and Arachne" with a
partner. Summarize which parts of
the story helped create the theme.
Talk about whether your prediction
on page 133 was confirmed.
Summarize Author's Craft
How does the author help you understand how something came to be?
ARACHNE: I am ready to win and get my
reward!
ATHENA: There’s no prize if you lose!
NARRATOR: Arachne and Athena both wove
beautiful cloths. However, Arachne’s cloth was
filled with pictures of the gods being unkind.
ATHENA: Arachne, your weaving is beautiful, but I am
insulted and upset by the pictures you chose to weave. You are
boastful, and your cloth is mean and unkind. For that, I will
punish you.
Athena points dramatically at Arachne. Arachne falls behind
her loom and crawls out as a spider.
ATHENA: Arachne, you will spend the rest of your life
weaving and living in your own web.
NARRATOR: Arachne was mean and boastful, so Athena
turned her into a spider. That’s why spiders are now called
arachnids. Arachne learned that bragging and too much pride
can lead to trouble.
THE END
DRAMA/MYTH
The cloth is mean and unkind.
Unit 6 • Drama/Myth135

Vocabulary
Use the sentences to talk with a partner about
each word. Then answer the questions.
alarmed
Jess was alarmed as she saw her basketball
bounce over the fence.
Describe how you would look if you were alarmed
by something.
anguishAndy felt anguish when he realized his bike
was missing.
What is another word that means the same
as anguish?
necessary
Food is necessary for all living things.
What other things are necessary for living things?
obsessed
Victor is obsessed with space and is saving
for a telescope.
Name something you are obsessed with.
possess
Dan and Meg possess a huge bunch of
colorful pencils.
Tell about something you possess.
RereadSHARED READ
Build Your Word List Look back at the list of interesting words you noted on
page 132. Choose one and use a word web to write more forms of the word.
Use an online or print dictionary to help you find more related words.
Sample answer: I would be shouting "oh no" and looking
upset.
Water, air, and shelter are necessary for living things.
Sample answer: I am obsessed with doing tricks on
my skateboard.
Sample answer: I possess a collection of rocks and fossils.
Sample answers: distress, misery, sorrow
136 Unit 6 • Drama/Myth

A root word is the simplest form of a word. It helps
you figure out the meaning of a related word.
FIND TEXT EVIDENCE
In “Athena and Arachne,” I see the word competition.
I think the root word of competition is compete.
I know compete means “to try to win” I think
competition is “a contest where people try to win.”
Root Words
reward
Mom made my favorite dinner as a
reward for passing my math test.
What reward would you like to get?
treasure
Lila found a real treasure at the
book sale.
Tell about a treasure you have.
wealth
We are counting our coins to see how much wealth we have.
What is another word for wealth?

DRAMA/MYTH
I am a much better
weaver than Athena,
and I’m sure I could
beat her in a weaving
competition!
Your Turn Find the root word. Then use it to
figure out the meaning of the word.
possessions, page 133

Sample answer: I would like a puppy as
a reward.
Sample answer: My treasure is a beautiful
shell I found at the beach.
Sample answers: money, riches, treasure
The root word of possession is
possess. I know possess means "to own." I think possession
means "a thing that is owned."
Unit 6 • Drama/Myth137

g
DIANA: Oh, Arachne! That cloth is so beautiful.
Arachne admires her cloth.
ARACHNE: I know. Many people want to possess
my cloth, but few can afford it. Only those with great
wealth can buy it.
DIANA: Yes, it’s true that people value your cloth. It
is one of their most valued possessions. Your weavings
are a real treasure. Some say that you learned your
weaving skill, or talent, from the goddess Athena.
ARACHNE: It was not necessary for me to learn from a
goddess. I was born with my talent. I am a much better
weaver than Athena, and I’m sure I could beat her in a
weaving competition!
Quick Tip
Read on to confirm, or
check your prediction.
If your prediction is
not correct, find text
evidence and revise it.
Make Predictions
Use details in the story to predict what happens next. Read on to
confirm, or check it. Correct your prediction if it is not right.
FIND TEXT EVIDENCE
You may have made a prediction about Arachne. What clues on page 133 helped you guess what might happen?
I predicted that Arachne and Athena would compete. I read that Arachne says she is a better weaver than
Athena and could beat her in a
contest. I will read on to confirm, or
check my prediction.
Your Turn What did you predict would happen when Athena went to see
Arachne? Reread page 134 to confirm your prediction. Write your
prediction here and the text evidence that supports it or changes it.
Page 133
SHARED READReread
COLLABORATE
Possible answer: Text evidence confirms my prediction. Athena tells Arachne that she will
compete with her.
138 Unit 6 • Drama/Myth

SCENE TWO
Mount Olympus, home of Athena. A messenger arrives.
MESSENGER: Goddess Athena! I have news from Athens.
The weaver Arachne says she can beatyou in a weaving
competition. She is obsessedobsessed with her skill and thinks she is
the best weaver in Greece!
ATHENA: I’ll show her who weaves the finest cloth! Her
obsession with weaving must end. Please get me my cloak.
Messenger hands Athena her cloak.
ATHENA: Arachne cannot talk about me that way! If she
refuses to apologize, I will make her pay for her boastful words.
Her anguishanguish will be great!
SCENE THREE
Arachne’s home. There is a knock at the door.
ARACHNE: Who’s there?
ATHENA: Just an old woman with a question.
Athena is hiding under her cloak. She enters the room.
ATHENA:Is it true that you challenged the goddess
Athena to a weaving competition?
ARACHNE: Yes, that’s right.Athena drops her cloak.
ATHENA: Well, I am Athena. I am here to compete with you!
DIANA: Arachne, please don’t! It is unwise to compete
with a goddess!
Arachne and Athena sit down at the empty looms and begin
Stage Directions and Dialogue
“Athena and Arachne” is a myth and a drama, or play. A myth tells
how something came to be. A drama
• tells a story through dialogue and is performed
• is separated into acts with different scenes and has stage directions
FIND TEXT EVIDENCE
I see that “Athena and Arachne” is a myth and a play. It is divided
into three scenes. The play uses dialogue and stage directions to tell
how spiders came to weave webs.
Scene
A scene is a part of a play. Scenes tell the story in time order.
Stage Directions
Stage directions tell what the characters do and how they move.
Dialogue
Dialogue is the words the characters speak.
Your Turn Find one example of dialogue
and stage directions in “Athena and
Arachne.” Write them here.

COLLABORATE
Page 134
DRAMA/MYTH
Readers to Writers
An act is a group of
scenes in a drama.
Writers use the act
to tell big parts of
the story, such as the
beginning, middle, and
end. When you write
a play, think about
how your scenes work
together to tell the
whole story.
Possible Answer: Stage direction: There is a knock at
the door. Dialogue: Who's there?
Unit 6 • Drama/Myth139

Theme
The theme of a story is the author’s message. Think about
what the characters do and say. This will help you infer, or figure
out, the theme.
FIND TEXT EVIDENCE
In “Athena and Arachne,” Arachne learns that bragging and too much pride can lead to trouble. This is the story’s theme. I can reread to find details that help me infer, or figure out, the theme.
Quick Tip
To distinguish, or tell
the difference, between
theme and topic,
remember that theme
is the author's message
and topic is the subject
of the story. The topic of
"Athena and Arachne" is
a weaving contest. The
theme is pride can lead
to trouble.
SHARED READ
Your TurnReread “Athena and Arachne.” List important details
about what Arachne says and does in your graphic organizer.
Be sure the details tell about the theme.
COLLABORATE
Detail
Arachne said that many people want to possess her cloth,
but few can afford it. Only those with great wealth can buy it.

Detail
Detail
Detail
Theme
Bragging and too much pride can lead to trouble.
Reread
140 Unit 6 • Drama/Myth

DRAMA/MYTH
Detail
Arachne said that many people want to possess her cloth, but
few can afford it. Only those with great wealth can buy it.
Detail
Detail
Detail
Theme
Bragging and too much pride can lead to trouble.
Diana says that if Athena is listening, Arachne will be in big trouble.
Athena is insulted and angered by the mean and unkind pictures Arachne wove into her cloth.
Athena gets angry at Arachne’s words and says she will make Arachne pay for her boastful words.
Unit 6 • Drama/Myth 141

SHARED READ
Respond to Reading
Talk about the prompt below. Think about the theme of the play.
Use your notes and graphic organizer.COLLABORATE
Reread
Quick Tip
As you write your
response, be sure to
check that you are
putting quotation marks
at the beginning and
at the end of the exact
words a person says.
Use commas to set off a
direct quotation.
For example, "Oh
Arachne!" said Diana.
"That cloth is so
beautiful."
Grammar Connections
How does the author use dialogue to help you understand the
conflict between Athena and Arachne?

Use these sentence
starters to talk about the
prompt.
In Scene One, I read that
Arachne . . .
Dialogue helps me
understand that . . .
At the end of the play . . .
The author uses dialogue to show Arachne bragging that “It was not necessary
for me to learn from a goddess.” Arachne continues to boast, “I am a much
better weaver than Athena, and I’m sure I could beat her in a weaving
competition.” Dialogue such as “I will make her pay for her boastful words.
Her anguish will be great!” also shows Athena displaying her wrath and plan to
punish Arachne.
142 Unit 6 • Drama/Myth

S
O
C
I A
L STU
D
I
E
S
RESEARCH AND INQUIRY
Using Information
One way to gather information is to ask questions. One way to
show that you understand information is to share it. A bar graph
is a special kind of picture. It helps you understand numbers and
information in a quick and easy way.
Look at the bar graph. What is the title?
What quality is the most important?
Create a Bar Graph With a partner,
make a bar graph about something that
is important to you. Use these steps.
1. Think of a question that has four
possible answers to ask classmates.
Write the question here.
2. Draw a bar graph and write a title.
Write the four answers along the bottom.
3. Ask 6 classmates your question. Tell them the
answer choices. Record their answers on your
bar graph. Discuss the results with your partner.
After you finish, you will share them with the class.
COLLABORATE
Integrate
Quick Tip
Think about what's
important to you and
your classmates. Is it
taking care of your
pets? Spending time
with friends and family?
Eating healthful snacks?
Pick one topic and find
out what others think is
important.
Qualities of a Good Friend
Importance
Qualities
5
4
3
2
1
0
Honest Fun Kind Talkative
Qualities of a Good Friend
Being kind
Unit 6 • Drama/Myth143

RereadANCHOR TEXT
Literature Anthology:
pages 476–489
King Midas and the Golden Touch
How does the author help you visualize how much King
Midas loves gold?
Talk About It Reread pages 478 and 479 and look at the illustration.
With a partner, talk about what King Midas does.
Cite Text Evidence What words, phrases, and images help to show
how King Midas feels about gold? Write text evidence in the web.
COLLABORATE
Look for text evidence
that shows characters'
words and actions. Then
draw a conclusion about
how much King Midas
loves gold.
Write I can picture how much Midas loves gold because the author

Synthesize Information
describes King Midas counting his gold and says he loves it. King Midas’s daughter
thinks that he spends more time with his gold than with her.
King Midas
smiling as he
counts his gold
“So much gold.
So much wealth.
I love it!”
King Midas locks
his gold up.
Midas seems to
love gold more than
anything.
Marigold thinks
her father spends more
time with his gold than
he does with her.
What I
Visualize
144 Unit 6 • Drama/Myth

DRAMA/MYTH
How does the author show that King Midas is not just
interested in gold?
Talk About It Reread page 482. Talk with a partner about the gift
that King Midas gives Marigold.
Cite Text Evidence What clues help you see that King Midas is
interested in more than his money? Write text evidence in the chart.
COLLABORATE
Write The author shows that King Midas cares about other things by
Evaluate Information
Read the text carefully
to look for evidence
that shows King Midas's
words and actions.
Determine how the
evidence shows that
King Midas is interested
in more than just gold.
Quick Tip
I can use these sentence starters when we talk about King Midas.
The author describes
how King Midas . . .
This tells me that he
feels . . .
Clue
Clue
Clue
What It Shows
using words and phrases that describe his words and actions. The king gives Marigold
a rose before he leaves. Then he helps a traveler who fell off his horse and is hurt.
He gives his daughter a rose before he leaves.
He helps an injured traveler.
He tells his daughter that he has only one Marigold.
King Midas is caring and kind.
Unit 6 • Drama/Myth145

Illustration: Gail Armstrong
Write I know that something might happen to Marigold because
How does the author show that something might happen
to Marigold later in the story?
Talk About It Reread page 485. Talk with a partner about what
happens to the stone and the rose.
Cite Text Evidence What clues show that something might happen
to Marigold? Write text evidence.
COLLABORATE
Make Inferences
Think about what you
already know and the
author's words and
phrases. Then make an
inference about what
might happen between
Marigold and her father
later in the story.
First
Next
Then
Clue
Clue
Clue
RereadANCHOR TEXT
King Midas picks a rose, and it also turns to gold.
Marigold says that the rose “doesn’t smell sweet.”
King Midas picks up a rock and it turns to gold.
the author shows that both the stone and rose turn to gold. This makes me think
that when he touches Marigold, she will turn to gold, too, losing the traits that
make her special.
146 Unit 6 • Drama/Myth

Respond to Reading
Answer the prompt below. Think about how the author’s
words and phrases develop the play’s theme. Use your notes
and graphic organizer.
COLLABORATE
Quick Tip
Use these sentence
starters to talk about
the theme of the play.
The author uses sensory
language to describe
how King Midas . . .
She also compares . . .
This helps me
understand the theme
because . . .
Self-Selected
Reading
Choose a text. In your
writer's notebook,
write the title, author,
and genre of the book.
As you read, make a
connection to ideas in
other texts you have
read or to a personal
experience. Write your
ideas in your notebook.
How does the author help you understand the theme of this play?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
DRAMA/MYTH
The author starts the play by showing King Midas counting his gold. Marigold
says he spends more time with his gold than with her. He says that there is only
one Marigold, but he is focused on gold. The author shows that gold is not
as special as living things by showing that the gold rose does not smell sweet
anymore. The author also uses words like “precious” at the end to show King
Midas understands that Marigold is more important than gold. The author also
has King Midas call himself “foolish,” showing that he has changed.
Unit 6 • Dr ama/Myth 147

PAIRED SELECTION
Reread and use the prompts to take
notes in the text.
Underline phrases in paragraph 1 that show
how much Carlos wanted a puppy. Circle
clues that show how he feels when Mama
gives him his present. Write text evidence
here:
_____________________________________
_____________________________________
_____________________________________
COLLABORATE
Reread paragraph 4. Talk with a partner
about what Carlos does. Draw a box
around two phrases that show how Carlos
feels about learning to care for a dog.
Carlos wanted a puppy in the worst way.
He dreamed about puppies—big ones, little
ones, spotted ones, frisky ones. Now it was
his birthday, and Carlos had one thing on his
mind. A puppy! When Mama handed him a
flat, square box, Carlos almost started to cry.
It was a book about caring for dogs.
Papa smiled, “You need to learn how to care
for a puppy before you get one.”
Carlos read the book that night. He found a
photograph of the exact kind of bulldog puppy
that he craved. He eagerly showed Mama
the next morning.
1
2
3
4
Carlos’s Gift
_________
_________
COLLABORAT
Reread
about w
around
ffffffeels ab
f the exact kind of bulldog puppy
d. He eagerly showed Mama
ning.
Reread
Carlos wants a puppy so much that he dreams about
puppies, but when his mom gives him a present that is
not a puppy, he almost cries.
148 Unit 6 • Drama/Myth
Literature Anthology:
pages 492–495

Carlos started working at the shelter on
Saturday. His assignment was sweeping.
Afterwards, the dogs scampered out to play.
One dog named Pepper had a funny curly tail
that never stopped wagging. She was fully
grown but as playful as a puppy. When Pepper
leaped in the pile of stick and leaves that
Carlos had just swept up, he laughed.
Carlos went to the shelter every weekend.
He began to treasure his time with the dogs,
especially Pepper. One day Carlos asked why
Pepper was still at the shelter.
Miss Jones sighed, “We’ve had trouble
finding a home for Pepper. Most people don’t
want such an energetic dog.”
Carlos suddenly realized he didn’t want a
bulldog puppy. He wanted Pepper. “I wish I
could buy her,” he replied.
1
2
3
4
In paragraph 1, draw a box around
words and phrases that describe Pepper.
Underline the text evidence in paragraph
3 that tells why Pepper has not found a
home. Write it here:
____________________________________
____________________________________
COLLABORATE
Reread the rest of the excerpt. Talk with a
partner about what Miss Jones and Carlos
say about Pepper. Circle text evidence to
support your discussion.
Most people don’t want such an energetic dog.
Unit 6 • Drama/Myth 149

Write I know how Carlos feels about Pepper because the author uses
dialogue to
How does the author use dialogue to show how Carlos
feels about Pepper?
Talk About It Reread paragraphs 2–4 on page 493. Talk with a
partner about how Carlos reacts to what Miss Jones says.
Cite Text Evidence What does Carlos think and say about Pepper?
Write text evidence in the chart.
COLLABORATE
Text Evidence How Carlos Feels
RereadPAIRED SELECTION
Read the dialogue
carefully to make an
inference about how
Carlos feels.
Make Inferences
He began to treasure his time with
the dogs, especially Pepper.
Carlos has come to love Pepper and
wants to adopt her for himself.
Miss Jones sighed, “We’ve had
trouble finding a home for Pepper."
Carlos suddenly realized he didn’t
want a bulldog puppy. He wanted
Pepper.
show that Miss Jones gives Carlos a reason to think about taking
Pepper home.
150 Unit 6 • Drama/Myth

Problem and Solution
Writers organize information in ways to help the reader understand
their writing. One way to organize the text is by problem and
solution. The writer introduces a problem. Then shows how the
problem is solved.
FIND TEXT EVIDENCE
In paragraph 3 on page 494 of “Carlos’s Gift” in the Literature
Anthology the author uses the phrase “We’ve had trouble.” This
shows that there is a problem. By telling us about the problem, the
author helps us know to look for a solution.
Miss Jones sighed, “We’ve had trouble finding a home for
Pepper. Most people don’t want such an energetic dog.”
Your Turn Reread the first two paragraphs on page 495.
• How does the author use dialogue to help you understand what
Carlos must do to solve the problem?
• How do you know how Carlos feels?
COLLABORATE
Readers to Writers
Organize your writing
by problem and solution
to show your readers
how a character solves
a problem or overcomes
an obstacle.
The author describes how Carlos
ran all the way to the shelter. Carlos is excited to get Pepper.
I read that Miss Jones said that
Carlos must adopt Pepper. She tells what Carlos must do.
Unit 6 • Drama/Myth 151

MAKE CONNECTIONSIntegrate
asiseeit/E+/Getty Images
You can tell what
someone thinks is
important by looking
at their actions. Look
at what Chloe is doing
to understand what she
thinks is important.
How does the photographer of the picture below show
what is important? How is this the same as what the
authors do in King Midas and the Golden Touch and
“Carlos’s Gift”?
Talk About It Look at the photograph and read the caption. Talk
with a partner about what you see happening in the photograph.
Cite Text Evidence Circle clues that show how Chloe is helping.
Underline the words in the caption that tell what Chloe is doing.
Draw a box around the part of the
photograph that helps you know how Chloe
feels.
Write The photographer shows what’s
important by
COLLABORATE
Quick Tip
Chloe is always busy, but she volunteers at the food
bank every week.
Text Connections
showing how one girl takes time
to help others get food and other things they need.
King Midas took time from his trip to help the
injured stranger, and Carlos helped the puppies by
volunteering his time.
152 Unit 6 • Drama/Myth

IntegrateRESEARCH AND INQUIRY
S
O
C
I A
L STU
D
I
E
S
Present Your Work
Decide how you will present your information to the class.
Create an online presentation or a digital poster. Use the
checklist to help you improve your presentation.
COLLABORATE
Before I present, I will review the information to make sure I understand it. Then I will explain my bar graph and what it means.
I think my presentation was .
I know because
I will review my
information.
I will practice my
presentation.
I will speak clearly.
I will point to the
information in the
graph.
I will discuss what I
learned.
Presenting Checklist
Word processors and
spreadsheet programs
allow you to insert a
bar graph and display
your information. Look
for Menu options
labeled Charts.
Tech Tip
What Makes a Healthy Lunch?
Importance
Qualities
5
4
3
2
1
0
Fruit Veggies Sandwich Milk
Unit 6 • Drama/Myth 153

Essential Question
What makes you laugh?
Talk About It
t makeeees you la
154 Unit 6 • Poetry

S
C
IENC
E
Bob Elsdale/The Image Bank/Getty Images
What Is Funny
Lots of things make you laugh—jokes, funny stories, silly pictures.
Having a good sense of humor is important. Laughing makes you feel
good. Laughing helps you share feelings with friends.
Just look at these pink pigs. Talk about what you think is humorous
about them. Then write what makes you laugh in the word web.
COLLABORATE
BLAST
BACK!
Go online to my.mheducation.com and read the "The Best
Medicine" Blast. Think about how you feel when you laugh. Then
blast back your response.
riddles and jokes
making silly faces funny animals
tongue twisters
Unit 6 • Poetry 155

What makes you laugh?
Read two poems about
funny events.
We roughed it at Old Piney Park, With tents and hot dogs after dark.
I’d barely yawned and gone to sleep,
When I felt something creep, creep, creep.
A slimy something crawled on me,
Across my toe, up to my knee.
Essential Question
TAKE NOTES
Preview the poems and the illustrations. Set a purpose for reading. What would you like to find out as you read?
As you read, make note of:
Interesting Words:

Key Details:
SHARED READ
156 Unit 6 • Poetry
We roughed it at Old PinneyParkneyPark

Daryll Collins
FIND TEXT EVIDENCE
Page 156
Stanzas
How many lines does the first
stanza have?

Page 156
Rhyme
Circle words that rhyme in the
second stanza. Write two words
that rhyme in the third stanza.

Page 157
Point of View
What does the narrator think when he finds out what was crawling on him?

Underline text evidence.
Read
Ridiculous! Hard to believe,
That creature slithered up my sleeve.
It was not humorous or fun.
I hollered “Rattlesnake! Let’s run!”
We all jumped up and stomped around,
Our tent collapsed flat on the ground.
Ten flashlights clicked on to reveal,
That creepy crawly by my heel.
I blushed bright red, “Oops, I was wrong.”
Snake?
No, a lizard—one-inch long.
— Constance Andrea Keremes
POETRY
Author's Craft
How does the poet help you see how the narrator feels?
Reread
two lines
me knee
He's embarrassed.
Unit 6 • Poetry 157

FIND TEXT EVIDENCE
Page 158
Point of View
How does the narrator feel
about bubble gum?
Draw a box around the text
evidence.
Page 158
Idioms
Underline two idioms in the
fourth stanza. Write what they
mean here.
Read
SHARED READ
I bought a pack of bubble gum,
As I do every week,
Unwrapping 10 or 20 sticks,
I popped them in my cheek.
I started masticating,
That’s a fancy word for chew,
The gum became a juicy gob,
I took a breath and blew.
I suddenly inflated,
Puffing up like a balloon,
I was a giant bubble,
Big and round as a full moon.
My father hit the ceiling,
He was really in a stew,
He hollered, “Stop! Don’t go!”
As out the door I flew.
Author's Craft
How does the poet help you
understand what inflated means?
Reread
The narrator really likes bubble gum.
They both mean that the girl's father is
upset and angry.
158Unit 6 • Poetry

(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark Daryll Collins
FIND TEXT EVIDENCE
Page 159
Point of View
How do the neighbors feel about
the narrator's adventure? Draw
a box around the text evidence.

Page 159
Idioms
Underline the idiom in the third
stanza. Write what it means.

Read
Which poem has the funniest events or characters?
The neighbors’ eyes were popping.
They dropped everything to see.
I was the entertainment of the day.
Forget about TV.
If you like bubble gum, beware—
Chew just one stick a day,
Or you’ll become a bubble, too
And float up Up AWAY!
I saw my friends below me,
And let loose a mighty roar.
WHOOSH!
All my air blew out,
And I was just a kid once more.
— Diana Kent
Author's Craft
How does the narrator help you
understand how she feels at the
end of the poem?
Make Connections
POETRY
Reread
Fluency
With a partner, choral read the last two stanzas on page 158. Follow the punctuation to show your excitement.
The neighbors are entertained.
The girl shouted and yelled.
Unit 6 • Poetry159

Vocabulary
Use the sentences to talk with a partner about
each word. Then answer the questions.
entertainment
Grandpa and Devon think playing chess is great entertainment.
What do you like to do for entertainment?

humorous
Evan couldn’t stop laughing at Nick’s humorous
story.
Describe a humorous time when you couldn't stop
laughing.

ridiculous
Jess wore a ridiculous clown nose and made his
friends giggle.
What’s another word for ridiculous?

slithered
The long, thin snake slithered across the floor.
What does slithered mean?

Poetry Words
narrative poem
My favorite narrative poem tells about Paul
Revere’s ride.
What story would you tell in a narrative poem?

rhyme
The words moon and spoon rhyme because they
end in the same sound.
Write two words that rhyme with moon and spoon.

RereadSHARED READ
Sample answer: I like to ride my skateboard for
entertainment.
Sample answer: My brother told a humorous joke at dinner,
and I laughed so hard milk came out of my nose!
Sample answers: noon, loon, soon, balloon, cartoon,
raccoon, dune, June, tune
Sample answer: I would tell the story of the first
Thanksgiving in a narrative poem.
Sample answer: silly
Sample answer: to slide from side to side
160 Unit 6 • Poetry

rhythm
Ben’s poem has a rhythm that sounds
like a drumbeat.
Why might a poet include rhythm in a
poem?
stanzaEach stanza in Maggie’s poem has
five lines.
How can you tell how many stanzas a
poem has?
POETRY
Build Your Word List Reread
the fourth stanza on page 157.
Draw a box around the word
reveal. In your writer’s notebook,
make a list of synonyms and a
list of antonyms for reveal. Use a
thesaurus to help you add to
each list.
An idiom is a group of words that means something different from the usual meaning of each word in it. The phrase lend a hand is an
idiom. It doesn’t mean “to give someone your
hand.” It means “to help someone do something.”
FIND TEXT EVIDENCE
On page 156 of “The Camping Trip,” the phrase roughed it is an idiom. I can use clues to figure
out that it means “to live without the usual
comforts of home.”
Your Turn Figure out the meaning of this idiom.
eyes were popping, page 159

Idioms
We roughed it at Old Piney Park,
With tents and hot dogs after dark.
A poet might include rhythm to make the
poem more musical and interesting.
A poet leaves breaks in a poem to indicate the
stanzas.
eyes were wide in surprise or shock
Unit 6 • Poetry161

I bought a pack of bubble gum,
As I do every week,
Unwrapping 10 or 20 sticks,
I popped them in my cheek.
I started masticating,
That’s a fancy word for chew,
The gum became ajuicygob,
I took a breath and blew.
Page 158
In the second and fourth lines of the poem,
the words week and cheek rhyme. I clapped
my hands to find the rhythm. I like the way
the poem has a pattern of sounds that repeat
themselves.
Rhythm and Rhyme
Poets use rhythm and rhyme to make a poem interesting to listen to and fun to read.
FIND TEXT EVIDENCE
Reread the poem “Bubble Gum” on pages 158–159 aloud. Listen for words that rhyme. Clap your hands as you read the poem to follow the poem’s rhythm.
Your Turn Reread “The Camping
Trip” on pages 156–157 to find more
examples of rhythm and rhyme.
LITERARY ELEMENTS
COLLABORATE
Quick Tip
Read poems aloud
slowly and clap for each
syllable to listen for the
rhythm. Pause at the
end of each line before
moving on to the next.
Listen for rhymes at the
end of lines and in the
middle of lines.
Rhymes: park/dark, sleep/creep, me/knee,
believe/sleeve, fun/run, around/ground,
reveal/heel, wrong/long. Rhythm: Each line
has eight syllables.
162Unit 6 • Poetry

I bought a pack of bubble gum,
As I do every week,
Unwrapping 10 or 20 sticks,
I poppe d them in my cheek.
I started masticating,
That’s a fancy word for chew,
The gum became a juicy gob,
I took a breath and blew.
I suddenly inflated,
Pu ffing up like a balloon,
I was a giant bubble,
Big and round as a full moon.
My father hit the ceiling,
He was rea lly in a stew,
He hollered, “Stop! Don’t go!”
As out the door I flew.
Page 158
This is a stanza. It is a group of lines. There are
four stanzas on this page.
The poem describes a series of events. It tells a
story.
Stanzas and Events
Narrative poetry tells a story. It can have any number of lines
and stanzas.
A stanza is a group of lines that form part of a poem. It often has
rhyme and rhythm.
FIND TEXT EVIDENCE
I can tell that “Bubble Gum” is a narrative poem. It tells a story. It also has stanzas. Each stanza has four lines. The second and fourth lines rhyme.
Your Turn Reread the poem “The
Camping Trip.” Explain why it is a
narrative poem. Tell how many stanzas
are in it. Write your answer below.

COLLABORATE
POETRY
“The Camping Trip” is a narrative poem
because it tells a story. There are eight
stanzas in the poem.
Unit 6 • Poetry163
Readers to Writers
Look at the series of
events in “Bubble Gum.”
What happens at the
beginning of the poem?
What happens at the
end?
When you write, think
about what will happen
first, next, and last in
your poem.

Daryll Collins
Point of View
Point of view in a poem is what the narrator thinks about an event,
a thing, or a person. Look for details in the poem that show the
narrator’s point of view.
FIND TEXT EVIDENCE
In “The Camping Trip,” I read that the narrator feels something creeping on him. He calls it slimy. He says it slithered. The details tell me he is either afraid of or dislikes small, creepy crawly things. This is the narrator’s point of view.
SHARED READReread
Details
"A slimy something crawled on me,”
Point of View
Your TurnReread “The Camping Trip.” Find more details about how the narrator feels
about the creepy creature. Write them in the graphic organizer. Then write the narrator’s
point of view. Do you agree with his point of view? Explain in the bottom box.
COLLABORATE
164Unit 6 • Poetry
Quick Tip
Poets use strong words
and phrases when
characters or narrators
feel strongly about
something. Look for
strong sensory details
to help identify point
of view.

POETRY
Details
Point of View
“that creature slithered up my sleeve.”
“It was not humorous or fun."
“Let’s run!”
The narrator is afraid of creepy, crawly creatures.
Unit 6 • Poetry165

SHARED READ
Respond to Reading
Talk about the prompt below. Think about how the characters in the
poems feel. Use your notes and graphic organizer.COLLABORATE
Reread
How do the poets help you understand how the narrator in each poem feels?

Quick Tip
Use these sentence
starters to talk about
the prompt.
The poets use …
This helps me understand
that …
As you write your
response, be sure to
put direct quotes from
the poem in quotation
marks.
Grammar Connections
In "The Camping Trip," the poet describes the narrator's feelings about having
something slimy crawl on him. He uses the narrator's words, "Oops, I was
wrong." to show the narrator's feeling of embarrassment. In "Bubble Gum,"
the poet describes the father's and neighbors' actions using idioms to show
their feelings. The narrator’s father was “in a stew,” which means he was very
upset. He also “hollered,” showing that he was alarmed. The neighbors' had
“eyes popping out” in surprise and “dropped everything” to show that they were
interested and excited. The narrator starts out liking bubble gum so much that
she starts chewing 10–20 sticks at once. By the end she is warning others to
chew only one stick a day.
166 Unit 6 • Poetry

RESEARCH AND INQUIRY
Hyperbole
A tall tale is a story that has larger-than-life characters, including a
hero. It tells about an event that couldn’t happen in real life. Writers
use hyperbole to make their tall tales humorous, or funny.
A hyperbole is an obvious exaggeration. For example
• Jake had a ton of homework to do
• Julia was so strong she could lift a house
Read this paragraph. Circle one hyperbole. Write one on the lines.

Write a Tall Tale With a partner, read two or three tall tales. Then
write a short tall tale. Remember to
1. make your hero stronger, braver, or more clever than the other
characters
2. choose fun and exciting words and phrases to describe events that
could not really happen
3. use at least two examples of hyperbole
Share your tall tale with your partner.
Integrate
Once, in Florida, a baby girl was born. That night was so windy that
all the mountains blew away. Well, some of that wind must have blown
into that baby girl. From the time she was knee-high to a tadpole, she
could control the wind with her breath alone.
Quick Tip
Tall tales are fun to read.
Johnny Appleseed, Paul
Bunyan, Pecos Bill, and
Windy Gale are a few
examples of heroes in
tall tales. Look on pages
434 and 435 in the
Literature Anthology to
read “Windy Gale and
the Great Hurricane.”
Unit 6 • Poetry167

Literature Anthology:
pages 496–498
Ollie’s Escape
How does the poet use words and phrases to make the
poem funny?
Talk About It Reread page 497. Look at the illustration. Talk with a
partner about what makes this poem funny.
Cite Text Evidence What words and phrases make the poem funny?
Write text evidence in the chart.
COLLABORATE
Text Evidence How It Helps
Write The poet uses words and phrases to make the poem funny by
RereadANCHOR TEXT
Poets often use words
based on their sounds
more than their
meaning. You can infer
what the poet means by
looking at the context.
What inference can
you make about the
meaning of "squiggled"
as it is used in the
poem?
Make Inferences
He wiggled his way toward the
teacher, who jumped on her desk
with a scream. Faster and faster, he
squiggled right past her. Old Ollie was
picking up steam!
The poet paints a picture of the
action, which would be funny to see.
The rhyming words are funny too:
“faster and faster he squiggled right
past her.”
showing how the teachers and students react to the snake. The descriptive and
rhyming words help me visualize what is happening in the poem.
168 Unit 6 • Poetry

Idiom What I Visualize
How does the poet use idioms to help you visualize the
characters’ actions?
Talk About It Reread pages 497–498. Talk with a partner about
what Principal Poole does when he sees Ollie.
Cite Text Evidence What words and phrases help you visualize the
characters’ actions? Write text evidence in the chart.
COLLABORATE
Write The author uses idioms to describe the characters’ actions to
POETRY
Quick Tip
Use clues nearby to
figure out the meaning
of an idiom.
“picking up steam”
“on the run”
moving faster and faster
escaping, fleeing
help the reader visualize the characters’ actions that are happening in the poem.
Unit 6 • Poetry169

Respond to Reading
Answer the prompt below. Think about how the poet helps you
understand the characters’ feelings and points of view. Use your
notes and graphic organizer.
COLLABORATE
How does the poet use words and phrases to help you understand how the characters in the poem feel about Ollie?

Quick Tip
Use these sentence
starters to talk about
how the characters feel
about Ollie.
The poet uses sensory
language to…
His words and phrases
help me visualize…
This helps me see…
Choose a poem. In your
writer's notebook, write
the title and author of
the book. As you read,
make a connection to
ideas in other poems
you have read or to a
personal experience.
Write your ideas in your
notebook.
Self-Selected
Reading
RereadANCHOR TEXT
The poet describes actions such as the teacher “who jumped on her desk with a
scream” and “teachers jumped out of his way.” The students "ran for the closet"
until Ollie left the room. The principal also "decided to scoot." These actions
help me understand that the characters are afraid of Ollie. The narrator then
says, “we, of course, thought it was fun,” showing that the students at a safe
distance enjoyed watching Ollie's adventure.
170 Unit 6 • Poetry

Literature Anthology:
pages 500–501
The Gentleman Bookworm
How does the illustration help you understand the
details in the poem?
Talk About It Look at the illustration on pages 500 and 501.
Talk with a partner about what the bookworms are doing.
Cite Text Evidence What clues in the illustration help you
understand what the bookworms are doing? Write them in
the chart.
COLLABORATE
Write The poet uses the illustration to
_________________________________________________________
_________________________________________________________
Illustration Clues How It Helps
PAIRED SELECTION
Use the illustration to
help you understand
the title of the poem.
Look closely at the
details about the main
character and what he
does to understand why
the poet calls him a
gentleman.
Synthesize Information
One bookworm has a book in
her mouth and is biting it with
her teeth.
The other bookworm is eating
a book with a spoon and fork.
He has a glass of letters as
well.
I can see that the bookworms
are acting like humans having
dinner.
show the bookworms are acting like
people. The illustration adds to the humor in the poem.
Unit 6 • Poetry171

Text Evidence What I Visualize
How does the poet use personification to help you visualize
what the bookworms are doing?
Talk About It With a partner, reread page 501. Talk about what the
bookworms are doing that people usually do.
Cite Text Evidence What words and phrases describe things that
people do? Write text evidence and tell how it helps you visualize.
COLLABORATE
Write The poet uses personification in the poem by
Quick Tip
Take turns reading the
poem aloud with a
partner as the other acts
out what the poem says.
Miming the actions will
help you visualize what
the text is describing.
RereadPAIRED SELECTION
I visualize several bookworms
seated at a dining table having
a dinner party where books and
pages are on the plates instead
of the foods I might eat.
A guest bookworm asks “When do
we eat?” The host bookworm offers
a bowl of verses and gives a toast.
The worm waves her napkin.
having the worms
talk, use bowls and napkins, and give toasts.
172 Unit 6 • Poetry

Word Choice
Writers use word choice to create silly mental images to add humor
to their writing. They may describe something as bigger, better,
or worse than it actually is. They may also describe something
impossible in order to create a funny mental image.
FIND TEXT EVIDENCE
On page 501 of “The Gentleman Bookworm” in the Literature
Anthology, the poet has the Gentleman Bookworm use the French
expression “bon appétit,” which is a way to wish that a guest enjoys
the meal. By having a worm use an expression like this, the poet
creates a mental image that is funny because it is something a
gentleman would say, but a bookworm never could.
“Ah, bon appétit!”
Cried the Gentleman Bookworm. “A toast!”
Your Turn Reread page 501.
• What are two more silly mental images that the poet includes?
• How do these mental images make the poem funny?
COLLABORATE
Readers to Writers
If you want your readers
to laugh when they read
what you write, choose
descriptions that create
silly mental images. Use
comparisons that would
be impossible in real life.
A guest describes the books as "sinfully rich and delicious," which sounds like a rich dessert.
The Gentleman Bookworm advises chewing slowly. A guest waves a tiny napkin.
They make worms sound like they are part of a fancy dinner party.
Unit 6 • Poetry173

Compassionate Eye Foundation/Stockbyte/Getty Images.
How is the way poet Henry Leigh makes you feel
similar to how the poets of “Ollie’s Escape” and
“The Gentleman Bookworm” make you feel?
Talk About It Read the excerpt from “The Twins.” Talk
with a partner about what is funny about the poem.
Cite Text Evidence Circle the words in the
poem that rhyme. Underline what phrases are
funny. Think about how the poet creates the
tone or mood. Now think about how the other
poems you read this week make you feel.
Write All three poets
COLLABORATE From
“The Twins”
In form and feature, face and limb,
I grew so like my brother,
That folks got taking me for him,
And each for one another.
It puzzled all our kith and kin,
It reach’d an awful pitch;
For one of us was born a twin,
Yet not a soul knew which.
One day (to make the matter worse),
Before our names were fix’d,
As we were being washʼd by nurse
We got completely mix’d.
— Henry Leigh
Quick Tip
Read the poem aloud
to a partner, paying
attention to which parts
are fun to read.
MAKE CONNECTIONSIntegrate
Text Connections
use rhyme and rhythm to
create a funny tone.
174 Unit 6 • Poetry

Page 157
Phrasing and Expression
Think about the tone of a poem when you read it aloud. Look at the
punctuation and how the lines break. This is the poem’s phrasing, or
how words are organized. Understanding a poem’s phrasing will help
you to read with expression, or feeling.
Ten flashlights clicked on to reveal,
That creepy crawly by my heel.
I blushed bright red, “Oops, I was wrong.”
Snake?
No, a lizard—one-inch long.
The tone here is
suspenseful and can be
read in a mysterious voice.
The commas, question
mark, and dash slow this
part down by adding
pauses.
Your Turn Turn to pages 158 and 159. Take turns reading “Bubble
Gum” aloud with a partner. Think about the feelings being expressed,
such as surprise. Express these feelings as you read the poem.
Afterward, think about how you did. Complete these sentences.
I remembered to
Next time I will

COLLABORATE
POETRYFLUENCY
Quick Tip
A humorous poem may
include funny words or
exaggerated reactions.
As you read aloud, use
exaggerated expressions
during these parts to
make the poem funny
for your listeners.
Accept all possible answers.
Accept all possible answers.
Unit 6 • Poetry 175

WRITING
Expert Model
Features of a Narrative Poem
Literature Anthology:
pages 496–498
Analyze an Expert Model Reread “Ollie’s Escape” on pages 496–498
in the Literature Anthology. Use text evidence to answer the
questions.
1 How does David Crawley use the lines and stanzas of his poem
to tell a story?
2 How does the poet help you visualize the main character, Ollie,
in his poem?
A narrative poem is a kind of poetry. A narrative poem
• tells a story
• can have any number of lines and stanzas
• has rhythm and rhyme
Writers use prepositions
such as before, after, or
under to describe a
location of time or place.
For example, David
Crawley says, “He
wiggled his way toward
the teacher who jumped
on her desk with a
scream.” The words
toward and on describe
the location of Ollie and
the teacher.
Word Wise
He tells the events that happened in order from beginning to end. He uses rhyming
words to describe the excitement of the events.
The poet describes Ollie as a really big snake that moves fast. He is excited when
he chases the teacher and the principal. He is exhausted at the end of the story.
176 Unit 6 • Poetry

POETRY
Plan: Choose Your Topic
Brainstorm With a partner, think of a funny story that makes you
laugh. It might be from a family trip, a time with friends at school,
or a silly made-up tale. Use the sentence starters below to talk about
your ideas.
Something that makes me laugh is . . .
This story makes me laugh because . . .
Writing Prompt Choose one of your story ideas to write a
narrative poem.
I will write a poem about .
Purpose and Audience Think about your purpose for writing and
who will read it.
How will you make your readers laugh as they read your poem?
Plan Think about what happens in your story. Why do these events
make you laugh? Who was there? Write three questions and answer
them in your writer’s notebook.
COLLABORATE
Quick Tip
A narrative poem tells a
story in poetry form. The
poem should have a
beginning, middle, and
end, just like any other
story. As you plan your
poem, ask yourself:
What are the funny
parts of my story that
I want readers to
remember?
Unit 6 • Poetry177

WRITING
Plan: Ideas
Ideas Poets plan story ideas, such as characters and events, before
they begin to write. They consider how the ideas can be organized
into stanzas to tell the story.
Let's look at an expert model. Reread the beginning of “The
Camping Trip.”
We roughed it at Old Piney Park,
With tents and hot dogs after dark.
I’d barely yawned and gone to sleep,
When I felt something creep, creep, creep.
Think about the events described. Now reread the stanza and circle
three things that happened at the beginning of the poem.
Think about your funny story. Talk with a partner about what
happened. Use these sentence starters to plan the events:
The first thing that happened is . . .
Next . . .
Then . . .
Chart In your writer's notebook, draw a Sequence chart. Fill in the
chart to plan your writing. Be sure to write the events of your story
in order.
COLLABORATE
First
Next
Then
Last
Quick Tip
Remember that writers
must think of ideas
and put their ideas in a
particular order. Using
the words first, next,
then, and last will help
a writer describe the
sequence of events.
178
Unit 6 • Poetry

POETRY
Draft
Rhythm and Rhyme Poets use rhythm and rhyme to give their poems
a musical beat and tell a story in a fun and rhythmic way. Reread
the first stanza of “The Gentleman Bookworm,” on page 500 in the
Literature Anthology. Use text evidence to answer the question.
How does J. Patrick Lewis use rhyming words to create a pattern?
_________________________________________________________
_________________________________________________________

Now use the first stanza on page 500 as a model to write what
happens first in your narrative poem. Use rhyming words and rhythm
to create a pattern.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Write a Draft
Look over your Sequence chart. Use it to help you
write your draft in your writer's notebook. Remember to use your
story ideas, as well as rhythm and rhyme.
COLLABORATE
Rhyming words sound the
same, but they do not
always look the same.
Words with different
spellings can still have
the same sound. Look at
these examples from the
poem: Web, said; eat,
bon appétit; rhyme, time.
Word Wise
The 2nd and 5th lines in each stanza rhyme. The 3rd and 4th lines also rhyme.
Unit 6 • Poetry179

WRITING
Potapova Valeriya/Getty Images
Revise
Figurative Language Poets use figurative language, such as similes
and onomatopoeia, to make their poems more fun to read. A simile
compares two things using the words like or as. Onomatopoeia is
using words that sound like what they mean.
Read these lines from a poem below. Then revise them so that they
are more fun to read. Add figurative language.
_________________________________________________________
_________________________________________________________
_______________________________________________
_________________________________________________________
Revise
Revise your draft. Check that the events are in the order they
happened. Be sure you use figurative language and humor.
The carnival came when I was ten,
I went two times then went home.
The rides were loud,
I had so much fun.
Quick Tip
Some examples of
onomatopoeia are buzz,
gobble, and woof. Poets
use onomatopoeia to
make their poems sound
fun to read.
180 Unit 6 • Poetry

POETRY
Peer Conferences
Review a Draft Listen carefully as a partner reads his or her draft
aloud. Tell what you like about the draft. Use these sentence starters
to help you discuss your partner's draft.
COLLABORATE
I like this part of the poem because . . .
You can use rhyme and rhythm here to . . .
Try using figurative language to describe . . .
I have a question about . . .
Partner Feedback After you take turns giving each other feedback,
write one of the suggestions from your partner that you will use in
your revision.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Revision
After you finish your peer conference, use the Revising
Checklist to help you make your narrative poem better. Remember
to use the rubric on page 183 to help you with your revision.
When you write your
draft on a computer, you
have the ability to move
your lines easily. By
using the cut and paste
feature, you can put
scrambled story events
into sequential order.
Tech Tip
Are my ideas clearly
presented and are
they funny?
Does my poem have
a beginning, middle,
and end?
Are there patterns of
rhyme and rhythm in
my poem?
Did I include different
types of figurative
language?
Revising Checklist
Unit 6 • Poetry181

Editing Checklist
Edit and Proofread
After you revise your narrative poem, proofread it to find any
mistakes in grammar, spelling, and punctuation. Read your draft
at least three times. This will help you catch any mistakes. Use the
checklist below to edit your poem.
List two mistakes that you found as you proofread your narrative poem.
Do all lines begin with a capital letter?
Is there a line break between stanzas?
Are prepositions used to describe a location of time or place?
Are all words spelled correctly?
WRITING
When you proofread
your draft for mistakes,
remember that each
line of a poem is not
necessarily the end of
a sentence. Poets often
use a capital letter at
the beginning of each
line even if it is in the
middle of a sentence.
Read carefully and use
punctuation marks to
express pauses and
emotions.
Grammar Connections
Accept all possible answers.
Accept all possible answers.
182 Unit 6 • Poetry

Publish, Present, and Evaluate
Publishing When you publish your writing, you create a neat final
copy that is free of mistakes. Write legibly in print or cursive, or type
your final copy on a computer.
Presentation When you are ready to present, practice your
presentation. Use the presenting checklist.
Evaluate After you publish, use the rubric to evaluate it.
4321
• excellent use of
figurative language
• excellent use of rhyme
and rhythm
• very few spelling,
grammar, or
punctuation errors
• good use of figurative
language
• good use of rhyme
and rhythm
• some spelling,
grammar, or
punctuation errors
• some use of figurative
language
• some use of rhyme
and rhythm
• several spelling,
grammar, and
punctuation errors
• no use of figurative
language
• no use of rhyme and
rhythm
• many spelling,
grammar, and
punctuation errors
1 What did you do successfully?

2 What needs more work?

POETRY
Presenting Checklist
Look at your
audience.
Speak loudly and
clearly.
Use expression to
convey the humor in
your poem.
Emphasize your
rhythm and rhymes.
Pause when your
audience laughs.
Accept all possible answers.
Accept all possible answers.
Unit 6 • Poetry183

A small streak in the sky might not seem like much, but on
October 1, 1847, Maria Mitchell recognized that blurry streak
in her telescope as a brand-new comet. Mitchell was unknown
at the time, and might have stayed unknown. There were no
recognized female astronomers. Many leading scientists might
have ignored her contributions, but today, she is recognized
as the first female astronomer. How was she able to overcome
such a huge obstacle? She worked hard and had an important
supporter—her father.
Maria Mitchell was born on August 1, 1818. Her love of
astronomy started in her childhood. Mitchell’s father was a
teacher and an astronomer. He made sure that all his children
received the same education. This was unusual at the time.
Most families only educated boys. Mitchell’s father taught
her how to use their family’s telescope. She studied hard and
followed in his footsteps. She spent every clear night she could
observing the night sky.
1
2
Read the selection and choose the best answer to each question.
Watching the Stars:
SHOW WHAT YOU LEARNED
• Greek and Latin Roots
• Reread
• Problem and Solution
• Point of View
• Root Words
• Idioms
• Make Predictions
• Theme
You have learned new skills
and strategies in Unit 6 that
will help you read more
critically. Now it is time to
practice what you have
learned.
Connect to Content
• Write a Paragraph
• Write a Headline
• Reading Digitally
Spiral Review
184 Unit 6 • Show What You Learned

S
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(b) Interim Archives/Archive Photos/Getty Images;
(t) Science History Images/Alamy Stock Photo
After Mitchell graduated, she worked as a
librarian for 20 years. She worked all day among
books, and then spent her evenings among the
stars. On that night in October 1847, Mitchell
noted her discovery and ran to tell her father.
He announced the news of her discovery to the
scientific community.
Mitchell’s discovery made her famous around
the world. She became the first woman to
be elected to the American Academy of Arts
and Sciences. She toured the world and met
scientists. Many women’s groups celebrated
her success. In 1865, she became a professor at
Vassar Female College. She was the first female
professor of astronomy in the country. She was
also a pioneer in the study of sunspots.
Mitchell was an inspiration to her students.
They often asked, “Did you learn that from a
book, or did you observe it yourself?” She led
her students in direct observations of
solar eclipses.
Maria Mitchell died in 1889, but
her legacy is celebrated even today.
Her research and observations brought
us all a little closer to the stars.
3
4
5
6
BIOGRAPHY
Unit 6 • Show What You Learned 185

1 What problem is described in paragraph 1?
A Maria Mitchell saw a mysterious light in the sky.
B Maria Mitchell was an unknown female astronomer.
C Maria Mitchell worked hard and had her father's support.
D Many leading scientists ignored her contributions to astronomy.
2 The word telescope contains two Greek root words. The root tele
means “far.” What do you think the root scope means? —
F space
G distance
H to travel
J to look at
3 Reread paragraph 2. What did Mitchell's father do that
was unusual?
A He was a teacher and an astronomer.
B He taught his children about astronomy.
C He studied the night sky with a telescope.
D He made sure all his children were educated.
4 What is the theme, or main message, of "Watching the Stars:
The Story of Maria Mitchell"?
F Maria Mitchell became famous for discovering a comet.
G The history of astronomy is an interesting one.
H Hard work can help you overcome tough obstacles.
J More women should become astronomers.
SHOW WHAT YOU LEARNED
Quick Tip
To choose the correct
answer, reread the
passage each question
refers to. Look for words
used in the answer
choices in the text.
186 Unit 6 • Show What You Learned

NARRATIVE POEM
My mother set a giant box right in front of me.
She pointed to the box and said, quite casually,
“It’s time to sort what to keep and throw away.”
There were better ways I’d planned to spend my day.
It was spring cleaning time and she was on a spree,
But what, exactly, did that have to do with me?
She answered, “This is your cluttered closet’s mess,
Stacks of stuff, and it’s time to make it less.”
She turned away, and I sat staring at my things.
Every piece, every paper and all those knotted strings
Meant something special that I didn't want to lose!
Please, I begged, do not make me choose!
This picture, for example, is not just a rainbow fern.
It took weeks to find the leaves to make the colors turn.
Dad and I tromped all over, searching high and low,
To perfect the pattern from deep red to bright yellow.
1
2
3
4
Read the selection and choose the best answer to each question.
The
Memory Box
Unit 6 • Show What You Learned 187

These pages here show how I learned to draw a perfect cat,
With ears up here and tail down there, and this jaunty little hat.
I never would have learned if I hadn’t struggled then,
And I like to see the progress I made from four to ten.
”I’ll tell you what,” Mom said to me after a moment’s pause,
“We’ll make a memory book and track each memory’s cause.
It’ll clear the space up nicely without losing all your things,
The value isn’t in this box, but in the memories it brings.”
So, we sorted all my work from every age,
I told her each memory as I wrote it on the page.
Soon the box was empty and the closet space was clear,
And I had something better that I could always hold dear.
5
6
7
SHOW WHAT YOU LEARNED
188 Unit 6 • Show What You Learned

1 What is the root word of the word casually in stanza 1?
A casual
B casu
C usually
D casually
2 In stanza 4, what does the idiom searching high and low mean?
F searching in trees and on the ground
G searching everywhere
H searching in a few places
J searching on tippy-toes and kneeling
3 What do the two images on pages 187–188 help readers predict?
A that the poem will be about spring
B that the poem will be about cleaning
C that the poem will be about organizing memories
D that the poem will be about a box of things
4 How does the narrator of "The Memory Box" feel about cleaning
out her closet?
F Exited to get started
G Scared about losing her things
H Annoyed at her mother
J Unsure about where to begin
NARRATIVE POEM
Quick Tip
This poem is written in
the first person, or from
the point of view of the
narrator. To understand
that point of view, look
for punctuation that
expresses strong feeling.
Unit 6 • Show What You Learned 189

EXTEND YOUR LEARNING
COMPARING GENRES
• In the Literature Anthology, reread the drama "King Midas and
the Golden Touch" on pages 476–489 and the narrative poem
"Ollie's Escape" on pages 496–498.
• Use the Venn Diagram below to show how the two genres are
the same and different.
COLLABORATE
King Midas and the
Golden Touch
Ollie's Escape
Different
Alike
has stage directions,
tells the story through
dialogue, is divided into
scenes
tells a story,
includes characters
has lines that rhyme, has
rhythm, tells the story
through a narrator, is
divided into stanzas
190 Unit 6 • Extend Your Learning

SPIRAL REVIEW
IDIOMS
An idiom is a group of words that means something different from the
usual meaning of each word in it. You can use context clues to help
you figure out the meaning of an idiom.
COLLABORATE
The context clues a quiet evening at home and suddenly help readers
figure out that the idiom out of the blue means "something that
happens unexpectedly."
Read the sentences below. Underline context clues that help you
figure out the meaning of the idiom. Then, write what it means.
The detective headed home disappointed. He'd been barking up the
wrong tree all day.
Yasmin decided to hit the sack early after a long day of soccer
practice.
We were enjoying a quiet evening at home when
suddenly the doorbell rang out of the blue.
Barking up the wrong tree means looking in the wrong place.
Hit the sack means to go to bed. Yasmin was tired after a long day so
she decided to go to bed early.
The detective was following the wrong lead or asking the wrong questions all day.
Unit 6 • Extend Your Learning191

Pekic/E+/Getty Images
WRITE A PARAGRAPH
When you compare things, you look at how they're alike and different.
• Choose two heroes to compare and research their deeds.
• Think about how to present what you learned. Choose a genre such
as biography, informational text, or opinion.
• In your chosen genre, write a paragraph that identifies and
compares the deeds of both heroes.
The two heroes I chose to compare are

A heroic deed I read about was
S
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COLLABORATE
WRITE A HEADLINE
A headline is the first part of an article. It is set in large type and
states what readers are about to read.
• Research a new technology that could change people's lives.
• Write a headline for an article about the new technology. In the
headline, state how the technology might affect readers.
The technology I researched was
Something I learned while researching was
S
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COLLABORATE
EXTEND YOUR LEARNING
192 Unit 6 • Extend Your Learning

CONNECT TO CONTENT
LIFE BOATS
Log on to my.mheducation.com and reread the online article "Life
Boats," including the information found in the interactive elements.
Answer the questions below.
• Look at the map and use the map scale. About how far is Dhaka
from Chittagong in kilometers?
• How has Rezwan used boats to adapt to his environment?
• Look at the chart, “Top 5 Rainiest Cities in the United States.”
What is the difference in inches between the rainfall in Mobile,
Alabama, and the rainfall in New Orleans, Louisiana?
Time for Kids: "Life Boats"
S
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S
About 200 kilometers
Rezwan uses the boats to deliver education, health care, and housing in a
country that has yearly flooding.
Mobile gets 3 more inches of rain than New Orleans.
Unit 6 • Connect to Content193

TRACK YOUR PROGRESSTRACK YOUR PROGRESS
4 3 2 1
I can successfully identify
all examples of this skill.
I can identify most
examples of this skill.
I can identify a few
examples of this skill.
I need to work on this
skill more.
WHAT DID YOU LEARN?
Use the rubric to evaluate yourself on the skills that you learned in
this unit. Write your scores in the boxes below.
Something I need to work more on is because
Text-to-Self Think back over the texts that you have read in this unit.
Choose one text and write a short paragraph explaining a personal
connection that you have made to the text.
I made a personal connection to
because
Point of View Problem and Solution Theme
Root Words Greek and Latin Roots Idioms
Accept all possible answers.
Accept all possible answers.
194 Unit 6 • Track Your Progress

IntegrateIntegrateRESEARCH AND INQUIRY
Present Your Work
Discuss how you will present your tall tale to the class. You might
want to include funny illustrations of the hyperboles you used. Use
the presenting checklist as you practice your presentation. Discuss the
sentence starters below and write your answers.
Before I present, I will think about what parts to emphasize:
I think my presentation was

COLLABORATE
Quick Tip
Practice will improve
your presentation and
give you confidence. Tell
your tall tale to family
and friends to see what
gets a laugh!
Presenting Checklist
I will practice reading
my tall tale aloud.
I will speak loudly
enough.
I will use my voice to
express the humor in
my tall tale.
I will pause if my
audience is laughing.
Unit 6 • Track Your Progress195

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