BIN/TABLE 1 STANDARDS TEKS 5.2(E): TEKS 5.11(E): Social Studies concept: EKS Connection/ Craft and Structure Evaluate Word Choice 5.

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1 Social Studies concept: Changes in beliefs are examples of historical change. TEKS 5.2(E): Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words TEKS 5.11(E): Analyze how the organizational pattern of a text (e.g., cause-andeffect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas. Vocabulary: 1. Delusions (p. 3) 2. Hysteria (p. 5) 3. Means (p. 3) 4. Scale (p. 4) T Literacy Skills: Close Reading Evaluate Word Choice Analyze Text Structure BIN/TABLE 1 Prepare to Read: In groups discuss and chart: Groups will draw witches. Compare their illustrations and discuss what a witch is. Ask them where they developed their understanding of the word Read Article: Before Salem (September Cobblestone: p. 2-5 Expository Nonfiction) Closed Reading Questions Key Ideas: 1. What does the title suggest about the topic of the article? Identify details from the text that support your analysis. 2. Cite details from the text that explain the differences between how witchcraft was treated in the colonies and Europe. EKS Connection/ Craft and Structure Evaluate Word Choice 5.2E: 3. Investigate words in the text that indicate that witches aren t real but were merely believed to be real. Note other devices the author uses to create this distinction. Analyze Text Structure 5.11E 4. How did the author choose to structure this article? How does this structure impact your understanding of the topic and theme Muse(October) Paper Pencil Sticky notes (place list on the chart on the outside wall) WORKSTATIONS CREATED BY BUTLER

2 5.2(A): Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Weekly Vocabulary: 1. Delusions (p. 3) 2. Hysteria (p. 5) 3. Means (p. 3) 4. Scale (p. 4) 5. Counterweight (p. 8) 6. Phantom (p. 8) 7. Camaraderie (p.10) 8. Maneuvers (p. 11) 9. Muzzle (p. 9) BIN/TABLE 4 1. Prefix/Suffix (an affix which is placed before the stem of a word): o Using the Prefix graphic organizer, complete for the following prefixes (meaning, words with definitions that relate to the definition of the prefix, and an illustration). Three words for each prefix. EX Anti Con Dis Hyper 2. Closed Word Sort-Please complete the table below using the weekly vocabulary: Word Prefix Meaning Definition Origin 10. Contradict (p. 11) Vocabulary words Dictionary (book/online) Thesaurus Paper Pencil WORKSTATIONS CREATED BY BUTLER

3 TEKS 5.6(B): Explain the roles and functions of characters in various plots, including their relationships and conflicts. TEKS 5.19(F): Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence Vocabulary: 1. Counterweight (p. 8) 2. Phantom (p. 8) Literacy Skills: Close Reading Analyze Plot Evaluate Author s Point of View Analyze Characters Collaborate BIN/TABLE 2 a. Prepare to read: Groups describe suspenseful moments in stories and movies. Discuss why writers and moviemakers might want to create suspense. Individuals will be on the lookout for moments in this story when they wonder what will happen next. b. Read the article: Cricket October(Scarecrows) pg.5-10 Key Ideas: Close Reading and Text Analysis 1. What is the setting of this story? Cite 3-4 details from the text that helped you understand the setting. 2. Predict Simon s future. What work will he do? Will he be successful? Cite details to support your ideas. 3. In what different ways are appearances deceiving in this story? Support your ideas with details from the text. TEKS Connections: 4. Analyze Plot 5.6B: The most suspenseful moment in a story is called the climax. Work with a partner to identify the climax of this story. Then list events and details that lead to the climax and help build suspense. 5. Evaluate Author s Point of ViewF.19F: How would his story be different if it was told by Simon himself instead of an outsider narrator? Choose a portion of this story (scene) and rewrite it from Simon s perspective. Include details about what he thinks and how he feels in the scene 6. Analyze Characters 5.6B With a partner, discuss how Simon uses his farming skills to help defend the castle. Do you think this is realistic? Support you answer. Cricket (October) Paper Pencil

4 TEKS 5.11(E): Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. TEKS 5.11B: Determine the facts in text and verify them through established methods TEKS 5.19(D): Make inferences about text and textual evidence to support understanding. Vocabulary: 1. Camaraderie (p.10) 2. Maneuvers (p. 11) BIN/TABLE 3 Prepare to read: Have you ever attended a professional sports event? Describe the atmosphere and the interactions between players and fans. Then discuss why businesses often use professional athletes as spokespersons to promote their product. Read Article: Muse October: Lighting it up pg Key ideas Close Reading Questions and text analysis: 1. How have idea about sports changed in China? Cite examples from the text to support your answer. 2. Why Fan Hong Hao is called the most inspiring player in the article? Cite text details to support your answer. 3. How might China s enthusiasm for basketball have influence the design of the House of Mamba? Support your ideas with information from the text. TEKS Connection Craft and Structure: Analyze Tone: 4. Describe the relationships between the two different applications for genetic editing, as discussed on page 11 of the article. Analyze Relationships F19.D 5. Find examples of how Duan Evans and his team combined old and new ideas in the development and creation of the House of Mamba. Record them in a twocolumn chart. Muse October (Magazine) page 9-11 Paper Pencil Sticky notes (place list on the chart on the outside wall) WORKSTATIONS CREATED BY BUTLER

5 TEKS 5.19(E): Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. TEKS 5.4A: Make inferences and draw conclusions about the speaker TEKS 5.19(D): Make inferences about text and textual evidence to support understanding. 1. Muzzle (p. 9) 2. Contradict (p. 11) Table 5 Prepare to Read: Use a Venn diagram to compare and contrast wolves and dogs. Predict why scientist would be interested in studying the skulls of these animals. Read Faces Article: When did Dogs Become Man s Best Friend? (October Faces p. 8-11) Close Reading and Text Analysis: 1. State each side of the disagreement between scientists. Find details showing evidence in support of each side. Is it sufficient? 2. Explain the difference between cultural and morphological evidence. Why does Dr. Drake consider both types? 3. Locate details from the text showing the extent of Dr. Drake s research. Why is this important and how does it help validate her work? TEKS Connection Craft and Structure Determine Author s Point of View 4. What is the author s point of view on Drake s conclusions? How do you know? Cite evidence from the text to support your answer. Analyze Text Structure: 5. This author approaches this topic using a problem/solution format. Use a fishbone diagram (p. 22) to record the two different solutions to the problem of determining the age of skulls. Reflect on each method s strengths and weaknesses. October Faces p Pencil Paper WORKSTATIONS CREATED BY BUTLER 2016/2017

7 TEKS 5. BIN/TABLE 6 WORKSTATIONS CREATED BY BUTLER/PILKINTON

Skills (Students will do): Determine word meanings Use context clues Acknowledge the need to stop and look for context clues.

Skills (Students will do): Determine word meanings Use context clues Acknowledge the need to stop and look for context clues. Benchmark#: R.8.1.3.1 determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect) from sentences