Reading 5, 3rd ed. Lesson Plan Overview



Reading 5 Third EditionLesson Plan OverviewUnit 1: CreaturesLesson Title and NumberTeacher Edition pagesStudent Edition pagesActivities pagesLesson Objectives and Biblical WorldviewWelcome to Reading 5 (1)Introduction2–3xiv1–2Relate the title of the book to its contentsIdentify and locate the key features of this bookIdentify the three major themes that guide a Christian’s study and evaluation of texts (truth, goodness, and beauty) ?BWS Demonstrate current reading skillsWhere the Red Fern Grows (2–4)Realistic fictionan excerpt from the book by Wilson Rawls4–132–103–4Identify the settingExplain how figurative language enhances the regional element of the storyIdentify the main character’s good traits and motivesEvaluate the main character’s response to the sinful behavior of others ?BWS 14–2211–165–6Explain how descriptive details enhance the mood in a storyIdentify the main character’s good traits and motivesExplain how good characters in a story can reflect the character of God ?BWS 23–2917–237–8Identify the main character’s good traits and motivesIdentify the main character’s irresponsible behaviorEvaluate the character’s response to his own irresponsible behavior ?BWS Evaluate the character’s response to God’s answer to prayer ?BWS Defend the goodness of God when His answers to our prayers differ from our desires ?BWS Look Again: Where the Red Fern Grows (5)30–312–239–10Conduct research on the life of Wilson RawlsCompare events in the life of Rawls with the setting and characters in Where the Red Fern GrowsWrite a story idea based on something in your own life“The Elephant” (6)“The Vulture”“The Scorpion” Poetryby Hilaire Belloc32–3324–2511–12Identify vivid words and phrases used to describe each creatureDefine tone as part of the author’s craftInfer the author’s tone toward each creature based on his descriptionsCompare and contrast the tone of each poemExplain characteristics of the Creator from observing His creatures ?BWS “Chinchilla!” (7)Realistic fictionby Elizabeth Turner34–4326–3513–14Identify the point of view from which a selection is writtenInfer Violet’s character traits from her words and actionsTrace the author’s use of humor throughout the storyInfer the author’s purpose (to entertain) and themeCreate a humorous story about an animal or petListening to Crickets (8–9)Biographyan excerpt from the book by Candice F. Ransom44–5236–4315–16Identify key elements of worldview ?BWS Identify words and phrases that show Rachel’s attitude toward natureIdentify character traits of Rachel CarsonExplain how Rachel’s childhood led her to become a scientist and a writer53–6143–5117–18Identify words and phrases that show Rachel’s attitude toward natureExplain what led Rachel to write about pesticidesExplain Rachel’s opinion of human progressPropose ways Christians can be good stewards of God’s creation ?BWS Look Again: Listening to Crickets (10)62–6336–5119–20Recall Rachel Carson’s view of nature based on her storyDistinguish between God’s creation of animals and His creation of man based on Genesis 1:25–31 and Genesis 2:7 ?BWS Formulate a correct view of stewardship of nature based on Genesis 2:15–17 and Proverbs 12:10 ?BWS Evaluate Rachel Carson’s view of nature based on biblical teaching ?BWS “Monkey and Crocodiles” (11)Reader’s theaterby Anthony D. Fredericks64–7052–5721–22Recall key elements of reader’s theaterIdentify key elements of a trickster taleIdentify the problem and solutionInfer the values reflected in the folktaleEvaluate the values reflected in the folktale BWS “Grandmother Spider Steals the Sun” (12)Reader’s theaterby Anthony D. Fredericks71–7758–6323–24Explain how this folktale is a trickster taleIdentify the problem and solutionIdentify the values shown in this folktaleExplain how these values reflect a fallen view of goodness BWS Compare “Grandmother Spider Steals the Sun” with “Monkey and Crocodiles”Reader’s Theater Performance (13)78–7953–62Perform reader’s theater as a class and in small groupsCreate a recording (audio or visual) of the reader’s theater performanceEvaluate fluency and expression in oral readingBook Report: Book Jacket: Part 1 (14)Comprehension Assessment 180–81Compare sample book jacket to rubric requirementsChoose a book on the student’s independent levelParticipate in recreational readingDemonstrate mastery of reading skills“A Dog Named Sergeant Stubby” (15)Informational textby Eileen M. Berry82–8964–7125–26Recall key elements of informational textDistinguish between text features and graphic featuresExplain how the section title relates to the main idea of each sectionIdentify ways Stubby and other dogs help humansLook Again: “A Dog Named Sergeant Stubby” (16)90–9164–7127–28Conduct online research to find more information on the history of military dogsSummarize results of online research using a graphic organizerRecall God’s mandate concerning animals in Genesis 1:26–28 ?BWS Explain how both military and non-military dogs fulfill God’s design for animals to benefit humans ?BWS “The Story of How a Girl Brought Joy to the Heart of the King” (17)Folktalefrom the book When the Sea Turned to Silverby Grace Lin92–9772–7729–30Identify cultural elements within the folktale’s settingIdentify character traitsInfer character motivesIdentify the problem and solution in the storyEvaluate the story’s outcome based on Luke 6:38 ?BWS “The Eagle” (18)Poetryby Alfred, Lord Tennyson98–9978–7931–32Explain how alliteration and rhyme add beauty to the sound of the poemIdentify imagery, simile, and metaphor that give the poem visual appealIdentify personification in the poemCreate a descriptive paragraph that responds to something beautiful in nature ?BWS “Balaam’s Prophecies” (19)Bible accounttaken from Numbers 22–24; 2 Peter 2:15; Jude 1:11100–10980–8933–34Identify Balaam’s negative traitsContrast Balaam’s traits with God’s traits ?BWS Identify cause-effect relationships in the Bible accountExplain how the ending reveals God’s trustworthiness despite Balak and Balaam’s evil plans ?BWS Look Again: Story Outcomes (20)110–1176, 8835–36Identify cause and effect in the outcome of “The Story of How a Girl Brought Joy to the Heart of the King”Compare and contrast outcomes of behavior for the girl and BalaamWrite a prayer asking God’s help to change or improve a personal behavior pattern ?BWS “The Beginning of the Armadillos” (21–22)Fantasyby Rudyard Kipling112–1790–9437–38Identify invented wordsInfer the meanings of invented words based on context cluesExplain how repetition enhances the storyIdentify elements of a trickster tale in this story118–2595–10139–40Identify invented wordsInfer meanings of invented words based on context cluesAnalyze how repetition highlights different characters or elementsIdentify elements of an origin story in this tale“Nanabozho Makes the Earth” (23)Mythan Ojibwa myth retold by Jennifer Olachea126–30102–641–42Identify characteristics of the creator in this mythIdentify the two biblical accounts this story borrows fromAnalyze the myth for elements of biblical truth that have been changed ?BWS Look Again: Flood Legends (24)13143–44Recall biblical flood accountResearch flood legends from various culturesCompare and contrast the flood legends of various cultures with the biblical account ?BWS SSR Journal: Setting (25)Comprehension Assessment 2132–33Enjoy and respond to recreational readingChoose a book on the student’s independent reading levelRespond to reading by providing information about settingDemonstrate mastery of reading skillsUnit 2: JourneysLesson Title and NumberTeacher Edition pagesStudent Edition pagesActivities pagesLesson Objectives and Biblical WorldviewThe Wonderful Flight to the Mushroom Planet (26–28)Science fictionan excerpt from the book by Eleanor Cameron134–40108–1345–46Identify key elements of science fictionIdentify the settingIdentify sensory details that make the setting seem realContrast David’s and Chuck’s responses to the settingSequence events in the first part of the story141–46114–1747–48Identify sensory details that make the setting seem realContrast David’s and Chuck’s responses to the settingSummarize events in the second part of the story147–55118–2549–50Identify sensory details that make the setting seem realIdentify the problem presented in the plotAnalyze how the plot would be affected if the story had a different settingCreate a conclusion to the story that solves the problemAdd sensory details to a paragraph without sensory details“Space Tankas” (29)Poetryfrom Garvey’s Choiceby Nikki Grimes156–57126–2751–52Recall elements of a haikuIdentify elements of a tankaIdentify imagery in three tankas ?BWS Infer the themes of three tankasCreate a tanka together as a classLook Again: “Space Tankas” (30)158–59126–2753–54Recall elements of a tankaPlan a tanka using a graphic organizerCreate and illustrate a tankaThe Man Who Went to the Far Side of the Moon (31–32)Biographyan excerpt from the book by Bea Uusma Schyffert160–67128–3455–56Recall elements of a biographyExplain why traveling to and landing on the moon were important eventsIdentify challenges faced by the astronautsInfer general character traits of Michael Collins, Buzz Aldrin, and Neil Armstrong168–75134–4157–58Identify challenges faced by the astronautsIdentify general character traits of Michael Collins, Buzz Aldrin, and Neil ArmstrongInfer God’s role in aiding human endeavor based on the 1 Chronicles 29:11–12 description of God ?BWS Evaluate the text concerning God’s role in the success of the moon landing ?BWS Evaluate personal response to a success in light of 1 Chronicles 29:11–12 ?BWS “The Wind and the Sun” (33)FableAesop’s fable retold by Munro Leaf“Feathers”FolktaleHasidic folktale from Eastern Europe176–79142–4559–60Compare and contrast the genres of fable and folktaleCompare the moral of the fable with the theme of the folktaleIdentify details in each story that make the message memorableEvaluate the message of each story from a biblical worldview ?BWS?Apply each story’s message to real-life situations ?BWS Look Again: “The Wind and the Sun” & “Feathers” (34)180–81142–4561–62Apply the message of the fable or folktale to real-life situations ?BWS?Plan the characters, plot, and message of a storyCreate a story with a message about the proper way to treat other people ?BWS “Horace King: Prince of Bridge Builders” (35)Biographyby Stephanie R. Suhr182–91146–5563–64Identify obstacles King had to overcome to find successIdentify character traits that helped King find success as a bridge builder ?BWS Relate key events of King’s life to historical eventsExplain how text features and graphic features add interest and order to a biographyCreate a timeline that relates events in your life to current events“The Bridge” (36)Poetryby Charlotte Zolotow“The Bridge”Poetryby Kaissar Afif192–93156–5765–66Identify the use of simile and metaphor in each poemInfer the theme of each poemIdentify the difference in form between the two poems (rhymed vs. free verse)Compare and contrast the two poems in relation to theme and purposeCreate a short poem that describes an object using simile or metaphor“From Vanity Fair to Doubting Castle” (37–39)Allegoryfrom The Pilgrim’s Progress by John Bunyan, adapted by Karen Duncan194–201158–6467–68Identify allegorical elements and what they representIdentify allusions to biblical accountsIdentify author’s use of ironyEvaluate the appropriateness of the allegorical comparisonsApply the biblical principle illustrated by Christian and Faithful’s behavior to one’s personal life BWS 202–9165–7069–70Identify allegorical elements and what they representIdentify allusions to biblical contentAnalyze the causes and effects of Faithful’s deathAnalyze the consequences of Christian’s decision to enter By-path Meadow BWS Evaluate appropriateness of the allegorical comparisons210–17171–7771–72Identify allegorical elements and what they representExplain how Christian and Hopeful’s relationship changesIdentify biblical promises that rescue people from despair BWS Identify areas of need in heeding God’s warnings or trusting God’s promises BWS Look Again: “From Vanity Fair to Doubting Castle” (40)218158–7773–74Identify the point of view of “From Vanity Fair to Doubting Castle”Rewrite a scene from a different point of viewAnalyze how changing the point of view changes the storyBook Report: Book Jacket: Part 2 (41)Comprehension Assessment 3219Enjoy recreational readingComplete a peer read of the book jacket rough draftRevise the rough draft based on peer feedback and rubric guidelines“The New Colossus” (42)Poetryby Emma Lazarus220–21178–7975–76Identify elements of a sonnetIdentify literary devices in the poem (allusion, personification, symbol)Infer the meaning of the symbolInfer American values represented in the poemExplain how the poem has become an important representation of American values BWS Ellis Island: New Hope in a New Land (43–44)Informational textan excerpt from the book by William Jay Jacobs222–28180–8577–78Recall how to use a K-W-L chartIdentify historical context of the time period described in the excerptIdentify reasons why immigrants came to AmericaIdentify hardships experienced by immigrants on their voyage to America229–35186–9179–80Sequence the process immigrants faced once they arrived at Ellis IslandIdentify chronological details about the history of Ellis IslandIdentify information learned by reading this selection (K-W-L chart)Identify the source of hope for many immigrantsCompare this source of hope to the source of hope given in Jeremiah 17:7 BWS I Was Dreaming to Come to America (45–46)Oral historyselected by Veronica Lawlor236–43192–9881–82Identify elements of oral historyIdentify different cultures and occupations represented in the collection of memoriesIdentify why these immigrants came to AmericaInfer feelings and attitudes shown in the immigrants’ accountsDistinguish between fact and opinion in the immigrants’ memories244–51199–20583–84Identify different cultures and occupations represented in the collection of memoriesDistinguish between fact and opinion in the immigrants’ memoriesIdentify why these immigrants came to AmericaInfer feelings and attitudes shown in the immigrants’ storiesLook Again: I Was Dreaming to Come to America (47)252–53192–20585–86Create a list of questions for an immigrant, a missionary, or someone who has lived in a different countryInterview an immigrant, a missionary, or someone who has lived in a different countryCompare their experiences with the experiences of the immigrants in I Was Dreaming to Come to AmericaPresent the information from the interview to the classFormulate a Christian perspective of how Christians should view and treat people from other cultures BWS Book Report: Book Tasting Day (48)254–55Display a completed book jacketIdentify three books for possible future reading“Paul Is Shipwrecked” (49)Bible accounttaken from Acts 27–28256–63206–1387–88Identify evidences of Paul’s faith during negative experiencesInfer truth about the character of God from this account BWS Define and identify miracles in this accountRelate the principle of Romans 8:28 to Paul’s experience BWS Apply Romans 8:28 to one’s personal experience BWS What I Had Was Singing (50–51)Biographyan excerpt from the book by Jeri Ferris264–72214–2189–90Identify cause-and-effect relationships in the biographyIdentify examples of discrimination toward AndersonIdentify examples of respectful treatment of AndersonEvaluate the attitudes of people in the biography based on biblical teaching ?BWS273–78222–2691–92Identify cause-and-effect relationships in the biographyEvaluate Anderson’s response to the way she was treated ?BWS?Identify the author’s attitude toward her subjectDevelop a plan to help prevent discrimination in one’s own sphere of influence ?BWS Look Again: What I Had Was Singing (52)279214–2693–94Locate recordings of Marian Anderson’s singing through researchRelate the songs Anderson recorded to her life experiencesExplain how media connections add meaning and beauty to a text BWS SSR Journal: Character Motives (53)Comprehension Assessment 4280–81Enjoy and respond to recreational readingProvide information about character motives from chosen bookDemonstrate mastery of reading skillsUnit 3: CelebrationsLesson Title and NumberTeacher Edition pagesStudent Edition pagesActivities pagesLesson Objectives and Biblical Worldview“I Hear America Singing” (54)Poetryby Walt Whitman282–83228–2995–96Identify imagery in the poemAnalyze the structure of the poemInfer the theme of the poem and the values it portraysEvaluate the poem’s message about work based on biblical principles BWS Create a four-line free verse poem about AmericaBy the Dawn’s Early Light (55)Narrative nonfictionby Steven Kroll284–93230–3997–98Identify people and events that led to the writing of America’s national anthemIdentify positive traits of historical figures in the accountInfer emotions felt by Francis Scott Key that caused him to write the anthemExplain how we are to treat others based on Matthew 5:43–44 BWS Construct a timeline of events leading up to the adoption of America’s national anthem“The Spirit of ’76” (56)Informational textby James Cross Giblin294–97240–4399–100Identify messages that the image communicatesExplain the artist’s inspiration for the paintingExplain how the painting became so popularAnalyze why the painting communicates a powerful messageEvaluate the message of the painting based on biblical principles BWS Look Again: Symbols of America (57)298–99228–43101–2Recall the symbolism of “I Hear America Singing,” “The Star-Spangled Banner,” and The Spirit of ’76Identify other national symbolsInfer the ideals or values that each symbol communicatesCreate an image that symbolizes what the United States means to him or herThanks a Million (58)Poetryby Nikki Grimes300–303244–47103–4Identify key elements of a riddleIdentify literary devices in the poems (rhyme, onomatopoeia, metaphor, alliteration, sensory details)Infer the common theme among all the poems BWS Explain how each poem presents the theme in a different form BWS Create a thank-you card with a Bible verse using a concordance (online or other) or online Bible BWS “Holy Celebrations in Israel” (59–60)Informational textby Brian Collins304–10248–53105–6Identify the reasons for each holidayIdentify what each celebration picturesExplain what Christians can learn from the holidays God gave to Israel BWS 311–17253–59107–8Identify the reasons for each holidayExplain what Christians can learn from the Offering of Firstfruits and the Feast of WeeksIdentify what the Day of Atonement and the Feast of Booths picturedCompare and contrast the Day of Atonement practices with the truths they picturedMake personal applications from reading about the Day of Atonement BWS “Invitation to Praise” (61)Responsive readingtaken from Psalms 100:1–5 and 67:3–7318–19260–61109–10Identify elements of a responsive readingIdentify the purpose of the responsive readingExplain how repeated words or phrases emphasize the purpose of the passage BWS Read the selection responsively as a class BWS Look Again: “Invitation to Praise” (62)320–21260–61111–12Recall the elements of a responsive readingPlan a responsive reading BWS Create a responsive reading of Scripture based on a themeSilver Packages (63)Realistic fictionby Cynthia Rylant322–29262–69113–14Explain how the author’s use of present tense draws the reader into the storyTrace the main character’s development in the storyAnalyze how the main character’s change benefits himself and othersInfer the themeEvaluate the theme based on biblical teaching BWS “Vasko’s Christmas Rescue” (64)Realistic fictionby Dawn L. Watkins330–37270–77115–16Trace the events of the plot through the story’s beginning, middle, and endIdentify the mood from details in the storyInfer the symbolism in story eventsInfer the themeEvaluate the theme from a biblical worldview BWS Look Again: Silver Packages & “Vasko’s Christmas Rescue” (65)338–39262–77117–18Summarize the plots of Silver Packages and “Vasko’s Christmas Rescue”Compare the themes of Silver Packages and “Vasko’s Christmas Rescue”Analyze the characteristics of a good Christmas story BWS “Christmas Bells” (66)Poetryby Henry Wadsworth Longfellow340–41278–79119–20Identify the rhyme scheme of the poemExplain the historical context of the songInfer the themeRelate the refrain to the theme of the songEvaluate the relevance of the theme historically and in the present day BWS SSR Journal: Character Development (67)Comprehension Assessment 5342–43Enjoy and respond to recreational readingProvide information about character development from chosen bookDemonstrate mastery of reading skills“Welcoming the New Year!” (68–69)Informational textby Lynda Jones344–49280–84121–22Identify different types of calendarsCompare aspects of Chinese New Year celebrations that are similar to US holidaysIdentify the purpose of the activities of Chinese New Year celebrationsEvaluate these activities based on scriptural principles BWS 350–55284–89123–24Identify the purpose of the main activity of the Ecuadorian New Year celebrationIdentify the main activities of the US New Year celebrationEvaluate these celebrations based on scriptural principles BWS Compare and contrast the celebration activities of all three nationsFormulate the purpose of a New Year’s celebration based on biblical principles BWS “Comida/Food” (70)Poetryby Victor M. Valle“Limerick”Poetryby W. H. H. in The New Book of Nonsense356–57290–91125–26Identify the common subject in both poemsIdentify Latin roots and their meaningsCompare and contrast the English and Spanish versions of the “Comida/Food” poemExplain the rhyme scheme and rhythm of a limerickCreate a poem about a favorite foodLook Again: Holidays and Foods (71)358–59280–91127–28Recall the food traditions of Chinese New Year, A?o Viejo, and American New YearCompare and contrast a holiday’s food traditions in several culturesCreate a paragraph about a holiday food tradition in one’s own family“A Century of Blossoms” (72)Informational textby Patricia A. Miller360–65292–97129–30Identify the purpose of the articleIdentify actions that show Eliza’s persistenceExplain how other people helped Eliza accomplish her goalExplain how the article’s title relates to the textEvaluate the trait of persistence BWS “May the Plum Tree Always Blossom” (73–74)Christian fictionby Milly Howard366–72298–303131–32Recall elements of Christian fictionInfer character traits of Seventh Plumblossom, Luang, and the Japanese soldierInfer the motives of Seventh Plumblossom, Luang, and the Japanese soldierPredict whether Luang and Seventh Plumblossom will be separated373–79303–9133–34Identify motives of the Japanese soldierVerify predictions of whether Luang and Seventh Plumblossom are separatedInfer the theme ?BWS?Explain how an act of kindness affected you or someone you know ?BWS Look Again: “May the Plum Tree Always Blossom” (75)380–81298–309135–36Recall the traits and motives of the Japanese soldierExplain how the Japanese soldier’s kindness affects Luang and Seventh PlumblossomBrainstorm ways in which God’s love can be shown through kindness BWS “Koinobori, a Fish That Flies!” (76)Procedural text382–84310–11137–38Interpret the directions for making a Japanese fish kiteExplain the directionsMake a fish kite by following the directionsPropose ways in which the procedure can be adaptedSSR Journal: Plot (77)Comprehension Assessment 6385Enjoy and respond to recreational readingProvide information about plot from a chosen bookDemonstrate mastery of reading skillsUnit 4: DiscoveriesLesson Title and NumberTeacher Edition pagesStudent Edition pagesActivities pagesLesson Objectives and Biblical Worldview“This Poem Has Been Brought to You by Your Five Senses” & “Boneless” (78)Poetryby Allan Wolf386–87314–15139–40Identify alliteration, rhyme, and other repetitive sounds in the poemsIdentify examples of wordplay and humor in the poemsExplain how the poems present a fresh perspective on scientific factsWrite a humorous poem about something in the realm of science“Fool Your Senses!” (79–80)Informational textby Liz Huyck388–93316–20141–42Explain how our brains and our five senses work together to discover the world around usIdentify ways that the senses of sight and hearing can be confused or deceivedCollaborate with a partner to conduct at least two experiments mentioned in the textAnalyze the results of your own experiments and those of others394–401321–27143–44Identify ways that the senses of taste, touch, and smell can be confused or deceivedCollaborate with a partner to conduct at least two experiments mentioned in the textAnalyze the results of your own experiments and those of othersExplain how organization helps us follow the author’s thoughts in an informational textGirls Think of Everything (81–82)Informational textan excerpt from the book by Catherine Thimmesh402–7328–33145–46Identify the organizational structure of this informational textIdentify text features that add interest to the textIdentify ways that each invention made life safer, easier, or more enjoyableEvaluate the inventors’ responses to mistakes and discouragement from others408–15333–39147–48Identify ways that each invention made life safer, easier, or more enjoyableList the steps involved in obtaining a patent for an inventionAnalyze the character traits an inventor must haveRelate an inventor’s work to Genesis 1:27–28 and Matthew 22:39 ?BWS Look Again: Girls Think of Everything (83)416–17328–39149–50Identify a problem to be solvedDesign an invention with a partner to solve the problemPresent the invention design to the classSmallpox: Is It Over? (84)Informational textan excerpt from the book by Adam Reingold418–25340–47151–52Identify symptoms of smallpoxTrace the effects of smallpox throughout historyExplain how the smallpox vaccine was developedDebate whether the smallpox virus should be kept or destroyedThe Birchbark House (85–87)Historical fictionan excerpt from the book by Louise Erdrich426–33348–54153–54Recall the elements of historical fictionInfer the emotions of the characters in the first four paragraphsExplain the change in character emotions after the visitor diesInfer the main emotions Omakayas feelsPredict what will happen to the characters affected by smallpox434–41354–60155–56Verify predictions from Lesson 85 about will happen to the characters affected by smallpoxExplain personal emotions felt in response to the storyInfer emotions felt by OmakayasCompare Omakayas’s emotions to personal emotions in response to the story442–51360–69157–58Explain personal emotions felt in response to the storyInfer emotions felt by OmakayasCompare Omakayas’s emotions to personal emotions in response to the storyEvaluate Omakayas’s grief in light of biblical truth BWS Look Again: The Birchbark House (88)452–53348–69159–60Identify Ojibwa religious beliefs about the afterlife as described in The Birchbark HouseCompare and contrast these beliefs with the Bible’s description of death and eternity BWS Explain how the biblical view of eternity offers hope compared to the Ojibwa view of eternity BWS Seeker of Knowledge (89)Narrative nonfictionby James Rumford454–61370–77161–62Infer the author’s purposeRelate hieroglyphs to their meaningsIdentify actions and descriptions of Champollion that show his characterAnalyze how Champollion’s character traits led to an important historical discoveryEvaluate Champollion’s character based on biblical truth BWS “Cracking Code Purple” (90)Informational textby Anna Ouchchy462–67378–83163–64Identify words and actions that show Genevieve Grotjan’s diligenceExplain the method used for breaking coded communicationsExplain the reasons her discovery was so importantInfer her attitude about her job and her successEvaluate her attitude and character traits based on Scripture BWS “A System of Dots” (91)Informational textby Audrey DeAngelis and Gina DeAngelis468–73384–89165–66Identify prior knowledge about the development of brailleIdentify problems and solutionsSequence the events that led to the development of brailleCompare and contrast three different methods of teaching reading to people who are blindExplain how Louis Braille turned his hardship into a blessing for many people BWS Look Again: People with Disabilities (92)474–75167–68Identify well-known people who have disabilitiesExplain ways to help people with disabilitiesFormulate a Christian perspective on relating to people with disabilities BWS Write an encouraging email or letter to someone with a disability BWS Book Report: Character Interview or Podcast: Part 1 (93)Comprehension Assessment 7476–77Compare sample character interview to rubric requirementsChoose a character from a book on the student’s independent levelWrite interview questions for the characterParticipate in recreational readingDemonstrate mastery of reading skillsTop Secret (94–95)Procedural textan excerpt from the book by Paul Janeczko478–83390–94169–70Distinguish between a code and a cipherIdentify several different ways to encipher a messageApply the information to enciphering and deciphering messages484–91395–401171–72Identify several different ways to encipher a messageDecipher a message using information from the textExplain the importance of codes and ciphersLook Again: Top Secret (96)492–93390–401173–74Compare and contrast codes on the basis of difficulty to encipher and decipherFollow procedural text to encipher a messageDecipher a partner’s messagePropose uses for codes in the twenty-first centuryBlue Willow (97–98)Realistic fictionan excerpt from the book by Doris Gates494–503402–10175–76Identify the historical setting of the storyInfer character emotions from words, actions, and thoughtsDescribe the relationship between Janey and Mrs. LarkinEvaluate character attitudes about friendship based on James 2:8–9 BWS 504–13410–19177–78Infer character motivesCompare and contrast Janey and LupeAnalyze how both Janey and Lupe begin to change through the relationshipEvaluate the theme based on biblical teaching BWS Propose one way to strengthen a friendship with someone whose perspective is different from one’s own BWS Look Again: Blue Willow (99)514–15402–19179–80Identify the symbolism of the willow plateAnalyze how suspense makes Janey’s storytelling more interestingInfer the connection between the story and Janey’s experienceWrite a paragraph about how a story in Reading 5: Quests connects with personal experiencePulling the Lion’s Tail (100)Folktaleby Jane Kurtz516–25420–29181–82Recall the different types of conflict in a storyIdentify the types of conflict in the folktaleExplain how conflict is resolvedInfer the themeEvaluate the theme in light of 1 Corinthians 13:4 BWS Look Again: Pulling the Lion’s Tail (101)526–27420–29183–84Recall types of literary conflictExplain why conflict is a necessary part of storiesIdentify types of conflict in The Wonderful Flight to the Mushroom Planet, “Vasko’s Christmas Rescue,” and Blue WillowSummarize how conflict is resolved in each storyThe Librarian Who Measured the Earth (102–3)Narrative nonfictionby Kathryn Lasky528–35430–36185–86Identify subjects that Eratosthenes studied or wrote aboutExplain why Eratosthenes was excited to go to AlexandriaIdentify the major discoveries made by scholars in AlexandriaEvaluate the character trait of curiosity BWS 536–41437–41187–88Identify words from Greek rootsExplain the problems and solutions Eratosthenes worked on to measure the earth’s circumferenceAnalyze the advantages and disadvantages of trying to do something no one else has ever tried to do beforeFormulate a Christian perspective on curiosity as it relates to science BWS Isaiah 40 (104)Bible prophecyselected verses542–45442–44189–90Identify words and phrases that show God’s power and wisdom BWS Identify words and phrases that show God’s tender and loving care BWS Explain why some questions in this passage do not require an answerApply principles learned about God’s character to one’s own life BWS Look Again: Solving Problems (105)546438–40, 443191–92Recall the steps Eratosthenes used to determine the earth’s circumferenceIdentify the steps in a problem-solving sequenceCollaborate to solve a riddleAnalyze problems that may have more than one solutionSSR Journal: Character Emotions (106)Comprehension Assessment 8547Enjoy and respond to recreational readingRespond to reading by providing information about character emotionsDemonstrate mastery of reading skillsUnit 5: HeroesLesson Title and NumberTeacher Edition pagesStudent Edition pagesActivities pagesLesson Objectives and Biblical WorldviewMoon over Tennessee (107)Free verse narrativean excerpt from the book by Craig Crist-Evans548–55446–53193–94Identify elements of free verse narrativeExplain how simile and metaphor make the story more vividIdentify the purpose of the flashback in the selectionInfer the themeEvaluate the theme of the selection BWS Diary of William Bircher: A Civil War Drummer (108–9)Autobiographyan excerpt from the book edited by Michelle Hasselius556–62454–59195–96Define primary sourceIdentify the purpose of the text features within the autobiographyIdentify details that give a perspective on the events of the Civil WarInfer the author’s reasons for involvement in the war563–69460–65197–98Identify details that give a perspective on the events of the Civil WarInfer the author’s feelings about war, friends, and family membersInfer the author’s purpose in writing this autobiographical accountAnalyze this account for differences from the way the war is portrayed in Moon over TennesseeLook Again: Primary Sources (110)570–71199–200Distinguish primary sources from other types of sourcesAnalyze insights gained from primary sourcesAnalyze the perspective on war in a primary source from the same time period as William Bircher’s diary“The Queen Who Saved Her People” (111–12)Bible accounttaken from the book of Esther572–78466–71201–2Recall the definition of ironyExplain the difference between situational and dramatic ironyIdentify the setting of the accountIdentify character traits of Mordecai, Esther, and HamanSequence events in the account579–85472–77203–4Identify the reason Mordecai gave for why Esther became queenRecall the definition of ironyIdentify examples of irony in the accountTrace the events of the account that show how God used Mordecai and Esther to save the Jews BWS Let’s Roll! (113–14)Biographyan excerpt from the book by Lisa Beamer with Ken Abraham586–93478–84205–6Identify prior and desired knowledge about the events of September 11, 2001 (K-W-L chart)Identify character traits of Todd BeamerInfer character traits of other passengers and crew members594–601485–91207–8Explain why Todd Beamer and the other passengers of Flight 93 are viewed as heroesIdentify information learned by reading this selection (K-W-L chart)Identify what made Todd Beamer different from other men BWS Infer Lisa Beamer’s motivation based on her quotation of Esther 4:14 BWS Explain why every person needs a life built on the firm foundation of Christ BWS Look Again: Let’s Roll! (115)602–3478–91209–10Research online to learn about the design of the 9/11 MemorialResearch online to learn about passengers and crew members from United Flight 93 who were mentioned in the Let’s Roll! excerptExplain why it is important to remember the people and events of 9/11“How Firm a Foundation” (116)Poetryanonymous604–5492–93211–12Identify the meaning of foundation as described in the first stanzaRelate promises found in Bible verses to the promises found in stanzas 2–5 BWS Explain how this hymn relates to Lisa Beamer’s testimony in Let’s Roll! BWS Sing the hymn to demonstrate fluency“The Boy with Yellow Eyes” (117–18)Mysteryby Gloria Gonzalez606–13494–500213–14Identify foreshadowing in the beginning of the storyIdentify vague words and phrases that build suspenseCompare and contrast Willie’s and Norman’s character traitsExplain how three unrelated events bring the three main characters together614–19500–505215–16Identify words and actions that build suspenseExplain how Norman and Willie’s relationship changesAnalyze the ways each boy uses his talents to become a heroEvaluate the friendship of Norman and Willie using biblical principles BWS Look Again: “The Boy with Yellow Eyes” (119)620494–505217–18Identify parts of the plot pyramidAnalyze “The Boy with Yellow Eyes” to map the rising action, climax, and falling actionAnalyze the plot of “The Queen Who Saved Her People”Book Report: Character Interview or Podcast: Part 2 (120)Comprehension Assessment 9621Enjoy recreational readingWrite answers to interview questions as the book character would answer themCompare written answers to rubric requirementsPractice for character interview presentation or begin recording podcastEric Liddell: Something Greater Than Gold (121–24)Biographyan excerpt from the book by Janet and Geoff Benge622–28506–11219–20Infer character traits of Eric LiddellTrace the events that led Eric to become an athleteIdentify ways that Eric showed good sportsmanshipExplain why it is important for Christians to demonstrate good sportsmanship BWS 629–35512–16221–22Trace the events that led Eric to speak publicly about his faithIdentify the main obstacle Eric had to overcome to share his faithIdentify the results of Eric’s decision to speak publicly about his faithAnalyze how fame has the potential to be used for good or for evil BWS 636–42516–21223–24Identify why Eric was a hero to the Scottish peopleIdentify the public’s response to Eric’s refusal to run on SundayEvaluate the public’s response to Eric’s refusal to run on Sunday BWS Infer Eric’s character traits and values shown by his refusal to run on Sunday BWS 643–49521–27225–26Identify reasons why Eric was not favored to win the 400-meter raceIdentify the public’s response to Eric’s winning the Olympic goldContrast this response to the response when Eric refused to run on SundayInfer how Eric’s decision to become a missionary might affect his fameEvaluate Eric’s view of his abilities and fame in light of biblical truth BWS Look Again: Eric Liddell: Something Greater Than Gold (125)650–51506–27227–28Define the terms news media and public opinionPropose ways the news media can influence public opinionInfer the influence newspapers may have had in the varying public opinion of Eric LiddellAnalyze headlines to determine how they influence the readerRewrite headlines to change the way they influence the readerCharacter Interview or Podcast Presentations (126)652–53Present a character from a book orallyDevelop appreciative listening skills“The Sword in the Stone” (127)Legendretold by Neil Philip654–59528–33229–30Identify key elements of a legendCompare and contrast traits of Kay and ArthurDraw conclusions about why Arthur is important to British cultureAnalyze the Arthurian legend for elements that may be true or fictionalPegasus (128–29)Mythretold by Marianna Mayer660–66534–39231–32Recall key elements of a mythIdentify events that contribute to rising action in the plotIdentify traits that make Bellerophon heroicExplain why Bellerophon needs both courage and trust to undertake his quest667–71539–43233–34Identify events that contribute to the rising action in the plotIdentify the climax and falling action of the mythExplain why courage and trust are both important to the heroic action of the climaxExplain why the ending of the myth is satisfyingCompare and contrast Bellerophon’s battle with a Christian’s spiritual battle BWS Look Again: Myths and Legends (130)672–73528–43235–36Compare and contrast the legend and the mythAnalyze why myths and legends become popular stories within a cultureEvaluate the source of supernatural help in the legend and the myth BWS “Granddaughter’s Sled” (131)Folktaleretold by Pleasant DeSpain“The King and the Shirt”Folktaleby Leo Tolstoy674–79544–49237–38Infer the theme of “Granddaughter’s Sled”Infer the theme of “The King and the Shirt”Identify the character in each story that demonstrates the themeEvaluate the theme statements of each story based on biblical principles BWS “Stormalong” (132)Tall taleby Anthony D. Fredericks680–86550–56239–40Identify exaggeration in the tall taleExplain idioms in the storyIdentify character traits of StormalongInfer the reason sailors want to sail with StormalongAnalyze the purpose for telling a tall taleReader’s Theater Performance (133)687550–56Recall key elements of reader’s theaterPerform reader’s theater in small groupsCreate a recording (audio or video) of the reader’s theaterEvaluate fluency and expression in oral readingSSR Journal: Plot Summary (134)Comprehension Assessment 10688–89Enjoy and respond to recreational readingRespond to reading by summarizing the plotDemonstrate mastery of reading skillsUnit 6: VirtuesLesson Title and NumberTeacher Edition pagesStudent Edition pagesActivities pagesLesson Objectives and Biblical WorldviewCinderella (135)Folktaleretold and illustrated by K. Y. Craft690–99558–67241–42Identify fairy tale as a kind of folktaleInfer the theme of the storyExplain how the illustrations contribute to the themeEvaluate the view of beauty presented in the story based on biblical teaching BWS Analyze the features that make a story a “Cinderella story”Cinderella: The Graphic Novel (136)Folktaleretold by Beth Bracken700–719568–87243–44Identify key elements of the graphic novelInfer the mood created by the illustrationsCompare and contrast this version of “Cinderella” with the previous selectionAnalyze the advantages and disadvantages of communicating with graphics over wordsDomitila (137–38)Folktaleretold by Jewell Reinhart Coburn720–28588–95245–46Identify features in the story that are specific to Mexican cultureInfer character traitsInfer character motivesEvaluate character motives based on biblical teaching about love BWS 729–37596–603247–48Contrast the characters of Domitila and MalvinaTrace development in the character of TimoteoInfer the theme of the storyCompare and contrast Domitila with CinderellaExplain why this story has become important to many different culturesLook Again: Cinderella Stories (139)738–39558–67249–50Identify the key elements of a parodyIdentify these elements in a parody of “Cinderella”Analyze the author’s purpose in creating the parodyMufaro’s Beautiful Daughters (140)Folktaleby John Steptoe740–49604–13251–52Identify the main character and the supporting character in the storyContrast the supporting character’s traits with those of the main characterExplain how this contrast emphasizes the goodness of the main characterInfer the theme BWS Compare the story with Cinderella and DomitilaProverbs 31 (141)Poetryselected verses750–53614–17253–54Identify virtues displayed by the woman in the passageRewrite verse 30 in one’s own wordsCompare and contrast Proverbs 31 with the preceding folktales BWS Explain what it means to fear the Lord BWS Identify a way to display the fear of the Lord in one’s own life BWS “King Solomon’s Ring” (142)Folktalefrom Jewish tradition754–61618–25255–56Identify irony in the folktaleIdentify the riddle in the folktaleIdentify the solution to the riddleExplain the truth the solution presentsAnalyze how this truth affects a happy person and a sad personLook Again: “King Solomon’s Ring” (143)762–63618–25257–58Recall the truth of the riddle and solution in “King Solomon’s Ring”Compare the solution of the riddle to Psalm 90:12 BWS Identify obstacles that hinder the wise use of timePropose ways to use time wisely in different areas of one’s own life BWS Daniel at the Siege of Boston, 1776 (144–46)Historical fictionan excerpt from the book by Laurie Calkhoven764–72626–33259–60Identify the settingExplain how Colonel Prescott’s and Father’s actions calm the soldiersIdentify words and actions that show Daniel’s emotionsInfer Daniel’s character traits based on his emotions and responsesCompare and contrast Daniel’s character traits with Father’s773–79633–38261–62Identify words and actions that show Daniel’s emotionsInfer Daniel’s character traits based on his emotions and responsesIdentify sensory words and phrases that describe the battleFormulate a Christian response to frightening situations BWS 780–85639–43263–64Identify words and actions that show Daniel’s emotionsInfer Daniel’s character traits based on his emotions and responsesTrace the change in Daniel’s character over the course of the storyEvaluate Father’s explanation of courage according to biblical principles BWS Apply the definition of courage to a situation in one’s own life BWS Look Again: Daniel at the Siege of Boston, 1776 (147)786–87626–43265–66Identify and label on a map the places referenced in Daniel at the Siege of BostonDraw symbols on the map to show troop movements and fortifications, and draw a map legend for the symbolsCompare the map of Boston in 1775 with a map of modern-day BostonShield Design and Creation (148)Comprehension Assessment 11788–89Design a shield that incorporates the elements of a personally memorable selection from the Reading bookCreate the shieldDemonstrate mastery of reading skills“The Woodcutter and Hermes” (149)Fableretold by Jennifer Olachea790–93644–47267–68Recall the elements of a fableIdentify Hermes as the messenger god of Greek mythologyCompare and contrast character traits of the woodcutter and his neighbor and the consequences of those traitsEvaluate the stated moral based on biblical principles BWS “Fire, Water, Truth, and Falsehood” (150)Folktalefrom northeast Africa794–97648–51269–70Identify Ethiopian cultural elements in the storyInfer the themeExplain how personification is used to support the themeEvaluate the theme of the story from a biblical worldview BWS Look Again: Comparing Cultural Stories (151)798–99644–51271–72Compare and contrast story elements of three cultural storiesCompare and contrast themes of three cultural storiesAnalyze the reason for the importance of truthfulness in many cultures based on Romans 2:14–15 BWS Digital Literacy: Online Safety and Responsibility (152)800–801273–74Identify possible dangers onlineDistinguish between personal and private informationIdentify online responsibilitiesConstruct a plan for online personal safetyDigital Literacy: Cyberbullying (153)802–3275–76Recall online responsibilitiesCompare and contrast online and personal friendsExplain why bullying is sinful based on biblical principles BWS Compare and contrast personal bullying and cyberbullyingConstruct a plan for dealing with cyberbullying BWS Digital Literacy: Propaganda and Unreliable News (154)804–7277–78Identify types of propagandaIdentify ways to spot unreliable news storiesCompare and contrast propaganda and unreliable news storiesEvaluate materials using strategies to identify propaganda and unreliable news storiesDigital Literacy: Keyword Searches (155)808–9279–80Identify search enginesExplain keywords and how to use themCompare and contrast search results from using different keywordsComplete a search using keyword strategiesDigital Literacy: News Article Research Project (156)810–11281–82Recall strategies for keyword searches and identifying unreliable newsFind and analyze two news articles about similar subjectsEvaluate the legitimacy of news articlesEvidence Not Seen (157–58)Autobiographyan excerpt from the book by Darlene Deibler Rose812–17652–56283–84Identify the settingAnalyze how the point of view draws the reader into the storyIdentify Darlene’s physical needsExplain Darlene’s view of God’s ability to provide818–23657–60285–86Explain how God provided for Darlene’s physical needsIdentify Darlene’s spiritual needsExplain how God provided for Darlene’s spiritual needsIdentify Darlene’s response to God’s provisionExplain how God’s provision can strengthen a person’s faith during trials BWS Look Again: Evidence Not Seen (159)824–25652–61287–88Recall events in “Paul Is Shipwrecked,” “The Queen Who Saved Her People,” Let’s Roll!, and Evidence Not SeenList trials experienced by people in these accountsIdentify God’s provision during the trialsIdentify needs for God’s provision in one’s own life BWS Pray together with a partnerShield Presentation (160)Comprehension Assessment 12826Present the shield created in Lesson 148Demonstrate a mastery of reading skillsNovel Studies: Misty of ChincoteagueLesson Title and NumberTeacher Edition pagesLesson Objectives and Biblical WorldviewChapter 1: “Live Cargo!” (1)828–32Identify the ponies’ origin and intended destinationIdentify the ponies’ actual destinationExplain the reason the ponies are being transportedExplain the extended metaphor in the description of the seaChapter 2: “The Island of the Wild Things” (2)833–35Contrast the ponies’ experiences on board the ship and on the islandExplain the personification of the sea as the ponies’ friendAnalyze the survival techniques the ponies learn on the islandInfer reasons people do not settle on Assateague IslandChapter 3: “The Phantom” (3)836–39Explain why Paul is fascinated with the PhantomExplain Paul and Maureen’s plan to buy the PhantomExplain the relationship between Paul and MaureenContrast Paul’s and Maureen’s responses to what they observeChapter 4: “Sacred Bones” (4)840–43Infer the reason Grandpa says bones are sacred ?BWS?Infer character traits of GrandpaAnalyze Grandpa’s explanation of a legendExplain the origins of Pony Penning DayChapter 5: “A Piece of Wind and Sky” (5)844–47Identify the children’s motive for buying a pony of their ownExplain Paul’s plan to earn money from GrandpaContrast the children’s and Grandpa’s expectations about capturing the PhantomEvaluate the children’s view of work ?BWS?Chapter 6: “Pony Penning Day” (6)848–51Identify Paul’s character traitsExplain how sensory details bring events to lifeTrace the use of suspense throughout the chapterExplain how Paul is able to drive the Phantom and her foal to Tom’s PointEvaluate Paul’s response to authority BWS Chapter 7: “She Can’t Turn Back” (7)852–55Infer character emotionsExplain how simile and metaphor add interest to the narrative of eventsExplain how irony makes Paul’s accomplishment satisfyingPredict whether the Phantom and Misty will safely swim the channel to ChincoteagueChapter 8: “Caught in the Whirlpool” (8)856–59Explain the reason for the change in viewpointInfer character emotionsTrace the use of suspense throughout the chapterInfer Paul’s motive for risking his life for MistyVerify the outcome of the prediction in Chapter 7Chapter 9: “On to the Pony Penning Grounds” (9)860–62Identify the problem with keeping both poniesIdentify the proposed solution to the problemIdentify Maureen’s character traitsInfer character emotionsCreate a timeline of the events surrounding Pony Penning DayAssessment 1 (10)863Sequence events in the plotIdentify traits of each of the main charactersIdentify literary elements in the storyEvaluate character motives and actionsChapter 10: “Colts Have Got to Grow Up” (11)864–66Infer the reasons why Paul and Maureen speak politely to the Pied PiperExplain why the children are worried about the coltsSummarize the fire chief’s explanation of why the children should not worryExplain the children’s response to the fire chief’s explanationInfer the character traits of the fire chiefChapter 11: “Storm-Shy” (12)867–70Identify sensory detailsIdentify personification and onomatopoeiaTrace the use of suspenseExplain the significance of the Phantom’s eating out of Paul’s handChapter 12: “The Sold Rope” (13)871–74Infer reasons why Paul does not want to wake upIdentify Maureen’s emotions before she sees the sold ropeIdentify Maureen’s emotions after she learns that Misty has been soldPredict how Paul will feel when he learns someone else has bought MistyChapter 13: “A Pony Changes Hands” (14)875–78Explain why the children think losing Misty is their faultIdentify the children’s emotions throughout the chapterInfer the children’s character traits based on how they decide to use their moneyEvaluate the children’s traits in light of Proverbs 3:27 and Proverbs 21:5 BWS Verify the outcome of the prediction in Lesson 13Chapter 14: “The Wickie” (15)879–81Identify the steps Paul and Maureen use to prepare Phantom for ridingInfer reasons why Paul is concerned Phantom will not take to a metal bitExplain Grandpa’s view of the children and their work with the poniesContrast Phantom’s and Misty’s behaviorsChapter 15: “The Fire Chief Pays a Call” (16)882–84Identify what makes Phantom happyIdentify the reason for the fire chief’s visitExplain the reason that people everywhere are talking about PhantomContrast the Phantom’s and Misty’s behaviors and the emotions they conveyChapter 16: “The Pully Bone” (17)885–87Identify evidences that the Phantom is famousExplain the reason for the tension between Paul and MaureenAnalyze Grandma’s solution to the problem between the childrenEvaluate Maureen’s and Paul’s responses to the outcome BWS Chapter 17: “Wings on Her Feet” (18)888–91Identify the cause for excitement on the islandTrace the use of simile and metaphor in the chapterExplain why Maureen wants to be alone to watch the raceExplain the significance of the chapter titleEvaluate Paul’s attitude after the race based on his actions BWS Chapter 18: “A Wild Bugle” (19)892–94Infer Paul’s feelings about Phantom’s happinessExplain the significance of Phantom’s nameIdentify Paul’s, Maureen’s, and Grandpa’s different attitudes about Phantom’s freedomAnalyze Paul’s motives in giving Phantom her freedomAssessment 2 (20)895Sequence events in the plotIdentify emotions of each of the main charactersIdentify literary elements in the storyEvaluate character motives and actionsIdentify meanings of vocabulary words from contextNovel Studies: BradyLesson Title and NumberTeacher Edition pagesLesson Objectives and Biblical WorldviewChapter 1 (1)896–900Recall the elements of historical fictionIdentify the setting of the storyIdentify the main and supporting characters in the storyInfer Brady’s character traitsChapter 2 (2)901–5Identify sensory detailsIdentify cause-and-effect relationships between Drover Hull and sicknessesCompare and contrast Brady and RangeContrast Brady’s mother’s view of slavery with his father’s view of slaveryChapter 3 (3)906–9Recall the meaning of mood in a storyExplain why Brady should not have spoken about Drover Hull’s cabinIdentify how the mood changes in the chapterIdentify Brady’s emotions throughout the chapterPredict what Brady’s idea might be Chapter 4 (4)910–12Verify predictions about Brady’s ideaInfer Brady’s motives for bringing the squirrels homeInfer why Brady does not draw a mouth on the scarecrowExplain Brady’s response to the scarecrow’s appearanceChapter 5 (5)913–16Identify the mood in Chapter 5Contrast Tar’s appearance at his shop with his appearance at Drover Hull’s cabinInfer the slave catcher’s character traits based on his appearance and his wordsInfer the author’s view of slavery (tone) based on her portrayal of the slave catcherChapter 6 (6)917–20Infer Laban’s character traitsExplain the significance of Laban’s nameInfer reasons why Drover Hull’s cabin is emptyPredict the cause of Brady’s dizzinessChapter 7 (7)921–24Verify predictions about Brady’s dizzinessExplain why Brady thinks drinking from Drover Hull’s well made him sickInfer the cause of Mr. Minton’s response to Brady’s story about the scarecrowEvaluate Brady’s treatment of Mary Dorcas in light of biblical truth BWS Chapter 8 (8)925–28Infer Brady’s reasons for being irritated with Mary DorcasRecall the definitions of suspense and ironyIdentify details that make the Independence Day celebration suspenseful and ironicIdentify the mood at the end of the chapterAnalyze why the mood changes at the end of the chapterChapter 9 (9)929–33Recall the definition and types of literary conflictIdentify the types of conflict in the chapterIdentify the mood during Mr. Minton’s sermonAnalyze why the mood changes at the end of the chapterAssessment 1 (10)934–35Identify the settingSequence plot eventsIdentify characters’ views of slaveryIdentify meanings of vocabulary wordsChapter 10 (11)936–40Identify ways Brady thinks slavery has ruined his lifeAnalyze Brady’s thoughts that slavery has ruined his life BWS Contrast Mr. Fergus’s view of slavery with Mr. Minton’s view of slaveryEvaluate these opposing views of slavery in light of biblical truth BWS Chapter 11 (12)941–44Infer character emotionsInfer reasons for Brady’s frightened reaction to finding MossCompare Brady and MossExplain how meeting Moss changes Brady’s view of slaveryPredict whether Brady will tell others about MossChapter 12 (13)945–48Explain how Brady’s view of his father changesIdentify the reasons Brady uses to justify telling Range his secretEvaluate whether Range is a good influence or a bad influence BWS Identify Brady’s motives for staying on the farmIdentify the types of conflict Brady experiencesChapter 13 (14)949–52Recall the meaning of character developmentInfer Brady’s character traits from his view and treatment of MossInfer Brady’s motives for being kind to MossInfer the reasons why a new name is important to MossIdentify ways Brady has changed (developed) since the beginning of the storyChapter 14 (15)953–56Infer why the Mintons want Moses Lowe to leaveInfer the author’s tone toward abolitionists like Moses LoweExplain what Brady thinks is the reason behind his father’s sending him to WashingtonIdentify the types of conflict shown in the chapterIdentify events that make the story suspensefulChapter 15 (16)957–60Infer why Brady does not like abolitionistsIdentify the moodIdentify details that create the moodPredict what Brady plans to do when he returns homeChapter 16 (17)961–63Identify character traits Brady demonstrates during the fireIdentify the problems Brady facesIdentify Brady’s solutions to the problemsInfer Brady’s motives for deciding to help MossVerify predictions from Lessons 12 and 16 about Brady’s actions Chapter 17 (18)964–67Identify details that create suspenseInfer reasons for Moss’s fearInfer why Brady feels he is doing the right thingEvaluate Brady’s treatment of Laban Williams in light of biblical truth BWS Explain why Moss chooses “Brady” as his last nameChapter 18 (19)968–72Identify ways Brady’s relationship with his father has changedIdentify ways Brady has changedInfer the symbolic meaning of the Sermon House and the North StarInfer the theme of the novelEvaluate the theme in light of biblical truth BWS Assessment 2 (20)973Sequence plot eventsSummarize how the main character has changedIdentify the theme of the novelIdentify and evaluate the author’s view of slavery (tone) BWS Identify meanings of vocabulary wordsNovel Studies: The Horse and His BoyLesson Title and NumberTeacher Edition pagesLesson Objectives and Biblical WorldviewChapter 1: “How Shasta Set Out on His Travels” (1)974–79Identify the settingIdentify character background detailsIdentify character traitsExplain how the use of irony and humor enhances the storyChapter 2: “A Wayside Adventure” (2)980–83Identify character traitsInfer character emotionsEvaluate Bree’s reasoning about the Tarkaan’s money BWS Explain the lions’ role in the decision to travel with Aravis and HwinExplain how the horses’ behavior is superior to the humans’ behaviorChapter 3: “At the Gates of Tashbaan” (3)984–87Identify conventions of Calormene storytellingIdentify character traitsInfer details of Calormene culture from Aravis’s storyEvaluate characters’ actionsPredict whether the characters will have an uneventful trip through TashbaanChapter 4: “Shasta Falls In with the Narnians” (4)988–91Verify the outcome of the predictionIdentify uses of suspense and ironyCompare and contrast the Narnians and the CalormenesInfer character traits of the NarniansCreate a proverb or a wise sayingChapter 5: “Prince Corin” (5)992–95Identify character traitsSummarize the Narnians’ plans for escape from Prince RabadashInfer character motivesIdentify reasons that Shasta does not ask the Narnians for helpEvaluate Shasta’s hopes and his ultimate actionLook Again: Chapter 5: “Prince Corin” (6)996–97Compare and contrast Shasta and CorinComplete a character analysis of Shasta or Corin based on his words, thoughts, and actionsFormulate an understanding of God’s sovereign design of our lives before we are born BWS Chapter 6: “Shasta Among the Tombs” (7)998–1001Explain how descriptive details enhance setting and create a moodExplain why the cat is a comfort to ShastaTrace the author’s use of suspense throughout the sceneEvaluate Shasta’s decision at the end of the chapterChapter 7: “Aravis in Tashbaan” (8)1002–5Identify character traits of LasaraleenInfer Lasaraleen’s values based on her words and actionsContrast the values of Aravis and LasaraleenPredict whether the girls will be seenChapter 8: “In the House of the Tisroc” (9)1006–9Identify character traitsContrast the three views on the changes that have taken place in NarniaExplain Rabadash’s plan for gaining the land of NarniaEvaluate Rabadash’s planVerify the accuracy of the prediction about whether the girls will be seenAssessment 1 (10)1010Sequence events in the plotIdentify character traitsCompare and contrast the people of Calormen and the people of NarniaEvaluate character motives and actionsChapter 9: “Across the Desert” (11)1011–14Contrast Lasaraleen’s and Aravis’s responses to a frightening eventIdentify the hardships the characters face in crossing the desertIdentify change in Shasta’s characterEvaluate Hwin’s suggestion that they press onEvaluate Bree’s response to Hwin’s suggestion BWS Chapter 10: “The Hermit of the Southern March” (12)1015–18Identify evidences of Shasta’s courageIdentify the cause of Bree’s shameInfer the Hermit’s goodness from his words and actionsEvaluate the Hermit’s statement about luck BWS Chapter 11: “The Unwelcome Fellow Traveler” (13)1019–22Identify the Lion as AslanInfer character emotionsExplain how the Lion’s revelation of himself to Shasta has been foreshadowed several timesAnalyze Aslan’s character based on his words and actionsEvaluate Shasta’s responses to the LionLook Again: Chapter 11: “The Unwelcome Fellow Traveler” (14)1023–24Infer the symbolism of AslanCompare Aslan’s references to himself with biblical references to Christ BWS Evaluate the appropriateness of Shasta’s responses to Aslan BWS Write a paragraph explaining how this chapter aids understanding of a Christian’s relationship to Christ BWS Chapter 12: “Shasta in Narnia” (15)1025–27Identify character traits of the Narnian creaturesIdentify the reason for the conflict between Corin and EdmundInfer Shasta’s motive for joining the battleInfer the mood of various scenes and the overall mood of the chapterEvaluate Edmund’s advice to Shasta about avoiding suspicion of being a traitorChapter 13: “The Fight at Anvard” (16)1028–31Trace the author’s use of suspense leading up to the battleExplain the author’s purpose for the shift in point of view during the battle sceneAnalyze the battle strategies of each side from the Hermit’s descriptionEvaluate the characters’ responses to Rabadash’s predicament at the end of the battlePredict the meaning of the king’s question at the end of the chapterChapter 14: “How Bree Became a Wiser Horse” (17)1032–35Trace the author’s use of suspenseIdentify dramatic irony in the scene where Aslan appearsInfer the reasons for Aslan’s responses to each character BWS Verify the accuracy of the prediction about King Lune’s questionCompare and contrast characters’ responses before and after meeting Aslan BWS Chapter 15: “Rabadash the Ridiculous” (18)1036–39Identify character traits of King LuneContrast the responses of Rabadash and Bree to Aslan’s correctionExplain why Rabadash’s punishment is appropriateEvaluate Cor’s response to promotion and greatness BWS Look Again: The Horse and His Boy (19)1040–41Identify character development in Cor, Aravis, and BreeIdentify the theme of the novelEvaluate the theme through a biblical worldview BWS Assessment 2 (20)1042Sequence events in the plotIdentify changes in Shasta over the course of the novelCompare the novel to real Christian experience BWS Apply the theme of the novel to personal experience BWS ................
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