Literacy By Design: The Bake Sale Battle Level Q
Name Date
The Return of the Wolf: Level U
Here are this weeks Vocabulary Words
|naturalist | |
|mournful | |
|veterinarian | |
|observing | |
|Photographer | |
|Binoculars | |
|amazement | |
Other words:
___________, _____________________________________
___________, _____________________________________
___________, _____________________________________
___________, _____________________________________
___________, _____________________________________
|Monday | |Tuesday |
| |Meet With Mr. O | | |Meet with Mr. O |
| |Begin The Return of the Wolf | | |Cont. The Return of the Wolf |
|/15 |Complete vocabulary (pg. 2) | |/8 |SW: Homonyms (pg. 3) |
| |Class Strategy Worksheet | |/8 |HW: Homonyms (pg. 4) |
|Wednesday | |Thursday |
| |Meet with Mr. O | | |Meet with Mr. O |
| |Cont. The Return of the Wolf | | |Cont. The Return of the Wolf |
|/16 |SW: Making Connections (p. 5-6) | |/10 |SW: Story Structure (p. 9-10) |
|/8 |HW: Making Connections (p. 7-8) | |/10 |HW: Story Structure (p 11-12) |
| |Class Strategy Worksheet | | |Class Strategy Worksheet |
|Friday |
|Finish Agenda, Weekly quizzes |Literal /16 Inferential /16 |
|Please Note: Early finishers: Once you have completed you may begin Independent Reading. |
The Return of the Wolf
Vocabulary Words ___/ 15
PAGE 2: Write 5 sentences using the vocabulary words above. You may choose any of the words from the list above. You may include more words if you wish.
1.
___________________________________________________________________________________________________________________________________________________________________________
2. ___________________________________________________________________________________________________________________________________________________________________________
3.
___________________________________________________________________________________________________________________________________________________________________________
4.
___________________________________________________________________________________________________________________________________________________________________________
5.
___________________________________________________________________________________________________________________________________________________________________________
CC.1.2.4.J Acquire and use accurately grade appropriate conversational, general academic, and domain‐specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. E04.B‐V.4.1.1 E04.B‐V.4.1.2.
The Return of the Wolf – Homonyms & Homophones
SEATWORK- Tuesday ___/ 8
Homonyms: Words that have the same spelling and same pronunciation, but different meanings.
Directions: Choose (a) or (b)
Example: I hope you are not lying _(a)_ to me. (a) telling a lie
My books are lying _(b)_ on the table. (b) being in a horizontal position
1. The kids are going to watch ___ TV tonight. (a) small clock worn on the wrist
What time is it? I have to set my watch____. (b) look at
2. Which page _____ is the homework on? (a) one sheet of paper
Please page _____the doctor if you need help. (b) to call someone on an electronic pager
3. Let’s play ___ soccer after school. (a) participate in a sport
The author wrote a new play ___. (b) theater piece
Practice Exercise Two Homophones are words which have the same pronunciation as each other but different spellings and meanings.
4. She __________________ the capitals of every state. (new, knew)
5. __________________ car is parked in the driveway? (Who's, Whose)
6. April is the __________________ month. (forth, fourth)
7. The __________________ ingredients of bread are flour, water, and yeast. (principal, principle)
8. I would __________________ all parents to have a dog. (advice, advise)
CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3
The Return of the Wolf – Homonyms & Homophones
HOMEWORK- Tuesday ___/ 8
Homonyms: Words that have the same spelling and same pronunciation, but different meanings.
Directions: Choose (a) or (b)
Example: I hope you are not lying _(a)_ to me. (a) telling a lie
My books are lying _(b)_ on the table. (b) being in a horizontal position
1. Ouch! The mosquito bit ___ me! (a) a tiny amount
I’ll have a little bit ___ of sugar in my tea. (b) past tense of bite
2. My rabbits are in a pen ___ outside. (a) a writing instrument which uses ink
Please sign this form with a black pen ___. (b) an enclosed area.
3. I will take a trip___ to Hawaii this summer. (a) a journey
Don’t trip___ over that crack in the sidewalk. (b) to fall over something.
Practice Exercise Two Homophones are words which have the same pronunciation as each other but different spellings and meanings.
Read each sentence and fill in the blank with the correct word.
4. I will not be able to __________________ the new job. (accept, except)
5. Please try not to __________________ your new sunglasses. (lose, loose)
6. __________________ going to the races this evening. (Their, They're)
7. How does candy __________________ your blood sugar? (affect, effect)
8. We had __________________ much snow last winter. (to, too, two)
CC.1.4.4.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. E04.D.1.1.1 E04.D.1.1.2 E04.D.1.1.3 E04.D.1.1.4 E04.D.1.1.5 E04.D.1.1.6 E04.D.1.1.7 E04.D.1.1.8 E04.D.1.2.1 E04.D.1.2.2 E04.D.1.2.3
The Return of the Wolf – Making Connections
Seatwork- Wednesday
You can better understand what happens in a story if you connect what you read with something you have seen or heard in the world around you.
Wes and his brother, Ben, were opposites. Wes was the older brother, and he was studious, serious, and careful. However, Wes was a bit clumsy. On the other hand, Ben was a natural athlete with a penchant for playing practical jokes. He liked to play practical jokes on members of his family. His mother never quite understood the idea that jokes were practical since most of Ben's pranks were annoying and often untidy. Ben also liked to perform experiments that ended in a huge mess.
Take, for example, the dry cereal experiment that Ben conducted. Six-year-old Ben wanted to figure out how much cereal could fit inside his shirt. He tucked the bottom edge of his shirt into the elastic band of his gym shorts and proceeded to pour dry cereal down his neck and into the space around his tummy. He thought this was a valid experiment, but when his shirt exploded from its tucked-in position and sent cereal in all directions around the kitchen, it didn't seem quite as scientifically worthwhile.
Of course, Wes came home shortly after this culinary disaster and laughed out loud. He thought with glee that Ben would be in trouble again, and he found this entertaining. Wes, of course, had been polishing his straight-A average and had brought home more evidence of this in his latest perfect math test.
Ben wailed and ran to his room. Shortly after that, his mother came home from work and wailed at the mess in the kitchen. She stomped up the stairs like a weary elephant. She went into the boys' room and began to wave her arms and yell. Wes went upstairs to see the spectacle of Ben getting in trouble... again. As Ben watched his mother's tirade, Wes, who stood behind his mother in the boys' room, decided to make things worse. He began imitating his mom by waving his arms and making faces. His mom wouldn't have a clue, and Wes thought this was funny. Then his mom turned around and said, "Wes, you are in trouble, too."
Mom had seen Wes's reflection in the mirror along the side of the room. She saw how he had imitated her, and she was not amused. Both boys had to go clean up the mess in the kitchen. Moms usually know more than their kids give them credit for. Gotcha!
The Return of the Wolf – Making Connections
Seatwork- Wednesday ___/ 16
You can better understand what happens in a story if you connect what you read with something you have seen or heard in the world around you. Think about your own experiences as you try to answer the questions below in complete sentences.
1. Do you have a brother, sister, or friend, or know someone like Ben? What is it like to be around that person? ___/4 inf
_____________________________________________________________________________________________________________________________________________________________________________________________
2. Has anyone ever played a joke on you? What was it and how did you feel about it? ___/4 inf
____________________________________________________________________________________________________________________________________________________________________________________________
3. Are you more like Ben or Wes? Give an example. ___/4 inf
_____________________________________________________________________________________________________________________________________________________________________________________________
4. Have your parents ever figured out something that you had done? Did that surprise you? Describe what happened in detail.
___/4 inf
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (this includes both seatwork and homework assignments)
The Return of the Wolf – Making Connections
Homework- Wednesday ___/ 8
You can better understand what happens in a story if you connect what you read with something you have seen or heard in the world around you.
Have you ever been surprised by an unexpected snow storm? Write about a time when it snowed.
___/4 inf
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Now read the following story
It was the day before Halloween. Lindsey sat on her front porch waiting for her new friend, Kelly, to come over.
Kelly arrived shortly. "Hi, Lindsey!" she called. "How are you? We've got to work on our sled for Halloween today."
"Our sled?" Lindsey questioned.
"Yep. Gotta get it ready for the trick or treat run."
"What in the world are you talking about?" Lindsey asked.
"Come with me. I'll show you."
Lindsey and Kelly bounded down the street to Kelly's garage. In the middle of the floor was a sled with a large box attached to it. Kelly took out some straps and began to secure the box to the back of the sled. She then lined the box with a big, heavy duty garbage bag.
All Lindsey could do was watch. "What's that for?" Lindsey asked.
"I told you. The trick or treat sled run," Kelly answered.
"Ooo-kay," Lindsey replied slowly, without really understanding.
"There, we should be all set," Kelly stated with satisfaction.
Lindsey stared at the sled and then at Kelly and still didn't understand. Although Lindsey's family had just moved to Colorado a couple of months ago, she was thankful to make a friend so quickly. Sometimes, though, Kelly confused Lindsey. It seemed to Lindsey that Kelly was always into some new idea or scheme.
Kelly had lived in Colorado all her life. Kelly kept telling Lindsey that life was different in Colorado, especially due to the unpredictable weather. She was sure it was going to snow by Halloween. Lindsey had never lived in a Northern state, but the weather didn't seem much different from other places she'd lived. She had a hard time believing there would be snow by tomorrow.
"Just trust me. We'll need this." Kelly told her friend.
Lindsey went along with her friend although she thought Kelly was a little silly for preparing a sled. She went to bed that night laughing about it. "A sled for Halloween," she thought. "How ridiculous!"
The next morning, however, Lindsey wasn't laughing. She yawned and looked out her window with sleepy eyes that soon popped out of her head. There was at least 6 inches of snow on the ground! What happened? Lindsey didn't have much time to think since the phone rang within minutes. Kelly was on the other end saying, "Told ya! Let's give the sled a trial run!"
Lindsey searched the basement and found her snow boots and a heavy ski jacket. She had worn them only about once a year in the other states where her family had lived. They took the sled to a nearby hill, and rode it down across the front yards of all the houses in that neighborhood.
"Hey, won't people get mad?" Lindsey worried.
"Nope. This is how we trick or treat. We glide down the hill, and people drop candy into our boxes on the back of the sleds. I'm just practicing. Wheee!"
When they got to the bottom, Kelly said, "We're all set. I'll pick you up at 7:00 p.m. I've gotta go!" Kelly then dashed home, pulling the sled behind her.
Kelly was out of sight before Lindsey could catch up. She began the walk back to her house, enjoying the snow along the way. This was certainly going to be the most unusual Halloween she'd ever had!
Has someone you knew ever predicted something was going to happen, you didn’t believe them, and it did? Write about it below.
___/4 inf
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (this includes both seatwork and homework assignments)
The Return of the Wolf – Story Structure
Seatwork- Thursday ___/ 10
Story structure is how the pieces of the story fit together. The beginning of the story introduces us to the characters, the setting, and a problem.
[pic]
Every year, the fifth grade classes held a big softball game and talent show. This year, Lauren and Jessica decided to enter the talent show. Since their team was the Mustangs, the girls decided to dance in a horse costume. Lauren would be the front half and Jessica the back half.
They spent the entire weekend making a paper-mache horse’s head. Jessica’s dad sewed the body from fleecy brown cloth. The girls made the mane and tail out of thick black yarn. Lauren’s mom helped them learn a dance to a song called “Plains Pony.”
At last it was the day of the show. But as the girls nervously galloped onto the softball diamond, they heard giggling from the audience. Someone called, “Hey, Horsey! You forgot something!” Jessica gasped, Oh, no!” Peeking out from behind the horse’s head, Lauren saw something black near home plate. Their tail!
[pic]
“What will we do?” Jessica whispered. Lauren replied, “We’ll pretend we planned it this way!” The next time they passed home plate, they danced around the tail and Lauren snatched it up. The she and Jessica danced backwards off the field, shaking their hooves to the music as Lauren waved goodbye with the tail. The audience applauded noisily, screaming with laughter.
The Return of the Wolf – Story Structure
Seatwork- Thursday
Fill in the story map so it sums up the story you have just read. Write the character’s names, the setting, and the events that make up the plot.
|Main Characters (1 pt) |Setting (time & place) (1 pt) |
|______________________________ |______________________________ |
|______________________________ |______________________________ |
|Plot (4 pts) |
|_______________________________________________________________________________________________________________________________________________|
|_________________________________________________________________________________________________________ |
|Problem (2 pts) |
|_______________________________________________________________________________________________________________________________________________|
|_________________________________________________________________________________________________________ |
|Solution (2 pts) |
|_______________________________________________________________________________________________________________________________________________|
|_________________________________________________________________________________________________________ |
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text. E04.A‐K.1.1.3 (homework and seatwork)
The Return of the Wolf – Story Structure
Homework- Thursday ___/ 10
Read the story below and then fill out the chart that follows.
Pierce the Spaceman
Pierce tightened the buckle on his moon belt. He had never seen the fogs of Planet Zarzoo so thick and the high gravity was weighing down his space boots. Pierce’s mission was simple: he was to dive through the sludge pits of Zarzoo and gather Zennon crystals to power the space colony’s defense shields. It seemed simple enough to Pierce, but he had not anticipated a high gravity day and the acid rain was burning through his spacesuit.
As Pierce walked over the toxic sand dunes of the planet Zarzoo, he saw the two golden suns setting. It would now get much colder. Pierce turned on the thermal warming power in his spacesuit as he approached the sludge pits. He checked his oxygen tanks and the levels were green. Pierce thought to himself: It’s time to dive through some sludge, and then he dove into the radioactive green goo of the sludge pits.
Pierce felt that diving to the bottom of the sludge pits was easier than usual. Perhaps it’s because of the high gravity, he reflected as he kicked his way toward the shinny Zennon crystals spread along the floor of the pits. He gathered the space crystals and stuffed them into his space pouch, he felt the slithering tentacle of a Toxopus as it disconnected his air supply from respirator. Toxic fluid poured into the air containers, making them useless. “Beast!” Pierce shouted, taking in the last clean breath from the ruptured air tank.
He vaporized the monster with one blast of his raygun as he began frantically scrambling for the surface. Clawing and pulling, Pierce fought for air, but the high gravity and the thick sludge made escape seem impossible. As Pierce’s reality faded out, angels carried him.
Pierce sat in a white chair on a white cloud, surrounded by white lights. A voice from all around spoke softly but strongly to him: “Pierce, it is not your time.” Pierce felt peace. “You must bring the Zennon crystals to the space colony.” the voice went on, “If you do not, the defense shields will fall and all will perish.” Pierce recognized the importance of his mission but he did not know how to escape the sludge pits without oxygen, yet alone the high gravity of planet Zarzoo. “Pierce, the Zennon crystals have power,” were the last words Pierce heard before he returned to his oxygen deprived body.
Pierce was fading in and out of consciousness when he noticed tiny air bubbles seeping out of one of the Zennon crystals. Apparently, he had grazed one of the crystals with his raygun when he was vaporizing the Toxopus. Pierce put the cracked Zennon crystal to his mouth and drew a breath of oxygen from it. His head stopped throbbing. He took another breath from the crystal and his heart beat slowed. Pierce breathed a sigh of relief as he climbed out of the sludge pit.
Marching through the thick fogs of Zarzoo, Pierce held on to the Zennon crystals. He knew that they would power the defense shields for the space colony and prevent an alien attack. When Pierce got back to his spaceship, he thankfully powered up the oxygen generator and set the navigation system for his home planet. Then he turned the key to his spaceship, but it wouldn’t start. The engine kept barking, but it wouldn’t turn over. Pierce smacked the spaceship on its dashboard and it started. Pierce breathed another sigh of relief. Throwing the Zennon crystals in the back seat, Pierce flew the ship from the high gravity of planet Zarzoo. He loosened a notch on his space belt and waited for the space boosters to hit full power. Everything would be okay.
Fill in the story map so it sums up the story you have just read. Write the character’s names, the setting, and the events that make up the plot.
|Main Characters (1 pt) |Setting (time & place) (1 pt) |
|______________________________ |______________________________ |
|______________________________ |______________________________ |
|Plot (4 pts) |
|_______________________________________________________________________________________________________________________________________________|
|_________________________________________________________________________________________________________ |
|Problem (2 pts) |
|_______________________________________________________________________________________________________________________________________________|
|_________________________________________________________________________________________________________ |
|Solution (2 pts) |
|_______________________________________________________________________________________________________________________________________________|
|_________________________________________________________________________________________________________ |
The Return of the Wolf
Comprehension Questions /16 literal /16 inferential
Each question is worth 4 points.
1. What does the sign at the entrance of Yellowstone National Park Say?
___/4 lit
_____________________________________________________________________________________________________________________________________________________________________________________________
2. Why are wolves needed in the park? ___/4 lit
____________________________________________________________________________________________________________________________________________________________________________________________
3. Why did Wen start studying his surroundings? ___/4 lit
_____________________________________________________________________________________________________________________________________________________________________________________________
4. What is Tae-Song planning to use the chemistry table for?
___/4 lit
_____________________________________________________________________________________________________________________________________________________________________________________________
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B‐K.1.1.3
5. Why do you think Wen dreams about being a wolf? ___/4 inf
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Do you think eagles have good eyesight? What makes you think that? ___/4 inf
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Was setting up the camp an adventure like the author says? Why do you think so? ___/4 inf
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. What does the story suggest about Gina’s personality? What makes you think that? ___/4 inf
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences. E04.A‐K.1.1.1
1.
The Return of the Wolf – Using Context Clues
Seatwork- Wednesday ___/ 16
Context clues can help you figure out the meaning of a word or phrase you don’t know. These clues can be found in the words and sentences surrounding the unknown word or phrase.
[pic]
The Return of the Wolf – Using Context Clues
Seatwork- Wednesday ___/ 20
Paragraph Context
Read the following paragraph. As you read, consider the overall meaning of the paragraph—that it describes a volcanic eruption—to get a sense of the larger context. Then look each underlined word. Highlight or find other information in the paragraph that will help determine the meaning of the underlined words. (each question is worth 4 pts. )
Remember to use the following strategies:
• Look at how a new word is used
• Look at the other words in the sentence
• Look at the sentences before and after the new words
The day the volcano erupted won’t soon be forgotten. The destruction was profound, with hundreds of homes covered in ash and completely ruined. No one expected such an incident to take place here. I suppose we should have known an event like this was coming; we do live on the foothills of an active volcano, after all. But even the stories we’d heard of eruptions didn’t prepare us for how explosive it would be. It wasn’t as though lava quietly dribbled down the mountain. It came shooting out of the top as though a bomb went off in there. But what’s truly amazing is how the entire island banded together to rebuild. That was no easy feat! This achievement would not have been possible had we not all worked together.
Profound Context Clues: ________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
Incident Context Clues: _________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
The Return of the Wolf – Using Context Clues
Seatwork- Wednesday ___/ 20
Foothills Context Clues: _________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
Explosive Context Clues: ________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
Feat Context Clues: ____________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
[pic]
The Return of the Wolf – Using Context Clues
Homework- Wednesday ___/ 16
Paragraph Context
Read the following paragraph. As you read, consider the overall meaning of the paragraph. Then look each underlined word. Highlight or find other information in the paragraph that will help determine the meaning of the underlined words. (each question is worth 4 pts. )
Remember to use the following strategies:
• Look at how a new word is used
• Look at the other words in the sentence
• Look at the sentences before and after the new words
One of the most important things to remember when calamity strikes is not to panic. A panicky person cannot think clearly. A person who panics cannot maneuver through the obstacles presented by a disaster, such as a tornado or hurricane. Each kind of disaster requires a different action. For example, a tornado requires people to go to the center of a building (preferably a room with no windows) or a basement and to cover their heads. A hurricane, on the other hand, requires evacuation because the storm surge can flood areas. If the storm surge rises too high, people will be stranded on rooftops and unable to get to safety. In the event of an earthquake, people should get outside or stand in doorways for protection. Seismic activity causes the ground to shake and buildings to come toppling down in some cases. Regardless of the kind of natural disaster, a calm approach will allow you to think things through and act appropriately for the situation.
Calamity Context Clues: _________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
1. [pic]
Maneuver Context Clues: ________________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
Storm surge Context Clues:______________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
Seismic activity Context Clues: __________________________________
______________________________________________________________
Definition: ____________________________________________________
______________________________________________________________
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