About Finish Line Indiana ELA 5

Table of COntenTS About Finish Line Indiana ELA 5 Unit 1: Key Ideas and Textual Support in Literature 7 LESSon 1 5.RL.2.1 Supporting Inferences in Literature 8 LESSon 2 5.RL.2.2 Determining the Theme of a Poem 18 LESSon 3 5.RL.2.2 Determining the Theme of a Story or Play 27 LESSon 4 5.RL.2.2 Summarizing Literature 36 LESSon 5 5.RL.2.3 Comparing and Contrasting Characters 45 LESSon 6 5.RL.2.3 Comparing and Contrasting Settings 56 Unit 1 Review 65 Unit 2: Key Ideas and Textual Support in Nonfiction 72 LESSon 7 5.RN.2.1 Supporting Inferences in Nonfiction 73 LESSon 8 5.RN.2.2 Determining Main Ideas and Details 82 LESSon 9 5.RN.2.2 Summarizing Nonfiction 92 LESSon 10 5.RN.2.3 Explaining Relationships in Text 101 Unit 2 Review 111 Unit 3: Structural Elements and Organization in Literature 119 LESSon 11 5.RL.3.1 Understanding Literary Structure 120 LESSon 12 5.RL.3.2 Understanding Point of View 131 Unit 3 Review 140 Unit 4: Structural Elements and Organization in Nonfiction 146 LESSon 13 5.RN.3.1 Locating Information from Multiple Sources 147 LESSon 14 5.RN.3.2 LESSon 15 5.RN.3.2 Comparing Nonfiction Text Structure: Problem and Solution, Chronology 160 Comparing Nonfiction Text Structure: Cause and Effect, Comparison 172 LESSon 16 5.RN.3.3 Analyzing Relationships in Nonfiction 186 Unit 4 Review 197

Unit 5: Synthesis and Connection of Ideas in Literature 203 LESSon 17 5.RL.4.1 Understanding Visual Elements in Literature 204 LESSon 18 5.RL.4.2 Comparing and Contrasting Stories 213 Unit 5 Review 227 Unit 6: Synthesis and Connection of Ideas in Nonfiction 232 LESSon 19 5.RN.4.1 Identifying Supporting Information 233 LESSon 20 5.RN.4.2 Combining Information from Multiple Sources 243 Unit 6 Review 256 Unit 7: Vocabulary in Literature and Nonfiction 263 LESSon 21 5.RV.2.1, 2, 4 Vocabulary Building 264 LESSon 22 5.RV.3.1, 3 Word Meaning and Figurative Language 277 LESSon 23 5.RV.3.2 Understanding Word Meanings in Nonfiction 287 Unit 7 Review 296 Unit 8: Writing on Demand 300 LESSon 24 5.W.4 The Writing Process 301 LESSon 25 5.W.3.1 Persuasive Writing 311 LESSon 26 5.W.3.2 Informative Writing 314 LESSon 27 5.W.3.3 Narrative Writing 318 LESSon 28 5.W.6.1, 2 Rules of English 321 Unit 8 Review 332 Glossary 333

LESSON 17 5.RL.4.1: Analyze how visual and multimedia presentations and representations can enhance the meaning of a text. Understanding Visual Elements in Literature 1 Introduction THEME: Wondrous Creatures You ve probably read books with pictures. In these tales, beautifully illustrated pictures help tell the story that the author has set down in words. Think about some of the books you ve read. How did the illustrations help you understand the ideas and characters in a way that the text did not? Some stories are told mostly in pictures. Graphic novels, for instance, are stories told in panels, much like a comic book. Speech and thought bubbles and captions help tell the story, but the illustrations carry most of the author s ideas. Of course, not all stories are accompanied by illustrations on every page. Some stories contain just a few illustrations or pictures. But these illustrations can still add to a reader s understanding and appreciation of a text. They can provide details about characters, setting, events, and even tone the author s attitude that the words cannot. Read the paragraph and then look at the illustration. Jasmine stopped and turned toward the soft shaking noise that came from beneath the stairs. She hesitated, as she was already late for school. But the noise was insistent and growing louder. She peered around the stairwell, her eyes adjusting to the dark. And there, in the corner, was what Jasmine first thought was a snake until she looked closer. The creature had the body of a snake, but it had the head of something resembling a bird. It didn t seem angry or mean, just interested in her. Jasmine took a step toward it. 204 UNIT 5 Synthesis and Connection of Ideas in Literature

1 Introduction Read the paragraph again. What does the text tell you about the setting? What does the illustration show you about the setting that the words do not say? What does the text tell you about the creature Jasmine finds? What does the illustration show you about the creature that the text does not say? Stories are enriched by more than just pictures. You may have listened to a recording of a book. The person reading the story may add drama and emphasis. Maybe, the storyteller made a character sound sad and lonely by speaking the character s dialogue in a soft, hushed tone. Or, perhaps, the storyteller made a storm seem particularly threatening by reading the description of it in a loud, fast, dramatic voice. These kinds of multimedia elements help readers understand and appreciate a story. When you read, pay attention to how the illustrations add to the text. When you listen to a multimedia presentation, notice how the storyteller s voice expresses feelings and mood. What illustrations show and the tone of a speaker s voice can help you better understand a story. UNIT 5 Synthesis and Connection of Ideas in Literature 205

2 Focused Instruction Read the first part of the story. Then answer the questions. adapted from The Book of Dragons by E. Nesbit Long, long ago in England, a young girl named Effie came across something unusual 1 At teatime another thing happened. Effie s brother Harry fished something out of his tea, which he thought at first was an earwig. 1 He was just getting ready to drop it on the floor, and end its life in the usual way, when it shook itself in the spoon spread two wet wings, and flopped onto the tablecloth. There it sat, stroking itself with its feet and stretching its wings, and Harry said: Why, it s a tiny newt! 2 2 The professor leaned forward before the doctor could say a word. I ll give you half a crown for it, Harry, my lad, he said, speaking very fast; and then he picked it up carefully on his handkerchief. 3 It is a new specimen, he said, and finer than yours, Doctor. 4 It was a tiny lizard, about half an inch long with scales and wings. 5 So now the doctor and the professor each had a specimen, and they were both very pleased. But before long these specimens began to seem less valuable. For the next morning, when the knife-boy was cleaning the doctor s boots, he suddenly dropped the brushes and the boot and the blacking, and screamed out that he was burnt. 6 And from inside the boot came crawling a lizard as big as a kitten, with large, shiny wings. 206 1 earwig: an insect that has long, thin feelers and two curved, pointed parts at the end of the body 2 newt: a small animal that lives mostly in water and that has four short legs; a long, low body and tail; and soft, wet skin UNIT 5 Synthesis and Connection of Ideas in Literature

2 Focused Instruction 7 Why, said Effie, I know what it is. It is a dragon like the one St. George killed. Think About It What does the illustration help you understand about the dragon when it comes out of the boot? To answer the question, reread the text and look at the illustration. Complete the chart with details from the text and illustration. Details in the Text Details in the Illustration a lizard as big as a with wings What details are in the illustration that are not in the story? 1. 2. 3. UNIT 5 Synthesis and Connection of Ideas in Literature 207

2 Focused Instruction Continue reading the story. Then answer the question. A CloseR Look Descriptions of the dragons and their actions will help you understand how the author feels about them. Underline words and phrases that describe the dragons. Think about the author s attitude toward them. 8 And Effie was right. That afternoon Effie s dog, Towser, was bitten in the garden by a dragon about the size of a rabbit, which he had tried to chase, and the next morning all the papers were full of the wonderful winged lizards that were appearing all over the country. The papers would not call them dragons, because, of course, no one believes in dragons nowadays and at any rate the papers were not going to be so silly as to believe in fairy stories. At first there were only a few, but in a week or two the country was simply running alive with dragons of all sizes, and in the air you could sometimes see them as thick as a swarm of bees. They all looked alike except as to size. They were green with scales, and they had four legs and a long tail and great wings like bats wings, only the wings were a pale, halftransparent yellow, like the gear-boxes on bicycles. 9 They breathed fire and smoke, as all proper dragons must, but still the newspapers went on pretending they were lizards, until the editor of the Standard was picked up and carried away by a very large one, and then the other newspaper people had not anyone left to tell them what they ought not to believe. So when the largest elephant in the Zoo was carried off by a dragon, the papers gave up pretending and put Alarming Plague of Dragons at the top of the paper. How does the illustration add to or change this tone? How does the dragon in the illustration compare with the description of dragons in paragraphs 8 9? A The dragon in the illustration is eating a boot, which sets a scary tone. B The dragon in the illustration is cartoonish, which sets a funny tone. C The dragon in the illustration has bat-like wings, which sets a realistic tone. D The dragon is a creature of fantasy, which sets a fantastic tone. DISCUSS It Think about details the artist could have included in another illustration for this story. Turn to another student and talk about the details and how the illustration might change the way you understand the story. 208 UNIT 5 Synthesis and Connection of Ideas in Literature

3 Guided Practice Read the movie review. Then answer the questions. The Book of Dragons Comes Alive A CloseR Look Look at the illustration. Circle words and phrases in the text that help describe the scene in the illustration. 1 How can a movie improve on one of the great classics of children s literature? E. Nesbit s The Book of Dragons contains all of the features of a magical tale of mystical creatures, but the newly released film improves on the classic book. Filmgoers might be surprised at the producer s departure from some elements the book, which was first published in 1900. But that surprise will turn to wonder at the film s beautiful animation. 2 In the movie s opening scene, Effie s younger brother Harry is fishing a winged lizard baby out of his drink. The lizard is small and cute. Harry is immediately offered money for the rare creature by the professor, who has coveted a similar specimen picked up by the doctor. The movie s opening scene is funny, serene. 3 The next scene cuts to dark humor as the doctor s boots are cleaned by a maid. She drops the boots and screams loudly, as a larger and more menacing specimen crawls out of the boot. The audience instantly recognizes what Effie loudly announces the lizard is a dragon. And soon, these creatures transform from harmless winged lizards to enormous winged dragons with jagged scales, tails that can flatten a grove of trees, and breath that can torch a city. 4 Cut to the next scene a swarm of dragons has popped up almost overnight in rural and urban gardens and houses, in the alleyways of cities and in dark, quiet forests. At first, one has the impression of watching an invading air force. The animator has done a magnificent job of capturing the dragons menacing force. These dragons fly in formation, dipping and diving over houses and coming too close to children. They wreak havoc on the villages and cities of England, carrying away grown men and large animals, even elephants. They spew smoke and fire, leaving the countryside blackened and charred. UNIT 5 Synthesis and Connection of Ideas in Literature 209

3 Guided Practice 5 It is at this point in the action that the audience comes to know the real star of the movie, the heroine, Effie. She has both the nerve and courage that children expect from their movie heroes. Effie is in charge, and the voice actress portrays the character as inquisitive and authoritative, smart and sassy. Of course, one of the most impressive features of this film is the original score. The music is at times jarring and soaring, carrying viewers along through the dark skies of London. Will England be safe from this onslaught of dragons? Moviegoers can find out Friday, when the film opens nationwide. What details support what the movie reviewer has said about the dragons and their portrayal in the film? 1 How does the illustration help you better understand the tone of the movie? A It depicts a cold, wintry scene that sets a threatening tone. B C It depicts fierce, savage dragons that set an unkind tone. It depicts a frightened young girl, which sets a timid tone. D It depicts a strong city, which sets a determined tone. What idea do you get about the 1900s setting from the first passage The Book of Dragons? 2 The author writes that Filmgoers might be surprised at the producer s departure from some elements of the book. Which detail in the illustration best supports the idea that this film is quite different from the book? A an elephant being carried away by a dragon B C the modern London setting the snow on the ground D dragons that can fly What does the author say about the character of Effie? What details in the illustration show these character traits? 3 Explain how the illustration helps you better understand the character of Effie. Use at least two details from the text and two details from the illustration to support your answer. 210 UNIT 5 Synthesis and Connection of Ideas in Literature

4 Independent Practice Read the poem. Then answer the questions. excerpt from The Fairies of the Caldon-Low 1 And where have you been, my Mary, And where have you been from me? I ve been to the top of the Caldon-Low, The midsummer night to see! 5 And what did you see, my Mary, All up on the Caldon-Low? I saw the glad sunshine come down, And I saw the merry winds blow. And what did you hear, my Mary, 10 All up on the Caldon-Hill? I heard the drops of the water made, And the ears of the green corn fill. Oh, tell me all, my Mary All all that ever you know; 15 For you must have seen the fairies Last night on the Caldon-Low! by Mary Howitt Then take me on your knee, mother, And listen, mother of mine: A 100 fairies danced last night, 20 And the harpers they were nine. And their harp-strings rang so merrily To their dancing feet so small; But, oh! the words of their talking Were merrier far than all! 1 Caldon-Low: a town in central England UNIT 5 Synthesis and Connection of Ideas in Literature 211

4 Independent Practice 1 Which line does the picture best illustrate? A For you must have seen the fairies/last night on the Caldon-Low! B A 100 fairies danced last night,/and the harpers they were nine. C And their harp-strings rang so merrily/to their dancing feet so small; D But, oh! the words of their talking/were merrier far than all! 2 The table below lists a detail from the text about the setting of the story. Detail from the Text Detail from the Illustration The story takes place in Caldon-Low. Which of the following is a detail that appears in the illustration but not in the text? A B C D The setting is at night. The setting is on a hill. The setting is in the summer. The setting is near a forest. 3 Which idea does the illustration most help you understand? A Caldon-Low is a town in England. B Fairies are small, human-like creatures with wings. C Midsummer night is the shortest night of the year. D Corn grows in the area around Caldon-Low. 4 How does the illustration help support the tone that the author creates in the poem? Use details from the text and the illustration to support your answer. 212 UNIT 5 Synthesis and Connection of Ideas in Literature