ContentsIntroduction. 4Connections to the Common Core State Standards . 12Teaching Notes. 13Literature Passages1.2.3.4.5.6.7.8.9. Historical Fiction. 26Odysseus and Polyphemus Myth. 28Belling the Cat Fable. 30Charlie’s Party Humorous Story. 32Triumphant Goddess Epic Story. 34Mismatched Friends Folktale. 36The Talking Dog Short Story. 38School on the Set Realistic Fiction. 40Dark and Stormy Night Legend. 42Troubled TimesInformational Text Passages Linguistics Article. 44They Fought Like Cornered Buffalo History Essay. 46“Just Like Her” Memoir. 48Savvy Shopper Technical Writing/Comparing Data. 50Lumber Lingo Word Origin Essay. 52Thank an Author Literary Fan Letter. 54One-of-a-Kind Museum Museum Review. 56To Buckle Up or Not? Persuasive Essay. 58Calamity Jane Biographical Sketch. 60The Earliest Americans Anthropology Essay. 62Art of Its Time Art History Essay. 64Unlikely Hackathon Champ Technology Article. 66Making a Camera Obscura Procedural/Science Activity. 68Transforming Trash Newspaper Article. 70Starting Small Food History/Cultural Essay. 72Seeds for the Future Botany Article. 7410. Two Into swers. 7625 Complex Text Passages To Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources
Introduction‘‘ To build a foundationfor college and careerreadiness, students mustread widely and deeplyfrom among a broadrange of high-quality,increasingly challengingliterary and informationaltexts. Through extensivereading of stories, dramas,poems, and myths fromdiverse cultures anddifferent time periods,students gain literaryand cultural knowledgeas well as familiarity withvarious text structuresand elements. By readingtexts in history/socialstudies, science, and otherdisciplines, students builda foundation of knowledgein these fields thatwill also give them thebackground to be betterreaders in all contentareas. Students can onlygain this foundationwhen the curriculumis intentionally andcoherently structuredto develop rich contentknowledge within andacross grades. Studentsalso acquire the habits ofreading independently andclosely, which are essentialto their future success.’’—Common Core StateStandards for EnglishLanguage Arts, June 201025 Complex Text Passages to Meet the Common Core: Literature andInformational Texts—Grade 5 includes complex reading passages withcompanion comprehension question pages for teaching the two types oftexts—Literature and Informational—covered in the Common Core StateStandards (CCSS) for English Language Arts. The passages and lessons inthis book address the rigorous expectations put forth by the CCSS “thatstudents read increasingly complex texts through the grades.” This bookembraces nine of the ten CCSS College and Career Readiness AnchorStandards for Reading that inform solid instruction for literary andinformational texts.Anchor Standards for ReadingKey Ideas and Details1 Read closely to determine what the text says explicitly and makelogical inferences from it; cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.2 Determine central ideas or themes of a text; summarize keysupporting details and ideas.3 Analyze how and why individuals, events, and ideas developand interact throughout a text.Craft and Structure4 Interpret words and phrases as they are used in a text, includingdetermining technical, connotative, and figurative meanings,and analyze how specific word choices shape meaning or tone.5 Analyze the structure of texts, including how specific sentences,paragraphs, and larger portions of text relate to each other andthe whole.6 Assess how point of view or purpose shapes the content andstyle of a text.Integration of Knowledge and Ideas7 Integrate and evaluate content presented in diverse media andformats, including visually and quantitatively, as well as in words.8 Delineate and evaluate the argument and specific claims in a text,including the validity of the reasoning as well as the relevance andsufficiency of the evidence.Range of Reading and Level of Text Complexity10 Read and comprehend complex literary and informational textsindependently and proficiently.425 Complex Text Passages To Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources
Literature LessonsPassage1Troubled Times page 26Literature: Historical FictionFocus In this story, students examine elements of plot, setting,Common Core ConnectionsTeaching TipsRL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.9, RL.5.10 RF.5.3, RF.5.4 W.5.9, W.5.10 L.5.1, L.5.2,L.5.3, L.5.4, L.5.5, L.5.6and character as they read about a formative period in Americanhistory.Before Reading44 Provide background about the Revolutionary War. Link with socialstudies curriculum.During Reading44 Have students highlight words or phrases the author uses to buildtension and suspense.44 Help students identify and distinguish patriots/rebels from loyaliststo the British crown.ComplexityIndexQuantitative:Lexile ge34iAfter ReadingReader & Task44 Ask students to compare and contrast this story with other44 Students may lack knowledge of the historicalexamples of historical fiction of the American Revolutionaryperiod.Passage25context in which this piece is set, and mayneed guidance to link the characters with theirallegiances.44 Have students highlight details in the story thatthey could later confirm by research.Odysseus and Polyphemus page 28Literature: MythFocus By reading the retelling of part of The Odyssey, studentsCommon Core ConnectionsTeaching TipsRL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.7, RL.5.9,RL.5.10 RF.5.3, RF.5.4 W.5.9, W.5.10 L.5.1,L.5.2, L.5.3, L.5.4, L.5.5, L.5.6learn about a clever solution to a seemingly impossible problem, inwhich brain triumphs over brawn.Before Reading44 Tell students that this story comes from an epic Greek work thatis over 3,000 years old (Homer’s The Odyssey). Pronounce thenames: Odysseus [oh-DIS-yus], Polyphemus [pol- -FEE-mus],Cyclops [SY-klops], Zeus [zus].eDuring ReadingComplexityIndexQuantitative:Lexile 88044 Encourage students to form mental images to aid ageiKnowledgei45and assist memory.After ReadingReader & Task44 Have students summarize and retell this story.44 Extend by helping students learn how Odysseus and his men44 Most students will be motivated to read a heroicescaped from the cave.tale of men versus a threatening monster.44 Challenge students to read closely to identify thetraits that make Odysseus a successful leader.25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources13
Informational Text LessonsPassage 10Two Into One page 44Informational Text: Linguistics ArticleFocus Students integrate information from an assortment of textCommon Core ConnectionsTeaching TipsRI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.8,RI.5.10 RF.5.3, RF.5.4 W.5.9, W.5.10 L.5.1, L.5.2, L.5.3, L.5.4, L.5.5, L.5.6and graphical features to understand a linguistics concept.Before Reading44 Have students first scan the page to notice its many components.During Reading44 Help students pronounce difficult words.44 Ask students to start a list of portmanteau words they find in thepassage. Have them add to it over time.ComplexityIndexQuantitative:Lexile 880After Reading44 Read the poem “Jabberwocky” aloud. Ask students to identify itsportmanteau words, and then work together to try to determinehow each was KnowledgeiReader & Task44 ELL students may have difficulty with theconcepts in this lesson. Others may bechallenged by the visual variety on the page.44 Have students refer to and link the differentsources of information in this article tosummarize and explain portmanteau words.Passage 11They Fought Like Cornered Buffalo page 46Informational Text: History EssayFocus Students gather details, draw conclusions, and determineCommon Core ConnectionsTeaching TipsRI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8, RI.5.10 RF.5.3, RF.5.4 W.5.9, W.5.10 L.5.1, L.5.2,L.5.3, L.5.4, L.5.5, L.5.6author’s purpose in this essay about a historically unique unit ofAmerican soldiers.Before Reading44 Preview some challenging terms: hallowed ground, cavalry,infantry, reconstituted, desolate, stationed, western frontier,unenviable, subduing, poachers, and legacy.During Reading44 Have students fill in a graphic organizer with answers to the WComplexityIndexQuantitative:Lexile 890questions: who, what, where, when, why.After Reading44 Compile a list of questions students listed in their answers toquestion 5. Encourage interested students or groups to do furtherresearch to answer as many as they owledgei5Reader & Task44 Students may not only lack familiarity withBuffalo Soldiers, but may lack the maturity orinsight to appreciate their historical significance.44 Have students discuss the significance of theBuffalo Soldiers’ contributions. Guide them toconsider the historical context and prevailingsocietal views.25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources
Passage1NameLiterature:Historical FictionDateTroubled TimesHow did the rebellion affect the McCrea 2728293031323334353637383926The steady downpour began in the afternoon. But the relentless rain wasnot the most dismal of the day’s news in Rutland, at least not for the McCreafamily. For early that morning, after kissing Janey and little Ben, Danielhugged his worried wife and joined Colonel Seth Warner and his militiamen. They were on their way across the river to the fighting.Times were hard on everyone. It was the autumn of 1777, and GeneralBurgoyne and his Indian allies were on the move, marching south fromTiconderoga. All townspeople were scared, and not only of the invadingBritish army. Tense neighbors were at each other’s throats; they couldn’ttrust one another, as some were for the rebellion, like the McCreas, whileothers were loyal to the crown.After supper that night, the McCreas were huddled by the warmth of theirkitchen fire, quietly consumed by their thoughts. The rain had tapered offand it was still outside, when, suddenly, the sound of clopping horse’s hoovesoutside broke the silence and seized their full attention. The sound stoppedabruptly but was then followed by the stomping of boot heels on their porchand then a vigorous rapping on their door. It was Will Dunn, from over inHubbardton, and he was in a frenzy.“Ellie, Ellie, take the children to your cellar! Hurry!” he barked. “There’sa raiding party of Redcoats not twenty miles from here and they’ve gotIroquois for company. Do it now! I must go.” With that, Will Dunn tippedhis soggy cap, hustled out, and galloped off to his next dire call. The McCreafamily hurriedly grabbed blankets, lifted the trap door, and dropped downinto the musty darkness.They waited in breathless terror forwhat seemed like hours when they hearddogs barking and men shouting. Withinmoments, the clamor of a rumblingstampede had passed. But they soon heardboot steps above, then nothing, and thensaw the alarming glow of a lantern shiningfrom the trap door. Mother, daughter,and son were paralyzed with fear when afamiliar voice called down to them.“It’s me. The bridges are out so we’vehad to come back,” Daniel McCrea calmlysaid as he leaned his craggy face near tohis family. “The British can’t cross either.Everyone’s safe for now.”25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources
Passage1NameLiterature:Historical FictionDateTroubled TimesAnswer each question. Give evidence from the historical fiction.1Which word could replace dire (line 22) without changing the meaning of the sentence?tt¶ A.localtt¶ B.tt¶ C.hurriedurgenttt¶ D.entertainingHow did you determine your response?2Which best describes who General Burgoyne was?tt¶ A.a rebel leadertt¶ C.an Iroquois chieftt¶ B.a British officertt¶ D.a McCrea family friendWhat evidence in the text helped you answer?3Who is Ellie? Explain how you know.4What could explain why the bridges were out (line 35)?5How does the author build suspense in this story?25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources27
Passage2NameLiterature:MythDateOdysseus and PolyphemusGreek Myth (From The Odyssey)How does Odysseus use his wits to solve a terrifying 62728293031323334353637383928On a distant island, Odysseus and his soldiers discoveredan enormous cave with lambs, young goats, and greatwheels of cheese. The curious travelers ate while awaiting theshepherd. They had skins of wine to exchange for hospitality.Tinkling bells at dusk announced the returning shepherdand his flock. Directing his animals into the cave was agiant—a Cyclops with one monstrous eye in the center of hisforehead. Shocked at tiny strangers enjoying his cheese, heroared, “Daring intruders, who are you?”“We are Greeks soldiers returning from war,” Odysseusreplied. “The laws of Zeus demand you to offer us kindnessand generosity.”Outraged, the Cyclops rolled a massive boulder to block the cave.“I, Polyphemus, obey NO laws on MY island! You are uninvited pirates,although possibly tasty.” With that he snatched two startled men andgobbled them down, slurping in loud satisfaction.The stunned soldiers wailed, “O Zeus, spare us from this cruel destiny!”But Polyphemus just yawned. Odysseus considered killing Polyphemus as heslumbered, but realized that this would leave them entombed in the cave.While the men mourned their lost companions, Odysseus devised a strategy.At dawn, before leading his flock to pasture and obstructing the exit,Polyphemus munched two men for breakfast. Then Odysseus and thesoldiers feverishly planned the details of their escape.Polyphemus returned that night to a courteous welcome. “CharmingCyclops, let us no longer be enemies,” cooed Odysseus. “I offer you this giftof ambrosial wine, superior to what the gods enjoy on Mount Olympus.Please, drink your fill.”Sipping the wine, Polyphemus exclaimed, “Best I’ve ever had! Tell me yourname, little man.”“My friends and enemies address me as Nobody,” stated Odysseus.“Then Nobody you are and will eternally be after I eat you. But to respectyour offering, I’ll save you for last,” Polyphemus answered. He devoured twomore unlucky soldiers, guzzled the wine, and was soon snoring.Quietly, Odysseus clutched a stick from the fire and plunged its red-hotend into the monster’s eye. The brute’s agonized shrieks brought his Cyclopsneighbors at once. “What’s wrong?” they yelled.“Nobody has invaded my cave and Nobody has blinded me!” screamedPolyphemus. Assuming that their friend was having a nightmare, theCyclops neighbors shrugged and left. .25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources
Passage2Literature:MythNameDateOdysseus and PolyphemusAnswer each question. Give evidence from the myth.1How did Odysseus and his soldiers learn that the shepherd was returning?tt¶ A.They smelled the animals.tt¶ C.They felt the earth tremble.tt¶ B.They heard him whistling.tt¶ D.They heard the sound of bells.How did you determine your response?2Which best describes what the soldiers believed would be their destiny (line 17)?tt¶ A.They would be eaten alive.tt¶ C.They would outsmart the Cyclops.tt¶ B.They would enjoy a lavish feast.tt¶ D.Most of them would escape unharmed.What evidence in the text helped you answer?3Describe a Cyclops.4Why did Odysseus act so welcoming of Polyphemus on the second night? Explain.5What was so clever about the name Odysseus chose to tell Polyphemus?25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts, Grade 5 2014 by Scholastic Teaching Resources29
Passage10NameInformational Text:Linguistics ArticleDateTwo Into OneHow do different text features work together to explain an 28293031323334353644Portmanteau (port-MAN-toe) is a French word for an old type of suitcasewith two distinct parts, used to keep items organized and separate. It openedlike a book, and some portmanteaus could stand up.Linguists* apply the term portmanteau to any word* linguistformed by blending parts of two separate words into one.a person whoA portmanteau word folds together the meanings of bothstudies the history,words. Consider the word smog. Linguists trace it back to astructures, andcombination of smoke and fog. Motel came from the wordsmeanings ofmotor and hotel.languageThe best portmanteau words eventuallymake their way into spoken and writtenlanguage. So how do you recognize thistype of word and grasp its meaning?A writer who added many of them toEnglish and a nursery rhyme charactercan assist you!Best known for his classic Alice’sAdventures in Wonderland (1865),author Lewis Carroll enjoyed wordplay. His sequel to Alice, called Throughthe Looking-Glass (1871), includes thefamous poem “Jabberwocky.” Afterreading it, Alice describes it as “verypretty” but “rather hard to understand.”Part of the challenge of understandingthis nonsense poem is that Carrollmade up many portmanteau words,such as slithy (SLY-thee). HumptyDumpty explains its meaning toAlice like this:Familiar Portmanteau Words37‘‘Well, slithy means ‘lithe’ and‘slimy.’ ‘Lithe’ is the same as‘active.’ You see it’s like aportmanteau—there are twomeanings packed up intoone moticonInternetMuppet alpha betaweb logbreakfast lunchcapsule tablet? ?interconnected network
25 Complex Text Passages to Meet the Common Core: Literature and Informational Texts—Grade 5 includes complex reading passages with companion comprehension question pages for teaching the two types of texts—Literature and Informational—covered in the Common Core State Standards (CCSS) for English La
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