Anchor Text (tradebook): Literary Text (fiction) Anchor .
Grade 5, Unit 1 – Vertical Standards MapGRADE 5 – UNIT 1DRAFT STAGEDepending on Each OtherMODULE AMODULE BAnchor and Supporting TextsAnchor and Supporting TextsAnchor Text (tradebook): Literary Text (fiction)Night of the Spadefoot Toads, by Bill Harley 610LAnchor Text (tradebook): Informational Text (biography)Rachel Carson: Pioneer of Ecology, by Kathleen V. Kudlinski770LSupporting Text (in Text Collection): Literary Text (fiction)“Shells” from Every Living Thing, by Cynthia Rylant 870LSupporting Text (in Text Collection): Literary Text (fiction)Hatchet, by Gary Paulsen 960LSupporting Text (tradebook): Informational TextRain Forest Food Chains, by Heidi Moore 800LSupporting Text (in Text Collection): Informational TextPale Male: Citizen Hawk of New York City, by Janet Schulman930LStudent Resources / Poetry CollectionStudent Resources / Poetry CollectionPoetryPoetry “Dry as Dust” by Marilyn Singer“Colorful Guy” by Avis Harley“Fire-Bringers” by Marilyn Singer“Food Chain” by Jon Scieszka“In the Flooded Forest” by Susan Katz“One Drop at a Time” by Laura Purdie SalasStandards HighlightsStandards HighlightsThemeCompare and contrastWriting techniqueMain ideasRelationshipsExplanationsGOALSGOALSReaders will determine a theme of a text by comparing andReaders will explain the relationships or interactions between two orcontrasting how characters, settings, or events in a story are impacted more concepts in a scientific text based on specific information in theby a challenge.text.Writers will use narrative techniques, such as dialogue, description,and pacing, to develop experiences and events that show theresponses of characters to challenging situations.Writers will write an informative/explanatory text to examine a topicand convey ideas with facts, definitions, concrete details, quotations,or other domain-specific information/examples related to the topic.Learners will demonstrate an understanding of how people change in Learners will demonstrate an understanding of how people, animalsrelation to their surroundings.and all living things live in interactive ways that impact one another.Big Ideas and Content ConnectionBig Ideas and Content ConnectionInterdependenceInterdependenceScience Content Connection5-LS2-1. Develop a model to describe the movement of matter amongplants, animals, decomposers, and the environment.5-ESS3-1. Obtain and combine information about ways individualcommunities use science ideas to protect the Earthʼs resources andenvironment.Science Content Connection5-LS2-1. Develop a model to describe the movement of matter amongplants, animals, decomposers, and the environment.5-ESS3-1. Obtain and combine information about ways individualcommunities use science ideas to protect the Earthʼs resources andenvironment.Enduring UnderstandingsEnduring UnderstandingsReaders understand how a characterʼs actions are influenced by thesettings and sequence of events described in a text.Readers understand relationships or interactions between two or moreindividuals, concepts or events based on specific information fromtexts.Writers understand that writerʼs techniques help readers get to knowcharacters, their experiences, and their responses to situations.Learners understand that people change in relation to theirsurroundings.Writers understand how to develop a topic with facts, definitions,concrete details, quotations, or other domain-specificinformation/examples related to the topic.Learners understand that people, animals, and all living things live ininteractive ways and impact one another.Essential Question(s)Essential Question(s)Readers: How do charactersʼ responses and reactions affect the text? Readers: How do readers identify relationships and interactions intexts?Writers: How do writers use dialogue and details to developcharacters and their experiences?Writers: How do writers group information logically, with supportingvisuals?*Supporting Standards Taught, Scaffolded, and Formatively Assessed Throughout the Unit(Gradual Release Model throughout Year)
Grade 5, Unit 1 – Vertical Standards MapDRAFT STAGESample Writing ActivitiesSample Writing Activities1. Compare Benʼs challenges in Night of the Spadefoot Toads withanother literary character who encounters a challenge. Use evidencefrom the texts to create a synthesis chart. In the chart, identify thethemes of the stories and how they are revealed through characteractions.1. Students will use the anchor texts, Rain Forest Food Chains andLife in the Rain Forest, to pull one or two quotes, and respond to thequotes with one piece of further research.BenChallengeActionWhat I can infer about him2. Students will go on an Internet Field Trip to learn more aboutsystems of ecosystems like the rain forest. They will write a travelbrochure or Web site for a rain forest or other environment that is injeopardy. Provide visuals that support main ideas. Include facts,definitions and concrete details.3. Students will work in small groups to research and debate savingthe rain forest from different points of view, such as those of lumbermill owners, miners, farmers, ranchers, and a conservationist groupfighting to preserve the forests. Students can conduct research online.Each group will create presentations that reflect their point of view.2. Students will write a short story in the style of Every Living Thing,using one or two characters to depict a specific theme related todepending on one another and overcoming a challenge.3. Students should offer an opinion about the response of onecharacter in the text to their situation, agreeing or disagreeing with thecharacter's actions and using text evidence as support.PBAPBATask: Making a DifferenceTask: Get the Word OutStudents will write a narrative short story or drama with a clearbeginning, middle, and end about a character that demonstrates acommitment to the environment.Students will write a clear and logical informative essay that describeswhat is happening to the rain forest.Stories will: include real or imagined events create and organize a sequence of events use narrative techniques such as dialogue to developexperiences and show the response of the character use transitional words to depict the sequence of events craft an ending that follows the events to a conclusion.StandardsStudents will: introduce the topic using an observation or explain how the plants and animals are affected and how thisaffects people. use graphs, charts, definitions, and quotations to help supporttheir work. use precise, scientific, domain-specific language andvocabulary to inform the reader. Provide a conclusion that summarizes their information.Students can make a plan for who might want to see their essay in away that might have an impact (politician, advocacy groups, etc.)StandardsRL.5.2. Determine a theme of a story, drama, or poem from details in RI.5.2. Determine two or more main ideas of a text and explain howthe text, including how characters in a story or drama respond tothey are supported by key details; summarize the text.challenges or how the speaker in a poem reflects upon a topic;RI.5.3. Explain the relationships or interactions between two or moresummarize the text.individuals, events, ideas, or concepts in a historical, scientific, orRL.5.3. Compare and contrast two or more characters, settings, ortechnical text based on specific information in the text.events in a story or drama, drawing on specific details in the text (e.g., RI.5.4. Determine the meaning of general academic and domainhow characters interact).specific words and phrases in a text relevant to a grade 5 topic orRL.5.5. Explain how a series of chapters, scenes, or stanzas fitssubject area.together to provide the overall structure of a particular story, drama,1or W.5.2. Write informative/explanatory texts to examine a topic andpoem.convey ideas and information clearly.W.5.3. Write narratives to develop real or imagined experiences ora Introduce a topic clearly, provide a general observation andevents using effective technique, descriptive details, and clear eventfocus, and group related information logically; include formattingsequences.(e.g., headings), illustrations, and multimedia when useful toa Orient the reader by establishing a situation and introducing aaiding comprehension.narrator and/or characters; organize an event sequence thatb Develop the topic with facts, definitions, concrete details,unfolds naturally.quotations, or other information and examples related to theb Use narrative techniques, such as dialogue, description, andtopic.pacing, to develop experiences and events or show theW.5.7 Conduct short research projects that use several sources toresponses of characters to situations.build knowledge through investigation of different aspects of a topic.W.4.4 Produce clear and coherent writing in which the development W.5.9 Draw evidence from literary or informational texts to supportand organization are appropriate to task, purpose and audience.analysis, reflection and research.(Grade-specific expectations for writing types are defined in standardsb. Apply grade 5 Reading standards to informational texts (e.g.1-3 above)“Explain how an author uses reasons and evidence to supportW.4.5 With guidance and support from peers and adults, develop andparticular points in a text, identifying which reasons andstrengthen writing as needed by planning, revising, editing, rewritingevidence support which points.)or trying a new approach.SL.5.1 Engage effectively in a range of collaborative discussions (oneSL.5.1 Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grade 5on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on othersʼ ideas and expressing their owntopics and texts, building on othersʼ ideas and expressing their ownclearly.clearly.SL.5.4 Report on a topic or text or present an opinion, sequencingSL.5.2 Summarize a written text read aloud or information presented ideas logically and using appropriate facts and relevant, descriptivein diverse media and formats, including visually, quantitatively, anddetails to support main ideas or themes, speak clearly at an*Supporting Standards Taught, Scaffolded, and Formatively Assessed Throughout the Unit(Gradual Release Model throughout Year)
Grade 5, Unit 1 – Vertical Standards MapDRAFT STAGEorally.SL.5.4 Report on a topic or text or present an opinion, sequencingideas logically and using appropriate facts and relevant, descriptivedetails to support main ideas or themes, speak clearly at anunderstandable pace.understandable pace.SL.5.5 Include multimedia components (e.g. graphics, sound) andvisual displays in presentations when appropriate to enhance thedevelopment of main ideas or themes.PBA Target StandardsPBA Target StandardsW.5.3. Write narratives to develop real or imagined experiences orevents using effective technique, descriptive details, and clear eventsequences.W.5.3.a. Orient the reader by establishing a situation and introducinga narrator and/or characters; organize an event sequence that unfoldsnaturally.W.5.3.b. Use narrative techniques, such as dialogue, description, andpacing, to develop experiences and events or show the responses ofcharacters to situations.W.5.3.c. Use a variety of transitional words, phrases, and clauses tomanage the sequence of events.W.5.3.d. Use concrete words and phrases and sensory details toconvey experiences and events precisely.W.5.3.e. Provide a conclusion that follows from the narratedexperiences or events.W.5.2. Write informative/explanatory texts to examine a topic andconvey ideas and information clearly.W.5.2.a. Introduce a topic clearly, provide a general observation andfocus, and group related information logically; include formatting (e.g.,headings), illustrations, and multimedia when useful to aidingcomprehension.W.5.2.b. Develop the topic with facts, definitions, concrete details,quotations, or other information and examples related to the topic.W.5.2.c. Link ideas within and across categories of information usingwords, phrases, and clauses (e.g., in contrast, especially).W.5.2.d. Use precise language and domain-specific vocabulary toinform about or explain the topic.W.5.2.e. Provide a concluding statement or section related to theinformation or explanation presented.*Supporting Standards Taught, Scaffolded, and Formatively Assessed Throughout the Unit(Gradual Release Model throughout Year)
Grade 5, Unit 2 – Vertical Standards MapDRAFT STAGEGRADE 5 – UNIT 2 FINDING COURAGEMODULE AMODULE BAnchor and Supporting TextsAnchor and Supporting TextsAnchor Text (tradebook): Literary Text (narrative nonfiction)Heart and Soul, by Kadir Nelson1050LAnchor Text (tradebook): Informational Text (narrative nonfiction)Escape to Freedom: The Underground Railroad Adventures ofCallie and William, by Barbara Brooks-Simon720LSupporting Text (in Text Collection): Literary Text (historical fiction)Operation Clean Sweep, by Darleen Bailey Beard720L(Summary: Election day is fast approaching, and twelve-year-oldCornelius Sanwick discovers a secret: his mom is running for mayor!That would be pretty neat, except that his dad is the incumbent.Corn feels torn -- surely he should warn his father. But if he does,his mother won't stand a chance. In 1916, Oregon is one of onlyeleven states in which women can vote, and they have to take officeby stealth. Corn wonders what kind of mayor his mom would make.Would she be able to get the streetlights turned back on? Would shecorral the chickens and keep their poop off the streets? And whatwould she do if the pickpocket Sticky Fingers Fred showed up inUmatilla?)Supporting Text (tradebook): Informational TextThe Great Migration, by Jacob Lawrence830LSupporting Text (in Text Collection): Informational TextAngel Island, by Alice K. Flanagan980L(Summary: Describes the exclusionary practices which kept manyhopeful Chinese emigrants from entering the U.S., how they weredetained and questioned at Angel Island in the San Francisco Bayand how the experience affected them.)Supporting Text (in Text Collection): Informational Text (biography)Cesar Chavez: Champion of Workers, by Tyler Schumacher780L(Summary: Provides an introduction to the life and biography ofCesar Chavez, the Mexican American activist who founded the firstsuccessful farm workers' union in the United States.)Resources(included with the Text Collection)PoetryResources(included with the Text Collection)Poetry “A Song for Suffrage” by Bobbi Katz “Las manos de mi madre / My Motherʼs Hands” byFrancisco X. Alarcón “Another Mountain” by Abiodun Oyewole “Harriet Tubman” by Eloise GreenfieldPoems from the Walls of Angel IslandStandards HighlightsStandards HighlightsTHEMEANALYSISOPINIONMAIN IDEASSUMMARIZINGREASONS AND EVIDENCEGOALSGOALSReaders understand that visual elements of a text have an impacton the meaning and tone.Readers will deepen their understanding of the main idea throughart and information presented in the text.Writers will write to express an opinion supporting a point of viewwith reasons and information.Writers will examine a topic and convey ideas and informationclearly.Learners will explore ways people have responded to inequality andinjustice.Learners will explore movements and how they impact people andsocieties.Big Idea and Content ConnectionBig Idea and Content ConnectionObstaclesConvictionSocial Studies Content Connection5.9.b Groups of people, particularly groups of women, NativeAmericans, African Americans, and other cultural, ethnic, and racialminorities in Western Hemisphere countries have responded toinequality and injustice with a variety of tactics.5.5.d Although colonial oppression was one catalyst for revolution,new nations used race, religion, gender, and economic status toofficially and unofficially differentiate treatment of the population.Social Studies Content Connection5.9.a The concept of justice suggests that the rules of thegovernment should be applied equally to all people.5.9.b Groups of people, particularly groups of women, NativeAmericans, African Americans, and other cultural, ethnic, and racialminorities in Western Hemisphere countries have responded toinequality and injustice with a variety of tactics.Enduring UnderstandingsEnduring UnderstandingsReaders understand that the theme of a text can be determined byanalyzing the authorʼs use of details/description, point of view, voice,imagery, and mood/tone.Readers understand that authors support main ideas with keydetails, providing reasons and evidence to explain the relationshipsbetween individuals, ideas, and concepts within a text.*Supporting Standards Taught, Scaffolded, and Formatively Assessed Throughout the Unit(Gradual Release Model throughout Year)
Grade 5, Unit 2 – Vertical Standards MapWriters understand that opinions are supported with evidence from avariety of resources, through analysis, reflection, and research.Learners understand that people respond to inequality and injusticewith a variety of tactics.DRAFT STAGEWriters understand that informative/explanatory texts examine atopic and convey ideas and information by drawing upon evidencefrom both literary and informational texts to support analysis,reflection, and research.Learners understand that large-scale movements are produced by aunique confluence of leadership and events.Essential Question(s)Essential Question(s)How does the inclusion of visual elements in text contribute tomeaning, tone, and perspective?How does understanding the relationships among individuals andhistorical events help readers understand text?How is theme revealed through details of the text?Why is it important for writers to incorporate multiple points of viewwhen writing to explain?Writing ActivitiesWriting Activities1. Students will choose a historical milestone from the book “Heartand Soul” and write a social media message that conveys theimpact of that event from multiple perspectives, considering how itmay have impacted an individual family vs. the diverse racial groupswithin a community vs. the country as a whole.1. Have students take careful notes about the how the author usesreasons and evidence (facts, examples, etc.) to support particularpoints in the text. Students will identify which reasons and evidencesupport which points. Have students fill out a chart with the followingcolumns: Main Idea, Point(s) in the Text, Reasons, Evidence.Main Idea2. Students will research courageous leaders that responded tomajor historical events by documenting their experiences in diaries,speeches and autobiographies, taking notes on facts and specificquotes that support their point of view. Students will write aninformative essay (1 page) to summarize their findings.3. Students analyze multiple resources to identify emerging themesand will write to express their opinion about the types ofinequalities/injustices that have inspired leaders to engage incourageous acts. (2 pages)Point(s) in thetextEvidence2. Have students write an informational sketch (1-page) to examineand explain the interaction/relationships between two or moreindividuals, events, ideas, or concepts in a historical text based onspecific information in the texts (Lawrence's text and Myers's poem).3. Based on what students have learned about courage throughoutthe module, have them answer the question What is courage? Havethem write a short explanation as they would a social mediamessage, keeping it to 140 characters. Have them determine a clearpurpose and audience for their message.PBA DescriptionPBA DescriptionTask: Speeches for JusticeTask: Acts of CourageStudents will choose an example of inequality/injustice that inspiresthem, either from their reading, their own lives or the world aroundthem, using facts, details, and evidence from the texts as well asquotes where possible, write a speech to share with the class,advocating for change.Students will respond to the question: How are acts of couragerevealed? Students will write a brief informative/explanatory text toexamine this topic.The speeches can be recorded and shared through visuals or audio.Students will: introduce (describe) a worthy, courageous person or groupof people who overcame odds from one of the texts include graphics or visuals that demonstrate the setting edit their writing for the grammar conventions studied so farthis year upload their writing to the classroom blog or a class wiki sothat others can read and comment on it.Supporting Standards Taught*Supporting Standards Taught*RL.5.2. Determine a theme of a story, drama, or poem from detailsin the text, including how characters in a story or drama respond tochallenges or how the speaker in a poem reflects upon a topic;summarize the text.RL.5.6 Describe how a narratorʼs or speakerʼs point of viewinfluences how events are described.RL.5.7 Analyze how visual and multimedia elements contribute tothe meaning, tone, or beauty of a text (e.g., graphic novel,multimedia presentation of fiction, folktale, myth, poem).RI.5.2. Determine two or more main ideas of a text and explain howthey are supported by key details; summarize the text.RI.5.3. Explain the relationships or interactions between two or moreindividuals, events, ideas, or concepts in a historical, scientific, ortechnical text based on specific information in the text.RI.5.8. Explain how an author uses reasons and evidence to supportparticular points in a text, identifying which reasons and evidencesupport which point(s).W.5.1. Write opinion pieces on topics or texts, supporting a point ofview with reasons and information.a Introduce a topic or text clearly, state an opinion, and createan organizational structure in which ideas are logicallyW.5.2. Write informative/explanatory texts to examine a topic andconvey ideas and information clearly.a Introduce a topic clearly, provide a general observation andfocus, and group related information logically; includeformatting (e.g., headings), illustrations, and multimedia when*Supporting Standards Taught, Scaffolded, and Formatively Assessed Throughout the UnitReasons(Gradual Release Model throughout Year)
Grade 5, Unit 2 – Vertical Standards MapbcdDRAFT STAGEgrouped to support the writerʼs purpose.Provide logically ordered reasons that are supported by factsand details.Link opinion and reasons using words, phrases, and clauses(e.g., consequently, specifically).Provide a concluding statement or section related to theopinion presented.acdeW.5.5 With guidance and support from peers and adults, developand strengthen writing as needed by planning, revising, editing,rewriting, or trying a new approach. (Editing for conventions shoulddemonstrate command of Language standards 1-3 up to andincluding grade 5 on pages 28 and 29)2bW.5.9 Draw evidence from literary or informational texts tosupport analysis, reflection and research.Apply grade 5 Reading standards to literature (e.g. “Compareand contrast two or more characters, settings, or events in a 3story or a drama, drawing on specific details in the text [e.g.how characters interact]”).SL.5.2 Summarize a written text aloud or information presented indiverse media and formats, including visually, quantitatively, andorally.4SL.5.4 Report on a topic or text or present an opinion, sequencingideas logically and using appropriate facts and relevant, descriptivedetails to support main ideas or themes; speak clearly at anunderstandable pace.SL.5.5 Include multimedia components (e.g. graphics, sound) andvisual displays in presentations when appropriate to enhance thedevelopment of main ideas or themes.useful to aiding comprehension.Develop the topic with facts, definitions, concrete details,quotations, or other information and examples related to thetopic.Link ideas within and across categories of information usingwords, phrases, and clauses (e.g., in contrast, especially).Use precise language and domain-specific vocabulary toinform about or explain the topic.Provide a concluding statement or section related to theinformation or explanation presented.W.5.6 With some guidance and support from adults, usetechnology, including the internet, to produce and publish writing aswell as to interact and collaborate with others; demonstrate sufficientcommand of keyboarding skills to type a minimum of one page in asingle settingW.5.9 Draw evidence from literary or informational texts to supportanalysis, reflection and research.a Apply grade 5 Reading standards to literature (e.g. “Compareand contrast two or more characters, settings, or events in astory or a drama, drawing on specific details in the text [e.g.how characters interact]”).SL.5.1 Engage effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners ongrade 5 topics and texts, building on othersʼ ideas and expressingtheir own clearly.a Come to discussions prepared, having read or studiedrequired material; explicitly draw on that preparation andother information known about the topic to explore ideasunder discussion.b Follow agreed-upon rules for discussions and carry outassigned roles.c Pose and respond to specific questions by makingcomments that contribute to the discussion and elaborate onthe remarks of others.d Review the key ideas expressed and draw conclusions inlight of information and knowledge gained from thediscussions.SL.5.2 Summarize a written text aloud or information presented indiverse media and formats, including visually, quantitatively, andorally.SL.5.4 Report on a topic or text or present an opinion, sequencingideas logically, and using appropriate facts and relevant, descriptivedetails to support main ideas or themes, speak clearly and at anunderstandable pace.PBA Target StandardsPBA Target StandardsW.5.1. Write opinion pieces on topics or texts, supporting a point ofview with reasons and information.a Introduce a topic or text clearly, state an opinion, and createan organizational structure in which ideas are logicallygrouped to support the writerʼs purpose.b Provide logically ordered reasons that are supported by factsand details.c Link opinion and reasons using words, phrases, and clauses(e.g., consequently, specifically).d Provide a concluding statement or section related to theopinion presented.W.5.2. Write informative/explanatory texts to examine a topic andconvey ideas and information clearly.a. Introduce a topic clearly, provide a general observation andfocus, and group related information logically; includeformatting (e.g., headings), illustrations, and multimediawhen useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details,quotations, or other information and examples related to thetopic.c. Link ideas within and across categories of information usingwords, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary toinform about or explain the topic.e. Provide a concluding statement or section related to theinformation or explanation presented.*Supporting Standards Taught, Scaffolded, and Formatively Assessed Throughout the Unit(Gradual Release Model throughout Year)
Grade 5, Unit 3 – Vertical Standards MapDRAFT STAGEGRADE 5 – UNIT 3 Understanding the UniverseMODULE AMODULE BAnchor and Supporting TextsAnchor and Supporting TextsAnchor Text (tradebook): Literary Text (science fiction)George’s Secret Key to the Universe, by Lucy & StephenHawking (308 page book) 850L[Summary: In their bestselling book for young readers, notedphysicist Stephen Hawking and his daughter, Lucy, provide a grandand funny adventure that explains fascinating information about ouruniverse, including Dr. Hawking's latest ideas about black holes. It'sthe story of George, who's taken through the vastness of space by ascientist, his daughter, and their super-computer named Cosmos.]Anchor Text (tradebook): Informational TextOur Solar System, by Seymour Simon (64 page book) NC1020L[Summary: Born almost 5 billion years ago at the edge of the MilkyWay galaxy, our Solar System is a place filled with mystery andwonder. In the last fifty years, we have learned more than everabout the farthest reaches of our world. With dramatic full-colorphotographs and spacecraft images, Our Solar System takes youngreaders on a fascinating tour of the sun, the eight planets, and theirmoons, plus asteroids, comets, and meteoroids. Award-winningscience writer Seymour Simon has teamed up with the SmithsonianInstitution on this new, updated edition of his much admired bookabout the vast and mystifying part of the universe that we live in.]Supporting Text (in Text Collection): Literary Text (narrativenonfiction)The Man Who Went to the Far Side of the Moon, by Bea UusmaSchyffert, Chronicle Books, 2003 (12 pages) 800L[Summary: This is the story of Michael Collins, the Apollo 11astronaut who went all the way to the moon but never walked on itssurface. Instead, he orbited the moon 14 times, surrounded by 701power switches and 20 pounds of checklists. Reminiscent of ascrapbook, this extraordinary book chronicles what Michael Collinsdid, saw, and thought about in space. Through fascinating facts,quotes, checklists, original drawings, and photos taken both inspace and on Earth, it also tells how the astronauts prepared fortheir historic journey, what they brought with them, and what theyleft behind.]Supporting Text (in Text Collection): Literary Text (science fiction)Mayday on Moon of Jupiter, by Stacia Deutsch, Commissioned (8pages) 870L[Summary: Justin and Alicia Marsen join an expedition to explorethe far reaches of the solar system. On a mission to explore Jupiter,Justin and Alicia crash-land on Europa, one of the planet’s moons.While on the moon’s icy surface, the brother and sister make anamazing discovery.]Supporting Text (tradebook): Informational TextOur Mysterious Universe, by Laura Langston (40 page book) 980L[Summary: The universe is a source of spectacula
Anchor and Supporting Texts Anchor and Supporting Texts . Literary Text (fiction) Night of the Spadefoot Toads, by Bill Harley 610L Supporting Text (in Text Collection): Literary Text (fiction) “Shells” from Every Living . from the texts to create a synthesis chart. In the chart
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INSTALLING ANCHOR WINCH ON BOAT DECK The anchor winch can be installed on the fore or aft of the boat. To install the anchor winch, follow these steps: 1. Locate the winch on deck in desired location. The anchor roller must extend over the edge to allow the anchor to clear the deck when it is docked in the anchor roller. 2.
of the torpedo anchor and deep penetrating anchor. Ehlers et al. (2004) have suggested that the following anchors are suitable for taut-leg mooring of deepwater floating systems where the anchor has to withstand significant pull-out forces: suction caisson anchor, vertically loaded anchor, suction embedded plate anchor and torpedo anchor.
An Introduction to Literary Criticism and Theory Before we begin our examination and study of literary theory, it is important that we define exactly what literary theory is and is not, identify some of the main characteristics of such, as well as identify some of the key differences between traditional “literary criticism” and “literary theory.” While literary criticism since the late .
Literary Analysis Sample Paper. A literary analysis is an argumentative analysis about a literary work. Although some summary is needed within the argument of a literary analysis, the objective is not to write a report about a book or story. Instead, a literary analysis discusses a writer’s interpretation of a text through
Fact/opinion Theory/evidence Features Information in sidebars (tables, graphs, statistical evidence) related to text . anchor text in another form Supporting text that extends or embellishes the big ideas or themes in the anchor text Text connected to the anchor text at an abstract level ST e PS 2 & 3: Ide
anchor is flush with, or below, the level of the work surface. 4. Insert the setting tool into the threaded end of the anchor and expand the anchor by striking the end of the setting tool with a hammer. The anchor is set (fully expanded) when the shoulder of the setting tool touches the anchor. Full expansion is necessary for proper anchor .
Korean Language 3 KOREAN 1BX Elementary Korean for Heritage Speakers 5 Units Terms offered: Spring 2021, Spring 2020, Spring 2019 With special emphasis on reading and writing, students will expand common colloquialisms and appropriate speech acts. Elementary Korean for Heritage Speakers: Read More [ ] Rules & Requirements Prerequisites: Korean 1AX; or consent of instructor Credit Restrictions .
