Printed in the USA A-Print 1 2 3 4 5 6 7 8 9 10 XXX 27 26 25 24 23
ISBN 979-8-88811-249-6
Contents
Prologue Module Overview
Prologue Module Focus
Prologue Texts
Knowledge Threads
Prologue Materials and Preparation
Prologue English Language Development Standards
Prologue Language Connections
Module Plan
Arc A | “The Sea Wind”
Prologue to L3
• Learning Goal | Describe what is happening in “The Sea Wind.”
• Language Progress | Form simple and compound sentences.
Prologue to L4
• Learning Goal | Describe differences in the sea in “The Sea Wind.”
• Language Progress | Use a coordinating conjunction to combine ideas.
Prologue to L5
• Learning Goal | Examine the setting of “The Sea Wind.”
• Language Progress | Listen closely to identify a speaker’s main points.
2
Arc B | Amos and Boris
Prologue to L8
• Learning Goal | Recount what happens to Amos and Boris
• Language Progress | Listen closely to identify a speaker’s main points.
3
4
6
9
Prologue to L9
• Learning Goal | Examine words and illustrations to describe Amos and Boris’s relationship.
• Language Progress | Use a coordinating conjunction to combine ideas.
Prologue to L10
• Learning Goal | Describe Amos and Boris’s friendship.
• Language Progress | Support what you say with relevant textual evidence.
34
40
12
16
22
Arc C | Giant Squid
Prologue to L12
• Learning Goal | Identify the parts of an informative essay.
• Language Progress | Write about each point from the thesis in a proof paragraph.
Prologue to L13
• Learning Goal | Describe how Clyde Roper studies the giant squid.
• Language Progress | Write in compound sentences.
46
Prologue to L14
• Learning Goal | Build vocabulary related to the giant squid.
• Language Progress | Speak at a rate others can understand.
Prologue to L15
• Learning Goal | Use text features to describe details in Giant Squid.
• Language Progress | Listen closely to identify a speaker’s main points.
58
Arc E | The Fantastic Undersea Life of Jacques Cousteau
Prologue to L26
64
88
• Learning Goal | Explain how Jacques Cousteau’s inventions helped people explore the sea.
• Language Progress | Write in simple and compound sentences.
Prologue to L27
• Learning Goal | Examine how different forms of a word are related.
Arc D | Solving the Puzzle Under the Sea
Prologue to L21
• Learning Goal | Use nouns, verbs, and pronouns in complete sentences.
• Language Progress | Explain the function of nouns, verbs, and pronouns in sentences.
Prologue to L22
• Learning Goal | Examine how Marie Tharp used soundings to map the seafloor.
• Language Progress | Write in complete sentences.
Prologue to L23
• Learning Goal | Describe Marie Tharp’s work as a scientist.
• Language Progress | Use a transition word or phrase to connect ideas.
70
• Language Progress | Speak at a rate others can understand.
Prologue to L28
• Learning Goal | Describe how Jacques Cousteau explored the sea.
• Language Progress | Support what you say with relevant textual evidence.
102
76
82
Arc F | Shark Attack
Prologue to L31
• Learning Goal | Describe the parts of a shark and their functions.
108
• Language Progress | Use a coordinating conjunction to combine ideas.
Prologue to L32
• Learning Goal | Analyze how text features in Shark Attack help readers understand a section.
• Language Progress | Listen closely to identify a speaker’s main points.
114
Appendices
Prologue Vocabulary
Prologue Reference Charts
Prologue Student Resources
Works Cited
Acknowledgments
How do people explore the sea?
PROLOGUE MODULE FOCUS
In module 1, Arts & Letters Prologue™ lessons focus on helping students deepen their understanding of how people explore the sea.
• Prologue lessons support reading development by helping students identify main ideas and key details in informational texts and central ideas in literary texts—fiction and nonfiction—and poetry. Students also practice recounting events in literary texts.
• Prologue lessons support writing development by helping students understand the components of an informative essay. They develop proof paragraphs by using textual evidence and write concluding paragraphs to complete their essays.
• Prologue lessons support speaking and listening development by providing more instruction and practice for the module’s speaking and listening goals: Speak at a rate others can understand, listen closely to identify a speaker’s main points, and support what you say with relevant textual evidence. Use the module Speaking and Listening Goal Tracker to track progress toward these goals.
• Prologue lessons support language development by providing practice with speaking and writing in simple sentences and in compound sentences formed with coordinating conjunctions.
PROLOGUE TEXTS
Books
Literary
• Amos and Boris, William Steig
Literary Nonfiction
• The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino
• Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor, Robert Burleigh and Raúl Colón
Informational
• Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper
• Shark Attack, Cathy East Dubowski
Poetry
• “The Sea Wind,” Sara Teasdale
Video
• “Close-Up of Great White Shark”
KNOWLEDGE THREADS
• The sea’s wonders and mysteries attract adventurers and scientists.
• Writers and artists depict the mysteries of the sea.
• The pursuit of knowledge drives innovation.
• The sea is home to diverse marine life.
• Scientists carry out investigations in the field or laboratory, often working collaboratively.
PROLOGUE MATERIALS AND PREPARATION
Prepare the following materials for use throughout the module.
• Determine how to access the module texts.
• Determine how to display Prologue reference charts, Prologue student resources, and select Learn book pages. These are listed in the Materials section of each lesson.
• Print or copy student resources from the Prologue Student Resources appendix. These are listed in the Materials section of each lesson.
• Determine how to access the Module 1 Speaking and Listening Goal Tracker from the Great Minds® Digital Platform.
• Ensure access to the module 1 Knowledge Cards.
• Ensure students have paper for short responses. They can use their journals or other paper.
• For a comprehensive list of all materials used in the module, see the digital platform.
PROLOGUE ENGLISH LANGUAGE DEVELOPMENT STANDARDS
Arts & Letters Prologue lessons for module 1 provide additional language support to develop the following English Language Development (ELD) standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the digital platform for a lesson-by-lesson breakdown of ELD standards.
WIDA Standards
ELD-SI.K-3.Narrate: Multilingual learners will
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Ask questions about what others have shared
• Recount and restate ideas
ELD-SI.K-3.Inform: Multilingual learners will
• Describe characteristics, patterns, or behavior
• Describe parts and wholes
• Sort, clarify, and summarize ideas
• Summarize information from interaction with others and from learning experiences
ELD-SI.K-3.Explain: Multilingual learners will
• Share initial thinking with others
• Compare and contrast objects or concepts
ELD-SI.K-3.Argue: Multilingual learners will
• Support own opinions with reasons
ELD-LA.2-3.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Identifying how character attributes and actions contribute to event sequences
ELD-LA.2-3.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts by
• Identifying the main idea and key details
ELD-LA.2-3.Inform.Expressive: Multilingual learners will construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
ELP Standards
Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.
Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.
Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.
Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.
PROLOGUE LANGUAGE CONNECTIONS
Students’ home languages and cultures are assets that everyone in the school setting should value and celebrate. Teachers can support the strategic use of home language to facilitate activating background knowledge, acquiring ELA knowledge and world knowledge, and engaging with grade-level content. This can happen individually or in groups. Teachers should encourage students to draw explicit metalinguistic connections between English and their home language through cognates and morphological awareness.
Multilingual learners in the United States speak a variety of languages, but an increasing majority speak Spanish at home. In 2019, more than 75 percent of students identified as “English learners” spoke Spanish as a home language (National Center for Education Statistics). For this reason, we offer a number of supports for Spanish speakers.
Contrastive Analysis
This module focuses on helping students write in simple and compound sentences. Prologue lessons help students understand how to use a coordinating conjunction to combine ideas. For students who also speak other language(s), the grammatical rules of English may be confusing. Here are some grammatical differences for which students may need extra explanation and modeling of this structure. In addition to Spanish, we compare English to Arabic and Mandarin Chinese, the second and third most common languages spoken among multilingual learners in the United States (National Center for Education Statistics).
Language Similarity Difference
Spanish Conjunctions are also used in Spanish, with meanings similar to those of English terms.
Arabic Conjunctions are also used in Arabic, with meanings similar to those of English terms.
Mandarin Chinese Conjunctions are also used in Chinese, with meanings similar to those of English terms.
Spanish Cognates
There is not a 1:1 correspondence between English and Spanish conjunctions. There may be confusion between since, so that, and as.
There is not a 1:1 correspondence between English and Arabic conjunctions.
Conjunctions can be omitted in Chinese if the relationship between the two ideas is clear.
Here are Spanish cognates for terms taught in module 1 Prologue lessons. Teacher notes in the lessons draw attention to Spanish cognates. Use an online Spanish dictionary for pronunciation guidance or to play a recording of the Spanish cognate for students.
Term Cognate
discovery (n.)
ecosystem (n.)
habitat (n.)
invention (n.)
descubrimiento (s.)
ecosistema (s.)
hábitat (s.)
invención (s.)
Term Cognate
predator (n.)
prey (n.)
pronoun (n.)
recount (v.)
predador (s.)
presa (s.)
pronombre (s.)
recontar (v.)
relationship (n.) relación (s.)
scientist (n.)
sounding (n.)
tentacles (n.)
terrible (adj.)
textual evidence (n.)
científico (s.)
sondeo (s.)
tentáculos (s.)
terrible (adj.)
evidencia textual (s.)
MODULE PLAN
Essential Question | How do people explore the sea?
Arc A | “The Sea Wind”
Lesson 1
Opening Bookend
Lesson 2
Wonder “The Sea Wind”
The Great Wave
Arc B | Amos and Boris
Lesson 7
Wonder
Amos and Boris
Lesson 8
Organize Amos and Boris
Lesson 3
Organize “The Sea Wind”
“Marsh”
The Great Wave
Lesson 4
Reveal “The Sea Wind” The Great Wave
Lesson 9
Reveal
Amos and Boris
Lesson 10
Distill
Amos and Boris
Lesson 5
Distill “The Sea Wind” The Great Wave
KEY = assessment = Prologue lesson
Lesson 11
Know “The Shepherd and the Sea”
Amos and Boris
Lesson 6
Know “The Sea Wind” “Marsh”
The Boating Party
The Great Wave
Arc C | Giant Squid
Lesson 12
Wonder Giant Squid Lesson 13
Organize Giant Squid Lesson 14
Organize Giant Squid
15
Reveal Giant Squid
16
Know Giant Squid
Lesson 17
Reading Comprehension Assessment 1
Module Task 1 completed
Arc D | Solving the Puzzle Under the Sea
Lesson 19
Reveal Mountains and Sea
Lesson 20
Wonder Solving the Puzzle Under the Sea
Distill Mountains and Sea
Lesson 21
Organize Solving the Puzzle Under the Sea
Lesson 22
Reveal Solving the Puzzle Under the Sea
Arc E | The Fantastic Undersea Life of Jacques Cousteau
Lesson 25
Wonder The Fantastic Undersea Life of Jacques Cousteau
Lesson 26
Organize The Fantastic Undersea Life of Jacques Cousteau
Lesson 27
Reveal The Fantastic Undersea Life of Jacques Cousteau
Lesson 28
Distill The Fantastic Undersea Life of Jacques Cousteau
Lesson 23
Distill Solving the Puzzle Under the Sea
Lesson 29
Know The Fantastic Undersea Life of Jacques Cousteau
Module Task 2 completed
Lesson 24
Know Solving the Puzzle Under the Sea Mountains and Sea
Lesson 18 Responsive Teaching
Arc F | Shark Attack
Module Finale
Prologue to Lesson 3
Essential Question | How do people explore the sea?
OVERVIEW Preview
Students identify and label important words in “The Sea Wind.” As they discuss details in the poem, they write and speak in complete sentences. This work prepares students to explain what is happening in the poem in lesson 3.
Learning Goal
Describe what is happening in “The Sea Wind.”
LEARNING TASK: Describe a detail in “The Sea Wind.”
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Form simple and compound sentences. To support students with beginning English proficiency, model how to form simple sentences about themselves by using familiar topics (e.g., Maria likes to read books). Then ask them to identify the sentence’s subject, or whom the sentence is about and what the subject is doing. To support students with intermediate English proficiency, prompt them to identify the subject and predicate in their complete sentences when they describe their drawings.
Vocabulary none
Materials
TEACHER
• Fluency Practice for “The Sea Wind” (Learn book)
• Calm and Windy Sea Images (Prologue Reference Charts appendix)
• “The Sea Wind” Vocabulary Images (Prologue Reference Charts appendix)
STUDENTS
• Fluency Practice for “The Sea Wind” (Learn book)
• highlighters
Preparation
• Determine how to label and display “The Sea Wind” Vocabulary Images. See the Learn section for details.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display Calm and Windy Sea Images.
2. Tell students to silently observe the images. Ask this question: What do you notice?
3. Invite a few students to share what they notice. Use responses to emphasize that in one image the sea is calm, and in the other image the sea is windy. Invite students to use gestures to act out a calm sea and a windy sea.
4. Assess and activate prior knowledge by asking this question:
What do you know about the sea?
5. Tell students that they will describe what is happening in the poem “The Sea Wind.”
LEARN 20 minutes
Discuss “The Sea Wind”
1. Display “The Sea Wind” Vocabulary Images.
Language Support
Invite students to share words for sea, water, sky, stars, moon, wind, and grass in their home language(s).
2. Explain that when you read aloud and then students say or read aloud the same text after you, they are Echo Reading. Practice this routine by reading aloud the label for each image and instructing students to echo you: pool of water, wind, sky, stars, moon, tall grass, and sea.
3. Display Fluency Practice for “The Sea Wind” and direct students to the page in their Learn book. Tell students to listen for these words as you read the poem. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear each word. Model fluency while reading aloud the poem.
4. Invite students to share one new word they learned from the poem.
Language Support
For students with beginning English proficiency, direct attention to one of the images. Ask this question: What do you see in this image?
Language Expansion
For students with intermediate English proficiency, encourage them to add a detail when sharing a new word (e.g., a pool in a peaceful place; the great sky).
5. Tell students that they will highlight the words they learned from the images and then draw a picture of a detail from the poem.
6. Direct attention to the first stanza. Echo Read the stanza while pointing to the labeled images. Think aloud to model how to highlight the words from “The Sea Wind” Vocabulary Images and draw what is happening in these lines.
7. Instruct students to work with a partner to highlight the words from “The Sea Wind” Vocabulary Images and draw a detail from the first stanza.
8. Explain that labeling their drawing with a complete sentence will help students understand what is happening in the poem. Remind them that a complete sentence begins with a subject and ends with a predicate.
Sample Think Aloud
I highlight the words sea, pool of water, sky, stars, moon, and wind because I see them in the images. Now, I draw one detail from these lines of the poem. I will draw a pool of water under the stars and the Moon.
9. Think aloud to model how to label the drawing with a complete sentence.
10. Instruct students to work with their partner to write a complete sentence as a label for their drawing.
11. Direct attention to the second stanza. Echo Read the lines while pointing to the labeled images. Instruct students to highlight the words from “The Sea Wind” Vocabulary Images. Tell them to draw a detail and label their drawing with a complete sentence.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Tell students that they will share their complete sentences about a detail from the first stanza with one partner and a detail from the second stanza with another partner.
Analyze Student Progress
Monitor: Do students describe their drawing with a complete sentence that includes one detail from the poem?
Offer Immediate Support: If students need additional support describing a detail in a complete sentence, direct attention to one labeled image. Invite them to describe the image and then write a complete sentence.
2. Invite a few students to share.
3. Summarize that readers can use images to help them understand what is happening in a poem.
Sample Think Aloud
My drawing shows a pool of water under the stars and the Moon. I will describe my drawing with this simple sentence: The pool is under the sky. I know my sentence is complete because it has a subject, the pool, and a predicate, is under the sky.
Prologue to Lesson 4
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students describe a difference in “The Sea Wind.” As they discuss the details, they practice using the coordinating conjunction but to combine two ideas into a compound sentence. This work prepares students to examine language in the poem to understand how the sea changes in lesson 4.
Learning Goal
Describe differences in the sea in “The Sea Wind.”
LEARNING TASK: Explain the difference between the sound of the sea and the call of the sea.
Language Progress
In this lesson, students work on this module language goal: Use a coordinating conjunction to combine ideas.
To support students with beginning English proficiency, model how to use the conjunction but by using opposite ideas about familiar topics with this sentence frame: Today, , but tomorrow,
. To support students with intermediate English proficiency, encourage them to complete each other’s sentences with opposite ideas (e.g., Student A says, “I like pizza,” and Student B says, “but I like hamburgers”).
Vocabulary
beautiful (adj.)
terrible (adj.)
Materials
TEACHER
• “The Sea Wind” (digital platform)
• Calm and Windy Sea Images (Prologue Reference Charts appendix)
STUDENTS
• “The Sea Wind” (Learn book)
Preparation
• none
LAUNCH
5 minutes
Build Knowledge About Difference
1. Display the Calm and Windy Sea Images. Tell students to silently observe these images. Ask this question:
What do you notice in each image?
Language Support
If possible, pair students who speak the same home language and instruct them to share what they notice.
2. Use responses to emphasize that the sea can sometimes look or sound different.
3. Tell students that they will describe a difference they notice in “The Sea Wind.”
LEARN 20 minutes
Describe a Difference in “The Sea Wind”
1. Display “The Sea Wind.” Ask this question:
What do you remember about this poem?
Language Support
For students with beginning English proficiency, display “The Sea Wind” Vocabulary Images from the Prologue to lesson 3 to encourage visualizing the text.
Key Ideas
• The poem is about the sea and the wind.
• There is a pool of water.
• The stars and the Moon are in the sky.
2. Read aloud the first line of the poem. Remind students that it includes the word peaceful. Emphasize that this shows that the setting is calm.
3. Direct attention to the first stanza. Tell students to listen for a word that describes the sound of the sea. Echo Read the lines while modeling fluency and emphasizing the word beautiful.
4. Ask this question:
How does the poem describe the sound of the sea?
5. Reinforce the correct response: The sound of the sea is beautiful. Echo Read line 6: “The far-off, beautiful sound of the sea?”
6. Introduce the vocabulary term beautiful by displaying the term and definition. Explain that the Vocabulary Exploration routine has four parts. First, you say the term and simultaneously clap once for each syllable. Then, students copy the action by repeating the term and clapping once for each syllable. Next, you identify and share word parts or challenging letter-sound correspondences that can help students accurately decode the word. Finally, you invite a student to read aloud the definition. Practice this routine with the term beautiful. Demonstrate the term’s meaning by displaying the image of a calm sea.
7. Read aloud line 10: “The wind comes waking me out of sleep.” Emphasize that this line shows that the wind is not calm anymore.
8. Tell students to listen for a word that describes the call of the sea. Echo Read the second stanza while modeling fluency and emphasizing the word terrible.
9. Ask this question:
How does the poem describe the call of the sea?
10. Explain that the “sound of the sea” and the “call of the sea” are both noises, but a call tells someone to go toward a place.
Definition
beautiful (adj.): very good or pleasing
11. Reinforce the correct response: The call of the sea is terrible.
12. Introduce the vocabulary term terrible by displaying the term and definition. Engage students in Vocabulary Exploration. Demonstrate the term’s meaning by displaying the image of a windy sea.
Language Supports
For students with beginning English proficiency, brainstorm other examples of things that are beautiful and terrible.
The term terrible has a Spanish cognate: terrible. Share this language connection with students whose home language is Spanish.
13. Invite students to make beautiful and terrible sea sounds.
14. Ask this question:
Are the sound of the sea and the call of the sea similar?
15. Reinforce the correct response: No, they are different. The sound of the sea is beautiful. The call of the sea is terrible.
16. Display and Echo Read this sentence: The sound of the sea is beautiful, but the call of the sea is terrible.
17. Point to the word but to emphasize that this word can be used to combine two opposite ideas into one sentence.
18. Display and Echo Read this sentence frame: The sea can be , but the sea can also be .
19. Instruct students to Think–Pair–Share how they could complete the sentence frame.
Language Expansion
For students with intermediate English proficiency, encourage them to write two sentences using the coordinating conjunction but.
Definition terrible (adj.): very bad or unpleasant
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to write a sentence about the sea using the conjunction but.
Analyze Student Progress
Monitor: Do students write two contrasting ideas about the sea using the conjunction but?
Offer Immediate Support: If students need additional support writing a sentence with contrasting ideas, reread the last lines of each stanza. Ask these questions: What word describes the sound of the sea? What word describes the call of the sea?
2. Invite a few students to share.
3. Summarize that readers can combine two ideas to describe important ideas in a poem.
Prologue to Lesson 5
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students examine details that describe the setting of the poem. As they discuss the details, students practice listening closely to identify a speaker’s main points. This work prepares students to discuss the poem’s central idea in lesson 5.
Learning Goal
Examine the setting of “The Sea Wind.”
LEARNING TASK: Explain how details describe the sea as beautiful and terrible.
Language Progress
In this lesson, students work on this module speaking and listening goal: Listen closely to identify a speaker’s main points.
To support students with beginning English proficiency, encourage them to pause and ask their partners, “Do you understand?”
To support students with intermediate English proficiency, prompt them to restate their partner’s idea and ask them if they understood correctly.
Vocabulary
beautiful (adj.)
terrible (adj.)
Materials
TEACHER
• “The Sea Wind” (digital platform)
• Students Not Listening Closely photograph (digital platform)
STUDENTS
• “The Sea Wind” (Learn book)
• index cards labeled B and T
Preparation
• Label index cards B for beautiful and T for terrible. Create enough so that each pair of students has an index card with each letter. See the Learn section for details.
LAUNCH
5 minutes
Practice Listening Closely to a Speaker’s Main Points
1. Display the Students Not Listening Closely photograph. Ask this question:
What do you notice about the students in this image?
2. Use responses to reinforce that the students are not listening closely, or paying attention, to their teacher. Ask this question:
Why is it important to listen closely to a speaker?
Key Ideas
• to hear new ideas
• to learn from others
• to understand what the speaker is saying
3. Invite a student to share two things they like about school. Model how to listen closely by facing the speaker and using a nonverbal cue (e.g., a nod or a thumbs-up) to indicate agreement. Instruct students to share with a partner two things they like about school while the other student practices listening closely to the speaker’s main points.
4. Tell students that they will practice listening to a speaker’s main points while examining details in “The Sea Wind.”
LEARN 20 minutes
Examine Details
1. Introduce the vocabulary term beautiful by displaying the term and definition. Engage students in Vocabulary Exploration. Display an image of something beautiful to help students understand the definition.
Definition beautiful (adj.): very good or pleasing
2. Introduce the vocabulary term terrible by displaying the term and definition. Engage students in Vocabulary Exploration. Display an image of something terrible to help students understand the definition.
Language Support
The term terrible has a Spanish cognate: terrible. Share this language connection with students whose home language is Spanish.
3. Display and Echo Read “The Sea Wind.” Tell students to use a nonverbal signal (e.g., a thumbs-up) when they hear the words beautiful and terrible.
4. Remind students that in the first stanza the pool hears the beautiful sound of the sea and in the second stanza the pool hears the terrible call of the sea.
5. Hide the display of the poem. Tell students that they will sort details from the poem into two categories: beautiful and terrible.
6. Distribute index cards labeled B and T to pairs. Explain that each pair will hold up the B if they think the detail corresponds to beautiful and will hold up the T if the detail corresponds to terrible.
7. Read aloud the phrase “a peaceful place” in line 1. Ask these questions:
Does this detail describe something beautiful or terrible? How do you know?
8. Encourage students to listen closely while you think aloud to explain which card to hold up and why.
9. Read aloud line 10. Remind students to hold up their index card with the correct match. Ask these questions:
Does this detail describe something beautiful or terrible? How do you know?
10. Reinforce the correct response: This detail describes something terrible because the wind must be blowing hard to wake up the pool.
Definition terrible (adj.): very bad or unpleasant
Sample Think Aloud
I know peaceful means “quiet and calm.” I think the words a pool in a peaceful place describe a quiet and calm setting. This sounds beautiful to me. I will hold up the B
11. Instruct students to discuss with their partner why they think this detail describes something terrible. Remind students to listen closely to identify a speaker’s main points.
12. Direct attention to the phrase “the stars and the stately moon” in line 3. Remind students to hold up their index card with the correct match. Instruct students to take turns asking and answering these questions with their partner:
Does this detail describe something beautiful or terrible? How do you know?
Language Support
For students with beginning English proficiency, draw a T-chart on blank paper. Label one column Beautiful and the other column Terrible. Prompt students to draw and label the detail in the correct column before they share their response.
Language Expansion
For students with intermediate English proficiency, encourage them to evaluate each other’s ideas by asking this question: What do you think about my reason?
13. Reinforce the correct response: This detail describes something beautiful because stars and the Moon in the sky look very nice at night.
14. Instruct students to review the poem and look for additional details that describe something beautiful or terrible.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to answer these questions with a partner:
Which details from the poem describe something beautiful?
Which details from the poem describe something terrible?
How can you tell the difference?
2. Remind students to listen closely to identify a speaker’s main points.
Analyze Student Progress
Monitor: Do students identify a detail from the poem that describes something beautiful, identify a detail that describes something terrible, and provide reasons?
Offer Immediate Support: If students need additional support identifying details, remind them of the definitions of the terms beautiful and terrible. Echo Read lines 1 and 10 with the appropriate expression. Ask these questions: Which line describes something beautiful? Which line describes something terrible?
3. Invite a few students to share.
4. Summarize that students can learn more about a text by examining details.
Prologue to Lesson 8
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students recount what happens to Amos and Boris. As they discuss these events, they practice listening closely to a speaker’s main points. This work prepares students to identify story elements in Amos and Boris in lesson 8.
Learning Goal
Recount what happens to Amos and Boris.
LEARNING TASK: Use sequencing words to recount what happens to Boris on pages 12–15.
Language Progress
In this lesson, students work on this module speaking and listening goal: Listen closely to identify a speaker’s main points.
To support students with beginning English proficiency, prompt them to use a nonverbal signal (e.g., a thumbs-up) if they hear an event that was important in the story. To support students with intermediate English proficiency, prompt them to alternate recounting events to encourage them to listen closely to each other’s main points. For example, Student A recounts the first event and Student B recounts the next event.
Vocabulary
recount (v.)
Materials
TEACHER
• Amos and Boris
• index cards
• School Arrival photograph (digital platform)
• School Lunch photograph (digital platform)
• School Dismissal photograph (digital platform)
STUDENTS
• Amos and Boris
Preparation
• Amos and Boris is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Write first, next, and last on separate index cards. See the Launch section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Explain that when both you and the students read aloud the same text at the same time, they are Choral Reading. Practice this routine by displaying index cards with the sequence words first, next, and last and cueing students to read aloud with you.
2. Remind students that these are sequence words that help tell events in order.
3. Display the School Arrival, Lunch, and Dismissal photographs out of order. Ask these questions:
Which event happens first?
Which event happens next?
Which event happens last?
4. Reinforce the correct responses:
• first—arrival
• next—lunch
• last—dismissal
Language Support
Invite multilingual learners to share the words for first, next, and last in their home language(s).
5. Display the sequence words with their corresponding images.
6. Introduce the vocabulary term recount by displaying the term and definition. Engage students in Vocabulary Exploration. Explain that they just recounted events in a school day.
7. Tell students that they will recount what happens to Amos and Boris by using sequence words.
LEARN
20 minutes
Recount What Happens to Amos and Boris
1. Direct attention to the illustrations on pages 4–5. Ask these questions:
Who is this?
What is he doing?
2. Reinforce the correct responses:
• who—Amos
• what—building a boat
3. Tell students that they will observe the illustrations to recount what Amos is doing by using the sequence words first, next, and last.
4. Direct attention to the first image on the left. Ask this question:
What is Amos doing first?
Key Ideas
• First, Amos is hammering the wood.
• First, Amos is using a hammer.
• First, Amos is putting nails into the wood.
Definition recount (v.): to tell someone about something that happened
5. Instruct students to discuss with a partner what Amos does first. Remind students to listen closely to identify the speaker’s main points.
6. Direct attention to the remaining illustrations on pages 4–5. Ask these questions:
What does Amos do next?
What does Amos do last?
Key Ideas
• Next, Amos lifts the wood.
• Next, Amos carries food onto the boat.
• Last, Amos pulls the string.
• Last, Amos lifts the barrel onto the boat.
7. Instruct students to discuss with their partner what Amos does next and last. Remind students to listen closely to identify the speaker’s main points.
8. Model how to recount what Amos is doing by using the sequence words first, next, and last.
9. Direct attention to the illustrations on pages 8–11. Instruct students to take turns asking and answering these questions with their partner:
What does Amos do first?
What does Amos do next?
What does Amos do last?
Language Support
For students with beginning English proficiency, display these sentence frames:
• First, .
• Next, .
• Last, Key Ideas
• First, Amos falls asleep on the boat.
• Next, Amos falls out of his boat.
• Last, Amos swims alone in the sea.
Language Expansion
For students with intermediate English proficiency, prompt them to use other sequencing words and phrases (e.g., in the beginning, then, and many years later). For example, looking at page 8, students might say, “Then, Amos rolled over and over and right off the deck of his boat and into the sea.”
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Direct attention to the illustrations on pages 12–15. Instruct students to take turns asking and answering these questions with their partner:
What does Boris do first?
What does Boris do next?
What does Boris do last?
2. Remind students to listen closely to identify the speaker’s main points.
Analyze Student Progress
Monitor: Do students recount what Boris does by using the sequence words first, next, and last?
Offer Immediate Support: If students need additional support recounting the story, point to Boris on each page and ask this question: What is Boris doing?
Key Ideas
• First, Boris comes out of the sea.
• Next, Boris meets Amos.
• Last, Boris carries Amos on his back.
3. Invite a few students to share.
4. Summarize that students can use illustrations to recount what happens to characters in a text.
Prologue to Lesson 9
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students examine the words and illustrations in Amos and Boris to describe the characters’ relationship. As they discuss Amos and Boris’s relationship, they use the coordinating conjunction and to combine two similar ideas. This work prepares students to examine how words and illustrations work together to tell a story in lesson 9.
Learning Goal
Examine words and illustrations to describe Amos and Boris’s relationship.
LEARNING TASK: Use the conjunction and to describe something Amos and Boris do together.
Language Progress
In this lesson, students work on this module language goal: Use a coordinating conjunction to combine ideas.
To support students with beginning English proficiency, prompt them to share two things they enjoy by using this sentence frame: I enjoy and . To support students with intermediate English proficiency, give them two separate sentences and prompt them to join both ideas by using the conjunction and.
Vocabulary
relationship (n.)
Materials
TEACHER
• Amos and Boris
• Two Friends photograph (digital platform)
STUDENTS
• Amos and Boris
Preparation
• Amos and Boris is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display the Two Friends photograph. Tell students that this image shows two friends together.
2. Tell students to think about a friend. Facilitate a brief discussion of these questions:
How do you show you are friends with this person?
What do you say?
How do you act?
Language Support
If possible, pair students who speak the same home language and instruct them to share how they show that they are friends with someone.
3. Explain that being friends is a kind of relationship. Introduce the vocabulary term relationship by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
The term relationship has a Spanish cognate: relación. Share this language connection with students whose home language is Spanish.
4. Tell students that they will examine words and illustrations in the text to describe Amos and Boris’s relationship.
Definition relationship (n.): how people talk, feel, or act toward one another
LEARN
20 minutes
Examine Words and Illustrations in Amos and
Boris
1. Display Amos and Boris. Ask this question: Who are these characters?
2. Reinforce the correct response: Amos and Boris.
3. Direct attention to the illustration on page 18. Ask this question: What is Amos doing?
Key Ideas
• Amos is riding on Boris’s back.
• Amos is talking to Boris.
4. Direct attention to the illustration on page 19. Ask this question:
What is Boris doing?
Key Ideas
• Boris is swimming in the sea.
• Boris is carrying Amos on his back.
5. Remind students that they used the word but to combine two opposite ideas. Tell students that they will use the word and to combine two similar ideas to talk about Amos and Boris’s relationship.
6. Display this sentence frame: Amos , and Boris . Model how to use and to combine two similar ideas.
7. Tell students that they will follow the instructional routine Think–Pair–Share to discuss what Amos and Boris are doing on pages 18–19. Explain that this routine has three parts. First, students silently think about their response. Next, they share their response with a partner. Finally, you facilitate a brief discussion with the whole class. Instruct students to Think–Pair–Share to answer these questions:
What is happening between Amos and Boris on pages 18–19?
How do you know?
Key Ideas
• Boris is swimming in the sea with Amos on his back.
• Amos is riding on Boris’s back and talking to him.
• how we know: The illustrations show their actions.
8. Tell students that they used illustrations to describe Amos and Boris’s relationship. Explain that they can also use the words in the text to describe their relationship.
9. Direct attention to page 19. Choral Read the first sentence, starting with “They became the.” Ask this question:
What do these words tell you?
10. Reinforce the correct response: Amos and Boris became good friends.
11. Instruct students to listen for words that describe the characters’ relationship. Read aloud the portion of page 19 from “They told each” to “with each other.” Ask this question:
What do Amos and Boris say to each other to show they are friends?
Language Support
For students with beginning English proficiency, explain that told and shared mean the same thing as said.
Key Ideas
• Amos and Boris tell each other about their lives.
• Amos and Boris tell each other about their ambitions.
• Amos and Boris share their secrets with each other.
12. Instruct students to share with a partner two things that Amos and Boris say to each other by using the word and.
13. Read aloud the portion of page 19 from “The whale was” to “fresh, unsalty water.” Instruct students to Think–Pair–Share to answer these questions:
What is happening between Amos and Boris on this page?
How do you know?
Key Ideas
• Boris is curious about life on land.
• Amos is fascinated by Boris’s life at sea.
• Boris lets Amos exercise on his back.
• how we know: The words tell us what they say and how they act toward each other.
14. Think aloud to model how to use words and illustrations to describe Amos and Boris’s relationship.
Sample Think Aloud
The words explain that Amos tells Boris about life on land. Also, the illustration shows Boris letting Amos ride on his back at sea. So I will write this sentence: Amos tells Boris about life on land, and Boris lets Amos ride on his back at sea.
15. Tell students that they will use the word and to combine two similar ideas about Amos and Boris’s relationship. Display this sentence frame: Amos , and Boris .
Language Expansion
For students with intermediate English proficiency, encourage them to use different examples from the text. Then prompt them to discuss which example is the best choice to describe the characters’ relationship.
16. Instruct students to include the word and in a sentence that tells what Amos and Boris do together.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to share with a partner their sentence about what Amos and Boris do together.
Analyze Student Progress
Monitor: Do students use the conjunction and to combine two similar ideas that describe what Amos and Boris do together?
Offer Immediate Support: If students need additional support describing the relationship, Echo Read the portion of page 19 from “They became the” to “with each other.” Ask these questions: What does Amos do to be close friends with Boris? What does Boris do to be close friends with Amos?
2. Invite a few students to share.
3. Summarize that students can use words and illustrations to learn more about the characters in a text.
Prologue to Lesson 10
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students describe Amos and Boris’s friendship by using textual evidence. As they discuss the characters’ friendship, they practice supporting what they say with relevant textual evidence. This work prepares students to determine the central idea in lesson 10.
Learning Goal
Describe Amos and Boris’s friendship.
LEARNING TASK: Write a sentence using textual evidence that shows that Amos and Boris are good friends.
Language Progress
In this lesson, students work on this module speaking and listening goal: Support what you say with relevant textual evidence.
To support students with beginning English proficiency, have them build confidence by using the Talking Tool sentence frame along with the evidence before they share their response. To support students with intermediate English proficiency, prompt them to use additional textual evidence.
Vocabulary
friendship (n.)
textual evidence
Materials
TEACHER
• Amos and Boris
STUDENTS
• Fluency Practice for Amos and Boris (Learn book)
• highlighters
• Talking Tool (Learn book)
Preparation
• Amos and Boris is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display page 20 of Amos and Boris. Read aloud the last paragraph. Ask this question:
What is happening on this page?
2. Reinforce the correct response: Amos and Boris are saying goodbye to each other.
3. Ask this question:
How do you think Amos and Boris feel when they say goodbye?
4. Use responses to emphasize the strength of Amos and Boris’s friendship.
5. Introduce the vocabulary term friendship by displaying the term and definition. Engage students in Vocabulary Exploration.
6. Tell students that they will look for textual evidence in this passage to learn more about Amos and Boris’s friendship.
LEARN 20 minutes
Discuss Amos and Boris’s Friendship
1. Direct students to Fluency Practice for Amos and Boris, located in the Learn book.
2. Direct attention to the first paragraph of the fluency passage. Tell students to listen to what Boris says to Amos about their friendship. Echo Read the first paragraph, starting with “The time came.”
Definition friendship (n.): the relationship with a person who you like and enjoy being with
3. Ask this question:
What does Boris say to Amos?
Language Support
For students with beginning English proficiency, chunk the paragraph by reading one sentence at a time.
Then ask this question: What does Boris say to Amos?
Key Ideas
• Boris says, “I wish we could be friends forever” (Steig 20).
• Boris says, “We will be friends forever, but we can’t be together” (20).
• Boris says, “I’ll never forget you, though” (20).
Language Expansion
For students with intermediate English proficiency, ask this question: What do you learn about Amos and Boris’s friendship?
4. Tell students to highlight the words that Boris says in the first paragraph.
5. Introduce the vocabulary term textual evidence by displaying the term and definition. Engage students in Vocabulary Exploration. Direct attention to the highlighted words in the fluency passage to help students understand the term’s meaning.
Language Support
The term textual evidence has a Spanish cognate: evidencia textual. Share this language connection with students whose home language is Spanish.
Definition
textual evidence: words from the text that show that something is true
6. Direct attention to the Talking Tool, located in the Learn book. Explain that students can support their ideas about Amos and Boris’s friendship with textual evidence by using this sentence frame: In the text, . Echo Read the sentence frame. Think aloud to model how to use the Talking Tool to support what you say with textual evidence.
7. Instruct students to work with a partner to describe Amos and Boris’s friendship by using words in the text to complete the sentence frame in the Talking Tool.
8. Direct attention to the remainder of the fluency passage. Tell students to listen for what Amos says about the friendship. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear what Amos says to Boris. Echo Read the remainder of the passage.
9. Tell students to highlight the words that Amos says in the second paragraph.
10. Ask this question:
What does Amos say to Boris?
11. Remind students to respond by using textual evidence to complete the sentence frame in the Talking Tool.
Key Ideas
• In the text, Amos says, “And you can be sure I’ll never forget you” (Steig 20).
• In the text, Amos says, “I will always be grateful to you for saving my life” (20).
• In the text, Amos says, “I want you to remember that if you ever need my help I’d be more than glad to give it!” (20).
Sample Think Aloud
In the first paragraph, Boris says to Amos, “I wish we could be friends forever.” This tells me that Boris will miss Amos. So I can support my ideas by saying, “In the text, Boris says, ‘I wish we could be friends forever.’”
12. Instruct students to discuss these questions with a partner:
Do you think Amos and Boris have a good friendship? How do you know?
Key Ideas
• Yes, because they say they will never forget each other.
• Yes, because they want to be friends forever.
• Yes, because they will always help each other if they can.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to use the following sentence frame to write one piece of textual evidence that shows that Amos and Boris are good friends: In the text, .
Analyze Student Progress
Monitor: Do students use the sentence frame to include textual evidence that shows that Amos and Boris are good friends?
Offer Immediate Support: If students need additional support using textual evidence, direct attention to a highlighted section of the fluency passage. Ask this question: What is the character saying to show that Amos and Boris are good friends?
2. Invite a few students to share.
3. Summarize that students can understand the text more by looking closely at what characters say to each other.
Prologue to Lesson 12
Essential Question | How do people explore the sea?
OVERVIEW Preview
Students examine the structure of an informative essay. As they discuss the different parts, students practice the language skill of writing about each point from the thesis in a proof paragraph. This work prepares students to write proof paragraph 1 in lesson 12.
Learning Goal
Identify the parts of an informative essay.
LEARNING TASK: Identify the point from the introduction to develop in proof paragraph 1.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Write about each point from the thesis in a proof paragraph.
To support students with beginning English proficiency, model how to label the parts of an informative essay on the displayed copy of Explore Module Task 1. To support students with intermediate English proficiency, encourage students to work with a partner to explain the purpose of each part of the Painted Essay®—Informative.
• Determine how to display side by side the color-coded Painted Essay®—Informative and the Explore Module Task 1 prompt and partially completed essay.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display the class Explore Module Task 1, and distribute copies to students. Explain that this is part of an essay. Echo Read the prompt: In Amos and Boris, how does Amos explore the sea? Ask this question: What will this essay be about?
2. Reinforce the correct response: how Amos explores the sea.
3. Display the color-coded Painted Essay®—Informative and Explore Module Task 1 side by side. Explain that each color in the Painted Essay® matches a part in Explore Module Task 1.
4. Direct attention to the module task, and ask this question:
What do you notice about this essay?
5. Use responses to direct attention to the space for the missing paragraph.
6. Tell students that they will color the module task to match the Painted Essay® and to figure out which paragraph is missing.
LEARN 20 minutes
Discuss the Parts of an Informative Essay
1. Distribute coloring utensils to each student and direct students to Explore Module Task 1.
2. Direct attention to the first box of the Painted Essay®—Informative. Tell students that this part is called the introductory paragraph. Explain that the introductory paragraph helps the reader understand what the essay will be about.
3. Ask this question:
Where is the introductory paragraph in Explore Module Task 1?
4. Use responses to direct attention to the introductory paragraph. Read aloud the introductory paragraph.
5. Model how to color the introduction red and the thesis green. Instruct students to color and label these two parts.
Language Support
For students with beginning English proficiency, direct attention to specific parts in Explore Module Task 1 while asking guiding questions (e.g., What color is the introduction on the Painted Essay®—Informative?) to help them process the information.
6. Direct attention to the third sentence of Explore Module Task 1 and tell students that this sentence tells the reader two points that will be developed in the essay. Read aloud the sentence, starting with “He travels in.” Ask this question:
What are the two points about how Amos travels?
7. Reinforce the correct response: Amos travels in a boat and on the back of a whale. Instruct students to color and label each point as point 1 (yellow) and point 2 (blue).
8. Direct attention to the conclusion of the Painted Essay®—Informative. Tell students that this is called the conclusion. Explain that the conclusion is green because it restates the two points of the thesis. Emphasize that the conclusion closes the essay. Ask this question:
Where is the conclusion in Explore Module Task 1?
9. Use responses to direct attention to the conclusion. Echo Read the conclusion paragraph. Instruct students to color and label the conclusion.
10. Direct attention to the Painted Essay®—Informative. Point to the yellow and blue points in the introductory paragraph and to the yellow and blue boxes. Ask this question:
Why are these parts the same color?
11. Reinforce the correct response: The proof paragraphs tell more information about point 1 and point 2.
12. Ask this question:
What do you notice about the proof paragraphs in Explore Module Task 1?
13. Reinforce the correct response: Proof paragraph 1 is missing. Congratulate students for finding the missing piece. Explain that they will write this paragraph for their next module task.
14. Ask this question:
What color should proof paragraph 2 be?
15. Reinforce the correct response: blue. Instruct students to color proof paragraph 2. Explain that students will now look closely at the parts of proof paragraph 2 so they will know how to write proof paragraph 1.
Language Expansion
For students with intermediate English proficiency, explain that they can color the phrase “In addition” blue and yellow because it is the transition between the two paragraphs.
16. Echo Read the topic sentence in proof paragraph 2. Instruct students to label this sentence “topic sentence.” Read aloud the second and third sentences in the introductory paragraph. Ask these questions:
What ideas are similar in each part?
What do you notice about the topic sentence and introductory paragraph?
17. Reinforce the correct responses:
• “Amos explores the sea” and “rides on the back of the whale.”
• The topic sentence uses words from the thesis and point 2.
18. Echo Read the second sentence of the proof paragraph. Instruct students to label this sentence “evidence.”
19. Ask this question:
What does the evidence sentence tell us?
20. Reinforce the correct response: It gives an example from the text about how Amos explores the sea on Boris’s back.
21. Echo Read the third sentence of proof paragraph 2. Instruct students to label this sentence “elaboration.” Ask this question:
What does the elaboration sentence tell us?
22. Reinforce the correct response: It tells more about how Amos rides on Boris’s back.
23. Tell students that when they write proof paragraph 1 they will include all three of those parts: topic sentence, evidence, and elaboration.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct pairs to partner read the introductory paragraph. Ask this question:
What point from the introduction will you write about in proof paragraph 1?
Analyze Student Progress
Monitor: Do students identify that the point they will write about is that Amos travels in a boat to explore the sea?
Offer Immediate Support: If students need additional support, point to the third sentence of the writing model and the yellow part of the introductory paragraph in the Painted Essay®—Informative.
Ask this question: What is point 1?
2. Invite a few students to share.
3. Summarize that knowing the structure of an essay helps students organize their ideas.
Prologue to Lesson 13
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students explore the text, images, and illustrations in Giant Squid. As they discuss the details, students practice writing compound sentences. This work prepares students to identify the main idea and details in lesson 13.
Learning Goal
Describe how Clyde Roper studies the giant squid.
LEARNING TASK: Write a compound sentence to explain how Clyde Roper studies the giant squid.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Write in compound sentences.
To support students with beginning English proficiency, model how to use the conjunction so to describe a result or an effect with this sentence frame: I work hard in school, so . To support students with intermediate English proficiency, model a short “question and answer” with them to describe a result or an effect. For example, the teacher says, “I read every day.”
The student asks, “What is the result?” The teacher says, “I read every day, so .” Encourage students to try this with a partner.
Vocabulary
beak (n.)
scientist (n.)
squid (n.)
tentacle (n.)
Materials
TEACHER
• Giant Squid
• Knowledge Card: scientist
STUDENTS
• Giant Squid
Preparation
• none
LAUNCH 5 minutes
Practice Vocabulary
1. Display Giant Squid, and direct attention to the images on page 11. Ask this question:
What do you notice about this animal?
Language Supports
If possible, pair students who speak the same home language, and instruct them to discuss this question.
If possible, show a video of a giant squid to help students understand how it uses its body.
2. Tell students that this animal is a squid. Introduce the vocabulary term squid by displaying the term and definition. Engage students in Vocabulary Exploration.
3. Display the diagram on page 13. Tell students that this text feature shows different parts of a squid.
4. Introduce the vocabulary term beak by displaying the term and definition. Engage students in Vocabulary Exploration. Direct attention to the part of the squid in the diagram labeled “beak” to help students understand the term’s meaning.
5. Introduce the vocabulary term tentacle by displaying the term and definition. Engage students in Vocabulary Exploration. Direct attention to the parts of the squid in the diagram labeled “2 feeding tentacles” to help students understand the term’s meaning.
6. Tell students that they will learn about Clyde Roper, a person who studies the giant squid.
Definition squid (n.): a sea animal that has a long, thin, soft body and eight long arms
Definition beak (n.): the hard, sharp part inside a squid’s mouth
Definition tentacle (n.): one of the long, flexible arms of an animal, used for grabbing things and moving
LEARN 20 minutes
Describe How Clyde Roper Studies the Giant Squid
1. Direct students to Giant Squid. Instruct them to look closely at the images of the giant squid on pages 4–11.
2. Ask this question: What do you notice about the giant squid?
3. Use responses to emphasize that people are curious about the giant squid, but the giant squid is mysterious.
Language Support
For students with beginning English proficiency, define mysterious as things that are not known. Provide examples of other things that are mysterious.
4. Display and Echo Read this sentence frame: People want to study the giant squid, but . Remind students that the word but can be used to combine two opposite ideas into one sentence.
Teacher Note
In module 1, students learn how to use various coordinating conjunctions to combine ideas into one sentence. In this lesson, students practice the conjunctions but and so
5. Instruct students to use the sentence frame to discuss this question with a partner: Why is it difficult to study the giant squid?
6. Listen for students to address key ideas in their responses.
Key Ideas
• People want to study the giant squid, but the squids live deep in the sea.
• People want to study the giant squid, but the squids are difficult to find.
• People want to study the giant squid, but the squids are dangerous.
7. Direct attention to the photograph of the person on page 12. Read aloud the caption. Ask this question:
Who is this person?
8. Reinforce the correct response: Clyde Roper, a scientist who studies the giant squid.
9. Introduce the vocabulary term scientist by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Language Support
The term scientist has a Spanish cognate: científico. Share this language connection with students whose home language is Spanish.
10. Tell students to listen for details about what the scientist Clyde Roper is studying. Read aloud the portion of page 12 from the heading “Meet the Squid Hunter” to “study these creatures.” Ask these questions:
What did you learn about the giant squid?
What did you learn about Roper?
Key Ideas
• giant squid: The giant squid stays below the sea at 1,600 to 3,300 feet.
• giant squid: Seeing a giant squid is rare and mysterious.
• Roper: This mystery inspired Roper to study the giant squid.
11. Tell students that they will look closely at images to learn how Roper studies the giant squid.
12. Display and Echo Read this sentence frame: Roper wants to learn about the giant squid, so .
Definition
scientist (n.): a person who studies the natural world based on facts learned through experiments and observation
13. Instruct students to look closely at the images of Roper on pages 18 and 19. Ask this question:
How does Roper study the giant squid?
Language Support
For students with beginning English proficiency, prompt them to look closely at the photographs. Then ask these questions: What is Roper doing? What is Roper looking at?
Key Ideas
• He goes to a beach.
• He cuts open the whale.
• He looks inside the whale.
Language Expansion
For students with intermediate English proficiency, encourage them to use vocabulary such as squid and tentacle in their response.
14. Model how to use the sentence frame to explain what Roper does to study the giant squid. Remind students that the word so describes a result.
15. Instruct students to look closely at the images of Roper on pages 22 and 23. Ask this question:
How does Roper study the giant squid?
Key Ideas
• Roper wants to learn about the giant squid, so he examines the body of a giant squid.
• Roper wants to learn about the giant squid, so he measures a giant squid.
16. Instruct students to use the sentence frame to share how Roper studies the giant squid.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to write a compound sentence by using the conjunction so to explain how Clyde Roper studies the giant squid.
Analyze Student Progress
Monitor: Do students write a compound sentence by using the conjunction so to explain how Clyde Roper studies the giant squid?
Offer Immediate Support: If students need additional support, direct attention to one of the photographs on pages 18 and 19 and ask this question: What is Roper doing?
2. Invite a few students to share.
3. Summarize that students can identify details through words, images, and illustrations to learn more about a topic.
Prologue to Lesson 14
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students examine terms related to the giant squid. As they discuss the terms, students practice speaking at a rate others can understand. This work prepares students to use the correct terms when identifying the main idea and key details in lesson 14.
Learning Goal
Build vocabulary related to the giant squid.
LEARNING TASK: Share sentences using terms related to the giant squid.
Language Progress
In this lesson, students work on this module speaking and listening goal: Speak at a rate others can understand.
To support students with beginning English proficiency, share three sentences about a familiar topic by speaking three ways: slowly, quickly, and at a normal rate. Then prompt students to explain which was easier to understand and why. To support students with intermediate English proficiency, encourage them to practice asking a partner to slow down or speed up when speaking. For example, “I don’t understand. Can you speak slower, please?”
Vocabulary
ecosystem (n.)
habitat (n.)
predator (n.)
prey (n.)
research (n.)
research (v.)
Materials
TEACHER
• Giant Squid
• Knowledge Cards: ecosystem, research STUDENTS
• Sentence Completion for Giant Squid (Prologue Student Resources appendix)
Preparation
• Determine how to display side by side the images on pages 37 and 43. If unable to simultaneously display the images, display them one at a time. See the Learn section for details.
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display Giant Squid. Instruct students to discuss this question with a partner:
What do you know about the giant squid?
Language Support
If possible, invite multilingual learners to discuss this question with a partner who speaks the same home language.
2. Invite a few students to share their responses.
Key Ideas
• They live deep in the ocean.
• They have tentacles and beaks.
• They are mysterious.
• Clyde Roper and other scientists study them.
3. Tell students that they will learn more words related to the giant squid.
20 minutes
Learn Terms Related to the Giant Squid
1. Display and Echo Read these terms related to the giant squid: ecosystem, habitat, predator, prey, research.
2. Display page 15 of Giant Squid. Ask this question:
Where do these animals live?
3. Reinforce the correct response: in the ocean. Tell students that the ocean is the giant squid’s habitat. Introduce the vocabulary term habitat by displaying the term and definition. Engage students in Vocabulary Exploration.
4. Display the Knowledge Card for ecosystem. Engage students in Vocabulary Exploration. Read aloud the sample sentence on the Knowledge Card to help students understand the term’s meaning. Tell students that this word is similar to habitat, but habitat describes a place while ecosystem describes everything in the place. To help students understand that difference, explain that a habitat would be like the physical building they live in, and the ecosystem would include all the pets, people, and belongings in the building.
Language Support
The terms habitat and ecosystem have Spanish cognates: hábitat and ecosistema. Share this language connection with students whose home language is Spanish.
5. Display the illustration on page 37 and the photograph on page 43 side by side. Ask these questions:
What is happening on page 37?
What is happening on page 43?
6. Reinforce the correct responses:
• page 37—The sperm whale is eating the squid.
• page 43 The giant squid is eating a smaller squid.
7. Introduce the vocabulary term predator by displaying the term and definition. Engage students in Vocabulary Exploration.
8. Introduce the vocabulary term prey by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
The terms predator and prey have Spanish cognates: predador and presa. Share this language connection with students whose home language is Spanish.
Definition
habitat (n.): the place where an animal or plant grows or lives
Definition ecosystem (n.): all the living and nonliving things, such as plants and water, that are in a particular environment
Definition
predator (n.): an animal that kills and eats other animals for food
Definition prey (n.): an animal that is hunted by another animal for food
9. Ask these questions:
Who is the predator on page 37? Who is the prey?
Who is the predator on page 43? Who is the prey?
10. Reinforce the correct responses:
• page 37—predator is the sperm whale; prey is the squid
• page 43 predator is the giant squid; prey is the smaller squid
11. Instruct students to look at pages 12, 18, 19, and 22 and to Think–Pair–Share to discuss this question:
What are the people in the images doing?
12. Use responses to emphasize that the images show people studying the giant squid. Explain that students can also use the term research to explain what the people are doing.
13. Introduce the vocabulary term research by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
14. Explain that the term research can be used in two different ways. Display these sample sentences:
• Roper researched the giant squid.
• Roper’s research showed that a giant squid’s habitat is deep in the ocean.
15. Ask these questions:
Which sentence uses research as an action?
Which sentence uses research as a thing?
Definitions
research (n.): careful study or activity to find and report new knowledge about a subject
research (v.): to collect more information about a subject
16. Reinforce the correct responses:
• action—the first sentence
• thing—the second sentence
Language Support
For students with beginning English proficiency, provide other examples of familiar words that can be a noun and a verb (e.g., answer, dance, love, or smile).
Language Expansion
For students with intermediate English proficiency, encourage them to create two new sentences by using the two definitions of research
17. Display Sentence Completion for Giant Squid, and distribute copies to students. Tell students that they will now complete sentences about the giant squid by using the words they learned.
18. Echo Read the sentences. Instruct students to work with a partner to complete the sentences.
Key Ideas
• 1. prey
• 2. ecosystem
• 3. predator
• 4. research (n.)
• 5. habitat
• 6. research (v.)
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a different partner to take turns reading the completed sentences. Remind students to speak at a rate others can understand.
Analyze Student Progress
Monitor: Do students share sentences that demonstrate understanding of the meaning of the terms prey, ecosystem, predator, research (n.), habitat, and research (v.)?
Offer Immediate Support: If students need additional support using the correct terms to complete the sentences, prompt them to circle clue words in the incomplete sentences, and ask targeted questions (e.g., What do the giant squid’s tentacles do?) to help them determine which term completes the sentence.
2. Invite a few students to share.
3. Summarize that readers can use new vocabulary to help them understand a topic.
Prologue to Lesson 15
Essential Question | How do people explore the sea?
OVERVIEW Preview
Students use text features to learn more about how scientists study the giant squid. As they discuss the information, students practice listening closely to identify a speaker’s main points. This work prepares students to connect words and text features in lesson 15.
Learning Goal
Use text features to describe details in Giant Squid.
LEARNING TASK: Describe a detail from a text feature on page 39 in Giant Squid.
Language Progress
In this lesson, students work on this module speaking and listening goal: Listen closely to identify a speaker’s main points.
To support students with beginning English proficiency, encourage them to paraphrase what a partner shares to confirm they listened closely. To support students with intermediate English proficiency, prompt them to extend the discourse with this sentence frame: What you said makes me think .
Vocabulary
none
Materials
TEACHER
• Giant Squid
STUDENTS
• Giant Squid
Preparation
• none
LAUNCH 5 minutes
Discuss Prior Knowledge
1. Display Giant Squid, and direct attention to pages 12–13. Remind students that text features help readers understand a text by showing information in different ways.
2. Instruct students to point to the part of the page when they hear an example of a text feature as you read aloud.
3. Read aloud the following examples:
• The photograph of Clyde Roper
• The caption under the photograph of Roper
• The heading “Meet the Squid Hunter”
• The illustration of the giant squid
4. Tell students that they will use text features to explain what they learned in Giant Squid.
LEARN 20 minutes
Examine Text Features in Giant Squid
1. Read aloud the heading “Taking the Bait” on page 39. Explain that bait means “food for sea animals that is used to catch them.”
Language Support
For students with beginning English proficiency, show an image of someone fishing and introduce the words bait, hook, line, and pole.
2. Tell students that the heading helps them understand what they will read about. Instruct students to Think–Pair–Share to answer this question:
What do you think you will read about in this section?
3. Tell students to listen for details that describe what the scientist Dr. Tsunemi Kubodera did to find the giant squid. Read aloud the paragraph starting with “A Japanese doctor” on page 39. Ask this question:
What did Dr. Kubodera do to find the giant squid?
Key Ideas
• programmed a camera to take pictures
• attached the camera to a fishing line
• added bait to the hooks to attract a giant squid
4. Read aloud the heading “Taking the Bait.” Ask this question:
How does the heading help you understand what Dr. Kubodera did to find the giant squid?
5. Reinforce the correct response: The heading uses the word bait, and the section explains that the scientist added bait to hooks to find the giant squid.
6. Explain that readers can look closely at a diagram to learn more about what Dr. Kubodera did to find the giant squid.
7. Direct students’ attention to the diagram on page 39. Tell students to look closely at the diagram. Facilitate a brief discussion of this question:
What does this diagram show?
Language Support
For students with beginning English proficiency, direct their attention to and identify various parts of the diagram (e.g., the water, the length of the fishing line, the bait).
Key Ideas
• The fishing line goes under water.
• The fishing line goes very deep.
• The fishing line has bait to attract the giant squid.
Language Expansion
For students with intermediate English proficiency, prompt them to explain the diagram to a partner.
8. Tell students to use what the diagram shows to answer the next question. Instruct students to discuss this question with a partner:
What does the diagram help you understand?
9. Remind students to listen closely to identify a speaker’s main points. Invite a few students to share what the diagram explains, and reinforce the correct response: the different parts of the fishing line Dr. Kubodera used to find the giant squid.
10. Direct attention to the map on page 39. Instruct students to discuss these questions with a partner:
What does this map show?
What does the map help you understand?
11. Remind students to listen closely to identify a speaker’s main points. Invite a few students to share their responses.
Key Ideas
• shows: Japan
• shows: Pacific Ocean
• shows: Giant Squid Search Area
• helps us understand: where Dr. Kubodera searched for the giant squid off the coast of Japan
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to discuss this question with a partner:
What did you learn about Dr. Kubodera’s experiment from the text features?
Remind students to listen closely to identify a speaker’s main points.
Analyze Student Progress
Monitor: Do students describe a detail that comes from the heading, diagram, or map?
Offer Immediate Support: If students need additional support, direct their attention to the map and ask this question: How does the map show you where the scientists looked for the giant squid?
2. Invite a few students to share their partner’s main points.
Key Ideas
• The diagram explains how Dr. Kubodera used a fishing line, bait, and a camera to try to take a picture of a giant squid.
• The heading mentions bait, and the text explains that Dr. Kubodera attached bait to hooks along the fishing line.
• The map explains where Dr. Kubodera performed his experiment to find a giant squid.
3. Summarize that text features help readers understand the text by showing information in different ways.
Prologue to Lesson 21
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students examine how nouns, verbs, and pronouns function together. As they identify the different parts of speech, students practice explaining the function of nouns, verbs, and pronouns in sentences. This work prepares students to discuss the function of nouns, verbs, and pronouns in lesson 21.
Learning Goal
Use nouns, verbs, and pronouns in complete sentences.
LEARNING TASK: Complete sentences that demonstrate correct noun-pronoun agreement.
Language Progress
In this lesson, students work on this module language standard: Explain the function of nouns, verbs, and pronouns in sentences.
To support students with beginning English proficiency, ask them questions about their family and friends. Prompt them to use a pronoun instead of a noun when sharing their responses. To support students with intermediate English proficiency, model how to write two complete sentences about a familiar topic that demonstrate the correct use of pronouns. Then ask them to form their own complete sentences.
Vocabulary
pronoun (n.)
Materials
TEACHER
• Solving the Puzzle Under the Sea
• Child Painting photograph (digital platform)
• Nouns, Verbs, and Pronouns Chart
STUDENTS
• Solving the Puzzle Under the Sea
• sticky notes
• Pronouns Practice (Prologue Student Resources appendix)
Preparation
• Solving the Puzzle Under the Sea is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Create a Nouns, Verbs, and Pronouns Chart. See the Learn section for details.
LAUNCH 5 minutes
Build Knowledge About Pronouns
1. Display the Child Painting photograph. Ask these questions:
Who is in the image?
What is she doing?
2. Reinforce the correct responses:
• who—a girl
• what—painting
3. Explain that girl is a person, which is a type of noun, and that painting describes an action and is a verb.
4. Display and Echo Read these sample sentences: A girl paints on paper. She uses blue. Ask these questions:
Who is the first sentence about?
Who uses blue in the second sentence?
5. Reinforce the correct responses:
• first sentence—a girl
• second sentence—she
6. Circle “girl” and “She,” and then draw a line connecting the words. Tell students that the word she takes the place of “A girl,” and that she is an example of a pronoun.
7. Introduce the vocabulary term pronoun by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
The term pronoun has a Spanish cognate: pronombre. Share this language connection with students whose home language is Spanish.
8. Tell students that they will learn how nouns, verbs, and pronouns work together in sentences.
LEARN 20 minutes
Examine Nouns, Verbs, and Pronouns
1. Display the Nouns, Verbs, and Pronouns Chart, and direct attention to the Nouns column. Tell students that they will identify nouns in Solving the Puzzle Under the Sea.
2. Remind students that a noun can be a person, an animal, a place, or a thing. Direct attention to the illustration on pages 2–3. Ask this question:
What nouns do you see in this illustration?
Language Support
For students with beginning English proficiency, prompt them to point to parts of the illustration that they think show people, places, or things.
Key Ideas
• Marie Tharp • girl • map
• mountains
Definition
pronoun (n.): a word that is used instead of a noun
Nouns Verbs Nouns, Verbs, and Pronouns Pronouns
3. As students share, add a few responses to the Nouns column of the chart.
4. Direct attention to the Verbs column in the chart. Tell students that they will identify verbs in Solving the Puzzle Under the Sea.
5. Remind students that a verb describes what the noun is doing in a sentence. Ask this question:
What is Marie doing in this illustration?
Key Ideas
• looking
• sitting
6. Add a few responses to the chart.
7. Divide students into two groups: a noun group and a verb group. Distribute sticky notes to pairs.
8. Instruct the noun group to annotate three examples of people or things in the illustration on pages 8–9. Tell the verb group to annotate three examples of Bruce’s and Marie’s actions in the illustration on pages 26–27.
Language Support
For students with beginning English proficiency, direct attention to a part of the illustration and ask questions to help them identify the nouns and verbs (e.g., What is this? What is she doing?).
Language Expansion
For students with intermediate English proficiency, encourage them to identify other nouns and verbs (e.g., discuss, explain, scientist, surface) to help build vocabulary.
9. Invite a few students to share their responses. Add a few responses to the chart.
Key Ideas
• nouns: surface, ocean, sea, Marie
• verbs: look, talk, listen, work
10. Instruct students to work with a partner to create a complete sentence by using a noun and a verb from the chart.
11. Invite a few students to share their sentence. Add two or three sentences to the chart.
12. Direct attention to the Pronouns column in the chart. Add these pronouns to the chart: I, you, he, she, it, we, they. Echo Read the list of pronouns.
Language Support
For students with beginning English proficiency, model how to use each pronoun in simple sentences about people and objects in the room. If possible, invite students to share pronouns in their home language(s).
13. Model how to replace the nouns in the student-generated sentences with pronouns.
LAND
5 minutes
Demonstrate Learning
1. Display Pronouns Practice, and distribute copies to students. Echo Read the sentences.
2. Introduce the learning task. Instruct students to work with a partner to complete each sentence with a pronoun.
Language Support
For students with beginning English proficiency, help them identify the subject in the first sentence of each pair.
Analyze Student Progress
Monitor: Do students demonstrate correct use of the pronoun in each of the sentences?
Offer Immediate Support: If students need additional support using pronouns, ask them to identify who the first sentence is about. Then direct them to the list of pronouns to identify which pronoun replaces the noun.
3. Invite a few students to share a completed sentence.
Key Ideas
• 1. She
• 2. It
• 3. They
• 4. He
4. Summarize that knowing how nouns, verbs, and pronouns work together can improve your writing.
Prologue to Lesson 22
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students use words and illustrations to learn about Marie Tharp’s discoveries. As they discuss the details, students practice writing in complete sentences. This work prepares students to deepen their understanding of vocabulary in lesson 22.
Learning Goal
Examine how Marie Tharp used soundings to map the seafloor.
LEARNING TASK: Write a sentence that describes what Marie Tharp discovered about the seafloor.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Write in complete sentences.
To support students with beginning English proficiency, model the difference between phrases and complete sentences. To support students with intermediate English proficiency, prompt them to expand their sentences with more details by asking questions such as how? or when?
Vocabulary
depth (n.)
sounding (n.)
Materials TEACHER
• Solving the Puzzle Under the Sea
• Knowledge Card: depth
• class Ocean Depth Image (Prologue Student Resources appendix)
• coloring utensils: black, dark blue, medium blue, light blue
Preparation
• Solving the Puzzle Under the Sea is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
LAUNCH
5 minutes
Build Knowledge About Soundings
1. Display Solving the Puzzle Under the Sea, and direct attention to the illustration on page 17. Ask this question:
What do you notice about the illustration?
2. Summarize responses, and emphasize that the lines show sound waves traveling from the ship to the bottom of the ocean and bouncing back up. Invite students to say the term sound waves.
3. Explain that sound waves keep moving until they hit something hard, such as a floor or wall. Tell students that is why voices sound louder in large places such as the school gym than in small places such as a closet.
4. Instruct students to run their finger down the sound wave from the ship to the bottom of the ocean and back to the ship.
5. Explain that scientists measure how long the echo takes to come back to determine the distance between the surface and the bottom of the ocean.
6. Introduce the vocabulary term sounding by displaying the term and definition. Engage students in Vocabulary Exploration.
Language Support
The term sounding has a Spanish cognate: sondeo. Share this language connection with students whose home language is Spanish.
7. Tell students that they will learn about how Marie Tharp used soundings to map the seafloor.
Definition sounding (n.): a measurement of how deep the ocean is at a certain point
LEARN 20 minutes
Examine Ocean Depth
1. Direct attention to the illustration on page 17. Instruct students to put one finger at the surface of the ocean and another finger at the bottom of the ocean. Tell them this is how deep the ocean is.
2. Introduce the vocabulary term depth by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
3. Tell students that they will follow the Repeated Reading instructional routine to closely examine a part of the text. Explain that this routine has four parts. First, the teacher reads aloud to model fluent reading. Then, students participate in a shared reading by Echo Reading, Choral Reading, or partner reading. Next, students ask questions about the pronunciation and meaning of words. The teacher may read aloud again. Finally, students read independently, either silently or in a whisper.
Definitions
depth (n.):
1. a distance below a surface
2. a deep place
4. Engage students in Repeated Reading of the portion of page 16 from “Each sounding told” to “are on land.”
5. Direct attention to the graph on page 16. Ask these questions:
What does the graph show?
How did scientists get these numbers?
6. Reinforce the correct responses:
• The graph shows the different depths of the ocean.
• Scientists sent sound waves down to the bottom of the ocean and measured how long the echoes took to come back. In deeper water, the sound takes longer to travel down to the bottom of the ocean and bounce back to the boat.
7. Display the class Ocean Depth Image, and distribute copies to students along with coloring utensils. Explain that this image is an example of a graph that shows different depths of the ocean. Explain that the bottom of the ocean is called the seafloor. Instruct students to label the seafloor at the bottom of the image.
Language Support
For students with beginning English proficiency, explain how the words sea and floor combine to make the compound word seafloor
8. Ask this question:
What do you notice about the Ocean Depth Image?
Key Ideas
• The line at the top shows the surface of the ocean.
• It looks like mountains and valleys.
• Some parts are deeper.
9. Think aloud to model how to color the image to emphasize the different depths. Instruct students to work with a partner to color in the image.
10. Instruct students to Think–Pair–Share to answer this question: What did Tharp learn from soundings?
Key Ideas
• The ocean has different depths at certain points.
• There are mountains and valleys under the ocean.
Language Expansion
For students with intermediate English proficiency, prompt them to use the conjunction and to combine two ideas into a complete sentence in their response.
Sample Think Aloud
When the numbers are bigger, that means the ocean is deeper. I will color the deep parts with a darker color. As I get closer to the surface, I will use lighter colors.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to write a sentence that tells what Tharp learned from soundings.
Analyze Student Progress
Monitor: Do students write a sentence that demonstrates understanding of one of Marie Tharp’s discoveries?
Offer Immediate Support: If students need additional support, read the last sentence on page 16, starting with “And yes, there.” Then ask them what Tharp discovered.
2. Invite a few students to share their sentences.
3. Summarize that readers can use words and illustrations to learn about a topic.
Prologue to Lesson 23
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students describe Marie Tharp’s work as a scientist. As they listen to details, they use transition words to connect ideas about her job. This work prepares students to discuss the central idea in lesson 23.
Learning Goal
Describe Marie Tharp’s work as a scientist.
LEARNING TASK: Use a transition word to share two details about Marie Tharp’s work.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Use a transition word or phrase to connect ideas. To support students with beginning English proficiency, model how to use also and additionally and ask them to describe two things about themselves. Tell students they can use either word when adding the second detail. To support students with intermediate English proficiency, prompt them to use also, additionally, or other transition words to explain reasons they enjoy a favorite activity.
Vocabulary
discovery (n.)
scientist (n.)
Materials
TEACHER
• Solving the Puzzle Under the Sea
• Knowledge Cards: scientist, discovery
STUDENTS
• Fluency Practice for Solving the Puzzle Under the Sea (Learn book, Fluency)
Preparation
• Solving the Puzzle Under the Sea is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display Solving the Puzzle Under the Sea. Ask this question:
What do you know about Marie Tharp?
Key Ideas
• She studied the ocean floor.
• She loved maps.
• She worked hard.
• She became a scientist.
• She was curious about the ocean.
2. Use responses to reinforce that Marie Tharp was a scientist.
3. Review the vocabulary term scientist by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Language Support
The term scientist has a Spanish cognate: científico. Share this language connection with students whose home language is Spanish.
4. Tell students that they will describe Marie Tharp’s work as a scientist.
Definition
scientist (n.): a person who studies the natural world based on facts learned through experiments and observation
LEARN 20 minutes
Describe Marie Tharp’s Work as a Scientist
1. Direct attention to the illustration on pages 18–19. Ask this question:
What is Marie Tharp doing?
2. Reinforce the correct response: She is mapping the seafloor.
3. Direct students to the Fluency Practice for Solving the Puzzle Under the Sea, located in the Learn book. Explain that the passage from pages 18–20 describes Marie Tharp’s work as a scientist.
Teacher Note
Students work with this passage in lessons 20–22. Provide more or less support according to your students’ needs.
4. Tell students to listen for details about how Marie Tharp describes mapping the seafloor. Echo Read the portion of the fluency passage from “It was like” to “a great mystery.” Instruct students to Think–Pair–Share to answer this question:
How does Marie Tharp describe her work?
Language Support
For students with beginning English proficiency, show a picture of a detective (e.g., Sherlock Holmes) inspecting a clue to help students understand what detectives do.
Key Ideas
• piecing together a puzzle
• being a detective
• solving a mystery
5. Emphasize that Marie Tharp compared her work to being a detective. Explain that a detective is a person whose job is to put together clues to solve mysteries, just as a person puts together the pieces of a puzzle to see the bigger image.
6. Tell students to follow along and to listen for information about how Marie Tharp mapped the seafloor. Read aloud the portion of the fluency passage from “I was a” to “north to south.” Ask these questions:
How does Marie Tharp describe her work?
What new information does she understand?
Key Ideas
• her work: She is a scientist at last.
• new information: The seafloor has different depths.
7. Instruct students to annotate their answers in the fluency passage.
8. Introduce the vocabulary term discovery by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Explain that Marie Tharp was a scientist who made an important discovery.
9. Instruct students to partner read the remainder of the fluency passage.
10. Ask this question:
How does Marie Tharp describe her work in this part of the passage?
Key Ideas
• She was like an artist.
• She used colors to show similar depths.
Definition discovery (n.): something seen or learned for the first time
11. Instruct students to annotate their answers in the fluency passage.
12. Reinforce that Marie Tharp’s discovery was that different parts of the ocean have different depths that form mountains and valleys. She created a map of the mountains and valleys of the ocean floor.
13. Display these sentence frames:
• Marie Tharp . Also, .
• Marie Tharp . Additionally, .
Explain that the words also and additionally can be used to connect ideas.
14. Model how to use these sentence frames to describe Marie Tharp’s work.
15. Instruct students to work with a partner to use one of the sentence frames to describe Marie Tharp’s work.
Key Ideas
• Marie Tharp felt like a detective. Also, she felt like an artist.
• Marie Tharp pinpointed the soundings. Additionally, she used colors to show the depth of the ocean.
• Marie Tharp solved mysteries like a detective. Additionally, she used colors like an artist.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to write two sentences, using the words also or additionally in the second sentence, to describe Marie Tharp’s work as a scientist.
Analyze Student Progress
Monitor: Do students use a transition word and evidence from the fluency passage to describe two aspects of Marie Tharp’s work?
Offer Immediate Support: If students need additional support describing Marie Tharp’s work, direct attention to the annotated details in the fluency passage and ask this question: What did Marie Tharp do?
2. Invite a few students to share their sentences.
3. Summarize that writers can use transition words to connect ideas about a topic.
Prologue to Lesson 26
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students explain how Jacques Cousteau’s inventions helped people explore the sea. As students share their explanations, they practice writing compound sentences. This work prepares students to categorize details about Cousteau’s life in lesson 26.
Learning Goal
Explain how Jacques Cousteau’s inventions helped people explore the sea.
LEARNING TASK: Write a compound sentence to explain how one of Jacques Cousteau’s inventions helped people explore the sea.
Language Progress
In this lesson, students work on this expectation for the End-of-Module Task: Write in simple and compound sentences.
To support students with beginning English proficiency, prompt them to use the conjunction so to complete a compound sentence. For example, Echo Read and write this sentence: The teacher is talking. Then ask this question: So, what is the result? Practice this skill with other examples. To support students with intermediate English proficiency, encourage them to complete each other’s sentences to describe a result. For example, Student A writes and says, “It is cold outside,” and Student B writes and says, “so I wear a coat.”
Vocabulary
invention (n.)
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• Phones Through the Years (Prologue Reference Charts appendix)
• Knowledge Card: invention
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
Preparation
• The Fantastic Undersea Life of Jacques Cousteau is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
LAUNCH 5 minutes
Build Knowledge About Inventions
1. Display Phones Through the Years. Tell students that these are different types of phones over the years. Ask this question:
What do you notice about these phones?
Key Ideas
• One phone has a cord, so you must stay in one place to use it.
• One phone doesn’t have a cord, so you can carry it around.
• One phone has many features, so you can use it for many things.
2. Instruct students to discuss this question with a partner:
Why do you think these phones changed over time?
3. Invite a few students to share their responses.
Language Support
Through the Years
If possible, pair students who speak the same home language and instruct them to discuss this question.
Key Ideas
• to make life easier
• to use it anywhere
• to use it for different needs
Phones
4. Introduce the vocabulary term invention by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Language Support
The term invention has a Spanish cognate: invención. Share this language connection with students whose home language is Spanish.
5. Display this sentence: People wanted to make life easier, so they invented a new kind of phone. Remind students that the word so introduces the result or consequence of an action or idea.
6. Tell students that they will discuss Jacques Cousteau’s inventions.
LEARN 20 minutes
Examine Jacques Cousteau’s Inventions
1. Display The Fantastic Undersea Life of Jacques Cousteau. Direct attention to the illustration on pages 2–3. Read aloud page 3, starting with “Jacques Cousteau loved.” Ask these questions: Who is this?
What did he do?
2. Reinforce the correct responses: Jacques Cousteau. He explored the sea.
3. Tell students that Cousteau’s inventions helped him explore the sea.
4. Direct attention to page 8. Read aloud the first sentence, starting with “Cousteau wanted to.” Ask this question: What did Cousteau want to do?
5. Reinforce the correct response: to stay underwater longer.
Definitions invention (n.):
1. a useful new device or process
2. the act of creating something new
6. Direct attention to page 9. Tell students to listen for details about Cousteau’s invention. Read aloud the portion of page 9 from “Cousteau and his” to “periods of time.” Ask this question:
What was Cousteau’s invention?
7. Reinforce the correct response: the Aqua-Lung.
8. Display and Echo Read this sentence frame: Jacques Cousteau wanted to , so he .
9. Model how to draw a picture that shows why Cousteau created the Aqua-Lung. Think aloud to use the sentence frame to label the drawing.
10. Direct attention to pages 12–13. Read aloud page 12, starting with “Cousteau wanted to.” Ask these questions:
What did Cousteau want to do?
What was his invention?
Language Support
For students with beginning English proficiency, provide a word bank of verbs that includes built, created, invented, and made to help them with their explanation.
Key Ideas
• He wanted to share the amazing beauty of the sea.
• He wanted to illuminate the sea’s mysteries.
• He wanted to film underwater.
• invention: airtight camera
11. Instruct students to work with a partner to draw why Cousteau invented the airtight camera. Tell them to label their drawing by using the sentence frame.
Sample Think Aloud I know that Cousteau wanted divers to be able to stay underwater longer. I also know that he made the Aqua-Lung. So, I can write “Jacques Cousteau wanted to stay underwater longer, so he invented the Aqua-Lung.”
12. Invite a student from each pair to share their drawing and sentence.
Key Ideas
• Jacques Cousteau wanted to share the amazing beauty of the sea, so he invented the airtight camera.
• Jacques Cousteau wanted to illuminate the sea’s mysteries, so he made an airtight cover for his camera.
• Jacques Cousteau wanted to film underwater, so he created an airtight camera.
Language Expansion
For students with intermediate English proficiency, instruct them to label other details in their drawing.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Tell students that they will follow the instructional routine Mix and Mingle to discuss Cousteau’s inventions. Explain how this routine works. First, you ask a question and students silently think about their response. Next, students find a partner and share their response. On your cue, they find a new partner and share their response. This process repeats until you end the routine. Tell students that for their first practice, they will discuss their response with two partners. Instruct students to Mix and Mingle to answer this question by using the sentence frame:
What did you learn about Cousteau’s inventions?
Analyze Student Progress
Monitor: Do students use the sentence frame to share something they learned about Cousteau’s inventions?
Offer Immediate Support: If students need additional support sharing something they learned, direct attention to an example of Cousteau’s inventions. Ask students to identify the invention and to explain what Cousteau wanted to do with it.
2. Invite a few students to share their responses.
3. Summarize that understanding reasons and results can help readers learn more about a topic.
Prologue to Lesson 27
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students examine the forms of different related words that describe Jacques Cousteau. As they analyze these words, students practice speaking at a rate others can understand. This work prepares students to use morphology to examine vocabulary in lesson 27.
Learning Goal
Examine how different forms of a word are related.
LEARNING TASK: Use two forms of a word to share a detail about Jacques Cousteau.
Language Progress
In this lesson, students work on this module speaking and listening goal: Speak at a rate others can understand.
To support students with beginning English proficiency, model a nonexample and then an example of speaking slowly enough to be understood. To support students with intermediate English proficiency, record them speaking and instruct them to adjust their speed, as needed, after hearing themselves.
Vocabulary
none
Materials TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
• class Word Forms Chart
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• Sentences About Jacques Cousteau (Prologue Student Resources appendix)
Preparation
• The Fantastic Undersea Life of Jacques Cousteau is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Create a three-column Word Forms Chart with these headings from left to right: Action, Person, Thing. See the Learn section for details.
LAUNCH
5 minutes
Build Knowledge About Words
1. Display and Echo Read these words: play, plays, played, playing, player, playful. Ask this question: What is the same about each word?
2. Reinforce the correct response: They share the word play.
3. Ask this question: What is different?
Key Ideas
• The words’ endings are different.
• Some of the words describe actions.
4. Explain that the word play is the base word in all the words and that the different endings are called suffixes. Tell students that different suffixes give different meanings to the base word; for example, player means “someone who plays,” and playing describes what someone is doing.
5. Tell students that they will examine different word forms that are related.
LEARN 20
minutes
Examine Word Forms
1. Display The Fantastic Undersea Life of Jacques Cousteau. Ask this question: What do you know about Jacques Cousteau?
Key Ideas
• He explored the sea.
• He invented tools to explore the sea.
• He produced TV shows and films.
Teacher Note
Based on your students’ needs, review the meaning of the words explore, invent, and produce
2. Use responses to emphasize that Cousteau was an inventor who created, or invented, tools to explore the sea.
3. Explain that inventor and invented are different forms of a word and that they describe who Cousteau was and what he did.
4. Display these words: invented, inventor, and invention. Ask these questions:
What is the same about these words?
What is different about these words?
5. Reinforce the correct responses:
• same—All the words share the word invent.
• different—One word ends with -ed, one word ends with -tion, and one word ends with -or.
• different—One word refers to who Cousteau was and the others to what he did.
6. Underline invent in each word to emphasize what is similar—or the base word—and then circle -ed, -tion, and -or to emphasize the different suffixes.
Teacher Note
Although it is important for students to understand how endings change the meaning of words, it is not necessary for them to memorize or use the words base word and suffix.
7. Display the class Word Forms Chart, and Echo Read the title of each column: Action, Person, and Thing. Explain that students will use the words from the chart to answer questions about Cousteau.
8. Think aloud to model how to categorize invented, inventor, and invention.
9. Instruct students to Think–Pair–Share to answer these questions with a word form of invent:
Who was Cousteau?
How did he help others explore the sea?
What is the Aqua-Lung?
10. Reinforce the correct responses:
• was—an inventor
• did—invented tools
• Aqua-Lung—an invention
11. Display Sentences About Jacques Cousteau, and distribute copies to students.
12. Instruct students to work with a partner to complete the first set of sentences and to partner read them. Remind students to speak at a rate others can understand.
13. Invite a few students to share the complete sentences. Reinforce the correct responses:
• Jacques Cousteau was an inventor.
• The Aqua-Lung was Jacques Cousteau’s invention.
• Jacques Cousteau invented the Aqua-Lung.
14. Display and Echo Read these words: explored, explorer, and exploration. Tell students that words that end with -er also describe a person.
Sample Think Aloud
Invented describes what Cousteau did, which is an action. Words that end with -ed describe an action in the past. I’ll write invented under Action. Words that end with -or often describe the person who does the action. I’ll write inventor under Person. Words that end with -tion often describe a thing. I’ll write invention under Thing.
15. Invite a few students to identify the category for each word. Write each word in the corresponding column on the chart, and reinforce the correct responses:
• Action—explored
• Person—explorer
• Thing—exploration
16. Invite a student to underline the parts of the words that are the same and another to circle the different endings.
17. Instruct students to work with a partner to complete the second set of sentences and to partner read them.
Language Support
For students with beginning English proficiency, ask questions such as these while pointing to the chart to highlight the corresponding suffixes:
• Which sentence describes Jacques Cousteau as a person?
• Which sentence tells you what he made?
• Which sentence tells you what he did?
Language Expansion
For students with intermediate English proficiency, prompt them to explain how they determined the correct word form.
18. Invite a few students to share the complete sentences. Reinforce the correct responses:
• Jacques Cousteau was famous for his exploration of the sea.
• Jacques Cousteau was an explorer.
• Jacques Cousteau explored the sea.
19. Display and Echo Read these words: produced, producer, and production.
20. Invite a few students to identify the category for each word. Write each word in the corresponding column on the chart, and reinforce the correct responses:
• Action—produced
• Person—producer
• Thing—production
21. Invite a student to underline the parts of the words that are the same and another to circle the different endings.
22. Instruct students to work with a partner to complete the third set of sentences and to partner read them.
23. Invite a few students to share the complete sentences. Reinforce the correct responses:
• Jacques Cousteau produced films and a TV show.
• Jacques Cousteau’s films were difficult productions; they were made underwater.
• Jacques Cousteau was a producer; he made movies and TV shows.
24. Echo Read all the words on the chart while emphasizing the suffixes -ed, -or, -er, and -tion.
25. Instruct students to independently read the chart. Facilitate a discussion of this question:
What patterns do you notice in these words?
Language Support
Invite multilingual learners to share similar patterns of endings in their home language.
Key Ideas
• -ed describes an action in the past
• -or and -er describe a person
• -tion describes a thing
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to share a detail about Cousteau by using two words from the chart. Remind them to speak at a rate others can understand.
Analyze Student Progress
Monitor: Do students use two words from the chart correctly when sharing a detail about Cousteau?
Offer Immediate Support: If students need additional support using the correct word forms, direct attention to the chart and ask these questions: What did Cousteau do? How did Jacques Cousteau explore the sea?
2. Invite a few students to share their responses.
3. Summarize that noticing different word forms helps readers learn new words.
Prologue to Lesson 28
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students use verbs to describe how Jacques Cousteau explored the sea. As they use verbs in a sentence, students practice supporting their main points with evidence from the text. This work prepares students to discuss how Cousteau advocated for the ocean’s inhabitants in lesson 28.
Learning Goal
Describe how Jacques Cousteau explored the sea.
LEARNING TASK: Write one sentence in the past tense to describe how Jacques Cousteau explored the sea.
Language Progress
In this lesson, students work on this module speaking and listening goal: Support what you say with relevant textual evidence.
To support students with beginning English proficiency, direct them to specific passages to narrow their search for evidence. To support students with intermediate English proficiency, encourage them to evaluate each other’s evidence. Prompt them to ask each other this question: Which evidence best shows how Cousteau explored the sea?
Vocabulary
none
Materials
TEACHER
• The Fantastic Undersea Life of Jacques Cousteau
STUDENTS
• The Fantastic Undersea Life of Jacques Cousteau
• index cards
Preparation
• The Fantastic Undersea Life of Jacques Cousteau is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Write the following verbs on separate index cards: created, explored, invented, and produced. Prepare a set of cards for each pair of students. See the Learn section for details.
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Ask these questions:
Did you talk to your friends yesterday?
Did you play yesterday?
Did you dance yesterday?
2. Display the words talked, played, and danced. Echo Read each word, modeling the correct pronunciation of verbs with the suffix -ed.
3. Remind students that words that describe actions are verbs. Explain that we add -ed to many verbs when the actions happened in the past.
Language Support
Invite students to share how they express actions that happened in the past in their home language.
4. Tell students that they will use verbs in the past tense to describe how Jacques Cousteau explored the sea.
LEARN 20 minutes
Describe Jacques Cousteau’s Actions
1. Direct attention to page 3 of The Fantastic Undersea Life of Jacques Cousteau. Read aloud page 3, starting with “Jacques Cousteau loved.” Ask this question:
What do we learn about Cousteau from this page?
Key Ideas
• Cousteau loved the sea and wanted to share its beauty with the world.
• Cousteau explored the sea throughout his life.
2. Direct attention to the past-tense verbs on page 3.
3. Remind students that Cousteau explored the sea in different ways, so there are many verbs that describe his actions.
4. Display one set of index cards. Tell students that they will use the verbs on the cards to describe Cousteau’s actions. Explain that all the verbs are in the past tense, ending in -ed, because all the actions took place in the past.
5. Tell students that they will select one verb to use in a sentence to describe how Cousteau explored the sea.
6. Select the index card for the verb explored. Model how to use the verb in this sentence: Jacques Cousteau explored the sea.
7. Instruct students to take turns with a partner selecting verbs and using them to orally create sentences about Cousteau.
Language Support
For students with beginning English proficiency, provide this sentence frame: Jacques Cousteau . Tell them the verb goes directly after the name.
Key Ideas
• Jacques Cousteau created the Aqua-Lung.
• Jacques Cousteau invented the airtight camera.
• Jacques Cousteau produced movies about the sea.
8. Tell students that they will practice with a different partner using evidence from the text to support their sentence. Display this script:
• student 1 Jacques Cousteau .
• student 2 Can you tell me where you learned that in the text?
• student 1 In the text, .
9. Explain that students will take turns following this script. Student 1 will use a verb from the index cards to create a sentence about Cousteau. Their partner, student 2, will ask where they learned that in the text. Then student 1 will use the sentence frame “In the text, ” to refer to evidence that supports their point.
10. Choose a student to be your partner, and role-play this conversation.
11. Instruct pairs to take turns creating sentences by using the verbs and prompting each other to share evidence from the text.
12. Listen for students to address key ideas in their sentences.
Language Support
For students with beginning English proficiency, prompt them to point to an illustration for evidence.
Key Ideas
• Jacques Cousteau created the Aqua-Lung. In the text, it says that Cousteau and his friend created a machine for breathing underwater.
• Jacques Cousteau invented the Diving Saucer. In the text, it says that the Diving Saucer holds two people and goes down 350 meters in the ocean.
• Jacques Cousteau produced many films. In the text, it says that he made a film called The Silent World.
Language Expansion
For students with intermediate English proficiency, prompt them to build on their partner’s idea by adding more evidence. Encourage them to use the word additionally to build on each other’s ideas.
13. Invite a few students to share their sentence and evidence with the group.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to write a sentence in the past tense about how Cousteau explored the sea. Remind them to support their idea with evidence from the text.
Analyze Student Progress
Monitor: Do students use a verb in the past tense to describe how Cousteau explored the sea?
Offer Immediate Support: If students need additional support using the verb correctly, prompt them to choose one verb from the set of index cards, and then model how to use it in a sentence.
2. Invite a few students to share their sentences. Use responses to emphasize the past-tense verb and the use of textual evidence.
3. Summarize that using textual evidence helps speakers support their ideas.
Prologue to Lesson 31
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students describe the parts of a shark and their functions. As they examine the parts of the shark, they practice using the coordinating conjunction so to combine ideas. This work prepares students to determine the main idea and key details in lesson 31.
Learning Goal
Describe the parts of a shark and their functions.
LEARNING TASK: Write a sentence using the conjunction so to explain how a part of the shark’s body helps it survive in the ocean.
Language Progress
In this lesson, students work on this module language goal: Use a coordinating conjunction to combine ideas.
To support students with beginning English proficiency, use this sentence frame to model how to use the conjunction so to describe a result or an effect: I , so . To support students with intermediate English proficiency, provide pairs of sentences for them to combine with the conjunction so.
Vocabulary
none
Materials
TEACHER
• Shark Attack
• “Close-Up of Great White Shark” (digital platform)
• Shark Parts (Prologue Reference Charts appendix)
STUDENTS
• Shark Attack
Preparation
• none
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Play the video “Close-Up of Great White Shark.” Direct attention to the shark in the video, and ask this question: What animal is this?
2. Reinforce the correct response: a shark.
3. Ask this question: What do you notice about the shark in the video?
4. Play the video again. Direct attention to the shark’s fins, gills, eyes, and jaw.
5. Display Shark Parts. Echo Read the names of the parts as you direct attention to each one.
6. Tell students that they will learn the parts of a shark.
LEARN 20 minutes
Describe the Parts of a Shark and Their Functions
1. Direct attention to the diagram on pages 32–33 of Shark Attack.
2. Explain that sharks use different parts of their body to survive in the ocean.
3. Direct attention to the fins in the diagram. Say the term fins aloud and tell students to repeat it. Explain that a shark has three types of fins and each type has a specific function. Read aloud the labels for the three types of fins. Ask these questions:
How does a shark use its top, or dorsal, fin?
How does a shark use its side, or pectoral, fins?
How does a shark use its back, or caudal, fin?
Language Expansion
For students with intermediate English proficiency, prompt them to connect two ideas in their response with a conjunction.
4. Reinforce the correct responses:
• top, or dorsal, fin—helps balance
• side, or pectoral, fins—act as brakes
• back, or caudal, fin—keeps a shark from rolling over
5. Invite students to act out how a shark uses each type of fin.
6. Direct attention to the gills in the diagram. Say the term gills aloud and tell students to repeat it. Read aloud the label. Ask this question:
How does a shark use its gills?
7. Reinforce the correct response: The shark breathes through the gills, which take oxygen from the water. Invite students to touch their chest and to breathe in and out. Explain that their lungs help them breathe, like the gills help sharks breathe. Invite students to put their hands onto their necks under their ears to demonstrate where gills are located on a shark.
8. Direct attention to the ampullae of Lorenzini. Say the term ampullae of Lorenzini, and tell students to repeat it.
9. Tell students that the ampullae of Lorenzini are small holes called pores that have a special function. Read aloud the last paragraph on page 33, starting with “On the head.” Ask this question:
How does a shark use the ampullae of Lorenzini?
10. Reinforce the correct response: A shark senses an electrical charge from living things through the pores. Model how to act out how the shark might use the ampullae of Lorenzini to sense electrical stimuli and to detect prey, and invite students to mimic you.
11. Display and Echo Read this sentence frame: A shark has , so . Remind students that they can use the word so to combine two ideas into one sentence. Emphasize that so is a conjunction that introduces the result or consequence of the first idea in a sentence.
12. Direct attention to Shark Parts, and instruct students to take turns orally completing the sentence frame to explain how different parts of the shark help it survive in the ocean. Model how to use the sentence frame to explain how a shark uses its pectoral fins: The shark has pectoral fins, so it can brake when it swims.
Key Ideas
• A shark has a caudal fin, so it doesn’t roll over.
• A shark has a dorsal fin, so it can keep its balance.
• A shark has gills, so it can breathe underwater.
LAND 5 minutes
Demonstrate Learning
1. Introduce the learning task. Instruct students to work with a partner to use the conjunction so to write a compound sentence that names a part of a shark and how the shark uses it.
Analyze Student Progress
Monitor: Do students use the conjunction so to explain how the shark uses a part of its body?
Offer Immediate Support: If students need additional support using the conjunction so, instruct them to complete this sentence frame: The shark has . Then ask: What can the shark do with that part of its body?
2. Invite a few students to share their sentences.
3. Summarize that readers can use diagrams to learn about a topic.
Prologue to Lesson 32
Essential Question | How do people explore the sea?
OVERVIEW
Preview
Students use text features to learn about sharks and safety. As they discuss the information, students practice listening closely to identify a speaker’s main points. This work prepares students to analyze text features in lesson 32.
Learning Goal
Analyze how text features in Shark Attack help readers understand a section.
LEARNING TASK: Describe a detail from a text feature on pages 24–25 in Shark Attack.
Language Progress
In this lesson, students work on this module language goal: Listen closely to identify a speaker’s main points.
To support students with beginning English proficiency, prompt them to use a nonverbal signal (e.g., a thumbs-up) if they agree with an idea shared by their partner. To support students with intermediate English proficiency, encourage them to ask this question for additional examples: What is another example that supports your idea?
Vocabulary
none
Materials TEACHER
• Shark Attack
STUDENTS
• Shark Attack
Preparation
• none
LAUNCH
5 minutes
Discuss Prior Knowledge
1. Display and read aloud a list of these text features: heading, photograph, caption, and bulleted list. Remind students that text features help readers understand a text by showing information in different ways.
2. Direct attention to pages 16–17 in Shark Attack.
3. Ask this question:
What text features do you see on these pages?
Language Support
For students with beginning English proficiency, display an example of an informational text with text features labeled for them to refer to throughout the lesson.
4. Tell students that they will examine text features and describe what they learn in one section of Shark Attack.
LEARN
20 minutes
Examine Text Features
1. Direct attention to pages 24–25. Tell students that these pages use different text features to help readers learn about sharks.
2. Ask students to point to the heading on page 24. Read aloud the heading. Remind students that the heading helps them understand what they will be reading about. Instruct them to Think–Pair–Share to answer this question:
What do you think you will read about in this section?
3. Tell students to listen for details that describe how people stay safe from sharks. Read aloud the portion of page 24 from “People have tried” to “South African beaches.” Ask this question:
How do people stay safe from sharks?
4. Reinforce the correct response: People build shark nets off popular beaches to protect swimmers.
5. Explain that students can look closely at the photographs to learn more about the use of shark nets.
6. Direct attention to the photographs on pages 24–25. Read aloud the captions on page 24 and the sidebar on page 25. Ask these questions:
What do the photographs show?
What do the captions explain?
Key Ideas
• photographs on page 24: People put nets into the water.
• photograph on page 25: Sharks get caught in the nets.
• caption on page 24: Nets stop sharks from swimming into an area.
• caption on page 25: Nets trap and kill sharks and other animals.
7. Instruct students to use what they learned from the photographs, captions, and sidebar to discuss this question with a partner:
What do the text features help you understand about sharks?
Display these sentence frames:
• In this text feature, I learn .
• This text feature helps me understand . Language Expansion
For students with intermediate English proficiency, prompt them to explain which text feature helped them the most.
8. Remind students to listen closely to their partner’s ideas. Invite a few students to share with the whole group what their partner said.
Key Ideas
• In this text feature, I learn that people use shark nets to keep sharks away from beaches.
• This text feature helps me understand that shark nets are not a good tool because they trap and kill all types of sharks and other sea creatures.
9. Direct attention to the bulleted list on page 25. Explain that a bulleted list is a text feature that helps readers learn new information about a topic. Help students understand the meaning of the term bulleted by explaining that the dots next to each sentence are called bullets.
10. Instruct students to partner read the bulleted list. Tell them to discuss these questions with their partner:
What does the bulleted list tell people to do?
What does the bulleted list tell people not to do?
Language Support
For students with beginning English proficiency, prompt them to read each bullet point one by one. Then ask this question: What new information did you learn?
11. Invite a few students to share their responses.
Key Ideas
• do: Get out of the water if someone sees a shark.
• do not: Don’t swim by yourself.
• do not: Don’t swim if you have a cut.
12. Instruct students to discuss this question with a partner:
What does the bulleted list help you understand about sharks?
Display these sentence frames:
• In this text feature, I learn .
• This text feature helps me understand .
13. Remind students to listen closely to their partner’s ideas. Invite a few students to share with the whole group what their partner said.
Key Ideas
• In this text feature, I learn that there are different ways to avoid a shark attack.
• This text feature helps me understand what to do and not do in a shark zone.
LAND
5 minutes
Demonstrate Learning
1. Introduce the learning task. Pair students with a new partner. Instruct pairs to ask and answer this question:
What did you learn about sharks and safety from the text features on pages 24–25?
Analyze Student Progress
Monitor: Do students describe information from the heading, photographs, captions, or bulleted list?
Offer Immediate Support: If students need additional support using a detail from a text feature, direct attention to one of the text features on pages 24–25. Ask this question: What does this text feature show you about sharks and safety?
2. Invite a few students to share their partner’s main points.
Key Ideas
• The heading mentions safety, and the text explains how swimmers protect themselves from sharks.
• The photograph shows information about how nets are used. The caption explains how people use nets.
• The photograph shows a shark caught in a net. The caption explains that nets trap and kill sharks.
3. Summarize that text features help readers understand the text by showing information in different ways.
Prologue Vocabulary
beak (n.)
the hard, sharp part inside a squid’s mouth to lesson 13
friendship (n.)
the relationship with a person who you like and enjoy being with
to lesson 10
beautiful (adj.)
very good or pleasing
to lessons 4 and 5
depth (n.)
1. a distance below a surface
2. a deep place
to lesson 22 | lesson 22
discovery (n.)
something seen or learned for the first time
to lesson 23 | lesson 21
ecosystem (n.)
all the living and nonliving things, such as plants and water, that are in a particular environment
to lesson 14 | lesson 14
habitat (n.)
the place where an animal or plant grows or lives
to lesson 14 | lesson 14
invention (n.)
1. a useful new device or process
2. the act of creating something new to lesson 26 | lesson 19
predator (n.)
prey (n.)
an animal that is hunted by another animal for food
to lesson 14 | lesson 14
pronoun (n.)
a word that is used instead of a noun to lesson 21
an animal that kills and eats other animals for food
to lesson 14 | lesson 14
recount (v.)
to tell someone about something that happened
to lesson 8
relationship (n.)
how people talk, feel, or act toward one another
to lesson 9 | lesson 10
research
1. (n.) careful study or activity to find and report new knowledge about a subject
2. (v.) to collect more information about a subject to lesson 14 | lesson 14
tentacle (n.)
one of the long, flexible arms of an animal, used for grabbing things and moving to lesson 13 | lesson 15
terrible (adj.) very bad or unpleasant to lessons 4 and 5
scientist (n.)
a person who studies the natural world based on facts learned through experiments and observation to lessons 13 and 23 | lesson 13
textual evidence words from the text that show that something is true to lesson 10
sounding (n.)
a measurement of how deep the ocean is at a certain point to lesson 22
squid (n.)
a sea animal that has a long, thin, soft body and eight long arms to lesson 13
Prologue Reference Charts
“The Sea Wind” Vocabulary Images
Pool of Water Wind Sky
Stars Moon
Tall Grass Sea
Calm and Windy Sea Images
Calm Sea
Windy Sea
Phones Through the Years
Shark Parts
Prologue Student Resources
L12 | Explore Module Task 1
In Amos and Boris, how does Amos explore the sea? Write proof paragraph 1 to complete the essay.
How can a small mouse explore a big ocean? In Amos and Boris, Amos explores the sea as a traveler. He travels in a boat, and he rides on the back of a whale.
In addition, Amos explores the sea by riding on the back of a whale named Boris. In the text, Boris rescues Amos from drowning. Amos rides on Boris’s back all the way to shore and learns about Boris’s life under the sea.
Amos explores the sea as a traveler. The tiny mouse sails across the sea on a boat and rides on his friend Boris’s back.
ArTs & LeTTers
L14 | Sentence Completion for Giant Squid
Complete each sentence with one of these words: predator, habitat, prey, ecosystem, research (v.), research (n.).
1. A giant squid uses its tentacles to capture its .
2. The giant squid and other sea animals and plants live in the ocean .
3. The sperm whale eats the giant squid because the whale is a .
4. Clyde Roper’s shows what he learned about the giant squid.
5. The of the giant squid is deep in the ocean.
6. The scientists the sperm whale to learn more about the giant squid.
L21 | Pronouns Practice
Read each example. Use a pronoun to fill in each blank.
1. Marie drew a map of the seafloor. helped others learn how deep the sea is.
2. Marie drew mountains on a big map. was so big it covered the whole table.
3. Marie and Bruce talked about their ideas. discussed how to map the seafloor.
4. Bruce worked with Marie. listened to her ideas about the ocean’s surface.
L22 | Ocean Depth Image
Color in the graph to represent different depths of the seafloor.
Write a sentence that tells what Marie Tharp learned from soundings.
L27 | Sentences About Jacques
Cousteau
Complete each sentence with the correct word from the Word Forms Chart.
1. Jacques Cousteau was an . The Aqua-Lung was Jacques Cousteau’s .
Jacques Cousteau the Aqua-Lung.
2. Jacques Cousteau was famous for his of the sea.
Jacques Cousteau was an .
Jacques Cousteau the sea.
3. Jacques Cousteau films and a TV show.
Jacques Cousteau’s films were difficult ; they were made underwater.
Jacques Cousteau was a ; he made movies and TV shows.
Works Cited
Burleigh, Robert. Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor. Illustrated by Raúl Colón, Simon and Schuster Books for Young Readers, 2016.
Cerullo, Mary M., and Clyde F. E. Roper. Giant Squid: Searching for a Sea Monster. Capstone Press, 2012.
National Center for Education Statistics. “English Learners in Public Schools.” Condition of Education, US Department of Education, Institute of Education Sciences, 2022, nces.ed.gov/programs/coe/ indicator/cgf.
Steig, William. Amos and Boris. 1971. Square Fish, 2009.
Teasdale, Sara. “The Sea Wind.” Rivers to the Sea. Macmillan, 1915.
“What Is the Painted Essay™?” Vermont Writing Collaborative, www.vermontwritingcollaborative.org/painted-essay/.
WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, https://wida.wisc.edu/sites/default/files/resource/ WIDA-ELD-Standards-Framework-2020.pdf.
Yaccarino, Dan. The Fantastic Undersea Life of Jacques Cousteau. 2009. Random House Children’s Books, 2012.
Credits
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MORE MEANINGFUL ENGLISH FOR ALL
Prologue lessons support students’ vocabulary acquisition, and oral language development. Through this research-based instructional approach, students—including multilingual learners and those with language-based disabilities—gain confidence and are better prepared to build enduring knowledge.
Prologue prepares every student to succeed.
ON THE COVER
Under the Wave off Kanagawa, also known as The Great Wave, 1830–32
Katsushika Hokusai (1760–1849)
Woodblock print, 25.7 × 37.9 cm
GRADE 3 MODULES
Module 1 | The Sea
Module 2 | Outer Space
Module 3 | A New Home
Module 4 | Artists Make Art
ISBN 979-8-88811-249-6
H. O. Havemeyer Collection, Bequest of Mrs. H. O. Havemeyer, 1929 Courtesy of the Metropolitan Museum of Art
