Issuu

Level F

Literacy Program Directors Yehudis Leitner Esther Aboud M.Ed in Special Education

Unit 1-3 TG

A Note to Teachers:

Level F Comprehension Assessments The Comprehension Assessment in Level F is different from the assessments in our previous levels. It has been designed to expose students to the type of rigorous questions they will encounter on state assessments and to gradually build the skills they need to answer those questions successfully. Because state-test questions require students to think deeply, return to the text, connect ideas, and distinguish between closely related answer choices, these assessments are intentionally challenging. At the beginning of the year, students are not expected to complete the Comprehension Assessment independently or to answer every question correctly. The goal is to teach students how to approach challenging comprehension questions.

Build Test-Taking Skills

Keep the Long-Term Goal in Mind Especially at the beginning of the year, do not judge the success of these assessments only by a student's score. Instead, ask: Is the student learning how to approach a difficult question? Is the student learning where to look for evidence? Is the student learning to eliminate incorrect choices? Is the student becoming more independent over time? With consistent modeling, guided practice, and gradually increasing independence, students will be able to complete rigorous state-testing independently.

Level F

| Lighthouse L I TE R ACY

The first unit of the book teaches an explicit test-taking strategy. Each lesson in unit one introduces another step of the strategy. In the first two units of the book, the expectation is that teachers are completing the assessment with students and modeling good test taking strategies. Teachers should continue to support students throughout the year as needed. As students gain experience, gradually reduce support and encourage them to apply the strategies more independently. What About Skills That Have Not Been Taught Yet? The Comprehension Assessments are designed to reflect a well-rounded state-style assessment, not only the skill taught in that particular lesson. For this reason, students may occasionally encounter a literary or informational term before it has been formally taught in Level F. When students encounter an unfamiliar term, the assessment will provide a brief hint, definition, or reminder to give them the information they need to work through the question. Teachers may also review or explain that term as needed.

1-1 Unit

Lesson Introduction Central Idea and Details

Lesson

Unit 1: Summaries

LESSON

Lesson 1: Central Idea and Details

What To Know

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

REV IEW

ACTIV ITY

AS S E S S M E N T

Central Idea

Key Details

The topic is the person, place, thing, or idea the text is mostly about. It is usually just one or two words.

The central idea is the most important point the author wants readers to understand about the topic. It is written as a complete sentence.

Key details are important facts, examples, events, or explanations that support the central idea. They help readers find and understand the central idea.

See It In Action

n ant colony is a group of ants that live and work together. It may look busy and disorganized, but each ant has a specific job. Some ants search for food, while others care for the young or protect the nest. When one ant finds food, it leaves a scent trail for the others to follow. Soon, a whole line of ants can work together to carry food back to the colony. No single ant controls the whole group. Instead, ants communicate through scents, touch, and movement. By following these signals, thousands of tiny ants can build tunnels, find food, and keep the colony safe. Their success depends on each ant doing its part.

5. Write a summary of a fiction text. (Lesson 4)

STORY

Topic

2. Explain how key details convey the central idea in a text. (Lessons 1)

4. Write a summary of a nonfiction text. (Lesson 3)

VOC AB ULARY

A text can feel like a lot to take in at once. But once you know what to look for, the important ideas become easier to follow.

1. Identify the topic and central idea of a text. (Lesson 1)

3. Differentiate between facts and opinions. (Lessons 2 and 3)

P RACTIC E

Topic Write the person, place, or thing the text is about. Ant colonies

The text says that: → Each ant has a specific job. → Ants leave a scent trail that helps other ants find food. → Ants use different ways to communicate so they can build tunnels, find food, and keep the colony safe. → The colony is successful because every ant does its part.

Central Idea Write a sentence that tells what the author wants the reader to know about ant colonies. Ants work together as a team, with each ant doing a specific job to help the group.

Level F

| Unit 1

Key Details Find key details in the text that help the reader understand how ants work together and have specific jobs to help the group.

| Lesson 1

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

← Clearing Up Common Misconceptions

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

Students may have a hard time differentiating between the topic and central idea. They also may have difficulty explaining the key details that show the central idea.

ASSESSM ENT

Read the passage. Then, answer the questions.

Explain to students that the topic can be said in very few words (1-3). Have students brainstorm a list of topics they could write about.

t sounds like something out of a dream — a frog that can survive being completely frozen. During the winter, this tiny creature stops breathing. Its heart stops beating, and ice forms inside its body. Most living things would die instantly. This one just waits.

The central idea, though, is a complete thought. Have students think of a message they could write about the topics.

When temperatures warm up, the wood frog defrosts and hops away like nothing happened. Its body makes a special sugar that protects its cells from being destroyed by the ice. Scientists are studying whether this ability could one day help people.

Examples:

Topic What is the text about? The wood frog

Example topics could be:

Central Idea What does the author want the reader to know about the topic?

As a class, choose one central idea and generate a list of key details that would convey that idea well. Discuss different options and how well they’d each convey the central idea.

a. Wood frogs are special because they can survive being frozen. b. Wood frogs defrost quickly because warm weather melts the ice inside their bodies. c. Wood frogs stop breathing during the winter and cannot survive in cold temperatures.

Key Details Which key details help readers understand the central idea?

The wood frog hops away when it defrosts. They have a special sugar that protects them from being damaged by ice.

| Unit 1

| Lesson 1

Example central ideas: • Brushing your teeth every day helps keep your mouth healthy and prevents dental problems. • Brushing teeth is an annoying chore and does help prevent cavities. Example key details:

Most living things would die instantly.

Level F

• The first moon landing, pencils, George Washington, zebras, brushing teeth…

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Lighthouse L I TE R ACY Level F | Teacher’s Guide

• Brushing removes plaque and food particles from your teeth and helps prevent cavities and tooth decay. • Using fluoride toothpaste helps make teeth stronger. • Regular brushing can help prevent gum disease.

L ES S O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Complaint, noun S Grumble

P RACTI C E

VO C A BU LA RY

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

Match the bolded words with their definitions. Highlight context clues.

A Praise

E Telling a waiter there is a fly

in your soup. Writing a letter because a new toy is missing its instructions. Q If a customer files a complaint at a store, what should the manager do?

2. Revenge, noun S Payback

Vocabulary

Lesson

Ben filed a complaint with the bus company after the driver skipped his stop.

doing something harmful to someone because they harmed you first

The king wanted to take revenge on the enemy who had attacked his city, so he sent his army to punish them.

feeling strong disapproval toward something nasty, dirty, or wrong

The sudden, loud clap of thunder triggered a massive rockslide down the mountainside.

fight against or refuse to give in

A Forgiveness

E Knocking over your sister’s

blocks because she broke your toy earlier. Hiding your friend’s pencil after they drew on your notebook. Q Why does taking revenge usually make a fight worse instead of fixing it?

4. When it turns dark, the lights in the

a statement saying that you are unhappy with something

garden turn on automatically.

3. Triggered, verb S Caused

A Stopped

makes tears run down your face. Dropping a single domino, which knocks down the entire long row of blocks. Q How can a happy memory be triggered by a specific smell or song?

4. Automatically, adverb

S Unconsciously

A Manually

E Walking up to a grocery store door and having it slide open by itself. Your heart beating faster and faster while you are running a race. Q What is an invention in your house that works automatically?

E Peeling a fresh onion, which

5. Disgusted, adjective S Sickened

Sam looked disgusted when he swallowed a spoonful of salt instead of sugar.

in a way that happens by itself

After teaching for forty years, Mrs. Green decided to retire and spend her days gardening.

stop working permanently, usually because one has reached an older age

The man tried to pull a scam by painting black stripes on a donkey and trying to sell it as a rare zebra.

caused something to happen

Even though he was full, it was hard for Uncle Bob to resist eating a fresh cinnamon roll.

a plan or trick used to steal money

complaint [kum-PLAYNT]; revenge [ri-VENJ]; triggered [TRIG-uhrd]; automatically [aw-tuh-MAT-ik-lee]; disgusted [dis-GUS-tid]; retire [ri-TYER]; scam [SKAM]; resist [ri-ZIST]

A Attracted

E Opening the fridge and

smelling milk that expired a month ago. Seeing a pile of messy trash covered in buzzing green flies. Q How can you tell by looking at someone’s face that they are disgusted?

6. Retire, verb S Quit

A Work

E A sixty-five-year-old teacher stopped working. Going to bed after a long day. Q Why is it important for adults to save money before they retire?

Level F

7. Scam, noun S Trick

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| Lesson 1

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8. Resist, verb

E A stranger calling your phone

claiming you won a prize you never entered for. Someone selling a plastic ring but telling you it is made of real, expensive diamonds. Q Why do you think people try to create a scam to trick others?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Fight A Accept E Workers fighting about new rules. Saying “no” when a classmate pressures you to break a school rule. Q Why is it sometimes very hard to resist eating sweet treats before dinner?

LESSON

PRACTI C E

VOC AB U LARY

STORY

R EVIEW

ACTIVITY

AS S ES S MENT

Genre: Nonfiction

package disappears from a front porch. Usually, that would be the end of the story. It was stolen, and there is little anyone can do. But what happens when the thief chooses the wrong porch? The package belongs to someone who refuses to let the theft go and has the skills to fight back in a way no porch pirate would expect. What unusual plan will he create? And how will one missing package lead to something much bigger?

Level F

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| Unit 1

| Lesson 1

| Lighthouse LITE R ACY

Teacher Script Lesson Hook Imagine you ordered something you’ve been waiting for. The delivery says it arrived, but when you get home, the package is gone. What would you do? {Answers will vary.} Today we will read a story about a stolen package, a clever invention, and how one person’s idea grew into something much bigger. Explore the Title 1. What is the title of the story? Who is the author? {The Glitter Trap by Yaakov Astor.} 2. Based on the title, what do you think The Glitter Trap might be? {Answers will vary, a trap that uses glitter to catch someone, or a trick involving glitter.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Author: Yaakov Astor

The Glitter Trap

Unit

Lesson

The Missing Package

More than 100 million packages. That's how many disappear from American porches every single year — snatched up by thieves so common they've earned their own nickname: “porch pirates.” For most victims, it ends the same way. File a complaint. Shake your head. Move on. But every once in a while, a porch pirate makes a serious mistake. They steal from the wrong person. Mark Rober came home one day and checked his front porch. His package was gone. Most people just shrug and move on. Mark Rober wasn't most people. He checked his security camera and watched the whole thing happen. A man walking calmly down the street suddenly made a quick turn, ran up to his porch, grabbed the package, and kept on walking. Just like that. Gone in five seconds. Rober was furious. He brought the recording to the police. Their answer? Sorry, not worth our time. Thousands of packages go missing every day.

Level F

| Unit 1

| Lesson 1

Big mistake, because Mark Rober used to work for NASA. For nine years, he designed parts for robots that are still rolling around on Mars right now. If anyone could build the ultimate revenge package, it was this man.

Operation Glitter Bomb Rober spent six months designing his creation. From the outside, it looked like a normal delivery, a brown box with tape and a shipping label. Totally boring. Inside? A nightmare for thieves. Here's what was packed into that little box: A glitter spinner. A cup holding a pound of glitter sat on top of a tiny motor. When triggered, the motor spun super fast, shooting glitter in every direction. If you've ever spilled glitter, you know it gets everywhere, your clothes, your hair, your carpet. Now picture a whole pound of it going off in your face. Skunk spray. Rober hid a can of the worstsmelling spray you can imagine. A small motor

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Activate Prior Knowledge 1. Have you ever had a package delivered to your home? {Answers will vary.} 2. What do people usually do to keep packages safe after they are delivered? {Bring them inside right away, ask a neighbor to watch them, or use a security camera.} 3. What do you think might happen if a package is left outside for a long time? {Someone might steal it.} Every year, millions of packages are stolen from front porches. People who steal these packages are sometimes called “porch pirates”. Some people try to stop porch pirates using cameras, alarms, or other technology. Read the Blurb and Make Predictions Read the blurb together. 4. What unusual plan do you think he might come up with to catch the thief? {Answers will vary.} 5. The blurb says one missing package turned into something much bigger. What do you think that means? {Answers will vary. Students might predict that it helped catch more thieves or solve a bigger problem.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Unit 1

| Lesson 1

Version 2.0: Bigger, Stinkier, Louder As soon as Rober shared his success, people couldn't stop talking about it. Seeing how excited everyone was, he decided to build an even better version. Glitter Bomb 2.0 had wide cameras for better pictures and two bottles of even stinkier spray. It also had Earth-friendly glitter (because Rober cares about the planet, even while pranking thieves). But the best new addition? A countdown. After the glitter and stink spray went off, a deep voice from inside the box started counting down: “Fifteen… fourteen… thirteen…” Nothing actually happened at zero. But the thieves didn't know that. One thief heard the countdown, panicked, ran outside, and chucked the whole thing into a dumpster. Rober asked neighbors and friends who'd been hit by porch pirates if they wanted their own glitter

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Identify the Genre 6. Do you think this is a true story or a made-up story? What makes you think that? {It sounds like a true story because it describes a real problem and someone who found a creative solution.} 7. If this is a true story, what kind of text do you think it is? How do you know? {A nonfiction informational text or biography because it tells about real events and a real person.} 8. What other clues tell you this is nonfiction? {Photographs, captions, facts, and information about real events.} Set a Purpose for Reading As you read, look for the central idea of the text. Pay attention to the key details and examples the author includes. Think about how those details help you understand the central idea.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Level F

shaking his arms, trying to get it off. It was no use. The glitter was in his hair, on his couch, all over the floor. Then the skunk spray kicked in. The look on his face went from confused to totally disgusted. He grabbed the box and threw it outside as fast as he could. But the glitter was already everywhere. And that smell? It wasn't going anywhere.

sprayed it five times. Then, just when the thief thought it was over, boom, another five sprays. And another. Every 30 seconds. Four hidden cameras. Each camera recorded what the thief did. The box also had GPS, so Rober could see where it went. The recording was automatically saved, so even if the thief smashed the box, Rober still had it. A motion sensor. The box didn't start recording until it was picked up and moved away from the porch. That way, the battery wouldn't die while it sat there waiting. Once it was ready, Rober placed the box on his porch. Then he waited. He didn't have to wait long. Gotcha! One day at work, Rober got an alert: the package was moving. He opened his GPS tracker and watched the little dot travel through town, turn a few corners, and finally stop in a parking garage. After work, he drove straight there. And sure enough, the box was sitting on the ground, tossed aside like trash. He took it home and watched the recording. It was glorious. The recording showed a thief opening the box at home. For one second, everything was normal. Then, POOF, glitter erupted everywhere. The thief's eyes went wide. He started slapping at his clothes and

Unit

Lesson

What is an Engineer?

Engineers who work for NASA create and test rockets, outer space technology, and robots. NASA engineers often work in teams with scientists and other experts.

Some had better cameras and GPS too. The goal was not just to make a mess. Rober wanted the thieves to panic, drop the box, and think twice before stealing another package. The thieves’ shocked reactions made one thing clear: Rober’s message was pretty hard to miss.

bomb. He got over 400 volunteers! He sent boxes all over the country and set up a system to track them as they moved.

When a UPS Driver Got Fooled Things got off to a funny start. One of the very first boxes was “stolen,” but not by a thief. A UPS driver thought it was a real package left outside for pickup, scanned it, and tossed it in his truck! The box spent the whole day riding around town on a delivery route. When thieves did grab the boxes, the results were just as hilarious. One thief opened the box in his car. Glitter went everywhere: on the seats, dashboard, and steering wheel. Another thief opened it in his living room and spent the next ten minutes gagging from the smell while covered head to toe in glitter.

Engineers are professionals who use science, math, and creativity to solve problems. The field of engineering includes many different areas such as building bridges and roads, designing machines, developing computer systems, and creating electrical devices.

Glitter Bombs vs. Car Thieves After several years, Rober was ready to retire from the glitter bomb business. Then someone broke into his car. Bad move. He made a brand-new version just for car break-ins. Rober planted bombs inside parked cars. They were hidden in fake electronics, backpacks, even suitcases. Each one was packed with cameras and a glitter bomb triggered by remote control. For extra fun, he put some bombs in a car with bulletproof windows. The hidden camera caught thief after thief trying, and failing, to smash the glass. Some of them hit the window over and over, then just gave up. They walked away looking totally confused. Over eight months, Rober's cameras recorded 25 break-ins. Every single thief got a face full of glitter and a nose full of skunk spray.

The Prank That Wouldn’t Stop Growing Rober did not stop with one glitter bomb. Each year, he found ways to make the prank bigger, louder, smellier, and harder to ignore. He kept making new glitter bombs. Some had more glitter. Others had flashing lights, police sounds, fake radio chatter, and awful-smelling spray.

Level F

| Unit 1

| Lesson 1

| Lighthouse LI T ERACY

1. Why do you think police might say that porch piracy is “not worth their time”? {many small theft cases happen every day, and police resources are limited. They often prioritize more serious crimes} 2. “What is a security camera used for?” {it records an area so if someone commits a crime it will be shown on the camera; it keeps people safe} 3. “What do you think the thief expected to find in the box?” {something that Rober might have ordered, something valuable} 4. “Why would other people want to volunteer to use Rober’s glitter bombs?” {they were also getting upset that their packages were stolen} 5. “Why did the USP driver take the package?” {he thought he was supposed to pick it up to bring to the post office and deliver}

Lighthouse L I TE R ACY Level F | Teacher's Guide

Bigger Fish to Catch

F U N FA C T S

But here's where the story takes a wild turn. While creating glitter bombs, Rober kept getting interrupted with scam calls. Most people ignore these phone calls, but there are still many people who get tricked. Many elderly people are convinced to send thousands of dollars in cash to specific locations. Rober thought: If glitter bombs could help fight package thieves, maybe they could also be used on scammers. First, he found a victim who was told to send money to the scammers. Instead of sending money, together Rober and the victim sent a glitter bomb! While using GPS to track the fake money packages, Rober noticed something strange. Some packages would sit in one spot for half a day. Then, suddenly, they would move across town. The thieves weren't keeping the stuff. They were passing it along to someone else. Rober followed the trail. It turned out that the scammers weren't working alone. They were lowlevel workers, called “mules.” They handed their

All About Glitter → Glitter was invented in 1934 by a man in New Jersey who was working with plastic. Even today, some companies keep their formula a secret. → The world produces tens of thousands of tons of glitter every year. Some scientists worry that the tiny pieces of plastic can be harmful to nature. → One pound of glitter contains millions of tiny pieces. Imagine trying to clean all of that up!

More Than Just a Prank Mark Rober's glitter bombs started as one man's way of getting even with a petty thief. But they became something much bigger than that. His recordings have been seen all over the world. They've helped people, especially older people, learn how to spot scams before they get tricked. And they've shown that one person with a good idea and a whole lot of glitter can make a real difference in the world.

Level F

| Unit 1

| Lesson 1

| Lighthouse LI T ERACY

6. “Why did Rober leave fake electronics, backpacks, and suitcases in his car?” {so thieves would be tempted to steal them from the and then get pranked with a glitter bomb} 7. “What clues helped Rober realize something bigger was happening?” {the packages were moving around and not staying in the same place} 8. “What does it mean for a group to be organized in layers (like the scam group)?” {the people on top have people working under them and those people have people working under them} 9. “In what ways does the scam group steal from people?” {they would call people and pretend to work for the government or for real companies, then they steal information or money, they also steal packages}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

stolen goods to a boss higher up the chain. That boss sent the money overseas. Where overseas? India. Rober had found a massive scam group. It was made up of a lot of centers. Workers pretended to be from the government or technical support. They tricked elderly people into giving them all their money. Rober worked with experts who could see scam centers' security cameras. Together, they watched the scammers at work. They also sent someone inside a scam center with a hidden camera. That person recorded everything from inside. And because this was still Mark Rober, he couldn't resist adding his special touch. He sent a glitter bomb package right to the scam center's front desk. He also released cockroaches into the building and set off a fog machine. The scammers ran in all directions, shocked and confused. Shortly after Rober shared his recordings, police in India closed one of the scam centers.

Unit

Lesson Review Central Idea and Details

Lesson

LESSON

P R ACT I C E

VO C A B U LA RY

STORY

RE V IE W

ACT IV IT Y

AS S E S S ME N T

Answer the questions.

1. Topic 1. What is the text about? Mark Rober's glitter bombs

2. 2. Central Idea What does the author want readers to know about the topic? a. Mark Rober became interested in larger scams after he discovered that package thieves were working for other criminals. b. Mark Rober’s glitter bombs proved that embarrassing thieves is the best way to stop them. c. Mark Rober’s creative idea started as a way to catch package thieves but ended up helping stop bigger crimes and protect others.

d. Mark Rober used his engineering skills to build complicated glitter bombs with cameras, GPS, and skunk spray.

3. Key Details 3. Which key details from the text help the reader understand the central idea? a. Mark Rober built a glitter bomb that sprayed glitter, skunk spray, and recorded thieves. b. Rober improved the glitter bombs and sent them to volunteers. c. Rober tracked money sent to scammers and discovered a scam operation in India. d. Mark Rober sent a glitter bomb to the scam center in India.

| RLesson LevelLighthouse F | UnitL1I TE 1 | FLighthouse L IGuide T ER ACY ACY Level | Teacher's

Writing Prompt Topic Sentences LE S S O N

P R ACT I C E

VO C A B U L A RY

STORY

RE V IE W

ACT IV IT Y

AS S E S S ME N T

A writing prompt gives you a writing task. It may ask a question or give directions. Some prompts will ask you to write a one-paragraph response. Before you start to write, you need a plan. Make sure to: → Read the prompt. → Think about the question. What is your answer to the question? → Find proofs in the text. → Jot down some specific examples, facts, quotes, details, or explanations that support your answer.

Match each writing prompt to the information you would use to plan your answer. Why did Mark Rober decide to create a glitter bomb?

Find three ways the glitter bomb project became more than a prank.

What made Mark Rober's glitter bomb special?

Give three examples of what made Rober’s glitter bomb special.

How did the glitter bomb project become bigger than a prank?

List reasons why Rober created a glitter bomb.

When you are ready to write, begin with a topic sentence. The topic sentence usually restates the question as a statement and answers the prompt. In other words, it says the main idea of the paragraph you are about to write. The rest of the paragraph will explain that idea.

Look at the example. Write a topic sentence for each prompt. Example: Why did Mark Rober decide to create a glitter bomb?

Mark Rober created a glitter bomb to stop package thieves.

Rober created a glitter bomb because his packages were stolen, the police didn’t help, and he thought a bomb would stop the thieves.

What made Mark Rober's glitter bomb special? Mark Rober’s glitter bomb was special

because it sprayed glitter, used GPS tracking, and recorded the thieves.

2. How did the glitter bomb project become bigger than a prank? The glitter bombs started as a prank, but they later helped stop porch pirates and uncover a large scam.

| RLesson LevelLighthouse F | UnitL1I TE 1 | FLighthouse L IGuide T ER ACY ACY Level | Teacher’s

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Design Your Own “Anti-Thief Gadget”

Create a drawing and label a device that could stop thieves (like Mark Rober’s glitter bomb). Include at least three features and explain how it works.

| RLesson LevelLighthouse F | UnitL1I TE 1 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LE SSO N

PRACTICE

VOCABULARY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which of the following is an example of a complaint?

5. Kate felt

by the green mold growing inside the abandoned lunchbox.

a. Cheering for a wonderful performance b. Writing a note to a store explaining that the toy you bought was broken c. Giving a friend a high-five d. Cleaning up your bedroom floor without being asked

2. Which word means the act of doing

a. resist b. retire c. disgusted d. automatically

6. Which word means to stop working

something harmful to someone because they harmed you first?

completely, usually because you have reached an older age?

a. Revenge b. Automatically c. Triggered d. Disgusted

a. Retire b. Resist c. Scam d. Automatically

3. Breathing in the black pepper Sara's sneezing fit. a. triggered b. disgusted c. retired d. complained

Selling a plain river rock as a rare, magical gemstone is an example of a .

a. revenge b. automatic c. triggered d. scam

4. Which of the following events happens

8. Which word means to fight against or

automatically?

refuse to give in to something?

a. Choosing which outfit you want to wear to school b. Writing a three-page story about a magical kingdom c. Your heart pumping blood d. Solving a long-division problem

a. Complaint b. Automatically c. Retire d. Resist

| RLesson LevelLighthouse F | UnitL1I TE 1 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Learn this simple routine to help you answer multiple-choice questions.

Read.

Think & Check.

Choose.

Step 1: Read. First, make sure you understand what the question is asking you to do.

Literary terms: Author’s purpose Central idea Structure Perspective/Point of view Details

EXAMPLES

1. Read the question. Notice important words. Underline literary terms and important words. Make sure you know what they mean.

Important words: Best Most likely Supports Suggest Mean

2. Say it simply. What do you need to find? Say: “I need to...”

Circle the best answer. Other answers may be partially correct, but only one will be totally correct.

The central idea is the most important point the author wants readers to understand.

Which sentence best states the central idea of the text? a. Package thieves often steal from porches, and many victims do not get help from the police. b. Glitter is messy and difficult to clean up. c. Mark Rober used his engineering skills to fight package thieves and expose bigger crimes. d. Porch pirates often steal packages from people’s homes.

| RLesson LevelLighthouse F | UnitL1I TE 1 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

I need to… find the sentence that says the central idea of the text.

Other answers may be partially correct, but only one will be totally correct.

2. Which detail best supports the idea that Rober had the skills needed to build the glitter bomb? a. He checked his security camera after the package disappeared. b. He had worked for NASA designing parts for Mars robots. c. He watched the thief on his security camera. d. He spent six months designing his creation.

I need to… find the answer choice that completely supports the idea that Rober had the skills to build a glitter bomb.

The reason why the author wrote it

3. What is the purpose of describing each part inside the glitter bomb? a. To explain why the package looked valuable b. To show how carefully Rober planned the prank c. To explain how Rober learned to build inventions while working at NASA d. To compare the glitter bomb with other inventions

I need to… think about what the description shows the reader and why the author wrote it.

4. What does the word “ultimate” most likely mean in the following sentence? If anyone could build the ultimate revenge package, it was this man. a. Best b. Most complicated c. Final d. Largest

5. Which is most likely the reason Rober added a countdown to Glitter Bomb 2.0? a. To activate another explosion at zero b. To confuse and frighten the thieves c. To help police find the thieves faster d. To give the hidden cameras more time to record the thieves

The answer may not be in the text or the dictionary; you need to make an inference or educated guess.

I need to… read the sentence with the word “ultimate” and figure out what it means in that sentence.

I need to… think of a reason Rober would want to add the countdown to the glitter bomb.

| RLesson LevelLighthouse F | UnitL1I TE 1 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

1-2 Unit

Lesson Introduction Facts and Opinions

Lesson

Unit 1: Summaries

LESSON

Lesson 2: Facts and Opinions

What To Know

P RACTIC E

VOC AB ULARY

A fact is something that can be proven true. An opinion is what someone thinks, feels, or believes. Some opinions begin with words like I think or I believe, but many opinions do not. To tell the difference, ask: Can this be proven, or is it someone’s idea or feeling?

1. Identify the topic and central idea of a text. (Lesson 1)

AS S E S S M E N T

5'8”

Fact

Opinion

The boy is 5'8”.

The boy is tall.

His height can be measured and checked.

Even though many people think someone who is 5'8” is tall, one could argue that the boy is not tall.

id you know that the blue whale is the largest animal on Earth? It can grow to about 100 feet long, which is even longer than two school buses. It can weigh as much as 30 elephants! I think that is absolutely amazing because it’s hard to imagine something so huge living in the ocean. They eat tiny creatures called krill, even though they are so massive themselves. Blue whales are one of the most incredible animals in the world because they are both powerful and gentle at the same time.

5. Write a summary of a fiction text. (Lesson 4)

ACTIV ITY

See It In Action

2. Explain how key details convey the central idea in a text. (Lessons 1)

4. Write a summary of a nonfiction text. (Lesson 3)

REV IEW

Watch out! A good writer can make their opinions sound like facts.

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

3. Differentiate between facts and opinions. (Lessons 2 and 3)

STORY

Facts from the text

Opinions from the text

The blue whale can grow to about 100 feet.

Blue whales are amazing.

It can weigh as much as 30 elephants.

It is hard to imagine something so huge living in the ocean.

Facts about the text

Opinions about the text

The author thinks that blue whales are amazing.

I think blue whales are the coolest animals.

The author finds it hard to imagine something so huge living in the ocean.

The text is super interesting.

Level F

| Unit 1

| Lesson 2

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

← Clearing Up Common Misconceptions

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

Students may have a hard time noticing some opinions, specifically when they are:

ASSESSM ENT

• Statements that come from a credible author • Things most people would agree on

Read each opinion. Write a different opinion someone could have. 1. Purple is the prettiest color.

Remind students that authors have opinions too. A good reader looks out for the authors opinions so they can learn how the author thinks.

Answers will vary; Green is the prettiest color. 2. When it is under 45 degrees, you need to wear a coat. Answers will vary; When it is under 45 degrees, you don’t need to wear a coat. 3. Ice cream is the best dessert. Answers will vary; Cake is the best dessert.

Explain to students that even if most people (“everyone”) agrees on something it doesn’t make it a fact. As long as someone could argue it is an opinion.

4. It is not fun to be sick. Answers will vary; It is fun to be sick.

5. Some trees have leaves.

Fact

Opinion

6. French fries are made from potatoes.

Fact

Opinion

7. Everyone should eat eggs for lunch.

Fact

Opinion

8. It is good to be tall.

Fact

Opinion

9. $100 is a lot of money.

Fact

Opinion

10. The ocean is filled with water.

Fact

Opinion

11. Playing with toys is fun.

Fact

Opinion

12. Glass can break.

Fact

Opinion

Level F

| Unit 1

| Lesson 2

| Lighthouse L IT E R ACY

Read each statement. Circle fact or opinion.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

For each statement have students discuss an alternate opinions. Remind students that they can disagree with that opinion. However, if it is possible to argue it is an opinion. For example: • A 15 hour flight is long. • Even though most people would agree with this statement, imagine someone on a 20 hour flight. They might not agree. • Someone who is 95 is old. • Even though most people think this is old, someone who is 115 might not think it is so old.

L ES S O N

S Synonym A Antonym E Examples Q Additional Questions

Unit

Vocabulary

Lesson

LE S S O N

1. Luxury, noun

S wealth A poverty E Staying in a fancy hotel;

2. Illegally, adverb

speed limit; Entering a closed museum by breaking open a locked back window. Q Why is it important for a community to stop people from acting illegally?

3. Noble, adjective

heart with a healthy one; Pulling a rose bush from the woods and planting it in your backyard. Q Why do doctors carefully test blood types before performing transplants?

RE VI E W

ACTI VI TY

ASSE SSM E N T

Sleeping on a soft bed inside the warm cabin felt like a luxury after hiking through the woods all day.

having excellent personal qualities or great bravery

I got a ticket because I parked my car illegally.

put off doing something

It was noble of Sam to admit his mistake and apologize, even though no one knew he was responsible.

a state of great comfort, or having expensive things that are not necessary

4. The hospital performs organ

medical operations in which a body part is placed into another person's body

Hundreds of people gathered for a rally to save the historic building from being destroyed.

things that are completed successfully through effort

The math riddle completely stumped the students until the teacher showed them a clue.

against the law

Mira decided not to procrastinate and cleaned her room right away.

a gathering of people to show support for a specific cause or idea

Winning the science and spelling competitions were two achievements for the student.

caused to be confused or unable to find an answer to a difficult problem

transplants, saving the lives of patients who need new hearts or kidneys.

S honorable A cowardly E A firefighter running into a

S moves A originals E Doctors replace a sick person’s

STO RY

S unlawfully A lawfully E Driving a car way over the

4. Transplants, noun

VO C A BU LA RY

Match the bolded words with their definitions. Highlight context clues.

Getting a diamond necklace for a birthday gift. Q How does a luxury item differ from things you need every day, like water or food?

burning building; Sharing your only lunch sandwich with a classmate who forgot theirs. Q What is a noble deed you have seen someone do in your school or community?

P RACTI C E

5. Rally, verb

S gathering A separate E Neighbors meeting at the park

to raise money for a sick friend; A team captain shouting words of encouragement to get the players ready. Q Why might people hold a peaceful rally in front of a government building?

luxury [LUG-shuh-ree]; illegally [ih-LEE-guh-lee]; noble [NOH-buhl]; transplants [TRANS-plants]; rally [RAL-ee]; stumped [STUMPT]; procrastinate [proh-KRAS-tuh-nayt]; achievements [uh-CHEEV-mints]

Level F

| Unit 1

| Lesson 2

| Lighthouse L ITERACY

6. Stumped, adjective

S confused A certain E Staring at a difficult math

problem on a test; Trying to figure out how a magician made a huge coin disappear into thin air. Q What do you do when you are completely stumped by a homework question?

7. Procrastinate, verb S delay

A start

E Telling your mom “just five

8. Achievements, noun

more minutes” when she asks you to take out the trash; Putting off a dental appointment because you don’t like getting your teeth cleaned. Q Why do many students tend to procrastinate when they have a large project to complete?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S accomplishments A failures E Learning how to ride a two-wheel bicycle without any training wheels; Graduating from elementary school with a special certificate. Q Which of your personal achievements are you most proud of so far?

LES S O N

P R ACT I C E

VO CABULARY

STORY

REVIEW

ACTIVITY

ASSESSMENT

Genre: Informational

et ready for some of the strangest true stories you have ever read. These are not stories about ordinary scientists doing ordinary experiments or leaders making ordinary decisions. These are stories about tanks, toast, frogs, mosquitoes, and other things that probably do not belong in the same article. How ridiculous can real life get? And which strange story will make you laugh the most?

Level F

↑

| Unit 1

| Lesson 2

| Lighthouse L I T E R ACY

Teacher Script Lesson Hook Today we will read about real scientists who studied things like falling toast, floating frogs, and cheese-loving mosquitoes. Activate Prior Knowledge Have you ever heard of the Nobel Prize? {Answers will vary. The Nobel Prize is one of the world’s most famous awards. It is given to people whose work has made an important contribution to the world, such as discoveries in science, achievements in literature, or efforts to promote peace.} Explore the Title 1. What is the title of the story? Who is the author? {The IG Nobel Prize by Yaakov Astor} 2. What familiar words do you notice in the title? {The words “Nobel Prize.”} 3. How is this prize’s name different from the Nobel Prize we just learned about? {It has “Ig” before “Nobel.”} 4. How do you think the Ig Nobel Prize is different from the Nobel Prize? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Author: Yaakov Astor

The Ig Nobel Prize

Unit

Lesson

Want to Win a Prize? Try Being Ridiculous. In 2011, the mayor of a city in Lithuania got into a tank. A real tank. The kind soldiers use in wars. He drove it down a city street, past parked cars and people staring in shock, until he found exactly what he was looking for: an expensive luxury car parked illegally in a bike lane. Then, he drove right over it. Glass exploded. Metal crumpled. The fancy car was now closer to a flat metal pancake than a car. When the owner came running out of a nearby store, the mayor calmly climbed down from the tank, shook his hand, told him not to park illegally again, and even swept up the broken glass before driving off. You might think the mayor got into serious trouble for this.

Nobel Prize Background Information The Nobel Prize is one of the most respected awards in the world. It was created by Alfred Nobel, a Swedish inventor and scientist who wanted to recognize people whose work benefited humanity. The first Nobel Prizes were awarded in 1901, and they continue to be awarded every year.

Instead, he got a prize. It's called the Ig Nobel Prize, and it's given out every year for the strangest, weirdest, and sometimes most ridiculous achievements on Earth.

So... what is an Ig Nobel Prize? You've probably heard of the Nobel Prize. It’s a special award given to people who do amazing things to help the world, like curing diseases, writing brilliant books, or stopping wars. The Ig Nobel Prize is the Nobel Prize's weird cousin. The name is a joke. “Ignoble” means “not noble,” and the prize is given for achievements that, as the organizers say, “first make you laugh and then make you think.”

• Physics: Recognizes discoveries about how the natural world works, including areas like energy, matter, and space. • Chemistry: Honors discoveries about substances, materials, and how different chemicals interact. • Physiology or Medicine: Awards scientists who make important discoveries about the human body, diseases, or medical treatments. • Literature: Recognizes authors whose writing has made an important contribution to the world. • Peace: Honors individuals or groups who work to promote peace and reduce conflict. • Economic Sciences: Recognizes important research about how economies and societies work. When students read about the Ig Nobel Prize, it is helpful for them to understand that it is a humorous version of the Nobel Prize. While the Nobel Prize celebrates major achievements that often change the world, the Ig Nobel Prize celebrates unusual research that may seem silly at first but can still teach us something important.

The Nobel Prize is given in several categories:

Level F

| Unit 1

| Lesson 2

| Lighthouse L I T E R ACY

Read the Blurb and Make Predictions Read the blurb together. Based on what we have read so far, what do you think the Ig Nobel Prize is? {It is an award given for strange, unusual, or funny achievements.} Identify the Genre 1. Today we will read about a strange award called the Ig Nobel Prize. What type of text do you think this is? How do you know? {A nonfiction informational text because it tells us facts about a real award, real people, and real discoveries.} 2. What clues can help us know that this is a nonfiction text? {It includes real names, dates, facts, and information about real events.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

And it gets even stranger. In 2013, he shared the Ig Nobel Peace Prize with the Belarus State Police because officers arrested a man for clapping at a rally—even though the man only had one hand. How exactly someone claps with one hand remains a mystery.

Pause and Ponder: How do you think the people of Belarus felt when Lukashenko won the Ignobel Prize? What does this tell you about the Ignobel Prize?

PAU S E A N D P O N D E R How do you think the people of Belarus felt when Lukashenko won the Ig Nobel Prize? What does this tell you about the Ig Nobel Prize?

Begin by asking students to think about what life would be like in a country where people could be arrested simply for clapping their hands. How would you feel if you could not safely share your opinions or peacefully protest? Help students understand that many people in Belarus likely lived with fear and had very little freedom to criticize their government.

The Peace Prize Goes to... a Dictator? Imagine being arrested for clapping. Not shouting. Not causing trouble. Just clapping your hands. One of the strangest Ig Nobel winners was Alexander Lukashenko, the leader of Belarus, a country in Europe. Lukashenko is a dictator. That means he rules the country by himself, and the people have very little say in the decisions he makes. In 2011, some people in Belarus wanted changes in their government. Since they could not safely speak out, they gathered in the streets, not to shout, not to carry signs, but simply to clap. Lukashenko's response? He made public clapping against the law. Yes, really.

Level F

| Unit 1

| Lesson 2

| Lighthouse L I T E R ACY

There are different categories, just like the real Nobel Prizes. The categories include medicine, peace, biology, physics, and more. But unlike the Nobel Prize, you don’t win an Ig Nobel for curing a serious disease. You win it for proving a strange or silly fact. For example, one scientist showed that the longer a cow has been lying down, the more likely it is to stand up soon. Yes. A real scientist proved that. And yes, he won an Ig Nobel Prize for it.

Some Ig Nobel winners study very strange things. One group of Japanese scientists gave mice heart transplants and played different kinds of music for them. Picture tiny mice recovering from surgery while opera music fills the room. They discovered that the mice that listened to opera lived the longest. It's hard to imagine the mice had a favorite singer, but opera seemed to help. Then another group of scientists figured out that it might be possible to walk on a pond on the moon. The moon's gravity is much weaker than Earth's, so water acts differently there. While other scientists searched for cures and inventions, one researcher spent his days watching cows in a field. He found that the longer a cow has been lying down, the more likely it is to stand up soon. But one question stumped him. When would a standing cow lie down? It turns out that when a cow is already standing, nobody can tell when it will decide to lie down.

Set a Purpose for Reading As we read, think about why someone would spend time studying things like falling toast, floating frogs, or smelly cheese—and what those strange discoveries might teach us.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Many students may first think the people of Belarus would have been upset because Lukashenko received an award. Guide them to consider what kind of award the Ig Nobel Prize is. It is not a prestigious honor like the Nobel Prize. Instead, it uses humor and satire to point out actions that are absurd or deserving of criticism. Ask students, "Who is really the target of the joke?" Help them recognize that the award is making fun of Lukashenko's actions—not celebrating them. By giving him the Ig Nobel Peace Prize, the organizers drew international attention to the unfair treatment of peaceful protesters. Conclude by emphasizing that the Ig Nobel Prize often uses humor to encourage people to think critically about serious issues.

Downright Strange

Unit

Lesson

Placebo Background Information A placebo is a fake treatment — like a sugar pill, or a shot of plain saline — that has no real medicine in it. Doctors and scientists use placebos in experiments to test whether a real medicine actually works better than just believing you're being treated. Here's the surprising part: even though a placebo has no medicine in it, people who take it often report feeling better anyway. This is called the "placebo effect."

When Murphy's Law Meets Science Have you ever dropped a piece of buttered toast and watched it land butter-side down? Many people believe this always happens. It is part of a saying called Murphy's Law: If something can go wrong, it probably will. A British scientist named Robert Matthews decided to find out if it was true. He dropped pieces of buttered toast over and over again. He tried different spreads and different

Why do you think doctors need to test real medicines against a placebo instead of just asking people if they feel better? (Guide toward: because belief alone can make people feel better, scientists need to make sure a medicine works for a reason beyond just believing in it.)

What kind of scientist spends time figuring out when a cow might stand up or lie down? The kind who wins an Ig Nobel Prize.

heights. Toast flew, flipped, and hit the floor while the scientist kept taking notes. What did he discover? Most of the time, the toast really did land butterside down. You probably won't see this in a science textbook, but Matthews found that as toast falls, it usually flips once. It just doesn't flip enough to land the right way up. His advice? Be careful when you eat. For his toast-dropping experiments, Matthews won the 1996 Ig Nobel Prize for Physics.

The Pill That Wasn't In 2008, Professor Dan Ariely tried one of the sneakiest experiments in the history of medicine. He gave volunteers sugar pills and told them they were pain medicine. Then he gave them small electric shocks and asked how much they hurt. But there was a twist. One group was told the pills were expensive. The other group was told the pills were cheap. The pills were exactly the same. Same sugar. Same shocks. Completely different results. The people who thought they had taken the expensive medicine said they felt less pain. Not a little less. A lot less.

Level F

| Unit 1

| Lesson 2

| Lighthouse LI T E RACY

1. Why might the reader think that the mayor of Lithuania would get into trouble? Why is what actually happened surprising? {Usually when people damage other people’s cars they get into trouble, it is surprising that he got a prize for it} 2. Why was the prize given the name “ignobel”? {it sounds similar to a real prize called the Nobel Prize and it means “not noble”- it is a joke} 3. Did the people in Belarus like Alexander Lukashenko? Why or why not? {they didn’t like him because he was a dictator and was very controlling over what people did} 4. Why did the people protest by clapping? {they would get in trouble if they spoke out against the government} 5. Why do you think the Japanese scientist performed the experiment with mice? Does it prove anything for humans? {they probably wanted to see if music could help the mice recover and

Lighthouse L I TE R ACY Level F | Teacher's Guide

The next year, he wrote a serious scientific paper and put his pet hamster's name on it as one of the authors. Because if you're the kind of scientist who makes frogs float, why stop there? Most journals have strict rules about who is allowed to be listed as an author on a research paper. Somehow, Geim got away with it. Then, in 2010, Geim also won a real Nobel Prize in physics. He won it for discovering graphene, an amazingly thin material that is stronger than steel and lighter than aluminum. The same man who made frogs float and listed a hamster as a co-author turned out to be one of the world's top scientists. And that is exactly what the Ig Nobel Prize is all about.

The Art of Getting Nothing Done Have you ever had an important job to do, but cleaned your room instead? Or organized your desk? Or done almost anything except the job you were supposed to do? Then you know what it means to procrastinate. In 2011, Professor John Perry won an Ig Nobel Prize for studying how to be the best procrastinator possible. His advice was simple. Put a big job at the top of your list. Then do smaller jobs instead. That way, you'll feel good about yourself because you're getting things done, even while avoiding the big job. Perry also noticed that people often put things off because they want everything to be perfect. They tell themselves “I don't have enough time to do a perfect job right now.” So they wait. And wait. And wait some more. That's why Perry said a good procrastinator should tell himself that he wants to do a perfect job. The job will seem so big that he'll probably avoid it and do something else instead. The funniest part? Perry wrote this prize-winning essay fifteen years before he won a prize for it.

Malaria Background Information

Don't Laugh

In 2006, a group of scientists won an Ig Nobel Prize for discovering something very strange. They found that mosquitoes that spread malaria like the smell of Limburger cheese just as much as the smell of human feet. People laughed. Of course they did. But then something surprising happened. Scientists put the cheese in traps. The trap smelled like strong cheese, and the mosquitoes were drawn to it instead of to people. The result? Hundreds of lives saved. By cheese. So the next time someone tells you an idea is too strange or a question is too silly, remember the floating frog, the falling toast, and the cheese-loving mosquitoes. Sometimes strange questions can lead to important answers.

From Floating Frogs to the Nobel Stage Only one person has ever won both an Ig Nobel Prize and a real Nobel Prize. His name was André Geim. In 2000, Geim won an Ig Nobel for using a powerful magnet to make a living frog float in the air. Imagine walking into a lab and seeing a frog floating in midair. It looked more like a magic trick than a science experiment.

Level F

| Unit 1

| Lesson 2

| Lighthouse LI T E RACY

maybe it would be similar by humans however, since the experiment was done with mice, and not humans, we still don’t know} 6. Why did the people who thought they swallowed expensive pills feel less pain? {they thought it would work better and that belief made them feel less pain} 7. Why was it funny that John Perry waited 15 years to send in his essay? {his study was about procrastination and he procrastinated himself} 8. Why do you think the author used short sentences like “By cheese”, at the end of the text? {they make it sound funnier when you read} 9. Pick two stories from the article. How do they connect back to “first make you, and then make you think?” {answers will vary}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Malaria is a serious disease caused by a tiny parasite that spreads through the bite of infected mosquitoes — not from person to person directly. It causes fevers, chills, and can be very dangerous or even deadly if it isn’t treated. It’s most common in warm, tropical parts of the world, including large parts of Africa, Asia, and South America. Because it’s spread by mosquitoes, one major way to fight malaria is to stop mosquitoes from biting people in the first place — through nets, repellents, or traps that lure mosquitoes away.

Two groups swallowed identical sugar pills, but one group expected the “expensive” pills to work better. “When you expect something to happen,” Ariely explained, “your brain makes it happen.” In other words, people thought the expensive pills would work better. So many of them felt less pain, even though the pills were only sugar. For this strange discovery, Ariely won an Ig Nobel Prize for Medicine.

Unit

Lesson Review Facts and Opinions

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Read each statement from the article. Circle fact or opinion. 1.

“In 2011, the mayor of a city in Lithuania got into a tank... and drove right over an illegally parked car.”

Fact

Opinion

“One of the strangest Ig Nobel winners was Alexander Lukashenko, the leader of Belarus.”

Fact

Opinion

“Professor Dan Ariely tried one of the sneakiest experiments in the history of medicine.”

Fact

Opinion

“The people who thought they had taken the expensive medicine said they felt less pain.”

Fact

Opinion

“The funniest part? Perry wrote this prize-winning essay fifteen years before he won a prize for it.”

Fact

Opinion

Read what each reader said about the story. Circle fact or opinion. 6.

Carlos: “The author writes about the Ig Nobel prize winners and how ridiculous they are.”

Fact

Opinion

Jaden: “The experiment with the mice listening to opera music was completely cruel and unnecessary.”

Fact

Opinion

Aaliyah: “André Geim put his pet hamster's name on a serious scientific paper.”

Fact

Opinion

Sam: “Procrastinating by doing smaller tasks on your to-do list is actually a brilliant idea.”

Fact

Opinion

Write one fact and one opinion about the article. 10. Fact: Answers will vary. Both groups of volunteers were given identical sugar pills. 11. Opinion: Answers will vary. I would feel foolish if a fake, expensive pill tricked my brain.

| RLesson LevelLighthouse F | UnitL1I TE 2 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Writing Prompt Body Sentences LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Remember, the topic sentence of a paragraph tells the main idea. Body sentences give reasons, details, or examples that explain and support the main idea of the paragraph.

Do you think it is a good idea to give prizes for silly science? Why or why not?

Plan. Write at least three reasons to support your opinion. Answers will vary. Silly science can solve problems. It helps scientists have humor and creativity. It gets other people involved.

2. Topic Sentence. Answer the question in a complete sentence. State your opinion. I think it is a good idea to give prizes for silly science.

3. Body Sentences. Write three sentences that each give a reason explaining why or why not. a. Silly science can accidentally solve massive, real-world problems.

b. It proves that serious scientists can still be creative and have a sense of humor. c. It catches people's attention and makes the public interested in science.

4. Paragraph. Put it together. I think it is a good idea to give prizes for silly science. Silly science can accidentally solve massive, real-world problems. It proves that serious scientists can still be creative and have a sense of humor. It catches people's attention and makes the public interested in science.

| RLesson LevelLighthouse F | UnitL1I TE 2 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Become a scientist. Invent a research question that sounds totally ridiculous but could actually give useful data.

Create a poster with your idea. For example: Does sucking on candy help you do math faster? As a class, vote on which idea best matches the Ig Nobel motto: “First makes you laugh, then makes you think.”

| RLesson LevelLighthouse F | UnitL1I TE 2 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which word means something expensive and nice to have, but not necessary?

5. Which word means a gathering of people who come together to support a cause or idea?

a. Transplants b. Luxury c. Noble d. Rally

a. Achievements b. Rally c. Stumped d. Illegally

2. Which word means in a way that goes

6. The mystery

against the law or rules?

weeks.

a. Procrastinate b. Transplants c. Noble D. Illegally

a. transplants b. procrastinate c. stumped d. illegally

3. The mayor praised the young boy for

the detective for

his deed of returning the lost wallet to its owner.

If you instead of sweeping the kitchen floor in the morning, the mess will grow bigger by dinnertime.

a. illegally b. stumped c. luxury d. noble

a. noble b. transplants c. procrastinate d. stumped

4. Which situation is an example of a

8. Which of the following is the best

medical transplant?

example of an achievement?

a. A surgeon placing a healthy liver into a patient who has a failing liver b. A dentist cleaning a patient's teeth c. A doctor checking a student's height and weight d. A person resting quietly on a couch to recover from a cold

a. Dropping your ink pen under the classroom desk b. Baking a perfect loaf of bread from scratch c. Watching the gray clouds float past d. Bringing home your homework notebook

| RLesson LevelLighthouse F | UnitL1I TE 2 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Step 1: Read. First, make sure you understand what the question is asking you to do. Step 2: Think and Check. Answer the question on your own. Check back in the text before you choose. 1. Think of possibilities. Try to answer the question on your own. If you don’t know the answer, look for likely possibilities in the answer choices. 2. Think back to the text. Many answers can be double-checked by looking back in the text. Sometimes the question tells you where to look. Other times, you need to remember where to find a specific part of the text.

Does the question say? In the section… At the beginning of the article… The story/descriptions/idea about…

3. Check back in the text. Reread the part of the text that can help.

Circle the best answer. I don’t know the answer yet. I first need to look back in the text.

I need to read the last section in the text.

What important idea does the author develop in the final section of the text? a. Scientists should ignore ideas that seem strange. b. Scientific discoveries often happen by accident. c. Ideas that seem silly can lead to important discoveries. d. Limburger cheese can cure most major diseases.

The section talks about a silly Ig Nobel discovery that led to a helpful invention.

| RLesson LevelLighthouse F | UnitL1I TE 2 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Look in the beginning of the article.

2. How does the author introduce the Ig Nobel Prize at the beginning of the article? a. By listing the rules to win a research award b. By telling a wild story about a mayor in a tank c. By giving an example of an unusual experiment that won a prize d. By describing how a scientist drops buttered toast.

What role does this section play in the story? Tip: Read a bit before and a bit after the section.

3. How does the section “The Pill That Wasn't” fit into the overall structure of the article? a. It explains how the Ig Nobel Prize was first created. b. It gives an example of an Ig Nobel Prize. c. It explains how a funny experiment led to the creation of new medicine. d. It proves that expensive medicine is always better.

Skim the story. Find the part where it talks about Geim.

4. According to the article, what makes André Geim different from other scientists? a. He won both an Ig Nobel and a real Nobel Prize. b. He preferred winning a Nobel Prize to winning an Ig Nobel Prize. c. He was the only scientist who made frogs float. d. He won an Ig Nobel prize for discovering graphene.

5. What is the author's main purpose for including the story about Alexander Lukashenko? a. To explain the history of clapping in Belarus b. To argue that all rallies should be banned c. To give an example of silly peace prize d. To explain how a one-handed man started a revolution

| RLesson LevelLighthouse F | UnitL1I TE 2 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

1-3 Unit

Lesson Introduction Summarizing an Informational Text

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Unit 1: Summaries

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Lesson 3: Summarizing an Informational Text

What To Know

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A summary is a short version of a longer text. It tells the central idea and the most important details in your own words. Summaries: Are short Clearly state the central idea/topic of the text Include only key details

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

See It In Action

Grow!

lants need several things to survive and grow. First, a seed needs soil. Soil gives the seed a place to rest and grow roots. The roots help the plant take in nutrients from the ground. Next, the plant needs water. Water keeps the plant alive and helps move nutrients through the stem. A plant also needs sunlight. Sunlight helps the plant make its own food. Without soil, water, and sunlight, a plant will not have what it needs to grow strong.

1. Identify and distinguish between the main idea and details. (Lesson 1)

3. Find more than one main idea in a text. (Lesson 2) 4. Write a summary of a nonfiction text. (Lesson 3 and beyond)

1. © Lighthouse Curriculum. Copying strictly prohibited.

2. Explain how the details support the main idea/s. (Lessons 1 and 2)

Are written in your own words Do not include your own ideas or opinions Do not include or use the word “I”

Name the text. State the central idea or topic. Start with the type of text and/or title, write an action, and end with the central idea or topic.

Type of Text

Central Idea or Topic

Title (optional)

The passage “Grow!” teaches about the things plants need to survive.

5. Write a summary of a fiction text. (Lesson 4 and beyond)

Choose 2-3 Key Details. Write the most important details in your own words. → A seed needs soil to grow roots. → A plant needs water to stay alive. → A plant needs sunlight to make food and grow strong.

Write the summary. (3-4 sentences) Put the information together in the same order as the text. The passage “Grow!” teaches about the things a plant needs to survive. First, a seed needs soil so it can grow roots. Then, the plant needs water to stay alive and move nutrients. Last, the plant needs sunlight to make food and grow strong.

Level F

| Unit 1

| Lesson 3

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

Look for facts that support the central idea.

Keep it short, use your own words, and include only the most important details.

Let’s Practice! P R ACTI C E

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Clearing Up Common Misconceptions

This summary is not written well because it includes the reader’s opinions. Read the summary, underline the opinions, and answer the questions.

Students may have a hard time knowing which information to include and leave out in a summary.

Summary

think wolves are more important to nature than most people realize, and this article really changed the way I think about them. When wolves were brought back to Yellowstone, many things became healthier, such as rivers, plants, and other animals. That amazes me because I never thought one animal could make such a big difference. I now believe that every animal has a role, and removing even one can cause serious problems.

Explain that summaries say exactly what the text says but in shorter. They do not include any extra information. As you complete the worksheet, discuss why each incorrect answer choice has the readers opinion. Point out that strong answer choices tell what the text does or says.

Which sentence should come at the beginning of the summary? a. Wolves are more important to nature than most people realize. b. The text, Wolves in the Wild, was a very interesting read about wolves. c. The article, Wolves in the Wild, describes the impact of wolves on the environment.

2. Choose the sentence that removes the reader's opinion from the sentence below. I think wolves are more important to nature than most people realize.

a. You would think wolves are more important to nature than most people realize. b. The article argues that wolves are more important to nature than most people realize. c. Wolves are important, and the article changed my thinking.

3. Choose the sentence that removes the reader's opinion from the sentence below. I now believe that every animal has a role, and removing even one can cause serious problems. a. We now believe every animal has a role, and removing one causes problems. b. The author's belief is that animals have roles, and I agree that removal is bad. c. The author says that every animal has a role, and removing even one can cause serious problems.

4. Rewrite the sentence so it gives information without the reader’s opinion. That amazes me because I never thought one animal could make such a big difference. Every animal can make a big difference.

Level F

| Unit 1

| Lesson 3

| Lighthouse L IT E R ACY

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Ex: The article, Wolves in the Wild, describes the impact of wolves on the environment. Provide students with a list of action words they can use in their summaries. Practice using them in sample sentences. Action Words: says, describes, compares, lists, writes, tells, argues, points out, contrasts…

L ES S O N

S Synonym A Antonym

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LE S S O N

1. Release, Verb S let go

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A Hold onto

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Match the bolded words with their definitions. Highlight context clues.

E A zookeeper opening a cage

so that a bird could fly away; A judge allowing a person to leave jail. Q Why is it important to release your feelings instead of keeping them inside?

The wildlife rescuer opened the crate to release the eagle back into the wild.

the ability to fight against something harmful or not be affected by it as much

The honeybee injects venom when it stings.

meetings or experiences with someone or something

Every snowflake has a unique pattern; no two designs are ever exactly alike.

the only one of its kind; unusual or special

2. Inject, Verb S insert

A remove

E A nurse giving a patient

a vaccine using a needle; A speaker brings excitement to the crowd. Q Why might a doctor inject a needle into a patient’s arm?

3. Unique, Adjective S one-of-a-kind

A ordinary

S schedule

A change

E Brushing your teeth every

night before bed; A baby who goes to bed at the same time every night. Q What is part of our classroom routine?

4. Routine, Noun

5. Resistance, Noun S pushback

After fighting the same illness many times, his body built up resistance and did not get sick as easily.

forces a liquid into something using a needle or a sharp point

Heavy rains caused a rapid rise in the river's water level.

very quickly

The deep-sea diver had unusual encounters with strange sea creatures like octopuses and eels.

a pattern of actions that is followed regularly

A natural spring serves as the source for the stream that flows through the valley.

the place, person, or thing where something comes from

release [rih-LEESS]; injects [in-JEKTS]; unique [yoo-NEEK]; routine [roo-TEEN]; resistance [reh-ZISS-tenss]; rapid [RAP-id]; encounters [en-KOWN-terz]; source [sors]

A accept

E A plant growing in a place where it has to fight against harsh weather; A team refusing to give up when things are difficult Q When can resistance be a good thing?

let something go or set it free

waking up before sunrise, measuring the flour, and turning on the ovens.

E Having a backpack design

that no one else has; An idea nobody had thought of before; Every person’s fingerprint is different. Q What is something unique about yourself?

4. The baker's morning routine includes

Level F

| Unit 1

| Lesson 3

| Lighthouse L ITERACY

6. Rapid, Adjective

S fast A slow E A rabbit racing across a field in seconds; An ambulance arriving very quickly; The weather changing very quickly. Q Why is rapid action important during an emergency?

7. Encounters, Noun S meet

A Avoid

E Meeting a deer

8. Source, Noun

while hiking on a forest trail; Sailors facing a storm while sailing across the ocean; Having many interesting experiences during a class field trip. Q What should you do when you encounter a problem?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S root A end E Reading a book to learn about volcanoes; Asking a witness what happened during an accident; A river providing water for a town. Q What could be a source of energy for a machine?

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Genre: Informational

ost people would run the other way if they saw a deadly snake. Bill Haast moved closer. He spent his life working with some of the most dangerous snakes in the world, including the king cobra. Why would someone choose to get so close to a creature that could kill him? What might he discover from working with snakes that most people feared? As you read, think about what made Bill Haast’s work so unusual and why people came from far away to watch him.

Level F

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Teacher Script Lesson Hook Today we’re going to discover something surprising about an animal that most of us think is nothing but a threat to people. Explore the Title 1. What is the title of the story? Who is the author? {The Incredible Snakeman by Yaakov Astor} 2. Based on the title, what do you think this story will be about? {A man who works with snakes.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Author: Yaakov Astor

The Incredible Snakeman

Unit

Lesson

Immunity and Antibodies Background Information Explain to students that the immune system protects the body from harmful germs. One of its most important jobs is to make antibodies, special proteins that recognize and fight specific threats. When your body encounters a new threat, such as a virus, bacteria, or venom, it creates antibodies that match that threat. These antibodies attach to the threat and can block it from causing harm.

You may want to point out that this is the same idea behind how vaccines work. Vaccines give the immune system a safe way to practice. They expose the body to a small part of a germ or a weakened version of it, allowing the immune system to make antibodies before it faces the real threat. Students may assume that Bill Haast was vaccinated against snake venom. Clarify that he was not. Instead, after many years of being bitten by venomous snakes, his immune system repeatedly fought the venom and learned to recognize certain types of it. Over time, his body produced large numbers of antibodies against those venoms, giving him an unusual amount of resistance to some snake bites, although he was never immune to every bite or every type of venom. This background also helps explain why Bill Haast's blood was able to help treat snakebite victims. Doctors were able to use blood from Bill Haast to help treat some snakebite victims because it contained these helpful antibodies. Scientists use a similar idea to make antivenom. They expose animals, such as horses, to very small, safe amounts of venom. The animals’ immune systems then produce antibodies that can fight that venom. Scientists collect these antibodies from the animals’ blood and turn them into medicine that can help people survive dangerous snake bites. Emphasize that the immune system can learn from exposure. Bill Haast's story provides an unusual real-life example of how antibodies can help protect the body and even save lives.

It is also helpful for students to understand that the immune system can "remember" threats it has encountered before. The first time your body faces a new threat, it may take time to create the right antibodies. But after your immune system learns how to fight that threat, it can remember it. If the same threat appears again, your body can make those antibodies faster and respond more quickly.

A small crowd gathered around a large, wellgroomed, square-shaped lawn. They were waiting for an incredible show: the capture of a live king cobra. Parents and children looked around nervously. Where was the fence? Surely they weren’t going to release a deadly cobra onto an open lawn! Just then, a man stepped forward and introduced himself as Bill Haast's assistant. He helped roll out a tall cart on wheels. At the top of the cart, inside a metal box, was a 16-foot king cobra. The man he was helping, dressed in a white shirt, pants, and shoes, was none other than Mr. Haast himself. The assistant picked up a microphone. “Please remain where you are once the snake is released,” he warned. “Do not step onto the lawn.”

The crowd stared in disbelief. They really were going to let it loose. Scenes like this took place every day at the famous Serpentarium.

The Serpentarium You know that a zoo is a place to see land animals. You know that an aquarium is for seeing sea animals like seals and whales. What's a Serpentarium? It's for seeing snakes. The Serpentarium also had lizards, crocodiles, and other reptiles. It even had two giant Galápagos tortoises that were more than 100 years old. But the real attraction was its snake collection. There were about 20,000 of them! You knew that the moment you drove into the parking lot. The first thing you saw was an amazing 35-foot-tall concrete king cobra sticking out of the top of the roof!

The King of Snakes, the King Cobra About a hundred people had gathered around the lawn watching. The assistant admitted that no matter how many times Mr. Haast had done this successfully, he was always a little nervous. “A king cobra is the deadliest snake in the world,”

Level F

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Activate Prior Knowledge 1. Have you ever seen a snake? If so, where? {answers will vary} 2. Why do many people fear snakes? ( Some snakes are venomous and can bite.) 3. Do you think snakes can ever be helpful? Why or why not? {answers will vary} Read the Blurb and Make Predictions Read the blurb together. Who do you think Bill Haast is? What do you think he does? { A man who works with snakes.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

The moment the snake touched the ground, it rose high above the lawn and spread its neck out wide. Its body swayed back and forth while its eyes locked onto Haast. Haast crouched close to the snake. He immediately

D I D YO U K N OW ? Both poison and venom can be dangerous or even deadly but they are not the same thing. Poison is harmful when it is swallowed, touched, or breathed in. For example, some plants are poisonous because they can make you sick if you eat them. Venom is different because it is injected through a bite or sting. A king cobra is venomous because its fangs push venom into its victim when it bites. Some animals, like the blue-ringed octopus, are both venomous and poisonous.

Level F

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Snapshot Bill Haast Bill Haast (1910–2011) was a scientist and snake expert who spent much of his life studying venomous snakes. He became known as the “Snake Man” because he worked with thousands of dangerous snakes and collected their venom for research.

As a young man, Haast became fascinated with snakes. In 1946, he opened the Miami Serpentarium, where visitors could watch him safely collect venom from snakes. He carefully extracted venom from snakes such as cobras, rattlesnakes, and other venomous species and sent it to scientists who studied how it could be used to create medicines. Haast’s work helped researchers learn more about snake venom and its possible medical uses. King Cobras and Snake Venom The king cobra is the longest venomous snake in the world. Some can grow nearly 18 feet long—about as tall as a two-story building. Although some snakes have stronger venom, the king cobra delivers an enormous amount of venom in a single bite. That is what makes it so dangerous. Point out to students that snakes do not use venom because they are “mean.” Venom helps them catch food and defend themselves when they feel threatened. Most snakes try to avoid people whenever possible.

Identify the Genre 4. Do you think Bill Haast was a real person, or do you think the author made him up? What makes you think that? {It sounds like this story is about a real person who spent his life working with snakes.} 5. If Bill Haast was a real person, what kind of text do you think this is? How do you know? {A nonfiction informational text or biography because it tells true information about a real person.} 6. What other clues tell you this is a nonfiction text? {Photographs, dates, captions, facts, and information about a real person.} Set a Purpose for Reading As you read, pay attention to the central idea and the key details. They will help you summarize the text after reading.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Cat-and-Mouse

got its attention by placing his hand about six inches from its fangs. “Bill has done this thousands of times,” the assistant narrated calmly. “But he never underestimates the snake. He distracts it with one hand. Then he slowly moves the other closer. When the moment is right, he grabs it behind the head.” As if on cue, Haast shot his right hand toward the cobra. Instantly, the snake followed the movement. He did it again, once, twice, three times. Each time, the hissing cobra followed the movement as if hypnotized. Slowly, nearly invisibly, his other hand edged closer. Suddenly the cobra swung toward it. The crowd gasped as Haast pulled back just in time. “It’s okay,” the assistant explained. “It’s all part of the cat-and-mouse game they’re playing.” Then he shared a frightening detail. “Bill was once bitten by a king cobra during a performance like this. It had learned his routine, and just as Bill thought it hadn’t noticed his hand inching closer, the snake changed direction and sank its fangs into his finger. Bill nearly died. But after so many bites over the years, his body had developed an unusual resistance to snake venom, and he survived.” The cobra hissed louder as if on cue. Yet Haast remained perfectly calm. Again and again the snake lunged, and each time Haast escaped by inches. “Bill knows,” his assistant explained, “that the snake can only strike as far as it lifts its head off the ground. It won’t jump and strike.” At times the cobra turned toward nearby spectators, causing them to recoil in fear. Each time, Haast stepped between them and the snake, drawing its attention back to himself. “When Bill is ready,” his assistant announced, “he’ll grab the snake from behind its head, making it unable to move.” Finally, after what felt like an eternity, Haast struck. His hand flashed forward too quickly to follow. In an instant, he gripped the cobra firmly behind the head. The entire crowd exhaled in relief.

he explained. “Other snakes may have more powerful venom, but a king cobra injects more of it in a single bite than any other snake. One bite can kill several grown men. It can even kill an elephant!” The crowd fell silent. King cobras have short, hollow fangs. When they bite, venom flows through the fangs and into their victim. “King cobras can grow to 18 feet,” he added one final detail. “The one we’re about to take out of the box is 16 feet.” How long is 16 feet? About the length of three large tables placed end to end. Bill Haast stepped forward holding a long metal pole with a hook at the end. Slowly, he slid open the metal door. Instantly, a loud hiss-growl erupted from inside the box. “That sound is unique to the king cobra,” the assistant explained. “It’s deeper than the hiss of most snakes.” Carefully, Haast slid the hook beneath the snake. Then, in one smooth motion, he lifted the cobra from the box and lowered it onto the ground. Jaws dropped. Children clutched their parents’ hands, frozen in fear.

Unit

Lesson

Milking a Cobra Haast took such huge risks for a reason. He wasn't just putting on a show. He was collecting venom for medical research. Mr. Haast’s assistant brought out a glass jar with a thin rubber cover. “Some of you may have seen us milk other snakes earlier,” he said. “You'll notice that this glass jar is much bigger. In a moment, Bill will have the snake bite the rubber cover on top. Then you'll see how much more venom a king cobra has than other snakes.” Sure enough, Haast brought the cobra’s head close to the glass jar. The snake opened its mouth wide. People oohed and aahed. Its huge fangs were already wet with dripping venom. Haast pressed its mouth against the rubber cover, and it bit down hard. The venom didn’t squirt out. Instead, it came streaming down like an egg yolk, quickly filling the jar. As it continued filling up, the crowd stared in amazement. The amount of venom was enormous.

Collecting Snake Venom Snapshot The story describes how and why snake venom is collected. Here's a brief overview of the process for quick reference: Scientists have discovered that snake venom is made of many different chemicals. Some of these chemicals can be used to develop medicines that help treat diseases such as high blood pressure, heart disease, and bloodclotting disorders. Venom is also used to produce antivenom, the medicine doctors give to people who have been bitten by venomous snakes.

Venom for Medicine

To collect venom, trained experts carefully allow a snake to bite a container covered with a thin rubber membrane. As the snake bites down, venom flows into the container. This process is often called "milking" a snake because the venom is gently collected without harming the animal.

Bill Haast opened the Serpentarium in 1948. Over time, it became world-famous. Tourists came from everywhere to watch him handle deadly snakes. Haast was not just an entertainer. He collected snake venom. Scientists used it to create medicines. It sounds strange. Venom for medicine? Scientists have used venom to make medicines for heart disease, high blood pressure, strokes, and other illnesses. Most amazing of all, Bill Haast was bitten so many times that his blood became a medicine by itself. PA U S E A N D P O N D E R Would you describe venom as “bad” or “good”? Why or why not?

Remind students that only highly trained professionals should ever handle venomous snakes.

Life-Saving Blood A person can die from one bite if it’s a dangerous snake. Bill Haast was bitten at least 173 times during his lifetime. Each time he was bitten, his body got better at

Level F

| Unit 1

| Lesson 3

fighting the venom. It learned to protect itself. Over time, his immunity grew stronger. His blood helped save the lives of other snakebite victims. Over the years, Haast donated blood to 21 snakebite victims. He never took payment for his help.

Surviving a King Cobra Bite One of his worst bites came in 1962 during a king cobra show at the Serpentarium. That day, a photographer wanted a dramatic picture of Haast face-to-face with the cobra while it raised its hood as high as possible. To get the shot, Haast had to distract the snake longer than usual. The cobra lunged at him again and again while cameras flashed. Then, for a split second, Haast glanced toward the photographer. That moment was enough. The cobra struck his finger. It started bleeding heavily. Gasps erupted from the audience. People screamed in horror. Yet even after being bitten, Haast continued the performance. He captured the cobra, milked its venom, and returned it safely to its cage. At first, he believed his immunity would protect him. He waited for symptoms before agreeing to go to the hospital. People begged him not to wait. “You’ve got to go to the hospital!” his assistant screamed. “Now—right now!” Finally he agreed. At the hospital, he still appeared calm. Other than swelling around the bite, he showed few symptoms. But suddenly his condition got worse. His face turned pale. He lost feeling throughout his body, and his breathing became rapid and shallow. For the first time in his life, Bill Haast truly believed he might die. Doctors worked frantically for hours, uncertain whether he would survive. Against all expectations, his condition began to improve, and he recovered completely. Haast later described the recovery as “miraculous.”

| Lighthouse LI TE R ACY

Why did the assistant spend so much time warning the audience before releasing the cobra? {To help everyone understand how dangerous the snake was and to make sure no one moved onto the lawn where they could be injured.}

Can you explain the difference between poison and venom in your own words? {Poison = you take it in ( through eating, touching, breathing it in) Venom = it goes into you (through a bite or sting) }

Why do you think the assistant says, “Bill never underestimates the snake”? {Because even though Haast had done this many times, he knew the snake was dangerous and he always needed to be careful.}

Why is “cat-and-mouse game” a good comparison for what is happening between Haast and the cobra? {Both the cat and mouse, and Haast and the cobra, are watching each other and reacting quickly.}

Why did Bill Haast distract the cobra with one hand while slowly moving the other hand closer? {He knew the snake would focus on the moving hand, giving him an opportunity to safely grab it behind the head with the other hand.}

What do you think Bill Haast will do when he “milks” the snake? {He will collect venom from the snake.}

Why do you think Bill Haast collects venom from the snake? {to study venom or make medicine.}

Before reading “Milking a Cobra,” many people might think venom is only harmful. How does this part change that idea? {It shows that venom can also be studied and used to help people.}

Why do you think Bill Haast continued performing even after the cobra bit him? {Answers will vary. Students may infer that he wanted to protect the audience, stay calm, finish securing the snake safely, or believed he would recover because he had survived bites before.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

Some of the Snakes That Bit Bill Haast

Pause and Ponder: Would you describe venom as “bad” or “good”? Why or why not?

Bill Haast received his first serious snake bite at age 12. He was bitten by a timber rattlesnake at Boy Scout camp. He survived because it was a small snake. It also was the beginning of his bloodbuilding immunity to snake venom.

Students may find this idea confusing because they usually think of things as either “good” or “bad.” Guide them to understand that many substances can be harmful in one situation but helpful in another. For example, snake venom is dangerous when it enters someone’s body through a bite. However, when scientists carefully study and use its chemicals, they can develop medicines and antivenoms that help treat diseases and save lives.

Blue Krait Haast was bitten by a blue krait in 1954 and nearly died. The venom of a blue krait is 16 times more powerful than that of a cobra. Death usually happens within 6–12 hours of a krait bite.

Green Mamba Green mambas are grass-green– colored snakes. They are usually about six feet long, but some grow up to 12 feet. In 1965, Haast was bitten while trying to take one out of its cage. He lost consciousness for nearly five hours. Afterward, Mr. Haast often reminded audiences that the green mamba is every bit as deadly as the king cobra.

Level F

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Soft-Scaled Viper One of Haast’s most frightening bites happened in 1989, when he was bitten by a soft-scaled viper. It is also called the sawscaled viper because of the sound it makes as its scales rub together, creating a warning sound similar to a “sizzle.” After the bite, Haast needed a rare antivenom medicine to save his life. The problem was that the medicine was in Iran and had to be obtained at a time when the United States and Iran were not getting along. The White House had to use secret connections to get the medicine out of the country. Haast waited nine days in the hospital. Many times, he nearly died. The medicine arrived just in time.

| Lighthouse L IT ERACY

10. The author writes that Haast survived "countless dangerous encounters." What does the word encounters mean in this sentence? {Dangerous situations or meetings with venomous snakes.} 11.

The story ends by saying that something deadly became "a source of life." What does the author mean? {The venom that could kill people was also used to make medicines and antivenom that saved lives. The author wants readers to see that something dangerous can also have an important purpose when used wisely.}

12.

If you had to explain Bill Haast’s work in one or two sentences, what important details would you include? {Bill Haast collected venom from dangerous snakes so scientists could study it and use it to make medicines. }

13.

Bill Haast spent his life working with creatures many people fear. What qualities do you think someone needs to do this kind of work? {bave, careful, patient, knowledgeable}

14.

If you could ask Bill Haast one question about his life with snakes, what would you ask and why? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

For example: • Fire → can be used to cook food and keep people warm, but it can also be dangerous because it can burn people or destroy homes. • Water → It is needed for people, animals, and plants to survive, but it can also be dangerous during a flood. • Words → They can encourage people, but they can also hurt feelings. Can you think of another example of something that can be helpful in some situations but harmful in others? Idea: You can discuss with students how character traits can be used for both good and bad Example: • Confidence → Confidence can help someone believe in themselves and try new things, but too much confidence can make someone stop listening to others. Conclude by emphasizing that many things in the world are not simply good or bad. The value of something often depends on how it is used. Bill Haast’s work helped turn something deadly into something that has saved many lives.

During his lifetime, Haast handled more than three million venomous snakes. He survived countless dangerous encounters. Remarkably, he lived a lot longer than most people, beyond the age of 100! People described him as a walking miracle, not only for surviving so many serious bites but for his life-healing blood. Even after all the bites, or because of them, he was never sick. “I’ve never had the flu,” he once said. “Not even a cold.” Bill Haast’s life showed something extraordinary. Even deadly snake venom can help save lives. It reminds us that everything in the world can be used for good. Something that can bring death can also become a source of life.

A Walking Miracle

Explain that the way something is used can change whether it helps or harms.

Unit

Lesson Review Summarizing an Informational Text

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Answer the questions to help plan a summary of the text.

What is the central idea of the text? Bill Haast used his knowledge of snakes to help others, even though it was very dangerous.

2. What are three key details? He handled deadly snakes. He collected venom for medicine. His blood helped save people who had been bitten by snakes.

Write an outline for the summary.

3. Write a sentence with the text type and the topic/central idea. The article "The Incredible Snakeman" is about Bill Haast, a man who used his work with dangerous snakes to help save people's lives.

4. Write three sentences with key details from the text. Bill Haast handled large dangerous snakes, including king cobras, in front of large crowds. He then collected snake venom, which scientists used to create medicines for diseases and snake © Lighthouse Curriculum. Copying strictly prohibited.

bite treatments. Even after being bitten many times, Bill survived and donated his blood to help save the lives of 21 snakebite victims.

Write a full summary.

5. Put the sentences in the same order as the text. Use your own words and leave out opinions and unimportant details. The article "The Incredible Snakeman" is about Bill Haast, a man who worked with dangerous snakes to help save people's lives. Bill Haast handled large dangerous snakes, including king cobras, in front of large crowds. He then collected snake venom, which scientists used to create medicines for diseases and snake bite treatments. Even after being bitten many times, Bill survived and donated his blood to help save the lives of 21 snakebite victims.

| RLesson LevelLighthouse F | UnitL1I TE 3 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Writing Prompt Concluding Sentences LESSON

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ACT I VI T Y

AS SES SM EN T

A concluding sentence is a closing thought at the end of a paragraph. It connects back to the main idea and gives the paragraph a clear ending. A concluding sentence can end in different ways. Read the three endings below. Each one could end a paragraph about king cobras. Restate the main idea:

Give a lesson:

Give a final thought:

King cobras are dangerous snakes.

This shows why people must be careful around a king cobra.

King cobras should be handled only by trained experts.

Phrases that can help you conclude: In conclusion, To sum it up..., In the end...

Write a paragraph explaining what makes the king cobra a dangerous snake.

Plan. Write some ways that show that the king cobra is a dangerous snake. It is big. It bites and injects a lot of venom. The venom is very strong and can kill several grown men or even an elephant.

2. Topic Sentence. Answer the writing prompt in one sentence. The king cobra is a very dangerous snake because of its large size and the large amount of venom it can inject.

3. Body Sentences. Write three sentences. Each sentence should explain one reason king cobras are dangerous. © Lighthouse Curriculum. Copying strictly prohibited.

a. It can grow up to 18 feet long, which makes it very powerful. b. When it bites, it injects more venom than any other snake. c. The amount of venom in one bite is strong enough to kill a few grown men or even an elephant.

4. Concluding Sentence. Choose one ending from the chart. Use it as the last sentence of your paragraph. This shows why people must be careful around a king cobra.

5. Paragraph. Put it together. The king cobra is a very dangerous snake because of its large size and the large amount of venom it can inject. It can grow up to 18 feet long, which makes it very powerful. When it bites, it injects more venom than any other snake. The amount of venom in one bite is enough to kill a few grown men or even an elephant. This shows why people must be careful around a king cobra.

| RLesson LevelLighthouse F | UnitL1I TE 3 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Create a brochure to advertise Bill Haast's Serpentarium. Make it colorful and convincing!

| RLesson LevelLighthouse F | UnitL1I TE 3 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which word means to let something go or set it free?

5. Which word means the ability to fight something harmful?

a. Routine b. Resistance c. Release d. Injects

a. Resistance b. Injects c. Rapid d. Source

2. The doctor carefully

medicine into the patient's arm to help them feel better.

6. When Sophie walks through the botanical gardens, she often beautiful, rare insects.

a. encounters b. routine c. release d. injects

a. encounters b. rapid c. routine d. resistance

3. Which of the following describes something that is unique? a. A pencil b. A white sheet of paper c. A rare gemstone d. A row of houses

4. Packing his backpack every night before bed became a helpful for Tyler. a. source b. unique c. resistance d. routine

Which word means very quickly? a. Unique b. Source c. Rapid d. Routine

8. What is the original source of a giant oak tree? a. The leaves on its branches b. The brown bark covering its trunk c. An acorn buried deep inside the soil d. The shade created underneath the branches

| RLesson LevelLighthouse F | UnitL1I TE 3 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Learn this simple routine to help you answer multiple-choice questions.

Read.

Think & Check.

Choose.

Step 1: Read. First, make sure you understand what the question is asking you to do. Step 2: Think and Check. Answer the question on your own. Check back in the text before you choose. Step 3: Choose. Narrow down your answer choices to make it easier to choose the correct one. 1. Read all the answer choices. Read on even if you think you know the answer. Some answer choices may be only partially correct. 2. Cross out answer choices. Start with answers that you know are clearly incorrect. Then, cross out answer choices that only partially answer the question.

EXAMPLES

Wrong answer choices may… answer only part of the question. sound true but not answer the question. be too strong. come from the wrong part of the text. say the opposite of what the text means.

3. Choose the best answer. Decide from the answer choices that are left.

Circle the best answer.

In the phrase “a loud hiss-growl erupted from inside the box,” the word “erupted” suggests that the sound: a. stopped suddenly b. came out quickly and forcefully c. was quiet and distant d. was repeated in a pattern

This is a likely answer because I know erupted is used to describe volcanoes exploding.

This could make sense in the sentence but doesn’t fit what I know about the word “erupted.” The word “loud” shows the opposite.

Nothing suggests that the sound repeated in a pattern.

| RLesson LevelLighthouse F | UnitL1I TE 3 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

2. Why does the author include the detail about Haast being bitten before? The text shows Haast is being careful.

a. It shows that he is careless. b. It explains why he stopped working with snakes. c. It proves snakes are not dangerous. d. It emphasizes the real danger of his work.

Haast did not stop. This is incorrect.

Even though Haast survived, the text still makes it clear that snakes are dangerous.

3. The comparison of venom flowing “like an egg yolk” helps the reader understand that the venom: Egg yolks are yellow, but that doesn’t affect how it flows.

a. is thick and slow-moving. b. is bright yellow. c. comes out in a large amount. d. can be eaten.

The egg yolk shows the way it flowed, not the amount.

This is not correct. Venom is dangerous.

4. The phrase “cat-and-mouse game” used in the section, Cat-and-Mouse, suggests that the interaction between Haast and the cobra is: a. playful and harmless. b. a competition with rules and points. c. a dangerous struggle. d. a performance with trained tricks.

Animals do not have points and rules.

Cat-and-Mouse sounds like it could be a game, but in this case, it is not harmless.

It might be a performance, but it is not about tricks.

5. What is the overall structure of the passage mainly focused on? The passage is not about zoos in general.

a. Explaining how zoos operate b. Describing one man’s work with dangerous snakes and its impact c. Comparing different types of snakes The focus is not on d. Teaching readers how to handle snakes safely comparing snakes.

It is not an instructional guide.

| RLesson LevelLighthouse F | UnitL1I TE 3 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

1-4 Unit

Lesson Introduction Summarizing a Story

Lesson

Unit 1: Summaries

LESSON

Lesson 4: Summarizing a Story

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

In the last lesson, we learned how to summarize an informational text. In this lesson, we will learn how to summarize a story. A story summary focuses on the main character, what the character wants, the problem, what happens next, and how the story ends. We can remember these parts with the SWBST Strategy. Each letter stands for one sentence in the summary.

Unit Goal Trajectory: Write a summary of a nonfiction or fiction text.

2. Explain how the details support the main idea/s. (Lessons 1 and 2)

3. Find more than one main idea in a text. (Lesson 2) 4. Write a summary of a nonfiction text. (Lesson 3 and beyond)

1. Identify and distinguish between the main idea and the details. (Lesson 1)

Somebody: Who is the main character?

→ A six-year-old boy in kindergarten → A talking monkey → A firefighter who is just starting out

Wanted: What did they want, need, or try to do?

→ Win a race → Find a treasure → Overcome a fear

But: What problem or challenge gets in the way?

→ Another character → An earthquake → Their anger

So: What does the character do next?

→ Run away → Fight → Find a creative solution

Then: How does the story end?

→ The problem is solved. → The problem is no longer important. → The problem is not solved.

See It In Action

Summary

The Torn Poster

yler carried his group’s poster down the crowded hallway. The art contest ended at noon, and everyone had trusted him to hang it before the bell rang. Near the stairwell, someone bumped his elbow. The poster slipped, hit the floor, and tore across one corner. Tyler froze. Then he ran back to the classroom, found tape and a marker, and carefully fixed the rip. He reached the display board with one minute left. The corner was not perfect, but the poster was up in time.

5. Write a summary of a fiction text. (Lesson 4 and beyond)

Level F

| Unit 1

| Lesson 4

Lighthouse L I TE R ACY Level F | Teacher's Guide

W B S T

Remembe r A summar y is sh does not in clud opinions, and on has inform ation from the story.

The story is about Tyler, a boy who is part of an art contest. Tyler wanted to hang his group's poster before the art contest ended. But the poster fell and tore in the hallway. So Tyler went back to the classroom and fixed it. He hung the poster just in time.

| Lighthouse L I T E R ACY

P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

←

ASSESSM ENT

Clearing Up Common Misconceptions

Read the summary. Use the correct colors to highlight each step of SWBST.

Somebody

Wanted

But

Then

Students may have a hard time identifying what the main character wants and the thing that blocks the character from getting what they want.

The story is about Leo, who is on a hike with his brothers. It is getting late, and he needs to get his younger brother home before dark. Along the way, he realizes they have taken the wrong path. Instead of pretending he knows the way, Leo stops, checks the map, and admits his mistake. After that, the brothers carefully return to the main road and reach home before nightfall.

Point out that what the character wants could be something external or internal.

Read the story. Then complete the chart.

Examples: winning a race, finding a treasure, being happy, finding peace, making friends…

am stared at the word list until the letters seemed to blur. Last year, he had missed the final word by one letter, and he still remembered the quiet room and his burning face. This year, he practiced every night, tapping each syllable on the table. On the day of the spelling bee, Sam stepped to the front of the room. One by one, the other students sat down. At last, only Sam and one other contestant remained. The judge read the final word. For a second, Sam heard nothing except his own heartbeat. He closed his eyes and spoke each letter carefully. Then the judge smiled and rang the bell. That night, Sam placed the certificate on the table. His little brother picked up the worn word list and asked, “Can you teach me how to study like that?” Sam smiled. The certificate was nice, but those words mattered more.

Somebody: Who is the story about?

Sam, a boy who is in a spelling bee.

Wanted: What did they want?

He wanted to win first place.

But: What is the problem?

He lost the bee last year, and he was nervous about making another mistake.

So: How does the main character try to solve the problem?

He practices every night, and when it comes to the bee, he says each letter carefully.

Then: How does the story end?

He wins the bee and his little brother asked him to teach him how to study.

Level F

| Unit 1

| Lesson 4

| Lighthouse L IT E R ACY

The thing that blocks them could also be something external or something internal.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Examples: another character, something in nature, the characters fears, time…

L ES S O N

r: hort, de nly n

Let’s Practice!

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Terrain, Noun

S Ground A Riding a bike across a smooth trail. E Climbing over large rocks to reach the top of a hill. Q How can different types of terrain affect the way people travel?

3. Patch, Noun

A Expanse

S Opening

A Woods

E Setting up a tent in an open

space surrounded by trees; Landing a helicopter in an open space in the forest. Q Why might people build a campsite in a clearing instead of deep in the woods?

E Planting vegetables in one small part of the garden; Sewing a piece of fabric over a hole in a jacket. Q What can happen if one small patch of ice is hidden on a sidewalk?

4. Clearing, Noun

5. Gaze, Noun S Stare

A Glance

E A teacher’s serious look

making the class quiet; A climber keeping eyes on the mountain peak; Looking at the stars on a clear night. Q What is something you could gaze at for a long time without getting bored?

VO C A BU LA RY

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

It was hard to climb the rocky terrain because the ground was full of loose stones.

extremely tired

The detective tracked the muddy footprints on the floor until he discovered who was out in the rain.

a small piece of land or ground

Mom planted carrots and tomatoes in a small patch of soil in the backyard.

followed the path, footprints, or clues left behind by someone or something

The hikers found an open clearing in the forest where the sun could shine through.

special praise or attention given to someone for doing something well

We stopped to gaze at the beautiful sunset and watched the changing colors.

characteristics or shape of the ground, such as rocky, flat, steep, or muddy

After running around all afternoon, I was completely exhausted and fell fast asleep right away.

physically hurt

The boy fell off his bike and injured his wrist.

look closely at something for a long time out of wonder

After Lily returned the missing money, the principal gave her special recognition in front of the whole school.

an open area of land within a forest where there are no trees

A Lost

E Following muddy footprints; Writing down the temperature every afternoon for a month. Q How can tracking your progress help you reach a goal?

S Spot

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

2. Tracked, Verb S Followed

Vocabulary

Lesson

terrain [tuh-RANE]; tracked [trakt]; patch [pach]; clearing [KLEER-ing]; gaze [gayz]; exhausted [ig-ZAW-stid]; injured [IN-jerd]; recognition [rek-uhg-NISH-uhn]

Level F

| Unit 1

| Lesson 4

| Lighthouse L ITERACY

6. Exhausted, Adjective S Tired

A Energetic

E Finishing a ten-mile hike;

Climbing hundreds of stairs; Shoveling snow for hours. Q What are some activities that can leave someone exhausted?

7. Injured, Adjective S Hurt

A Unharmed

E Twisting an

8. Recognition, Noun

ankle; A bird with a hurt wing; Breaking an arm. Q What safety rules help prevent people from getting injured?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Praise A Criticism E Hearing everyone clap after a great performance; Getting thanked for cleaning up the park; Being chosen as Student of the Month. Q How can giving recognition encourage people to keep trying?

L E S S ON

PRACT I C E

VOC AB U LA RY

STO RY

R EV I EW

ACT I V I T Y

AS S ES S M EN T

Genre: Realistic Fiction

earch-and-rescue dogs are trained to find people who are lost, trapped, or hurt. Using their powerful sense of smell, they can follow scent trails through forests, across rough terrain, and over long distances. In this story, Jake and his dog Scout arrive in the mountains for a training exercise, but the practice search does not go as planned. Why does Scout suddenly leave the trail? And what will Jake discover when he finally finds him?

Level F

↑

| Unit 1

| Lesson 4

| Lighthouse L I T E R ACY

Teacher Script: Lesson Hook Have you ever lost something important—or even gotten lost yourself? How did it feel while you were searching? {Answers will vary.} Today, we’ll read a story about a search that takes a surprising turn. Explore the Title 1. What is the title of the story? Who is the author? {The Search for Scout by Ishita Ghotia.} 2. Based on the title, who do you think Scout might be? What do you think happened to him? {Answers will vary. Students may predict Scout is a dog or a person who gets lost.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Author: Ishita Ghotia

The Search for Scout

Unit

Lesson

Jake smiled. Scout wasn't just a pet. He was a search-and-rescue dog, trained to find lost people in the mountains. Jake had spent years helping train him, and he loved his job more than anything. Someday, Jake hoped to become a search-andrescue volunteer himself, someone who helps find missing hikers without being paid, simply because it matters. Today was the first day of a training weekend in the North Carolina mountains. Both new trainees and experienced rescuers came with their dogs to practice. They would search forests, rivers, hills, and steep slopes.

Jake stepped out of the car and looked up at the tall trees surrounding the ranger station in western North Carolina. Sunlight shone through the leaves, birds called from high branches, and cool mountain air filled his lungs. Beside him stood Scout, his black-and-white border collie, tail wagging fast. “Ready for training?” Jake asked. Scout barked and jumped in a circle.

Level F

| Unit 1

| Lesson 4

| Lighthouse LIT ER ACY

Activate Prior Knowledge 1. Have you ever heard of a search-and-rescue team? What do they do? {They search for people who are lost, trapped, or injured.} 2. What kinds of places might people need to be rescued from? {Forests, mountains, rivers, caves, after storms, etc.} 3. Why do you think dogs are often used in search-and-rescue work? {They have an excellent sense of smell, can cover large areas quickly, and can find people faster than humans.} Search-and-rescue dogs spend months or even years training. They learn to follow scents, work in difficult terrain, and stay focused even when conditions are challenging. Their strong sense of smell helps them find people that rescuers might not be able to see. Read the Blurb and Make Predictions Read the blurb together. 4. The blurb says the training exercise "does not go as planned." What do you think might happen? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Unit 1

| Lesson 4

| Lighthouse LIT ER ACY

5. Why do you think Scout suddenly leaves the trail? {Answers will vary. Students may predict he smelled something unusual, became distracted, or found someone who needed help.} 6. What do you think Jake will discover when he finally finds Scout? {Answers will vary.} Identify the Genre 7. This story is based on real search-and-rescue work, but the characters and events are fictional. What kind of text does that make it? {A fictional narrative or realistic fiction because it tells an invented story that could happen in real life.} 8. What details make the story feel realistic? {Guide students to identify realistic details from the blurb, such as search-and-rescue dogs, training exercises, mountains, and following scent trails.} Set a Purpose for Reading As you read, pay attention to the central idea and the key details. They will help you summarize the text after reading.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Level F

A moment later, he turned sharply and raced off the trail, straight into the forest. “Scout!” Jake called. Scout disappeared between the trees. Jake wasn't worried at first. Scout often worked ahead during searches. He would be back soon. Five minutes passed. Then ten. Then twenty. After an hour, the training exercise was called off. Now everyone was searching for Scout. “We’ll start a search,” Ranger Brooks said calmly. But Jake could see the concern on his face. The slight tightening around his eyes. The way he kept glancing at the darkening sky. Jake felt a knot in his stomach. Scout had never disappeared before. Not once. It felt impossible. He was the dog who found lost hikers, not the one who got lost. Jake was determined to find him and refused to let himself give up. But the forest was huge, and the afternoon sun was starting to drop.

Jake spotted his best friend, Ben, waving from beside a trail map. “Hi!” he called. Ben scratched Scout behind the ears. “The star of the weekend has arrived.” Scout barked again. Soon everyone gathered around Ranger Brooks. He was a search-and-rescue leader who had worked in these mountains for years. “Welcome, everyone,” he said. “Search-and-rescue isn’t just about finding people. It’s about staying calm, reading the terrain, and trusting your training. Pay attention to every clue. Work as a team.” The morning exercises began. Scout was given a scent sample, a piece of cloth from a pretend missing hiker, and he was off. He shot down the trail, nose low to the ground. Jake hurried after him, his boots crunching through leaves and mud. Within minutes, Scout found the volunteer hiding behind large rocks near a rushing creek. “He didn’t even slow down,” Ben said. The training continued throughout the morning. With each new exercise, they crossed muddy trails, pushed through thick bushes, and tracked scents across rocky hills where they could see the whole forest below. Each time, Scout found his target quickly, as if he already knew exactly where to go. “He hasn’t missed one all morning,” Ben said at lunch. Jake unwrapped his sandwich and smiled. “That’s Scout.” After lunch, Ranger Brooks gathered the group. “This last exercise is the hardest one,” he said. “The terrain is rougher, and the missing hiker will be much farther out. Stay sharp.” Scout stood alert beside Jake as he sniffed the scent sample. Then he sprang forward and raced down the trail. At first, everything seemed normal. Jake jogged along the main trail, watching Scout race ahead. Then Scout suddenly stopped. His ears shot up. Instead of sniffing the ground, he lifted his nose into the air.

Unit

Lesson

Search-and-Rescue Background Information

It may also help students understand that searchand-rescue volunteers are usually not paid for this work. They give their time because they want to help others in emergencies. Park rangers help keep visitors safe in parks and protected natural areas. They provide information to hikers, respond to emergencies, and often work alongside search-andrescue teams to help locate missing or injured people. A ranger station is the main building where rangers work and where searchand-rescue operations often begin.

The team spread out across the forest. Jake, Ben, and Ranger Brooks moved together through the trees, calling Scout’s name and scanning the ground for clues. Ben stopped beside a pine tree. “Look, broken branches.” The team followed the direction the broken branches pointed. A little farther downhill, Jake knelt beside a patch of mud and spotted a set of paw prints. “Those are Scout’s,” he said. Jake’s heart lifted. “Scout came through here.” For the first time in hours, he felt hope again. They followed the tracks until the ground turned rocky and the trail disappeared. The team spread out again, searching in all directions. They crossed two small streams, cold water pushing against their boots. They climbed a rocky hillside and looked out over the valley. They checked an old campsite near a fire ring. Nothing. The sun kept sinking lower, and the forest grew darker. Jake stared at the long shadows stretched across the forest floor. “What if we don’t find him before dark?” he asked quietly.

Students may not be familiar with search-andrescue teams. Before explaining the term, ask students to predict what it means based on the words search and rescue. Explain that search-and-rescue volunteers are specially trained people who look for hikers or other individuals who become lost or injured. Many of these teams work with trained dogs because a dog's sense of smell is far stronger than a human's. Search-and-rescue dogs can follow scents, locate missing people, and often reach places that are difficult for rescuers to search on their own.

Level F

| Unit 1

| Lesson 4

Ben looked at him. “We keep going until we do.” Jake nodded and pushed forward. Soon they entered a deep part of the forest, so far from the main trails that the sounds of the ranger station had completely faded. This was the kind of place most hikers never visited. The trees stood close together, and thick bushes covered the ground. It was hard to see more than a few feet ahead. Then Ben stopped. “Here,” he said. He pointed to a soft patch of dirt between two tree roots. Fresh paw prints, clear and sharp. Ranger Brooks crouched beside them. “This is our best clue yet.” The team followed the prints deeper into the forest. The light was fading fast. Jake’s legs ached. His throat was sore from calling Scout’s name over and over. Then he heard it. A bark. Soft, but clear. He froze. “Scout!” he shouted. Silence. Then another bark. Louder this time. “There!” Ben pointed left.

| Lighthouse L IT ERACY

1. Who is Scout? What does he look like? {Scout is Jake's search-and-rescue dog. He is a blackand-white} 2. Why do you think Ben calls Scout "the star of the weekend"? {Answers will vary. Students may predict that Scout is especially good at search-and-rescue} 3. What do you think Ranger Brooks means when he says the team should "read the terrain"? {It means paying attention to the land around them, such as hills, rocks, streams, and thick bushes, and using those features to help find clues and search safely.} 4. The author says, “At first, everything seemed normal.” Why do you think the author chose to include the words “at first”? What clue does this give readers? {Guide students to notice that “at first” suggests things may not stay normal for long.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

Level F

| Unit 1

and carried him out of the forest. Before leaving, the hiker reached down and placed a hand on Scout’s head. “You stayed with me the whole time,” he said quietly. “Thank you.” Scout’s tail wagged. Back at the ranger station, everyone talked excitedly about what had happened. The search for Scout had turned into something none of them had expected. Ranger Brooks stood in front of the group. “Scout deserves special recognition tonight,” he said. “Scout left the trail during training,” Ranger Brooks said. “In an exercise, that's a fail.” He glanced toward the others. "But a man was out there with a broken ankle. Nobody knew he was there." He looked at Scout. “Scout picked up on it.” “You can teach a dog to follow a scent. You can teach him to stay on a trail. You can even teach him to stay with someone once he's found them.” He paused. “But to walk away from the exercise because a real person needed help? That's not something you can put in a training manual. Good rescuers just know it on their own.” Everyone applauded. A few days later, the rescued hiker returned to the station. His ankle was wrapped and healing. He thanked Ranger Brooks, thanked Ben, and thanked every volunteer who had searched the forest that evening. Then he crouched down beside Scout. “You’re a hero,” he said. Scout barked once, loud and happy. Everyone laughed. Jake watched him and felt a quiet sense of pride. He had spent a lot of time teaching Scout how to search, track, and stay focused. But in a real situation, Scout had shown him something more; he knew when to stop following the plan and do what mattered most. Jake hadn’t just trained a dog. He had trained a rescuer. And out in those mountains, that had made all the difference.

| Lesson 4

| Lighthouse L IT ERACY

Literary Device Snapshot

This story uses situational irony to create suspense. Situational irony is when what happens is the opposite of what readers expect. The search-and-rescue dog becomes the one everyone is searching for. You may wish to point out this irony as students read, then revisit it when the surprising ending reveals that Scout was rescuing someone all along.

5. Why does the author describe Ranger Brooks's expression? What does it tell the reader about him? {Ranger Brooks’s expression shows that he is worried and that the situation is serious.} 6. What does the word “fresh” tell us about the paw prints? What does it help us understand about Scout? {The paw prints were made recently, which shows that Scout was nearby.} 7. Instead of running to Jake, Scout looks behind him. What do you predict is behind him? {Answers will vary.} 8. After reading about the injured hiker, ask students why they think Scout ran off the trail. {Because he picked up the scent of an injured hiker who needed help.} 9. If you could choose only three events to retell the story, which would you choose? {1. Scout goes on a training exercise with the search team. 2. Scout leaves the trail, and everyone searches for him through the forest. 3. They find Scout next to an injured hiker and learn that he went to help him.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Everyone moved at once. Branches scraped Jake's arms as he pushed through the bushes, faster and faster. He followed the sound through tangled brush and stepped into a small clearing. And there was Scout. His tail wagged when he saw Jake, but he didn’t run toward him. Instead, he turned and looked behind him. Jake followed his gaze. A man sat on the ground a few feet away, leaning against a tree. He looked pale and exhausted. One leg was stretched out stiffly in front of him. Ranger Brooks stepped forward. “Are you injured?” The man nodded slowly. “I slipped on a loose rock while I was exploring a trail. I hurt my ankle. I can’t walk. I’ve been here for hours.” Jake dropped to his knees and hugged Scout tightly. Scout licked his face once, then turned back toward the injured hiker, as if checking that he was still okay. The search dog everyone thought was missing had been carrying out a real rescue the entire time. Ranger Brooks pulled out his radio. “We’ve located an injured hiker. Requesting a rescue team.” He looked at the others. “Help is coming.” Not long afterward, a rescue team arrived with a stretcher and lights. They carefully helped the man

Unit

Lesson Review Summarizing a Story

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Complete the chart. Somebody: Who is the main character?

The story is about Jake, who is at a search and rescue training with his dog Scout.

Wanted: What did they want?

Jake wanted Scout to complete the training exercise.

But: What was holding them back?

But Scout suddenly left the trail and disappeared.

So: How did they react?

So Jake and his friends followed Scout’s trail.

Then: How did the story end?

They found Scout with an injured hiker, and a rescue team helped the man.

Use the chart to write a paragraph. The story is about Jake, who is at a search and rescue training with his dog Scout. Jake wanted Scout to complete the training exercise. But Scout suddenly left the trail and disappeared. So Jake and his

friends followed Scout’s trail. They found Scout with an injured hiker, and a rescue team helped the man.

| RLesson LevelLighthouse F | UnitL1I TE 4 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Writing Prompt Transition Words LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Transition words often come at the beginning of sentences. They help the ideas in a paragraph flow. Transition Words Show Order

Add Information

Show Contrast

First Next Then Finally

Also In addition Furthermore Lastly

But However Although Even though

Cause and Effect

Give an Example

Conclude

Therefore As a result For this reason If...then

For example For instance In particular For one

In conclusion Overall For these reasons All in all

Fill in the blanks with transition words. Why does Scout deserve special recognition? Scout deserves special recognition for several reasons. For one

, he left the training exercise

because he discovered an injured hiker who needed help. In addition

, Scout stayed with the man until

the rescue team arrived, making sure he was not alone. Lastly

, Scout's actions helped save the hiker

and showed that he was more than just a well-trained dog. For these reasons, Scout truly earned the title of hero.

| RLesson LevelLighthouse F | UnitL1I TE 4 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Write a thank-you letter from the rescued hiker to Scout and the rescue team.

Dear

| RLesson LevelLighthouse F | UnitL1I TE 4 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which word means the characteristics or shape of ground?

5. Which action is the best example of gazing?

a. Patch b. Terrain c. Clearing d. Recognition

a. Blinking during a dusty gust of wind b. Looking away when someone turns to face you c. Closing your eyes tightly to fall asleep d. Staring at a museum painting

2. The forest ranger

the deer's path through the deep winter snow.

6. After a long day of building the large birdhouse, the carpenter felt completely .

a. tracked b. exhausted c. injured d. gazed

a. exhausted b. injured c. tracked d. recognition

3. A bright

of yellow sunflowers grew right in the middle of the large green lawn. a. gazed b. patch c. terrain d. recognition

4. Which of the following describes a clearing? a. A jungle where trees and vines grow tightly together b. A cave deep underground c. A sunny, open field completely surrounded by woods d. A narrow brick alleyway located between two tall buildings

Which word means hurt, damaged, or physically harmed? a. Injured b. Patch c. Clearing d. Gaze

8. Which word means special praise or attention given to someone for doing something well? a. Terrain b. Recognition c. Tracked d. Exhausted

| RLesson LevelLighthouse F | UnitL1I TE 4 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

We can use "Read. Think & Check. Choose." to answer harder questions.

Read.

Think & Check.

Choose.

Answering two-part questions: Break down the question. Think about the answer to each part before choosing the answer. 1. Read the question. Notice important words. Some questions will have two literary terms you will need to find. 2. Think and check. There might be a part of the question you need to answer first. Answer both parts of the question. Find proof in the text. 3. Choose the correct answer. Narrow down the answer choices. Choose the answer that answers both parts of the question.

Circle the best answer.

The setting is when and where a story takes place.

Reread the parts of the text that describe the setting.

The plot is the order of events in a story.

How does the setting contribute to the development of the plot?

Wrong setting; the weather was pleasant.

a. The large, rugged forest makes finding Scout difficult. b. The bad weather slows the rescuers down. c. The ranger station provides enough equipment that the search becomes easy. d. The hiking trails in the forest prevent Scout from wandering very far.

The hiking trail could enable Scout to go far.

| RLesson LevelLighthouse F | UnitL1I TE 4 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

First, I need to... know what the setting is. Then, I need to... find how the setting connects to the events in the story. The search wasn’t easy.

Purpose is the reason something was written.

Reread the part of the text that talks about Ben’s actions. First I need to... find what Ben’s actions are. Then, I need to... think about why they are needed in the story.

2. What is the purpose of Ben's actions in the story? a. They show that Ben wants to lead the search team. b. They help move the search forward by identifying important clues. c. They convince Jake to stop searching before dark. d. They show that Ben doubts Scout's abilities. Reread the part of the text that takes place during the search.

Character means personality.

3. What do Ranger Brooks's reactions during the search show about his character? a. He stays calm during difficult situations. b. He trusts Scout without any concern. c. He expects Jake to lead the search. d. He wants to end the search early.

First I need to... find what Ranger Brooks's reactions are during the search. Then, I need to... think how it shows his personality.

The central idea is something important the author wants readers to know about the topic of a text.

a. He reminds the group that training is the only key to success. b. He explains that good judgment cannot always be taught. c. He suggests that Scout should have stayed on the trail. d. He praises Scout for completing every part of the exercise.

4. How does Ranger Brooks's response to Scout's actions support a central idea of the text? First, I need to... find the central idea. Then, I need to... explain how his response to Scout's action supports the central idea.

The theme is a big idea hinted at throughout the story.

5. Which quote best supports a theme of the story? a. "Pay attention to every clue." b. "He hadn't just trained a dog. He had trained a rescuer." c. "He hasn't missed one all morning." d. "Jake was determined to find him."

First, I need to… think of some themes in the story. Then, I need to… decide which quote best supports a theme.

| RLesson LevelLighthouse F | UnitL1I TE 4 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

2-5 Unit

Lesson Introduction Plot

Lesson

Unit 2: Literary Elements

LESSON

Lesson 5: Plot

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

The plot is the order of events in a story. It includes what happens at the beginning, the problem that develops, and the events that lead to the ending. The plot of a story revolves around a conflict or problem. To find the conflict, think about what is stopping the character from getting what they want. The most exciting part! The turning point of the story, or the part that surprises you. Tension is building There is a problem or conflict.

Unit Goal Trajectory: Explain how literary elements are developed in a text.

Somebody

See It In Action

Exposition Somebody

Rising Action Wanted + But

Climax So Falling Action Then Resolution

The end All the loose ends are tied up.

Resolution

Falling Action

Exposition

2. Use the plot to explain how characters are developed across a story. (Lesson 6}

4. Explain how authors use details throughout a text to convey the theme. (Lesson 8}

Rising Action

1. Identify parts of a plot in a story (Lesson 5}

3. Use the plot to find the theme of a text. (Lessons 7 and 8}

Climax

The beginning The characters and setting (where and when the story takes place) are introduced.

The end is in sight Events that follow the climax.

Wanted + But

Then

Emma loved science. She had spent two weeks building a volcano for the school science fair. On the morning of the fair, she opened her locker and discovered the volcano was missing. Emma searched the classroom, library, and hallway, but she couldn't find it. Each minute brought the science fair closer, and she worried she would have nothing to present when the judges arrived. Just before the judges arrived, Emma caught sight of her volcano peeking out from behind a curtain in the auditorium. Her heart raced as she hurried over—it was finally found! She quickly carried it to her display table and set it up. Emma presented her project to the judges and was glad she didn't give up looking for it.

Level F

| Unit 2

| Lesson 5

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

←

ASSESSM ENT

Clearing Up Common Misconceptions

Read the following passage. Then use the answer choice box to fill in the plot diagram.

Students may confuse the climax with the final big event because it is often the most exciting part of the story.

Stone Soup

nce, a man arrived in a town with nothing to eat. He asked the villagers for food, but no one would share. Having no choice, he took a pot filled with water and placed it over the fire. He dropped in a stone. The villagers asked what he was doing. “I am making Stone Soup,” he said. “It will be delicious, but it tastes best with salt and pepper.” The villagers who wanted to taste the Stone Soup ran home to get some salt and pepper. Soon all the villagers were adding carrots, onions, potatoes, and meat. Before long, the pot was smelling delicious. All the villagers came to take a taste. As the tired traveler took a bowl, he smiled. He now had a delicious meal.

A man arrives in town.

The villagers added vegetables and meat to the soup.

The man eats the soup.

The man needed food but no one would share. He makes a soup with a stone. Climax

Rising Action The man needed food, but no one would share. He makes a soup with a stone.

Exposition

A man arrived in town.

Falling Action

The villagers added vegetables and meat to the soup.

A delicious soup is cooked.

3. Resolution

The man eats the soup.

1. Somebody

In Stone Soup, the villagers begin by refusing to share, but when they start adding their own food to the soup, the problem begins to change. © Lighthouse Curriculum. Copying strictly prohibited.

A delicious soup is cooked.

Remind students to focus on the turning point instead. To find the climax, ask, “When does the story begin to change from the problem toward the solution?”

Wanted + But

Level F

| Unit 2

| Lesson 5

| Lighthouse L I T E R ACY

Then

Lighthouse L I TE R ACY Level F | Teacher’s Guide

L ES S O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Temporary, adjective S Passing

A Lasting

new house is ready; Putting a bandage on a scrape before getting proper medical care Q If you had to live in a temporary home for one week, what things would you bring with you and why?

2. Fund, verb

A Withhold

E A class raising money to pay

for a field trip; A community collecting donations to build a new playground Q If you wanted to fund a new school project, what ideas could you use to raise money?

S Prisoner

A Free

E A bird kept inside a cage

instead of flying in the wild; A person being held and not allowed to leave Q How might a captive person’s daily life be different from yours?

4. Captive, adjective

RE VI E W

ACTI VI TY

ASSE SSM E N T

The rain shower was temporary, lasting for ten minutes before the sun came out.

prisoner

The students collected coins to fund a new bookshelf for the classroom.

happening slowly or step-bystep over a period of time

The thief demanded a ransom of fifty gold coins before he would return the stolen horse.

lasting for only a short period of time

4. The hawk was a captive in the small

close but not exact

The hike takes approximately one hour, depending on how fast you walk.

very worried or hopeless and ready to do almost anything

Exhausted and out of water, the lost explorer started to grow desperate.

provide money or pay for something

A reasonable buyer would not pay fifty dollars for a plain pencil.

sensible; using good judgment

The tiny green sprout grew gradually over the summer, slowly turning into a sunflower.

money paid to free a prisoner

temporary [TEM-puh-rair-ee]; fund [FUHND]; ransom [RAN-suhm]; captive [KAP-tiv]; approximately [uh-PROK-suh-mit-lee]; desperate [DES-per-it]; reasonable [REE-zuh-nuh-buhl]; gradually [GRAJ-oo-uh-lee]

5. Approximately, adverb S About

STO RY

E Criminals

demanding money before returning a stolen pet; Someone refusing to return an important item unless they are paid Q How is a ransom different from buying something in a store?

VO C A BU LA RY

cage until it was rescued.

3. Ransom, noun S Payment

P RACTI C E

Match the definition to the bolded words. Highlight context clues.

E Living in a hotel until your

S Pay

Vocabulary

Lesson

A Exactly

E The trip takes about thirty

minutes; The line is nearly fifty feet long Q Approximately how many minutes does it take you to get ready in the morning?

6. Desperate, adjective S Frantic

A Calm

E A student looking

everywhere for a missing homework paper Q What is something you would be desperate to find if you lost it?

Level F

7. Reasonable, adjective S Sensible

A Irrational

| Unit 2

E A student

| Lesson 5

| Lighthouse L ITERACY

8. Gradually, adverb

making a plan to finish a large project on time; A teacher giving students an amount of work they can complete Q What is a reasonable amount of time to spend on homework each night?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Slowly A Quickly E Snow melting over several warm days; A seed growing into a tall plant over many weeks; The sky becoming brighter as the sun rises Q What is something that gradually changed as you got older?

LESSON

PRACTICE

VOCABULARY

STO RY

REVIEW

ACTIVITY

ASSESSMENT

Genre: Fiction

“T

he Ransom of Red Chief” was first published in 1907, more than 100 years ago. The story takes place in a small town in Alabama, during a time when people traveled by buggy, mailed letters, and news moved much more slowly than it does today. In this quiet town, Sam and Bill think they have found the perfect place for a risky plan. There is a wealthy father, a boy who should be easy to hide, and no reason to expect much trouble. At first, everything seems to be going their way. Will Sam and Bill’s plan work the way they expect? What will cause the plot to take an unexpected turn?

Level F

↑

| Unit 2

| Lesson 5

| Lighthouse LITERACY

Teacher Script Lesson Hook Today, we will read a story about two men whose carefully planned idea does not turn out quite the way they expect. Explore the Title 1. What is the title of the story? {The Ransom of Red Chief} 2. What do you think “adapted from the story by O. Henry” means? {The main story was rewritten from O. Henry’s original story, but some words or details may have been changed.} 3. What vocabulary word do you notice in the title? What does it mean? {Ransom. Money demanded in exchange for the return of a kidnapped person.} 4. Based on the title, what do you think the story will be about? {Answers will vary. Students may predict that someone is kidnapped and the kidnappers demand ransom.} 5. Who do you think Red Chief is, and what role do you think he will play in the story? {Answers will vary. Students may predict that Red Chief is the kidnapped person, the kidnapper, or another important character.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Author: Adapted from O. Henry

The Ransom of Red Chief

Unit

Lesson

It looked like a good thing, but wait till I tell you. We were down South, in Alabama, Bill Driscoll and myself, when this kidnapping idea struck us. It must have been a moment of temporary insanity, but we didn’t find that out till later. There was a town down there, called Summit. The people there were the most peaceful, ordinary folks you'd ever find, which is exactly why we chose it. Bill and I had about six hundred dollars between us and needed two thousand more to fund a land deal out west. We figured that a small, quiet town was the perfect place to pull off a kidnapping. No big-city newspapers. No trained detectives. Just a few local officers and not much reason to expect trouble. We picked our target carefully: Johnny Dorset, the only son of a well-respected man named Ebenezer Dorset. Ebenezer was the serious type, the kind of man who never smiled at anything that didn't involve a profit. The kid was a boy of ten, with freckles and bright red hair. Bill and me figured that Ebenezer would melt down for a ransom of two thousand dollars to a cent. But wait till I tell you. One evening after sundown, we drove in a buggy past old Dorset’s house. The kid was in the street, throwing rocks. “Hey, little boy!” says Bill, “Would you like to have a bag of candy and a nice ride?” The boy threw a brick that hit Bill in the eye. “That will cost the old man an extra five hundred dollars,” says Bill, climbing over the wheel. That boy fought like a trapped wildcat, but, at last, we got him into the buggy and drove away. We took him up to the cave. After dark, I drove the buggy to return it back to the little village where we rented it from. I walked back alone to the mountain. When I returned, Bill was pressing a handkerchief against the scratches and bruises on his face. The boy, meanwhile, was crouched cheerfully by a fire at the mouth of the cave, watching a pot of coffee boil. He had jammed two bird feathers into his red hair and was pointing a stick at me. "Halt!" he announced. "Do you dare enter the camp of Red Chief?" “He’s all right now,” says Bill, rolling up his

Level F

| Unit 2

| Lesson 5

trousers and examining some bruises on his shins. "We're playing Indian. I'm Old Hank the Trapper. He’s picked out a rock and says he’s going to crush me with it at sunrise.” He paused. "By the way, that kid can kick hard.” Yes, sir, that boy seemed to be having the time of his life. The fun of camping out in a cave had made him forget that he was a captive himself. He immediately gave me the name Snake-eye the Spy and launched into a long speech at supper that went something like this: “I like this fine. I never camped out before; but I had a pet ’possum once, and I was nine last birthday. I hate to go to school. Are there any real Indians in these woods? I want some more gravy. Does the trees moving make the wind blow? We had five puppies. My father has lots of money. Are the stars hot? Why are oranges round? Have you got beds to sleep on in this cave?

| Lighthouse L I T E R ACY

Activate Prior Knowledge 1. Have you ever pretended to be someone else while playing a game? {Answers will vary.} 2. What kinds of games or imaginary roles do children sometimes play? {Answers will vary.} As we read, let's find out where the character's exciting imagination leads him. Read the Blurb and Make Predictions Read the blurb together. 3. Who are some of the characters mentioned in the blurb? {Sam, Bill, a wealthy father, and a boy.} 4. What do you think Sam and Bill's risky plan is? What clues in the blurb helped you make that prediction? {Answers will vary. Students may predict that Sam and Bill plan to kidnap the boy and ask his father for ransom. Clues include the wealthy father, the boy who should be easy to hide, and the title of the story.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

but the kind of high, desperate screaming you'd expect from someone being chased by a bear. I jumped up to see what the matter was. Red Chief was balanced on a rock ledge about four feet above where Bill lay sleeping, both arms wrapped around a stone roughly the size of a hatbox. He had the focused expression of a boy who has thought this through. He was waiting for exactly the right moment. I got the stone away from the kid and made him lie down again. But, from that moment, Bill’s spirit was broken. He never closed an eye again in sleep as long as that boy was with us. Toward sun-up I remembered that Red Chief had said I was to be burned at the stake at sunrise. I wasn’t nervous or afraid, but I sat up and leaned against a rock. “What are you getting up so soon for, Sam?” asked Bill. “Me?” I say. “Oh, I got a kind of a pain in my shoulder. I thought sitting up would rest it.” “You’re a liar!” says Bill. “You’re afraid. You’re to be burned at sunrise, and you’re afraid he’d do it. And he would, too, if he could find a match. Isn’t it awful, Sam? Do you think anybody will pay out money to get a little rascal like that back home?” Over breakfast, I went up to the top of the He kept that up for approximately two hours mountain and ran my eyes towards Summit. I without stopping. Bill stared into the fire with thought I’d see village men armed with weapons the expression of a man who had made a terrible coming to search for the kidnappers. But what I saw mistake. was a peaceful scene with one man plowing a field We went to bed about eleven o’clock. We spread with a mule. “Perhaps,” I said to myself, “it has not down some blankets and put Red Chief between us. yet been discovered that the boy is missing.” We weren’t afraid he’d run away. When I got back to the cave, I He kept us awake for three found Bill backed up against the hours, jumping up and reaching side of it, breathing hard, and the F U N FA C T S for his rifle and screeching: boy threatening to smash him with “Hist! pard,” in our ears a rock half as big as a coconut. whenever he imagined he heard “He put a red-hot boiled potato About the Author something outside. At last, I fell down my back,” explained Bill, → O. Henry was a pen asleep and dreamed that I had “and then mashed it with his foot, name, which means it been kidnapped and chained to so I hit him.” was not the author’s real name. a tree by a pirate with red hair. I took the rock away from the Just at daybreak, I was boy and kind of patched up the → O. Henry’s real name was William Sydney Porter. awakened by awful screams argument. “I’ll get you,” says the from Bill. Not ordinary yelling, kid to Bill. “You better beware!”

| Unit 2

| Lesson 5

| Lighthouse L I T E R ACY

O. Henry was the pen name of William Sydney Porter. Before becoming a full-time writer, he worked as a pharmacist, bank teller, and newspaper editor. After being accused of financial misconduct while working at a bank, he served several years in prison. During that time, he began writing and publishing short stories under the pen name O. Henry. After his release, he became one of America's most popular short story writers, known for his humor, irony, and surprising twist endings.

5. The blurb says, "At first, everything seems to be going their way." What do you think might happen to change their plan? {Answers will vary. Students may predict that someone discovers their plan, the boy escapes, or something unexpected goes wrong.} Identify the Genre The events and characters in this story were created by the author. What type of text is it? {Fictional text} Explain to students that in this story, the author uses humor and irony to create a humorous and unexpected story. Stories that use these elements are called humorous fiction or satire. Set a Purpose for Reading As you read, pay attention to how the plot develops. Notice how each event changes Bill and Sam's original plan. Think about how the author builds the story step by step until the surprising ending.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Level F

O. Henri Background Information

Unit

Lesson

Pause and Ponder: How does O.Henry make the story funny? Find specific examples. Guide students to notice that O. Henry makes the story funny by using irony and unexpected situations. Encourage them to find specific examples, such as:

“If you don’t behave,” I say, “I’ll take you straight home. Now, are you going to be good, or not?” “I’ll behave, Snake-eye, if you won’t send me home and if you’ll let me play the Black Scout.” I said yes, not knowing what it meant. I left Bill with the kid and headed to a village three miles away to mail a ransom letter to old Ebenezer Dorset. The letter demanded fifteen hundred dollars. Bill had begged me to lower it from two thousand. "No reasonable man," he said, "would pay two thousand for that." I also wanted to see what folks in the area were saying about the kidnapping. I bought some tobacco and hung around the general store long enough to hear one farmer mention that Summit is all upset over the Dorset boy going missing. That was all I wanted to know. I mailed the letter and walked back. When I got back to the cave, Bill and the boy were not to be found. I sat by the cave and waited. In about half an hour, I heard the bushes rustle, and Bill wobbled out in

• Johnny enjoys being kidnapped instead of trying to escape. • Johnny treats the cave like an exciting camping adventure, giving everyone pretend names and inventing games. • Sam and Bill become more frightened of Johnny than Johnny is of them. • Bill becomes so frustrated and exhausted that he tries to send Johnny home, even though it means losing the ransom money. • Sam asks Bill if anyone in his family has heart trouble before revealing that the boy is back. Explain that these ironic situations are funny because they are the opposite of what readers would normally expect to happen in a kidnapping story.

Level F

| Unit 2

| Lesson 5

front of the cave. Behind him was the kid with a broad grin on his face. Bill stopped, took off his hat, and wiped his face. The kid stopped about eight feet behind him. "Sam," said Bill, "I tried. I want you to know I tried. But I sent the boy home." “What’s the trouble, Bill?” I asked him. "The Black Scout game," said Bill. "I was the horse. He rode me ninety miles. Then he fed me sand. Then for an hour he asked me why there's nothing inside holes and how a road can go two ways at once. I dragged him to the edge of the road and pointed him toward Summit. On the way, he kicked my legs and bit my thumb.” “But he’s gone,” continued Bill, “gone home. I showed him the road to Summit. I’m sorry we’ll lose the ransom, but it was either that or the madhouse.” Bill was puffing and blowing, but his face had a strange look of peace and happiness. “Bill,” I say, “no one in your family has heart trouble, right?”

| Lighthouse L ITERACY

The author says, “It must have been a moment of temporary insanity; but we didn’t find that out till later.” What does this hint about Sam and Bill’s plan? {This hints that their plan will not turn out the way they expected and that they will later regret their decision.}

When an author hints at what will happen later in a story, it is called foreshadowing. Why do you think an author would use foreshadowing? {Explain to students that it creates suspense by making readers wonder what will happen and making them curious to keep reading to find out.}

Why do they want to kidnap someone? {They need money for a business deal.}

Why did Bill and Sam think Summit was the perfect town? {small, quiet, fewer police}

What was is surprising about Johnny? How was he different from what Sam and Bill expected? {Johnny was not afraid of the men and actually enjoyed the situation. He was very energetic and difficult for Sam and Bill to handle.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

How does O. Henry make the story funny? Find specific examples.

Bill sat down on the ground and didn't say anything for a long time. That evening, I crept up the tree near the old fence and waited for the reply to our letter. Right on time, a boy came on a bicycle, slipped a folded note into the box, and pedaled away. I waited another hour to be sure it wasn't a trap, then climbed down and carried the letter back to the cave. I opened the note and read it to Bill. It said: “Gentlemen: I received your letter today. I think your price is too high. Here is my offer which I think you will accept: You bring Johnny home and pay me two hundred and fifty dollars, and I will take him off your hands. Come at night, since the neighbors think he's lost, and I cannot be responsible for what they might do to anyone they saw bringing him back. Respectfully, Ebenezer Dorset”

Pause and Ponder: Did you notice that O. Henry switches between past and present tense throughout the story? Why do you think he does that?

PAUSE AND PONDER Did you notice that O. Henry switches between past and present tense throughout the story? Why do you think he does that?

Bill looked at me with the eyes of a man who has been through too much. “Sam,” he said, “what’s two hundred and fifty dollars, after all? We’ve got the money. I can’t handle even one more night of this kid. I think Mr. Dorset is being generous for making us such an offer. You’re not going to let the chance go, are you?” “Tell you the truth, Bill,” I say, “this kid has somewhat got on my nerves too. We’ll take him home, pay the ransom, and make our get-away.” We took him home that night. We got him to go by telling him that his father had bought new boots so that we could go hunt bears the next day. It was just twelve o’clock when we knocked at

Level F

| Unit 2

| Lesson 5

| Lighthouse LITERACY

Ask students to infer how Bill got bruised. {Students should infer that Johnny hurt bill.}

What is unusual about Sam threatening to take Johnny home? {Usually, going home would be a reward for someone who has been kidnapped.}

Why do you think the author tells readers that Johnny is standing behind Bill before Bill realizes it? {The author uses dramatic irony because readers know something that Bill does not. This creates suspense as readers wait to see how Bill will react when he discovers Johnny is behind him.}

Why is Ebenezer’s response funny and unexpected? {The kidnappers are supposed to demand money, but instead Johnny’s father demands money from them to take Johnny back.}

10. How does the ending show that Sam and Bill’s original plan failed? {Instead of receiving ransom money, they have to pay money to return Johnny.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Guide students to notice that O. Henry switches between past and present tense to make the story more engaging and to create a conversational storytelling style. Although Sam tells the story in the past tense, the shifts into the present tense make certain moments feel fresh and immediate, as if the narrator is sitting beside the reader telling the story. These shifts also act like a “zoom-in,” drawing attention to surprising or funny moments and making the humor feel more powerful.

PAUSE AND PONDER

Ebenezer’s front door. Bill was counting out two hundred and fifty dollars into Dorset’s hand. When the kid found out we were going to leave him at home, he started howling and grabbed onto Bill’s leg. His father peeled him away gradually, like a band-aid. “How long can you hold him?” asks Bill. “I’m not as strong as I used to be,” says old Dorset, “but I think I can promise you ten minutes.” “Enough,” says Bill. “In ten minutes, I will cross through Tennessee, Kentucky, Ohio, and Michigan and head for Canada.” And, as dark as it was, and as fat as Bill was, and as good a runner as I am, he was a good mile and a half out of Summit before I could catch up with him.

“No,” says Bill. “Nothing serious, except malaria and accidents. Why?” “Then you may want to turn around,” I say, “and take a look behind you.” He turned. There was Red Chief, eight feet away, still grinning.

Unit

Lesson Review Plot

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Answer the questions about the plot. Exposition

Who are the characters? Sam (the narrator), Bill Driscoll (Sam’s partner), Johnny Dorset (the boy they kidnap), Ebenezer Dorset (Johnny's father)

2. What is the setting? The story takes place down South in a small, quiet town called Summit, Alabama, and also in a cave up on a mountain where the kidnappers hide out.

Rising Action

3. What do the main characters want? To kidnap Johnny for ransom money 4. What problems arise? Describe with a few examples. Johnny causes so much trouble that Sam and Bill can hardly sleep. He hits Bill in the eye with a brick, puts a hot boiled potato down Bill’s back, and plays the “Black Scout” game, where he rides Bill like a horse and makes him eat sand.

5. In short, what is the conflict in the story? Sam and Bill kidnap Johnny, but Johnny causes so

much trouble that they want to get rid of him.

Climax

6. What is the turning point in the story (climax)? Sam reads the letter from Ebenezer Dorset. Instead of offering to pay the kidnappers, he demands that Bill and Sam pay him $250 to take Johnny back!

Falling Action

What happens next? Sam and Bill accept the deal. They trick Johnny into going home, return him to his father, and pay the $250.

Resolution

8. How does the story end? Bill and Sam run away quickly to escape from Johnny.

| RLesson LevelLighthouse F | UnitL2I TE 5 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Writing Prompt Opinions LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Facts can be proven. Opinions are what someone thinks or feels. When you give an opinion, explain your reasons so others can understand your thinking.

Kidnapping is a serious crime, but O. Henry makes Sam and Bill’s situation seem funny and difficult. Do you feel sorry for Sam and Bill, or do you think they got what they deserved? Write a paragraph explaining your opinion.

Plan. Write your opinion. Write reasons and details to explain. My opinion I feel sorry for Bill and Sam. Johnny was wild and hard to handle. They couldn’t sleep. Bill had a brick thrown at him, a hot potato dropped down his back, and was ridden like a horse.

2. Topic Sentence. Answer the question in a complete sentence. Write your opinion. I feel sorry for Bill and Sam even though kidnapping is a terrible crime.

3. Body Sentences. Explain your opinion. First of all, Johnny was so wild and hard to handle that he made them his prisoners. © Lighthouse Curriculum. Copying strictly prohibited.

For example, he threw a brick at Bill, dropped a hot potato down his back, and rode Bill like a horse. Bill and Sam were so scared of him, they couldn’t even sleep.

4. Concluding Sentence. Restate your opinion. To conclude, I still feel sorry for Bill and Sam, even though they made a terrible choice.

5. Write as a paragraph. Put the sentences together. Make sure the whole paragraph makes sense. I feel sorry for Bill and Sam, even though kidnapping is a terrible crime. First of all, Johnny was so wild and hard to handle that he made them his prisoners. For example, he threw a brick at Bill, dropped a hot potato down his back, and rode Bill like a horse. Bill and Sam were so scared of him they couldn’t even sleep. To conclude, I still feel sorry for Bill and Sam, even though they made a terrible choice.

| RLesson LevelLighthouse F | UnitL2I TE 5 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Create a “survival kit” for Sam and Bill. Choose five items Sam and Bill would need to survive being stuck with Johnny and explain each one.

Example: Earplugs: for Johnny’s endless talking Bandages: for Bill’s scratches and bruises

| RLesson LevelLighthouse F | UnitL2I TE 5 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which of the following is an example of something that is temporary?

5. Which word means close to a specific number or amount, but not exactly?

a. The height of a mountain b. A snow castle built during winter c. The color of your eyes d. The foundation of a school building

2. The town held a bake sale to

a. Temporary b. Reasonable c. Desperate d. Approximately

6. Which word means happening slowly or

repairs for the old playground.

step-by-step over a period of time?

a. ransom b. fund c. gradually d. approximately

a. Captive b. Gradually c. Desperate d. Fund

3. Which word means money paid to free a

prisoner or a captured person?

A hiker would not begin a long trail without water or a map.

a. Desperate b. Reasonable c. Ransom d. Temporary

a. temporary b. reasonable c. approximately d. ransom

4. The trapped bird was a

until someone opened the cage and let it fly away. a. captive b. gradually c. desperate d. approximately

8. Which behavior shows that someone is desperate? a. Reading a book under a tree b. Drawing a neat map for a geography assignment c. Searching through every trash can to find a lost house key d. Humming a tune while waiting quietly for the school bus

| RLesson LevelLighthouse F | UnitL2I TE 5 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer. Reread the part where they approach Johnny.

What do Johnny Dorset’s actions when Bill first approaches him show about his character? a. He is fearful of strangers. b. He is obedient and respectful. c. He is energetic and difficult to control. d. He is eager to leave home.

2. In the story, what does the phrase “his spirit was broken” most likely mean?

a. He became physically injured. b. He lost interest in earning the ransom money. c. He became discouraged and exhausted. d. He forgot the kidnapping plan.

3. What does Sam’s expectation of seeing armed search parties suggest about him? a. He believes the kidnapping is being taken seriously. b. He thinks the townspeople suspect him of being the kidnapper. c. He feels guilty about the crime. d. He plans to leave Summit immediately.

4. Why does Bill ask, “Do you think anybody will pay out money to get a little rascal like that back home?” a. He is beginning to doubt the success of the plan. b. He wants Sam to increase the ransom amount. c. He believes Johnny has escaped. d. He thinks Ebenezer Dorset is poor.

| RLesson LevelLighthouse F | UnitL2I TE 5 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

The narrator is the voice that is telling the story. Their point of view changes how the story is told and what the reader knows.

5. How does the narrator's point of view help develop the humor in the story? a. It explains Johnny's secret plans. b. It shows Sam's growing frustration. c. It reveals Ebenezer Dorset's thoughts. d. It focuses on the town's reaction.

6. What does Johnny’s return after Bill sends him away suggest? a. He is lost and cannot find his home. b. He enjoys being with the kidnappers more than being at home. c. He wants the ransom money for himself. d. He is testing to see if Bill and Sam will chase him.

Reread the letter.

How does Ebenezer Dorset’s letter contribute to the humor of the story? a. It reveals that Johnny has been missing before. b. It changes the kidnappers’ expectations. c. It explains Johnny’s school grades. d. It proves the kidnappers are innocent.

I need to… explain why the letter is funny.

8. Which quote best supports the idea that Johnny is more difficult to handle than Bill and Sam expected? a. “The people there were the most peaceful, ordinary folks you'd ever find...” b. “We had about six hundred dollars between us...” c. “He rode me ninety miles. Then he fed me sand.” d. “I mailed the letter and walked back.”

| RLesson LevelLighthouse F | UnitL2I TE 5 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

2-6 Unit

Lesson Introduction Character Development

Lesson

Unit 2: Literary Elements

LESSON

Lesson 6: Character Development

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

Just like real people, characters can change! Authors develop characters by showing what they are like. Character traits are words that describe what someone is like, such as honest, selfish, or brave. A character’s thoughts, words, actions, and feelings can show these traits. As the plot unfolds, problems and events may cause the character to change. A dynamic character changes in an important way during a story. A static character stays mostly the same.

Climax 3.

Rising Action

We can use the plot diagram and SWBST to trace how a character changes.

Unit Goal Trajectory: Explain how literary elements are developed in a text.

4. Explain how authors use details throughout a text to convey the theme. (Lesson 8)

Resolution 5.

Wanted + But

Then

See It In Action

2. Use the plot to explain how characters are developed across a story. (Lesson 6) 3. Use the plot to find the theme of a text. (Lessons 7 and 8)

Falling Action Falling Action

Exposition

Somebody

1. Identify parts of a plot in a story (Lesson 5)

Somebody: Who is the character? What is the character like at the beginning?

Mark is a selfish boy who doesn’t think about others.

Wanted + But: What does the character want? What problem or conflict stands in the way?

Mark wants the other boys to include him, but they don’t because he never helps anyone.

So: How does the character respond to the problem?

When David drops his papers, Mark stops and helps him pick them up. David thanks Mark and invites him to join the group.

Then: Describe the character at the end of the story. How has he changed? What caused the change?

Seeing how thankful David is helps Mark realize that helping others matters. He begins noticing when others need help and becomes more thoughtful and less selfish.

Level F

| Unit 2

| Lesson 6

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

←

ASSESSM ENT

Clearing Up Common Misconceptions

Read each passage. Choose the character trait from the word bank that best describes each character. Underline the detail that helped you choose. While playing ball in the house, Cindy accidentally broke her mom’s favorite vase. Instead of hiding the pieces under the rug, she went straight to her mom and said, “I’m sorry, Mom. I was playing too rough, and I broke it.”

honest

As soon as the teacher put the students in a group, Sophie stood up. “Okay, Amy, you draw the lines. Lily, you write the words exactly where I tell you. Nobody start until I say go.”

bossy

When a new girl walked into the classroom looking nervous, Emily didn't wait for the teacher to introduce her. She walked over, gave her a big smile, and said, “Hi! I'm Emily. Do you want to sit with me at lunch?”

friendly

Even though the sun was hot and he was tired, Adam stayed outside until every single weed was pulled and every flower was watered. He didn't come inside to play until the job was finished.

hard-working

Students may confuse feelings and character traits. Explain that feelings tell something about the character now. Character traits tell what the character is generally like. Feelings are like the weather in New York today. Character traits are like the climate in New York. Examples: A character who gets angry (feeling) might be impatient (character trait)

Humble

Selfish

Greedy

Someone who doesn’t brag or act like they are better than others

Someone who only cares about themself and doesn’t like to share

Someone who wants more of something than they need

Hard-working

Bossy

Creative

Someone who puts a lot of effort into their work and does not quit

Someone who tries to control others by telling them what to do

Someone who has a strong imagination and loves to make new things

Honest

Brave

Stubborn

Someone who tells the truth, even when it is hard to do

Someone who faces things that are scary or difficult

Someone who won’t change their mind or listen to other ideas

Responsible

Friendly

Cautious

Someone who can be trusted to do what they are supposed to do

Someone who is kind and welcoming to others

Someone who thinks carefully before acting

Level F

| Unit 2

| Lesson 6

| Lighthouse L I T E R ACY

Character Trait Word Bank

Lighthouse L I TE R ACY Level F | Teacher’s Guide

A character who feels happy (feeling) might be friendly (character trait).

L ES S O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Posing, verb S Acting

A Natural

lady while practicing for a play; A teacher asking the class a difficult question. Q What can a person’s pose tell you about how they are feeling?

2. Beret, noun

S Cap E A soft, flat, round hat worn by an artist; A red hat sitting on a person’s head without a brim Q If you could design your own beret, what would it look like?

3. Monologue, noun

A Disappear

E A butterfly coming out of its cocoon; The sun appearing over the horizon in the morning; A swimmer coming out of the water after diving underneath it. Q What happens when a fish emerges from the water?

4. Emerges, verb

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

The prince stood perfectly still, posing for the painting.

relating to the body

The artist in Paris wore a red beret tilted slightly to one side of his head.

taking or holding a position, often for a painting or picture

The actor stood under the spotlight to deliver his emotional monologue.

a round, soft, flat hat

4. After spending weeks in its cocoon, the

comes out, appears

Lifting heavy wooden crates required workers to be physically strong.

a long speech given by one person

The deer vaulted over the low wooden fence in a single leap.

give out

The florist carefully arranged colorful roses, lilies, and ferns into a beautiful bouquet.

jumped over or upward

The chef began to dole out one scoop of soup to each guest in line.

an arrangement of cut flowers

A Dialogue

on stage for several minutes; A character explaining his thoughts to the audience while the other characters remain silent. Q What topic could you talk about in a monologue for five minutes?

5. Physically, adverb S Bodily

VO C A BU LA RY

butterfly emerges into the sunshine.

E An actor speaking alone

S Appear

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

E Pretending to be an old

S Speech

Vocabulary

Lesson

posing [POH-zing]; beret [buh-RAY]; monologue [MON-uh-log]; emerges [ih-MER-jez]; physically [FIZ-ih-klee]; vaulted [VAWL-tid]; bouquet [boh-KAY]; dole [DOHL]

A Mentally

E Being tired after running

laps around a track; Being exhausted after climbing a steep hill. Q What is an activity that is challenging for you physically?

6. Vaulted, verb S Jumped

A Crawled

E An athlete using both hands

to jump over a low wall; A child jumping over a fence to retrieve a ball. Q What would you try to vault over if you could jump extremely high?

7. Bouquet, noun

S Arrangement

Level F

E A dozen roses tied

| Unit 2

| Lesson 6

| Lighthouse L ITERACY

8. Dole, verb

together with a ribbon; A colorful bunch of flowers given to someone; Q What flowers would you want in a bouquet?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Distribute A Gather E A teacher handing out pencils to students; Giving compliments to classmates who worked hard on a project. Q What is something you can dole out that is not a physical object?

P RACT I CE

VOCA BULARY

STORY

R EVIEW

ACTIVITY

ASSESSMENT

Author: Yael Mermelstein

A Bit of Advice Genre: Fiction

ebecca is used to having an answer. Whether the problem is small or serious, she is never short on advice. But on the day of the school play tryouts, one choice may be harder than it first seems. What will Rebecca tell her friend to do? What will happen when that advice is put to the test?

Level F

↑

| Unit 2

| Lesson 6

| Lighthouse L ITERACY

Teacher Script Lesson Hook Everyone needs advice sometimes. Whether we are making a big decision or solving a small problem, hearing another person’s thoughts can help us.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

LES S ON

Unit

Lesson

Level F

| Unit 2

| Lesson 6

| Lighthouse LITE RACY

Activate Prior Knowledge 1. Have you ever asked someone for advice? What was it about? {Answers will vary.} 2. Who are some people you might ask for advice? Why? {Answers will vary. Students may mention friends, family members, teachers, or other trusted people.} 3. Why can it be helpful to hear someone else’s opinion before making a choice? {Another person may have ideas or experiences that can help us.} Explain to students that advice can be helpful because other people can give us new ideas and different points of view. However, it is also important to think carefully and remember that sometimes we know what is best for ourselves. Explore the Title 4. What is the title of the story? Who is the author? {A Bit of Advice by Yael Mermelstein.} 5. What does the phrase “a bit of advice” mean? {A small amount of advice or a suggestion about what someone should do.} 6. Based on the title, what do you think this story might be about? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

Level F

| Unit 2

| Lesson 6

| Lighthouse L I T E R ACY

Read the Blurb and Make Predictions Read the blurb together. 7. Who is the main character in this story? {Rebecca} 8. The blurb says Rebecca is “never short on advice.” What do you think this tells us about her personality? {She likes helping others and feels confident sharing her opinions.} 9. The blurb asks, “What will happen when that advice is put to the test?” What do you think will happen? {Answers will vary. Students may predict that Rebecca’s advice works or that it creates a problem.} Identify the Genre 10. This story was created by the author and is not based on real events. What type of text is it? {Fiction.} 11. Although the characters, setting, and events are made up, the story could happen in real life. What type of fiction is this? {Realistic fiction.} Set a Purpose for Reading As you read, pay attention to how Rebecca changes throughout the story. Think about what she learns from her experiences and how her thoughts and choices change by the end.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

I come downstairs and plop my knapsack on the counter while my mother fills cereal bowls with Krispies and milk. “You look so lovely in pink,” my mother says. She says that every time I wear pink, which is most days of the week, though I do try to vary the shades. I grab a sandwich bag and stuff it with Cocoa Crunch. “I have no time to sit. Play tryouts are today.” I head out the door. My best friend Kate is waiting for me at the corner; her purple knapsack is slung over one shoulder like she couldn’t care less if it fell off and blew away in the wind. Her whole body is slumping. “What’s with you?” I ask her as we head off toward school. Kate’s face is twisted into an expression that looks like a question mark. “Tryouts,” she says. “Tryouts are a wonderful opportunity,” I tell her, echoing what my Aunt Millie told me a few weeks ago. She was a famous performer in her school plays. At least, that’s what she says. My mother tells me Aunt Millie’s stories are written on imaginary paper with invisible pens. “Maybe for you,” Kate says. A gust of wind boxes at my ears and I pull my hat down, hard. “For me, it’s an opportunity to make a fool of myself. I don’t know if I should try out. I’ve been back and forth about it all night long. I was just waiting for you to tell me what to do.” “Well,” I say, “did you sign up already?” “Yeah.” Then I know exactly what to tell her. It’s something my grandfather tells me every time I think about giving up on something that’s hard for me. “Winners never quit, and quitters never win,” I tell

Kate as the traffic light turns red and the cars draw to a halt. “You already made the decision.” I loop my arm through her floating knapsack strap, and we cross. “You’re sure?” she asks. “I’m confident, yeah.” “You always think as straight as a pencil,” she says. “I wish my head were as clear as yours.” I feel like I’ve swallowed a helium balloon and I might just float up into the atmosphere. “Glad to be of service.” At school, it’s like there’s a fever going around. Everyone’s whispering, posing, and practicing. Most of the girls who are trying out have a particular part in mind, and they’re clearly trying to get into the mindset of that character. Mrs. Henderson is at her wit’s end, trying to get us to settle down. “Which part should I try out for?” Kate asks me. Unlike the flushed faces around the class, Kate’s skin is as white as a cloud that hasn’t seen rain for a season or two. “I think May Lynn would be a good part for you,” I tell her. “You’re pretty and sweet like she is.” Kate smiles. “Thanks.” She looks faint. The morning passes in a blur of nobody-payingattention-to-a-word-and-who-is-Mrs.-Hendersonanyway? Finally, it’s time for tryouts. Everyone runs to the auditorium. Even the girls who aren’t trying out are looking forward to watching. “Hey!” someone calls out to me. I turn around and see Chloe’s friend Sami. She waves frantically at me. I’m grateful Chloe goes to a different school. She’d make me nervous today. Like, I know I want to try out for the part of the conductor, but she might tell me I’d be better off as Aunt Lucy. Then I’d be stuck. “Hey, Sami.” “I’m surprised you’re not wearing your lucky color,” she tells me. I look down at my shirt, forgetting for a second. “Oh! Green? I look much better in pink.” Sami smiles. “Whatever you say. Good luck.” The girls who are trying out for singing parts make odd sounds with their lips and strange shapes with their mouths. I’m only trying out for a speaking part because acting is really my strength. That’s what Aunt Millie says.

I, Rebecca Winkle, am always borrowing things. I borrow books from the school library, clothing from my older sister Chloe, and quarters from my younger brother Noah’s collection. (That last category doesn’t always get returned. He’s loose about the term ‘borrow.’) Last week, though, I realized that I’ve been borrowing an ocean full of things I didn’t even know had washed ashore. But I’ll stop talking in code and just tell you what happened. It went like this:

Unit

Lesson

Riley Bernhardt comes over to me. She has two Yakahatches clipped onto the neck of her shirt. These tiny koalas are adorable but kind of fourth grade. That’s what Chloe told me. I’m not going to say anything, obviously. Oddly, I wish I had one of them in my pocket right now for company. I tossed my entire collection ages ago. “Kate told me she’s trying out,” Riley says. Riley is Kate’s next-door neighbor. “Yup. She’s super brave.” “Are you sure it’s a good idea?” My grandfather is the strongest, smartest person I know. He fought in three wars, and his house is wallpapered with awards of all sorts. If he said so, I am more than sure it’s a good idea. “It’s going to be amazing.” Riley nods and touches her Yakahatch wearing a green beret. “You always know what to do,” she says. “I’m just lucky to know a lot of smart people,” I say. I sit down and wait for tryouts to start. Where’s Kate? I scan the room and see her standing up on stage. The light shines on her from the back of the

Level F

| Unit 2

| Lesson 6

room like a searchlight that finally found the person it was looking for. She looks like a kitten that’s just spotted a wolf. “Katerina Evans, please read the part of May Lynn,” Mrs. Henderson speaks into the microphone. I wonder who she’s going to be playing off of. Then I remember that May Lynn opens the play with a monologue. Kate clears her throat. She opens her mouth. She clears her throat again. No sound comes out. I slide down a bit in my seat. Kate taps the microphone. “It’s okay,” Mrs. Henderson says. “Take your time.” Kate tries again. She opens her mouth while looking at the script in her hand. No sound emerges. My heart begins somersaulting in my chest like an untrained acrobat. I have to run on stage to save her. Aunt Millie always says the show must go on. But Aunt Inga says some people are just afraid of their own shadow. Maybe Kate needs to plow through this. My cousin Anne once froze on stage in the middle of an actual play, and ironically, dropping an ice cube down her back unfroze her.

| Lighthouse L I TERACY

Why is Rebecca in a rush that morning? {play tryouts are that day}

What does it mean that Aunt Millie’s stories are written on “imaginary paper with invisible pens”? {Her stories are probably not true.}

What does the sentence “I was just waiting for you to tell me what to do” show about Kate’s relationship with Rebecca? {Kate trusts Rebecca and looks to her for advice.}

How does Rebecca always have advice to give? {She uses advice that she has heard from other people and shares it.}

What does Kate mean when she says Rebecca “thinks as straight as a pencil”? {Kate means that Rebecca thinks clearly.

How does this compliment make Rebecca feel? {It makes Rebecca feel extremely proud }

What clues show that Kate is nervous? {Her skin is white, she looks faint, she is worried about making a fool of herself.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

And that is how I realized that instead of listening to other people’s advice and thinking it through, I was actually borrowing their opinions without returning them. As my piano teacher Ruth always says, it’s easy to dole out portions of advice. But it’s on the listener to decide how much of it they want to eat, not to mention how to spice it. From now on, I’m going to take other people's advice with a grain of salt. Because I’m lucky to know a lot of smart people, one of them being me.

Level F

| Unit 2

| Lesson 6

| Lighthouse L I TERACY

Why do you think Rebecca is wearing pink? {Guide students to notice that at the beginning of the story, Rebecca’s mother says that she looks good in pink}

Why do you think Kate cannot speak even though she knows the lines? {She is overwhelmed by fear and pressure}

10. How does Rebecca’s thinking change when she asks for the spotlight to be turned off? {Rebecca begins to think for herself.} 11.

What does it mean that the spotlight makes Kate “sick” emotionally? {being in the spotlight makes Kate feel very nervous, scared, and uncomfortable}

12.

What does Rebecca learn about taking advice? {It is good to listen to advice, but you should think it through, consider your own opinion, and decide what is right for you.}

13.

How has Rebecca changed from the beginning of the story?{At first, Rebecca trusted other people’s advice without questioning it. By the end, she realizes that she needs to think for herself and decide what is right for her.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

She shuts the main spotlight, and it makes a giant click. The stage still has soft lighting; it’s not like it’s pitch black. Kate clears her throat. And then she reads: It was seven Sundays ago that Millicent Vick sashayed into our home. I should have known as soon as she stepped on Fifi’s fat white tail that she was going to be trouble… I wait until she’s done, my heart having vaulted itself all the way into my throat. She isn’t brilliant, but she makes it through, and everyone claps politely when she’s finished. I crumple up like a used napkin, with relief. I need to find Kate. I leave the auditorium and find her by the water fountain, splashing water on her face. “Kate!” I say. “I’m—” She turns around and accidentally leans against the water spout. It changes direction and squirts all over my shirt, like someone’s aimed a hose at me. I look down at my shirt. “I probably deserved that,” I say. “I don’t know why I listened to you,” Kate says. “I hate acting.” “I don’t know why I listened to other people,” I say. “You hate acting. I know you.” “I should have listened to myself,” we both say, miserably. I look down at my wet, pink shirt. It occurs to me that I wish it were green. When did I start wearing pink? My mother told me it suited me. Do I even like pink? I need to think about it. I look at Kate. She’s wearing a Yakahatch holding a bouquet of flowers clipped to her shoulder. Who cares if Chloe thinks it’s babyish? It’s whimsical and adorable. I love it.

How can I get to a freezer? Kate blinks about a hundred times. There are tablespoon-sized tears behind her eyelids, if I know her. I know her. I know her! That’s it. I know Kate, and that means I should be able to figure out exactly what would help her in this situation. It’s not running on stage or finding an ice tray. I creep from my seat and race toward the back of the auditorium where the tech person is manning the sound and lights. “Mrs. Guespie, please, turn off the spotlight,” I beg her. “Uh, are you one of those kids who has a light allergy?” she asks. “No, I mean, not me, but my friend on stage, she does.” I don’t have time to explain that being in the spotlight makes Kate sick, not physically, but emotionally. I should have realized it this morning when I saw how clenched her fists were. Her skin was white, and she bit into her bottom lip again and again. I was full of opinions, but how many of them had been properly thought through? “Kill the light, please,” I say again, like I mean it. Mrs. Guespie shrugs. “Whatever floats your boat.”

Unit

Lesson Review Character Development

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Somebody: Describe Rebecca at the beginning of the story.

Check all the character traits that can be used to describe Rebecca at the beginning of the story. Stubborn

Confident

Friendly

Cautious

Selfish

Easily influenced

Wanted + But: What does the character want? What problem or conflict stands in the way?

2. Fill in the blanks. Rebecca wants to help her friend by giving good advice , but she gives advice based

on other people’s opinions instead of thinking about what Kate really needs. So: How does Rebecca respond to the problem?

3. What does Rebecca do when she realizes that Kate is struggling?

She asks Mrs. Guespie to turn off the spotlight so Kate won’t be nervous. Then: Describe Rebecca at the end of the story. How has she changed? What caused the change?

4. Which quote from the story best describes what Rebecca learned about giving advice? a. “I wait until she’s done, my heart having vaulted itself all the way into my throat.” b. “‘I probably deserved that,’ I say.” c. “I was full of opinions, but how many of them had been properly thought through?” d. “Who cares if Chloe thinks it’s babyish?... I love it.”

5. How did Rebecca change? What caused the change? Give an example from the story. At the beginning of the story, Rebecca gave advice without thinking for herself. At the end of the story, Rebecca realizes that she gave bad advice to her friend. This makes her think about her own opinions and apologize to Kate for giving bad advice.

| RLesson LevelLighthouse F | UnitL2I TE 6 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Writing Prompt Plot LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

The resolution comes at the end of a story. It shows how the main problem is solved and how the character changes or learns something. To explain the resolution, show how the events at the end connect back to the problem.

At the beginning of A Bit of Advice, Rebecca gives Kate advice without thinking carefully about whether it is right for her. How do Rebecca’s actions and thoughts near the end of the story show that this problem has been resolved?

Plan. List Rebecca’s thoughts and actions near the end of the story.

Asks for the spotlight to be turned off Admits she should have known Kate hates acting Sees that she was repeating other people’s opinions Decides to think advice through for herself

2. Topic Sentence. Answer the question. Rebecca’s actions and thoughts show that she now thinks carefully before giving advice.

3. Body Sentences. Use details from your plan. © Lighthouse Curriculum. Copying strictly prohibited.

a. When Kate freezes on stage, Rebecca asks Mrs. Guespie to turn off the spotlight so Kate can finish her tryout. b. Later, Rebecca admits that she should have known that Kate hates acting. c. By the end of the story, Rebecca realizes that she was repeating other people’s opinions and decides to think for herself.

4. Concluding Sentence. Restate the main idea or write a closing thought. Rebecca learned an important lesson about thinking carefully before giving advice.

5. Write as a paragraph. Put the sentences together. Use transitions. Rebecca’s actions and thoughts show that she now thinks carefully before giving advice. When Kate freezes on stage, Rebecca asks Mrs. Guespie to turn off the spotlight so Kate can finish her tryout. Later, Rebecca admits that she should have known that Kate hates acting. By the end of the story, Rebecca decides to think advice through for herself. Rebecca learns to think for herself instead of simply repeating other people’s advice.

| RLesson LevelLighthouse F | UnitL2I TE 6 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

“Advice Gone Wrong”

Create a poster with a list of helpful tips, guides, or rules for giving good advice. Use examples from the story and think of your own!

| RLesson LevelLighthouse F | UnitL2I TE 6 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which situation is an example of posing?

5. Which word means in a way that relates to the body?

a. Running through a hallway b. Smiling for a picture c. Writing an essay d. Sleeping in bed

2. Which word means a soft, round, flat

a. Vaulted b. Monologue c. Physically d. Bouquet

6. The hiker ran toward the fallen log and

hat?

over it.

a. Beret b. Bouquet c. Monologue d. Vaulted

a. emerged b. vaulted c. physically d. doled

3. Which word means a long speech

delivered by one person?

To celebrate, her mother surprised her with a of flowers.

a. Bouquet b. Dole c. Monologue d. Posing

a. monologue b. beret c. bouquet d. pose

4. Which event is an example of something that emerges? a. A turtle coming out of its shell b. A stone sinking to the bottom of a river c. A wooden box being put into a safe d. A piece of paper being glued to a desk

8. The camp leader will

out equal portions of dried fruit to every hiker before the hike. a. emerge b. dole c. pose d. vault

| RLesson LevelLighthouse F | UnitL2I TE 6 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Why does the author include Rebecca's conversations with her family and others throughout the story? a. To describe Rebecca's family b. To show that Rebecca relies on other people’s ideas c. To introduce the play tryouts d. To compare adults and children

2. Read paragraphs 6–12. What do these paragraphs mainly show about Kate? a. She is excited to try out. b. She is unsure about trying out. c. She wants Rebecca to try out first. d. She worries that she chose the wrong part. A theme is a big idea an author hints at throughout a story.

3. Which sentence best supports a theme in the story?

a. “You always think as straight as a pencil.” b. “My heart begins somersaulting in my chest like an untrained acrobat.” c. “I was full of opinions, but how many of them had been properly thought through?” d. “‘Glad to be of service.’”

4. Which detail best shows that Rebecca begins thinking for herself? a. She chooses a speaking part. b. She asks Mrs. Guespie to turn off the spotlight. c. She thanks Sami for wishing her luck. d. She tells Riley that Kate is “super brave.” Structure is how the parts of a story fit together.

Reread the ending.

5. How does the ending contribute to the overall structure of the story? a. It explains Rebecca's choices. b. It shows how Rebecca changes. c. It introduces a new conflict. d. It explains Kate's future plans.

| RLesson LevelLighthouse F | UnitL2I TE 6 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Point of view is how a character sees and understands what is happening.

6. How does the author mainly develop Rebecca's point of view throughout the story?

I need to... find how the author shows what Rebecca is thinking and feeling in the story. © Lighthouse Curriculum. Copying strictly prohibited.

a. By showing her distrust of others b. By revealing her changing thoughts about advice c. By describing arguments with her family d. By comparing her ideas with Kate's

Why does the author begin the story by listing the things Rebecca borrows? a. To emphasize that Rebecca often loses her belongings b. To introduce the idea that Rebecca also borrows other people’s opinions c. To explain why Rebecca needs money d. To compare Rebecca with her brother and sister

8. What does Kate most likely mean when she tells Rebecca, “You always think as straight as a pencil”? a. Rebecca gives clear advice. b. Rebecca thinks carefully. c. Rebecca follows rules. d. Rebecca never changes her mind.

| RLesson LevelLighthouse F | UnitL2I TE 6 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

2-7 Unit

Lesson Introduction Finding Theme

Lesson

Unit 2: Literary Elements

LESSON

Lesson 7: Finding Theme

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

A theme is a big idea or lesson that the author hints at throughout a story. It’s something you can learn from the story and use in your own life. It is important to realize that stories can have more than one theme, and different stories can share the same theme. Climax 3.

Rising Action

How to find the theme:

Somebody

3. Write a theme sentence.

1. Identify parts of a plot in a story (Lesson 5)

Wanted + But

Then

Themes

Things aren’t always the way they seem.

Honesty is the best policy.

To have a good friend, you must be a good friend.

2. Use the plot to explain how characters are developed across a story. (Lesson 6)

Facing fears can help a person grow.

Be careful what you wish for.

See It In Action © Lighthouse Curriculum. Copying strictly prohibited.

Resolution 5.

→ Somebody + Wanted + But: What is the problem? → So: How does the main character react? → Then: What happens next? What does the ending teach the character or the reader?

Unit Goal Trajectory: Explain how literary elements are developed in a text.

4. Explain how authors use details throughout a text to convey the theme. (Lesson 8)

Falling Action Falling Action

Exposition

1. Read the whole story. 2. Follow the plot.

3. Use the plot to find the theme of a text. (Lessons 7 and 8)

Diego wanted to start a lawn-mowing business, so he made flyers and knocked on every door on his street. But the only neighbor who answered, Mr. Patterson, said his lawn was too small to bother with. So Diego asked what kind of help he did need, and Mr. Patterson said his gutters were clogged with leaves. Diego borrowed a ladder and cleared them in an hour, charging ten dollars instead of the twenty he'd planned for mowing. Word spread fast. By the weekend, four more neighbors had called, each one asking about something Diego hadn't even thought to offer.

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Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

Hard work pays off.

Problem: Diego wants to start a lawnmowing business, but his neighbor doesn’t need his lawn mowed. Main character’s reaction: Diego asks what type of help he does need. Then: Diego clears the gutters instead, and soon he gets lots of other jobs. Theme: Staying flexible can open new opportunities.

← Clearing Up Common Misconceptions

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

Students may have hard time identifying the theme from the problems in the story.

ASSESSM ENT

Tell students to think about what happens after the character responds to the problem. If what happens is good, the character’s reaction is likely the theme. If what happens is not good, the opposite of the character’s reaction is likely the theme.

Themes... Are meant to be applied in real life Are the author’s opinion Are a lesson or moral Can be repeated in many stories Stories can have more than one theme.

Are not the same as the main idea Are not the reader’s opinion Are not usually written straight out in the story

Read the story. Then answer the questions to find the theme.

Example: Problem - A kid gets in trouble in school. Reaction - He is not honest about it with his parents What happens next - He gets in more trouble

The Empty Jar

uth had been saving up to buy a new art set for three months, keeping her money in a glass jar on her desk. Then one afternoon, her younger sister Sara burst through her door with her face all blotchy. “I broke Mrs. Clark’s lantern,” she said. “Ruth, I need money to pay for a new one.” Ruth looked at her jar. She looked at her sister’s red, worried face. She emptied the jar into her hands, counted out exactly enough, and walked with her next door. Mrs. Clark looked surprised, then smiled slowly and told them both it was the most grown-up thing she'd seen in years. The art set took two more months to save for. Sometimes she'd pass the empty jar and miss seeing all her savings inside. But when she finally opened the new art set, the colors seemed somehow brighter than she'd imagined — and she couldn't quite explain why.

What is the problem? Ruth wants to save her money for an art set, but her sister needs money to replace the lantern she broke.

2. How does the main character react to the problem? She gives the money she saved for her art set to her sister.

3. What happens next? Hint: How does Ruth feel when she buys the art set? Ruth feels good about what she did.

4. What is the theme? a. Younger siblings should solve their own problems. b. Doing the right thing makes you feel good. c. If your sister gets into trouble, you should give her money. d. Money is more important than family.

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| Lesson 7

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Lighthouse L I TE R ACY Level F | Teacher’s Guide

Since what happens is not good, we can assume that the theme is the opposite of the reaction. The reaction is that he was not honest so the theme is “honesty is the best policy”. In the example on the practice page, the ending is good (she felt good when she bought the art set). Paya’s reaction to the problem of her sister needing money is that she gave the money she was saving for her art set to her sister. Since the ending is positive for Paya the theme is “doing the right thing makes you feel good”.

L ES S O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Hauled, verb

S Pull A Push E Pulling a heavy wagon; Moving large boxes into a truck; Dragging a heavy backpack up a hill Q What is the heaviest item you have ever hauled?

E Sore legs after a long hike; A tooth that hurts; An arm that hurts after throwing a ball many times Q Can a person’s heart ache even if they are not physically hurt?

3. Recovery, noun

4. Respectable, adjective

A Shameful

E A person who always tells

the truth; A business known for providing excellent service; A student earning a high grade after working hard Q What qualities make someone a respectable person? A Stare

S Clutching

ACTI VI TY

ASSE SSM E N T

burst forth suddenly

My muscles ached and felt sore the day after I finished my first five-mile hike.

fairly good or acceptable

The doctor was happy with the patient's recovery, noting that she was healing and getting stronger every day.

shining brightly

4. The student earned a respectable

holding on tightly

I took a quick glance at my watch to see if I was late, but I didn't look long enough to see the exact minute.

pulled or dragged something with great effort

The little monkey was clinging to its mother’s back as they swung through the tall jungle trees.

felt a continuous pain

The newly waxed floor was gleaming so brightly that it looked like a giant mirror.

a quick or hurried look

The classroom erupted into loud laughter the moment the teacher told a hilarious joke.

return to a normal state of health or strength

hauled [hawld]; ached [aykt]; recovery [ri-KUH-vuh-ree]; respectable [ri-SPEK-tuh-bul]; glance [glants]; clinging [KLING-ing]; gleaming [GLEEM-ing]; erupted [ih-RUP-tid]

E A quick

look at the clock; A quick look at your notes before a test; Q What is something you would only need a glance at to understand?

6. Clinging, verb

after catching a ball; Finding a lost backpack; Getting better after breaking a bone. Q Have you ever lost something valuable and later had it recovered?

S Peek

RE VI E W

After the long fishing trip, the sailors hauled the heavy, dripping nets onto the wooden dock.

A Loss

5. Glance, noun

STO RY

grade by studying hard and showing honest effort on her project.

E Returning to a ready position

S Impressive

VO C A BU LA RY

A Soothed

S Return

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

2. Ached, verb S Hurt

Vocabulary

Lesson

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Level F

| Unit 2

| Lesson 7

| Lighthouse L ITERACY

A Releasing

E A child holding tightly to a

parent’s hand; A koala holding onto a tree branch Q Is there something you are clinging to, such as a memory, object, or idea? Why is it important to you?

7. Gleaming, adjective S Shining

A Dull

E A freshly washed

8. Erupted, verb

car; A polished trophy; The sun reflecting off a lake Q What is something you own that you like to keep gleaming?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Burst A Settled E A volcano sending out lava; A room filling with laughter; The audience bursting into loud applause Q Why might a quiet classroom suddenly erupt with noise?

VO C A B U L A RY

STO RY

REVIEW

ACT I V I T Y

ASSE SSM E N T

The Iron Paddle Author: David Brown

Genre: Realistic Fiction

he old iron paddle had hung in Camp Riverbend for more than a hundred years, and every camper knew what it meant. Some boys trained for it. Some dreamed about it. Eli had done both. But that summer, as the final race crept closer, he began to wonder if there was something about the prize that nobody had told him.

Level F

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| Unit 2

| Lesson 7

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103

Teacher Script Lesson Hook Have you ever wanted something so badly that you thought about it every day? What was it? {Answers will vary.} Today, we’ll read a story about someone who has been looking forward to one special moment for a long time. Explore the Title 1. What is the title of the story? Who is the author? {The Iron Paddle by David Brown.} 2. What is a paddle? {A paddle is a tool used to move a canoe or boat through the water.} 3. Based on the title, what do you think this story will be about? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

P R ACT I C E

LE S S O N

Unit

Lesson

The morning Eli arrived at Camp Riverbend for the second time, he had a plan. He hauled his duffel up the steps of Cabin Six and dropped it on the bottom bunk by the window, the bunk no one wanted because the screen had a tear and mosquitoes drifted in at dusk. Last summer, that same bunk had been his. He had been the smallest kid in his cabin, the slowest in every race, the boy who finished the Iron Paddle competition dead last while the older campers cheered politely and looked away. This summer would be different. Eli had grown three inches over the school year. He had spent every Sunday at the neighborhood pool, practiced his side-stroke in his uncle’s pond until his shoulders ached, and memorized every bend of the Riverbend course from a hand-drawn map he kept folded in his back pocket. For the first time in his life, he believed he could win. “You’re back,” said a voice behind him. Eli turned. Mason Pruitt stood in the doorway, taller than Eli remembered, his hair bleached lighter from the sun. A duffel bag hung from one shoulder, the same duffel, Eli noticed, that Mason had carried last year. The canvas was patched in two places with mismatched thread. “I’m back,” Eli said. Mason nodded once. He took the bunk across

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from Eli, also a bottom bunk, also missing a piece of screen. He didn’t claim the better bed by the door. He never did. Eli already knew who Mason Pruitt was. Everybody at Camp Riverbend did. Mason had won the Iron Paddle competition three summers in a row, and some boys talked about him like he was a camp hero. Eli had expected someone like that to grab the best bunk in the cabin without hesitation. But Mason chose the broken one by the torn screen instead. Eli noticed that. It was the first of many things about Mason that confused him. *** The next afternoon, the boys sat along the swimming dock with their feet dangling in the water. The Iron Paddle was the oldest competition at Riverbend. For six weeks, the boys earned points in canoeing, swimming, archery, and the long-distance hike. On the final morning, every camper paddled the four-mile loop down Hollow Creek and back. Eli had always believed that the boy with the most points and the fastest race time won the Iron Paddle, a real paddle hammered out by the camp’s founder a hundred years ago and mounted on a slab of dark cedar.

| Lighthouse L I TE R ACY

Activate Prior Knowledge 1. Have you ever been part of a competition or contest? What was it? {Answers will vary.} 2. What did you do to prepare? {Answers will vary.} Preparing for a competition often takes time, practice, and patience. But what happens when even those things are not enough? Let’s start reading to find out more. Read the Blurb and Make Predictions Read the blurb together. 3. What is the setting of the story? {Camp Riverbend, a summer camp.} 4. What do you think the Iron Paddle is? {Answers will vary. Students may predict it is a trophy, an award, or a special prize given at camp.} 5. What clues in the blurb tell you that the Iron Paddle is part of a competition? {The words “trained,” “dreamed,” and “final race” suggest there is a competition with the Iron Paddle as the prize.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

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| Unit 2

| Lesson 7

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6. What do you learn about Eli from the blurb? {He has trained hard, dreamed about winning the Iron Paddle, and is determined to earn it.} 7. The blurb says, “he began to wonder if there was something about the prize that nobody had told him.” What do you think he might discover? {Answers will vary. Students may predict there is a secret rule, the prize has a hidden meaning, or the competition is different than Eli expected.} Identify the Genre 8. The characters, events, and setting in this story are all fictional, but they could happen in real life. What type of text is this? {Realistic fiction.} 9. In order for a fictional story to be interesting, what does it need? {Guide students to recall that a fictional text needs a strong plot with a problem/conflict and a solution.} Set a Purpose for Reading As you read, pay attention to the characters, their actions, and the choices they make. Think about what lesson or message the author wants readers to learn.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

*** Every morning before breakfast, Eli ran the trail behind the mess hall. Every afternoon during free swim, he paddled until his arms shook and his blisters re-opened. He watched Mason’s stroke from a distance and copied it, the twist of the wrist, the long draw, the silent recovery that left no splash. But the strange thing was, Mason almost never seemed to train. Instead, he spent most of his time helping other campers. During free swim, he stayed beside the younger boys, holding their hands while they practiced kicking. On Tuesday, he helped the cook carry the heavy stockpot from the kitchen to the dining hall, when the regular helper had a sore back. One night, Eli saw him sitting beside a homesick boy named Owen on the cabin steps for nearly an hour, not saying much, just sitting beside him. Once, Eli walked past the equipment shed on his way to evening chores and spotted Mason inside. He was oiling a pile of paddles by lantern light. Not just his own. All of them. Eli noticed that. It was the third thing about Mason that surprised him.

*** Over the next few weeks, Eli kept winning points. He won the swimming relay. He came in second in archery. He finished the long hike with blistered feet but a respectable time. By the end of the fifth week, his name sat at the top of the points board, and Mason’s sat just below it. The counselors began to notice him. “Pruitt’s got real competition this year,” one counselor said one evening, clapping Eli on the shoulder. “First time in a while.” Eli grinned. He couldn’t help it. But even as Eli climbed higher on the scoreboard, he found himself paying closer attention to Mason. That night, Eli lay awake in his bunk listening to the steady breathing of the other boys. The window screen rattled in the breeze. Across the cabin, Mason was reading by flashlight. Eli sat up to look. The book’s cover was wrapped in brown paper that had been taped together a hundred times. “What’re you reading?” Eli whispered. Mason looked up. He held up the book, but the title was too worn to read. “It was my dad’s,” he said. “Oh.” “He used to come here,” Mason said. “When he was a kid.” “Yeah?” Mason nodded. He didn’t say anything else. He clicked off the flashlight, and the cabin sank back into the soft dark. Eli stared up at the ceiling for a long time afterward. That was the fourth time Eli had noticed something unexpected about Mason.

Mason had won it three summers in a row. “Four,” said Joel, who always seemed to know everything about camp. “He won it the year before he was even old enough. Some kind of vote, my brother said.” “A vote?” Eli asked. Joel shrugged. “Whatever. He won. He always wins.” Eli looked toward the far end of the dock, where Mason was helping a younger boy tighten the straps of a life jacket that was much too big for him. Mason wasn’t smiling, exactly, but his face was patient in a way grown-ups’ faces sometimes were. The little boy was crying hard, and Mason knelt beside him and said something Eli couldn’t hear. After a moment, the boy laughed and wiped his nose on his arm. That was the second thing Eli had noticed about Mason since arriving at Camp Riverbend.

Unit

Lesson

Eli froze for half a second. The finish line was close. So close. If he stopped now, Mason would pass him. Behind him, Eli suddenly heard the sound of paddling stop. Mason. Eli did not turn around, but somehow he already knew what Mason was doing. He paddled forward anyway. A few moments later, Eli crossed the finish line alone.

*** The morning of the Iron Paddle Competition, the creek was smooth as glass. Mist hung over the water like cotton dragged across the surface. Eli had barely slept. He laced his shoes with shaking fingers and forced himself to eat two pieces of toast he could hardly taste. The boys lined their canoes along the shore. Eli’s canoe was newer than most. The camp had repainted it last winter, and the green still looked fresh. Mason’s canoe was the old red one, and the wood inside was scarred from years of paddles. Eli noticed Mason run his hand along the inside of the boat, slowly, like he was greeting an old friend. The horn blew. Eli pushed off hard. He hit the rhythm he had been practicing all summer: pull, glide, pull, glide. He didn’t look behind him. He kept his eyes forward and counted his strokes. At the halfway point, he risked a glance over his shoulder. Mason was right behind him, maybe two boat lengths back. Eli’s stomach tightened. He dug deeper, harder, until his arms were like two motors he didn’t have to think about. Coming around the last bend, he heard a shout. Eli turned. A canoe had flipped over near the reeds. Owen, one of the younger boys, was clinging to the overturned hull, his orange life jacket bobbing him up and down, his face white as the mist.

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*** The crowd exploded into cheers. The counselors lifted Eli onto their shoulders. Someone pressed a paper cup of cold water into his hand. Eli laughed and choked and laughed again. He had done it. He had finally won. For a few shining moments, it felt exactly the way he had imagined all year. When they lowered him back to the ground, he turned to look back at the creek. Mason was paddling slowly toward the dock, towing Owen’s overturned canoe behind him. Owen sat up front, wrapped in a counselor’s jacket, pale and shivering, but grinning. The cheering around Eli suddenly sounded farther away. Mason climbed out of the canoe last. He helped Owen out, made sure the boy’s feet were steady on the dock, and walked up to the cabin without a word. Mason never once looked toward the finish line. He didn’t look at Eli either. And somehow, that bothered Eli more than if Mason had looked angry. That night, the boys gathered in the dining hall for the closing ceremony. The iron paddle sat on the head table, gleaming under the lamps. Eli kept glancing at it. His stomach fluttered every time he did. He could already picture carrying it back to Cabin Six. The camp director, Mr. Carver, stood up and cleared his throat. “For one hundred and four years,” he began, “Camp Riverbend has awarded the Iron Paddle to one camper at the end of each summer.” The room quieted. “Some of you younger boys may think this award goes to the camper with the most points or the fastest race time.” Eli sat up straighter.

| Lighthouse L I T ERACY

Based on what we read and predicted in the blurb, what might Eli’s plan be? {Something related to winning the Iron Paddle.}

What goal did Eli set for himself this summer? {Eli’s goal was to win the Iron Paddle competition.}

Why is Eli so interested in Mason? {Mason has won the Iron Paddle many times and is Eli’s biggest competitor. Eli may feel jealous because Mason has already achieved the goal Eli hopes to reach.}

What can you tell about Mason’s personality? {He seems humble because he chooses the worse bunk even though everyone at camp sees him as a hero.}

Why is Eli surprised by Mason’s actions around camp? {Eli expects Mason to spend all his time training, but Mason spends much of his time helping others.}

Why does Mason win the Iron Paddle even though Eli wins the race? {The award is based on character and camp spirit, not just points or speed. Mason showed kindness and leadership throughout the summer.}

Where in the story does the author foreshadow that the Iron Paddle will be decided by a vote? {When Joel mentions that Mason won the Iron Paddle the year before he was old enough because of “some kind of vote.”

What lesson does Eli learn from Mason? {A true champion is someone who shows good character and helps others, not just someone who wins.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Unit 2

| Lesson 7

{Yes. Someone can be successful by showing kindness, helping others, and making good choices, even if they do not come in first.}

won this paddle his last summer here,” Mason continued. “The vote.” Eli nodded slowly. He thought of the brown-paper book. The patched duffel. The little boy with the big life jacket. The pile of oiled paddles in the equipment shed. Now he understood why that mattered. The race was only part of the competition. Maybe not even the most important part. “I’m sorry,” he said. He wasn’t completely sure what he meant. Sorry for only caring about winning. Sorry for misunderstanding Mason. Maybe both. Mason smiled, the first real smile Eli had seen from him all summer. “Come back next year,” he said. “I’ll show you my dad’s old route up the creek.” He walked off into the dark, the paddle on his shoulder, and Eli stood by the dining hall steps for a long time, listening to the creek run somewhere out beyond the trees. Above him, the screen door of Cabin Six creaked open. Inside, somebody was already laughing. PAU S E A N D P O N D E R How can we measure success? Do grades, awards, or winning always show that someone is successful? What else can show success?

| Lighthouse LIT E R ACY

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If you could rename the Iron Paddle award based on what it truly represents, what would you call it? Why? {Answers will vary. Students may suggest names like “The Leadership Award” or “The Kindness Paddle.”}

10. Eli did not win the Iron Paddle. Do you think he gained something else through the competition this year? What was it? {Yes. Eli gained a new understanding of what it means to be successful. He learned that true success is measured by how we treat others, not just by winning a competition.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Give students an example: Imagine two teams are competing in a game. One team wins, but they ignore their teammates and do not help each other. The other team does not win, but they encourage one another, work together, and support their teammates. Which team shows more success? Why? {Answers will vary. Students may say that the second team shows success because they work together and treat others well.} Explain to students that success is not only about the result someone achieves. The way people act toward others can show what kind of person they are. In “The Iron Paddle,” Eli begins the story thinking the winner is the person who finishes first. However, by the end, he learns that a true winner is someone who shows kindness, and helps others. Ask students: 1. What choices did Mason make that showed he was a true winner? {Mason helped younger campers, cared for others, and chose to help Owen instead of focusing only on winning.} 2. Why do you think the way someone treats others can be just as important as what they achieve? {Because good character and kindness matter more than trophies, awards, or physical strength.} Wrap Up: Explain to students that The Iron Paddle reminds us that while trophies and awards are exciting, they are not the best measure of success. The choices we make, the kindness we show, and the way we treat others are what people remember most. True success is measured by our character, not just our achievements.

Level F

Pause and Ponder: Can someone be successful even if they do not win? Explain.

“But that is not how the winner is chosen.” Eli felt the toast he had eaten that morning turn to a cold lump in his stomach. “The Iron Paddle goes,” Mr. Carver said, “to the camper who, in the judgment of his fellow campers, his cabinmates, the boys he has lived beside for six weeks, has shown the truest spirit of this camp. We collected your votes this afternoon.” Eli felt something twist quietly in his stomach. Mr. Carver picked up a folded envelope. Before he even opened the envelope, Eli already knew. He had known, he realized, for a long time. He had simply refused to see it. “This year’s Iron Paddle,” Mr. Carver said, “goes to Mason Pruitt.” The dining hall erupted. The boys cheered loudly enough to rattle the windows. Mason walked slowly to the front with his head ducked the way it always was, almost embarrassed by the attention. He shook Mr. Carver’s hand. Eli clapped with everyone else. At first, the clapping felt difficult. Then, little by little, it didn’t anymore. Because deep down, Eli knew Mason deserved it. Afterward, in the dark outside the dining hall, Eli caught up to Mason on the path. “Congratulations,” he said. Mason held the iron paddle in both hands. It was heavier than it looked; Eli could see the cords standing out in Mason’s wrists. “Thanks.” Mason hesitated. Eli looked down at the dirt path. All summer long, he had measured Mason by races, points, and trophies. But standing there now, those things suddenly felt smaller somehow. “You were really fast out there,” Mason said. “You stopped,” Eli said. “For Owen. You would have won the race.” Mason was quiet for a long moment. He looked down at the paddle in his hands, running his thumb along the worn cedar. “My dad came in last in the Iron Paddle race three years in a row,” he said finally. “He told me he never minded much.” He looked up. “He

Unit

Lesson Review Finding Theme

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Answer the questions to find the theme.

What is the problem? Eli wants to win the Iron Paddle competition but another kid, Mason, is competing against him. Mason won the Iron Paddle the last three years.

2. How does the main character react to the problem? He works hard training and focuses on winning the race.

3. What happens next? What does the ending teach the character or the reader? Eli wins the race, but he doesn’t win the Iron Paddle. The Iron Paddle goes to Mason, who has been helping other campers the whole summer. This shows that Eli didn’t make a good choice by focusing just on winning the competitions.

4. What is the theme?

a. Work hard to achieve your goals. b. Winning is the most important of all. c. True success is shown by how you treat others. d. Slow and steady wins the race.

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Writing Prompt Details LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Key details are important pieces of information from a text. When answering a writing prompt, choose the details that directly answer the question and use them to develop your response.

How does Mason help people at Camp Riverbend before the big race begins? Describe three different ways he helps. Use details from the story to support your answer.

Plan. List details that show how Mason helps people at Camp Riverbend. He chooses the broken bunk with the torn screen so others can have the better beds. He holds younger campers' hands during free swim, adjusts their life jackets, and calms them down. He sits with Owen when he is homesick. He stays up late oiling everyone's paddles in the equipment shed.

2. Topic Sentence. Restate the question. Introduce the idea of Mason helping others. Before the big race begins, Mason helps people at Camp Riverbend in many ways.

3. Body Sentences. Use three details from your plan. © Lighthouse Curriculum. Copying strictly prohibited.

a. First, Mason chooses the broken bunk with the torn screen so others can have the better beds. b. In addition, during free swim, he helps the younger campers. c. He also stays up late oiling everyone’s paddles in the equipment shed.

4. Concluding Sentence. Restate the main idea or write a lesson. Mason helps many people at Camp Riverbend before the race begins.

5. Write as a paragraph. Put the sentences together. Make sure the whole paragraph makes sense. Before the big race begins, Mason helps people at Camp Riverbend in many ways. First, Mason chooses the broken bunk with the torn screen so others can have the better beds. During free swim, he helps the younger campers. He also stays up late oiling everyone’s paddles in the equipment shed. Overall, Mason helps many people at Camp Riverbend before the race begins.

| RLesson LevelLighthouse F | UnitL2I TE 7 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

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Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

Create a short comic strip showing one scene from the story.

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ASS ESS M EN T

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. The tow truck the broken car all the way to the repair shop.

5. Which word means a brief or quick look?

a. glanced b. ached c. hauled d. erupted

a. Ached b. Glance c. Erupt d. Recovery

2. His head

after he spent the whole afternoon studying in the bright sun.

6. Which of these is an example of clinging? a. A leaf floating away in the wind b. A toddler holding tight to a parent’s leg c. Throwing a ball across a field d. Sitting on a chair

a. hauled b. recovery c. ached d. clinging

3. Which word means fairly good or

acceptable?

Which of these objects would most likely be gleaming?

a. Gleaming b. Respectable c. Erupted d. Hauled

a. A rug b. A piece of charcoal c. A diamond ring d. A pile of leaves

4. Which of these shows a person in recovery? a. Someone running a race for the first time b. Someone resting after an illness to get better c. Someone breaking a window by accident d. Someone buying a new car

8. The volcano

, sending ash and steam high into the air. a. ached b. hauled c. erupted d. gleaming

| RLesson LevelLighthouse F | UnitL2I TE 7 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

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Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Significant means important.

Which detail from the story best shows why the Iron Paddle is a significant award? a. It was made a hundred years ago. b. It is given to the camper who wins the race. c. It represents the “truest spirit” of the camp. d. It was won by Mason’s father three years in a row.

2. Which best describes how the author introduces the character of Mason Pruitt in paragraphs 6 through 11? a. By describing his physical size b. By comparing his past wins with his humble choices c. By showing how he gets the best bunk in the cabin d. By explaining the history of the Iron Paddle competition

3. What do the details about Mason's paddling stroke in paragraph 18 show?

a. Eli will never be able to beat Mason. b. Eli is focused on winning the race. c. Mason can win without ever practicing. d. Mason is trying to hide his secrets from Eli.

4. What does Eli's realization in paragraph 47 on page 107 (“He had known... for a long time”) show? a. Eli is upset with the camp director. b. Eli now understands what the camp truly values. c. Eli is disappointed that he lost. d. Eli thinks the competition was unfair.

5. Which quote best supports a theme of the story? a. “The Iron Paddle was the oldest competition at Riverbend.” b. “The race was only part of the competition. Maybe not even the most important part.” c. “Mason Pruitt stood in the doorway... his hair bleached lighter from the sun.” d. “He took the bunk across from Eli — also a bottom bunk...”

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6. Read this sentence from the story. “The Iron Paddle goes... to the camper who... has shown the truest spirit of this camp.” What does the phrase “truest spirit” most likely refer to?

a. ability to win b. fastest time c. following the camp's most important values d. being the most popular Why is it important that Mason “almost never seemed to train”? a. It shows that he is naturally talented. b. It highlights that he is focused on helping others. c. It suggests that he is feeling too confident. d. It shows that he plans to lose the race on purpose.

8. Based on the story, why did the other campers most likely vote for Mason? a. They were intimidated by his past wins. b. They liked how much he helped everyone. c. They honored his father’s past. d. They were upset that Eli won the race.

| RLesson LevelLighthouse F | UnitL2I TE 7 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

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2-8 Unit

Lesson Introduction Theme and Details

Lesson

Unit 2: Literary Elements

LESSON

Lesson 8: Theme and Details

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

In the last lesson, we learned how to find the theme by following the plot of a story. Once we find the theme, we can look back at the text and see how the author hints at it throughout the story. What kinds of details can hint at the theme? → Similar words that repeat → Important concepts or ideas in the story → Things, people, and places that are important in the story

Unit Goal Trajectory: Explain how literary elements are developed in a text.

See It In Action

The Wolf and His Shadow

wolf left his cave one evening in a good mood and very hungry. As he ran, the setting sun made his shadow stretch far across the ground. It looked as if the wolf were a hundred times bigger than he really was. The wolf stared proudly at his enormous shadow. “Look how big and powerful I am!” he exclaimed. “Why should I be afraid of a lion? I could be king of the forest myself!” The wolf wanted to prove that he was as powerful as he looked. Soon, he spotted a lion coming toward him. Instead of running away, the wolf stood tall and stepped forward to challenge him. Just then, the lion’s huge shadow covered the wolf completely. Before the wolf could move, the lion struck him down with a single blow.

1. Identify parts of a plot in a story (Lesson 5)

3. Use the plot to find the theme of a text. (Lessons 7 and 8) 4. Explain how authors use details throughout a text to convey the theme. (Lesson 8)

2. Use the plot to explain how characters are developed across a story. (Lesson 6)

Find a theme: Do not think too highly of yourself.

Words that repeat “powerful” “big” “bigger” “huge”

An important thing Shadow

Explain the meaning of the details. What do they make you think of? How do they connect to the theme? The word powerful shows how highly the wolf thinks of himself. This connects to the theme because he believes he is more powerful than he really is.

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Look for details that hint at the theme.

Level F

| Unit 2

| Lesson 8

Lighthouse L I TE R ACY Level F | Teacher's Guide

The shadow looks much bigger than the wolf, but it is not his real size. This connects to the theme because the wolf also thinks he is greater than he really is.

| Lighthouse L I T E R ACY

← Clearing Up Common Misconceptions Students may have hard time identifying details and explaining how they connect to the theme.

Let’s Practice! PR ACTIC E

VOCABU LARY

STORY

RE V I E W

ACT IV IT Y

AS S E S S M E N T

Tell students that when they read a story, they may need to read it a few times to fully understand all deeper meanings an author puts in a story. When we read a story for the first time, we usually focus on the plot and what happens. Then, we can take a step back and find the theme.

Read the story. Then circle the correct answers.

he puzzle had 500 pieces and three boys who couldn't agree. Max sorted by color. Eli sorted by shape. Ren just stared at the box picture and pointed. For an hour, they kept separate piles, worked in separate corners, and sat in separate silence. Nothing connected. Then Max slid a cluster of blue pieces toward Ren's side — not offering, just making room. Ren's finger moved slowly to a section he'd been eyeing. “There,” he said. “Those go there.” Eli quietly added a border row. Suddenly Ren's section had a frame. Max's colors had a boundary. One corner of the picture appeared. “Wait,” Ren said. “Do that again.” The puzzle still took all afternoon. At the end, Max looked at a finished section and tried to remember who had placed those pieces. He couldn't tell. He didn't mind. That felt like the best part.

Then, we can go back and reread the story. We can notice all sorts of hints and deeper meanings the author uses to give their message across. Stories written by talented authors often have layers of deeper meanings and can be read a few times to find them. Read the example on the page a few times and model how to approach each reading.

What is the theme? a. You need to be patient to solve problems. b. It is important to share. c. It is best to do the frame of the puzzle first. d. A team works best when everyone uses their different strengths together. © Lighthouse Curriculum. Copying strictly prohibited.

2. What does a puzzle make you think of? How does it connect to the theme? a. A puzzle has lots of pieces, which shows that the more people help, the faster the job gets done. b. Different puzzle pieces work together to form one picture, just as people with different strengths work together as a team. c. A puzzle is hard and frustrating, which shows that working with others usually makes too many problems. d. A puzzle comes with a picture on the box, which shows that having a plan at the start is important when working as a team.

3. Why does the author repeat the word “separate” in “separate piles, separate corners, separate silences”?

| Unit 2

| Lesson 8

| Lighthouse LI T E R ACY

Second read: Before reading guess what the theme is. (Ex: it is important to work together) Then read a second time to see if the predicted theme makes sense. (Yes because the boys feel good when they work together) Third read: Look out for details that are important to the story or that repeat. (ex: puzzle, “separate”). Explain how those details connect to the theme.

a. To make the sentence longer b. To show what it looks like when you don’t have teamwork. c. To describe the room they were sitting in d. To show that the boys were angry at each other

Level F

First read: Focus on what happens/main idea. A group of boys can’t agree on how to solve a puzzle but then they work together and solve the puzzle.

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Lighthouse L I TE R ACY Level F | Teacher’s Guide

Fourth read (optional): Check if your details connected well to the theme. See if you could find any more hints to the theme.

LESSON

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Canals, noun

S Waterways E Narrow waterways that boats travel through; A waterway that carries water to farms; A passage connecting two bodies of water Q How is a canal different from a natural river?

VO C A BU LA RY

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

Cargo boats traveled through the canals to deliver spices to the towns.

birds such as chickens and ducks that are raised for eggs or meat

The guard stood erect with his back straight and head held high.

jealous

The farmer scattered grain for the chickens, ducks, and other poultry.

an area of low, wet, soft land that is often covered in tall grasses

A Bent

E Standing straight instead

of leaning; A tall tree standing straight up; Putting up a fence around a yard Q Can you point to something that is standing erect?

4. Damp mud soaked through my boots

human-made waterways

Because of the twilight shadows, the young hiker mistook a mossy tree stump for a sleeping bear.

a thick group of bushes, shrubs, or small trees

Packing an extra bottle of water and a warm coat was a very sensible choice before starting the trail.

showing wise judgment; reasonable

Watching his neighbor ride a brandnew bicycle made Mark feel a little envious.

straight and upright

The rabbit darted into a thicket of thorns to hide from the hawk.

made an error in understanding

as we walked across the foggy marsh.

S Farm birds E Chickens raised on a farm for their eggs; Turkeys or ducks raised on a farm for their meat and eggs Q Why might raising poultry be useful for a family living on a farm?

4. Marsh, noun

S Wetland E A wet area filled with tall grass; A place where frogs and birds live; Soft, muddy land near a body of water Q How might the ground in a marsh feel under your feet?

5. Mistook, verb S Confused

3. Poultry, noun

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

2. Erect, adjective S Upright

Vocabulary

Lesson

A Recognized

E Thinking a stranger was

someone you knew; Believing the red door was the blue door; Thinking a bird was a plane Q What is something you once mistook for something else?

canals [kuh-NALZ]; erect [ih-REKT]; poultry [POHL-tree]; marsh [MAHRSH]; mistook [miss-TOOK]; sensible [SEN-suh-bul]; envious [EN-vee-us]; thicket [THIK-it]

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| Unit 2

| Lesson 8

| Lighthouse L ITERACY

6. Sensible, adjective S Reasonable

A Foolish

E Wearing a coat on a cold

day; Bringing an umbrella when rain is expected; Choosing to study before playing Q What is a sensible way to prepare for a big test?

7. Envious, adjective S Jealous

A Content

E Wanting the

8. Thicket, noun

new bike that someone else received; Feeling unhappy because someone else won a prize you wanted Q How can feeling envious affect the way a person acts toward someone else?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Bushes A Clearing E A thick group of bushes and plants; A rabbit hiding among thick bushes; A difficult area to walk through in the woods Q Why might it be hard to see someone hiding in a thicket?

LE SSON

PRACTICE

VOCA BU LARY

STO RY

REVIEW

ACTIVITY

ASSESSMENT

Genre: Fairy Tale

n a quiet farm beside a pond, a nest of eggs begins to crack. Most of the ducklings look alike, but the last one is larger, grayer, and unlike the rest. How will the other animals treat this unusual duckling? Will she ever find a place where she belongs?

Level F

↑

| Unit 2

| Lesson 8

| Lighthouse LI TE R ACY

119

Teacher Script Lesson Hook Today, we will read about a young bird and her struggle to find a place where she belongs. Explore the Title 1. What is the title of the story? Who is the author? {The Ugly Duckling by Hans Christian Andersen.} 2. What does the word ugly mean? {Not pleasant to look at.} 3. Based on the title, what do you think this story will be about? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Adapted from Hans Christian Andersen

The Ugly Duckling

Unit

Lesson

Summer had come to the countryside. Golden wheat waved in the warm breeze, and green fields stretched as far as the eye could see. Birds sang from the trees, and a quiet pond sparkled in the sunshine. Near an old farmhouse surrounded by canals, tall burdock plants grew along the water’s edge. They were so high that a small child could hide beneath them. Their giant leaves swayed in the wind, and tiny ripples moved across the quiet water below. Tucked safely among the leaves, a duck sat on her nest, waiting for her eggs to hatch. The other ducks spent their time swimming, splashing, and chatting together. But Mother Duck stayed in her nest, keeping her eggs warm. Then, one quiet morning, the first shell cracked. A tiny yellow beak poked through, and a little voice called, “Peep, peep!” Soon, another shell cracked, and then another. Before long, the nest was filled with fluffy ducklings and their cheerful little cries. “Quack, quack!” said the mother, and the ducklings tried to copy her as they looked around at the tall green leaves. But one egg, the largest, still had not broken. An old duck came to visit. “Let me see that egg,” she said. “I'm sure it's a Guinea fowl egg. I once had

Activate Prior Knowledge 1. Have you ever been in a situation where you were different from everyone else? What happened? {Answers will vary.} 2. How did you feel about being different? {Answers will vary.} Sometimes, being different can make it difficult to feel like you belong. As we read, pay attention to what happens to the main character because she looks different from the others.

Read the blurb together. 3. What do you learn about the ducklings? {Most of them look alike, but one is larger, grayer, and different from the rest.}

4. How do you think the other animals might treat the unusual duckling? What makes you think so? {Answers will vary.} 5. The blurb asks where the duckling will "finally find a place to belong." What does this make you predict about her journey? {Answers will vary. Students may predict that she will leave the farm, meet other animals, or eventually find a group where she feels accepted.} Identify the Genre The characters, events, and setting in this story are made up. What type of text is this? {Fiction.} Explain to students that stories that include characters or events that could not happen in real life are called fantasy. In this story, the animals can talk and act like people, which makes it a fantasy story. Set a Purpose for Reading As you read, pay attention to repeated words, ideas, and details that can help you find the theme of the story.

Read the Blurb and Make Predictions

one myself, and it caused nothing but trouble. Those birds are afraid of water. Leave it and teach the others to swim instead.” Mother Duck sighed. “I've already waited this long. What's another day or two?” “As you wish,” said the old duck, and she left. At last, the big egg began to crack. Slowly, the last duckling pushed her way out and cried, “Peep, peep!” Mother Duck stared in surprise. How big and gray she was! “This duckling is huge,” she said, “and not at all like the others. I wonder if she's a Guinea fowl. We'll find out at the water, for into the water she must go.” Morning finally came. Bright sunshine sparkled on the pond as Mother Duck gathered her family. She led them to the water and jumped in with a splash. One by one, the ducklings followed, paddling easily behind her. Even the big gray duckling swam right along with them. “That's no Guinea fowl,” said the mother. “Look how well she swims, and how erect she holds herself! She's my own child after all.” She led the ducklings to the farmyard. An old duck with a red band on her leg, the most respected bird in the yard, looked the ducklings over. “Pretty enough,” she said, “all but that one.

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Level F

| Unit 2

| Lesson 8

| Lighthouse LITERACY

Pause and Ponder: The author describes how the seasons change in the story. How does the author describe each season? What do those descriptions make you think of? Encourage students to notice how the four seasons are presented in the story. Use the following questions to guide students to recognize why the author chose to use seasons as an important part of the setting. Summer: How does the author describe summer? Students should notice the warm breeze, green fields, sunshine, singing birds, and sparkling pond. What kind of feeling do these details create? Students may say that summer feels warm, peaceful, happy, or beautiful. Now think about the duckling. What important event happens in her life during summer? Students should notice that she is born. This is the beginning of her life and the beginning of her journey in the story. At first, everything around her is warm and beautiful, but soon after, she is rejected by the other birds because she looks different. Autumn: What happens when autumn comes? How does the author describe the season? Students should notice the orange and gold leaves, cold winds, and darker feeling.

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Unit 2

| Lesson 8

Baby swans, called cygnets, are born covered in soft gray or brown feathers During their first year, they gradually grow and mature, replacing their brown or gray feathers with white adult feathers. This is why the young swan in the story is mistaken for a duck at first but looks like an adult swan by the following spring.

The wind howled, and the rain soaked the little duckling’s feathers. Just when she thought she could go no farther, she found shelter in a small cottage where a woman lived with a cat and a hen. In the morning, the woman spotted her. Her eyesight was poor, so she mistook the duckling for a fat duck that had wandered from home. “What a prize!” the old woman exclaimed. “If you lay eggs, you'll be the best visitor I've ever had.” So the duckling was allowed to stay. But no eggs came. “Can you lay eggs?” the hen asked her. “No.” “Then please stop talking.” “Can you arch your back, or purr, or throw off sparks?” said the cat. “No.” “Then you have no right to share an opinion when sensible people are talking.” The duckling lowered her head and stared at the floor. But when sunshine came through the open door, she felt a strong longing for a swim and couldn't help mentioning it. “What a silly idea!” said the hen. “If you could purr or lay eggs, you wouldn't have time for such nonsense.” “But it's so wonderful to swim,” said the duckling, “and to feel the water close over your head as you dive.” “That sounds like a strange kind of fun,” said the hen. “Ask the cat if she'd enjoy that. I certainly

| Lighthouse LITERACY

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How does the duckling's life feel at this point? Students should notice that she is still alone and unhappy. How is autumn different from summer? Students may notice that the weather is getting colder and the feeling of the story is becoming sadder. Winter: What do we notice about the way the author describes winter? Students should notice the freezing water, ice, snow, and cold weather. What is happening to the duckling during this part of the story? Students should notice that she is struggling to survive. She becomes trapped in the ice and almost dies. What do you notice about the duckling's life as the seasons change? Guide students toward the idea that her situation is changing as the seasons change. Things become harder as autumn turns into winter. Spring: What season arrives at the end of the story? How does the author describe spring? Students should notice the warm sun, blooming apple trees, beautiful garden, and fresh surroundings. What do you think will happen in the duckling's life by the time spring arrives? Point out that so far, the feeling of each season has matched what is happening in the duckling’s life. Based on the hopeful feeling of spring, ask students to predict will happen to the duckling. Students’ predictions will vary. Guide students to recognize that the changing seasons show time passing and connect to the changes in the duckling’s life. As the seasons change, the duckling’s experiences and circumstances change as well.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Level F

Background Information: A Young Swan’s Growth

So big and strange-looking.” One duck bit the gray duckling's neck. “Leave her alone,” said the mother. “She's not hurting anyone.” “Yes, but she looks so different,” said another duck. “She doesn't belong here.” So the gray duckling was pushed away, pecked at, and laughed at. No one stopped to see how gentle she was or how much she wanted to belong. All they saw was that she was different. The days passed, and it only got worse. Even the other ducklings in her family, her own brothers and sisters, were unkind to her. “I wish the cat would get you, you ugly thing!” they cried. The poor little duckling no longer knew where she belonged. She tried to stay out of everyone’s way, but wherever she went, someone chased her away. The ducks pecked her, the chickens beat her, and even the girl who fed the poultry kicked her. She couldn't take it anymore. She ran across the yard and away from the other birds, her little feet carrying her as fast as they could. She did not stop until she reached the fence. Then, with tears in her eyes, she spread her wings and flew over it; the little birds hiding in the hedge scattered in every direction. Even they are scared of me, she thought sadly. Maybe everyone is right. Maybe I really don’t belong anywhere. She flew on until her wings ached and she could go no farther. At last, she reached a wide marsh filled with wild ducks. She hid among the reeds and lowered her head beneath her wing. The quiet marsh was peaceful, but she still felt alone. When the morning sun rose, the wild ducks gathered around her, looking her over with curious eyes. “What kind of duck are you?” they asked. She bowed politely but didn't answer. “You're not like us,” said the wild ducks, “but that doesn't matter to us.” All she wanted was to rest among the reeds and drink the marsh water. But soon a storm rolled in, and the wind pushed against her with all its strength. Toward evening, the storm grew even stronger.

Unit

Lesson

Pause and Ponder: Think about the swans at the beginning and at the end of the story. How does the duckling’s view of them change? Guide students to look back at the different times the duckling notices the swans. Ask: 1. What does the duckling think about the swans when she first sees them? {She thinks they are beautiful and graceful. She is fascinated by them.} wouldn't. Be thankful for your good luck in being welcomed here, and stop talking so much. I'd advise you to learn to purr and lay eggs as soon as possible.” “I think I should go back out into the world,” said the duckling. “Yes, go,” said the hen. So the duckling left the cottage and soon found water where she could swim and dive. But every other animal avoided her because of how she looked. Autumn came, and the leaves in the forest turned orange and gold. As winter approached, cold winds blew, heavy clouds hung low, and a raven stood among the reeds, crying, “Croak, croak.” All of this made the poor little duckling feel very sad. One evening, as the sun set among glowing clouds, a large flock of beautiful birds came out of the bushes. The duckling had never seen anything like them. They were swans, with graceful curved necks and soft white feathers that shone brightly. They spread their wings and flew off toward warmer lands across the sea. As they flew, they called out with a beautiful cry that echoed over the water. The duckling watched them climb higher and higher. “What would it be like to fly with birds like that?” she wondered. A feeling she could not explain

3. What does the duckling want when she watches the swans? {She wishes she could fly with them and be part of them.} 4. What does she discover at the end? {She discovers that she is a swan too.} 5. What happens when the swans see her? {They welcome her and recognize her as one of them.}

Help students notice that the duckling is drawn to the swans from the beginning, even though she does not understand why. She wishes she could be part of them, and at the end, she discovers that she is a swan and that she truly belongs with them. Guide students to see that the swans represent the acceptance and belonging she has been searching for throughout the story.

2. Does she think she could ever be like them? Why or why not? {No. She believes they are very different from her and seem unreachable.}

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Level F

| Unit 2

| Lesson 8

filled her. She let out a cry so strange it startled even herself. When the swans were finally out of sight, she dove underwater. She swam and splashed, almost too excited to stay still. She didn't know what kind of birds they were or where they had gone. But she knew she had never felt this way about any bird before. She wasn't envious of these beautiful birds. It never crossed her mind to wish she looked like them. All she wanted, different as she was, was to be treated kindly by the other ducks. Winter grew colder, and the duckling had to keep swimming to stop the water around her from freezing. Each night, the open space in the pond became smaller and smaller. At last, the ice grew so thick that it crackled as she moved. She paddled and paddled, trying to keep a small space open. Soon, she grew too tired to continue. She lay still, trapped in the ice. Early the next morning, a farmer walking by saw what had happened. He broke the ice with his wooden shoe and carried the duckling home to warm her by the fire. The warmth helped, but when the children wanted to play with her, the duckling panicked, thinking they meant to hurt her.

| Lighthouse L I T E R ACY

Why does Mother Duck immediately notice that the last duckling is different? {the duckling is much larger and gray rather than small and yellow}.

What does the word erect tell us about the way the duckling holds herself? {upright and straight}

Why do the other birds reject the duckling? {because she looks different}

Mother Duck says, “She’s not hurting anyone.” What does this show about the difference between being different and doing something wrong? { Being different doesn’t mean someone has done something wrong. The duckling is being rejected because of her appearance, not because of anything harmful she has done.}

How does being treated badly begin to affect the way the duckling feels about herself? {She begins to believe that she does not belong anywhere. Eventually, she runs away because she can no longer tolerate the way she is treated.}

Why is the marsh peaceful for the duckling even though she is still alone? {No one is chasing or attacking her there}

Why does the woman allow the duckling to stay? {She mistakes her for a fat duck and hopes she will lay eggs}

Why doesn't the duckling stay at the cottage even though she has been given a place to live? {She cannot be herself there. The hen and cat do not understand her love of swimming and want her to behave like them.}

The duckling is fascinated by the swans. Why do you think she feels such a strong connection to them? {Answers will vary}

Lighthouse L I TE R ACY Level F | Teacher's Guide

The author describes how the seasons change in the story. How does the author describe each season? What do those descriptions make you think of?

Everything looked beautiful in the freshness of early spring. From a thicket nearby came three beautiful white swans, rustling their feathers and gliding lightly over the smooth water. The duckling saw these lovely birds and felt unhappier than ever before. “I will fly to these royal birds,” she said, “and they will kill me, because, different as I am, I dare to come near them. But it doesn't matter. Better to be killed by them than pecked by ducks, beaten by hens, pushed around by the girl who feeds the poultry, or starved in winter.” She flew down to the water and swam toward the beautiful swans. The moment they saw the stranger,

Level F

| Unit 2

| Lesson 8

Pause and Ponder: Look at the different ways water is connected to the duckling throughout the story. Why do you think the author keeps bringing the water into the story? Guide students to notice the duckling's connection to the water by asking: 1. What does the duckling enjoy doing in the water? {She loves swimming and diving.} 2. How does she feel when she is in the water? {She feels comfortable and free.} 3. How is she different from the hen and cat when it comes to water? {She loves swimming, while the hen and cat think it’s a waste of time.}

PAU S E A N D P O N D E R At first, some details in the story may not have seemed important. Now that you know the ending, what do you notice? Why do you think the author made the duckling a swan instead of simply an unusual-looking duck? Why did the author keep connecting her to water? What other details were hints to the story’s deeper meaning?

| Lighthouse LI T E RACY

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4. What happens when the duckling looks into the water near the end of the story? {She sees her reflection and realizes that she is a swan.} Help students connect these details. Point out that throughout the story, the water is a place where the duckling feels comfortable and does what comes naturally to her. At the end, it is also where she discovers who she really is. Guide students to see that the water represents a place where the duckling can be herself and discover her true identity.

10. The text says she was not envious of the swans. What did she actually want? {She saw the swans flying together and wished she could also feel like she belonged somewhere.} 11.

Why does the author spend so much time describing the cold and the shrinking space in the pond? {The description shows how difficult the duckling's life has become.}

12.

What does the duckling's struggle to keep the water from freezing show about her? {It shows her determination and strength. Even when she is exhausted, she continues trying to survive.}

13.

Why does the duckling expect the swans to kill her? {She has been rejected and mistreated by others for so long that she already believes she deserves to be mistreated.}

14.

How does the duckling's understanding of herself change from the beginning to the end? {At first, she believes she is an ugly duckling and tries to fit in with the ducks, not knowing that she is actually a swan. By the end, she discovers that she is a swan and realizes where she truly belongs.}

15. Why does the ending say that she is happy but “not proud”? What does this show us about the duckling’s character? {She has learned to be humble. Even though she is happy to belong, she does not think she is better than others because she remembers how it felt to be rejected.} 16. Why does the author repeat the word “different” so many times throughout the story? {To emphasize the themes of acceptance and belonging.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

PA U S E A N D P O N D E R

they rushed to meet her with their wings spread wide. “Take me,” said the poor bird, bending her head down toward the water and waiting to die. But looking down into the clear water, she gasped. Her own reflection stared back at her. The lonely gray bird she had always hated was gone. In its place was a beautiful white swan with a long, graceful neck and shining feathers. It did not matter that she had been born in a duck's nest in a farmyard. She had hatched from a swan's egg, and she was a swan all along. The great swans swam around their new friend and stroked her neck gently with their beaks, welcoming her. Soon, some children came into the garden and threw bread and cake into the water. “Look!” cried the youngest. “There's a new one!” The others were delighted and ran to tell their mother, dancing and clapping their hands and shouting happily, “Another swan has come! A new one has arrived!” They threw more bread and cake into the water and said, “The new one looks just like the others. She's so young and lovely.” And the old swans bowed their heads to her. She felt quite shy and hid her head under her wing, not knowing what to do. She was so happy, but she was not proud. She remembered how she had been mistreated and looked down on for being different. Now she had finally found where she belonged. She rustled her feathers, curved her graceful neck, and cried out joyfully from the bottom of her heart, “I never dreamed of such happiness as this, back when I was the ugly, lonely, and unwanted duckling.”

She jumped in fright and landed in the milk pan, splashing milk everywhere. What a mess she made! The farmer shouted in surprise, and the children laughed and tumbled over each other trying to catch her. Luckily, the duckling escaped through the open door and collapsed, exhausted, in the freshly fallen snow outside. It would be very sad to tell all the hardships the poor little duckling went through during that long winter. But when winter finally ended, she found herself lying one morning in a marsh among the reeds. The warm sun shone on her feathers. She heard a lark singing nearby. Spring had arrived, and everything around her was beautiful. The young bird stretched her wings. They felt stronger than ever before. She flapped them once, then again, and suddenly she was rising into the sky. Higher and higher she flew. The wind carried her forward until she found herself above a beautiful garden. The apple trees were in full bloom, and their sweet smell filled the air. Long green branches hung over a clear stream that curled around a smooth green lawn.

Unit

Lesson Review Theme and Details

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Match each detail to the theme it best supports in the story. You can use a theme more than once, and not all themes will be used. Themes from The Ugly Duckling Water - a place where the duckling could be herself Swans - beautiful birds that accept the duckling as one of their own The four seasons - keep changing as time passes

Everyone deserves kindness and respect. Time can reveal what isn't obvious at first. Everyone has a place where they belong. Things are not always what they seem.

Find examples of details that hint at the theme in the text. Words:

Concepts:

(Find places where the word is used in the text.)

(Find details in the text that show the concept.)

Different

Kindness

Example: “but she looks so different...”

Example: Mother Duck defending the duckling: “She's not hurting anyone.” • The farmer breaking the ice to rescue her • The swans stroking her neck to welcome her

• “All they saw was that she was different.” • “All she wanted, different as she was…” • “... different as I am, I dare to come near them.” • “...how she had been mistreated …for being different.”

Ugly © Lighthouse Curriculum. Copying strictly prohibited.

• “I wish the cat would get you, you ugly thing!” • “I never dreamed of such happiness as this, back when I was the ugly, lonely, and unwanted duckling.”

Belong • “The poor little duckling no longer knew where she belonged.” • “…how much she wanted to belong.” • “Maybe I really don’t belong anywhere.” • “Now she had finally found where she belonged.”

Loneliness • “The quiet marsh was peaceful, but she still felt alone.” • “Every other animal avoided her because of how she looked.” • “Back when I was the ugly, lonely, and unwanted duckling.”

Identity

• Mother Duck questioning if she is a Guinea fowl. • The wild ducks asking: “What kind of duck are you?” • The cat and hen trying to define her by what she can do.

• “She had hatched from a swan's egg, and she was a swan all along.”

Growth • Growing from a gray duckling into a white swan • Her wings growing stronger over time • Feathers turning from gray to soft, shining white

Choose one word and one concept. Which theme do they support? How? Word Answers will vary; Belonging→ “Everyone has a place where they belong”. The theme is about belonging. Concept Answers will vary: Kindness supports the theme “Everyone deserves kindness and respect.” The kind actions show how much kindness matters to the duckling.

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| RLesson LevelLighthouse F | UnitL2I TE 8 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Writing Prompt Dynamic Characters LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

A dynamic character changes during a story. The character may think, feel, or act differently by the end.

How does the duckling change from the beginning to the end of the story? Write a paragraph using details from the text.

Plan. How does the duckling think and feel at the beginning and end of the story? Beginning: Feels lonely and unwanted; believes she does not belong End: Feels happy and accepted; knows where she belongs

2. Topic Sentence. Answer the question in a complete sentence. The duckling changes from feeling lonely and unwanted to feeling happy and accepted.

3. Body Sentences. Give details from the story to show how the duckling changes. a. At the beginning, the other animals tease and chase the duckling, so she feels that she does not belong anywhere. b. But then, she learns that she is a swan, and the other swans welcome her. © Lighthouse Curriculum. Copying strictly prohibited.

c. In the end, she is filled with joy because she finally knows that she belongs.

4. Concluding Sentence. Give a closing thought. In the end, the duckling changes from feeling unwanted to knowing that she belongs.

5. Write as a paragraph. Put the sentences together. Make sure the whole paragraph makes sense. The duckling changes from feeling lonely and unwanted to feeling happy and accepted. At the beginning, the other animals tease and chase the duckling, so she feels that she does not belong anywhere. But then, she learns that she is a swan, and the other swans welcome her. By the end, she is filled with joy because she finally knows that she belongs. In the end, the duckling changes from feeling unwanted to knowing that she belongs.

| RLesson LevelLighthouse F | UnitL2I TE 8 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

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Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

In The Ugly Duckling, the other animals judged the duckling by what they saw. But there was much more to her than they knew. Think about yourself. What might someone notice about you right away? What are some things they might learn after getting to know you? 1.

Write two things people may notice about you right away.

2. Write two strengths, talents, interests, or good qualities that people may not notice right away.

Draw and color a picture of yourself. You could show what others see on the outside and what is inside you.

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| RLesson LevelLighthouse F | UnitL2I TE 8 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which word means human-made waterways built for boats or moving water?

5. The painter

a tube of blue paint for a tube of dark green paint while working quickly.

a. Marshes b. Canals c. Thickets d. Poultry

a. erected b. mistook c. envious d. sensible

2. The young tree remained

6. Which word means having good

even after the strong windstorm.

judgment or making practical choices?

a. erect b. mistook c. envious d. sensible

a. Sensible b. Envious c. Mistook d. Erect

3. Which of the following is a type of

poultry?

Oliver felt when he saw his classmate's impressive science project.

a. Salmon b. Cow c. Chicken d. Oak tree

a. sensible b. erect c. envious d. poultry

4. Which word means an area of low, wet land often covered with tall grasses? a. Thicket b. Canal c. Marsh d. Poultry

8. Which description best fits a thicket? a. A meadow b. A thick group of bushes or small trees c. A pine tree d. A parking lot

| RLesson LevelLighthouse F | UnitL2I TE 8 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

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Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer. The purpose is the reason it was included in the story.

What is the purpose of including the old duck's comments about the large egg? a. To suggest Mother Duck should stop waiting for the last egg b. To make readers wonder what kind of bird will hatch from the large egg c. To explain why Guinea fowl cannot swim d. To show that the old duck has experience raising unusual birds

2. How does the author mainly develop Mother Duck's character in the beginning of the story? a. By showing that she patiently waits for her eggs to hatch b. By showing that she doesn’t listen to advice c. By describing how she teaches her ducklings to swim d. By explaining why the other ducks respect her

I need to... describe Mother Duck’s character in the beginning of the story and look for the parts of the story that show it.

3. What do the details about the gray duckling being pecked, laughed at, and pushed away mainly show? a. The duckling wants to find a different home. b. The farm animals compete with one another for attention. c. The duckling is treated unfairly because she looks different. d. The duckling decides she prefers living alone.

4. Read this sentence from the story. What does it show about the duckling? “Maybe everyone is right. Maybe I really don't belong anywhere.” a. She believes she will never find another home. b. She is beginning to believe the unkind things others say about her. c. She is angry with Mother Duck for not protecting her. d. She has decided to stay with the wild ducks forever.

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| RLesson LevelLighthouse F | UnitL2I TE 8 | FLighthouse L IGuide TE R ACY ACY Level | Teacher's

5. What is the most likely meaning of longing as it is used in this sentence? “She felt a strong longing for a swim...” a. fear b. excitement c. desire d. surprise

Replace “longing” with each word and read the sentence. Which meaning makes the most sense?

6. Which statement best describes why the setting changes throughout the story?

a. The setting is the same from beginning to end. b. The changing seasons reflect the duckling's journey and growth. c. The setting changes to introduce different kinds of birds. d. The setting changes to create excitement. Events are things that happen.

What do the events during the winter mainly reveal about the duckling? a. She depends on others to solve her problems. b. She loses hope when life becomes difficult. c. She keeps trying even when life is difficult. d. She realizes she should return to the farm.

8. Why is it important that the swans immediately welcome the duckling? a. It contrasts with how she was treated earlier in the story. b. It shows that swans are kinder than every other animal. c. It proves the duckling has finally learned to be brave. d. It explains why the children admire the swans.

| RLesson LevelLighthouse F | UnitL2I TE 8 | FLighthouse L IGuide TE R ACY ACY Level | Teacher’s

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3-9 Unit

Lesson Introduction Evidence

Lesson

Unit 3: Textual Evidence

LESSON

Lesson 9: Evidence

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

Evidence is information, facts, or clues that support what you say. When we use evidence, we must choose information or proof that best supports what we are trying to say. Imagine you went to the zoo. When you come back, your friend asks where you were. You answer that you went to the zoo. Your friend says, “Prove it.” Which of these would you use to prove it?

A parking pass with that day’s date on it

Unit Goal Trajectory: Use textual evidence to support claims made about the text.

See It In Action

eet the toughest animal on Earth: the tardigrade. It’s so small you’d need a magnifying glass to see it, but don’t let the size fool you. Freeze it. Boil it. Starve it for years. It doesn’t care. Scientists once shot a batch of these creatures straight into outer space with zero protection. No suit. No shield. Nothing. Most of them survived anyway. When danger strikes, the tardigrade shuts its body down completely, curling into a dry little ball and waiting things out, sometimes for a decade or more. Then water touches it again, and it wakes right back up. Sometimes the greatest survivor isn’t the biggest or the strongest—it’s the one you can barely see.

A souvenir you bought from the gift shop at the zoo

We use evidence when we answer questions about a text. We look for the detail that best supports our answer.

2. Find direct and indirect quotes from the text. (Lesson 10)

4. Answer questions with textual evidence to support responses. (Lessons 11 and 12)

A $20 bill

The parking pass is the best evidence that you went to the zoo because it has the zoo’s name and that day’s date. The souvenir is good evidence because it connects to the zoo, but it does not prove when you were there. A necklace and a $20 bill don’t prove that you went to the zoo.

1. Choose the best evidence to support an idea. (Lesson 9)

3. Introduce quotes by attributing work to the source. (Lesson 10)

A necklace your cousin gave you

Statement

5. Integrate information from the text and quantitative and visual information. (Lesson 12) 132

Best Supporting Evidence

Tardigrades are extremely tiny animals.

→

“It’s so small you’d need a magnifying glass to see it.”

Tardigrades can survive harsh environments.

→

“Freeze it. Boil it. Starve it for years. It doesn’t care.”

Scientists tested whether tardigrades could survive space.

→

“Scientists once shot a batch of these creatures straight into outer space with zero protection.”

Level F

| Unit 3

| Lesson 9

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

← Clearing Up Common Misconceptions

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

Students may have an easier time identifying evidence when it states the idea directly, but may have difficulty recognizing the evidence when the author shows the idea through a detail or clue instead.

ASSESSM ENT

olphins are some of the smartest animals in the ocean. Dolphins are actually mammals, not fish. This means they need to come to the surface to breathe air, just like humans do. Dolphins live in groups called pods, where they play, hunt, and help each other stay safe. They talk to each other using clicks, whistles, and squeaks.

Explain to students that to infer means to understand something from a text even if it is not written straight out. Tell students that in order to find strong supporting evidence they may need to make inferences about what they read.

Choose the best supporting evidence for each question.

Which sentence from the text best supports the idea that dolphins work together to survive? a. “Dolphins are actually mammals, not fish.” b. “They talk to each other using clicks, whistles, and squeaks.” c. “Dolphins live in groups called pods, where they play, hunt, and help each other stay safe.” d. “Dolphins are some of the smartest animals in the ocean.”

For example:

another?

He opened the door, his hands shaking.

a. “Dolphins live in groups called pods, where they play, hunt, and help each other stay safe.” b. “This means they need to come to the surface to breathe air, just like humans do.” c. “Dolphins are some of the smartest animals in the ocean.” d. “They talk to each other using clicks, whistles, and squeaks.”

The text does not state that he is nervous. We can infer from his shaking hands that he nervous. © Lighthouse Curriculum. Copying strictly prohibited.

2. Which sentence from the text best supports the idea that dolphins communicate with one

3. Which sentence from the text best supports the idea that dolphins cannot stay underwater forever? a. “This means they need to come to the surface to breathe air, just like humans do.” b. “Dolphins are some of the smartest animals in the ocean.” c. “They talk to each other using clicks, whistles, and squeaks.” d. “Dolphins live in groups called pods, where they play, hunt, and help each other stay safe.”

Use Question 3 from the practice page: Which quote best supports the idea that dolphins can not stay underwater forever? The evidence says: “They need to come to the surface to breathe air.”

Level F

| Unit 3

| Lesson 9

| Lighthouse L I T E R ACY

133

Lighthouse L I TE R ACY Level F | Teacher’s Guide

It does not state that “dolphins can not stay underwater forever.” Instead, it shows the idea: if dolphins need to come up for air, they cannot stay underwater forever.

L ES S O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Suspected, verb S Distrusted

A Trusted

have done something wrong; Thinking a storm might be coming Q What do you suspect would happen if there were no rules in your school?

2. Schemes, noun

secret plan to fool people Q Why might someone make a secret scheme instead of simply asking for what they want?

3. Confronted, verb

A Worthlessness

coin is worth; Keeping a gift safe because it means a lot to you; Appreciating a friendship Q What is something you value, and why?

S Worth

E How much money a rare

RE VI E W

ACTI VI TY

ASSE SSM E N T

The teacher suspected that Leo had taken the stapler because it was missing and there were staples on his desk.

a secret or dishonest plan

The merchants came up with a wild scheme to overcharge travelers at the market.

offers to pay a specific price for something

Lisa confronted her sister about breaking her favorite mug.

a careful search for facts

4. The antique dealer said the old painting

believed someone might be guilty

At the auction, buyers raised their bids, offering more money each time.

dishonest, especially for personal gain

The corrupt mayor took bribes from local businesses instead of helping the town.

approached and spoke directly to someone about a problem

The scientists conducted an investigation to discover why the dough did not rise.

the work a person chooses to do for many years

Dr. Smith enjoyed a long and successful career as a dentist.

worth

A Avoided

4. Value, noun

STO RY

had little value, but its handmade frame was worth hundreds of dollars.

E Facing a difficult problem;

Speaking to someone about a disagreement Q Why is it important to confront your problems rather than run away from them?

VO C A BU LA RY

A Honesty

E A plan to trick someone; A

S Faced

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

E Thinking someone may

S Tricks

Vocabulary

Lesson

5. Bids, noun

S Offers E Offering $50 to buy an item at an auction; Offering $100 for a used bicycle that someone is selling Q If two people are bidding on the same item at an auction, who wins it?

suspected [suh-SPEK-tid]; scheme [skeem]; confronted [kuhn-FRUHN-tid]; value [VAL-yoo]; bids [bidz]; corrupt [kuh-RUPT]; investigation [in-ves-tuh-GEY-shuhn]; career [kuh-REER]

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Level F

| Unit 3

| Lesson 9

| Lighthouse L ITERACY

6. Corrupt, adjective S Dishonest

A Honest

E A person using power for

personal gain; A system that treats people unfairly; A person who accepts money to break the rules Q Why would a corrupt person be difficult to trust?

7. Investigation, noun S Search

A Guesswork

E A search for

8. Career, noun

information about a crime; Looking into missing money; Carefully examining what happened Q What might the police look for during an investigation of a crime?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Profession A Hobby E Working as a teacher; Working as a doctor Q What career might someone choose if they enjoy helping people?

LESSON

PR ACT I C E

VO C AB ULARY

STO RY

REV IEW

ACT IV IT Y

ASSESSM ENT

Genre: Nonfiction

n the 1920s, people could not check facts as quickly as they can today. A confident stranger with polished manners, officiallooking papers, and an important title could easily be taken seriously. Victor Lustig knew how to enter a room, gain people’s attention, and make an unusual story sound possible. But what would happen when he arrived in Paris with his boldest idea yet? And would anyone discover the truth before it was too late?

Level F

↑

| Unit 3

| Lesson 9

| Lighthouse LI T E R ACY

135

Teacher Script Lesson Hook Can you name some famous landmarks from around the world? {Answers will vary.} Today, we will read about one of the world’s most famous landmarks—and a man who found a very unusual way to use it. Activate Prior Knowledge 1. Have you ever seen a picture of the Eiffel Tower? What do you know about it? {Answers will vary.} 2. Where is the Eiffel Tower located? {Paris, France.} 3. Who do you think owns the Eiffel Tower? {The city of Paris / the French government.} The Eiffel Tower is a famous landmark in Paris, France. It is a large iron tower that was built in 1889 and has become a symbol of the city. Millions of people visit it each year to see the tower and enjoy views of Paris.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Author: Yaakov Astor

The Man Who Sold the Eiffel Tower — Twice

Unit

Lesson

Con Artist Background Information Tell students that a con artist is someone who uses dishonesty to trick people into giving away money, information, or something valuable. Con artists often try to make themselves seem trustworthy and may use confidence, convincing stories, or fake documents to gain their victims’ trust. Explain that Victor Lustig was a con artist who became known for creating elaborate schemes and convincing people that his false stories were real.

You wouldn’t have suspected him. Nobody did, not until it was too late. Victor Lustig didn’t look like a thief. He dressed well, spoke many languages, and walked into every room as if he owned it. He knew exactly when to smile and when to stay silent. He had a gift. Not for good honest work, but for making people hand over their money. Every scheme started the same way: a handshake, a secret, and a promise that was never meant to be kept.

A Criminal from the Start Victor Lustig was born in 1890 in Czechoslovakia. He started young. Before he turned twenty, he had already made a considerable sum through schemes and swindles. He was also a regular guest in Europe’s jails for theft. When Lustig was nineteen, one of his victims caught up with him and attacked him, leaving a scar on his left cheekbone. For most people, that would have been a warning to stop. Lustig learned a different lesson.

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Level F

| Unit 3

| Lesson 9

Fooling someone, he realized, was only half the challenge. The other half was having a plan to escape. After World War I, as ships began crossing the Atlantic again, Lustig looked west. America, people said, was the land of opportunity. To Lustig, it meant a place filled with fresh victims who had never heard his name.

The Box That “Printed” Money Upon arriving in New York City, Lustig hired a carpenter to build him a special box. It was two feet long, nine inches wide, and one foot deep. It had small slots at the top and bottom through which paper could be fed. Along one side sat a row of

| Lighthouse LITERACY

Explore the Title 1. What is the title of the story? Who is the author? {The Man Who Sold the Eiffel Tower—Twice by Yaakov Astor.} 2. Based on the title, what do you predict this story will be about? {Answers will vary.} Read the Blurb and Make Predictions Read the blurb together. 3. When does this story take place? {In the 1920s.} 4. Who is the main character? {Victor Lustig.} 5. What do you learn about Victor Lustig from the blurb? {He was confident, well-spoken, convincing} 6. Does Lustig seem like an honest person? Why? {The blurb says Lustig knows how to make unusual stories seem possible and asks whether anyone will discover the truth. These details hint that he may be very good at fooling people.} 7. What do you think Lustig will do in Paris? {Based on the title, students should predict that he will use the Eiffel Tower in some way,}

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Unit 3

| Lesson 9

The Sheriff’s Deal Lustig’s money box fooled more than just desperate businessmen. One of his boldest targets was a Texas sheriff, a man who had spent his life catching criminals. The sheriff had seen plenty of dishonest men before, but this time he found himself listening with interest. After buying the box, the sheriff soon realized that it did not work. Furious, he tracked Lustig all the way to Chicago, determined to get his money back.

| Lighthouse LITERACY

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Identify the Genre Today, we will read about a real person named Victor Lustig and the events that happened during his life. What type of text do you think this is? How do you know? {A nonfiction text because it tells about a real person and real events.} What clues can help us know that this is a nonfiction text? {It includes real names, dates, places, and events.} Explain to students that a biography is a type of nonfiction text that tells about the life of a real person. This story focuses on Victor Lustig and important events from his life. Set a Purpose for Reading Today, we will read about a man who became famous for fooling people with carefully planned scams. As we read, pay attention to what kind of person Victor Lustig was and how he convinced people to believe him.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

In 1925, the Eiffel Tower was well known, but it was also expensive to maintain. It needed regular painting and repairs, and newspapers were discussing the tower’s future and the cost of keeping it in good condition. Victor Lustig saw an opportunity. He used these real concerns to create a completely false story that the French government had secretly decided to dismantle the Eiffel Tower and sell its iron for scrap. He posed as a government official and used fake documents to make his story seem believable. Point out to students that Lustig’s lie worked because it was built around a real situation. He took something people were already reading about— the tower’s expensive upkeep—and turned it into a convincing scam.

Level F

Selling the Eiffel Tower — Snapshot

polished brass knobs, levers, and buttons. None of them were connected to anything. That wasn’t the point. When the box was complete, Lustig traveled to Palm Beach, Florida, where he found a businessman named Herman Loller. Loller ran a car parts company, and business had been bad. He was short on money and looking for a way out. In other words, he was the perfect mark.

Lustig swore Loller to secrecy. Then he set the box on the table and lowered his voice. “What I’m about to show you,” he said, “does not leave this room.” Loller watched closely as Lustig fed a blank sheet of paper into the top slot. Lustig turned the crank slowly until the paper went inside. Then he added two drops of liquid from a small glass bottle and explained the machine needed eighteen hours to do its work. They would meet again the next day. Loller could barely sleep that night. The next morning, the two men returned to the box. Lustig turned the crank again, slowly and carefully. This time, a crisp hundred-dollar bill slid out of the bottom slot. Loller stared in disbelief. They walked to the bank together. The teller looked at the bill, nodded, and accepted it. That was all Loller needed to see. He bought the machine on the spot. What he did not know was that Lustig had hidden two real hundred-dollar bills inside the machine before the demonstration. He had also changed the serial number on one of them to make it look like a copy of the other. The machine did not print money. It only hid money, and then gave it back. Once those two bills were gone, the box produced nothing but blank paper. By the time Loller figured it out, Lustig was in a different city, and another carpenter was already building him a new box. Loller was so embarrassed that he told himself he must have used the machine wrong. It took him weeks to admit, even just to himself, that he had been cheated.

Unit

Lesson

When he finally found him, he confronted him. Lustig did not run. He did not even flinch. He calmly explained that there was nothing wrong with the machine. The sheriff must have used it incorrectly. Perhaps, Lustig said, he had turned the lever the wrong way. Slowly, the sheriff began to doubt himself. Before long, Lustig had convinced him that the machine’s failure was his own fault. He walked away, shaking his head and muttering an apology.

A New City, A Bigger Idea In May 1925, Lustig moved to Paris. The city was full of rich strangers who didn’t know his name yet. Lustig studied the people carefully. He read the newspapers every morning, looking for his next opportunity. One morning, he found exactly what he needed buried near the back of the paper. The Eiffel Tower, the article said, was becoming expensive to keep up. The massive iron structure needed frequent repairs, and the city was struggling to cover the cost. Most readers skipped past it. Lustig read it three times. By the time he folded the newspaper, he already had a plan.

138

Level F

| Unit 3

| Lesson 9

He had fake government stationery printed, complete with an official seal and a made-up title: Deputy Director of the Ministry of Posts and Telegraphs. Then he invited six of Paris’s biggest scrap metal dealers to a private meeting at the Hotel de Crillon, one of the city’s finest hotels. The Crillon’s marble floors, high ceilings, and elegant rooms sent a clear message: important business happened here. The businessmen arrived at the hotel expecting an ordinary government meeting. Instead, Lustig welcomed them with surprising news. The Eiffel Tower, he told them in a low, serious

| Lighthouse L I T ER ACY

What do the words “a handshake, a secret, and a promise” show about the way Lustig fooled people? {Guide students to notice that Lustig fooled people through a professional and convincing approach rather than through force or violence.}

Why did Lustig take Lollar to the bank? {to convince him that the $100 bill form the machine was real}

What made the machine seem as if it worked even though it did not? {Lustig had hidden two real bills inside the machine.}

What is ironic about Lustig being able to fool the sheriff? {the sheriff’s job was to catch criminals, yet Lustig managed to fool him}

How did Lustig defeat the sheriff without fighting or running away? {He made the sheriff believe that the problem was his own mistake.}

After reading about the meeting Lustig called at the hotel, ask students to predict what he will do next. {Students should be able to use the title and details from the story to predict that Lustig may try to sell the Eiffel Tower.}

Why doesn't Lustig simply choose the richest businessman? What is he looking for? {He is looking for the person who wants the deal the most and is most likely to believe him.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

voice, was going to be sold. The cost of keeping it up had grown too great. The city had quietly decided to take it apart and sell the iron for scrap. A buyer had to be chosen with care, someone with money, good judgment, and the ability to keep a secret. That was why they had been called. Then Lustig looked around the room and lowered his voice even more. “This,” he said, “is a matter of national secrecy. Not one word outside this room.”

Choosing the Mark

He had something to confess, he said. His government salary was not enough to cover his costs. He had a certain lifestyle to maintain. He was not, perhaps, playing entirely by the rules here. He hoped Poisson would understand. Poisson nodded along. He had worked with corrupt officials before. A bribe was simply part of doing business, and this one seemed like a small price to pay. He agreed to Lustig’s price without a pause, then wrote out a second payment for the tower itself. When the meeting was over, Lustig walked back to his hotel room. He packed his bags and caught the first train to Vienna.

The next day, Lustig took the businessmen on a private tour of the Eiffel Tower. As they walked beneath the enormous iron structure, he pointed out details with the confidence of someone who seemed to know the tower well. He explained that it had been built from more than eighteen thousand iron parts and stood over a thousand feet tall. Then he continued rattling off numbers and facts. While Lustig talked, he was also watching. He studied each man’s face, looking for signs of excitement, greed, doubt, or fear. He was looking for one thing: the man who wanted it most. Before long, Lustig found him: a scrap dealer named André Poisson. Poisson was new to Paris. He was smart, but he was also eager to prove himself. He wanted to be taken seriously. He wanted other businessmen to know his name. As the group moved through the tower, Poisson asked more questions than anyone else. He looked closely at the iron beams, listened carefully to Lustig’s explanation, and seemed to be calculating the value of the metal in his head. At the end of the tour, Lustig asked the businessmen to send their bids by the next morning. Then, before they left, he reminded them once again that this was a secret government matter. Not one word was to be shared with anyone.

The Confession

Level F

| Unit 3

| Lesson 9

| Lighthouse L I T ER ACY

139

What clues show that Poisson is especially interested in the deal? {He asks many questions, examines the tower carefully, and seems to calculate how much the metal could be worth.}

Why doesn't Poisson report Lustig immediately? {He was ashamed to admit that he had been fooled.}

10. What changed the second time Lustig sold the Eiffel Tower? {The second victim went to the police instead of staying silent.} 11.

Why couldn’t Lustig try to sell the Eiffel Tower again? {Because the story was now public, people would recognize his scam and be much less likely to believe him.}

12.

What does finding the printing equipment and counterfeit money tell the investigators? {It provides strong evidence connecting Lustig to the counterfeiting operation.}

13.

After everything Lustig has escaped from, do you think he will be able to escape again? Why? {Guide students to read the subtitle and infer that Lustig may escape again.}

14.

Why do you think the author chose to end the story by saying that Lustig “ran out of exits”?{It connects to Lustig’s many escapes throughout the story. He always found a way out, but in the end, he finally had nowhere left to escape.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

The next day, Lustig called Poisson in for a private meeting. Once they were seated, Lustig lowered his voice.

Unit

Lesson

Better Than He Had Hoped

Lustig’s Counterfeit Operation Background Information

In Vienna, Lustig checked the Paris newspapers every day. If Poisson had gone to the police, the story would be impossible to miss. But day after day, nothing appeared. That silence was exactly what Lustig had been counting on. Poisson was too ashamed to go to the police. He had bribed an official, which was against the law, and then paid for something that was never for sale. Going public meant admitting all of it. That was too much to bear. As long as Poisson kept quiet, Lustig stayed safe. He sat in a Vienna café and read the newspapers with growing relief. Soon, he began to smile. If it worked once, he thought, why not twice?

Tell students that the Great Depression was a time when the economy became very weak. Beginning in 1929, many businesses closed, banks failed, and millions of people lost their jobs and savings.

Point out that the difficult economic conditions also made counterfeit money easier to pass. Many people were desperate for cash, so they were eager to receive money and might have been less likely to question whether it was real or fake.

He went back to Paris, found a new group of businessmen, and ran the whole scheme again. This time, however, his victim went straight to the police. The story was all over the Paris papers. Lustig’s name, his fake title, and the details of both frauds were suddenly public. He slipped out of the country just ahead of the police and fled back to America. He never got to sell the Eiffel Tower a third time. PAU S E A N D P O N D E R

Explain that this made it harder for Lustig to continue making money through wealthy businessmen because they had less money to spend, so Lustig needed to find a new way to make money.

The Second Sale

How did Lustig gain people’s trust? Which of his actions were most convincing, and why? Use evidence from the story.

The Counterfeiter By 1929, Lustig was back in New York. The stock market had just crashed. Hundreds of banks had failed, and people across the country had lost their savings. Into this mess, Lustig launched his most dangerous scheme yet. This time, he teamed up with an engraver named William Watts, and together they began making counterfeit bills. The fake money looked real enough to fool bank workers. Soon, the bills were spreading so widely that the Secret Service opened a major investigation.

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Level F

| Unit 3

| Lesson 9

The agents followed the trail carefully. They traced the fake bills to William Watts, but Watts was not working alone. Investigators learned that his partner was a man calling himself “Count” Victor Lustig. A search went out across the country. When agents finally caught up with Lustig, they

| Lighthouse L I T E R ACY

Pause and Ponder: How did Lustig gain people’s trust? Which of his actions were most convincing, and why? Use evidence from the story. Begin by pointing out that Lustig’s greatest skill was not simply telling lies—it was making those lies believable. Have students look back through the story and find specific details that helped Lustig seem trustworthy. Guide them to notice that he: • Dressed well and acted as if he belonged in important places. • Spoke four languages, which made him seem educated and impressive. • Used a real $100 bill during the machine demonstration, it made the machine seem genuine. • Went with Lollar to the bank, where the teller accepted the bill, making the machine seem legitimate. • Stayed calm when confronted by the sheriff, which helped him convince the sheriff that the problem was his own mistake. • Used official-looking documents and a made-up government title.

Lighthouse L I TE R ACY Level F | Teacher's Guide

put back behind bars. This time, there would be no clever speech, no false title, and no fake machine to save him. On December 5, 1935, Victor Lustig stood before a judge. He was sentenced to fifteen years for counterfeiting money and five more years for escaping from prison. Lustig spent the rest of his life behind bars. In 1947, while still a federal prisoner, he became seriously ill and died at the age of fifty-seven. By then, the trickster had used forty-seven known false names. He had fooled smart businessmen. He had helped run a counterfeit money operation. He had escaped from a federal prison. And, most famously of all, he had sold the Eiffel Tower to two different men who each believed, without any doubt, that the deal was real. In the end, Victor Lustig simply ran out of exits.

At last, the police believed they finally had their man. Lustig had fooled businessmen, bankers, sheriffs, and investigators for years, but now he was locked up and waiting for trial. It seemed that his long career of tricks had finally come to an end. But Lustig had one more escape left in him. Escaping from the federal prison in New York City was almost unheard of. But the day before his court date, Lustig managed to break out. Twenty-seven days later, Lustig was caught and

Level F

| Unit 3

| Lesson 9

| Lighthouse L I T E R ACY

141

• Held his meeting at the Hotel de Crillon, an elegant and important-looking location. • Spoke confidently and acted as though he knew exactly what he was doing. • Shared convincing details and facts, such as information about the Eiffel Tower. • Made people feel chosen and important, such as when he told the businessmen that they had been selected because they had money and good judgment. Guide students to understand that Lustig carefully created an image people could trust. He used his appearance, confidence, setting, and actions to make his lies seem believable

Lighthouse L I TE R ACY Level F | Teacher’s Guide

The Last Escape — and the End

found a small key in his coat pocket. The key led them to a locker in Times Square. Inside were printing plates, inks, and more than fifty thousand dollars in counterfeit bills. There was no talking his way out of this one.

Unit

Lesson Review Evidence

Lesson

LESSON

P R ACT I C E

VO C A B U LA RY

STORY

RE V IE W

ACT IV IT Y

AS S E S S ME N T

Choose the best supporting evidence for each question.

Which sentence from the text best supports the idea that Victor Lustig carefully chose people who would be easiest to fool? a. “The businessmen arrived at the hotel expecting an ordinary government meeting.” b. “He studied each man’s face, looking for signs of excitement, greed, doubt, or fear.” c. “He read the newspapers every morning, looking for his next opportunity.” d. “The Crillon’s marble floors, high ceilings, and elegant rooms sent a clear message: important business happened here.”

2. Which sentence from the text best supports the idea that Lustig relied on his victims to keep his crimes hidden? a. “Every scheme started the same way: a handshake, a secret, and a promise that was never meant to be kept.” b. “Lustig packed his bags and caught the first train to Vienna.” c. “Poisson was too ashamed to go to the police.” d. “The agents followed the trail carefully.”

3. Which sentence from the text best supports the idea that Lustig knew how to make a good impression on people?

a. “He dressed well, spoke many languages, and walked into every room as if he owned it.” b. “He had fake government stationery printed.” c. “He packed his bags and caught the first train to Vienna.” d. “The fake money looked real enough to fool bank workers.”

4. Which sentence from the text best supports the idea that Lustig learned from his past mistakes? a. “He was also a regular guest in Europe’s jails for theft.” b. “Fooling someone, he realized, was only half the challenge. The other half was having a plan to escape.” c. “America... was the land of opportunity.” d. “He had helped run a counterfeit money operation.”

5. Which sentence from the text best supports the idea that Lustig paid close attention to current events when planning his schemes? a. “The businessmen arrived at the hotel expecting an ordinary government meeting.” b. “He read the newspapers every morning, looking for his next opportunity.” c. “He wanted other businessmen to know his name.” d. “The sheriff soon realized that it did not work.”

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Writing Prompt Making Claims LE S S O N

P R ACT I C E

VO C A B U LA RY

STORY

RE V IE W

ACT IV IT Y

AS S E S S ME N T

When a writing prompt asks you to make a claim, there can be more than one correct answer. Your claim is the answer you think is best. A good answer includes evidence or proof to convince others to agree with the claim.

Which quality helped Victor Lustig carry out his schemes most successfully? Write a paragraph to explain your claim.

Plan. Choose a quality to make your claim. Find three details that best support it. Qualities: observant, confident, persuasive, patient, bold, resourceful, clever, deceptive, careful planner, good at understanding people

Good at understanding people. → 1. He studied each businessman carefully. 2. He noticed that Poisson wanted to prove himself. 3. He knew Poisson would be too ashamed to go to the police.

2. Topic Sentence. Make your claim. Victor Lustig was good at understanding people, and this skill helped him succeed.

3. Body Sentences. Convince your readers to agree with your claim. a. First, Lustig studied each businessman carefully to decide whom to target. © Lighthouse Curriculum. Copying strictly prohibited.

b. He noticed that Poisson wanted to prove himself and be taken seriously. c. Later, Lustig knew that Poisson would be too ashamed to go to the police.

4. Concluding Sentence. Write a closing thought. By understanding what people wanted and how they might react, Lustig was able to fool them.

5. Write as a paragraph. Victor Lustig’s ability to understand people helped him carry out his schemes. First, Lustig studied each businessman carefully to decide whom to target. He noticed that Poisson wanted to prove himself and be taken seriously. Later, Lustig knew that Poisson would be too ashamed to go to the police. By understanding what people wanted and how they might react, Lustig was able to fool them.

| RLesson LevelLighthouse F | UnitL3I TE 9 | FLighthouse L IGuide T ER ACY ACY Level | Teacher’s

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Unit

Activity

Lesson

LESSON

P R ACT I C E

VO C A B U LA RY

STORY

RE V IE W

ACT IV IT Y

Create a police case file on Victor Lustig.

You can include: → Wanted poster → Timeline of crimes → Evidence collected → Witness statements → Investigator’s summary

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AS S E S S ME N T

Vocabulary Assessment LE S S O N

P R ACT I C E

VO C A B U LA RY

STORY

RE V IE W

ACT IV IT Y

AS S E S S ME N T

Circle the correct answer. Which word means the importance, worth, or usefulness of something?

5. Which word means offers of a specific amount of money to buy something or to complete a project?

a. Career b. Value c. Bids d. Schemes

a. Schemes b. Investigations c. Value d. Bids

2. Which word means a dishonest or secret

6. The judge was removed from office deal to help after making a his close friend win a court case.

plan, often used to trick someone? a. Investigation b. Bids c. Scheme d. Career

a. corrupt b. career c. value d. bid

3. When the customer noticed that the cashier gave him the wrong change, the cashier about the he mistake. a. bid b. suspected c. confronted d. investigated

4. Which of the following is an example of

The police department launched an to discover who broke the town hall window. a. investigation b. bid c. corrupt d. suspected

8. Which of the following is an example of

someone being suspected?

a career?

a. A chef wins an award for making the best soup in town. b. A principal wonders if a student drew on the wall. c. A builder submits a price to paint a shed. d. A student reads a book quietly in the school library.

a. Mowing your neighbor’s lawn once b. Working as an elementary school teacher for twenty-five years c. Working as a counselor for one summer d. Helping your family carry groceries inside every week

| RLesson LevelLighthouse F | UnitL3I TE 9 | FLighthouse L IGuide T ER ACY ACY Level | Teacher’s

145

Unit

Comprehension Assessment

Lesson

LESSON

P R ACT I C E

VO C A B U LA RY

Read.

STORY

RE V IE W

ACT IV IT Y

Think & Check.

AS S E S S ME N T

Choose.

Circle the best answer.

Read this sentence from the article. “Every scheme started the same way: a handshake, a secret, and a promise that was never meant to be kept.” I need to… read each of the answer choices and choose the one that best describes what the sentence shows about Lustig.

What does this sentence suggest about Lustig? a. He knew how to gain people’s trust. b. He worked with partners. c. He planned every escape. d. He did not take unnecessary risks. Find the section about Lustig’s scar. Read that section.

2. Why does the author include the information about Lustig’s scar? a. To explain why people recognized him b. To show how he learned the importance of planning an escape c. To show why he left Europe d. To suggest he was scared of his victims

3. What important idea does the author develop in the section “Better Than He Had Hoped”? © Lighthouse Curriculum. Copying strictly prohibited.

a. Victims often report crimes immediately. b. Embarrassment can keep victims silent. c. Newspapers sometimes hide important stories. d. Police rarely investigated fraud.

In other words, why did the author include it?

4. How does the section “Choosing the Mark” contribute to the development of the article? a. It shows how Lustig chose the victim who would most likely trust him. b. It explains why the Eiffel Tower was valuable as scrap metal. c. It describes how Paris officials planned to sell the tower. d. It introduces the investigation that caught Lustig.

Find the part that describes the hotel. Read the details.

5. Why does the author include details about the Hotel de Crillon? a. To explain why Paris attracted tourists b. To compare French hotels c. To describe where Lustig lived d. To show why the meeting seemed official

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6. What is the most likely meaning of the phrase “fresh victims” as it is used in the article?

a. New business owners b. Wealthy strangers c. People not familiar with Lustig d. Travelers from Europe What do the details about the money-printing box reveal about Lustig’s character? a. They show he relied on expensive equipment. b. They show he understood how appearances matter. c. They show he preferred simple crimes. d. They show he trusted his victims.

I need to… read the details about the money-printing box and think what it teaches me about Lustig.

8. Which statement best expresses a central idea of the article? a. Lustig used confidence and planning to carry out his schemes. b. Lustig succeeded because the police did not work together. c. Lustig’s victims lost money because they were careless. d. Lustig mainly wanted to prove that he could escape from prison.

| RLesson LevelLighthouse F | UnitL3I TE 9 | FLighthouse L IGuide T ER ACY ACY Level | Teacher’s

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3-10 Unit

Unit 3: Textual Evidence

LESSON

Lesson 10: Citing Quotes

What To Know

Unit Goal Trajectory: Use textual evidence to support claims made about the text.

2. Find direct and indirect quotes from the text. (Lesson 10)

4. Answer questions with textual evidence to support responses. (Lessons 11 and 12)

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

Evidence that comes from a text is called textual evidence. We can use direct or indirect quotes as textual evidence. Direct quotes use the exact words from the text.

Indirect quotes use your own words to give the same information from the text.

The author says, “A giant panda eats up to 28 pounds of bamboo a day.”

The author explains that a giant panda can eat as much as 28 pounds of bamboo each day.

We use quotation marks around a direct quote to show that the words were copied directly from the text.

We do not use quotation marks around indirect quotes.

When we quote from a text, it’s important to show where the words came from. This is called citing a quote. A citation introduces the quote by naming the author, the title of the text, and/or where the quote appears.

1. Choose the best evidence to support an idea. (Lesson 9)

3. Introduce quotes by attributing work to the source. (Lesson 10)

Lesson Introduction Citing Quotes

Lesson

See It In Action

Name the Author.

Name the Text.

The author states, … [Author’s name] explains, … According to [author’s name] …

The text explains, … An example from the text is, … According to [text title], …

Tell the specific chapter, page, or paragraph. it says, … On page In paragraph it says, … , it says, ... In chapter

The Accidental Toy By: Mark Cooper In 1943, an engineer named Richard James was trying to invent a spring to keep ship equipment steady. He accidentally knocked a test spring off a shelf and watched it flip over itself down to the floor. Instead of just falling, the coiled metal spring walked gracefully down a pile of books. This clumsy mistake gave him the brilliant idea to create the famous Slinky toy.

Quote: “This clumsy mistake gave him the brilliant idea to create the famous Slinky toy.” Text: The Accidental Toy Author: Mark Cooper Page: 71 Paragraph: 2

Full sentence citation using a direct quote: Mark Cooper states on page 71, “This clumsy mistake gave him the brilliant idea to create the famous Slinky toy.”

5. Integrate information from the text and quantitative and visual information. (Lesson 12)

Full sentence citation using an indirect quote: According to The Accidental Toy, this mistake gave Richard James the idea for the Slinky.

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Level F

| Unit 3

| Lesson 10

Lighthouse L I TE R ACY Level F | Teacher's Guide

| Lighthouse L I T E R ACY

← Clearing Up Common Misconceptions Students may be unsure how much information to include when citing evidence from a text.

Let’s Practice! P RACT I CE

VO C A B U L A RY

STO RY

R EVI EW

ACT I VITY

Explain that citations can serve two purposes:

ASSESSMEN T

1. Show that the information came from a source. This makes it clear that the information is not the student’s own words or ideas and makes the response more reliable.

Find the information for each quote. Then, write a citation.

Why Recess Matters By: Coach Miller Many people think recess is just for playing, but it is actually a vital part of the school day. Exercise increases the flow of oxygen to the brain, which helps students focus better in math and reading. When students get a break, their brains reset for learning.

Quote: “When students get a break, their brains reset for learning.”

2. Help the reader find the original source. When needed, a citation can include more information, such as the title, author, page number, or section.

Text: Why Recess Matters

Coach Miller

Author: Page:

Paragraph:

If the goal is simply to show that the evidence came from the text, a short introduction is enough:

Write a full sentence citation using a direct quote: In the article Why Recess Matters,

• The text says… • The author writes…

Coach Miller states, “When students get a break, their brains reset for learning.”

If the goal is also to help the reader locate the source, include more details:

Chapter 4: The Storm

“Never in all my years at sea had I seen the sky turn that shade of bruised purple,” Silas whispered to himself. He knew they had to find land before nightfall.

Quote: “Silas held onto the railing with all his might, his knuckles turning white.” Chapter: Page:

The waves were taller than the masts of the ship. Silas held onto the railing with all his might, his knuckles turning white.

4, The Storm

Paragraph:

In the first paragraph on page 42, the text explains that Silas held tightly to the railing as his knuckles turned white.

| Unit 3

| Lesson 10

| Lighthouse LITERACY

Explain that the amount of information included in a citation depends on its purpose. For this lesson, the focus is on introducing evidence correctly. Students may choose how detailed to make their citations.

Write a full sentence citation by changing the direct quote into an indirect quote.

Level F

• The text, “ ,” says on page 24… • writes in the article “ ” that…

151

It may also be helpful to review these action words from Lesson 3: Action words: says, writes, describes, explains, compares, contrasts, lists, argues, points out, tells.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

L ESS O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Editor, noun

S Director E A newspaper worker checking an article for mistakes; A worker making changes to a story before it is published Q What might happen if a book had no editor?

2. Proclaim, verb S Announce

VO C A BU LA RY

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

The author sent his story to the editor, who fixed the spelling errors before it was printed.

the money made in business after paying for all the costs

The messenger stood before the crowd to proclaim the king’s arrival.

a person, thing, or situation that causes annoyance or trouble

After all the students voted, they elected David as the new class president.

a person who reviews, corrects, and improves writings

4. During the king’s forty-year reign, the

chose someone for a position by voting

The miner discovered a massive gold nugget in the river, earning a fortune overnight.

make something known publicly or officially

Since it costs five dollars to buy ingredients, selling twenty dollars’ worth of juice gives a nice profit.

a large amount of money or wealth

The mayor signed a decree stating that no one could cut down the trees in the park.

an official order or law

The buzzing mosquitoes were such a nuisance that no one could sit outside.

the period of time during which a king, queen, or leader rules

A Conceal

3. Elected, verb

kingdom experienced no wars.

A Rejected

person they want to lead their country; Students voting for a class president Q What qualities might help someone get elected?

4. Reign, noun

S Rule A Obey E A king ruling a kingdom for many years; A young king taking the throne after his father dies; Fear filled the city during the storm Q What would your kingdom be like if you could reign for one day?

E Citizens voting for the

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

E A king announcing a new law to the people; A team captain announcing that his team would win Q What is something you would be proud to proclaim to others?

S Selected

Vocabulary

Lesson

5. Fortune, noun S Wealth

A Poverty

editor [ED-ih-ter]; proclaim [proh-KLAYM]; elected [ee-LEK-ted]; reign [RAYN]; fortune [FOR-chun]; profit [PROFF-it]; decree [dih-KREE]; nuisance [NOO-sunss]

E Earning a huge amount

of money from a successful invention; Getting the last available seat just before the train leaves Q What would you do if you suddenly had a fortune?

6. Profit, noun S Income

A Loss

E A lemonade stand earning

more money than it spent on supplies; A store selling a product for more than it paid for it; Q How could a shoe store sell many shoes but still not make a profit?

152

7. Decree, noun S Command

Level F

A Request

| Unit 3

E A king giving

| Lesson 10

| Lighthouse L ITERACY

8. Nuisance, noun

an official order that everyone must follow; A government making a decision that all citizens must obey Q How is a decree different from a suggestion?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Bother A Benefit E A loud noise keeping everyone awake at night; A pile of papers taking up space on an otherwise clean desk Q What is something that can become a nuisance when you are trying to work?

P RACT I CE

VOCA BULARY

STORY

R EVIEW

ACTIVITY

ASSESSMENT

Author: Yaakov Astor

The Unofficial Emperor of the United States Genre: Informational

n 1859, San Francisco was a busy, fast-growing city filled with crowded streets, new businesses, and people hoping to make their fortune. News traveled through printed newspapers, and one unusual story would quickly become the talk of the city. But what could cause an entire city to recognize a ruler who had no crown, palace, or army? And how could one ordinary man become a legend remembered long after he was gone?

Level F

↑

| Unit 3

| Lesson 10

| Lighthouse L ITERACY

153

Teacher Script Lesson Hook What would you think if someone simply announced that he was the leader of a country without being elected or given the position? {Answers will vary.} Tell students that this may sound strange, especially in a country like the United States, where leaders are chosen in a specific way.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

LES S ON

Unit

Lesson

In 1859, a man walked into a San Francisco newspaper office. He handed the editor a letter. The editor unfolded it and read it. Then he read it again. “I, Joshua Norton, declare and proclaim myself Emperor of the United States.” The editor had a choice. He could throw the letter away. Or he could print it and give his readers something to talk about. He printed it. Just like that, America had its first, and only, unofficial emperor. Nobody elected him. Nobody crowned him. He said it, the newspaper ran it, and somehow, the city decided to play along.

A Man With Nothing Left Before his reign began, Joshua Norton was an ordinary businessman. He was born in England and grew up in South Africa. By the time he was a young man, his parents and both brothers had died. He was completely on his own. Like many men looking for a fresh start, Norton

154

Level F

| Unit 3

| Lesson 10

sailed to California. For a while, it worked. He had a gift for making deals. He turned his savings into a large fortune and became one of the richest men in San Francisco. Then came the rice. Norton bought a huge supply of rice. He was sure he could sell it later at a big profit. It was the kind of bold move that had worked before. Ships were slow back then, supplies ran short, and prices could jump fast. Norton had made money this way before and saw no reason it would not work again. This time, new ships did arrive. New supplies flooded in from all sides. The price dropped fast and kept dropping. Norton could not sell. He could not recover. In a matter of weeks, the fortune he had spent years building was nearly gone. He dropped out of sight for a few years. No one knew quite where he went or what he did. When he came back, he was a changed man. Not a businessman. Not a failure. An emperor.

| Lighthouse L I T ERACY

Activate Prior Knowledge How do we call the leader of the United States? {The president.} Explain that the United States is a republic, which means that people choose their leaders. In the United States, the leader is called the president, and the president serves for a set number of years. Explain that not every country has always been organized this way. Throughout history, many countries were part of empires. An empire is a large area made up of different countries or territories ruled by one powerful leader. The ruler of an empire was often called an emperor. Emperors were generally not elected by the people and often inherited their position or ruled for life. Explore the Title 1. What is the title of the story? Who is the author? {The Unofficial Emperor of the United States by Yaakov Astor.} 2. Based on what we just discussed, what makes you wonder about this title? { Students may wonder how the United States could have an emperor.} 3. What does the word unofficial mean? {Not official or not recognized as official.} 4. Based on the title, what do you think this story will be about? {Answers will vary.}.

Lighthouse L I TE R ACY Level F | Teacher's Guide

with respect. People tipped their hats. Some saluted. Most people knew he was not a real emperor. They just stopped acting like it mattered. Before long, nearly the whole city was calling him “Your Majesty.”

Emperor Joshua Norton Snapshot

From the day Norton named himself emperor, he played the role all the way. There was no winking at the crowd. No joking around. As far as Norton was concerned, he was the emperor, and he had a city to run. Picture him on his daily walk: a tall blue coat with brass buttons and gold trim on the shoulders. A sword at his side. A tall hat with a feather on top. He looked exactly the way people thought an emperor would look. Which, it turned out, was more than half the battle. Every day, he went out to check on things. He looked at the sidewalks. He studied new buildings. He kept a careful eye on the streets and the people who walked them. At first, people laughed. Of course they did. But Norton never got angry. He never argued back. He was calm, polite, and totally serious about his job. And slowly, a strange thing happened. The city started playing along. Shop owners greeted him

Level F

| Unit 3

| Lesson 10

| Lighthouse LIT E R ACY

In this lesson, students will read about Joshua Norton (1818–1880), a businessman who moved to San Francisco and lost his fortune after a failed rice investment. In 1859, he declared himself Emperor of the United States, even though he had no official authority. The people of San Francisco grew to love him because he was calm, polite, and kind. He also brought people together through a shared sense of fun as newspapers, businesses, and ordinary citizens all played along with his unusual claim. Although Norton never had official power, he became a beloved part of San Francisco and had a surprising influence on the city.

155

Read the Blurb and Make Predictions Read the blurb together. 5. What is the setting of the story? {San Francisco in 1859.} 6. What clues in the blurb give you more information about the unusual title?{A ruler who had no crown, palace, or army} 7. What do you predict will happen in this story? {Answers will vary.} Identify the Genre 8. The story tells about a real person and events that happened in San Francisco. What type of text is this? {Nonfiction.} 9. What clues can help us know that this is a nonfiction text? {It includes real names, dates, facts, and information about real events.} Set a Purpose for Reading Sometimes, people can have an effect on others even without having an official position or real power. As we read about the unusual life of Joshua Norton, pay attention to how he gains the respect and support of the people around him.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

The Emperor Takes the Throne

Unit

Lesson

The Imperial Decrees

What does an emperor do all day? He gives orders. Norton gave plenty, and the papers printed many of them. He ordered Congress to shut down. When Congress kept meeting, he ordered the Army to remove the lawmakers by force. The Army paid no attention. Norton moved on to his next decree, not seeming to mind at all. When France invaded Mexico, Norton saw his chance. He gave himself a new title on the spot: “Emperor of the United States and Protector of Mexico.” Why rule one country when you could rule two? Mexico was not asked. Some decrees were smaller but just as firm. According to a popular legend, Norton declared that anyone who called San Francisco by the nickname “Frisco” would be fined twenty-five dollars. Locals liked that one quite a bit. Then came the decree that made people laugh the most. Norton said the city must build a great bridge from San Francisco to Oakland, straight across the bay. People chuckled. Engineers scoffed. A bridge that long? Impossible.

156

Level F

| Unit 3

| Lesson 10

Decades later, the Bay Bridge was built. In almost the exact spot Norton had suggested.

Money, Meals, and a Royal Apology Here is where things get truly odd. San Francisco didn’t just laugh at its make-believe emperor. They played along. When his coat wore out, the city bought him a new one. Shop owners gave him clothes for free, just to hang a sign in the window: “We Outfit His Imperial Majesty.” The state of California gave him a pass to ride trains at no cost. When the census came around in 1870, the official record listed his job in plain ink: Emperor. Norton printed his own money too. A local printer made bills with his face and his royal seal on them. The bills were not real money. Shops and cafes took them anyway. Today the few that have survived are worth a great deal to collectors. When he needed cash, Norton walked from shop to shop and collected “taxes.” Most owners paid up without complaint. The city’s best cafes fought for the right to feed him, since curious crowds would follow wherever the emperor ate. Visitors came from across the country just to catch a glimpse of the famous ruler with no kingdom. They lined up to shake his hand and take home a signed piece of paper as proof they had met him. Then came the arrest. Big mistake. In 1867, a young officer decided Norton was a public nuisance and locked him up. The city did not take it well. Papers ran angry stories. Crowds gathered outside the jail. People demanded Norton’s release and would not quiet down until they got it. The police chief caved, and Norton walked free. The chief issued a public apology. The $4.75 found in Norton’s pocket was handed back to him. Norton accepted it without a fuss. He wrote out an official receipt confirming the money had been returned to “the royal treasury.” The police chief then ordered every officer on the force to salute the emperor whenever he passed by. What had started as a joke had become a game that the whole city loved to play.

| Lighthouse L I T E R ACY

The author says, “Nobody elected him. Nobody crowned him.” What does this help us understand about Norton? {It emphasizes that Norton had no real authority or official position. He simply declared himself emperor.}

What happened to Norton's fortune? {He spent most of his money buying rice because he expected to sell it for a large profit. New supplies arrived, the price dropped, and he lost almost all of his money.}

What do you think will happen after the newspaper prints Norton’s declaration that he is emperor? {Guide students to understand that by dressing and carrying himself like an emperor, Norton made it more likely for people to see him as one.}

What do you notice about Norton’s character that made people like him and play along with him? {he was calm, polite, kind, and serious about his role.}

What are some ways the people of San Francisco supported Norton? {The city bought him a new coat, businesses gave him clothing, California gave him free train rides, restaurants wanted to feed him, and people gave him money when he collected his “taxes.”}

Why do you think the angry crowd stopped when Norton walked into the middle of it? {Students may think his calm behavior made the crowd stop and think about what they were doing. His presence had an effect even though he had no official power.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

More Than a Joke It would be easy to see Norton as a strange man in a funny hat. But those who knew him understood that he was kind and innocent. That innocence made others want to be better. One afternoon, an angry mob gathered in the streets and turned on the city’s Chinese residents. Voices rose. Fists clenched. The air had that tight, ugly feeling that comes just before something terrible happens. Then Norton walked into the middle of it. He did not shout. He did not push anyone. He stood among the angry men, calm and still, and spoke in a quiet voice. He refused to move. The crowd stared at him. Nobody quite knew what to do. Slowly, the shouting faded. The fists dropped. One by one, men turned and walked away until the street was empty and still. Norton had no soldiers. No badge. No real power at all. But just being there was a force all by itself. PA U S E A N D P O N D E R

For over twenty years, Norton walked his city, checked his streets, and issued his decrees. Then on January 8, 1880, he collapsed on the sidewalk during his evening walk. People ran to help. It was already too late. The Emperor of the United States was gone. The next morning, one headline said it plainly: “The King Is Dead.” Another paper wrote that San Francisco without Norton was like a throne without a king. One paper gave 34 inches of space to his life story. The brand-new governor of California got 38 words. Norton had almost no money when he died. It did not matter. City leaders raised funds for a proper funeral. On the day of the service, flags flew at half-mast all over the city. Shops locked their doors. People poured into the streets. The procession stretched for two miles. Some

Level F

| Unit 3

| Lesson 10

reports say 10,000 mourners lined the route, in a city of only 230,000 people. Businesses had shut down. Strangers wept in the streets. For a man with no real power, no army, and no throne, it was the farewell of a true king. He was never forgotten. The writer Mark Twain, who had known Norton personally, wrote about him for years. In 1934, when his grave was moved to a new site, hundreds came out once more. He was reburied with full military salutes. His headstone reads, without a single hint of a joke: “Norton I, Emperor of the United States.” He was a man who kept an entire city smiling for twenty years. He showed that one plain person, taken seriously by enough people, can become something that lasts long after they are gone. A legend without a kingdom. An emperor without a throne. And one of the strangest, best stories San Francisco ever had.

| Lighthouse L I T E R ACY

157

How does the fact that Norton’s death received more space in the newspaper than the governor’s show us that influence can sometimes be more powerful that authority? {Norton, who had a strong influence on the people of San Francisco, received more attention than the governor, who had official authority }

Why do you think the author spends so much time describing Norton’s death and funeral? {The details show how much Norton meant to the people of San Francisco.}

The author calls Norton “A legend without a kingdom. An emperor without a throne.” What does this mean? {Norton was not a real emperor and had no kingdom or throne, but he became a famous and memorable figure whom people treated with great respect.}

10. How had Norton's role in the city changed from the beginning of the story to the end? {At first, he was an unusual man whom people laughed at. By the end, he was a beloved public figure whom the city respected and mourned.} 11.

What is the main idea of the text? {Joshua Norton had no official power, but through his unusual personality, kindness, and confidence, he became a beloved and influential figure in San Francisco.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

The King Is Dead

Emperor Norton, 1870s

Why do you think Norton was able to calm the crowd even though he had “no real power”?

Unit

Lesson Review Citing Quotes

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Rewrite each quote as an indirect quote. Fill in the blanks to complete the citation. 1. Quote: “I, Joshua Norton, declare and proclaim myself Emperor of the United States.” In “The Unofficial Emperor of the United States,” the author statesthat Joshua Norton

officially declared himself the Emperor of the United States. 2. Quote: “He printed it.” On page 154, the text says that the newspaper editor chose to publish Norton’s letter

announcing that he was emperor. 3. Quote: “He turned his savings into a large fortune and became one of the richest men in San Francisco.” In the section titled “ A Man With Nothing Left ,” the author describes how Norton

became wealthy through successful business deals. 4. Quote: “The price dropped fast and kept dropping.” According to Astor, the price of rice dropped quickly and continued to fall.

Find a quote from the text for each question. Write a full sentence citation. 5. Cite a quote that describes what Norton looked like when he walked through the city.

On page 155, Astor writes, “Picture him on his daily walk: a tall blue coat with brass buttons and gold trim on the shoulders. A sword at his side. A tall hat with a feather on top.” 6. Cite a quote that shows how the people of San Francisco treated Norton with respect. In the section “The Emperor Takes the Throne” of the text “The Unofficial Emperor of the United States,” it says that “Shop owners greeted him with respect. People tipped their hats. Some saluted.” 7. Cite a quote that explains one of Norton’s imperial decrees.

The author writes, “He ordered Congress to shut down.” 8. Cite a quote that shows how Norton helped stop the angry mob. On page 156, the text states, “He stood among the angry men, calm and still, and spoke in a quiet voice.”

158

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Writing Prompt Writing in 3rd Person LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

When we write in third person, we write about people or ideas without using words like I, me, we, our, you, or your. For example:

First person Third Person I think Norton was funny. → Norton was funny. You should treat people with respect. → One should treat people with respect.

What should Norton be remembered for? Give your opinion.

Plan. Write your opinions. In the planning stage, you can still use first person. I think he should be remembered for his confidence. I think he should be remembered for his ridiculous decrees. I think he should be remembered for his special relationship with San Fransisco.

2. Topic Sentence. Restate the question. Write a short answer in third person. Norton should be remembered in many ways.

3. Body Sentences. Write your opinions in third person. Add transition words. © Lighthouse Curriculum. Copying strictly prohibited.

a. First, Norton should be remembered for his remarkable confidence. b. In addition, people should remember his decrees that made everyone laugh. c. Finally, everyone should remember the special relationship Norton had with the people of San Francisco.

4. Concluding Sentence. Write a concluding thought. Norton was truly an interesting and unusual man with a lasting legacy.

5. Write as a paragraph. Put the sentences together. Double check that it is in third person. Norton should be remembered in many ways. First, Norton should be remembered for his remarkable confidence. In addition, people should remember his decrees that made everyone laugh. Finally, everyone should remember the special relationship Norton had with the people of San Francisco. Norton was truly an interesting and unusual man with a lasting legacy.

| RLesson Level Lighthouse F | Unit 3 10 | F Lighthouse I TE R ACY L I TE ACY Level | Teacher’sLGuide

159

Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

Create a museum exhibit about Emperor Norton.

Include artifacts like: → His uniform → His printed money → Newspaper clippings → His decrees

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ASS ESS M EN T

Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which of the following is the best example of something an editor would do?

5. Which of the following would be considered a fortune? a. A penny b. A sandwich c. A million dollars d. A plastic ruler

a. Plant flowers b. Fix grammar mistakes c. Cook a three-course meal d. Vote for a leader in an election

2. After the final votes were counted, the

6. Sarah spent $10 on yarn, sold her

principal stepped forward to Daniel the winner of the science fair.

knitted hats for $30, and made a $20 .

a. reign b. profit c. editor d. proclaim

a. editor b. decree c. profit d. nuisance

3. Which word means chosen or selected

for a position by a vote?

Which word means an official order or law issued by a person in charge?

a. Elected b. Decree c. Fortune d. Proclaim

a. Fortune b. Decree c. Editor d. Elected

4. Which word means the period of time

8. The constant dripping of the leaky

during which a king, queen, or leader rules?

faucet in the quiet school library was a real .

a. Profit b. Nuisance c. Reign d. Editor

a. editor b. fortune c. elected d. nuisance

| RLesson Level Lighthouse F | Unit 3 10 | F Lighthouse I TE R ACY L I TE ACY Level | Teacher’sLGuide

161

Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Which statement best expresses a central idea of the article? a. Success comes from taking bold risks. b. Public respect can give a person lasting influence. c. Unusual leaders often change government rules. d. Wealth is needed to gain public attention.

Think back to the order of the text to help you remember where to find these details.

2. How do the details about Norton’s early losses help develop the article? a. They explain the hardships that led him to create a new identity. b. They show that he no longer cared about being successful. c. They prove that he had always planned to become emperor. d. They show how the city helped him regain his fortune.

First, I need to... read the section that talks about Norton’s early losses. Then, I need to... explain how it fits into the text.

3. Read this sentence from the section “A Man With Nothing Left.” “It was the kind of bold move that had worked before.” What does the phrase “bold move” most likely mean?

a. A dishonest deal b. A familiar plan c. A small purchase d. A risky decision

4. How does the section about Norton’s bridge idea help develop the article? a. It shows that some of Norton’s unusual ideas later proved useful. b. It explains why officials gave Norton power over the city. c. It shows that Norton had been trained to design large projects. d. It explains how Norton persuaded engineers to build the bridge.

5. Why does the author include examples of Norton’s decrees? a. To explain how newspapers changed laws b. To show why officials were afraid of Norton c. To show the humor and wisdom in his orders d. To prove that Norton expected every order to be obeyed

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6. What does the fact that shops accepted Norton’s money mainly show?

a. Shop owners thought the bills were real money. b. California had officially approved the bills. c. The city helped make Norton’s role seem real. d. Shop owners believed the bills would become valuable. How does the author mainly show a positive view of Norton? a. By agreeing with all of his decrees b. By describing him as a legal ruler c. By focusing on his kindness and popularity d. By suggesting that he should hold public office

8. Which quote best supports the idea that influence does not always come from official power? a. “He had a gift for making deals.” b. “The Army paid no attention.” c. “People tipped their hats.” d. “But just being there was a force all by itself.”

| RLesson Level Lighthouse F | Unit 3 10 | F Lighthouse I TE R ACY L I TE ACY Level | Teacher’sLGuide

163

3-11 Unit

Questions Lesson Introduction Answering with Textual Evidence

Lesson

Unit 3: Textual Evidence

LESSON

Lesson 11: Answering Questions with Textual Evidence

What To Know

P RACTIC E

VOC AB ULARY

STORY

REV IEW

ACTIV ITY

AS S E S S M E N T

We already know how to find evidence and cite where it came from. Now, we can use textual evidence to give a complete answer to a question. Use textual evidence when… → the question asks for evidence or details from the text. → you make an inference or figure something out from clues. → you make a claim, which is a statement that needs support from the text. The RACE strategy can help organize a full response to a question that needs textual evidence.

Unit Goal Trajectory: Use textual evidence to support claims made about the text. 1. Choose the best evidence to support an idea. (Lesson 9)

3. Introduce quotes by attributing work to the source. (Lesson 10) 4. Answer questions with textual evidence to support responses. (Lessons 11 and 12)

2. Find direct and indirect quotes from the text. (Lesson 10)

Restate the Question Write the question as a statement.

Answer the Question Write the answer in your own words.

Cite Textual Evidence Use a direct or indirect quote.

Explain Show how your evidence supports your answer.

The first two steps are usually written in one sentence.

See It In Action

aleb had practiced his speech all week. When his teacher called his name, he gripped his paper so tightly that it bent. He took a slow breath, looked at his first line, and began. By the second paragraph, his hands had stopped shaking.

5. Integrate information from the text and quantitative and visual information. (Lesson 12) 166

Level F

How did Caleb feel before he began his speech? Use textual evidence.

Before his speech, Caleb felt

nervous. The text says that he

C E

| Unit 3

| Lesson 11

Lighthouse L I TE R ACY Level F | Teacher's Guide

“gripped his paper so tightly that it bent.” This shows that Caleb was nervous about speaking.

| Lighthouse L I T E R ACY

←

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

ASSESSM ENT

Student may have difficulty explaining in the last step of RACE. They may simply restate the evidence instead of explaining how it supports their answer.

Answer each question by restating and answering the question.

What is your favorite book?

My favorite book is Answers will vary.

2. How do you make a cake?

Remind students that they need to connect the evidence they cite to the answer they gave in the first sentence. Ask: “How does the evidence show (the answer to the question)?”

To make a cake, mix the ingredients and bake the batter.

3. How could you create a sign for your door? Answers will vary. I could create a sign for my door by getting paper and decorating it.

4. Where do you live?

Show students that they can start their sentences with “This shows that…”.

Answers will vary. I live on 50th Street in Brooklyn.

Read the answer to the question. Highlight each step of RACE. Restate the Question

Answer the Question

Cite Textual Evidence

Explain

Restate the Question

Answer the Question

Cite Textual Evidence

Explain

Level F

Why did Sarah run out of the house? Sarah ran out of the house because she didn’t want to miss her bus. The text says, “Sarah heard the honk of the bus; she grabbed her bag and ran.” This shows that Sarah heard the bus arrive and hurried outside so she would not miss it.

For example, compare a weak and strong Explanation:

How did the author make the story exciting? The author made the story exciting by using words that make the reader scared and curious to know what happens next. The author writes, “Mark took a step closer and shivered. The pit was deep and frightening. What was inside?” Words like “shivered,” “deep,” and “frightening” make the reader scared. The question at the end makes the reader curious.

| Unit 3

| Lesson 11

| Lighthouse L I T E R ACY

Question: Why did Emma bring an umbrella to school? R A: Emma brought an umbrella because she thought it might rain. C: “Emma checked the dark clouds before leaving home.” Weak E: This shows that Emma checked the weather.

167

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Strong E: This shows that Emma brought an umbrella because she expected rain.

L ES S O N

Clearing Up Common Misconceptions

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Veteran, noun S Expert

A Beginner

army for many years; A teacher who has taught hundreds of students Q How can a veteran help someone who is new at a job?

2. Brutal, adjective

that leaves everyone exhausted Q What might make a hike brutal? S Flapped

A Still

A Reluctance

leave the room; The teacher encouraged the students to keep trying Q Have you ever had a strong urge to try something new?

5. Eject, verb S Remove

S Desire

E Feeling a sudden need to

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

After teaching for twenty years, Mr. Davis was considered a veteran teacher.

moved or swung around wildly

The blizzard brought brutal winds that knocked down power lines and forced everyone to stay indoors.

to force or throw something out with a lot of power

When the boy slipped into the pool, he flailed his arms around until his brother pulled him out.

moved downward from a higher place to a lower place

4. Walking past the bakery, Lea smelled

extremely harsh or difficult to handle

An octopus can eject a thick cloud of dark ink to confuse predators and swim away safely.

kindness or willingness to be less harsh

The fierce storm showed no mercy as it tore branches from trees and damaged homes.

having a lot of experience in a job, activity, or the military

After reaching the top of the mountain, the climbers slowly descended toward the bottom.

a strong desire to do something

Marcus bought a small keychain as a souvenir to remember his family trip to Vermont.

an object kept as a reminder of a specific place, vacation, or event

fresh cinnamon rolls and felt a sudden urge to buy one.

E To move your hands wildly to regain your balance; A child waving his arms wildly as he tries to stay above the water Q What might make someone flail their arms?

4. Urge, noun

VO C A BU LA RY

A Gentle

E Strong winds; A tough game

3. Flailed, verb

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

E A soldier who served in the

S Harsh

Vocabulary

Lesson

A Insert

E A pilot leaving a plane using

an emergency parachute; A printer pushing out a sheet of paper; A player sent off the field for breaking the rules Q What machine have you seen eject something?

6. Mercy, noun

S Compassion

veteran [VET-er-in]; brutal [BROO-tul]; flailed [flayld]; urge [urj]; eject [ee-JEKT]; mercy [MUR-see]; descended [dih-SEN-did]; souvenir [soo-vuh-NEER]

168

Level F

| Unit 3

| Lesson 11

| Lighthouse L ITERACY

A Cruelty

E Giving a person a lighter

punishment because he had admitted his mistake; Treating an injured animal gently; Giving a player another chance after making a mistake Q What would showing mercy look like in a competition?

7. Descended, verb S Dropped

A Rise

E Hikers coming

8. Souvenir, noun

down a mountain; An elevator going from the tenth floor to the lobby; Dark clouds moving down over a town before a storm Q Would you rather descend a mountain or climb up one?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Memento E Buying a small statue to remember a trip; Keeping a ticket to remember a concert; Bringing home a key chain from a museum Q Have you ever kept something as a souvenir?

P R ACT I C E

VO C A B U L A RY

STO RY

REVIEW

ACT I V I T Y

AS S E S S M E N T

Author: Yaakov Astor

The Man Who Fell Into a Storm — And Lived to Tell About It Genre: Nonfiction

illiam Rankin expected an ordinary flight, but in an instant, everything changed. High in the sky, with almost no time to think, he had to rely on his training and make a dangerous decision. What suddenly went wrong during Rankin’s flight? Would his training be enough to help him survive?

Level F

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| Unit 3

| Lesson 11

| Lighthouse LIT E RACY

169

Teacher Script Lesson Hook Today, we will take a journey high above the clouds and experience a storm from a place few people have ever seen it—from the sky. Activate Prior Knowledge 1. Have you ever experienced a strong storm? What was it like? {Answers will vary.} 2. What kinds of things can happen during a powerful storm? {Strong winds, heavy rain, lightning, hail, etc.} 3. Have you ever heard of a tornado? What do you know about tornadoes? {Answers will vary.} A tornado is a powerful, spinning column of air that reaches from a storm cloud to the ground. It can have very strong winds and cause serious damage.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

LESSON

Unit

Lesson

On the ground, people looked up nervously at the darkening sky. A massive storm was building overhead. Soon, rain would pound the ground, lightning would crack through the clouds, and tornadoes could begin to form. Their powerful winds could rip roofs off houses, fling cars through the air, flip tractor-trailers like toys, and yank giant trees straight out of the ground. People hurried for shelter, trying to get out of the storm’s path. But one man was falling into the heart of the storm. Not from a rooftop. Not from a mountain. From nine miles up in the sky. This is the true story of a man who fell from the sky — and somehow survived to tell the tale.

A Boring Flight On the afternoon of July 26, 1959, William Rankin climbed into his fighter jet. As a veteran pilot in the U.S. Army, Rankin wasn’t new to the skies. He took off from the air base in Massachusetts and pointed his jet south. He expected an easy trip: take off, fly south, then head home. Boring, really. The sky started out clear. But over North Carolina, the weather turned ugly. Dark storm clouds rose like mountains, climbing more than 45,000 feet into the air. Rankin wasn’t worried. His jet could fly

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even higher, up to 47,000 feet and beyond. He would simply soar over the top of the storm. As his jet climbed through the wispy edge of the clouds, Rankin heard a thump. A low rumble shook the floor beneath his seat. A warning light flashed on, and one word glowed in front of him. FIRE.

The Engine Dies Then, just as suddenly, the light blinked off. Rankin let out a long breath. Maybe it was nothing. But the relief lasted only a second. A moment later the engine died. He grabbed an emergency handle to restart it and yanked hard. The handle snapped off in his hand. Now Rankin was trapped inside a dead jet, streaking through the sky at 625 miles per hour, nine miles above the ground, with no way to bring it back to life.

A Terrible Choice He had only seconds to decide what to do. Staying in the plane meant certain death. His only other option was to eject, to fire himself out of the cockpit and parachute to the ground. But Rankin had never heard of anyone ejecting from this high before. Nine miles up, the air was freezing and so

| Lighthouse L I T ER ACY

Explore the Title 1. What is the title of the story? Who is the author? {The Man Who Fell Into a Tornado — And Lived to Tell About It by Yaakov Astor.} 2. Based on the title, what do you think will happen in this story? How could someone fall into a tornado? {Answers will vary.} Read the Blurb and Make Predictions Read the blurb together 3. Who is the main character in this story? {William Rankin.} 4. What do you think happened to Rankin? { Using the blurb as well as the title, students should be able to predict that Rankin was flying when he somehow fell into a tornado and survived.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

down hard. Without the oxygen in his mask, the thin air would shut down his brain in minutes.

D I D YO U K N O W ? A supercell is a giant, spinning thunderstorm with clouds that can tower 60,000 feet into the sky. Unlike ordinary storms, supercells can feed on surrounding weather and grow stronger for hours. Supercells can produce large hail, damaging winds, and powerful tornadoes, making them some of the most severe thunderstorms on Earth.

William Rankin Snapshot

Counting the Seconds After about twenty seconds, Rankin fell into the soft white tops of the clouds, and a strange feeling of happiness washed over him. He was still alive. Just ride it out, he told himself, and you’ll make it. As he fell, he was amazed at how clearly he could think. He had ejected at 47,000 feet and was dropping about 10,000 feet a minute, so it should take roughly four minutes to reach 10,000 feet — the height where his parachute was set to open on its own.

thin that a person could barely breathe. And there was something else. Below him sat the storm. Not just any storm — a supercell, one of the most powerful and dangerous storms on Earth. He knew what he had to do. He reached up, gripped the ejection handles, and pulled.

The Temptation

Seventy Below Zero The first thing Rankin felt was the cold. Brutal, shocking cold. In an instant, he went from a warm cockpit into air that was nearly 70 degrees below zero. Every patch of skin that wasn’t covered, including his face, neck, wrists, and ankles, burned as if it were on fire. He tumbled at hundreds of miles per hour. The pain was almost beyond words: his stomach stretched until he thought it might burst, and his head felt like it was splitting apart. His arms and legs flailed in every direction. He tried to pull them in, but the rushing wind was too strong to fight. Then his oxygen mask started flapping against his face. With great effort, he grabbed it and pressed it

Suddenly, Rankin felt a powerful urge to pull his parachute open right away. His hand crept toward the cord. Then he stopped himself. Opening the chute now would be a deadly mistake. He would float down slowly and freeze in the icy air long before he reached the ground. There was another problem too: his emergency oxygen would last only about five minutes, just enough to survive the fall. He forced his hand away from the cord. He kept dropping. Soon he couldn’t tell whether he was spinning, rolling, or flipping — only the roar of the wind told him he was moving at all. Minutes passed. Where was his parachute? Had he already fallen past the 10,000-foot mark? What if he was only a few hundred feet above the ground, about to smash into it? Once more the urge to pull the cord seized him. But his training took over. Trust the automatic opener, he told himself. Wait. The air grew thicker and warmer. He reached for the cord one last time. If the automatic opener had failed, he had only seconds left to act — His body jerked hard. The parachute had opened on its own.

William Rankin was a highly experienced U.S. Army fighter pilot who served during the 1950s. He was known for his skill and experience flying highspeed jet aircraft. After surviving his incredible fall through the storm in 1959, Rankin continued his career in the military and later wrote a book about his experience called The Man Who Rode the Thunder. In the book, he shared his account of the fall and the extreme conditions he faced. His story became one of the most unusual survival stories in aviation history.

Rankin assumed the jerk meant he had reached 10,000 feet. From here, the chute would lower him

Level F

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5. Use the title to predict the answer to the last question in the blurb. What do you think the answer will be? {Rankin’s training will help him survive because the title tells us that he fell into a tornado and lived to tell about it.} Identify the Genre Since this story tells about a real person and a real event, what type of text will we read? {A nonfiction text.} Set a Purpose for Reading As we read, we will discover what it is like to experience a tornado from high up in the sky. Pay attention to the choices Rankin makes and how he uses his training to survive each new danger.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

“Now I Can Relax”

Unit

Lesson

gently, about 1,000 feet every minute. In ten minutes or so, he would be standing safely on the ground. All’s well now, he thought. I’ve got a good chute. I survived. Now I can relax. What he did not realize was that the storm’s unusual air pressure may have caused the parachute to open much higher than it was supposed to. He checked himself over and, except for a few tears in his flight suit, everything seemed fine. He had made it through the worst. He was wrong. The worst was still coming. He was about to drift straight into the heart of the storm.

Inside the Lightning

The first thunderclap hit like an explosion. A blinding flash of lightning followed, then a deep, rolling roar that shook every bone in his body. The lightning was so close and so bright that even with his eyes shut tight, he saw glowing red. This was not the thin, jagged lightning most people picture. It came in huge sheets, several feet thick, lighting up everything around him. More than once, the lightning struck so near that he was sure it had passed right through him. He didn’t just hear the thunder — he felt it, rattling his teeth inside his mouth. If not for his helmet, it might have burst his eardrums.

Up, Down, and Dizzy Then a wall of rushing air slammed into him from below and shot him upward. Up and up he soared. Rankin had never gotten airsick in all his years of flying, but now he threw up again and again as the storm flung him up, dropped him, and flung him up once more. At one point he looked down and stared into something long, dark, and twisting below him. He was looking straight down the black tunnel of a tornado. He may have been one of the only people ever to see one that way and live.

Drowning in the Sky Then came a brand-new danger. It had been raining the whole time, but now the rain poured

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down in sheets so thick that Rankin felt like he was underwater. He had to hold his breath again and again to keep from breathing it in. His oxygen had run out.

Raining Baseballs Then the hail came. Hail forms when raindrops freeze into chunks of ice high inside a storm. Now those chunks pounded down on Rankin without mercy. When they struck his helmet, it felt like baseballs were raining out of the sky. He pulled his arms in tight, grateful that his helmet was protecting his head.

A Patch of Green At last the wind calmed and the hail slowed. Looking up, Rankin saw his white parachute against the gray clouds. Then, through a break in the clouds below, he spotted a patch of green. It grew wider and wider until he burst out of the bottom of the storm, the ground maybe 300 feet beneath him. But he wasn’t safe yet.

Into the Trees Below him stretched a thick forest of tall evergreen trees, and he was not drifting toward them gently. The wind was pushing him sideways at thirty-five to fifty miles per hour. He was about to be slammed into the treetops, not lowered into them.

| Lighthouse LIT ERACY

Why do you think the author describes Rankin as a veteran pilot? {To show that he had a lot of experience flying planes.}

The author writes, “He knew what he had to do.” Based on the next sentence, what decision did Rankin make? {He decided to eject from the plane.}

What does the author mean when he says the cold was “brutal”? {The cold was extremely painful and dangerous.}

After reading “Seventy Below Zero,” what is one word you could use to describe how Rankin felt?What details from the text support your answer? {Answers will vary. Students may say painful or agonizing. They should use details such as the freezing air burned his skin, his stomach felt stretched, and his head felt like it was splitting apart.}

Why do you think Rankin felt an urge to open his parachute early? {Answers will vary.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

It was not as bad as he feared. His parachute snagged in the treetops. Like a giant swing, he sailed through the pines as the branches and pinecones slowed him down. Then he bumped against a trunk and landed on his left side in the dirt. For several seconds, he didn’t move. Rain drummed against the forest floor. His body ached from head to toe. Blood mixed with the water running down his face. Slowly, he opened his eyes. He was alive. Rankin lay there staring up at the dark sky, hardly able to believe it. He had fallen nine miles from a

Level F

| Unit 3

| Lesson 11

A Souvenir Rankin cut himself free from his parachute and stumbled to a nearby highway. Soaked, battered, and bleeding, he tried to wave down a car for help. Car after car slowed, took one look at him, and drove on. It was no mystery why. With his torn flight suit and blood-streaked face, he looked like something out of a nightmare. At last, a farmer pulled over. Four young boys stared wide-eyed from the backseat as Rankin climbed in and explained that he was a pilot who had just fallen through the storm. For the first time since ejecting, Rankin knew he was safe. As the farmer drove him to safety, Rankin removed his battered helmet. It had been with him through one of the wildest rides any human being has ever taken. “Thanks, boys,” he said with a tired smile. Then he tossed the helmet into the backseat. The boys’ eyes widened. “There’s your souvenir,” he said.

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173

What did the patch of green tell Rankin? {It told him that he was getting closer to the ground and was coming out of the storm.}

How did the trees actually help Rankin?

{The parachute caught in the treetops, and the branches slowed his fall.}

How did Rankin’s training help him survive his dangerous fall? {It helped him stay calm, make quick decisions, and follow the steps he knew would keep him alive.}

10. If you had been caught in the tornado without the Rankin’s training and experience, how might the outcome have been different?{Answers will vary. Students may explain that they might not have known what to do or how to stay safe.}

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Touchdown

He gritted his teeth, crossed his legs, shut his eyes, and braced himself.

disabled jet, plunged through the heart of a supercell, looked down into a tornado, survived lightning, hail, freezing temperatures, and descended through one of nature’s most violent storms. And somehow, against all odds, he was still breathing. He glanced at his watch. It was 6:40. A descent that should have taken only about fifteen minutes had taken forty.

Unit

Lesson Review Answering Questions with Textual Evidence

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Use RACE to answer each question.

Why did William Rankin have to eject from his fighter jet? R + A: William Rankin had to eject from his fighter jet because his plane’s engine died and he was trapped. C: The text states, “A moment later the engine died... Now Rankin was trapped inside a dead jet.”

E: This shows that he had to jump out because his plane was damaged and staying inside meant

he would definitely crash and die.

2. Why did Rankin decide not to pull his parachute cord right away after jumping? R + A: Rankin decided not to pull his parachute cord right away because he knew he would freeze to death in the icy air. C: The author writes, “Opening the chute now would be a deadly mistake. He would float down

slowly and freeze in the icy air long before he reached the ground.” E: This means that he needed to keep falling quickly with the parachute closed so he could reach

warmer air before his oxygen ran out.

3. What was one major danger Rankin faced while he was trapped inside the storm clouds? © Lighthouse Curriculum. Copying strictly prohibited.

R + A: One major danger Rankin faced inside the clouds was that he almost drowned from the heavy rain. C: The text says, “the rain poured down in sheets so thick that Rankin felt like he was underwater.

He had to hold his breath again and again...” E: This proves that the storm was so intense that the air was filled with too much water for him to

breathe normally.

4. How did Rankin’s helmet help him survive his wild fall? R + A: Rankin’s helmet helped him survive by protecting his ears from loud thunder and his head from falling hail. C: The story notes, “If not for his helmet, it might have burst his eardrums,” and adds that it

protected him when hail hit him like “baseballs.” E: This shows that his helmet protected him from two serious dangers during the storm.

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Writing Prompt Understanding Characters LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Authors do not always tell readers exactly what a character is like. Instead, readers can learn about a character by paying attention to his thoughts, actions, and decisions.

How do Rankin’s actions show that he remains calm during an emergency? Use two details from the article to support your response.

Plan. Look back at the text. Mark thoughts, actions, and decisions that show Rankin remained calm. He calculated how long it should take to reach 10,000 feet. Quote: “As he fell, he was amazed at how clearly he could think.” He resisted the urge to open his parachute early. Quote: “Trust the automatic opener, he told himself. Wait.” He kept his oxygen mask in place even while falling. Quote: “With great effort, he grabbed it and pressed it down hard.”

2. Restate and Answer the question. Write one or two sentences. Rankin remained calm during the emergency by thinking carefully and relying on his training.

3. Cite two details from the article and Explain how each one supports your answer. Supporting detail 1: The text says that while he was falling, he calculated how long it would take to reach 10,000 feet. Explain: This shows that he was thinking clearly even while falling through the sky. Supporting detail 2: Later in the text, it says he didn’t open his parachute even though he felt the urge to. Explain: This shows that he relied on his training instead of panicking.

4. Write as a paragraph. Use RACE. Rankin remained calm during the emergency by thinking carefully and relying on his training. The text says that he calculated how long it should take him to reach 10,000 feet. This shows that he was thinking clearly even while falling through the sky. Later in the text, it says he resisted the urge to open his parachute early and trusted the automatic opener. This shows that he relied on his training instead of panicking.

| RLesson LevelLighthouse F | Unit L3I TE 11 | F Lighthouse I TE R ACY ACY Level | Teacher’sL Guide

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Unit

Activity

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Create a board game.

Create a board game based on Rankin’s fall from the sky. The goal of the game is to travel from 47,000 feet to the forest floor without running out of supplies. Give each player points, tokens, or counters. These can stand for oxygen, strength, or calmness. Decide how many tokens each player gets at the start. Choose at least four dangers from the article. Turn each danger into a space on the board or a card that players can draw. When a player lands on a danger space, the player loses one or more tokens. If a player runs out of tokens before reaching the ground, that player loses. Create these three parts: a. The Game Board Make a path that begins at 47,000 feet and ends on the forest floor. Players move down the path toward the finish line.

b. Player Pieces Create pawns that players can move along the board. c. The Rules Write clear directions that explain how to play. Be sure to answer these questions: → How many people can play? → How do players move? → What happens during each turn? → How does a player win? → How does a player lose?

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Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Which word means a sudden, strong desire to do something?

5. During an eruption, a volcano can hot rocks and ash into the air.

a. Veteran b. Descended c. Mercy d. Urge

a. descend b. urge c. flail d. eject

2. Which word means extremely harsh or

6. The losing army begged the winning

severe?

general for , hoping the city would not be destroyed.

a. Brutal b. Mercy c. Descended d. Flailed

a. mercy b. brutal c. eject d. descended

3. The fish

its tail back and forth as the fisherman tried to lift it into the boat. a. urged b. flailed c. mercy d. veteran

4. Which of the following describes a

Which example shows something that has descended? a. A space shuttle launching into space b. A monkey climbing in the trees c. A submarine lowered into the ocean d. A balloon floating in the sky

8. Which word means an object kept as a

veteran pilot?

reminder of a place or event?

a. A co-pilot flying an airplane on their first flight b. A passenger boarding a plane for a family vacation c. An airline captain who has flown planes for thirty-five years d. A flight attendant learning how to check tickets at the gate

a. Mercy b. Veteran c. Souvenir d. Eject

| RLesson LevelLighthouse F | Unit L3I TE 11 | F Lighthouse I TE R ACY ACY Level | Teacher’sL Guide

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Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

What important idea does the author develop in the section “Counting the Seconds”? a. Rankin didn’t understand what was happening. b. Rankin was able to think clearly even while falling through the sky. c. Rankin worried more about the storm than the fall. d. Rankin realized his equipment was failing.

2. Which quote best supports a central idea of the article? a. “He had fallen nine miles from a disabled jet, plunged through the heart of a supercell...” b. “He took off from the air base in Massachusetts and pointed his jet south.” c. “He grabbed an emergency handle to restart it and yanked hard.” d. “Car after car slowed, took one look at him, and drove on.”

3. Read this sentence from the article: “With great effort, he grabbed it and pressed it down hard.” What does the phrase “with great effort” show about Rankin’s situation?

a. The wind made it difficult to move his hands. b. His oxygen mask was broken and frozen. c. He forgot how to use his safety equipment. d. The cold had paralyzed his arms and legs. The purpose is the reason the author wrote it.

4. What is the author’s main purpose in writing this article?

a. To recount a true story of survival against natural forces b. To give instructions on how to eject from a fighter jet c. To explain the differences between falling fast and slow d. To explain why Rankin fell

5. With which statement would the author most likely agree? a. Survival in extreme situations depends on preparation and good decisions. b. Ejecting from a plane is safe if the pilot follows rules. c. Rankin survived because he ignored his military training. d. Severe weather is easy to avoid if a pilot flies high enough.

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6. How does the author introduce Rankin’s experience at the beginning of the article?

a. By explaining how tornadoes form b. By describing Rankin’s experience as a military pilot c. By contrasting people seeking shelter with Rankin falling into the storm d. By showing the damage caused by the storm Why does the author compare hail to “baseballs”? a. To show how unusual the storm was b. To emphasize how hard the hail struck Rankin c. To show that the storm was growing stronger d. To explain why Rankin pulled his arms close to his body

8. Why does the author include the Did you Know section about supercells? a. To explain how pilots avoid storms b. To provide information about the storm Rankin entered c. To compare supercells and hurricanes d. To describe how tornadoes are measured

| RLesson LevelLighthouse F | Unit L3I TE 11 | F Lighthouse I TE R ACY ACY Level | Teacher’sL Guide

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3-12 Unit

Lesson Introduction

Lesson

Unit 3: Textual Evidence

LESSON

Lesson 12: Quantitative and Visual Supporting Evidence

What To Know

P RACTIC E

VOC AB ULARY

1. Choose the best evidence to support an idea. (Lesson 9)

REV IEW

ACTIV ITY

AS S E S S M E N T

Sometimes, the words in a text do not give all the evidence we need. We can use pictures, maps, charts, or diagrams to help support our answers. A school studied how much food students threw away at lunch. The results showed that some meals had much more waste than others. The school plans to use this data to choose meals that students are more likely to eat next year.

Unit Goal Trajectory: Use textual evidence to support claims made about the text.

STORY

Quantitative and Visual Supporting Evidence

Daily Lunch Food Waste (in pounds) 80 lbs

76 lbs

70 lbs 60 lbs

55 lbs

50 lbs 40 lbs

42 lbs

30 lbs

29 lbs

20 lbs 10 lbs

18 lbs

0 lbs

Monday (Pizza)

Tuesday (Tacos)

Wednesday (Salad bar)

Thursday (Chicken Nuggets)

Friday (Fish Sticks)

See It In Action

3. Introduce quotes by attributing work to the source. (Lesson 10) 4. Answer questions with textual evidence to support responses. (Lessons 11 and 12)

2. Find direct and indirect quotes from the text. (Lesson 10) Based on the text and graph, is the school likely to keep salad bar day the same next year?

5. Integrate information from the text and quantitative and visual information. (Lesson 12) 182

Restate the Question Write the question as a statement.

Answer the Question Write the answer in your own words.

Cite Textual Evidence Use evidence from the text and the visual.

Explain Show how your evidence supports your answer.

Level F

| Unit 3

| Lesson 12

Lighthouse L I TE R ACY Level F | Teacher's Guide

Next year, salad bar day will likely not stay the same. The graph shows that students threw away 76 pounds of food on salad bar day, more than on any other day. The text says, “The school plans to use this data to choose meals that students are more likely to eat next year.” This shows that the day with the most food thrown out (salad bar day) will likely change.

| Lighthouse L I T E R ACY

Let’s Practice! P R ACTI C E

VO C A B U L A RY

STO RY

REVIEW

ACTIV ITY

←

ASSESSM ENT

Clearing Up Common Misconceptions

Read the answer to the question. Highlight each step of RACE.

Students may forget to use both the textual and visual evidence, or they may not understand how the two sources work together to support their answer.

Life Cycle of a Frog Adult Frog

rogs go through many changes in their lives. They start as tiny eggs in the water. Soon, a tadpole hatches. A tadpole looks more like a fish than a frog because it has a long tail and no legs. As it grows, it sprouts back legs first, then front legs. Finally, its tail disappears, and it becomes an adult frog that can live on land.

Eggs Young Froglet

Embryo

Late Tadpole

When students get to the Citing Evidence step, remind them that the question asks them to use both the text and the visual. Teach them to ask themselves:

Early Tadpole

Restate the Question

What does a tadpole look like?

Answer the Question

Cite Textual Evidence

Explain

A tadpole looks like a long gray fish. The text says, “a tadpole looks more like a fish than a frog because it has a long tail and no legs.” The picture shows a small tadpole with a long body and tail. Together, the text and picture show what a tadpole looks like before it grows legs.

• How did the text help me get to my answer? • How did the visual help me get to my answer? © Lighthouse Curriculum. Copying strictly prohibited.

Use RACE to answer the question. What changes happen as a tadpole becomes a frog? Use the text and picture in your answer.

When a tadpole changes to an adult frog, it grows legs and loses its tail.

Restate the Question

The text says that it grows legs, and when its tail

Answer the Question

disappears, it can live on land. The picture shows a gray,

Cite Textual Evidence

fish-like tadpole growing legs, turning green, and becoming

Explain

bigger as it moves from a tadpole to a froglet to a frog. This shows how the tadpole changes from looking like a fish to looking like a frog that lives on land.

Level F

| Unit 3

| Lesson 12

| Lighthouse L I T E R ACY

183

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Students should then include a detail from both sources when they cite their evidence. Point out that when students explain their evidence, they should see that both pieces of evidence support the same idea: their answer.

L ES S O N

S Synonym A Antonym

Unit

E Examples Q Additional Questions

LE S S O N

1. Passion, noun S Love

A Indifference

piano; A favorite hobby Q What is something you have a passion for?

2. Emotionally, adverb

A Physically

hearing sad news; Feeling proud after reaching an important goal Q How might you react emotionally after reading a sad book?

3. Mild, adjective

S Exhausting

A Easy

E A difficult hike up a steep

mountain; A race that lasts for several hours; A long day of hard work Q Have you ever had to complete a grueling task? How did you feel when you finished?

4. Grueling, adjective

STO RY

RE VI E W

ACTI VI TY

ASSE SSM E N T

Daniel had a passion for drawing and spent hours practicing because he loved it so much.

walked unsteadily, as if about to fall

The goodbye was difficult for Marcus emotionally because he knew he would miss his friend.

extremely difficult and tiring

The soup had a mild flavor, so it was not too spicy or strong.

ground or a surface that slants up or down

4. Carrying heavy furniture up six flights

change something slightly so it works or fits better

After carrying the heavy boxes across the room, Leo staggered toward a chair because he was so tired.

not strong, severe, or extreme

Eli had to adjust the strap on his bag because it was hanging too low.

a very strong interest or love for something

After hours of climbing, the hikers finally reached the summit, the very top of the mountain.

the highest point of a mountain or hill

The wagon rolled quickly down the slope because the ground was steep and slanted.

in a way that relates to strong feelings

of stairs was a grueling job that left the workers exhausted.

A Severe

E A gentle breeze blowing through the trees; A headache that does not last long Q Would you rather spend a winter somewhere with mild weather or freezing temperatures?

VO C A BU LA RY

E Feeling deeply upset after

S Gentle

P RACTI C E

Match the bolded words with their definitions. Highlight context clues.

E A strong love for playing the

S Inwardly

Vocabulary

Lesson

5. Staggered, verb S Stumbled

A Stood

passion [PASH-uhn]; emotionally [ih-MOH-shuh-nuh-lee]; mild [MY-uld]; grueling [GROO-ling]; staggered [STAG-erd]; adjust [uh-JUST]; summit [SUM-it]; slope [SLOHP]

E Stumbling through deep

snow; Telling someone they won a million dollars; Q How would you react if someone staggered into the room looking exhausted?

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Level F

| Unit 3

| Lesson 12

| Lighthouse L ITERACY

6. Adjust, verb S Adapt

A Maintain

E Changing your clothing

when the weather gets colder; Getting used to a new city; Changing the position of a chair Q What was the hardest thing for you to adjust to this school year?

7. Summit, noun S Peak

A Base

E Reaching the top of

8. Slope, noun

a mountain Q What might a person see from a mountain summit?

Lighthouse L I TE R ACY Level F | Teacher's Guide

S Hill A Flat E Riding a bike down a grassy hill; Climbing up a steep path; Skiing down a steep mountain Q What activities can people do on a snowy slope?

P R ACT I C E

VO C AB ULA RY

STORY

REVIEW

ACTI V I TY

AS S E S S M E NT

Author: Yaakov Astor

The Blind Man Who Climbed Everest Genre: Narrative Nonfiction

n Mount Everest, a single wrong step can be deadly. Climbers face freezing cold, powerful winds, deep cracks in the ice, and air so thin that it is hard to breathe. Most climbers depend on their eyes to spot danger, but Erik Weihenmayer could not see at all. Can Erik find a way to overcome dangers he cannot see? Will being blind stop Erik from reaching the top?

Level F

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Teacher Script Lesson Hook Have you ever tried to do something that seemed impossible? What made you want to try anyway? {Answers will vary.} Today, we will read about a person who took on an incredible challenge and refused to let obstacles stand in his way. Activate Prior Knowledge 1. Have you ever climbed a mountain? What was it like? {Answers will vary.} 2. Do you know what the tallest mountain in the world is called? {Mount Everest.} 3. Do you know which continent Mount Everest is located in? {Asia.} Tell students that Mount Everest is the tallest mountain in the world, reaching more than 29,000 feet above sea level. It is located in the Himalayas in Asia.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

LESSON

Lesson

One wrong step is all it takes on Mount Everest. One step onto weak ice, one step too far into blinding snow, and a climber is gone. More than 300 people have died on this mountain, the highest point on planet Earth at 29,032 feet in the sky. Every one of those climbers had something Erik Weihenmayer did not: their eyesight. In 2001, Erik set out to become the first blind person in history to reach the top of the world.

Mount Everest Background Information Mount Everest is located in the Himalayan mountain range, which stretches across parts of Asia. The Himalayas are a large group of some of the world’s tallest mountains. Mount Everest is the highest mountain in the Himalayas and the highest point on Earth above sea level. It is located on the border between Nepal and Tibet, China, and rises to 29,032 feet.

As climbers go higher: • the air becomes thinner • there is less oxygen available • temperatures become extremely cold • strong winds can make conditions even more dangerous • snow and ice can cover or change the climbing route • climbers can become exhausted more quickly This helps students understand why the story repeatedly describes Erik and the other climbers becoming exhausted. The difficulty is not simply walking uphill. Their bodies are working under extreme conditions.

70%

Becoming a Climber For Erik, climbing became more than just a hobby. He spent years training and climbing alongside an experienced mountain climber named Jeff Evans. Together they had reached the highest peaks on three

Mount Everest Fact Card

56%

50% 40% 30%

20%

Erik began losing his sight when he was very young. He was born with retinoschisis [ret-uhNOSS-kuh-sis], a rare eye disease that worsens over time. The doctor told Erik’s parents that he would eventually become completely blind. His father hoped for just one thing: that his son would find a meaningful life in which he could take part in the world around him. By the age of 13, just as the doctor had predicted, Erik lost his sight completely. When he was 16, Erik joined an outdoor program for blind people and went mountain climbing for the first time. He fell in love with the sport right away and found the passion that would shape the rest of his life. With his family’s support, he was building the skills he needed to live on his own and stay active.

60%

10%

Going Blind

At that height, the environment is very different from what people experience at lower elevations.

Everest Success Rates

Success Rates (%)

Unit

24%

18% 1990

1996

2000

2007

2012

Year

continents. Evans admitted that before meeting Erik, he had doubted that a blind person could ever become a serious climber. But after just one weekend together, he could see that Erik was different. He was strong, both physically and emotionally. Most of all, he was driven. His goal? To reach the highest point on Earth: Mount Everest.

The Climb Mount Everest is not a mountain that forgives mistakes. Winds can rip across its peak at more than 110 miles per hour. Temperatures can fall to 100 degrees below zero. Snow can bury a trail in minutes. For most of the year, climbing Everest is far too dangerous. Climbers aim for a narrow window of time from mid-April to the end of May. During this time, winds

Elevation: 29,032 feet (8,848 meters)

Location: On the border of Nepal and Tibet

Temperatures: Can drop to -100OF (-73OC)

Winds: Can reach more than 110 mph

More than 300 people have died on Everest since records began.

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Explore the Title 1. What is the title of the text? Who is the author? {The Blind Man Who Climbed Everest by Yaakov Astor.} 2. Based on the title, what do you think the text will be about? {Answers will vary. Students may predict that the text will explain how a blind man tried to climb Mount Everest.} Read the Blurb and Make Predictions Read the blurb together. 3. Who is the main character, and what do you learn about him from the blurb? {Erik Weihenmayer, he is blind and plans to climb Mount Everest.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

drop to 50 miles per hour, and the temperature rises to a “mild” 20 degrees below zero. But even during this short period of safer weather, the mountain still kills. Not every climber who starts the journey up makes it back down. This was the mountain Erik Weihenmayer could not see, yet planned to climb anyway.

Erik Weihenmayer Snapshot

Base Camp

Time to cross the Icefall

In April 2001, after two years of planning and a year of hard training, Erik was ready to begin. The first stop for every Everest climber is Base Camp, at 17,598 feet above sea level. There, Erik joined his expedition team. His father was there to see him off. “It was a very emotional moment. The thought that it could be the last time I ever saw my son crossed my mind, but I pushed it away.”

Hours

Eiffel Tower

Mount Everest

Level F

| Unit 3

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| Lighthouse L IT E R ACY

The first major challenge for climbers is the Khumbu Icefall. Erik described it this way: “You have to jump from boulder to boulder while they’re shifting and rolling under your feet. As you’re jumping across those rocks, there are thousandfoot drops on both sides, and there are hundreds of deep cracks in the ice. Some are so wide, I couldn’t feel the other side with my pole.” For a blind climber, that meant leaping across bottomless pits on shifting ice with no way to see where to land. Most teams cross the Icefall in about four hours. It took Erik a grueling thirteen. He staggered into camp feeling as if he were about to pass out. One teammate said he looked like he had just fought ten rounds against a heavyweight boxer. Fellow climber Mike O’Donnell was shaken. “Seeing Erik crawl into his tent so exhausted was a new experience for me, because he’s usually so fit, so strong. His spirit seemed down. There was a moment where I think all of us were thinking maybe we’d bitten off more than we could chew.” Had they made a terrible mistake?

29,032 ft (8,848.86 m)

Burj Khalifa

Erik’s team

The Khumbu Icefall

1,454 ft (443 m)

Empire State Building

4 hours

Erik took more than three times longer to cross the Icefall - the first major challenge of the climb

2,717 ft (828 m) 1,083 ft (330 m)

13 hours Most teams

How Tall is Everest?

35,000 ft (10,668 m) Commercial airplane cruising altitude

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4. What do you learn about Mount Everest from the blurb? {It is dangerous to climb because of freezing cold, powerful winds, deep cracks in the ice, and thin air.} 5. Do you think Erik will reach the top of Mount Everest? Why or why not? {Answers will vary.} Identify the Genre This text tells the true story of Erik Weihenmayer and his attempt to climb Mount Everest. What type of text is this? {Nonfiction.} Set a Purpose for Reading As you read, pay attention to how Erik deals with his disability as he sets out to accomplish what many believe cannot be done.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

Erik Weihenmayer lost his sight at age 13 because of a rare eye disease called juvenile retinoschisis. He later became the first blind person to reach the summit of Mount Everest. However, Erik did not immediately accept that he was going blind. At first, he refused to use a cane or learn Braille because he wanted to keep living like a sighted person. His denial led to dangerous accidents, such as falling down stairs and injuring his head, until he finally realized he needed to accept his blindness and learn how to work with it. This helped him discover new ways of doing things and eventually take on challenges such as rock and mountain climbing. Teaching Note: This background is helpful to share when discussing the Pause and Ponder about facing challenges. Although it would have been dangerous for Erik to climb like a sighted climber, once he accepted his blindness, he learned to use other ways to climb, such as feeling for handholds and listening for a bell on the climber ahead of him.

The Khumbu Icefall: A Test of Endurance

Unit

Lesson

The Death Zone The team kept pushing forward, tired and discouraged. But Erik and his teammates were not ready to give up. The first part of the climb took Erik more than three times as long as it took the other climbers. Some people said a blind person should not try something that even sighted climbers found difficult. But Erik’s teammates believed in him, and they kept climbing day after day, week after week. After seven weeks, the team reached 23,500 feet. They strapped on oxygen masks because the air at that height is too thin to breathe normally. At about 26,000 feet, climbers enter an area called the Death Zone. In this area, the body cannot fully adjust to the conditions. Climbers may have trouble thinking clearly, keeping their balance, or making good decisions. If they stay there too long, they can become seriously ill. For Erik, this was especially dangerous because he relied on his mind and other senses to get around. Not thinking clearly while unable to see was a deadly combination. He gathered every bit of focus he had left and pushed on.

Khumbu Icefall Background Information

Meeting Their Worst Fears On the evening of May 24, Erik and his teammates left their final camp. They planned to climb through the night and reach the summit the next morning. This might be their last chance. The climbing season was almost over, and another storm could force them to turn back for good. Hour after hour, the climbers moved slowly through the dark. Their headlamps lit only a small patch of snow ahead. Heavy oxygen tanks weighed on their backs, and every step took a great deal of energy. At about 27,500 feet, Erik and his teammate Chris Morris reached a resting place called the Balcony. Then a storm struck. Lightning flashed across the sky as strong winds blew snow against the climbers. The snow quickly covered their suits. The storm was so powerful that continuing could lead them straight into danger.

The Khumbu Icefall is one of the most dangerous parts of Mount Everest. It is a huge glacier that moves like a slow river of ice. As the ice moves, it forms deep cracks called crevasses and large blocks of ice. Climbers use aluminum ladders and ropes to cross some of the deep cracks. A team of experienced guides, called the Icefall Doctors, risks their lives to set up and fix these ladders and ropes. Climbers must cross the Icefall between midnight and earl morning, when the cold keeps the ice more stable. As the sun warms the ice, large blocks can fall and new cracks can open. This helps explain why Erik’s journey through the Icefall was such a dangerous challenge.

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“We thought we were done,” Erik later recalled. After all their hard work, it looked like they might have to turn back. Some teammates had already gone ahead, but Erik and Chris waited at the Balcony. They stood in the freezing dark, unsure whether the storm would pass or force them to turn back. After nearly two months on Everest, their dream of reaching the summit seemed likely to end less than 2,000 feet below it.

A Break in the Storm While Erik and Chris waited, Jeff Evans and Brad Bull faced another problem. The ropes that helped keep climbers safe had frozen into the ice. Climbers used these ropes to cross the most dangerous parts of the mountain. Without them, crossing the narrow mountaintop would be far more risky. Jeff and Brad worked to pull the ropes free and clear the way for the climbers behind them. Then a message came from Base Camp: the storm seemed to be passing. The climbers now faced a difficult choice. They could turn back and lose their last chance to reach the summit, or they could trust that the weather would improve and keep going. They pushed on. Erik followed the sound of a small bell attached to the climber ahead of him. His teammates called out directions and warned him about changes in the trail. Step by careful step, the group climbed another 1,200 feet toward the South Summit. By then, every movement was exhausting. Their thick suits made it difficult to bend their arms and legs. Their oxygen masks covered most of their faces, and the bitter cold cut through their gloves and boots. Still, they continued upward.

The Final Ridge At 28,750 feet, the climbers reached the South Summit. The true summit was close, but the most frightening part of the climb still lay ahead. A narrow path stretched in front of them. On one side, the mountain dropped thousands of feet into Tibet. On the other, it fell thousands of feet into Nepal.

| Lighthouse L I TER ACY

Why does the author begin by describing how easily a climber can die on Everest? What does this make you expect from the rest of the story? {Answers will vary. Guide students toward: The opening establishes that this will be a dangerous journey. It also prepares us to understand why Erik's accomplishment is extraordinary.}

Did losing his sight stop Erik from living an active life? {No, Erik found activities he enjoyed and ways to stay active.}

What does this show about Erik’s character? {He’s determined and doesn’t let challenges stop him.}

What does the word “passion” suggest about Erik's feelings toward climbing? {It shows that he became deeply interested in climbing and cared strongly about it.}

Look at the success rates. What do you notice about the percentage of successful attempts over time? { It increased from 18% in 1990 to 56% in 2012.

Why did Erik’s father worry that this might be the last time he would see his son? {He knew that climbing Mount Everest was extremely dangerous, especially for Erik, who was blind, and he was afraid that Erik might not make it back safely.}

What does the word “staggered” help you picture about Erik's condition? {It helps you picture Erik struggling to walk because he is extremely tired and weak.}

What does it mean to “bite off more than you can chew”? What does the team mean by this expression? {It means to take on something that is more difficult than you can handle. The team wonders if climbing Everest with Erik may be more than they can handle.}

What does the team's decision to continue tell you about their attitude toward the goal? {They are determined to reach the top.}.

10. What does Erik’s description of the rocks breaking loose beneath him show about the danger he was facing? {Erik could have been standing on one of the rocks when it broke loose, causing him to fall to his death.}

Lighthouse L I TE R ACY Level F | Teacher's Guide

night. Every breath came through an oxygen mask. They had spent weeks training, waiting, and struggling against the mountain. Now the summit was finally within reach. Erik kept climbing.

Summit 29,032 ft South Summit 28,750 ft Balcony 27,500 ft

On Top of the World At about ten o’clock on the morning of May 25, 2001, Erik took his final steps towards the summit. There was nowhere higher to go. Erik Weihenmayer was standing on top of Mount Everest. Among the teammates who reached the summit with him were Jeff Evans and Eric Alexander. They had trained, struggled, and climbed together, and now they had reached the highest point on Earth. “Look around, dude,” Jeff told Erik. “Just take a second and look around.” Erik could not see the mountains spread out below him, but he knew he was standing at the highest point on Earth. “Your brain can’t believe it,” he later said. “It was more like I was in space than on Earth.”

Camp 4 26,000 ft Camp 3 23,500 ft Camp 2 21,300 ft Camp 1 19,685 ft

Nepal

Base Camp 17,598 ft

This is the route Erik and his team took to reach the top of the world.

Guide the Discussion: Begin by having students think about what would have happened if Erik had tried to climb Mount Everest as though he could see. He would not have known to listen for directions, follow the bell, or use touch to find safe places to climb. He first had to recognize that he could not climb in the same way as a sighted person before he could figure out how to climb safely without sight.

PAU S E A N D P O N D E R

There was almost no room for a mistake. Erik moved in tiny steps, planting his ice ax firmly before moving each foot. He could feel pieces of rock breaking loose beneath him and hear them falling into the open space below. At the end of the path stood the Hillary Step, a steep wall of rock and ice that was the final major challenge before the summit. Erik climbed upward, searching with his hands and feet for each safe hold. At last, he pulled himself over the top. Only one steep, snow-covered slope remained. The climbers were exhausted after climbing all

Why was understanding his challenges an important part of Erik’s success?

Legacy Erik Weihenmayer became the first blind person to reach the top of Mount Everest. But the reward he valued most was not the record or the attention. Years later, Erik explained, “Blind or not, the adventure is about reaching into the unknown with courage and finding out where it takes you.”

Tibet (China)

Pause and Ponder: Could Erik have reached the summit if he denied that he was blind? Why or why not?

Everest Trivia → The mountain was named in 1865 after Sir George Everest, who was the Surveyor General of India.

18% of attempts were successful. By 2012, that number had risen to 56%.

→ Bar-headed geese have been seen flying above the summit of Everest. How they survive at such extreme heights remains a mystery.

→ Climbing Everest can cost between $40,000 and $100,000. Much of that expense goes toward permits and insurance.

→ The first known attempt to reach the summit was in 1922, but no one succeeded until 1953. In 1990, only

→ The youngest person to reach the summit was 13-year-old American Jordan Romero, who made it to the top in 2010.

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What are some things Erik used to help him climb Mount Everest even though he was blind? {Erik used his senses of touch and sound to help him climb. He used an ice ax to find safe places to step and climb, followed the sound of a small bell attached to the climber ahead of him, listened to his teammates’ directions, and used his hands and feet to find safe holds.}

12.

What does Jeff mean when he tells Erik to “look around,” even though Erik cannot see? {He is telling Erik to take a moment and appreciate the huge accomplishment of reaching the top of Mount Everest.}

13.

Erik’s father hoped that his son would find a meaningful life in which he could take part in the world around him. Did his hope come true? Use evidence from the text to support your answer. {Erik was able to climb Mount Everest, an incredible accomplishment for someone who is blind. This shows that he was able to take part in the world around him and live a meaningful, active life. }

14.

What was Erik’s biggest strength? Find words and phrases from the text that show your answer. {Answers will vary. One strength is determination. Phrases that show this include “planned to climb anyway,” “not ready to give up,” “kept climbing day after day, week after week,” “pushed on,” “They pushed on,” “they continued upward,” and “Erik kept climbing.”}

Connect this idea to everyday challenges. Explain that recognizing a weakness does not mean that a person cannot reach a goal. Instead, it helps the person understand what needs to be done differently in order to reach that goal. Give students some examples: • A student struggles with math → recognizes that she does not understand fractions → she asks for help and practices the skill. • A student keeps forgetting assignments → recognizes that organization is difficult → uses a planner or checklist. • A student has difficulty reading aloud → recognizes which words are challenging → practices them before reading to the class. Follow-Up Questions: • Think of a goal you have. If you know that something is making that goal difficult, why is it important to recognize the problem instead of ignoring it? • What did Erik have to recognize about himself before he could figure out how to reach his goal? Teaching Note: Keep students focused on the idea that a person cannot effectively solve a problem that he or she refuses to recognize. Erik could not climb exactly like a sighted person—but that did not mean he could not climb at all. Once he understood what he could not do, he could figure out what he needed to do differently in order to succeed.

Lighthouse L I TE R ACY Level F | Teacher’s Guide

The Southeast Ridge Route

Unit

Lesson Review Quantitative and Visual Supporting Evidence

Lesson

LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Use RACE to answer each question. Include evidence from both the text and the visual.

Why was the climbing season described as “safer”? Explain using the Mount Everest fact card and the text.

The climbing season is described as safer because the dangerous weather conditions are not as bad as they could be during other times of the year. The fact card shows the temperature can drop to 100 degrees below zero, and winds can reach more than 110 miles an hour. The text says during the climbing season winds can be 50 miles per hour, and temperatures can be 20 degrees below zero. This shows that the climbing conditions were not as bad during the climbing season.

2. Around the time Erik climbed, was reaching the summit of Everest common? Explain using the Everest Success Rate graph and the text.

Reaching the summit was difficult. The graph shows that in 2000, only 24% of attempts were successful. The text explains that climbers faced strong winds, freezing temperatures, thin air, and dangerous conditions. This shows that

reaching the top of Everest was not easy.

3. Why did Erik’s teammates begin to worry after the Khumbu Icefall? Explain using the Khumbu Icefall bar graph and the text.

Erik’s teammates began to worry after the Khumbu Icefall because he had struggled much more than most climbers. The bar graph shows that most teams cross the Icefall in about four hours, while Erik took 13 hours. The text says he staggered into camp feeling as if he might pass out, and his spirit seemed down. These show that Erik was having a hard time climbing.

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Writing Prompt Evidence LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

AS SES SM EN T

Supporting evidence helps show or prove a statement. Some evidence is stronger than others. Look for the quote or detail that best supports the statement you are trying to prove.

Erik says that adventure is about “reaching into the unknown with courage.” How do his actions on Mount Everest support this idea? Use two details from the article to support your response.

Plan. Think about what Erik’s statement means. Reread parts of the article where Erik faces danger or difficulty. List details that show that Erik acted with courage.

Erik struggled for thirteen hours to cross the dangerous Khumbu Icefall. Erik continued climbing after a powerful storm nearly forced the team to turn back. Erik climbed through the “Death Zone,” where oxygen levels are dangerously low. Erik pushed forward despite extreme cold and strong winds near the upper mountain.

2. Restate and Answer the question. Erik’s actions on Mount Everest support his statement because he kept moving forward even when it was hard and dangerous.

3. Cite two supporting details and Explain how each detail answers the question. Supporting detail 1: The text says that crossing the Khumbu Icefall took Erik thirteen hours, and he reached camp exhausted. Explain: This shows that Erik had the courage to keep going even when the climb was extremely difficult. Supporting detail 2: Later, when a dangerous storm struck, Erik waited for it to pass and continued climbing. Explain: This shows that Erik faced a dangerous situation but still chose to move forward.

4. Write as a paragraph. Use RACE. Erik’s actions on Mount Everest support his statement because he kept moving forward even when it was hard and dangerous. The text says that crossing the Khumbu Icefall took Erik thirteen hours, and he reached camp exhausted. This shows that Erik had the courage to keep going even when the climb was extremely difficult. Later, when a dangerous storm struck, Erik waited for it to pass and continued climbing. This shows that Erik faced an uncertain and dangerous situation but still chose to move forward.

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Unit

Activity

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PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

A Record Worth Remembering

Design a recognition certificate or award for Erik. Include the achievement he should be recognized for and two reasons he deserves the honor.

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Vocabulary Assessment LESSON

PRACTICE

VOCABUL A RY

STO RY

R EVI EW

ACT I VI T Y

ASS ESS M EN T

Circle the correct answer. Isaac has such a for history that he reads extra books about the past in his free time.

5. Which task would be considered grueling? a. Taking a short afternoon nap b. Shoveling heavy, wet snow off five driveways in a row c. Eating a scoop of vanilla ice cream d. Listening to a soft lullaby

a. passion b. slope c. summit d. adjustment

2. Which word means walked unsteadily,

6. David had to

the lamp so the light would shine directly onto his book.

as if about to fall? a. Adjusted b. Staggered c. Hurried d. Climbed

a. stagger b. adjust c. summit d. slope

3. Which word means in a way that relates to feelings?

Which of these is a summit? a. The very top of a tall hill b. The bottom of a staircase c. The center of a field d. The lowest part of a valley

a. Mildly b. Emotionally c. Carefully d. Physically

4. The soap had a

scent that

8. Which word means a surface or piece of

could barely be noticed.

ground that slants up or down?

a. grueling b. mild c. steep d. emotional

a. Summit b. Edge c. Slope d. Level

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Unit

Comprehension Assessment

Lesson

LESSON

PRACTICE

VOCABUL A RY

Read.

STO RY

R EVI EW

ACT I VI T Y

Think & Check.

ASS ESS M EN T

Choose.

Circle the best answer.

Expresses means says or shows.

Which statement best expresses a central idea of the article? a. Hard work and support can help people face difficult challenges. b. Physical strength is needed to overcome danger. c. Taking great risks is necessary for success. d. Setting a record is the most important kind of success.

2. Read this sentence from “Becoming a Climber”: “Most of all, he was driven.” What does the word “driven” most likely mean? a. Taken somewhere b. Physically strong c. Very determined d. Guided by others

Look back at the graph.

3. Which statement is best supported by the Everest Success Rate graph? © Lighthouse Curriculum. Copying strictly prohibited.

a. Attempts decreased over time. b. Success rates mostly increased. c. More attempts always meant more success. d. Success increased evenly each year.

4. Why does the author include information about Erik’s earlier climbs with Jeff Evans? a. To show that Erik was an experienced climber b. To explain why Jeff wanted to climb Everest c. To show that Erik preferred climbing with others d. To compare Everest with other mountains

5. Why does the author explain how the Death Zone can affect a climber’s thinking? a. To show an added danger Erik faced b. To explain why the climb took weeks c. To show that Erik was the most tired d. To explain why Erik led the team

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Contribute means “add to.”

6. How does the storm in the section “Meeting Their Worst Fears” contribute to the article?

a. It separates Erik from his team. b. It proves they chose the wrong season. c. It may force the climbers to turn back. d. It shows the team is ready to give up. Which detail best supports the idea that teamwork was important to Erik’s success? a. “He gathered every bit of focus he had left and pushed on.” b. “The climbers were exhausted after climbing all night.” c. “Erik moved in tiny steps, planting his ice ax firmly before moving each foot.” d. “His teammates called out directions and warned him about changes in the trail.”

8. Which quote best shows that setting a record was not most important to Erik? a. “There was nowhere higher to go.” b. “The adventure is about reaching into the unknown with courage and finding out where it takes you.” c. “His goal? To reach the highest point on Earth: Mount Everest.” d. “Erik Weihenmayer became the first blind person to reach the top of Mount Everest.”

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