6Th Grade Unit 5 Exploration Week 5: April 27 – May 1 Daily Planning Guide/Checklist/Additional Support

TH 6 GRADE

Weeks of: APRIL 27TH & MAY 4TH

WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians:

Week 7 and 8 Packets will be mailed out the week of May 11th.

5th, 6th, 7th and 8th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Create a Look at your house Do a random act of Take a long walk with cartoon image of and neighborhood kindness for someone someone in your family. your family. on Google Maps. in your family. Mindful Take pictures of Create a "one word Play charades Minute: Write a letter to your favorite story" with your family. with your family. your future self about people/things in One person starts the your home. story with a single word what is going Tell someone why they and each person on right now. How are your favorite. continues the story are you feeling? by adding one more word. *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support, please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities. ELA

Week 5 and Week 6 MS ELA Grade 6 Week 5: April 27-May 1, 2020 Dear Parent(s)/Guardian(s) and Students, Wow! You have reached the half-way point of Continuous Learning! That is wonderful! As you work on the activities this week, you will continue to strengthen your argument writing. One of the best ways to do that is by your chosen wording; so completing the Word Choice for Style and Tone will be a big asset to improve your text. Another skill we have been working on this year is revision. Reread your draft to see how you might improve your sentences. Since this is an argument, a strong claim with effective and sufficient evidence to support your claim is very important! If you have any extra time, remember it’s always a great week to read a book of your choice! Enjoy learning!

Week 5: April 27-May 1 • Continue writing argument draft. p. 437 • Word Choice for Style and Tone. p. 438 • Revising: Evaluating Your Draft. • Research this topic online, if possible. Where/what would you like to explore?

6th Grade Unit 5 Exploration Week 5: April 27 – May 1 Daily Planning Guide/Checklist/Additional Support

Monday, April 27 _____ Continue writing argumentative rough draft (See pages 434-436) or Alternative: Use the Argumentative Writing Organizer attached to your week 4 packet and continue the argumentative writing rough draft.  Add sentences to each of the 3 supporting details you wrote last week to show why you chose these details to support your claim/argument on your week 4 Writing Organizer.

Tuesday, April 28 _____ Continue writing argument rough draft (See pages 434-436) or Alternative: Use the Argumentative Writing Organizer attached to your week 4 packet continue the argument writing rough draft.  Add your conclusion to your Writing Organizer attached to your week 4 Writing Organizer.

Wednesday, April 29 _____ Read (or have read aloud) the Word Choice for Style and Tone page 437. _____ Consider the wording of your rough draft. How you can make edits to make your writing formal? Alternative: If you used the Argumentative Writing Organizer during week 4, this can be your rough draft!

Thursday, April 30 _____ Complete the Revising: Evaluating Your Draft Activity page 438 or Alternative: Begin revising the argument writing rough draft or Argumentative Writing Organizer attached to your week 4 packet. Paragraph Writing Checklist  Indent paragraphs  Capitalization/Spelling  Punctuation  Makes Sense/Logical Order  References Text/Story  Includes vocabulary words  Use whole words and not cell phone text language  Use transition words or phrases  Check to add formal language to your writing

Friday, May 1 _____ Research a topic online, if possible. Where/what would you like to explore? Alternative:  Interview someone (e.g. family; teacher when he/she calls; socially distanced friends, etc.) who has explored something.  Interview possibilities (You may use these questions or use some of your own.): What is the name of the person your interviewed and how do you know them? You may ask them: Where or what did you explore? What did you expect when you planned for this exploration? What happened that you did not expect? Did you face any challenges? If so, how did you handle the challenges? What did you like best? What did you like least? Give me 5 adjectives (descriptors) to describe the place and/or your experience.

 (Use your imagination to create a visual of this interview (e.g. one pager, picture/illustration, diorama, collage, MineCraft World, etc.)

 Where or what would you like to explore and why?

If you used the week 4 Writing Organizer for your Argumentative Writing, please keep it for your use to finalize your writing assignment over the next 3 weeks.

Congratulation on all your hard work so far. 5 weeks done! You rock!!! © Pearson Education, Inc., or its affiliates. All rights reserved. knowledge remainsvitalandshouldcontinue. Passage 3(end):Theneedtoexploreandextendtheboundariesof of water. Passage 2(middle):Vast stretchesoftheoceansarehiddenundermiles andpromise. mystery Passage 1(beginning):To thewestlayanentirecontinent,fullof are bothformalandserious. These sentencesfrom thebeginning,middle,andendofLaunchText Read It throughout youressay. the rightstyleandtone,paycareful attentiontoyourword choice believable, whichstrengthens yourargument.To create andmaintain attitude, shouldbeserious.Thesetwoqualitieshelpmakeyourideas In anargument,yourwritingstyleshouldbeformal.Your tone,or Word ChoiceforStyleandTone LANGUAGE DEVELOPMENT that create theformalstyleandserioustoneyouneed: contractions. Inaddition,applythefollowingstrategiestochoosewords As youdraftyouressay,avoidusingslang,people’s firstnames,and Write It • • •

because manypeoplehavedoneit. Revised Sentence:ClimbingMountEverestisnotas special hasdone it. because everyone Original Sentence:ClimbingMountEverestisnotasspecial you candefend. may leadtostatementsthatare toobroad. Replacethem withwords Avoid absolutewords. Words suchasall,always,never, andonly Revised Sentence:Thenumberoftouristshasincreased. the roof. Original Sentence:Thenumberoftouristshasgonethrough argument, avoidexaggeration.Chooseaccuracyoverexcitement. may befun,buttheynotsayexactlywhatyoumean.Inan Choose accuratewords. Informalorexaggeratedexpressions equipment isrisky. Revised Sentence:Exploringacavewithoutproper equipment isstupid. Original Sentence:Exploringacavewithoutproper name-calling. interest, butmakesure youfocusmore onfacts.Alwaysavoid Use reasonable words. Chargedwords cancapture readers’ ESSENTIAL QUESTION Performance Task: Write anArgument : Whatdrivespeopletoexplore? reading, orlistening. conventions whenwriting, speaking, Use knowledgeoflanguageandits Language evidence. with clearreasonsandrelevant • Writing 

and tone. b. Maintainconsistencyinstyle style. d. Establishandmaintainaformal Write argumentstosupportclaims

STANDARDS

437 narrative. Word Networkinyour Include words from your  438 evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing  FOCUS ANDORGANIZATION claim(s) andreasons. to clarifytherelationshipsamong c. Usewords, phrases, andclauses the topicortext. demonstrating anunderstanding of using crediblesourcesand reasons andrelevant evidence, b. Supportclaimswithclear the reasonsandevidenceclearly. a. Introduceclaim(s)andorganize

WORD NETWORK STANDARDS

UNIT PERFORMANCE TASK: WRITINGFOCUS Establishes alogicalorganizationEstablishes Provides follows aconclusionthat Introduces aclearclaim. and developsaclearprogression. from argument. the

•

EXPLORATION why itisimportantandhowconnectstoyourideas. Make sure toclearlyintroduce eachpieceofevidenceyouuse.Explain the approach thatgivesreaders informationinthemost effective way. consider howyouhavepresented evidence.Makesure youhavechosen authority andsupportedthemwithrelevant evidencefrom thetexts.Also Check Your Evidence Revising forEvidenceandElaboration show theconnectionsamongideas. you provide. Usetransitionwords suchasbecause,infact, orthereforeto clarify therelationships betweentheclaimyoumake andtheevidence Show Connections Revising forFocusandOrganization your revision. draft. Then,useyourevaluationandtheinstructiononthispagetoguide Use thefollowingchecklisttoevaluateeffectiveness ofyourfirst Evaluating Your Draft Revising • • • interesting orpowerful. Quote awriter’s oraspeaker’s exactwords whentheyare especially help readers understanda complicated idea. Paraphrase, orrestate ideasinyourownwords, whenyouwish to quickly. Summarize, orbrieflyrestate ideas,togivereaders information EVIDENCE ANDELABORATION

Establishes andmaintainsEstablishes Uses words, phrases,and Provides clearreasons tone. a formalstyleandserious relationships amongideas. clarifytheclauses that supports them. and strong evidencethat

Reread yourargument.Revisesentencesto

Make sure thatyouhavestatedyourideaswith

CONVENTIONS

Observes the grammar. standard English ofconventions

© Pearson Education, Inc., or its affiliates. All rights reserved. MS ELA Grade 6 Week 6: May 4-8, 2020 Dear Parent(s)/Guardian(s) and Students, This week provides the opportunity to continue to build strong evidence for your argument paragraph. Skim the stories to see which one will provide evidence to support your claim. Read that story in its entirety and complete the corresponding activities that will strengthen your literacy skills. Always remember that this is a great week to read a book of your choice! Enjoy learning!

Week 6: May 4-8 pp. 445-450 • Select one story listed to read and pp. 452-461 complete corresponding activities.

pp. 462-473 • Gather possible evidence to use in your pp. 476-482 final writing assignment.

6th Grade Unit 5 Exploration Week 6: May 4 – 8 Daily Planning Guide/Checklist/Additional Support

Monday, May 4 _____ Look through or browse the 4 stories provided on the following pages to select one: pp. 445-450 – Mission Twinpossible (news article) pp. 452-461 – from Tales from the Odyssey (epic retelling) pp. 462-473 – To the Top of Everest (blog) pp. 476-482 – from Lewis & Clark (graphic novel) _____ Read (or have read aloud) the story you chose.

Tuesday, May 5 _____ Complete the Comprehension Check for the story you chose. Comprehension Check page numbers: pp. 447 – Mission Twinpossible pp. 457 – from Tales from the Odyssey pp. 470 – To the Top of Everest pp. 482 – from Lewis & Clark

Wednesday, May 6 _____ Choose and complete another activity for the story you read.

Thursday, May 7 _____ Choose and complete another activity for the story you read.

Friday, May 8 _____ Re-read (or have read aloud again) your chosen story to seek evidence for your final argumentative writing assignment. _____ Add evidence that can support your argument to your week 4 Writing Organizer.

© Pearson Education, Inc., or its affiliates. All rights reserved. 3 22 1 says Scott. answers, Ihavetosay, ‘It’sthespacestation!Don’thangup!’” placing yourcallfrom 229 milesabovetheEarth.“Whensomeone but theconnectioncanbebad.Thathappenwhenyou’re phone mightsimplyhanguponhim.Thecallwillbewelcome, missions, thebrothers havenevergonetospacetogether. genetic makeup.Thoughtheyhaveservedacombined seven assassination attemptin2011. former congresswoman GabrielleGiffords, whowashurt inan space fourtimes.Markisalsoknownforbeingmarried to signal inhisear. Markis aformerastronaut whohas beento 1. W landing onMars,Earth’s nearest planet. farthest apersonhasgoneistothemoon,butnextstepmaybe Space Station inEarth’sin theInternational orbitsince2000. The missions closetoEarth.Astronaut crews havebeenliving andworking So far, humanparticipationinspaceexplorationhasbeenlimitedto BACKGROUND

extraterrestrial But hisbrother, Mark,knowsthecrackleofanextraterrestrial Mark andScott,50,are identicaltwins.Theyhavethesame Station (ISS)sometimethisyear, whoeveranswersthe hen ScottKellycallshomefrom theInternationalSpace Twinpossible

(ehks truh tuh REHS tree uhl) tree REHS tuh (ehks truh Mission not from Earth. from not adj. 1

NOTES Mission Twinpossible MULTIMEDIA NEWS ARTICLE SCAN FOR

445 uhns tehst) gram manihjuhr) 446 MEANING: endurance test MEANING: sample group MEANING: program manager helped youdeterminemeaning. another strategyyouusedthat Make aninferenceorindicate NOTES groop)

UNIT 5•Explora n. n. (SAM puhl (ehn DUR n. (PROH ti o n 5 4 9 8 7 6 half acentury. brothers, itisjustthelatest mileinajourneythey’veshared for experiment, endurancetest,andhumandrama.To theKelly long timeinspace. comparing thedatawillshedlightonimpactofspendinga undergo similarstudyon theground. Scientistshopethat monitored withmedicaland psychologicaltests.Markwill the Internet. station isstockedwithmoviesandbooks,thecrew cansurf exercise, andmonitoring and fixingthestation’ssystems.The A Year inSpace registered Inc.usedunderlicense. trademarksofTime in anymannerlanguagewholeorpartwithoutwrittenpermissionisprohibited. TIMEandthelogoare Inc.Allrightsreserved. Reprinted/Translated© 2015Time Inc.Reproduction from TIMEandpublishedwithpermissionofTime 2. Star Twins two Kelly brothers—and only theKellybrothers—NASA hasthat that are aresult ofgrowing thesameyearolderonEarth.In separate thechangesthatcomefrom beinginspacefrom those on Earthwiththeexactsamegenes.Thiswouldhelpscientists a perfectexperiment,everysubjectwouldhavecontrol subject Suffredini. “Dothingschangeatoneyear?” six monthsinorbit,”saysspace-stationprogrammanagerMike goes awry. “There’s quiteabitofdata[onhumanhealth]for eyeballs losetheirshape,heartsbeatlessefficiently, andbalance body. We are designedforEarth.Inspace,bonesgetbrittle, biggest problem withreaching thisgoalis,simply, thehuman crew memberswilljointhemforshortervisits. Russian cosmonautMikhailKornienko. A rotating castof13other for aUSastronaut. Scottwillshare hismarathonmission with one-year stayaboard theISS.Itwillsetasingle-missionrecord

March In March, Scott’s upcomingmissionmaybeequalpartsscience On thisflight,ScottandKornienkowillbeveryclosely Scott’s daysontheISSwillbepackedwithscienceexperiments, NASA needssubjectstotestthelong-termeffects ofspace.In The UShaslongdreamed ofsendingastronauts to Mars. The ‑ person samplegroup.

This article was written in 2015. in written was article This 2 ScottwillleavehisfamilyinHouston,Texas, fora

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension formulate a research question. research a formulate Research to Explore Research to Clarify Research RESEARCH 5. 4. 3. 2. 1. the article? that detail. what In way the information does you of learnedshed light an on aspect

What willMarkKellydowhilehisbrotherSpaceStation? isontheInternational SpaceStation? How longwillScottKellystayattheInternational What happenstothehumanbodyinspace? sending astronauts toMars? According totheselection,whatisbiggestproblem withreaching thegoalof

Notebook

Write asummaryofthenews article.

Choose atunfamiliar one least Briefly research detail from the text.

Choose something that interests you from theand article, Mission Twinpossible

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program program manager this articletaughtyouaboutwhypeopleare driventoexplore? conclusions youreached. what younoticedinthearticle,questionsasked,and passages from thetextthatyoufoundespeciallyimportant.Discuss Present and when conductingascienceexperiment?Discusswithyourgroup. control subject.Whymighthavinga subjectbeimportant dictionary ofscientific termstodeterminethemeaningofterm Review andClarify E

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. central idea?,andHowdoesthisdetailsupporttheidea? author includethisdetail?,Doesdetailhelpreadersunderstandthe questions aboutthedetailsauthorincluded,suchasWhydid As youmakeinferences todeterminethecentralideaofatext,askyourself Central Idea:MakeInferences Analyze CraftandStructure guidelines todistinguishkeydetailsfrom unimportantones: the onesthatsupportortellmore aboutthecentralidea.Followthese Remember thatthedetailsinatextare notequal.Thekeydetailsare or whatyoualready know, with thekeydetailsthatauthorprovides. To makeinferences aboutacentralidea,combineyourpriorknowledge, conclusion thatyoudevelopaboutinformationisnotdirectly stated. reader mustmakeinferences toidentify it.Aninference isalogical often itisimplied,orsuggested.Whenacentralideathe point inatext.Sometimes,thecentralideaisstateddirectly, butmore • • • • inferences toinferthecentralideaofnewsarticleasawhole. inferences aboutthecentralideaofparagraph.Then,combineyour identified inthechart.Usekeydetailseachparagraphtomake yourgroup, rereadWith theparagraphsfrom theselectionthatare Practice Together, keydetailssupportthecentralidea. Key detailsare related tootherdetailsinthetext. different waysorindifferent words. Key detailsare sometimesrepeated throughout thetextin Key detailsoftenreveal thetopicorsubjectoftext. Central Ideaof“MissionTwinpossible”: Paragraph 8 Paragraph 7 Paragraph 5 P A R A GR A PH IN F E R EN

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I D EA Whatdrivespeopletoexplore? to supportyouranswers. CITE TEXTUALEVIDENCE or sentence, elaborated introduced, individual, • Analyze or judgments. distinct provide through a drawn explicitly analysis • Cite Informational TextReading  to structure • Determine • Analyze Mission Twinpossible

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Language development

Conventions Prepositions and Prepositional Phrases A preposition relates a noun or a pronoun that follows it to another word in the sentence. In the sentence The book is on the table, the preposition on relates the noun table to another word in the sentence, book. MISSION TWINPOSSIBLE A prepositional phrase begins with a preposition and ends with a noun or pronoun—called the object of the preposition. In the prepositional phrase on the table, the preposition is on, and the object of the preposition is table. This chart shows a number of commonly used prepositions.

COMMONLY USED PREPOSITIONS

above below in over across beneath into through after between near to against by of toward along down on under at during onto until before for out up behind from outside with

Read It Notebook In the selection, find a prepositional phrase that contains each of these prepositions. Then, determine the object of each preposition. 1. above 3. at 5. from 2. with 4. for 6. to

Write It Write a short paragraph in which you explain whether you would like to go on a yearlong space mission. In your paragraph, correctly use at least three of the commonly used prepositions. Then, exchange paragraphs with a member of your group. Identify each prepositional phrase in your classmate’s paragraph.

450 UNIT 5 • Exploration © Pearson Education, Inc., or its affiliates. All rights reserved. Organize Your Information and makethestepsofprocess youare explaining difficult tofollow. or becominganastronaut. Unnecessaryinformationwilldistractreaders Take care toincludeonlyessentialinformationaboutstayingfitinspace Research of someoneelseasif itisyour own. considered plagiarismbecauseyouare usingthe ideas,words, orwork creating yourlistofsources. Failure toproperly credit yoursources canbe your guide.Askteacherwhatcitationstyleyou shouldusewhen bibliographic informationforallthesources thatyouusedtowrite bibliography, attheendofyourguide.Thislistshouldinclude Cite Your Sources understand informationthatmightbecomplicatedor confusing. Use visuals,suchasillustrationsanddiagrams,tohelpyourreaders words, suchasfirst,next,after, then,andfinally,tokeeptheorder clear. and order thestepsinprocess clearlyandprecisely. Usetransitional important partofanysuccessfulhow-toessay.Makesure youexplain explanation, identify thefollowing: your purposeistoexplainaspecific process. Inorder tocreate aclear Conduct Research following options: Work withyourgroup towriteahow-toguide.Choosefrom the Assignment • • • equipment any materialsrequired tocompletethetask—forexample, exercise the order inwhichthestepsshouldbecompleted important steps

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452 flexibly fromarange ofstrategies. andcontent,choosing 6 reading words andphrases basedongrade of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  author,” says. Osborne that ofachildren’s book strengths, andpassionsthan suited tomyeccentricities, “There isnocareer better The MagicTree House. best knownforherseries her thirties.Today, sheis begantowritein Osborne countries withfriends. she explored sixteenAsian fifteen. Asayoungadult, times beforewas Osborne her familymovedseven was inthemilitary,and adventurous life. Herfather (b. 1949)haslivedan Mary PopeOsborne About the Author meaning ofawordorphrase. a. Usecontext asacluetothe

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first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto may helpyouasread. determine theirmeanings.There are varioustypesofcontextcluesthat clues—other words andphrasesthatappearinnearbytext—tohelpyou for the excerpt from Tales From the Odyssey. will activities complete theand first-read close-read adventure about works and challenges. you First, you will this readIn section, and compare two Comparing Texts opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadFICTION Context Clues As youperformyourfirstread, youwillencounterthesewords. Concept Vocabulary from bright, cheerfulyoungwoman. Contrast ofIdeas:Onceasullengirl,Elenahadgrown intoa and entertainmentactivities. Synonyms: Tourism dependsonvisitorswhoparticipateinleisure invaded they do. why thoseinvolvedreact as and whenithappens, about, whathappens,where NOTICE have already read. already knowandwhatyou the selectiontowhatyou CONNECT Tales From the Odyssey

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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. from 5 4 3 2 1 Odyssey From the Tales S The OdysseyBegins the beginningoftheirtenyearjourney. home from theTrojan War. Theexcerptfrom Osborne’s retelling startsat and thelong,dangeroushehismenmakeontheirway journey Odyssey, HomertellsthestoryofOdysseus,aGreek kingandwarhero, a tenyearwarbetweentheGreeks andthepeopleofTroy. Inthe Odyssey wascalledtheIliad,whichtellsstoryofTrojan War, Greek epicbyHomercalledtheOdyssey.Homer’s prequel tothe In Tales adapts thefamous FromtheOdyssey,MaryPopeOsborne BACKGROUND gods?” heshouted.“Tell me!” sending great wavesoverthewaters? thunderbolts atthem?WhywasPoseidon,lord oftheseas, bewildered. WhywasZeus,godoftheskies,hurlinghis shall alldrown!” higher, untiltheywere rolling overthebowsofships. the heavens. As hismenfranticallyfoughtthestorm,Odysseus felt Odysseus turnedtohismen. “Whathashappenedtoangerthe “The godsare punishingus!”theGreek warriorsshouted.“We Mighty windsstirred thewater. Thewavesgrew higherand Lightning zig-zaggedabovethefoamysea.Thundershook oon aftertheGreek ships left Troy, theskiesbegantoblacken. Mary PopeOsborne from Tales From theOdyssey NOTES EPIC RETELLING MULTIMEDIA SCAN FOR

453 454 MEANING: wrath MEANING: offended MEANING: violent MEANING: invaded helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate NOTES

UNIT 5•EXPLORATION (rath) (VY uhluhnt) (ihn VAYD ihd) (uh FEHNDihd) n. adj. v. v. 19 18 18 16 15 14 13 12 11 10 9 8 7 6 to raisetheirtattered sails andsetoff againforIthaca. “Athena isnolongerangry.” Intherosy dawn,heordered them sea wascalmatlast. third day, afairwindblew, thesuncameout,andwine-dark ships toastrangeshore. There theyfoundshelterin arocky cave. waves. Fightingfortheirlives,theyfinallyrowed theirbattered his men.“Row!Rowtoshore!” and slashedthemtorags.“Lift youroars!”Odysseusshoutedto drown themall. who hadhelpedthemtovictory! And nowherangermight disrespectful.” temple!” saidoneofhismen.“Theywere violentand 3. 2. 1. offered himtheirfood—lovelybrightflowers. islanders. Theygreeted himwithwarm,friendlysmiles. And they brush andbrambles,calling theirnames. grew angry. Whydidtheytarry?hewondered. island andlookforprovisions. onto thesand. ashore. Theydrankcool,fresh waterfrom aspringandcollapsed weary men. island. There hehopedto findfoodanddrinkforhishungry, day, there wassuddencalm. the waves,refusing tosurrender tothestorm.Finally, onthetenth blow. had Odysseusreached the openseathananothergalebeganto

Ithaca war. in victory and wisdom Athena’s Troy As Odysseusrested, heordered three ofhismentoexplore the “Now wecancontinueonourway,” Odysseussaidtohismen. The stormragedfortwomore daysandnights.Then,onthe The Greeks struggled valiantlyagainstthemightywindand The windgrew stronger. ItwhippedthesailsofGreek ships Odysseus wasstunned.TheGreeks hadoffended thegoddess “Before weleftTroy, He hadnotgonefarwhenhecameuponagroup ofpeaceful Odysseus setoutinsearch ofthemen.Hemovedthrough the When thethree hadnotreturned bylateafternoon,Odysseus The Greeks dropped anchor. Thentheydraggedthemselves Odysseus ordered hisfleettosailintothecoveofaleafygreen For manydays,Odysseusandhismenfoughtthewind But, alas,thewrathof Athena hadnotbeenfullyspent. Hardly

site of the Trojan War in the Greek oral and literary tradition. literary and oral Trojan the of Greek site War the in

Greek island that is Odysseus’s home. Odysseus’s is that island Greek

In Greek mythology, Athena is the daughter of Zeus and the goddess of of goddess the and Zeus of daughter the is Athena mythology, Greek In 1 Greek warriorsinvadedAthena’s 3

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 26 25 24 23 22 21 20 memories ofhisfamilyandfriends?” the past.” the magicalpowerofforgetfulness. Theymakeamanforget offer tofeedourguests.” “This isourgreatest gift. Thegodswouldbeangryif wedidnot answered. Theydidnoteven lookathim. on theground withdreamy smilesontheirfaces. flowers, hecaughtsightofhismissingmen.Thethree were lying “Forget hismemoriesofhome?”askedOdysseus.“And “They comefrom thelotustree,” theislandersaid.“Theyhave “What sortofflowersare these?”Odysseusasked. “We havegiventhemourflowerstoeat,”anislander answered. “What haveyoudonetothem?”heaskedtheislanders. Odysseus calledeachmanbyname,butnoneofthem Odysseus wasfamished.Butjustasheabouttoeatthe from Tales From theOdyssey NOTES

455 456 NOTES

UNIT 5•EXPLORATION 38 37 36 35 34 33 32 31 30 29 28 27 silently. shores? What otherstrangewonderslurkedonthesedark,unknown rocks andshadowycoves,Odysseusfelttroubled and anxious. with theirlongoars. As theyrowed pastdarkislandswithjagged shore. benches. ThenOdysseusordered thetwelveships to pushoff from Before otherseatthemagicflowersandforget their homes,too!” for help. drew neartheshore, thethree triedtoescape.Odysseuscalled could stayontheislandandeatlotusflowersforever. return totheirshipsatonce. He pulledhisthree mentotheirfeetandcommandedthemall their sweet,lovelyflowers.Butheroughly brushed themaway. When hewaswakenedbytherosy dawn,Odysseusstared again 4. dark, themenlaydownonsandyshore andslept. night hadfallen.Themoonwashiddenbyclouds.Inthepitch mist-covered bay. BythetimeGreeks hadlowered theirsails, heard bleatingfrom theisland’sgloomythickets. No humansseemedtolivethere. Hundreds ofwildgoatscouldbe Soon theGreek shipscame uponahillyisland,thickwithtrees. The Mysterious bleating ofsheepwaftedthrough thetwilight. on thesideofamountain.Themurmurdeep voices andthe at amysteriousshore across thewater. Smokerose from fires meat anddrinkingsweetwine. As the sunwentdown,theystared slew more thanahundred goats. The hungryGreeks eagerly grabbedtheirbowsandspears the daughtersofZeus,drivingwildgoatsdownfrom thehills.

woodland nymphs woodland All day, theGreeks lingered ontheisland,feastingroasted Once more, theGreeks setsailforIthaca,sweeping thegraysea The three flailingmenwere hauledaboard andtiedtorowing “Tie theirhandsandfeet!”heshoutedtohiscrew. “Makehaste! Odysseus angrilyherded themenbacktoships. As they The menbegantoweep.Theybeggedbeleftbehindsothey The lotus-eatersonlysmiled.Theyagainoffered Odysseus Who lives there? Who stokes those fires? fires? Darkness fell,andtheGreeks sleptoncemore onthesand. those stokes Who there? lives Who When daylightcame,themenwoketoseewoodlandnymphs, Odysseus ordered hismentodrop anchorintheshelterofa Are they friendly or lawless men? lawless or friendly they Are

female spirits of the natural world and nurses to the Greek gods. Greek to the nurses and world natural the of spirits female

Shore Odysseuswondered 4

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 50 49 48 47 46 45 44 43 42 41 40 39 horror—for theshepherd wasnoamanatall.Hemonster.horror—for forward andmeetthisman.” afternoon, theyheard whistling andbleating. they greedily tooktheirfill ofmilkandcheese.Finally, inthelate see wholiveshere.” master returns!” saidanother. and leave!” a shepherd. and pailsofgoat’smilkwere everywhere. Butthere wasnosignof Greeks pushedpastthevines andsteppedinside. the clearing,creeping vines hungoverthemouthofacave.The they discovered alarge, shadyclearing.Ontheother sideof the rest upthesideofcliff. Onaledgehighabovethewater, hospitality ofanyonewhowelcomesusintohishome,”hesaid. made from thesweetestgrapes.“Thiswillbeourgift torepay the drew close,theydropped anchorbeneathatall,rocky cliff. face ofthesea,rowing toward themysteriousshore. Whenthey ship from theirfleetandpushedoff from theisland. will continueourjourneyhome.” find outwhethertheyare savagesorcivilizedhumans.Thenwe shore,” hesaid.“With asingleship,Iwillleadanexpeditionto to setsailforIthaca,astrangecuriosityhadtakenholdofhim. at themysteriousshore inthedistance.Thoughhewasyearning But whentheypeered out ofthecave,Greeks gaspedwith “Ah, theshepherd returns,” Odysseussaid.“Letusstep The Greeks madeafire andgaveanoffering tothegods.Then “No,” saidOdysseus.“We willwaitawhile..Iamcuriousto “Yes! We shoulddrivethelambsdowntoourshipbefore their “Hurry!” saidoneofOdysseus’smen.“Letusgrabprovisions The cavewasfilledwithyounggoatsandlambs.Potsofcheese He ordered someofthismentoremain withtheship,thenled Odysseus filledagoatskinwiththebestwinehehadonboard, Soon theGreeks were swingingtheirlongoarsinto thecalm Odysseus chosehisbravestmentogowithhim.Theyuntieda Odysseus wokehismen.“Imustknowwholivesonthatfar ❧ from Tales From theOdyssey NOTES

457 458 details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Check Comprehension Research to Explore Research retelling? the of aspect research that detail. what In way the information does you learned shed light on an to Clarify Research RESEARCH formulate aresearch question that you might use to find out more about it. 1. 4. 3. 2.

UNIT 5•EXPLORATION Odyssey bywritingabriefsummary. At thesecondplaceOdysseusandhismenstop,whatdotheyfindincave? What dotheislandersgiveOdysseus’menatfirstplacetheystop? his men? At thebeginningofepicretelling, whyare thegodspunishingOdysseusand

Notebook

Confirm yourunderstandingoftheexcerptfrom Tales Fromthe

Choose at least one unfamiliar detail from Briefly the text.

Choose something that interests you from and the text,

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

from TALES FROM THE ODYSSEY Cite textual evidence Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify If events in a story are the opposite of what you expect, the effect is called situational irony. Reread paragraphs 33–50 of the epic retelling. Why is the ending ironic? What effect does the situational irony have on you as a reader? 2. Present and Discuss Now, work with your group to share passages from the excerpt that you found especially interesting. Discuss what you noticed in the text, what questions you asked, and what conclusions you reached. 3. Essential Question: What drives people to explore? What has this retelling taught you about what drives people to explore?

language development Concept Vocabulary

invaded violent offended wrath  WORD NETWORK Add words related to explo- Why These Words? The concept vocabulary words from the text are ration from the text to your related. With your group, determine what the words have in common. Word Network. How does the author’s word choice help develop the characters and settings in the myth?

Practice  Standards Notebook With your group, write a brief paragraph predicting Reading Literature what will happen to Odysseus and his men after they meet the monster Determine the meaning of words and phrases as they are used in a text, mentioned at the end of the selection. Use all four concept vocabulary including figurative and connotative words in your paragraph. meanings; analyze the impact of a specific word choice on meaning and tone. Language Word Study Determine or clarify the meaning Latin Root: -vad- In the epic retelling, the gods are angry because the of unknown and multiple-meaning words and phrases based on grade 6 Greek warriors invaded Athena’s temple. The word invaded is formed from reading and content, choosing the Latin prefix in-, which means “in” or “into,” and the Latin root -vad-, flexibly from a range of strategies. which means “go.” Write a sentence or two in which you explain how b. Use common, grade-appropriate © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson Greek or Latin affixes and roots as knowing the meaning of the root -vad- helps you understand the meaning clues to the meaning of a word. of invaded. Then, use a dictionary to find the definitions of the words c. Consult reference materials, evade and pervade. Discuss with your group how these words are related both print and digital, to find the pronunciation of a word or to the word invaded. determine or clarify its precise meaning or its part of speech.

from Tales From the Odyssey 459 MAKING MEANING

Analyze Craft and Structure Universal Theme Stories of Odysseus have been around, in some form, for thousands of years. One reason they have lasted so long is that people still connect with their messages and with their portrayals of from TALES FROM THE ODYSSEY human nature. In other words, their themes are universal. A universal theme is a message or insight about life that is expressed in the literature and art of all cultures and time periods. Examples include the importance of courage, the power of love, and the danger of greed. The ancient version of the Odyssey is an epic—a long poem about heroes. Even though the version you read was adapted for our times, the universal themes remain. To find universal themes in the epic retelling, focus on the main character, analyze the problems he faces, and notice how he responds or changes as a result.

CITE TEXTUAL EVIDENCE Practice to support your answers. Notebook Work together to examine how this universal theme is expressed in the epic retelling: We are all tested by life’s challenges. Complete the activity and answer the questions. 1. Use the chart to identify details from the text that show specific types of challenges Odysseus faces.

CHALLENGES FROM OTHERS CHALLENGES FROM HIMSELF

Which people and gods create What feelings or thoughts does problems for Odysseus? Odysseus struggle with?

 STANDARDS Reading Literature 2. (a) In what ways do the characters’ personalities make their • Determine a theme or central problems worse? (b) In what ways do their personalities make idea of a text and how it is them better? conveyed through particular details; provide a summary of 3. (a) How does Odysseus overcome problems with others? the text distinct from personal (b) How does Odysseus overcome problems that arise from his opinions or judgments. • Analyze how a particular own thoughts or feelings? Explain. All rights reserved. or its affiliates. Inc., Education, © Pearson sentence. chapter, scene, or stanza fits into the overall structure of 4. What might the ways in which Odysseus responds to problems a text and contributes to the suggest about how people can or should deal with challenges? development of the theme, setting, Explain. or plot.

460 UNIT 5 • EXPLORATION © Pearson Education, Inc., or its affiliates. All rights reserved. one participialphraseandatleastgerundphrase. as astory.Then,writethefirstparagraphofthat Includeatleast phrase actsasanoun: A gerundphrasecombinesawithotherwords; theentire I likerelaxing. A gerundisaverbformthatalsoendsin-ingbutusedasnoun: words; theentire phraseactsasanadjective: A participialphrasecombinesapresent orpastparticiplewithother broken promises. position. Forirregular verbs,youmustmemorizethepastparticipleform: music. Thepastparticipleofaregular verbendsin-ed:arelaxed as anadjective.Thepresent participleofaverbendsin-ing:relaxing 3. 2. Participial andGerundPhrases Conventions Write It 1. From theOdyssey. gerund phrasesineachofthesesentencesfrom theexcerptfrom Tales Identify andlabelalltheparticiples,gerunds,participialphrases, Read It object oftheverbtried.) The sailorstriedanchoringtheship.(Thegerundphraseis subject ofthesentence.) Relaxing inyoursparetimeisimportant.(Thegerundphrasethe shore. (Theparticipialphrasemodifies ship.) The smallship,beatenbythewinds,couldn’tmanagetoreach modifies Jo.) Relaxing onthepatio,Jofellasleep.(Theparticipialphrase Notebook benches. The three flailingmenwere hauledaboard andtiedtorowing the twilight. The murmurofdeepvoicesandthebleatingsheepwaftedthrough strange shore. Fighting fortheirlives,theyfinallyrowed theirbattered shipstoa Language deve

Think ofafictionaladventure atseathatyoucouldwrite l

opment A participleisaverbformthatacts from Tales From theOdyssey or speaking. grammar andusagewhenwriting conventions ofstandardEnglish Demonstrate commandofthe Language  from theOdyssey. from theexcerptfrom Tales what youhavelearned Evidence Logandrecord new selection,gotoyour Before movingontoa 

Standard

EVIDENCE LOG EVIDENCE s

461 462 flexibly fromarange ofstrategies. andcontent,choosing reading words andphrases basedongrade 6 of unknownandmultiple-meaning Determine orclarifythemeaning Language needed atthehighendofrange. proficiently, withscaffoldingas the grades 6–8textcomplexity band comprehend literary nonfiction in By theendofyear, readand Informational TextReading  make it.” down, Ithoughtwould she recalls, butadds,“Deep was onebigchallenge,” than theotherpeaks.“It harder, longer, andhigher” Larson callsEverest “much of MountEverest atage18. successfully reached thetop finished herquestwhenshe at theageof12.She Mount Kilimanjaro inAfrica, Larson climbedherfirst, of thesevencontinents. highest mountainsoneach the “SevenSummits”—the youngest persontoclimb (b. 1988)becamethe Samantha Larson In 2007,American About the Author

UNIT 5•EXPLORATION MAKING MEANING o from A dy N DA

sse t al y R es D

fro S m the

may helpyouasread. determine theirmeanings.There are varioustypesofcontextcluesthat clues otherwords andphrasesthatappearinnearbytext—tohelpyou Tales From the Odyssey. you will compare the excerpt with the blog from for “Toread activities the Top of Everest.” Then, You will now complete theand first-read close- Comparing Texts opportunity tocompleteacloseread afteryourfirstread. Apply thesestrategiesasyouconductyourfirstread. You willhavean First ReadNONFICTION first read. determine themeaningsofunfamiliarwords youencounterduringyour Apply yourknowledgeofcontextcluesandothervocabularystrategiesto Context Clues As youperformyourfirstread, youwillencounterthesewords. Concept Vocabulary To the Top of Everest at everyleap,flip,andsomersault Elaborating Details:Astheacrobat, performedthecrowd cheered ducklings orchicksofthesameage. Definition: Cygnets,oryoungswans expedition have already read. already knowandwhatyou the selectiontowhatyou CONNECT Who isinvolved? the text.Whatisitabout? NOTICE the generalideasof

If thesewords are unfamiliartoyou,tryusingcontext ideas within trek

journeys

, tendtobelargerthan the selection. by writingabriefsummaryof the Comprehension Check and you wanttorevisit. vocabulary andkeypassages ANNOTATE

RESPOND destination TO THE TOP OF EVEREST OF TOP TO THE by marking by completing

BACKGROUND SCAN FOR Mount Everest is the highest mountain in the world, rising MULTIMEDIA approximately 29,000 feet above sea level. It is part of the Asian mountain range called the Himalayas, and is located on the border between Nepal and Tibet. Tibetans refer to the mountain as Chomolunga, or “Mother Goddess of the Earth.” In 1953, Sir Edmund Hillary of New Zealand and Sherpa Tenzing Norgay of Nepal became the first people to reach Mount Everest’s summit. Sherpas are an ethnic group that is native to the highest regions in Nepal and are known for NOTES their abilities in mountaineering. Sherpas are still valued today for their key role in successful attempts to climb Mount Everest.

Friday, March 30, 2007 Here we go Kathmandu! 1 Today is the day! Our bags are (nearly) packed and we’re (just about) ready to go. I’ve got eleven hours to run around doing last minute errands before our plane takes off.

2 I arrived back in Long Beach from New York last Saturday, where I’ve been since our return from Cho Oyu. When I wasn’t training by running, swimming at the pool, taking dance classes, or rock Mark context clues or indicate climbing, I was taking oboe lessons, French, and photography another strategy you used that classes. Hopefully I’ll be able to take some great pictures on this helped you determine meaning. expedition! expedition (ehks puh DIHSH uhn) n.

© Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson 3 It has been a very exciting week in all our general trip preparation MEANING: mayhem, filled with lots of gear sorting and FedEx package arrivals. But now my dad and I are pretty much all set to go.

4 See you in Kathmandu!

To the Top of Everest 463 464 MEANING: destination MEANING: journeys MEANING: trek helped youdeterminemeaning. another strategyyouusedthat Mark contextcluesorindicate shuhn)

(trehk) UNIT 5•EXPLORATION n. (JUR neez) n. (dehs tuhNAY n. 12 11 10 9 8 7 6 5 After nearly24hoursoftravelwefinallyarrivedinKathmandu Yesterday wegotanearlystartforourfirsttimethrough the Yesterday afteraveryscenicflightandheart-stoppinglanding in mind,itwasmore foracclimatization would turnaround 11—we didnotnecessarily haveadestination icefall. We leftaround 6:30inthemorning,withideathatwe Rest Day Monday, April16,2007 More tofollow. . solar charger—we willsee if thatworks. I amgoingtotryandconnectmylaptopcharge itwithmy was anamazingexperience! En route here wevisitedLamaGesaandheblessedourjourney. It well andsafe. to practice crossing theladders overtheKhumbuIcefall.We are We madeittobasecampyesterday afternoon.Today weare going Base Camp Thursday, April12,2007 morning! afternoon, wedecidedtotakea“nap”thatlasteduntil7thenext big sleepthatweneededtocatchuponourjetlag;around 4inthe the nightinMonjoGuesthouse.Ithinkmydadandgot villages untilwereached the villageofMonjo,where westayed the beautiful Nepalesecountryside, passingthrough several their journeys.From Lukla,wehikedfor about4hoursthrough excitement asportersorganized theirloadsandtrekkers began in Luklatobeginthetrek tobasecamp.Luklawasfilledwith on asmallairstripperched onthesideofamountain,wearrived Namche Bazaar Wednesday, April4,2007 tomorrow morning. The teamisflyingtoLuklabeginthetrekbasecampearly at oneofthedozenslocalclimbingstores. to takebasecamp,andthenwepickedupsomeoddsends had agroup meetingwhere wewentovertheroute weare going the team(Victor, James,andWim) atourhotelinKathmandu.We yesterday afternoon.Doug,mydad,andImetupwiththerest of Kathmandu Monday, April2,2007 1.

acclimatization the climate, especially at high altitude. high at especially climate, the

(uh klymuhtuhZAY shuhn)n process of allowing the body to adjust to to adjust body the allowing of . process 1 andtogetanideaof

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 17 16 15 14 13 4. 3. 2. cross overcrevasses It wasquitefunclimbinguptheicefall.Theladdersthatwehadto the top. hour from thetopoficefall,sowedecidedtojustcontinue what theicefallwaslike.However, at11 wewere abouthalf an performed. Afterwards, theypassedoutlotsofyummytreats. prayer flagscomingoutfrom thestupawhere theceremony was ceremony. As partofthe ceremony, theyalsoputoutlonglines of for protection. Ihadmyiceaxandcrampons mountain godsforpermissiontoclimbthemountain, andtoask organize. A Lamacomesup andperformsmanychantstoaskthe Today wasthePuja,whichisaceremony thattheSherpas charge upmylaptopsowe canfinishtonight. power ranoutabouthalfway through, butIhavebeenaskedto laptop (from theLondon Business Schoolteam).Unfortunatelythe camp, andafterdinnerwewatchedMissionImpossibleIIIonBen’s all returned pretty tired. However, itwasnicetobebackinbase all thewaybackdowntobasecamp.Itwasalongday, andwe before wegottobasecamp. After wetaggedcamptwocame the summitofEverest, which wehaven’tbeenabletoseesince was actuallyreally nice.It wasverybeautiful, andwecouldsee is infamousforbeingveryuncomfortablyhot,butyesterday it camp one we continued up Cwm to the camp two. Cwm The Camp one atof Western is the start the Cwm. we were bothabletoeatand sleepwell. camp one;mydadandIbothhadabitofheadacheatfirst,but Icefall anhourquickerthanthelast.We hadapretty goodnightat the night.Thistimewewere abletogetthrough the Khumbu The daybefore yesterday weallmadeituptocamp onetospend Puja Thursday, April19,2007 camp. we willgouptotagcamptwoandthencomebackdownbase one isaboutanhourfurtherthanwewentyesterday. Thenextday Tomorrow weare goinguptocamponespendthenight.Camp first), soI’vehadplentyoftimetorecover. the timewegotbacktobasecamp,buttodaywasarest day(our

to boots to provide greater traction. greater to provide to boots crampons Cwm Western crevasses

(kruh VAS(kruh ihz)n (KRAM puhnz)n

broad valley at the base of Mount Everest. Mount of base the at valley broad 2 were especiallyexciting.Iwaspretty tired by . deep cracks in ice or aglacier. or ice in cracks . deep . metal plates with spikes that are attached attached are that spikes with plates . metal 3 Yesterday, from 4 blessedinthe NOTES To the Top ofEverest

465 466 NOTES

UNIT 5•EXPLORATION 21 20 19 18 Here iswhatwehavebeenuptothesepastfewdays: summit attempt. so wecanreally getagoodrest atloweraltitudebefore our a summitbid.We plantogobackdownPengboche tomorrow rest andrecovery, andthenwejustwaitforgoodweathertomake the acclimatizationprocess. We are goingtotakeafewdaysfor Now thatwehavespentanightatcampthree, weare donewith area totakealittlerest. And thewholeshelf justcollapsed! the “footballfield”thatwehadpreviously designatedasa“safe” came down,wefoundthatthebreak wasinaflatarea knownas we knewthatthe“icedoctors”hadfixeduproute. As we there wasabreak intheicefall,andwedidn’twanttoleaveuntil bit inthemorningbecausewewere radioedfrom basecampthat yesterday, andarrivedjustintimefor lunch.We were delayeda We are backatbasecamp! We camedownfrom camptwo Base Camp Saturday, April28,2007 it, butdefinitely15minutesofheaven. base camp.It’sjustalittlebucketofwaterwithhoseattachedto While wewere upatcamp one,theshowertentwassetuphere at

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 29 28 27 26 25 24 23 22 Yesterday wewentabouthalfway uptheLhotseFacetocamp Yesterday weallmadeituptocamponeforthenight.We were hypoxic clipping intothefixedropes. Thankfully, Ihadnotyetreached a than fivefeetoutsidethetentwithoutputtingoncrampons and a lotoftimetokillinourtents,asitwasn’treally safetogomore 23,000 feet.We arrivedatcampthree around noon,andthenhad and ourprevious highest night wasatcamptwoonChoOyu, me, asourhighestnightever!Campthree isatabout23,500feet, three tospendthenight.This wasanewrecord formydadand 4/26/07 now backatcamptwofortheevening. the day. We went uptheveryfirstpitchofLhotseFace,andare warm sleepingbagintothecoldair)weaccomplishedourgoalfor this morning(Ihadaparticularlyhard timegettingoutofmy Despite thefactthatIcausedustogetalaterstartthanplanned 4/24/07 there. Itcertainlymadeitalotharder work! to bringupwhatwehadleftatcamponethelasttimestayed the Cwmthistime,andweallhadheavypacksbecause Today weallcameuptocamptwo.Itwasveryhotcoming wasn’t feeling100%whenherteamwentupthedaybefore. joined byTori from theLondonBusinessSchoolteam,becauseshe 4/23/07 5. though. We’re stillatbasecamp.Hopefullywe’llbeabletogoupsoon Base Camp Friday, May11,2007 good weatherwindow. summit. Oncetheropes are fixed,wehopethere willsoonbea can goforoursummitattempt.Theropes are notyetfixedtothe Now thatweare backinbasecamp,weare justwaitingtillwe mountain. We’re backatbasecampfrom ourlittleholidaydownthe Back from Holiday Sunday, May6,2007 handhold topullyourself up. which slidesuptherope, but notbackdown,soyoucanuseitasa pretty icy. Itgetsfairlysteep,soIwas gladtohavemyascender, Coming uptheLhotseFacewasabitwindy, andsomepartswere

hypoxic 5

levelwhere Icouldn’tenjoy mybook. (hy POKsihk)adj . having too little oxygen. little too . having NOTES To the Top ofEverest

467 468 NOTES

UNIT 5•EXPLORATION 38 37 36 35 34 33 32 31 30 where wereceived lotsofwarm hugsandcongratulations. The dayafterthat,wecame backdowntobasecamp, two feltlikeitwasnearlyatsealevel! amazing howafterbeingtoalmost30,000feet,20,000-foot camp that wehadallmadeitbacksafelyloweronthe mountain.Itwas (camp four)tocamptwo.Iwasverytired atthatpoint,butglad The dayafterwesummited,camedownfrom theSouthCol for mybrother Ted’s collegegraduationinNew York. dad andIskippedoutonthecelebrationtomake itbackintime Beach! Therest oftheteamare celebratinginKathmandu—my and thiseveningmydadIarrivedbackatsealevelinLong woke upthismorningat16,000feetinavillagecalledLobuche, able toupdateforawhile,asIhavenothadInternetaccess.We We’ve beeninabigrush gettingbackhome,andIhaven’tbeen Back Home! Wednesday, May23,2007 down . We madeittothetop!Nowallwehavedoisgetback Summit! Thursday, May17,2007 should summitonthe17th. rest daytoday, andplantopress ontomorrow. Ifallgoeswell,we correspondents inNew York viasatellitephone.We’re takinga up here, butwewere abletorelay thisinformation toour from basecamptotwo. We don’thaveInternetaccess We finallystartedoursummitpushyesterday, makingourway Camp 2 Monday, May14,2007 We’re allgettingalittlerestless hangingaround basecamp. sea levelbefore itwentbackdown,though. turned off theoxygen,Ionlyhadafewsecondsofbeingatpseudo get myoxygensaturationbackupto100%thismorning! After I We’ve gottenouroxygenmasksandtestedthemout.Iwasableto attempt. Fingerscrossed! It lookslikewe’re goingtobeablegoupsoonforoursummit atBaseCamp Still Saturday, May12,2007 a 7145-metermountainnearEverest. Pumori tobasecamp,andthenupcampone.is really neatcavenearbasecamp,andwe’vealsobeenonhikesup doing somesortofactivityeachday. We’ve beeniceclimbingina We’ve triedtoholdonourfitnessthesepastfewdaysby

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 41 40 39 6. hours oftravel,mydadandIlandedatLAX of journalistsandcameramen.Iwassosurprised! After nearly20 Once thehelicopterlandedinKathmandu,Iwas greeted byamob would clear! hour awayfrom ahotshower andabigmeal,if onlythoseclouds kind ofhard waitingthose twodaysinLobuche.We were justan valley, sothehelicoptercouldn’tflyinuntil23rd either. Itwas day inLobuche,apparently there were cloudslowerdownthe However, eventhoughweawokeonthe21sttoabeautiful, clear down totheLuklaairstripflyoutKathmanduon23rd. 21st tosavealittletime,butVictor andJamesdecidedtowalk Wim, andIwere hopingtogetahelicopteroutofLobucheonthe tent thathadbeenmyhomeforthepast2months!Mydad,Doug, camp hadastrange,emptyfeeling—itwassadtoleavemylittle 20th), wepackedupourbagsandheadeddownthevalley. Base We onlyhadonenightbackatbasecamp,asthenextday(the your support!!! Thank youeveryoneforallofyourwonderfulcomments and very excitedtoseemymomandbrother though. hours before wejumpbackonaplanetogoNew York! Iam my family, andsomemore newspeople.Nowweonlyhaveafew

LAX

n . Los Angeles International Airport. Airport. International Angeles . Los ❧ 6 andwere greeted by NOTES To the Top ofEverest

469 470 Check Comprehension Comprehension Check Comprehension details withyourgroup. Complete thefollowingitemsafteryoufinishyourfirstread.Reviewandclarify Research to Explore Research of the blog posts?aspect research that detail. what In way the information does you learned shed light on an to Clarify Research RESEARCH formulate aresearch question that you might use to find out more about it. 1. 5. 4. 3. 2.

UNIT 5•EXPLORATION summary. On whatdaydidLarsonreach thetopofMountEverest? How highiscampthree? What isaPuja? Who blessedLarson’s before journey shebegan?

Notebook

Confirm yourunderstandingoftheblogpostsbywritingabrief

Choose at least one unfamiliar detail from Briefly the text.

Choose something that interests you from and the text,

Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate details that you notice. What questions do you have? What can you conclude?

TO THE TOP OF EVEREST

Cite textual evidence Analyze the Text to support your answers. Complete the activities. 1. Review and Clarify With your group, review paragraphs 35–41. Discuss with your group the reasons for the six-day gap between blog GROUP DISCUSSION posts. Consider reasons Larson gives, and speculate about others. In a group discussion, listening is just as important 2. Present and Discuss Now, work with your group to share passages as speaking. When others from the blog that you found especially important. Discuss what are speaking, be sure to give you noticed in the selection, what questions you asked, and what them your full attention. conclusions you reached.

3. Essential Question: What drives people to explore? What has this blog taught you about what drives people to explore?

language development Concept Vocabulary

expedition trek journeys destination  WORD NETWORK Add words related to Why These Words? The concept vocabulary words from the blog are exploration from the text to related. With your group, determine what the words have in common. your Word Network. Add another word that fits the concept.

Practice Notebook Confirm your understanding of the concept vocabulary words by using each one in a sentence. Include context clues that hint at each word’s meaning.  Standards Language Determine or clarify the meaning Word Study of unknown and multiple-meaning words and phrases based on grade 6 Latin Root: -ped- The Latin root -ped- in expedition means “foot.” Use reading and content, choosing this information to answer these questions. flexibly from a range of strategies. b. Use common, grade- appropriate Greek or Latin 1. Which of these words containing -ped- have a meaning connected to affixes and roots as clues to the feet? Use a dictionary to check your answers. meaning of a word. a. pediatrician c. pedal c. Consult reference materials, both print and digital, to find © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson b. pedestal d. peddler the pronunciation of a word or determine or clarify its precise 2. What other words related to “feet” are formed from the root -ped-? meaning or its part of speech. Use a dictionary to check your answers. d. Verify the preliminary determination of the meaning of a word or phrase.

To the Top of Everest 471 472 elaborated inatext. is introduced, illustrated and key individual, event, oridea • judgments. distinct frompersonalopinionsor provide asummaryofthetext through particulardetails; a textandhowitisconveyed • Informational TextReading 

Analyze indetailhowa Determine acentral ideaof

STANDARDS

UNIT 5•EXPLORATION MAKING MEANING TO THE TOP OF EVEREST OF TOP TO THE tie togetherthesediversecollectionsofdetails. her trip.Thecentralideaofthisblogisanoverarching statementthatcan emotions—from excitementtoboredom—that Larsonexperiencesduring required toclimbtheworld’s highestmountain,andstillothersaboutthe around preparation andtraining,othersaround thephysicaleffort Larson’s triptoandascentofMount Everest. Someofthedetailsrevolve The blogentriesyouread offer numerous detailsaboutSamantha central idea. and determiningwhatisrepeated oremphasized,youcanidentify a daily life experiences.However, bygrouping togetherparticulardetails with onecentralideainmind.Authorsare simplywritingabouttheir such asblogs,friendlyletters,ordiaryentries,are notnecessarilywritten other detailsandexamplesinthetext.Certaintypesofinformalwriting, Central Idea Analyze CraftandStructure 1. the questions. 4. 3. Practice 2. Central Idea: Idea: Central feelings and thoughts Everest to climb required effort preparation and training DETAILS OF TYPES

that tiesthesedetailstogether. listed inthechart.Then,worktogethertostateacentralidea Identify detailsfrom theblogentriesthatfitinto categories or whynot? Do youthinkLarsonpossesses thequalitiesofanexplorer? Why, you thinkthatis? Which typeofdetaildoesLarsonemphasizeinherblog? Whydo hard forhertoovercome? Explain. her triptoandupMountEverest? (b)Didthesedifficulties seem (a) Whatwere someofthedifficulties thatLarsonexperiencedon Notebook

A centralideaisanimportantpointthatsupportedby

Work togethertocompletetheactivityandanswer EXAMPLES FROM BLOG FROM EXAMPLES to supportyouranswers. CITE TEXTUALEVIDENCE

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 2. 3. 2. adjective isanthatdescribesthesubject. is anounorpronoun thatrenames oridentifies thesubject.Apredicate There are twokindsofsubjectcomplements.Apredicate nominative as be,become,remain,look,seem,orfeel. noun, apronoun, oranadjectivethatappearsafteralinkingverb,such more informationabouttheirsubjects.Asubjectcomplementisa Subject Complements Conventions 1. predicate adjectiveoranoun,asindicatedinparentheses. Complete eachsentencewithasubjectcomplement.Useeither Write It 1. adjective. the Top ofEverest.” Labeleachoneasapredicate nounorapredicate Identify thesubjectcomplement(s)ineachofthesesentencesfrom “To Read It He remains afool. becomeadoctor.Cindy will I amshe. PREDICATEADJECTIVE PREDICATE NOUNORPRONOUN

It hasbeenaveryexcitingweek.. I waspretty tired bythetimewegotbacktobasecamp, buttoday (predicate adjective) People whotraveltoremote regions are ______. was arest day.. We are wellandsafe. ______. (predicate noun) Climbing thepeakofMountEverest couldbeagreat Language deve

Writers usesubjectcomplementstoprovide l opment My legs felt exhausted. My legsfelt You week. haveseemedcheeryall That popcornlooksdelicious. or speaking. grammar andusagewhenwriting conventions ofstandardEnglish Demonstrate commandofthe Language 

To the Top ofEverest S tandards

473 eFFECTIVE EXPreSSION

Writing to Compare Both the excerpt from Mary Pope Osborne’s Tales From the Odyssey and Samantha Larson’s blog suggest that exploration and adventure offer both risks and rewards. Deepen your understanding of the two texts and from TALES FROM THE ODYSSEY the nature of exploration by comparing and writing about them.

Assignment Write a comparison-and-contrast essay in which you discuss how these two selections present the risks and rewards of exploration and adventure. Consider the risks and dangers the Greek warriors face in the Odyssey. Explain the rewards they experience or expect. Also, discuss the risks and dangers Larson faces as she climbs Mount Everest. Consider the rewards she experiences or hopes to receive. At the end of your essay, express your opinion about which selection better shows TO THE TOP OF EVEREST the risks and rewards of exploration.

Planning and Prewriting Analyze the Texts Work with your group to discuss the tale and blog entries. Identify specific events and details related to risk or danger. Then, identify other details or events related to rewards. Make sure to consider different types of risks and rewards. For example, risks might involve physical, emotional, or mental dangers. In the same way, rewards can be material—involving money or comfort, for example—or emotional. Capture your observations and notes in the chart.

from TALES FROM THE TO THE TOP OF ODYSSEY EVEREST

Risks and Dangers

 Standards Reading Literature Compare and contrast texts in different forms or genres in terms of their approaches to similar Rewards themes and topics. Writing • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. b. Develop the topic with relevant facts, definitions, Notebook Respond to these questions. concrete details, quotations, or other information and 1. In the two selections, why are characters or people in risky situations? examples. Was it their choice or was it their fate? All rights reserved. or its affiliates. Inc., Education, © Pearson • Draw evidence from literary or informational texts to support 2. Do the reasons characters or people are in risky situations affect how analysis, reflection, and research. a. Apply grade 6 reading their feelings and actions? Explain. standards to literature.

474 Unit 5 • Exploration © Pearson Education, Inc., or its affiliates. All rights reserved. Organize Ideas ______In contrast,theblogentries______However, thestoriesfrom theOdysseyshow______Larson’s blogpostsshow______Sentence Frames:Boththeexcerptfrom Tales FromtheOdysseyand those underlinedintheframes. are thesameanddifferent. Usecompare andcontrastkeywords suchas ideas. Statehowthetwoselectionsshowrisksandrewards inwaysthat phrases, suchastheonesshownhere, tomakeshifts inyourideasclear. will needtoshift from onetopictoanother. Usetransitionwords and Use Transitions your essay. Write aMainIdea Drafting you feelare important.Fixanyspellingorgrammarerrors youfind. work. Discussthechanges yourpeersrecommend and maketheones Swap draftswithgroup membersandgivefeedback ononeanother’s Reread yourdraft,andask yourself thesequestions: Review, Revise,andEdit

the same way, both, similarly sameway,both, the in likewise, and, also,additionally, Comparison II. I. Organization Block • • •

Does theorder ofmyideas makesense? Did Ileaveoutanydetailsthatwanttoinclude? Have Iusedwords thatsay exactlywhatImean? C. B. A. To theTop ofEverest A. Tales FromtheOdyssey C. B.

rewards theyreceive reasons theyfacetherisks risks peopleface rewards theyreceive reasons theyfacetherisks risks charactersface

Consider usingoneofthesetwowaystoorganize When youwriteacomparison-and-contrastessay,

Write twoorthree sentencesthatsumupyour a different way, in contrast, although but, however, hand,in other onthe Contrast

III. II. I. Organization Point-by-Point

B. A. Rewards TheyReceive B. A. Risks A. Risks Characters/PeopleFace B.

To theTop ofEverest Tales fromtheOdyssey To theTop ofEverest Tales fromtheOdyssey To theTop ofEverest Tales FromtheOdyssey from Tales FromtheOdyssey •To theTop ofEverest essential question: Whatdrivespeopletoexplore? analysis the concepts, to • Write Writing  “To the Top ofEverest.” fromwhat youlearned Evidence Logandrecord new selection,gotoyour Before movingontoa  contrast, ideas clarify c. comprehension. multimedia include classification, using ideas, a.

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476 expression. important tocomprehensionor when consideringawordorphrase gather vocabularyknowledge domain-specific wordsandphrases; appropriate general academicand Acquire anduseaccurately grade- Language needed atthehighendofrange. proficiently, withscaffoldingas grades 6–8textcomplexityband stories, dramas, andpoems, inthe comprehend literature, including By theendofyear, readand Reading Literature  prestigious artschools. taught hiscraftatseveral and aneducatorwhohas computer programmer novels, Bertozziisalsoa and anauthorofgraphic Besides beinganillustrator department atDCComics. working inthemarketing his ownmini-comicwhile As anadult,hedeveloped father before hecouldread. introduced tocomicsbyhis Nick Bertozzi(b.1970)was About the Author

Standard

UNIT MAKING MEANING

•

EXPLORATION s discuss, andwriteaboutgraphicnovels. The followingwords orconceptswillbeusefultoyouasanalyze, VocabularyMedia from Lewis&Clark opportunity tocompleteaclosereview afteryourfirstreview. Apply thesestrategiesasyouconductyourfirstreview. You willhavean First ReviewMEDIA:GRAPHICNOVEL for eachpanel basiclayout sketches the the dialogue andcaptions dialogue the letterer: letterer: inker: penciler: the penciledartinink the or imagesyou’veseen. experienced, textsyou’veread, images toothermediayou’ve CONNECT portrays. determine LOOK artist whogoesover artist artist who letters wholetters artist artist who artist at each image and at eachimageand it whom orwhatit details in the details inthe • • • • • • objects, andbackgrounds ineachpanel. A pencilershowsthefigures, expressions, from pencilertopenciler. The amountofdetailinthedrawingsvaries can conveydifferent emotions andmeanings. Different weights,shapes, andsizesofletters also placetheminthepanel. A letterer fillsinthespeechballonsandmay penciler. depends onhowmuchdetailwasdonebythe The amountofdetailleftfortheinkertofillin an imagethatwillprintwell. An inkerusespenandbrushwithinktocreate want torevisit. that youfindinteresting and NOTE the Comprehension Check. RESPOND elements in each image elements ineachimage by completing by completing

© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Corps ofDiscovery. Clark, were knownasthe Meriwether LewisandLieutenant William later claimthearea. Thebandofexplorers andtheirco-leaders,Captain to UnitedStatesthatallowedthegovernment of thenorthwestern The LewisandClarkexpedition(1804–1806)wasamajor exploration BACKGROUND MEDIA |GRAPHICNOVEL from Lewis&Clark MULTIMEDIA SCAN FOR

477 478

UNIT 5•EXPLORATION 1 3 6 8 4 2 7 5

479 480

UNIT 5•EXPLORATION 22 20 18 15 16 19 23 21 17

481 M letterer inker penciler the graphicnovel. discuss andwriteabout Use thesewords asyou 482 your Word Network. exploration from thetextto Add words related to  clarify detailswithyourgroup. Complete thefollowingitemsafteryoufinishyourfirstreview. Reviewand Comprehension Check ed 4. 3. 2. 1.

WORD NETWORK

ia V UNIT 5•EXPLORATION Making Meaning Why doesOrdway say,“It’s nowonderyou’re allsuchascrawnybunch”? Who orwhatare theClatsop? Why doesn’tCaptainLewishelpwiththeconstructionofbuilding? What are themenbuilding? o cabula r y 3. 2. 1. Complete theactivities. A questions doyouhave?Whatcanconclude? down anynewobservationsthatseemimportant.What Revisit thegraphicnovelandyourfirst-review notes.Write C

lose Review nalyze thenalyze Media graphic noveltaughtyouabout exploration?Discusswithyourgr What dotheytellyouthatthewords donot? what itwasliketobeamemberoftheLewisandClark expedition? the selection. Howdotheillustrationsaddtoyourunderstanding of yourgroup, reviewReview andSynthesizeWith theillustrationsin Present and E questions youasked,andwhatconclusionsreached. found most interesting or powerful. Discusswhatyounoticed, ssential Question:Whatdrivespeopletoexplore? Whathasthis D iscuss Choosethesectionofgraphicnovelyou to supportyouranswers. Cite textualeviden oup. c e

Week 5 and Week 6 Review Topic: Evaluating Algebraic Expressions (6.EE.1-3) Evaluating Numerical Expressions

Remember:

Exponents

4³ = 4•4•4 NOT 4 • 3

Evaluating Algebraic Expressions

Evaluate each Algebraic Expression for the given values.

1. 6x – 3 for x = -4, -1 and 2 2. 18 – 4x for x = -2, 0, 4

3. 2x – 4x for x = -4, 3, 5 4. x² + 3 for x = -3, 0, 7

Combining Like Terms to Simplify Expressions Like terms are two or more terms that have the same variable raised to the same power. In the expression 3 + 4x² - 2y + 2x² + 3y + 5 the like terms are marked with the same shape 3 + 4x² - 2y + 2x² + 3y + 5 When terms are alike, we can combine them to simplify an expression. Let’s combine the like terms inside of our shapes.

Once we have reached this point, there are no more like terms to combine, which means we have successfully simplified the expression!

Combine like terms to simplify the algebraic expression.

Generating Equivalent Expressions

The distributive property helps us generate equivalent (equal) expressions by allowing us to multiple every term inside a set of parenthesis, by the term directly in front of the set of parenthesis. Here are a couple examples.

12x + 8

Use the distributive property to re-write each expression. Then, if possible, combine like terms to simplify the expression.

We can also write equivalent expressions using factoring. Where the distributive property has us multiply IN to the parenthesis, factoring allows us to pull values OUT and create the need for parentheses.

For each question, use factoring to write an equivalent expression.

A. B. C.

D. E. 18 + 27x F.

Writing Expressions from Words

Ways to say... Sometimes we are given a word-phrase and need to translate the words into an expression! Addition Subtraction Sum Difference Add Subtract More Than Less Than Plus Minus Gain Loss Variable Increase Decrease A number Total Take Away A value An amount Multiplication Division Unknown Times Quotient Multiply Divide Product Into Per Split Of

Translate each word-phase into an expression

A. The product of nine and six, minus an B. Four less than three times a number unknown.

C. Seven more than the quotient of a number D. The difference between a value and nine, and four. minus thirteen

Applying What We Know Use what we have covered regarding expressions to solve each word-problem.

Supports for Diverse Learners 6th Grade Math Week 5 Standard: 6.EE.1-3 Evaluating Algebraic Expressions Notes:

Topic:  It is recommended that you make a table to organize your work. Use the one below to help you.  Algebraic Expressions x Expression Answer Supports:

 Notes General Accommodations:

 Read aloud all text  Use a calculator  Reduce the number of problems to complete if they are the same  Put the information from the problem into the table. Follow my type sample for problem 1.  Put ( ) around all the variables, or letters

Evaluating Numerical Expressions Notes: x Expression Answer 6(x) - 3 PEMDAS -4

Parenthesis -1  If there are 2 sets of ( ), work from left to right 2  Or, if one set of ( ) is inside of the other one (example is problem d) do the one on the inside first  Take out the letter and replace it with the value for the x Exponents  Use a calculator or PEMDAS to solve, and write the answer

Multiplication or Division x Expression Answer 6(x) - 3  Do whatever comes first, working from left to right -4 6 (-4) – 3 (put this into the calculator just as it is) -27 Addition or Subtraction -24 – 3 (or use PEMDAS and it will look like this) -1 6 (-1) – 3 -9  Do whatever comes first, working from left to right -6 - 3 2 6 (2) – 3 9 12 - 3 Supports for Diverse Learners 6th Grade Math Week 5 Combining Like Terms to Simplify Expressions Notes: Writing Expressions from Words Notes:

 Put a grouping symbol around each term. Remember that the + or –  If you see the word “than”, you need to flip that part of the phrase sign goes with the term that follows it. The first term is always + if it to the end of the expression doesn’t have a sign. Follow my sample for problem b. o Four less than three times a number o B. + 3½y + 2 + 4y + 1¼ 3n - 4

 If you see the word “of”, you need to put ( ) around that part of the  Find the like terms and combine them. If the term has the same phrase letter, they are the same. If the term doesn’t have a letter, it can’t o The product of nine and six, minus an unknown be combined to those that do have letters. If a letter has an (9 x 6) – x exponent, it can only be combined to others that have the same letter and exponent.  You can use any letter to indicate a variable, but l, o, t aren’t o B. + 3½y + 2 + 4y + 1¼ recommended because they tend to look like numbers or math symbols. o + 3½y + 4y equals 7½y Applying What We Know Notes: o + 2 + 1¼ equals 3¼  Alternate directions: Use the given variables to solve the expression. o 1. m – ( 2a + 3b + c ) for m = 9, a = 0.80, b = 1.30, c = 2.50  When writing the final answer, it is written in abc order with terms o 2. V = 1/3Bh for B = 100, h = 5 that don’t have variables at the end. o 3. Skip o B. 7 ½ y + 3 ¼ Generating Equivalent Expressions Notes:

 Watch this video to learn about the distributive property.  Watch this video to learn about factoring. o The Greatest Common Factor for each problem is below: . A. GCF = 5 . B. GCF = 4 . C. GCF = 2 . D. GCF = 25 . F. GCF = 4 Review Topic: Equations and Inequalities (6.EE.4-7, 6.NS.7a-b)

Solving Equations

Solve each equation for the missing value.

Hint: When given the equation, we can substitute what we are told in the Equation P = 4s problem Given Sides = 12 m back into Substitute P = 4(12) the Solve P = 28 m (Perimeter) equation. Then, solve the equation to find the missing value.

Stretch Your Thinking

1) An online ticket broker charges a flat fee of $6.50 for each set of tickets sold.

a) To sit in Section C, the ticket broker charges $36.00 per ticket, write an equation to represent the total cost of sitting in Section C.

2) A shipping company charges a flat rate fee of $3.00, plus $1.50 per pound the package weighs. a) Write an equation to show the cost of shipping a package.

b) Martin is shipping a package that weighs 5 pounds. Use the equation to determine the total cost to ship the package.

c) Andrew’s total cost to ship a package was $9.00. Use your equation to determine how much the package weighed.

Review: An inequality is any mathematical sentence that has an inequality symbol. The solution set of an inequality is all values the make the inequality statement true. < Less Than > Greater Than ≤ Less Than or Equal To • ≥ Greater Than or Equal To •

Writing Inequalities

Stretch Your Thinking

d. Supports for Diverse Learners 6th Grade Math Week 6 Standard: 6.EE.4-7 and 6.NS.7a-b  Put the information from the problem into the table. Follow my sample for problem 1. Topic:  Put ( ) around all the variables, or letters  Equations and Inequalities values Expression / Equation Answer Supports: for (a) + 0 = 13 variable  Notes 4  Graphic Organizers  Step by step directions 9  Modified Directions 13

General Accommodations: 21

 Read aloud all text 25  Use a calculator  Reduce the number of problems to complete if they are the same  Take out the letter and replace it with the value for the variable type  Use a calculator or mental math to solve, and write the answer

values Expression / Equation Answer Using Substitution to Identify Solutions to Equations Notes: for (a) + 0 = 13 variable  It is recommended that you make a table to organize your work. 4 (4) + 0 (put this into the calculator just as it is) 4 Use the one below to help you. 9 (9) + 0 9 values Expression / Equation Answer for 13 (13) + 0 13 variable 21 (21) + 0 21

25 (25) + 0 25

 As you can see, the 13 is correct because it gave us the same answer as given in the equation a + 0 = 13  In problems 4-5, the answers on both sides of the = sign need to be the same.

Supports for Diverse Learners 6th Grade Math Week 6 Solving Equations Notes: Using Literal Equations to Solve Problems Modified Directions:

 Step 1: Draw a line down the = sign to separate the two sides of the  Solve the problems below using the same method shown in the equation. previous example. . w + 19 = 47 o 2. 28 = 4s

 Step 2: Find the variable/letter. You will ALWAYS start on the side o 3. A = 15(9) with the letter. . w + 19 = 47 o 4. 36 = 9h

 Step 3: Ask yourself, “What kind of math is happening here?” o 5. C = 86 – 32 o Is it addition, subtraction, multiplication or division? 1.8 . w + 19 = 47 This is showing addition. o 6. 25 = 7 + 7 + c  Step 4: Ask yourself, “What is the inverse/opposite operation?”

o addition and subtraction are opposites o multiplication and division are opposites Stretch Your Thinking Modified Directions: . w + 19 = 47 The opposite adding is subtracting.  Solve the following equations. Remember to follow PEMDAS (refer

to week 5 packet for help with this).  Step 5: Do the opposite operation. o 1. c = 6.50 + 36(3) . w + 19 = 47 o 2. c = 3 + 1.50(5) - 19 You can see, this will make the answer o 2c. 9 = 1.50(w) + 3 This is a 2 step equation. First, 0, leaving the letter by itself. subtract 3, then divide by 1.50.

 Step 6: What you do to one side of the = sign, you will do to the Inequality Notes: other side.  Watch this video on inequalities. . w + 19 = 47  Numbers 2, 3, and 5 are written backwards, so flip them around: - 19 -19 47 – 19 is 28 o 2. x < -5  Step 7: Write the solution. o 3. x < 3½ . w = 28 o 5. x > 1.8

MATH PLUS

Week 5 and Week 6 Review Topic: Independent and Dependent Variables (6.EE.8a-c)

Ex: Identify the independent and dependent quantity and write an equation to represent the relationship.

A lawn care service charges $50 for each acre they mow. Think, “What part of the situation is free to change (be independent)?” – The number of acres mowed. “What part of the situation will change based on that number (is dependent)? – The total cost.

Number of Acres = Dep. Quantity, Total Cost = Ind. Quantity

Equation: y = 50x For each situation, identify the independent and dependent quantity and write an equation to represent the relationship.

Analyzing Graphs

Graphing from a Table of Values

Hint: Use the labels X Y from the table to help set-up your graph. The first column represents the x-values and will

tell us what to label the x-axis. The second Y column represents the y-values and will tell us what to label to y-axis. .

Let’s Put It All Together!

Review Topic: Signed Numbers and Absolute Value (6.NS.5-6, 6b-c, 7b-d)

C. List the where points A - H are located on the number line below.

Absolute Value

5 5

Remember: All that absolute value is telling us is how far away the number

is from 0 on a number line. If I was finding -9 , I just need to count how far from zero -9 is: 9 places. So, -9 = 9

Stretch Your Thinking!

Review Topic: Working on the Coordinate Plane (6.G.3, 6.Ns.6b-c)

Reminder: to plot ordered pairs on a coordinate plane, read the ordered pair as (x, y). The values will tell you where to plot the point (-5, 3) on the plane.

(4,-2) (X , Y) (4, -2) Right 4 Down 2 Quadrant 2 Quadrant 4 For each point listed, determine which quadrant the point would be plotted in.

a. b. c.

d. e. f.

g. h. i.

j. k. l.

Fill in the table:

Use the graph to answer the following questions.

a. Identify the ordered pair for each point: Point A ______Point B ______Point C ______Point D ______Point E ______Point F ______

b. Plot and label Point G on the graph at (2, -4) c. Plot and label Point H on the graph at (-6, 8) d. Plot and label Point I on the graph at (2, 4) e. Plot and label Point J on the graph at (-8, -2)

Plot the following points on the coordinate plane. A(-3, 4), B(4, 4), C(-3, -2), and D(4, -2) a. Connect the four points. What shape do the points form?

b. Count and label the lengths of each side of your figure.

c. What is the perimeter of the figure? Area?

Plot the following points on the coordinate plane. C(-5, 2) J(-5, -5) and G(3, 2)

a. Connect the points. What shape do the points form?

b. What is the height and width of the shape?

Plot the following points on the coordinate plane. B(-4, -3) and N(2, 2)

c. Reflect both points across the x-axis. What are the vertices for the two new points?

d. Connect all four points. What shape is formed?

Julianna is planting a rectangular-shaped garden in her backyard.

a) Where are the three points currently located?

M B b) In order for the garden to be a rectangle, where would the fourth point, Point C, need to be located? Plot it on the coordinate plane and list its location in the space below.

c) The values on the coordinate plane are using feet as their measurement. Determine the length of each side of the garden in feet.

G d) Julianna purchased 45 feet of fencing to go around the outside of the garden. Did Julianna purchase enough fencing? Explain.

Jorge is constructing a square picture frame. He has plotted two of the corners on the coordinate plane. a) Where are the two points currently located?

C b) In order for the frame to be a square, where would the third point, Point A, and the fourth point, Point C, need to be located? Plot them on the coordinate plane and list their location in the space below.

D c) The values on the coordinate plane are using inches as their measurement. Determine the length of each side of the frame in inches.

d) Jorge purchased 10 inches of wood to use to make the frame. Did Jorge purchase enough wood? Explain.

Stretch Your Thinking! This problem reviews previous material, as well as graphing!